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E. Sigler's Article Over Action Research In The Classroom

615 Words3 Pages

An article over action research by E. Sigler (2009) provides insight into what qualifies as “action research” and what is “simply good reflective teaching.” The paper provides detail of how in-depth a research study needs to be and the qualities that it has to have to be counted as research by law. Understanding the differences in these two methods will help a teacher/educator become better prepared to undertake classroom research and also become a better reflective educator. Under “The Family Educational Rights and Privacy Act of 1979 (FERPA): An educational agency or institution shall obtain the written consent of the parent of a student or the eligible student (if 18 or older) before disclosing personally identifiable information from the …show more content…

The article provided a great understanding of what a classroom teacher needs to be prepared for when using any type of research methods in the classroom. Sigler uses Ference (2000) to provide the examples “of what action research is and is not, particularly as it pertains to action research in K–12 classrooms: (A)ction research specifically refers to a disciplined inquiry done by a teacher with the intent that the research will inform and change his or her practices in the future. This research is carried out within the context of the teacher’s environment—that is, with the students and at the school in which the teacher works—on questions that deal with educational matters at hand. (p. 1)” In this definition, the teachers everyday tasks of being an effective and reflective educator are not explicitly “action research” but provide necessary data to enhance teacher and student

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Being able to gain the insight of teachers and how they feel is very important for the argument of the research paper. She was ables to use the history of test

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Data is the driving force for instruction and should be used to discuss goals students have met in the classroom and to set future instructional practices. It should also be utilized to determine the areas students need assistance in and interventions that might need to be put in place for students. Reflecting on my second-grade classroom, my action plan is going to target my math instruction. I always feel rushed with time and keep my mini lessons shorter, so I struggle to incorporate other strategies to teach the content. Currently, I provide opportunities for students to turn and talk to demonstrate their thinking.

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Hooks compares the types of classrooms that she has been in as a student, from the engaged pedagogy to the traditional classroom. She begins the text by recalling her experiences at Booker T. Washington and how much she loved learning there, stating, “my teachers made sure they ‘knew’ us. They knew our parents, our economic status, where we worshipped, what our homes were like, and how we were treated in the family(17).” The situation detailed by Hooks here illustrates a teacher-student relationship classroom that has “transgressed” the boundaries of traditional teaching practices. The audience can see that the author is happy with this learning experience which translates to why she is also excited about learning, establishing the relationship between the teaching method and student productivity outcome.

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Newly learning that not all teachers operating with a liberal lens are doing what is best for low socioeconomic students is something that resonated with me. Research by Delpit (2006) goes on to describe how a White professor utilized the process approach. The approach meant students worked together in pairs and critiqued each other's work. From an outsider's perspective, this was the future of learning and acceptable. Collaboration is something I lacked during my years of primary and secondary school.

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Freeman makes several important statements defining teacher-research in Chapter 1. I can specifically relate to the idea that teachers are so consumed with getting the job done that they do not necessarily understand the “how” (p. 8) in the teaching process. For instance, I substituted for a first grade teacher for three months. During that time, I was so overwhelmed with learning how to plan lessons and meet the benchmarks. As a result, I did not naturally think of my learners and why I would get certain responses and results from the students.

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For instance, a teacher may consider the challenges students face with the uncertainty principle. The teacher may find fresh analogies or instructional strategies to make the material more understandable by going over the subject again and thinking about it. Improved Teaching Methods: Teachers who engage in reflective practice are better equipped to adapt their teaching strategies to meet the diverse needs of learners, leading to enhanced student engagement, motivation, and achievement. For instance, a teacher may try out various teaching strategies, like using interactive simulations to illustrate Newton's equations of motion. Through introspection regarding the effectiveness of these methods, the teacher can improve their strategy to better engage pupils.

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Furthermore, the commonalities between the ways the ARPP described the action research were intertwined with the first three stages of the cycle. One commonality between the ARPP and the first three stages of the action research was the diagnostic phase in defining the problem. Both of the studies had a common ground to start with the problem or issue at hand, and investigated the concern to provide a clear understanding of the problem. According to the Capella multimedia text ARPP (2016), stated “when an issue has been fully explored and examined through a number of different lenses, the problem(s) or opportunity that emerges should be clearly described…and the organizational context within which it occurs” (p. 2). To be clear, the first phase

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My research proposal and annotated bibliography is about how teachers are evaluated in the school system. There are many ways teachers are viewed by people in today’s society. Some states are a little more traditional than others and takes the administration in class evaluation. Yes, it’s a teacher’s job to teach students the curriculum presented to them by the board of education and it’s their job to make sure learn and know the information the knowledge because that’s what they are there for, but every student isn’t the same.

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Kevin Carroll spent a full year at the school, documenting what he saw, participating in activities, conducting interviews and attending discussions. He found the school community diverse, happy, collegial, and host to children who had a sense of being in a place where they belonged and had a voice (Carroll, 2006). The school's curriculum is inspired by Paolo Friere and designed to enable children to be active participants in their own learning, to be problem solvers and problem posers (Friere, 1993, as cited in Carroll, 2006). In his study, Carroll examined the in-school community as well as the community at large. He did not examine test scores but rather was looking at the social and affective aspect of the school's program.

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Text Purpose McNiff and Whitehead (2011) provide a concisely written and easy-to-follow introduction to action research that can serve as essential reading for students, practitioners, and seasoned researchers. Specifically, the book provides a clear guide to the history and philosophy that underpin action research. The authors include comprehensive coverage of the primary theoretical debates in action research, giving essential help to professionals planning to undertake an action research project. The text offers practical help in planning a research project and generating knowledge.

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Next Steps How has this module inspired you? This program has motivated me to reconsider the importance of providing clear and specific guidance in my teaching techniques. It has demonstrated the enormous influence that well-crafted directions can have on student learning, conduct, and equality in the classroom. What will you do differently in your classroom?

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I am submitting my first field experience reflective paper, journal, time sheet, evaluation, and thank you note under Standard 4 because it documents that I have observed teachers using strategies to deliver instruction that meets the multiple learning needs of students. During my 12 hour of observation, I was able to see the unique styles of teaching strategies at Ottumwa High School and Eddyville Elementary school. In the high school setting, I was able to observe six different English classes. Some unique classes that I was able to sit in was Criticizing Comics and Heroes in Literature. I noticed that both these classes required a lot creativity from students who wanted to show their originality.

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The action learning process involves a facilitator, a real problem that is important, critical, and usually complex, a diverse problem-solving set, and a process that promotes curiosity, inquiry, reflection, and, ultimately a solution to the problem. The set Diamond Consultants was assigned to Accra Beach Hotel and Spa. The facilitator Mrs. Lynette Francis- Thornhill was very helpful and informative. She not only thoroughly inform the class about the topic of action learning, she also guide us along the way by asking questions about the information we have leant and made suggestions on possible question to ask and people to interview.

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Schools are the second place after home where students’ behavior and future educational success are shaped. At schools there are many elements or factors that can influence the teaching and learning process that may take place. Rasyid (2012) stated that there are four perennial truths that make the teaching and learning process possible to take place in the classroom. If one of these is not available, there will be no teaching and learning process, though the learning process itself may still take place, they are: (1) Teacher, (2) Students, (3) Material and (4) Context of time and place. All of them are related to one another.

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