Guiding School Improvement with Action Research
Publication Type:
Web ArticleYear of Publication:
2000Abstract:
Bill
Ferriter, a North Carolina teacher, reviews Sagor’s book and its steps for
action research: selecting a focus, clarifying theories, identifying research
questions, collecting data, analyzing data, reporting results, and taking
informed action. “Most importantly,” says Ferriter, “[it] leaves educators
feeling empowered and inspired.”
Citation:
Sagor, R. (2000). Guiding school
improvement with action research. Alexandria, VA: ASCD.
Full Text:
By Richard Sagor
2000 (217 pp; paperback)
Association for Supervision and Curriculum Development
ISBN: 0-87120-375-8
$24.95 ($20.95 for members)
Reviewed by Bill Ferriter
Dillard Drive Middle School
Raleigh, North Carolina
With the federal "No Child Left Behind" legislation placing great pressures on schools to show adequate Annual Yearly Progress for groups of often overlooked students, administrators and teachers are actively seeking school reforms that work – ideas that have great promise for student success.
Unfortunately, investing in broad professional development opportunities presented by "outside experts" can often be ineffective. These programs and presenters are unaware of the abilities and needs of individual school communities. While broad approaches can provide a starting point for school reform, the in-depth knowledge that teachers hold about the students in their schools must be accessed in order for true change to occur.
With that end in mind, Richard Sagor has written Guiding School Improvement with Action Research. The text begins by defining action research as, "a disciplined process of inquiry conducted by and for those taking the action. The primary reason for engaging in action research is to assist the 'actor' in improving and/or refining his or her actions." As Sagor states, action research provides teachers with "compelling data that their hard work is paying off," becoming, "a vitally energizing force" in our schools.
Guiding School Improvement with Action Research goes on to lay out a seven-step process for working through this process of reflection and inquiry. These steps are:
1. Selecting a focus
2. Clarifying theories
3. Identifying research questions
4. Collecting data
5. Analyzing data
6. Reporting results
7. Taking informed action.
Each of these steps is outlined in a chapter of Action Research. Intent on developing a practical, "hands-on" guide, Sagor provides guidance on questions ranging from, "How do I choose my topic?" to "How do I ensure that my results are valid?" Data collection strategies and tools are discussed and reliability issues are addressed. Every chapter is supported with examples from action research projects done by teachers from Sagor's Institute for the Study of Inquiry in Education.
Sagor's outline for the process of action research is clear and easy to understand. The approachable language and ample examples in this text make action research non-threatening and accessible to every teacher.
Most importantly, Guiding School Improvement with Action Research leaves educators feeling empowered and inspired. Sagor's emphasis on the power of individual teachers to improve teaching and learning is a refreshing change from the top-down decision-making that has characterized education in the past several decades. His excellent guide will be an invaluable tool to teachers and schools who wish to bring real reform to the American classroom.
