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Action Research Study Presentation
Transcript of Action Research Study Presentation
Test scores from teachers on the steps of math concepts (Glidden, 2008)
Parent Surveys on student bullies (Drosopoulos, Heald, & McCue, 2008)
Telephone survey about diabetes management (Giachello, Arrom, Davis, Sayad, Ramirez, Nandi, & Ramos, 2003)
Examples of qualitative data from the survey studies include:
A tabletop simulation of a crisis (le Roux, 2013)
Student drawings of science experiences (University of Maryland, 2012)
A teacher observation log of student bullying (Drosopoulos et al., 2008)
Focus groups on diabetes management (Giachello et al., 2003)
The diabetes health research qualitative data collection identified key social, medical, cultural, environmental, institutional, and behavioral factors which were attributable to inequities in diabetes care. The thoroughness of the qualitative data allowed the researchers to better assess the problem and find a solution.
While both forms of data gathering aided the researchers in creating an action plan, it is clear the two studies used both forms of data gathering. The study of student bullying and the study of diabetes management, had the most extensive input from all sectors of the community which were analyzed in the respective studies (Drosopoulos et al., 2008) (Giachello et al., 2003). Of course such diligence provide better research outcomes but the expense associated with such extensive data collection could prove financially surmountable for other research groups.
Liquindella Clark, Patricia Fisher,Yvonne Lewis, Rachel Ferris Shank, Lincoln Klinger
July 7, 2014
Instructor Joanna Meester
Action Research Study Presentation
Five Learning Team C members presented five research studies for comparison:
Rachel Ferris Schank presented
An exploration of the role of communication
during the in-crisis situation
by Dr. Tonya Le Roux (2013).
Lincoln Klinger presented
Drawn to Science Education: Action research
examples in education
by The University of Maryland (2012).
Liquendella Clark presented
Prospective Elementary Teachers' Understanding of Order of Operations
by Peter Glidden (2008).
Patricia Fisher presented
Minimizing bullying behavior of middle school
students through behavioral intervention and instruction
by Drosopoulos, Heald, and McCue (2008).
Yvonne Lewis presented Reducing diabetes health disparities through
community-based participatory action research: The Chicago southeast diabetes community action coalition by Dr. Aida Luz Maisonet Giachello, Jose O. Arrom, Margaret Davis, Judith V. Sayad, Dinah Ramirez, Chandana Nandi, and Catalina Ramos (2003).
This vast array of action research materials seem different on the surface, but closer examination by Team C has revealed similarities in topics, methodology, study process issues, and questions raised by the studies.
One issue related to study process is finding adequate funding for the research and finding other leading authorities to posses the willingness to commit to see the project from beginning to end.
The researcher has to allow for adequate time to fulfill the requirement of proper data collection. Qualitative research can prove expensive and time consuming therefore knowledgeable support staff has to be in place to analyze and interpret this data.
Quantitative data need to be applied in such a manner that interpretation is not confusing or subjective.
Issues Related to Study Process
All five action research studies contain the basic building blocks of action research, "look-think-act" (Stringer, 2008, p. 4). As outlined in the methodologies section, whether qualitative or quantitative, all five researchers, or research teams, "looked" by gathering data to find out more about a problem they had identified (Stringer, 2008).
All five research studies "think" by analyzing this data.
In the diabetes study many forms of data were analyzed to help the researchers determine the needs of a particular demographic community (Giachello et al., 2003).
In the student bullying study, both parent surveys and teacher observations were used to identify when, where, and why study bullying incidents were occurring (Drosopoulos et al., 2008).
In the crisis communications study, observation of a focus group aided the researcher in understanding the use of the term communication, and the exchange of communications in a crisis situation (le Roux, 2013).
In the study of student science experiences outside of school, the teacher conducting the study uses student drawings to determine students' pre-knowledge of science concepts (University of Maryland, 2012).
In the study of teacher's understanding of order of operations in math, the researcher used test results to determine problem areas for teacher comprehension (Glidden, 2008).
Finally, all five studies use "that newly formulated information to devise solutions to the issue investigated" (Stringer, 2008, p.4).
Researchers from the diabetes management study led to the development and implementation of a diabetes Community Action Plan (Giachello et al., 2003).
The student bullying study led to behavioral intervention and instruction for the school and community (Drosopoulos et al., 2008).
The crisis communication study resulted in new guidelines for corporate communications practitioners as media liaison and stakeholder liaison persons (le Roux, 2013).
The study of student science learning led the teacher to identify student pre-knowledge of science concepts that she could then use to connect to her curriculum (University of Maryland, 2012).
The math concepts study led to a plan for these math concepts being taught in detail for education majors (Glidden, 2008).
Differences Regarding Study Topics
Of the 5 study topics........ No two were alike.
4 out of 5 dealt directly with adolescence, while the fifth took on the effectiveness
1. The effect of bullying in schools
2. The effect of outside life experiences on learning in school
3. Diabetes in Chicago and the effects on low income individuals
4. The cause of low math knowledge entering middle school
5. The effectiveness of a crisis-management plan
The diabetes research was heavily funded and incorporated the medical, health authorities, the city of Chicago, research participant feedback and numerous focus groups to find the most plausible solution to the problems presented in disparities in diabetes care of the urban low income communities.
In addition, most of the research topics had one author whereby the bullying study had 3 authors and the management study had 7 authors. There was information regarding the credentials of each management study researcher accessible on the Internet. All resided within the Chicago metropolitan area. The majority of the various studies had only one author and the research dealt with areas of education and the school system.
The study topics chosen by Group C had a direct focus on school-aged children, and the effects that these topics have on their lives and education.
Questions Raised About Action Research
There were no similarities regarding questions raised about the action research.
The differences in the questions are as follows:
1. Question posed concerning additional resources and strategies.
2. Question requesting a better understanding of the thoughts of the researchers.
3. Questions concerning clarity on the effects of the study.
4. Question for a better understanding of the data collected.
5. Questions concerning a clearer explanation of a whether a scenario is an example of qualitative data.
Team C's choices in action research study examples reflect a variety of interests and potential direction for our own action research proposals. While the five examples presented by Team C were of differing subject matters, data gathering methods, and resulting plans, they all had the foundations of action research in place. Our examination of these diverse study examples, and their similarities in underlying structure, has aided us in understanding the action research process of observation, analysis, and planning.
The three basic elements of action research should be present in all action research studies, and the process should have the potential to be revised and continued (Stringer, 2008, p. 4). All five action research study examples examined by Team C have this helix in place.
Drosopoulos, J. D., Heald, A. Z., & McCue, M. J. (2008, May).
Minimizing bullying behavior
of middle school students through behavioral intervention and instruction
. Retrieved from http://eric.ed.gov/?id=ED500895
Giachello, A. L., Arrom, J. O., Davis, M., Sayad, J. V., Ramirez, D., Nandi, C., & Ramos, C.,
(2003, July). Reducing diabetes health disparities through community-based participatory action research: the Chicago southeast diabetes community action coalition.
Public Health Report
, 118(4), 309-323. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1497558/
Glidden, P.L. (2008). Prospective Elementary Teachers' Understanding of Order of
School Science & Mathematics
, 108(4), 136. doi:1130-0.111/j.1949-8594.2008tb178019.x
le Roux, T. (2013). An exploration of the role of communication during the in-crisis
, 5(2), 1-9. Retrieved from http://search.proquest.com docview/1369719623?accountid=458
Sheppard, K. (2012). EDSI 9963 - Action Research for Change I [image] Retrieved from
Stringer, E. (2008).
Action research in education
(2nd ed.). Upper Saddle River, NJ:
University of Maryland. (2012).
Drawn to Science Education: Action research examples in
. Retrieved from :http://www.drawntoscience.org/educators/action-research/example-action-research-2.html
(Stringer, 2008, p. 4)