Short Guide to Action Research, A

by Johnson, Andrew P.

• ISBN13: 9780205509317
• ISBN10: 0205509312
• Additional ISBN(s): 9780132685863
• Edition: 3rd
• Format: Paperback
• Copyright: 2008-01-01
• Publisher: Allyn & Bacon
• More Book Details
• Purchase Benefits

Summary

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

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
Table of Contents provided by Ingram. All Rights Reserved.