Week 4 Discussion 1 Share Your Action Research Study

Week 4 Discussion 1share Your Action Research Studyaction Research I

Week 4 - Discussion 1 Share Your Action Research Study 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 your final action research report with others in your community of practice (your peers in this course) who would value the knowledge you have gained through the action research process. There are two parts to this discussion. Part 1: Share the process and results of the action research planned in EDU671 and conducted in EDU675. At a minimum: Describe the purpose of your study by writing a statement that completes the following sentence, “The purpose of this study is to…” (two to three sentences).

Post your research question(s) - Include definitions of key technical terms, if necessary. (one to three sentences). Outcomes/Results: The “so what?” of your study—Answers to your 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 to the school and the students. (two to three sentences). Explain why it is important for teachers and other educational practitioners to become researchers of their own practice. (two to three sentences).

Part 2: Attach a link to your electronic portfolio (Pathbrite). 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. Use the PowerPoint Template as a guide to help create a high quality presentation. Alternate: If you do not have your own completed action research to utilize, you will take a slightly different approach to complete this discussion: Using the Ashford University Library, locate and analyze a peer-reviewed educational action research study. You will follow the same guidelines in Part 1 of the discussion to create a presentation to share in the discussion forum.

An added part to your presentation is reference to the article. Guided Response: Respond to at least two peers. In your replies, take on the role of a teacher listening to the presentation. Ask questions about your peer’s action research study and offer an additional resource for consideration that supports an alternative viewpoint. Though two replies are the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic. Carefully review the Discussion Forum Grading Rubric for the criteria that will be used to evaluate this Discussion Thread.

References

• O'Brien, R. (2001). Um exame da abordagem metodolà³gica da pesquisa aà§à£o [An Overview of the Methodological Approach of Action Research]. In Roberto Richardson (Ed.), Teoria e Prà¡tica da Pesquisa Aà§à£o [Theory and Practice of Action Research]. Joà£o Pessoa, Brazil: Universidade Federal da Paraàba. (English version). Retrieved from
• Borgman, C. (2007). Scholarship in the digital age: Information, infrastructure, and the internet. Boston: MIT Press.
• Ma, L. (1999, 2010). Knowing and teaching elementary mathematics. Teachers' understanding of fundamental mathematics in China and the United States. New York: Routledge.
• Trochim, G. (2006). Social research methods database. Retrieved from

Paper For Above instruction

Action research offers a powerful approach for educators seeking to improve their practices through systematic inquiry into their own teaching methods and student outcomes. In this study, the purpose is to identify specific challenges faced by students in mastering algebraic concepts and to implement targeted instructional strategies to enhance understanding and engagement. The goal is to refine these strategies through iterative cycles, thereby promoting more effective mathematics instruction within the classroom.

The research questions revolve around identifying which instructional techniques most effectively improve students' grasp of algebra. Key terms such as “conceptual understanding,” “formative assessment,” and “student engagement” are defined contextually, emphasizing measurable changes in student performance and attitudes before and after intervention. The study seeks to determine whether modifications in teaching approaches lead to statistically significant improvements in test scores and classroom participation.

The outcomes indicate that incorporating manipulatives, visual aids, and collaborative problem-solving activities significantly improved students' algebraic understanding. Results showed increased test scores, higher participation rates, and more positive attitudes toward math. These findings underscore the value of active learning strategies in fostering deeper conceptual comprehension among learners.

If a subsequent cycle of this research were to be conducted, adjustments would include extending the intervention period, increasing the use of digital tools, and providing additional professional development for teachers. Implementing these changes could enhance the consistency and depth of student learning gains, addressing individual learning styles more effectively. Furthermore, incorporating student feedback into the cycle would allow for more personalized instructional adjustments.

This study is crucial for the school community as it directly impacts student achievement and engagement in mathematics, a fundamental skill for future academic and career success. By improving algebra instruction, the research supports ensuring that all students develop essential quantitative literacy skills necessary for success in higher-level math and STEM fields.

Moreover, this study highlights the importance of teachers as reflective practitioners and researchers. When educators analyze their practices systematically, they become more responsive to student needs, fostering a culture of continuous improvement and lifelong learning. Engaging in action research empowers teachers to take ownership of their professional growth and adapt strategies based on empirical evidence, ultimately benefiting student outcomes and educational innovation.

Reflections on the process reveal that challenges included balancing curriculum coverage with in-depth exploration of concepts and integrating new digital tools effectively. Overcoming these obstacles required careful planning, collaboration with colleagues, and ongoing professional development. The process of redesigning assessments promotes critical thinking and creativity, enabling teachers to evaluate student progress continuously and adapt instruction accordingly. Such assessments facilitate a dynamic learning environment that encourages both innovation and mastery, equipping students with essential skills for the digital age.

References

• O'Brien, R. (2001). Um exame da abordagem metodolà³gica da pesquisa aà§à£o [An Overview of the Methodological Approach of Action Research]. In Roberto Richardson (Ed.), Teoria e Prà¡tica da Pesquisa Aà§à£o [Theory and Practice of Action Research]. Joà£o Pessoa, Brazil: Universidade Federal da Paraàba. (English version). Retrieved from
• Borgman, C. (2007). Scholarship in the digital age: Information, infrastructure, and the internet. Boston: MIT Press.
• Ma, L. (1999, 2010). Knowing and teaching elementary mathematics. Teachers' understanding of fundamental mathematics in China and the United States. New York: Routledge.
• Trochim, G. (2006). Social research methods database. Retrieved from