Action Research A Guide for the Teacher Researcher

ISBN-10: 013172276X
ISBN-13: 9780131722767
Edition: 3rd 2007 (Revised)
List price: $49.60 Buy it from $2.89
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Description: Known for its practical, step-by-step guidance for teachers,Action Research: A Guide for the Teacher Researchershows practicing teachers how to do research in classrooms using concrete cases and examples.Born of the authors own experience working  More...

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Book details

List price: $49.60
Edition: 3rd
Copyright year: 2007
Publisher: Prentice Hall PTR
Publication date: 5/30/2006
Binding: Paperback
Pages: 272
Size: 7.50" wide x 9.25" long x 0.50" tall
Weight: 1.254
Language: English

Known for its practical, step-by-step guidance for teachers,Action Research: A Guide for the Teacher Researchershows practicing teachers how to do research in classrooms using concrete cases and examples.Born of the authors own experience working with teachers and principals, this book provides a step-by-step outline of how to "do" action research - backed by the most extensive theory and research coverage on the market today. The author guides preservice and practicing teachers through the action research process via numerous concrete illustrations and a wealth of on-line resources; positioning it as a fundamental component of teaching, alongside curriculum development, assessment, and classroom management.General K-12 classroom teachers and administrators.

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
For Further Thought
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
Review of Related Literature
Searching Online Resources
Searching the Internet and the World Wide Web
Becoming a Member of Professional Organizations
Visiting a University Library
Evaluating Your Sources
Abstracting
Analyzing, Organizing, and Reporting the Literature
Writing Tools and Suggestions
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 Timeline
Develop a Statement of Resources
Develop Data Collection Ideas
Put the Action Plan Into Action
Summary
For Further Thought
Data Collection Techniques
Reflection on Action Research
Qualitative Data Collection Techniques
Triangulation
Experiencing Through Direct Observation
Participant Observation
Fieldnotes
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, Videotapes, Audiotapes, Photographs, Film, and Artifacts
Quantitative Data Collection Techniques
Teacher-Made Tests
Standardized Tests
School-Generated Report Cards
Attitude Scales
Other Measurement Techniques
Realign Your Area of Focus and Action Research Plan When Necessary
Summary
For Further Thought
Data Collection Considerations: Validity, Reliability, and Generalizability
Improving Student Understanding and Motivation of Multiplication Facts
Validity
Guba's Criteria for Validity of Qualitative Research
Maxwell's Criteria for Validity of Qualitative Research
Anderson, Herr, and Nihlen's Criteria for Validity in Action Research
Wolcott's Strategies for Ensuring the Validity of Action Research
Reliability
The Difference Between Reliability and Validity
Generalizability
Personal Bias in the Conduct of Action Research
Propositions
Summary
For Further Thought
Ethics
The Use of Technology to Enhance Mathematics Achievement
The Ethics of Research
Informed Consent and Protection from Harm
Deception
Doing the Right Thing: The Role of Ethics in Action Research
Ethical Guidelines
Flinders's Conceptual Framework for Ethics in Qualitative Research
Summary
For Further Thought
Data Analysis and Interpretation
Emphasizing Learning by Deemphasizing Grades
Ongoing Analysis and Reflection
Avoid Premature Action
The Role of Analysis and Interpretation
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
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
For Further Thought
Action Planning for Educational Change
Reflecting on Admission Criteria
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
For Further Thought
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
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
For Further Thought
Sharing, Critiquing, and Celebrating Action Research Online
Reflecting on Reflective Teaching
Sharing Action Research
Electronic Means for Sharing Action Research
A Word on Quality Control on the Internet
Using the Internet to Get Connected
What Different Types of Online Resources Can I Use?
Action Research Web Sites
Listservs
Online Journals
Online Action Research: Challenges and Cautions
The Challenge of Technophobia
The Challenge of the Ever-Evolving Internet
Caution: Monitor Your Time Online
But Is It Really Research?-Criteria for Judging Action Research
Personal Reflection
Celebration-It's Time to Party!
This Is Just the Beginning!
Summary
For Further Thought
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
Critiquing Action Research
Audience
Format
Prejudices
Professional Disposition
Reflective Stance
Life Enhancing
Action
Action-Data Connection
Impact
Changes
Colleague Response
Celebrating Action Research
Final Thoughts
Summary
For Further Thought
Descriptive Statistics and Action Research
Count What Counts! Using Descriptive Statistics
Why Use Descriptive Statistics?
Measures of Central Tendency
Measure of Variability: Standard Deviation
An Illustration
Be Careful About Your Claims
Displaying Data Visually
Writers Workshop and ESL Students' Written Work and Attitudes
Teaching Mathematics Using Manipulatives
The Impact of Book Sharing on Student Motivation to Read
Mapping Teacher's "Locus of Control" and "Movement"
Concept Map
Summary
References
Author Index
Subject Index

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