Action Research
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J. Spencer Clark, Kansas State University
Suzanne Porath, Kansas State University
Julie Thiele, Kansas State University
Morgan Jobe, Kansas State University
Copyright Year: 2020
Last Update: 2024
ISBN 13: 9781944548292
Publisher: New Prairie Press
Language: English
Formats Available
Conditions of Use
Attribution-NonCommercial
CC BY-NC
Table of Contents
- Introduction
- About the Authors
- What is Action Research for Classroom Teachers?
- Action Research as a Process for Professional Learning and Leadership
- Planning Your Research: Reviewing the Literature and Developing Questions
- Preparing for Action Research in the Classroom: Practical Issues
- Collecting Data in Your Classroom
- Analyzing Data from Your Classroom
- Let it Be Known! Sharing your Results
- The Action Research Process from a High School ELA Teacher’s Perspective
- References
Ancillary Material
Submit ancillary resourceAbout the Book
Action research is a common journey for graduate students in education and other human science fields. This book attempts to meet the needs of graduate students, in-service teachers, and any other educators interested in action research and/or self-study. The chapters of this book draw on our collective experiences as educators in a variety of educational contexts, and our roles guiding educator/researchers in various settings. All of our experiences have enabled us to question and refine our own understanding of action research as a process and means for pedagogical improvement. The primary purpose of this book is to offer clear steps and practical guidance to those who intend to carry out action research for the first time. As educators begin their action research journey, we feel it is vital to pose four questions: 1) What is action research, and how is it distinct from other educational research?; 2) When is it appropriate for an educator to conduct an action research project in their context?; 3) How does an educator conduct an action research project?; 4) What does an educator do with the data once the action research project has been conducted? We have attempted to address all four questions in the chapters of this book.
About the Contributors
Authors
J. Spencer Clark is an Associate Professor of Curriculum Studies at Kansas State University. He has used action research methodology for the past 17 years, in K-12 schools and higher education. More recently, for the past 10 years he has taught action research methods to teachers in graduate and licensure degree programs. He also has led secondary student action research projects in Indiana, Utah, and Kansas. Clark also utilizes action research methodology in his own research. Much of his research has focused on understanding and developing teacher agency through clinical and professional learning experiences that utilize aspects of digital communication, inquiry, collaboration, and personalized learning. He has published in a variety of journals and edited books on teacher education, technology, inquiry-based learning, and curriculum development.
Suzanne Porath has been an English Language Arts, history, and humanities classroom teacher and reading teacher for 13 years before becoming a teacher educator. She has taught in Wisconsin and American international schools in Brazil, Lithuania, and Aruba when she conducted her own action research projects. Before accepting her current position as an assistant professor at Kansas State University in Curriculum and Instruction, she taught at Concordia University and Edgewood College in Wisconsin. She has taught action research methods at the graduate level and facilitated professional development through action research in school districts. She is the lead editor of Networks: An Online Journal for Teacher Research https://newprairiepress.org/networks/.
Julie Thiele, PhD. is an Assistant Professor at Kansas State University. She teaches math education courses, math and science education courses and graduate research courses. Prior to teaching at KSU, she taught elementary and middle school, and led her district level professional learning community, focusing on implementing effective, research-based teaching practices.
Morgan M. Jobe is a program coordinator in the College of Education at Kansas State University, where she also earned a bachelor’s degree in secondary education and a master’s degree in curriculum and instruction. Morgan taught high school English-Language Arts for ten years in two different Kansas school districts before returning to Kansas State University as a staff member. Her research interests include diversity and equity issues in public education, as well as action research in teacher education programs.