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| Preface | |
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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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| Research Paradigms and the Nature of Reality | |
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| Ontological Perspectives | |
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| Materialistic Monism | |
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| Dualism | |
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| Transcendental Monism | |
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| Three Perspectives in Perspective | |
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| Implications | |
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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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| 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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| 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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| Final Word | |
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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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| A Theoretical Context | |
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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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| The Internet | |
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| Books | |
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| Nonprint Sources | |
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| How Many Sources? | |
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| Sample Literature Reviews | |
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| A 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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| Conferences and Interviews | |
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| Video- and Audiotapes | |
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| Data Retrieval Charts | |
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| Rating Checklist | |
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| Students' Products or Performances | |
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| Surveys | |
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| Attitude and Rating Scales | |
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| The Arts | |
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| Archival Data | |
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| Websites, Class Journals, or E-mail | |
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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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| 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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| Evalution 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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| 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, St. 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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| A Final Word | |
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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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| Writing an Action Research Report | |
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| Tone and Style | |
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| Length | |
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| Clarity | |
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| Headings | |
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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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| The Action Research Thesis | |
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| Examples of Full Master's Theses | |
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| Christine Reed, Educational Specialist Degree, Nerstrand Elementary School, Nerstrand, Minnesota | |
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| Jackie Royer, Master's Thesis, Trimont Schools, Trimont, Minnesota | |
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| The Last Word | |
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| The Literature Review | |
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| A Theoretical Context | |
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| Steps for a Literature Review | |
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| Using an Objective Writing Style | |
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| A Sample Literature Review | |
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| The Reference Page | |
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| Findings: Reporting Qualitative Data | |
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| 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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| Findings: Reporting Quantitative Data Using Tables and Figures | |
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| Quantifying Reality | |
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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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| Epilogue | |
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| Glossary | |
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| References | |
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| Index | |