Updated: Jun 7, 2019
While viewing Mertler’s video 1.1 (2018), the one item that struck me the most me about action research and teachers, are about “things that they do as a regular part of their daily jobs”. The first three of the four stages, planning, acting and developing are pretty much with what I do on a regular basis. The fourth, reflecting, or more precisely, critical reflecting is one that I struggle with. I try to reflect on each unit upon completion as to its successes, failure, or unsure of its outcome as yet because of insufficient data. The reason for my lack of critical reflection is scheduling conflicts, the whirlwind or simply complacency on my part. I must strive to consistently conduct critical reflection on each unit, finding the time regardless of the whirlwind going on around me. When I consistently achieve all four stages, it will be that path towards being the master teacher I desire to be.
The other item that is intriguing is that action research is about the problems in my classroom, not a case study which might contain a small portion that pertains to my classroom. Its critical r The beginningesearch using my identified issue, using my data and collaborating with peers over the same issue to analyze the data and find a potential solution to be applied the next go around.
My challenge will be defining a specific, limited topic for my action research. With ePortfolios, there are so many possible issues within each grade level. I have identified the grade level I am going to target, next will be refining the topic into a very specific issue. The previous classes have helped me towards this goal as well as providing me techniques in searching for research approaching my specific issue. As I mull over the topic, I have already determined that a qualitative research method will be more effective for a third-grade focus.
Of the nine steps, step one, identifying and limiting the topic. I feel that the question I develop here will be a starting point but not the final question. That will be a collaborative effort with peers that will be collecting the data from their students. Step one may even evolve as we start to focus on each step. It seems, at first reading, that steps two through four will develop concurrently. Step five, implementing the plan and collecting data will be a long term endeavor. Steps six through nine will provide and answer that can be implemented the next year as we start the process all over again.
I look forward to using the knowledge we have gained thus far and to bring it in all together as we begin the downward journey towards the capstone project.
Mertlin, C.A. (2016). Action research: improving schools and empowering educators. Thousand Oaks, CA: SAGE Publications.
Mertlin, C.A. (20-18). Video 1.1. Retrieved from https://edge.sagepub.com/mertler5e/student-resources/chapter-1/video-resources