KENYATTA UNIVERSITY

SCHOOL OF EDUCATION
DEPARTMENT OF EDUCATIONAL COMMUNICATION & TECHNOLOGY
CBC FRAMEWORK FOR CURRICULUM REVIEW FOR CORE UNITS
AUGUST 2020

ECT 340 INSTRUCTIONAL RESEARCH AND PRACTICE

MODULE DEVELOPERS
Dr. Florence Nyamu (Coordinator)
Dr. Marguerite O’Connor
Prof. Samson Ondigi
Dr. Michael Waititu
Dr. Gichuhi Waweru
Dr. Mary Nasibi

ECT 340 for teaching sem 2 2022-23 Page 1 of 90

ECT 340 for teaching sem 2 2022-23 Page 2 of 90
 Table of contents

1 COURSE DESCRIPTION...................................................................................................................4
2 COURSE OUTLINE...........................................................................................................................7
CHAPTER 1: TEACHER AS RESEARCHER AND THE REFLECTIVE TEACHER...............................................8
1.1 Introduction.................................................................................................................................8
2.1 Lesson learning outcomes.....................................................................................................8
2.2 The concept of the teacher researcher..................................................................................8
2.3 Importance of a teacher researcher....................................................................................10
2.4 Qualities of a teacher researcher.........................................................................................11
2.5 The concept of a reflective teacher.....................................................................................13
Chapter 2: Approaches of teacher research........................................................................................17
2.1 Introduction...............................................................................................................................17
2.2 Lesson Learning Outcomes......................................................................................................17
2.3 Approaches to Teacher Research..............................................................................................17
2.4 Action Research.........................................................................................................................18
2.4.1 Methods of Action Research................................................................................................19
2.5 Lesson Study............................................................................................................................22
2.6 Assessment Questions..............................................................................................................25
2.7 Further Reading.........................................................................................................................26
CHAPTER 3: Principles and Methods of Instructional Research and the Research Process, Collecting
and Analyzing Data..............................................................................................................................28
3.1 Introduction...............................................................................................................................28
3.2 Learning Outcomes/Objectives..................................................................................................28
Chapter 4: Bridging instructional research and practice......................................................................38
4.1 Introduction.........................................................................................................................38
4.2 Learning outcomes..............................................................................................................38
CHAPTER 5: Principles of collaborative and multidisciplinary research in instructional research........43
5.1 Introduction.........................................................................................................................43
5.2 Learning outcomes..............................................................................................................43
5.3 Definitions of collaborative and multidisciplinary research.................................................44
5.4 Principles of collaborative and multidisciplinary research.........................................................47
5.5 Examples of collaborative and multidisciplinary research.........................................................49
5.6 Benefits of collaborative and multidisciplinary research...........................................................51

ECT 340 for teaching sem 2 2022-23 Page 3 of 90

 5.7 Designing a collaborative and multidisciplinary research..........................................................53
Designing a collaborative and multidisciplinary research............................................................53
Carrying out a collaborative and multidisciplinary research............................................................55
5.8 Carrying out a collaborative and multidisciplinary research......................................................55
5.9 Participation principles in a collaborative and multidisciplinary research.................................56
CHAPTER 6: Report Writing and Drawing Conclusions in Research.....................................................61
6.1 Report Writing.....................................................................................................................61
6.2 Activity 1..............................................................................................................................66
6.3 Activity 2....................................................................................................................................66
6.3 Conclusion.................................................................................................................................67
6.4 Summary of Lesson....................................................................................................................73
CHAPTER 7: DISSEMINATION OF TEACHER RESEARCH........................................................................77
7.1. Introduction..............................................................................................................................77
7.2 Learning outcomes....................................................................................................................77
7.3 Meaning of teacher research dissemination..............................................................................77
7.4 Importance of research dissemination......................................................................................79
7.5 Strategies of research dissemination.........................................................................................82
7.6 The challenges of teacher research dissemination....................................................................85

ECT 340 for teaching sem 2 2022-23 Page 4 of 90

1 COURSE DESCRIPTION

Title of course:
Unit Code: ECT 340
Unit Name: Instructional Research and Practice
Contact Hours: 35
Pre-requisites: ECT 339

Purpose of the Course

.
To prepare student teachers to join the professional community of teachers with competency
in action research, by nurturing self-reflective systematic inquiry in preparation for teacher-
researcher status through exposure to research studies that inform understanding about issues
in curriculum and pedagogy at junior and senior secondary school levels.

Expected Learning Outcomes of the course

By the end of the course, the teacher trainee should be able to:

a. Analyse knowledgeably classroom research studies

b. Differentiate the concept of research from reflective practice
c. Apply creativity and critical thinking skills in problem solving in research
d. Critically examine issues around collecting and analysing data
e. Design an analytical piece of research through problem solving
f. Use relevant methodologies to conduct research in the classroom: case study and
action research
g. Design small-scale classroom research
h. Engage in reflective and self-directed practice in a variety of settings
i. Write a research report
j. Disseminate research findings using appropriate research skills

Course Content

Concepts of the teacher as a researcher and reflective teacher. Categories of Action research
(classroom; positivist, interpretive and critical). Principles and methods of research and the
Research Process. Bridging research and practice - Characteristics of a research problem.
Action research methodology: Principles of collaborative and multi-disciplinary research.
Classroom research across learning areas- ways to identify problems to investigate and
selection of appropriate research methods. Application of research in instruction (for
evidence-based teaching methodology). Proposal & Report writing principles - Collecting
and analysing data. Report writing. Drawing conclusions from research, Publishing and
Dissemination of action research.

Modes of Delivery

a. Library research, Case studies,, Group discussion - small group activities, Lecturer
consultations
b. Seminar ppresentations, Individual and or group research projects, Problem Solving,
Inquiry, Reflective Discussion, Online – asynchronous learning

ECT 340 for teaching sem 2 2022-23 Page 5 of 90

Instructional Materials, Resources and Equipment

Computer Laboratories, Computers, Online resources, research books, Thesis and journals,
Library

Course Assessment: Assignments and evaluations

a. Formative 40%
b. Summative 60%
c. Pass Mark: 50% (Aggregate)

Core Reading Material

Text Books

i. Bridget Somekh (2006) Action research. A Methodology for change and

development. Open University Press McGraw -Hill Education

ii. Feldman, A., Altrichter, H., Posch, P., Somekh, B., (2018) Teachers investigate their
work: An introduction to Action Research, Routledge

iii. Kervin, L et al (2016) Research for Educators, Cengage, South Melbourne, 2016 2nd
edition

iv. Wilson, E. (Ed) (2013) School-based Research: a guide for education students. Sage
Publications, University of Cambridge

Journals

a. International Journal of Innovative Research & Development, ISSN 2278 0211.

b. Open Access Journal. DOI Prefix by Crossref: 10.24940
c. International Journal of Qualitative Methods (IJQM

e-Materials

a. Research gate [Link]

b. Khan academy [Link]

Recommended Reference Material

Textbooks

i. Ary, D., Jacobs, L., Sorensen, C. 2010, Introduction to Research in Education,

Wadsworth Cengage, Belmont, California.

ii. Barak Rosenshine 2012 Principles of Instruction: Research Based Strategies That
ALL Teachers should know. American Educator Journal 2012

ECT 340 for teaching sem 2 2022-23 Page 6 of 90

iii. Bassey, M. (1999) Case Study Research in Educational Settings, Buckingham, Open
University Press.

iv. Cohen, L., Manion, L. and Morrison, K. (2000). Research Methods in Education,
London, Routledge Falmer.

v. Creswell, J.W. (2002). Educational research: Planning, conducting, and evaluating

quantitative and qualitative research. Upper Saddle River, NJ: Merrill/Prentice Hall.

vi. Grellier, J. & Goerke, V (2018) Communications toolkit (4th Edition), Cengage
Learning Australia, South Melbourne, Victoria

vii. Mills G. E., (2003). Action Research: A guide for the teacher researcher. 2nd Ed.
Merill Prentice Hall: Columbus.

Journals

i. Review of Research in Education (RRE)

ii. Journal of Instructional Research, v4 p90-93 2015
iii. International Journal of Research and Method in Education

e-Materials
i. [Link]
ii. Research gate [Link]
iii. Khan academy [Link]

ECT 340 for teaching sem 2 2022-23 Page 7 of 90

Chapter one Teacher as researcher and the reflective teacher

ECT 340 for teaching sem 2 2022-23 Page 8 of 90

CHAPTER 1: TEACHER AS RESEARCHER AND THE REFLECTIVE TEACHER
By Dr. Mary Nasibi

Department of Educational Communication and Technology

1.1 Introduction
This first lesson focuses on the meaning of concepts at the core of the course namely; teacher
researcher and the reflective teacher. Its importance lies in establishing the foundation for the
place of research in teaching and learning; and the undisputed role of the teacher as a
researcher. The lesson will also look at the importance of the teacher researcher and what
qualities one should strive to have to effectively fulfill this role. The last sub-theme will be on
the meaning of a reflective teacher and what reflective teaching entails.

1.1 Lesson learning outcomes

By the end of this lesson, you will be able to:

I. Explain the concept of teacher researcher

II. Discuss the importance of teacher researcher
III. Describe the qualities. of teacher researcher
IV. Explain the meaning of reflective teacher.

1.2 The concept of the teacher researcher

In this section we will start by understanding the meaning of teacher research before looking
at the teacher researcher. The former has been defined by Cochran-Smith and Lytle (1993) as
the "systematic and intentional inquiry carried out by teachers." Similarly, other scholars
have defined a teacher research as ” a process in which educators note problems in the
context of their own schools and classrooms and prepare investigation methods appropriate to
address the problem “ ( Binder (2012):

A teacher research therefore refers to research carried out by the teachers among their
students and in the classroom as they carry out their duties. It is about their teachings, how
schools are administered and even the attitude of students towards learning and teaching and
eventually how the learning environments can be improved to enhance teaching and learning.
The person who does all these activities is known as a teacher researcher.

ECT 340 for teaching sem 2 2022-23 Page 9 of 90

.E-TIVITY 1.2.1 – Concept of teacher researcher

Numbering, 1.2.1
pacing and
sequencing
Title The concept of research and teacher researcher
Purpose The purpose of this e-tivity is to help you understand the meaning of research ,
teacher research and teacher researcher
Brief Watch videos1 and2 on these links on research and teacher researcher.
summary [Link] this video for the first 0.49mins on meaning of research:
overall task [Link]
[Link] the video for the first 2.46 minutes to understand more about a teacher as a
researcher: Https on Teacher research forms and possibilities.

3 Watch this link on the life of a teacher as a researcher. By Dirk Lagarwaard

[Link]

Individual a) Based on the first and second videos explain why a teacher should not only be a
task teacher but also a researcher.?.Post your answer on Kusoma platform.
.
b) From the third video identify three things Lagerwaard says about the life of a
teacher [Link] this on the discussion forum.

Spark

Interaction a) Post on the discussion forum two themes that are common in the meaning of a
teacher researcher
b) Provide positive and constructive feedback on the explanation given by your
colleagues on the meaning of a teacher researcher and on individual tasks.
E-moderator 1,Ensure that learners are focused on the content and context of the discussion
interventions 2. Stimulate further learning and generation of new ideas
3. Provide feedback on the learning progress
[Link] the e-tivity
Schedule This task should take one hour.
and time

ECT 340 for teaching sem 2 2022-23 Page 10 of 90

 Next The importance of teacher researcher

1.3 Importance of a teacher researcher

The contribution of teacher researchers in the field of education includes the following:

a. Improving professional competence because the teaching is informed with experience

and research.
b. Amplifying their voices because research enables them to speak with authority to
stake holder about what is happening in the classrooms and schools and therefore
inform policy.
c. It contributes to both academic and professional growth of pre-service and in-service
teachers.
d. It bridges the disconnect between the world of academic research and teachers
e. Gives information on the profession from teachers themselves rather than from
outsiders

E-tivity 1.2.2 Importance of teacher researcher

Numbering, 1.2.2
pacing and
sequencing
Title The importance of teacher researcher
Purpose The purpose of this e-tivity is to enable you to explain the importance of teacher
. research
Brief Watch videos1 and read pdf on these links.
summary
orall task [Link]://[Link]/watch?v=fykjs5482FA( watch for the first 2.47 mins).
2. [Link]
3. [Link]
resources/pubs/Value%20of%20Teacher%[Link] ( read the information on
page 4 on the value of teacher research)

Spark

Individual a) Using bullet points, outline the key themes in the importance of teacher
task researcher .
b) In a sentence explain what you understand by each [Link] of the points

ECT 340 for teaching sem 2 2022-23 Page 11 of 90

 given?.

Interaction a) Post two themes that are common in the importance of a teacher researcher.
b) Provide positive and constructive feedback on the explanation given on the
importance of a teacher researcher by your colleagues..

E-moderator 1,Ensure that learners are focused on the content and context of the discussion
interventions 2. Stimulate further learning and generation of new ideas
3. Provide feedback on the learning progress
[Link] the e-tivity
Schedule This task should take one hour.
and time
Next The characteristics of a teacher researcher

1.4 Qualities of a teacher researcher

According to Suskind (2016), teacher researchers are “innovators, curriculum drivers, agents
of school change and directors of their own professional development.” This calls for certain
qualities for the individual to perform these functions effectively.

Below are some of the qualities expected of the teacher researcher.

i. innovativeness
ii. Creativity
iii. Curiosity
iv. Resourcefulness
v. Open-mindedness
vi. Patience
vii. Inquisitive

E-tivity 1.2.3 Qualities of a good teacher researcher

Numbering, 1.2.3
pacing and
sequencing
Title The qualities of teacher researcher
Purpose The purpose of this e-tivity is to enable you to understand that a teacher researcher
need to strive to have certain characteristics or qualities to be effective in research.
Brief Watch videos1 and2 on these links.
summary
orall task [Link]://[Link]/watch?v=fykjs5482FA ( watch from 2.46 to 3.26mins

2. [Link]

ECT 340 for teaching sem 2 2022-23 Page 12 of 90

 Spark

Individual a) Explain why the qualities identified in the notes are important for the success of a
task teacher researcher. .
b) how do the qualities mentioned in the above links tie with the characters tics of a
teacher researcher.

Interaction a) Post two themes that are common in the characteristics of a teacher researcher.
b) Provide positive and constructive feedback on the explanation given by any of
your two collegues..

E-moderator 1,Ensure that learners are focused on the content and context of the discussion
interventions 2. Stimulate further learning and generation of new ideas
3. Provide feedback on the learning progress
[Link] the e-tivity
Schedule This task should take one hour.
and time
Next The concept of a reflective teacher

1.5 The concept of a reflective teacher

As a researcher the teacher is called upon to be reflective of his/ her teaching actions.
Reflection has been defined by Moon (2005) in Tandon as learning from experience
( Spadding 1998) and being systematic, critical, creative thinking about action with the
intension of understanding its roots and processes ( Fish and Twinn 1997).

A reflective teacher therefore is one who thinks about his/her teaching along these lines.
According to Dewey (1933) in Nasibi (2003) ,she is one who develops a willingness to

ECT 340 for teaching sem 2 2022-23 Page 13 of 90

engage in a constant self-appraisal and development, implying flexibility, rigour, analysis and
social awareness; and is also liberating and empowering (Bennaars (1998) in the same text.

The diagram which follows illustrates what reflective teaching entails.

E-tivity 1.2.4 Reflective teacher

Numbering 1.2.2
, pacing
and
sequencing
Title A reflective teaching and a reflective teacher
Purpose The purpose of this e-tivity is to enable you to understand better reflective teaching and th
meaning of a reflective teacher .
Brief [Link] the video on this link [Link] by [Link]
summary of
overall task 2. Watch the video on reflective teaching for the first 1.15 mins : [Link]
[Link] content at the attached link
content .[Link]
%20or%20improvement
Spark

ECT 340 for teaching sem 2 2022-23 Page 14 of 90

 Individual
task a) In a sentence using your own words explain what you understand by a reflective teacher
b) Using bullet points, outline the key themes in the meaning of a reflective teacher
c) Explain the three questions which reflective teachers are supposed to ask according to Dr,
Johnson in the first video.
d) How are these questions different by those asked in the second video.
Interaction a) Post your responses to individual tasks to discussion forum in Kusoma platform.
b) Provide positive and constructive feedback on the explanation given on the above tasks

by one of your colleague. How would you rate their answers on a scale of 10 :..
E- 1,Ensure that learners are focused on the content and context of the discussion
moderator 2. Stimulate further learning and generation of new ideas
interventio 3. Provide feedback on the learning progress
ns [Link] the e-tivity
Schedule This task should take one hour.
and time
Next The 2nd lesson

Questions

1. Explain what you understand by teacher researcher.

2. Explain why teacher research is an essential component of teacher’s profession.

3. Explain how the identified four qualities of the teacher researcher help enhance his/her
work as a researcher?

4.’’ Most teachers in African schools operate as mere instructors, rigidly sure of their of their
facts, unwilling to tolerant critical questions, and highly authoritarian in their behaviour ‘’.
Discuss this statement in relation to the role of reflective teacher.

References

ECT 340 for teaching sem 2 2022-23 Page 15 of 90

Chow, K., Chu, S. K. W., Tavares, N., & Lee, C. W. Y. (2015). Teachers as researchers: A
discovery of their emerging role and impact through a school-university collaborative
research. In Brock Education Journal (Vol. 24, Issue 2).
[Link]
Nasibi Were M. ( 2003) .Instructional methods across the curriculum. General methods of
teaching. Nehema : Nairobi
Suskind, D. (2016, January 26). Teacher as Researcher: The Ultimate Professional Development.
George Lucas Educational Foundation. [Link]
ultimate-professional-development-dorothy-suskind
Website. (n.d.-a). Retrieved August 3, 2020, from Marni Binder (2012): Teacher as Researcher:
Teaching as Lived Research, Childhood Education, 88:2, 118-120 To link to this article:
[Link]
Website. (n.d.-b). Retrieved August 3, 2020, from
[Link]
acher_and_Reflective_Teaching
Website. (n.d.-c). Retrieved August 3, 2020, from [Link]
v=0QgeTnhFERs video by Dr Neeru Tandon on reflective teaching
Website. (n.d.-d). Retrieved August 4, 2020, from
[Link]
Lived_Research
Website. (n.d.-e). Retrieved August 4, 2020, from
[Link]
Value%20of%20Teacher%[Link] .
Website. (n.d.-f). Retrieved August 4, 2020, from [Link]
YBd
Website. (n.d.-g). Retrieved August 4, 2020, from [Link]
v=JVL1CoEA3ws

Chapter 2: Approaches of teacher research

By

Miheso- O’Connor, Khakasa Marguerite

Department of Educational Research and Technology

ECT 340 for teaching sem 2 2022-23 Page 16 of 90

2.1 Introduction

In the first lesson you learned about what teacher researcher is all about. In this lesson you will learn
about some strategies that teacher use for classroom research. You will be able to determine the
context in which these strategies can be effectively applied for your specific subject content area and
the unique learning environments. The purpose of this lesson is to help you begin to consider the
concept of classroom research as an important component of the practice of teaching

2.2 Lesson Learning Outcomes

By the end of the lesson you should be able to:

2.2.1 Explain the approaches used for Teacher research

2.2.2 Explain the Action research for Teacher research
2.2.3 Explain the principles and characteristics of Lesson Study approach

2.3 Approaches to Teacher Research

Teachers respond to students’ issues based on information gathered during lesson actualization.
Most of this information is given in student reports aimed at supporting learners make better
progress in the studies. Classroom based research tends to gather information on both teaching and
learning process. Beyond the student performance reports, there is need for teachers to share
evidence based data on student , content, learning environment using approaches that are not
intrusive.

There several approaches that teachers may take note of issues in the context of their own schools
and classrooms and then propose investigative methods appropriate to address the problems.
These approaches are used to systematically observe and analyze the results in the light of their
professional knowledge, and share the results with others, while enacting change in their own
classrooms. This is the teacher research , a school-based research that is carried out by teachers for
teachers and serves as an explicit and practical way of creating educational knowledge (Hargreaves,
1998), provide ongoing and meaningful opportunities for professional development, foster
advancement in their pedagogical expertise (Atay, 2008) and hence transform themselves into
researchers of their own practice. Teacher research is thus a means to facilitate this professional
growth of both pre-and in-service teachers, through the promotion of critical reflection, change and
reform in pedagogical strategies as well as school settings. Classroom research remains the most
powerful and applicable tool to examine and evaluate an issue or phenomenon in a systematic and
rigorous way

Strategies that are used by teachers to conduct research in the classroom and at school may vary
slightly in principle and practise but all aim at generating data to address issues encountered at the
classroom level. Some of these strategies include; Action Research, Practitioner Research,
Collaborative Inquiry, Critical Inquiry, Self-study, and Lesson Study. In this lesson we shall discuss
three strategies of Teacher Research (i) Action research and (ii) Lesson study

ECT 340 for teaching sem 2 2022-23 Page 17 of 90

2.3.1 Why Teacher Research

Teacher research is systematic and intentional inquiry about teaching and learning as well as
schooling that is carried out by teachers in their own school and classroom setting. Teacher research
helps to bridge the gulf between theory and practice, between research and implementation. It
enables the teachers to become active in the learning process. Through this type of research,
teachers acquire the skills of problematizing their seemingly good practices and ask questions about
their daily teaching routine. Such reflection is important in developing plans of actions to find
answers to the questions, make careful observations, draw conclusions from the evidence they
gather, and use what is learned to facilitate changes in their own pedagogy (Shakir-Costa & Haddad,
2009). Teacher research has also been shown to have positive effects on the professional
competence of teachers when it forms an integral part of the process of developing teaching as an
evidence-based profession. When teachers are reflective professionals they build theory from
practice making them in charge of their own practice

There are two categories of teacher research, one empirical—involving data collection and
interpretation, the other conceptual—involving analysis of ideas. The empirical Research may use
Journals, Oral Inquiries, and Classroom/School Studies. The Conceptual Research use essays.

Teacher-researchers simultaneously act as participants and observers as they conduct research in

their own classrooms. With these dual roles, they complete the following tasks:

a. Develop research questions based on their own curiosity about teaching and learning in
their classrooms.
b. Systematically collect data and research various methods of conducting research.
c. Analyze and interpret the data and the research methodology.
d. Write about their own research.
e. Share findings with students, colleagues, and members of the educational community.
f. Discuss with colleagues’ relationships among practice, theory, and their own research.
g. Examine their underlying assumptions about teaching and learning.
h. Assume responsibility for their own professional growth

In this lesson we shall discuss the two strategies (1) Action research and (2) Lesson study approach

2.4 Action Research

Action research is popularly used to represent all forms of classroom research. This model uses an
approach in which the teacher alone or with others collaborate in the diagnosis of the problem and
in the development of a solution based on the diagnosis. In this approach, the action study assumes
classroom learning environment is part of the social world that is constantly changing and both the
researcher and research being one part of that change.

The following are features of action research:

a. It is applied in order to improve specific practices.

ECT 340 for teaching sem 2 2022-23 Page 18 of 90

 b. Action research is based on action, evaluation and critical analysis of practices based on
collected data in order to introduce improvements in relevant practices.
c. This type of research is facilitated by participation and collaboration of number of individuals
with a common purpose
d. This research strategy focuses on specific situations and their context

Action research has the following characteristics. It is:

a. Situational – Diagnosing a problem in a specific context and attempting to solve it in that

context
b. Collaborative - With teams of researchers and practitioners working together
c. Participatory-, as team members take part directly in implementing the research
d. Self-evaluative- modifications are continuously evaluated within the ongoing situation to
improve practice

2.4.1 Methods of Action Research

There are many methods to conducting action research. Some of the methods include:

i. Observing individuals or groups

ii. Using audio and video tape recording
iii. Using structured or semi-structured interviews
iv. Taking field notes
v. Using analytic memoing
vi. Using or taking photography
vii. Distributing surveys or questionnaires

Researchers can also use more than one of these methods to assist them in collecting rich and
meaningful data. While there are various methods to conducting action research, there are also
various types of action research in the fields of education, including individual action research,
collaborative action research and school-wide action research.

a. Individual Action Research involves working independently on a project, such as a school

teacher conducting her own, in-class research project with her students.
b. Collaborative Action Research involves a group of teachers or researchers working together
to explore a problem that might be present beyond a single classroom, perhaps at the
departmental level or an entire grade level.
c. School-wide Action Research generally focuses on issues present throughout an entire school
or across the district. Teams of staff members would work together using school-wide action
research.

Action research can be used in many educational settings. It can be a reflexive critique, a process of
becoming aware of our own perceptual biases allowing for a dialectical critique, a way of
understanding the relationships between the elements that make up various phenomena in our
context. The collaborative characteristic is intended to mean that everyone’s view is taken as a
contribution to understanding the situation. Action research requires risking disturbance with the
understanding of our own taken for granted processess and willingness to submit them to critique.

ECT 340 for teaching sem 2 2022-23 Page 19 of 90

Through the collaboration, developing accounts and critiques rather than a single authorative
interpretation is involved.

Action research has three categories: (a) Positivist, (b) Interpretive and (c) Critical.

(a) The Positivist approach to action research, also known as classical action research perceives
research as a social experiment. Accordingly, action research is accepted as a method to test
hypotheses in a real world environment. The approach is based on the assumption of absolutism,
objectivism and determinism. The characteristics of positivism include the following: (a) science is
the only valid knowledge(b) Fact is the object of knowledge and (c) Philosophy does not possess a
method different from science. Settings used by these researchers vary but science remains the
main way to learn the truth. Only factual knowledge gained through observation (senses) including
measurement is trustworthy. In this research the role of researcher is limited to data collection and
interpretation in an objective way. In this study category, findings are usually observable and
quantifiable leading to statistical analysis. It has the ontological view of the world as comprising
discrete observable elements and events that interact in an observable determined and regular
manner and has no human interests within the study. Since only deductive approach is adopted, the
researcher need to concentrate on facts. The positivist research has the following five main
principles;

(1)There are no differences in the logic of inquiry across sciences (2) The research should aim to
explain and predict (3) Research should be empirically observable via human senses. (4) Inductive
reasoning should be used to develop statements ( hypothesis) to be tested during the research
process (5) Science is not the same as the common sense. The common sense should not be allowed
to bias the research findings. Science must be value free and it should be judged only buy logic

(b) Interpretive action research, also known as ‘contemporary action research’ perceives business
reality as socially constructed and focuses on specifications of local and organisational factors when
conducting the action research.

© Critical action research is a specific type of action research that adopts critical approach towards
business processes and aims for improvements.

E-tivity 2.1 Principles and Categories of Action research

Numbering, pairing, and 2.2.1

sequencing
Title Examples of classroom of Action research
Purpose The purpose of this task is to enable you understand how to carry
out a classroom of Action research
Brief summary of overall Watch video 1 from University of New south wales, Australia on
task “Getting to grips with action research for teachers”

ECT 340 for teaching sem 2 2022-23 Page 20 of 90

 Spark

Individual task [Link] key bullets indicate the action research steps that were used
by one teacher from this video

2. Action research is more than just identifying a problem, it also

involves investigating a passion, Use this foundation to identify an
area in your subject area that you can research on and indicate how
you go about the investigating it. And how you can collect data
Interaction begins Post your topic and process you have decided to use for investigating
it

Provide your feedback on at least three ideas posted by students

from your common subject content area Do this on this discussion
forum2.2.3
E- moderator Ensure learners listen to the whole video and focus on the examples
interventions
Stimulate further learning and generation of new ideas

Provide feedback on the learning progress’ activate the discussion

link
Schedule and Time Maximum 2 hours
Next Lesson study

The terms action research, and practitioner inquiry (or practitioner research) are often used almost
interchangeably.

Action research in its strict sense thus refers to research activities that use a cyclical, action
reflection model to investigate and attempt to make change in an organization, for example, a whole
school. The term participatory action research emphasizes, within this action reflection cycle, the
involvement of those who, in other research methods, would be called research “subjects.” In
participatory action research, they are seen as co-researchers, participants in the conceptualization,
implementation, and interpretation of the research project as it unfolds.

To simplify, all action research conducted by practitioners can properly be termed teacher research,
but not all teacher research can properly be labelled action research. Here are three ways in which
teacher research can differ from action research:

Teacher research is not necessarily cyclic in nature.

Teacher research allows for but does not necessarily require a team element—one teacher can
conduct practitioner inquiry in his or her own classroom, for his or her own benefit.

Teacher research does not necessarily require a specific action or improvement as an outcome—it
can produce a change in a teacher’s perceptions, attitudes, or thinking that will eventually result in
particular changes, but the immediate result of a practitioner inquiry project need not be a set of
specific actions

ECT 340 for teaching sem 2 2022-23 Page 21 of 90

[Link] Assignment

Explore the example of Action Research on this link of Teachers’ Network

([Link] { Ideas & Guidelines for Action Research}
and determine which characteristics are used in the example.

2.5 Lesson Study

Lesson study is a simple idea. If you want to improve instruction, what could be more obvious than
collaborating with fellow teachers to plan, observe, and reflect on lessons? (Lewis 2002)

Exemplary teachers want collaborative environments in which they can refine their craft within an
organized structure. Lesson study provides teachers with such a structure. Good teaching should
always analyze whether or not the lesson met its intended outcome to support this research should
occur in the trenches at the classroom level. This is where real-time data can be collected and
instructional impacts can be captured. Originated from Japan the practice of lesson study can
greatly impact education

Lesson study is a form of classroom inquiry in which several teachers collaboratively plan, teach,
observe, revise and share the results of a single class lesson. Teachers work through the steps listed
below. (To learn more about the process, Follow this link Lesson Study Guide.)

In a lesson study, teachers carefully explore how student learning, thinking and behavior change as a
result of the lesson. The practice of lesson study can lead to instructional improvement as teachers
become more knowledgeable about how their students learn and think and how instruction affects
student thinking. The following process is used

Form a Team: Teams are usually composed of 3-6 instructors.

Develop Learning Goals: Team members articulate what they would like students to know and be
able to do as a result of the lesson.

Design the Lesson: The team designs a lesson to achieve the learning goals.

Plan the Study: The team decides how to observe and collect evidence of student learning.

Teach and Observe: One team member teaches the lesson while others observe and collect evidence
of student learning.

Analyze and Revise: The team discusses the results and assesses student progress toward learning
goals.

Document and Disseminate: The team documents the lesson study and shares their work with
colleagues

2.5.1 The Basics of Lesson study

Lesson study involves teams of teachers engaged in collaborative planning-teaching-

observation of learning followed by lesson evaluation and refinement. Typically, a Lesson
Study cycle involves a small team of teachers planning a ‘research lesson’.

ECT 340 for teaching sem 2 2022-23 Page 22 of 90

The process begins with the identification of a learning challenge in response to which the
teachers plan and evaluate a research lesson, working together to design learner-responsive
pedagogies. One team member teaches while the others observe for effects on pupils’
learning (how the learning challenge is met), the usual focus of observation being two
or three pre-identified case pupils.

The lesson being called a ‘research lesson’ in part because it is the lesson and the learning
(not the teacher) that are subjected to systematic analysis by participants. The evaluation of
the lesson draws on the observations of pupil learning in order to revise the lesson for
teaching to a parallel group or prepare subsequent lessons. Typically, a Lesson Study cycle
will follow the stages presented in the figure 1 below.

Fig 2.1 Cyclic process of Lesson study (source: [Link]

[Link])

ECT 340 for teaching sem 2 2022-23 Page 23 of 90

2.5.2 Characteristics of Lesson Study

Collecting data for improving learning is the general focus of classroom based research., in Lesson
study , the strategy differs from Action research in the process and focus. While issues may be the
focus of action research, Lesson study focuses on the learning process. Lesson study involves
backward design which starts with the clarification of the goal or endpoint of the learning process
and then the design of instructional experiences that lead to the goal. During the lesson design
phase teachers talk about how students are likely to respond to each element of the lesson. Besides
anticipating how students will interpret the subject matter, the kinds of difficulties learners may
experience and what kinds of experiences are likely to support their learning are also discussed. The
pervasive concern with student learning throughout lesson study distinguishes it from other types of
teaching improvement activities such as Action research. In lesson study, teachers:

 base the lesson design on their ideas about how students learn
 observe student learning when the lesson is taught
 analyze observations of student learning after the lesson is taught, and
 use information about student learning to revise the lesson.

Lesson study is a mirror of peer teaching activities that are practised in teacher education programs.
When carried out using scientific research approach it becomes a useful tool for;

Teaching Improvement. lesson study looks directly at one's classroom. Teachers focus on how their
students learn and what kinds of instructional activities support student learning and thinking. By
focusing on one lesson, instructors can learn about students, instruction, goals, and subject matter
without undertaking extensive course revision.

Instructional Materials: Lesson study results in a field tested lesson and materials that can be used
and adapted by other instructors. The systematic, evidence-based approach makes it possible for
teachers to build on one another's work. By the end of the lesson study process, teams produce
knowledge about how students learn from instruction.

Teaching Community: The Lesson study process helps build communities of practice around
teaching. Instructors report that collaborating with their peers is a particularly rewarding experience.
Lesson study cultivates mutual understanding of goals, teaching practices and student learning
among teachers.

Scholarly Inquiry: Lesson study is a form of the Scholarship of Teaching and Learning—the final
products are suitable for professional presentations and publication. Lesson study integrates
teaching and research, theory and practice.

E-tivity 2.5 .2 Characteristics of a Lesson Study

ECT 340 for teaching sem 2 2022-23 Page 24 of 90

 Numbering, pairing and 2.2.4
sequencing
Title Characteristics of Lesson study
Purpose The purpose of this task is to enable you understand how to carry out a
classroom of Action research
Brief summary of overall Watch video 2 rom from Australia study on Classroom Observation
task Strategies: Lesson Study

Spark

Individual task [Link] key bullets indicate the lesson study video and take note of the
process used. List the steps and determine the most important aspect of
lesson study

2. discuss from your own perspective the similarities, differences and

integration of action research and lesson study
Interaction begins Post your three different aspects with justification to the discussion forum
and what strategies you would use instead

3. provide three strengths of lesson study

Provide constructive criticism as your feedback on the ideas posted by your

team mates on this discussion forum2.2.4 Watch this video 3 from… on
Classroom Observation Strategies: Discuss the strengths and weaknesses for
the approach used in this lesson study compared to the one in video 2
E- moderator Ensure learners listen to the whole video and focus on the examples
interventions
Stimulate further learning and generation of new ideas

Provide feedback on the learning progress’ activate the discussion link

Schedule and Time Maximum 2 hours
Next Lesson study
[Link] Assignment
Use this link to access additional information on lesson study [Link]
[Link] and then

Make your observation from the video clip on introducing Lesson study

2.6 Assessment Questions

1. Which teacher research strategy focuses on observing learners’ reactions to a

planned lesson
 Positivist research
 Action research
 Lesson study

ECT 340 for teaching sem 2 2022-23 Page 25 of 90

 2. Which of the following is an action research characteristic besides
collaborative, participatory and self- evaluating
 Lesson conferencing
 Situational
 Community of practise
 Conceptual research

3. Which characteristic does not belong to the lesson study approach to teacher
research
 Base the lesson design on their ideas about how students learn
 Oobserve student learning when the lesson is taught
 Analyze observations of student learning after the lesson is
taught,
 Use information about student learning to revise the lesson
 Use data to solve discipline issues in the school

2.7 Further Reading

Banford, H., Berkman, M., Chin, C., Cziko, C., Fecho, B., Jumpp, D., et al. (1996).
Cityscapes: Eight views from the urban classroom. Berkeley, CA: National Writing
Project.

Cerbin, B. (2011). Lesson study: Using classroom inquiry to improve teaching and learning in higher
education. Sterling, VA: Stylus Publishing, LLC.

Cerbin, B. & Kopp, B. (2006). Lesson study as a model for building pedagogical knowledge and
improving teaching. International Journal of Teaching and Learning in Higher Education, 18(3), 250-
257

Cochran-Smith, M., & Lytle, S. L. (1993). Inside/outside: Teacher research and

knowledge. New York: Teachers College Press.

Cochran-Smith, M., & Lytle, S. L. (2009). Inquiry as stance: Practitioner research for the
next genera-tion. New York: Teachers College Press.

Hubbard, R. S., & Power, B. M. (1999).Living the questions: A guide for teacher
[Link], ME: Stenhouse.

Mohr, M., Rogers, C., Sanford, B., Nocerino, M., MacLean, M. S., & Clawson, S. (2004).
Teacher research for better schools. New York: Teachers College Press/National Writing
Project.

Teel, K. M., & Obidah, J. E. (Eds.). (2008). Building racial and cultural competence in the
class-room: Strategies from urban educators. New York: Teachers College Press.

Related Websites

ECT 340 for teaching sem 2 2022-23 Page 26 of 90

Lesson Study Group at Mills College. Webpage access: [Link]

Chicago Lesson Study Group. Webpage access: [Link]

Center for Lesson Study, William Patterson University. Webpage access:

[Link]

** Three websites where teacher researchers report their work:

 Teacher and Action Research ([Link]

Networks:
 An On-line Journal for Teacher Research
([Link] and
 Teachers Network
([Link]

ECT 340 for teaching sem 2 2022-23 Page 27 of 90

CHAPTER 3: Principles and Methods of Instructional Research and the Research
Process, Collecting and Analyzing Data
By Dr. Gichuhi Waweru

Department of Educational Communication and Technology

3.1 Introduction

Instruction is an inter-changeable term with teaching and learning with emphasis on

the later. This is because education is measured by its results which is about what the
learner has achieved at the end of a given period of time. The concept of research is as old
as science because the latter is dependent on research for its advancement. Innovations and
processes (read instruction) have their roots in scholarly research. Basic research is defined
as an attempt to unravel nature. Instructional research is invested in education which is a
serious commitment of any society in the 21st century.

3.2 Learning Outcomes/Objectives

At the end of this lesson the learner should be able to;-

[Link] and describe at least three purposes of research.

2. Define and describe at least three methods that research applies.

3. State at least three characteristics of qualitative research.

4. State at least three characteristics of quantitative research.

5. Briefly describe five key points of sampling procedures.

6. Briefly describe five key points of analyzing data.

3.2.1 Instructional Research

Instructional research will broadly follow the steps of any other research. Research is an in-depth
inquiry into a problem. It is systematic thereby seeking correlation of information thus and
ultimately leading to new knowledge. It is therefore important to consider some of the key points of
research but focus on instruction. Broadly it can be defined as the process of scientific inquiry to
solve the problems within the educational sector from policy to classroom practice.

ECT 340 for teaching sem 2 2022-23 Page 28 of 90

a) Attempt to solve a problem within teaching/learning exercise. Teaching in itself is
like offering a gift. If for some reason the gift is not accepted then the act is not
complete. Similarly if no learning is achieved then by implication teaching was not
effective. It was just an activity by the teacher. But for instruction to be effective
there must be a task. And the teacher must figure out what the task is. By tradition
these tasks are defined by the school curriculum as in mathematics, science,
languages and so on. These super-impose upon the grades of the educational
system. So it is upon the teacher to select the task by observing these criteria.
b) Attempt to get new knowledge. To get to the end of a trip there is always the start.
To get new knowledge there has to be a beginning. Kenyan education system is
changing to a competence based curriculum. That will only occur with reference to
the outgoing 8-4-4 system. Instructional research advances on the basis of the
current background. You are who you are on the basis of your family background.
c) Instructional research employs careful procedure. This is what is known as an
algorithm. One step must logically and purposively lead to the next step. A good
example in this regard would go as follows. If one and one adds to two it follows that
two and two becomes four. This will be logical if the basis of our operation is
logarithm on the basis of ten.
d) Instructional research involves analysis of data. The term data is includes but is not
exclusively about numbers. It is informational facts. Analysis of numerical
information is referred to as quantitative analysis whilst that of non-numerical
information is referred to as qualitative analysis. The key idea behind analysis is to
identify whether or not a pattern emerges from the information gathered from the
research.
e) Instructional research attempts to form generalizations. Generalizations are
statements that seem to be true at given times. A generalization is a broad
statement that applies to many examples. It is formed from select facts and what
they have in common. Generalizations are made out of evidence, logic and
methodology. They can be inductive i.e. beginning with observation and then
building a theory or deductive i.e beginning with a theory and then building an
observation. But what is a generalization now may alter in time with more research
as happens in medicine.

ECT 340 for teaching sem 2 2022-23 Page 29 of 90

3.2.2 Types of Instructional Research

Broadly there are two types of instructional research. These are qualitative and
quantitative research methods.

Qualitative Research Method

This is an open-ended approach that can be adopted whilst a research is ongoing. It has
key types and characteristics.

a) In-depth Interview—This involves a personal interview with one respondent. An

example is if I want to understand peoples’ behavior I can randomly pick out an
individual and carry out a face-to-face, one-on-one interview. On the basis of the
answers to my questions I will make out how those people behave.

b) Focus Group—This involves a group discussion. The size of the group is determined
by the researcher. It aims to find out answers to “why, what, how, and when”
questions.

c) Ethnography—This involves studying people in their natural environment. It is an in-

depth observational method. It requires the researcher to immerse himself/herself
in the participants’ intellectual environment so as to have first-hand experience.

d) Action Research—It is a method of problem-solving whose key feature is working

with others in teams. Critical to this style is knowledge sharing. It involves interviews,
focus groups, observation, and so on.

e) Content Analysis—This involves identifying important aspects of content and

presenting them clearly in order to support some argument.

f) Case Study—This is an in-depth research into a particular situation or event. It is

based on real world experience(s). It is used a lot not only in education but in other
disciplines for example health, social science, statistics and so on.

ECT 340 for teaching sem 2 2022-23 Page 30 of 90

3.2.3 Quantitative Research

Quantitative research may be defined as a systematic investigation of information

which is done by gathering data that is quantifiable. Upon this data is performed
mathematical, statistical, and computational techniques. Quantitative research is objective
and investigational. It is unbiased and does not depend on the researcher. It’s methods rely
very much on logics and statistics. In quantitative research data collection uses structured
principles and therefore it is unbiased. A key element of quantitative research is that it uses
unbiased random samples that are representative of larger populations.

Quantitative Research Methods

Quantitative research methods depend on the type of the research on board. The
following discussion focuses on this idea.

[Link] Research—This is the most fundamental style. It uses questions to a sample of

respondents, for example online polls, paper questionnaires, web-surveys etc. It can be
used with a specific group or across multiple groups of a particular definition. There are two
types of survey researches i.e. cross-sectional and longitudinal.

Cross -Sectional Survey

a) Information is gathered without being modified.

b) Multiple variables can be evaluated.

c) Multiple samples can be analyzed.

Longitudinal Survey

--These are conducted across various time durations, for example, in medicine.

--They are useful where sequence is critical for example progress in education, growth in
plants, effect of medicine on a patient and so on.

[Link] Research—It studies a comparison between two variables or entities. It does

this to find out the impact of one upon the other. It attempts to establish patterns,

ECT 340 for teaching sem 2 2022-23 Page 31 of 90

relationships and trends between variables by applying statistical procedures. This is done
by T

[Link] Comparative Research—Causal comparative research is sometimes referred to as

quasi-experimental research. In this one variable is dependent on the independent variable,
for example where the ability to perform a task is dependent on the age of the performer. It
is conducted irrespective of the type of relationship between two or more variables , for
example, what is the relationship between good education and university entrance?

[Link] Research—This relies on the various instructional theories e.g. Piaget’s. It

uses statistical analyses to accept (verify) or reject (refute) a statement.

3.2.4 Data Collection Methods

There are two categories of data collection. These are based on probability sampling and
non-probability sampling

Probability Sampling

Under this category there are three types of sampling.

[Link] Random—This is data collection by which there is a random selection of the

elements that form the sample. When a population is large the researcher extracts a
representative sample by studying randomly picked elements that constitute the sample.

2. Stratified Random—In here the population is divided into groups(strata). Members of a

sample are then chosen randomly from these groups. Ideally where there are two or more
strata they should be separate and not overlap within the parameters defined in the
research process.

3. Systematic Sampling—The starting point of a sample is chosen randomly. All others are
chosen using a fixed interval. This interval is determined by dividing the population size by
the sample size.

Non-Probability Sampling

Under this category there are four procedures/types.

ECT 340 for teaching sem 2 2022-23 Page 32 of 90

[Link] Sampling—The elements of the sample are what the researcher knows of
them. This then becomes quick and simple as there is no other criteria.

2. Consecutive Sampling—This is similar to convenience. The difference is that the

researcher can choose a group and conduct the investigation over a long period.

3. Quota Sampling—In this form the researcher can select elements using his/her
knowledge of the target population. The members of various groups are chosen as per the
researchers understanding of the groups’ characteristics.

4. Snowball Sampling—This is used with target audiences which are difficult to contact. It is
useful with populations that are far apart.

3.2.5 Collecting and Analyzing Data

Initial data is disorganized and does not reflect order. Therefore it needs to generate
a pattern. Data analysis is the action that attempts to find patterns in research information
and to make meaning out of such patterns. Data analysis is closely tied to the objectives of
the research. In turn the objectives of the research are a precursor to the research design. In
data analysis the first step is to determine descriptive statistics. These are sometimes
described as measures of central tendency. They are the mode, median and mean.

Mode

The mode is a measure that occurs most frequently. Equal samples of the same
population can have different modes. Take this example

1, 1, 3, 4, 4, 4, 6, 7, 5, 9

The mode is 4 because it occurs most frequently.

Median

The median is that number that divides ranked scores into two halves. The ranked scores
are arranged in ascending order. If the the number of scores are are even then the median
is the average of the two middle scores. Take these examples;-

ECT 340 for teaching sem 2 2022-23 Page 33 of 90

Example 1

2, 3, 4, 5, 6…….The median is 4

Example 2

2, 3, 4, 5, 6, 7….The median is 4+5/2=4.5

Mean

The mean and average are used interchangeably. It is the only measure of central tendency
that takes all scores in the distribution. It is calculated by adding the sum of the entries and
dividing by the number of entries. It is by far the most commonly used measure.

Example

10, 2, 8, 6, 4,

Mean= 30/5=6

Range

In all data there is the smallest and the largest. The range is the difference between the
lowest and highest score in a data set. The smaller the range the closer the scores.
Obviously the opposite happens when the bigger it is then the larger the spread.

Variance

The variance is a measure of how far a set of numbers are spread out from their mean
(average) value. Variance is useful in science as a beginning in statistical analysis. To
calculate the variance follow these steps.

--Calculate the mean.

--Subtract the mean from each number in the data set.

--Square the result. This makes all the results positive.

--Average the squared differences.

Standard Deviation

ECT 340 for teaching sem 2 2022-23 Page 34 of 90

The standard deviation is a measure of the amount of variation or dispersion of values from
the mean. A low value of standard deviation means that the values are close to the mean. A
high value means that they are spread out to a wide range. In any randomly selected sample
95% of the values will be within two standard deviations of the mean.

Correlation

Correlation is a technique of showing how strongly pairs of variables are related. These can
be, for example, height and weight, weight and age, gradient and crop growth etc. If you
take these examples then taller people tend to be heavier than shorter people. People of
the same height vary in weight. Correlation will tell you how much of the variation in
peoples’ height relates to weight. Correlation works for quantifiable data i.e. quantities of
one sort or another. When working with quantities correlations are precise. When working
with ratings they provide general indications.

The main result of a correlation is called correlation coefficient. It ranges from -1.0 to + 1.0
and it is indicated as r. The closer r is to -1 or + 1 the closer are the two variables. The closer
to 0 then the further apart are the variables. If r is positive it means that as one variable gets
larger the other gets larger. If r is negative it means that that as one variable gets larger the
other gets smaller. This is called inverse correlation.

3.2.6 Inferential Statistics

The Collins English dictionary defines inference as the process by which a conclusion
is obtained from certain facts or premises. Inferential statistics follows from this definition.
The purpose of inferential statistics is to see whether sample findings can be representative
of a population parameter. We use inferential statistics to deduce the probability of what
might happen in a population. There are two main areas of inferential statistics;-

[Link] – That is taking a statistic from a sample and using it to estimate a population
trend.

2. Testing a hypothesis—That is using a sample data to answer a research question.

1.e-Tivity
ECT 340 for teaching sem 2 2022-23 Page 35 of 90
a).Goto Google Search

b). Type—Educational instructional Research

c). Click on—Scholarly articles for educational instructional research

d). Click on—Videos

e). Click on any of them and familiarize yourself with the content there-in

2.e-Tivity

a) Goto Youtube

b) Click—What is Educational Research and view

Click—Introduction to Educational Research and view

c) Click any other that may interest you

Assessment Questions

[Link] describe at least THREE purposes of research.

2. With explanation briefly describe THREE key points of qualitative research.

3. What and why should we observe when sampling?

4. What are the key points to be observed when analyzing data?

References

[Link] J.L.(2016) Educational Research, Educational Purposes, The Nature of Knowledge

and Ethical Issues, International Journal of Research and Education,
[Link]

[Link] Britannica

3. Ojo O.O., Tella A., Opateye J.A., Apata S.O., (ODL 709) Research Methods in Distance
Education, National Open University of Nigeria, Module

ECT 340 for teaching sem 2 2022-23 Page 36 of 90

4. Mugenda O. and Mugenda A. (1999), Research Methods, Quantitative and Qualitative
Approaches, Nairobi, ACTS Press

5. Quantitative Research, Wikipedia

6. rafeedalimu @ [Link]

7. [Link]

[Link]

9. [Link]

ECT 340 for teaching sem 2 2022-23 Page 37 of 90

Chapter 4: Bridging instructional research and practice

By

Dr. Michael M. Waititu

Department of Educational Communication and Technology

The purpose of this course is to help you build skills for instructional research aimed at improving
classroom practice. In particular it will guide you to develop observational and analytical skills.
Further, it will guide you on how you can carefully and systematically ask and answer own questions
about teaching and learning, and how to apply the instructional research in your own classroom
practices.

IV.1 Introduction
Bridging instructional research and practice is a professional engagement in which the
teacher examines and applies action research methodologies and findings for instructional
improvement. In this lesson we will explore the process of bridging instructional research
and practice.

IV.2 Learning outcomes

By the end of this lesson, you will be able to:

4.2.1 Explain the process of bridging instructional research and practice

4.2.2 Identify challenges that would limit extent and quality of application of instructional
research
4.2.3 Suggest ways to overcome the challenges
4.2.4 Bridge instructional research issues and classroom practices

4.2.1 The process of bridging Instructional research and practice

The process of bridging and applying instructional research starts from a clear understanding of
classroom research techniques. These techniques have been shared with you in the previous
lessons. The instructional research techniques include identification of the problem, stating the
specific objectives, the theoretical underpinnings. It further includes suggesting appropriate
research design and methodology of collecting and analyzing data. The final component in this
process is to interpret and discussion of the analyzed data.

Besides clear understanding of the research techniques, you would require examining the
findings and identifying those that can relate to your class. Some of the study findings that
would impact on your instructional practices relate to differentiated learning, given in
appendix 1.

ECT 340 for teaching sem 2 2022-23 Page 38 of 90

 In section 4.2.2 we will look at some studies in order to familiarize with issues in
instructional research and how to bridge to classroom practices.

4.2.2 Challenges in bridging instructional research and practice:

Identify a classroom research report
a) Write a summary of the research
b) How would the study be relevant to your teaching?
Identify aspects from the study that you would use in teaching one of your subjects.
c) Explain the reasons for consideration of the aspects in (a) above
d) What challenges would you envisage in using the instructional research in your
classroom practices? Suggest how to overcome the challenges.

..\EDU725 A MODEL FOR CLASSROOM [Link]

E-tivity: Use of classroom study findings

Title Using differentiated learning techniques in teaching

Purpose This activity is to help you gain skills for constructing activities for
differentiated learning techniques
Brief summary Differentiated instructional strategies can involve adjusting
of overall task  Content – the media and methods teachers use to impart and
instruct skills, ideas and information
 Processes – the exercises and practices students perform to
better understand content.
 Product – The materials, such as tests and projects, students
complete to demonstrate understanding.
Spark What is differentiated learning technique
Individual Examine each of the differentiated learning techniques and construct
contribution an example of how you would use it in one of your teaching subjects.
Interaction Share your examples with the other colleagues
begins Comment of those examples that your colleagues have given in terms
of how the activity is engaging to the learners. The activity should not
be one with a short answer response but one that allows the learners
to give variety of ideas.
E-Moderator Examining the examples for quality if engaging the learners with
interventions different aptitudes
Schedule and The discussion be within one week from the date of this lesson.
tine
Next Relate this lesson to the next lesson.

V. Self-assessment questions
a) Explain the process of bridging instructional research and practice.
b) What challenges would limit extent and quality of application of instructional research in
your teaching and learning?
c) Explain how you would overcome some of the challenges identified in (b) above

ECT 340 for teaching sem 2 2022-23 Page 39 of 90

VI. References

Ruth Shaguory, Ruth Hubbard and Brenda Miller Power (2003), The Art of Classroom inquiry:
A handbook for Teacher Researchers, Pearson Education Publishers, California.

Lieberman, Ann & Miller, Lynne. Eds (2009). Teachers in professional communities:
Improving teaching and learning, Journal of Educational change 10(1) 79-82
DOI:10.1007/s10833-008-9094-6

ECT 340 for teaching sem 2 2022-23 Page 40 of 90

Appendix 1: Differentiated instructional strategies – (Source – [Link])

Students have distinct aptitudes and diverse learning styles. It is therefore imperative for teachers to
plan lessons that use differentiated instructions. Differentiated instructional strategies can involve
adjusting

 Content – the media and methods teachers use to impart and instruct skills, ideas and
information
 Processes – the exercises and practices students perform to better understand content.
 Product – The materials, such as tests and projects, students complete to demonstrate
understanding.
To help create lessons that engage and resonate with a diverse classroom the teacher can apply the
following differentiated instructional strategies:
1. Creating learning stations – provide different types of content by setting up learning stations
(divide sections of the classroom through which groups of students rotate) . Each station should
use a unique method of teaching a skill or concept related to the lesson, for example students
can rotate between stations that involve: Watching a video, creating art, reading an article,
completing puzzles, listening to you explain. To help students process the content after they
have been through the stations, you can hold a class discussion or assign questions to answer.
2. Use task cards – Task cards allows the teacher to give students a range of content. Such task
cards can have different learning activities and can be sourced from worksheets or in text books.
Organize the class into groups to rotate through the different tasks.
3. Interview schedule – Asking questions about learning and studying styles can help the teacher to
pinpoint the kinds of content that will meet your class needs. While running learning stations or
group activities, pull each student aside and ask about:
 Their favorite types of lesson
 Their favorite in=class activities
 Which projects they are most proud of
 Which kind of exercises help them remember key lesson points
Track your results to identify themes and students with uncommon preferences. This would
help you determine which methods of instruction suit their abilities.
4. Target different senses within lessons – Appeal to a range of senses visual, tactile, auditory and
kinesthetic senses. You can use plying cards, infographics, audiobooks, getting students to act
out a scene; incorporating charts and illustrations within texts, giving both spoken and written
directions to tasks, using relevant physical objects, allotting time for students to create artistic
reflections and interpretations of lessons.
5. Share your own strengths and weaknesses – Explain to your students that not everyone builds
skills and process information the same way. Explain, on a personal level, how you study and
review lessons. Share tactics that do and don’t work for you.
6. Use the think=pair share strategy – start by asking students to individually think about a given
topic or answer a specific question. Next, pairt students together to discuss their results and

ECT 340 for teaching sem 2 2022-23 Page 41 of 90

 findings. Finally have each pair share their ideas with the rest of the class, and open the floor
for further discussion.
7. Make time for journaling- When possible at the end of the lesson give students a chance to
make a journal entry. This would help them process new information. The journal entries may
include: summarizing key points learned; attempting to answer of make sense of a lingering
question; explaining how they can use the lesson in real life scenarios; illustrating new concept,
which can be especially helpful for data-focused math lessons
8. Implement reflection and goal-setting exercises – this is an extension of journaling. The
students reflect on important lessons and sets goals for further learning. They should identify
skills to improve and topics to explore.
9. Run literature circles – organize students into literature circles to shape and inform each other’s
understanding of readings. It helps auditory and participatory learners retain more information.
This also gives the teacher an opportunity to listen to each circle’s discussion, asking questions
and filling in gaps in understanding. As a bonus, some students may develop leadership skills by
running the discussion. This activity makes written content – which at times may only be
accessible to individual learners with strong reading retention – easier to process for more
students.
10. Offer different types of free study time - Free

ECT 340 for teaching sem 2 2022-23 Page 42 of 90

CHAPTER 5: Principles of collaborative and multidisciplinary research in instructional
research

Dr. Florence K. Nyamu, OGW

Department of Educational Communication and Technology
Kenyatta University

5.1 Introduction

In chapter four of this module, we learnt about bridging instructional research and
practice and ways of applying research in instruction. In this chapter, we shall explore
ways of collaborating in research and ways of carrying out research that involves more
than one discipline. In particular, we shall learn the definitions and principles of
collaborative and multidisciplinary research, rationale for collaborative research,
designing collaborative research and rules governing participation in collaborative
research. We shall also explore benefits of collaborative and multidisciplinary research
for teachers in various disciplines and/or schools or localities, challenges that teachers
may face in collaborative research and ways of mitigating them.

Collaborative and multidisciplinary research has an impact not only on the practice of
teaching and learning, but also provides a platform for teachers to engage, learn and
generate new knowledge aimed at improving practice. The findings of collaborative and
multidisciplinary research are intended to improve ways of teaching and learning as well
as improve learning outcomes across disciplines and learning areas.

This chapter will cover a discussion of collaborative and multidisciplinary research, the
principles and examples of collaborative and multidisciplinary research and benefits of
collaborative research. It will also cover how to design a collaborative and
multidisciplinary study and carry out a collaborative research. We shall also discuss how
to participate actively, challenges likely to be faced and ways of mitigating them.

5.2 Learning outcomes

By the end of this chapter, you will be able to:

a) Distinguish between collaborative and multidisciplinary research from other types of

research;
b) Explain the benefits of collaborative and multidisciplinary research;
c) Identify problems to investigate through a collaborative and multidisciplinary approach;
d) Justify your choice of collaborative and multidisciplinary research;

ECT 340 for teaching sem 2 2022-23 Page 43 of 90

e) Explain the steps in the design of a collaborative and multidisciplinary study;
f) Explain how to carry out a collaborative and multidisciplinary study;
g) Explain ways of effective participation in a collaborative and multidisciplinary research
study; and
h) Document and report on the findings of the collaborative and multidisciplinary research.

5.3 Definitions of collaborative and multidisciplinary research

A collaboration in research is a partnership between two or more individuals or groups

who have interest to pursue research that is of mutual interest and is beneficial to all
parties. The parties work together as a team from the conceptualization stage to the
actualization stage. The collaborative approach is an educational approach which brings
individuals to work together to accomplish a task of mutual interest and benefit. It
emphasizes that educational experiences which involve interaction and social exchange in
learning activities are more beneficial than those that are undertaken individually. It is
also well documented that when people work in teams, everyone learns and achieves
more and they complement each other’s strengths. Indeed, the word team has been
considered as an acronym such that:

T-Together

E-Everyone

A-Achieves

M-More

A multidisciplinary research is a study that brings together researchers from different

academic disciplines. In such a case the team intends to either to understand a problem
from different perspectives or the project involves a complex set of questions across
disciplines. For example, in a study assessing the production and uptake of research
undertaken in basic education in Country X, the experts will need to be drawn from the
diverse disciplines such as gender, languages, sciences, mathematics and technology,
curriculum, planning and administration.

There is sufficient evidence that collaborations improve the quality of work and
effectiveness. According to Dolovich (2015), working in teams:

can integrate ideas across disciplines, advance thinking within and across
disciplines, and go deeper and broader to create knowledge that can be used to
develop novel, more meaningful solutions. Individual team members can also get
to know new people (their fellow team members), achieve greater personal

ECT 340 for teaching sem 2 2022-23 Page 44 of 90

 satisfaction, and have more fun along the way. Working as a team helps to
improve knowledge translation of findings in multiple sectors, thereby increasing
uptake and sustainability, and also creates wider networks and encourages
development of professional relationships (Dolovich, 2015).

5.3.1 E-tivity on definitions of collaborative and multidisciplinary research

Numbering, 5.3.1
pacing &
sequencing
Title Definitions of collaborative and multidisciplinary
research
Purpose The purpose of this e-tivity is to define collaborative
and multidisciplinary research and differentiating
collaborative and multidisciplinary research from
other types of research.
Brief summary a) Read
of the overall [Link]
task [Link]
[Link]
[Link]
[Link]

b) Define collaborative and multidisciplinary research

Spark
Source:
[Link]
action/

ECT 340 for teaching sem 2 2022-23 Page 45 of 90

Individual task  Take one of your teaching subjects.
o Think of an area of research that you can work
with a teacher in the same school with you but
teaching a different subject.
o Identify the reasons for collaboration and the
benefits each one of you is likely to accrue from
the collaborative research with regard to
improving performance in the subjects that you
both teach.
Interaction  Post your own definitions of collaborative and
begins multidisciplinary research on the Kusoma
platform.
 Make comments on the definitions of others.
E-moderator 1. Ensure that learners are focused on the contents
interventions and context of discussion.
2. Stimulate further learning and generation of new
ideas.
3. Provide feedback on the learning progress.
4. Close the e-tivity.
Schedule and This task should take one hour.
time
Next Principles of collaborative and multidisciplinary
research

ECT 340 for teaching sem 2 2022-23 Page 46 of 90

5.4 Principles of collaborative and multidisciplinary research

According to the Cambridge English dictionary, a principle is ‘a basic idea or rule that explains
or controls how something happens or works.’ In collaborative and multidisciplinary research,
the most important principle is common interest in addressing an issue or solving a problem that
is of mutual benefit to all participants in the research. Other guiding principles include:

 Effective leadership: is for a collaboration to have a leader with a vision that the leader
is able to share and explain to the members for effective ‘buy-in’ such that it becomes a
shared vision for all members of the collaboration. An effective leader is able to resolve
conflicts in a way that ensures continued progress towards the achievements set for the
collaboration.
 Effective communication: is communication that is received and understood by the
intended audience in the way that is envisaged by the sender. In addition, effective
communication is clear (easy to understand such that the recipient has adequate
information needed to take the expected action), concise (brief and to the point, avoiding
unnecessary repetitions), concrete (clarity of expression), correct (free of errors),
coherent (logical and connected to the main topic), complete (contains the relevant
information needed for the intended action by the recipient) and courteous (friendly,
honest, empathetic and assertive rather than aggressive).
For members of a multidisciplinary team it is important to understand the language in the
discipline for communication to become effective.

 Mutual respect: is for each member of a collaboration to speak to one another

respectfully and showing due consideration to the other members of the collaboration.
 Understanding of role: is the importance of creating a plan that outlines the concrete
role of each member, the principles of engagement as well as timelines for reporting and
meetings. There is a need for each member of the team to understand the shared vision
and the outcomes that the team has set to achieve.
 Operating rules: is an agreement on operative principles and guidelines that guide the
operations of each member of the collaboration. These are the dos and the don’ts of the
collaboration. It is important that each team member has access to the resources needed
for accomplishing the task and is able to work in a flexible schedule as appropriate.
 Sharing credit and blame: is the need to develop a system to apportion credit and agree
at the beginning of the collaboration. It is also important to agree on the leader and
everyone signs an agreement that they are equally accountable and responsible for both
positive and negative outcomes of the collaboration. The benefits of working in the team
must be clear to every member.
 Appropriate skills mix: is the need to make sure that the team has the right mixture of
requisite skills and knowledge to accomplish the task.

ECT 340 for teaching sem 2 2022-23 Page 47 of 90

A successful collaboration is guided by and operates within a positive team culture that
inculcates trust, mutual respect, dependability, commitment, and responsibility. It also
offers opportunities for further training and development for the members as deemed
necessary and appropriate for satisfactory completion of the project. The collaboration
should have both internal validity and external validity.

5.4.1 E-tivity principles of collaborative and multidisciplinary research

Numbering, 5.4.1
pacing &
sequencing
Title Principles of collaborative and multidisciplinary research
Purpose The purpose of this e-tivity is to understand the principles
that guide collaborative and multidisciplinary research.
Brief a) Read the provided links
summary of [Link]
the overall [Link]
task
b) List guiding principles relevant to collaborative and
multidisciplinary research

Spark

[Link]
Individual  Using the content in one of your teaching subjects, identify a
task topic for research through collaborative and
multidisciplinary research approach

Interaction Provide your assessment on the suitability of the

begins identified topics. Do this on the discussion forum on the
Kusoma platform
E-moderator 1. Ensure that learners are focused on the contents and
interventions context of discussion.

ECT 340 for teaching sem 2 2022-23 Page 48 of 90

 2. Stimulate further learning and generation of new ideas.
3. Provide feedback on the learning progress.
4. Close the e-tivity.
Schedule This task should take 30 minutes.
and time
Next Examples of collaborative and multidisciplinary research

5.5 Examples of collaborative and multidisciplinary research

There are several variations of collaborative and multidisciplinary research for teachers.

i. Teachers in the same institution but in different departments and different

disciplines. E.g. music and mathematics; history and mathematics; literature and
music
ii. A teacher works with a group of people from industry or outside a school. e.g. a
chemistry teacher and people in photography or film industry or a food and
beverage packaging company
iii. A teacher working with students in the same discipline within the school or from
outside the school;
iv. A teacher participates in a collaborative research outside the school in an ongoing
research;
v. A teacher meets an expert in a conference and they agree to undertake a
collaborative study; and
vi. Teachers of a subject in a County/ Location/ region agree to work together to
improve learning outcomes in a subject, e.g. mathematics.

5.5.1 E-tivity on examples of collaborative and multidisciplinary research

Numberin 5.5.1
g, pacing
&
sequencing
Title Examples of collaborative and multidisciplinary research
Purpose The purpose of this e-tivity is to build your understanding
of collaborative and multidisciplinary research by providing
real life examples.

ECT 340 for teaching sem 2 2022-23 Page 49 of 90

Brief a) Read the provided link
summary [Link]
of the UNDERSTANDING+
overall CHARACTERISTICS+OF+MULTIDISCIPLINARY+
task COLLABORATION+USING+CONCEPT+MAPS

[Link]
[Link]

b) Summarize the key points outlining aspects of

successful multidisciplinary teams
Spark

[Link]

Individual Identify the key differences that would be observed between

task collaborative and multidisciplinary research and other research
methods
Interaction Provide your assessment on the justification for the inclusion of
begins the various participants in the project on secondary school
teaching in Trinidad and Tobago. Do this on the discussion forum
on the Kusoma platform.
E- 1. Ensure that learners are focused on the contents and
moderator context of discussion.
interventio 2. Stimulate further learning and generation of new ideas.
ns 3. Provide feedback on the learning progress.
4. Close the e-tivity.

ECT 340 for teaching sem 2 2022-23 Page 50 of 90

 Schedule This task should take two hours.
and time
Next Benefits of collaborative and multidisciplinary research

5.6 Benefits of collaborative and multidisciplinary research

There are several benefits in the use of collaborative and multidisciplinary research.

a. Considering the changes and advances in technology, collaboration is a more

productive way of undertaking research. There is also a body of research that
confirms the relationships between subjects and disciplines. For example, music
concepts have been used to teach geometry concepts with success in improving
mastery of skills in geometry concepts; improves collaborative members ability to
translate findings across the various disciplines represented in the collaboration
thereby increasing uptake and sustainability.

b. The active exchange of ideas within a team undertaking a collaborative and

multidisciplinary research promotes critical thinking through the brainstorming of
ideas together; development of professional relationships

c. Teams that engage in collaborative research has a strong sense of purpose and
participation is on a collegial basis (titles and positions do not matter that much);
increases the chances of finding

d. Individuals have access to skills and strengths that others have;

e. A team produces better quality work than an individual; and

f. Efficiency and effectiveness is also increased through collaborative research.

5.6.1 E-tivity on benefits of collaborative and multidisciplinary research

Numbering 5.6.1
, pacing &
sequencing
Title Benefits of collaborative and multidisciplinary research
Purpose The purpose of this e-tivity is to understand the importance
of collaborative and multidisciplinary research.
Brief a) Read the provided link

ECT 340 for teaching sem 2 2022-23 Page 51 of 90

summary
of the [Link]
overall task
b) Provide five key points outlining the benefits of
collaborative and multidisciplinary research from the
article.

Spark

[Link]
naturejobs/2017/09/11/multidisciplinary-research-pros-
and-cons/
Individual Using the content in one of your teaching subjects, list some
task benefits that would accrue from collaborative and
multidisciplinary research.

Interaction Provide your assessment on the benefits given by the team

begins learners. Do this on the discussion forum on the Kusoma
platform
E- 1. Ensure that learners are focused on the contents and
moderator context of discussion.
interventio 2. Stimulate further learning and generation of new ideas.
ns 3. Provide feedback on the learning progress.
4. Close the e-tivity.
Schedule This task should take one hour.
and time
Next Designing a collaborative and multidisciplinary research

ECT 340 for teaching sem 2 2022-23 Page 52 of 90

 5.7 Designing a collaborative and multidisciplinary research

The purpose of a collaborative and multidisciplinary research is to solve a problem in teaching and
learning aimed at improving learning outcomes. A problem is generally perceived as a gap between
what is desired and what is exists in a given situation. For example, as a Mathematics teacher, you have
observed that the performance in geometry among form two students is below your expectations and in
your assessment, if the trend continues, the students will reach form four without requisite knowledge
and skills to perform well in the national examination and proceed to university. There are several steps
needed in the design of a collaborative and research study.

1. The first step is to analyse available information in the school about performance
over a period of time so you are able to assess the magnitude of the problem.
Through discussions with other teachers and the administration, you learn that the
problem is not specific to the school. It is actually a problem in the entire zone.

2. The second is to document the problem in a way that others you decide to share
with will understand the problem so they join you in the looking for a solution.
Once others are convinced of the need to solve the problem, then discussion
begins on the need for collaboration and the design of the study.

3. The third step is to design collaborative study to solve the problem.

5.7.1 E-tivity on designing a collaborative and multidisciplinary research

Numberin 5.7.1
g, pacing
&
sequencin
g
Title Designing a collaborative and multidisciplinary research

Purpose The purpose of this e-tivity is to provide an understanding of how to

design and maintain collaborative and multidisciplinary research
Brief Read the provided links
summary [Link]
of the 1YDBffFZGPnRr1sWQornzw2CzJFGkGnZt/2002-
overall ASEE(Bidisciplinary%20Exercise).pdf
task
[Link]

ECT 340 for teaching sem 2 2022-23 Page 53 of 90

 /f/events/pac_3_multidisciplinary_team.pdf

Outline the steps you would take when designing collaborative and
multidisciplinary research
Spark

[Link]
collaborative-multidiscipinary-research/
Individual Using the content in one of your teaching subjects, design a
task collaborative and multidisciplinary research covering a teaching
area of your choice
Interaction Provide your assessment on the given collaborative and
begins multidisciplinary research design by the team learners. Do this on
the discussion forum on the Kusoma platform.
E- 1. Ensure that learners are focused on the contents and
moderator context of discussion.
interventio 2. Stimulate further learning and generation of new ideas.
ns 3. Provide feedback on the learning progress.
4. Close the e-tivity.
Schedule This task should take one hour.
and time
Next Carrying out a collaborative and multidisciplinary research

1.6 5.8 Carrying out a collaborative and multidisciplinary research

5.8.1 E-tivity on carrying out a collaborative and multidisciplinary research

ECT 340 for teaching sem 2 2022-23 Page 54 of 90

Numbering, 5.8.1
pacing &
sequencing
Title Carrying out a collaborative and multidisciplinary research

Purpose The purpose of this e-tivity is to provide an understating of how

to carry out collaborative and multidisciplinary research
including the dos and don’ts
Brief summary Read the provided link
of the overall [Link]
task f/events/pac_3_multidisciplinary_team.pdf
[Link]
[Link]
Summarize the key points to consider or required in
carrying out collaborative and multidisciplinary research
Spark
Source: [Link]

full/10.
1002/geo2.46
Individual task Using the content in one of your teaching subjects, outline
the steps needed to build a multidisciplinary team and state
how you would maintain the team to successfully complete
the research project
Interaction Provide your assessment on feedback given by the team. Do
begins this on the discussion forum on the Kusoma platform
E-moderator 1. Ensure that learners are focused on the contents
interventions and

ECT 340 for teaching sem 2 2022-23 Page 55 of 90

 context of discussion.
2. Stimulate further learning and generation of new
ideas.
3. Provide feedback on the learning progress.
4. Close the e-tivity.
Schedule and This task should take one hour.
time
Next Participation principles in a collaborative and multidisciplinary
research

5.9 Participation principles in a collaborative and multidisciplinary research

The main principle governing the success of collaborative and multidisciplinary research projects
is for every team member to abide by the rules set by the team at the beginning of the study and
as revised from time to time. The quality of the product depends entirely on the modus operandi
of the team. It is important to note that a winning team competes outwards with other teams not
inwards among the team members.

While it is important to set the rules of operation and everyone tries to follow them strictly, it is
important to recognize that there will be challenges dealing with a team that may arise and need
to be mitigated for the success of the research.

Challenges in a collaborative and multidisciplinary research

Collaborative and multidisciplinary research projects are undertaken by groups of individuals

and may face difficulties that may make it difficult to achieve the desired results. The points
below are a guide as to the possible challenges and ways to mitigate them.

a. Unclear guidelines on the modus operandi. It is important that the team have a written
agreement on the way they will operate, who the team leader is and the responsibilities
for each individual and discipline needed for smooth operation of the research
b. Engaging in the research process without a thorough knowledge of the research methods
and the expected results. Before embarking on the research projects, all the participants
must be taken through the methodology of the research.
c. Infrequent communication with the team leader and other team members can cause
misunderstanding that hampers progress of the project. It is important for the team leader
to continually provide guidance on the research project. Poor communication gets on the
way of the progress of the research. It is important to agree on the frequency of
communication to clarify the doubts regarding the research topic and to know what the
team leader expects from the participants
d. Time management is needed for each member of the team. People working in a team
tend to slacken on timelines for deliverables and this tends to slow down progress of the

ECT 340 for teaching sem 2 2022-23 Page 56 of 90

 research. It is important to have a work-plan with deadlines to assist the team achieve the
objectives.
e. Data collection, if not well supervised can lead to insufficient data that poses a potential
problem in the quality of the results of the study.
f. Lack of confidence is one of the most common problems among researchers. Researchers
with low self-esteem feel less motivated thereby affecting the quality of the work.
g. Concern regarding focus of your study. The team should be prepared to adapt the
research as may be deemed necessary as the research progresses.
h. Collaborative research demands immediate action on the part of the team in order to
transform challenges into opportunities and complete the research successfully.

Assessment questions

Knowledge

1. Which of the following best describes the reason for engaging in a collaborative and
multidisciplinary research?
a. Common area of interest
b. Friendship between teachers
c. The need to make money
d. All the above
2. Which one of the following is a principle of collaborative and multidisciplinary
research?
a. Tasks not shared out equitably
b. Effective communication
c. One member taking all the credit for the success of the project
d. Members quarreling one another
3. Which one of the following is an example of a collaborative and multidisciplinary
research?
a. Factors that influence teaching and learning of Mathematics in Kawaida
county in Azure
b. Influence of agriculture on the economy of Mukutano district in Zanco
Republic
c. An assessment of the production and uptake of educational research in Uzuri
Republic
d. Impact of watching television on mastery of English language skills among
secondary school students in Upendo county in Ziwa Republic

Comprehension

ECT 340 for teaching sem 2 2022-23 Page 57 of 90

You have decided that performance in Mathematics in your school and in your location is below
the expected standard. You have realized through discussions with teachers of Chemistry that
failure in Mathematics seems to impact on performance in Chemistry. You discuss with the
Chemistry teachers and have agreed to undertake a collaborative research study together to
examine the factors that contribute to the poor performance in both subjects. The aim is to get
information that will inform you as the teachers what to do differently so as to improve
performance in both Mathematics and Chemistry.
i. List the main background information you will put together to inform the study

ii. Outline the main steps in undertaking the collaborative research involving Mathematic
and Chemistry teachers
Application

State and explain three benefits that you as a teacher will accrue from participating in a
collaborative and multidisciplinary research

Analysis

You are the principal investigator in a collaborative study with fellow teachers in your school.
List three challenges you are likely to face and how you will mitigate them.

Synthesis

You have been appointed to lead a team to investigate the impact of online learning on
performance at secondary school level. List the collaborators you will bring into this study and
the reason why

Evaluation

You have been involved in a study assessing the impact of music concepts on performance in
geometry at secondary school level. Explain the recommendations you are likely to make on
improving the performance of geometry using music concepts.

REFERENCES

Principles and examples of collaborative and multidisciplinary research (How to

distinguish between collaborative and multidisciplinary research)
i. Understanding characteristics of multidisciplinary collaboration using concept maps
[Link]
ii. Guiding principles for a successful multidisciplinary research collaboration
[Link]
iii. Working relationships and outcomes in multidisciplinary collaborative practice settings
[Link]

ECT 340 for teaching sem 2 2022-23 Page 58 of 90

 iv. How to build and maintain a multidisciplinary team
[Link]
[Link]
v. The more multidisciplinary the better?–The prevalence and interdisciplinarity of research
collaborations in multidisciplinary institutions
[Link]
vi. Creative exchange: an evolving model of multidisciplinary collaboration
[Link]
vii. Critical success factors in collaborative multi‐disciplinary design projects
[Link]
skipTracking=true
viii. Services design in a collaborative network for multidisciplinary research projects
[Link]
[Link]
ix. Broadening participation in community problem solving: a multidisciplinary model to
support collaborative practice and research
[Link]
x. Playing in the sandbox: considerations when leading or participating on a
multidisciplinary research team
[Link]

Benefits of collaborative and multidisciplinary research

i. The effect of multidisciplinary collaborations on research diversification
[Link]
ii. Benefits and challenges of multidisciplinary project teams: "lessons learned" for
researchers and practitioners "lessons learned" for researchers and practitioners
[Link]
iii. Working relationships and outcomes in multidisciplinary collaborative practice settings
[Link]
iv. Interdisciplinary research collaborations. A guide to creating new research teams.
[Link]
v. Impact of multidisciplinary research on innovation
[Link]
issi2017_paper_153_d_campbell_impact_multidisciplinarity.pdf

How to design and actively participate collaborative and multidisciplinary research

a. How to Build and Maintain a Multidisciplinary Team
[Link]
y_team.pdf

ECT 340 for teaching sem 2 2022-23 Page 59 of 90

b. Introducing New Engineering Faculty to Multidisciplinary Research Collaboration
[Link]
CzJFGkGnZt/2002-ASEE(Bidisciplinary%20Exercise).pdf
c. Overcoming disciplinary boundaries in undergraduate design education: Preparing
digital media design students for collaborative multidisciplinary research practice
[Link]
d. Multidisciplinary collaboration in primary care: a systematic review
[Link]
e. [Link]
f. [Link]
g. [Link]

ECT 340 for teaching sem 2 2022-23 Page 60 of 90

CHAPTER 6: Report Writing and Drawing Conclusions in Research
By Prof. Samson R. Ondigi

Department of Education Communication and Technology

6.1 Report Writing

In research, report writing is about the researcher telling the readers a story that has emerged

from the research findings. Once a study is undertaken, a report is written to present factual

information based on the investigation to solve a problem or make a decision on an issue being

investigated. It is necessary once a study is done for a report to be processed and shared among

the interested parties for sharing information can help to develop common purposes and aims,

spread successful innovations, build on successes, and avoid reinventing wheels and duplicating

mistakes (Lowcay, 2003). According to Kalucy (2014), reports can be written in different forms

depending on the nature of study and the most common types of reports are:

a) contractual reports which are primarily required for accountability and performance

assessment purposes to keep people focused on desired change and to help them decide what

else needs to be done.

b) project reports that provide details on the overall project at the point of completion and

are written in a way that enables the reader to assess the quality and importance of the

information with the aim of persuading the reader to agree with the conclusions and

recommendations.

ECT 340 for teaching sem 2 2022-23 Page 61 of 90

 c) evaluation reports which are normally prepared at the midpoint and at the end of a

project/ program. They generally cover most if not all evaluation indicators, including the

relevance, efficiency, effectiveness, impact and sustainability of the project/program.

d) an annual report which is a good marketing tool that presents the actions and

accomplishments of an organization during the financial year. It provides public evidence

of financial stability and showcases the achievements of an organization.

Two forms of a report are: a memo or long term report as in a paper or a printed book. When

writing an effective report, the researcher should ensure that it is:

a. clear, concise and accurate,

b. easy for the audience to understand,

c. appropriate for the audience and

d. well organized with clear section headings or research themes.

According to the Publication Manual of the American Psychological Association (APA) (2010),

a report must follow a standard format which should include all the necessary structures of a

research report namely:

i. Title Page

ii. Table of Contents

iii. Abstract or Executive Summary

iv. Introduction (or Terms of Reference and Procedure)

v. Findings and/or Discussion

vi. Conclusions

vii. Recommendations and

viii. References

ECT 340 for teaching sem 2 2022-23 Page 62 of 90

However, depending on the nature of study or expected report, a report may also contain:

a. Cover letter

b. Bibliography

c. Glossary and

d. Appendices

It is a practice in research that writing a good report is a skill and as such requires training and

discipline to develop the good writing skills. The principles of good report writing as a practice

([Link] requires that the researcher:

a] writes in the third person, e.g.: According to the examiner…, There seems to be …, It is the

professional opinion of this evaluator that …

b] uses single space to condense the length of the report for a long report can be daunting to the

individuals that will be reading it,

c] keeps being concise and to the point as too many words is not always a good thing,

d] writes in past tense as often as possible for the work has already been done,

e] to underline, bold or italicize paragraph headings so that they stand out and are easy to locate,

f] write reports using complete sentences and be sure your sentences make sense and you have

checked the spelling and grammar to be sure there are no errors and

g] stays subjective for the report is about listing the facts, not our opinions.

Richardson (2017) argues that whether it's a book report, a lab report, a memo or a formal report,

all reports share common principles, or rules. The purpose of a report in an academic setting is to

communicate what was done by whom, how it was done, what the results were and what

conclusions can be drawn from it. Reports can be written in any field about any subject, from

ECT 340 for teaching sem 2 2022-23 Page 63 of 90

science experiments to mathematical proofs to analyses of literary works. Further to this, in

writing, there are basically four principles of report writing, that is:

i] be relevant, by thoroughly searching the existing literature about your topic, and clearly define
the problem under investigation. This is to ensure that the topic is addressing current issues and
those relevant to the area of study right from the introduction through the entire paper in order to
answer gaping questions in the field of study.

ii] organize the report logically for any research work should make sense to the reader and thus
the report must be organized in a logical and formulaic format. The researcher must ensure that
the methods used are clear enough for anybody to follow the study as the major findings and
discussions on how they either answer or do not answer your original question or problem under
investigation.

iii] report accurately for the researcher should ensure that the report is well researched and
contain factual information. It is important that the report should be objective and accurate to
support the findings.

iv] succinctly summarize the report for the reader will appreciate the findings by looking in both
your introduction and your discussion to find a summary of your report, including the main
focus, or problem, and the results of your investigation and a summary thereof for clarity.

Kaplan and Norton, (1992) argue that a good reporting process requires that the researcher thinks
through the research process to ascertain the accuracy and adequacy of information that can be
verified at any one point and this can be expressed as exemplified in figure 1 below:

Figure [Link] Reporting Process

ECT 340 for teaching sem 2 2022-23 Page 64 of 90

When writing a research report, the researcher should ensure that the readers should not have to

struggle to make out the meaning of what you write for the elements of good style in writing can

be summed up very simply as be brief; be clear and be human when presenting the report

(Forsyth, 2010; Evans, & Gruba 2002). Essentially in research, report writing cannot be done

until most of the data has been collected and analyzed to establish meaning and then present

these views in a form of a report. In some cases, data already exist in the form of archival

documents or literary texts from which a researcher can begin the interpretation

much earlier in the research process in the form of report writing. The process of research results

in a collection of facts and ideas that emerge from your analysis. This wealth of information need

to be into a written text that will make sense to a reader, and do justice to your findings. The task

of writing a report is daunting and nerve breaking. How then will you decide which aspects of

your findings are the most interesting and important to report on?

The most important starting point is to remind yourself what the task of writing up research is all

about and according to Golden-Biddle & Locke (1997) “…the major task of writing involves

working out how to make contextually grounded theoretical points that are viewed as a

contribution by the relevant professional community of readers. Essentially, this means the

research should be focused in presenting the ideas of the findings, that is, you need to make

points that are:

i. contextually grounded (based on your data)

ii. theoretically related to relevant theory, and

iii. viewed as a contribution by the relevant professional community of readers by adding

something to the current body of research or theory

ECT 340 for teaching sem 2 2022-23 Page 65 of 90

 ([Link]

thesis-chapters/reporting-and-discussing-your-findings)

6.2 Activity 1

In doing research, the researcher needs to be clear in the mind what the research is all about and

how it is going to be conducted. In writing a report, the researcher summarizes the facts about

the study. Pick a topic of choice or a written research paper and carry out the following activity:

a.) Write down all the things you know now that you didn't know when you started the research.

Precisely write the main points realized in the study

b.) Sort the sentences into groups. Give each group a heading. Now check the headings against

your research question(s). Do all the headings relate to the research question(s)? Do the

questions need refining? Do the refining to crystalize the meaning for the reader.

c.) Use these groups and headings to make a plan of the points you want to make in your

discussion.

6.3 Activity 2

1. Write about your data for Five (5) minutes. You don't have to show what you write to anyone.

2. Stop.

3. Now read over what you've written. Have you learnt anything? Is there anything there you

want to develop further? You could try highlighting key words, or identifying any points that

need further investigation.

The presentation of results from the study should have a logical organization that reflects:

 the aim(s) or research objectives and/or question(s) of the study including any hypotheses

that have been tested and

ECT 340 for teaching sem 2 2022-23 Page 66 of 90

  the research methods and theoretical framework that have been outlined earlier in the

study.

Thus, writing professionally requires that you are not simply describing the data but you need to

make connections, and make apparent your reasons for your thinking so in order to make sense

to 3the reader. This summary is important and necessary in tying together the loose ends in a

study.

6.3 Conclusion

A conclusion is not merely a summary of the main topics covered or a re-statement of a research

problem, but a synthesis of key points and, if applicable, where the researcher recommends new

areas for future research. It is often argued that for most college-level research papers, one or

two well-developed paragraphs is sufficient for a conclusion, although in some cases, three or

more paragraphs may be required ([Link]

Shuttleworth and Wilson (in [Link] argue that for any

research project and any scientific discipline, drawing conclusions is the final, and most

important, part of the process. Essentially, here a researcher tries to summarize what they believe

has been learned from the research, and will try to assess the strength of the hypothesis or

thinking. It is arguable therefore that conclusions are not simply a summary of the findings in

research that you have conducted. The conclusion in writing provides the potential to explore in

depth and detail the broader implications of the findings, while stating the limitations of the

research and clearly delineating the parameters of the study meant to create understanding of the

facts ([Link]

In research, the most critical part is to be able to analyze, apply and draw conclusions from the

information and then ultimately make the best recommendations of the study. This in the eyes of

ECT 340 for teaching sem 2 2022-23 Page 67 of 90

a research is the ability to manipulate, understand, organize and interpret data into achievable

goals and recommendations for the reader to appreciate a piece of writing and the results

achieved. When writing a conclusion, it is worthy ensuring that you conclude an essay with one

or more of the following:

a) Include a brief summary of the paper's main points.

b) Ask a provocative question.

c) Use a quotation.

d) Evoke a vivid image.

e) Call for some sort of action.

f) End with a warning.

g) Universalize (compare to other situations).

h) Suggest results or consequences.

A conclusion provides a thoughtful end to a piece of writing but unfortunately, many conclusions

in college-level papers are a little more than summaries of what has already been said. Here are

some points most applicable when writing a conclusion but avoid:

a. Ending with a rephrased thesis statement that contains no substantive changes.

b. Introducing a new idea or subtopic to your conclusion although you may end with a

provocative question.

c. Focusing on a trivial point that will not contribute much to the conclusion.

d. Apologizing for your view by saying such things as "I may not be an expert" or "At least

this is my opinion."

However, it is advisable to conclude an essay with one or more of the following:

ECT 340 for teaching sem 2 2022-23 Page 68 of 90

 i. include a brief summary of the main points.

ii. ask a provocative question or use a quotation.

iii. evoke a vivid image by calling for some sort of action.

iv. end with a warning or compare your findings to other situations.

v. suggest results or consequences.

The salient and final step in the research process is to put all the pieces of thoughts together in a

lively discussion of key findings as supported by facts and their implications for theory and

practice, together with the limitations associated with those conclusions, and recommendations

thereof for future research. The challenge is how will you draw conclusions from the work under

study or what are the limitations that you have identified in the design thus far that impacts your

study? The conclusion should directly address the purpose statement of your study and the

expected the expected outcome of the study as directly linked to the problem statement. The

conclusions drawn should help the reader and practitioners use this new knowledge as necessary.

Because research generates further research, a conclusions drawn from your research are
important and meaningful. A well-researched piece of work through writing creates a good bond
among researchers who strive always for truth and clarity and to eschew falsehood and
deception. In the conclusion to your report, it is recommended you do the following important
things ([Link]

a. Summarize the main points you made in your introduction and review of the literature

b. Review (very briefly) the research methods and/or design you employed.

c. Repeat (in abbreviated form) your findings.

d. Discuss the broader implications of those findings.

e. Mention the limitations of your research (due to its scope or its weaknesses)

f. Offer suggestions for future research related to yours.

ECT 340 for teaching sem 2 2022-23 Page 69 of 90

 g. The table 1 below shows some questions the researcher can relate to your process and
sources to arrive at the conclusions ([Link]
resources/writing-center/online-guide-to-writing/tutorial/chapter4/[Link]):

Table 1: Check list for drawing conclusions

Checklist for Evaluating Your Conclusions

✓ Statements to guide the evaluation
Does the evidence in my paper evolve from a stated thesis? From sub-
theses? From topic sentences?
Do all of my sources for evidence agree with each other? Are there
conflicts, and have I identified them as conflicts? If I have presented
conflicting opinions, have I distinguished them clearly?
Have I offered enough evidence for every conclusion I have drawn? Are my
conclusions based on empirical studies, expert testimony, or data, or all of
these? Have I included any unsubstantiated opinions or hearsay as the basis
for my conclusions?
Are all of my sources credible? Is anyone in my audience likely to challenge
them?
Have I presented circular reasoning or illogical conclusions?
Am I confident that I have covered most of the major sources of information
on my topic? If not, have I stated this as a limitation of my research?
Have I discovered further areas for research and identified them in my
paper?
Have others to whom I have shown my paper perceived the validity of my
conclusions?
Are my conclusions strong? If not, what causes them to be weak? Do I
myself believe them to be true?

Therefore, in any research project and any scientific discipline, drawing conclusions is the final,

and most important, part of the process ([Link] Here,

whichever reasoning processes and research methods that were used, the final conclusion is

critical in determining the success or failure of the study.

ECT 340 for teaching sem 2 2022-23 Page 70 of 90

Activity 2.1

It is necessary when drawing a conclusion to summarize the main ideas of the Study. Identify a

published research paper and carry out the activities below:

2.1.1 Activity

a] List at least three (3) reasons why drawing a conclusion in research is necessary.

b] Read an identified piece of research and summarize the conclusions drawn by the writer of

that paper

c] Having read the paper and the conclusions drawn by the researcher, how are your conclusions

different from those drawn in the paper you have read and why?

Activity 2.1.2

a] Design a study and hypothetically identify the likely conclusions you will draw from that

study if you carried it out.

b] List at least three (3) challenges you think you have experienced from drawing a conclusion

from a research that has not been undertaken.

c] Briefly summarize to a college student why drawing a conclusion in research is necessary and

indicate the steps that are necessary to follow in drawing a conclusion.

2.2 Importance of a Good Conclusion

Research shows that a well-written conclusion provides you with important opportunities to

demonstrate to the reader your understanding of the research problem and these include

([Link]

i) Remember just as the introduction gives a first impression to your reader, the conclusion

offers a chance to leave a lasting impression.

ECT 340 for teaching sem 2 2022-23 Page 71 of 90

 ii) Summarizing your thoughts and conveying the larger significance of your studyto anwer

your research question.

iii) Identifying how a gap in the literature has been addressed.

iv)Demonstrating the importance of your ideas by not shying for the conclusion offers you

the opportunity to elaborate on the impact and significance of your findings.

v) Introducing possible new or expanded ways of thinking about the research problem.

Further research has shown that when drawing a conclusion to your study use the following

general rules:

 State your conclusions clearly by re-stating the purpose of your study by showing what

were the unique or new contributions your study made to the overall research about your

topic.

 Do not simply reiterate your results or the discussion of your results for it is advisable to

provide a synthesis of arguments presented in the paper to show how these converge to

address the research problem and the overall objectives of your study

 Indicate opportunities for future research and also highlight the need for further research

to provide the reader with evidence that you have an in-depth awareness of the research

problem.

It is also important to consider the following points to help ensure your conclusion is presented

well in the write-up:

i) If the argument or purpose of your paper is complex, you may need to summarize the

argument for your reader.

ECT 340 for teaching sem 2 2022-23 Page 72 of 90

 ii) If, prior to your conclusion, you have not yet explained the significance of your findings

or if you are proceeding inductively, use the end of your paper to describe your main

points and explain their significance and

iii) Move from a detailed to a general level of consideration that returns the topic to the

context provided by the introduction or within a new context that emerges from the data.

6.4 Summary of Lesson

Report writing in research and drawing conclusions are two important activities as this gives the

researcher chance to reflect on the study and tie together the findings for the reader to make

sense of the study.

6.4.1 Report writing

In writing an effective report, the researcher needs to be clear and succinctly compel the

narrative to the reader. The researcher should move beyond merely summarizing the facts and

has to include the following strategies:

i. For a contemporary problem, recommend a specific course or courses of action that,

if adopted, could address a specific problem in practice or in the development of new

knowledge.

ii. Cite a relevant quotation from your literature review to lend authority to the

conclusion you have reached.

iii. Explain the consequences of your research in a way that elicits action or demonstrates

urgency in seeking change.

iv. Illustrate your concluding point with a relevant narrative drawn from your own life

experiences.

ECT 340 for teaching sem 2 2022-23 Page 73 of 90

 v. Remember to provide a "take-home" message in the form of a strong, succinct

statement that you want the reader to remember about your study.

6.4.2 Drawing Conclusions

It is evidently clear that drawing conclusions in research is necessary and requires the researcher

to crystalize his findings in a manner meant to establish the truth. It is clear from the discussions

why drawing a conclusion comes at the end of a research process for it is intended to help the

reader understand why a research should matter to them after they have finished reading a piece

of work. Therefore, a conclusion is not merely a summary of the main topics covered or a re-

statement of your research problem, but a synthesis of key points and, if applicable, the

researcher should recommend new areas for future research.

6.4.3 Assignments

This topic emphasized on the need to be organized in report writing in research and the steps to

consider in each case you are teaching a lesson. The assignment here for discussion is to help the

student teacher develop skills in handling a report writing and drawing conclusions in research

and therefore attempt the assignment by:

a) Identifying six problems that a teacher trainee should avoid when drawing conclusions

from a piece of research or a study undertaken or when wrapping a lesson, and

b) List at least five reasons for drawing a good research conclusion

In order to do the assignment, the following reading assignment/resources are impoert in

understanding the topic:

i. [Link]

ii. [Link]

ECT 340 for teaching sem 2 2022-23 Page 74 of 90

7.0 References

Evans, D., & Gruba, P. (2002). How to Write a Better Thesis (2nd ed.). Parkville: Melbourne
University Press.

Golden-Biddle, K., & Locke, K. (1997). Composing Qualitative Research. Thousand Oaks: Sage
Publications.

Forsyth, P. (2010). How to write reports, and proposals. 2nd rev. ed. London: Kogan Page.

Publication manual of the American Psychological Association. (2010). 6th ed. Washing, DC:

APA.

[Link]

[Link]

[Link]

[Link]
writing/tutorial/chapter4/[Link]

[Link]
Kaplan, R and Norton, D (1992) in [Link]
that-drive-performance-2

Richardson, H. (2017). The Fundamental Principles of Report Writing.

[Link]

([Link]

Shuttleworth and Wilson (in [Link]

Further Readings

Magdalinski, T. (2013). Study skills for sports studies. Abingdon, Oxon.: Routledge. Chapter 7:

Academic writing: how to write reports.

[Link]

Information

[Link]

ECT 340 for teaching sem 2 2022-23 Page 75 of 90

[Link]

[Link]

[Link]
reporting-findings/

[Link]

ECT 340 for teaching sem 2 2022-23 Page 76 of 90

CHAPTER 7: DISSEMINATION OF TEACHER RESEARCH
By Dr Mary Nasibi

Department of Educational Communication and Technology

7.1. Introduction
After going through the research process, the last step is to disseminate information to the

stakeholders who include fellow teachers, administrators, ,school boards , universities of

education , curriculum developers and policy makers .In this lesson therefore , we will focus on

the meaning of research dissemination , importance of disseminating the research information,

strategies of dissemination information and lastly the challenges faced by the teacher researcher

in carrying out this noble task.

7.2 Learning outcomes

By the end of the lesson you will be able to:

1. Explain the meaning of researcher dissemination

2. Discuss the importance of teacher research dissemination

3. Explain the strategies of dissemination research knowledge.

3. Discuss the challenges faced by the teacher researcher in disseminating research findings

7.3 Meaning of teacher research dissemination

Research dissemination is an integral part of the research process. It ensures that the research

objectives are attained and the target audience is reached with the findings.

The concept dissemination connotes either an act or a process of spreading information, ideas,

news to a wider audience or public. Research dissemination therefore the process by which

producers of micro data from surveys and from public and official statistics make their data

available to users ([Link]

ECT 340 for teaching sem 2 2022-23 Page 77 of 90

Dissemination consists of purposive, goal-oriented communication of information or knowledge

that is specific and potentially useable, from one social system to another. (Louis and van

Velzen, 1988) in [Link]

doi=[Link].5286&rep=rep1&type=pdf.

In the case of teacher researcher, it refers to a planned process of reaching out to education

stakeholders and communicating to them and the wider audience the findings of the research

carried out in the classroom ([Link]

research-dissemination).

E-tivity 6.1.2 the concept of research dissemination

Numberin 1.2.3

g, pacing

and

sequencin

Title Meaning of research dissemination

Purpose The purpose of this e-tivity is to help you to understand the meaning of research

dissemination.

Brief Watch videos1 and2 on these links.

summary 1. [Link]

orall task

ECT 340 for teaching sem 2 2022-23 Page 78 of 90

 2. [Link] watch the link on dissemination by

Dr. Gregory Price; only the first slide for 0.20 mins

Spark

Individual a) Using bullet points, outline the key themes in the definition of dissemination .

task b) In a sentence explain what you understand by dissemination of teacher research ..

Interactio a) Post two themes that are common in the dissemination of a teacher research

n b) Provide positive and constructive feedback on the explanation given on the

dissemination of teacher research by three of your colleagues on the forum :

E- 1,Ensure that learners are focused on the content and context of the discussion

moderator 2. Stimulate further learning and generation of new ideas

interventi 3. Provide feedback on the learning progress

ons [Link] the e-tivity

Schedule This task should take one hour.

and time

Next Importance of dissemination

ECT 340 for teaching sem 2 2022-23 Page 79 of 90

7.4 Importance of research dissemination
Research dissemination is an essential stage of research because it:

i. Creates awareness among the stakeholders of the state of education and improves on

teaching and learning outcomes.

ii. Moves research from theory to policy and into practice where the targeted audience will

be expected to implement the research recommendations.

iii. Provides evidencebased solutions to problems in teaching and learning.

iv. Inspires and brings change and reform in education.

v. Improves education by making more informed decisions on teaching and learning .

vi. Justifies the expenses incurred in conducting the research..

vii. It gives voice to the teacher and ensures that the research findings reach a wider audience.

E-tivity 6.1.2 Importance of research dissemination

N 1.2.3

be

ri

ng

pa

ci

ng

ECT 340 for teaching sem 2 2022-23 Page 80 of 90

an

se

ue

nc

in

Ti Importance of research dissemination

tle

P The purpose of this e-tivity is to enable you to explain the importance of research dissemination.

ur

po

se

B Watch videos1 and2 on these links.

ri 1. [Link]

ef [Link]://[Link]/publication/

ta 309603344_The_Role_of_Dissemination_as_a_Fundamental_Part_of_a_Research_Project_Lessons

sk _Learned_from_S[Link]

309603344_The_Role_of_Dissemination_as_a_Fundamental_Part_of_a_Research_Project_Lessons

_Learned_from_SOP

ECT 340 for teaching sem 2 2022-23 Page 81 of 90

S

pa

rk

In a) Using bullet points, outline the key themes in the importance of dissemination.

di b) In a sentence explain what you understand by dissemination of teacher research..

vi

ua

ta

sk

In a) Post two themes that are common in the importance of a teacher research

te b) Provide positive and constructive feedback on the explanation given on the dissemination of

ra teacher research by three of your colleagues [Link]

cti [Link] .

on

ECT 340 for teaching sem 2 2022-23 Page 82 of 90

E- 1,Ensure that learners are focused on the content and context of the discussion

m 2. Stimulate further learning and generation of new ideas

od 3. Provide feedback on the learning progress

er [Link] the e-tivity

at

or

in

te

rv

en

ti

on

Sc This task should take one hour.

he

ul

an

ti

ECT 340 for teaching sem 2 2022-23 Page 83 of 90

 N

ex

7.5 Strategies of research dissemination

The researcher teacher has to reflect on the findings and find ways of disseminating and

implementing the findings. The questions to be raised before dissemination are :

1. What is being disseminated? This refer to the message of dissemination which must be

precise and to the point.

2. Who is recipient of the message and is she, the best audience for this message?

3. Who is carrying out the dissemination? It could be a single researcher, or a group of teacher

researchers or the principal doing it on behalf of the school and research team.

4. How is the dissemination to be done? Is it through a journal, magazine, a report, abstract

presentation in a meeting or conference etc?

5. When will the dissemination done. This is referring to when the information is likely to reach

the wider audience. It specifies the date, month and year.

[Link] does the disseminator expect to gain by dissemination?

The answers to these questions will influence the strategies for dissemination the strategies of

dissemination in teacher based research include but are not limited to the following:

 Report writing which will be at two levels; during the research to inform the

funders, the parents and the school administration on the progress of the research.

ECT 340 for teaching sem 2 2022-23 Page 84 of 90

  Presentations to stakeholders during parent- teacher meetings, teacher- researcher

meetings or administration – researcher s meeting where information would be

given on the findings of the research and implication for research.

Presentations can also be in education conferences locally or a broad where the

findings will be elaborated.

a. Mass media is an effective tool which can inform the parents, the wider

teacher community and the community in general of the findings .The media

includes newspapers, magazines, the radio and even the Television.

b. The use of technology related presentation are also available such as

YouTube, webinar, facebook, twitter, whatsapp and Instagram.

E-tivity 6.2.3 the strategies for dissemination

Numbering, 1.2.3

pacing and

sequencing

Title Strategies of research dissemination

Purpose The purpose of this e-tivity is to enable you to understand the questions raised during

dissemination and the strategies used during dissemination.

Brief Watch videos1 and2 on these links.

summary 1. [Link]

orall task

[Link]://[Link]/academy/lesson/strategies-for-disseminating-educational-research-

ECT 340 for teaching sem 2 2022-23 Page 85 of 90

 [Link]

Spark

Individual a) Using bullet points, explain the importance of the questions raised in the notes and

task videos where applicable. .

b) Identify any of the strategies highlighted in the video and pdf and explain which

ones are relevant to the Kenya teacher researcher. ..

Interaction a) Post your response to any two importance in ( a.) above on the forum.

b) Provide positive and constructive feedback on the explanation given under( b) on

strategies by three of your colleagues

E-moderator 1,Ensure that learners are focused on the content and context of the discussion

interventions 2. Stimulate further learning and generation of new ideas

3. Provide feedback on the learning progress

[Link] the e-tivity

Schedule This task should take one hour.

and time

Next Challenges of dissemination.

ECT 340 for teaching sem 2 2022-23 Page 86 of 90

7.6 The challenges of teacher research dissemination
The teacher researchers face many challenges in data dissemination, partly because of the nature

of research itself, their own characteristics and school environment. Among the difficulties they

face are;

a. Lack of expertise in research dissemination tools. This is a new area and many teachers

feel unprepared for their roles.

b. Limited time for research and teaching. Many teachers feel overloaded with their

teaching load. Additional responsibilities in research and publishing are unwelcome.

c. It is an expensive exercise especially when the researcher is not supported by a research

body. Both writing manuscripts for publication and publication is costly for the average

teacher especially in developing countries.

d. There is no clear valid method of dissemination. This leaves new teacher – researchers

open to trial and error and criticism from older and more experienced researchers.

E-tivity 6.2.3 Challenges of teacher research dissemination

Number 1.2.3

ing,

pacing

and

sequenci

ng

Title Challenges of teacher research dissemination

ECT 340 for teaching sem 2 2022-23 Page 87 of 90

Purpose The purpose of this e-tivity is to enable you to explain some of the problems faced by the

researcher in dissemination.

Brief Watch videos1 and2 on these links.

summar 1. [Link]

y orall Challenges%20in%20disseminating%20review%20findings%20a%20case%[Link]

task

Spark

Individu a) Using bullet points outline the key themes in the challenges of research dissemination.

al task b) In a sentence explain what you understand by dissemination of research..

Interacti a) Post two themes that are relevant but are not in the notes but can be inferred

on from the information in the links on Kusoma platform.

ECT 340 for teaching sem 2 2022-23 Page 88 of 90

 b) Provide positive and constructive feedback on the explanation given on the challenges of

disseminationdissemination of te by three of your colleagues

[Link]

[Link] [Link]

[Link] on the foru.

E- 1,Ensure that learners are focused on the content and context of the discussion

moderat 2. Stimulate further learning and generation of new ideas

or 3. Provide feedback on the learning progress

interven [Link] the e-tivity

tions

Schedul This task should take one hour.

e and

time

Next The end

Questions

1. Using your own words define the phrase teacher research dissemination.

2. Explain the limitations of teacher researcher- based dissemination.

3. There is limited dissemination of classroom research in developing countries. Discuss the

validity of this assertion.

4 . A part from information given on strategies of dissemination, explain other approaches which

can be used by teachers to reach the wider audience?

ECT 340 for teaching sem 2 2022-23 Page 89 of 90

 References

Binder, M. (2012). Teacher as Researcher: Teaching as Lived Research. In Childhood Education

(Vol. 88, Issue 2, pp. 118–120). [Link]
Chow, K., Chu, S. K. W., Tavares, N., & Lee, C. W. Y. (2015). Teachers as researchers: A discovery
of their emerging role and impact through a school-university collaborative research. In Brock
Education Journal (Vol. 24, Issue 2). [Link]
[No title]. (n.d.). Retrieved August 4, 2020, from [Link]
Strategies for Disseminating Educational Research Findings. (n.d.). Retrieved August 4, 2020, from
[Link]
[Link]
Website. (n.d.-a). Retrieved August 4, 2020, from
[Link]
er_and_Reflective_Teaching
Website. (n.d.-b). Retrieved August 4, 2020, from
[Link]
he_outcomes_of_teaching_and_learning_projects
Website. (n.d.-c). Retrieved August 4, 2020, from
[Link]
Website. (n.d.-d). Retrieved August 4, 2020, from

ECT 340 for teaching sem 2 2022-23 Page 90 of 90