Action Research for School Leaders

Dean T. Spaulding, Ph.D. is an associate professor in educational psychology at The College of Saint Rose in Albany, New York. He teaches educational research methods and program evaluation. He is one of the authors of Methods in Educational Research: From Theory to Practice (2010) and the author of Program Evaluation in Practice: Core Concepts and Examples for Discussion and Analysis (2008). He has conducted program evaluation for the National Science Foundation (NSF), U.S. Department of Education, U.S. Department of Labor, New York City Department of Education, and New York State Department of Education, to name a few.  Dr. Spaulding’s evaluation work includes instructional coaches and teacher professional development, E2T2 Technology Integration programs, online professional development (OPD), elementary school counseling programs, Teacher Leadership Quality Partnerships programs, reading and literacy programs, Math Science Partnerships (MSP), STEM, nanotechnology, changing teacher practices through action research, and Model Transitional Programs (MTP) for Students with Special Needs. For the past 15 years he has worked extensively with school-leaders-in-training in the greater New York City area. He continues to work with school data teams and school leaders to improve student performance. Dr. Spaulding also serves as a lead consultant with Z Score Inc. and can be contacted at DSpaulding@zscore.net.    John Falco, Ed.D. currently serves as Director/Faculty of The Institute for New Era Educational Leadership and Innovation at The College of Saint Rose in Albany, New York. In addition to offering course work for New York State School Building Leader certification, The Institute provides professional development opportunities to educators throughout upstate New York.  Dr. Falco has served as Superintendent and Deputy Superintendent in upstate New York, as well as Deputy Superintendent, Principal, and teacher in New York City.  During his career, Dr. Falco has led collaborations that secured over $40 million in federal and state grants. He has served as a principal investigator for a U.S. Department of Education Technology Innovation Challenge Grant and co-principal investigator for a National Science Foundation grant. He has partnered with C-Span and Time Warner on cable-in-the-classroom pilot projects.  Dr. Falco serves as co-editor of K-12 Video-conferencing: Best Practices and Trends (2007). He has contributed chapters to edited books and authored and co-authored research papers and articles in the area of technology. He has presented at conferences including the National Summit for Technology, Washington, D.C.; New York State Council of School Superintendents’ conferences; New York State School Boards conferences; and New York State Reading Association conferences. Dr. Falco’s work has been featured in District Administrator and Education Week, as well as PBS television and Tech Valley Report .  Dr. Falco has won several awards, including being honored by the New York State Computer and Technology Educators as Outstanding Superintendent for 2000–2001. In addition, he was honored as Outstanding Superintendent on the floor of the New York State Assembly and by resolution in the New York State Senate. Dr. Falco received the Malinda Myers Education Partnerships Award from the Schenectady NAACP in 2004. The New York City Council recognized Dr. Falco as Outstanding Citizen in 1992 and on January 6, 2006 was named in his honor by proclamation of the Mayor of Schenectady.  Dr. Falco received his B.A. from City College of New York; and M.S. from Long Island University; an M.Ed. from Teachers’ College, Columbia University; and his Ed.D. from Seton Hall University.

• Chapter 1 THE ROLE OF SCHOOL LEADERS IN SCHOOL IMPROVEMENT—PAST,PRESENT, AND FUTURE Past to Present Leadership Matters Bootstrap Data: Information That Helps Summary  • Key Concepts  • Discussion/ReflectionQuestions  • Activities  Chapter 2 USING RESEARCH TO SOLVE THE PUZZLE OF SCHOOLIMPROVEMENT School Administrators’ Use of Research Types of Research Administrators Encounter Applied Research Versus Vendor-Based Research Summary  • Key Concepts  • Discussion/ReflectionQuestions  • Activities  Chapter 3 ACTION RESEARCH AND THE INQUIRY PROCESS What Is Level 1: Classroom-Level Action Research? Action Research, Naturally Steps in Level 1: Classroom-Level Action Research Summary  • Key Concepts  • Discussion/ReflectionQuestions  • Activities  Chapter 4 SCHOOL-LEVEL ACTION RESEARCH Steps in Conducting Level 2 School-Level Action Research Identifying the School-Level Issue Developing an Action Research Team Types of Action Research Teams Summary  • Key Concepts  • Discussion/ReflectionQuestions  • Activities  Chapter 5 ANALYZING DATA AS AN ACTION RESEARCH TEAM How to Analyze Data as an Action Research Team Three Main Data Points for Needs Assessment: An Overview Analysis Techniques Summary  • Key Concepts  • Discussion/ReflectionQuestions  • Activities  Chapter 6 EXAMINING PAST RESEARCH, AND REVIEWINGAND CRITIQUING CAUSE–EFFECT EXPERIMENTALRESEARCH Examining Past Research and Literature Databases Selecting from the Review of Literature Full Text and HTML The Action Research Team and the Review of Literature Analyzing the Review of Literature Creating a Literature Matrix How to Critique Cause–Effect Research Experimental Research How Should Action Research Teams Critique ExperimentalResearch? Causal–Comparative Research Summary  • Key Concepts  • Discussion/ReflectionQuestion  • Activities  Chapter 7 CRITIQUING AND APPLYING CORRELATIONAL ANDSURVEY RESEARCH Correlational Research Caution About Drawing Causality The Correlational Coefficient Types of Correlational Research Statistical Significance Using Correlational Research Critiquing Correlational Research Survey Research How to Critique Survey Research Survey Design and Development Adapting and Adopting Instruments from Survey Studies Summary  • Key Concepts  • Discussion/ReflectionQuestion  • Activity  Chapter 8 CRITIQUING AND APPLYING QUALITATIVERESEARCH Qualitative Research Methods Used for Qualitative Research Access to Subjects and Settings Examples of Qualitative Research Types of Qualitative Research Using Qualitative Research Summary • Key Concepts • Discussion/ReflectionQuestion • Activity  Chapter 9 GATHERING DATA FROM STAFF AND OTHERSTAKEHOLDERS Gathering Feedback with the Survey Why Feedback Is Needed Methods for Gathering Feedback The Survey and the School Administrator Effects of a Poorly Constructed Staff Survey Basic Components of a Survey Tips for Writing Quality Items Administering and Collecting the Survey Methods for Administering Surveys Summary • Key Concepts • Discussion/ReflectionQuestions • Activity  Chapter 10 STEP 2: DEVELOPING A PROGRAM FOR SCHOOLIMPROVEMENT Developing Quality Programs and Initiatives Aligning Need to Program Activities Introduction of the Logic Models Why Use a Logic Model? Logic Model: Basic Building Blocks Showing Change with a Logic Model Using Logic Models Using the Logic Model with Your Action Research Team Summary • Key Concepts • Discussion/ReflectionQuestions • Activity  Chapter 11 STEP 4: IMPLEMENTING THE PROGRAM ORINTERVENTION WITH FIDELITY What Is Fidelity in Action Research? Developing a Fidelity Checklistand Observational Protocol Evaluating Professional Development Evaluating the Fidelity of Professional Development Summary • Key Concepts • Discussion/ReflectionQuestions • Activity  Chapter 12 STEP 5: GATHERING AND ANALYZING DATA Gathering and Analyzing Standardized Data Three Levels of Assessment Data Different Types of Standardized Measures How to Critique Standardized Measures Confusing Reliability and Validity Applying Different Types of Standardized Measures toYour Logic Model Summary • Key Concepts • Discussion/ReflectionQuestion • Activity  Chapter 13 STEP 6: REFLECTING AND MAKING MODIFICATIONS TOTHE PLAN Reflecting on the Logic Model to Determine Success Reflecting on Activities Reflecting on Outputs Reflecting on Intermediate Outcomes Reflecting on End Outcomes The Action Research Team and Making Modifications Summary • Key Concepts • Discussion/ReflectionQuestions • Activities  Chapter 14 CASE STUDY 1: ADDRESSING HIGH TEACHER TURNOVERAND LOW STUDENT PERFORMANCE Background and Personal Characteristics of aSchool Leader Step 1: Forming the Action Research Team Step 2: Conducting the Data Analysis Step 3: Conduct a Review of the Literature Your TurnStep 4: Collection of Additional Data from Stakeholders Your Turn, Again  Chapter 15 CASE STUDY 2: DECREASING THE PERFORMANCE GAPBETWEEN GENERAL EDUCATION AND SPECIALEDUCATION POPULATIONS Background and Personal Characteristics of a School Leader Level of Preparedness Step 1: Forming the Action Research Team Step 2: Conducting the Data Analysis Your Turn  Chapter 16 CASE STUDY 3: ADDRESSING BEHAVIORAL PROBLEMSAND LOW STUDENT PERFORMANCE Background and Personal Characteristics of a School Leader Level of Preparedness Step 1: Establishing an Action Research Team Step 2: Analyzing the School Your Turn . . .  Chapter 17 CASE STUDY 4: IMPROVING LOW ELA SCORES AT THEELEMENTARY LEVEL School Leader School District Level of Preparedness Step 1: Establishing the Action Research Team Step 2: Analyzing School Data Your Turn . . .