Action research : a guide for the teacher researcher / Geoffrey E. Mills, Southern Oregon University
- Author:
- Mills, Geoffrey E.
- Published:
- NY, NY : Pearson, [2018]
- Copyright Date:
- © 2018
- Edition:
- Sixth Edition.
- Physical Description:
- xvi, 336 pages ; 24 cm
- Contents:
- Machine generated contents note: 1.Understanding Action Research -- What Motivates Unmotivated Students? -- A Brief Overview of Educational Research -- Defining Action Research -- Origins of Action Research -- Theoretical Foundations of Action Research -- Critical Action Research -- Practical Action Research -- Goals and Rationale for Action Research -- Justifying Action Research: The Impact of Action Research on Practice -- Action Research Is Persuasive and Authoritative -- Action Research Is Relevant -- Action Research Allows Teachers Access to Research Findings -- Action Research Challenges the Intractability of Reform of the Educational System -- Action Research Is Not a Fad -- Making Action Research a Part of Daily Teaching Practices -- The Process of Action Research -- Summary -- Tasks -- 2.Ethics -- The Use of Technology to Enhance Mathematics Achievement -- The Ethics of Research -- Institutional Review Boards and Action Researchers -- Doing the Right Thing: The Role of Ethics in Action Research -- Ethical Guidelines -- Informed Consent and Protection from Harm -- Deception -- Personal Ethical Perspective -- Social Principles -- Accuracy -- Summary -- Task -- 3.Deciding on an Area of Focus -- Interactive Teen Theater -- Clarifying a General Idea and an Area of Focus -- Criteria for Selecting a General Idea/Area of Focus -- Reconnaissance -- Gaining Insight into Your Area of Focus Through Self-Reflection -- Gaining Insight into Your Area of Focus Through Descriptive Activities -- Gaining Insight into Your Area of Focus Through Explanatory Activities -- The Action Research Plan -- Write an Area-of-Focus Statement -- Define the Variables -- Develop Research Questions -- Describe the Intervention or Innovation -- Describe the Membership of the Action Research Group -- Describe Negotiations That Need to Be Undertaken -- Develop a Time Line -- Develop a Statement of Resources -- Develop Data Collection Ideas -- Put the Action Plan into Action -- Summary -- Tasks -- 4.Review of Related Literature -- Review of Related Literature -- Action Research and the Review of Related Literature -- Identifying Keywords and Identifying, Evaluating, and Annotating Sources -- Identifying Keywords -- Identifying Your Sources -- Searching for Books on Your Research Topic in the Library -- Using Library Catalogs -- Browsing the Stacks -- Steps for Searching Computer Databases -- Searching the Internet and the World Wide Web -- Becoming a Member of Professional Organizations -- Evaluating Your Sources -- Relevancy -- Author -- Source -- Methodology -- Date -- Annotating Your Sources -- Analyzing, Organizing, and Reporting the Literature -- Summary -- Tasks -- 5.Data Collection Techniques -- Reflection on Action Research -- Qualitative Data Collection Techniques -- Experiencing Through Direct Observation -- Participant Observation -- Field Notes -- Enquiring: When the Researcher Asks -- Informal Ethnographic Interview -- Structured Formal Interviews -- Focus Groups -- E-Mail Interviews -- Questionnaires -- Examining: Using and Making Records -- Archival Documents -- Journals -- Making Maps, Digital Recordings, and Artifacts -- Quantitative Data Collection Techniques -- Teacher-Made Tests -- Standardized Tests -- School-Generated Report Cards -- Attitude Scales -- Semantic Differential -- Triangulation -- Realign Your Area of Focus and Action Research Plan When Necessary -- Summary -- Tasks -- 6.Data Collection Considerations: Validity, Reliability, and Generalizability -- Improving Student Understanding and Motivation of Multiplication Facts -- Validity -- Guba's Criteria for Validity of Qualitative Research -- Wolcott's Strategies for Ensuring the Validity of Qualitative Research -- Reliability -- The Difference Between Reliability and Validity -- Generalizability -- Personal Bias in the Conduct of Action Research -- Propositions -- Summary -- Tasks -- 7.Data Analysis and Interpretation -- Emphasizing Learning by Deemphasizing Grades -- Self-Assessment Worksheet -- Student-Teacher Conferences -- Grades -- Ongoing Analysis and Reflection -- Avoid Premature Action -- The Role of Analysis and Interpretation -- Qualitative Data Organization -- Qualitative Data Analysis Techniques -- Identifying Themes -- Coding Surveys, Interviews, and Questionnaires -- Analyzing an Interview -- Asking Key Questions -- Doing an Organizational Review -- Developing a Concept Map -- Analyzing Antecedents and Consequences -- Displaying Findings -- Stating What's Missing -- Using Computer Software to Assist with Data Analysis -- Qualitative Data Analysis: An Example -- Analyzing and Interpreting Quantitative Data -- Why Use Descriptive Statistics? -- Measures of Central Tendency -- Measure of Variability: Standard Deviation -- An Illustration -- Be Careful About Your Claims -- Data Analysis in Mixed-Methods Designs -- Qualitative Data Interpretation Techniques -- Extend the Analysis -- Connect Findings with Personal Experience -- Seek the Advice of "Critical" Friends -- Contextualize Findings in the Literature -- Turn to Theory -- Know When to Say "When"! -- Sharing Your Interpretations Wisely -- Summary -- Task -- 8.Action Planning for Educational Change -- Reflecting on an Absenteeism Policy -- Developing Action Plans -- Levels of Action Planning -- Action Should Be Ongoing -- The Importance of Reflection -- Some Challenges Facing Teacher Researchers -- Lack of Resources -- Resistance to Change -- Reluctance to Interfere with Others' Professional Practices -- Reluctance to Admit Difficult Truths -- Finding a Forum to Share What You Have Learned -- Making Time for Action Research Endeavors -- Facilitating Educational Change -- Teachers and Administrators Need to Restructure Power and Authority Relationships -- Both Top-Down and Bottom-Up Strategies of Change Can Work -- Teachers Must Be Provided with Support -- Every Person Is a Change Agent -- Change Tends Not to Be Neat, Linear, or Rational -- Teacher Researchers Must Pay Attention to the Culture of the School -- The Outcome of Any Change Effort Must Benefit Students -- Being Hopeful Is a Critical Resource -- What Do Teachers Gain Through All of This Work? -- Summary -- Tasks -- 9.Writing Up Action Research -- Why Should I Formally Write About My Action Research? -- Format and Style -- Sample Annotated Action Research Article -- Rituals and Writing -- Establishing a Writing Routine -- An Outline for an Action Research Report -- Other Structures in Action Research Reports -- Submission Preparation Checklist -- General Guidelines for Submissions to Journals -- Choosing a "Journal" Style -- APA Publication Manual Conventions -- Self-Assessing Your Write-Up -- Integrating Teaching, Research, and Writing -- How Long Should the Write-Up Be? -- Seeking Feedback -- What's in a Title? -- Polishing the Text -- Summary -- Tasks -- 10.Evaluating Action Research -- "Let's Talk": Discussions in a Biology Classroom: An Action Research Project -- General Evaluation Criteria for Educational Research -- Criteria for Evaluating Action Research -- Applying Action Research Evaluation Criteria -- Area of Focus -- Research Questions -- Locus of Control -- Data Collection -- Ethics -- Reflective Stance -- Action -- Action-Data Connection -- This Is Just the Beginning! -- Summary -- Task -- Appendix A Action Research in Action: A Case Study of Curtis Elementary School and an Article Critique -- The Setting: Curtis Elementary---A Professional Development School -- The Area of Focus: Constructing Meaning in Reading -- Reviewing the Literature -- Creating an Action Plan -- Creating Meaning in Reading -- Sharing the Findings -- Evaluating Action Research -- Final Thoughts -- Summary -- Tasks -- Appendix B Standard Deviation and Action Research -- Measure of Variability: Standard Deviation -- An Illustration -- The Standard Deviation -- Appendix C Displaying Data Visually -- Example 1 Writers' Workshop and ESL Students' Written Work and Attitudes -- Example 2 Teaching Mathematics Using Manipulatives -- Example 3 The Impact of Book Sharing on Student Motivation to Read -- Example 4 Mapping Teachers' "Locus of Control" and "Movement" -- Example 5 Concept Map -- Summary.
- Subject(s):
- Genre(s):
- ISBN:
- 9780134523033
0134523032 - Bibliography Note:
- Includes bibliographical references (pages 327-329) and indexes.
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