You are here

Participatory Action Research for Educational Leadership
Share

Participatory Action Research for Educational Leadership
Using Data-Driven Decision Making to Improve Schools



July 2007 | 248 pages | SAGE Publications, Inc
While written for mastersÆ students in any Educational Leadership concentration, this is a core text for departments that teach action research as a primary research methodology or a supplemental text for those that place it in a range of research methods.

The book provides a readable overview of the PAR process similar to professional learning communities in schools. Its design reaches out to visual learners as graphic elements guide graduate students through the research methods they need to successfully complete rigorous projects.

The results of the original PAR study and continued work with educational leaders lead us to believe that this approach ultimately produces the results school leaders seek and appreciate.

Key Features:

o Clear process through both the PAR steps employing a research logic model throughout.

This benefits the graduate student or educational leader by leading them to data driven outcomes that are valid, credible and reliableGraphic elements guide the reader through the process and aid the visual learner in keeping track of the concepts behind the theory.

o Reflective questions precede each section. This increases the reflective practices and routines of the reader as appropriate to the PAR process.

o Tasks, written for both groups and individuals, aid participatory teams in working towards consensus and strong research designs

o Practitioner stories make the lessons real and ease the emotional unease that come from tackling research practices the first time.

Intended Audience: This book represents the evolution of PAR from a soft science to a process appropriate for educators in todayÆs data driven environments or for graduate students whose thesis needs to pass the recommendations of professors steeped in positivist traditions.

 
Acknowledgments
 
Introduction
Welcome to PAR for Educational Leaders  
Our Approach to PAR  
Our Readers  
Features  
How to Use This Book  
Final Notes  
 
1. The Participatory Action Research Model
Reflective Questions  
Section 1: PAR---A Tool for Change  
PAR as a Tool for Educational Leadership  
Reflective Questions  
Section 2: Research and Action in the PAR Process  
Reflective Questions  
Section 3: Participatory Research as a Tool to Address Adaptive Change  
An Example of PAR Use in the Classroom  
Task 1.1: Beginning a Reflective Journal  
Conclusion  
 
2. The Tenets of PAR: Ethics, Purpose, and Logic
Reflective Questions  
Section 1: Ethics  
Ethical Elements  
Task 2.1: The Formation of an Ethical Plan for PAR Projects  
Reflective Questions  
Section 2: The Power of Purpose  
Format for Purpose Statements  
Task 2.2: Multiple Journal Entries Define Purpose  
Reflective Questions  
Section 3: Logic Models  
Task 2.3: Planning Your First Draft of Your Logic Model  
Conclusion  
 
3. Starting to Research
Reflective Questions  
Section 1: Asking Good Research Questions  
Task 3.1: PAR Practitioners Reflect On and Share Their Initials Ideas for Research Questions  
Surfacing Assumptions  
Task 3.2: Surfacing Assumptions  
Reflective Questions  
Section 2: Informal and Formal Reviews of Literature  
Task 3.3: The Mini "Lit Review"  
Reflective Questions  
Section 3: A Brief Overview of the Basic Research Methods  
Qualitative Methods  
Quantitative Methods  
Reflective Practice  
Task 3.4: Reflective Journal Practice  
Conclusion  
 
4. Qualitative Data Collection
How Is Qualitative Evidence Useful?  
What Makes Qualitative Evidence Difficult?  
Reflective Questions  
Section 1: Qualitative Data Collection Methods  
Data Collected Directly in Words From People: Interviews and Focus Groups  
Data Collected Through a Process of Change: Reflective Data/Field Notes/Anecdotal Accounts  
Data Collected During the Event(s) Being Studied: Observations/Student Work/Logs  
Task 4.1: Collecting a Variety of Qualitative Data  
Reflective Questions  
Section 2: Maximum Success and Rigor  
Managing Time and Resources  
How to Make It More Rigorous  
Introduction to Mixed Methodology  
Task 4.2: Data-Planning Matrix  
Conclusion  
 
5. Qualitative Analysis
Reflective Questions  
Section 1: Stages in Analyzing Qualitative Evidence  
Graphic Organizers  
Codes  
Memos  
Families  
Triangulation  
Rubrics and Multiple Observers  
Similarities and Differences  
Reflective Questions  
Section 2: Validity, Credibility, and Reliability in the Analysis of Qualitative Data  
Task 5.1: Practice Analysis of Data  
Conclusion  
 
6. Quantitative Evidence
Data Found in Schools  
Standardized Tests  
Reflective Questions  
Section 1: Questions Answered by Quantitative and Mixed Methods Evidence  
Observations and Time Studies  
Surveys or Questionnaires  
Descriptive Statistics  
Variance and Correlation  
Complex Questions  
Reflective Questions  
Section 2: Quantitative Data Collection  
Observations  
Questionnaires or Surveys  
Samples  
Time Series  
Reflective Questions  
Section 3: Analysis and Statistical Information  
Descriptive Analysis  
Frequencies  
Survey Analysis  
Percentages and Mean  
Standard Deviation  
The t-Test  
Correlation  
Reporting Results  
Task 6.1: Preliminary Quantitative Analysis  
Conclusion  
 
7. Taking and Measuring Action
Reflective Questions  
Section 1: How to Know What Actions to Take  
Three Continuums of Action  
The Continuum of Actions From Emancipatory to Professional Development  
The Continuum From the Individual to the Organizational  
Examples of PAR to Foster School Improvement  
Teachers or Support Staff in a Classroom or Whole-School Setting  
Principals  
Whole Schools or School Districts  
Reflective Question  
Section 2: Efforts at Change  
The Challenge of Inertia  
Defensive Behaviors  
Task 7.1: Analyzing Force Fields and Defensive Behaviors  
Reflective Questions  
Section 3: Measurement  
Formative Evaluation  
Focus and Responsiveness  
Determining Variables With Which to Measure Short-Term Outcomes  
Measuring Outcome Steps  
Conclusion  
 
8. Cycles of PAR: The Power of the Iterative Process
Reflective Questions  
Section 1: Messy Cycles  
Reflective Questions  
Section 2: Iterative Growth  
Diagnosis  
Action  
Measurement  
Reflection  
Time Line and Group Process for Significant Success  
Task 8.1: Using the Forward Planner  
Reflective Questions  
Section 3: Theoretical Understanding Bolsters Action and Visa Versa  
Conclusion  
 
9. Final Analysis and Results
Alchemy  
Reasoning and Writing  
Standards for the Final Analysis  
Reflective Questions  
Section 1: Validity  
My "Real" World--or Yours?  
Theory Building and Testing  
Reporting the Analysis Process to Others  
Task 9.1: Building a Preliminary Report on the Analysis Process for Others  
Reflective Questions  
Section 2: Credible Interpretation  
Graphic Organizers  
Compelling Arguments  
Disclaimers  
Reflective Questions  
Section 3: Reliability  
Fallacy  
Reflective Questions  
Section 4: Passionate Conclusions  
Task 9.2: One Sentence and Three Words  
Conclusion  
 
10. The Final Report
Reflective Questions  
Section 1: The Formal Report  
The Formal Academic Report  
Reflective Questions  
Section 2: The Formal Presentation  
Prior to Beginning  
Constraints  
Openings and Closings  
Content and How to Present It  
Reflective Questions  
Section 3: The Informal Individual Report  
Reflective Questions  
Section 4: The Community Report  
Conclusion  
 
11. PAR for Educational Leadership
Reflective Questions  
Section 1: A Creative Tool in Environments of Chaos and Complexity  
Counteracting Educator Mobility  
Inclusion: Both/And Rather Than Either/Or  
The Need for Flexibility  
Prediction: The Study of Outliers  
Feedback Loops  
Reflective Questions  
Section 2: A Tool for Adaptive Leadership  
Creating a Holding Environment  
Avoiding Implementation Failure  
Reflective Questions  
Section 3: PAR and Educational Reform Efforts  
Professional Learning Communities and Communities of Practice  
What Is Required?  
The Development of an Inclusive Leadership Structure  
Conclusion  
 
Glossary
 
References
 
Index
 
About the Authors

Emily Alana James

Dr. E. Alana James, received her Ed.D. in educational leadership from Teachers College in 2005.  Since then she has helped over 30 doctoral candidates in either educational leadership or business move through the process on to graduation.  Working primarily as supervisor for a number of online for profit universities, but also sometimes in the role of committee member, she identified the key places and challenges that created extra stress and, unfortunately, sometimes breakdown.  This book and her work developing DoctoralNet.com is in reaction to those difficulties and will, with adoption, increase graduation rates for those... More About Author

Margaret T. Milenkiewicz

Alan J. Bucknam

Purchasing options

Please select a format:

ISBN: 9781412937771
$76.00 

SAGE Knowledge is the ultimate social sciences digital library for students, researchers, and faculty. Hosting more than 4,400 titles, it includes an expansive range of SAGE eBook and eReference content, including scholarly monographs, reference works, handbooks, series, professional development titles, and more.

The platform allows researchers to cross-search and seamlessly access a wide breadth of must-have SAGE book and reference content from one source.