Copyright © Allyn & Bacon 2007 Power Point Presentations for Each Chapter of SuperVision and Instructional Leadership: A Developmental Approach Carl D. Glickman Stephen P. Gordon Jovita M. Ross-Gordon This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.

Copyright © Allyn & Bacon 2007 Chapter 20 Action Research: The School as the Center of Inquiry This multimedia product and its contents are protected under copyright law. The following are prohibited by law: Any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program.

Copyright © Allyn & Bacon 2007 Comparing Traditional Research with Action Research Traditional research usually is led by an outside expert. Action research usually is led by practitioners. The purpose of traditional research is to develop new knowledge. The purpose of action research is to solve a practical problem and improve practice.

Copyright © Allyn & Bacon 2007 Comparing Traditional Research with Action Research (cont.) Traditional research attempts to gain a better understanding of phenomena, develop hypotheses, or test hypotheses. Action research attempts to explore practical problems, guide action planning, and evaluate results.

Copyright © Allyn & Bacon 2007 Comparing Traditional Research with Action Research (cont.) The standard for quality in traditional research is peer review of methods and results. The standard for quality in action research is the research resulting in desired change. The primary audience for action research is the profession, government, or private agencies. The primary audience for action research is the school community.

Copyright © Allyn & Bacon 2007 Five Phases of Action Research Phase 1: Select Focus Area Phase 2: Conduct Needs Assessment Phase 3: Design Action Plan Phase 4: Carry Out Action Plan Phase 5: Evaluate Effects and Revise Action Plan

Copyright © Allyn & Bacon 2007 Integrating Action Research with Other Tasks of Supervision 1.Conduct a needs assessment 2.Brainstorm activities that will cut across supervision tasks Direct Assistance Group Development Professional Development Curriculum Development

Copyright © Allyn & Bacon 2007 Integrating Action Research with Other Tasks of Supervision (cont.) 3.Prepare an action plan 4.Determine ways to observe the progress of the action plan in classrooms 5.Choose an evaluation design

Copyright © Allyn & Bacon 2007 Action Research as the Core of Supervisory Activities Action Research Plan Direct Assistance Activities Professional Development Activities Group Development Activities Curriculum Development Activities

Copyright © Allyn & Bacon 2007 Expanding Boundaries: Alternative Approaches to Action Research Interpretive Action Research –Understand phenomena in schools and the meaning that participants make of those phenomena. Critical Action Research –Examine and challenge established, taken-for-granted ways of doing things that support inequity, with an eye toward changing practice to increase equity. –Utilize praxis (interactive cycle of practice and theory building).

Copyright © Allyn & Bacon 2007 Shared Governance for Action Research Premises 1.Every professional who so desires can be involved in making decisions. 2.Any professional who does not desire is not obligated to be involved in making decisions. 3.Once a decision is made, all staff must implement the decision.

Copyright © Allyn & Bacon 2007 Shared Governance for Action Research Principles 1.One person, one vote 2.Limit decisions to schoolwide instruction within the control and responsibility of the school. 3.Authentic feedback necessitates small groups.

Copyright © Allyn & Bacon 2007 Shared Governance for Action Research Formal Groups Executive Council (7 Members) Liaison Group 1 Liaison Group 2 Liaison Group 3 Liaison Group 4 Liaison Group 5 Liaison Group 6 Liaison Group 7 Task Force 3 Task Force 2 Task Force 1

Copyright © Allyn & Bacon 2007 Shared Governance for Action Research Decision-Making Procedures Task force recommends: (1) goals and objectives (2) action plan (3) evaluation plan Executive council makes decision to approve, table for input form liaison group, or disapprove

Copyright © Allyn & Bacon 2007 Shared Governance for Action Research Implementation Executive Council implements plan, monitors action research, and evaluates results

Copyright © Allyn & Bacon 2007 Assisting Action Research 1.Teachers need basic preparation in gathering and analyzing data. 2.A set of ethical guidelines for action research should be established. 3.Resources need to be provided for action research teams. 4.Teachers should be provided opportunities to share action research.

Copyright © Allyn & Bacon 2007 Practitioner’s Reflections In chapter 20, two authors provide separate reflections on facilitating action research. Compare and contrast the two experiences with action research.