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PART A – to be completed by Student (please print clearly) PART B – Office Use Only  

NameMcConnell, Milliken, Milovanovic, Montefiore

Received byOpen Learning

Returned to Student 

Address  for Return  

 Email  Phone No.  Unit Name Development and Education Curtin Student No.Unit Code EPD125 Date Submitted 08/11/2009Assignment No. 2 Tutor’s Name Susan DavisAssignment Title (where applicable) Powerpoint Presentation – Conducting Action Research  

Students comments to Tutor  or Open Learning (if any)  

 Please read the following and sign where indicated [or type your name when submitting electronically].

DECLARATION: I declare the attached assignment is my own work and has not previously been submitted for assessment. This work complies with rules concerning plagiarism and copyright. [Refer to http://www.policies.curtin.edu.au/documents/academic_misconduct.doc for plagiarism and copyright information.] I have retained a copy of this assignment for my own records.

Signed: Toni McConnell, Rachel Milliken, Biljana Milovanovic, Sarah Montefiore

 

PART C – to be completed by Tutor: Comments to Student           

 Recorded Mark: Tutor:  

CRITERIA INADEQUATE 0-4 COMPETENT 5-6 PROFICIENT 7-8 EXEMPLARY 9-10 TOTALEffectivness ofPowerPoint10

Overlooks major pointsor key information. Confusing:lacks coherence

Some key points.Evidence of clarity and structure.

Most points are included.Many clear elements.

Well organized. Considersall major points. Coherentand logical sequence.

Wiki10

Does not adequately addressthe issues related to thePowerPoint presentation.

Addresses most of the ideas raised in the PowerPointpresentation.

Main ideas of the PowerPointare well explained and expressed.

Thorough evaluation ofall issues and ideas raisedby the PowerPoint

Academic conventions10

Academic conventions of writing and referencing are inadequate

Presentation and referencing are adequate

Sound grasp of academic writing and referencing

Outstanding writing and exemplary use of referencing

CRITERIA INADEQUATE 0-2 COMPETENT 3 PROFICIENT 4 EXEMPLARY 5Aesthetic quality5

Presentation difficult to see,inconsistent in style ordoes not work properly.

Tools used to deliverMost major points.Effective use of graphic lay-out and design.

Main points explained using elements that communicate effectively and follow the basic principles of P/P design.

Major points explained through use of highly effective graphics and design principles.

Teamwork5

Did not contribute to the completion of the project

Contributed, but work was inferior or inadequate.

Contributed to completion with adequate work.

Contributed to completion with high quality work

TOTAL F: 0-19 P: 20-25 CR: 26-30 D: 31- 35 HD: 36-40

MARK: /40 F: 0-19 P: 20-23 CR: 24-27 D: 28-31 HD: 32-40COMMENTS:

Conducting Action Research

Toni McConnellRachel Milliken

Biljana MilovanovicSarah Montefiore

Action Research

The study that a teacher, or other practitioner, may conduct in relation to an issue or problem, with the aim of discovering more prolific achievements for children

Importance of Action ResearchAllows proactive and continual improvement of

Providing attentive, organised and enhanced understanding of educational context.

Teaching strategies

Learning methods

School programs & policies

RESEARCH

EVALUATEACTION

REFLECTION

ActionResearch

Action Research Procedures Recognise Area of Interest

Research Plan

Data Collection

Analysing and Interpreting Data

Construct the Plan of Action

Review Plan

Recognise Area of Interest

Identify problem area or issue

Undertake groundwork research

Use preliminary results to ascertain some research questions

Research Plan

Determine methods for data collection

Organise resources required

Prepare proposed schedule to complete answers to questions

Request direction and assistance from peers and field specialists

Data Collection Quality of data collected is of high

importance

Methods of data collection can include: questionnaires, surveys, interviews, observations, portfolios/journals, existing records, etc

A minimum of two methods are essential

Analysing and Interpreting Data

Identify patterns

Obtain percentages, averages, or determine if the results are correlation coefficients, etc

Comprehensive review of the data

Construct the Plan of ActionDesign realistic and relevant changes to instructional techniques, counseling methods and school policies

Encourage contribution by all (teachers, students, supervisors, colleagues) to adopt the new approach

Put the plan into action

Review Plan

Were the findings suitable to the problem?

What learning occurred? Were solutions found?

Communicate findings with colleagues

Discuss appropriate implementation measures

Action Research Benefits Students

Relative lessons and activities

Learning difficulties recognised and addressed

Greater learning outcomes

Improved comprehension

Ethical ConsiderationsMaintain confidentiality and respect the right of privacy

Obtain consent from students/parent for participation

Kept Supervisors and peers informed on the progress

Ensure there is sufficient data available to substantiate the conclusion

Action Research Benefits Teachers Provide effective and relative

lessons & activities

Identify and improve personal teaching strategies

Ascertain & analyse causes of learning difficulties

Action Research Benefits Schools

Develop a co-operative environment

Peer feedback and reflection on teaching strategies

Tips on Conducting Successful Action ResearchEVALUATE: results of implementing the

change(s)

RESEARCH: journal of observations and associate findings with scientific validation

ACTION: adjust the method of implementation as required

REFLECTION: share findings

ConclusionEvery student should be given the opportunity to expand their dominant intelligences and strengthen their weak intelligences.

Action Research creates numerous benefits for all participants involved, directly resulting in positive learning outcomes for students.

Questions

ReferencesCochran-Smith & Lytle (1993) G.E Mills (2007)

NSW Department of Education (2006 & 2007), Professional Learning and Learning Development, Action Research. Retrieved October 17th from www.det.nsw.edu.au/proflearn/research/actres.htm

McDevitt, T & Ormond, J (2010). Child Development and Education, (4th Edition). Pearson Education

Borgia. E, Schuler, D (1996). Action Research in Early Childhood Education. eric digest. Retrieved October 17, 2009 from www.ericdigests.org

Eileen Ferrance (2000) Themes in education, Action research, Northwest and Islands Regional Education Laboratory at Brown University, retrieved October 19, 2009 from www.alliance.brown.edu/pubs/themes_ed/act_research.pd

Thank you