Teacher Action Research

Teacher Action Research?
What Does That Mean To A Harried Adult Educator?

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.

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.

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.

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.

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.

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

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