Action Research for School Leaders: ACT Res for Sch Lead _p1 (Allyn & Bacon Educational Leadership) - Softcover

Über die Autorin bzw. den Autor

Dean T. Spaulding, Ph.D. is an associate professor in educational psychology at The College of Saint Rose in Albany, New York. He teaches educational research methods and program evaluation. He is one of the authors of Methods in Educational Research: From Theory to Practice (2010) and the author of Program Evaluation in Practice: Core Concepts and Examples for Discussion and Analysis (2008). He has conducted program evaluation for the National Science Foundation (NSF), U.S. Department of Education, U.S. Department of Labor, New York City Department of Education, and New York State Department of Education, to name a few.   Dr. Spaulding’s evaluation work includes instructional coaches and teacher professional development, E2T2 Technology Integration programs, online professional development (OPD), elementary school counseling programs, Teacher Leadership Quality Partnerships programs, reading and literacy programs, Math Science Partnerships (MSP), STEM, nanotechnology, changing teacher practices through action research, and Model Transitional Programs (MTP) for Students with Special Needs. For the past 15 years he has worked extensively with school-leaders-in-training in the greater New York City area. He continues to work with school data teams and school leaders to improve student performance. Dr. Spaulding also serves as a lead consultant with Z Score Inc. and can be contacted at DSpaulding@zscore.net.     John Falco, Ed.D. currently serves as Director/Faculty of The Institute for New Era Educational Leadership and Innovation at The College of Saint Rose in Albany, New York. In addition to offering course work for New York State School Building Leader certification, The Institute provides professional development opportunities to educators throughout upstate New York.   Dr. Falco has served as Superintendent and Deputy Superintendent in upstate New York, as well as Deputy Superintendent, Principal, and teacher in New York City.   During his career, Dr. Falco has led collaborations that secured over $40 million in federal and state grants. He has served as a principal investigator for a U.S. Department of Education Technology Innovation Challenge Grant and co-principal investigator for a National Science Foundation grant. He has partnered with C-Span and Time Warner on cable-in-the-classroom pilot projects.   Dr. Falco serves as co-editor of K-12 Video-conferencing: Best Practices and Trends (2007). He has contributed chapters to edited books and authored and co-authored research papers and articles in the area of technology. He has presented at conferences including the National Summit for Technology, Washington, D.C.; New York State Council of School Superintendents’ conferences; New York State School Boards conferences; and New York State Reading Association conferences. Dr. Falco’s work has been featured in District Administrator and Education Week, as well as PBS television and Tech Valley Report .   Dr. Falco has won several awards, including being honored by the New York State Computer and Technology Educators as Outstanding Superintendent for 2000–2001. In addition, he was honored as Outstanding Superintendent on the floor of the New York State Assembly and by resolution in the New York State Senate. Dr. Falco received the Malinda Myers Education Partnerships Award from the Schenectady NAACP in 2004. The New York City Council recognized Dr. Falco as Outstanding Citizen in 1992 and on January 6, 2006 was named in his honor by proclamation of the Mayor of Schenectady.   Dr. Falco received his B.A. from City College of New York; and M.S. from Long Island University; an M.Ed. from Teachers’ College, Columbia University; and his Ed.D. from Seton Hall University.

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This authoritative, action-oriented resource gives current and future school leaders the knowledge and research skills they need to improve schools by increasing student achievement. The focus on building-level action research gives readers technical background and skills for reading and critiquing educational research, methods for applying current research and research methods, and a framework for conducting their own building-level action research for ongoing building improvement.

Based on the belief that an effective school leader is one who constantly demonstrates to staff the importance of research to the school community, the authors show how to:

Get teachers and staff onboard, motivated, and empowered.

Learn through example how others have worked to improved building and education in general.

Develop the skills leaders need in their efforts to improve schools.

Understand the different types or levels of action research.

Use a team approach to building-level action, use the action research team to dig deeply into the school’s data and identify gaps that need to be addressed, and use the research to incorporate past research into the analysis process.

Examine and critique correlational and survey research.

Determine the role that the elements of qualitative research can play in the action research team’s efforts.

Collect additional self-report data from teachers, staff, and other stakeholders in the school building by using tools such as surveys.

Learn to work collaboratively with the action research team.

Implement the program or plan with fidelity.

Gather both formative and summative data throughout the action research process.

Get a framework for using the logic model as a tool for reflection on the efforts of the leader and the team.

Learn from informative case studies that depict the actions of building administrators and school leaders using the five-step action research process presented in the book—adapt and apply those experiences to the reader’s particular school situation. (Chapters 14 through 17)