Guiding School Improvement with Action Research

By Richard Sagor | Go to book overview

Index
Accelerated Schools Project, viii
accountability, 32–33, 197–198
accreditation, 195–197
achievement targets, 52–53, 54
action, connection with theory, 60–61
action planning, 6–7, 20–21, 139–140
descriptive format for, 140
graphic reconstructions and, 68f
quasi-experimental format for, 140
reporting, 141–145
steps in, 141
action research
case examples, 172–179
collaborative. See collaborative action research
commissioning, 198–199
conducting, 198–199
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, 37
Almeria Middle School (California), 167–168, 170f–171f
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 targets, 54
assessment criteria, for rating scales, 55
audience, needs of, in reporting results, 142–145
authenticity, 111
autonomy
collective, 165–166
professional, 195
baselines, 198
bias-based decision making, 148
bins, in data analysis, 125, 128–133
blue-collar model of teaching, 9, 29–30
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

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