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Post to: Distance and Open Learning of TechnologyGPO , WA 6845

Email: opencurtin@curtin.edu.au

Fax: (08) 9266 2777 Phone: (08) 9266 4100

In person: Level 1, Robertson Library, Building 105 

PART A – to be completed by Student (please print clearly) PART B – Office Use Only  

Name Philippa Corden Received byOpen Learning

Returned to Student  

Name Georgina Davis  

Name Melissa Delbridge  Name Anna Davis  

Unit Name Development and Education Curtin Student No.

Unit Code EDP125 Date Submitted ? ? November 2009

Assignment No. Group Assignment 2 Tutor’s Name Jacqui Symons

Assignment Title (where applicable) Purpose, Methology and Value of Action Research 

Students comments to Tutor  

or Open Learning (if any) 

 Please read the following and sign where indicated [or type your name when submitting electronically].

DECLARATION: I declare the attached assignment is my own work and has not previously been submitted for assessment. This work complies with rules concerning plagiarism and copyright. [Refer to http://www.policies.curtin.edu.au/documents/academic_misconduct.doc for plagiarism and copyright information.] I have retained a copy of this assignment for my own records.

Signed: Philippa Corden, Georgina Davis, Melissa Delbridge, Anna Davis 

PART C – to be completed by Tutor: Comments to Student  

 

 

 

 

 

 

 

 

 

Recorded Mark: Tutor: 

CRITERIA INADEQUATE 0-4 COMPETENT 5-6 PROFICIENT 7-8 EXEMPLARY 9-10 TOTAL

Effectivness ofPowerPoint10

Overlooks major pointsor key information. Confusing:lacks coherence

Some key points.Evidence of clarity and structure.

Most points are included.Many clear elements.

Well organized. Considersall major points. Coherentand logical sequence.

Wiki10

Does not adequately addressthe issues related to thePowerPoint presentation.

Addresses most of the ideas raised in the PowerPointpresentation.

Main ideas of the PowerPointare well explained and expressed.

Thorough evaluation ofall issues and ideas raisedby the PowerPoint

Academic conventions10

Academic conventions of writing and referencing are inadequate

Presentation and referencing are adequate

Sound grasp of academic writing and referencing

Outstanding writing and exemplary use of referencing

CRITERIA INADEQUATE 0-2 COMPETENT 3 PROFICIENT 4 EXEMPLARY 5

Aesthetic quality5

Presentation difficult to see,inconsistent in style ordoes not work properly.

Tools used to deliverMost major points.Effective use of graphic lay-out and design.

Main points explained using elements that communicate effectively and follow the basic principles of P/P design.

Major points explained through use of highly effective graphics and design principles.

Teamwork5

Did not contribute to the completion of the project

Contributed, but work was inferior or inadequate.

Contributed to completion with adequate work.

Contributed to completion with high quality work

TOTAL F: 0-19 P: 20-23 CR: 24-27 D: 28-31 HD: 32-40

EDP125 Assignment 2

Philippa Corden, Georgina Davis, Melissa Delbridge and Anna Davis

For Primary School Teachers

Research

Teaching

Success

What is Action Research?

Why Conduct Action Research?

How do we Conduct Action Research?

“Systematic study of an issue or problem by a teacher or other practitioner, with the goal of bringing about more productive outcomes for children” (McDevett & Ormrod, 2009. p 56).

You have some ideas of how you think things can be improved

Data provides ‘proof’ of issue

Computing statistics percentages, averages, correlations and coefficients

Relate patterns observed with original questions

Use of graphs and pie charts to interpret the results of the research

Analyse current data

Student Research

Photography/

Video

(Waters-Adams, 2006)

•Can be adapted to suit any issue or environment

•Promotes shared understandings and approaches

•Cyclic nature

•Change is owned and managed by the participants

•Collaboration builds trust and support

•It can start small and grow over time

• Outside help can be invited

•Empowers teachers

Time ConstraintsLack of ResourcesBiasResistance to Change

Keep a diary or journal about your everyday observation in the classroom

Collect information and observe children who seem disengaged and not interested in learning

Talk to colleagues about issues that they seem to have problems with

Ask parents to help research issues that may concern them

Write a statement of what you investigated

The methods you usedWhat did you find out?What was the result of your research?

Where do you go from here?

Reference:

Feldman, A. & Weiss, T. (n.d.). Suggestions for Writing the Action Research Report, University of Massachusetts Amherst. Retrieved 28/10/09 from http://www-unix.oit.umass.edu/~afeldman/ARreadingmaterials/WritingARReport.html

McDevitt, T., & Ormrod, J. E. (2009). Child development and education. Fourth Edition. New Jersey: Pearson Merrill Prentice Hall.

McNiff, J. (2002). Action Research for Professional Development: Concise advice for new action researchers. Retrieved 13/10/09 from http://www.jeanmcniff.com/armethodofcare.html

Murica, K. & Powell, B. (n.d.). Action Research and the Professional Development of Teachers: The Waikiki Primary School Experience. Retrieved 2/10/09 from http://www.education.murdoch.edu.au/clcd/docs/EducationReview

Queensland Government, Department of Education and Training. (2002). Boys, Gender & Schooling. Retrieved 2/10/09 from http://education.qld.gov.au/students/advocacy/equity/gender-sch/action/action.html

Science across the Curriculum. (2004, March 17). Professional Development through Collaboration, Inquiry and Reflection. Retrieved 27/10/09 from http://www.educ.mun.ca/sac/inquiry.html

Waters-Adams, S. (2006). Action Research in Education. Faculty of Education: University of Plymouth. Retrieved 16 & 23/10/09 from http://www.edu.plymouth.ac.uk/resined/actionresearch/arhome.htm