Action Research Clause Samples
The Action Research clause defines the process and parameters for conducting research activities that involve iterative cycles of planning, action, observation, and reflection within a project or organization. Typically, this clause outlines the roles and responsibilities of participants, the methods for collecting and analyzing data, and the procedures for implementing changes based on research findings. By establishing a structured approach to collaborative problem-solving and continuous improvement, the clause ensures that research activities are systematic, ethical, and aligned with the project's objectives.
Action Research. Action Research is a useful tool. It allows educators to systematically and empirically address topics and issues that affect teaching and learning in the classroom. The Action Research process is natural for some teachers. They are always exploring and testing new strategies by observing and collecting information related to the success of instructional and organizational strategies. Others need to be conscience of Action Research techniques while developing classroom strategies and planning activities. Will my students perform better if I use multiple modalities of instruction? Would involving parents in the homework cycle increase the likelihood that students complete their homework? Does homework completion and success translate into better test scores? All of these are questions teachers pose every day. Action Research provides a structured process for implementing data collection and analysis. It provides the information necessary for an educator to know whether or not their intervention had the anticipated results. ● Action Research is a form of disciplined inquiry that impacts directly on a teacher’s practice and empowers them to renew their classrooms and promote instructional improvement (▇▇▇▇▇, 1991). ● Action Research is a form of self-reflective inquiry (▇▇▇▇▇▇, 1983). ● Action Research is the systematic study of attempts to improve educational practice by groups of participants by means of their own practical actions and by means of their own reflection upon the effects of those actions (▇▇▇▇▇▇, 1985). ● Action Research is a disciplined process of inquiry conducted by and for those taking the action. The primary reason for Action Research is to assist the “actor” in improving and/or refining his or her actions (Sagor, 2000). As we seek to develop reflective practitioners who are teacher leaders and decision-makers in our teacher education programs, we include the Action Research process as a strategy for continued professional and personal development.
Action Research. A stipend of $1,200.00 will be provided for up to four (4) teachers per academic year for the design, implementation and reporting of educational research within their assigned responsibilities. The work must be proposed, in writing, prior to August 1st and must specify area of research/inquiry, form of application within the district during the upcoming year, type of data to be collected and type of reporting to be made within the district by June 1st of the same academic year. The purpose of the program is to encourage professional reading, test theories within our classrooms and share results and recommendations with colleagues.
Action Research. The individual teacher or a group of teachers with a shared interest, examines practices in their own classroom(s) or school and develops a plan that includes: Identification of the problem or issue Student outcome Data collection strategies (minimum of three (3) sources) Implementation Data analysis Reflection Review with evaluator
Action Research. One of LIFT II’s key outcomes is to expand the evidence base for ES/L/FS programming impacts on health and nutrition. Because LIFT II is not funded or structured to carry out the kind of implementation normally associated with impact evaluations (e.g., implementation with a specific sample of beneficiaries in a given area, matched with a counterfactual) the project will instead focus on building the evidence base through action research. Similar to operations research, LIFT II’s idea of action research will use emerging lessons learned from referral systems as cases for operations research. For example, if LIFT II learns that one referral system greatly benefited from an early intervention to improve gender equity in programming, then LIFT II will work to integrate that intervention in future referral networks. Please see the section on Building the Evidence Base for NACS – ES/L/FS Linkages Activities in the work plan. In contrast to implementing projects with a clearly defined geographic impact area and timeline, LIFT II must operate with more flexibility. For this reason, LIFT II does not present a particular set of Intermediate Results (IRs) and Sub-Intermediate Results (Sub-IRs) which together contribute to the achievement of a Strategic Objective (SO). Rather, LIFT II uses the seven activity pillars presented above in lieu of the Sub-IR🡪IR🡪SO framework common to most USAID multi-year assistance program or bilateral PMPs. LIFT II can support a particular Mission’s focus on one or many IRs/SOs and accommodate those efforts at the country level. Those accommodations will be reflected in the country-level PMP and approved by the Mission. For the purposes of global-level reporting, LIFT II requires certain key indicators (noted in the PIRS below) to be included so they may roll up to the global level.
Action Research. The process of action research involves a cycle of planning, action and fact- finding about a particular problem or challenge pertaining to classroom instruction and can transform a teacher’s practices and beliefs. Each teacher will be supported and facilitated in conducting at least one action research project. NIET and staff from the Department of Supervision and Qualification will be provided relevant training by UMass in how to effectively mentor an action research project. An action research project can be tailored to the individual aspirations of the in-service teacher, creating further flexibility within the professional diploma program.
Action Research. A key component of the first C-IMCI project Action Research was one of the Action research component is responsible for documentation, program’s triad including BCC and the Informal sector component. Action Research was responsible for documenting project for documenting project experiences, standardizing monitoring and evaluation tools and expanding the role of PRA in the project area. The position of Action Research Officer was filled during the Mid-Term Evaluation and the importance of the position and its achievements were noted. Since March, 2002, the position of Action Research Officer has been vacant and the responsibilities have fallen to the Project Coordinator. The Project Coordinator is also responsible for the administrative and Human Resource activities related to the C-IMCI project as well as the five supplemental project supporting C-IMCI activities. The Coordinator is also called upon, with field staff, to develop proposals in support of the Ntungamo program. The expansion of activities in Ntungamo District has had a great impact on the Coordinator’s ability to work closely with Action Research activities. It is strongly recommended by the Final Evaluation Team that the position of Action Research Office be filled and that the role of the Officer be expanded to provide technical assistance to the Field Officers and CORPs in the production of quantitative monthly and quarterly reports to supplement the existing narrative reports. The Action Research Officer should also create a standardized monitoring and evaluation tool that can be used at all levels, with all line ministries and will be consistent between projects. monitoring and evaluation of the project activities. The action research officer position is therefore important and will be maintained for CIMCI-II. This position has been filled now in the title of M&E Officer. With support from staff and partners, monitoring tools will be harmonized to fetch correct and usable data.
Action Research. Action research has several characteristics making it considerable for this study. As ▇▇▇▇▇▇▇▇▇▇▇ (1999) cited, since this method is grounded in practical action, it produces as most relevant as possible results to the research question and meanwhile, follows the theoretical framework. Action research also increases understanding of social as well as organizational problems because of its practical nature. Practitioners have significant effect in the action research since they act as both the subject and co-researchers. They play an important role in different phases specifically in data collection phase. Besides, as mentioned, the main goal of this study is to expand a new concept from both theoretical and empirical perspectives and this is completely feasible by action research. Based on the ▇▇▇▇-▇▇▇▇▇▇ (1989 cited by ▇▇▇▇▇▇▇▇▇▇▇, 1999), the studies which produce newly invented concepts need to inject their results in the practitioner environment in order to ensure about the health of the outcomes.
Action Research. For Delhi and Jharkhand NGOs, the concept of action research was introduced following the grant agreement. In the case of Chhattisgarh, it was decided to provide an overview to action research at the introductory workshop so that NGO applicants could incorporate this component into their proposals. At the workshops, it was stressed that that any action research for the project should be in the context of efforts to improve the quality of an organization’s educational programs. An action research grid has been created which identifies possible NGO partners for a collaborative REACH India action research project. Some of the considerations are the interest of the NGO in the subject; determining a minimum number of NGOs that will need to be involved in such a project; accessibility considerations i.e., where are they located?; the need for regional representation etc. While this paradigm is still evolving, we are fortunate to have NGO partners who have proven expertise in the subject. A few partners have already begun plotting their research design, and will soon be entering the data collection phase. We have also heard from some partners who are keen to integrate their energies and expertise with others in the network to conceive, design and implement a research topic. We hope to use the network meetings to forge such collaborations.
Action Research. Various definitions of action research exist, such as: ‘the systematic collection and analysis of data relating to the improvement of some aspect of professional practice’ (▇▇▇▇▇▇▇, 1998:1) and ‘small-scale intervention in the functioning of the real world and a close examination of the effects of such an intervention’ (▇▇▇▇▇ and ▇▇▇▇▇▇, 1994: 186). One key focus of action research is change for improvement by means of the proposed and trialled intervention (▇▇▇▇▇▇ and ▇▇▇▇▇▇▇▇▇, 2010; ▇▇▇▇▇ et al, 2011; ▇▇▇▇▇ and UEL, 2015a). Other characteristics are its small size and power of transformation at both practitioner and institutional levels (ibid). Action research is not focused on changing behaviours but on changing how we think, leading to better informed behaviour (▇▇▇▇▇▇ and ▇▇▇▇▇▇▇▇▇, 2011). It can therefore be argued that action research can change practice by changing how we think of aspects of practice. Thus, it aligns with this research’s aim to understand teachers’ perceptions of using pupil voice in intervention and how these might inform their practice. There are various models for action research, such as the eight-step models of Bassey (1998), ▇▇▇▇▇▇ (2002) and ▇▇▇▇▇ et al (2011). Owing to its sequential nature, the limited time available for this study and this researcher’s limited access as an outside researcher, the model of ▇▇▇▇▇▇ (1998) (see Appendix F) was adopted, with this researcher choosing to complete steps 1 to 4 only, offering further recommendations for a ▇▇▇▇▇▇ investigation from steps 1 to 8. This abridged model is justified in the assertions of ▇▇▇▇▇▇ and ▇▇▇▇▇▇▇▇▇ that action research focuses primarily on changing thinking and improving learning (2010). It is not vital that the situation under investigation reaches successful closure (ibid). What matters is the resultant learning and development of practice (ibid).
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