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09403nam a22003977a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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CITU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20231214161610.0 |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION |
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ta |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
160923s2017 cau b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2016039394 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781506350158 (pbk. : alk. paper) |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Transcribing agency |
DLC |
| Description conventions |
rda |
| Modifying agency |
DLC |
| 041 ## - LANGUAGE CODE |
|---|
| Language code of text/sound track or separate title |
eng |
| 042 ## - AUTHENTICATION CODE |
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| Authentication code |
pcc |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
LB1028.24 |
| Item number |
.S33 2017 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
370.72 |
| Edition number |
23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Preferred name for the person |
Sagor, Richard, |
| Relator term |
author. |
| 245 14 - TITLE STATEMENT |
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| Title |
The action research guidebook : |
| Remainder of title |
a process for pursuing equity and excellence in education / |
| Statement of responsibility, etc |
Richard D. Sagor, Charlene Williams. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
Third edition. |
| 264 #1 - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
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| Place of publication, distribution, etc |
Thousand Oaks, California : |
| Name of publisher, distributor, etc |
Corwin, |
| Date of publication, distribution, etc |
[2017] |
| 264 #4 - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
|---|
| Date of publication, distribution, etc |
c2017 |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xxii, 262 pages ; |
| Dimensions |
28 cm |
| 336 ## - CONTENT TYPE |
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| Content type term |
text |
| Content type code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
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| Media type term |
unmediated |
| Media type code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
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| Carrier type term |
volume |
| Carrier type code |
nc |
| Source |
rdacarrier |
| 500 ## - GENERAL NOTE |
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| General note |
Richard Sagor recently retired from his position as professor and director of the Educational Leadership Program at Lewis & Clark College. In 1997 he founded ISIE (pronounced ?I see?), the Institute for the Study of Inquiry in Education, to work with schools and educational organizations on the use of action research and data-based school improvement while he was a professor of educational leadership at Washington State University (WSU).<br/><br/>Prior to his work at the university level, Sagor had 14 years of public school administrative experience, including service as an assistant superintendent, high school principal, instruction vice principal, disciplinary vice principal, and alternative school head teacher. He has taught the entire range of students, from the gifted to the learning disabled, in the areas of social studies, reading, and written composition.<br/><br/>Educated in the public schools of New York, Sagor received his BA from New York University and two MA degrees as well as a PhD in Curriculum and Instruction from the University of Oregon.<br/><br/>Beyond his work as a teacher and administrator, Sagor has had extensive international consulting experience. He served as a site visitor for the United States Department of Education?s Secondary School Recognition Program and has worked with the Department of Defense?s overseas schools, numerous state departments of education, and over 200 separate school districts across North America. His consulting has focused primarily on leadership development, the use of data with standards-based school improvement, collaborative action research, teacher motivation, and teaching at-risk youth.<br/><br/>His articles on school reform and action research have received awards from the National Association of Secondary School Principals and the Educational Press Association of America. Sagor?s books include The TQE Principal: A Transformed Leader; At-Risk Students: Reaching and Teaching Them; How To Conduct Collaborative Action Research; Local Control and Accountability: How to Get It, Keep It, and Improve School Performance; Guiding School Improvement With Action Research; Motivating Students and Teachers in an Era of Standards; and Collaborative Action Research for Professional Learning Communities.<br/><br/>Charlene Williams currently supervises school leaders in her role as Senior Director of School Performance in Portland Public Schools in Portland, OR. Additionally, she leads the collaboration between teacher's union and district leadership on effective teacher evaluation practices in addition to coordinating System's Thinking training for staff across the district. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc |
Includes bibliographical references and index. |
| 505 0# - CONTENTS |
|---|
| Formatted contents note |
Preface to the Third Edition<br/> <br/>Publisher?s Acknowledgments<br/> <br/>About the Authors<br/> <br/>1. Introduction to Action Research<br/>Why Conduct Action Research? <br/>The Complexity of Routine Instructional Decisions <br/>Key Terms and Concepts <br/>Universal Student Success <br/> <br/>2. Finding a Focus<br/>Zeroing in on Your Priorities <br/>Using Reflective Writing to Find a Focus <br/>Performance, Process, and Program Targets and Action Research by School Leaders <br/>Using a Journal to Identify Action Research Foci <br/>Reflective Interviews <br/>Reflective Interviewing and the Problem of Isolation <br/>Analytic Discourse <br/>Team Reflection <br/> <br/>3. Refining the Focus<br/>Visualizing Success <br/>Conducting an Instructional Postmortem <br/>Taking Stock of One?s Recent Leadership Experience <br/>Comparing Your Experience With the Experience of Others <br/>Developing Criteria to Measure Changes With Priority Achievement Targets <br/>Creating Performance Rating Scales <br/>Rating Scales and Program Action Research <br/>The Special Problem of Long-Range Goals <br/>Assessing Rate of Growth <br/>Determining Adequate Yearly Progress in Real Time <br/>Producing Your Own Rate-of-Growth Charts <br/>Ascertaining Rate of Growth in Leadership Projects <br/> <br/>4. Articulating a Theory of Action<br/>If Not Us, Who? <br/>An Adequate Knowledge Base Already Exists <br/>Going Beyond Proven Practices: Building a Theory of Action <br/>Two Kinds of Variables <br/>Creating Mileposts on the Route to Mastery <br/>Inferring Independent Variables <br/>Using the Priority Pie to Identify, Clarify, and Weigh Independent Variables <br/>Using the Priority Pie With Descriptive Research <br/> <br/>5. Drawing a Theory of Action<br/>Why a Map? <br/>European Explorers as Action Researchers <br/>Building a Graphic Reconstruction <br/>Graphic Reconstructions for Quasi-Experimental Research <br/>Graphic Reconstructions With Descriptive Research <br/>Proofing a Theory of Action for Leadership Projects <br/> <br/>6. Determining the Research Questions<br/>Three Generic Action Research Questions <br/>Developing Your Own Research Questions <br/>Two-Step Walk-Through <br/>Drafting the Questions <br/>Surfacing Research Questions for Leadership Projects <br/> <br/>7. Building a Data Collection Plan<br/>Data Collection and the Competing Demands for Your Time <br/>What Qualifies as Teaching? <br/>What Things Qualify as Data? <br/>Data in Descriptive Research <br/>Data in Quasi-Experimental Research <br/>Data Collection and Concerns About Precision <br/>Fishing in a Sea of Data <br/>Securing Research Assistants <br/>Building a Triangulated Data Collection Plan <br/>Data Collection Planning for Leadership Projects <br/>Integrating Efficiencies Into Your Data Collection Work <br/>Using Technology to Compile and Assemble Action Research Data <br/>Keeping a Researcher?s Journal <br/> <br/>8. Analyzing the Data<br/>Trend Analysis <br/>Organizing Data to Help Answer the Three Generic Questions <br/>ACR Question 1: What Did We Do? <br/>ACR Question 2: What Changes Occurred Regarding the Achievement Targets? <br/>ACR Question 3: What Was the Relationship Between Actions Taken and Any Changes in Performance on the Targets? <br/>Drawing Tentative Assertions <br/>Using Member Checking to Add Credibility to the Tentative Assertions <br/>Additional Tools for Qualitative Data Analysis <br/>Qualitative Data Analysis Using Bins and a Matrix <br/>Low-Tech Strategies for Bins and Matrixes <br/>Using a Computer for Bins and Matrixes <br/> <br/>9. Turning Findings Into Action Plans<br/>Modifying Your Theory of Action <br/>Data-Based Decision Making <br/>Turning Your Findings Into Ed Specs <br/>Solicit and Brainstorm Action Alternatives <br/>Using Ed Specs to Evaluate Action Alternatives <br/>Using Ed Specs to Evaluate Action Alternatives for Schoolwide Projects <br/>Completing the Cycle: Revised Theory of Action 2 <br/> <br/>10. Reporting and Sharing Action Research<br/>Common Issues <br/>Formats for Reporting <br/>Creating a Bank of Abstracts <br/>Creating a District Archive <br/> <br/>11. Conclusion: The School as a Learning Organization<br/>The Two Keys: Coherence and Congruence <br/>Putting the Pieces Together <br/> <br/>Resources<br/> <br/>Resource A: How to Use the Feedback Forms and Summary Reports<br/> <br/>Resource B: Five Characteristics of a Quality Action Research Project<br/> <br/>Resource C: Applications for Leadership Projects<br/> <br/>Resource D: Sample Abbreviated Action Research Reports<br/> <br/>Glossary<br/> <br/>References<br/> <br/>Index |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc |
Think of yourself as an educational architect<br/><br/>Action research is your essential tool for designing and building a better classroom or school. You know your students best, and by digging deeper into a challenge or research question and then taking informed action, you can achieve far more than any cookie-cutter curriculum or canned program. This empowering introduction to action research is ideal for new and veteran teachers, as well as principals, counselors, and other educators who are committed to school improvement. In the third edition of this bestselling guidebook, you?ll find:<br/><br/> New insights on how to use reflective practice, qualitative and quantitative methods, and culturally responsive teaching to improve the success of all students<br/> A field-tested, four-stage action research process to lead you from brainstorming to breakthrough, with step-by-step instructions in plain English<br/> More illustrative examples, charts, handouts, worksheets, and sample action research reports to demystify and simplify the action research process<br/><br/>By tapping into the power of action research, you can improve overall student performance, eliminate achievement gaps, and enhance your own efficacy and morale. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Action research in education. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Teachers |
| General subdivision |
In-service training. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Williams, Charlene |
| Relator term |
author |
| 906 ## - LOCAL DATA ELEMENT F, LDF (RLIN) |
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| a |
7 |
| b |
cbc |
| c |
orignew |
| d |
1 |
| e |
ecip |
| f |
20 |
| g |
y-gencatlg |
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Source of classification or shelving scheme |
|
| Item type |
BOOK |
| Issues (borrowed), all copies |
2 |