SR 1/Qualitative Action Research
The action research article I chose to analyze was "Action Research in the Classroom: Assisting a Linguistically Different Learner with Special Needs," by Sharon Faith Schoen and Alexis Ann Schoen. Here are my responses to the questions:
1. The purpose of the research conducted was to find ways to understand and improve a student's proficiency in English (Andy is an L2 learner, originally from Korea, with learning disabilities). Although examples of techniques tried and the steps taken during the research process are explained, no statistical data is included in the article.
2. The research is conducted, in this case, by a group of teachers (perhaps the two authors, the ESL/ELL teacher, and paraprofessionals, though the authors don't really come out and state who actually conducted the research).
3. The first step was framing the question, or deciding what issue or problem they wanted to research further. The second step was collecting the data needed, through interviews, investigating the Korean culture and the different students in the classroom, and also conducting a literature review for effective ESL strategies. The third step was to take action, based on the research conducted. For example, the "we" decided to introduce the entire class to the new strategies, instead of singling out Andy, though they did set aside some individual work time for him. Step four was a reflection process, in which both the researchers and Andy reflected on the progress made.
4. N/A, unless you count the literature review as consulting outside experts.
5. N/A
6. I think, after reading the article, that both were used. The sample is purposive because it relates to a specific group of students, zeroing in on Andy (he's the main "subject" of the research, though the strategies were used with the entire class). It's also a convenience sample because the researchers didn't have to go elsewhere to find a group of students...they were right there in the class with Andy.
7. Yes. The article/authors describe briefly, yet in excellent detail, the school, the student population, and this specific class that Andy is in.
8-9. The researchers/authors use group strategies to implement change in the classroom, and with Andy, but they don't explain why/how they chose these strategies nor what their expected outcome is. I feel that sufficient information is provided in the results section, though without any samples of classroom materials or "hard core" evidence isn't included, I have a hard time answering this part of the question. I do feel that the results given in the article are beneficial, however short and incomplete I feel they are.
10. At this time, I feel that the only real flaw in the article and/or research is the lack of including examples of what strategies were tried or classroom materials used. It would be nice to have a visual to go along with what the authors are describing, but also as ideas for future planning in my own classroom.
1. The purpose of the research conducted was to find ways to understand and improve a student's proficiency in English (Andy is an L2 learner, originally from Korea, with learning disabilities). Although examples of techniques tried and the steps taken during the research process are explained, no statistical data is included in the article.
2. The research is conducted, in this case, by a group of teachers (perhaps the two authors, the ESL/ELL teacher, and paraprofessionals, though the authors don't really come out and state who actually conducted the research).
3. The first step was framing the question, or deciding what issue or problem they wanted to research further. The second step was collecting the data needed, through interviews, investigating the Korean culture and the different students in the classroom, and also conducting a literature review for effective ESL strategies. The third step was to take action, based on the research conducted. For example, the "we" decided to introduce the entire class to the new strategies, instead of singling out Andy, though they did set aside some individual work time for him. Step four was a reflection process, in which both the researchers and Andy reflected on the progress made.
4. N/A, unless you count the literature review as consulting outside experts.
5. N/A
6. I think, after reading the article, that both were used. The sample is purposive because it relates to a specific group of students, zeroing in on Andy (he's the main "subject" of the research, though the strategies were used with the entire class). It's also a convenience sample because the researchers didn't have to go elsewhere to find a group of students...they were right there in the class with Andy.
7. Yes. The article/authors describe briefly, yet in excellent detail, the school, the student population, and this specific class that Andy is in.
8-9. The researchers/authors use group strategies to implement change in the classroom, and with Andy, but they don't explain why/how they chose these strategies nor what their expected outcome is. I feel that sufficient information is provided in the results section, though without any samples of classroom materials or "hard core" evidence isn't included, I have a hard time answering this part of the question. I do feel that the results given in the article are beneficial, however short and incomplete I feel they are.
10. At this time, I feel that the only real flaw in the article and/or research is the lack of including examples of what strategies were tried or classroom materials used. It would be nice to have a visual to go along with what the authors are describing, but also as ideas for future planning in my own classroom.
posted by Tanya Loewen at 1:52 PM
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