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| Item type | Current location | Home library | Call number | Status | Date due | Barcode | Item holds |
|---|---|---|---|---|---|---|---|
BOOK
|
GRADUATE LIBRARY | GRADUATE LIBRARY GENERAL REFERENCE | 370.72 J63 2008 (Browse shelf) | Available | CITU-CL-37009 |
Browsing GRADUATE LIBRARY Shelves , Shelving location: GENERAL REFERENCE Close shelf browser
|
|
|
|
|
|
|
||
| 370.3 En19 2003 Encyclopedia of education / | 370.3 H384 2009 Improving schools through action research a comprehensive guide for educators | 370.3 N629 2007 Encyclopedia of educational measurement and evaluation / | 370.72 J63 2008 A short guide to action research / | 371.2 Us5 2007 Teacher's handbook of educational administration / | 371.2003 En19 2006 Encyclopedia of educational leadership and administration / | 371.2003 En19 2006 Encyclopedia of educational leadership and administration / |
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
There are no comments for this item.