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Full Description
Action research can be a transformative learning experience that strengthens educators' practice and empowers our voices. For the novice action researcher, however, it can sometimes be frustrating, isolating, and overwhelming. Surviving and Thriving with Teacher Action Research is an outstanding companion for educators embarking on the action research journey. The book shares the collected wisdom of more than thirty experienced teacher researchers. Designed to guide readers through the research process, the book is divided into five sections that reflect critical components of action research: developing a research question, designing a plan, engaging student voice, implementing the research process, analyzing data and sharing results. Relevant for both novice and seasoned action researchers, Surviving and Thriving is perfect for use in graduate education coursework, among professional learning communities, or by teachers embarking on action research independently. The text design, which includes introductory statements and guiding questions for each section, allows the book to stand alone as a guide for action research or it can serve as an outstanding complement to a more traditional, procedurally focused action research methods textbook.
Contents
Content: Callie Sprague: Fierce Wonderings: Finding Your Research Passion ‒ Linnea Rademaker/Catherine Henry/Laurel Gustafson: Starting with a Problem: Using Action Research to Respond to Challenges in the Classroom ‒ Margit Boyesen: Do I Really Want iPads? How Critical Questions About a School Reform Can Drive Action Research ‒ JoHanna Simko: Building on Success: Recalling the Past to Inspire Action Research in a New Context ‒ Qudsia Kalsoom: My Journey toward a Workable Action Research Question ‒ Jocelyn Peck: Moving from «Noticings» to Research Questions ‒ Ashley Vasquez: Goals, Questions, and Anxiety: Initiating the Research Process ‒ Juli Ruff: Taming the Beast: Researching and Writing a Literature Review ‒ Bryan Meyer: Emergent Research: Building the Plane While Flying It ‒ Bernice Alota: Making Time for Action Research ‒ Sarah Strong: Data Collection: How My Research Methods Became My Greatest Assessment Tools ‒ Cady Staff: The Stories at the Heart of Our Research ‒ Stephen F. Hamilton: What Makes Action Research Good Research? ‒ Melissa Han: Learning to Listen ‒ Jessica De Young Kander: Letting Students See behind the Curtain: Transparency, Teacher as Learner, and the IRB ‒ Tony Spitzberg: It's Not about the Technique: Learning That Teaching Is More Heart Than Strategy ‒ Makeba Jones: Youth-Led Action Research: A Lesson in Letting Go of Control ‒ Stacey Williams: Power Sharing or Power Hoarding? Reflections on My Position Within the Research ‒ Sam Gladwell: Embracing Disequilibrium ‒ Laura McNaughton: Letting Go: Heeding My Own Advice and Letting Go of Expectations ‒ Melissa King: Paradigm Shifts and Possibilities: My Exodus from the Land of the Linear ‒ Janet Ilko: «Can't We Just Do a Worksheet?»: Persevering through Challenges When Implementing Action Research ‒ Linnea Rademaker/Catherine Henry/Laurel Gustafson: Hidden Gems: Finding Unanticipated Outcomes Through Collaborative Action Research ‒ Daisy Sharrock: Tackling the Ambiguities of Action Research: Advice for the Goal-Oriented Practitioner on How to Stay Sane. ‒ Jennifer Harris Edstrom: Raise Your Voice: Writing for Change, Writing to Be Heard ‒ Alyssa Robledo-Graham: Challenging Assumptions: A Student Teacher's Action Research Prompts Veterans to Rethink Their Beliefs About K-12 Student Potential - Reflections from a Social Justice Educator ‒ Veronica Garcia: Empowering Students as Change Agents - Robert Meza-Ehlert: Growing Our Practice: AR in a Professional Learning Community ‒ Frank Cornelissen: Getting Your Knowledge «Out There»: Finding Your Knowledge Ambassadors, or How They Find You ‒ Noriyuki Inoue: Confessions of an Educational Researcher: Overcoming Cognitive Dissonance about Action Research.
