tag:blogger.com,1999:blog-52705135329507370972024-03-14T00:33:04.434-07:00Action Research - AssigmentCAHAYA MATAKU........http://www.blogger.com/profile/17917752300309998095noreply@blogger.comBlogger9125tag:blogger.com,1999:blog-5270513532950737097.post-48901024661013889312009-05-28T05:30:00.001-07:002009-05-28T09:35:03.739-07:00Group Activity - Action Research ProposalHereby we are attaching our proposal for this group activity (6th week). This proposal as to accomplish the lecture class activity but it does not involve any person outside. <span style="font-weight: bold;">(</span><span style="font-style: italic; font-weight: bold;">Just use non real name as the sample)</span><span style="font-weight: bold;"> </span><br /><br /><a title="View Proposal Kajian Tindakan on Scribd" href="http://www.scribd.com/doc/15892197/Proposal-Kajian-Tindakan" style="margin: 12px auto 6px; font-family: Helvetica,Arial,Sans-serif; font-style: normal; font-variant: normal; font-weight: normal; font-size: 14px; line-height: normal; font-size-adjust: none; font-stretch: normal; display: block; text-decoration: underline;">Proposal Kajian Tindakan</a> <object codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=9,0,0,0" id="doc_105354126628345" name="doc_105354126628345" classid="clsid:d27cdb6e-ae6d-11cf-96b8-444553540000" width="100%" align="middle" height="500"> <param name="movie" value="http://d.scribd.com/ScribdViewer.swf?document_id=15892197&access_key=key-1r4hrcrf7xo9legp0cuq&page=1&version=1&viewMode="> <param name="quality" value="high"> <param name="play" value="true"> <param name="loop" value="true"> <param name="scale" value="showall"> <param name="wmode" value="opaque"> <param name="devicefont" value="false"> <param name="bgcolor" value="#ffffff"> <param name="menu" value="true"> <param name="allowFullScreen" value="true"> <param name="allowScriptAccess" value="always"> <param name="salign" value=""> <embed src="http://d.scribd.com/ScribdViewer.swf?document_id=15892197&access_key=key-1r4hrcrf7xo9legp0cuq&page=1&version=1&viewMode=" quality="high" pluginspage="http://www.macromedia.com/go/getflashplayer" play="true" loop="true" scale="showall" wmode="opaque" devicefont="false" bgcolor="#ffffff" name="doc_105354126628345_object" menu="true" allowfullscreen="true" allowscriptaccess="always" salign="" type="application/x-shockwave-flash" width="100%" align="middle" height="500"></embed> </object> <div style="margin: 6px auto 3px; font-family: Helvetica,Arial,Sans-serif; font-style: normal; font-variant: normal; font-weight: normal; font-size: 12px; line-height: normal; font-size-adjust: none; font-stretch: normal; display: block;"> <a href="http://www.scribd.com/upload" style="text-decoration: underline;">Publish at Scribd</a> or <a href="http://www.scribd.com/browse" style="text-decoration: underline;">explore</a> others: <a href="http://www.scribd.com/explore/Research/Other" style="text-decoration: underline;">Other</a> <a href="http://www.scribd.com/explore/Research/" style="text-decoration: underline;">Research</a> <a href="http://www.scribd.com/tag/Proposal" style="text-decoration: underline;">Proposal</a> </div>CAHAYA MATAKU........http://www.blogger.com/profile/17917752300309998095noreply@blogger.com0tag:blogger.com,1999:blog-5270513532950737097.post-56560182790870624412009-05-24T03:59:00.003-07:002009-05-26T13:07:17.517-07:00Journal Comment<span style="font-weight: bold;">As the requirement for this assignment, I was choose three journal about action research in education. There are :</span><br /><br /><div style="text-align: justify; color: rgb(51, 51, 255);">1. Preservice Teachers’ Use of Action Research to Implement Alternatives to Round Robin<br />Reading by Eula Ewing Monroe (BRIGHAM YOUNG UNIVERSITY), Kari Gali (BRIGHAM<br />YOUNG UNIVERSITY) and Kristen Swope & Ikaika Perreira (WINDWARD SCHOOL<br />DISTRICT)<br /><br />2. "It's about the Kids": Transforming Teacher-Student Relationships through Action Research<br />DWIGHT by <span style="font-size:85%;">DWIGHT ROGERS, CHERYL MASON BOLICK, AMY ANDERSON, EVELYN GORDON, MEGHAN</span><br /><span style="font-size:85%;"> MCGLINN MANFRA, and JAN YOW</span>.<br /><br />3. Using action research to develop deep learning outcomes within a preservice teacher<br />education context Christopher Gordon, Ray Debus, Jane Dillon, xMichael Arthur-Kelly<br />Charles Sturt University, University of Sydney, NSW Department of Education and Training<br />xUniversity of Newcastle<br /><br /><br /><a title="View Comment of Journals on Scribd" href="http://www.scribd.com/doc/15829511/Comment-of-Journals" style="margin: 12px auto 6px auto; font-family: Helvetica,Arial,Sans-serif; font-style: normal; font-variant: normal; font-weight: normal; font-size: 14px; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none; display: block; text-decoration: underline;">Comment of Journals</a> <object codebase="http://download.macromedia.com/pub/shockwave/cabs/flash/swflash.cab#version=9,0,0,0" id="doc_465957904173306" name="doc_465957904173306" classid="clsid:d27cdb6e-ae6d-11cf-96b8-444553540000" align="middle" height="500" width="100%" rel="media:document" resource="http://d.scribd.com/ScribdViewer.swf?document_id=15829511&access_key=key-11vchm1bmjo2r4vm0nyj&page=1&version=1&viewMode=" xmlns:media="http://search.yahoo.com/searchmonkey/media/" xmlns:dc="http://purl.org/dc/terms/" > <param name="movie" value="http://d.scribd.com/ScribdViewer.swf?document_id=15829511&access_key=key-11vchm1bmjo2r4vm0nyj&page=1&version=1&viewMode="> <param name="quality" value="high"> <param name="play" value="true"> <param name="loop" value="true"> <param name="scale" value="showall"> <param name="wmode" value="opaque"> <param name="devicefont" value="false"> <param name="bgcolor" value="#ffffff"> <param name="menu" value="true"> <param name="allowFullScreen" value="true"> <param name="allowScriptAccess" value="always"> <param name="salign" value=""> <embed src="http://d.scribd.com/ScribdViewer.swf?document_id=15829511&access_key=key-11vchm1bmjo2r4vm0nyj&page=1&version=1&viewMode=" quality="high" pluginspage="http://www.macromedia.com/go/getflashplayer" play="true" loop="true" scale="showall" wmode="opaque" devicefont="false" bgcolor="#ffffff" name="doc_465957904173306_object" menu="true" allowfullscreen="true" allowscriptaccess="always" salign="" type="application/x-shockwave-flash" align="middle" height="500" width="100%"></embed> <span rel="media:thumbnail" href="http://i.scribd.com/public/images/uploaded/33493217/0WhFiEgdOGEaHz2_thumbnail.jpeg"> <span property="media:title">Comment of Journals</span> <span property="dc:creator">mrairialias</span> <span property="dc:type" content="Text"> </object> <div style="margin: 6px auto 3px auto; font-family: Helvetica,Arial,Sans-serif; font-style: normal; font-variant: normal; font-weight: normal; font-size: 12px; line-height: normal; font-size-adjust: none; font-stretch: normal; -x-system-font: none; display: block;"> <a href="http://www.scribd.com/upload" style="text-decoration: underline;">Publish at Scribd</a> or <a href="http://www.scribd.com/browse" style="text-decoration: underline;">explore</a> others: <a href="http://www.scribd.com/explore/School-Work/" style="text-decoration: underline;">School Work</a> <a href="http://www.scribd.com/tag/action%20research%20journal" style="text-decoration: underline;">action research jour</a> </div><br /><br /></div>CAHAYA MATAKU........http://www.blogger.com/profile/17917752300309998095noreply@blogger.com0tag:blogger.com,1999:blog-5270513532950737097.post-45078045958262080402009-05-24T03:59:00.001-07:002009-05-25T09:21:00.294-07:00Commentary of Action Research Book<div style="text-align: center;">Title : <span style="font-weight: bold; color: rgb(0, 102, 0);">Action Research for Exemplary Science Teaching</span>
<br />Author : <span style="color: rgb(0, 102, 0); font-weight: bold;">Selva Ranee Subramaniam</span>
<br />Publisher : <span style="font-weight: bold; color: rgb(102, 102, 0);">KARISMA PUBLICATIONS SDN BHD</span>
<br />Year of Published : <span style="font-weight: bold; color: rgb(153, 153, 0);">First Edition on 2007</span>
<br /></div>
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name="Bibliography"> <w:lsdexception locked="false" priority="39" qformat="true" name="TOC Heading"> </w:LatentStyles> </xml><![endif]--><style> <!-- /* Font Definitions */ @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:1; mso-generic-font-family:roman; mso-font-format:other; mso-font-pitch:variable; mso-font-signature:0 0 0 0 0 0;} @font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-1610611985 1073750139 0 0 159 0;} /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin-top:0in; margin-right:0in; margin-bottom:10.0pt; margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} .MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;} .MsoPapDefault {mso-style-type:export-only; margin-bottom:10.0pt; line-height:115%;} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.0in 1.0in 1.0in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} </style> <![endif]-->shares ideas and experiences of educators who jointly collaborated with the author to implement action research practices in the teaching of Science Quality education lies in the hands of practitioners. Teaching of science is challenging and the role of the practitioners is critical in addressing this situation. Since change is the only constant, practitioners should continually reflect on their own current practices and prepare to continually plan, make provisions, act, collect evidence, analyze evidence and evaluate evidence.
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<br /><span style="font-weight: bold;">Literate review</span>
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<br /><ul><li>Kurt Lewin who states that action research is a method of inquiry.</li><li>Action research is a form of practitioner research in which practitioners examine their own educational research systematically and adopt research techniques.</li><li>There are two facet of action research:</li><li> - to bring about change </li><li> - to promote reflection among practitioners</li><li>But it has to be continuous process</li><li>There are <span style="font-weight: bold; color: rgb(0, 0, 153);">three models </span>of action research</li></ul><ol style="font-weight: bold;"><li>Technical action research model</li></ol> Involves a main researcher who identifies the research problem and proposes an intervention
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<br /><span style="font-weight: bold;"> 2. Practical action research model</span>
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<br />Demands that the researcher and practitioner identify the research problem together and brainstorm the causes and possible interventions.<span style="font-weight: bold;">
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<br />3. Emancipatory action research model</span>
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<br />Foresees practitioners working together as a group and collectively identify problems and possible solutions.
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<br /><div style="text-align: center;">The basic principles in action research is starting with <span style="font-weight: bold; color: rgb(153, 51, 153);">problem identification, action planning, implementation, evaluation and reflection </span><span style="color: rgb(255, 0, 0); font-weight: bold;">goes on continuously</span> in a cyclical manner.
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<br /><div style="text-align: justify;"><span style=";font-family:trebuchet ms;font-size:85%;" > It can be conceptualized as a learning process whereby practitioners cum researchers learn and create knowledge by critically reflecting upon their own actions and experiences.</span>
<br /><span style=";font-family:trebuchet ms;font-size:85%;" >The personal outcome of action research is to be self-reflective, self-critical, critical enquirers, to improve, to be rational and to bring about change but it must thoughtful and have a strong purpose to inquire.</span>
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<br /><span style=";font-family:trebuchet ms;font-size:85%;" > Based on the international scenario, the author concluded that the action research involves a systematic inquiry which is collective, collaborative, self-reflective, critical and undertaken by participants in the inquiry. She also have been done research the scenario in Malaysia which it has a high encouragement and support from government to the teacher do action research in improve the Malaysia education system which is to compete with the globalization current need. It have been proven in Ninth Malaysia Plan and established the Research and Development education department. Everyday, the worldwide need and market have been changed.</span>
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mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} </style> <![endif]--> </div><p class="MsoNormal" style="text-indent: 0.5in; text-align: justify;font-family:trebuchet ms;"><span style="font-size:85%;">By looking the priority of this, the author was done collaboration research with the science teachers especially in the core subject of sciences. The research was divided into 3 items which is physic, biology and chemistry. In this book, the action research was done by three cycles to improve the effectiveness of learning process in the classroom. The author uses the simple presentation activity to gather data in research. From the result, the author analysis and reflects the student’s respond in the methods of learning process. Base on it, the teacher will be try to do another plan and reflect again whether it effective or not. It was done continuously into several cycles until it really firm or effective but the good action research is nonstop practices because the methods will be change base on the worldwide need.
<br /></span></p><p class="MsoNormal" style="text-indent: 0.5in; text-align: justify;font-family:trebuchet ms;"><span style="font-size:85%;"><span style="font-weight: bold;">Identify the problems.</span>
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mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} </style> <![endif]--> </div><p class="MsoNormal" style="text-indent: 0.5in; text-align: justify;">In this action research both the researcher and the practitioner identified problems and tried to find ways to overcome them. Perhaps they knew it is not possible at the first attempt but as long as the situation improves, it indicates a certain amount of success. This is fundamental declarative knowledge. This inquiry process is definitely worth the time and effort and it is feasible within the time frame and the practitioner’s daily work.
<br /></p><p class="MsoNormal" style="text-indent: 0.5in; text-align: justify;"><span style="font-weight: bold;">Plan</span>
<br /></p><p class="MsoNormal" style="text-indent: 0.5in; text-align: justify;">Then the research and the practitioner develop a plan of action to implement new strategies. The new strategies were ascertained taking into account existing and previous practices. The time frame of course is constant as it has to follow the guidelines stipulated in the school yearly lesson plan. Thus the activities designed for classroom practice have to be manageable and exemplary. “How am I going to research” will involve collecting data in the form of test results, grades of take-home assignments and random interviews in the form of short questions that students could include in their portfolios. Instruments used have to be tested for reliability and validity.
<br /></p><p class="MsoNormal" style="text-indent: 0.5in; text-align: justify;"><span style="font-weight: bold;">Collect and analysis data</span>
<br /></p><p class="MsoNormal" style="text-indent: 0.5in; text-align: justify;">Types of data collected would vary depending on what we want to improve. Analyzing data could result in new patterns emerging and new insights gained through the students’ responses and feedback. This could be used to redesign our next plan of action.
<br /></p><p class="MsoNormal" style="text-indent: 0.5in; text-align: justify;"><span style="font-weight: bold;">Reflect and Evaluate</span>
<br /></p><p class="MsoNormal" style="text-indent: 0.5in; text-align: justify;">Question to be considered would include whether a similar strategy would be employed in the future, strengths and pitfalls of the strategies employed, and what new innovations need to made to rectify the shortcomings.
<br /></p><p class="MsoNormal" style="text-indent: 0.5in; text-align: justify;">Based on the action research that have been done by author and her collaboration partner s in three core science subject such as biology, chemistry and physic. Mostly they are used the ordinal methods and practices to modify the methods become more interesting and encourage the student to think critically by related with their daily experience. It is because most of the science topics based on the daily routine. They done at least two cyclic to improve their practices teaching methods.</p><p class="MsoNormal" style="text-indent: 0.5in; font-weight: bold; color: rgb(0, 0, 153); text-align: justify;">Setting : In classroom.
<br /></p><p class="MsoNormal" style="text-indent: 0.5in; text-align: justify;"><span style="font-weight: bold; color: rgb(0, 0, 153);">Sample : Pure science student</span>, <span style="font-weight: bold; color: rgb(0, 0, 153);">secondary school.</span></p><p class="MsoNormal" style="text-indent: 0.5in; color: rgb(0, 0, 102); font-weight: bold; text-align: justify;">First Cycle</p><p class="MsoNormal" style="text-indent: 0.5in; text-align: justify;"><meta equiv="Content-Type" content="text/html; charset=utf-8"><meta name="ProgId" content="Word.Document"><meta name="Generator" content="Microsoft Word 12"><meta name="Originator" content="Microsoft Word 12"><link rel="File-List" href="file:///C:%5CDOCUME%7E1%5CAIRIAL%7E1%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_filelist.xml"><link rel="themeData" href="file:///C:%5CDOCUME%7E1%5CAIRIAL%7E1%5CLOCALS%7E1%5CTemp%5Cmsohtmlclip1%5C01%5Cclip_themedata.thmx"><link rel="colorSchemeMapping" 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1.0in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} </style> <![endif]--><span style="line-height: 115%; color: rgb(255, 0, 0);font-family:";font-size:11pt;" >Plan ---> Act ---> Monitor ---> Reflect ---> Modify ---> Monitor ---> Analysis First Cycle</span></p><p class="MsoNormal" style="text-indent: 0.5in; text-align: justify;"><span style="line-height: 115%;font-family:";font-size:11pt;" ><span style="color: rgb(0, 153, 0);">E.g They use the ordinal method such as discussion between teacher and student and modify by doing the activity to generate ideas before discussion. </span>
<br /></span></p><p class="MsoNormal" style="text-indent: 0.5in; color: rgb(0, 0, 102); font-weight: bold; text-align: justify;"><span style="line-height: 115%;font-family:";font-size:11pt;" >Second Cycle</span></p><p class="MsoNormal" style="text-indent: 0.5in; font-weight: bold; color: rgb(255, 0, 0); text-align: justify;"><span style="line-height: 115%;font-family:";font-size:11pt;" >Plan ---> Act ---> Monitor ---> Reflect ---> Modify ---> Monitor ---> Analysis Second Cycle</span></p><p class="MsoNormal" style="text-indent: 0.5in; font-weight: bold; color: rgb(0, 153, 0); text-align: justify;"><span style="line-height: 115%;font-family:";font-size:11pt;" >E.g Do some activity likes play a game or do some demonstration. Modify, create the daily situation. give them </span><span style="line-height: 115%;font-family:";font-size:11pt;" >experience </span></p><p class="MsoNormal" style="text-indent: 0.5in; color: rgb(0, 0, 102); font-weight: bold; text-align: justify;"><span style="line-height: 115%;font-family:";font-size:11pt;" >Third Cycle</span></p><div style="text-align: justify;"> </div><p class="MsoNormal" style="text-indent: 0.5in; font-weight: bold; color: rgb(255, 0, 0); text-align: justify;"><span style="line-height: 115%;font-family:";font-size:11pt;" >Plan ---> Act ---> Monitor ---> Reflect ---> Modify ---> Monitor ---> Analysis Third Cycle</span></p><p class="MsoNormal" style="text-indent: 0.5in; font-weight: bold; color: rgb(0, 153, 0); text-align: justify;"><span style="line-height: 115%;font-family:";font-size:11pt;" >E.g. Used the technology methods likes show the related movies or Powerpoint slide presentation.
<br /></span></p><p class="MsoNormal" style="text-indent: 0.5in; font-weight: bold; color: rgb(255, 0, 0); text-align: justify;"><span style="line-height: 115%;font-family:";font-size:11pt;" ><span style="color: rgb(0, 153, 0);">They also play back the action and reflect or share their experience which can make them more understand rather than memories the fact.</span></span></p><p class="MsoNormal" style="text-indent: 0.5in; font-weight: bold; color: rgb(255, 0, 0); text-align: justify;"><span style="line-height: 115%;font-family:";font-size:11pt;" ><span style="color: rgb(0, 0, 153);">Collect Data:
<br /></span></span></p><p class="MsoNormal" style="text-indent: 0.5in; font-weight: bold; color: rgb(255, 0, 0); text-align: justify;"><span style="line-height: 115%;font-family:";font-size:11pt;" ><span style="color: rgb(0, 0, 153);"><span style="color: rgb(0, 0, 0);">Achievement student to solve the activity.</span></span></span></p><p class="MsoNormal" style="text-indent: 0.5in; font-weight: bold; color: rgb(255, 0, 0); text-align: justify;"><span style="line-height: 115%;font-family:";font-size:11pt;" ><span style="color: rgb(0, 0, 153);"><span style="color: rgb(0, 0, 0);">Their responds on the topics discussion.</span></span></span></p><p class="MsoNormal" style="text-indent: 0.5in; font-weight: bold; color: rgb(255, 0, 0); text-align: justify;"><span style="line-height: 115%;font-family:";font-size:11pt;" ><span style="color: rgb(0, 0, 153);"><span style="color: rgb(0, 0, 0);">Their homework.</span></span></span></p><p class="MsoNormal" style="text-indent: 0.5in; font-weight: bold; color: rgb(255, 0, 0); text-align: justify;"> <span style="color: rgb(0, 0, 153);">Analysis :</span></p><p class="MsoNormal" style="text-indent: 0.5in; font-weight: bold; color: rgb(255, 0, 0); text-align: justify;"><span style="color: rgb(0, 0, 153);"><span style="color: rgb(0, 0, 0);">By monitor the student, the researcher can analysis the progress of modification in the topics. 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Section1 {size:8.5in 11.0in; margin:1.0in 1.0in 1.0in 1.0in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-qformat:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin-top:0in; mso-para-margin-right:0in; mso-para-margin-bottom:10.0pt; mso-para-margin-left:0in; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri","sans-serif"; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin;} </style> <![endif]--> </p><p class="MsoNormal" style="margin-left: 0.25in; color: rgb(0, 0, 0); text-align: justify;"> The first teaching cycle displayed the teaching and learning process as a platform for disseminating facts and knowledge to the students with minimum emphasis on appropriate pedagogical strategies. The second teaching cycle showed that the teacher possessed pedagogical content knowledge in delivering the content. The third teaching cycle was an exemplary one with a constructivist approach being adopted with technology to aid in the teaching and learning process.</p><p class="MsoNormal" style="margin-left: 0.25in; color: rgb(0, 0, 153); text-align: justify; font-weight: bold;">Action Research Ethic</p><p class="MsoNormal" style="margin-left: 0.25in; color: rgb(0, 0, 0); text-align: justify;"> Even thought in this book did not have mention any ethic, but as the research that involves the social communities reaction behaviors cognitive and emotion. As the human being, they can think and have feeling so we must respect them. It more problematic and complicated to say we can do the job research on human. In this situation, the best way to practices is <span style="color: rgb(255, 0, 0); font-weight: bold;">WIN to WIN</span> situation which both of partners will get benefit from this research. They have right to agree or argue with the procedure in the action research. Otherwise, it most grateful cooperation if they can discuss and share ideas to improve the technique. All the procedure must have approval agreement for both of them to prove and avoid if anything happen next day as long as they in good cooperation.
<br /></p><div style="text-align: justify;"> </div><p style="text-align: justify;"></p><p class="MsoNormal" style="text-indent: 0.5in; font-weight: bold; color: rgb(51, 0, 51); text-align: justify;"><span style="color: rgb(0, 0, 153);"><span style="color: rgb(0, 0, 0);">My comment</span></span></p><p class="MsoNormal" style="text-indent: 0.5in; font-weight: bold; color: rgb(255, 0, 0); text-align: justify;"><span style="color: rgb(0, 0, 153);"><span style="color: rgb(0, 0, 0);">Based on my opinion, this book was sharing about knowledge in action research scenario in Malaysia and it also have refer the international information about its. As long as it present the example of action research in science education in simple mode but we still can understand and adopt how they do the action research even they only done in classroom. For me, it very ac knowledgeable as reference but still lack of certain heavy issues in action research likes the procedure or laws and its component because the other book have more details on it.
<br /></span></span></p>CAHAYA MATAKU........http://www.blogger.com/profile/17917752300309998095noreply@blogger.com0tag:blogger.com,1999:blog-5270513532950737097.post-2971964390076322522009-05-24T03:56:00.000-07:002009-06-02T11:04:30.138-07:00Third lecture by Dr. IzhamMake a change your life everyday to be the BEST person!! Most religion encourages their believer to change their ways everyday as the better progressive lifestyle. Whereas the education needs and goals always change depend on the labor market and global needs. The progressive global change most require the education to catch up with it. And the education researcher always do the action research to compete with it and find the best ways to minimize and reduce the problems which overcome from these situations. As the labor in this industrial, teacher cannot avoid from do experimental to find the best ways methods because it will take time to see the result. Sometimes the results obtain were benefits or harmful.<br /><br /> There are four types of change needs (Dessler, 1995):<br /><br /> 1. Make a change (improvement) which it only on certain parts of organization<br /> e.g.: ergonomic and effective library (management)<br /> 2. Plans organization strategic - the overall systems<br /> e.g.: Malaysian education oriented<br /> 3. Reactive change - effect and requirements of community<br /> e.g.: Elite school plans - high quality security<br /> 4. Predictable change - competition preparation<br /> e.g.: Rearrangement academic syllabus to match with global market needs.<br /><br /> Change is multidimensional because it involves all the consideration to take any decision that will be effect all the structures in implement to change the ordinary systems. There are have six stages or step dimension must be analysis before take any decision (<span style="font-weight: bold;">used brainstorming methods)</span> :<br /><br /><span style="font-weight: bold; color: rgb(51, 204, 0);">Change Models :</span><br /><br />1. Roger Merge Model (1995)<br /><br /> The innovation process begin after identify the problem or requirements<br /> The problems come out from the current research, laboratory or future forecast development.<br /> The researcher will be analysis and solve these problems. This phrase will involved in lots of experiment and produce improvement.<br /> Innovation also can be produce from training practice methods<br /> Known as knowing - in - action<br /><br />2. Kanter Model (1998)<br /><br /> There are have 4 main duty innovation to understand the process<br /> i. Generate ideas<br /> ii. Build ideas<br /> iii. Implements ideas<br /> iv. Transfer ideas<br /><br />3. Rand Model<br /><br /> Based on the Rand Corporation (1973-1978) research with cooperation Education of United States in education change (Berman & McLaug 1978)<br />The main purpose of research is to determine the factors that resistant the change in education<br />Guide to gather and analysis the data.<br />The change process in school included 3 steps:<br /> i. Inquiries<br /> ii. Implements<br /> iii. Merged<br /><br />4. ACOT Model<br /><br /> Apple Classroom of Tomorrow Project, introduction of computer learning in classroom research.<br />The research conclude that the change needs in teaching and learning slowly extent.<br />There are five steps change:<br />i. Insert<br />ii. Choice<br />iii. Match<br />iv. Uses<br />v. Design<br /><br /> As conclusion from this third week lecture, we can say that the change theory is more effective when it come by itself because they know the purpose of change in need rather than follow other needs beliefs. They also have clarify identify the suitable, flexible and approachable strategic to action research these problems and improve it continuously. From these change theory, the firm impact construct when it slowly go through the community like evolution because they receive the message clearly and do practically until it really suitable and absorb with their beliefs. On the other hands, the change which it become in drastic approachable; it will like the enemies attack the brick wall by using stone and it will be come back with reflection of the community response and react in different ways.<br /><br /> As the teacher in action research, they must create the approachable change in classroom with considerate the overall factors that will be effected the student learning. The teacher also must courageous to do experimental techniques to find the best way approach to the all different types of student learning.CAHAYA MATAKU........http://www.blogger.com/profile/17917752300309998095noreply@blogger.com0tag:blogger.com,1999:blog-5270513532950737097.post-45062065955735309122009-05-23T23:10:00.000-07:002009-05-23T23:12:03.794-07:00CAHAYA MATAKU........http://www.blogger.com/profile/17917752300309998095noreply@blogger.com0tag:blogger.com,1999:blog-5270513532950737097.post-40381863604277347992009-04-29T05:56:00.000-07:002009-04-29T05:57:31.332-07:00Activity 2<strong>Matapelajaran : Biologi<br />Tajuk: Malnutrition</strong><br /><strong>Hasil refleksi kursus kaedah mengajar, didapati guru novis menghadapi masalah seperti berikut:</strong><br />a) Kurang berinteraksi dengan para pelajar. Guru tidak memandang kepada pelajar sebaliknya lebih bertumpu kepada slaid mengajar.<br />b) Kurang kemahiran mengawal kelas<br />c) Penglibatan aktiviti guru dan pelajar adalah kurang.<br />d) Proses Pengajaran dan Pembelajaran (P & P) dan Bahan Bantu Mengajar (BBM) kurang menarik dan tidak berkesan.<br />e) Lemah dalam pengurusan masa menyebabkan banyak aktiviti tidak dapat dilakukan<br />f) Kekangan Masa<br /><br /><strong>Berikut adalah strategi atau kaedah pengajaran untuk mengatasi masalah tersebut:</strong><br />a) Guru perlu membuat persediaan perancangan yang lebih rapi dan tidak bergantung kepada slaid semata. Hanya digunakan sebagai panduan atau rujukan sahaja. Cara bertanya atau menyoal lebih berkesan.<br />b) Perlu bertegas dan berkhimah (fleksibel) dalam mengawal kelas<br />c) Perlu kreatif memanipulasikan BBM dengan berkesan supaya objektif tercapai menggalakkan penglibatan pelajar<br />d) Perlu bijak merancang dan melaksanakan aktiviti mengikut perancangan.CAHAYA MATAKU........http://www.blogger.com/profile/17917752300309998095noreply@blogger.com1tag:blogger.com,1999:blog-5270513532950737097.post-9880497279115466302009-04-29T05:54:00.000-07:002009-04-29T05:56:09.177-07:00Activity 1As the reflection after participates the “Program Bina Insan Guru”, I was wondered that I have several problems that must overcome before to be the Holistic and versatile teacher. The problems are:<br />· Imbalance in confident self. Sometimes I felt very humble in the group because the other persons performance better than me. It makes me be passive. But sometimes I felt overconfident until I really stubborn to follow the others instructions.<br />· I am lack in stamina energy. I have motivation but still can not achieve the target.<br />· Have low confident to other persons but really depend on environment.<br /><br /><strong>The improvement action plan that I can do:<br />→ Aims:<br /></strong>· Control my mind set to determine what is the right and wrong choices by considering the risk and impact from that behavior ( actually I like to try the different way thinking)<br />· Find out my weakness and strengthens.<br />· Do at least simple exercise continuously<br />· Eat the balance diet especially vitamins<br />· Makes the good relationship but mind set the curiosity of self safety in environment.<br />· Overcome and adapt with people surrounding whoever they are<br /><strong>→ Objectives:</strong><br />· Become the good role model for student in future.<br />· Avoid the negative think.<br />· Become an easy approachable person.<br />· Have the best appearance.<br /><br /><strong>Collect data:</strong><br />· Degree of performance participation in group work<br />· Changed of appearance attitude and style<br />· Reflection and perspectives from peoples at surrounding<br /><br /><strong>Observation:</strong><br />· Always record and takes notes the reflection.<br />· Always upgrade the standard of benchmarks key performance index action research <br /><br /><strong>Determine the achievement of target:<br /></strong>· Evaluate and reflect the action taken<br />· Observe and analysis the data<br />· Compare with the benchmarksCAHAYA MATAKU........http://www.blogger.com/profile/17917752300309998095noreply@blogger.com0tag:blogger.com,1999:blog-5270513532950737097.post-6069830807563336092009-04-29T03:22:00.000-07:002009-05-01T20:54:46.966-07:00What is Action Research - notes<div align="justify"><strong>"Action research is the process through which teachers collaborate in evaluating their practice jointly; raise awareness of their personal theory; articulate a shared conception of values; try out new strategies to render the values expressed in their practice more consistent with the educational values they espouse; record their work in a form which is readily available to and understandable by other teachers; and thus develop a shared theory of teaching by researching practice." - John Elliott</strong></div><div align="justify"> </div><div align="justify"><br /> Action is a motivation to do any behavior or verb at workplace while research is exploring, investigating and creating new knowledge about something. Most of the time, knowledge comes out from generate ideas to solve problem and find ways to make it better than before. <span style="color: rgb(255, 0, 0);"><strong>Action research is creating explanation knowledge about practice in order to improve it continuously.</strong></span> Refer to the Jean’ speech in action research seminar, she said that the knowledge is not same as a theory because the theory is preliminary explanation about something by knowing what, how and why the facts produced. But it still can be argue until there are have research to prove it’s relevant. Knowledge is the facts from result of research theory.<br /> She also said that action research can not be done like the research on a plants because it involve the social communities reaction behaviors cognitive and emotion. As the human being, they can think and have feeling so we must respect them. It more problematic and complicated to say we can do the job research on human.<br /><br /> As the simple guides in action research design, there are two types of research. The first design is outside research which means its have objects and subjects claims. It more too deductive ideas and comes out from ourselves perspective to a group of individuals. This research is more valid, reliability, believing and safe because involve many people mind. Where as its do not need impersonal communications. On the others hand, the second types is inside research where are about something from mind individuals (self) within the social culture. But it has risk and need more communicate to collect data and guide the mind set on the practice setting. It is moral accountability do for life.<br /><br /> The basic terminology in action research is must have 4 steps in the first single loop cycle before continuous to another cycles. The terms are: <em><strong><span style="color: rgb(51, 204, 0);">reflection → plan → action →observe (collect data) → reflection (evaluation the effectiveness action’s result) → plan (other ways action were improved)</span><br /><br /></strong></em> For explanation (behalf my considerate on this topic), the action research education will be conduct on the problem to improve our practice in teaching and learning methods. As the result reflection of these problems, we must create and generate the ideas to solve and improve it’s by doing some plans action. The reaction from the methods can consider as the results. After the analysis and evaluate the data (reflection), we can determine whether it is effective practice or not. If the result is disappointed, we can try the other actions and begin the second double loop cycle until get the valid and reliable practice in teaching and learning methods. There are examples of action research steps:<br /><br /><strong>What is my concern?<br /></strong>The science’s teacher not proficient to teach Science’s subject in English.<br /><br /><strong>Why m I concerned?<br /></strong>It is very complicated as the teacher to explain the difficult terminology in science and make the student especially not interested to learn and understand its.<br />What experiences can I describe to show why I am concerned?<br />In the practices classroom (micro teaching) I had problem to pronoun word especially difficult science term in cycle process. So, the student misunderstood about the lesson.<br /><br /><strong>What can I do about it?</strong><br />· Ask friends for help to improve pronunciation in difficult words<br />· Practices speak English<br />· Listen to the English audio conversation.<br />· Create more activities in the other ways of lecturer such as video, story (create likes talent time), games, quiz and puzzle word. (more student participate than teacher)<br /><br /><strong>What will I do about it?</strong><br />Do the action as soon as possible and don’t shy to practice its.<br /><br /><strong>What kind of data will I gather to show the situation as it unfolds?<br /></strong>· Question and answer student – level compressions<br />· Quiz and assessment test<br />· Reduce numbers of not interested students<br />· Their perspectives<br /><br /><strong>How do I modify my concerns, ideas and practices in the light of my evaluation?<br /></strong>Improve the ways of approach student teaching and learning methods by considering their behavior and cognitive thinking but still in under control learning objectives.<br /><br /><strong><u>Jack Whitehead's and Jean McNiff's Living Theory approach<br /></u></strong>In the <a title="http://www.actionresearch.net" href="http://www.actionresearch.net/">Living Theory approach</a> of Whitehead (1989) and Whitehead and McNiff (2006) individuals generate explanations of their educational influences in their own learning, in the learning of others and in the learning of social formations. <span style="color: rgb(255, 0, 0);"><strong>They generate the explanations from experiencing themselves as living contradictions in enquiries of the kind, 'How do I improve what I am doing?'</strong></span> They use action reflection cycles of expressing concerns, developing action plans, acting and gathering data, evaluating the influences of action, modifying concerns, ideas and action in the light of the evaluations. The explanations include life-affirming, energy-flowing values as explanatory principles. A living theory approach with the above qualities is distinguished from the living theories produced by practitioner-researchers because of the uniqueness of each living theory generated by individuals.</div><div align="center"><br /><strong><u>What Action Research Is Not</u></strong></div><strong><u></u></strong><div align="justify"><strong><u><br /></u></strong>It is <strong>not</strong> the usual things teachers do when they think about their teaching. Action Research is systematic and involves collecting evidence on which to base rigorous reflection.<br /><br />It is <strong>not</strong> just problem-solving. Action Research involves problem-posing, not just problem-solving. It does not start from a view of problems as pathologies. It is motivated by a quest to improve and understand the world by changing it and learning how to improve it from the effects of the changes made.<br /><br />It is <strong>not</strong> research on other people. Action Research is research by particular people on their own work to help them improve what they do, including how they work with and for others. Action Research does not treat people as objects. It treats people as autonomous, responsible agents who participate actively in making their own histories by knowing what they are doing.<br /><br />It is <strong>not </strong>the scientific method applied to teaching. Action Research is not just about hypothesis-testing or about using data to come to conclusions. It is concerned with changing situations, not just interpreting them. It takes the researcher into view. Action Research is a systematically-evolving process of changing both the researcher and the situations in which he or she works. The natural and historical sciences do not have this aim.Henry and Kemmis </div><div align="center"><br /><strong><u>Five Phases of Action Research</u></strong></div><u></u><div align="justify"><u><br /></u><strong>Phase I - Problem Identification:</strong><br />Why do you want to do it? Is it an important and practical problem, something worth your time and effort, something that could be beneficial to you, your students and others?<br />Is the problem stated clearly and in the form of a question? Is it broad enough to allow for a range of insights and findings? Is it narrow enough to be manageable within your timeframe and your daily work?<br /><br /><strong>Phase II - Plan of Action</strong><br />Will you develop and implement a new strategy or approach to address your question? If so, what will it be?<br />Will you focus your study on existing practices? If so, which particular ones?<br />What is an appropriate timeline for what you are trying to accomplish?<br /><br /><strong>Phase III - Data Collection</strong><br />Using the 5 W's and an H to generate brain storming ideas<br />What types of data should you try to collect in order to answer your question?<br />How will you ensure that you have multiple perspectives?<br />What resources exist and what information from others might be useful in helping you to frame your question, decide on types of data to collect, or to help you in interpreting your findings?<br /><br /><strong>Phase IV - Analysis of Data</strong><br />What can you learn from the data? What patterns, insights, and new understandings can you find?<br />What meaning do these patterns, insights, and new understandings have for your practice? For your students?<br /><br /><strong>Phase V - Plan for Future Action</strong><br />What will you do differently in your classroom as a result of this study?<br />What might you recommend to others?<br />How will you write about what you have learned so that the findings will be useful to you and to others?<br />- Adapted from the St. Louis Action Research Evaluation Committee</div><div align="justify"> </div><div align="center"><br /><u><strong>What Do Teacher Researchers Do?</strong></u></div><strong><u></u></strong><div align="justify"><br /><span style="font-weight: bold; color: rgb(102, 0, 204);">Teacher researchers...</span><br /><ul><li>develop research questions based on their own curiosity about teaching and learning in their classrooms;</li><li>examine their underlying assumptions about teaching and learning;</li><li>systematically collect data from and with their students;</li><li>share and discuss their data and research methodology with fellow teacher researchers;</li><li>analyze and interpret their data with the support of their colleagues;</li><li>write about their research;</li><li>share their findings with students, colleagues, and members of the educational community;</li><li>discuss with colleagues the relationships among practice, theory, and research; assume responsibility for their own professional growth.</li></ul>Source:Fairfax County Public Schools, Office of Research and Policy Analysis</div><a href="http://www.madison.k12.wi.us/sod/car/carhomepage.html"></a><div align="center"><br /><strong><u>Reasons to Do Action Research</u></strong></div><strong><u></u></strong><div align="justify"><br /><span style="font-weight: bold; color: rgb(102, 0, 204);">What works...</span><br />To figure out a particular "how to" of teaching<br />To demonstrate to principals, parents, students, ourselves that a teaching practice is useful<br />Collegiality...<br />To have time to talk about teaching with our colleagues<br />To develop better overall relationships with our colleagues<br /><br /><span style="font-weight: bold; color: rgb(51, 102, 102);">Personal/Professional Development..</span><span style="color: rgb(51, 102, 102);">.</span><br />To be supported and pushed in our development as teachers<br />To recognize that growth doesn't just happen, that often we need more formal structures in order to grow<br />To enable teachers to engage in intellectual pursuits and become continuous learners<br /><br /><span style="font-weight: bold; color: rgb(153, 51, 153);">Starting where we are...</span><br />To start with the teacher that I am, not that someone else thinks I should be<br /><br /><span style="font-weight: bold; color: rgb(51, 204, 255);">Consistency...</span><br />To practice being a continuous learner, to live by what I am trying to help my students learn<br />To connect teachers in different roles, schools, districts<br /><br /><span style="font-weight: bold; color: rgb(51, 51, 255);">Challenging the norm...</span><br />To create new forms of professional development<br />To create new forms of research<br />To construct knowledge with teachers at the center </div><div align="justify"> </div><div align="justify"><br /><span style="color: rgb(255, 255, 0);">References:</span><br /><span style="color: rgb(255, 255, 0);">http://en.wikipedia.org/wiki/Action%5Fresearch</span><br /><span style="color: rgb(255, 255, 0);">http://www.madison.k12.wi.us/sod/car/carhomepage.html</span><br /><br /></div>CAHAYA MATAKU........http://www.blogger.com/profile/17917752300309998095noreply@blogger.com0tag:blogger.com,1999:blog-5270513532950737097.post-56065421681510318462009-04-22T06:31:00.000-07:002009-05-24T01:34:22.386-07:00First day in 2nd Sem<div style="text-align: center;"><b>Action research involves “educators generating the knowledge that informs their practice… while making meaningful contributions to the teaching profession”</b> (Sagor, 1992). Action research methodology should be reported in a concise manner, with strong emphasis placed on the applications and implications of the research findings.<br /><br /><span style="color: rgb(0, 153, 0);font-family:Arial, Helvetica, sans-serif;font-size:-1;color:#89403d;" ><b>Action research is the reflexive process by which educators systematically study their problems in order to guide, correct and evaluate their decisions and actions regarding the improvement of teaching and learning in their individual professional context.</b></span><br /></div>CAHAYA MATAKU........http://www.blogger.com/profile/17917752300309998095noreply@blogger.com0