Studying Your Own School: An Educator's Guide to Practitioner Action Research

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Corwin Press, Mar 1, 2007 - Education - 247 pages
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Expertly guiding educators through the action research process, alleviating potential concerns and questions, this book is full of new and updated examples that help to make the process concrete. New features to the Second Edition include: a chapter on crafting the research question and the research design; political and ethical considerations; new examples of action research studies that reflect the current educational environment.
 

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User Review  - davidloertscher - LibraryThing

The authors have revised their previous version of this book to update a number of chapters. We find, however, that the book is dense reading and not likely to be used by a professional learning ... Read full review

Contents

What Is Action Research?
1
Defining Action Research
2
Working Assumptions
4
Action Research Is Political
5
There Are Many Valid Ways to Do Action Research
6
Action Research Can Empower and Include a Greater Number of Voices
7
Action Research Is Best Done Collaboratively
8
Measuring Up or Reclaiming Our Knowledge?
11
Responding to Their World
103
Political and Methodological Implications of Empowerment
110
The Negotiation of Multiple Roles and Multiple Levels of Reality
112
Transformation Becomes a Kind of War
116
Epilogue
117
Discussion
118
But Is It Research?
119
The Research Question Ethical Considerations and Research Design
123

Conclusion
14
Merging Educational Practice and Research A New Paradigm
17
Beginnings of Action Research
18
The Action Research Tradition
19
Action Research in Education
20
The TeacherasResearcher Movement in Great Britain
22
The Legacy of Paulo Freire
24
Action Science
26
The Teacher Researcher Movement in North America
27
Action Research as SelfStudy and Autoethnography
31
From Academic Tradition to Social Movement
32
Epistemology Quality Criteria for Practitioner Action Research
35
Criteria for Validity or Trustworthiness in Practitioner Action Research
40
Are the Findings of Action Research Generalizable?
44
Politics The Politics of Knowledge Institutional Change and Professionalism
47
What Do We Mean by Politics?
48
Institutional Micropolitics
49
The Politics of Redefining Professionalism
51
The Politics of Educational Knowledge
54
The Politics of Schooling as a Social Institution
56
Conclusion
57
What Does Practitioner Action Research Look Like?
59
Jill M HermannWilmarth and The Case of a Disruptive Preservice Teacher
62
Monica Richards and the Bums of 8H
67
Robyn Russell
73
Cynthia Ballenger
78
The Principals Group
83
The Denbigh Action Research Group
88
Final Thoughts
93
Empowerment and Practitioner Action Research An Example
95
The Process of Empowerment
98
Is This Racism?
100
Crafting a Question for Study
125
Individual or Collective Questions
126
Questions Derived From Outside Assessments
127
Is It Feasible?
128
Assessing Tacit Knowledge
130
Positionality
131
Summing Up
133
Balancing Risks and Benefits
134
Gaining Needed Approvals
135
Common Ethical Concerns
139
Informed Consent
142
Supports for Ethical Practices
144
The Initial Design of the Study
145
Considering ValidityTrustworthiness Criteria in Research Design
147
Methods of Establishing Validity or Trustworthiness
152
Summing Up
154
Qualitative Research Approaches for Practitioner Action Research
157
Adapting the Characteristics of Qualitative Research
159
Dealing With Subjectivity
164
Pursuing the Research Question
165
DataGathering Methods
168
Observation
185
Archives and Documents
205
Journals and Diaries
208
A Word on Mixed Methods
209
Data Organization and Analysis
210
Approaches to Analysis
215
Writing Up the Research
226
References
229
Index
243
Copyright

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About the author (2007)

Gary L. Anderson is a professor in the Department of Administration, Leadership, and Technology in the Steinhardt School of Culture, Education, and Human Development, New York University. He is a former teacher and high school principal. He has written numerous articles on action research with co-author Kathryn Herr as well as articles and books on educational policy and leadership. He is the author of Advocacy Leadership: Toward a Post-reform Agenda (Routledge).

Kathryn G. Herr is a faculty member in the College of Education and Human Services at Montclair State University in Montclair, New Jersey. She is co-author of the book Studying Your Own School: An Educator’s Guide to Qualitative Practitioner Research (Thousand Oaks, CA: Corwin Press, 1994). She is also Editor of the interdisciplinary journal Youth and Society. Her professional background is in Social Work and Education.

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