SUSAN A. TURNER, PHD SCHOOL OF TEACHER EDUCATION AND LEADERSHIP UTAH STATE UNIVERSITY © 2011 SUSAN A. TURNER Chapter 20: Action Research: The School as the Center of Inquiry

Action Research Kurt Lewin: democracy and the relationships of individuals w/in groups. Gestalt psychology, group dynamics, action research. ( 1948, p. 206 in, Glickman et. al.)

Reference: Glickman, C. D., Gordon, S. P. Ross-Gordon, J. M. (2010). Supervision and instructional leadership: A developmental approach. 8 th ed.,

Action Research: Social research should be based on actions groups take to improve their conditions. Not on controlled experiments removed from real conditions. (Lewin)

Action Research: Richard Sagor: (1993, p. 10) "By turning to collaborative action research... We can renew our commitment to thoughtful teaching and also begin developing an active community of professionals."

Action Research: Hubbard & Power: (1993, p. xiii) "Teachers through the world are developing professional by becoming teacher- researchers, a wonderful new breed of artists-in-residence. Using our classrooms as laboratories and our students as collaborators, we are changing the way we work..."

Action Research: Traditional vs. Action Research (see Table 20.1 p. 305) Action Research I. Select Focus Area II. Needs Assessment III. Action Plan IV. Carry Out Plan V. Evaluate & Revise

Action Research: Teacher Readiness Low/Fairly Low Level: Need intensive administrative support. Read and discuss AR articles, directive informational..

Action Research: Teacher Readiness Med/High Level: Planning, evaluating, collaborating, implementing. Administrator included in collaboration and teacher inquiry. Non-directive.

Action Research: Integrates: direct assistance, group development, professional development and curriculum development. I. Needs Assessment II. Planning/Supervision of AR a) What direct assistance is needed? b) Professional development needs? c) Necessary curriculum development?

Action Research III. Team designs a plan to fill selected needs. IV. Team determines ways to observe progress. V. Team choose an evaluation design to analyze data, determine whether objectives were met and decide on future action.

Action Research: Alternative Approaches Interpretive Action Research: Field notes, interviews, focus groups, etc.  What does teacher experience during inquiry learning?  What does student experience during inquiry learning?  How does teacher describe learning that results from inquiry learning?  How does the student describe learning that results from inquiry learning.

Action Research: Critical Action Research: Formulate critical questions. What changes are needed? Ex: What methods of grouping students promote democracy and social justice? How can grown and development of all students be placed in the center of the decision-making process at this school?

Action Research: Shared Governance: Each professional at the school who so desires can be involved in decision-making about school-wide instructional improvement. Once a decision is made about school-wide instructional improvements, all staff works to implement the decision.

Action Research: One person, one vote. *Administrator retains right of veto. Limit decisions to control and responsibility of the school. Authentic feedback necessitates work in small groups. Organize accordingly.

Action Research Shared Governance: Models for Decision-making w/in School and Community. Executive Council: approves/disapproves issues brought before the group. Liaison Members: communication between Executive Council and task forces. Task Forces: Generation of ideas, data, needs.

Action Research Train staff in gathering and analyzing data. Drawing data-based conclusions. Provide time and resources. Share results of Action Research with colleagues. Structure - focus - time.