A short guide to action research / Andrew P. Johnson.

By: Johnson, Andrew P. (Andrew Paul)
Publisher: Boston : Pearson/Allyn and Bacon, c2008Edition: 3rd edDescription: xii, 226 p. : ill., charts. ; 24 cmContent type: text Media type: unmediated Carrier type: volumeISBN: 9780205509317; 0205509312Subject(s): Action research in educationDDC classification: 370.72 LOC classification: LB1028.24 | .J65 2008Online resources: Table of contents only
Contents:
CHAPTER ONE SCIENCE, RESEARCH, AND TEACHING 1 Science 1 Science and Pseudoscience 1 Research 3 Quantitative Research 3 Qualitative Research 6 Quantitative or Qualitative? 7 Teaching 7 What Scientists and Teachers Do 7 Using Research in Education: Theories, Hypotheses, and Paradigms, Oh My! 9 Theories and Hypotheses 9 Paradigms 11 Better Decision Makers 11 CHAPTER TWO RESEARCH PARADIGMS AND THE NATURE OF REALITY 16 Ontological Perspectives 17 Materialistic Monism 17 Dualism 19 Transcendental Monism 20 Three Perspectives in Perspective 22 Implications 22 CHAPTER THREE INTRODUCTION TO ACTION RESEARCH 28 Research in Action 28 A Quick Overview of Action Research 28 Descriptors of Action Research 29 The Importance of Action Research 32 The Gap between Theory and Practice 32 Teacher Empowerment 33 Teacher Inservice and Professional Growth 34 CHAPTER FOUR USING ACTION RESEARCH FOR SOLVING PROBLEMS 37 Finding the Problem 37 Finding Solutions 38 Creative Problem Solving 38 Means-End Analysis 38 Problem-Solving Strategies in the Classroom 39 Testing the Solution 40 An Example of Action Research and Problem Solving 40 Finding the Problem 40 Finding a Solution 41 Testing the Solution 41 CHAPTER FIVE STRATEGIES FOR PROFESSIONAL GROWTH AND DEVELOPMENT 44 Action Research and the Professional Development of Teachers 44 More Knowledge Please 45 Process and Empowerment 49 Other Professional Development Opportunities 50 Observing Your Own Practice 51 Best Practice 51 Audiotaping Lessons 54 Descriptive, Not Prescriptive 57 Final Word 58 CHAPTER SIX THE BEGINNING 62 An Overview of the Action Research Process 62 Action Research Steps 62 Finding Your Research Topic 64 A Teaching Strategy 64 Identify a Problem 65 Examine an Area of Interest 66 Still Having Trouble Starting? 67 CHAPTER SEVEN A THEORETICAL CONTEXT 75 Reviewing the Literature 75 Sources for the Literature Review 75 Academic Journals 75 The Internet 76 Books 76 Nonprint Sources 76 How Many Sources? 77 Sample Literature Reviews 77 A Literature Review at the Beginning 77 A Literature Review at the End 78 CHAPTER EIGHT METHODS OF COLLECTING DATA 81 Data Collection 81 Systematic 81 Data Collection and Soil Samples 81 A Television Sports Analyst 82 Types of Data Collection in Action Research 82 Log or Research Journal 83 Field Notes-Your Observations 83 Checklists 85 Conferences and Interviews 86 Video- and Audiotapes 90 Data Retrieval Charts 91 Rating Checklist 92 Students' Products or Performances 92 Surveys 94 Attitude and Rating Scales 96 The Arts 96 Archival Data 97 Websites, Class Journals, or E-mail 97 CHAPTER NINE METHODS OF ANALYZING DATA 100 Accuracy and Credibility: This Is What Is 100 Validity, Reliability, and Triangulation 101 Validity 101 Triangulation 102 Reliability 102 Inductive Analysis 103 Larry, Moe, and Curly Help with Inductive Analysis 103 Case Studies or Representative Samples 105 Vision Quest 106 Defining and Describing Categories 108 The Next Month 109 CHAPTER TEN QUANTITATIVE DESIGN IN ACTION RESEARCH 112 Correlational Research 112 Correlation Coefficient 112 Misusing Correlational Research 113 Negative Correlation 113 Making Predictions 113 Causal-Comparative Research 114 Whole Language in California 114 Quasi-Experimental Research 115 Quasi-Action Research 116 Pretest-Posttest Design 116 Pretest-Posttest Control Group Design 117 Time Series Design 117 Time Series Control Group Design 117 Equivalent Time-Sample Design 118 The Function of Statistics 118 Descriptive Statistics 118 Inferential Statistics 123 CHAPTER ELEVEN DISCUSSION: YOUR PLAN OF ACTION 128 Conclusions and Recommendations 128 Christina Stolfa, Nacogdoches, Texas 129 Jo Henriksen, St. Louis Park, Minnesota 130 Cathy Stamps, Fifth Grade, Hopkins Elementary School 132 Delinda Whitley, Mt. Enterprise, Texas 132 Evalution of the Study 133 Jim Vavreck, St. Peter, Minnesota 133 Staci Wilson, Irving, Texas 134 Designing a New Plan or Program 136 Creating a New Plan or Program 137 A Less Formal Plan of Action 138 CHAPTER TWELVE SAMPLE ACTION RESEARCH PROJECTS 141 Sample 12.1, Alison Reynolds, Minneapolis, Minnesota 141 Sample 12.2, Kay Dicke, Eden Prairie 144 Sample 12.3, LouAnn Strachota 147 Sample 12.4, Georgina L. Pete 151 Sample 12.5, Teresa Van Batavia, Eisenhower Elementary, Hopkins, Minnesota 154 Sample 12.6, Linda Roth, St. Peter School District, St. Peter, Minnesota 157 Sample 12.7, Angela Hassett Brunette Getty, Martinez, California 160 Sample 12.8, Michelle Bahr, Shakopee, Minnesota 164 Sample 12.9, Kim Schafer, Minnetonka, Minnesota 167 A Final Word 168 CHAPTER THIRTEEN PRESENTING YOUR ACTION RESEARCH 169 The Educational Environment 169 Your Colleagues 169 Your Students 170 School Boards, Principals, and Administrators: Making a Case 170 Your Classroom: Evaluating New Programs 170 Parent Conferences 171 As Part of a Master's Thesis 171 The Professional Environment 172 Professional Conferences and Conventions 172 Academic Journals 172 ERIC 174 Local Community Organizations 174 CHAPTER FOURTEEN WRITING AN ACTION RESEARCH REPORT 176 Tone and Style 176 Length 178 Clarity 178 Headings 179 CHAPTER FIFTEEN ACTION RESEARCH AS MASTER'S THESIS 183 Before You Start 183 Nine Tips for Writing Your Master's Thesis 183 The Action Research Thesis 184 Examples of Full Master's Theses 189 Christine Reed, Educational Specialist Degree, Nerstrand Elementary School, Nerstrand, Minnesota 189 Jackie Royer, Master's Thesis, Trimont Schools, Trimont, Minnesota 189 The Last Word 189 CHAPTER SIXTEEN THE LITERATURE REVIEW 190 A Theoretical Context 190 Steps for a Literature Review 190 Using an Objective Writing Style 193 A Sample Literature Review 194 The Reference Page 196 CHAPTER SEVENTEEN FINDINGS: REPORTING QUALITATIVE DATA 198 Presenting Qualitative Data 198 The Importance of Structure 200 Structure and Inductive Analysis 200 Using Headings to Create Structure 200 Using Subheadings to Create More Structure 202 Case Studies or Representative Samples 203 It's Alive! 203 Appendices 206 CHAPTER EIGHTEEN FINDINGS: REPORTING QUANTITATIVE DATA USING TABLES AND FIGURES 207 Quantifying Reality 207 Using Numbers 207 Using Words 208 Reporting Arithmetic Data 209 Tables 209 Figures 211 Graphs 211 Other Visuals 212
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GENERAL REFERENCE 		370.72 J63 2008 (Browse shelf) Available CITU-CL-37009
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Includes bibliographical references (p. 221-224) and index.

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

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