Action research is a reflective process of progressive problem solving led by individuals working with others in teams or as part of a "community of practice" to improve the way they address issues and solve problems. Action research can also be undertaken by larger organizations or institutions, assisted or guided by professional researchers, with the aim of improving their strategies, practices, and knowledge of the environments within which they practice.

Kurt Lewin, then a professor at MIT, first coined the term “action research” in about 1944, and it appears in his 1946 paper “Action Research and Minority Problems”. In that paper, he described action research as “a comparative research on the conditions and effects of various forms of social action and research leading to social action” that uses “a spiral of steps, each of which is composed of a circle of planning, action, and fact-finding about the result of the action”.

The purpose of this course is:

The study of the general principles of qualitative, quantitative, and action research designs. Students become consumers of research in their fields and learn how to conduct research in their particular educational settings.

Another goal of this course is to prepare students to be able to make informed decisions regarding appropriate methods of investigating different questions of interest in education and other fields, differentiate various types of research design, data collection methods, and evaluate published research reports.

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Course Objective s :

The classroom lectures will complement the contents in the textbook and will include additional materials.

Students are RESPONSIBLE for ALL the chapters in the required textbook:

The objective of this course is to prepare students to :

· Critically analyze and critique published research, as well as to synthesize findings;

· Understand the main types of quantitative, qualitative, mixed methods, and action research;

· Understand what type of research is most appropriate for what type of situation;

· Reflect on their practices at their places of work to find areas where there are Opportunities For Improvements (OFI’s)

· Use the Scientific Research method to address “Practical” issues and problems in ordr to take Action, hence “Action Research”;

· Design a research plan to enhance student learning or affective behaviors;

· Gather data in the field;

· Analyze and interpret collected data;

· Complete a report of the action research project;

· Demonstrate understanding of how to apply the findings of the research project to enhance teaching and impact learning.

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Grading

1. Presentation (*) ,Quizzes, Attendance, and Participation 30%

2. Critique of a published research paper (**) 20%

3. Preparation of an Action Research project (***) 30%

4. Final: 20%

A	A-	B+	B	B-	C+	C	C-	D+	D	D-	F
95-100	90-94	87-89	83-86	80-82	77-79	73-76	70-72	67-69	63-66	60-62	<60

(*): Note 1: Each group of students (2 to 3) will make a chapter presentation for at least 2 hours. The expected content and format of the presentation will explained in detail in class. Each member of the group is expected to fully participate in the preparation and delivery of the assigned chapter.

(**): Note 2: Please refer to the following link for: Guidelines to Critiquing a research report. It is expected that each student: 1) Chooses a published research report on a topic of interest to him/her, and 2) Submits it to the professor for approval.

(***): Note 3 : Action Research Project: students will complete a research evaluation project that includes writing a preliminary literature review, generating research questions and hypotheses, and developing a plan for data collection. Students are required to collect and analyze data, as well as to report results of the study.

Please refer to the Guidelines to Evaluate and/or Prepare an Action Reserch Report

Attendance Policy

It is expected that all students will be in attendance for all class sessions. Excessive absences (More than two unjustified absences) will result in a decrease of the student’s final grade by one full grade, i.e.: an “A” becomes a “B” etc…

Lecture material will supplement and explain text chapters and will be included in the tests. If you miss a class, it is your responsibility to get the materials and/or notes from a colleague. Students who miss quizzes because of absences will not be allowed to take the

quiz upon return and will be assigned a zero. There will be no tests in major religious holidays; however, it is the responsibility of EACH student to inform the professor if he/she will be absent to observe a religious holiday.

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Academic Integrity

While Cooperative or collaborative learning is encouraged, plagiarism will not be tolerated in this course. The Internet has increased the risks of plagiarism as it is easier to copy information directly from a website and submit it as one's own. All cases of suspected cheating will be referred to the University’s Committee on Academic Misconduct. Students who are found guilty may be subject to serious and severe consequences.

To help students understand what is considered plagiarism, the College of Education developed an Online Tutorial on Plagiarism (http://coeweb.fiu.edu/plagiarism/). EACH student must read the tutorial and take the quiz. The Quiz will be given again on the second week of class and will be kept in the student’s file. The quiz will not be part of the student grade; it serves only as tool to make students aware of the importance of Academic Integrity.

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Office of Disability Services for Students

If you have a disability and need assistance, please notify me and/or contact the Office of Disability Services for Students (305-348-3532) for special arrangements.

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Code of Decorum

The department of Educational Psychology/Research/Special Education has developed a Professional Code of Decorum which can be accessed online at: http://www.fiu.edu/~edpsy/

All students taking courses in this department are expected to follow this code. Please refer to the website for specifics and detailed policy. This policy which calls for students and faculty in the department of Educational Psychology to:

a) Be respectful of the learning environment

Be punctual: Arrive to class and return from breaks on-time
Keep beepers and cellular phones off during class
Avoid disruptive conduct (such as leaving while the class is in session)

b) Be respectful of all individuals in class

Appropriately participate in classroom discussions and activities
Allow equal opportunity for all class members to participate
Have respect for the opinions of others by voicing disagreements in a professional manner

c) Have a professional commitment to learning

Complete and turn in assignments on time
Strive for perfect class attendance

d) Have professional integrity

Engage in academic honesty
If absent, take personal responsibility for missed content

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Text and Materials

Required:

Ø Geoffrey E. Mills (2006). Action Research: A guide for the Teacher Researcher (3rd Edition). Pearson Education

Recommended:

Improving Schools Through Action Research: A comprehensive Guide for Educators, Cher Hendricks, Allyn and Bacon, ISBN: 0-205-47131-5 (2006)
Tashakkori, A., and Teddlie, C. (1998). Mixed methodology Mixed methodology: Combining qualitative and quantitative approaches. Thousand Oaks, CA: Sage.
Publication manual of the American Psychological Association (5th Ed.).

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Scheduled Events (Tentative, subject to change if Necessary)

NOTE: Students are expected to have read the scheduled chapter(s) before attending each class session in order to actively participate in the discussions.

Week 2: January 15,2008

Introduction, Overview, Video Presentation

Week 3: January 22

Action Research : PowerPoint Presentation

Week 4: January 29

Class Discussion (Continued)

Chapter (1) Presentation

Submit Research Article for Approval

Week 5: February 5

Class Discussion (Continued)

Chapter (2) Presentation

Submit Research Questions Typed

Week 6: February 12

Class Discussion (Continued)

Chapter (3) Presentation

Week 7: February 19

Class Discussion (Continued)

Chapter (4) Presentation

Week 8: February 26

Class Discussion (Continued)

Chapter (5) Presentation

Submit Action Research CRITIQUE (6:00 PM, No Exception)

Week 9: March 4

Class Discussion (Continued)

Chapter (6) Presentation

Week 10: March 11

Class Discussion (Continued)

Chapter (7) Presentation

Week 11: March 18

Spring Break

Week 12: March 25

Class Discussion (Continued)

Chapter (8) Presentation

Week 13: April 1

Chapter (9) Presentation

Submit Final Action Research PROJECT Report (6:00 PM, No Exception)

(Not April Fools !!! It is Serious)

Week 14: April 8

Review and Summary

Week 15: April 15

Final Exam

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Guidelines to Evaluate and/or Prepare an Action Reserch Report

A: Grading Rubric of an Action Research Report

Stdent Name: _____________________________________________________________

n Area-of-focus statement (The purpose of the study)

Not Addressed

Excellent

Average

Poor

n Related literature

Not Addressed

Excellent

Average

Poor

n Defining the variables of the study.

Not Addressed

Excellent

Average

Poor

n Research questions

Not Addressed

Excellent

Average

Poor

n Description of intervention or innovation

Not Addressed

Excellent

Average

Poor

n Data collection

Not Addressed

Excellent

Average

Poor

n Data considerations (issues of validity, reliability and ethics)

Not Addressed

Excellent

Average

Poor

n Data analysis and interpretation

Not Addressed

Excellent

Average

Poor

n Action plan (e.g., specific steps that will be taken to solve the initial problem(s) observed)

Not Addressed

Excellent

Average

Poor

B: Guidelines to Evaluate and/or Prepare an Action Research Report

BACKGROUND

Education without the action of action research leads to stagnant practice. Action without the research of action research leads to random and

uninformed change (Sagor, 1992). The goal of the Action Research Project was to enable teachers to conduct research to identify aspects of

the educational process that they wish to enhance, to develop skills to implement change, to investigate the results using a well defined

research method, and to communicate the process as well as the findings to other educators.

I. The Written Report

The Action Research Project must be written in a format consistent with academic, scholarly standards in educational research using current APA standards.

The written report will include the following:

Title Page
Table of Contents
Chapter 1. Introduction
Chapter 2. Literature Review
Chapter 3. Plan of Action
Chapter 4. Data Analyses
Chapter 5. Summary and Discussion
References
Appendices (Any supporting materials, such as Data Collection Instruments, If Applicable)

Chapter 1: Introduction

In this chapter, the student will address at least the following elements:

Ø Need for action research.

Ø Outline of innovation.

Ø Objectives or goals of innovation.

Ø Description of the setting in which the innovation was implemented.

Ø Assumptions and limitations of the action research.

Ø Reflection on the initial aspects of the action research.

Chapter 2: Literature Review

Ø Educational significance of the action research.

Ø Support for the innovation and methods of investigation.

Ø Reflection on the literature to the student’s own practice.

Ø Identification of the research questions.

Chapter 3: Plan of Action (Very Important)

This section contains the curriculum or pedagogical plan conceived as the innovation. Complete materials created as a result of the action research and the means to assess the effectiveness of the innovation must be included. These materials must be ready to be used by the student in his/her classroom or by any other teacher.

Ø Summary of the plan of action.

Ø Alignment of materials with the plan of action.

Ø Reliability of instruments.

Ø Validity of instruments.

Ø Assessment and effectiveness of the plan of action.

Chapter 4: Data Analyses

Narrative of the results obtained from analyzing data collected must include at least the following elements:

Ø Credibility of evidence.

Ø Objectivity of evidence.

Ø Transferability of evidence.

Ø Triangulation of evidence.

Ø Self-assessment evidence.

Chapter 5: Summary and Discussion

In this chapter, the students should address at least the following elements:

Ø Implications for personal practice.

Ø Implications for other teachers’ practice and educational policy.

Ø Implications for future action research.

Ø Conclusions on how the innovation could be improved.

Ø Self-reflection on the action research process.

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