Teacher Leaders Engaged in

Mathematics and Science Action

Research
Spring 2005
Northeast Florida Institute for Science, Mathematics,
and Computer Technology at UNF
Duval County Public Schools

Facilitators

Dr. Faiz Al-Rubaee

Associate Professor,
Mathematics and Statistics
Dr. Marianne Barnes
Professor,
Curriculum and Instruction
Dr. Cathy Cavanaugh
Assistant Professor,
Curriculum and Instruction
December 9,

Teacher Leaders Engaged in

Definition of Action Research

Action research is the process of systematically
evaluating the consequences of educational
decisions and adjusting practice to maximize
effectiveness (McLean, 1995).
The process is situation-specific, cyclical, and
ongoing, with the results from one cycle
leading to further action research.
December 9,

Teacher Leaders Engaged in

Central Ideas in Action

Research
I am the central person in my research.
I am asking a real question about a real
issue, and I am hoping to move towards a
solution.
I am starting from where I am.
I am trying to bring about some
improvement.
(McNiff, Lomax, & Whitehead, 1996)
December 9,

Teacher Leaders Engaged in

Rationale for Developing

Proficiency in Action Research
The process of action research supports:

strategic problem solving for specific

educational challenges;
positive communication between
administrators and teachers;
empowerment of teachers and
administrators;
increased professional satisfaction;
December 9,

Teacher Leaders Engaged in

Rationale for Developing

Proficiency in Action Research
The process of action research supports:
flexible, solution-oriented thinking;
increased professional motivation to improve
practice;
increased collegiality, on-going inquiry, selfreflection, and decision making skills;
increased expectations for student learning;
increased expectations for self-improvement.
December 9,

Teacher Leaders Engaged in

Rationale for Developing

Proficiency in Action Research
According to Osterman and Kottkamp (1993), the
following are reasons for engaging in action
research:

Everyone needs professional growth opportunities.

All professionals want to improve.
All professionals can learn.
All professionals are capable of assuming responsibility for
their own professional growth and development.
People need and want information about their own
performance.
Collaboration enriches professional development. (p. 46)

December 9,

Teacher Leaders Engaged in

The Goal of Action Research

Those engaging in action research aim to take
action and effect positive educational change in
the specific school environment that was
studied...with the goals of gaining insight,
developing reflective practice, effecting positive
changes in the school environment (and on
educational practices in general), and
improving student outcomes and the lives of
those involved. (Mills, 2000, pp.5-6)
December 9,

Teacher Leaders Engaged in

Validity of Action Research

High validity when results are
applied in the situation in
which action research was
conducted, but low validity
when trying to broadly
generalize. Validity also
depends upon proper use of
action research procedures.
December 9,

Teacher Leaders Engaged in

ACTION RESEARCH MODEL

(Calhoun, 1994)
1

Select Area

Take Action

Analyze and
Interpret Data

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Teacher Leaders Engaged in

Collect Data

Organize Data

References
Calhoun, E. (1994). How to use action research in the self-renewing
school. Alexandria, VA: Association for Supervision and
Curriculum Development.
McLean, J. E. (1995). Improving education through action research:
A guide for administrators and teachers. Thousand Oaks, CA:
Corwin Press.
McNiff, J., Lomax, P., & Whitehead, J. (1996). You and your action
research project. London: Hyde Publications.
Mills, G. E. (2000). Action research: A guide for the teacher
researcher. Columbus, OH: Merrill.
Osterman, K. F., & Kottkamp, R. B. (1993). Reflective practice for
educators: Improving schooling through professional
development. Newbury Park, CA: Corwin Press.

December 9,

Teacher Leaders Engaged in

Technology Support
We will use a project
website for:
Threaded discussion
Sharing results and
resources
Peer review of
documents
December 9,

Teacher Leaders Engaged in

NATURE OF INSTRUCTIONAL
SESSIONS:
The design and presentation of the instructional
sessions will:
1.
link learning to personally relevant goals;
2.
offer opportunities for professional selfreflection, collaboration, and self-assessment;
3.
provide guided instruction, supportive materials,
and feedback;
4.
be interactive among session participants;
5.
focus on problem solving.
December 9,

Teacher Leaders Engaged in

Session 1: January.
Planting Seeds
1.

2.

3.
4.

identify, in writing, an area of interest and

prepare a specific proposal to address
through action research;
share and discuss proposal within the
sessions learning community;
use project website;
commit to steps to begin action research
project.
December 9,

Teacher Leaders Engaged in

Session 2: February.
Germination
1.

2.

Update group on
implementation of the
planned action research;
Gather written data to assess
effectiveness of action
research.

December 9,

Teacher Leaders Engaged in

Session 3: March.
Bearing Fruit
1. Plan analysis of data obtained through
action research;
2. Plan a written and oral presentation of
action research project;
3. Use action research outcomes to generate
new action research.

December 9,

Teacher Leaders Engaged in

Session 4: April.
Harvesting Results
1.

2.

3.

4.

Share results of action research with session

colleagues;
Plan publication of action research project so
others in the profession will be able to access
it;
Articulate implications of action research for
future research;
Confirm your level of interest in continuing
as an action researcher.
December 9,

Teacher Leaders Engaged in

Due at January session:

Your action research proposal:
1. Write an area of focus statement.
2. Define the variables.
3. Develop research questions.
4. Describe the intervention or innovation.
5. Describe the membership of the action research
group.
6. Describe the negotiations that need to be undertaken.
7. Develop a timeline.
8. Develop a statement of resources.
9. Develop data collection ideas.

December 9,

Teacher Leaders Engaged in

Apply Now!

Turn in your application form today.

Youll hear by January 1 whether you
have been selected.
Begin developing your proposal.
Contact us with questions, changes in
plans.
December 9,

Teacher Leaders Engaged in

Contact us:

Faiz Al-Rubaee
falrubae@unf.edu
Marianne Barnes
mbarnes@unf.edu
Cathy Cavanaugh
ccavanau@unf.edu
Rachel Raneri
rraneri@unf.edu
December 9,

Teacher Leaders Engaged in