Peer
Action Research
Improving Schools and Empowering Educators
Fifth Edition
Craig A. Mertler
Arizona State University
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Names: Mertler, Craig A., author.
Title: Action research : improving schools and empowering educators / Craig A. Mertler.
Description: Fifth edition. | Thousand Oaks, California : SAGE Publications, [2016] | Includes bibliographical references and index.
Identifiers: LCCN 2016007234 | ISBN 978-1-4833-8905-9 (pbk. : alk. paper)
Subjects: LCSH: Action research in education.
Classification: LCC LB1028.24 .M47 2016 | DDC 370.72—dc23 LC record available at http://lccn.loc.gov/2016007234
978-1-5063-8745-1
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Preface
Purpose of the Text
Most, if not all, graduate students in education—and, in particular, in-service teachers seeking graduate degrees—are required to complete a course in educational research methods. The majority of these methods courses provide a broad overview of educational research methods, designs, and techniques. However, I would argue that graduate-level research methods courses taught to in-service teachers could be more suitable provided the appropriate instructional materials were available to instructors and students, such that they focus on a classroom-based approach to research. Most research methods courses—and, therefore, their appropriate textbooks—follow the description that I offer above, in that they are “survey” courses (i.e., those that provide an overview of a variety of research methods). There are numerous texts on the market that meet this description.
In contrast, there are relatively few books that focus specifically on action research as a methodology, and there are even fewer that do so with the target audience of practicing educators in mind. The purpose of this book is to introduce educators to the process of conducting their own classroom-based or school-based action research. Detailed but practical information describing each step of the cyclical, iterative process is presented in a sequential manner. Educators are provided with an overview of traditional educational research prior to examining action research as a mechanism for designing and conducting their own applied research projects. The focus is not on the theoretical aspects of educational research but rather on the practical facets of conducting applied classroom and/or school research. As presented in this textbook, action research is not simply a means of conducting applied research. It is also a mechanism for engaging educators in reflective practice and customizing professional development opportunities in order to capitalize on the unique interests of individual educators or teams of educators.
The reason behind my desire to write a textbook on this topic is fairly straightforward. I have taught educational research methods for more than 20 years. The vast majority of the students enrolled in this course are in-service teachers seeking master’s degrees in various fields, including curriculum, teaching, administration, and counseling. This course is intended to serve as an overview of research methods used to conduct research in the broad field of education, focusing primarily on quantitative methods. The focus is on very formal methodological approaches, such as descriptive, correlational, causal-comparative, experimental, and quasiexperimental research methods. The educators enrolled in a research methods course—especially those who intend on remaining in the K–12 setting—typically experience substantial difficulty in being able to see the application of these formal methodological approaches in their educational settings. The bottom line is that they do not really need to understand the application of these approaches to conducting research, since the majority will likely never design or conduct such formal methodological procedures. It is my belief that this is the case for many graduate programs in education across the country.
On the other hand, when we reach the topic of action research, the discussion typically piques student interest. The students can actually see how this methodological approach could be used in their schools, in their classrooms, with their students, and so on. Since action research is conducted by practitioners—yet still incorporates a good degree of rigor—students begin to see themselves designing and carrying out action research studies. By focusing our attention on a broad overview of research methods, I feel that we are doing an injustice to these practicing educators. We are not providing them with the tools necessary to design and conduct research studies that provide meaningful and immediate solutions to local-level problems. In other words, we are not adequately preparing them to investigate problems and seek solutions in their local settings and in a professional manner.
The practical nature of the book stems from the fact that it focuses on research methods and procedures that teachers, administrators, counselors, intervention specialists, and so forth, can use in conjunction with their everyday instructional practices and activities in schools and classrooms. Educators are shown how to design and conduct school-based research in order to make their instructional practices more effective. The numerous examples—many of which are supplied by me, while others come from published action research studies—of the principles, procedures, and techniques discussed in the narrative make it easy for students to understand the material in this book. Theoretical aspects of research as well as highly technical concepts and procedures, which are unlikely to be used by practicing educators, are de-emphasized—producing a textbook that provides comprehensive coverage of action research methods for practicing educational professionals without being unnecessarily technical; that is, it is a practical book for educators. This book provides them with the knowledge and skills necessary to design research studies that seek solutions to local-level problems, conduct those studies, and communicate the results to local stakeholders and other interested parties. Although it is based on the research literature, the book takes a very practical approach, never losing sight of its intended audience—the practicing educator.
Text Targets Graduate Students, Educators
This book was written with graduate students as the primary target audience. Specifically, this audience includes but of course is not limited to K–12 classroom teachers, administrators, counselors, special educators, and intervention specialists. In all likelihood, this text would be used as the primary book for a graduate course in action research, although it could also serve as a supplemental text for other graduate-level courses not focusing on research methods (e.g., courses in curriculum, supervision). The book is appropriate for educators in all areas of education (e.g., elementary and secondary mathematics, science, social studies, languages, music, art, physical education, special education, administration, counseling, and special education); examples as well as sample articles throughout the book come from a variety of settings and situations.
Text Organized Sequentially, Like an Action Research Study
The main topics covered in the book pertain most closely to designing and conducting classroom-based applied research. These general topic areas—and the chapters where they are addressed in the book—include the following:
· An overview of educational research (Chapter 1)
· An overview of action research (Chapter 1)
· The characteristics of action research (Chapter 1)
· The action research process (Chapter 2)
· Identifying an area of focus for action research (Chapter 3)
· Reviewing related literature (Chapter 3)
· Designing an action research study (Chapter 4)
· Collecting and analyzing data (Chapters 5 and 6)
· Developing an action plan (Chapter 7)
· Writing an action research report (Chapter 8)
· Sharing the results of an action research study (Chapter 9)
· Reflecting on the process of action research (Chapter 9)
The book is arranged in this manner because it presents, in sequential order, the process of designing and conducting an action research study—beginning with the development of the topic to be investigated, reviewing related research, designing the study, actually carrying out the procedures, developing an action plan, and ultimately sharing the results and reflecting on the process. It is, however, important to note that action research proceeds through this process in a cyclical manner.
Pedagogical Features and Benefits to Students (as Well as Instructors)
When compared with other action research books currently on the market, this book provides similar coverage of content. There are, however, several aspects that distinguish it from similar works. These aspects include the following:
· Since the book takes an extremely applied approach, it includes numerous examples—not simple discussions or descriptions—of such things as data collection instruments (e.g., checklists, attitude surveys, interview protocols, and journal prompts) and presentation of research results (e.g., tables and graphs resulting from the analysis of quantitative data; summary tables resulting from the analysis of qualitative data; actual reports of action research).
· In addition to the various narrative examples that appear throughout the book, two detailed case studies of action research, called “Action Research Portraits,” are developed in Chapter 1 and are extended in each subsequent chapter throughout the book. In each chapter, the case study discussions continue from the previous chapter, highlighting the application of content from the particular chapter as integrated into two practically based action research studies, one of which is conducted by an individual teacher (at the elementary level) and the other by a pair of teachers (at the high school level). In addition, a third “Action Research Portrait” appears on the book’s accompanying website (edge.sagepub.com/mertler5e).
· Numerous online resources are available for teachers to use in order to learn more about action research, address questions that they may have about the process, or promote dissemination of their action research results. A section titled “Related Websites” is included near the end of each of the nine chapters.
· Special sections, titled “Writing Up Action Research,” are also included in Chapters 3 through 7 and Chapter 9. These sections provide annotated excerpts from published or otherwise disseminated action research reports, highlighting specific concepts presented in each particular chapter.
· On the first page of each chapter is a visual organizer for the main contents of that chapter.
· Three appendices follow Chapter 9. The first two include complete written reports of teacher-conducted action research projects. We have also included additional complete written reports of teacher-conducted action research projects on the website (edge.sagepub.com/mertler5e). The third appendix contains developmental templates to guide the novice action researcher. These templates are also included on the website.
· Each chapter includes a bulleted “Summary” of the main points included in the chapter.
· Each chapter also includes a final section titled “Questions and Activities” that can be used to extend student knowledge, understanding, and application.
· The text also includes a complete glossary of terms related to action research, a list of references used to compile the book, and a comprehensive subject and author index.
Video Clip of Dr. Mertler discussing the new features of the 5th edition.
New Features in the Fifth Edition
There are several new features in the fifth edition of Action Research: Improving Schools and Empowering Educators:
· The discussion of rigor in Chapter 1 has been enhanced.
· Social justice advocacy has been added as an important application of action research.
· The discussions of ethics in Chapter 2 and Chapter 3 have been enhanced.
· The “Writing Up Action Research” sections that appear in Chapter 3 to 7 and Chapter 9 have been supplemented with call-out boxes highlighting the important aspects of each excerpt.
· Substantially enhanced presentations of establishing the quality of both qualitative and quantitative data have been added to Chapter 5.
· A discussion of the inclusion of abstracts has been incorporated into Chapter 8.
· The developmental templates shown in Appendix C—in addition to being provided in an interactive, electronic format on the Student Study Site (edge.sagepub.com/mertler5e)—are now also available at TeachersPayTeachers.com, called the Action Research Mentor Portfolio.
· Finally, two new complete action research reports have been added as Appendix A and Appendix B. Both reports are new to this edition. The complete written reports of teacher-conducted action research projects from all previous editions are available on the website that accompanies this book (edge.sagepub.com/mertler5e).
Ancillary Material on the Web
Open-Access Student Study Site:
edge.sagepub.com/mertler5e
This web-based Student Study Site provides a variety of additional resources to enhance students’ understanding of the book’s content and take their learning one step further. The site includes the following:
· Interactive PDF Action Research Developmental Templates are provided to assist and guide the novice action researcher through many of the steps and decisions in the process of designing and conducting original action research.
· Video vignettes of the author and several practitioner-researchers discussing various aspects of conducting action research. These vignettes are integrated with specific chapter content throughout the book.
· Web quizzes allow students to independently assess their progress in learning course material.
· eFlashcards are study tools to reinforce student understanding and learning of key terms and concepts that are outlined in the chapters.
· Chapter-specific PowerPoint presentations offer assistance by highlighting essential content, features, and artwork from the book.
· A
Learning From SAGE Journal Articles
feature provides access to recent, relevant full-text articles from SAGE’s leading research journals. Each article supports and expands on the concepts presented in the chapter.
· Carefully selected, web-based video resources feature relevant content for use in independent and classroom-based exploration of key topics.
· Links to relevant web resources direct students to additional tools for further research on important chapter topics.
·
Sample Action Research Reports
are also included.
A Note About Action Research Projects
One concern that both instructors and students face is how to fit into one semester both the content coverage of the book and the completion of a student-conducted action research project. My advice is first to reinforce with students who are just learning about action research that the important aspect of an action research project as a course assignment is to become familiar with the process of designing and conducting action research and that they should worry less about the final product of their study. If they can become familiar and comfortable with the process as a whole, they will later be able to design and conduct larger-scale research projects that may require more time.
For a typical 15-week academic term, I might suggest the following week-by-week activities, for both content coverage of the book and the associated action research project:
For a typical 10-week academic term, I might suggest the following week-by-week activities:
A Final Note for Students of Action Research
I enjoy and value classroom-based/school-based action research because it has the potential to empower educators, to engage them directly in the process of educational improvement, and to provide a mechanism for customizing professional development. I will not mislead you into thinking that this is necessarily an easy road&n
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