Preface | p. xi |
Science, Research, and Teaching | p. 1 |
Science | p. 1 |
Science and Pseudoscience | p. 1 |
Research | p. 3 |
Quantitative Research | p. 3 |
Qualitative Research | p. 6 |
Quantitative or Qualitative? | p. 7 |
Teaching | p. 7 |
What Scientists and Teachers Do | p. 7 |
Using Research in Education: Theories, Hypotheses, and Paradigms, Oh My! | p. 9 |
Theories and Hypotheses | p. 9 |
Paradigms | p. 11 |
Better Decision Makers | p. 11 |
Research Paradigms and the Nature of Reality | p. 16 |
Ontological Perspectives | p. 17 |
Materialistic Monism | p. 17 |
Dualism | p. 19 |
Transcendental Monism | p. 20 |
Three Perspectives in Perspective | p. 22 |
Implications | p. 22 |
Introduction to Action Research | p. 28 |
Research in Action | p. 28 |
A Quick Overview of Action Research | p. 28 |
Descriptors of Action Research | p. 29 |
The Importance of Action Research | p. 32 |
The Gap between Theory and Practice | p. 32 |
Teacher Empowerment | p. 33 |
Teacher Inservice and Professional Growth | p. 34 |
Using Action Research for Solving Problems | p. 37 |
Finding the Problem | p. 37 |
Finding Solutions | p. 38 |
Creative Problem Solving | p. 38 |
Means-End Analysis | p. 38 |
Problem-Solving Strategies in the Classroom | p. 39 |
Testing the Solution | p. 40 |
An Example of Action Research and Problem Solving | p. 40 |
Finding the Problem | p. 40 |
Finding a Solution | p. 41 |
Testing the Solution | p. 41 |
Strategies for Professional Growth and Development | p. 44 |
Action Research and the Professional Development of Teachers | p. 44 |
More Knowledge Please | p. 45 |
Process and Empowerment | p. 49 |
Other Professional Development Opportunities | p. 50 |
Observing Your Own Practice | p. 51 |
Best Practice | p. 51 |
Audiotaping Lessons | p. 54 |
Descriptive, Not Prescriptive | p. 57 |
Final Word | p. 58 |
The Beginning | p. 62 |
An Overview of the Action Research Process | p. 62 |
Action Research Steps | p. 62 |
Finding Your Research Topic | p. 64 |
A Teaching Strategy | p. 64 |
Identify a Problem | p. 65 |
Examine an Area of Interest | p. 66 |
Still Having Trouble Starting? | p. 67 |
A Theoretical Context | p. 75 |
Reviewing the Literature | p. 75 |
Sources for the Literature Review | p. 75 |
Academic Journals | p. 75 |
The Internet | p. 76 |
Books | p. 76 |
Nonprint Sources | p. 76 |
How Many Sources? | p. 77 |
Sample Literature Reviews | p. 77 |
A Literature Review at the Beginning | p. 77 |
A Literature Review at the End | p. 78 |
Methods of Collecting DATA | p. 81 |
Data Collection | p. 81 |
Systematic | p. 81 |
Data Collection and Soil Samples | p. 81 |
A Television Sports Analyst | p. 82 |
Types of Data Collection in Action Research | p. 82 |
Log or Research Journal | p. 83 |
Field Notes-Your Observations | p. 83 |
Checklists | p. 85 |
Conferences and Interviews | p. 86 |
Video- and Audiotapes | p. 90 |
Data Retrieval Charts | p. 91 |
Rating Checklist | p. 92 |
Students' Products or Performances | p. 92 |
Surveys | p. 94 |
Attitude and Rating Scales | p. 96 |
The Arts | p. 96 |
Archival Data | p. 97 |
Websites, Class Journals, or E-mail | p. 97 |
Methods of Analyzing Data | p. 100 |
Accuracy and Credibility: This Is What Is | p. 100 |
Validity, Reliability, and Triangulation | p. 101 |
Validity | p. 101 |
Triangulation | p. 102 |
Reliability | p. 102 |
Inductive Analysis | p. 103 |
Larry, Moe, and Curly Help with Inductive Analysis | p. 103 |
Case Studies or Representative Samples | p. 105 |
Vision Quest | p. 106 |
Defining and Describing Categories | p. 108 |
The Next Month | p. 109 |
Quantitative Design in Action Research | p. 112 |
Correlational Research | p. 112 |
Correlation Coefficient | p. 112 |
Misusing Correlational Research | p. 113 |
Negative Correlation | p. 113 |
Making Predictions | p. 113 |
Causal-Comparative Research | p. 114 |
Whole Language in California | p. 114 |
Quasi-Experimental Research | p. 115 |
Quasi-Action Research | p. 116 |
Pretest-Posttest Design | p. 116 |
Pretest-Posttest Control Group Design | p. 117 |
Time Series Design | p. 117 |
Time Series Control Group Design | p. 117 |
Equivalent Time-Sample Design | p. 118 |
The Function of Statistics | p. 118 |
Descriptive Statistics | p. 118 |
Inferential Statistics | p. 123 |
Discussion: Your Plan of Action | p. 128 |
Conclusions and Recommendations | p. 128 |
Christina Stolfa, Nacogdoches, Texas | p. 129 |
Jo Henriksen, St. Louis Park, Minnesota | p. 130 |
Cathy Stamps, Fifth Grade, Hopkins Elementary School | p. 132 |
Delinda Whitley, Mt. Enterprise, Texas | p. 132 |
Evalution of the Study | p. 133 |
Jim Vavreck, St. Peter, Minnesota | p. 133 |
Staci Wilson, Irving, Texas | p. 134 |
Designing a New Plan or Program | p. 136 |
Creating a New Plan or Program | p. 137 |
A Less Formal Plan of Action | p. 138 |
Sample Action Research Projects | p. 141 |
Alison Reynolds, Minneapolis, Minnesota | p. 141 |
Kay Dicke, Eden Prairie | p. 144 |
LouAnn Strachota | p. 147 |
Georgina L. Pete | p. 151 |
Teresa Van Batavia, Eisenhower Elementary, Hopkins, Minnesota | p. 154 |
Linda Roth, St. Peter School District, St. Peter, Minnesota | p. 157 |
Angela Hassett Brunelle Getty, Martinez, California | p. 160 |
Michelle Bahr, Shakopee, Minnesota | p. 164 |
Kim Schafer, Minnetonka, Minnesota | p. 167 |
A Final Word | p. 168 |
Presenting Your Action Research | p. 169 |
The Educational Environment | p. 169 |
Your Colleagues | p. 169 |
Your Students | p. 170 |
School Boards, Principals, and Administrators: Making a Case | p. 170 |
Your Classroom: Evaluating New Programs | p. 170 |
Parent Conferences | p. 171 |
As Part of a Master's Thesis | p. 171 |
The Professional Environment | p. 172 |
Professional Conferences and Conventions | p. 172 |
Academic Journals | p. 172 |
ERIC | p. 174 |
Local Community Organizations | p. 174 |
Writing an Action Research Report | p. 176 |
Tone and Style | p. 176 |
Length | p. 178 |
Clarity | p. 178 |
Headings | p. 179 |
Action Research as Master's Thesis | p. 183 |
Before You Start | p. 183 |
Nine Tips for Writing Your Master's Thesis | p. 183 |
The Action Research Thesis | p. 184 |
Examples of Full Master's Theses | p. 189 |
Christine Reed, Educational Specialist Degree, Nerstrand Elementary School, Nerstrand, Minnesota | p. 189 |
Jackie Royer, Master's Thesis, Trimont Schools, Trimont, Minnesota | p. 189 |
The Last Word | p. 189 |
The Literature Review | p. 190 |
A Theoretical Context | p. 190 |
Steps for a Literature Review | p. 190 |
Using an Objective Writing Style | p. 193 |
A Sample Literature Review | p. 194 |
The Reference Page | p. 196 |
Findings: Reporting Qualitative Data | p. 198 |
Presenting Qualitative Data | p. 198 |
The Importance of Structure | p. 200 |
Structure and Inductive Analysis | p. 200 |
Using Headings to Create Structure | p. 200 |
Using Subheadings to Create More Structure | p. 202 |
Case Studies or Representative Samples | p. 203 |
It's Alive! | p. 203 |
Appendices | p. 206 |
Findings: Reporting Quantitative Data Using Tables and Figures | p. 207 |
Quantifying Reality | p. 207 |
Using Numbers | p. 207 |
Using Words | p. 208 |
Reporting Arithmetic Data | p. 209 |
Tables | p. 209 |
Figures | p. 211 |
Graphs | p. 211 |
Other Visuals | p. 212 |
Epilogue | p. 214 |
Glossary | p. 215 |
References | p. 221 |
Index | p. 225 |
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