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Practical Action Research for Change.
Richard Schmuck demonstrates how educators can use personal reflection and action research to convert frustrations into solvable problems and improved professional practice.
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Thousand Oaks :
SAGE Publications,
2006.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover
- Contents
- Foreword
- Preface
- Acknowledgments
- About the Author
- Chapter 1
- Reflective Professional Practice
- Reflections of the Future, Past, and Present
- Reflective Educators Seek Self-Knowledge
- The Search for Self-Knowledge Leads to Solitary Dialogue
- Self-Knowledge and Solitary Dialogue Lead to Professional Maturity
- Mature Educators Try to Improve Continually
- Stage 1: Assess the Situation
- Stage 2: Set Clear Goals
- Stage 3: Brainstorm Action Strategies
- Stage 4: Implement Action Plans
- Stage 5: Monitor Your Own Actions
- Stage 6: Assess Others' Reactions
- Stage 7: Evaluate What Others Have Learned
- Stage 8: Confront Yourself with the Results
- Stage 9: Reflect on Actions to Take Next
- Stage 10: Assess the New Situation and Set New Goals
- Using the Tools of Reflection to Move toward Action Research
- Journal-Writing Assignments
- Chapter 2
- Educators and Continuous Improvement
- Three Faces of Continuous Improvement
- Action Research: Two Types of Social Scientists
- Differences between Action Research and Traditional Research
- An Example of Action Research
- Processes of Continuous Improvement
- Journal-Writing Assignments
- Chapter 3
- Action Research: Definitions, Models, Steps, and Phases
- Contemporary Need for Action Research
- Definitions of Action Research
- Action Research and Group Dynamics
- Two Models of Action Research
- Proactive Action Research
- Responsive Action Research
- The Models Compared
- Three Phases of Action Research
- Initiation
- Detection
- Judgment
- Research during Each Phase
- Journal-Writing Assignments
- Chapter 4
- Research Methods: Procedures, Instruments, Special Issues, and Ethics
- Data Collection in Action Research
- Questionnaires
- Factual Questionnaires
- Standardized Tests: Special Factual Questionnaires.
- Questionnaires about Feelings
- Questionnaires about Thoughts
- Questionnaires about Behaviors
- Tips on Making Questionnaires
- Interviews
- One-on-One Informal Interviews
- Focus Group Informal Interviews
- One-on-One Formal Interviews
- Focus Group Formal Interviews
- Observations
- Observant Participation
- Structured Observations
- Documents
- Special Issues of Action Research
- Psychometric Challenges
- Psychological Obstacles
- Process Pitfalls
- The Ethics of Action Research
- Journal-Writing Assignments
- Chapter 5
- Proactive Action Research
- Marilyn Lund
- Marilyn Reflects on Her Practice
- Marilyn's Knowledge (and Methods) Search
- Marilyn's Hopes and Concerns
- Marilyn's New Practices
- Marilyn Collects Data
- Marilyn Checks on What the Data Mean
- Marilyn Reflects on Alternative Ways to Behave
- Marilyn Fine-Tunes Her New Practice
- James Johnson
- James Searches for Knowledge
- James's Reflections on His Practice
- James's Hopes and Concerns
- James Tries a New Practice
- James Creates Methods to Collect Data
- James Checks on What the Data Mean
- James Reflects on Alternative Ways to Behave
- James Fine-Tunes His New Practice
- The Six Steps of Proactive Action Research
- Step 1: List Hopes and Concerns
- Step 2: Try a New Practice
- Step 3: Search for Methods and Collect Data
- Step 4: Check on What the Data Mean
- Step 5: Reflect on Alternative Ways to Behave
- Step 6: Fine-Tune the New Practice
- The Range of Proactive Models
- Journal-Writing Assignments
- Chapter 6
- Responsive Action Research
- Matt Reardon
- Matt Collects Data
- Matt Analyzes the Data
- Matt Uses the Data, Searches for New Ideas, and Announces Changes
- Matt's Hopes and Concerns
- Matt Tries a New Practice
- Matt Collects Data
- Beverly Lee
- Beverly Collects Data
- Beverly Analyzes the Data.
- Beverly Distributes the Data, Searches for Knowledge, and Announces Changes
- Beverly Reports Her Hopes and Tries a New Practice
- Beverly Collects Data
- The Six Steps of Responsive Action Research
- Step 1: Collect Data
- Step 2: Analyze the Data
- Step 3: Distribute the Data, Announce Changes, and Search for Knowledge
- Step 4: List Hopes and Concerns
- Step 5: Try a New Practice
- Step 6: Collect Data
- The Range of Responsive Models
- Journal-Writing Assignments
- Chapter 7
- Group Dynamics of Cooperative Action Research
- Positive Social Support
- Critical Friendship
- Probing Conversation
- Effective Group Dynamics
- Ten Tips for Group Dynamics
- Tip 1: Establish Feelings of Membership, Inclusion, and Trust
- Tip 2: Foster Shared Influence and Dispersed Leadership
- Tip 3: Accentuate Friendliness and Cohesiveness
- Tip 4: Cope with Social Status Differences
- Tip 5: Use Sound Meeting Skills
- Tip 6: Use Sound Communication Skills
- Tip 7: Reach Understandings about Group Agreements
- Tip 8: Strive to Make Decisions by Consensus
- Tip 9: Take Time to Debrief the Team's Group Processes
- Tip 10: Look to See if There is Group Follow-through
- Journal-Writing Assignments
- Chapter 8
- Types of Cooperative Action Research
- One-on-One Partnerships
- Small Face-to-Face Groups
- Whole-School Staffs
- Proactive Projects
- Responsive Projects
- Districtwide Educator Networks and Stakeholders
- Case Studies
- One-on-One Partnership
- List Hopes and Concerns
- Try a New Practice
- Collect Data
- Check What the Data Mean
- Reflect on Alternative Ways to Behave
- Fine-Tune the New Practice
- Small Face-to-Face Groups (One Educator with Students)
- Collect Data
- Analyze the Data
- Distribute the Data and Announce Changes
- List Hopes and Concerns
- Try a New Practice
- Check Others' Reactions.
- Collect Data
- Small Face-to-Face Groups (Collegial Teacher Teams)
- List Hopes and Concerns
- Try a New Practice
- Collect Data
- Check What the Data Mean
- Reflect on Alternative Ways to Behave
- Fine-Tune the New Practice
- Small Face-to-Face Groups (Mixed Educator Team)
- Collect Data
- Analyze the Data
- Distribute the Data and Announce Changes
- List Hopes and Concerns
- Try a New Practice
- Check Others' Reactions
- Collect Data
- Small Face-to-Face Groups (Site Council)
- List Hopes and Concerns
- Try a New Practice
- Collect Data
- Check What the Data Mean
- Reflect on Alternative Ways to Behave
- Fine-Tune the New Practice
- Small Face-to-Face Groups (School Board)
- Collect Data
- Analyze the Data
- Distribute the Data and Announce Changes
- List Hopes and Concerns
- Try a New Practice
- Check Others' Reactions
- Collect Data
- Whole-School Faculty
- Try a New Practice
- Incorporate Hopes and Concerns
- Collect Data
- Check What the Data Mean
- Reflect on Alternative Ways to Behave
- Fine-Tune the New Practice
- Educator-Stakeholder Task Force
- Collect Data
- Analyze the Data
- Distribute the Data and Announce Hopes
- Try a New Practice
- Check Others' Reactions
- Collect Data
- Journal-Writing Assignment
- Chapter 9
- Prominent Authors on Action Research
- Its Democratic Philosophical Roots
- John Dewey, Mary Parker Follett, and Kurt Lewin
- John Dewey
- Mary Parker Follett
- Kurt Lewin
- Alice Miel and Stephen Corey
- Alice Miel
- Stephen Corey
- Ronald Lippitt
- Paulo Freire
- Reginald Revans
- Chris Argyris and Donald Schön
- Chris Argyris
- Donald Schön
- Stephen Kemmis and Jean McNiff
- Stephen Kemmis
- Jean McNiff
- William Foote Whyte
- Richard Sagor
- Geoffrey Mills
- Teacher Research
- Journal-Writing Assignment
- Bibliography
- Index.