1st Edition

Action Research Communities Professional Learning, Empowerment, and Improvement Through Collaborative Action Research

By Craig A. Mertler Copyright 2018
    134 Pages 16 B/W Illustrations
    by Routledge

    134 Pages 16 B/W Illustrations
    by Routledge

    Action Research Communities presents a new perspective on two current and proven educational practices: classroom-/school-based action research and professional learning communities. Implementation of one or the other of these practices often results in a variety of possible benefits for the teaching–learning process, for student achievement, and for overall school improvement. While these might seem to be separate, isolated practices, the author has taken the beneficial aspects of each practice and merged them into a cohesive and potentially powerful concept, coined "action research communities."

    Each of the two concepts or approaches (action research and professional learning communities) is presented and discussed in detail. Because they both focus on local-level improvement of educational practice and share several overlapping features, the two concepts are then merged into a single entity—action research communities, or ARCs. These professional learning communities, with action research at their core, hold an immense amount of power and potential when it comes to enhanced professional growth and development for educators, increased student achievement, school improvement, and educator empowerment. ARCs essentially capitalize on all the individualized benefits and strengths of action research and of professional learning communities, and merge them into a single educational concept and practice. ARCs have the potential to help educators everywhere experience:

    •a common and collective focus and vision;

    • sustained collaborative inquiry;

    •individualized, customizable—and meaningful—professional growth; and

    •true empowerment that comes with this form of collaborative, inquiry-based, and reflective practice.

    Practical guidance for the development and implementation of ARCs is also provided, by focusing on ways in which professional educators (teachers, administrators, support staff, etc.) can implement, sustain, and extend the impact of their respective action research communities. Specific roles for district administrators, building administrators, and teachers are presented and discussed in depth, as are ways that ARCs can be used both to deepen professional learning for educators and to improve student learning.

    Introduction: Why Merge Action Research and Professional Learning Communities?

     

    Introduction: Why merge action research and professional learning communities?

    1: What is Action Research?

    Description of Action Research

    Action Research vs. Educational Research

    What Action Research Is and Is Not

    Professional Benefits of Action Research

    The Process of Conducting Action Research

    The Process in Action — An Example

    Step 1: Identifying and limiting the topic

    Step 2: Gathering information

    Step 3: Reviewing the related literature

    Step 4: Developing a research plan

    Step 5: Implementing the plan and collecting data

    Step 6: Analyzing the data

    Step 7: Developing an action plan

    Step 8: Sharing and communicating the results

    Step 9: Reflecting on the process

    Important Takeaways from Chapter 1

     

    2: Professional Learning Communities

    What is a Professional Learning Community?

    Characteristics of PLCs

    Shared Mission, Vision, Values, and Goals

    Collaborative Culture with a Focus on Learning

    Collective Inquiry into Best Practice and Current Reality

    Action Orientation: Learning by Doing

    Commitment to Continuous Improvement

    Orientation Focused on Results

    The Challenge of a Changing Culture

    Teaching and Assessing in a PLC

    Important Takeaways from Chapter 2

     

    3: The Action Research Model for Transformational Innovation

    What is the Action Research Model for Transformational Innovation?

    The Five Components of the Model

    Data-Driven Educational Decision-Making

    Data, Data, and More Data

    Thinking Differently

    Collaboration

    Professional Reflection

    One Additional (Sub)Component…

    Implications of the Action Research Model for Transformational Innovation

    Important Takeaways from Chapter 3

     

    4: Putting It All Together: Action Research Communities

    TI-in-Ed + PLC = ARC

    Specifying the Purposes and Functioning of an ARC

    Roles for Teachers in ARCs

    Roles for Building Administrators in ARCs

    Roles for District Administrators in ARCs

    Important Takeaways from Chapter 4

     

    5: Where Do We Go From Here? Sustaining and Growing Your ARC

    Ways to Sustain ARCs

    Link Reform Efforts to Existing Practices

    Focus on "Why," Then on "How"

    Align Actions with Words

    Be Flexible, but Firm

    Build a Coalition, But Don’t Wait for Unanimity

    Expect Mistakes…and Learn from Them

    Learn by Doing, Not by Additional Training

    Short-Term Victories…and Celebrations

    Ways to Extend ARCs

    Integrating Technology

    Student Engagement

    Grant Funding

    Mini-Grants to ARC Participants

    Systems of Incentives

    Components of Personnel Evaluation Systems

    Action Research / Innovation Conferences

    Implementation of an ARC Represents a Process

    Important Takeaways from Chapter 5

     

    6: Using ARCs to Deepen Professional Learning and Improve Student Achievement

    Action Research Communities as Mechanisms for Professional Learning

    Action Research Communities as Mechanisms for Improving Student Achievement

    Important Takeaways from Chapter 6

     

    References

    Appendix: Action Research Mentor Portfolio Templates

    Index

    Biography

    Craig A. Mertler is an Associate Professor and Director of the EdD Program in Leadership & Innovation at Arizona State University. He has been an educator for 32 years, 22 of those in higher education, and 6 as an administrator. He is the author of 22 books, 8 invited book chapters, and 20 refereed journal articles.

    Within the text there is an excellent blend of theory and practice to be found, along with much author insight (borne out of Dr Mertler’s own classroom and research-based experience) which make for an instructional and engaging read. The text itself can be enjoyed by a wide audience, including those who are well-versed in action research methodology, as well as the novice or beginner. It is my sincere and fervent hope that this text will inspire many teachers, school leaders and district administrators to adopt and sustain the ARC model as espoused by Dr Mertler.

    Dr. Gregory Hine, Senior Lecturer, School of Education, The University of Notre Dame Australia