A Practical Guide to Action Research for Literacy Educators

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Enact the Plan and Collect Data Sandra Hollingsworth demonstrates how to triangulate declarative knowledge, procedural knowledge, and conditional knowledge as a way to validate data for Action Research. You may think of declarative knowledge as what you have learned. Procedural knowledge is using what you have learned, and conditional knowledge as knowing when to use what you have learned. Triangulating these three types of knowledge improves the validity and trustworthiness of your qualitative data. The following diagram, developed by Sandra Hollingsworth (Hollingsworth S. and Dar F., 2004), illustrates the relationship among these three types of knowledge. Triangulation Model Declarative, Procedural and Conditional Knowledge (Improves Trustworthiness of Qualitative Data) Know/Remember (Declarative Knowledge: I can recite what I’ve learned.) Standardized Tests (norm-referenced and criterion) Surveys, Questionnaires, Written Responses, Oral Retellings Perform/Act (Procedural Knowledge: I can use what I’ve learned.) Discuss/Explain (Conditional Knowledge: I know when to use what I’ve learned rather than something else.) Performance Observations and Rubrics Developmental Checklists Self-monitoring Checklists Anecdotal Records Interviews (alone/group) Tapes (video/audio) Anecdotal Records of Interactions Teacher/Student Conferences (Hollingsworth, 2001-2005) 38
Enact the Plan and Collect Data Another view of triangulation of data is presented by William Brozo: Triangulation What do I see? Observation What does student work tell me? Assessments, Tests What do my students tell me? Interviewing, Journaling This example shows the triangulation of data for an Action Research project on Literature Circles. Example: Triangulating Data for Action Research on Literature Circles Observation notes of one group of five students participating in a literature circle with a novel End-of-novel comprehension test to document achievement related to literature circle participation Interviews with the five students and analysis of their reading journals (Adapted from Brozo, 2011) 39
Page 2 and 3: A Practical Guide to ACTION RESEARC
Page 4 and 5: Dedication To all teachers worldwid
Page 6 and 7: Acknowledgements This manual has be
Page 8 and 9: Table of Contents Example: Observat
Page 10 and 11: Introduction learning outcomes for
Page 12 and 13: A Brief History of Action Research
Page 18 and 19: Action Research in My Classroom giv
Page 20 and 21: Who Uses Action Research? Action Re
Page 22 and 23: Who Uses Action Research? Considera
Page 24 and 25: The Role of Administrators the scho
Page 26 and 27: The Action Research Process Sandra
Page 28 and 29: The Action Research Process You and
Page 30 and 31: Identify a Problem over which you h
Page 32 and 33: Identify a Problem Example: CONTROL
Page 34 and 35: How to Form a Research Question 1.
Page 36 and 37: Create an Action Plan Once you find
Page 38 and 39: Create an Action Plan Summarizing Y
Page 40 and 41: Create an Action Plan ■ ■ ■
Page 42 and 43: Enact the Plan and Collect Data Now
Page 44 and 45: Enact the Plan and Collect Data Int
Page 48 and 49: Enact the Plan and Collect Data Mem
Page 50 and 51: Enact the Plan and Collect Data Foc
Page 52 and 53: Enact the Plan and Collect Data Dat
Page 54 and 55: Report Results and Get Feedback Whe
Page 56 and 57: Report Results and Get Feedback As
Page 58 and 59: Putting the Steps Together Now that
Page 60 and 61: Getting Started Now that you have e
Page 62 and 63: Appendix A Examples of Classroom Ac
Page 64 and 65: Appendix B: Tools and Resources Act
Page 66 and 67: Appendix B: Tools and Resources Act
Page 68 and 69: Appendix B: Tools and Resources Fee
Page 70 and 71: Appendix C: Glossary Action Researc
Page 72 and 73: Appendix C: Glossary school restruc
Page 74 and 75: Appendix E: Bibliography Ainscow, M
Page 76 and 77: Appendix E: Bibliography Peckover,
Page 78 and 79: Appendix F: Websites http://cadres.

A Practical Guide to Action Research for Literacy Educators

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