Preface to the Third Edition
Publisher’s Acknowledgments
About the Authors
1. Introduction to Action Research
Why Conduct Action Research? |
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The Complexity of Routine Instructional Decisions |
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Universal Student Success |
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2. Finding a Focus
Zeroing in on Your Priorities |
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Using Reflective Writing to Find a Focus |
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Performance, Process, and Program Targets and Action Research by School Leaders |
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Using a Journal to Identify Action Research Foci |
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Reflective Interviewing and the Problem of Isolation |
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3. Refining the Focus
Conducting an Instructional Postmortem |
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Taking Stock of One’s Recent Leadership Experience |
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Comparing Your Experience With the Experience of Others |
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Developing Criteria to Measure Changes With Priority Achievement Targets |
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Creating Performance Rating Scales |
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Rating Scales and Program Action Research |
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The Special Problem of Long-Range Goals |
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Determining Adequate Yearly Progress in Real Time |
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Producing Your Own Rate-of-Growth Charts |
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Ascertaining Rate of Growth in Leadership Projects |
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4. Articulating a Theory of Action
An Adequate Knowledge Base Already Exists |
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Going Beyond Proven Practices: Building a Theory of Action |
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Creating Mileposts on the Route to Mastery |
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Inferring Independent Variables |
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Using the Priority Pie to Identify, Clarify, and Weigh Independent Variables |
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Using the Priority Pie With Descriptive Research |
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5. Drawing a Theory of Action
European Explorers as Action Researchers |
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Building a Graphic Reconstruction |
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Graphic Reconstructions for Quasi-Experimental Research |
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Graphic Reconstructions With Descriptive Research |
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Proofing a Theory of Action for Leadership Projects |
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6. Determining the Research Questions
Three Generic Action Research Questions |
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Developing Your Own Research Questions |
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Surfacing Research Questions for Leadership Projects |
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7. Building a Data Collection Plan
Data Collection and the Competing Demands for Your Time |
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What Qualifies as Teaching? |
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What Things Qualify as Data? |
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Data in Descriptive Research |
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Data in Quasi-Experimental Research |
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Data Collection and Concerns About Precision |
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Securing Research Assistants |
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Building a Triangulated Data Collection Plan |
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Data Collection Planning for Leadership Projects |
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Integrating Efficiencies Into Your Data Collection Work |
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Using Technology to Compile and Assemble Action Research Data |
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Keeping a Researcher’s Journal |
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8. Analyzing the Data
Organizing Data to Help Answer the Three Generic Questions |
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ACR Question 1: What Did We Do? |
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ACR Question 2: What Changes Occurred Regarding the Achievement Targets? |
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ACR Question 3: What Was the Relationship Between Actions Taken and Any Changes in Performance on the Targets? |
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Drawing Tentative Assertions |
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Using Member Checking to Add Credibility to the Tentative Assertions |
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Additional Tools for Qualitative Data Analysis |
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Qualitative Data Analysis Using Bins and a Matrix |
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Low-Tech Strategies for Bins and Matrixes |
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Using a Computer for Bins and Matrixes |
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9. Turning Findings Into Action Plans
Modifying Your Theory of Action |
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Data-Based Decision Making |
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Turning Your Findings Into Ed Specs |
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Solicit and Brainstorm Action Alternatives |
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Using Ed Specs to Evaluate Action Alternatives |
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Using Ed Specs to Evaluate Action Alternatives for Schoolwide Projects |
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Completing the Cycle: Revised Theory of Action 2 |
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10. Reporting and Sharing Action Research
Creating a Bank of Abstracts |
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Creating a District Archive |
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11. Conclusion: The School as a Learning Organization
The Two Keys: Coherence and Congruence |
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Putting the Pieces Together |
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Resources
Resource A: How to Use the Feedback Forms and Summary Reports
Resource B: Five Characteristics of a Quality Action Research Project
Resource C: Applications for Leadership Projects
Resource D: Sample Abbreviated Action Research Reports
Glossary
References
Index