Advantages and Limitations of Traditional Research and Action Research - Essay Example

1. List or describe at least five things (e.g., problems, things you would like to improve within your room or school that interest you and thatyou might want to pursue further. Do you think any of the things on your list might be appropriate for and action research study? Research on discipline and absenteeism issues would be important in understanding whether any variations exist in the rates of disciplinary issues and absenteeism and classroom performance. It may be necessary to conduct further research on whether the percentage of time, that teachers use performance-based evaluations in the classroom, has any impact on the overall classroom and school performance. A study on the effectiveness of technology standards for teachers would also be necessary for improving the teaching and learning process in the classroom. This is very necessary as teachers strive to align the learning experience with technological evolution in the digital era. It may also be necessary to conduct research on the relationship between years of teaching experience and the effectiveness of the teaching process. The use of technology standards (NETS) for teachers would be very appropriate for an action research study. This is on the grounds that one of the center standards of NETS is that instructors ought to have the capacity to outline, create, and evaluate genuine learning and educating encounters. Subsequently, assessments that join contemporary mechanical devices and assets is valuable (Smaldino, Lowther, & Russell, 2012). Thus, the results of an action research study will provide teachers with invaluable insight on planning and adjusting the applicable learning encounters that use computerized assets and devices in advancing understudy innovativeness and learning. It will also enable the teachers to develop technology based learning background (Smaldino, Lowther & Russell, 2012). Students will also be enabled to cope with their education skill and assess their progress. The study will also dwell on how teachers can focus on different learning activities. Finally, a research on the technology standards will enlighten teachers on ways of giving their understudies changed and different summative and developmental evaluations. These are the one adjusted to mechanical and substance gauges, and apply the ensuing data to educate the showing and learning methodology. 2. If it had been up to you, would you have made the same decision? If not, what would your decision have been, and why so you suppose there was a difference? One of the external decisions that greatly affected my classroom practice was the introduction of high stakes tests, as well as a grading policy by the head of the department. The directive stipulated that teachers were expected to conform to standardized rubric assessment criteria in all subjects. I considered this decision as inappropriate and one that would affect teaching practice in a negative way. Firstly, the nature of student assessment is critical to all activities of student engagement as it serves as a guideline to how the students learn and study. In the light of the exacerbating pressure on tutors and departments to impart students with skills that are relevant to the job market. It is important to consider the appropriate tools that promote a diverse range of transferable skills. Thus, tutors and teachers need to explore other assessment tools apart from the contemporary rubric assessment criteria. 3. The chart below develops a list of advantages for both traditional research and action research. Advantages Limitations Traditional Research Different methods of research offer different perceptions of any given reality. High validity and reliability are held in high esteem throughout the study Issues of differences between teaching and researching may arise Time is a concern as it may become challenging to balance between researching and fulfilling the curriculum requirements in the teaching process. Action Research Careful self-evaluations and considerations enable teachers to grow and improve their teaching craft. The positive experiences with the research process instill confidence as teachers gather evidence of successful teaching practices and decision-making Conflict may arise between teaching and researching Time constraint may become a critical issue since research calls for increased time commitment. 4. Do you think that traditional research can benefit you and your students? If so, how can it benefit you? If not, why do you believe that it cannot? Traditional research approaches enable the teacher to use the classroom as a laboratory for the assessment of teaching and learning. Through traditional research, the teacher can discern numerous insights into something that works well for them during the teaching process. The approach is also beneficial to the students in that it concentrates primarily on the observation and improvement of learning (Mertler, 2011). 5. Do you think that action research can benefit you and your students? If not, why not? Action research has immense potential to help both the teachers and the students. It helps teachers in improving their teaching practices while ultimately helping the students by improving their learning experience. Furthermore, action research helps teachers in monitoring, improving, and tailoring their teaching behavior in order to meet curriculum objectives. This in turn, leads to visible progress in student learning. In the course of action research, teachers build more awareness of their students’ performance as teacher monitor student progress on a continuous basis (Glanz, 2003). As such the teacher can assess student progress and hence, align instructional strategies with an aim of achieving concrete results. References Glanz, J. (2003). Action research: An educational leader’s guide to school improvement. Norwood, MA: Christopher-Gordon Publishers. Mertler, C. (2011). Action research: Improving schools and empowering educators (4th ed). New York: Sage Publications. Smaldino, S., Lowther, D., & Russell, J. (2012). Instructional technology and media for learning (10th ed). Upper Saddle River, N.J: Pearson. Read More