Short Guide to Action Research, A

Dr. Andrew Johnson is Professor of Holistic Education and the Director of the Accelerated Teacher Licensure Program at Minnesota State University, Mankato. Here he specializes in educational psychology, holistic education, literacy instruction, and teacher professional development.Before moving into higher education he worked for 9 years in the public schools as a second grade teacher, wrestling coach, and as a gifted education coordinator. His most recent books include Making Connections in Elementary and Middle School Social Studies (SAGE) and Teaching Reading and Writing: A Guidebook for Tutoring and Remediating Students (Rowman and Littlefield).Dr. Johnson can be reached for comment at: andrew.johnson@mnsu.edu. For information related to workshops and professional development opportunities go to: www.OPDT-Johonson.com.

• Chapter 1. SCIENCE, RESEARCH, AND TEACHINGI. Science, Research, and TeachingII. Science1. Science and PseudoscienceII. Research1. Quantitative Research2. Qualitative Research3. Quantitative or Qualitative?III. TEACHING1. What Scientists and Teachers DoIV. Using Research in Education: Theories, Hypotheses, and Paradigms, Oh My!1. Theories and Hypotheses2. Paradigms3. Better Decision MakersChapter 2. INTRODUCTION TO ACTION RESEARCHI. Research in Action1. A Quick Overview of Action Research2. Descriptors of Action ResearchII. The Importance of Action Research1. The Gap between Theory and Practice2. Teacher Empowerment3. Teacher Inservice and Professional GrowthChapter 3. USING ACTION RESEARCH FOR SOLVING PROBLEMSI. FINDING THE PROBLEMII. FINDING SOLUTIONS1. Creative Problem Solving2. Means—End Analysis3. Problem-Solving Strategies in the Classroom4. Testing the SolutionIII. AN EXAMPLE OF ACTION RESEARCH AND PROBLEM SOLVING1. Finding the Problem2. Finding a Solution3. Testing the SolutionIV. PROBLEM SOLVING AND INSTRUCTIONAL IMPROVEMENTChapter 4. THE BEGINNINGI. AN OVERVIEW OF THE ACTION RESEARCH PROCESS1. Action Research StepsII. FINDING YOUR RESEARCH TOPIC1. A Teaching Strategy2. Identify a Problem3. Examine an Area of InterestIII. STILL HAVING TROUBLE STARTING?Chapter 5. REVIEWING THE LITERATUREI. REVIEWING THE LITERATUREII. SOURCES FOR THE LITERATURE REVIEW1. Academic Journals2. Books3. The Internet4. How Many Sources?III. STEPS FOR A LITERATURE REVIEWIV. CITATIONSV. THE REFERENCE PAGE1. Journals2. BooksVI. A SAMPLE LITERATURE REVIEW1. Literature Review at the Beginning2. A Literature Review at the EndChapter 6. METHODS OF COLLECTING DATAI. DATA COLLECTION1. Systematic2. Data Collection and Soil Samples3. A Television Sports AnalystII. TYPES OF DATA COLLECTION IN ACTION RESEARCH1. Log or Research Journal2. Field Notes–Your Observations3. Checklists4. Rating Checklist5. Rubrics6. Conferences and Interviews7. Data Retrieval Charts8. Maps9. Artifacts: Students’ Products or Performances10. The Arts11. Archival Data12. Surveys13. Attitude and Rating Scales14. Online Surveys and Rating Scales15. Online Platforms and Class JournalsChapter 7. METHODS OF ANALYZING DATAI. ACCURACY AND CREDIBILITY: THIS IS WHAT ISII. VALIDITY, RELIABILITY, AND TRIANGULATION1. Validity2. Triangulation3. ReliabilityIII. INDUCTIVE ANALYSIS1. Larry, Moe, and Curly Help with Inductive Analysis2. Case Studies or Representative Samples3. Vision Quest4. Defining and Describing Categories5. The Next MonthChapter 8. QUANTITATIVE DESIGN IN ACTION RESEARCHI. CORRELATIONAL RESEARCH1. Correlation Coefficient2. Misusing Correlational Research3. Negative Correlation4. Making PredictionsII. CAUSAL—COMPARATIVE RESEARCH1. Whole Language in CaliforniaII. QUASI-EXPERIMENTAL RESEARCH1. Quasi-Action Research2. Pretest—Posttest Design3. Pretest—Posttest Control Group Design4. Time Series Design5. Time Series Control Group Design6. Equivalent Time-Sample DesignIII. THE FUNCTION OF STATISTICS1. Descriptive StatisticsIV. INFERENTIAL STATISTICSChapter 9. EVALUATING, DESCRIBING, AND PROPOSING RESEARCHI. EVALUATING RESEARCH1. Buyer Beware2. Scientifically Based ResearchII. EVALUATING QUANTITATIVE RESEARCH1. Independent and Dependent Variables2. Confounding Variables3. Common Confounding VariablesIII. EVALUATING QUALITATIVE RESEARCHIV. DESCRIBING RESEARCH1. Examples of Research DescriptionsV. AN ACTION RESEARCH PROPOSAL1. Annie Oftedahl, Northfield, Minnesota2. Ann Schmitz, Garden City Minnesota, Mankato District 77 Early Childhood Special EducationChapter 10. REPORTING FINDINGS IN ACTION RESEARCHI. REPORTING QUALITATIVE DATA1. Tips for Presenting Qualitative DataII. THE IMPORTANCE OF STRUCTURE1. Structure and Inductive Analysis2. Using Headings to Create Structure3. Using Subheadings to Create More StructureIII. CASE STUDIES OR REPRESENTATIVE SAMPLES1. It’s Alive!IV. APPENDICESV. REPORTING QUANTITATIVE DATA1. Using Numbers2. Using Words3. Reporting Arithmetic DataVI. TABLESVII. FIGURES1. Graphs2. Other VisualsChapter 11. DISCUSSION: YOUR PLAN OF ACTIONI. CONCLUSIONS AND RECOMMENDATIONS1. Christina Stolfa, Nacogdoches, Texas2. Jo Henriksen, St. Louis Park, Minnesota3. Cathy Stamps, Fifth Grade, Hopkins Elementary School4. Delinda Whitley, Mt. Enterprise, Texas5. Darlene Cempa, Whitney Point, NYII. IMPLICATIONS OR RECOMMENDATIONS FOR FUTURE RESEARCH1. Morgan Chylinski, Jamesville, NY2. Karen Randle, Trumansburg, New YorkIII. EVALUATION OF THE STUDY1. Jim Vavreck, St. Peter, Minnesota2. Staci Wilson, Irving, TexasIV. DESIGNING A NEW PLAN OR PROGRAM1. Creating a New Plan or Program2. A Less Formal Plan of ActionChapter 12. WRITING AN ACTION RESEARCH REPORTI. TONE AND STYLE1. Avoid Value Statements2. Extremely ObjectiveII. PRECISION AND CLARITY1. Writing and Speech2. Avoid Speech-isms3. Avoid Non-Words4. Use Adverbs with CautionIV. REDUCING BIAS1. Person-First Language2. Exceptionalities3. Gender4. Sexual Orientation5. LGBT and Transgender6. Race and EthnicityV. LENGTHVI. CLARITYVII. HEADINGSVIII. THE BASIC ELEMENTS OF STYLE1. The Basics of Grammar2. The Basics of Punctuation: Commas, Semi-Colons, and Colons.Chapter 13. PRESENTING YOUR ACTION RESEARCHI. THE EDUCATIONAL ENVIRONMENT1. Your Colleagues2. Your Students3. School Boards, Principals, and Administrators: Making a Case4. Your Classroom: Evaluating New Programs5. Parent Conferences6. As Part of a Master’s ThesisII. THE PROFESSIONAL ENVIRONMENT1. Professional Conferences and Conventions2. Academic Journals3. ERICIII. LOCAL COMMUNITY ORGANIZATIONSIV. MAKING EFFECTIVE PRESENTATIONS1. Planning the Presentation2. General Platform Skills3. PowerPoint Specifics4. Effective Handouts5. Online Video PresentationsChapter 14. ACTION RESEARCH AS MASTER’S THESISI. BEFORE YOU START1. Nine Tips for Writing Your Master’s ThesisTina WilliamsChristine Reed, Educational Specialist Degree, Nerstrand Elementary School, 6. Nerstrand, MinnesotaJackie Royer, Master’s Thesis, Trimont Schools, Trimont, MinnesotaDarlene Cempa, Whitney Point, NYKaren Randle, Trumansburg, New YorkMorgan Chylinski, Jamesville, NYChapter 15. STRATEGIES FOR PROFESSIONAL GROWTH AND DEVELOPMENTI. ACTION RESEARCH AND THE PROFESSIONAL DEVELOPMENT OF TEACHERS1. More Knowledge Please2. Process and Empowerment3. Online Professional Development4. Other Professional Development OpportunitiesII. OBSERVING YOUR OWN PRACTICE1. Best Practice2. Audiotaping Lessons3. Descriptive, Not PrescriptiveAPPENDIX - SAMPLE ACTION RESEARCH PROJECTS1. Alison Reynolds, Minneapolis, Minnesota2. Kay Dicke, Eden Prairie3. LouAnn Strachota4. Georgina L. Pete5. Teresa Van Batavia, Eisenhower Elementary, Hopkins, Minnesota6. Linda Roth, St. Peter School District, St. Peter, Minnesota7. Angela Hassett Brunelle Getty, Martinez, California8. Michelle Bahr, Shakopee, Minnesota9. Kim Schafer, Minnetonka, Minnesota10. Barbara King, Prairie Elementary School, Worthington MN.11. Annette Tousignant