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

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.

Table of Contents:
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

About the Author :
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.

Review :
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