B A R s
C T i p
I NG
R I T
W Jocelyn D. Fastidio
Research Enthusiasts
Classroom-Based Action
Research CBAR
Involves teachers conducting collaborative,
evidence-based investigations into their own
classroom routines and relationships with a view
to understanding and improving the quality and
justice of their practices in the classroom.
Types of Classroom-Based
Action Research CBAR
1. Traditional Action Research
2. Collaborative AR or Participatory Research
3. Technical AR
4. Practical AR
5. Emancipatory AR
6. Critical AR
Types of Classroom-Based
Action Research CBAR
1. Traditional Action Research
refers to the collaborative use of a
traditional research approach by university- and
school- or organization-based participants,
typically led by the university collaborators.
Types of Classroom-Based
Action Research CBAR
• 2. Collaborative AR or Participatory
Research - The term is also used by Oja and
Smulyan (1989) to describe their action
research process, "which engages
teachers in all aspects of the research
process as they study their classrooms or
schools" (p. vii).
Types of Classroom-Based
Action Research CBAR
3. Technical AR
Based on the Aristotelian notion of techne, most
limited of the three types, a research facilitator convinces a
group of practitioners to implement an innovation (e.g.,
cooperative learning or assertive discipline) according to his
or her pre-set specifications.
Types of Classroom-Based
Action Research CBAR
4. Practical AR
Grundy's second category, practical action
research, is based on the Aristotelian notions of
phronesis and praxis and "seeks to improve
practice through the application of the personal
wisdom of the participants“.
Types of Classroom-Based
Action Research CBAR
5. Emancipatory AR
A group of practitioners comes together with critical
intent, and, through a process of deliberation involving
"symmetrical communication," organizes both "enlightenment"
and "action." A facilitator can assist the group process, but "power
within emancipatory action research resides wholly with the
group, not with the facilitator and not with the individuals within
the group" (Grundy, 1982, p. 33).
Types of Classroom-Based
Action Research CBAR
6. Critical AR
Tripp (1984) distinguishes between
emancipatory action research, in which critical
reflection leads to social action, and critical action
research, which stops short of action. Mc Taggart
(1991) does not find the distinction helpful.
RESEARCH PROCESS
Finding a Research Topic
Defining the Research Question
Thinking About Pedagogical Utility
Generating Data
Analyzing Data
Sharing Findings
THINKING ABOUT ETHICS
Basic Principle
CBAR are not conducted at the expense of actual teaching and learning (Koustulas &
Lammerrer, 2015). Participants must benefit directly from the study.
Obtaining Consent
Anonymity & Confidentiality
WHY USE QUOTATIONS,
PARAPHRASES, AND SUMMARIES?
Provide support for claims or add credibility to your writing.
Refer to work that leads up to the work you are now doing.
Give examples of several points of view on a subject.
Call attention to a position that you wish to agree or disagree with.
Highlight a particularly striking phrase, sentence, or passage by quoting the original.
Distance yourself from the original by quoting it in order to cue readers that the words are not
your own.
Expand the breadth or depth of your writing.
Basic Skills in Technical Writing: Three
Ways of Incorporating other Writers’ Work
into Your own Writing
Quotations - must be identical to the original, using a narrow
segment of the source. They must match the source document
word for word and must be attributed to the original author.
According to Scholte (2008, p. 1473) “when globalization is
interpreted as internationalization, the term refers to a growth of
transactions and interdependence between countries”.
Basic Skills in Technical Writing: Three
Ways of Incorporating other Writers’ Work
into Your own Writing
Long (Block) quotes
Quotes of more than 30 or 40 words (depending on the citation
style you are using) should be:
set apart from the rest of your text, usually
leaving one blank line before and after
indented, usually by five spaces
possibly typed in a smaller font.
Generally, the quote should be preceded by a colon.
Kotler comments on the tendency of many Americans to assume that everything
in the United States is better than elsewhere:
A nation that is great does not need to boast about it! It will be
known without promotion. Other nations don’t appreciate hearing,
by implication, that their country offers much less than the U.S. does.
The citizens of many countries actually prefer their country’s ways and
culture to U.S. culture. Many Europeans, especially the French, feel
their lives are more satisfying (Kotler, 2016, p. 168).
A similar attitude prevails in Australia and can be discerned in discussions about
immigration. Many commentators take it for granted that everyone would prefer
to live here.
Basic Skills in Technical Writing: Three Ways
of Incorporating other Writers’ Work into
Your own Writing
Paraphrasing - involves putting a passage from source material into
your own words which must also be attributed to the original
source.
Tip
A paraphrase is particularly useful:
when you are dealing with facts and definitions
when you need to refer to a chunk of information from one
particular part of a source (e.g. a paragraph in the introduction of a
journal article).
Here is how to paraphrase:
1. The first step in paraphrasing is to read the original text and get a full grasp of
it. You may need to read the original text a few times and check the meaning of
key words to fully understand it.
2. While you are reading, think about the overall meaning of each paragraph or
section - don’t just focus on the individual words and sentences.
3. After each paragraph or section, put the reading aside and state it in your own
words.
4. When you can do this, you are ready to write your paraphrase.
5. Finally, proofread, revise and edit your paraphrase as necessary.
Basic Skills in Technical Writing: Three Ways
of Incorporating other Writers’ Work into
Your own Writing
Summarizing - involves putting the main idea(s) into your own
words, including only the main point(s). Once again, it is necessary
to attribute summarized ideas to the original source.
Tip
A summary is particularly useful if you need to refer to the
main idea/argument presented in a source (e.g. a book / chapter /
article, etc.).
Here is how to summarize:
1. Similar to paraphrasing, the first step in summarizing is to read
the original text and get a full grasp of it. You may need to re-
read the original source a few times and look up the meaning
of key words to fully understand it.
2. When reading, ask yourself: What is the overall message? What are
the key points?
3. Concentrate on the essentials and leave out details and examples.
4. Put the source aside and state its key points in your own words.
5. When you can do this, you are ready to write your summary.
6. Finally, proofread, revise and edit your summary as necessary.
Hypothesis & Assumption :
HYPOTHESIS
Something that has yet In science hypothesis and
not been proven to assumption are concepts ASSUMPTION
classify as a theory but that are similar in nature
An assumption is
believed to be true by and are used commonly in
any Statement that is
the researcher is research and experiments.
believed to be true.
labeled as a
hypothesis.
Hypothesis & Assumption :
Hypothesis & Assumption :
Analyzing Data from Your Classroom
Beginning the Meaning Making Process
Before you begin your data review, go through the project's intended goals
again.
Organizing Your Data
You will want to make a note of everything you possibly can when you collect
data.
Analyzing and Presenting Your Data
Be systematic in your method of analysis.
References
Academic Success Center
[Link] hrase
Bueno, D. (2020). Thesis and dissertation writing guide.
Columban College Inc. Columban College.
[Link]
599_Guide_for_Research_Thesis_and_Dissertation_
Writing_for_Graduate_Students
Creswell, J.W. (2009) Research Design: Qualitative,
Quantitative, and Mixed Methods
Approaches.
[Link]
m-binaries/36584_01_Koshy_et_al_Ch_01.pdf
References
Center for the Advancement of Digital Scholarship. Analyzing
data from your classroom.
[Link]
nresearch/chapter/chap6/
Coghlan, D. & Brydon-Miller, M. (2014). Classroom- based action
research. SAGE encyclopedia of action research.
[Link] cyclopedia-of-action-
research/n43.
King, A. & Lonnquist, M. (1992). A Review of Writing on
Action Research(1944-Present).
[Link]
References
Kostoulas, A. & Lammerer, A. (2015). Classroom-based
Research. [Link]
[Link]
McCombes, S. (2019). How to write a hypothesis. Scrrbr.
[Link] process/hypotheses/
Purdue online Writiing Lab
[Link]
tion/using_research/quoting_paraphrasing_an d_sum
marizing/[Link]
References
The Monash university Website
[Link]
assignments/writing/paraphrasing-summarising- and-quoting
Sacred Heart University Library
[Link]
2#:~:text=Action%20Research%20Design,- Definition%20and
%20Purpose&text=The%20essentials% 20of%20action
%20research,some%20form%20of%20inte rventionary%20strategy.
Wilkinson, D. (2000) The researchers’ toolkit.
[Link] 14913
“I never teach my pupils. I can only
attempt to provide the conditions in
which they can learn.”
—ALBERT EINSTEIN
Thank You!
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