Presentation titled "

1. Using Action Research to
Improve Your Teaching Practice
and
Become a Reflective Practitioner
Dr. Mike Nantais
Dr. Glenn Cockerline
Faculty of Education
Brandon University

3. 1. Introductions
- who we are why we are here.
- who they are & why they chose this session.
2. Overview of the agenda & session purpose
3. What is [Action] Research and what’s in it for ME?
- T-P-S “research”
- ACTION research - define & explain
1. The Action Research Process - an overview & contrast
with ‘traditional’ research
2. The research purpose & question
3. How do you get there? Data: validity, reliability,
triangulation, types of data
4. Action Research Process revisited
5. Where do YOU go from here?
A
g
e
n
d
a

4. The Manitoba Education
Administration Act, states
that a “teacher is responsible
for ongoing professional
development.”

5. What is “educational research”?

8. Action Research?
Action research is the art of analysing and
evaluating one’s own practice with a view to
improving some aspect of it.
Cockerline & Nantais (2015)
A disciplined process of inquiry conducted by
and for those taking the action. The primary
reason for engaging in action research is to assist
the actor [teacher] in improving or refining his or
her actions.
Sagor (2000)

9. An attempt to ‘formalize’ what teachers already do ...
recognize ‘bias’
Personal

10. What is your AR question?

11. 4 stages of action research
Plan
• Problem
• Research Questions
• Indicators
• Data Sources
Action
• Intervention
• Data collection
• ObservationReflection
Analysis
Analysis
Informed
Action
Revised
Plan
Reflection
1

13. Common Differences Formal vs Action
Goals of Research Universal Improved
Knowledge Praxis
Research Problem Building on Personal
Knowledge Dilemma
Research Design Essentially Cyclical
Linear
Application Theoretical Practical
Significance Application

14. action research: a cyclical process
Plan
• Problem
• Research Questions
• Indicators
• Data Sources
Action
• Intervention
• Data collection
• ObservationReflection
Analysis
Analysis
Informed
Action
Revised
Plan
Reflection
1

15. Identifying the Problem and
Developing Research Questions

17. A Good Action Research Question is
self-reflective
focused on actions or practice of the
researcher
contextual
embedded in the day to day life of the
researcher
open-ended
phrased to generate insights or
understandings, not to prove a point

18. Will holding a family math night
increase parent participation?
How can I personalize instruction to
match the needs of my students?
Can I use discussion forums to encourage quiet
students to participate in class discussions?
Why don’t students do homework?
If I listen to students, will I have
better understanding of them?
Good or Bad?

19. Is Your Question ...
self-reflective
focused on actions or practice of the
researcher
contextual
embedded in the day to day life of the
researcher
open-ended
phrased to generate insights or
understandings, not to prove a point

21. Data Collection: Validity
Does the data actually reflect the phenomena that it
claims to?

22. Data Collection:
Reliability
Is the data accurate?

23. Draw a tree …
GO!
Activity!

24. http://pixabay.com/en/tree-pine-conifer-black-
silhouette-306782/
http://pixabay.com/en/tree-silhouette-forest-oak-
elm-309983/

25. Data Collection: Triangulation
minimum 3 independent sources of data to ensure
different perspectives
Data
Source
Data
Source
Reliability
Data
Source

26. Data Collection:
How wood you select your data sources?
You need to choose data that will answer your
research question!

28. Choose some data sources.

29. action research revisited
Plan
• Problem
• Research Questions
• Indicators
• Data Sources
Action
• Intervention
• Data collection
• ObservationReflection
Analysis
Analysis
Informed
Action
Revised
Plan
Reflection
1

30. Where do you go from here?
he Manitoba Educational
dministration Act states that
“teacher is responsible for
ngoing professional
evelopment”.

31. Got queries?
Mike Nantais
NantaisM@BrandonU.ca @miken_bu
Glenn Cockerline
CockerlineG@BrandonU.ca @DocCoc