Follow the author on Twitter!
Alana James has a new twitter feed titled AR4Everything, which covers action research and reports on interesting facts.
“Finally we have a data-driven text on participatory action research for educational leaders. Through thoughtful examples and guided instruction, this text makes the case that the complex issues of today and tomorrow require multifaceted, rigorous, and results-oriented processes best undertaken through partnerships between educators and the communities they serve.”
—Darlyne Bailey, Dean and Assistant to the President, University of Minnesota
“This book includes a very useful hands-on approach to developing a PAR project. It is written in a manner that is accessible to teachers, it is detailed enough to provide clear descriptions, and the exercises at the end of each chapter help readers to implement the new material.”
—Elizabeth Grassi, Regis University
“In a clear manner, this text provides the tools necessary to conduct collaborative action research in order to create needed change in our classrooms and schools. Using this book, teachers, administrators, parents, and students can become active participants in the movement toward educational change.”
—Emma Fuentes, University of San Francisco
The participatory action research (PAR) process discussed in the text represents the next evolutionary stage for action research and practitioner research in education. Authors E. Alana James, Margaret T. Milenkiewicz, and Alan Bucknam provide a readable overview of the PAR process similar to professional learning communities in schools. This fresh approach to participatory action research fully integrates process with research methodology. The results of the original PAR study and continued work with educational leaders propose that this “And/Both” approach ultimately produces the effect that school leaders seek and appreciate.
Guides the reader through the PAR steps with a graphically illustrated process: The book's design reaches out to visual learners with graphic elements while employing a research logic model that helps ensure rigorous research methodology.; Provides reflective questions preceding each section: The questions increase the reflective practices and routines of the reader as appropriate to the PAR process.; Presents real-world examples: Practitioner stories make the lessons real and alleviate the emotional unease that comes from tackling research practices for the first time.; Offers tasks for working both in teams and as individuals: These tools aid participatory teams in working toward consensus and strong research designs.
This is an ideal core text for graduate courses such as Action Research for School Improvement, Research for Educational Practitioners, Practitioner Research, and Teacher as Researcher in departments of education. It can also be used as a supplemental text in other research methods courses and in data-driven decision-making courses.
Meet author Alan Bucknam! http://www.notchcode.com/
As mentioned in Chapter 4, data collection and analysis are iterative processes that play off each other throughout the use of qualitative methods in a PAR project. This chapter covers early qualitative analysis for PAR practitioners who have collected some qualitative data but are not yet ready to reach their final conclusions for their projects. We will return to the final analysis in Chapter 9, which discusses issues related to documentation, results, and final conclusions. The analysis of data takes place twice in the PAR steps, either directly after diagnosis or after measurement. As shown in Figure 5.1, analysis refers to the last column in the logic model.
Figure 5.1Chapter 5's Stage of the PAR Process
An analogy appropriate to open this discussion compares ...