A short guide to action research

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