1 / 35

Beauty is in the “I” of the Beholder

Beauty is in the “I” of the Beholder. Thubten Yeshe. A World in Transition . Modern World. Postmodern World. The Nature of Reality. Single Reality. Multiple Constructed Forms. Resulting Research Continuum . Quantitative . Action Research.

kirti
Télécharger la présentation

Beauty is in the “I” of the Beholder

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Beauty is in the “I” of the Beholder Thubten Yeshe

  2. A World in Transition Modern World Postmodern World The Nature of Reality Single Reality Multiple Constructed Forms

  3. Resulting Research Continuum Quantitative Action Research The Relationship Between Researcher and “Researched” Independent Interactive

  4. Resulting Research Continuum Quantitative Action Research The Role of Researched Subject Participant

  5. Resulting Research Continuum Quantitative Action Research The Research Process and Outcomes Generalization Working Hypothesis

  6. Resulting Research Continuum Quantitative Action Research The Role of the Researcher’s Values Value Bound Value Free

  7. Resulting Research Continuum Quantitative Action Research The Researcher Methodology Exclusive Inclusive

  8. Resulting Research Continuum Quantitative Action Research The Locus of Control Institutions of Theory Institutions of Practice

  9. Action Research – Group 4 http://www.infed.org/research/b-actres.htm Origins Rediscovery Process Summary

  10. Origins http://www.infed.org/research/b-actres.htm • Kurt Lewin • Coined Term “Action Research” • Approach involved a spiral of steps • 2 Camps • British Tradition - Self Reflective inquiry • USA - Social Change

  11. Origins http://www.infed.org/research/b-actres.htm • Kurt Lewin • Coined Term “Action Research” • Approach involved a spiral of steps • 2 Camps • British Tradition - Self Reflective inquiry • USA - Social Change

  12. REDISCOVERY http://www.infed.org/research/b-actres.htm Stringer Community-based research (social values) Extend understanding and resolve problems • Characteristics • democratic ∆ liberating • equitable ∆ life enhancing

  13. Action Research Process http://www.infed.org/research/b-actres.htm Three Basic Phases 1. Look - gathering information 2. Think - interpreting and explaining 3. Act - resolving issues

  14. SUMMARY http://www.infed.org/research/b-actres.htm Action Research is: • Collective Self-Reflective Inquiry • Conducted in a Social Situation • Collaborative • Critically Examined individually

  15. Action Research – Group 3 http://www.scu.edu.au/schools/gcm/ar/arp/aandr.html#a_aar_whatis Action Research Is… • A natural way of acting • A natural way of research Act>Review> Act>Review> Act>Review> Act>Review> Act>Review> Act>Review>

  16. Action Research – Group 3 http://www.scu.edu.au/schools/gcm/ar/arp/aandr.html#a_aar_whatis How does Action Research Achieve Outcomes? • Remove the gap between deciders and doers • Participation generates commitment • Participation provides more complete information Managers>Employees>Teachers>Pupils> Parents> Children>

  17. Action Research – Group 3 http://www.scu.edu.au/schools/gcm/ar/arp/aandr.html#a_aar_whatis Action Research Needs Critical Reflection • Systematic reflection gives confidence • Pay attention to unexpected results Reflect>Revise> Reflect>Revise> Reflect>Revise> Reflect>Revise> Reflect>Revise>

  18. Action Research – Group 3 http://www.scu.edu.au/schools/gcm/ar/arp/aandr.html#a_aar_whatis Reflection>Action> Reflection>Action> Reflection>Action> Reflection>Action>

  19. Action Research – Group 3 http://www.scu.edu.au/schools/gcm/ar/arp/aandr.html#a_aar_whatis Flexible and Rigorous • Fuzzy questions • Answers become more precise with critical reflection • Qualitative>Words • Quantitative>Numbers Change>Understanding> Change>Understanding> Change>Understanding>

  20. Action Research – Group 3 http://www.scu.edu.au/schools/gcm/ar/arp/aandr.html#a_aar_whatis When to use action research • Achieve understanding • Achieve change Cycle>Cycle> Cycle>Cycle> Cycle>Cycle> Cycle>Cycle> Cycle>Cycle>

  21. Action Research – Group 2 http://www.ascd.org/publications/books/100047/chapter1.html

  22. Three Purposes for Action Research • Building the Reflective Practitioner • Making Progress on Schoolwide Priorities • Building Professional Cultures

  23. Building the Reflective Practitioner • Process that will foster continuous growth and development • Reflection on teaching practice • Implement changes based upon experience • Developing strengths through continuous progress

  24. Making Progress on Schoolwide Priorities • Development of common focus on strengthening school programs • Collaborative achievement of shared goals • Team building and program development • Significant progress on schoolwide priorities

  25. Building Professional Cultures • Independent/team research • Multiple research inquiries • Shared findings among colleagues for improved independent practice • Contribute to organizational learning

  26. Why Action Research • Professionalize Teaching • Enhance Motivation and Efficacy of Faculty • Meet needs of increasingly diverse student body • Success with “standards-based” reform

  27. Blue-collar Routine Isolated Occasional supervised Vigilance & vigor Straight forward, simple Professional Non-routine Complex Problem solving Collaboration Demanding Dynamic Informed practice – teacher expert Creative Professionalize Teaching

  28. Enhance Motivation of Faculty • Empirical evidence of student achievement • Credible evidence of teaching practice • Increased job satisfaction (“I’m making a difference”) • Teachers motivated by results

  29. Meeting Needs of Diverse Student Body • Awareness of unique learner characteristics • Strong content background • Diagnosis of unique learner needs • Awareness of new/emerging strategies • Prescribe appropriate interventions

  30. Success with “Standards-based” Reform • High stakes accountability now norm • Students & Teachers master standards • Consequences • Encourage experimentation, inquiry, dialogue by teachers • Teachers conduct research “standards attainment” themselves

  31. THE TIME IS RIGHT FOR ACTION RESEARCH!

  32. Action Research – Group 1 http://www.ascd.org/publications/books/100047/chapter1.html • Disciplined process of inquiry conducted by and for those taking the action • Primary reason is to assist in improving and/or refining his or her actions

  33. Action Research – Group 1 http://www.ascd.org/publications/books/100047/chapter1.html PROCESS – 7 STEPS Big Idea 1: Selecting a Focus Big Idea 2 : Clarifying theories Big Idea 3 : Identifying research questions Big Idea 4 : Collecting Data Big Idea 5: Analyzing Data

  34. Action Research – Group 1 http://www.ascd.org/publications/books/100047/chapter1.html Big Idea 6: Reporting Results Big Idea 7 : Taking Informed Action

More Related