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| Research Methods in Education | |
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| Ways Research Advances Knowledge About Education | |
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| Quantitative Research | |
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| Qualitative Research | |
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| Action Research | |
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| Comparison of Articles on Cooperative Learning | |
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| The Origin of Action Research | |
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| The Action Research Process | |
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| Types of Action Research | |
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| The Importance of Action Research for Improving Schools | |
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| Becoming Familiar with the Language and Process of Action Research | |
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| Reading Action Research Studies | |
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| Summary | |
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| Additional Reading Materials | |
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| Action Research Resources | |
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| Generating Research Ideas Through Reflection | |
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| The History of Reflection in Education | |
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| Reflection in Action Research | |
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| Engaging in Reflexive Inquiry as a Way to Know Yourself as an Educator | |
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| Reflecting to Identify a Research Focus | |
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| Reflective Journals | |
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| Reflecting with a Critical Friend | |
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| Reflecting to Identify a Research Focus | |
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| Summary | |
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| Connecting Theory and Action: Reviewing the Literature | |
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| Reviewing Literature as a Professional, Intellectual Activity | |
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| Sources of Topic-Specific Literature | |
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| Searching for Literature to Review | |
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| ERIC | |
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| ProQuest | |
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| EBSCOhost | |
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| Documents Not Available Full-Text | |
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| Choosing, Evaluating, and Synthesizing Reviewed Literature for Action Research Studies | |
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| Choosing Literature | |
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| Evaluating Literature | |
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| Synthesizing Literature | |
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| Organizing and Writing the Literature Review | |
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| Reviewing the Literature | |
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| Summary | |
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| Initial Planning of the Action Research Study | |
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| Articulating Research Questions | |
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| Articulating Research Questions | |
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| Planning the Intervention | |
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| Participants | |
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| Collaboration | |
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| Ethical Guidelines for Action Research Studies | |
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| Planning the Intervention | |
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| Gaining Informed Consent | |
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| Summary | |
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| Strategies for Collecting Data | |
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| Collecting Multiple Forms of Data to Establish Credibility and Validity | |
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| Methods of Data Collection: Artifacts, Observational Data, and Inquiry Data | |
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| Artifacts | |
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| Observational Data | |
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| Inquiry Data | |
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| The Importance of Collecting Baseline Data | |
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| Aligning Data Collection Strategies with Research Questions | |
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| Choosing Data Collection Strategies | |
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| Summary | |
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| Final Planning Before Implementation of the Study | |
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| Definitions of Validity | |
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| Determining Ways to Increase Validity | |
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| Creating a Plan for Increasing Validity | |
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| Engaging in Continuous, Ongoing Reflective Planning Throughout the Study | |
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| Creating a Timeline for the Project | |
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| Ongoing Reflective Planning and Creating a Timeline | |
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| Summary | |
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| Strategies for Data Analysis | |
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| Interim Data Analysis | |
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| Using Software Packages to Analyze Large Amounts of Data | |
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| Analysis of Quantitative Data: Reporting, Comparing, and Displaying | |
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| Tests | |
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| Closed-Ended Items | |
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| Checklists and Tally Sheets | |
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| Computer-Generated Reports and School Records | |
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| Analysis of Qualitative Data: Looking for Themes and Patterns | |
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| Analysis of Quantitative Data | |
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| Interviews, Focus Groups, and Conferences | |
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| Observational Records and Field Notes | |
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| Documents and Journals | |
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| Open-Ended Items (Surveys, Scales, Self-Assessments, Peer Reviews) | |
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| Analysis of Qualitative Data | |
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| Triangulating Data Sources and Drawing Conclusions from Data | |
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| Answering Research Questions and Reaching Conclusions | |
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| Summary | |
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| Writing and Disseminating the Action Research Report | |
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| Guidelines for Writing the Final Action Research Report | |
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| Paper Format | |
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| Content Format | |
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| Disseminating Action Research Findings | |
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| Other Ways to Write Up Research | |
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| Concluding Comments | |
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| References | |
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| Index | |