Action Research: A Form Of Inquiry In Which A Problem Is Ide

Action Research Is A Form Of Inquiry In Which A Problem Is Identified

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) Part 2: 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.

Paper For Above instruction

Introduction

Action research is a systematic and reflective process of inquiry that educators utilize to address specific problems within their practice. It involves identifying a challenge, developing strategies through planned actions, and evaluating the outcomes to inform future practices. This method encourages continuous improvement and professional development by fostering a cycle of planning, acting, observing, and reflecting.

Part 1: Review of Peer-Reviewed Action Research Study

The purpose of the study I reviewed was to enhance student engagement in elementary science classes. Specifically, the researcher aimed to determine if implementing student-centered learning strategies would increase students' participation and interest in scientific activities. The study's central research question was, "Does the integration of collaborative and inquiry-based activities improve student engagement in science lessons?" Key terms such as "student-centered learning," "collaborative activities," and "scientific inquiry" were defined within the context of educational strategies aimed at fostering active participation.

The outcomes of the study indicated a significant increase in student participation during science activities following the implementation of inquiry-based methods. Data collected through observations and student feedback revealed heightened enthusiasm and curiosity about scientific concepts. The results demonstrate that adopting student-centered approaches can effectively improve engagement and foster a deeper understanding of science content. This suggests that teachers looking to motivate their students should incorporate collaborative inquiry into their instructional practices.

Considering a second cycle of this research, I would recommend increasing opportunities for student choice within the inquiry activities to further promote ownership and intrinsic motivation. Additionally, aligning assessments more closely with inquiry tasks would provide better insight into student learning processes. These modifications would refine the approach and potentially enhance both engagement and learning outcomes, ensuring the strategies meet diverse student needs more effectively.

This study is crucial for educators because it offers evidence-based strategies for increasing student motivation and participation, which are essential for effective teaching and learning. It emphasizes the importance of adaptable, student-centered practices that can be tailored to different content areas and student populations. Sharing these findings encourages ongoing professional growth among educators committed to fostering active learning environments.

Part 2: Reflection on Redesign Experience

Reflecting on the redesign of the Week Three Assignment, I faced challenges related to clarifying the scope of my reflection and integrating evidence-based practices into my narrative. To overcome these challenges, I revisited the assignment guidelines and reviewed scholarly articles on assessment strategies to ensure alignment and depth. This process helped me articulate a comprehensive reflection that combines personal insights with research-supported approaches.

This assessment promotes learning by encouraging critical self-reflection on instructional practices and highlighting areas for growth. It emphasizes the importance of ongoing evaluation and adaptation, key components of developing learning and innovation skills. Additionally, the reflective process serves as a tool for continuous improvement, enabling educators to track and modify their strategies based on student progress and feedback.

References

1. Mertler, C. A. (2017). Action research: Improving schools and empowering educators. Sage Publications.
2. Stringer, E. T. (2014). Action research. Sage Publications.
3. Ferrance, E. (2000). Action research. Northeast and Islands Regional Educational Laboratory at Brown University.
4. Kemmis, S., & McTaggart, R. (2005). Participatory action research: Communicative action and the public sphere. In N. K. Denzin & Y. S. Lincoln (Eds.), The Sage handbook of qualitative research (3rd ed., pp. 559-604). Sage.
5. Brydon-Miller, M., Greenwood, D., & Maguire, P. (2003). Why action research? Action Research, 1(1), 9-28.
6. McNiff, J., & Whitehead, J. (2011). All you need to know about action research. Sage Publications.
7. Reeves, T. C. (2010). Mindlink: The significance of collaborative inquiry in professional development. Journal of Educational Technology & Society, 13(4), 221-232.
8. Sullivan, A., & Simon, M. (2011). The art of inquiry: Toward reflective practice in education. Routledge.
9. Koshy, V. (2005). Action research for improving practice: A practical guide. Sage Publications.
10. Hendricks, C. (2013). Improving schools through action research. ASCD.