Chapter 5 "Action Research"

Chapter 5 "Action Research"

1. 5.1 Introduction. Is not so much something that we do in addition to our teaching.

   • Research is something that we integrate into our practices.
     • 5.2 Characteristics of action research
       • Elliot (1990) argued fundamental characteristics of action research.
         • Analyses the human action and social situation that estudents and teacher experiences.
           • Use an exploratory approach.
             • Kemmis and McTaggart (1988) attributed that action research has three definition.
               • It`s carry out by classroom teacher,it`s collaborative and its aim at changing things.
                 • 5.3 Stages in action research.
                   • There are four classic phases of action research.
                     • 1.-Develop a plan of action.
                       • 2.-Act to implement the plan.
                         • 3.-Observe the effect of action in the context.
                           • 4.-Reflect on these effects.
                             • Cohen and Manion offered a more elaborated for carring out action research, consists in eight steps.
                               • 5.4 Why do action research.
                                 • Used for a variety purpose.
                                   • Used as a way oflearnig about our learning .
                                     • As a way of monitoring and evaluation.
                                       • 5.4.1 A way of learning about our learners.
                                         • Taking learner's attitude and preference into account reflect on and evaluate our teaching.
                                           • 5.4.2 Reflecting and Analysing our teaching.
                                             • Learn aboutnthe way of teach through simple observation.
                                               • Record a video our lesson and listen to or watch.
                                                 • Peer observation test-teach/Test approach.
                                                   • 5.4.3 A way of monitoring and evaluation innovation.
                                                     • 5.5 Criticisms of action research.
                                                       • Reliability and validity are key , about evaluating research.
                                                         • Reliability refers to the consistency of result obtained from research.
                                                           • Validity seeks to establish to what extent really to investigates.
                                                             • The aim of action research to learn more about ourselves and our teaching our learners and their learning.
                                                               • Bibliography; Arzamendy, J. Observation and research in the classroom context. IEXPRO Anthology. Mèxico Chiapas,2010.
                                                     • Can help teacher to incorporate principled changed into their teaching.
           • The aims to explain what happen in the classroom.

2. Chapter 6 Instrument for data collection.

   • 6.1 Introduction: Two different approaches
     • The first approach consist in formulating a research hypothesis and then collected datas in order or disprove the hypothesis.
       • The second approach is exactly opposite.
         • The researcher first collects data, then examines this data for insights and then formulates a hypothesis.
           • 6.2 OVERVIEW.
             • Possible way in is to read report of earlier classroomresearch.
               • Replicate those studies that seem most suited to our initial research plans hypothesis
               • Use the research plans like questionaries or observation instrument
                 • There are three problems with approaching research.
                   • Van Lier (1988) consider that classroom lesson as such complex.
                     • Learning and teaching is exactly, what happen in the classroom.
                       • When we go into a classroom with a preconceived plan or what to do for.
                         • 6.3 Interviews.
                           • A method ofdata collection is through using interviews with students.
                             • The objetive of interviews is to obtain information by actually talking to the subjects under study.
                               • Main disadvantages with interviews.
                                 • Time consuming.
                                   • They often introcude subjective given that interviewees often say what they think.
                                     • Interviews: Open interview, Semi open interview, Semi-structured interviews.
                                       • 6.4 Questionnaires.
                                         • They are similar to interviews in the type of data.
                                           • Differences questions/statements are in a written form whereas in interviews are oral.
                                             • Administered to large groups of subject.
                                               • The data provided tend to be quite uniform.
                                                 • Disvantages depending on the nature of the questions
                                                   • 6.5 Case studies.
                                                     • Focused on one or a few individuals follow the individual`s development over a logish period of time.
                                                       • 6..6 Diaries.
                                                         • Anecdotal and subjuntive.
                                                           • What learners feel and how and how they process the information.
                                                             • Useful for exploring the learning strategies that students may use in different situation.

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