Module 3

Module 3 spent a lot of time on action research.  Obviously, the Mertler (2012) book is about action research, but the Phillips (2008) reading for this module also focused on the importance and implementation of action research.

Phillips (2008) introduces the idea of action research this week.  He says that the difference between doing a quasi-research and action research is the formal procedure that one must use in the action research (p. 317).  Phillips (2008) goes into great detail regarding action research.  Although the Mertler (2012) readings from previous weeks introduced me to action research, the Phillips (2008) reading is music specific.  I really appreciated how Phillips used published articles in music education as an example of music action research.  Phillips (2008) also provided excerpts to explain how to know when the research is considered “good” research.  This reading also provided a listing of music journals that can be consulted for further study of specific research areas in music.

Mertler (2012) is, as already known, speaking about action research in this week’s reading.  His book goes into great detail about each of the sections in action research.  This week focused on planning for the action research.  Mertler’s (2012) reading for this week gave details regarding identifying a topic, gathering preliminary information, and reviewing related literature.  This helped with the discussion for this week since we had to identify two possible research topics.  I really appreciate how Mertler (2012) not only goes into detail, but also utilizes numerous charts, tables, and bold-faced words.  These prove very effective is gathering my attention as I am reading.  Not only does he go into written detail regarding searchable databases for research, he provides screen shots to actually show the reader what they will be looking at as they conduct a search.  Mertler (2012) also emphasizes how important literature reviews are in the process of determining whether or not the research is relevant to the topic at hand, and provides clear instructions on how to complete the literature review.

Both readings were very relevant to module 3’s work, as the information was needed to complete the discussion, as well as the scavenger hunt.  I used both of these resources to complete the scavenger hunt, which proved to be a very time-consuming project.  It was rather difficult in the beginning to get acquainted with the different formats of the databases, but I feel much more confident (although not 100%) in my ability to find research now.  The brochures and video clips were also useful in helping to use the UF library catalog.

Module 2

Module 2 focused on some of the details regarding research.  Contrary to my thoughts about the Phillips (2008) reading last week, I was actually very interested in the reading this week.  While the reading last week was very vague and overwhelming (in my opinion), this week the reading spent some time on the background of research, why research is done, and who does research.  Components of research were broken down into detailed sections.  Phillips (2008) did not just state the definition of what an abstract, for instance, is, but he goes on to give examples of where to find abstracts and an example of one.  By his example, he then goes on to ask the reader specific questions about the information that has been given.  For instance in the abstract section, Phillips (2008) asks the reader to identify the type of research that has been presented by the abstract.  Phillips (2008) does a great job of thoroughly describing what should be included in each section of a research study.  This is helpful not only for interpreting a research study, but also for writing a research study.  As stated before, each section has examples that put the information into an example for the reader to better understand what is being presented.  There are also helpful points that Phillips (2008) makes about the quality of the research.  He provides useful questions to ask one regarding the research being read and whether or not the research should be trusted.  It is very helpful to have these tips there to better differentiate between the qualities of research that is available.  This reading helped me to better understand the discussion post and research assignment for the week.

The Mertler (2012) reading for this week was very specific to the steps of action research.  He reminds the reader that there are four main stages (planning, acting, developing, and reflecting) but goes on to explain that there are nine steps that take place throughout these stages.  Mertler (2012) goes into great detail regarding each of these steps throughout each stage.  He does a wonderful job explaining what each step should incorporate for a successful and effective study.  Just as last week’s reading, there were many charts and figures, as well as bold-faced words throughout the reading to help visualize what Mertler (2012) was trying to explain.  After explaining each of these steps in each stage, Mertler (2012) turned his steps into an actual example of an action research study.  This helped me to see how the action research would actually be implemented.

After stating last week that action research had been part of my teaching, I now realize how much more in-depth action research actually is.  It turns out that I have been implementing certain aspects of action research into my teaching, but definitely not participating in an actual action research study as I had previously thought.  I appreciate how Mertler (2012) and the video of Robert Duke take a more hands on approach to student learning and teacher accountability.  Both researchers seem to be on the same page regarding teacher reflection and the idea of hands-on learning for all, including the teacher.  They are both great examples of researchers who are completing action research.  I found the video of Robert Duke to be very inspirational in the way that he presented how we learn and how we do not learn.  It gave me things to ponder this summer as I prepare for the next school year.

Module 1

While completing my undergraduate degree at Illinois, I took a class just before student teaching that had a unit focused on research.  While only a few weeks were spent on this topic, we were not able to get into great detail regarding research.  What I do remember is that we did discuss differences between quantitative and qualitative research and completed a few methodologies.  I must admit that I did put this memory into the back of brain until recently.

Since completing module 1 of this current class, I have taken some things from the past "out of storage" from the past.  I have reflected upon what I had known about research and what I now know after completing this module.  While I was correct in remembering quantitative and qualitative research, I certainly did not know that there are specific methods of research within each of these categories.  In the reading from Phillips (2008), he goes on to explain the value of research for music educators as well as different publications that are available to music educators to study.  I had not realized that so many resources were available (especially online as silly as that seems) but I also had not realized that I should be utilizing these tools available to me.  While this reading was specific to music education, as a novice to research, I must admit that it was somewhat difficult to understand some of the specific types of research since he did not go in to great detail or use examples.  I did gain a greater understanding of the different types of research, however, I would not say that I would be able to differentiate between them all at this point, nor would I be able to implement a specific type of study effectively.

After completing the Phillips (2008) reading, I went on to the Mertler (2012) reading.  I was surprised to see that this book was not specific at all to music education.  I was also intrigued by this new term "action research" that Mertler speaks of.  Mertler speaks of action research being something that any teacher or administrator can do to study their own classrooms or schools to make their teaching more effective.  After reading this, I realized that I take part in this all the time, but I did not know that it had an actual name.  I found that Mertler's reading was much easier to understand, as it seems to take a more humanistic approach than the Phillips (2008) reading, if that makes sense.  In my opinion, much of what Phillips had said in his reading was also said in the Mertler (2012) reading, but Mertler did a great job of providing lots of examples for each of his topics.  Mertler was able to give me a clear understanding of the basis of educational research, as well as introduce this "new" topic of action research and how it pertains to today's educational system.  In Illinois we are adopting the Danielson Framework for Learning and our observations are based upon this system.  The Mertler (2012) reading gave me some great insight into this because there are many similarities within action research.  This new framework uses lots of reflection in teaching, as well as collaboration.  Both of these ideas are explained thoroughly in the Mertler (2012) reading.

The readings for the week have done a thorough job of re-introducing me to research.  I appreciate that there are multiple sources of the reading, as people learn in different ways.  The Mertler (2012) reading uses a fair number of diagrams and outside sources, while the Phillips (2008) reading is straight and to the point.  The two authors compliment each other in a wonderful way.  Understanding the historial significance and background of anything will lead to improvements in the future; education is no exception.  The videos that have been associated with this module have helped to add to what is being learned.  I especially appreciated the historical narration about Edwin E. Gordon.  It was great to learn about some of the early pioneers in music education research and what he has accomplished throughout his life.  It is great to hear of somebody's quest to better music education within society, especially since he was so interested in such young children! Even at the age of 85 he is still reflecting!

I hope that the rest of the modules continue to open my eyes to the importance and relevance of research.