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Short Guide to Action Research, A, 4th edition
Published by Pearson (February 28, 2012) © 2013
- Andrew P. Johnson
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Chapter 1. SCIENCE, RESEARCH, AND TEACHING
I. Science, Research, and Teaching
II. Science
 1. Science and Pseudoscience
II. Research
 1. Quantitative Research
 2. Qualitative Research
 3. Quantitative or Qualitative?
III. TEACHING
 1. What Scientists and Teachers Do
IV. Using Research in Education: Theories, Hypotheses, and Paradigms, Oh My!
 1. Theories and Hypotheses
 2. Paradigms
 3. Better Decision Makers
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Chapter 2. INTRODUCTION TO ACTION RESEARCH
I. Research in Action
 1. A Quick Overview of Action Research
 2. Descriptors of Action Research
II. The Importance of Action Research
 1. The Gap between Theory and Practice
 2. Teacher Empowerment
 3. Teacher Inservice and Professional Growth
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Chapter 3. USING ACTION RESEARCH FOR SOLVING PROBLEMS
I. FINDING THE PROBLEM
II. FINDING SOLUTIONS
 1. Creative Problem Solving
 2. Means—End Analysis
 3. Problem-Solving Strategies in the Classroom
 4. Testing the Solution
III. AN EXAMPLE OF ACTION RESEARCH AND PROBLEM SOLVING
 1. Finding the Problem
 2. Finding a Solution
 3. Testing the Solution
IV. PROBLEM SOLVING AND INSTRUCTIONAL IMPROVEMENT
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Chapter 4. THE BEGINNING
I. AN OVERVIEW OF THE ACTION RESEARCH PROCESS
 1. Action Research Steps
II. FINDING YOUR RESEARCH TOPIC
 1. A Teaching Strategy
 2. Identify a Problem
 3. Examine an Area of Interest
III. STILL HAVING TROUBLE STARTING?
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Chapter 5. REVIEWING THE LITERATURE
I. REVIEWING THE LITERATURE
II. SOURCES FOR THE LITERATURE REVIEW
 1. Academic Journals
 2. Books
 3. The Internet
 4. How Many Sources?
III. STEPS FOR A LITERATURE REVIEW
IV. CITATIONS
V. THE REFERENCE PAGE
 1. Journals
 2. Books
VI. A SAMPLE LITERATURE REVIEW
 1. Literature Review at the Beginning
 2. A Literature Review at the End
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Chapter 6. METHODS OF COLLECTING DATA
I. DATA COLLECTION
 1. Systematic
 2. Data Collection and Soil Samples
 3. A Television Sports Analyst
II. TYPES OF DATA COLLECTION IN ACTION RESEARCH
 1. Log or Research Journal
 2. Field Notes–Your Observations
 3. Checklists
 4. Rating Checklist
 5. Rubrics
 6. Conferences and Interviews
 7. Data Retrieval Charts
 8. Maps
 9. Artifacts: Students’ Products or Performances
 10. The Arts
 11. Archival Data
 12. Surveys
 13. Attitude and Rating Scales
 14. Online Surveys and Rating Scales
 15. Online Platforms and Class Journals
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Chapter 7. METHODS OF ANALYZING DATA
I. ACCURACY AND CREDIBILITY: THIS IS WHAT IS
II. VALIDITY, RELIABILITY, AND TRIANGULATION
 1. Validity
 2. Triangulation
 3. Reliability
III. INDUCTIVE ANALYSIS
 1. Larry, Moe, and Curly Help with Inductive Analysis
 2. Case Studies or Representative Samples
 3. Vision Quest
 4. Defining and Describing Categories
 5. The Next Month
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Chapter 8. QUANTITATIVE DESIGN IN ACTION RESEARCH
I. CORRELATIONAL RESEARCH
 1. Correlation Coefficient
 2. Misusing Correlational Research
 3. Negative Correlation
 4. Making Predictions
II. CAUSAL—COMPARATIVE RESEARCH
 1. Whole Language in California
II. QUASI-EXPERIMENTAL RESEARCH
 1. Quasi-Action Research
 2. Pretest—Posttest Design
 3. Pretest—Posttest Control Group Design
 4. Time Series Design
 5. Time Series Control Group Design
 6. Equivalent Time-Sample Design
III. THE FUNCTION OF STATISTICS
 1. Descriptive Statistics
IV. INFERENTIAL STATISTICS
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Chapter 9. EVALUATING, DESCRIBING, AND PROPOSING RESEARCH
I. EVALUATING RESEARCH
 1. Buyer Beware
 2. Scientifically Based Research
II. EVALUATING QUANTITATIVE RESEARCH
 1. Independent and Dependent Variables
 2. Confounding Variables
 3. Common Confounding Variables
III. EVALUATING QUALITATIVE RESEARCH
IV. DESCRIBING RESEARCH
 1. Examples of Research Descriptions
V. AN ACTION RESEARCH PROPOSAL
 1. Annie Oftedahl, Northfield, Minnesota
 2. Ann Schmitz, Garden City Minnesota, Mankato District 77 Early Childhood Special Education
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Chapter 10. REPORTING FINDINGS IN ACTION RESEARCH
I. REPORTING QUALITATIVE DATA
 1. Tips for Presenting Qualitative Data
II. THE IMPORTANCE OF STRUCTURE
 1. Structure and Inductive Analysis
 2. Using Headings to Create Structure
 3. Using Subheadings to Create More Structure
III. CASE STUDIES OR REPRESENTATIVE SAMPLES
 1. It’s Alive!
IV. APPENDICES
V. REPORTING QUANTITATIVE DATA
 1. Using Numbers
 2. Using Words
 3. Reporting Arithmetic Data
VI. TABLES
VII. FIGURES
 1. Graphs
 2. Other Visuals
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Chapter 11. DISCUSSION: YOUR PLAN OF ACTION
I. CONCLUSIONS AND RECOMMENDATIONS
 1. Christina Stolfa, Nacogdoches, Texas
 2. Jo Henriksen, St. Louis Park, Minnesota
 3. Cathy Stamps, Fifth Grade, Hopkins Elementary School
 4. Delinda Whitley, Mt. Enterprise, Texas
 5. Darlene Cempa, Whitney Point, NYÂ
II. IMPLICATIONS OR RECOMMENDATIONS FOR FUTURE RESEARCH
 1. Morgan Chylinski, Jamesville, NY
 2. Karen Randle, Trumansburg, New York
 III. EVALUATION OF THE STUDY
 1. Jim Vavreck, St. Peter, Minnesota
 2. Staci Wilson, Irving, Texas
IV. DESIGNING A NEW PLAN OR PROGRAM
 1. Creating a New Plan or Program
 2. A Less Formal Plan of Action
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Chapter 12. WRITING AN ACTION RESEARCH REPORT
I. TONE AND STYLEÂ Â Â Â Â Â Â Â Â
 1. Avoid Value Statements
 2. Extremely Objective
II. PRECISION AND CLARITY
 1. Writing and Speech
 2. Avoid Speech-isms
 3. Avoid Non-Words
 4. Use Adverbs with Caution
IV. REDUCING BIAS
 1. Person-First Language
 2. Exceptionalities
 3. Gender
 4. Sexual Orientation
 5. LGBT and Transgender
 6. Race and Ethnicity
V. LENGTH
VI. CLARITY
VII. HEADINGS
VIII. THE BASIC ELEMENTS OF STYLE
 1. The Basics of Grammar
 2. The Basics of Punctuation: Commas, Semi-Colons, and Colons.
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Chapter 13. PRESENTING YOUR ACTION RESEARCH
I. THE EDUCATIONAL ENVIRONMENT
 1. Your Colleagues
 2. Your Students
 3. School Boards, Principals, and Administrators: Making a Case
 4. Your Classroom: Evaluating New Programs
 5. Parent Conferences
 6. As Part of a Master’s Thesis
II. THE PROFESSIONAL ENVIRONMENT
 1. Professional Conferences and Conventions
 2. Academic Journals
 3. ERIC
III. LOCAL COMMUNITY ORGANIZATIONS
IV. MAKING EFFECTIVE PRESENTATIONS
 1. Planning the Presentation
 2. General Platform Skills
 3. PowerPoint Specifics
 4. Effective Handouts
 5. Online Video Presentations
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Chapter 14. ACTION RESEARCH AS MASTER’S THESIS
I. BEFORE YOU START
 1. Nine Tips for Writing Your Master’s Thesis
    Tina Williams  Â
    Christine Reed, Educational Specialist Degree, Nerstrand Elementary School, 6. Nerstrand, Minnesota
    Jackie Royer, Master’s Thesis, Trimont Schools, Trimont, Minnesota
    Darlene Cempa, Whitney Point, NYÂ
    Karen Randle, Trumansburg, New York
    Morgan Chylinski, Jamesville, NY
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Chapter 15. STRATEGIES FOR PROFESSIONAL GROWTH AND DEVELOPMENT
I. ACTION RESEARCH AND THE PROFESSIONAL DEVELOPMENT OF TEACHERS
 1. More Knowledge Please
 2. Process and Empowerment
 3. Online Professional Development
 4. Other Professional Development Opportunities
II. OBSERVING YOUR OWN PRACTICE
 1. Best Practice
 2. Audiotaping Lessons
 3. Descriptive, Not Prescriptive
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APPENDIX - SAMPLE ACTION RESEARCH PROJECTS
1. Alison Reynolds, Minneapolis, Minnesota
2. Kay Dicke, Eden Prairie
3. LouAnn Strachota
4. Georgina L. Pete
5. Teresa Van Batavia, Eisenhower Elementary, Hopkins, Minnesota
6. Linda Roth,
7. Angela Hassett Brunelle Getty, Martinez, California
8. Michelle Bahr, Shakopee, Minnesota
9. Kim Schafer, Minnetonka, Minnesota
10. Barbara King, Prairie Elementary School, Worthington MN.
11. Annette Tousignant
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