The purpose of this course is to provide teachers with the knowledge and skills to integrate Action Research as a teaching and problem solving methodology, as well as teaching students to use Action Research to achieve lesson objectives.

Action Research is a specific process for problem solving, verification, and discovery. The process can be used by an individual, teacher or student, but experience indicates the process works best through cooperation and collaboration. This course will be taught by employing the attributes of the Action Research process:
• Problem definition…the question
• A plan to answer or resolve the problem
• Use of objective data
• Collection of data
• Data recording
• Reporting

After presenting the attributes and having participants demonstrate competency in their use, the participants will employ the process to answer prescribed questions, and discover solutions to persistent problems. Following these activities, participants will develop strategies for teaching students to use Action Research to complete assigned lessons. The participants may elect to field-test the process in one of the following ways:
1. Teach the strategy to a class and report on the results to the instructor.
2. Address a real issue in their classroom, school, or district using Action Research and report on
    the results to the instructor.
3. Taylor an application activity to their specific needs, test the process, and report on the results
    to the instructor.

All options will be assessed by prescribed criteria.

Objectives
• Establish a conceptual framework for action research
• Differentiate between "formal" and action research
• Develop basic concepts of research
• Design action research projects
• Select assumptions that can be verified by action research
• Apply basic concepts to generated experimental ideas
• Organize data for verification
• Analyze and interpret data
• Report results in prescribed formats
• Strategies to use Action Research to resolve persistent classroom problems

Curriculum Design & Time Requirements
Action research is a 13 week 3 credit graduate level or sixty hour professional development course taught online. The primary teaching methodology is to present a conceptual framework within which teachers may define operationally the knowledge and skills to successfully use action research in the classroom. Action research is a teaching methodology and that methodology will be used throughout the course. Participants will complete and field-test an Action Research project and report results to the instructor. Most modules take one week to complete. Module 10 will be completed over two weeks so students have time to revise and complete the final project.

Hardware & Computer Skills Requirements
Students may use either a Macintosh computer or a PC with Windows 98 or higher. Students should possess basic word processing skills and have internet access with an active e-mail account. Students also are expected to have a basic knowledge of how to use a Web browser, such as Netscape Navigator, Microsoft Internet Explorer or America Online's (AOL) browser. To download a browser at no cost, visit one of the following Web sites – Netscape.com; Microsoft.com and AOL.com.

Course Materials
The required textbook for this course is How to Use Action Research in a Self-Renewing School, by Emily F. Calhoun, published by the Association for Supervision and Curriculum Development, Alexandria, Virginia and Action Research Primer. In addition, online readings and Web site reviews (including journal articles and best practices from the body of educational research) will be assigned during the course to enhance learning. These readings will be presented as annotated Web sites within the course content.

Session Outline
Module 1: Establishing a Conceptual Framework for Action Research
Objective: To provide an orientation to action research and identify the four stages of action research.
Contents:
  1. Overview
  2. History of Scientific Research
  3. Action Research Defined
  4. Different Research Approaches
  5. Research Terminology
  6. The Research Process

Module 2: Differentiation Between Formal and Action Research
Objective: To develop the concept of here and now research; define action research; and introduce a glossary of research terms
Contents:
  1. "Here and Now" Research For Immediate Application
  2. A Systematic Method of Inquiry versus the Pragmatic Use of Research Tools
  3. Topic Selections
  4. What If…?
  5. The Problem and Its Setting
  6. The Focus of Action Research

Module 3: Basic Principles of Experimental Design and Data Analysis
Objective: Improve problem selection for the action research process; to name problems specifically related to teaching and learning in the classroom.
Contents:
  1. Developing Basic Concepts
  2. Applying Basic Concepts
  3. Generating Experimental Ideas
  4. Describing Experimental Procedures
  5. Constructing Tables and Graphs
  6. Writing Reports

Module 4: Major Concepts
Objective: To define the concept of research design and to identify the experimental approach to action research.
Contents:
  1. The Concept of Control (Central Idea in Research)
  2. Time Series Experiments
  3. The Sample and Selecting the Sample
  4. The Hypothesis
  5. Claims and Proof - Truth and Validity
  6. Baseline Data
  7. Replication

Module 5: The Design
Objective: To define the parts of descriptive survey method and to begin a design based on the four steps of the descriptive survey method..
Contents:
  1. The Proposal
  2. Research Symbols to Facilitate Design
  3. Overview of:
      a. Historical Design
      b. Descriptive
      c. Analytical
  4. Emphasis - the Experimental Design

Module 6: The Data
Objective: Review methods for collecting data; identify bias in action research; recognize the use of and need for field tests.
Contents:
  1. Related Literature
  2. Collecting Data - What Data do we Collect?
  3. Sources of Data for Action Research
  4. Analysis and Interpretation of Data

Module 7: The Data Continued
Objective: Define data analysis and data interpretation and identify a data analysis and data interpretation for your action research.
Contents:
  1. The Role of Statistics
  2. Constructing Data Gathering Instruments
  3. Taking Action
  4. Reporting Results - Why and To Whom?

Module 8: Integrating Action Research and Teaching
Objective: Name the questions your project answer and identify ways to display your data.
Contents:
  1. Rationale for Student Research
  2. Strategies for Classroom and Independent Research
  3. Parental Support
  4. Scheduling Student Research
  5. Assessing Student Research
  6. Maximizing Student Research

Module 9: Related Topics
Objective: Identifying student research problems and how to assess student research.
Contents:
  1. Critical Thinking
  2. Logic
  3. Constructivism and Action Research
  4. Utilization of Technology
  5. Unleashing Imagination - Preparation, Incubation, Persistence
  6. Creativity - Finding New Ways, Making Associations, Discovering Unexpected Solutions

Module 10: The Research Process
Objective: Review the purpose of action research; add the final steps in the action research process.
Contents:
  1. Research as an Integrated Process
  2. The Problem Related to Method and Analysis
  3. Student Action Research Safely
  4. Student Action Research and the Prescribed Curriculum
  5. Relevant Case Studies of:
      a. Teacher Action Research
      b. Student Action Research
  6. Review, the Cycle of Research
  7. The Action Research Lesson
  8. Synthesis

Grading

Student Academic Integrity
Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.