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| Science, Research, And Teaching | |
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| Science, Research, and Teaching | |
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| Science | |
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| Science and Pseudoscience | |
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| Research | |
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| Quantitative Research | |
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| Qualitative Research | |
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| Quantitative or Qualitative? | |
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| Teaching | |
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| What Scientists and Teachers Do | |
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| Using Research in Education: Theories, Hypotheses, and Paradigms, Oh My! | |
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| Theories and Hypotheses | |
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| Paradigms | |
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| Better Decision Makers | |
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| Introduction To Action Research | |
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| Research in Action | |
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| A Quick Overview of Action Research | |
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| Descriptors of Action Research | |
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| The Importance of Action Research | |
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| The Gap between Theory and Practice | |
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| Teacher Empowerment | |
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| Teacher Inservice and Professional Growth | |
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| Using Action Research For Solving Problems | |
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| Finding The Problem | |
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| Finding Solutions | |
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| Creative Problem Solving | |
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| Means-End Analysis | |
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| Problem-Solving Strategies in the Classroom | |
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| Testing the Solution | |
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| An Example Of Action Research And Problem Solving | |
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| Finding the Problem | |
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| Finding a Solution | |
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| Testing the Solution | |
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| Problem Solving And Instructional Improvement | |
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| The Beginning | |
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| An Overview Of The Action Research Process | |
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| Action Research Steps | |
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| Finding Your Research Topic | |
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| A Teaching Strategy | |
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| Identify a Problem | |
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| Examine an Area of Interest | |
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| Still Having Trouble Starting? | |
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| Reviewing The Literature | |
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| Reviewing The Literature | |
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| Sources For The Literature Review | |
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| Academic Journals | |
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| Books | |
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| The Internet | |
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| How Many Sources? | |
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| Steps For A Literature Review | |
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| Citations | |
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| The Reference Page | |
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| Journals | |
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| Books | |
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| A Sample Literature Review | |
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| Literature Review at the Beginning | |
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| A Literature Review at the End | |
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| Methods Of Collecting Data | |
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| Data Collection | |
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| Systematic | |
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| Data Collection and Soil Samples | |
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| A Television Sports Analyst | |
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| Types Of Data Collection In Action Research | |
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| Log or Research Journal | |
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| Field Notes-Your Observations | |
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| Checklists | |
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| Rating Checklist | |
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| Rubrics | |
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| Conferences and Interviews | |
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| Data Retrieval Charts | |
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| Maps | |
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| Artifacts: Students' Products or Performances | |
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| The Arts | |
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| Archival Data | |
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| Surveys | |
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| Attitude and Rating Scales | |
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| Online Surveys and Rating Scales | |
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| Online Platforms and Class Journals | |
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| Methods Of Analyzing Data | |
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| Accuracy And Credibility: This Is What Is | |
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| Validity, Reliability, And Triangulation | |
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| Validity | |
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| Triangulation | |
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| Reliability | |
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| Inductive Analysis | |
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| Larry, Moe, and Curly Help with Inductive Analysis | |
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| Case Studies or Representative Samples | |
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| Vision Quest | |
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| Defining and Describing Categories | |
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| The Next Month | |
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| Quantitative Design In Action Research | |
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| Correlational Research | |
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| Correlation Coefficient | |
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| Misusing Correlational Research | |
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| Negative Correlation | |
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| Making Predictions | |
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| Causal-Comparative Research | |
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| Whole Language in California | |
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| Quasi-Experimental Research | |
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| Quasi-Action Research | |
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| Pretest-Posttest Design | |
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| Pretest-Posttest Control Group Design | |
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| Time Series Design | |
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| Time Series Control Group Design | |
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| Equivalent Time-Sample Design | |
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| The Function Of Statistics | |
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| Descriptive Statistics | |
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| Inferential Statistics | |
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| Evaluating, Describing, And Proposing Research | |
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| Evaluating Research | |
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| Buyer Beware | |
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| Scientifically Based Research | |
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| Evaluating Quantitative Research | |
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| Independent and Dependent Variables | |
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| Confounding Variables | |
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| Common Confounding Variables | |
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| Evaluating Qualitative Research | |
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| Describing Research | |
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| Examples of Research Descriptions | |
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| An Action Research Proposal | |
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| Annie Oftedahl, Northfield, Minnesota | |
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| Ann Schmitz, Garden City Minnesota, Mankato District 77 Early Childhood Special Education | |
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| Reporting Findings In Action Research | |
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| Reporting Qualitative Data | |
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| Tips for Presenting Qualitative Data | |
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| The Importance Of Structure | |
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| Structure and Inductive Analysis | |
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| Using Headings to Create Structure | |
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| Using Subheadings to Create More Structure | |
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| Case Studies Or Representative Samples | |
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| It's Alive! | |
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| Appendices | |
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| Reporting Quantitative Data | |
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| Using Numbers | |
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| Using Words | |
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| Reporting Arithmetic Data | |
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| Tables | |
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| Figures | |
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| Graphs | |
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| Other Visuals | |
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| Discussion: Your Plan Of Action | |
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| Conclusions And Recommendations | |
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| Christina Stolfa, Nacogdoches, Texas | |
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| Jo Henriksen, St. Louis Park, Minnesota | |
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| Cathy Stamps, Fifth Grade, Hopkins Elementary School | |
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| Delinda Whitley, Mt. Enterprise, Texas | |
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| Darlene Cempa, Whitney Point, NY | |
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| Implications Or Recommendations For Future Research | |
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| Morgan Chylinski, Jamesville, NY | |
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| Karen Randle, Trumansburg, New York | |
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| Evaluation Of The Study | |
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| Jim Vavreck, St. Peter, Minnesota | |
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| Staci Wilson, Irving, Texas | |
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| Designing A New Plan Or Program | |
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| Creating a New Plan or Program | |
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| A Less Formal Plan of Action | |
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| Writing An Action Research Report | |
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| Tone And Style | |
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| Avoid Value Statements | |
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| Extremely Objective | |
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| Precision And Clarity | |
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| Writing and Speech | |
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| Avoid Speech-isms | |
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| Avoid Non-Words | |
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| Use Adverbs with Caution | |
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| Reducing Bias | |
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| Person-First Language | |
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| Exceptionalities | |
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| Gender | |
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| Sexual Orientation | |
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| LGBT and Transgender | |
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| Race and Ethnicity | |
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| Length | |
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| Clarity | |
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| Headings | |
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| The Basic Elements Of Style | |
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| The Basics of Grammar | |
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| The Basics of Punctuation: Commas, Semi-Colons, and Colons. | |
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| Presenting Your Action Research | |
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| The Educational Environment | |
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| Your Colleagues | |
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| Your Students | |
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| School Boards, Principals, and Administrators: Making a Case | |
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| Your Classroom: Evaluating New Programs | |
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| Parent Conferences | |
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| As Part of a Master's Thesis | |
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| The Professional Environment | |
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| Professional Conferences and Conventions | |
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| Academic Journals | |
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| Eric | |
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| Local Community Organizations | |
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| Making Effective Presentations | |
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| Planning the Presentation | |
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| General Platform Skills | |
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| PowerPoint Specifics | |
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| Effective Handouts | |
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| Online Video Presentations | |
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| Action Research As Master's Thesis | |
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| Before You Start | |
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| Nine Tips for Writing Your Master's Thesis | |
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| Tina Williams | |
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| Christine Reed, Educational Specialist Degree, Nerstrand Elementary School, 6. Nerstrand, Minnesota | |
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| Jackie Royer, Master's Thesis, Trimont Schools, Trimont, Minnesota | |
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| Darlene Cempa, Whitney Point, NY | |
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| Karen Randle, Trumansburg, New York | |
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| Morgan Chylinski, Jamesville, NY | |
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| Strategies For Professional Growth And Development | |
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| Action Research And The Professional Development Of Teachers | |
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| More Knowledge Please | |
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| Process and Empowerment | |
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| Online Professional Development | |
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| Other Professional Development Opportunities | |
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| Observing Your Own Practice | |
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| Best Practice | |
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| Audiotaping Lessons | |
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| Descriptive, Not Prescriptive | |
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| Appendix - Sample Action Research Projects | |
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| Alison Reynolds, Minneapolis, Minnesota | |
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| Kay Dicke, Eden Prairie | |
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| LouAnn Strachota | |
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| Georgina L. Pete | |
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| Teresa Van Batavia, Eisenhower Elementary, Hopkins, Minnesota | |
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| Linda Roth, Peter School District, St. Peter, Minnesota | |
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| Angela Hassett Brunelle Getty, Martinez, California | |
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| Michelle Bahr, Shakopee, Minnesota | |
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| Kim Schafer, Minnetonka, Minnesota | |
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| Barbara King, Prairie Elementary School, Worthington MN. | |
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| Annette Tousignant | |