Action Research for Educators

This user friendly book covers the principles and history of action research, ethical and legal considerations, methods for conducting both formal and informal action research, data collection methods, analysis and interpretation, action planning and initiation, and results evaluation.

Tomal (educational leadership and research, Concordia U.-Chicago) offers a guide to research methods that can be used by educators and administrators at any level to increase student learning and self-esteem, and the quality of school life in the classroom. Published research studies and commentary round out the book.

This edition has been updated to include additional content on qualitative and quantitative research, data-driven decision making, ethics, sampling techniques, conducting a literature review, tests of significance, statistical applications, evaluation of action research, and other topics.

Daniel R. Tomal is professor of educational leadership and research at Concordia University, Chicago. He is also a consultant and the author of nine books, including Challenging Students to Learn. He has made guest appearances on many national radio and television shows.

Foreword	p. vii
Preface	p. ix
Acknowledgments	p. xv
The Nature of Educational Research	p. 1
Principles of Research	p. 1
Quantitative Versus Qualitative Research	p. 3
Action Research Principles	p. 10
Action Research	p. 13
History of Action Research	p. 13
Action Research Model	p. 17
Developing an Action Research Proposal	p. 23
Conducting a Literature Review	p. 27
Sampling Techniques	p. 28
Benchmarking	p. 30
Ethical and Legal Considerations	p. 32
Data Collection Methods	p. 35
The Nature of Data Collection	p. 35
Observing	p. 38
Interviewing	p. 44
Surveying	p. 59
Assessing	p. 80
Data Analysis and Interpretation	p. 91
Threats to Validity	p. 91
Using Descriptive Statistics	p. 96
Significance Levels and Tests of Significance	p. 105
Using Graphs and Diagrams	p. 114
Writing Narrative Reports	p. 117
Solving Problems and Taking Action	p. 121
Barriers to Problem Solving	p. 121
Steps in Problem Solving	p. 123
Managing Change	p. 125
Planning and Initiating Action	p. 128
Data-driven Decision Making (DDDM)	p. 131
Evaluating Action Research	p. 135
Areas for Evaluation	p. 135
Methods for Evaluating Results	p. 137
Evaluating Action Research Studies	p. 138
Conducting Action Research	p. 143
Sample Research Study Analysis	p. 143
Collaborative Process Intervention: An Action Research Study	p. 144
Modifying Discussion and Assessment Techniques to Increase Student Understanding and Teacher Reflective Practices	p. 155
Ethical Standards of the American Educational Research Association	p. 169
Informed Consent	p. 173
American Educational Research Association Definition of Scientifically Based Research	p. 177
Code of Professional Responsibilities in Educational Measurement	p. 179
Sample Consent Form	p. 181
One Hundred Ideas for Conducting Action Research	p. 183
Bibliography	p. 189
Index	p. 193
About the Author	p. 197
Table of Contents provided by Ingram. All Rights Reserved.

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Action Research for Educators

Summary

Author Biography

Table of Contents

Supplemental Materials