Research To Practice Gap Presentation
Research To Practice Gap Presentation
-District does not keep same practices for more than a year.
Think about what will work best for you and your research
Who? What? How?
(Diana, 2011)
(Lee et. al., 2014)
Step 4: Analyze the Data
This looks different depending on your action research. This could
include:
o Scoring surveys
o Listening to and transcribing interviews
o Examining Scores
Find Themes, issues or issues within the Data!
While analyzing the data, go back to the driving question. This helps
teachers stay focused on the main reason for this research
Ask these questions while you research:
o What is this data trying to tell us?
(Diana, 2011)
o Why do you think the data turned out this way? (Lee et. al., 2014)
Step 5: Share Findings!
Sharing is Caring!
Think of the following questions as you find ways to share your findings:
o What should my next steps be? What action plan can I create in order to change my
classroom for the better?
o Who is my audience? Who would best benefit from my findings?
o Can my findings help improve my school?
o If I did not do so during my action research, what researcher/college professor could I
share my findings with?
o Could I get my research published?
o What organizations can I become a part of to help me use my research to think of
future action plans or research questions to expand what I have already done?
(Lee, Sachs & Wheeler, 2014)
Your Turn for Action Research!
Using the scenario you are given, complete steps 1 and 2 of the Action
Research process.
Scenario 1: Michael
Scenario 2: Hermione
Scenario 3: Lizzie
https://www.youtube.com/watch?v=AYVU2NgqnZs
Bridging the Research to Practice Gap
(Gade 2014)
Post Survey
https://goo.gl/forms/i3wFsS27elOofjPM2
Thank you!
Our Website
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References
Boardman, A. G., Argelles, M. E., Vaughn, S., Hughes, M. T., & Klingner, J. (2005). Special Education Teachers Views of Research-Based Practices. The Journal
of Special Education, 39, 168180. https://doi.org/10.1177/00224669050390030401
Cowie, B., Ortel-Cass K., Moreland, J., Jones, A., Cooper, B., Taylor, M., (2010). Teacher-researcher relationships and collaborations in research. Waikato Journal
of Education, 15, 69-80. https://doi.org/10.15663/wje.v20i3.239
Diana, T. J. (2011). Becoming a teacher leader through action research. Kappa Delta Pi Record, 47, 170-173.
Gade, S., (2015). Unpacking teacher-researcher collaboration with three theoretical frameworks: a case of expansive learning activity? Cultural Studies of
Science Education, 10, 603-619.https://doi.org/10.1007/s11422-014-9619-7
Lee, J. S., Sachs, D., & Wheeler, L. (2014). The crossroads of teacher leadership and action research. The Clearing House, 87, 218-233.
https://doi.org/10.1080/00098655.2014.924896
Nolan, A., Putten, J., (2007). Action research in education: addressing gaps in ethical principles and practices. Educational Researcher 36, 401-407.
https://doi.org/10.3102/0013189x07309629
Vanderlinde, R., & van Braak, J. (2010). The gap between educational research and practice: views of teachers, school leaders, intermediaries and researchers.
British Educational Research Journal, 36, 299316. https://doi.org/10.1080/01411920902919257