|Accelerated Schools Project, viii|
|accountability, 32–33, 197–198|
|achievement targets, 52–53, 54|
|action, connection with theory,
|action planning, 6–7, 20–21, 139–140|
|descriptive format for, 140|
|graphic reconstructions and, 68f|
|quasi-experimental format for, 140|
|steps in, 141|
|case examples, 172–179|
|collaborative. See collaborative
|data analysis in, 123|
|definition of, 3|
|generalizability of, 157|
|as professional pursuit, 31–33|
|purposes of, 7–8|
|quality of, 110–112|
|school improvement and, 34f|
|standards of, 109–110|
|steps in, 3–7. See also specific step|
|success of, 205–206|
|university requirements for, 189|
|versatility of, ix|
|affective factors, in lesson planning,
|Almeria Middle School (California),
|Aloha High School (Oregon), 108|
|analytic discourse, 14–15|
|annual reports, 199, 200f–201f|
|anonymity, in shadowing, 96, 99|
|appendix, for reporting results, 142|
|archery analogy, of achievement
|assessment criteria, for rating scales,
|audience, needs of, in reporting
|bias-based decision making, 148|
|bins, in data analysis, 125, 128–133|
|blue-collar model of teaching, 9,
|breakthrough technology, school culture and, 168–172|
|bureaucratic accountability, 195|
|burnout, of teachers, 10|
Note: An f after a page number indicates
a figure on that page
Questia, a part of Gale, Cengage Learning. www.questia.com
Book title: Guiding School Improvement with Action Research.
Contributors: Richard Sagor - Author.
Publisher: Association for Supervision and Curriculum Development.
Place of publication: Alexandria, VA.
Publication year: 2000.
Page number: 210.
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