1: Chapters
- Page ID
- 234150
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- 1.1: What is Action Research for Classroom Teachers?
- The text provides an in-depth exploration of action research within educational contexts, emphasizing its role in enhancing teaching practices through disciplined inquiry. Action research encourages educators to critically reflect, adapt, and improve classroom methods. It involves iterative cycles of planning, acting, observing, and reflecting, promoting collaboration among participants.
- 1.2: Action Research as a Process for Professional Learning and Leadership
- This page explores the role of action research in professional learning and leadership, emphasizing its use in educational contexts. It highlights the process, benefits, and critiques of action research, outlining its stages and offering practical guidance for educators. Action research is portrayed as a methodology that enhances educators' reflective practice and addresses specific educational challenges.
- 1.3: Planning Your Research- Reviewing the Literature and Developing Questions
- The page delves into the importance of a literature review in research, highlighting its role in understanding, developing, and justifying research topics. It outlines strategies for finding and organizing relevant literature, emphasizing the review's contribution to methodological rigor and theoretical grounding. Different types of literature, such as policy-based, theoretical, applicable, and methodological, are explored, alongside sources and evaluation criteria.
- 1.4: Preparing for Action Research in the Classroom- Practical Issues
- The page provides an overview of the considerations and steps involved in conducting action research within an educational context. It emphasizes the importance of maintaining focus, developing a clear research question, understanding one's capabilities, and the incremental nature of implementing change. The text prioritizes ethical practices and highlights the significance of involving others in the research process.
- 1.5: Collecting Data in Your Classroom
- The page covers methodological considerations in educational data collection, focusing on qualitative, quantitative, and mixed-methods approaches. It highlights the use of subjective knowledge by educator-researchers and the importance of flexible research design, explaining that mixed methods can enhance research findings through a combination of qualitative nuances and quantitative precision.
- 1.6: Analyzing Data from Your Classroom
- This page provides guidance on organizing, analyzing, and interpreting data for an action research project. It emphasizes the importance of revisiting research goals, identifying themes, and validating findings. The text details both qualitative and quantitative data analysis methods, offering steps such as coding, thematic categorization, and generating evidence-based claims.
- 1.7: Let it Be Known! Sharing your Results
- The page provides guidance on sharing findings from action research. It emphasizes the importance of sharing to enhance personal and peer understanding. Methods for dissemination include writing reports or articles, giving presentations at conferences, and contributing online via webinars or blogs. Key components of a report include the problem, literature review, methodology, findings, and implications.
- 1.8: The Action Research Process from a High School ELA Teacher’s Perspective
- The chapter explores the use of action research by teachers, specifically showcasing one teacher's experience to illustrate key aspects of the process. Many educators find research intimidating, but action research allows them to act as both teacher and researcher, integrating it naturally into their teaching cycle. The steps involve planning a change, taking action, observing, reflecting, and repeating.