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ERIC Number: ED416463
Record Type: Non-Journal
Publication Date: 1998
Pages: 341
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-926842-75-7
ISSN: N/A
Action Research: An Educational Leader's Guide to School Improvement.
Glanz, Jeffrey
Useful as a classroom text and self-teaching tool, this book outlines the process of designing and reporting action research projects in schools. The underlying assumption of the book is that research is not a domain that belongs only to academics, but is a powerful approach that can be used by practitioners to contribute to school renewal and instructional improvement. It differs from other books in the subject in that it views action research as a viable tool used by professional and skilled educators who incorporate a wide variety of methodologies, designs, and approaches when conducting research. After a preface, chapters in the book are: (1) "An Introduction to Action Research: It's Not All That Complicated"; (2) "Teaching and Doing Action Research through General Semantics"; (3) "Cut to the Chase: Getting Started by Choosing Sound Quantitative and Qualitative Research Approaches, Methods, and Designs"; (4) "Easy Steps to Program Development and Evaluation Research"; (5) "Data Collection Techniques That Work"; (6) "How To Analyze Data Easily"; (7) "Putting It All Together: What Does It All Mean?"; and (8) "Action Research in Action." Each chapter contains references. An epilogue, an approximately 90-item glossary, 13 annotated resources, six additional non-annotated resources, and numerous resources on the World Wide Web are attached. Appendixes contain a pretest, sample consent forms, a test of research writing skills, evaluation criteria for report, and 11 basic rules and sample references regarding the American Psychological Association's"Publication Manual." (RS)
Christopher-Gordon Publishers, Inc., 1502 Providence Highway, Suite 12, Norwood, MA 02062 ($36.95).
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A