Teacher Action Research?
What Does That Mean To A Harried Adult Educator?
by Lisa Snyder,
Ten County Co-op, Southwest Texas State University
If you are anything like me, you may have chosen
this field because you thought it would be exciting and challenging; and one
that is ripe with opportunity to help others and possibly make the world a better
place. Whew! Those ideas may seem foreign to you after the battering of the
day-to-day dilemmas we all have to face. Most of us have the best intentions,
but time and many other constraints can get in the way. We want to continue
to learn and create ways to improve our performance, but may feel overwhelmed
and continue the status quo. It is easy to think that there would be absolutely
no time for something as scholarly as teacher research. Fortunately, there is
good news! You can improve your practice and help others in the adult education
field with less effort and time away from your classroom than you think.
Teacher Research
The basic premise behind teacher action research is to become engaged in learning
something new that meets your individual needs and interests rather than preset
concepts presented at a traditional staff development seminar.
Last fall, I became involved in a teacher research
project through Project IDEA. I was particularly interested in determining
whether project-based learning could be easily integrated into a multilevel
GED classroom and provide positive outcome measures. I had heard a great
deal about project-based learning, but was skeptical because I had never
used this approach and was fearful that there wouldn't be enough instructional
direction. Let's face it, we only have so much time with these folks and
we have to cram as much in as we can! I was pleasantly surprised by the
results of my research and quite proud of the project my students completed.
Class Project
Project-based learning emphasizes problem solving, teamwork, and self-directed
research. (Kraft, 1999, p.1) My students conducted an inquiry project on high
school dropout prevention. I facilitated the inquiry map for my students, but
they chose the topic based on their interests and questions. (Rosen, 1996, p.1-2)
I think the reason they chose this topic was because it was an avenue of self-discovery
whether they realized it or not. Students respond well when they are given respect
for their ideas. Issues pursued by the students included current/historical
dropout rates, reasons for dropping out of high school, dropout prevention programs,
and reasons to stay in school. Students reviewed library materials, databases
on the Internet, information provided by the local school district, and documented
personal experiences.
Upon completion of their research, the students
presented their findings in a detailed written report, as well as
a brochure, which summarized the information. These brochures have
been distributed throughout the Bastrop community, including the library,
high schools, Texas Workforce Center, and the Department of Human Services.
In addition, the students prepared and delivered a program for two
alternative high schools. These presentations were videotaped.
Outcomes
The class project facilitated the growth of many academic and workplace
skills. Skills acquired by the students included learning how to:
- collect data;
- enter data in the Excel 97 program;
- prepare charts;
- synthesize research information;
- create a report in Word 97;
- edit written documents;
- create end notes and bibliographies; and
- improve their writing in general.
These technical and communication skills are
extremely relevant in the workplace today.
The project strengthened class attendance and
retention by providing an interesting springboard for collaboration
and kinship. It provided for student expressions that may not have
otherwise occurred in a traditional classroom. Students saw the connection
of themselves to the community and how that kind of active citizenship will
have a positive effect on their lives. The project improved the students'
self-esteem because they realized that they had something to offer and people
listened to them. Even though the students had limited resources, time, and
knowledge, they benefited emotionally by "giving back to the community."
Finally, the students found their self-reflection
to be illuminating. They recognized their mistakes and spent time determining
what options they could have made to have been more productive. Many students
in my class do not excel in planning and problem solving; therefore, this was
a good exercise in evaluating life choices.
Practice Philosophy
My participation in Project IDEA changed my attitude about open- ended
projects. I kept a reflective journal throughout the process to assess the effectiveness
of the new practice. (Brookfield, 1995) I found the benefits of project-based
learning to be that it treats learners like "adults" because it requires
initiative, leadership, perseverance, and creativity. If students are given
the opportunity to learn through topics that interest them, there is less struggle
to motivate learning. Projects can inspire and challenge without pressure. The
real world experiences better prepare students for lifelong learning.
There are limitations to project-based learning
for a GED class. For example, some math concepts may not be captured; therefore,
the projects should not be the exclusive teaching method utilized. Further,
I would limit the amount of time devoted to any given project to two months
due to the nature of adult education programming. Finally, keep in mind that
this style of teaching may take more time to cover content and requires patience
and ingenuity.
My entire class did not participate in the project;
however, that should not be a concern. The whole point is to let motivation
drive learning rather than other factors.
I find myself challenged to focus attention to
the demands of a multilevel and multitask classroom; however, I now consider
project-based learning to be a wonderful component in my ABE/GED classroom.
About the Author
Lisa Snyder has been a part-time adult
educator for Ten County Co-op, Southwest Texas State University for two years.
She teaches ABE/GED classes at the Texas Work Force Center in Bastrop. Lisa
enjoys spending time with her husband and her daughter who is starting kindergarten
this year. She serves on the board of Hill Street PTA, is an active member of
the Ascension Catholic Church and has a small antique business. You may contact
Lisa at lisa.snyder@twc.state.tx.us
References
Brookfield, S.D. (1995). Becoming a Critically
Reflective Teacher. San Francisco: Jossey-Bass Publishers. Drennon, Cassie.
(1994). Adult Literacy Practitioners Researchers. ERIC Digest.
Kraft,
Nancy. (1999). Criteria for Authentic Project Based Learning. Denver
Colorado: Kraft RMC Research Corporation.
[Available Online] http://www.rmcdenver.com/useguide/pbl.htm
Rosen, David. J. (1996). How to Make Inquiry Maps.
[Available Online] http://www2.wgbh.org/MBCWEIS/LTC/ALRI/IM3.html
  
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