3_Claim+Statements

**Within this Webpage, please list your ideas for "Claim Statement(s)", including your initial thoughts on how the survey data can be used to support your claim.**
__Claim 2: __ Approximately 15% of the participants working in the University/College setting defines action research as a process of change through the collaborative efforts of investigators, stakeholders, the researcher and co-researchers. __Claim 3: __ Approximately 7% of the participants working in the University/College setting defines action research as a process of problem solving in a community of practice. || __Claim2: __ Rather than stressing the research component of Action Research, participants viewed it more as a cyclical and iterative process on a personal level: "a reflective dialogue with self". || Claim 2: Approximately 35% of the participants working in the corporate sector define action research as improvement. Claim 3: Approximately .07% of the participants working in the corporate sector define action research as change. Claim 4: Approximately .14% of the participants working in the corporate sector provided no data when asked to define action research. __Findings: __ The word that was used from greatest to least was //problem solving, improvement // and //change //. The data analysis revealed that action research encompasses problem solving; is iterative an a cyclical process. ||
 * Our approach: ** Due to major differences in the format of definitions and flexibility of sentence constructions, we defined the definition of Action Research to be the unit for our data analysis and by carefully scanning the data identified three major themes to categorize definitions: **change, improvement and problem-solving**.
 * **Sector of Work ** || **<span style="font-family: 'Arial','sans-serif';">Claim ** ||
 * <span style="font-family: 'Arial','sans-serif';">University/College, Support, Leadership, and Technology || __<span style="font-family: 'Arial','sans-serif';">Claim 1: __<span style="font-family: 'Arial','sans-serif';"> Approximately 46% of the participants working in the University/College setting defines action research as a process of improvement in their practice, learning/knowledge, community and self.
 * <span style="font-family: 'Arial','sans-serif';">K-12 Teaching and Support || __<span style="font-family: 'Arial','sans-serif';">Claim1 __<span style="font-family: 'Arial','sans-serif';">: Approximately 62% of participants working in K-12 Teaching and Support sector perceive Action Research as a process to make some changes in their personal life, practice, community and learning/knowledge development, 21% perceive Action Research as a process to make some improvements in their personal life, practice, community and learning/knowledge development. About 17% view Action Research as a way of solving problems more effectively.
 * <span style="font-family: 'Arial','sans-serif';">Corporate Support and Corporate Management || <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Claim 1: Approximately 42% of the participants working in the corporate sector define action research as problem solving.
 * <span style="font-family: 'Arial','sans-serif';">Non Profit Sector Management and Support || __<span style="font-family: 'Arial','sans-serif';">Claim1: __<span style="font-family: 'Arial','sans-serif';">Respondents from the non-profit sector defined problem solving, change, and improvement as the leading benefits of conducting action research. Most participants responded from a personal standpoint, stating action research as a problem-solving tool for the improvement of practice, an instrument for learning communities, and a process for both reflective and investigative inquiry. Action research was also defined as a means to improve one’s practice and/or learning environment. Lastly, action research was noted as a process initiated by the researchers actions that facilitates change in varied settings including one’s community of practice.


 * Quantitative Data: **

Respondents-Problem Solving 56%

Respondents-Improvement 42%

Respondents-Change 2% ||
 * <span style="font-family: 'Arial','sans-serif';">General || __<span style="color: black; font-family: 'Arial','sans-serif';">Claim 2 __<span style="color: black; font-family: 'Arial','sans-serif';">: Further deductions regarding the data are difficult to make due to lack of complete information on respondents background ie. action research topic while in MALT, profession, ethnicity, socioeconomic background, or if the respondent successfully completed the program. When collecting data for qualitative research, the researcher should ensure that he/she has as much background information to include: age, gender, ethnicity, profession, socioeconomic background, and highest level of education completed in order to make as valid assessment of the data that one can. ||


 * Hi everyone. After looking at the assignment I came up with the following:**


 * Claim: The word "change" is mentioned 34 times all referencing Action Research. Evidence is provided through the Action Research responses. Change seems to be the major theme and idea of action research but I haven't come up with a sentence or paragraph yet. Just throwing it out there.**


 * We also could compare cadre's and the evolution of Action Research between cadre 5 and cadre 12, is there an increase because there is more evidence?**


 * We could compare student responses versus prof responses and/or K-12 versus University/College responses.**


 * I am going to do some research on coding to help with our analysis.**


 * What are your thoughts on our presentation? Anyone good with using Prezi?**


 * I look forward to seeing what everyone came up with. I will continue to work on this over the weekend.**
 * Debbie**

Lucy is here Here is what I came up with. Not sure if I'm doing this the right way, but I tried based on what I learned.

After spending two days going over the data one by one, the word count didn’t give me much understanding of the data, here are my findings. Almost all the definitions of the Action Research are trying to answer the following three questions:
 * 1) What is Action Research?
 * 2) What’s the setting it’s happening in (community, practice, self)?
 * 3) What is the goal or the purpose of Action Research?

The answer to the first question was pretty much similar in all the entries. I focused more on the purpose or the goal and the setting part of the definitions and found the following categories or themes and subcategories:

//SubCategory. a.// Community (C-CM) //SubCategory. b.// Learning (C-L) //SubCategory. c.// Self (C-S) //SubCategory. d.// Environment (C-E) //SubCategory. e.// Practice (C-PR) //SubCategory. f.// Collaboration (C-CL) //SubCategory. a.// Community (I-CM) //SubCategory. b.// Practice (I-PR) //SubCategory. c.// Problem-Solving (I-PS) //SubCategory. d.// Learning (I-L) //SubCategory. e.// Collaboration (I-CL) //SubCategory. a.// Self (P-S) //SubCategory. b.// Community (P-CM) //SubCategory. c.// Practice (P-PR) Maybe sub-categories can become categories too. Some entries overlap in different categories. Once I categorize the data, I’m hoping to be able to make some kind of a claim. We can see if any particular Sector of Work or an Age-group is dominant in a specific category. I’m still learning about Qualitative Analysis and coding. The following resources helped me:
 * Category 1.** **__Change (C)__**
 * Category 2.** **__Improvemen__**__t**(I)**__
 * Category 3.** **__Problem-Solving (P)__**
 * Category 4.** **__Learning/Knowledge Development (L/K)__**
 * Category 5.** **__Leaving in accordance with values (LV)__**
 * Category 6.** **__No purpose (N)__**

<span style="color: #3b5998; font-family: 'Tahoma','sans-serif'; font-size: 11px; text-decoration: none;">@http://qualitative-researcher.com/blog/?p=1322 [|Analysing Qualitative Data.pdf]

Hi All, Simone's Response: Quantitative data is measured and often presented numerically. Qualitative data is more of the observation of themes in information. In reviewing qualitative data, it is not unlikely that some aspects of quantitative data will become evident. With this in mind, my initial review of the data involved my looking for recurring words and phrases of the respondents, which I grouped into male and female. I then reviewed the information (qualitatively) for recurring themes and opinions that were more descriptive versus numerical. I was not so much interested in how many times a phrase or a word is used in the responses, as I was in the trends that emerged from the responses. In other words, I used the quantitative data only to point me in the direction of where I might find the strongest basis for that info which is qualitative. I then, went through each group’s response individually (for those who responded with a gender) to look for themes or opinions that stood out. Here’s a sample from male/females who responded.

4 action research is an iterative process 2 the results of that action 2 research is an iterative process 2 research is a method of 2 research is a form of 2 is an iterative process of 2 in the context of one's 2 do I get them to 2 cycles of action and reflection 2 action research is the process 2 action research is the iterative 2 action research is a method 2 action research is a form || Phrase 2 the direction of my values 2 research is the process of 2 research is a process of 2 live in the direction of 2 is an iterative process of 2 in their community of practice 2 in the direction of my 2 direction of my values ' 2 action research is the process || 59 research 35 process 21 problem 20 researcher 20 practice 15 reflection 13 change 11 results 10 iterative 10 improve 10 actions || 57 action 56 research 31 process 25 practice 17 problem 13 researcher 12 change 11 through 10 reflection 10 based || Male: Reflection/Self-Refection is the leading component of Action Research. || CLAIM: Female: The desire to improve one’s practice is the primary reason to conduct action research. ||
 * Quantitative || Recurring Themes in Phrases (MALE) || Recurring Themes in Phrases (FEMALE) ||
 * || Phrase
 * Quantitative || Recurring Words (MALE) 10 most common responses || Recurring Words (FEMALE) 10 most common responses ||
 * || 74 action
 * Primary Observations/Themes from data (Qualitative): || CLAIM:


 * Matt L - Claims**

practice 38 problem 36 researcher 31 change 30 reflection 25 result 19 improve 19 learn 17 community 16 reflect 14 through 14 cycle 13 base 12 solve 12 iterative 12 cyclical 11 involv 11 how 10 study 9 cycl 9 work 9 one 9 || practice 8 researcher 7 process 7 one 5 work 4 improve 4 direction 3 improving 3 understand 3 par 3 problem 3 change 3 qualitative 3 solving 3 see 2 educators 2 values 2 ask 2 everyday 2 iterative 2 others 2 practitioner 2 problems 2 ||
 * Claim 1:** Students whom have gone through the OMET/MALT program describe Action Research differently than how "experts" would, to include Authors and/or Professors of Action Research.
 * **"Key Words" used by all OMET/MALT former students** || "Key Words" used from Authors and Professors of Action Research (10 responses) ||
 * process 56

practice 24 researcher 22 problem 20 change 19 base 10 work 10 learn 10 improve 10 reflect 9 result 9 reflection 9 through 8 one 8 cycle 7 community 7 improv 6 how 6 inquiry 6 make 6 method 6 constant 6 issue 5 || process 16 researcher 9 problem 9 practice 7 community 7 solv 6 learn 5 change 5 cycle 5 reflection 5 improve 5 collaborative 4 project 4 iterative 4 next 3 opportunity 3 individual 3 result 3 solution 3 effect 3 reflective 3 help 3 begin 3 || review 4 process 3 manner 2 how 2 iterative 2 get 2 held 1 enhance 1 form 1 collaboration 1 examination 1 further 1 facts 1 discoveries 1 problems 1 locations 1 tools 1 applications 1 discovery 1 impacts 1 one 1 sharepoint 1 traditional 1 || process 3 reflection 3 practice 2 tool 2 simple 2 learning 2 problem 2 h/her 1 circumstances 1 produce 1 advantage 1 taking 1 doubles 1 individual 1 daily 1 community 1 statement 1 solving 1 new 1 facilitated 1 addressing 1 collaborative 1 strategies 1 ||
 * Claim 2:** Action Research is defined differently between those who teach and those whom are in a leadership position.
 * **"Key Words" used by K-12 and University Teachers** || **"Key Words" used by K-12, University, and Corporate Leadership** || **"Key Words" used by Corporate Management** || **"Key Words" used by Non-Profit Management** ||
 * process 32
 * Lily**
 * Lily**

Hi everyone, this is my claim. Thanks for everyones help, direction and input on this one!

Female participants surveyed, ages 50-60, from the five sectors ( university, noprofit, K-12, K-12 leaders and those in corporate) describe action research as, "Change, transformational, improving, understanding, adjusting, refining and revising." Out of the five sectors sampled, the university participants had used the words above more often than the other sectors.
 * __Claim__**