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Teacher Action Research Workshop 3: Trustworthy Teacher Action Research

Teacher Action Research Workshop 3: Trustworthy Teacher Action Research. EARCOS Teachers’ Conference 28-31 March 2012 Donna Kalmbach Phillips, Ph.D. Pacific University, OR USA. Trustworthy Teacher Action Research What makes a teacher action research project ‘good’?

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Teacher Action Research Workshop 3: Trustworthy Teacher Action Research

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  1. Teacher Action ResearchWorkshop 3:Trustworthy Teacher Action Research EARCOS Teachers’ Conference 28-31 March 2012 Donna Kalmbach Phillips, Ph.D. Pacific University, OR USA

  2. Trustworthy Teacher Action Research What makes a teacher action research project ‘good’? This interactive workshop is designed to introduce criteria for creating and implementing trustworthy action research projects. Participants will analyze the role of triangulation and self-reflexivity; consider the selection of appropriate data collection strategies; and explore the importance of critical colleagues and collaboration.

  3. Teacher Action Research: Process Workshops Trustworthy Action Research Design Framing the Study Data Analysis, Interpretation Discover an Area of Focus Criteria for Trustworthiness Data Analysis Fundamentals Develop a critical Question Research Design Ongoing Analysis: Cycle & Strategies Research Design Triangulation Final Data Interpretation Literature Review Researcher Dispositions Going Public ………………………………………………………Critical Questions……………………………………………………………

  4. What is trustworthy action research?

  5. Methodological Rigor

  6. “Since action research starts with everyday experience and is concerned with the development of living knowledge in many ways the process of inquiry is as important as specific outcomes.” Reason & Bradbury, 2001

  7. Criteria of Trustworthy Action Research

  8. Criteria of Trustworthy Action Research

  9. Criteria of Trustworthy Action Research

  10. Criteria of Trustworthy Action Research

  11. Multiple Perspectives: Triangulation ? Observation Artifact Researcher’s Journal Researcher’s Journal Interview “Thick Description”

  12. Seeking Multiple Perspectives: Data Collection Seeking Multiple Voices: Colleagues, students, parents, specialists, community members.

  13. Criteria of Trustworthy Action Research

  14. Criteria of Trustworthy Action Research

  15. Criteria of Trustworthy Action Research

  16. What kind of design supports trustworthy AR? • Gets to the heart of what you want to study • Focused but not too narrow • Structured and flexible • Deliberately plans for on-going assessment, adjustments • Is do-able: enriches & energizes, does not overwhelm

  17. Who is the trustworthy researcher? • Curious • Tenacious • Risk-taker • Able to re-frame, re-configure, re-think • Collaborative

  18. Critique Research Design for Trustworthiness • Find a partner • Read through the integrated research design • Critique for trustworthiness • Act as a critical colleague: What are the strengths? What suggestions would you make?

  19. Focused but not narrow • Structured with flexibility • Deliberate plans for on-going analysis • Is do-able as a teacher

  20. Getting Started • What is my area of interest? • What is my question? • What design gets to the heart of what I want to study? • What am I going to try out, evaluate and study? • What data will best serve my research? • When is it best to conduct this research? • What is a possible time line? • Who should be involved and in what ways? • What are my paradigm, beliefs and biases? • What literature do I need to read? How can I find this out?

  21. Ethical Considerations of Action Research:Gaining Permissions

  22. Question 1: Will your research project be made public?

  23. Question 2: Does your research project include participants who may be more vulnerable than others or have protected status under law?

  24. Question 3: Is there any possibility that data collected from your research project would be harmful to participants (emotionally, physically)?

  25. Question 4: Do you plan to collect images of students?

  26. Getting Permission: Informed Consent • Topic of Project • Objective of project • Interventions, strategies, what will be tried out • Data to be collected • Timeline of project • Why & how image-taking will happen; what will happen to images • Request to use images • How project will be made public • How confidentiality will be maintained • Any potential risks • A returned slip to be signed by parents

  27. Action research is systematic. … It involves a self-reflective spiral of planning, acting, observing, reflecting and re-planning. It requires teachers to be acutely aware of a sense of process, and to refine their perceptions to account for that process…action research raises to a conscious level much of what is already being done by good teachers on an intuitive level. It enables teachers to identify and come to grips with their practice in a human way that is at once supportive and critical. McNiff, 2008

  28. Teacher Action Research: Process Workshops Trustworthy Action Research Design Framing the Study Data Analysis, Interpretation Discover an Area of Focus Criteria for Trustworthiness Data Analysis Fundamentals Develop a critical Question Research Design Ongoing Analysis: Cycle & Strategies Research Design Triangulation Final Data Interpretation Literature Review Researcher Dispositions Going Public ………………………………………………………Critical Questions……………………………………………………………

  29. Reference List

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