Note: This is the loose-leaf version of Creating Environments for Learning and does not include access to the Enhanced Pearson eText. To order the Enhanced Pearson eText packaged with the loose-leaf version, use ISBN 0133406601.

Born of the author's own experience working with teachers and principals, Action Research, 5/e, provides a research-based step-by-step outline of how to do action research. The author guides teachers and administrators through the action research process via numerous concrete illustrations; positioning it as a fundamental component of teaching. The Enhanced Pearson eText features embedded video.

From reviews of the book:

“Mills’ writing style is informative, direct, and personalized and his expertise as a researcher is evident throughout the textbook.  He fully understands the uniqueness of teacher-centered research. . . .  The language and the illustration cater to the classroom research contexts and it is easy to understand and apply.”

—Adel Al-Bataineh,  Illinois State University

 “The book emphasizes the importance of reflection and creating an action plan. . . . Examples of action research papers are included.  There are study sites, videos, slides and other supplemental materials available for the students to consult for ancillary learning.  The writing style is clear, interesting and engaging.  Throughout the text, Mills offers the reader a research scenario that helps to position him or her around the theme of the chapter and context of the research phase. This helps to alleviate some of the anxiety students of action research may experience as they begin each aspect of the action research process.”

—Beverly Melenyzer, California University of Pennsylvania

“[T]he survey examples, SurveyMonkey, and direct observation examples are very good, as well as the informal interview, making records, [and] data collection techniques. . . .  [T]he section on re-aligning the focus and action research plan is very good. I find my students doing this as they are doing their literature review and understanding that they need to narrow the scope of their research.  I like the example of doing AR in Ch. 6. . . .  I like the inclusion of the data analysis, sample interview and other models of how to analyze data. . . . The key strengths of the project are the authentic examples of AR.”

—Mary Frances Agnello, Texas Tech University

Features

Balanced coverage of data collection and analysis techniques for qualitative, quantitative and mixed methods

• Chapter 4, Data Collection Techniques, covers collection techniques for the most frequently used qualitative and quantitative data, including observations, interviews, teacher-made tests, and standardized test data.
• Chapter 6, Data Analysis and Interpretation, guides students through data analysis and provides techniques, coding guidelines, and examples for analyzing both quantitative and qualitative data.

• Inclusion throughout the text of digital research tools that can be used by action researchers through each phase of the action research process.

   

A focus on producing critical consumers of action research

• Chapter 9, Evaluating Action Research, helps students learn to read and critique studies completed by others.  Included in Chapter 9 is an article from an action research journal that is analyzed using the new criteria for evaluating action research.
• Appendix A, Action Research in Action, contains an extended example and evaluation of an action research case study.

Expanded coverage of the ethics of conducting research in your own classroom

• Chapter 2, Ethics, includes discussion of ethical guidelines and provides guidance for seeking and obtaining Institutional Review Board (IRB) approval.

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A native of Australia, Geoff Mills moved to the USA in 1986 to undertake doctoral studies at the University of Oregon. After completing his PhD in 1988, Geoff accepted his first teaching position at Southern Oregon State College (now Southern Oregon University). After 12 years of teaching, Geoff moved in to university administration where he served as Dean and Professor of Education in the School of Education at Southern Oregon University. Most recently, Geoff has returned to the faculty in the School of Education as a professor of education. 

CHAPTER 1:   Understanding Action Research