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See attach  W1A Week 1 - Assignment · Due Monday by 11:59pm   · Points 10   · Submitting an external tool Finding Nemo? No, Finding Research This assignment measures your ability on how to assess the quality of various sources of information, distinguish peer-reviewed sources, and how to evaluate their credibility for use in academic research. This assessment also supports your achievement of Course Learning Outcome 1. In this assignment, you will be critically evaluating the quality and credibility of various sources of information. More specifically, you will continue exploring the University of Arizona Global Campus Library to locate both primary and secondary sources of information appropriate for academic research that relate to the topic you identified in this week’s discussion posting. Instructions First, you will conduct a scholarly search using the key words “action research”and your chosen topic from Week 1 Discussion: Topic Selection (such as testing and assessment, educational standards, educational technology, literacy strategies, culturally and linguistically diverse students, safe classroom environments, disability research in general, AD/HD, autism, emotional/behavioral disturbance, intellectual disabilities or learning disabilities, etc.) and the grade level of your current or future professional goal. Your search should be conducted using a scholarly search option, such as  Google (Links to an external site.) , Bing (Links to an external site.) ,  Yahoo (Links to an external site.) , or any other major search engine. For example, “action research and AD/HD and first grade.” Be sure to take the time to inform yourself on sound research sources including use of peer reviews as listed in the recommended and required resources for the week. · To get you started, view  What is a Scholarly Journal Article?  (Links to an external site.)  Next, you will analyze the first five results that appear from your search in a table format using Microsoft Word. Then, using the same keywords you used to search the web, you will conduct a search in the University of Arizona Global Campus Library using one of the academic databases (ERIC, ProQuest, EBSCOhost, and so forth) and create a table such as the one below using Microsoft Word. Finally, you will select two sources from either table that you feel are the best overall based on currency, credibility, authority, and academic integrity and construct a summary. For each article in your tables, use the following format: APA Reference Entry Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical, volume number(issue number), pages. http://dx.doi.org/xx.xxx/yyyyy  Source Type (e.g., journal article, magazine article, book, and so forth) Annotation (e.g., two to three sentences summarizing the contents of the source) Written Communication: Using support from your assigned reading, the Instructor Guidance, and the discussions, submit the following for evaluation. Use the following guidelines for creating your written assignment. If you have questions about the assignment or the rubric, please contact your instructor before the due date. In your paper, · Web Search (3 points): Construct a table that includes a 6th edition APA-formatted citation, source type, and a two- to three-sentence annotation for five scholarly sources gathered from an open web search. · Library Search (3 points): Construct a table that includes a 6th edition APA-formatted reference entry, source type, and a two- to three-sentence annotation for five scholarly sources gathered from a library search. · Learning (2.5 points): In a paragraph, explain what you learned through this process of selecting articles and what was most informative for you about this experience. The Finding Nemo? No, Finding Research Assignment · Must be three to four double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the  Writing Center (Links to an external site.) . · Must include a separate title page with the following: · Title of Finding Nemo? No, Finding Research · Student’s name · Course name and number · Instructor’s name · Date submitted · Must use at least five scholarly sources in addition to the course text. · The  Scholarly, Peer Reviewed, and Other Credible Sources (Links to an external site.)  table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment. · Must document all sources in APA style as outlined in the Writing Center. · Must include a separate references page that is formatted according to APA style as outlined in the Writing Center. Next Steps: Review and Submit the Assignment · Review your assignment with the Grading Rubric to ensure you have achieved the distinguished levels of performance for each criterion. Next, submit your document no later than Day 7. Recommendation:  The MACI, MAED, MASE and MATLT  programs provide the opportunity for you to create an online portfolio (Folio) that can be used in your career development and professional practice. Throughout your respective programs, you will have various assessments that can be included in this e-portfolio, and these will be finalized in the final capstone course, Capstone 2: Culminating Project, EDU696. You may select this assignment and subsequent coursework to include as work samples. Therefore, it is strongly encouraged you save your coursework in your e-portfolio Folio. Success Tip: Be mindful of the Week 6 Final Project. The Week 6 project involves conducting a peer review of an action research proposal. Preparation for this assignment must begin early to make certain you are planning ahead and saving your work. Review the full instructions for the Week 6 assignment for specific information. Carefully review the  Grading Rubric (Links to an external site.)  for the criteria that will be used to evaluate your assignment. Required Resources Text Mertler, C. A. (2017).  Action research: Improving schools and empowering educators  (5th ed.) [Electronic version]. Sage Publications. · Chapter 1: Introduction to Action Research Multimedia Conscious Educating. (2009, November 7). Action research in the classroom part 1 (Links to an external site.)  [Video file]. Retrieved from https://www.youtube.com/watch?v=MDVH0u4tUWo · In this first (10 minute) video, teachers are introduced to the topic of action research, including theory, benefits, and methods of classroom action research. Action research is compared to non-applied research methods (Parts 1 and 2). This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). Accessibility Statement (Links to an external site.) Privacy Policy (Links to an external site.) Conscious Educating. (2009, November 7). Action research in the classroom part 2 (Links to an external site.) [Video file]. Retrieved from https://www.youtube.com/watch?v=ZZHvpgU7pc8 · In this second (10 minute) video, teachers are introduced to the topic of action research, including theory, benefits, and methods of classroom action research. Action research is compared to non-applied research methods (Parts 1 and 2). This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). Accessibility Statement (Links to an external site.) Privacy Policy (Links to an external site.) University of Washington Libraries. (2011, July 19). What is a scholarly journal article (Links to an external site.)  [Video file]. Retrieved from https://www.youtube.com/watch?v=PuyCJnv3auk · This (2:56 minute) video discusses how to differentiate between peer-reviewed and non peer-reviewed articles. As well as, how to find peer reviewed or scholarly journal articles. This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). Accessibility Statement (Links to an external site.) Privacy Policy (Links to an external site.) Web Pages Refworks (Links to an external site.) . (n.d.). Retrieved from https://www.refworks.com/refworks2/default.aspx?r=authentication::init · This is an online bibliographic management program that allows users to create a personal database of references and generate bibliographies in a variety of formats, including APA. Please use the group code RWAshfordU. You can also find the link in the University of Arizona Global Campus Library. Click on Getting Research Help and then Citation Help. This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). Accessibility Statement (Links to an external site.) Privacy Policy (Links to an external site.) Websites ERIC: Institute of Education Sciences (Links to an external site.) . (https://eric.ed.gov) · This site provides access to educational research documents on a variety of topics housed by the Institute of Education Sciences (IES) of the U.S. Department of Education. This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). Accessibility Statement does not exist. Privacy Policy (Links to an external site.) Jing (Links to an external site.) . (http://www.techsmith.com/jing.html) · Website for the web-based screen recording software that allows for up to five minutes of narration for on-screen content, including a presentation, with a free account. Web-based publishing of recordings is possible as well through the associated screencast service with a free account. This is a recommended source for the Post Your Introduction discussion. Accessibility Statement (Links to an external site.) Privacy Policy (Links to an external site.) Microsoft PowerPoint (Links to an external site.) . (http://office.microsoft.com/en-us/powerpoint) · Website offering access to resources for download, such as templates, and references for use of the widely used Microsoft Office PowerPoint software. This is a recommended source for the Post Your Introduction discussion. Accessibility Statement does not exist. Privacy Policy (Links to an external site.) YouTube (Links to an external site.) . (http://www.youtube.com) · Website for the web-based video creation and distribution service, which allows for webcam recordings, video uploads, video editing and narration and captioning options, and much more for public, unlisted, and private videos. If you want a video to be viewable only by those who have a direct link, select “unlisted” as the option for distributing your video. This is a recommended source for the Post Your Introduction discussion. Accessibility Statement (Links to an external site.) Privacy Policy  (Links to an external site.)   Recommended Resources Articles Head, A. J., & Eisenberg, M. B. (2010, November 1). Truth be told: How college students evaluate and use information in the digital age (Links to an external site.) . Retrieved from http://files.eric.ed.gov/fulltext/ED535166.pdf · This report details college students’ information-seeking strategies and research difficulties as part of Project Information Literacy. This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). Rheingold, H. (2009, June 30). Crap detection 101 (Links to an external site.) . Retrieved from http://blog.sfgate.com/rheingold/2009/06/30/crap-detection-101/ · This City Bright’s blog from SFGate.com features prominent local citizens and experts with unique perspectives on digital media and other 21st-century literacy issues. This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). Multimedia Corwin. (2012, February 23). The rewards of action research for teachers (Links to an external site.)  [Video file]. Retrieved from http://www.youtube.com/watch?v=sp37PkjTPx8 · This approximate two-minute video features the author of The Action Research Guidebook. Richard Sagor hits briefly on the impact that educational research can have on teacher self-efficacy and student achievement. This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). Web Pages Evaluating Resources (Links to an external site.) . (n.d.). Retrieved from http://guides.lib.berkeley.edu/evaluating-resources · This at-a-glance document from the Regents of the University of California provides tips for finding credible sources. This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). Websites Bing. (http://www.bing.com) · Optional search engine that will support your exploration of comparing scholarly searches to other search formats. This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). Google (Links to an external site.) . (http://www.google.com) · Optional search engine that will support your exploration of comparing scholarly searches to other search formats. This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). Yahoo (Links to an external site.) . (http://www.yahoo.com) · Optional search engine that will support your exploration of comparing scholarly searches to other search formats. This resource will be used to support your work on the discussion this week (i.e., Topic Selection) and this week’s assignment (i.e. Finding Nemo? No, Finding Research?). WEEK 1 INSTRUCTOR GUIDANCE A warm welcome to EDU 694: Capstone 1: Educational Research!  Please be sure to review the Week 1 homepage for this course to see: ·         The specific learning outcomes for the week ·         The schedule overview ·         The required and recommended resources ·         The introduction to the week ·         A listing of the assessments Next, be sure to read this entire Instructor Guidance page. Overview This guidance begins with a few words about the importance of reading the weekly Instructor Guidance pages. Next, this overview provides a section about the course learning outcomes and their relationship to the weekly outcomes and program outcomes. The document concludes with helpful information about active reading strategies and academic writing, which will be useful to you for excelling in this course and in future classes. About the Instructor Guidance Pages The guidance pages provide an overview of the week, a section with intellectual elaboration written by professors at the University of Arizona Global Campus about the course topics explored during the current week, and additional specific guidance for the assessments (i.e., assignments and discussions) written by the course designers to supplement the instructions provided with the assessments and in the grading rubrics that are located on the weekly unit homepages. Supplemental resources are also included in the Instructor Guidance. You are encouraged to consider using these resources to support your completion of the weekly assessments beyond using the required and recommended resources provided on the weekly unit homepages and in the consolidated list of resources on the Course Materials page.  Thus, you are strongly encouraged to review the Instructor Guidance each week as part of your study plan. Not only does the Instructor Guidance offer you insight and assistance with the weekly topics and activities, it models effective academic writing, which is expected of you in all of your coursework in this graduate-level course. The Scope and Outcomes of EDU 694 Through the assessments in EDU 694, you will have opportunities to examine and create original resources you can use as a professional educator. Upon successful completion of this course, you will have demonstrated your mastery of the five course learning outcomes, which are listed on the Syllabus. Review the Course Map on the Syllabus to learn how each assessment in the course aligns to the four course learning outcomes.    The course learning outcomes guided the design of this course and all align to one or more of the weekly outcomes, which are more specific about what you will do each week and are listed on the weekly unit homepages. If you have questions about the scope and outcomes of EDU 694, please contact the instructor. Next, please continue reading to learn about active reading strategies and the importance of academic writing in this graduate-level course.   Active Reading and Academic Writing in EDU 694 Each week in EDU 694 you will complete a significant amount of reading from the Mertler (2017) textbook and other resources related to Action Research. It is strongly recommended that you start using strategies for active reading now if you do not already as part of your study routine. Review the Tips for Active Reading (Links to an external site.)  tutorial to learn more about active reading. The tutorial is approximately ten-minutes long and explains the concept of active reading and practical strategies for active reading. This tutorial will be especially useful for you as you read the textbook.   Additionally, remember that EDU 694 is a graduate-level course. As such, your writing in the discussion and assignment assessments each week is expected to demonstrate your best academic ability, including the area of academic writing. For a review of what academic writing entails, view the What is Academic Writing? (Links to an external site.)  tutorial. Approximately fourteen-minutes in length, this video tutorial explains the fundamental components of academic writing and will provide helpful reminders about academic writing to support your writing in all assignments and discussions throughout the course. Intellectual Elaboration The focus for the week is the foundational understanding of Action Research and finding peer reviewed scholarly sources. More specifically, this week focuses in on selecting a topic for your peer reviewed final assignment in Week 6. This is an action packed week, so lets begin by discussing the foundation of Action Research.     Thinkstock Image # 81921372 (Links to an external site.) Education Research Education research has become a driving force in many decisions being made in education over the past few decades. In fact, some would argue that it is difficult to make serious decisions in public schools without referencing research (Reason & Bradbury, 2008; Stringer & Genant, 2014). Educational research is driven mostly by the need to find solutions to problems. Moreover, the increasing public scrutiny, and the need to professionalize the work of teachers has amplified the demand for Action Research to be use in schools. In fact, many would argue that it is difficult to be an effective teacher or principal without having a working knowledge of the research world (Creswell, 2009). As you start this course think about the value of research for you? How can you acquire that working knowledge of research? And, most importantly, how can research positively impact your students in the classroom, in your school or in the profession you have chosen? The Value of Research Most serious fields of endeavor (medicine and law might come to mind— there are many others) have their own history and traditions. For a long time, these fields relied on the passing of craft knowledge from one person to another on a face to face basis (for a working model, consider an apprenticeship). As time went on, the need for a wider range of knowledge developed. The activity of conducting research filled this need, and science offered the most appropriate models on which to build this knowledge. Now, a would-be practitioner was not limited to those people he or she knew or directly accessed for information, instead we are able to access all types of information on a particular topic. Great advances in medicine, science, and technology followed because of the use of research. The value of research can be clearly stated—it expanded the knowledge base, made information widely available, and, most importantly, caused people to consider even more and better ways to practice medicine, science, or law. The results of engaging in research are tangible—we have the longest life expectancy (up 25+ years over the last century), as well as, the greatest science endeavors, and the greatest technological advances in human history (Ma 1999, 2010). Education, however, lagged behind in medicine, science and law. Education research, apart from the work of a few like Dewey, Vygotsky, Skinner were really not a serious presence in the education world until the mid 1960s  when a research data-base, the Education Information Clearinghouse (ERIC) was formed. While the big theories developed by Dewey and others held sway, there was still plenty of work to be done. Now, of course, education research is a big deal—and a big business. Grant funding is available. Schools of education support research, and some people make careers of being education researchers. And they research everything you could imagine connected with education—class sizes, self-esteem, math groupings, most effective science methods— the entire gamut of topics. This, in turn, creates value for the educator who chooses to take advantage of this avalanche of knowledge. Accessing the Knowledge Probably the beginning point for the would-be educator/scholar/researcher is ERIC. ERIC is an online data base that permits access to information well over 1 million research articles, journal articles, and books about education. Begun in 1966, ERIC is the one-stop shop for education research. Many articles are available full text (especially if you have access to a subscription service), and all have abstracts.  Suppose you wanted to study charter schools. Simply typing “charter schools” into the ERIC data-base yields over 3000 hits—more than you would ever want to know about the subject. Another data-base worth knowing about is the ProQuest Dissertations and Theses Data Base. This data-base (The Ashford Library has a subscription to this data base) has full text access to over one million dissertations and theses, about all sorts of topics. Conducting Scholarly Searches What does it mean to conduct a “scholarly search”? Scholarly searches involve search engines and databases that filter search terms that have been peer-reviewed and come from reputable sources. The internet is full of information. Not all of that information has been based in research or evidence. Without some sort of review process in place for a site or article, there is no guideline for verifying the source. Utilize the tutorials on the University of Arizona Global Campus Library Website  (Links to an external site.) For this week, especially take the time to review: Why Cant I Just Google (Links to an external site.) Scholarly and Popular Resources (Links to an external site.) Database Search Tips (Links to an external site.) Internet Research (Links to an external site.)   Closing Remarks Obviously, the information is there. But how to learn to use it to its fullest? Well, this is where this class comes in. Here you will learn some basics about education research, learn how to review a basic study, and learn much, much more about the fascinating world of Action Research. Assessment Guidance This section includes additional specific assistance for excelling in the assessments for Week 1 as a supplement to the instructions and grading rubrics. If you have questions about what is expected on any assessment for Week 1, or any other week, contact your instructor before the due date. Discussion 1: Post Your Introduction The Post Your Introduction Discussion is your first opportunity to make a positive professional impression on classmates and the instructor.  Discuss who you are and how your graduate program has supported your career goals. How the Course Learning Outcomes have made you rethink a professional elevator or cover letter. Remember to follow the Guided Response prompt for all Discussions. Doing so helps to create a more robust discourse, which will lead to increased learning opportunities for everyone. Discussion 2: Topic Selection For the final assignment in this course you will be assuming the role of a peer reviewer of an education research proposal. When an article is submitted to a peer reviewed journal, the editors send it out to other scholars in the same field (the authors peers) to get their opinion on the quality of the scholarship, its relevance to the field, its appropriateness for the journal, etc. You will learn more about the peer review process later in this course.  For this discussion you will be choosing a topic to use for the balance of this course including the final assignment. When you select a topic, think about how it supports your current or future professional goals. Think back to previous work done in your program; this previous work can inform you in this class and beyond.  Remember it is highly recommended that you read the final assignment [A2] for this course, before selecting a topic. Assignment: Finding Nemo? errr Research The Week 1 assignment is an opportunity to demonstrate your ability with the course learning outcome: Evaluate research articles for scholarship, relevancy, and ethical neutrality using current and emerging digital tools. In this assignment you will conduct an Internet search analysis using key words from your research of the first five entries that come up. Then go to the University of Arizona Global Campus Library and, using the same key words, identify the first five entries that appear. Then select two sources that match the criteria of currency, credibility, authority, and academic integrity, and write a summary of the articles. Remember that you should be searching with the key words Action Research, and your chosen topic from Week 1 Discussion 2 such as (testing and assessment, educational standards, educational technology, literacy strategies, culturally- and linguistically-diverse students, safe classroom environments, disability research in general, AD/HD, autism, emotional/behavioral disturbance, intellectual disabilities or learning disabilities, etc.) and the grade level of your current or future professional goal using Google (Links to an external site.) , Bing (Links to an external site.) , Yahoo (Links to an external site.) , or any other major search engine.   References Creswell, J.W. (2009) Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications. Education research information clearinghouse. Retrieved from http://www.eric.ed.gov Johnson, L. (2013, November 11). Tips for active reading [Video file]. Retrieved from lisajohnsonphd on YouTube: http://youtu.be/WoCrKa-rm1w (Links to an external site.)    Johnson, L. (2014, September 2). What is academic writing? [Video file]. Retrieved from lisajohnsonphd on YouTube: http://youtu.be/Zn8Ja92b3ZI (Links to an external site.)    Library La Trobe University. (n.d). Why cant I just Google? [Video file]. Retrieved from http://library.ashford.edu/ (Links to an external site.)   Ma, L. (1999, 2010). Knowing and teaching elementary mathematics. Teachers understanding of    fundamental mathematics in China and the United States. New York: Routledge Reason, P. and Bradbury, H. (2008) The SAGE Handbook of Action Research: Participative Inquiry and Practice (2nd edition). London: SAGE. Stringer, E.T. and Genat, W.J. (2004) Action Research in Health. Upper Saddle River, NJ: Pearson Prentice-Hall. University of Arizona Global Campus Library. (n.d). Database search tips. [Video file]. Retrieved from http://library.ashford.edu/ (Links to an external site.)   University of Arizona Global Campus Library. (n.d). Internet research. [Presentation]. Retrieved from http://library.ashford.edu/ (Links to an external site.)   University of Arizona Global Campus Library. (n.d). Scholarly and popular resources. [Video file]. Retrieved from http://library.ashford.edu/ Action Research Improving Schools and Empowering Educators Fifth Edition Craig A. Mertler Arizona State University FOR INFORMATION: SAGE Publications, Inc. 2455 Teller Road Thousand Oaks, California 91320 E-mail: [email protected] SAGE Publications Ltd. 1 Oliver’s Yard 55 City Road London, EC1Y 1SP United Kingdom SAGE Publications India Pvt. Ltd. B 1/I 1 Mohan Cooperative Industrial Area Mathura Road, New Delhi 110 044 India SAGE Publications Asia-Pacific Pte. Ltd. 3 Church Street #10-04 Samsung Hub Singapore 049483 Copyright © 2017 by SAGE Publications, Inc. All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher. Printed in the United States of America Names: Mertler, Craig A., author. Title: Action research : improving schools and empowering educators / Craig A. Mertler. Description: Fifth edition. | Thousand Oaks, California : SAGE Publications, [2016] | Includes bibliographical references and index. Identifiers: LCCN 2016007234 | ISBN 978-1-4833-8905-9 (pbk. : alk. paper) Subjects: LCSH: Action research in education. Classification: LCC LB1028.24 .M47 2016 | DDC 370.72—dc23 LC record available at http://lccn.loc.gov/2016007234 978-1-5063-8745-1 This book is printed on acid-free paper. Acquisitions Editor: Terri Accomazzo Development Editor: Jessica Miller eLearning Editor: Robert Higgins Editorial Assistant: Erik Helton Production Editor: Olivia Weber-Stenis Copy Editor: Erin Livingston Typesetter: C&M Digitals (P) Ltd. Proofreader: Ellen Brink Indexer: Jean Casalegno Cover Designer: Gail Buschman Marketing Manager: Ashlee Blunk Preface Purpose of the Text Most, if not all, graduate students in education—and, in particular, in-service teachers seeking graduate degrees—are required to complete a course in educational research methods. The majority of these methods courses provide a broad overview of educational research methods, designs, and techniques. However, I would argue that graduate-level research methods courses taught to in-service teachers could be more suitable provided the appropriate instructional materials were available to instructors and students, such that they focus on a classroom-based approach to research. Most research methods courses—and, therefore, their appropriate textbooks—follow the description that I offer above, in that they are “survey” courses (i.e., those that provide an overview of a variety of research methods). There are numerous texts on the market that meet this description. In contrast, there are relatively few books that focus specifically on action research as a methodology, and there are even fewer that do so with the target audience of practicing educators in mind. The purpose of this book is to introduce educators to the process of conducting their own classroom-based or school-based action research. Detailed but practical information describing each step of the cyclical, iterative process is presented in a sequential manner. Educators are provided with an overview of traditional educational research prior to examining action research as a mechanism for designing and conducting their own applied research projects. The focus is not on the theoretical aspects of educational research but rather on the practical facets of conducting applied classroom and/or school research. As presented in this textbook, action research is not simply a means of conducting applied research. It is also a mechanism for engaging educators in reflective practice and customizing professional development opportunities in order to capitalize on the unique interests of individual educators or teams of educators. The reason behind my desire to write a textbook on this topic is fairly straightforward. I have taught educational research methods for more than 20 years. The vast majority of the students enrolled in this course are in-service teachers seeking master’s degrees in various fields, including curriculum, teaching, administration, and counseling. This course is intended to serve as an overview of research methods used to conduct research in the broad field of education, focusing primarily on quantitative methods. The focus is on very formal methodological approaches, such as descriptive, correlational, causal-comparative, experimental, and quasiexperimental research methods. The educators enrolled in a research methods course—especially those who intend on remaining in the K–12 setting—typically experience substantial difficulty in being able to see the application of these formal methodological approaches in their educational settings. The bottom line is that they do not really need to understand the application of these approaches to conducting research, since the majority will likely never design or conduct such formal methodological procedures. It is my belief that this is the case for many graduate programs in education across the country. On the other hand, when we reach the topic of action research, the discussion typically piques student interest. The students can actually see how this methodological approach could be used in their schools, in their classrooms, with their students, and so on. Since action research is conducted by practitioners—yet still incorporates a good degree of rigor—students begin to see themselves designing and carrying out action research studies. By focusing our attention on a broad overview of research methods, I feel that we are doing an injustice to these practicing educators. We are not providing them with the tools necessary to design and conduct research studies that provide meaningful and immediate solutions to local-level problems. In other words, we are not adequately preparing them to investigate problems and seek solutions in their local settings and in a professional manner. The practical nature of the book stems from the fact that it focuses on research methods and procedures that teachers, administrators, counselors, intervention specialists, and so forth, can use in conjunction with their everyday instructional practices and activities in schools and classrooms. Educators are shown how to design and conduct school-based research in order to make their instructional practices more effective. The numerous examples—many of which are supplied by me, while others come from published action research studies—of the principles, procedures, and techniques discussed in the narrative make it easy for students to understand the material in this book. Theoretical aspects of research as well as highly technical concepts and procedures, which are unlikely to be used by practicing educators, are de-emphasized—producing a textbook that provides comprehensive coverage of action research methods for practicing educational professionals without being unnecessarily technical; that is, it is a practical book for educators. This book provides them with the knowledge and skills necessary to design research studies that seek solutions to local-level problems, conduct those studies, and communicate the results to local stakeholders and other interested parties. Although it is based on the research literature, the book takes a very practical approach, never losing sight of its intended audience—the practicing educator. Text Targets Graduate Students, Educators This book was written with graduate students as the primary target audience. Specifically, this audience includes but of course is not limited to K–12 classroom teachers, administrators, counselors, special educators, and intervention specialists. In all likelihood, this text would be used as the primary book for a graduate course in action research, although it could also serve as a supplemental text for other graduate-level courses not focusing on research methods (e.g., courses in curriculum, supervision). The book is appropriate for educators in all areas of education (e.g., elementary and secondary mathematics, science, social studies, languages, music, art, physical education, special education, administration, counseling, and special education); examples as well as sample articles throughout the book come from a variety of settings and situations. Text Organized Sequentially, Like an Action Research Study The main topics covered in the book pertain most closely to designing and conducting classroom-based applied research. These general topic areas—and the chapters where they are addressed in the book—include the following: · An overview of educational research (Chapter 1) · An overview of action research (Chapter 1) · The characteristics of action research (Chapter 1) · The action research process (Chapter 2) · Identifying an area of focus for action research (Chapter 3) · Reviewing related literature (Chapter 3) · Designing an action research study (Chapter 4) · Collecting and analyzing data (Chapters 5 and 6) · Developing an action plan (Chapter 7) · Writing an action research report (Chapter 8) · Sharing the results of an action research study (Chapter 9) · Reflecting on the process of action research (Chapter 9) The book is arranged in this manner because it presents, in sequential order, the process of designing and conducting an action research study—beginning with the development of the topic to be investigated, reviewing related research, designing the study, actually carrying out the procedures, developing an action plan, and ultimately sharing the results and reflecting on the process. It is, however, important to note that action research proceeds through this process in a cyclical manner. Pedagogical Features and Benefits to Students (as Well as Instructors) When compared with other action research books currently on the market, this book provides similar coverage of content. There are, however, several aspects that distinguish it from similar works. These aspects include the following: · Since the book takes an extremely applied approach, it includes numerous examples—not simple discussions or descriptions—of such things as data collection instruments (e.g., checklists, attitude surveys, interview protocols, and journal prompts) and presentation of research results (e.g., tables and graphs resulting from the analysis of quantitative data; summary tables resulting from the analysis of qualitative data; actual reports of action research). · In addition to the various narrative examples that appear throughout the book, two detailed case studies of action research, called “Action Research Portraits,” are developed in Chapter 1 and are extended in each subsequent chapter throughout the book. In each chapter, the case study discussions continue from the previous chapter, highlighting the application of content from the particular chapter as integrated into two practically based action research studies, one of which is conducted by an individual teacher (at the elementary level) and the other by a pair of teachers (at the high school level). In addition, a third “Action Research Portrait” appears on the book’s accompanying website (edge.sagepub.com/mertler5e). · Numerous online resources are available for teachers to use in order to learn more about action research, address questions that they may have about the process, or promote dissemination of their action research results. A section titled “Related Websites” is included near the end of each of the nine chapters. · Special sections, titled “Writing Up Action Research,” are also included in Chapters 3 through 7 and Chapter 9. These sections provide annotated excerpts from published or otherwise disseminated action research reports, highlighting specific concepts presented in each particular chapter. · On the first page of each chapter is a visual organizer for the main contents of that chapter. · Three appendices follow Chapter 9. The first two include complete written reports of teacher-conducted action research projects. We have also included additional complete written reports of teacher-conducted action research projects on the website (edge.sagepub.com/mertler5e). The third appendix contains developmental templates to guide the novice action researcher. These templates are also included on the website. · Each chapter includes a bulleted “Summary” of the main points included in the chapter. · Each chapter also includes a final section titled “Questions and Activities” that can be used to extend student knowledge, understanding, and application. · The text also includes a complete glossary of terms related to action research, a list of references used to compile the book, and a comprehensive subject and author index. Video Clip of Dr. Mertler discussing the new features of the 5th edition. New Features in the Fifth Edition There are several new features in the fifth edition of Action Research: Improving Schools and Empowering Educators: · The discussion of rigor in Chapter 1 has been enhanced. · Social justice advocacy has been added as an important application of action research. · The discussions of ethics in Chapter 2 and Chapter 3 have been enhanced. · The “Writing Up Action Research” sections that appear in Chapter 3 to 7 and Chapter 9 have been supplemented with call-out boxes highlighting the important aspects of each excerpt. · Substantially enhanced presentations of establishing the quality of both qualitative and quantitative data have been added to Chapter 5. · A discussion of the inclusion of abstracts has been incorporated into Chapter 8. · The developmental templates shown in Appendix C—in addition to being provided in an interactive, electronic format on the Student Study Site (edge.sagepub.com/mertler5e)—are now also available at TeachersPayTeachers.com, called the Action Research Mentor Portfolio. · Finally, two new complete action research reports have been added as Appendix A and Appendix B. Both reports are new to this edition. The complete written reports of teacher-conducted action research projects from all previous editions are available on the website that accompanies this book (edge.sagepub.com/mertler5e). Ancillary Material on the Web Open-Access Student Study Site:  edge.sagepub.com/mertler5e This web-based Student Study Site provides a variety of additional resources to enhance students’ understanding of the book’s content and take their learning one step further. The site includes the following: · Interactive PDF Action Research Developmental Templates are provided to assist and guide the novice action researcher through many of the steps and decisions in the process of designing and conducting original action research. · Video vignettes of the author and several practitioner-researchers discussing various aspects of conducting action research. These vignettes are integrated with specific chapter content throughout the book. · Web quizzes allow students to independently assess their progress in learning course material. · eFlashcards are study tools to reinforce student understanding and learning of key terms and concepts that are outlined in the chapters. · Chapter-specific PowerPoint presentations offer assistance by highlighting essential content, features, and artwork from the book. · A  Learning From SAGE Journal Articles  feature provides access to recent, relevant full-text articles from SAGE’s leading research journals. Each article supports and expands on the concepts presented in the chapter. · Carefully selected, web-based video resources feature relevant content for use in independent and classroom-based exploration of key topics. · Links to relevant web resources direct students to additional tools for further research on important chapter topics. · Sample Action Research Reports  are also included. A Note About Action Research Projects One concern that both instructors and students face is how to fit into one semester both the content coverage of the book and the completion of a student-conducted action research project. My advice is first to reinforce with students who are just learning about action research that the important aspect of an action research project as a course assignment is to become familiar with the process of designing and conducting action research and that they should worry less about the final product of their study. If they can become familiar and comfortable with the process as a whole, they will later be able to design and conduct larger-scale research projects that may require more time. For a typical 15-week academic term, I might suggest the following week-by-week activities, for both content coverage of the book and the associated action research project: For a typical 10-week academic term, I might suggest the following week-by-week activities: A Final Note for Students of Action Research I enjoy and value classroom-based/school-based action research because it has the potential to empower educators, to engage them directly in the process of educational improvement, and to provide a mechanism for customizing professional development. I will not mislead you into thinking that this is necessarily an easy road to travel. Learning how to conduct action research studies that will enhance your professional practice does, in fact, take time and practice. However, by gaining familiarity and experience with designing and conducting action research projects, you will, I trust, realize the substantial and positive professional, reflective outcomes of action research discussed repeatedly throughout this book. I sincerely wish you the best of luck in your action research endeavors! In the electronic edition of the book you have purchased, there are several icons that reference links (videos, journal articles) to additional content. Though the electronic edition links are not live, all content referenced may be accessed at edge.sagepub.com/mertler5e . This URL is referenced at several points throughout your electronic edition. Acknowledgments I would like to acknowledge the contributions of several individuals to this project. I would like to recognize and sincerely thank my editorial team at Sage Publications—namely, Terri Accomazzo (acquisitions editor). I’ve worked with Terri for many years on several projects and she amazes me with each successive endeavor. I would also like to thank Jessica Miller (associate editor) and Georgia McLaughlin (editorial assistant) for their support and timely responses to all of my questions. I would like to thank Olivia Weber-Stenis (production editor) and Erin Livingston (copy editor) for their assistance in working with me on the drafts and on the final appearance of the book. Thanks also to Robert Higgins (eLearning editor) for his assistance on the student study site ancillaries. Finally, I would like to thank Ashlee Blunk (marketing manager) and her staff for their continued support of the book. I offer my sincere thanks to those individuals who served as reviewers for this revised edition—their comments and feedback were greatly appreciated and extremely helpful: · Ronald Beebe, University of Houston–Downtown · Tyrone Bynoe, University of the Cumberlands · Stacy Hill, Whitworth University · Kimberly Livengood, Angelo State University · Gene Schwarting, Fontbonne University · Michelle Szpara, Cabrini College · Gay Ward, University of Wisconsin–River Falls Also, I would like to recognize and thank those individuals who provided helpful feedback on previous editions: · Katherine Egan Cunningham, Manhattanville College · Elizabeth Dore, Radford University · Gabrielle Kowalski, Cardinal Stritch University · Yoon-Joo Lee, CUNY System Office–New York · Ida Malian, Arizona State University · Darcy Miller, Washington State University · Barbara Taylor, Western New Mexico University · Robert Wolffe, Bradley University · Maryann Byrnes, University of Massachusetts Boston · John Huss, Northern Kentucky University · Terrence Stange, Marshall University · Tamara Walser, University of North Carolina at Wilmington · Eugene Bartoo, University of Tennessee at Chattanooga · Kevin Carr, George Fox University · Dana Fredebaugh, Nova Southeastern University · Terrance Jakubowski, California State University, Northridge · Maja Miskovic, National Louis University · Phillip Mutisya, North Carolina Central University · Cynthia Williams Resor, Eastern Kentucky University · Gail Ritchie, George Mason University · Margaret Waterman, Southeast Missouri State University · Lois McFadyen Christensen, University of Alabama at Birmingham · Christopher J. Della Pietra, Southeastern Louisiana University · Michael P. Grady, Saint Louis University · K. Fritz Leifeste, Angelo State University · Marilyn Lichtman, Virginia Tech · Jeanne M. McGlinn, University of North Carolina at Asheville · Jill C. Miels, Ball State University · Cathy Mogharreban, Southern Illinois University Carbondale · Ted J. Singletary, Boise State University · Shelley H. Xu, California State University, Long Beach As always, I would like to thank my wife, Kate, for her continued support of my extensive writing projects and for her feedback on numerous aspects of the book, from a classroom teacher’s perspective, and our son, Addison, for providing the invaluable student’s perspective. My books begin to take on a different level of meaning now that Addison is studying to become a professional educator himself. About the Author Craig A. Mertler has been an educator for 30 years, 20 of those in higher education. He is currently an Associate Professor and Director of the EdD Program in Leadership and Innovation at Arizona State University. He teaches doctoral courses focused on the application of action research to promote educator empowerment, school improvement, and job-embedded professional development and also teaches quantitative research methods, introductory statistical analysis, multivariate statistical analysis, and educational assessment methods. He is the author of 20 books, 4 invited book chapters, 18 refereed journal articles, two instructors’ manuals, and numerous nonrefereed articles and manuscripts. He has also presented more than 35 research papers at professional meetings around the country as well as internationally. He conducts workshops for in-service educational professionals (at all levels) on classroom-based action research and on the broad topic of classroom assessment. His primary research and consulting interests include classroom-based action research, data-driven educational decision making, professional learning communities, and classroom teachers’ assessment literacy. Before teaching and researching at the university level, he taught high school biology and earth science and also coached track and volleyball. In his leisure time, he enjoys traveling with his family and playing golf. Dr. Mertler can be reached at [email protected] or [email protected] for consulting, professional development, and speaking engagements. Previous section Next section PART I What Is Action Research? · Chapter 1. Introduction to Action Research · Chapter 2. Overview of the Action Research Process Part I of this book provides an introduction to and overview of action research. In Chapter 1, you will learn what action research is (and is not), how it compares with traditional forms of educational research, why it is important for teachers to become involved in action research, and some examples of its applications. You will also see several models of the process of conducting action research. In Chapter 2, you will learn more about the various steps in the action research cycle and see how it can be conducted within a contextualized example. CHAPTER 1 Introduction to Action Research Chapter 1 Organizer · What Is Action Research? · Introduction to Educational Research · Overview of Educational Research · Overview of Action Research · Models of Action Research · Characteristics of Action Research: What It Is and What It Is Not · The Importance of Action Research · Connecting Theory to Practice · Improvement of Educational Practice · Connection to School Improvement · Teacher Empowerment and Intellectual Engagement · Professional Growth · Social Justice Advocacy · Applications of Action Research · Identifying Problems · Developing and Testing Solutions · Preservice Teacher Education · In-Service Professional Growth · Rigor in Action Research · Related Websites: What Is Action Research? · Summary · ➤  Questions and Activities · ➤  Key Terms · ➤  Student Study Site Previous section Next section CHAPTER 1 Introduction to Action Research Chapter 1 Organizer · What Is Action Research? · Introduction to Educational Research · Overview of Educational Research · Overview of Action Research · Models of Action Research · Characteristics of Action Research: What It Is and What It Is Not · The Importance of Action Research · Connecting Theory to Practice · Improvement of Educational Practice · Connection to School Improvement · Teacher Empowerment and Intellectual Engagement · Professional Growth · Social Justice Advocacy · Applications of Action Research · Identifying Problems · Developing and Testing Solutions · Preservice Teacher Education · In-Service Professional Growth · Rigor in Action Research · Related Websites: What Is Action Research? · Summary · ➤  Questions and Activities · ➤  Key Terms · ➤  Student Study Site Research—think about it for a few moments. What types of images come to mind? For many people, the term research tends to evoke images of scientists in white laboratory coats coaxing mice through a maze, observing their every move, action, and reaction. They closely monitor stopwatches, recording the amount of time that passes as the mice reach each stage of the maze. Further images called to mind might include chemists (yes, also wearing white lab coats!) with beakers, flasks, and Bunsen burners, conducting experiments that involve mixing chemicals in order to make new solutions or to further study the properties of those solutions. Another visualization could involve medical researchers who work with animals or directly with human “subjects” to investigate possible cures for devastating diseases. Still others may envision research as something done by college or university professors as a regular aspect of their work. For quite some time, research has been conducted primarily by professionals whose principal education included training in the conduct of research studies. Admittedly, much research continues to be conducted by professionals, such as those described in the four examples above. However, more and more research is being conducted by practitioners—people whose primary education and training is not in research methodology. The specific procedures for conducting this type of research are somewhat different from those that serve as the foundation for more formal types of research, but the guiding principles are the same. It is this type of practitioner-based research—known as action research—upon which we will focus our attention in this book. 1.1 What Is Action Research? Over the last decade, action research has begun to capture the attention of teachers, administrators, and policymakers around the country (Mills, 2011). Educators at a variety of levels have embraced it as something that makes conducting research a more “manageable” task and that brings about results that are more informative and have immediate and direct application. But just what is action research? What does it look like? What does it purport to accomplish? Action research is defined as any systematic inquiry conducted by teachers, administrators, counselors, or others with a vested interest in the teaching and learning process or environment for the purpose of gathering information about how their particular schools operate, how they teach, and how their students learn (Mills, 2011). More important, action research is characterized as research that is done by teachers for themselves. It is truly a systematic inquiry into one’s own practice (Johnson, 2008). Action research allows teachers to study their own classrooms—for example, their own instructional methods, their own students, and their own assessments—in order to better understand them and to be able to improve their quality or effectiveness. It focuses specifically on the unique characteristics of the population with whom a practice is employed or with whom some action must be taken. This in turn results in increased utility and effectiveness for the practitioner (Parsons & Brown, 2002). The basic process of conducting action research consists of four steps: 1. Identifying an area of focus 2. Collecting data 3. Analyzing and interpreting the data 4. Developing a plan of action (Mills, 2011) You will learn much more about the process of action research later in this chapter and in Chapter 2. Introduction to Educational Research As classroom teachers—who are the ultimate, or at least the most likely, consumers of educational research—it is essential to have a basic understanding of several key terms and essential concepts related to the notion of research. Research is simply one of many means by which human beings seek answers to questions. Questions arise constantly throughout a day, whether they be personal or professional in nature. As an example of a personal question in need of an answer, imagine a coworker who asks if you would like to go to lunch this afternoon. You will need to give that person a yes or no answer, but you must factor in some information first—for example, do you already have plans for lunch? Can you afford to give up the time to go to lunch today? Do you have enough money for lunch? Answers to questions of a professional nature often require much more information; however, human nature prompts us to try to find answers to those questions as quickly as possible. Consider the following scenario: You have a student, Arthur, whom you informally classify as an “unmotivated reader.” You approach a colleague and ask about ideas for intervention strategies for motivating Arthur. She provides several strategies that she says have worked for other students, but you are not sure if they will work for Arthur. In addition, you know that there are undoubtedly many more strategies out there, but you need an answer now—the school year is off and running, and you do not want to lose any more valuable time by not encouraging Arthur to read more. But where do you go to find the answers you are looking for? Mertler and Charles (2011) suggest that we usually consult sources for answers that are most convenient to us and with which we are most comfortable; however, these sources have the potential to be fraught with problems. These sources of information include tradition, authority, and common sense. Tradition refers to ways in which we have behaved in the past. Interventions that have worked in the past may in fact still work today, but there is no guarantee. In addition, there may now be newer interventions that will work better than our old standby. Authority refers to the use of the opinions of experts, who we assume will know what will work best. However, simply finding someone who has a strong opinion about a given intervention or instructional strategy does not necessarily support the use of that strategy. In fact, it is typically safe to assume that as soon as you find an expert who supports any given technique, you will quickly find another who is willing to denounce it as being inferior. Finally, common sense refers to the use of human reasoning as a basis for answering questions. While human reasoning has gotten our global culture far throughout history, it is most reliant on dependable information. If information that we collect in order to help us make commonsense decisions is of substandard quality or accuracy, our commonsense decisions will reflect those various deficiencies. The main problem with these familiar sources of information is that they have a tendency to provide unreliable information. This is largely because of the fact that answers based on tradition, authority, and common sense use information that is biased to some degree. This bias occurs primarily because the information was collected in an unsystematic and subjective manner. In order for the answers we seek to be accurate and of high quality, we must obtain information that is both valid and reliable. This is best accomplished by using the scientific method. The scientific method is a specific strategy used to answer questions and resolve problems. You may recall the scientific method from a junior or senior high school science course when you may have been required to complete some sort of science fair project. What makes the scientific method such a useful strategy is that it is a very systematic, step-by-step set of procedures. In 1938, U.S. philosopher John Dewey described the scientific method as a procedure for thinking more objectively (Mertler & Charles, 2011). He presented the procedure as a series of the following steps: 1. Clarify the main question inherent in the problem. 2. State a hypothesis (a possible answer to the question). 3. Collect, analyze, and interpret information related to the question, such that it will permit you to answer the question. 4. Form conclusions derived from your analyses. 5. Use the conclusions to verify or reject the hypothesis. It would be misleading to assume that all researchers—and therefore all research studies—follow these steps exactly. For example, it may not be necessary to formally state a hypothesis in some studies. Although not all research studies conduct the procedure exactly as described above, they do have one important thing in common. Collecting, analyzing, and interpreting information (Step 3 above) is always done in research. It is the result of this step that provides the necessary impetus that allows us to answer our initial questions. How, then, is the scientific method related to research in the broad field of education? There is a great deal of similarity between the two. Simply put, educational research involves the application of the scientific method to educational topics, phenomena, or questions in search of answers. Educational research is typically carried out in the following manner: 1. Specify the topic about which a concern exists. 2. Clarify the specific problem on which the research will focus. 3. Formulate research questions and/or hypotheses concerning the main problem. 4. Carry out procedures by which data (a more appropriate term for “information”) are collected, analyzed, and interpreted. 5. State the findings determined as a result of the data analysis. 6. Draw conclusions related to the original research questions and/or hypotheses (Mertler & Charles, 2011). Note the similarities between Dewey’s list of steps in the scientific method and those used to conduct educational research. The major components are common to both lists. In either case, it is important to remember that in practice these steps do not always occur as neatly as presented here, nor do they always follow the sequence listed. Johnson (2008) also reminds us that, as consumers of research as well as potential researchers, we must be aware of the differences between science and pseudoscience. Science—the use of the scientific method for inquiry—uses perceived reality (typically in the form of collected data) to determine beliefs. In other words, data are collected and analyzed in order to determine what is believed: An example of scientific inquiry is the Trends in International Mathematics and Science Study (or TIMSS). TIMSS resulted from the U.S. education community’s need for reliable and timely data on the mathematics and science achievement of our students compared with that of students in other countries. Since 1995, TIMSS has provided trend data on students’ mathematics and science achievement from an international perspective. TIMSS uses standardized achievement tests, administered and scored in identical fashion, as the means of collecting student data. The tests are similar in content, form, and length in order to allow for comparisons. What makes this study “science” is the standardization and objectivity incorporated into the research design. In contrast, pseudoscience uses beliefs to determine perceived reality. One begins with a strong belief and then looks for data to support that belief (Johnson, 2008): Pseudoscience is often used as a marketing tool by companies to sell products or by groups or individuals in an attempt to demonstrate that their ideas, methods, or products are the best or most effective. Clearly, this approach is not systematic, nor is it objective; it does not utilize the scientific method. Therefore, it is not science, and it is not research. Overview of Educational Research Traditional research in education is typically conducted by researchers who are somewhat removed from the environment they are studying. This is not to say that they are not committed to the research study and truly interested in the ultimate results but rather to say that they are studying people, settings, or programs with which they are seldom personally involved (Schmuck, 1997). They may in fact be removed from the actual research site, in many instances. Furthermore, traditional researchers often seek explanations for existing phenomena and try to do so in an objective manner. The primary goal of traditional educational research is “to explain or help understand educational issues, questions, and processes” (Gay & Airasian, 2000, p. 24). In traditional research, different research methods—the specific procedures used to collect and analyze data—provide different views of a given reality. These various research methods tend to be put into two broad categories—quantitative approaches and qualitative approaches—based on different assumptions about how to best understand what is true or what constitutes reality (McMillan, 2004). Generally speaking, quantitative research methodologies require the collection and analysis of numerical data (e.g., test scores, opinion ratings, attitude scales); qualitative research methodologies necessitate the collection and analysis of narrative data (e.g., observation notes, interview transcripts, journal entries). Quantitative research methodologies utilize a deductive approach to reasoning when attempting to find answers to research questions. Deductive reasoning works from the more general to the more specific, in a “top-down” manner (Trochim, 2002a). As depicted in Figure 1.1, the quantitative researcher might begin by thinking up a theory about a given topic of interest. Figure 1.1 Process of Deductive Reasoning as Applied to Research Source: Adapted from Trochim, 2002a. That topic would then be narrowed down to more specific hypotheses that could be tested. This process of narrowing down goes even further when data are collected in order to address the hypotheses. Finally, the data are analyzed, and conclusions about the hypotheses are drawn—this allows for a confirmation (or not) of the original theory. On the other hand, qualitative research methods typically use an inductive approach to reasoning. Inductive reasoning works in the exact opposite direction when compared with deductive reasoning. Using a “bottom-up” approach (see Figure 1.2), inductive reasoning begins with specific observations and concludes with broader generalizations and theories (Trochim, 2002a). One begins with specific observations (data), notes any patterns in those data, formulates one or more tentative hypotheses, and finally develops general conclusions and theories. It is important to note that, in some cases, the purpose of qualitative research is not to analyze data in order to form hypotheses or theories. Rather, in these cases, the purpose may simply be to provide a “thick description” of what is going on in the particular setting being studied. You will read more about deductive and inductive reasoning, as they relate to data analysis, in Chapter 6. It is important to note that both quantitative and qualitative approaches to conducting educational research are guided by several sets of philosophical assumptions. These philosophical assumptions are composed primarily of several basic underlying beliefs about the world itself and how best to discover or uncover its true reality. The underlying beliefs held by quantitative researchers differ substantially from those held by qualitative researchers. An understanding of these beliefs is not requisite to understanding or being able to successfully conduct an action research study. This is largely because of the fact that action research, as we will view it throughout this text, typifies a grassroots effort to find answers to important questions or to foster change. It is entirely practical—and not necessarily philosophical—in its application. Mills (2011) refers to this as “practical action research” (p. 7), which he contrasts with the more philosophically based critical action research. The focus of this particular textbook is on the former; in-depth discussions of more philosophically based forms of action research are beyond the scope of this book. If the reader is interested in learning more about these various underlying philosophical assumptions and their connection to action research, several excellent resources include Johnson (2008), McMillan (2004), and Mills (2011). Figure 1.2 Process of Inductive Reasoning as Applied to Research Source: Adapted from Trochim, 2002a. Recall that the goal of quantitative research is to describe or otherwise understand educational phenomena. To accomplish this, researchers collect data by measuring variables (factors that may affect the outcome of a study or characteristics that are central to the topic about which the researcher wishes to draw conclusions) and then analyze those data in order to test hypotheses (predicted outcomes of the study) or to answer research questions. For example, a quantitative research study might involve collecting data on elementary school discipline referrals and absenteeism (numerical variables) in order to answer this question: Are there differences in the rates of disciplinary problems and absenteeism in schools with a K through 8th-grade span versus those with other grade span configurations (e.g., K–5, K–6)? The type of research design employed by the researcher refers to the plan that will be used to carry out the study. Research designs may be either nonexperimental or experimental. In nonexperimental research, the researcher has no direct control over any variable in the study, either because it has already occurred or because it is not possible for it to be influenced. In other words, in nonexperimental research, variables cannot be controlled or manipulated by the researcher. The previous illustration of a study of school discipline and absenteeism problems is an example of a nonexperimental study, as the type of grade configuration, the number of discipline referrals, and the number of absences cannot be controlled or influenced by the researcher. The fact that variables cannot be controlled in nonexperimental studies is an important distinction between nonexperimental research and experimental research, especially when it comes to drawing conclusions at the end of a study. This usually means that conclusions to nonexperimental studies can describe only variables or relationships between variables. Some examples of nonexperimental research designs include descriptive, comparative, correlational, and causal-comparative research (McMillan, 2004). Descriptive studies simply report information about the frequency or amount of something (e.g., What percentage of the time do teachers use performance-based assessments in their classrooms?). Comparative studies characteristically build on descriptive studies by comparing two or more groups on that which is measured (e.g., Is there a significant difference between elementary and secondary teachers’ use of performance-based assessments?). Correlational studies measure the degree to which a relationship exists between two or more variables (e.g., What is the relationship between years of teaching experience and use of performance-based assessments?). Finally, causal-comparative studies (also sometimes referred to as ex post facto studies) compare groups—where group membership is determined by something that occurred in the past—on subsequent data on another variable in such a way that it makes possible drawing potential causal relationships between the two variables (e.g., Do teachers who completed a stand-alone preservice course in classroom assessment use performance-based assessment more than teachers who did not complete such a course?). Notice that based on the sample research questions provided it is quite possible to use any of the various types of nonexperimental research designs to study a given topic—in this case, classroom teachers’ use of performance-based assessments. In experimental research, the researcher has control over one or more of the variables included in the study that may somehow influence (or cause) the participants’ behavior. The variables over which the researcher has control are known as the independent variables; these are the variables that are manipulated by the researcher, meaning that the researcher determines which subjects will receive which condition. For example, if the effectiveness of a new math program was being investigated, those students exposed to the new program would constitute the experimental or treatment group; their performance would be compared with that of a control group that receives the standard math instruction. The ultimate variable of interest (i.e., the “behavior” variable mentioned above, perhaps “math achievement” in our example) is referred to as the dependent variable (since its value depends on the value, or group membership, of the independent variable). There are a wide variety of experimental research designs, the discussion of which is beyond the scope of this book. However, an illustration of experimental research is likely in order. Suppose a history teacher wanted to determine whether students performed better when taught U.S. history using the more traditional forward (i.e., past to present) approach versus a backward (i.e., present to past) approach. She randomly assigns half of her classes to be taught using the forward approach and the other half to be taught using the backward approach. The independent variable for her study is the type of instruction. There are two levels to this variable that “define” the two groups—the experimental group receives the innovative backward approach to instruction; the control group receives the more traditional forward approach. Finally, the academic performance (dependent variable) of all students is measured using the same instrument (e.g., a final exam) for both groups. The aspect that makes this study experimental in nature is that the teacher herself determines which group will receive which version of the treatment (i.e., instruction); in other words, she is manipulating or controlling the independent variable. Data collected as part of quantitative research studies are numerical and therefore naturally analyzed statistically. Analyses may include descriptive statistics, inferential statistics, or both. Descriptive statistics allow researchers to summarize, organize, and simplify data. Specific techniques include such statistics as the mean, median, mode, range, standard deviation, correlations, and standardized scores. Inferential statistics are more complex and permit researchers to test the statistical significance of the difference between two or more groups or to test the degree of correlation between two variables. Statistical significance refers to a decision made from the results of statistical procedures that enables researchers to conclude that the findings of a given study (e.g., the size of the difference between two groups or the strength of the relationship between two variables) are large enough in the sample studied in order to represent a meaningful difference or relationship in the population from which the sample was drawn. Whereas quantitative research studies focus on a relatively small number of variables, qualitative research studies utilize a much broader, more holistic approach to data collection. Qualitative research designs use systematic observation in order to gain knowledge, reach understanding, and answer research questions. There is no attempt to control or manipulate any variable in a qualitative study; researchers simply take the world as it exists and as they find it (Johnson, 2008). Qualitative research tends to emphasize the importance of multiple measures and observations (Trochim, 2002b). Therefore, guiding research questions tend to be more broad and open-ended. This allows the researcher to collect a wide variety of data for the purpose of getting a more holistic picture of the phenomenon under investigation. This also permits the researcher to engage in triangulation. Triangulation is a process of relating multiple sources of data in order to establish their trustworthiness or verification of the consistency of the facts while trying to account for their inherent biases (Bogdan & Biklen, 2007; Glesne, 2006). It is important to note that “triangulation” does not necessarily mean that the researcher is using three (as in tri-) sources of data; it simply means that there is more than one source of data—perhaps, a more appropriate term would be “polyangulation” (since the prefix poly- is defined as “more than one or many”). Ultimately, this enables the researcher to try to get a better handle on what is happening in reality and to have greater confidence in research findings (Glesne, 2006). For example, in a qualitative study, one might collect data through firsthand observations, videotaped observations, and interviews. Triangulating these sources of data would involve examination in order to determine, for example, if the behaviors exhibited and comments made by participants are consistent regardless of the type of data representing them. In other words, did a specific person act the same way he said he acted, or did he verbally portray his behavior differently from his actual behavior? Similar to quantitative research, there are a variety of qualitative research designs. These include phenomenology, ethnography, grounded theory, and case studies (McMillan, 2004). Phenomenological studies engage the researcher in a long process of individual interviews in an attempt to fully understand a phenomenon (e.g., What characteristics of teachers are needed in order for them to be viewed as compassionate by their students?). Ethnographic studies attempt to describe social interactions between people in group settings (e.g., What meaning does the teachers’ lounge have for the staff at Main Street Elementary School?). Grounded theory research studies attempt to discover a theory that relates to a particular environment (e.g., What types of personal and school characteristics serve to motivate teachers?). Finally, case studies are in-depth studies of individual programs, activities, people, or groups (e.g., What is the nature of the school culture at Washington Middle School?). Data collected during a qualitative research study may be quite diverse. Recall that qualitative data are typically narrative and consist primarily of observations, interviews, and existing documents and reports (McMillan, 2004). Resulting qualitative data are analyzed by means of a process known as logico-inductive analysis, a thought process that uses logic to make sense of patterns and trends in the data (Mertler & Charles, 2011). Although quantitative and qualitative approaches to conducting research are quite different on a variety of levels, they need not be considered mutually exclusive. It is not uncommon to see research studies that employ both types of research data. These types of studies are often referred to as mixed-methods research designs. The combination of both types of data tends to provide a better understanding of a research problem than one type of data in isolation. In other words, these types of studies capitalize on the relative strengths of both quantitative and qualitative data. Creswell (2005) considers action research studies to be most similar to mixed-methods designs, since they often utilize both quantitative and qualitative data. The only real difference between the two is the underlying purpose for the research. The main goal of mixed-methods studies is more traditional (i.e., to better understand and explain a research problem); the main goal of action research is to address local-level problems with the anticipation of finding immediate solutions. Overview of Action Research For decades, there has been pressure from both public and governmental sources for improvement in our schools. The public, fueled by the mass media, has criticized schools for low levels of achievement in math, science, reading, writing, and history (Schmuck, 1997). Business leaders fault schools for not preparing students for the workforce. Although teachers are on the receiving end of the brunt of this criticism, it is my firm belief that teachers in the United States have been doing—and continue to do—an outstanding job in the classroom. However, that being said, true school improvement must begin from within the proverbial “four walls of the classroom.” Teachers must be able and willing to critically examine their own practice as well as how students (both collectively and individually) learn best. Often, school improvement leaders look toward the enormous body of educational research literature as a means of guiding their improvement efforts. However, many practitioners do not find that either formal or applied academic research is very helpful (Anderson, 2002). This is largely due to the fact that traditional educational researchers have a tendency to impose abstract research findings on schools and teachers with little or no attention paid to local variation (i.e., not all schools are the same) and required adaptations (i.e., the extent to which research findings generalize across entire populations; Metz & Page, 2002). I believe that, because of this continued imposition of more traditional research findings, there is a real need for the increased practice of teacher-initiated, classroom-based action research. Schmuck (1997) defines action research as an attempt to “study a real school situation with a view to improve the quality of actions and results within it” (p. 28). Its purpose is also to improve one’s own professional judgment and to give insight into better, more effective means of achieving desirable educational outcomes. McMillan (2004) describes action research as being focused on solving a specific classroom or school problem, improving practice, or helping make a decision at a single local site. Action research offers a process by which current practice can be changed toward better practice. The overarching goal of action research is to improve practice immediately within one or a few classrooms or schools (McMillan, 2004). Because of the fact that action research is largely about examining one’s own practice (McLean, 1995), reflection is an integral part of the action research process. Reflection can be defined as the act of critically exploring what you are doing, why you decided to do it, and what its effects have been. In order for teachers to be effective, they must become active participants in their classrooms as well as active observers of the learning process; they must analyze and interpret classroom information—that has been collected in a systematic manner—and then use that information as a basis for future planning and decision making (Parsons & Brown, 2002). Reflective teaching is a process of developing lessons or assessing student learning with thoughtful consideration of educational theory, existing research, and practical experience, along with the analysis of the lesson’s effect on student learning (Parsons & Brown, 2002). This process of systematically collecting information followed by active reflection—all with the anticipation of improving the teaching process—is at the core of action research. Accordingly, action research is also largely about developing the professional disposition of teachers and the teaching profession (Mills, 2011). Through action research, teachers are encouraged to become continuous, lifelong learners in their classrooms with respect to their practice. This notion is central to the very nature of education—action research encourages teachers to examine the dynamics of their classrooms, critically think about the actions and interactions of students, confirm and/or challenge existing ideas or practices, and take risks in the process (Mills, 2011). A goal of every classroom teacher should be to improve her or his professional practice as well as student outcomes. Action research is an effective means by which this can be accomplished. Models of Action Research Numerous authors and researchers have proposed models for the action research process. Because this process is somewhat dynamic, various models look a bit different from one another but possess numerous common elements. Action research models begin with a central problem or topic. They involve some observation or monitoring of current practice, followed by the collection and synthesis of information and data. Finally, some sort of action is taken, which then serves as the basis for the next stage of action research (Mills, 2011). In addition, some models are simple in their design, while others appear relatively complex. This range of complexity—from simpler to more complex—can be seen in the following examples: · Stringer (2007), in his action research interacting spiral, describes action research as a “simple, yet powerful framework” consisting of a “look, think, and act” routine (p. 8). During each stage, participants observe, reflect, and then take some sort of action. This action leads them into the next stage (see Figure 1.3). · Kurt Lewin (Smith, 2007)—who, by the way, is credited with coining the term “action research”—also depicts an action research spiral, which includes fact finding, planning, taking action, evaluating, and amending the plan before moving into a second action step (see Figure 1.4). · Bachman’s (2001) action research spiral continues this notion of the cyclical nature of action research (see Figure 1.5). His downward spiral suggests that participants gather information; plan actions; observe and evaluate those actions; and then reflect and plan for a new cycle of the spiral, based on the insights that were gained in the previous cycle. · Riel’s (2007) progressive problem solving through action research model takes the participant through four steps in each cycle: planning, taking action, collecting evidence, and reflecting (see Figure 1.6). Figure 1.3 Stringer’s Action Research Interacting Spiral Source: Adapted from Action Research (p. 9), by Ernest T. Stringer, 2007, Thousand Oaks, CA: Sage. Copyright 2007 by Sage. Reprinted with permission of the publisher. All rights reserved. Figure 1.4 Lewin’s Action Research Spiral Source: Adapted from Encyclopedia of Informal Education (www.infed.org). Copyright 2007. Reprinted with permission of the publisher. All rights reserved. Which model should you follow? Personally, I do not think it really matters, as I see them essentially as variations on the same theme (as evidenced by their shared elements). Generally speaking, my version of the action research process is composed of a four-stage procedure (Mertler & Charles, 2011), which will be expanded in more detail in the next chapter. For the time being, these four stages are as follows: 1. The planning stage 2. The acting stage 3. The developing stage 4. The reflecting stage Within this framework—and as you saw earlier in the various models presented—action research is a recursive, cyclical process that typically does not proceed in a linear fashion (Johnson, 2008). Practitioner-researchers engaged in action research often find themselves repeating some of the steps several times or perhaps doing them in a different order. Depending on the nature of a given action research project, there may never be a clear end to the study—teachers may continue to go through subsequent cycles of planning, acting and observing, developing a new plan, and reflecting, which seemingly spiral from one year into the next (Mertler & Charles, 2011). You will learn more about the specific steps in conducting action research in Chapter 2. Figure 1.5 Bachman’s Action Research Spiral Source: Adapted from “Review of the Agricultural Knowledge System in Fiji: Opportunities and Limitations of Participatory Methods and Platforms to Promote Innovation Development” (unpublished dissertation), by Lorenz Bachman, 2001, Berlin, Germany: Humboldt University of Berlin. Copyright 2001. Retrieved January 17, 2008, from http://edoc.hu-berlin.de/dissertationen/bachmann-lorenz-b-r-2000–12–21/HTML/bachmann-ch3.html. Reprinted with permission of the author. Figure 1.6 Riel’s Action Research Model Source: Adapted from Understanding Action Research, by Margaret Riel. Retrieved January 17, 2008, from http://cadres.pepperdine.edu/ccar/define.html. Copyright 2007 by the Center for Collaborative Action Research, Pepperdine University. Reprinted with permission of the author. Characteristics of Action Research: What It Is and What It Is Not Although action research can be a fairly straightforward process, it is sometimes misunderstood by educational practitioners (Mertler & Charles, 2011). There are many aspects of this methodology that characterize its uniqueness as an approach to conducting educational research. It is imperative for educators to have a sound, foundational understanding of just what action research is and is not. The following list, compiled from several sources (Johnson, 2008; Mertler & Charles, 2011; Mills, 2011; Schmuck, 1997), is an attempt to describe what action research is: · Action research is a process that improves education, in general, by incorporating change. · Action research is a process involving educators working together to improve their own practices. · Action research is persuasive and authoritative, since it is done by teachers for teachers. · Action research is collaborative; that is, it is composed of educators talking and working with other educators in empowering relationships. · Action research is participative, since educators are integral members—not disinterested outsiders—of the research process. · Action research is practical and relevant to classroom teachers, since it allows them direct access to research findings. · Action research is developing critical reflection about one’s teaching. · Action research is a planned, systematic approach to understanding the learning process. · Action research is a process that requires us to “test” our ideas about education. · Action research is open-minded. · Action research is a critical analysis of educational places of work. · Action research is a cyclical process of planning, acting, developing, and reflecting. · Action research is a justification of one’s teaching practices. Of equal importance is that educators understand what action research is not (Johnson, 2008; Mertler & Charles, 2011; Mills, 2011; Schmuck, 1997): · Action research is not the usual thing that teachers do when thinking about teaching; it is more systematic and more collaborative. · Action research is not simply problem solving; it involves the specification of a problem, the development of something new (in most cases), and critical reflection on its effectiveness. · Action research is not done “to” or “by” other people; it is research done by particular educators, on their own work, with students and colleagues. · Action research is not the simple implementation of predetermined answers to educational questions; it explores, discovers, and works to find creative solutions to educational problems. · Action research is not conclusive; the results of action research are neither right nor wrong but rather tentative solutions that are based on observations and other data collection and that require monitoring and evaluation in order to identify strengths and limitations. · Action research is not a fad; good teaching has always involved the systematic examination of the instructional process and its effects on student learning. Teachers are always looking for ways to improve instructional practice, and although teachers seldom have referred to this process of observation, revision, and reflection as research, that is exactly what it is. Video Clip 1.1 View a clip of Dr. Mertler discussing the importance of action research. 1.2 The Importance of Action Research At this point, you may find yourself asking a basic—albeit legitimate—question: Why should I become involved in an action research project, especially with all the demands and responsibilities placed on me as an educator today? Mertler and Charles (2011) have provided at least some partial answers to this question: [First,] action research deals with your problems, not someone else’s. Second, action research is very timely; it can start now—or whenever you are ready—and provides immediate results. Third, action research provides educators with opportunities to better understand, and therefore improve, their educational practices. Fourth, as a process, action research can also promote the building of stronger relationships among colleagues with whom we work. Finally, and possibly most importantly, action research provides educators with alternative ways of viewing and approaching educational questions and problems and with new ways of examining our own educational practices. (Mertler & Charles, 2011, pp. 339–340) Unfortunately, the answers to the initial question may have prompted another query in your mind: If the benefits are so substantial, why doesn’t everyone do action research? Again, Mertler and Charles (2011) suggest answers to this question: First, although its popularity has increased over the past decade, action research is still relatively unknown when compared to more traditional forms of conducting research. Second, although it may not seem the case, action research is more difficult to conduct than traditional approaches to research. Educators themselves are responsible for implementing the resultant changes but also for conducting the research. Third, action research does not conform with many of the requirements of conventional research with which teachers may be familiar—it is therefore less structured and more difficult to conduct. Finally, because of the lack of fit between standard research requirements and the process of conducting action research, teachers may find it more difficult to write up their results. (Mertler & Charles, 2011, p. 340) These sets of responses to our hypothetical (or perhaps very realistic) questions provide compelling reasons for both conducting and not conducting action research projects. The following is a discussion of six broad but vitally important ways in which action research can be used successfully in educational settings: to effectively connect theory to practice, to improve educational practice, to connect to larger school improvement efforts, and to empower teachers, as a means for promoting professional growth and as a mechanism for social justice advocacy. Connecting Theory to Practice Research is often used to develop theories that eventually help determine best practices in education (Johnson, 2008). These best practices are then used to help teachers develop effective learning experiences for their students. Johnson (2008) describes how this unidirectional flow of information—in the specific form of research findings, from researchers to practitioners—often breaks down. Frequently, a gap exists between what is learned by researchers, who conduct and report their research on educational topics, and practicing classroom teachers. This apparent gap may be described this way: Research occurs in the ivory towers, whereas practice takes place in the trenches (Parsons & Brown, 2002). What goes on in public school classrooms often does not reflect research findings related to instructional practices and student learning (Johnson, 2008). Johnson (2008) further offers two possible explanations for this noticeable breakdown. First, he cites the fact that research (i.e., that conducted by university and college professors and other researchers) is characteristically written and therefore published in a way that does not consider a teacher’s typical day-to-day schedule. Research articles often are overly descriptive, contain an overabundance of jargonistic terms, and use research methods that do not “fit” with the daily needs of and resources available to teachers. Many teachers who have taken my educational research methods course over the years have shared with me the fact that they believe most, if not all, education research is impractical and irrelevant to their needs. Second, Johnson suggests that this one-way flow of information from researcher to teacher creates an environment in which the researcher expects the practicing teacher to be a passive receiver of this information. Often, these research findings do not appreciate or even take into account teachers’ points of view, the complexities of the teaching-learning process, or the practical challenges teachers must address in their classrooms on a daily basis. Video Clips 1.2 & 1.3 View clips of practitioner-researchers discussing the importance of action research. Action research provides one possible solution to bridging this gap by creating a two-way flow of information. Research findings offered from researchers can still be used to inform best practices and to better understand what is happening in classrooms. Simultaneously, data collected and analyzed by practicing teachers in their own classrooms can be used to inform theories and research related to best practices (Johnson, 2008). Parsons and Brown (2002) effectively explain this two-way flow of information by stating that “teaching decisions are not only shaped by theory and research, but in turn help give shape and new directions to educational theory and research” (p. 7). Improvement of Educational Practice As was discussed previously, a main focus of action research is the improvement of classroom practice. When teachers are reflective and critical of their own practice, they use the information they collect and phenomena they observe as a means of facilitating informed, practical decision making (Parsons & Brown, 2002). The clear strength of action research is that it is reflective and collaborative and that it can ultimately lead to improvements in educational practice (Parsons & Brown, 2002). This sometimes requires a bit of a shift in the way we think about and approach our own classroom practice. Many teachers believe that they have mastered their profession and that they will be successful if they simply keep doing what they have been doing. Ironically, however, the truly successful teachers (i.e., those whom we call experts or “master teachers”) are those who constantly and systematically reflect on their actions and the consequences of those actions. This constant reflection results in the acquisition of new knowledge as it pertains to the teaching and learning process. It is important to remember that, as teachers, we work all day long with other human beings; each one is exceptional in her or his own special way. Each human being has different needs, desires, motivations, interests, learning styles, strengths, and weaknesses. Each student or group of students constantly provides us with unique challenges and opportunities, many of which require unique approaches (Parsons & Brown, 2002). Systematic reflection in the form of action research can provide the stimulus for changing and improving practice in order to make it appropriate for these unique individuals with whom we work. Connection to School Improvement The discussion in the previous section focused on the use of action research as a reflective means of improving individual classroom practice. Action research can also be organized and facilitated in such a way as to promote more systemic types of improvements. One way to accomplish this is to approach action research as a collaborative venture. One of the benefits of sharing the responsibilities of such a process is that it brings together different perspectives, ideas, experiences, and resources (Mertler, 2009). Collaboratively designed and implemented action research—a concept known as collaborative action research (or CAR), as opposed to “individual action research” (Clauset, Lick, & Murphy, 2008, p. 2)—is an ideal mechanism for engaging teachers, administrators, and support personnel in systemic, self-initiated school improvement. This concept can even spread so far as to include every educator in a school; this concept is known as “schoolwide action research” (Clauset, Lick, & Murphy, 2008, p. 2). By improving schools and empowering educators (as you will read in the next section), this process will lead to better instruction, better learning, and more productive students coming out of our classrooms. Teacher Empowerment and Intellectual Engagement Another important aspect of action research is that it advances the notion of teacher empowerment. Our educational climate is becoming more and more data driven all the time. When teachers collect their own data in order to assist in making decisions about their own students and classrooms—which is essentially an action research model of teaching—they become empowered. Teacher empowerment allows teachers to bring into their classrooms their own unique expertise, talents, and creativity so that they can implement instructional programs to best meet the needs of their students (Johnson, 2008). Teachers are allowed—even encouraged—to take risks and make changes to their instructional practice whenever and wherever they believe it to be appropriate. This approach to school leadership and improvement is in complete opposition to the standard top-down, administrator-driven leadership. This is not meant to imply that the skills and abilities of building- and district-level administrators are not needed; the leadership skills of these individuals are quite necessary. They simply take on different roles (e.g., the roles of facilitator, supporter, and mentor). The locus of control is in essence returned to the classroom level, thereby enhancing the effectiveness of schools and promoting school improvement (Johnson, 2008). In addition to an increased level of empowerment, teachers also become much more intellectually engaged with respect to what goes on in their own classrooms as well as in their schools. The skills that they learn and develop through engagement with the process of conducting action research—as well as what they actually learn about the teaching and learning process from the results of their action research—are transferrable to the daily activities associated with running a classroom, and doing so more effectively and efficiently. Teacher empowerment and intellectual engagement contribute heavily to enhancing and promoting the notion of teacher leadership in schools. Professional Growth Johnson (2008) characterizes traditional teacher in-services as gatherings of teachers, usually after a long day of teaching or on a jam-packed workshop day, who sit and listen to an expert describe a new methodology, a new approach, or new instructional material that they typically do not believe relates directly to their classroom situations or teaching styles. Teachers are not provided with enough time, content, or activities to effectively increase their knowledge or positively affect their practice. The approach historically used for professional development for classroom educators (i.e., a “one-size-fits-all” model) is, quite simply, outdated. Even in our “on-demand” world, where professional development modules can be purchased and viewed online, the individualized professional development needs of teachers are not appropriately or accurately being met. Action research has been shown to serve as a means of improving teachers’ problem-solving skills and their attitudes toward professional development and school change as well as increasing their confidence and professional self-esteem (Parsons & Brown, 2002). Furthermore, action research affirms the professionalism of teaching by giving teachers a real voice in their own professional development, as opposed to being told by someone else that a specific goal or topic is what is needed by every teacher in the building or district (Schmuck, 1997). Following the development of improvement goals, the process of action research can be used to customize a teacher’s professional development, allowing for a much more meaningful approach to professional growth. This approach permits teachers to investigate their own practice and to discover what will and will not work for their students in their classrooms. Readers interested in the idea of action research as a means toward customizable professional growth and development may be interested in reading a relatively recent journal article I wrote titled “Classroom-Based Action Research: Revisiting the Process as Customizable and Meaningful Professional Development for Educators” (Mertler, 2013). Social Justice Advocacy In education, we often talk of providing equal and fair educational opportunities to all students, regardless of their upbringing, social class, gender identification, and so forth. Equal and fair educational opportunities are necessary for children to grow up and become the best members of society they can be. The provision of equitable opportunities may, at times, require us to challenge injustices and to value diversity—wherever, whenever, and however we may find it. Action research can serve as an ideal mechanism for the advocacy of social justice within educational contexts. While this use of and approach to action research—commonly referred to as critical action research—are somewhat different than the focus of this book, they are nonetheless incredibly valuable tools that may be used to fight the wide variety of social justices that may exist in our schools and other educational settings. 1.3 Applications of Action Research There are several ways in which the basic principles of action research can be applied. Four of the most essential—the identification of educational problems, the development and testing of possible solutions, preservice teacher education, and in-service teacher professional growth—are outlined here. Identifying Problems Action research can be used effectively as a means of identifying problems in school settings. In fact, as you will see in the next chapter, the identification of a particular problem is the first major step in the process of conducting an action research study. If a goal of action research is to promote improvement and change, obviously the specific target of that improvement or change must first be identified (Johnson, 2008). The basic process of problem identification occurs when a situation is observed and there is recognition that something within that situation could probably be done better (Johnson, 2008). Identifying, defining, and limiting the problem involves its specification, followed by actively pursuing further understanding of the situation and then uncovering its possible causal factors. You are, in essence, trying to answer this question: Why are things as they are (Johnson, 2008)? Examples might include the following: · Why are my students not retaining what they have been taught? · Why do Adam, Betty, and Carlos seem to lack the motivation to read? · What are the specific reasons behind Devin’s behavior problems? · How can I use my instructional time more effectively? Developing and Testing Solutions Action research can also be used to find solutions to problems you have identified and ultimately test their effectiveness. Once you have specified a problem (i.e., posed a question in need of an answer, as we did above), problem-solving strategies can be used to arrive at possible solutions (Johnson, 2008). For example, creative problem solving (Johnson, 2008) is a process that follows the identification of a problem with the generation of as many potential solutions as possible; the selection of one solution that seems best; the refinement and implementation of the solution; and finally the evaluation and revision of the solution, focusing on its limitations, for future use. Action research—recall its systematic nature—allows teachers to be more flexible in their thinking, more receptive to new ideas, and more organized in their approach to problem solving (Johnson, 2008). All of these facets enable teachers to become better able to solve problems. Once possible solutions have been developed, they must be tested or tried out in order to determine their effectiveness (Johnson, 2008). Every new idea must be tested in order to see if, or how well, it works. Often, during the initial implementation of a solution, procedures must be revised and adjusted. This requires some level of continuous monitoring. Action research allows for the integration of both formative and summative evaluation, a sort of “data-driven decision making.” Formative evaluation occurs during the implementation phase; summative evaluation occurs following the completion of the implementation phase. Both types of evaluative decisions are essential in determining the extent to which a solution has worked. Preservice Teacher Education As we all know, teaching is an extremely complex professional undertaking. If we can say that, as experienced classroom teachers, imagine what those who are making the transition from student to beginning teacher must feel. The preservice teacher’s knowledge base and understanding of the complexities of the “typical” classroom environment is quite limited. Without this knowledge base and understanding, the everyday decision-making process takes substantially more time for the preservice teacher when compared with the in-service teacher (Johnson, 2008). Action research can add to this limited knowledge base by helping preservice teachers see things in the classroom that they would not normally notice (Johnson, 2008). This can help speed up the process of assimilating to a new classroom environment, thus allowing them to make better and quicker decisions. As in-service teachers, most of you will not have the occasion to change the nature of preservice teacher education. However, I offer this small piece of advice: If you are ever afforded the opportunity to take a preservice teacher under your tutelage, consider providing that person with a unique preprofessional development opportunity—his or her own mini action research project, done collaboratively with you. Preservice teacher action research projects can focus on observations of students, observations of other classroom teachers (including you), or observations of their own practice. In all likelihood, they will be required to do some of this anyway but probably not using a systematic, action research approach. Action research can serve as a vehicle through which preservice teachers, in-service teachers, and university faculty can work together. Schools and teachers within those schools provide real-world experiences for university students and faculty; university students and faculty provide schools and teachers with access to current best practices. Through action research, preservice teachers, in-service teachers, and university faculty can work together toward a common goal—the improvement of student learning. One cautionary note, however: Be sure to consider small-scale topics or problems—perhaps through the integration of performance-based assessments—so as not to overwhelm the preservice teacher, whose mind may already be spinning (Johnson, 2008). In-Service Professional Growth As has been previously discussed, action research is an effective means for teachers not only to develop and grow professionally but to actually customize their professional development. In fact, Johnson (2008) believes action research to be perhaps “the most efficient and effective way to address the professional development of teachers” (p. 44). Action research affords teachers opportunities to connect theory with practice, to become more reflective in their practice, and to become empowered risk takers. All of these opportunities enable the in-service classroom teacher to grow professionally and ultimately to realize growth in student learning, thus making their professional development much more meaningful. 1.4 Rigor in Action Research Research, of any kind, is a scientific endeavor. Quality research must meet standards of sound practice. The basis for establishing the quality of traditional (i.e., experimental) research lies in concepts of validity and reliability. Action research, because of its participatory nature, relies on a different set of criteria (Stringer, 2007). Historically, however, one of the “weaknesses” of action research has been its perceived lower-level of quality. People falsely believe that, since action research is conducted by teachers and not academicians or researchers, it must be of lesser quality. Stringer (2007) tells of his experience of submitting a proposal, which was ultimately rejected for presentation, to present an action research paper at a national educational research conference. Accompanying the rejection notification was the feedback from one reviewer, who referred to the topic of the paper as “nonsense” (p. 191). This idea that action research is of lesser quality is, of course, not true. However, it is critical for the action researcher to ensure that the research is sound. The extent to which it reaches a standard of quality is directly related to the usefulness of the research findings for its intended audience. This level of quality in action research can be referred to as its rigor. In general, rigor refers to the quality, validity, accuracy, and credibility of action research and its findings. Rigor is typically associated with validity and reliability in quantitative studies—referring to the accuracy of instruments, data, and research findings—and with accuracy, credibility, and dependability in qualitative studies (Melrose, 2001). (These concepts are discussed more extensively in Chapter 5.) Many action researchers use the term rigor in a much broader sense, making reference instead to the entire research process, not just to its aspects of data collection, data analysis, and findings (Melrose, 2001). Rigor in action research is typically based on procedures of checking to ensure that the results are not biased or that they reflect only the particular perspective of the researcher (Stringer, 2007). As mentioned, the determination of rigor is often contingent on the intended audience for the sharing of action research results. Classroom-based action research can be disseminated to a wide variety of audiences (e.g., teachers, administrators, counselors, parents, school boards, professional organizations), and the usefulness of the results of action research often depends on their particular perceptions about rigor, since it can have different connotations depending on the particular audience (Melrose, 2001). For example, if the research is intended for limited dissemination (e.g., sharing with members of the action research group or building staff), the necessary level of rigor is much different than if the dissemination is intended for scholarly academic output (e.g., formally presenting the results at a national research conference or publishing the study in a journal). It is necessary for the broader dissemination to be concerned more with generalizability, meaning that the results of the study will extend beyond its scope to other settings and people. However, action research intended for more local-level dissemination—and, as an aside, I believe that the majority of classroom-based action research falls into this category—has an altogether different focus. It is important to remember that participants in action research studies make mistakes and learn from them (Melrose, 2001); this is inherent in the action research process. The research questions and design are often emergent, changeable, and therefore unpredictable. Therefore, there may be no generalizable conclusions at all, as the findings are context specific and unique to the particular participants and their settings and situations. What matters is typically the improvement of practice, as evidenced by the resulting, visible change, not the study’s rigor (as defined by its ability to be generalized). However, that being said, there is no substitute for the systematic and rigorous processes that exemplify good, quality research (Stringer, 2007). There are numerous ways in which to provide rigor within the scope of teacher-led action research studies. The following list has been adapted from Melrose (2001), Mills (2011), and Stringer (2007): · Repetition of the cycle—Action research is, by its very nature, cyclical. Most action researchers firmly believe that once through an action research cycle is simply not enough. In order to develop adequate rigor, it is critical to proceed through a number of cycles, where the earlier cycles are used to help inform how to conduct the later cycles (Melrose, 2001). In theory, with each subsequent cycle, more is learned and greater credibility is added to the findings. · Prolonged engagement and persistent observation —In order to gather enough information to help participants fully understand the outcomes of an action research process, they must be provided “extended opportunities to explore and express their experience” (Stringer, 2007, p. 58) as it relates to the problem being investigated. However, simply spending more time in the setting is not enough. For example, observations and interviews must be deliberately and carefully conducted (Mills, 2011; Stringer, 2007). These should not be indiscriminate research activities. · Experience with the process—In many cases rigor and credibility will depend on the experience of the action researcher(s). If a teacher has (or other school personnel have) conducted previous studies or even previous cycles within the same study, this individual can perform confidently and will have greater credibility with respective audiences (Melrose, 2001). However, if the practitioner-researcher is a novice, the entire process may benefit from the use of an experienced facilitator. · Polyangulation of data—Rigor can be enhanced during the action research process when multiple sources of data and other information are included (Mills, 2011; Stringer, 2007). This permits the action researcher to cross-check the accuracy of data (Mills, 2011) and to clarify meanings or misconceptions held by participants (Stringer, 2007). Accuracy of data and credibility of the study findings go hand in hand. · Member checking—Participants should be provided with opportunities to review the raw data, analyses, and final reports resulting from the action research process (Mills, 2011; Stringer, 2007). The rigor of the research is enhanced with this activity by allowing participants to verify that various aspects of the research process adequately and accurately represent their beliefs, perspectives, and experiences. It also gives them the opportunity to further explain or extend the information that they have already provided. · Participant debriefing—Similar to member checking, debriefing is another opportunity for participants to provide insight. However, in this case, the focus is on their emotions and feelings, instead of the factual information they have offered (Mills, 2011; Stringer, 2007). They may address emotions that might have clouded their interpretations of events or inhibited their memories. · Diverse case analysis—This simply means that researchers will enhance the credibility of their research by ensuring that multiple perspectives, representing all stakeholder groups, are included in a study (Stringer, 2007). · Referential adequacy—All aspects of a given action research study should clearly be drawn from and be reflective of the experiences and perspectives of those inherently involved in the study’s setting. This is essentially an issue of contextualization. Communications—both during and following a study—should be grounded in the language of the participants, to ensure their understanding (Stringer, 2007). Needless to say, rigor in action research is very important, albeit for reasons that are different from those of more traditional forms of educational research. Note: Two action research portraits begin in this chapter. These illustrations of action research projects will describe—in continuing fashion throughout the remainder of the book—two action research studies from beginning to end, highlighting the related aspect that is addressed in that particular chapter. Action Research Portrait 1: Improving Reading Comprehension in a Title I Program Contributing to Widespread School Improvement Several years ago, the leadership team—comprising administrators and teacher leaders—at Sunrise Elementary School began encouraging the implementation of action research as part of a multifaceted approach to school improvement. All grade level teachers as well as supplemental instructional staff and teachers of the arts participated in training focusing on how to design and conduct classroom- and school-based action research. The leadership team believed that the widespread implementation of action research—whether conducted as individuals or as part of collaborative action research teams—could, over time, result in extensive improvements in the academic performance of their students. As a Title I reading teacher at Sunrise Elementary School, Kathleen often reflects on the effectiveness of her teaching methods and their overall effectiveness with her students. Along with many of the teachers at her school, Kathleen believed that engaging in regular and routine action research could have a positive impact on the effectiveness of her instruction. She decided that this year, she would begin a process of utilizing action research to target specific areas of her instruction—and her students’ academic performance—for improvement. Action Research Portrait 2: Conceptual Understanding of Mitosis and Meiosis Collaborating for the Improvement of Educational Practice Sarah and Tom both teach biology at the same inner-city high school. Sarah has been teaching for 3 years and Tom, for 12 years. After attending a science education conference over the summer, where they attended a highly informative session on classroom-based action research, they decided to collaborate on some action research projects during the upcoming school year. They believed that if they pooled their resources, ideas, and efforts, they could develop several ideas for ways to improve their performance as biology teachers. Following several reflective—and professionally open and honest—conversations with one another, the two teachers collectively decided that they knew of specific areas in which they could improve. Their next task was to decide on possible areas of focus for their improvement. Action Research Checklist 1 Action Research as a Part of Your Professional Practice · □ Make a list of ways in which you believe that action research can help you connect theory to practice. · □ Generate ideas for possible action research projects that could contribute to school improvement efforts. · □ Develop specific ideas for action research projects that would contribute to your own professional growth and development as an educator. · □ From any of the lists of potential projects you have generated, identify which ones could be collaborative action research projects. · □ List ways in which you could make your action research more rigorous. 1.5 Related Websites: What Is Action Research? This annotated list of related websites represents merely a partial offering of information on the Internet that can help you understand more about conducting action research. · Action Research Resources http://www.aral.com.au/resources/index.html Bob Dick, of Southern Cross University in Lismore, New South Wales, Australia, maintains this extensive site. The main page includes links to action research journals, discussion lists, papers, theses, dissertations, and much more. Included are the two following subtopics: “Approaching an Action Research Thesis: An Overview” (http://www.aral.com.au/resources/phd.html) and a wonderful paper offering an overview of the action research process titled “You Want to Do an Action Research Thesis?” (http://www.aral.com.au/resources/arthesis.html). Everyone should definitely take a look at this paper! · Classroom Action Research https://pd.madison.k12.wi.us/node/341 This site is maintained by the Madison Metropolitan School District in Madison, Wisconsin. It is an extensive action research resource site for teachers. (I will be referencing this site numerous times in the related websites sections of later chapters.) The first link is titled “What Is Action Research?” (https://pd.madison.k12.wi.us/node/233) and provides a nice summary of what classroom-based action research is and is not. · Action Research by Teachers for Teachers  http://rubble.heppell.net/TforT/default.html This interesting website showcases action research projects undertaken by teachers that focus on the integration of technology in the classroom. Teachers can learn about projects, ideas, and solutions offered by other teachers. There is even a link providing information about how you can contribute to the collection. · Action Research Booklet http://www.brown.edu/academics/education-alliance/publications/action-research This action research booklet presents an overview of action research as a method for educational inquiry. It answers questions about what is and is not action research, describes the action research process, and offers reflections from two educators on their experiences of using action research in their classrooms to improve their own teaching and their students’ learning. · Action Research Links http://www.emtech.net/actionresearch.htm This final site is a compilation of links to websites related to action research. There are more than 160 links contained on this site. SUMMARY · Educational research involves the application of the scientific method to educational problems. · Answers to questions typically come from common sources, such as tradition, authority, and common sense. · The scientific method is a more systematic, objective procedure for finding answers to questions. · Traditional research is often conducted by individuals who are somewhat removed from the environment they are studying. · Two broad types of research methods are quantitative and qualitative. · Quantitative research methodologies require the collection of numerical data and utilize a deductive approach to reasoning; they include both nonexperimental (e.g., descriptive, correlational, causal-comparative research) and experimental designs. · Qualitative research methodologies require the collection of narrative data and utilize an inductive approach to reasoning; they include phenomenology, ethnography, grounded theory, and case studies. · Mixed-methods research designs combine both quantitative and qualitative types of data. · Action research is any systematic inquiry conducted by educators for the purpose of gathering information about how their particular schools operate, how they teach, and how their students learn. · Action research is done by teachers for teachers, working with students and colleagues. · Teacher reflection is an integral part of action research. · The basic process of action research consists of the following four stages: planning, acting, developing, and reflecting. · Most action research studies are cyclical and iterative. · Action research can be used effectively to bridge the gap between theory and practice, to improve educational practice, to empower teachers, to provide professional growth opportunities for teachers, to advocate for social justice, to identify educational problems, to develop and test solutions, and to expand the knowledge base of preservice teachers. QUESTIONS AND ACTIVITIES 1. List or describe at least five things (e.g., problems, things you would like to improve) within your classroom or school that interest you and that you might want to pursue further. Do you think any of the things on your list might be appropriate for an action research study? 2. Describe a situation where someone other than you made a decision that affected your classroom practice. If it had been up to you, would you have made the same decision? If not, what would your decision have been, and why do you suppose there was a difference? 3. Think about your own views of research and what you have learned in this chapter. In a chart (see the example below), develop a list of advantages and limitations for both traditional research and action research. 4. Do you think that traditional research can benefit you and your students? If so, how can it benefit you? If not, why do you believe that it cannot? 5. Do you think that action research can benefit you and your students? If so, how? If not, why not? Key Terms · action research 4 · authority 5 · case studies 12 · collaborative action research 21 · common sense 5 · control group 10 · critical action research 23 · deductive reasoning 7 · dependent variable 10 · descriptive statistics 11 · educational research 6 · ethnographic studies 12 · experimental or treatment group 10 · experimental research 10 · formative evaluation 24 · grounded theory 12 · hypotheses 9 · independent variables 10 · inductive reasoning 8 · inferential statistics 11 · logico-inductive analysis 12 · mixed-methods research designs 12 · nonexperimental research 9 · phenomenological studies 12 · population 11 · prolonged engagement and persistent observation 26 · reflection 13 · reflective teaching 13 · research design 9 · research questions 9 · rigor 25 · scientific method 5 · statistical significance 11 · summative evaluation 24 · teacher empowerment 21 · tradition 5 · triangulation 11 · variables 9 Review → Practice → Improve Get the tools you need to sharpen your study skills. Access the videos listed in the margins of this chapter, practice quizzes, eFlashcards and more at  edge.sagepub.com/mertler5e