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| Prologue | |
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| Action Research: Increasing Effectiveness of Teacher Decision Making | |
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| Teachers as Reflective Practitioners and Action Researchers | |
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| Reflective Practitioner and Action Researcher | |
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| Reflective Practitioner and Action Researcher: Why? | |
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| The Action Research Process | |
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| The Fundamentals Still Apply | |
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| The Ingredients of Good Research | |
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| From Problem to Hypothesis | |
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| Increasing the Validity of the Conclusions | |
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| Increasing Teacher Effectiveness: Working with the Uniqueness of "Who" We Teach | |
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| Systematic Observation: A Research Skill Applied to the Understanding of Students' Cognitive Development | |
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| Learning to Observe: The Value of Systematic Observation | |
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| Observing Students' Cognitive Processes | |
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| Qualitative and Quantitative Methodology: Tools for the Action Researcher | |
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| Research: A Valuable Tool for the Classroom Teacher | |
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| Qualitative and Quantitative Research: Sharing a Dynamic Process | |
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| Qualitative and Quantitative Research: Differing Theoretical Foundations | |
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| Quantitative Methods and Data | |
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| Gathering Understanding Through Qualitative Data Analysis | |
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| Erikson in Action: A Target for Quantitative and Qualitative Data Analysis | |
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| Hypothesis Testing, Validity, and Research Design: Addressing Student Needs and Reactions | |
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| Hypothesis Testing: All in a Day's Work | |
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| The Question of Validity | |
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| Reducing Aggressive Outbursts: The Need for Valid Information | |
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| Controlling Threats to Validity | |
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| Case Study and Within-Subject Designs for Observing and Adjusting to Individual Uniqueness | |
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| Single-Case Designs: A Tool for the Teacher as Action Researcher | |
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| The Core Ingredients of Within-Subject Designs | |
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| Teaching to Individual Learning Styles and Strengths | |
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| The How of Teaching: Researching Learning Theory and Instructional Practice | |
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| Time Series Designs: Studying Behavior Learning Theories | |
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| Time Series Designs | |
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| A Critical Look at Reward and Punishment | |
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| The Power of Modeling | |
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| Using a Reversal Design to Assess the Effectiveness of a Constructivist Approach to the Classroom | |
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| Giving and Taking: The Use of Reversals (ABAB) as Designs | |
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| Teacher- or Student-Directed Learning | |
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| Multiple Baseline Designs as Applied to Studying Elements of Student Motivation | |
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| Multiple Baseline Designs: Assessing Multiple Targets and Interventions | |
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| Motivation: A Function of Value and Expectancy | |
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| Expectancy: Affecting Student Motivation | |
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| Becoming an Action Researcher | |
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| Becoming an Action Researcher | |
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| Action Research: A Model for Approaching Professional Practice | |
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| Putting It All Together | |
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| Epilogue | |
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| Index | |