Teacher Action Research

Preface Acknowledgments Part I. Understanding Action Research 1. The Disconnection Between Educational Research and Practice: The Case for Teacher Action Research Historical Context Why the Disconnection Between Research and Practice? Responding to the Gap: Renewing an Old Debate Limitations of Experimental and Quasi-Experimental Design School Context and Educational Research The Search for School Context Transcending the R&D Model of Knowledge Transfer Embracing an Epistemology of Practice Moving Toward a Knowledge Democracy Teacher Action Research and Knowledge Democracies Summary 2. Teacher Action Research: Collaborative, Participatory, and Democratic Inquiry What Is Teacher Action Research? Action Research: Changing Practice Action Research: Teachers' Voices Action Research: Outcomes for Teachers The Origins of Action Research Approaches to Action Research Summary 3. A Paradigm of Teacher Action Research What Is a Paradigm? Four Research Paradigms Distinguishing Characteristics of an Action Research Paradigm Challenges for Action Research Summary 4. The Validity of Action Research What Is Validity? Triangulation Validity as Inquiry Generalizability in Action Research Summary 5. Teacher Action Research as Professional Development Action Research/Professional Development Action Research as Professional Development: Teacher Outcomes Action Research as Professional Development: Teacher Voices Summary Part II. Collaborative Action Research: Foundation for Knowledge Democracies 6. Collaborative Action Research The Collaborative Nature of Action Research The Interaction of Individual and Collaborative Action Research Summary 7. Conditions for Building a Knowledge Democracy Developing a "Work With" Posture Establishing Trust Finding Enough Time Confronting University Versus Classroom Issues Including Student and Parent Research Partners Learning How to Collaborate Summary 8. Creating Knowledge Democracies: Professional Development Schools The Nature and Character of a Professional Development School (PDS) The Challenges of Building a PDS as a Knowledge Democracy Summary Part III. Practicing Action Research 9. Fundamental Practices for Teacher Action Research Reflection Dialogue Documentation Focal Points for Observation, Journal Writing, and Reflection Summary 10. Case Study and Teacher Action Research What Is a Case Study? Case Studies of Programs Retrospective Case Studies of Curriculum Case Study of the Individual Summary 11. Conducting Teacher Action Research Modest Beginnings Finding Critical Friends A Few Principles for Conducting Action Research Summary Glossary Appendix A. Examples of Teacher Action Research Projects From Reading Recovery to Guided Reading, by Marie A. Lennon Why Do I Have to Know This Stuff? by Maryann Byrne What Happens to Students' Writing When I Add a Self-Assessment Component to Each Writing Activity? by Jody McQuillan Appendix B. Annotated Teacher Action Research Web Sites Appendix C. Curriculum and Instruction Web Sites References Index About the Author

"I have never seen a book on this topic with such intellectual depth. It is a great book to provoke thought, reflection, and discussion in an action research class. I see this having a huge impact on the discipline, with 'knowledge democracy' becoming a catchphrase around which dissertations, conferences, grants, and public policies are built." -- Lynne Masel Walters "Its greatest strength is that it is very different from other texts on action research. I believe that it could impact the ways 'the academy' views the place of action research in RESEARCH. Dissertations and publications counted in things such as tenure and promotion could move toward action research and be legitimized. I believe the author's arguments and rationales are that compelling-kudos!" -- Cathy Mogharreban "This is a wonderful book with deep insight into the relationship between teachers' action and result of student learning. It discusses from different angles impact of action research on student learning in the classroom. Writing samples provided at the back are wonderful examples." -- Kejing Liu