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A product of Project CENTRAL, 2004

The
Action Research
Process



Sponsored by Project CENTRAL
A Project of the Florida Department of Education
In Collaboration with the University of Central Florida
With rights given to Seminole County Public Schools
Professional Development Department for use in training
personnel
Understanding Action
Research
A product of Project CENTRAL, 2004
The idea of action research is
that educational problems and
issues are best identified and
investigated where the action
is; at the classroom and
school level.

A product of Project CENTRAL, 2004
By integrating research into
these settings and engaging
those who work at this level
in research activities,
findings can be applied
immediately and problems
solved more quickly
(Guskey, 2000).
A product of Project CENTRAL, 2004
Action Research is NOT-
Writing a
Research
Paper
A product of Project CENTRAL, 2004
A Model of Professional
Development
Action research is a model of
professional development in which
educators study student learning
related to their own teaching, a
process that allows them to learn
about their own instructional
practices and to continue to improve
student learning.
A product of Project CENTRAL, 2004
What is Action Research?
Action (teacher) research is a
natural extension of good
teaching.
Observing students closely,
analyzing their needs, and
adjusting the curriculum to fit the
needs of all students have always
been important skills demonstrated
by fine teachers (Hubbard &
Power, 1999).
A product of Project CENTRAL, 2004
The Action Research Process
Action
Rese arch
Identifying a
Classroom
Proble m
Developing &
Implementing
an Action
Rese arch Plan
Collecting &
Analyzing
Data
Using &
Sharing
Results
PLANNING
DELIVERY
FOLLOW-UP
EVALUATION
IDENTIFYING CLASSROOM
PROBLEMS
4.11 Menyusun teks deskriptif lisan dan tulis sangat pendek
dan sederhana tentang orang orang, binatang dan benda,
dengan memperhatikan tujuan, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai dengan konteks.
(KI-4,KD4.11, Kelas VII)
Composing a short, simple descriptive text in
oral and written form about people, animals and
things by paying attention to text purpose, text
structure, and language features correctly and
contextually.
A product of Project CENTRAL, 2004
Problems in writing
Difficulties in finding and developing ideas of topic given.
Students writing does not follow the generic structure of
the descriptive text (identification and descriptions).
Many grammatical errors found in almost every single
sentence (present tense, article, subject-verb
agreement).
Students lack mastery of vocabulary (repeated
descriptive words used in the writing).
More errors on mechanics of writing (capital letters,
spellings).

A product of Project CENTRAL, 2004
What the possible causes of the problems ?
Problems found Predicted Causes
Possible solutions
to the problems
Finding and
developing ideas
Prewriting activities are rarely given
by their English teacher
Using singe
pictures
Do not follow
generic structure of
the text
Lack practice on analyzing the text
structure
Mind mapping
technique
Grammatical errors Need more feedback and coaching Cooperative
learning
Vocabulary mastery Need asking students questions
about possible words used to
describe a person, animal, and
thing (adjectives, nouns, verbs, and
adverbs)
Guided writing
technique
Mechanics of
writing
Need proof reading before
submitting their work
Process approach
A product of Project CENTRAL, 2004

IMPROVING STUDENTS DESCRIPTIVE TEXT
WRITING ACHIEVEMENT BY USING SINGLE
PICTURES AT SMPN 2 JEMBER
A product of Project CENTRAL, 2004
Theoretical Framework
Who say that single pictures is effective in
improving students ability in writing
- find relevant or supporting information from
EFL textbook, media in education, etc.
Explain the concept/construct of writing ability
EFL textbook and curriculum of ELT.
Explain the results of previous studies that
support the effectiveness on the use of single
pictures.
A product of Project CENTRAL, 2004

A product of Project CENTRAL, 2004
A product of Project CENTRAL, 2004
Plan
Act
Observe
Reflect

REVISED
Plan
Act
Observe
Reflect
ACTION RESEARCH is a CYCLE!!
A product of Project CENTRAL, 2004
Approaches to Action Research
Individual Teacher Research

Collaborative Action Research

School-wide Action Research




Emily Calhoun, 1993
A product of Project CENTRAL, 2004
Individual Teacher Research
A teacher focuses on an area of
concern in his or her classroom.
May receive support and guidance
from colleagues, coaches, and/or
outside support personnel from
district, state, or university.
A product of Project CENTRAL, 2004
Individual Teacher Research
A problem or issue within a single
classroom to study--
What impact can daily phonemic awareness
activities have on my kindergarten students oral
language development? (Kindergarten teacher)
How can using concrete objectives
(manipulatives) improve my students ability to
identify and extend patterns in mathematics?
(Middle grade teacher)
A product of Project CENTRAL, 2004
Collaborative Action Research
Co-teachers
in one classroom instructing a specific group of
students
Team of teachers
focusing on a grade level issue
Teacher and district, educational agency, or
university personnel
learning and studying a particular instructional
practice
Group of teachers
in the same school studying the same instructional
concern
A product of Project CENTRAL, 2004
Collaborative Action Research
Focuses on studying a problem or
issue within one or more classrooms.
How can students with disabilities experiencing deficits
in phonemic awareness show improvement in those skills
by participating in additional and intensive instruction in
phonemic awareness activities at least four times per
week? How will it affect their overall reading ability?
(ESE Teacher & FDLRS HRD Specialist)
How can implementing Organizing Together a
Strategic Instruction Model curriculum, improve 6
th

graders ability to come to class organized and prepared?
(6
th
grade teachers in a middle school team)
How can students show improvement in
phonemic awareness by participating in
additional and intensive instruction in
phonemic awareness activities at least four
times per week?
How will participating in additional and
intensive instruction in phonemic awareness
activities at least four times per week affect
their overall reading ability?
A product of Project CENTRAL, 2004
A product of Project CENTRAL, 2004
School-wide Action Research
School-wide action research
is a school reform initiative.

Every faculty member of the
school is involved in studying
a specific issue identified
from school data.
A product of Project CENTRAL, 2004
HOW CAN I GET STARTED:
Located on right side of this web page
http://www.scps.k12.fl.us/staff_development
/HTML/actionresearch.cfm

Seminole County Action Research Forms
Action Research Log
Action Research Summary

A product of Project CENTRAL, 2004
ACTION RESEARCH LOG
A product of Project CENTRAL, 2004
ACTION RESEARCH LOG CONTINUED
A product of Project CENTRAL, 2004
http://www.scps.k12.fl.us/staff_development/Documents/ACTION%20RES
EARCH%20SUMMARY.doc
A product of Project CENTRAL, 2004
Action Research Samples
Web Question Samples

http://www.sou.edu/education/actionresearch/tasks.htm

http://www.sou.edu/education/actionresearch/questions.htm

Video Samples:

http://home.sou.edu/~jablonsd/ARfair.HTML

PowerPoint
To use with faculty
Blackboard course