Action Research: Teachers as Researchers in the Classroom

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SAGE, Jul 3, 2008 - Education - 265 pages
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Provides comprehensive coverage of action research methods without being unnecessarily technical

The Second Edition of Action Research: Teachers as Researchers in the Classroom introduces practicing teachers to the process of conducting classroom-based action research. Written for the practicing educator, the focus is on conducting applied, classroom research. The book’s practicality stems from its attention to research methods and procedures that teachers can use with their everyday instructional practices and classroom activities.

New to the Second Edition

  • Incorporates a discussion of rigor in classroom-based action research (Chapter 1)
  • Presents several additional models of action research, including visuals of those models (Chapter 1)
  • Discusses the activity of conducting “reconnaissance” (Chapters 2 and 3)
  • Adds a third Action Research Portrait to illustrate how teachers conduct action research in response to their own classroom situations (Chapters 3-8)
  • Provides a section that encourages educators to develop their own action research communities (Chapter 8)
  • Simplifies the summaries of all nine chapters so that the main points and sub-points are more apparent
  • Offers two new examples of complete action research reports in Appendixes A and B

Now Accompanied by a Student Study Site!

A new Student study site includes comprehensive study materials such as chapter summaries, practice tests, flashcards, and PowerPoint slides. Additional resources include “Learning from SAGE Journal Articles,” “How to Read a Research Article,” and an annotated research report for student reference.


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Awesome book...loved the style of writing...easy and right to point yet still academic and rich...bless you Mertler.


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About the author (2008)

Craig A. Mertler is currently a Professor and Dean of the Ross College of Education at Lynn University in Boca Raton, FL.  He has been an educator for 28 years, 18 of those in higher education.  He teaches doctoral and undergraduate 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 15 books, four invited book chapters, 17 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.

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