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In all professional fields, the goal of action research is to improve processes.Action research is also beneficial in areas of teaching practice that need to be explored or settings in which continued improvement is the focus.Yet, perhaps even more than teachers, principals live in a world of isolation.” This isolation keeps principals from learning, growing and becoming the best administrators they can be.
Action research is very popular in the field of education because there is always room for improvement when it comes to teaching and educating others.
Sure, there are all types of methods of teaching in the classroom, but action research works very well because the cycle offers opportunity for continued reflection.
The following lesson provides two examples of action research in the field of education, methods of conducting action research and a quiz to assess your understanding of the topic. Each of these ways is used in various professional fields, including psychology, sociology, social work, medicine, nursing, education and so on.
However, the field of education often uses action research, an interactive method of collecting information that's used to explore topics of teaching, curriculum development and student behavior in the classroom.
He used the knowledge he gained through this inquiry to inform and educate other teachers on his faculty who were interested in co-teaching, and adjusted the schedule to allow more time for co-teachers to plan together.
In the absence of Bracewell’s action research, faculty enthusiasm for inclusion might not have received the administrative nurturing necessary for this innovation to expand and grow. The “Forgotten Factor” in the Inclusion Equation: What Effect Does the Inclusion Environment Have on the Reading Achievement of Eighth Grade Language Arts Students?
Bracewell used action research to gain insights into how this model was playing out at his school and what he, as principal, could do to foster it as an effective practice.
He learned that the regular education students placed in the inclusive classroom performed as well or better than their counterparts on various measures of student achievement.
Finally, by interviewing and observing the regular education and special education teachers who teamed to co-teach this class, Bracewell discovered that teachers teaming in an inclusion model need more time to plan what they are going to do. Hayes (Eds.) Improving Florida Schools Through Teacher Inquiry: Selections from the 2007 Teaching, Inquiry, and Innovation Showcase.
Through action research, Bracewell gained valuable insights into the ways co-teaching between a special education and regular education teacher might play out in the classroom. Gainesville, Fla.: Center for School Improvement and North East Florida Educational Consortium, pp.