Practical Action Research for Change

by Richard A. Schmuck

• ISBN13: 9781412938594
• ISBN10: 1412938597
• Edition: 2nd
• Format: Paperback
• Copyright: 2006-05-12
• Publisher: Corwin Pr

Summary

Richard Schmuck demonstrates how educators can use personal reflection and action research to convert frustrations into solvable problems and improved professional practice.

Table of Contents

Foreword	p. xi
Preface	p. xiii
Acknowledgments	p. xvii
About the Author	p. xix
Reflective Professional Practice	p. 1
Reflections of the Future, Past, and Present	p. 2
Reflective Educators Seek Self-Knowledge	p. 4
The Search for Self-Knowledge Leads to Solitary Dialogue	p. 7
Self-Knowledge and Solitary Dialogue Lead to Professional Maturity	p. 8
Mature Educators Try to Improve Continually	p. 8
Assess the Situation	p. 9
Set Clear Goals	p. 9
Brainstorm Action Strategies	p. 9
Implement Action Plans	p. 9
Monitor Your Own Actions	p. 9
Assess Others' Reactions	p. 9
Evaluate What Others Have Learned	p. 9
Confront Yourself With the Results	p. 9
Reflect on Actions to Take Next	p. 10
Assess the New Situation and Set New Goals	p. 10
Using the Tools of Reflection to Move Toward Action Research	p. 10
Journal-Writing Assignments	p. 13
Educators and Continuous Improvement	p. 17
Three Faces of Continuous Improvement	p. 18
Action Research: Two Types of Social Scientists	p. 19
Differences Between Action Research and Traditional Research	p. 19
An Example of Action Research	p. 22
Processes of Continuous Improvement	p. 24
Journal-Writing Assignments	p. 25
Action Research: Definitions, Models, Steps, and Phases	p. 27
Contemporary Need for Action Research	p. 27
Definitions of Action Research	p. 28
Action Research and Group Dynamics	p. 30
Two Models of Action Research	p. 31
Proactive Action Research	p. 31
Responsive Action Research	p. 32
The Models Compared	p. 32
Three Phases of Action Research	p. 35
Initiation	p. 35
Detection	p. 36
Judgment	p. 36
Research During Each Phase	p. 37
Journal-Writing Assignments	p. 38
Research Methods: Procedures, Instruments, Special Issues, and Ethics	p. 41
Data Collection in Action Research	p. 42
Questionnaires	p. 42
Factual Questionnaires	p. 42
Standardized Tests: Special Factual Questionnaires	p. 43
Questionnaires About Feelings	p. 43
Questionnaires About Thoughts	p. 44
Questionnaires About Behaviors	p. 44
Tips on Making Questionnaires	p. 45
Interviews	p. 47
One-on-One Informal Interviews	p. 47
Focus Group Informal Interviews	p. 48
One-on-One Formal Interviews	p. 48
Focus Group Formal Interviews	p. 48
Observations	p. 50
Observant Participation	p. 50
Structured Observations	p. 51
Documents	p. 52
Special Issues of Action Research	p. 53
Psychometric Challenges	p. 53
Psychological Obstacles	p. 54
Process Pitfalls	p. 55
The Ethics of Action Research	p. 55
Journal-Writing Assignments	p. 57
Proactive Action Research	p. 59
Marilyn Lund	p. 60
Marilyn Reflects on Her Practice	p. 60
Marilyn's Knowledge (and Methods) Search	p. 61
Marilyn's Hopes and Concerns	p. 62
Marilyn's New Practices	p. 62
Marilyn Collects Data	p. 63
Marilyn Checks on What the Data Mean	p. 64
Marilyn Reflects on Alternative Ways to Behave	p. 65
Marilyn Fine-Tunes Her New Practice	p. 66
James Johnson	p. 66
James Searches for Knowledge	p. 66
James's Reflections on His Practice	p. 67
James's Hopes and Concerns	p. 67
James Tries a New Practice	p. 68
James Creates Methods to Collect Data	p. 69
James Checks on What the Data Mean	p. 70
James Reflects on Alternative Ways to Behave	p. 70
James Fine-Tunes His New Practice	p. 70
The Six Steps of Proactive Action Research	p. 71
List Hopes and Concerns	p. 72
Try a New Practice	p. 72
Search for Methods and Collect Data	p. 72
Check on What the Data Mean	p. 73
Reflect on Alternative Ways to Behave	p. 73
Fine-Tune the New Practice	p. 74
The Range of Proactive Models	p. 74
Journal-Writing Assignments	p. 75
Responsive Action Research	p. 81
Matt Reardon	p. 82
Matt Collects Data	p. 83
Matt Analyzes the Data	p. 83
Matt Uses the Data, Searches for New Ideas, and Announces Changes	p. 84
Matt's Hopes and Concerns	p. 85
Matt Tries a New Practice	p. 86
Matt Collects Data	p. 86
Beverly Lee	p. 88
Beverly Collects Data	p. 88
Beverly Analyzes the Data	p. 89
Beverly Distributes the Data, Searches for Knowledge, and Announces Changes	p. 90
Beverly Reports Her Hopes and Tries a New Practice	p. 90
Beverly Collects Data	p. 91
The Six Steps of Responsive Action Research	p. 92
Collect Data	p. 93
Analyze the Data	p. 94
Distribute the Data, Announce Changes, and Search for Knowledge	p. 94
List Hopes and Concerns	p. 94
Try a New Practice	p. 95
Collect Data	p. 95
The Range of Responsive Models	p. 95
Journal-Writing Assignments	p. 98
Group Dynamics of Cooperative Action Research	p. 103
Positive Social Support	p. 104
Critical Friendship	p. 105
Probing Conversation	p. 106
Effective Group Dynamics	p. 108
Ten Tips for Group Dynamics	p. 108
Establish Feelings of Membership, Inclusion, and Trust	p. 108
Foster Shared Influence and Dispersed Leadership	p. 109
Accentuate Friendliness and Cohesiveness	p. 109
Cope With Social Status Differences	p. 109
Use Sound Meeting Skills	p. 109
Use Sound Communication Skills	p. 110
Reach Understandings About Group Agreements	p. 110
Strive to Make Decisions by Consensus	p. 111
Take Time to Debrief the Team's Group Processes	p. 111
Look to See if There Is Group Follow-Through	p. 111
Journal-Writing Assignments	p. 113
Types of Cooperative Action Research	p. 115
One-on-One Partnerships	p. 116
Small Face-to-Face Groups	p. 117
Whole-School Staffs	p. 118
Proactive Projects	p. 118
Responsive Projects	p. 118
Districtwide Educator Networks and Stakeholders	p. 118
Case Studies	p. 118
One-on-One Partnership	p. 119
List Hopes and Concerns	p. 120
Try a New Practice	p. 120
Collect Data	p. 120
Check What the Data Mean	p. 120
Reflect on Alternative Ways to Behave	p. 121
Fine-Tune the New Practice	p. 121
Small Face-to-Face Groups (One Educator With Students)	p. 122
Collect Data	p. 122
Analyze the Data	p. 122
Distribute the Data and Announce Changes	p. 122
List Hopes and Concerns	p. 123
Try a New Practice	p. 124
Check Others' Reactions	p. 124
Collect Data	p. 125
Small Face-to-Face Groups (Collegial Teacher Teams)	p. 125
List Hopes and Concerns	p. 125
Try a New Practice	p. 126
Collect Data	p. 126
Check What the Data Mean	p. 126
Reflect on Alternative Ways to Behave	p. 126
Fine-Tune the New Practice	p. 127
Small Face-to-Face Groups (Mixed Educator Team)	p. 127
Collect Data	p. 127
Analyze the Data	p. 128
Distribute the Data and Announce Changes	p. 128
List Hopes and Concerns	p. 128
Try a New Practice	p. 129
Check Others' Reactions	p. 130
Collect Data	p. 130
Small Face-to-Face Groups (Site Council)	p. 130
List Hopes and Concerns	p. 131
Try a New Practice	p. 131
Collect Data	p. 131
Check What the Data Mean	p. 132
Reflect on Alternative Ways to Behave	p. 132
Fine-Tune the New Practice	p. 132
Small Face-to-Face Groups (School Board)	p. 133
Collect Data	p. 133
Analyze the Data	p. 134
Distribute the Data and Announce Changes	p. 134
List Hopes and Concerns	p. 135
Try a New Practice	p. 135
Check Others' Reactions	p. 135
Collect Data	p. 135
Whole-School Faculty	p. 136
Try a New Practice	p. 136
Incorporate Hopes and Concerns	p. 136
Collect Data	p. 137
Check What the Data Mean	p. 138
Reflect on Alternative Ways to Behave	p. 138
Fine-Tune the New Practice	p. 138
Educator-Stakeholder Task Force	p. 139
Collect Data	p. 139
Analyze the Data	p. 139
Distribute the Data and Announce Hopes	p. 140
Try a New Practice	p. 140
Check Others' Reactions	p. 141
Collect Data	p. 141
Journal-Writing Assignment	p. 142
Prominent Authors on Action Research	p. 143
Its Democratic Philosophical Roots	p. 143
John Dewey, Mary Parker Follett, and Kurt Lewin	p. 144
John Dewey	p. 144
Mary Parker Follett	p. 145
Kurt Lewin	p. 145
Alice Miel and Stephen Corey	p. 146
Alice Miel	p. 146
Stephen Corey	p. 147
Ronald Lippitt	p. 147
Paulo Freire	p. 148
Reginald Revans	p. 149
Chris Argyris and Donald Schon	p. 149
Chris Argyris	p. 150
Donald Schon	p. 150
Stephen Kemmis and Jean McNiff	p. 150
Stephen Kemmis	p. 151
Jean McNiff	p. 151
William Foote Whyte	p. 151
Richard Sagor	p. 152
Geoffrey Mills	p. 153
Teacher Research	p. 153
Journal-Writing Assignment	p. 156
Bibliography	p. 157
Index	p. 161
Table of Contents provided by Ingram. All Rights Reserved.