Action Research for Teacher Candidates Using Classroom Data to Enhance Instruction Edited by Robert P. Pelton Foreword by Richard Sagor ROWMAN & LITTLEFIELD EDUCATION Lanham, Maryland • New York • Toronto • Plymouth, UK 2010 10_367 (01) FM.indd i 8/26/10 3:09 PM Published in partnership with the Association of Teacher Educators Published in the United States of America by Rowman & Littlefield Education A division of Rowman & Littlefield Publishers, Inc. A wholly owned subsidiary of The Rowman & Littlefield Publishing Group, Inc. 4501 Forbes Boulevard, Suite 200, Lanham, Maryland 20706 http://www.rowmaneducation.com Estover Road, Plymouth PL6 7PY, United Kingdom Copyright © 2010 by Robert P. Pelton All rights reserved. No part of this book may be reproduced in any form or by any electronic or mechanical means, including information storage and retrieval systems, without written permission from the publisher, except by a reviewer who may quote passages in a review. British Library Cataloguing in Publication Information Available Library of Congress Cataloging-in-Publication Data Action research for teacher candidates / edited by Robert P. Pelton. p. cm. Includes bibliographical references. ISBN 978-1-60709-692-4 (cloth : alk. paper) — ISBN 978-1-60709-693-1 (pbk. : alk. paper) — ISBN 978-1-60709-694-8 (electronic) 1. Action research in education. 2. Teachers—In-service training. I. Pelton, Robert P., 1966– LB1028.24.B47 2010 370.72—dc22 2010017907 ϱ ™ The paper used in this publication meets the minimum requirements of American National Standard for Information Sciences—Permanence of Paper for Printed Library Materials, ANSI/NISO Z39.48-1992. Manufactured in the United States of America. 10_367 (01) FM.indd ii 8/26/10 3:09 PM Contents Foreword by Richard Sagor vii Preface xi Part I: Understanding Action Research 1 An Introduction to Action Research 3 Robert P. Pelton, EdD, Professor of Education, School of Education, Stevenson University, Maryland 2 Understanding Your Data 27 Reagan Curtis, PhD, Associate Professor of Educational Psychology, Department of Technology, Learning and Culture, West Virginia University Jaci Webb-Dempsey, PhD, Associate Professor of Education, School of Education, Fairmont State University, West Virginia Neal Shambaugh, PhD, Associate Professor of Educational Psychology, Department of Technology, Learning and Culture, West Virginia University iii iv Contents 3 Developing an Action Research Project 59 Geraldine C. Jenny, EdD, Associate Professor of Education, Elementary Education/Early Childhood Department, Slippery Rock University, Pennsylvania Robert Snyder, PhD, Associate Professor of Education, Elementary Education/Early Childhood Department, Slippery Rock University, Pennsylvania Part II : A Cross Section of Action Research Applications 4 Action Research and the Early Childhood Educator 93 Linda Taylor, PhD, Assistant Professor of Education, Ball State University, Indiana Susan H. Pillets, M.S., Kindergarten Teacher, Baltimore County Public Schools, Maryland 5 Action Research through the Lens of Lesson Study 111 Catherine C. Lewis, PhD, Distinguished Research Scholar and Director, Lesson Study Group, Mills College, Oakland, California Elizabeth K. Baker, PhD, Visiting Assistant Professor Mathematics and Science Education, Department of Education, Mills College, Oakland, California 6 Teacher Work Sample Methodology as a Frame for Action Research 135 Marie LeJeune, PhD, Assistant Professor, Division of Teacher Education, Western Oregon University Tracy Smiles, PhD, Assistant Professor, Division of Teacher Education, Western Oregon University Steve Wojcikiewicz, PhD, Assistant Professor, Division of Teacher Education, Western Oregon University Mark Girod, PhD, Associate Professor, Chair, Division of Teacher Education, Western Oregon University 7 Action Research to Change Student Behavior 155 Debi Gartland, PhD, Professor, Department of Special Education, Towson University, Maryland Contents v 8 Response to Intervention: A Framework for Action Research 173 David Hoppey, PhD, Associate Professor, Department of Special Education, West Virginia University Aimee Morewood, PhD, Assistant Professor, Department of Curriculum and Instruction, Literacy Studies, West Virginia University Johnna Bolyard, PhD, Assistant Professor, Department of Curriculum and Instruction, Literacy Studies, West Virginia University Index 197 About the Contributors 207 About the Editor 213 10_367 (01) FM.indd vi 8/26/10 3:09 PM Foreword Action Research for Teacher Candidates is more than a valuable addition to teacher-education literature and a valuable resource for the preservice edu- cator; it is an important addition to a movement to remake our nation’s schools into true professional learning communities. In the introductory chapter, Robert Pelton correctly reports that “the earliest advocates of the action research movement recognized the practic- ing teacher as the most effective person to identify educational issues and develop appropriate solutions.” This observation is as true today as it was when action research first entered the schoolhouse. Sadly, for years there were no reasonable mechanisms for teachers to learn about and practice the habits of mind and techniques of educational action research. By helping to make disciplined inquiry a significant part of the induction experience of new teachers, Robert Pelton and his colleagues are taking an important step toward making reflective practice the norm for the teaching and learning environment. One simply cannot overstate the importance of the paradigm shift this represents. In this book Pelton argues, “It is imperative that educators become lifelong learners who are constantly evolving to provide the best possible education to every student.” Furthermore, he points out that when preser- vice teachers engage in action research, “they report an increased level of vii 10_367 (01) FM.indd vii 8/26/10 3:09 PM viii Foreword self-confidence and enthusiasm. They feel empowered because their role in the school becomes meaningful and broadened.” These findings from his observations of preservice teachers underscore a key benefit we will see from the incorporation of action research into the induction and prepara- tion experience of future educators: an empowered and fully engaged pro- fessional educator. The recent high rate of teacher attrition in the public schools of the United States has created numerous tragic consequences. Turnover ad- versely affects school cohesiveness and program continuity. But, more im- portant, too frequently it is the best and brightest of our new teachers who leave their jobs after just a few years. Why does this happen? The evidence suggests that there are two factors: feelings of professional inadequacy and isolation. The habits and processes outlined in this book address both of these persistent problems. In the pages of this book, teacher candidates will learn how to collect data that will help their students improve academically and behaviorally, while providing the teacher candidate with credible evidence of their per- sonal professional effectiveness. This is what produces the “self-confidence and enthusiasm” Pelton’s own research has documented as a benefit of action research. Furthermore, the encouragement of reflective practice and collegial discourse through action research at the earliest stages of a teach- er’s career will make it likely that the new generation of teachers will bring a perspective into the schoolhouse that will make professional isolation a thing of the past. In searching for an accurate descriptor for the modern teacher, I have become attached to the metaphor of educational architect. This metaphor avoids the debate of whether teaching is an art or science and asserts that it is an inextricable mix of both. The architect must bring a mastery of many knowledge bases to their practice, but regardless of how long the architect has practiced, each and every project requires the application of creative problem solving to address the needs of unique settings, contexts, and clients. The same is true of educational architects who encounter new action research challenges with every class they teach. That aspect of teach- ing, which requires joining craft knowledge with reflection and creative problem solving, presents challenges that will keep teaching gratifying, for the best and brightest of this new generation of teachers, for years to come. Specific strategies and examples on how to accomplish this while improv- ing student performance can be found throughout this book. While this book was designed primarily for the preservice teacher, I en- courage every reader who purchases this book to hold to it and keep it in a prominent place in their professional library. The descriptions of the ac- tion research process and examples provided in chapters 1–3 will be worth returning to and reviewing repeatedly throughout one’s career. 10_367 (01) FM.indd viii 8/26/10 3:09 PM Foreword ix Ultimately the greatest virtue of an action research approach to profes- sional development is that it can never get stale. There are and will always be new challenges crying out for the creativity of the reflective practitioner. Action research as promoted by Pelton and his colleagues can focus on virtually anything one might encounter as a professional educator. For this reason I encourage every reader to read chapter 4, “Action Research and the Early Childhood Educator,” even if they don’t teach young children. Likewise, readers should review