Understanding and Supporting Learners by Taking Action

Teachers will learn how to use action research steps to identify children’s needs and/or the challenges they encounter in teaching children in preschool and early elementary school. The process of conducting action research will support the teachers in learning the different data recording systems(INS3), and interpreting data in order to improve the implementation of instructional practices and learning outcomes (INS6). The ultimate goal of learning the action research process is to support teachers in utilizing a clear methodology to identify their instructional needs, identify best instructional strategies, and implement them with fidelity to support the children’s learning of academic skills and other behaviors.
 
The gap between research and practice can be bridged by teaching and encouraging teachers to conduct action research in their educational settings. Teachers who are conducting action research take ownership of the identified problems, become experts in identifying proper solutions, and skillful in using data to explain the impact of evidence-based practices and interventions on children’s outcomes. The engagement in the action research process makes research relevant and meaningful for teachers because it addresses their own needs and encourages them to access research findings to learn about the latest and best practices (Mills, 2018).
 
Participant Outcomes:  
Participants will describe the four steps of action research.
Participants will generate ideas for action research they can conduct at the classroom and/or school levels.
 
Presenters: Hasan Zaghlawan, PhD, and Jennifer Ritchotte, PhD

Hasan Zaghlawan, PhD, is an Associate Professor of Early Childhood Special Education in the School of Special Education at the University of Northern Colorado. He coordinates the MA ECSE program. His research interests focus on increasing children’s engagement in naturalistic environments, promoting early social and communication development, and managing challenging behaviors.
 
Jennifer Ritchotte, PhD, is an Associate Professor of Gifted and Talented Education in the School of Special Education at the University of Northern Colorado. Her current research focuses on gifted underachievement, and developing effective practices for twice-exceptional learners.