In this section are longer and/or ongoing reports on action research projects and other documents related to action research. The content of this section is not refereed by the editorial panel but is placed here for general interest reading. Some of the documents may have gone through review processes in other venues and these will be indicated on the documents themselves. If you would like to add material to this section, please contact the editor at oar@nipissingu.ca.
M.Ed. Theses and Research Papers
IMPROVING READING COMPREHENSION OF JUNIOR DIVISION STUDENTS AS THE TEACHER-LIBRARIAN: AN ACTION RESEARCH STUDY (2010)
Melissa Jensen, Nipissing University
Abstact
As a teacher-librarian, I wanted to deepen my understanding of literacy. I planned an action research project to investigate:
- How can I, as teacher-librarian, help improve reading comprehension levels of junior-aged students in my school?
- What can I learn about teaching reading strategies to struggling readers?
- How do I positively influence students' attitudes about reading?
- How can I incorporate what I learn into my daily practice?
HOW I IMPROVED MY TEACHING PRACTICE IN GRADE 9 BOYS’ PHYSICAL EDUCATION TO INCREASE STUDENTS’ PARTICIPATION AND ENJOYMENT (2004)
Tony D’Oria, Nipissing University
Abstact
The purpose of this action research study (a Research Paper for the Nipissing University Master of Education) was to investigate how I can improve my teaching practice in Grade 9 boys’ physical education to increase students’ participation and enjoyment. By investigating my own practice, my hope was to improve the quality of my instruction and the physical education program. The rising number of health problems in today’s youth related to a sedentary lifestyle, makes it critical that they develop an appreciation for physical activity. The findings revealed that free play and game situations, novelty, fast-paced lessons, equal play time, skill evaluation, orderly use of equipment, and plenty of gymnasium space improved students’ enjoyment and participation. The implications of this study support a need for the ongoing practice of action research among teachers and a need for further investigations to identify how educators can increase student enjoyment and participation.
Occasional Papers
ACTION RESEARCH: COLLECTING AND ANALYSING DATA (2003)
Thomas Ryan, Nipissing University
Abstact
Action research has survived for many years via the support of enthusiasts, practitioners, and newcomers. Many new action researchers are educators and some are education students. From pre-service to in-service and from undergraduate to graduate programs there is a desire to become involved in action research projects related to education, teaching and improvement. Enthusiasts seek-out, and request guidance, support and reassurance as they move forward toward educational goals and research outcomes. Even veteran researchers take note of new developments and observe both the quality and pace of evolution within action research efforts. The following information was developed to address some of the needs of action researchers and to reexamine critical elements of action research such as the collection and analysis of data within action inquiries.
Reports of Large Scale Studies
AN ACTION RESEARCH APPROACH TO IMPROVING STUDENT LEARNING USING PROVINCIAL TEST RESULTS (2000)
Ron Wideman, Nipissing University
Jacqueline Delong, Grand Erie District School Board
Diane Morgan, Formerly Grand Erie District School Board
Kathleen Hallett, Nipissing-Parry Sound Catholic District School Board
Abstact
During the 1999/2000 school year, seventeen elementary school teachers and five consultants from two Ontario school boards, conducted action research based on the 1999 Education Quality and Accountability Office (EQAO) provincial test results for Grades 3 and 6 and the use of feedback/corrective action to improve those results. Paired with a "critical friend", individual teachers analyzed their schools' results and identified areas for improvement. They identified action research questions, investigated the questions in their own classrooms, collected data to evaluate the impact of their work, and recorded their investigations. The teachers' own assessments and the 2000 EQAO test results indicate substantial success. Teachers began to see provincial test results as friendly data that schools can use to improve student learning, and action research and feedback/corrective action as powerful methods to do so. The study contributes to understanding how provincial testing and action research can be used to improve student learning, what constitutes effective teacher in-service education, and the benefits of teacher research.