Assessment Two: A Continuance Of Assessment One Literacy Review

This Assessment Two is a continuance of Assessment One Literacy Review.

Introduction/Significance

An Action Research Plan is a plan to result in a change. Action research is important for the researching graduate teacher to provide opportunities for them and schools to improve, to resolve, to understand, to learn and to overcome ability grouping problems – resulting in constructive change. Furthermore, action research provides students opportunities to be understood, to be recognised, to be involved – which maximises learning. Action research provides teachers and schools with research findings and teaching strategies to discuss and share these results with parents, carers and the wider educational community. Ability grouping can satisfy

The topic of ability groups was selected based on the results of a passion to be more effective at what teachers care about most – their teaching and the development of their students (Sagor, 2000). This is the main motivation for improving the teacher-researcher practice, amongst others.

The area of focus will involve teaching and learning and focus on research, action and teaching practice. The area of focus is something within an educator’s locus of control. The area of focus is something teachers feel passionate about. The area of focus is something educational hierarchy and professionals would like to change or improve. (Mills, 2014, p.43)

This focus area will provide evidence of whether ability grouping benefits: learning, teaching and students - to group or not group – is the real question here?

• For educators to professional growth and to attain new teaching skills such as classroom instruction strategies, teaching to student interests and collecting, analysing and interpreting data.

• To make changes and free-up time to improve teacher reflection and planning.

• To promote collaboration between teacher colleagues and between students. Action research promotes social interaction with the assistance of ability grouping.

• Can assist teachers to share their action research plan and teaching ideas with other faculty members, students, parents and the community. Research data collection techniques such as qualitative (conducting interviews, class discussions, focus groups, observations, mind maps and note-taking) and quantitative (displaying graphs, questionnaires and surveys), aid teachers to display working ideas, communicate and share with others.

• Finally, this inquiry can create changes to educational system and policy, through valuable supported data collection processes and by finding key results. (Life Leggos, 2016)

The goals of this action research plan and for the researcher