The book is organized around Richard Sagor's four-stage process developed from his many years of experience training hundreds of educators. The four stages are: clarifying visions/targets; articulating theory; implementing action and collecting data; reflecting on data and planning informed action; The book includes numerous tables, charts, handouts, forms, and worksheets to demystify and simplify the action research process. Short examples drawn from the author's experience working on-one-on with teachers on their action research projects are also included, from raising reading proficiency to increasing the problem solving capacity of faculty members. The author shows how teacher teams can work collaboratively to identify and research problems related to the school's goals. Appropriate for use by individual teachers and teacher teams, as well as by pre-service teachers in teacher education courses. Principals, counsellors, and other educators will also find the action research process useful for school improvement
Table of Contents
Preface About the Author 1. Introduction to Action Research 2. Finding a Focus 3. Refining the Focus 4. Articulating a Theory in Action 5. Drawing a Theory in Action 6. Determining the Research Questions 7. Building a Data-Collection Plan 8. Analyzing the Data 9. Turning Findings Into Action Plans 10. Reporting and Sharing Action Research 11. Conclusion: The School as a Learning Organization Resource A: How to Use the Feedback Forms and Summary Reports Resource B: Five Characteristics of a Quality Action Research Project Glossary References Index
Richard Sagor founded ISIE (pronounced "I see"), the Institute for the Study of Inquiry in Education, in 1997, to work with schools and educational organizations on the use of action research and data-based school improvement while he was a professor of educational leadership at Washington State University (WSU). Prior to joining the faculty at WSU, Sagor had 14 years of public school administrative experience, including service as an assistant superintendent, high school principal, instruction vice principal, disciplinary vice principal, and alternative school head teacher. He has taught the entire range of students, from the gifted to the learning disabled, in the areas of social studies, reading, and written composition. Educated in the public schools of New York, Sagor received his BA from New York University and two MA degrees as well as a PhD in Curriculum and Instruction from the University of Oregon. Beyond his work as a teacher and administrator, Sagor has had extensive international consulting experience. He served as a site visitor for the United States Department of Education's Secondary School Recognition Program and has worked with the Department of Defense's overseas schools, numerous state departments of education, and over 200 separate school districts across North America. His consulting has focused primarily on leadership development, the use of data with standards-based school improvement, collaborative action research, teacher motivation, and teaching at-risk youth. His articles on school reform and action research have received awards from the National Association of Secondary School Principals and the Educational Press Association of America. Sagor's books include The TQE Principal: A Transformed Leader; At-Risk Students: Reaching and Teaching Them; How To Conduct Collaborative Action Research; Local Control and Accountability: Getting it, Keeping it, and Improving School Performance; Guiding School Improvement With Action Research, and Motivating Students and Teachers in an Era of Standards.