The Action Research Guidebook: A Process for Pursuing Equity and Excellence in Education, 3rd Edition, Jan/2017

Think of yourself as an educational architect

Action research is your essential tool for designing and building a better classroom or school. You know your students best, and by digging deeper into a challenge or research question and then taking informed action, you can achieve far more than any cookie-cutter curriculum or canned program. This empowering introduction to action research is ideal for new and veteran teachers, as well as principals, counselors, and other educators who are committed to school improvement. In the third edition of this bestselling guidebook, you’ll find:

1. New insights on how to use reflective practice, qualitative and quantitative methods, and culturally responsive teaching to improve the success of all students
2. A field-tested, four-stage action research process to lead you from brainstorming to breakthrough, with step-by-step instructions in plain English
3. More illustrative examples, charts, handouts, worksheets, and sample action research reports to demystify and simplify the action research process

By tapping into the power of action research, you can improve overall student performance, eliminate achievement gaps, and enhance your own efficacy and morale.

"The most successful educators are those that purposefully reflect on their practices, with a focus on how and to what degree these practices impact student learning. This book provides a four-stage structured approach for teachers and administrators to engage in action research, with the ultimate goal being to move our schools and classrooms closer to universal student success.”
Eric Carbaugh, Associate Professor of Education
James Madison University

"I love the four-step model and how it is emphasized throughout the text. This approach clearly makes the text unique and a 'must read' for all teachers wanting to enhance their teaching through action research."
Christopher J. Maglio, Professor of Education, Research Methods, and Design
Truman State University

About the Authors:

Richard Sagor recently retired from his position as professor and director of the Educational Leadership Program at Lewis & Clark College. In 1997 he founded ISIE (pronounced “I see”), the Institute for the Study of Inquiry in Education, to work with schools and educational organizations on the use of action research and data-based school improvement while he was a professor of educational leadership at Washington State University (WSU).

Prior to his work at the university level, Sagor had 14 years of public-school administrative experience, including service as an assistant superintendent, high school principal, instruction vice principal, disciplinary vice principal, and alternative school head teacher. He has taught the entire range of students, from the gifted to the learning disabled, in the areas of social studies, reading, and written composition.

Educated in the public schools of New York, Sagor received his BA from New York University and two MA degrees as well as a PhD in Curriculum and Instruction from the University of Oregon.

Beyond his work as a teacher and administrator, Sagor has had extensive international consulting experience. He served as a site visitor for the United States Department of Education’s Secondary School Recognition Program and has worked with the Department of Defense’s overseas schools, numerous state departments of education, and over 200 separate school districts across North America. His consulting has focused primarily on leadership development, the use of data with standards-based school improvement, collaborative action research, teacher motivation, and teaching at-risk youth.

His articles on school reform and action research have received awards from the National Association of Secondary School Principals and the Educational Press Association of America. Sagor’s books include The TQE Principal: A Transformed Leader; At-Risk Students: Reaching and Teaching Them; How To Conduct Collaborative Action Research; Local Control and Accountability: How to Get It, Keep It, and Improve School Performance; Guiding School Improvement With Action Research; Motivating Students and Teachers in an Era of Standards; and Collaborative Action Research for Professional Learning Communities.

Charlene Williams currently supervises school leaders in her role as Senior Director of School Performance in Portland Public Schools in Portland, OR.  Additionally, she leads the collaboration between teacher’s union and district leadership on effective teacher evaluation practices in addition to coordinating System’s Thinking training for staff across the district.