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Short Guide to Action Research, A, 3/E
Dr. Andrew P. Johnson, Minnesota State University, Mankato

ISBN-10: 0205509312
ISBN-13: 9780205509317

Publisher: Merrill
Copyright: 2008
Format: Paper; 224 pp
Published: 01/17/2007

Suggested retail price: $44.00
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This user-friendly text provides students with everything a pre-service or in-service teacher needs to know to conduct an action research project in a clear, step-by-step presentation.

 

A Short Guide in Action Research, Third Edition, guides the learner through both qualitative and quantitative techniques in educational research methods and then describes all phases of the process, including selecting a topic; collecting, analyzing, and reporting data; reviewing the literature; and presenting the report. Data collection techniques reflecting popular authentic assessments and real-life examples enliven concepts throughout the text.

  • Expanded easy-to-access Field Experience examples for both professor and student incorporate real-world experience into the classroom setting (Ch. 4 & 5)
  • Chapter 10: Using Quantitative Data incorporates an important aspect of research discussing how quantitative methods impact action research.
  • Incorporates expanded discussion of how action research is instrumental to in-service teacher development and improvement of teaching practice.  
  • Action research questions that can be used as ideas for possible projects have been incorporated at the end of appropriate chapters in the book.  

  • Easy-to-access Field Experience examples for both professor and student incorporate real-world experience into the classroom setting (Chs. 4 & 5).
  • New Chapter (10),”Reporting Quantitative data”, incorporates this important aspect of research, discussing how quantitative methods impact action research. 
  • More coverage of basic and descriptive statistics has been added to reflect teacher’s use of data and statistics.
  • New overviews of the nature of research are included throughout to provide information on both qualitative and quantitative methods.
  • Incorporates new discussion of how action research is instrumental to in-service teacher development and improvement of teaching practice.
  • New!  Companion Website ( www.ablongman.com/johnsonAR3e ) includes:                                                                   
    • Two complete action research Masters Theses for analysis and further study.
    • All of the forms that are found within the text.                                                                                                                  
    • Additional references, links to readings, and vignettes and activities for each chapter.

INTRODUCTION

 

Chapter I: Science, Research, and Teaching

1. SCIENCE

 A. Science and Pseudoscience

2. RESEARCH

 A. Quantitative Research

 B. Qualitative Research

3. TEACHING

 A. What Scientists and Teachers Do

3. USING RESEARCH IN EDUCATION: THEORIES, HYPOTHESES, AND PARADIGMS, OH MY!

 A. Theories and Hypotheses.

 B. Paradigms

 

Chapter II: Research Paradigms and the Nature of Reality

1. ONTOLOGICAL PERSPECTIVES

 A. Materialistic Monism

 B. Dualism

 C. Transcendental Monism

 D. Three Perspectives in Perspective

2. IMPLICATIONS

 

Chapter III: Introduction to Action Research

1. RESEARCH IN ACTION

 A. A Quick Overview of Action Research

 B. Descriptors of Action Research

2. THE IMPORTANCE OF ACTION RESEARCH

 A. The Gap between Theory and Practice

 B. Teacher Empowerment

 C. Teacher Inservice and Professional Growth

 

Chapter IV: Using Action Research for Solving Problems

1. FINDING THE PROBLEM

2. FINDING SOLUTIONS

  A. Creative Problem Solving

  B. Means—End Analysis

  C. Problem-Solving Strategies in the Classroom

3. TESTING THE SOLUTION

4. AN EXAMPLE OF ACTION RESEARCH AND PROBLEM SOLVING

 A. Finding the Problem

 B. Finding a Solution

 

Chapter V: Strategies for Professional Growth and Development

1. ACTION RESEARCH AND THE PROVESSIONAL DEVELOPMENT OF TEACHERS

 A. More Knowledge Please

 B. Process and Empowerment

 C. Other Professional Development Opportunities

2. OBSERVING YOUR OWN PRACTICE

 A. Best Practice

 B. Descriptive, Not Prescriptive

3. FINAL WORD

 

Chapter VI: The Beginning

1. AN OVERVIEW OF THE ACTION RESEARCH PROCESS

A. Action Research Steps

 2. FINDING YOUR RESEARCH TOPIC

A Teaching Strategy

 B. Identify a Problem

 C. Examine an Area of Interest

3. HAVING TROUBLE STARTING?

           

 

Chapter VII: A Theoretical Context

1. REVIEWING THE LITERATURE

2. SOURCES FOR THE LITERATURE REVIEW

 A. Academic Journals

 B. The Internet

 C. Books

 D. Nonprint Sources

 E. How Many Sources?

3. SAMPLE LITERATURE REVIEWS

A Literature Review at the Beginning

A Literature Review at the End

 

Chapter VIII: Methods of Collecting Data

1. DATA COLLECTION

 A. Systematic

 B. Data Collection and Soil Samples

 C. A Television Sports Analyst

2. TYPES OF DATA COLLECTION IN ACTION RESEARCH

 A. Log or Research Journal

 B. Field Notes–Your Observations

 C. Checklists

 D. Conferences and interviews

 E. Video- and Audiotapes

 F. Data Retrieval Charts

 G. Rating Checklist

 H. Students’ Products or Performances

 I. Surveys

 J. Attitude and Rating Scales

 K. The Arts

 L. Archival Data

 

                    

Chapter IX: Methods of Analyzing Data

1. ACCURACY AND CREDIBILITY: THIS IS WHAT IS

2. VALIDITY, RELIABILITY, AND TRIANGULATION

 A. Validity

 B. Triangulation

 C. Reliability

3. INDUCTIVE ANALYSIS

 A. Larry, Moe, and Curly Help with Inductive Analysis

 B. Case Studies or Representative Samples

 C.Vision Quest

 D. Defining and Describing Categories

 

 

Chapter X: Quantitative Design in Action Research

1. CORRELATIONAL RESEARCH

 A. Correlation Coefficient

 B. Misusing Correlational Research

 C. Negative Correlation

 D. Making Predictions

2. CAUSAL-COMPARATIVE RESEARCH

A. Whole Language in California

3. QUASI-EXPERIMENTAL RESEARCH

A. Quasi-Action Research

B. Pretest—Posttest Design

C. Pretest—Posttest Control Group Design

D. Time Series Design

E. Time Series Control Group Design

F. Equivalent Time-Sample Design

4. THE FUNCTION OF STATISTICS

A. Descriptive Statistics

B. Inferential Statistics

 

Chapter XI:  Discussion: Your Plan of Action

1. CONCLUSIONS AND RECOMMENDATIONS

 A. Christina Stolfa, Nacogdoches,.

 B. Jo Henriksen, St. Louis Park, Minnesota

 C. Cathy Stamps, Fifth Grade, Hopkins Elementary School

 D. Delinda Whitley, Mt. Enterprise, Texas

2. EVALUTION OF THE STUDY

 A.  Staci Wilson, Irving Texas

3. DESIGNING A NEW PLAN OR PROGRAM

 A. Creating a New Plan or Program

 B. A Less Formal Plan of Action

 

 

Chapter  XII: Sample Action Research Projects

 A. Alison Reynolds, Minneapolis, Minnesota

 B. Kay Dicke, Eden Prairie

 C. LouAnn Strachota

 D. Georgina L. Pete

 E. Teresa Van Batavia, Eisenhower Elementary, Hopkins, Minnesota

 F. Linda Roth, St. Peter School District, St. Peter, Minnesota

 G. Angela Hassett Brunelle Getty, Martinez, California

 H. Michelle Bahr, Shakopee, Minnesota

 I. Kim Schafer, Minnetonka, Minnesota

           

Chapter XIII: Presenting Your Action Research

1. THE EDUCATIONAL ENVIRONMENT

 A. Your Colleagues   

 B. Your Students

 C. School Boards, Principals, and Administrators: Making a Case

 E. Your Classroom: Evaluating New Programs

 F. Parent Conferences

 G. As Part of a Masters Thesis

2. THE PROFESSIONAL ENVIRONMENT

 A. Professional Conferences and Conventions

 B. Academic Journal

 C. ERIC

3. LOCAL COMMUNITY ORGANIZATIONS

 

Chapter XIV: Writing an Action Research Report

1. TONE AND STYLE

2. LENGTH

3. CLARITY

4. HEADINGS

 

Chapter XV: Action Research as Master’s Thesis

1. BEFORE YOU START

 a. Nine Tips for Writing Your Master’s Thesis

2. THE ACTION RESEARCH THESIS

3. EXAMPLES OF FULL MASTERS THESES

 A. Christine Reed, Educational Specialist Degree, Nerstrand Elementary School, Nerstrand Minnesota.

 B. Jackie Royer, Masters Thesis, Trimont Schools, Trimont, Minnesota

4. THE LAST WORD

 

 

Chapter XVI: The Literature Review

1. A THEORETICAL CONTEXT

 A. Steps for a Literature Review

2. A SAMPLE LITERATURE REVIEW

3. THE REFERENCE PAGE

 

Chapter XVII: Findings: Reporting Qualitative Data

1. PRESENTING QUALITATIVE DATA

2. THE IMPORTANCE OF STRUCTURE

 A. Structure and Inductive Analysis

 B. Using Headings to Create Structure

 C. Using Subheadings to Create More Structure

3. CASE STUDIES OR REPRESENTATIVE SAMPLES

 A. It’s Alive!

4. APPENDICES

 

Chapter XVIII: Findings: Reporting Quantitative Data Using Tables, Figures, and Graphs

1. QUANTIFYING REALITY

A. Using Numbers

 B. Using Words

 C. Reporting Arithmetic Data

3. TABLES

4. FIGURES

 A. Graphs

 B. Other Visuals

 

EPILOGUE

Andrew Johnson is Professor of Holistic Education in the Department of Educational Studies: Special Populations at Minnesota State University, Mankato.  Here he specializes in gifted education, holistic education, literacy instruction, academic and professional writing, and spiritual intelligence.  He worked for 9 years in the public schools as a second grade teacher, wrestling coach and as a gifted education coordinator before moving into higher education.  His most recent books include Making Connections with Elementary and Middle School Social Studies published by Sage Publications and The Inner Curriculum: Classroom Activities to Develop Emotional Intelligence published by Royal Fireworks Press.  He can be reached for comment at: andrew.johnson@mnsu.edu.  For information related to workshops and professional development opportunities go to: www.teachergrowth.com

A Short Guide to Action Research, Third Edition

Andrew P. Johnson

 

 

This user-friendly text provides students with everything a pre-service or in-service teacher needs to know to conduct an action research project in a clear, step-by-step presentation.

 

A Short Guide in Action Research, Third Edition, guides the learner through both qualitative and quantitative techniques in educational research methods and then describes all phases of the process, including selecting a topic; collecting, analyzing, and reporting data; reviewing the literature; and presenting the report. Data collection techniques reflecting popular authentic assessments and real-life examples enliven concepts throughout the text. Step-by-step directions for using action research to complete a Master’s Thesis are included.

 

Features of This Text

  • Field Experience examples for both professor and student have been expanded. These easy-to-access examples incorporate real-world experience into the classroom setting.
  • Chapter 10, Quantitative Design in Action Research, incorporates an important aspect of research discussing how quantitative methods impact action research.The basic principles of quantitative design and statistical analysis are described in a way that makes them easy to understand.
  • Discussion and examples detailing how action research is instrumental to in-service teacher development and improvement of teaching practice have been expanded.
  • Action research questions that can be used as ideas for possible projects have been included at the end of appropriate chapters in the book.
  • A Companion Website (www.ablongman.com/johnsonAR3e) includes two complete action research Master’s Theses for analysis and further study, all of the forms that are found within the text, additional references, links to readings, and vignettes and activities for each chapter.

 

Here’s what your colleagues have to say about this book:

 

“This book is excellent. The author manages to explain action research and how to do it without frightening the novice researcher away from what can be a very full-filling and informative endeavor.”

–Sandra Luna McCune, Stephen F. Austin State University

 

“A Short Guide to Action Research provides a concise, thorough picture of action research. It successfully mixes theory and practical information in covering the topics related to action research.”

–Carole Milner, Minnesota State University

View a Sample Chapter PDF:

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