I'm going to use this blog to review, analyze, and collect my thoughts on two readings: Maxwell's Chapter 4 and "Teacher Action Research in Teacher Education" by Mariana Souto-Manning. Here's the link to the Maxwell work and the article with my comments:
Maxwell, Ch.4, with comments by J. Reale
Teacher Action Research in Teacher Education, Souto-Manning, Comments by J. Reale
Both readings support my process in determining two BIG areas of my research project. First, the Maxwell reading addresses the concepts and ways to determine an appropriate research question. The work also links the research question to two major goals of my study; the intellectual and practical. Next, the Souto-Manning article highlights and comments on the value of teacher action research. I am using teacher action research as my design for my Plan B. The article shares supportive reasons why to conduct action research and provides reinforcing and peer-reviewed references to bolster the article.
I'm going to try and write the next sections of this blog with the intent of literally copying and pasting some sections into my Plan B's introduction and methodology. So, my style and form will try and adhere to APA. My intent is to create short, usable pieces I can insert into my Plan B. Still couldn't figure how to get the sections below double-spaced, but I can adjust that when I cut/paste onto my Plan B document....
Maxwell Ch. 4 (2012)
Maxwell begins chapter four with a basic and fundamental claim; an effective research question influences all other aspects of a research study. Maxwell (2012) cites the work of Miles & Huberman in this excerpt to clarify the value of a research question:
In a research proposal or published paper, the function of your research questions is to explain specifically what your study is intended to learn or understand. In your research design, the research questions serve two other vital functions as well: to help you focus the study (the questions' relationship to your goals and conceptual framework) and to give you guidance for how to conduct it (their relationship to methods and validity) (cf. Miles & Huberman, 1994, pp. 22-25)Maxwell's text focuses on qualitative research which is the mode of this researcher's study. A central theme of this chapter asserts the need to continually revisit and revise one's research question in a qualitative study based on the continued data and evolving evidence at hand. Researchers search for the question based on the information from data collection. This perspective perfectly compliments the selected teacher research design method for this study.
Maxwell shares several warnings and reminders when creating effective research questions. He warns researchers to cultivate research questions which are not too broad, too specific, or too biased. The text shares practical examples of how to avoid these potentially limiting pitfalls. Maxwell offers another interesting insight as to the use and connection between formulating hypotheses and qualitative research questions. Some feel posing hypotheses based on qualitative research questions as arbitrary or invalid. Maxwell contends this practice to be justified and valuable to the research process. Finally, Maxwell concludes the chapter explaining the value of forming an appropriate question through an evolutionary process. He repeats the importance of adjusting one's research question based on the qualitative data and experiences of the research.
Souto-Manning (2012)
This study will administer a teacher action research design. This design supports the researcher's purpose, research question (at this moment), and intent. This design also connects to effectively developing and cultivating more appropriate research questions as referenced in Maxwell's previously mentioned work. Souto-Manning reports, "Teacher action research involves a systematic and sustained study of some aspect of teaching and learning" (p. 54). This research design perpetuates the fundamental processes of formative and summative assessment. However, this process of assessment is self-reflective in nature and uses multiple sources of data to inform decision-making. This form of research leads to actions which transform teaching and learning practices in the classroom. In comparison, teacher action research closely resembles part of the process in National Board Certification. Souto-Manning (2012) reflects:
I have engaged in the recursive practice of journaling, writing down notes, and collecting artifacts, which provides insights into the learning practices of my students. Then, I interpret these practices as I plan my next class. I engage in a formative process that informs each class and in a summative process - a meta analysis - that informs the revision of the course as a whole (p.55).Her explanation through reflecting accurately and clearly defines teacher action research. This process adapts to the situation and individual(s) while adhering to the basic principles explained above. Teacher action research effectively and respectfully connects to a true place-based educational setting while allowing for meaningful collaboration and continuous professional self-improvement.
Ok folks... that was my attempt at scholarly writing for the day... ha..
Hope you all are navigating this process as gracefully as me.... Here's what I felt like today:
As always, Mahalo for reading and good luck!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
