Action research is a form of inquiry in which a problem is identified and a series of actions are planned as a way of gaining deeper understanding of the range of possible solutions. The purpose of this discussion is to promote reciprocal sharing of the study you reviewed with others in your community of practice (your peers in this course) who would value the knowledge you have gained through the peer review process of the study.
There are two parts to this discussion.
Part 1: Share the process and results of the action research study you peer reviewed in EDU 694 or ECE 660. At a minimum:
- Describe the purpose of the study by writing a statement that completes the following sentence, “The purpose of this study was to…” (two to three sentences).
- Post the research question(s) – Include definitions of key technical terms, if necessary (one to three sentences).
- Outcomes/Results or the “so what?” of the study – Answers to the research questions. (three to four sentences)
- Assuming you would conduct another cycle of this study, what specific modifications or adjustments would you make, and why? (three to four sentences)
- Explain why this study is important for teachers and other educational practitioners to read about. (two to three sentences)
- Attach a link to your Folio.
- In one paragraph, reflect on your experience with the redesign of the Week Three Assignment in terms of challenges you encountered and how you overcame those challenges. Also include how your assessment promotes learning and innovation skills and how it could be used as a tool for ongoing evaluation of student progress.
Analyze how you can maintain high standards and demonstrate high expectations for all ethnically, culturally, and linguistically diverse students in the classroom.
When it comes to upholding exacting quality and high hopes in the class for all culturally, ethnically, and linguistically diverse learners, we can do so by helping them feel welcome and comfortable, irrespective of where they originate from or how different they are (Mertler, 2017). Instructors can attain this by spending quality time researching their kids before every academic year. They can gather more about their pupils’ upbringing by conducting a school survey to students and families. These are some of the techniques in which instructors might improve the understanding of their kids. Another possibility is to engage individuals of the kid’s parents and family in the class to support students and instructors in understanding the culture. Teachers can teach youngsters about diverse cultures and events by reading books, focusing on different cultures, and exploring differences.
Reflect on ways in which you will choose culturally relevant curriculum and instructional materials that recognize, incorporate, and reflect students’ heritage and the contributions of various ethnic groups.
Culturally significant coursework and curriculum can be introduced into the class in several different ways. One option is to train themselves on the significance of developing a varied educational environment where each pupil can grow and flourish while still feeling included. Even though no two families are identical, learning environments must be diverse. Inviting parents, relatives, and members from the community to partake in the classes is another strategy to integrate diverse cultures into the course. It would permit a wide range of cultures to be featured in the curriculum without feeling pressured. The instructor can also address or recognize various cultural festivals and read many books that explore the variations in many cultures and how we as instructors can implement them into the curriculum (Ismajli et al.,2018).
Discuss how you would differentiate instruction for the inclusion of various learning styles.
Well, within a class, there are learning or cultural requirements. By using differentiated methods of instruction, one can understand the concerns of numerous children while also serving the rest of the kids in a way that supports everyone. I’d deliver using several ways that I anticipate will work with various individuals, then examine the class to verify if the youngsters understood the approaches. If not, I would dedicate time to working one-on-one with learners who may still require extra help to understand better. If the learner has a second language, I will do everything I can to comprehend their first language, whether with the support of an ELS instructor or other classmates.
Mertler, C. A. (2017). Action research: Improving schools and empowering educators (5th ed.). Sage Publications.
Ismajli, H., & Imami-Morina, I. (2018). Differentiated Instruction: Understanding and Applying Interactive Strategies to Meet the Needs of All the Students. International Journal of Instruction, 11(3), 207-218
Running head: ACTION RESEARCH 1
ACTION RESEARCH 4
Promoting the use of new and alternative methods for teaching through Action Research
EDU 694 Capstone 1: Educational Research
University of Arizona Global Campus
Action research is a valuable instrument in education since it enables school administrators to establish which modifications work in class and which improvements should be introduced. Action research can contribute to the advancement of innovative and diverse training methods. The approaches could help ensure that students are actively engaged, inspired, and motivated, resulting in exceptional students. “Perhaps an essential component of action research is that it fosters teachers’ capacity as professional knowledge providers, rather than just as professional knowledge users” (Mertler, 2017). In academic environments, this remark could not be more appropriate. Instructors must be engaging to make a positive difference in each learner.
Involving learners can be the strategy to minimize behavioral issues. It can also enable people experiencing academic difficulties due to their surroundings or conditions to open up about what is currently happening in their lives, which may improve with a disruptive attitude. “As instructors become more committed in action research, they are more likely to focus on issues that tackle school and community challenges rather than those that impact individual instructors” (Argyropoulos,2009). Action research may be the key to overcoming these challenges and working with students in transforming their attitudes in a more friendly and professional manner. Disruptive behavior, ultimately, affects all learners who are prone to it. The majority of kids who have inappropriate behavior are clueless about why they act the way they do. They don’t realize that their background and environments influence how they react to events occurring. More investigation, in my viewpoint, is required to design strategies to help teachers understand how to interact with these pupils without interrupting the atmosphere in the class. Instructors can use action research to examine their effectiveness, such as teaching techniques and evaluations, to fully understand the students and improve their quality or efficacy (Mertler, 2017).
According to Christine Lloyd’s 2002 essay “Developing and Changing Practice in Special Educational Needs through Critically Reflective Action Research: Case Study, to include learners in the future research.” I believe that students deserve representation in how education operates and how it may impact them. Without its potential downsides, participating in action research has enormous benefits, including improved youth participation and mentorship, profound adult-youth collaborations, more participatory methodologies across the institution, and more vital relevance in the research design and assessments used for analysis (Argyropoulos, 2009). Instructors can use action studies to understand and address their pupils’ needs. Instructors must acknowledge that without learners, they would not be capable of teaching. Learners’ feedback could be critical in revealing to teachers and administrators what works and what doesn’t to help the students obtain the most outstanding possible schooling.
Providing instructors with the knowledge, understanding, and motivation to invest in purposeful research about their profession would advance and contribute to positive transformations in the school community’s academic potential. Learners that have outstanding lecturers generate great students. Teachers must know and recognize how and what they do impacts learners to create successful students.
Finally, action research faces difficulty due to biased results and the hesitation of certain education professionals to challenge the current standard. While they may persist, these conflicts do not remove the possibility of assisting administrators in developing an excellent environment for learning for all pupils. Action research would be significant to children with behavioral and learning struggles. Getting instructors thrilled and inspired about applying new instructional methods is vital in making students interested and passionate about studying and reducing their behavior problems.
Argyropoulos, V., Nikolaraizi, M. (2009). Developing inclusive practices through collaborative action research. European Journal of Special Needs Education 24(2):139-153. DOI: 10.1080/08856250902793586
Lloyd, C. (2002). Developing and changing practice in special educational needs through critically reflective action research: a case study, European Journal of Special Needs Education, 17:2, 109-127, DOI: 10.1080/08856250210129047
Mertler, C. A. (2017). Action research: Improving schools and empowering educators (5th ed.)