ࡱ> Ka EjbjbA]A] h+?+?6 n n n Z.4Z_|X+(Sg rtttttt,'Ry-n s@+ss3 ́J333sR n r3b t sr33X+0?8 6n | .np^|H_dvC3C |3n Zdn€^Z€Background Information for School Improvement Facilitator [Explain to the participants, in your own words and style) the following information.] Lawrence Stenhouse once said, It is teachers who, in the end, will change the world of the school by understanding it. As teachers engage in action research they are increasing their understanding of the schooling process. What they are learning will have great impact on what happens in classrooms, schools, and districts in the future. Educators conducting action research will force the re-evaluation of current theories and will significantly influence what is known about teaching, learning, and schooling. This portion of the Facilitators Guide will define action research, explain the cyclical, spiraling process, explore the potential and necessity of action research for professional development and school improvement, suggest an outline for action planning, and provide suggestions for more information and assistance for researching your own or your schools practices. Action Research Defined. [Note to Facilitator: Before you begin defining Action Research, we recommend that you ask the participants to engage in the Paired Interviewing Training Activity found at the end of this module. This is a good warm-up activity for the participants. It will also reflect a data-gathering technique, which you can refer to later in the training when you are reviewing the Techniques for Gathering Data.] (Facilitator Notes/Actions: Slide1  Slide 2  Refer to Discussion questions found in Training Activity 1. Use these discussion questions at the appropriate time in the training as it relates to Action Research: before (pre-action research), during action research, and after (post-action research).] Slide 3   Emily Calhoun, an action research consultant, researcher, and writer, likes to say quite simply, that action research is looking at what we do and trying to make it better. A more expanded definition might be data-based decision making for improved student learning. Others might like to think of it as the scientific method applied to teaching and learning. However defined, the common threads are that: the process is cyclical, it requires data collection and analysis, and subsequent action is directed by the results of the study. Slide 4 shows the 5 phases of action research according to Calhoun: Finding a focus Collecting data or information Organizing the data Analyzing and interpreting the data Taking action Slide 4 Common synonyms for action research include: teacher research, collaborative research, critical inquiry, and perhaps most commonly plan, do, study, act (PDSA) or the continuous improvement cycle. Whatever you choose to call it, the outcomes of the process are the same teacher empowerment, collaborative problem solving, improved collegiality, and informed efforts for improving the learning processes. It is also a mechanism for capturing the wisdom of practice enabling teachers to leave a legacy to their profession. Most often teachers make an impact on their students, but few ever make an impact on the profession. Through action research, individual [teacher or school] efforts can be generative; that is, they can have a ripple effect and inform practice well beyond the boundaries in which the study took place.  Prompt a discussion among the participants around the following question as shown on Slide 5. Slide 5  Action research differs from what we will call traditional research in several ways. Action research is specific to a classroom or school rather than having a broad, random sampling. The role of the educator is an active one rather than a passive one. The aim of action research is to improve the local practice or expand the understanding of the participants rather than seeking findings that can be generalized to a wider population. The methodology is flexible, amendable as results warrant rather than established up front and strictly followed. As mentioned earlier, the process of action research is cyclical in that one question naturally leads to the next while in traditional research the process is more linear with a clearly defined beginning and end. With action research, there is no control group as with experimental research. This is not research ON students, but rather research on the teaching and schooling practices that are intended to serve them. Knowing the impact of those practices is indeed the ultimate purpose of action research. Carl Glickman has said, It is irresponsible for a school to mobilize, initiate, and act without any conscious way of determining whether such expenditure of time and energy is having a desirable effect.The following slides guide you through the process of understanding action research by designing an actual study. This can take several hours or several days depending upon the amount of debate and dialogue you engage in as a collegial work group. While action research is valuable and appropriate to conduct at an individual level to improve ones own performance, this module is written assuming that the action research will take place at the department, team or whole school level.Underlying Assumptions of Action Research Educators are intelligent, inquiring individuals with important expertise and experiences that are central to the improvement of education practice. By contributing to or formulating their own questions, and by collecting the data to answer these questions, educators grow professionally. Educators are motivated to use more effective practices when they are continuously investigating the results of their actions in the classroom. Slide 6  Ask learners for their perspectives on these three assumptions The key elements of action research Educators are linked with sources of knowledge and stimulation from outside their school. Educators work collaboratively. Learnings from action research are documented and shared. Implementation requirements Time Administrative support and an atmosphere conducive to experimentation. Opportunities to share the results of the research. (Source: Loucks-Horsley, Hewson, Love, and Stiles. Professional Development for Teachers of Science and Mathematics. February, 1997) Lessons Learned Calhoun, Allen, Halliburton, and Jones (associates with the University of Georgias League of Professional Schools) observed from their experiences that the following elements are required for successful implementation of the action research process: Schools that vigorously pursue and fully implement school-wide action research see positive change in the learning environment for both students and adults. Slide 7  insert corrected slide 7 above Slide 8  Ask participants if there are other elements to be included.The most successful schools provide time to work together regularly. Schools must plan for adequate time to analyze and interpret data and to study promising curricular and instructional practices. Time is needed for faculty to collectively plan lessons and units and share their experiences and reflections about what happened. School-wide action research often collides sharply with established school norms. If the norms dont change, school-wide action research does not get implemented beyond cursory examinations of issues not directly connected to teaching and learning. Technical assistance helps schools make progress more rapidly. Without substantial technical assistance and support from within and outside the school, many faculties cant get the process started, nor can they maintain it. Such assistance might come from the district office, a sister school in the district, the local university or college, or the professional association. Most schools will not pursue school-wide action research if they are not members of organizations that publicly value and provide support for its pursuit. Again, the association can be of assistance in securing those conditions through the bargaining process or through organized requests. Action research must be tied to an inclusive decision-making procedure. In schools where theres successful research, a leadership team works hard to insure that all faculty members are part of the decision-making process. (Above from Doubts & Certainties, (Vol. X, No. 2)Winter, 1996). Action research is constructivist learning for the adults who seek to help students construct their own learning. Five States of Mind Action research helps the individual professionals and the collective school faculty develop the five states of mind required for learners and learning organizations: Consciousness (from lack of awareness to awareness) Monitor their own values, thoughts, behaviors, and progress toward their own goals Practice mental rehearsal and edit mental pictures as they seek to improve strategies Articulate well-defined value systems, as well as generate and apply internal criteria for decisions they make Craftsmanship (from vagueness and imprecision to specificity and elegance) Take pride in their work and consistently strive to improve their current performance Ceaselessly learn and deepen their knowledge and skills through elaboration, clarity, refinement, and precision Generate and hold clear visions and goals. Strive for exactness of critical thought processes and precise language for describing their work. Slide 9  Follow up with these discussion questions, asking participants to respond. Slide 10  Flexibility - (from narrow, egocentric views to broader and alternative perspectives) Have the ability to step beyond themselves and look at a situation from a different perspective Look upon each experience as a learning opportunity Are risk takers and are not satisfied with living in the middle; they are always pushing the frontier Can tolerate confusion and ambiguity up to a point Efficacy - (from an external locus of control to an internal locus of control; from playing the victim to being the vanguard of changes within the system they work in) Believe their efforts make a difference Are governed by an internal locus of control and show initiative in controlling their environment Persevere in the face of barriers and occasional failure Have sound self-knowledge and feel good about themselves Interdependence - (from isolation and separateness to concern for the greater, common good) Contribute to the common good of the community and draw on the resources of others in the community Value consensus and are able to hold their own values and actions in abeyance in order to lend their energies to the achievement of group goals Give themselves to group goals and needs (Adapted from Art Costa and Bob Garmstom, Center for Intelligent Behavior) What Action Research Can Accomplish Four Stages of Transformation There are four stages along the way to improvement or transformation: Unconscious incompetence i.e. we dont know what we dont know. We are not aware that the condition could or should be better than it is. (Remember when people didnt think twice about smoking in public places? Remember when it was okay to toss rather than recycle?) Slide 11  Conscious incompetence being aware of your gaps, of what you know and what you dont know. (Remember what it was like when you first learned to drive? You had to work hard to pay attention to the stripe in the road, all those gages and arrows on the dashboard, checking your rearview and external mirrors. Yikes how do they do all of it? we thought.) Conscious competence the new behavior or practice is getting good results, but it still requires paying careful attention to get it right (Perhaps like when you are trying a new and fairly complicated cooking recipe for the third time.) Unconscious competence the new behavior is second nature. It becomes how we perform as if on automatic pilot. The business person who created these stages (Myron Tribus) has this as the final and ultimate stage of change. But in the world of education, at least, being unconscious cannot be accepted. The only circumstance that could warrant unconsciousness is if we exist in a static, unchanging environment, which is unlikely to ever be the case. Therefore, being unconsciously competent is a very short stage, perhaps only a breath away from once again being unconsciously incompetent! Beware!  The Action Research Process Identifying a Focus and Developing a Question By focus, we mean the big idea, the thing youre going to look at. There are many ways to determine a compelling focus for your action research project. One excellent way is through the analysis of your KEYS data Where are the major areas for improvement? On what factors did the perceptions of those taking the survey vary a great deal? Another way to find a focus is to think about changes that might be occurring such as demographic changes, changes in state or district policies a change in practice that requires monitoring to determine impact, a crisis situation such as dramatic change in standardized test scores Facilitator: Ask participants if there are other changes that might be occurring that could be listed here as well Keep in mind that the focus (or research problem) should be on teaching and learning issues (student centered) something you can influence (manageable) something you are deeply concerned about and committed to (consensus of team and within scope of influence) Facilitator: Distribute Handout 2, Guidelines for Developing Your Research Question and review.(Facilitator Notes/Actions: Slide 12  . Slide 13  EMBED Word.Picture.8  Facilitator: Distribute Handout 3, Action Research Plan, and ask participants in their teams to fill out their answers to Question 1, Focus Area for Investigation, and Question 2, Research Question. Let them know that you will be asking them to complete this form throughout this training module. Explain the need to collect information that is observable. Data Sources What do we need information about? In order to monitor changes along the way, and to be sure you dont abandon a change too early, collect data beyond student test scores. Collect information that is observable (i.e. behaviors) and also collect unobservable data (i.e. attitudes or beliefs). These data might come from beyond the students you might collect data from the educator researchers themselves. (e.g. How do they feel about the new math curriculum or the new system of communicating with parents?) You might also collect data from parents, business partners, the community at large whoever else might be impacted at some level or to some degree by the focus of the project.  Slide 14  Data Collection How much data do we need? At the most: if everyone is convinced it is enough! You can stop collecting information. At the least, you must have enough compelling evidence to make your strongest opponents question their stance. There is no need to change for change sake that is true. But some will resist changes that are necessary. Those are the ones who need data. Without data, your idea is just one more opinion. Triangulation of Data We often speak of the need for triangulation of the data. That simply means that you need three distinct data sources to inform the question. It is preferable to have both quantitative and qualitative data. Quantitative sources are typically things that reduce to numbers test scores, attendance records, drop out rates, etc. Qualitative sources are more narrative in nature information from interviews, focus groups, pieces of writing, information from observations, etc Triangulation of the data Compensates for imperfections of data-gathering instruments. When multiple measures yield the same results, it can increase confidence in the results. When multiple measures fail to yield the same results, it can raise important follow-up questions. In God we trust all others bring data! Facilitator: Distribute Handout 3, Triangulation of Data, and review List team research questions and ask participants What source of data will inform that question? ( Slide 15  Slide 16  .  Facilitator: For example, a question might be: Why dont students do homework? Sources of data to obtain answers to that question would be interviews with students, survey of parents, review and/or research of literature, etc. Activity: Distribute Handout 3, Example. Ask them to complete Triangulation of Data form for their team question. Data Collection: What must we keep in mind? Validity do the measures we are using really measure what we say they do? E.g. While a thermometer is a reliable instrument for measuring temperature, it does not measure barometric pressure. Therefore a thermometer would not be a valid instrument for measuring barometric pressure. Reliability do the instruments and methods we plan to use accurately measure whatever it is we are studying? E.g. An interview with the childs grandparent may not necessarily be the most reliable measure of a childs giftedness. Techniques for Gathering Data After the research question has been decided, a suitable technique can be chosen to monitor the action and the reflections. Gathering data regularly provides the necessary basis for reflection and further action. All of the techniques listed below have been used in schools as well as in non-educational fields Data Gathering Techniques include: Interviews (with students, parents, teachers, individual or group format) Checklists (of skills, behaviors, abilities, movement, procedures, interactions, resources) Portfolios (of a range of work from students of different ability around a particular topic, a representation of a total experience, a collection of documents for analysis) Individual files (of students work, students opinions, students attitudes, students experiences) Diaries (by teachers, students, parents, class groups, teacher groups) Logs (of meetings, lessons, excursions, school experiences, materials used) Questionnaires (of attitudes, opinions, preferences, information) Audio or video tapes (meetings, discussions, games, group work, interviews, demonstrations, etc) Photographs (groups working, classrooms, faces, students over time, fixed intervals in a lesson) Consultative advice (cross-curricula content, organizational procedures, learning processes, materials preparation, research information, submission writing, experience of the non-teaching community, materials selection, previous experience history of related issues, experience of other situations) Criteria for Selecting Data Collection Techniques: Is it one that you can do? Does it suit the question you have in mind? Does it point to action you can take? What would be the result of a null response to your question? Will a different technique provide more appropriate data for your question?  Slide 17  Slide 18  How soon will the technique produce information? How applicable is the data? Can you maintain this type of monitoring over time? Can you afford the time to gather, record, and reflect using this technique? What are the physical implications of your technique? Is there enough space? Can you get the necessary equipment as often/when you need to? Are there enough power outlets? Do you have enough good microphones? How much exposure do you intend to give the data? What will be the politics of gathering these data? What is the personal risk of gathering these data? Facilitator: Activity: Refer participants to Handout 3, Action Research Plan. Ask them to complete questions 3, Review of Resources and question 4, Data Collection. Direct them to discuss answers among their team members as a confirmation/affirmation of choices. Activity: Once youve reviewed the data collection techniques, engage the participants in the Techniques for Gathering Data training activity. Follow the instructions as outlined in the activity. Post the instructions each table is to follow once they received the data-gathering technique(s) on a flipchart so that they know what to do. Documenting the Outcomes (aka: Effects) This matrix correlates to the data sources table. Here as before, it is important to look broadly for impact. Dont abandon an innovation too soon. Most often changes in practice will have a temporary implementation dip a phrase coined by organizational change researcher and writer Michael Fullan. A dip in performance means that for a while the new practice will feel awkward and will produce results that may even be less effective than what was previously occurring. But be patient. In due time, the new procedure will likely begin to become second nature to you and the results will be improved. (It is like a tennis coach having you change your serve after some years of doing it a different way for years. After some diligent practice, you will be performing at a higher level. But it does take a while. Look for direction not perfection. Slide 19 Who Needs to Know Our Findings? This is pretty straightforward. Just be cognizant of the need to communicate with those who need to know. Our experience has shown that regardless the size of the action research project, one half of the total effort must go to keeping others informed. Otherwise, people may be suspect, could have fear of the unknown (anticipate pressure to do things differently) and may block or sabotage the effort. Look for ways to include your colleagues in the effort. Some people can offer assistance in creating a survey instrument, or conducting interviews, or being the objective observer when analyzing data. If you err on one side or the other, err on the side of including too many people too much rather than being exclusionary. Facilitator: Prior to adjourning the course, be sure to make available Handouts 5, 6, and 7, articles on Action Research. Slide 20  Slide 21  Agenda Action Research Defined Key Elements of Action Research Implementation Requirements What Action Research Can Accomplish The Action Research Process (Developing an Action Research Plan) Training Evaluation Guidelines for Developing Your Research Question Within the focus topic, what exactly do you want to know? The following criteria will assist you in developing research questions that will guide your project study. Can it be implemented? Is it something over which you have control or influence? Is the language clear and free of jargon? Is there data that, when collected, will begin to answer the question? Is it specific yet not too narrow? What kind of an impact will it have? Will findings about the question be useful? How practical is it to the daily life in classrooms? Are you passionate about learning more about the issue addressed in the question? Will it really make a difference? Does the wording avoid a yes or no response? Does the question have an audience? (Who cares about this issue besides you?) Triangulation of the Data Collecting multiple sources of data for every phenomenon or issue being studied. (See example below using three independent windows.) Research QuestionData Sources #1Data Sources #2Data Sources #3    EXAMPLE Triangulation of the Data Collecting multiple sources of data for every phenomenon or issue being studied. (See example below using three independent windows.) Research QuestionData Sources #1Data Sources #2Data Sources #3Why dont students do homework? Interviews with studentsSurvey of parentsResearch of latest literature   ACTION RESEARCH PLAN Site: ________________________________________________ Research Team Leader: Research Team Members: (Most effective when more role groups are represented; do you have an administrator, certified or support staff, parent, university faculty, student?) 1. Focus area for investigation (This is only the first broad cut; something like student writing or math skills) * What is the greatest priority for enhancing student education in our school that we can act on this year and continue with over the next few years? Is it: (a) student-centered, (b) manageable, (c) an area with consensus among the research team, (d) within your scope of influence. * Why did you select this area? * To which student outcomes does this focus relate? How? * How does this questions relate to your schools/districts vision? 2. Research question(s) (Now your are beginning to get specific with your questions: If we implement such and such a practice or program, what will be the impact on student attitudes and test scores in this particular area.) * What specific questions do you have related to this problem (e.g. its effects on student outcomes, student behavior, or teacher practices)? * What existing conditions/resources will help facilitate your research in this area? * What existing conditions/resources may be barriers to your research in this area? 3. Review of resources * What existing research base(s) relate to this problem? * How can you tap into a resource network that can assist and inform you about best practice related to your focus area? 4. Data Collection * What information do we already have on hand that will inform this question? * What additional sources of data will shed further light on the question? (Have you collected data on student behavior and attitudes, parent behavior and attitudes, others who may have been effected by the change e.g. education support professionals, business partners, community members, other agencies or organizations.) Preliminary Action Plan (You may need/want to create a larger version of this framework.) 5. Activity Individual Responsible? Others Included? Time Frame? * How will you sustain on-going team discussion and inquiry? * What will be your means of regularly informing other school members of your work and progress? 6. Support Action * How will you monitor your teams inquiry process? (Perhaps keep a journal of proceedings and progress; tracking if/hy your question or plans change, etc.) * Who can/will serve as your "outside" critical friend? (someone outside the organization who is invested in the success of the project, can provide a more objective) 7. Analysis * What kinds of analysis will you do in order to make sense of the information you collect? 8. Generativeness (making a difference beyond yourselves) * What changes (observable and non-observable) have occurred for the researchers, other educators, students, other stakeholders) due to this action research? * How will you share what you have learned with others? (Presentations at school, district, state, national meetings or conferences? Online dialogue groups? Written articles for professional journals?) * What recommendations for changes do you have based on what you have learned? * What is the most effective way to communicate your results and your recommendations to the various key audiences? Action Research: Three Approaches Emily F. Calhoun Differing in purpose, emphasis, and results, three types of action research allow educators to investigate areas of concern and meet the challenges within their classrooms and schools. Anita Simmons records her lst graders' responses to questions about simple fractions after using different displays and activities with them. She wants to determine which presentations are more effective than others. Four middle school teachers:Elitrus and Paula from Rogers School, and Angie and Robert from Wilshire School experiment with mnemonic key words in their science classes. They want to help students better retain and understand key science concepts and terms. They consult frequently with a member of the county intermediate agency and a professor from the nearby state university, both of whom are experimenting with the same method. The faculty at Thomas High School wants to increase student achievement. To obtain this goal, all faculty members add a new instructional strategy, such as the inquiry approach or inductive thinking strategies. They observe and record student responses to the change in instruction and discuss their findings. A leadership team meets bimonthly for technical assistance with the Consortium for Action Research, a regional group sponsored by the state department of education. These three scenarios all describe action research. The first, carried out by a single teacher, is individual teacher research. The second, conducted by a volunteer group working with a university professor and staff development officer, is collaborative action research. The third, involving an entire faculty in conjunction with a school consortium, is school-wide action research. True to earlier concepts of action research, the work centers on the practitioner; this is research done by teachers and administrators. Action research was here before, in the 1940s and '50s, developed by Kurt Lewin and his colleagues as a collective problemsolving cycle for improving organizations (Lewin 1947, 1948; Corey 1953). The term action research captured the notion of disciplined inquiry (research) in the context of focused efforts to improve the quality of an organization and its performance (action). Today, action research remains a powerful tool for simultaneously improving the practice and the health of an organization. Benefits of Action Research For teachers, principals, and district office personnel, action research promises progress in professionalization. The process allows them to experience problem solving and to model it for their students. They carefully collect data to diagnose problems, search for solutions, take action on promising possibilities, and monitor whether and how well the action worked. The cycle can repeat itself many times, focusing on the same problem or on another. The process can help develop a professional problemsolving ethos (Corey 1953, Joyce 1991, Schaefer 1967, Sirotnik 1987). Action research can revitalize the entire learning community, as well as aid teachers in changing or reflecting on their classroom practices. It can support initiatives by individual teachers, schools, schools working with communities, and districts. In addition, more than one type of action research can be used in a given setting at the same time. Selecting one type of action research over another has important implications for the school renewal process. From my work with action research as a consultant, coordinator, and researcher, I have gathered data on action research from 76 schools in three states. These data indicate that besides the obvious distinctions about how many people are involved, the three types of action research vary in their emphasis on achieving equity for students, improving the organization as a problemsolving unit, and developing collegial relations among teachers. Further, each type has different longterm objectives, purposes, and results. The key to selection is the purpose of the inquiry. Faculties and individuals choosing the type of action research that will best serve their needs should consider five elements: (1) purpose and process; (2) support provided by outside agencies such as universities, intermediate service agencies (for example, the Regional Service Educational Agency in Georgia), consortiums, and central office personnel; (3) the kind of data utilized; (4) the audience for the research; and (5) the expected side effects. Individual Teacher Research Purpose and process. Individual teacher research usually focuses on changes in a single classroom. A teacher defines an area or problem of interest in classroom management, instructional strategies or materials, or students' cognitive or social behavior. The teacher then seeks solutions to the problem. Students may or may not be directly involved in helping to generate alternatives and determining effects. If parents are involved, they are usually consulted as sources of information. Outside support. Individual teacher research is frequently inspired by university courses, a descriptive article about action research, or an encouraging supervisor, principal, staff development coordinator, or professor (see Oja and Smulyan 1989, Rogers et al. 1990, and Strickland 1988). Because support by administrators varies by site and by their personal interest in the area being explored, external agencies often provide teachers with the needed support. Sometimes the external agent acts as a mentor to the teacher. Data utilized. Some individual teacher researchers use quantitative data, developing measures and forming and testing hypotheses. They experiment with different actions fashioned to address the problem, study and record the effects of those actions, and keep, modify, or discard ways of acting based on their findings. Some teachers use qualitative data in similar processes. A few teachers, operating more like phenomenologists, prefer to let the hypotheses emerge from the process (Carr and Kemmis 1983). Audience. The primary audience for the results of individual teacher research is the teacher conducting the research. If students have participated directly in the investigation, then they, too, form part of the primary audience. Whether the results are shared with secondary audiences through staff development presentations, professional conferences, school district newsletters, or articles in professional journals is at the discretion of the individual teacher. Side effects. The effects of individual teacher research may or may not reach outside the classroom. Several teachers within the same school may be conducting action research on a similar topic, but they may or may not discuss their experiences and results. The amount of sharing depends on the collegiality of the individuals. Where such sharing occurs, collegiality at the school may be enhanced. Collaborative Action Research Purpose and process. Depending on the numbers of teachers involved, collaborative action research can focus on problems and changes in a single classroom or on a problem occurring in several classrooms. A research team might even take on a district-wide problem, but focus its inquiry on classrooms. The research team may include as few as two persons, or it may include several teachers and administrators working with staff from a university or other external agency. The team follows the same investigative and reflective cycle as the individual teacher-researcher. Outside support. Teachers and administrators often work with university staff, intermediate service agency personnel, or members of an educational consortium when doing collaborative action research (Holly 1991, Sagor 1991, Whitford et al. 1987). Collaborative action research frequently involves schooluniversity partnerships and mutual support from each participating organization (see Allen et al. 1988). The relationship is similar to the interactive research and development framework of the late 1970s (Tikunoff and Mergendoller 1983). Teachers engaged in collaborative action research generally volunteer to participate or seek out affiliation with local university personnel who have expertise in particular curriculum areas. Professors, district office personnel, or principals may recruit teachers to explore an area in need of improvement or to field-test promising approaches. Recruiting teachers for field-testing is especially prevalent when agency personnel initiate the study. Data utilized. As in individual teacher research, the data utilized by collaborative action researchers may be qualitative or quantitative. Data are more likely to be quantitative if the central office or intermediate service agency defines the study area. The larger collaborative research team might also use a greater variety of methods than the individual teacher researcher and divide the labor, focusing on different dimensions of a problem. For example, in a study of disciplinary action, one member might survey parents, a second member might interview teachers, and a third might count referrals and organize them by cause and consequences. Audience. The members of the research team are the primary audience for results from collaborative action research. Depending on their involvement in formulating and shaping the investigation, students and parents may form part of the primary audience. If the school administration, the district office, or a university sponsored the research, then these groups also form part of the primary audience. Collaborative action researchers appear to share results with secondary audiences more frequently than do individual teacher researchers and participants in school-wide action research. This may result from the involvement of university personnel in the process, who, besides providing support to teachers, are exploring their own areas of professional interest. Because their university positions require them to generate and share knowledge, university personnel often have more time to write about the action research experience and more opportunities to present the results. This writing and presentation is often done in collaboration with one or more of the participating practitioners. Side effects. While the work between school or district practitioners and university personnel is collaborative and mutually beneficial, a major benefit to practitioners is the almost tutorial role university personnel play in helping them develop the tools of social science inquiry. Some groups stay together for several years, conducting several studies in areas of common interest, while their technical skills and expertise in inquiry continue to grow. Such collaboration also generally improves collegiality. School-wide Action Research Purpose and process. In school-wide action research, a school faculty selects an area or problem of collective interest, then collects, organizes, and interprets onsite data. Data from other schools, districts, or the professional literature are funneled into the collective decisionmaking process of the faculty, who then determines the actions to be taken. The process is cyclic and can serve as a formative evaluation of the effects of the actions taken. School-wide action research focuses on school improvement in three areas. First, it seeks to improve the organization as a problemsolving entity. With repeated cycles, it is hoped that faculty members will become better able to work together to identify and solve problems. Second, school-wide research tries to improve equity for students. For example, if the faculty studies the writing process in order to offer better instructional opportunities for students, the intent is that all students benefit. Third, school-wide action research tries to increase the breadth and content of the inquiry itself. Every classroom and teacher is involved in collective study and assessment. In addition, faculty members may involve students, parents, and even the general community in data collection and interpretation and in the selection of options for action. A school executive council or leadership team composed of teachers and administrators often shares the responsibility for keeping the process moving. These leaders spur the collecting, organizing, and interpretation of the data, disseminate on-site data and applicable professional literature for collective analysis and study, and support the actions selected for implementation by the learning community. Outside support. School leadership teams or district administrators often initiate school-wide inquiry because of their affiliation with a consortium that promotes action research as a major school improvement strategy. Through exposure to consortiums such as the Center for Leadership in School Reform in Kentucky or the League of Professional Schools in Georgia, school leaders read about school-wide inquiry, attend awareness sessions, or discuss it with peers who are using it. They then work to apply school-wide inquiry in their home settings. Data utilized. The data gathered from studying the school site and the effects of actions taken may be quantitative, qualitative, or both. The data collection can be as simple as counting types of writing elicited from students or as complex as a multiyear case study. Faculty members might divide the labor as in the case of collaborative action research. They might also reach out to other schools studying similar problems and trying the same or different solutions. For greatest effect, the data should be collected regularly, and evaluation of actions taken should be formative. Relying on summative evaluations such as yearly normreferenced tests will lessen the dynamism of the process. Standard tests, however, can be used to corroborate the results of the formative studies. In almost all cases, multiple assessment measures are needed (Calhoun 1992, Glickman 1990, Holly 1992). Audience. The audience for the results of school-wide action research includes all the primary participants, at least the total school faculty. The faculty may decide to expand this audience to include students, parents, the general community, and the school board. Side effects. Collective action may be the most complex type of action research, requiring participation from all members of the faculty. This complexity, however, generates important side effects: the faculty learns to build collegiality and to manage the group process. Teachers reflect on aspects of curriculum and instruction they might not have if they had worked alone. School-wide action research may feel messy and uneven, and conflict may arise during the first few cycles, but this is to be expected when a diverse community is learning to apply a complex process. Collecting school-wide data on an instructional initiative requires trust and mental and physical collaboration. Marshalling the efforts of all both takes and provides energy. Sharing the results from individual classrooms requires patience and understanding toward self and others. Reflecting on Action Research In recent years many teachers and administrators have engaged in productive curricular and instructional improvement through each type of action research. Part of the promise inherent in the action research format is support of the current movement toward site-based decision making. In many cases, collaborative relationships have increased between school personnel and members of central district offices, intermediate agencies, and university personnel. Using school-wide action research has increased the problem-solving capabilities of schools, and even districts. As knowledge about the process accumulates and we explore action research, we will be better able to guide our school improvement efforts. Assuming that the trend toward action research continues and more and better studies about its effects are produced, we will be able to make more informed assessments of its influence on student opportunities to learn. These results should be positive, for action research has the potential to generate the energy and knowledge needed to support healthy learning communities. Our challenge as educators is to make this potential a reality. References Allen, J., J. Combs, M. Hendricks, P. Nash, and S. Wilson. (1988). "Studying Change: Teachers Who Became Researchers." Language Arts 65, 4: 379387. Calhoun, E. F. (1992). "A Status Report on Action Research in the League of Professional Schools." In Lessons from the League: Improving Schools through Shared Governance and Action Research: Vol.2. Athens, Ga.: Program for School Improvement, College of Education, UGA. Carr, W., and S. Kemmis. (1983). Becoming Critical: Knowing through Action Research. Geelong, Victoria: Deakin Press. Corey, S. M. (1953). Action Research to Improve School Practices. New York: Teachers College Press. Glickman, C. D. (1990). Supervision of Instruction: A Developmental Approach. Boston: Allyn Bacon. Holly, P. (1991). "Action Research Within Institutional Development: It's Becoming Second Nature to Us Now." Paper presented at the annual meeting of the American Educational Research Association, Chicago. Holly, P. (1992). Comments made during an Action Research Workshop in Ames, Iowa. Joyce, B. R. (1991). "Doors to School Improvement." Educational Leadership 48, 8: 5962. Lewin, K. (1947). "Group Decisions and Social Change." In Readings in Social Psychology, edited by T. M. Newcomb and E. L. Hartley. New York: Henry Holt. Lewin, K. (1948). Resolving Social Conflicts: Selected Papers on Group Dynamics. New York: Harper and Row. Oja, S. N., and L. Smulyan. (1989). Collaborative Action Research: A Developmental Approach. London: Falmer Press. Rogers, D., R. HavenO'Donnell, S. Hebdon, and F. Ferrell. (1990). "Lessons on Relating Research, Reflection, and Reform from Three Researcher/Practitioner Projects." Paper presented at the annual meeting of the American Educational Research Association, Boston. Sagor, R. (1991). "What Project LEARN Reveals about Collaborative Action Research." Educational Leadership 48, 6: 610. Schaefer, R. J. (1967). The School as a Center of Inquiry. New York: Harper and Row. Sirotnik, K. A. (1987). "Evaluation in the Ecology of Schooling." In The Ecology of School Renewal: The EightySixth Yearbook of the National Society for the Study of Education, edited by J. I. Goodlad. Chicago: The University of Chicago Press. Strickland, D. S. (1988). "The Teacher As Researcher: Toward the Extended Professional." Language Arts 65, 8: 754764. Tikunoff, W. J., and J. R. Mergendoller. (1983 ). "Inquiry as a Means to Professional Growth: The Teacher as Researcher." In Staff Development: EightySecond Yearbook of the National Sociely for the Study of Education, edited by G. A. Griffin. Chicago: The University of Chicago Press. Whitford, B. L., P. C. Schlechty, and L. G. Shelor. (1987). "Sustaining Action Research Through Collaboration: Inquiries for Invention." Peabody Journal of Education 64, 3: 151169. ______________________________________ Emily F. Calhoun is Director of Phoenix Alliance, 1533 Wood Ave., Suite A, St. Simons Island, GA 31522. Action Research Paves the Way for Continuous Improvement By Margaret J. Johnson and Kathryn Button The notion of kaizen  improvement that is lifedeep and continuous  was introduced to American educators through the work of W. Edwards Deming (1986) and advocates of Total Quality Management (e.g., Bonstingl, 1993; Glasser, 1990; Schmoker & Wilson, 1993). Deming's premise that organizations can be renewed through tapping the talents of those who work within them has important implications for schools. Engaging in action research can provide powerful support for kaizen in schools by tapping and building the talents of teachers. In our graduate course, teachers conducted action research projects based on their classroom concerns. We discovered that the teacher's growth affected their personal and professional development and also had a positive impact on the school's culture. The School and the Study A third of the teachers at Ramirez Elementary School in Lubbock, Texas, enrolled in a languagearts graduate course taught at the school. Ramirez' student population is 63% Hispanic, 20% African American, 12% nonHispanic White, and 5% Asian. The school is classified as Title 1, and 95% of its students receive free or reducedfee lunches. Texas Tech University's College of Education is a member of the Holmes Group and, as one way of fulfilling the Holmes Group agenda (see The Holmes Group monograph Tomorrow's Schools, 1990), had invited Ramirez to become a Professional Development School (PDS). The Holmes Group described a PDS as a learning institution, a site where faculties from public schools and colleges of education might collaborate on inquiries of mutual interest for mutual benefit. In the first few classes, teachers discussed the dilemmas they perceived in their classrooms. Schn (1983) maintains that the problem setting is as important to developing professional reflection as problem solving. The teachers' first task was to explore the problems they faced and to frame questions that could lead to inquiry and action. They did this through conversations with peers and instructors and through reviewing pertinent educational literature. Then, the teachers were ready to define topics they wished to investigate, plan innovations to address their dilemmas, and discuss how they would conduct their inquiry. Taking adequate time for this step proved to be an important part of the inquiry process. The class gave teachers many opportunities for collegial interactions. At weekly seminar meetings, the teachers discussed their worksinprogress along with readings selected by the instructors from the topicsofinterest teachers identified in the initial sessions. Midway through the semester, the teachers began writing their research papers. They read each other's drafts and worked with a writing partner on problems encountered during their research. They shared their final papers with classmates and discussed what they had learned. The culminating class activity was a miniconference, held during a faculty work day, in which teachers enrolled in the course presented their findings to the school's faculty. The presenters demonstrated the innovations they had implemented and explained their research results. Findings Teachers very much valued being able to take the course on the school campus and organizing course content around their everyday work. They spoke of the power of regularly engaging in professional discourse with college faculty and their peers. They talked about feeling like they were part of a larger community of educational researchers. There was an apparent interplay between individual improvement and institutional change. Teachers reported personal growth in their knowledge and changes in their practice. They also reported conversations and events suggesting that their interaction with teachers not enrolled in the course was leading to changes in the school's culture. Importance of relating course work to teaching Teachers found the course relevant because their classmates were also their colleagues. One teacher noted the importance of discussing educational issues with people familiar with her situation: You're dealing with actual teachers out there who are in the same type of environment you are. Here you face some different problems than you do in another school. Here you have to stop every now and then to get a belt for a kid whose pants are too big or get a shirt for someone whose shirt's torn or whatever. So it's important to talk with people who really understand what's going on at this school. The seminar topics were rooted in the teachers' practice. All teachers' areas of inquiry emerged from dilemmas they perceived in their classrooms. When asked to comment on her inquiry project on integrating computer word processing into her second-grade writing workshop, one teacher noted the active nature of action research. "That was the best part, actually going in there and doing stuff with the kids. Just reading about the use of the computer technology in the classroom wouldn't have had the same meaning." Calhoun (1994) argued that the appeal of teacher research is its impact on actions that immediate impact teachers' classrooms. Rather than being something distant from their lives, the teachers' discussions and inquiry projects were situated within their everyday environment and the changes they were making in that environment. The power of professional discourse The teachers emphasized the positive effect of their conversations with colleagues during the weekly seminar. They stressed the professional nature of seminar talk. I liked class discussions for many reasons. One reason is just feeling like a professional. This is serious business that people should meet about and discuss. If I talk to a friend and classmate after school or we go and have dinner, it's not something we sit around and discuss  educational theories or research or stuff like that. We might talk about problems we are having at school, but we are not talking about it at that level. The sharing with colleagues also provided a sense of mutual support, both in terms of the actual projects teachers were conducting in their classrooms and in a more general sense as well. One firstyear teacher found the opportunity to talk with more experienced colleagues within an atmosphere of trust very helpful. I could really talk to them about what was going on, and 1 could discuss some of the fears I had about some of the things I was about to try. They were very encouraging, and sometimes they had bits of advice to give me and that was good. Sometimes just talking about it was really good, to have someone to listen and give encouragement. Another teacher noted that the class interaction was effective because her classmates shared her teaching environment and an understanding of her world. Their responses to her were grounded in their own experiences under similar circumstances. You could feel frustrated but know that it took somebody else two months before writers' workshop was really going. So I'm not going to get frustrated when I try it because I've had real teachers tell me about the frustrating parts. That's good because it's realistic. Joining the community of educational researchers A set of common readings derived from teachers' suggestions served as a focus for each week's discussion. Teachers not only felt more connected with one another, they also began to see themselves as members of a larger educational community. A kindergarten teacher recalled reading an article in the local reading association's newsletter. "It was all on Lucy Calkins," she said. "It was incredible. And I thought, wow, I know her work." A thirdgrade teacher expressed the value she saw in having access to professional literature. "Research," she told us, "is the ability to go out and find out about new and innovative things." She noted that some of her colleagues in other schools changed practices because they were told to do so at a workshop session. "We are able to get out and go to the library and look for stuff ourselves." Teachers were beginning to see the value in making educational decisions informed by their reading as well as their experience. A kindergarten teacher reported that the first time she went to the library, she had no idea how to look for pertinent materials. Soon, she was reading widely and using the ideas of theorists to aid her thinking about her teaching: "A lot of the things Carol Chomsky wrote [are] so much like what I'm thinking. It is like an idea that I've been chasing around in my mind. And AshtonWarner. What I've been doing with transitional literacy is a lot like what she wrote about." To all participants, published researchers ceased to be remote figures but became sources of ideas with which the teachers could interact. Learning about teaching As teachers gained new knowledge, they began to look at learning as a lifetime process. One teacher told us: When I started my graduate courses, I realized how much I didn't know. And you think that by then you should at least know something if you are going to go into that profession, but yet I didn't. And you know, I am almost finished with my masters which will be in December and I still feel like I'm going to learn so much more. Teachers began to look at learning as a matter of continual improvement. One teacher created a writing center in her kindergarten classroom as her action research project. From observing the way the children used the center, she realized that "what I expected of a writing center and what it turned out to be were not necessarily the same thing." This led her back to the literature to see the creation of the writing center in broader terms. She reported that she had "had a narrow focus in mind, and as I did the research, I realized that [the writing center] could be a lot broader than that." All the teachers reported a growing need to seek reasons for their actions. When we asked them how they had changed as teachers, they reported needing to know why they were using particular curricular and instructional approaches. A typical response was given by a firstgrade teacher: The first thing that comes to mind is just always learning about teaching, about what you're doing and why you're doing it. And really thinking about that. At the beginning of the year I just wanted to copy what everybody else was doing because I felt lost, and that was kind of a safe thing. But now I have to know why and to have a sound reason for my actions. Not just because soandso is doing it down the hall. It just gives you more credibility. Teachers reported that they had become more reflective about all aspects of teaching and tried to focus more on the impact of their instruction on students. One teacher noted: I think that I have become more reflective by really looking at what my students are doing and considering why. What level are they on? What are they understanding? What are they not understanding? And then what am I doing that can help them? This teacher was informing her instructional decisions through careful observation of the students in her class. There is growing support for a link between teacher research and professional growth. Wells (1993) found that teachers conducting action research projects exhibited profound changes in their practices and their ideas about teaching. Richardson (1994) reviewed the literature on teacher-initiated research and concluded that engaging in inquiry "affects teachers' personal growth and thinking" (p. 193). The impact on school culture Oja and Smulyan (1989) reported that action research could be instrumental in supporting school change. Teachers presented their research findings to the school's faculty during the miniconference, and these reports seemed to effect the culture of Ramirez Elementary School as a whole. Several teachers were hesitant about doing their presentations and worried that their fellow teachers might think they were taking a superior stance. This was, after all, a new role for the presenters (see Livingston, 1992). Their concerns turned out to be groundless, partly because the school's faculty was quite receptive to hearing about the teachers' work and partly because the teachers did not present themselves as superior experts. One teacher described her session this way: I felt I learned as much from presenting to them as they did from me because we shared information. I had done some research and I had done some things in my classroom, but I could gain from what other teachers had done too. I think it was exciting for the other teachers. A third-grade teacher reported that her grade level planned to have her work with them during the summer to continue to share what she had learned from her research about implementing a writers' workshop: We've decided that before school starts, we'll meet and I'll show them how I set up. After looking at some of the work that the kids did, the other teachers realized that they could make all these books and do the research. They were pretty impressed. Most of the teachers enrolled in the course had read works by writing specialist Lucy Calkins as part of their literature searches and had discussed Calkins' ideas with their colleagues. One teacher noted that the principal had ordered "six new copies of The Art of Teaching Writing (Calkins, 1994), one for every grade level. We were not the teachers who asked for that; it was the teachers who were at the conference. So, I thought, well that's a good sign right there, the fact that they all wanted to order that book." The reaction of several intermediate grade teachers was particularly gratifying to teachers who presented their research on reading/writing workshop in kindergarten and first grade. A first-grade teacher told us that "two sixth-grade teachers are going to put their children in our school now because they want them in these classes. Before they were not going to do that. They filled out the magnet forms that afternoon. That made us feel pretty good. They will be in the same class as my daughter. That's why I want her here, too." The teachers who were students in the course found the norms of isolation so typical in schools breaking down among them as they held weekly discussions with their peers. The experience of sharing their work with a broader audience provided indications that those norms might be breaking down among other teachers as well. One teacher said: They were really seeking answers to some of their own questions. I think they were a little bit afraid to ask at times. I hate to say this but I think some of them were embarassed to ask because they felt maybe this is something they should have known by this time in their teaching career. They had never asked anyone or researched, and I think they were a little hesitant. After a while, people really started opening up and letting me know that they really wanted to get some more information. Little (1982) found that two school cultural norms made a difference in teacher development and student performance: norms of collegiality and experimentation. Certainly the weekly seminars and action research assignment provided opportunities for the teachers enrolled in the course to adhere to both norms. The sharing of the projects with other faculty members encouraged conversations that hold the promise of spreading these cultural norms throughout the school. Recommendations In this study, action research proved to be a powerful form of staff development. We offer the following suggestions based on our experiences. Invite teachers to read educational literature. There is some debate among those who advocate action research about the need for teachers to read professional literature as part of the research process. Sagor (1992) feared teachers would not do action research if they first had to read research. Our findings, however, suggest that when teachers review the literature on their topic and explain what they have learned from that literature, their inquiry is informed by their reading, and they come to consider themselves part of a broader educational community. Use teaching dilemmas to identify action research topics. Problem setting is an essential first step in designing an action research project. Teachers need time to clarify their dilemmas and pose questions related to problems they face in their classes. When teachers seek to answer their own questions, their study and inquiry directly effects their teaching. Arrange action research projects that are ongoing and long term. The notion of kaizen has rich possibilities for educational adaptations. TQM advocates believe organizational improvement must come from fostering the talents of those employed by the organization. Ongoing improvement is key to individual and organizational renewal. Encourage connections between university and school faculty members. The teachers and university faculty members realized that when they worked together closely, both groups had much to learn and much to teach. Find ways for teacher researchers to share their work. Teachers benefited greatly from opportunities to talk about their thinking and their practice. When teachers share their work with members of their schools faculty, they open possibilities for communication and experimentation that can lead to institutional as well as personal professional growth. References Bonstingl, J.J. (1993). The quality movement: Whats it really about? Educational Leadership, 51 (1), 66. Calhoun, E. (1994). How to use action research in the self-renewing school. Alexandria, VA: Association for Supervision and Curriculum Development. Calkins, L. (1994). The art of teaching writing. Portsmouth, NH: Heinemann. Deming, W.E. (1986). Out of the crisis. Cambridge, MA: MIT Press. Glaser, B., & Strauss, A.L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York: Aldine. Glasser, W. (1990). The quality school. New York: Harper. Holmes Group. (1990). Tomorrows schools. East Lansing, MI: Author. Little, J.W. (1982). Norms of collegiality and experimentation. American Educational Research Journal, 19, 325-340. Livingston, C. (Ed.) (1992). Teachers as Leaders: Evolving roles. Washington, DC: National Education Association. Oja, S.N., & Smulyan, L. (1989). Collaborative action research: A developmental process. Philadelphia: Falmer Press. Richardson, V. (1994). Teacher inquiry as professional staff development. In S. Hollingsworth, & H. Sockett (Eds.), Teacher research and educational reform (pp. 186-203). Chicago, IL: National Society for the Study of Education. Sagor, R. (1992). How to conduct collaborative action research. Alexandria, VA: Association for Supervision and Curriculum Development. Schon, D. A. (1983). The reflective practitioner. New York: Basic Books. Schmoker, M., & Wilson, R.B. (1993). Transforming schools through total quality education. Phi Delta Kappan. 74(5), 389-395. Strauss, A.L. (1987). Qualitative analysis for social scientists. New York: Cambridge University Press. Wells, G. (1993). Changing schools from within: Creating communities of inquiry. Portsmouth, NH: Heinemann. About the Authors Margaret J. Johnson is an assistant professor, Texas Tech University, College of Education, Administration Education Bldg. at Broadway Memorial Circle, Box 41071, Lubbock, TX 74909-1071, (806) 742-1997 ext. 283, fax (806) 742-2179, (e-mail:pqmjj @ ttacs. ttu. edu). Kathryn Button is an associate professor Texas Tech Univ., Box 41071, Lubbock, TX 79409, (806) 742-1997 ext. 267, fax (806) 742-2179, (e-mail: pacab@ttacs.ttu.edu). Consider this In your school or district, how might you start teachers reading educational literature in study groups? If you were to support action research projects in your school, what topics might serve as the focus of investigation? EDOSP 92 MARCH 7 1993 DIGEST ERIC CLEARINGHOUSE ON TEACHER EDUCATION TeacherAsResearcher Beverly Johnson The concept of teacherasresearcher is included in recent literature on educational reform, which encourages teachers to be collaborators in revising curriculum, improving their work environment, professionalizing teaching, and developing policy. Teacher research has its roots in action research. What Is Action Research? Action research is deliberate, solutionoriented investigation that is group or personally owned and conducted. It is characterized by spiraling cycles of problem identification, systematic data collection, reflection, analysis, datadriven action taken, and, finally, problem redefinition. The linking of the terms "action" and "research" highlights the essential features of this method: trying out ideas in practice as a means of increasing knowledge about and/or improving curriculum, teaching, and learning (Kemmis & McTaggart, 1982). While the concept of action research can be traced back to the early works of John Dewey in the 1920s and Kurt Lewin in the 1940s, it is Stephen Corey and others at Teachers College of Columbia University who introduced the term action research to the educational community in 1949. Corey (1953) defined action research as the process through which practitioners study their own practice to solve their personal practical problems. Very often action research is a collaborative activity where practitioners work together to help one another design and carry out investigations in their classrooms. Teacher action research is, according to John Elliott, "concerned with the everyday practical problems experienced by teachers, rather than the 'theoretical problems' defined by pure researchers within a discipline of knowledge" (Elliott, cited in Nixon, 1987). Research is designed, conducted, and implemented by the teachers themselves to improve teaching in their own classrooms, sometimes becoming a staff development project in which teachers establish expertise in curriculum development and reflective teaching. The prevailing focus of teacher research is to expand the teacher's role as inquirer about teaching and learning through systematic classroom research (Copper, 1990). The approach is naturalistic, using participantobservation techniques of ethnographic research, is generally collaborative, and includes characteristics of case study methodology (Belanger, 1992). The research study team provides support and a forum for sharing questions, concerns, and results. Teachers advise each other and comment on the progress of individual efforts. Engaging in collaborative action research helps eliminate the isolation that has long characterized teaching, as it promotes professional dialogue and thus, creates a more professional culture in schools. What Is the Purpose of Teacher Action Research? Action research has been employed for various purposes: for schoolbased curriculum development, as a professional development strategy, in preservice and graduate courses in education, and in systems planning and policy development. Some writers (i.e., Holly, 1990; Jacullo-Noto, 1992; Lieberman, 1988; Oja & Smulyan, 1989; Sagor, 1992) advocate an action research approach for school restructuring. Action research can be used as an evaluative tool, which can assist in self-evaluation whether the "self" be an individual or an institution. Why Is Teacher Research Important? The current school restructuring movement has site-based, shared decision-making at its core. With the newly acquired autonomy, come new responsibilities. Teachers, local schools, and school districts are accountable to all stakeholders for the policies, programs, and practices they implement. It is not enough for teachers merely to make decisions, they will be called upon to make informed decisions; decisions which are data driven. Therefore, it is necessary for teachers to be much more deliberate in documenting and evaluating their efforts. Action research is one means to that end. It is very likely the emergence of site-based decision-making has precipitated the resurgence of action research; the two seem to be complementary. Action research assists practitioners and other stakeholders in identifying the needs, assessing the development processes, and evaluating the outcomes of the changes they define, design, and implement. The self-evaluation aspect of action research (by educators and/or students) is congruent with the philosophies contained in the Total Quality Education and Outcomes Based Education movements currently being advanced by numerous states and districts throughout the nation. What Are the Effects of Action Research? There is a growing body of evidence of the positive personal and professional effects that engaging in action research has on the practitioner (Goswami & Stillman, 1987; Lieberman, 1988). Action research provides teachers with the opportunity to gain knowledge and skill in research methods and applications and to become more aware of the options and possibilities for change. Teachers participating in action research become more critical and reflective about their own practice (Oja & Pine, 1989; Street, 1986). Teachers engaging in action research attend more carefully to their methods, their perceptions and understandings, and their whole approach to the teaching process.  Discussion Questions [Note to Facilitator: Use these discussion questions at the appropriate time in the training as it relates to Action Research: before (pre-action research), during action research, and after (post-action research).] Before Starting or Pre-Action Research What are you most concerned about as you embark on your journey with action research? What are you most excited about with this process? What are your hopesexpectations? What in your professional practice and experience influenced you to pursue action research. What are your goals at this point for action research? During Action Research What have you told others about your action research? What has been your most important insight today? What is perplexing or concerning you after today? One thing which concerns me about my action research is? After or Post-Application My biggest surprise about action research is.? One thing I have learned about myself in this process is? Three words which describe my action research are? One thing you need to know at this stage is? Techniques for Gathering Data (20 30 Minutes) Listed below are a number of techniques used to gather data. Provide each table three different data gathering techniques from the list. Ask each table group to Brainstorm examples of the data that typifies each data gathering technique. Cull the responses and achieve a consensus around 5 examples for each technique. Record the responses on flipchart. Report out their examples for each technique Data Gathering Techniques Interviews (with who?)Student-Teacher Discussion/Interaction (what type?)Checklists (of what?)Questionnaires (of what?)Portfolios (of what?)Audiotapes (of what?)Individual files (of who/what subjects?)Videotapes (of what?)Diaries/Journals (whose?)Still photography (of what?)Field Notes/Observation Records (what type/whose?)Time-On/Task Analysis (of whom/of what?)Logs (of what?)Case Study (of what/of whom?) Paired Interviewing Each learner pairs up with a colleague, and they interview each other for a set period of time. Prompts may help get an informal discussion going or a consistent set of questions can be given to everyone. For example: Why did you decide to participate in this training.in the school improvement process. on the school improvement team, etc. What are you concerned about in your classroom? (department?) (school?) What are your expectations for this group? Responses can be recorded for the pair. Annotated References How to Use Action Research in the Self-Renewing School, Emily Calhoun, ASCD, 1994. At a price under $10.00, this very user-friendly book of 120 pages guides research groups through the action research process phase by phase. It provides instructions as well as recommendations and hints from Calhouns years of coaching faculty groups in their action research process Action Research: Inquiry, Reflection, and Decision Making, ASCD 1994. A facilitators guide to the Calhoun book described above. A set of four videotapes (each about 15 minutes in length). The first is an overview of the action research process; the other three are case studies of faculties actually conducting their research in an elementary school, a middle school, and a high school. It includes handouts, overheads, training session agendas, additional resources, readings, and references. Cost is about $500. Results: The Key to Continuous School Improvement. Mike Schmoker. ASCD 1999. An excellent resource for laying out what teachers need to know and be able to do in order to improve their schools. Gives faculties the ammunition for being assessment literate in a time when we must! To quote Michael Fullan from the foreword, This book gives us the rationale, the framework, and plentiful practical examples of redefining educational reform as not which schools can be most innovative, but rather which schools can be most purposeful. The key, as Schmoker says, is to redefine results, both in terms of content (broadening the definition of what counts as learning) and in terms of process (using results as a data-driven strategy for reform). How to Communicate Evaluation Findings. Morris, Fitz-Gibbon, Freeman. (1987) Sage Publications (805) 499-0721) (ISBN 0-8039-3134-4). Chapters include Who Needs to Know What and When; Forms of Communicating Evaluation Findings; Using Tables and Graphs to Present Data; An Evaluation Report Outline. These chapters include both the whys and hows of communicating your research results effectively. Action Research Facilitators Handbook. Cathy Caro-Bruce. Published by the National State Development Council (NSCD) (2001). This 250+ page binder is filled with resources for staff developers, teachers, and principals who are trying to start action research group in their schools or districts and/or are looking for strategies to facilitate the action research process. . It is available online at  HYPERLINK http://www.nsdc.org/bookstore.htm www.nsdc.org/bookstore.htm. Item#B87, at a cost of $100.00. Practitioner Resource Guide for Action Research. Robin Marion and Ken Zeichner. This is a companion book to the Action Research Facilitators Handbook published in 2000 by the National State Development Council (NSCD). This 50+ page book is a comprehensive guide to resources on practitioner research in P-12 education with a focus on North America. The guide includes information about practitioner researach networks, online sites, collections of practitioner research studies, funding sources, and publications about practitioner research. It offers a unique feature: It will be updated regularly online at an address provided only to buyers of this book. It is available online at  HYPERLINK http://www.nsdc.org/bookstore.htm www.nsdc.org/bookstore.htm. Item#B130. Member prices is $16.00. Non member price is $20. NEA has a very effective tool for community conversation and decision-making called DECISIONPOINTS that groups have found extremely valuable in both determining the current state of the school organization and creating a common view of the future. Through the use of this process, a variety of issues will emerge that can provide excelent fodder for action research. To acquire a copy contact the NEA Professional Library (1800-229-4200) or go to the NEA website at  HYPERLINK http://www.nea.org www.nea.org Web-related Research Tools U.S. Department of Education ( HYPERLINK http://www.ed.gov http://www.ed.gov) West Laboratory for Education Research and Development ( HYPERLINK http://www.fwl.org http://www.fwl.org) National Regional Educational Laboratories ( HYPERLINK http://www.nwrel.org/national/regional-labs.html http://www.nwrel.org/national/regional-labs.html) The Regional Educational Laboratory Program (the Lab Program) is the U.S. Department of Educations largest research and developmental investment designed to help educators, policymakers, and communities improve schools and help all students attain their full potential. Administered by the Office of Educational Research and Improvement (OERI), the network of 10 Regional Labs works to ensure that those involved in educational improvement at the local, state, and regional levels have access to the best available research and knowledge from practice. Part Two: Delivering KEYS Training Modules Module 3: Action Research for School Improvement PAGE  PAGE 1 National Education Association Quality School Improvement 5/20/02Section Two: Delivering KEYS Training Modules Facilitation Guide Module 3: Action Research for School Improvement  Module 3: Action Research for School Improvement Section VII: Delivering KEYS Training Modules Module 3: Action Research for School Improvement Section VII: Delivering KEYS Training Modules Module 3: Action Research for School Improvement Handout 1: Agenda Module 3: Action Research for School Improvement Handout 2: Additional Guidelines for Developing Your Research Question Module 3: Action Research for School Improvement Handout 3: Triangulation of the Data Module 3: Action Research for School Improvement Handout 4: Action Research Plan PAGE 2 PAGE 51 National Education Association Quality School Improvement 5/6/02Facilitation Guide Module 3: Action Research for School Improvement - Section VII: Delivering KEYS Training Modules PAGE 43 National Education Association Quality School Improvement 4/3/02Facilitation Guide Module 3: Action Research for School Improvement - Section VII: Delivering KEYS Training Modules Module 3: Action Research for School Improvement Handout 5: Action Research: Three Approaches, an Article by Emily Calhoun Module 3: Action Research for School Improvement Handout 5 (Optional Reading): Action Research: Three Approaches, an Article by Emily Calhoun Module 3: Action Research for School Improvement Handout 6 (Optional Reading): Action Research Paves the Way for Continuous Improvement an Article by Margaret J. Johnson and Kathryn Button Module 3: Action Research for School Improvement Training Activity 1 Module 3: Action Research for School Improvement Training Activity 2 Module 3: Action Research for School Improvement Training Activity 3 Module 3: Action Research for School Improvement Annotated References AMERICAN ASSOCIATION OF COLLEGES FOR TEACHER EDUCATION One Dupont Circle  Suite 610 - Washington, DC 200361186 ERIC ;$ "(.`apqxlhLp56Yc&hLp6CJ$OJQJhLpCJ$OJQJHh:UchLpjhLpUjNrhLpUhLpB*phjb\hLpUhLpCJOJQJhLp56CJOJQJj,hLpUjhLpUhLp56CJOJQJ j&hLp5CJ$ hLp56hLp*: q $ $@&Ifl ݕ$@&Ifl ݕ$ & F$Ifa$l ݕ & F$Ifl ݕ$$Ifa$l ݕ$Ifl ݕ$@&Ifl ݕ6=1EE trGkdq$$Ifl40BR&4 la$Ifl ݕ$Ifl ݕ$@&Ifl ݕ$$Ifa$l ݕ _o$@&Ifl ݕ & F$Ifl ݕ & F h$If^l ݕ$Ifl ݕ & F$Ifl ݕ~ !"#$%&'($@&Ifl ݕ$$Ifa$l ݕGkd9$$Ifl40BR&4 la$$Ifa$l ݕ$$Ifa$l ݕGkdw$$Ifl40BR&4 la$Ifl ݕ$$Ifa$l ݕaN;$$Ifa$l ݕGkdٞ$$Ifl40BR&4 la$$@&Ifa$l ݕU$$C$Eƀ:UcIfa$l ݕpqr1MNVX~hhhXX$Ifl ݕ$ & F$Ifa$l ݕ$@&C$Ifl ݕGkd;$$Ifl40BR&4 la$$@&Ifa$l ݕ$$Ifa$l ݕ NVWX[ C D E c l m n s && '"'#'$'''-):)****0+1+2+4+?+,,`.o.///#0f0 hLp6CJjhLp6CJUj!hLp6UhLp56CJOJQJ hLp6hLpB*phj+hLpUHhvCjFhLpjhLpU hLpCJhLpYc& hLp56jhLpOJQJUhLpCJOJQJhLp/X7q sss``` & F$Ifl ݕ & F$Ifl ݕ$@&Ifl ݕGkd $$Ifl40BR&4 la$Ifl ݕ$@&Ifl ݕ : ; C E d l n o p $$Ifa$l ݕ$@&Ifl ݕ$Ifl ݕ$ & F$Ifa$l ݕ$@&Ifl ݕ$$Ifa$l ݕ !"j$%k&&& '!'"'#'o$Ifl ݕ$$Ifa$l ݕ$Ifl ݕ$ & F$Ifa$l ݕGkd]$$Ifl40BR&4 la #'$'8''(h((-)z)nnX$ & F$Ifa$l ݕ & F$Ifl ݕ & F$Ifl ݕ$$Ifa$l ݕ$@&Ifl ݕGkd$$Ifl40BR&4 laz))@********'+0+2+$$@&Ifa$l ݕ$$Ifa$l ݕ$Ifl ݕ$@&Ifl ݕ$ & F$Ifa$l ݕ 2+3+4+++,,,`---#.wwddd & F$Ifl ݕ & F$Ifl ݕ$ & F$Ifa$l ݕ$ & F$Ifa$l ݕGkde$$Ifl40BR&4 la #.\.].^._.. ///yccP & F$Ifl ݕ$ & F$Ifa$l ݕ$ & F$Ifa$l ݕGkd$$Ifl40BR&4 la$@&Ifl ݕ$ & F$Ifa$l ݕ/$0H0f0011111111111$@&Ifl ݕ$$Ifa$l ݕ$ & F $Ifa$l ݕ$Ifl ݕ$@&Ifl ݕ$@&Ifl ݕ$Ifl ݕf000011111111163J3L3%4;4=4666666Z9e9f9h9k999+:=:Z:f:::::::}vvv hLp56 hLp6] hLp6\]ehr hLp56]ehrhLp6]ehr#hLp56\]ehr hLp5 hLp5CJ$!j)hLp56CJOJQJU hLp>*hLp56CJOJQJhLp hLpCJ)111163%46666666~~~n$Ifl ݕ$ & F $Ifa$l ݕGkd#$$Ifl40BR&4 la$@&Ifl ݕ$$Ifa$l ݕ 66666666666666$@&Ifl ݕGkdT$$$Ifl40BR&4 la$@&Ifl ݕ$$Ifa$l ݕ 66:88889Z99 :>:g::3;O;$$Ifa$l ݕ & F $Ifl ݕ & F $Ifl ݕ$Ifl ݕ$$Ifa$l ݕ$@&Ifl ݕ:::2;3;4;O;^;_;m;n;;;;;;;;;;;;;<<<-<3<P<<<¸|siaiiiiXhLp6CJ]hLp6\]hLp56\]hLp6OJQJj:hLpU$jC1@ hLpCJUVmHnHujhhLpUj$hLpUhLphLp56CJOJQJ j&hLp5CJ$ hLp6]!hLp6CJ]ehr$hLp56CJ]ehr$hLp6CJ\]ehrO;P;Q;R;S;T;U;^;`;b;c;d;m;;;;GkdR$$Ifl40BR&4 la$Ifl ݕ$$Ifa$l ݕ$@&Ifl ݕ;<<<!=>????xeeeee$$Ifa$l ݕ$@&Ifl ݕ$@&Ifl ݕ1$$d%d&d'dIfNOPQl ݕ3$$d%d&d'd@&IfNOPQl ݕ <<<<?????IA|ADDDDDDDDDDD&EWEսհհաwfWIWhLp6ehrhLp56ehr hLp6\]ehrhLp6]ehrhLp6\ehrhLpehrhLp5\ehr hLp56 hLpCJ$jgRhLpCJOJQJUhLpCJOJQJhLphLp6CJOJQJ]hLp56CJOJQJhLp6CJOJQJ\???????????pnGkdh$$Ifl40BR&4 la$$Ifa$l ݕ$@&Ifl ݕ &@$Ifl ݕ$Ifl ݕ ???L@|AApCCC"DDDYEZE[E\EeE$@&Ifl ݕ & F$Ifl ݕ$Ifl ݕ$$Ifa$l ݕ$@&Ifl ݕ$@&Ifl ݕWEXEeEfEqErEvEwEyEEEEE_F`FhFkFvFFFFFFFFG GGG H+H\HfHHH5P6PBPCPRRRʿʜʓʓʿʿwp hLp5\jhLpUjhLpU hLp6] hLp6hLp5OJQJhLp>*OJQJ\hLp5OJQJ\]hLp56OJQJ\hLp5OJQJ\hLpOJQJ hLp56jhLpUjihLpUhLp# jhLp56ehr)eEgEhEqEsEtEvEwExEyEGkd@$$Ifl40BR&4 la$@&Ifl ݕ$Ifl ݕ$$Ifa$l ݕ yEFFG HI&I]JJ~gW$Ifl ݕ$ !$Ifa$l ݕ$ & F$Ifa$l ݕ$ & F$Ifa$l ݕ$@&Ifl ݕ$@&Ifl ݕ3$$d%d&d'd@&IfNOPQl ݕJJ&KK8LLL MnMMN.Ov$@&Ifl ݕ$ & F$Ifa$l ݕ & F$Ifl ݕ & F$Ifl ݕ$ & F$Ifa$l ݕ & F$Ifl ݕ & F$Ifl ݕ .OIOuOOO%P&P'P(P)P*P+P,P5P7P8P9PBPDP$ !$Ifa$l ݕ$@&Ifl ݕ$$Ifa$l ݕ$ & F.$Ifa$l ݕ & F.$Ifl ݕDPEPFPwPPPQQRKR~R}}}}g}}}$ & F.$Ifa$l ݕ & F.$Ifl ݕlkdT$$Ifl0BR&04 la ~RRSTTTTTUU=XeXfXgXss !$Ifl ݕ$$Ifa$l ݕ$@&Ifl ݕ$@&Ifl ݕ3$$d%d&d'd@&IfNOPQl ݕ$Ifl ݕ RRRRRRRRRRRRR%S'S(S.SSSSS T T?VBVHXQXXXbXrXsXq[r[}[[[[[[[[[[ \ \>``a@aa bubֻֻhLp56CJ hLpCJjhLpUj$hLpUhLpCJOJQJhLp6\]j,hLpU hLp6] hLp6hLp56\ hLp5\hLp56\]hLp hLp56 hLp6\ hLp5hLp56>*3gXhXiXrXtXuXXZI$@&Ifl ݕlkdL$$Ifl0BR&0&4 la$ !$Ifa$l ݕ$Ifl ݕ$@&Ifl ݕXo[p[q[r[[[[[[[[[n$ !$Ifa$l ݕ$@&Ifl ݕ !$Ifl ݕ1$$d%d&d'dIfNOPQl ݕ$Ifl ݕ$$Ifa$l ݕ [[[[[\\\ \ \$$Ifa$l ݕ !$Ifl ݕ$@&Ifl ݕ$Ifl ݕ \\\\\/\O\k\\\\\\]]|||||| & F'$a$ !lkd$$Ifl0BR&0&4 la]^:^^^^^*_|___` `!`"`#`=`>``````$@&Ifl ݕ !$a$ & F" $ & F"a$``aa a a a a a[GGGGG !$Ifl ݕkd$$Ifl\H$Z Z Z Z 04 la$@&Ifl ݕ aaaaaaalXXXXX !$Ifl ݕkdd$$Ifl\H$Z Z Z Z 04 laaaaaaaalXXXXX !$Ifl ݕkd$$Ifl\H$Z Z Z Z 04 laaaaa%a?a@aaaalffaaf___$a$ !kd$$Ifl\H$Z Z Z Z 04 la aaaa b b*b+bDb[GGG !$Ifl ݕkd $$Ifl\H$Z Z Z Z 04 la$@&Ifl ݕDbVbtbubvbwbxbybzbXkd$$Ifl\H$Z Z Z Z 04 la !$Ifl ݕzb{b|b}b~bbblXXXXX !$Ifl ݕkdH$$Ifl\H$Z Z Z Z 04 labbbbbbbbccclffa______$a$ !kd$$Ifl\H$Z Z Z Z 04 la ubbbbbbbbccccd+e,eeeeeeefFgJgghhhOhThhhhhhh0i2ii}jjjjjjjjkkkk#kakckkkkzl{l#m$m1mmmȺȫȫȱhLp5>*\^J hLp^JhLp5>*^J hLp5^J hLp>*\hLpCJOJQJ^J hLpCJ hLp\ hLp5>* hLp5hLp5>*\hLp5>*CJhLp?cd+e,eOePeeeeefFgGgHgIgJggggggggggghOhPh !$a$PhQhhhhh0i1i2iiiii}jjjjkkk k!k"k#kakbkck !$a$$a$ckkkkkylzl{l#m$m1mmmminjnknln7o8o9o:oooooop ! 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