Teacher Action Research

• PrefaceAcknowledgmentsPart I. Understanding Action Research1. The Disconnection Between Educational Research and Practice: The Case for Teacher Action ResearchHistorical ContextWhy the Disconnection Between Research and Practice?Responding to the Gap: Renewing an Old DebateLimitations of Experimental and Quasi-Experimental DesignSchool Context and Educational ResearchThe Search for School ContextTranscending the R&D Model of Knowledge TransferEmbracing an Epistemology of PracticeMoving Toward a Knowledge DemocracyTeacher Action Research and Knowledge DemocraciesSummary2. Teacher Action Research: Collaborative, Participatory, and Democratic InquiryWhat Is Teacher Action Research?Action Research: Changing PracticeAction Research: Teachers’ VoicesAction Research: Outcomes for TeachersThe Origins of Action ResearchApproaches to Action ResearchSummary3. A Paradigm of Teacher Action ResearchWhat Is a Paradigm?Four Research ParadigmsDistinguishing Characteristics of an Action Research ParadigmChallenges for Action ResearchSummary4. The Validity of Action ResearchWhat Is Validity?TriangulationValidity as InquiryGeneralizability in Action ResearchSummary5. Teacher Action Research as Professional DevelopmentAction Research/Professional DevelopmentAction Research as Professional Development: Teacher OutcomesAction Research as Professional Development: Teacher VoicesSummaryPart II. Collaborative Action Research: Foundation for Knowledge Democracies6. Collaborative Action ResearchThe Collaborative Nature of Action ResearchThe Interaction of Individual and Collaborative Action ResearchSummary7. Conditions for Building a Knowledge DemocracyDeveloping a "Work With" PostureEstablishing TrustFinding Enough TimeConfronting University Versus Classroom IssuesIncluding Student and Parent Research PartnersLearning How to CollaborateSummary8. Creating Knowledge Democracies: Professional Development SchoolsThe Nature and Character of a Professional Development School (PDS)The Challenges of Building a PDS as a Knowledge DemocracySummaryPart III. Practicing Action Research9. Fundamental Practices for Teacher Action ResearchReflectionDialogueDocumentationFocal Points for Observation, Journal Writing, and ReflectionSummary10. Case Study and Teacher Action ResearchWhat Is a Case Study?Case Studies of ProgramsRetrospective Case Studies of CurriculumCase Study of the IndividualSummary11. Conducting Teacher Action ResearchModest BeginningsFinding Critical FriendsA Few Principles for Conducting Action ResearchSummaryGlossaryAppendix A. Examples of Teacher Action Research ProjectsFrom Reading Recovery to Guided Reading, by Marie A. LennonWhy Do I Have to Know This Stuff? by Maryann ByrneWhat Happens to Students′ Writing When I Add a Self-Assessment Component to Each Writing Activity? by Jody McQuillanAppendix B. Annotated Teacher Action Research Web SitesAppendix C. Curriculum and Instruction Web SitesReferencesIndexAbout the Author

“I have never seen a book on this topic with such intellectual depth. It is a great book to provoke thought, reflection, and discussion in an action research class. I see this having a huge impact on the discipline, with ‘knowledge democracy’ becoming a catchphrase around which dissertations, conferences, grants, and public policies are built.”