Short Guide to Action Research, A

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  • Edition: 3rd
  • Format: Paperback
  • Copyright: 2008-01-01
  • Publisher: Allyn & Bacon
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This compact, user-friendly book provides everything a teacher needs to know to conduct an action research project, in a clear, step-by-step presentation. This book guides the learner through comprehension and interpretation of both qualitative and quantitative techniques in action research methods and then describes all phases of the process, including selecting a topic; collecting, analyzing, and reporting data; reviewing the literature; and presenting the report. There are many new strategies and examples of projects that can be used for professional growth and development included with this edition, as well as more examples, ideas for possible research questions, & many new forms and graphics that have been added.

Table of Contents

Prefacep. xi
Science, Research, and Teachingp. 1
Sciencep. 1
Science and Pseudosciencep. 1
Researchp. 3
Quantitative Researchp. 3
Qualitative Researchp. 6
Quantitative or Qualitative?p. 7
Teachingp. 7
What Scientists and Teachers Dop. 7
Using Research in Education: Theories, Hypotheses, and Paradigms, Oh My!p. 9
Theories and Hypothesesp. 9
Paradigmsp. 11
Better Decision Makersp. 11
Research Paradigms and the Nature of Realityp. 16
Ontological Perspectivesp. 17
Materialistic Monismp. 17
Dualismp. 19
Transcendental Monismp. 20
Three Perspectives in Perspectivep. 22
Implicationsp. 22
Introduction to Action Researchp. 28
Research in Actionp. 28
A Quick Overview of Action Researchp. 28
Descriptors of Action Researchp. 29
The Importance of Action Researchp. 32
The Gap between Theory and Practicep. 32
Teacher Empowermentp. 33
Teacher Inservice and Professional Growthp. 34
Using Action Research for Solving Problemsp. 37
Finding the Problemp. 37
Finding Solutionsp. 38
Creative Problem Solvingp. 38
Means-End Analysisp. 38
Problem-Solving Strategies in the Classroomp. 39
Testing the Solutionp. 40
An Example of Action Research and Problem Solvingp. 40
Finding the Problemp. 40
Finding a Solutionp. 41
Testing the Solutionp. 41
Strategies for Professional Growth and Developmentp. 44
Action Research and the Professional Development of Teachersp. 44
More Knowledge Pleasep. 45
Process and Empowermentp. 49
Other Professional Development Opportunitiesp. 50
Observing Your Own Practicep. 51
Best Practicep. 51
Audiotaping Lessonsp. 54
Descriptive, Not Prescriptivep. 57
Final Wordp. 58
The Beginningp. 62
An Overview of the Action Research Processp. 62
Action Research Stepsp. 62
Finding Your Research Topicp. 64
A Teaching Strategyp. 64
Identify a Problemp. 65
Examine an Area of Interestp. 66
Still Having Trouble Starting?p. 67
A Theoretical Contextp. 75
Reviewing the Literaturep. 75
Sources for the Literature Reviewp. 75
Academic Journalsp. 75
The Internetp. 76
Booksp. 76
Nonprint Sourcesp. 76
How Many Sources?p. 77
Sample Literature Reviewsp. 77
A Literature Review at the Beginningp. 77
A Literature Review at the Endp. 78
Methods of Collecting DATAp. 81
Data Collectionp. 81
Systematicp. 81
Data Collection and Soil Samplesp. 81
A Television Sports Analystp. 82
Types of Data Collection in Action Researchp. 82
Log or Research Journalp. 83
Field Notes-Your Observationsp. 83
Checklistsp. 85
Conferences and Interviewsp. 86
Video- and Audiotapesp. 90
Data Retrieval Chartsp. 91
Rating Checklistp. 92
Students' Products or Performancesp. 92
Surveysp. 94
Attitude and Rating Scalesp. 96
The Artsp. 96
Archival Datap. 97
Websites, Class Journals, or E-mailp. 97
Methods of Analyzing Datap. 100
Accuracy and Credibility: This Is What Isp. 100
Validity, Reliability, and Triangulationp. 101
Validityp. 101
Triangulationp. 102
Reliabilityp. 102
Inductive Analysisp. 103
Larry, Moe, and Curly Help with Inductive Analysisp. 103
Case Studies or Representative Samplesp. 105
Vision Questp. 106
Defining and Describing Categoriesp. 108
The Next Monthp. 109
Quantitative Design in Action Researchp. 112
Correlational Researchp. 112
Correlation Coefficientp. 112
Misusing Correlational Researchp. 113
Negative Correlationp. 113
Making Predictionsp. 113
Causal-Comparative Researchp. 114
Whole Language in Californiap. 114
Quasi-Experimental Researchp. 115
Quasi-Action Researchp. 116
Pretest-Posttest Designp. 116
Pretest-Posttest Control Group Designp. 117
Time Series Designp. 117
Time Series Control Group Designp. 117
Equivalent Time-Sample Designp. 118
The Function of Statisticsp. 118
Descriptive Statisticsp. 118
Inferential Statisticsp. 123
Discussion: Your Plan of Actionp. 128
Conclusions and Recommendationsp. 128
Christina Stolfa, Nacogdoches, Texasp. 129
Jo Henriksen, St. Louis Park, Minnesotap. 130
Cathy Stamps, Fifth Grade, Hopkins Elementary Schoolp. 132
Delinda Whitley, Mt. Enterprise, Texasp. 132
Evalution of the Studyp. 133
Jim Vavreck, St. Peter, Minnesotap. 133
Staci Wilson, Irving, Texasp. 134
Designing a New Plan or Programp. 136
Creating a New Plan or Programp. 137
A Less Formal Plan of Actionp. 138
Sample Action Research Projectsp. 141
Alison Reynolds, Minneapolis, Minnesotap. 141
Kay Dicke, Eden Prairiep. 144
LouAnn Strachotap. 147
Georgina L. Petep. 151
Teresa Van Batavia, Eisenhower Elementary, Hopkins, Minnesotap. 154
Linda Roth, St. Peter School District, St. Peter, Minnesotap. 157
Angela Hassett Brunelle Getty, Martinez, Californiap. 160
Michelle Bahr, Shakopee, Minnesotap. 164
Kim Schafer, Minnetonka, Minnesotap. 167
A Final Wordp. 168
Presenting Your Action Researchp. 169
The Educational Environmentp. 169
Your Colleaguesp. 169
Your Studentsp. 170
School Boards, Principals, and Administrators: Making a Casep. 170
Your Classroom: Evaluating New Programsp. 170
Parent Conferencesp. 171
As Part of a Master's Thesisp. 171
The Professional Environmentp. 172
Professional Conferences and Conventionsp. 172
Academic Journalsp. 172
ERICp. 174
Local Community Organizationsp. 174
Writing an Action Research Reportp. 176
Tone and Stylep. 176
Lengthp. 178
Clarityp. 178
Headingsp. 179
Action Research as Master's Thesisp. 183
Before You Startp. 183
Nine Tips for Writing Your Master's Thesisp. 183
The Action Research Thesisp. 184
Examples of Full Master's Thesesp. 189
Christine Reed, Educational Specialist Degree, Nerstrand Elementary School, Nerstrand, Minnesotap. 189
Jackie Royer, Master's Thesis, Trimont Schools, Trimont, Minnesotap. 189
The Last Wordp. 189
The Literature Reviewp. 190
A Theoretical Contextp. 190
Steps for a Literature Reviewp. 190
Using an Objective Writing Stylep. 193
A Sample Literature Reviewp. 194
The Reference Pagep. 196
Findings: Reporting Qualitative Datap. 198
Presenting Qualitative Datap. 198
The Importance of Structurep. 200
Structure and Inductive Analysisp. 200
Using Headings to Create Structurep. 200
Using Subheadings to Create More Structurep. 202
Case Studies or Representative Samplesp. 203
It's Alive!p. 203
Appendicesp. 206
Findings: Reporting Quantitative Data Using Tables and Figuresp. 207
Quantifying Realityp. 207
Using Numbersp. 207
Using Wordsp. 208
Reporting Arithmetic Datap. 209
Tablesp. 209
Figuresp. 211
Graphsp. 211
Other Visualsp. 212
Epiloguep. 214
Glossaryp. 215
Referencesp. 221
Indexp. 225
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