Title: Using Student Interviews to Guide Classroom Instruction: An Action Research Project
Author: Larry Buschman
Published Year: 2001
Journal 2
Title: Participatory Action Research: A Theoritical and Practical Framework of Environmental Education
Author: Kalay Mordock and Marianne E. Krasny
Published Year: 2001
Journal 3
Title: Breaking Barriers: Building Research Partnerships Between Special Education Teachers and Universities in Action Research in Singapore
Author: Karen P. Nonis
Published Year: 2008
1: Comparison - Similarity and Differences
The sample research is different based on 3 articles. However, the sample of action research in education is always related to students and teachers rather than educaters.
The study site is also different based on 3 articles. However, both 3 settings of articles can be categorized as public setting.
Journal 1:
Journal 2:
Journal 3:
Basically, the procedure of action research which carried out by three different journals are same. The roughly idea is reflect, plan, action and observe which as I mentioned in Tugasan 1. Other than that, the 1st journal specially emphasize the "practice" as one of the procedure in action research.
There are various methods of data collection and analysis had been used in 3 different articles. In Journal 2, more than one qualitative methodologies had been used in order to increase the reliability and validity of the data.
2: Analysis
Journal 1:
In this article, the data had been collected by using combination of different techniques. and were then summarized using qualitative data collection techniques. the effectiveness of the interviews in influencing the ways that teachers teach mathematics were been focused. A follow-up analysis will be conducted over the next five years to examine the changes in student performance to reduce the bias of differences in teacher classroom practices
Journal 2:
This study had been designed to collect information and gain insights that might have general applicability rather than to test a predetermined hypothesis. In this study, four case study approach that incorporates qualitative techniques had been designed to explore their programs in depth and to follow up with questions if necessary. Reliability and validity of final case study report were determined after having complete data collection.
Journal 3:
In this study, a Likert Scle Survey was developed and ministered separately. The frequency of the responses for each item were calculated and then converted to percentages. The percentage responses calculated for Strongly Disagree and Disagree were combined as well as Strongly Agree and Agree. It aimed for understanding better of teachers' keenness or reluctance to participate in research.
3: Evaluation
Journal 1:
Teachers benefits directly from the interview process by gaining more accurate and complete view of what children know and can do. From here, they can catch the instruction of individual needs and the abilities of children. Children also benefit from the interview process because they can receive immediately the specific feedback on their performance from teachers, correct misunderstanding and improve skills.
Journal 2:
This study enabled students to learn new skills and science concepts regarding the non point pollution, epidemiology of lead poisoning, changes in land use over time, air photo and map interpretation. Involvement in conducting research also motivated students to become more engaged in science learning.
Journal 3:
The results strongly supported that teachers are interested in participating in action research especially when they received the support of the University researchers. . However, they did not have the enough time to participate. This was because they were overwhelmed with their current course work and also juggling with family life. In addition, the majority of teachers in this study lack of knowledge in research skills. So, it is recommended that University lecturers could include projects that require research methodology in their courses applied to filed experience.
4: SummaryJournal 1:
Student interviews changed instructional practices in some classroom and influenced instruction in all classrooms. All teachers reported that after the interviews, they were
- able to identify students who were ready for the new level of conceptual understanding
- able to write better and suitable problems for use in classroom
- tried to make the classroom setting more conducive to discussing children's solutions to problems
- recognised the need for a learning environment in which they could solve problems cooperatively with others
- gained a sense of confidence in the natural abilities of children as problem solvers
Journal 2:
Positive social and environmental change is the underlying purpose of environment education. In this study, the Aerial Perspective students learned how to use their results to cause change. Direct action had been took by organizing a conference that brought heightened media and community attention to environmental and social issues. Engaging students in research, results in changes.
Journal 3:
The majority of teachers were interested in participating in research. However, they have to concerned about the support from their schools before they participate in collaborative research projects with universities. The support was in in the form of recognition by the participating schools and university researchers and also time off work.
5: Synthesis
Journal 1:
Traditional forms of evaluation can measure improvement of children's acquisition of specific skills and their performance levels. However, it cannot tell teachers how children learn to think mathematically, why children make errors, or what kind of feedback can help children become better problem solvers. In contrast, using multiple form of assessment-interview, can give benefits to both children and teachers. According to the results, interviews are a more appropriate assessment tools than traditional form of evaluation in examining the performance of children engaged in mathematical problem solving. However, the proper plan, action, observe and reflect, as well as the questions that teachers might want to ask during interviews need to be developed in effective way in order to succeed this action research.
Journal 2:
According to this study, the investigation of 4 case study had been conducted by Aerial Perspective students. The Aerial Perspective Program demonstrated how participatory action research can provide a framework for realizing environmental education goals. They focused on community land use issues which in cooperation with teachers, non-formal educators and also the community members. On the basis of the results, they organized activities to make some positive changes in their local environments.
Journal 3:
Teachers have important contributions to make in applied research and also reluctant to be involved in research. In this study, the interest of special education teachers' to participate in action research were investigated. A Likert Scale Survey which consists of 25 questions categorized under 6 criteria had been administered. The frequency and percentage responses were calculated. The results showed that majority of teachers were interested to participate in action research. However, teachers' participation was highly depend on the level of support that they received.
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