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CHAPTER ONE<br/>SCIENCE, RESEARCH, AND TEACHING 1<br/>Science 1<br/>Science and Pseudoscience 1<br/>Research 3<br/>Quantitative Research 3<br/>Qualitative Research 6<br/>Quantitative or Qualitative? 7<br/>Teaching 7<br/>What Scientists and Teachers Do 7<br/>Using Research in Education: Theories,<br/>Hypotheses, and Paradigms, Oh My! 9<br/>Theories and Hypotheses 9<br/>Paradigms 11<br/>Better Decision Makers 11<br/>CHAPTER TWO<br/>RESEARCH PARADIGMS AND THE NATURE OF REALITY 16<br/>Ontological Perspectives 17<br/>Materialistic Monism 17<br/>Dualism 19<br/>Transcendental Monism 20<br/>Three Perspectives in Perspective 22<br/>Implications 22<br/>CHAPTER THREE<br/>INTRODUCTION TO ACTION RESEARCH 28<br/>Research in Action 28<br/>A Quick Overview of Action Research 28<br/>Descriptors of Action Research 29<br/>The Importance of Action Research 32<br/>The Gap between Theory and Practice 32<br/>Teacher Empowerment 33<br/>Teacher Inservice and Professional Growth 34<br/>CHAPTER FOUR<br/>USING ACTION RESEARCH FOR SOLVING PROBLEMS 37<br/>Finding the Problem 37<br/>Finding Solutions 38<br/>Creative Problem Solving 38<br/>Means-End Analysis 38<br/>Problem-Solving Strategies in the Classroom 39<br/>Testing the Solution 40<br/>An Example of Action Research and Problem Solving 40<br/>Finding the Problem 40<br/>Finding a Solution 41<br/>Testing the Solution 41<br/>CHAPTER FIVE<br/>STRATEGIES FOR PROFESSIONAL GROWTH AND DEVELOPMENT 44<br/>Action Research and the Professional Development of Teachers 44<br/>More Knowledge Please 45<br/>Process and Empowerment 49<br/>Other Professional Development Opportunities 50<br/>Observing Your Own Practice 51<br/>Best Practice 51<br/>Audiotaping Lessons 54<br/>Descriptive, Not Prescriptive 57<br/>Final Word 58<br/>CHAPTER SIX<br/>THE BEGINNING 62<br/>An Overview of the Action Research Process 62<br/>Action Research Steps 62<br/>Finding Your Research Topic 64<br/>A Teaching Strategy 64<br/>Identify a Problem 65<br/>Examine an Area of Interest 66<br/>Still Having Trouble Starting? 67<br/>CHAPTER SEVEN<br/>A THEORETICAL CONTEXT 75<br/>Reviewing the Literature 75<br/>Sources for the Literature Review 75<br/>Academic Journals 75<br/>The Internet 76<br/>Books 76<br/>Nonprint Sources 76<br/>How Many Sources? 77<br/>Sample Literature Reviews 77<br/>A Literature Review at the Beginning 77<br/>A Literature Review at the End 78<br/>CHAPTER EIGHT<br/>METHODS OF COLLECTING DATA 81<br/>Data Collection 81<br/>Systematic 81<br/>Data Collection and Soil Samples 81<br/>A Television Sports Analyst 82<br/>Types of Data Collection in Action Research 82<br/>Log or Research Journal 83<br/>Field Notes-Your Observations 83<br/>Checklists 85<br/>Conferences and Interviews 86<br/>Video- and Audiotapes 90<br/>Data Retrieval Charts 91<br/>Rating Checklist 92<br/>Students' Products or Performances 92<br/>Surveys 94<br/>Attitude and Rating Scales 96<br/>The Arts 96<br/>Archival Data 97<br/>Websites, Class Journals, or E-mail 97<br/>CHAPTER NINE<br/>METHODS OF ANALYZING DATA 100<br/>Accuracy and Credibility: This Is What Is 100<br/>Validity, Reliability, and Triangulation 101<br/>Validity 101<br/>Triangulation 102<br/>Reliability 102<br/>Inductive Analysis 103<br/>Larry, Moe, and Curly Help with Inductive Analysis 103<br/>Case Studies or Representative Samples 105<br/>Vision Quest 106<br/>Defining and Describing Categories 108<br/>The Next Month 109<br/>CHAPTER TEN<br/>QUANTITATIVE DESIGN IN ACTION RESEARCH 112<br/>Correlational Research 112<br/>Correlation Coefficient 112<br/>Misusing Correlational Research 113<br/>Negative Correlation 113<br/>Making Predictions 113<br/>Causal-Comparative Research 114<br/>Whole Language in California 114<br/>Quasi-Experimental Research 115<br/>Quasi-Action Research 116<br/>Pretest-Posttest Design 116<br/>Pretest-Posttest Control Group Design 117<br/>Time Series Design 117<br/>Time Series Control Group Design 117<br/>Equivalent Time-Sample Design 118<br/>The Function of Statistics 118<br/>Descriptive Statistics 118<br/>Inferential Statistics 123<br/>CHAPTER ELEVEN<br/>DISCUSSION: YOUR PLAN OF ACTION 128<br/>Conclusions and Recommendations 128<br/>Christina Stolfa, Nacogdoches, Texas 129<br/>Jo Henriksen, St. Louis Park, Minnesota 130<br/>Cathy Stamps, Fifth Grade, Hopkins Elementary School 132<br/>Delinda Whitley, Mt. Enterprise, Texas 132<br/>Evalution of the Study 133<br/>Jim Vavreck, St. Peter, Minnesota 133<br/>Staci Wilson, Irving, Texas 134<br/>Designing a New Plan or Program 136<br/>Creating a New Plan or Program 137<br/>A Less Formal Plan of Action 138<br/>CHAPTER TWELVE<br/>SAMPLE ACTION RESEARCH PROJECTS 141<br/>Sample 12.1, Alison Reynolds, Minneapolis, Minnesota 141<br/>Sample 12.2, Kay Dicke, Eden Prairie 144<br/>Sample 12.3, LouAnn Strachota 147<br/>Sample 12.4, Georgina L. Pete 151<br/>Sample 12.5, Teresa Van Batavia, Eisenhower Elementary,<br/>Hopkins, Minnesota 154<br/>Sample 12.6, Linda Roth, St. Peter School District, St. Peter, Minnesota 157<br/>Sample 12.7, Angela Hassett Brunette Getty, Martinez, California 160<br/>Sample 12.8, Michelle Bahr, Shakopee, Minnesota 164<br/>Sample 12.9, Kim Schafer, Minnetonka, Minnesota 167<br/>A Final Word 168<br/>CHAPTER THIRTEEN<br/>PRESENTING YOUR ACTION RESEARCH 169<br/>The Educational Environment 169<br/>Your Colleagues 169<br/>Your Students 170<br/>School Boards, Principals, and Administrators: Making a Case 170<br/>Your Classroom: Evaluating New Programs 170<br/>Parent Conferences 171<br/>As Part of a Master's Thesis 171<br/>The Professional Environment 172<br/>Professional Conferences and Conventions 172<br/>Academic Journals 172<br/>ERIC 174<br/>Local Community Organizations 174<br/>CHAPTER FOURTEEN<br/>WRITING AN ACTION RESEARCH REPORT 176<br/>Tone and Style 176<br/>Length 178<br/>Clarity 178<br/>Headings 179<br/>CHAPTER FIFTEEN<br/>ACTION RESEARCH AS MASTER'S THESIS 183<br/>Before You Start 183<br/>Nine Tips for Writing Your Master's Thesis 183<br/>The Action Research Thesis 184<br/>Examples of Full Master's Theses 189<br/>Christine Reed, Educational Specialist Degree, Nerstrand Elementary School,<br/>Nerstrand, Minnesota 189<br/>Jackie Royer, Master's Thesis, Trimont Schools, Trimont, Minnesota 189<br/>The Last Word 189<br/>CHAPTER SIXTEEN<br/>THE LITERATURE REVIEW 190<br/>A Theoretical Context 190<br/>Steps for a Literature Review 190<br/>Using an Objective Writing Style 193<br/>A Sample Literature Review 194<br/>The Reference Page 196<br/>CHAPTER SEVENTEEN<br/>FINDINGS: REPORTING QUALITATIVE DATA 198<br/>Presenting Qualitative Data 198<br/>The Importance of Structure 200<br/>Structure and Inductive Analysis 200<br/>Using Headings to Create Structure 200<br/>Using Subheadings to Create More Structure 202<br/>Case Studies or Representative Samples 203<br/>It's Alive! 203<br/>Appendices 206<br/>CHAPTER EIGHTEEN<br/>FINDINGS: REPORTING QUANTITATIVE DATA USING TABLES<br/>AND FIGURES 207<br/>Quantifying Reality 207<br/>Using Numbers 207<br/>Using Words 208<br/>Reporting Arithmetic Data 209<br/>Tables 209<br/>Figures 211<br/>Graphs 211<br/>Other Visuals 212<br/> |