In this practical book, Richard Sagor describes how teachers can use a process called collaborative action research to both improve the teaching-learning process and make meaningful contributions to the development of the teaching profession. This second purpose is important, Sagor says, because "until teachers become involved in generating the knowledge that informs their practice, they will remain cast as subordinate workers rather than dynamic professionals. Drawing on his work with Project LEARN (League of Educational Action Researchers in the Northwest), Sagor takes readers through the five steps of collaborative action research, emphasizing that the process is one that will pull teachers out of the harmful isoliation of their classrooms and enable them to consult and work with one another in the way that other professionals are accustomed to doing. Collaborative action research, conducted by teams of practitioners, is a process that enables teachers: (1) to improve student learning, (2) to improve their own practice, (3) to contribute to the development of their own profession, and (4) to overcome the isolation commonly experienced by classroom teachers. By promoting collegial relationships among practitioners, collaborative action research fosters professionalism in teaching. The process of collaborative action research has five sequential steps: problem formulation, data collection, data analysis, reporting of results, and action planning. Three techniques that facilitate effective problem formulation are reflective interviewing, analytic discourse, and graphic representation. Categories of data sources available to action researchers include existing sources (e.g., student work, archival evidence), tools for capturing everyday life (e.g., journals, logs, videos, observation checklists), and tools for questioning (e.g., interviews, written surveys, tests). The data analysis process involves identifying themes in the data collected and, then, using a scientific codification process to "interrogate" the data. Results are reported to break teacher isolation, contribute to the knowledge base, gain a voice in quality control, and foster a school culture that promotes learning for all. Four basic strategies can be used to implement an action plan based on data from action research: simple presentation of the data, establishing a pilot program, establishing a competing pilot program, and using the research as educational specifications. (Contains 30 references.) (IAH) This book details a five-step process to creating a positive climate for school restructuring by conducting collaborative action research, shows eight ways to gather valid and reliable data, explains techniques for identifying and understanding problems, and illustrates four basic strategies for managing conflict and changing the status quo. Details a five-step process to create a positive climate for school restructuring by conducting collaborative action research, shows eight ways to gather valid and reliable data, explains techniques for identifying and understanding problems, and illustrates four basic strategies for managing conflict and changing the status quo. Cover TOC36;Contents Preface CH36;1 Why We Need Collaborative Action Research CH36;2 Defining Collaborative Action Research CH36;3 Problem Formulation CH36;4 Data Collection CH36;5 Data Analysis CH36;6 Reporting Results CH36;7 Putting the Action Into Action Research CH36;8 A Final Word References and Resources Last Page. Defines Collaborative Action Research And Outlines The Process From Problem Formation To Taking Action Based On One's Findings; And Explains How It Can Improve The Teacher-learning Process And Advance The Development Of The Teaching Profession. Richard Sagor. Includes Bibliographical References (p. 78-79). Describes a process to create a positive climate for school restructuring by conducting collaborative action research, illustrates ways to gather valid and reliable data, explains techniques for problem solving, and offers strategies for managing conflict.
