Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Education
Currently overseen by Maureen McGinty
CONTENTS
Part One: Introduction
PART ONE
INTRODUCTION
1 Why should I use action research?
Because the act of finding your solution makes you understand your
practice better not only what you are doing, but also the factors
that affect what you do. Action research therefore has two aspects.
The starting point is to sort out a problem or issue in practice; to
this extent an action researcher seeks a solution. But the process
can also be used as a deliberate attempt to understand practice
better a traditional research attitude. What is most important in
both approaches is that you are open, honest and rigorous.
From the perspective of action research, the best way to think about
practice is the way you carry out your professional actions. This is,
of course, what you do, but it is also why you think you should be
doing things the way you do. You will hear of the theory-practice
divide; action research as an approach cuts across this divide,
encouraging a practitioner to consider both aspects as part of a
single whole.
Consider:
Indeed, action research did not arise in education (see Lewin 1948),
but was applied to the development of teaching as its potential was
identified. Of particular influence was the work of Lawrence
Stenhouse, who famously advocated that curriculum research and
development ought to belong to the teacher (Stenhouse, 1975 p.
142). He was most adamant that it is not enough that teachers
work should be studied: they need to study it themselves (p.143).
Key text: Stenhouse, L. (1975) An Introduction to Curriculum Research
and Development, London, Heinemann. (particularly ch.10 The Teacher as
Researcher)
Consider:
research on action
by using
or
(p.98)
Day One
After you have read and recited the entire chapter,
write questions in the margins for those points
you have highlighted or underlined.
If you took notes while reciting,
write questions for the notes you have taken
in the left hand margins of your notebook.
Complete the form for a critical reading review
Day Two
Page through the text and/or your notebook to re-
acquaint yourself
with the important points.
Cover the right hand column of your text/note-book
and orally ask yourself the questions in the left hand
margins.
Orally recite or write the answers from memory.
Develop mnemonic devices for material which need
to be memorized.
Make flash cards for those questions which give you
difficulty.
Days Three, Four and Five
Alternate between your flash cards and notes and
test yourself
(orally or in writing) on the questions you
formulated.
Make additional flash cards if necessary.
Weekend
Using the text and notebook, make a Table of
Contents - list all the topics and sub-topics you need
to know from the chapter.
From the Table of Contents, make a Study Sheet/
Spatial Map.
Recite the information orally and in your own words
as you put the Study Sheet/Map together.
As you have consolidated all the information you
need for this chapter, periodically review the
Sheet/Map so that at test time
you will not have to cram.
By S.S. Strichart|C.T. Mangrum Pearson Allyn Bacon Prentice Hall
Excerpted From:
Excerpt from Teaching Learning Strategies and Study Skills
to Students with Learning Disabilities, Attention Deficit
Disorders, or Special Needs, by S.S. Strichart, C.T.
Mangrum, 2002 edition, p. 20.