Sharing and reflecting

1. Sharing and reflecting Chapter 8 Craig A. Mertler SAGE Publications, 2014 Action Research: Improving Schools and Empowering Educators (4/e)

2. Communicating the Results ofAction Research • Gap between research conducted in education and (supposed) end users of that research • Problem with “converting” research into practically applied results in classrooms, etc. • Often, too technical and do not fit with “daily needs” of a classroom teacher • Do not factor in the practical challenges of applying research findings • The teacher-researcher—and action research— become the missing link

3. Communicating the Results ofAction Research • However, simply conducting classroom-based action research is not enough • Results of action research must be shared (formally and informally) • Facilitates the actual “bridging of the divide” • Provides teachers with a voice; research becomes an integral part of the instructional process • The act of sharing results of action research is also a time to celebrate those findings and the process • Helps to create a rewarding, satisfying professional experience

4. Communicating the Results ofAction Research • Sharing at the local level • Numerous possible audiences: • Colleagues • Professional discussions; may be very informal • Keep brief; use visual aids • Highlight main aspects of your study • District administration • Members of school board, superintendent, assistant superintendents, directors, building-level administrators • Can help avoid educational malpractice

5. Communicating the Results ofAction Research • Sharing within action research communities • Action research community—professional learning community (PLC) made up of educational professionals driven by a common goal of practicing reflective teaching to improve classroom instructional practice or other aspects of the educational process • Key to improved student learning is continuous, job-embedded learning for educators • Can be created within a building or district, or can include multiple districts (typically within small geographic area) • Ideal for lending encouragement and support • Can run the spectrum from informal to formal

6. Communicating the Results ofAction Research • Key characteristics of a PLC focused on action research: • A shared mission, vision, values, and goals all focused on student learning; • A collaborative culture; • Collective inquiry into best practices and current reality; • An action orientation, or learning by doing; • A commitment to continuous improvement; and • An orientation focused on results, and not on intentions.

7. Communicating the Results ofAction Research • Sharing at professional conferences • Opportunity to share results, experience among much broader community of educators • Additional dialogue, brainstorming, reflection • Great opportunities for networking • Conferences can be statewide, regional, or national • Process of submitting a proposal, acceptance of the proposal, and presentation at the conference

8. Communicating the Results ofAction Research • Formats include: • Paper presentations • Symposia or panel presentations • Poster presentations

9. Communicating the Results ofAction Research • Sharing in academic journals • Refereed journals • Potential to reach larger audiences • Guidelines • Familiarize yourself with journal you are submitting to • Use clear, reader-friendly writing style • “Guide” your readers through your study • Include summary of methods used • Find ways to keep your readers’ attention • Process of submitting a manuscript, blind review, acceptance of the manuscript, and publishing the article

10. Communicating the Results ofAction Research • Sharing in electronic formats • Many opportunities for electronic dissemination exist • Especially online formats • Action research Web sites • Electronic mailing lists • Electronic journals • Must be careful of quality of materials appearing on the Internet • Many school districts have developed their own action research sites for dissemination of work from their educators

11. Reflecting on the Results ofAction Research • Reflection (once again!) • Sharing, communicating, disseminating are yet another means of engaging in reflection on the action research process • Opportunity to review what you’ve done and learned • Another chance to introspectively examine your own educational practice • Seize every opportunity to engage in reflective practice: critical to professional growth Share . . . Disseminate . . . and Celebrate!!!

12. Action research checklist 8 Action Research Checklist 8: Sharing and Disseminating the Results of Action Research ☐ Develop a plan for sharing and communicating the results of your action research. ☐ Will you share the results at the local level? ☐ Will you share them at a broader level? ☐ For a local presentation: ☐ Determine the length of time and setting or format for your presentation. ☐ Develop an outline of the major points of your presentation. ☐ Thoroughly develop your presentation using presentation software (e.g., PowerPoint, Keynote, Prezi). ☐ Practice your presentation in advance to ensure you stay within your allotted time limits. ☐ For a broader (e.g., conference) presentation: ☐ Select a conference at which you would be interested in presenting. ☐ Following their guidelines, develop and submit your proposal for presenting. ☐ Wait for the decision of the conference organizers. Once you hear that your proposal has been accepted for presentation (!), develop an outline of the major points of your presentation. ☐ Thoroughly develop your presentation using presentation software (e.g., PowerPoint, Keynote, Prezi). ☐ Practice your presentation in advance to ensure you stay within your allotted time limits. ☐ Be confident! Good luck!