693MadisonMetro

Madison Metropolitan School District (2001). "Classroom action research." http://www.madison.k12.wi.us/sod/car/carhomepage.html
April 6, 2008
 * Jeremy Szteiter**

-problem identification->plan of action->data collection->analysis of data->plan for future action (similarities to Calhoun's proactive AR description) -don't need to reinvent every element of the process - use pre-established idea-generators to help suggest questions for inquiry, next steps, and action plans -learning takes place when there is discrepancy between predictions and observations -in group work, be conscious of listening to help others and listening to help oneself; these may not both be happening with equal regard all of the time -AR as a pathway to learner-centered teaching
 * Main themes:**

-raising awareness of one's "personal theory" of teaching, both to oneself, and others -in AR, may need to find way to ask the same question in different ways -consider how Elbow's "Ways of responding to writing" might be adapted to whole AR projects (using colleague-allies to help interpret AR results and observations) -AR hopefully eventually becomes a "habit of mind" rather than simply a method for doing research; instead of saying, "how can I answer this question through action research?", I might ask, "at what stage of action research is my current teaching, and what is next?" -view AR projects as a way to tell a story - note instances of disbelief, surprise, humor, and drama experienced throughout the AR -be conscientious that any "change" might be an AR opportunity, not simply something "to do" or a problem to be solved straightaway - AR might mean resisting the temptation to find the shortest path to a solution
 * New insights:**

-If "hard science" researchers use AR in their classroom teaching, will it ultimately affect the way they do research? How might AR be viewed different by primary/secondary teachers and by university faculty? -What approaches can be used to make idea-tracking easier? In other words, if an AR idea becomes exposed that has to do with how to carry through any AR stage, how can I keep track of what happens to the idea? For example, if I have the idea to design a survey for students, to what extent should I keep track of where the idea originated, whether or not it was implemented, how it was implemented, why it was used again, or not, etc? -In situations with school-aged children, how can parents/households support AR, even indirectly?
 * Remaining questions:**

-find ways to let students know that action research is happening, in addition to performing it with them (when appropriate such that it does not bias the research) -consider constituencies that are not part of the actual institution in which research is taking place -need to continue to organize my "vessels" of data collection - how am I keeping records, photographs, and other items that show observation of collaborative play? -consider how AR might be approached as framed for a "learner" rather than a "teacher"; as a learner, how do I want to get the most out of learning? As a "learner", are there special considerations if I considering my own learning AR across my life learning opportunities, as opposed to all learning opportunities within a single institution? -consider how to give others as much choice as possible in my AR - let others accept "play" into our collaborative planning with respect to individual styles, although we all might still be playing at the same thing -my AR with collaborative play in teacher planning might lead to improvement of intangible issues such as teacher friendliness and extending trust to others -consider how to find an AR "partner" in CCT
 * Applications to own project:**