Short Guide to Action Research, A

<p><strong>Chapter 1. SCIENCE, RESEARCH, AND TEACHING</strong></p> <p>I. Science, Research, and Teaching</p> <p>II. Science</p> <p> 1. Science and Pseudoscience</p> <p>II. Research</p> <p> 1. Quantitative Research</p> <p> 2. Qualitative Research</p> <p> 3. Quantitative or Qualitative?</p> <p>III. TEACHING</p> <p> 1. What Scientists and Teachers Do</p> <p>IV. Using Research in Education: Theories, Hypotheses, and Paradigms, Oh My!</p> <p> 1. Theories and Hypotheses</p> <p> 2. Paradigms</p> <p> 3. Better Decision Makers</p> <p><strong>Chapter 2. INTRODUCTION TO ACTION RESEARCH</strong></p> <p>I. Research in Action</p> <p> 1. A Quick Overview of Action Research</p> <p> 2. Descriptors of Action Research</p> <p>II. The Importance of Action Research</p> <p> 1. The Gap between Theory and Practice</p> <p> 2. Teacher Empowerment</p> <p> 3. Teacher Inservice and Professional Growth</p> <p><strong>Chapter 3. USING ACTION RESEARCH FOR SOLVING PROBLEMS</strong></p> <p>I. FINDING THE PROBLEM</p> <p>II. FINDING SOLUTIONS</p> <p> 1. Creative Problem Solving</p> <p> 2. Means—End Analysis</p> <p> 3. Problem-Solving Strategies in the Classroom</p> <p> 4. Testing the Solution</p> <p>III. AN EXAMPLE OF ACTION RESEARCH AND PROBLEM SOLVING</p> <p> 1. Finding the Problem</p> <p> 2. Finding a Solution</p> <p> 3. Testing the Solution</p> <p>IV. PROBLEM SOLVING AND INSTRUCTIONAL IMPROVEMENT</p> <p><strong>Chapter 4. THE BEGINNING</strong></p> <p>I. AN OVERVIEW OF THE ACTION RESEARCH PROCESS</p> <p> 1. Action Research Steps</p> <p>II. FINDING YOUR RESEARCH TOPIC</p> <p> 1. A Teaching Strategy</p> <p> 2. Identify a Problem</p> <p> 3. Examine an Area of Interest</p> <p>III. STILL HAVING TROUBLE STARTING?</p> <p><strong>Chapter 5. REVIEWING THE LITERATURE</strong></p> <p>I. REVIEWING THE LITERATURE</p> <p>II. SOURCES FOR THE LITERATURE REVIEW</p> <p> 1. Academic Journals</p> <p> 2. Books</p> <p> 3. The Internet</p> <p> 4. How Many Sources?</p> <p>III. STEPS FOR A LITERATURE REVIEW</p> <p>IV. CITATIONS</p> <p>V. THE REFERENCE PAGE</p> <p> 1. Journals</p> <p> 2. Books</p> <p>VI. A SAMPLE LITERATURE REVIEW</p> <p> 1. Literature Review at the Beginning</p> <p> 2. A Literature Review at the End</p> <p><strong>Chapter 6. METHODS OF COLLECTING DATA</strong></p> <p>I. DATA COLLECTION</p> <p> 1. Systematic</p> <p> 2. Data Collection and Soil Samples</p> <p> 3. A Television Sports Analyst</p> <p>II. TYPES OF DATA COLLECTION IN ACTION RESEARCH</p> <p> 1. Log or Research Journal</p> <p> 2. Field Notes–Your Observations</p> <p> 3. Checklists</p> <p> 4. Rating Checklist</p> <p> 5. Rubrics</p> <p> 6. Conferences and Interviews</p> <p> 7. Data Retrieval Charts</p> <p> 8. Maps</p> <p> 9. Artifacts: Students’ Products or Performances</p> <p> 10. The Arts</p> <p> 11. Archival Data</p> <p> 12. Surveys</p> <p> 13. Attitude and Rating Scales</p> <p> 14. Online Surveys and Rating Scales</p> <p> 15. Online Platforms and Class Journals</p> <p><strong>Chapter 7. METHODS OF ANALYZING DATA</strong></p> <p>I. ACCURACY AND CREDIBILITY: THIS IS WHAT IS</p> <p>II. VALIDITY, RELIABILITY, AND TRIANGULATION</p> <p> 1. Validity</p> <p> 2. Triangulation</p> <p> 3. Reliability</p> <p>III. INDUCTIVE ANALYSIS</p> <p> 1. Larry, Moe, and Curly Help with Inductive Analysis</p> <p> 2. Case Studies or Representative Samples</p> <p> 3. Vision Quest</p> <p> 4. Defining and Describing Categories</p> <p> 5. The Next Month</p> <p><strong>Chapter 8. QUANTITATIVE DESIGN IN ACTION RESEARCH</strong></p> <p>I. CORRELATIONAL RESEARCH</p> <p> 1. Correlation Coefficient</p> <p> 2. Misusing Correlational Research</p> <p> 3. Negative Correlation</p> <p> 4. Making Predictions</p> <p>II. CAUSAL—COMPARATIVE RESEARCH</p> <p> 1. Whole Language in California</p> <p>II. QUASI-EXPERIMENTAL RESEARCH</p> <p> 1. Quasi-Action Research</p> <p> 2. Pretest—Posttest Design</p> <p> 3. Pretest—Posttest Control Group Design</p> <p> 4. Time Series Design</p> <p> 5. Time Series Control Group Design</p> <p> 6. Equivalent Time-Sample Design</p> <p>III. THE FUNCTION OF STATISTICS</p> <p> 1. Descriptive Statistics</p> <p>IV. INFERENTIAL STATISTICS</p> <p><strong>Chapter 9. EVALUATING, DESCRIBING, AND PROPOSING RESEARCH</strong></p> <p>I. EVALUATING RESEARCH</p> <p> 1. Buyer Beware</p> <p> 2. Scientifically Based Research</p> <p>II. EVALUATING QUANTITATIVE RESEARCH</p> <p> 1. Independent and Dependent Variables</p> <p> 2. Confounding Variables</p> <p> 3. Common Confounding Variables</p> <p>III. EVALUATING QUALITATIVE RESEARCH</p> <p>IV. DESCRIBING RESEARCH</p> <p> 1. Examples of Research Descriptions</p> <p>V. AN ACTION RESEARCH PROPOSAL</p> <p> 1. Annie Oftedahl, Northfield, Minnesota</p> <p> 2. Ann Schmitz, Garden City Minnesota, Mankato District 77 Early Childhood Special Education</p> <p><strong>Chapter 10. REPORTING FINDINGS IN ACTION RESEARCH</strong></p> <p>I. REPORTING QUALITATIVE DATA</p> <p> 1. Tips for Presenting Qualitative Data</p> <p>II. THE IMPORTANCE OF STRUCTURE</p> <p> 1. Structure and Inductive Analysis</p> <p> 2. Using Headings to Create Structure</p> <p> 3. Using Subheadings to Create More Structure</p> <p>III. CASE STUDIES OR REPRESENTATIVE SAMPLES</p> <p> 1. It’s Alive!</p> <p>IV. APPENDICES</p> <p>V. REPORTING QUANTITATIVE DATA</p> <p> 1. Using Numbers</p> <p> 2. Using Words</p> <p> 3. Reporting Arithmetic Data</p> <p>VI. TABLES</p> <p>VII. FIGURES</p> <p> 1. Graphs</p> <p> 2. Other Visuals</p> <p><strong>Chapter 11. DISCUSSION: YOUR PLAN OF ACTION</strong></p> <p>I. CONCLUSIONS AND RECOMMENDATIONS</p> <p> 1. Christina Stolfa, Nacogdoches, Texas</p> <p> 2. Jo Henriksen, St. Louis Park, Minnesota</p> <p> 3. Cathy Stamps, Fifth Grade, Hopkins Elementary School</p> <p> 4. Delinda Whitley, Mt. Enterprise, Texas</p> <p> 5. Darlene Cempa, Whitney Point, NY</p> <p>II. IMPLICATIONS OR RECOMMENDATIONS FOR FUTURE RESEARCH</p> <p> 1. Morgan Chylinski, Jamesville, NY</p> <p> 2. Karen Randle, Trumansburg, New York</p> <p> III. EVALUATION OF THE STUDY</p> <p> 1. Jim Vavreck, St. Peter, Minnesota</p> <p> 2. Staci Wilson, Irving, Texas</p> <p>IV. DESIGNING A NEW PLAN OR PROGRAM</p> <p> 1. Creating a New Plan or Program</p> <p> 2. A Less Formal Plan of Action</p> <p><strong>Chapter 12. WRITING AN ACTION RESEARCH REPORT</strong></p> <p>I. TONE AND STYLE</p> <p> 1. Avoid Value Statements</p> <p> 2. Extremely Objective</p> <p>II. PRECISION AND CLARITY</p> <p> 1. Writing and Speech</p> <p> 2. Avoid Speech-isms</p> <p> 3. Avoid Non-Words</p> <p> 4. Use Adverbs with Caution</p> <p>IV. REDUCING BIAS</p> <p> 1. Person-First Language</p> <p> 2. Exceptionalities</p> <p> 3. Gender</p> <p> 4. Sexual Orientation</p> <p> 5. LGBT and Transgender</p> <p> 6. Race and Ethnicity</p> <p>V. LENGTH</p> <p>VI. CLARITY</p> <p>VII. HEADINGS</p> <p>VIII. THE BASIC ELEMENTS OF STYLE</p> <p> 1. The Basics of Grammar</p> <p> 2. The Basics of Punctuation: Commas, Semi-Colons, and Colons.</p> <p><strong>Chapter 13. PRESENTING YOUR ACTION RESEARCH</strong></p> <p>I. THE EDUCATIONAL ENVIRONMENT</p> <p> 1. Your Colleagues</p> <p> 2. Your Students</p> <p> 3. School Boards, Principals, and Administrators: Making a Case</p> <p> 4. Your Classroom: Evaluating New Programs</p> <p> 5. Parent Conferences</p> <p> 6. As Part of a Master’s Thesis</p> <p>II. THE PROFESSIONAL ENVIRONMENT</p> <p> 1. Professional Conferences and Conventions</p> <p> 2. Academic Journals</p> <p> 3. ERIC</p> <p>III. LOCAL COMMUNITY ORGANIZATIONS</p> <p>IV. MAKING EFFECTIVE PRESENTATIONS</p> <p> 1. Planning the Presentation</p> <p> 2. General Platform Skills</p> <p> 3. PowerPoint Specifics</p> <p> 4. Effective Handouts</p> <p> 5. Online Video Presentations</p> <p><strong>Chapter 14. ACTION RESEARCH AS MASTER’S THESIS</strong></p> <p>I. BEFORE YOU START</p> <p> 1. Nine Tips for Writing Your Master’s Thesis</p> <p> Tina Williams</p> <p> Christine Reed, Educational Specialist Degree, Nerstrand Elementary School, 6. Nerstrand, Minnesota</p> <p> Jackie Royer, Master’s Thesis, Trimont Schools, Trimont, Minnesota</p> <p> Darlene Cempa, Whitney Point, NY</p> <p> Karen Randle, Trumansburg, New York</p> <p> Morgan Chylinski, Jamesville, NY</p> <p><strong>Chapter 15. STRATEGIES FOR PROFESSIONAL GROWTH AND DEVELOPMENT</strong></p> <p>I. ACTION RESEARCH AND THE PROFESSIONAL DEVELOPMENT OF TEACHERS</p> <p> 1. More Knowledge Please</p> <p> 2. Process and Empowerment</p> <p> 3. Online Professional Development</p> <p> 4. Other Professional Development Opportunities</p> <p>II. OBSERVING YOUR OWN PRACTICE</p> <p> 1. Best Practice</p> <p> 2. Audiotaping Lessons</p> <p> 3. Descriptive, Not Prescriptive</p> <p><strong>APPENDIX - SAMPLE ACTION RESEARCH PROJECTS</strong></p> <p>1. Alison Reynolds, Minneapolis, Minnesota</p> <p>2. Kay Dicke, Eden Prairie</p> <p>3. LouAnn Strachota</p> <p>4. Georgina L. Pete</p> <p>5. Teresa Van Batavia, Eisenhower Elementary, Hopkins, Minnesota</p> <p>6. Linda Roth, St. Peter School District, St. Peter, Minnesota</p> <p>7. Angela Hassett Brunelle Getty, Martinez, California</p> <p>8. Michelle Bahr, Shakopee, Minnesota</p> <p>9. Kim Schafer, Minnetonka, Minnesota</p> <p>10. Barbara King, Prairie Elementary School, Worthington MN.</p> <p>11. Annette Tousignant</p>