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Best-selling author Richard Sagor's updated edition provides steps for effectively implementing research and data. The book is organized around Sagor's four-stage process and includes hands-on tools.
Table of Contents
|About the Author|
|Introduction to Action Research|
|Why Conduct Action Research?|
|The Complexity of Routine Instructional Decisions|
|Key Terms and Concepts|
|Universal Student Success|
|Finding a Focus|
|Zeroing in on Your Priorities|
|Using Reflective Writing to Find a Focus|
|Using a Journal to Identify Action Research Foci|
|Refining the Focus|
|Doing an Instructional Postmortem|
|Comparing Your Experience With the Experience of Others|
|Developing Criteria to Measure Changes With Priority Achievement Targets|
|Creating Rating Scales|
|The Special Problem of Long-Range Goals|
|Assessing Rate of Growth|
|Determining Adequate Yearly Progress in Real Time|
|Producing Your Own Rate-of-Growth Charts|
|End of Stage|
|Articulating a Theory in Action|
|If Not Us, Who?|
|An Adequate Knowledge Base Already Exists|
|Going Beyond Proven Practices: Building a Theory of Action|
|Two Kinds of Variables|
|Creating Mileposts on the Route to Mastery|
|Inferring Independent Variables|
|Using the Priority Pie to Identify, Clarify, and Weigh Independent Variables|
|Using the Priority Pie With Descriptive Research|
|Drawing a Theory in Action|
|Why a Map?|
|Building a Graphic Reconstruction|
|Graphic Reconstructions for Quasi-Experimental Research|
|Graphic Reconstructions With Descriptive Research|
|Determining the Research Questions|
|Three Generic Action Research Questions|
|Developing Your Own Research Questions|
|Drafting the Questions|
|Building a Data-Collection Plan|
|Data Collection and the Competing Demands for Your Time|
|What Qualifies as Teaching?|
|What Qualifies as Data?|
|Data in Descriptive Research|
|Data in Quasi-Experimental Research|
|Data Collection and Concerns About Precision|
|Fishing in a Sea of Data|
|Securing Research Assistants|
|Building a Triangulated Data-Collection Plan|
|Integrating Efficiencies Into Your Data-Collection Work|
|Using Technology to Compile and Assemble Action Research Data|
|Keeping a Researcher's Journal|
|Analyzing the Data|
|Organizing Data to Help Answer the Three Generic Questions|
|What Did We Do?|
|What Changes Occurred Regarding the Achievement Targets?|
|What Was the Relationship Between Actions Taken and Any Changes in Performance on the Targets?|
|Drawing Tentative Assertions|
|Using Member Checking to Add Credibility to the Tentative Assertions|
|Additional Tools for Qualitative Data Analysis|
|Qualitative Data Analysis Using Bins and a Matrix|
|Low-Tech Strategies for Bins and Matrixes|
|High-Tech Strategies for Bins and Matrixes|
|Turning Findings Into Action Plans|
|Modifying Your Theory of Action|
|Data-Based Decision Making|
|Turning Your Findings Into Ed Specs|
|Solicit and Brainstorm Action Alternatives|
|Assessing the Action Alternatives|
|Completing the Cycle: Revised Theory of Action 2|
|Reporting and Sharing Action Research|
|Formats for Reporting|
|Creating a Bank of Abstracts|
|Creating a District Archive|
|Conclusion: The School as a Learning Organization|
|The Two Keys: Coherence and Congruence|
|Putting the Pieces Together|
|How to Use the Feedback Forms and Summary Reports|
|Five Characteristics of a Quality Action Research Project|
|Applications for Leadership Projects|
|Table of Contents provided by Ingram. All Rights Reserved.|