answer to peers w 8 and 9

AC

The scarcity of resources may be the greatest obstacle to action planning. But by being innovative and remaining energized by what the teacher researchers have learned about their teaching practices, they will find ways to make changes happen. Resources may be obtained through grants, the parent-teacher association, school boards, and community organizations and businesses. Other challenge that the teacher researcher Jack Reston can face is the resistance to change. Any type of change may be viewed as threatening by some; the status quo is familiar and comfortable. Gaining support and participation in the action research process is critical if there is to be a shift in the culture of schools. Reluctance to interfere with others’ professional practices, reluctance to admit difficult truths, and difficulty of finding a forum to share what he has learned are other possible challenges that Jack Reston can face in the implementation of positive educational change (Mills, 2018).

JH

There are a number of potential challenges in implementing this action plan. The principal challenge, as cited in previous discussions, is the lack of established intervention methodologies for nonverbal and minimally verbal children who have diagnosed Autism Spectrum Disorder (ASD). This means that there is no singular route to achieving gains in a case like this one (Koegel et al., 2019), and as such I will have to adjust my methodology to some of the more promising courses of action mentioned in the research literature (Brignell et al., 2018; Haebig et al., 2013; Lantz, 2020; Siller et al., 2012). Deciding upon the use of a model based on Focused Playtime Interventions (FPIs) was a difficult process, but now that it is chosen, it is time to move forward and actually implement some of the ideas in the intervention. Another of the primary challenges is the coordination between the various stakeholders. Being that the child is nonverbal, communication with the parents is absolutely essential for the project to work. At the same time, I will have to coordinate with teachers and clinical workers to get important guidelines and information for the actual intervention to function properly, as well as to ensure that I have all the necessary information. Finally, a major challenge resides in assessment, further complicated by the fact that the multiple stakeholders that I plan on including in the process will have different criteria. This is further complicated by the fact that assessing the verbal abilities of a nonverbal child is an extremely difficult process and the parameters and measurements are by nature difficult to make. Finally, time is always an issue that any teacher or researcher must deal with. Despite these barriers, I believe that careful planning and coordination are the key to making this work with everyone’s daily schedules. Planning ahead and setting the times for the sessions in an assertive manner will be a way of ensuring that the intervention is taken seriously and that the necessary time is allotted for it.

AC

The value for teacher researchers in writing up their research is that the act of writing helps each of them better understand the story they are trying to tell. A written account provides them with a permanent, accessible record for their professional and personal use. Writing about the research activities provides clarification. This task encourages teacher-researchers to thought and reflection and perhaps create new questions that are resolved, a process that shapes and completes the research (Mills, 2018).

Other reasons for teacher researchers to write up their action research include validation, empowerment, that it is a generative activity, and accomplishment. When teacher researchers publish their research, they will receive feedback from their reviewers and readers, which validate who they are as professional educators and what they do. Reflecting on their practices through writing will empower them to continue to challenge the status quo and be an advocate for their children. In addition, writing is a generative activity that culminates in a product, something tangible that teacher researchers can share with colleagues, supervisors, and parents. This provides them with a sense of accomplishment (Mills, 2018).

LR

There are various benefits that come up when one writes up their action research. The first benefit is that writing ensures that one has a better understanding of the stories that they are trying to narrate. It is important to understand the topic and noting things down helps in knowing what they are talking about and any gaps that might be there. The second use of having a written down action research plan is that it provides for a permanent and accessible record that can be used for both personal and professional use (McNiff, 2016).

Writing up the research helps to ensure that there is clarification of the issues. When writing up the research paper, one is able to reflect on the actions and put more thought on it. Writing up helps in completing research and shaping the situation. The publishing of research assist in validation from peers. One gets the input of people in the industry that has a different or similar view on the issue. When one writes up their thoughts there is empowerment about someone and the rights of their children. The writing process leads to the generation of a product that is tangible which can be shared with supervisors and parents (Mills, 2018). People in the industry will get more knowledge on the issue when they engage with others in the industry through the published thoughts. The final benefit that comes with the action research is that it helps in getting a sense of accomplishment. It is exciting and humbling to view the work that one has accomplished and show it to other professionals.