Action Research : A Guide for the Teacher Researcher

by Mills, Geoffrey E.

Edition:

3rd

ISBN13:

9780131722767

ISBN10:

013172276X

Format:

Paperback

Pub. Date:

1/1/2007

Publisher(s):

PRENTICE HALL SCHOOL GROUP

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Summary

Action Research: A Guide for the Teacher Researcher, Third Edition Geoffrey E. Mills This text provides a step-by-step, how-to approach of "doing" action research--backed by the most extensive theory and research coverage on the market today. The author guides future and current educators through the action research process with numerous concrete illustrations and a wealth of on-line resources, positioning action research as a fundamental component of teaching alongside curriculum development, assessment, and classroom management. Key changes in the new edition of this market-leading text are: More Balanced Coverage of Quantitative and Qualitative Data Collection Techniques bull; bull;NEW! Increased coverage of the most frequently used quantitative data collection techniques in action research, including teacher-made tests, standardized tests, and report cards, is included in Chapter 3, "Data Collection Techniques." More Balanced Coverage of How to Analyze Both Quantitative and Qualitative Data bull; bull;Chapter 6, "Data Analysis and Interpretation," and Appendix B, "Descriptive Statistics and Action Research," guide students through the data analysis process and provide techniques, coding guidelines, and examples for analyzing both quantitative and qualitative data. bull;NEW! An expanded discussion of descriptive statistics in Appendix B includes step-by-step guidance on how to calculate standard deviation by hand with the help of a calculator rather than using SPSS. Rearranged Order of Chapters Pertaining to Writing and Sharing of Action Research bull; bull;NEW! "Writing Up Action Research" (Chapter 8) precedes, "Sharing, Critiquing, and Celebrating Action Research" (Chapter 9) to present a more logical and clearer path to understanding. Separate Chapter Completely Devoted to Ethics bull; bull;NEW! Chapter 5 provides an expanded discussion of ethical issues, principles, and guidelines. To view the website that accompanies this text, please go to http://www.prenhall.com/mills.

Understanding Action Research

(21)

What Motivates Unmotivated Students?

(1)

A Brief Overview of Educational Research

(3)

Defining Action Research

(1)

Origins of Action Research

(1)

Theoretical Foundations of Action Research

(2)

Critical Action Research

Practical Action Research

Goals and Rationale for Action Research

(2)

Justifying Action Research: The Impact of Action Research on Practice

(4)

Action Research Is Persuasive and Authoritative

Action Research Is Relevant

Action Research Allows Teachers Access to Research Findings

Action Research Challenges the Intractability of Reform of the Educational System

Action Research Is Not a Fad

Making Action Research a Part of Daily Teaching Practices

(1)

The Process of Action Research

(5)

Summary

(1)

For Further Thought

(2)

Deciding on an Area of Focus

(28)

Interactive Teen Theater

(2)

Clarifying a General Idea and an Area of Focus

(1)

Criteria for Selecting a General Idea/Area of Focus

Reconnaissance

(3)

Gaining Insight Into Your Area of Focus Through Self-Reflection

Gaining Insight Into Your Area of Focus Through Descriptive Activities

Gaining Insight Into Your Area of Focus Through Explanatory Activities

Review of Related Literature

(15)

Searching Online Resources

Searching the Internet and the World Wide Web

Becoming a Member of Professional Organizations

Visiting a University Library

Evaluating Your Sources

Abstracting

Analyzing, Organizing, and Reporting the Literature

Writing Tools and Suggestions

The Action Research Plan

(4)

Write an Area-of-Focus Statement

Define the Variables

Develop Research Questions

Describe the Intervention or Innovation

Describe the Membership of the Action Research Group

Describe Negotiations That Need to Be Undertaken

Develop a Timeline

Develop a Statement of Resources

Develop Data Collection Ideas

Put the Action Plan Into Action

Summary

(1)

For Further Thought

(2)

Data Collection Techniques

(30)

Reflection on Action Research

(5)

Qualitative Data Collection Techniques

(1)

Triangulation

Experiencing Through Direct Observation

(4)

Participant Observation

Fieldnotes

Enquiring: When the Researcher Asks

(7)

Informal Ethnographic Interview

Structured Formal Interviews

Focus Groups

E-Mail Interviews

Questionnaires

Examining: Using and Making Records

(5)

Archival Documents

Journals

Making Maps, Videotapes, Audiotapes, Photographs, Film, and Artifacts

Quantitative Data Collection Techniques

(3)

Teacher-Made Tests

Standardized Tests

School-Generated Report Cards

Attitude Scales

Other Measurement Techniques

Realign Your Area of Focus and Action Research Plan When Necessary

(1)

Summary

(1)

For Further Thought

(3)

Data Collection Considerations: Validity, Reliability, and Generalizability

(20)

Improving Student Understanding and Motivation of Multiplication Facts

(3)

Validity

(10)

Guba's Criteria for Validity of Qualitative Research

Maxwell's Criteria for Validity of Qualitative Research

Anderson, Herr, and Nihlen's Criteria for Validity in Action Research

Wolcott's Strategies for Ensuring the Validity of Action Research

Reliability

(2)

The Difference Between Reliability and Validity

Generalizability

(1)

Personal Bias in the Conduct of Action Research

(1)

Propositions

Summary

(1)

For Further Thought

(2)

Ethics

100

(16)

The Use of Technology to Enhance Mathematics Achievement

101

(2)

The Ethics of Research

103

(4)

Informed Consent and Protection from Harm

Deception

Doing the Right Thing: The Role of Ethics in Action Research

107

(7)

Ethical Guidelines

Flinders's Conceptual Framework for Ethics in Qualitative Research

Summary

114

(1)

For Further Thought

114

(2)

Data Analysis and Interpretation

116

(24)

Emphasizing Learning by Deemphasizing Grades

117

(4)

Ongoing Analysis and Reflection

121

(1)

Avoid Premature Action

The Role of Analysis and Interpretation

122

(1)

Data Analysis Techniques

123

(12)

Identifying Themes

Coding Surveys, Interviews, and Questionnaires

Analyzing an Interview

Asking Key Questions

Doing an Organizational Review

Developing a Concept Map

Analyzing Antecedents and Consequences

Displaying Findings

Stating What's Missing

Using Computer Software to Assist with Data Analysis

Data Interpretation Techniques

135

(2)

Extend the Analysis

Connect Findings with Personal Experience

Seek the Advice of ``Critical'' Friends

Contextualize Findings in the Literature

Turn to Theory

Know When to Say ``When''!

Sharing Your Interpretations Wisely

137

(1)

Summary

138

(1)

For Further Thought

138

(2)

Action Planning for Educational Change

140

(22)

Reflecting on Admission Criteria

141

(2)

Developing Action Plans

143

(8)

Levels of Action Planning

Action Should Be Ongoing

The Importance of Reflection

Some Challenges Facing Teacher Researchers

151

(4)

Lack of Resources

Resistance to Change

Reluctance to Interfere with Others' Professional Practices

Reluctance to Admit Difficult Truths

Finding a Forum to Share What You Have Learned

Making Time for Action Research Endeavors

Facilitating Educational Change

155

(4)

Teachers and Administrators Need to Restructure Power and Authority Relationships

Both Top-Down and Bottom-Up Strategies of Change Can Work

Teachers Must Be Provided with Support

Every Person Is a Change Agent

Change Tends Not to Be Neat, Linear, or Rational

Teacher Researchers Must Pay Attention to the Culture of the School

The Outcome of Any Change Effort Must Benefit Students

Being Hopeful Is a Critical Resource

What Do Teachers Gain Through All of This Work?

159

(1)

Summary

160

(1)

For Further Thought

160

(2)

Writing Up Action Research

162

(26)

Why Should I Formally Write About My Action Research?

164

(1)

Format and Style

165

(1)

Sample Annotated Action Research Article

166

(7)

Rituals and Writing

173

(2)

Establishing a Writing Routine

An Outline for an Action Research Report

175

(1)

Other Structures in Action Research Reports

176

(2)

General Guidelines for Submissions to Journals

178

(8)

Choosing a ``Journal'' Style

APA Publication Manual Conventions

Self-Assessing Your Write-Up

Integrating Teaching, Research, and Writing

How Long Should the Write-Up Be?

Seeking Feedback

What's in a Title?

Polishing the Text

Summary

186

(1)

For Further Thought

187

(1)

Sharing, Critiquing, and Celebrating Action Research Online

188

(23)

Reflecting on Reflective Teaching

189

(2)

Sharing Action Research

191

(1)

Electronic Means for Sharing Action Research

192

(1)

A Word on Quality Control on the Internet

Using the Internet to Get Connected

193

(1)

What Different Types of Online Resources Can I Use?

194

(8)

Action Research Web Sites

Listservs

Online Journals

Online Action Research: Challenges and Cautions

202

(2)

The Challenge of Technophobia

The Challenge of the Ever-Evolving Internet

Caution: Monitor Your Time Online

But Is It Really Research?---Criteria for Judging Action Research

204

(2)

Personal Reflection

206

(1)

Celebration---It's Time to Party!

207

(1)

This Is Just the Beginning!

208

(1)

Summary

209

(1)

For Further Thought

209

(2)

Appendix A: Action Research in Action: A Case Study of Curtis Elementary School and an Article Critique

211

(12)

The Setting: Curtis Elementary---A Professional Development School

211

(2)

The Area of Focus: Constructing Meaning in Reading

213

(2)

Reviewing the Literature

215

(1)

Creating an Action Plan

215

(1)

Creating Meaning in Reading

215

(4)

Sharing the Findings

219

(1)

Critiquing Action Research

220

(2)

Audience

Format

Prejudices

Professional Disposition

Reflective Stance

Life Enhancing

Action

Action-Data Connection

Impact

Changes

Colleague Response

Celebrating Action Research

222

(1)

Final Thoughts

222

(1)

Summary

222

(1)

For Further Thought

222

(1)

Appendix B: Descriptive Statistics and Action Research

223

(8)

Count What Counts! Using Descriptive Statistics

223

(8)

Why Use Descriptive Statistics?

Measures of Central Tendency

Measure of Variability: Standard Deviation

An Illustration

Be Careful About Your Claims

Appendix C: Displaying Data Visually

231

(10)

Example 1: Writers Workshop and ESL Students' Written Work and Attitudes

231

(3)

Example 2: Teaching Mathematics Using Manipulatives

234

(3)

Example 3: The Impact of Book Sharing on Student Motivation to Read

237

(1)

Example 4: Mapping Teacher's ``Locus of Control'' and ``Movement''

237

(1)

Example 5: Concept Map

237

(2)

Summary

239

(2)

References

241

(3)

Author Index

244

(2)

Subject Index

246

Action Research : A Guide for the Teacher Researcher

9780131722767

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