Transcript GTN Action Research Presentation Slides (1)

Using Action Research
To Empower North Carolina Educators
A Race to the Top Initiative
NC Department of Public Instruction
Educator Effectiveness Division
Oral Histories in the Social Studies
Classroom presented by Elizabeth Post
Asheville City Schools
Asheville Middle School
What is Action Research?
•Systematic inquiry conducted by teachers and
other educators to find solutions for critical,
challenging, relevant issues in their classrooms
and schools.
•Mills, Geoffrey E, Action Research: A Guide for the Teacher
Researcher, 2014
What is Action Research?
•Main Goals Include:
•Positively impact student outcomes
•Identify and promote effective instructional
practices
•Create opportunities for teachers to become
reflective practitioners
•Share research results with other educators
•Mills, Geoffrey E, Action Research: A Guide for the Teacher
Researcher, 2014
What is Action Research?
•A systematic research process to:
●Identify an area of focus (critical, challenging
issue)
●
Develop an action research plan
Implement action research plan in
classroom/school
●
●
Collect, analyze, and interpret data
●
Share findings to inform practice
•Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014
Problems of Practice
•Your turn!
•Get up and visit with someone else. Discuss
problems of practice within your school or
community that you see as potential areas for
action research!
•Some ideas include improving literacy, teacher
effectiveness, etc...
Oral Histories in the Social
Studies Classroom
• Problem of Practice: How can I deepen student’s
connections to world history? How can I connect my
students to their community better?
• Will the face-to-face connection that occurs during an
interview increase a student’s connection to historical
events they haven’t witnessed?
• Is an oral history project manageable when teaching two
subjects in one year?
• Could it be streamlined into the curriculum so that after
the initial year of building relationships, it would become
more integrated?
What Does Peer-Reviewed
Research say about my focus
area?
•Share quotes or significant information from your
research article summaries
Make Knowledge Public
Analyze/Interpret Data
Collect Data
•The purpose of this study is to
develop more personal
connections within my students to
World History events, and to
deepen the connections between
the classroom and the community,
in particular, the elders and older
members..
Innovation/Intervention
Action Research Plan
Focus Statement
Make Knowledge Public
Analyze/Interpret Data
Collect Data
• It is my hope that in developing
these connections their test scores
will improve and they will retain the
information longer than if they had
learned through traditional
methods.
Innovation/Intervention
Action Research Plan
Purpose of the Study
Make Knowledge Public
Analyze/Interpret Data
Collect Data
•67 7th graders at Asheville
Middle School, which is a
Title I school with over 50%
on free and reduced lunch.
Innovation/Intervention
Action Research Plan
Study Participants
Make Knowledge Public
Analyze/Interpret Data
Collect Data
•- Limited timeline
•- Difficult weather causing
almost 2 weeks loss in
curriculum
•- Limited technology
•- Not all children had access
to computers
•- Scheduling issues
•- Parent involvement
Innovation/Intervention
Action Research Plan
Study Variables
Innovation/Intervention
Action Research Plan
•Oral History Website
Make Knowledge Public
Analyze/Interpret Data
•Audio Files
Collect Data
Implementation in the
Classroom
Data Collected
Innovation/Intervention
Action Research Plan
•Wiki
Make Knowledge Public
Analyze/Interpret Data
Data Collected
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Action Research Plan
•
Make Knowledge Public
Findings
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Action Research Plan
Make Knowledge Public
Recommendations
References
• Huerta, G. C., & Flemmer, L. A. (2000). Using Student-Generated Oral History Research in the Secondary
Classroom. Clearing House, 74(2), 105.
• Lyons, J. F. (2007). Integrating the Family and the Community into the History Classroom: An Oral History
Project in Joliet, Illinois. History Teacher, 40(4), 481-491.
• Davis, R., Ellis, M. R., & Van lngen, L. (2009). Civic Engagement and Task Force Teaching: Integrating the
Veterans History Project into the University Classroom. History Teacher, 42(3), 341-349.
• Miller, J. (2009). Migrant Memories: Creating an Oral History. OAH Magazine Of History, 23(4), 43.
• ROTHWELL, K. (2007, January 13). History in the taping. Dominion Post, The. p. WM3.
Conclusion of Presentation
•Thank you for your participation.
•Contact Information:
•Name: Elizabeth Post
•School/District: Asheville City Schools
•Email: [email protected]
Questions
•Questions