Table of Contents

Foreword
Preface
Acknowledgments
About the Author
1. Reflective Professional Practice
Reflections of the Future, Past, and Present
Reflective Educators Seek Self-Knowledge
The Search for Self-Knowledge Leads to Solitary Dialogue
Self-Knowledge and Solitary Dialogue Lead to Professional Maturity
Mature Educators Try to Improve Continually
Using the Tools of Reflection to Move Toward Action Research
Journal-Writing Assignments
2. Educators and Continuous Improvement
Three Faces of Continuous Improvement
Action Research: Two Types of Social Scientists
Differences Between Action Research and Traditional Research
An Example of Action Research
Processes of Continuous Improvement
Journal-Writing Assignments
3. Action Research: Definitions, Models, Steps, and Phases
Contemporary Need for Action Research
Definitions of Action Research
Action Research and Group Dynamics
Two Models of Action Research
Three Phases of Action Research
Journal-Writing Assignments
4. Research Methods: Procedures, Instruments, Special Issues, and Ethics
Data Collection in Action Research
Special Issues of Action Research
The Ethics of Action Research
Journal-Writing Assignments
5. Proactive Action Research
Marilyn Lund
James Johnson
The Six Steps of Proactive Action Research
The Range of Proactive Models
Journal-Writing Assignments
6. Responsive Action Research
Matt Reardon
Beverly Lee
The Six Steps of Responsive Action Research
The Range of Responsive Models
Journal-Writing Assignments
7. Group Dynamics of Cooperative Action Research
Positive Social Support
Critical Friendship
Probing Conversation
Effective Group Dynamics
Journal-Writing Assignments
8. Types of Cooperative Action Research
One-on-One Partnerships
Small Face-to-Face Groups
Whole-School Staffs
Districtwide Educator Networks and Stakeholders
Case Studies
Journal-Writing Assignment
9. Prominent Authors on Action Research
Its Democratic Philosophical Roots
John Dewey, Mary Parker Follett, and Kurt Lewin
Alice Miel and Stephen Corey
Ronald Lippitt
Paulo Freire
Reginald Revans
Chris Argyris and Donald Schön
Stephen Kemmis and Jean McNiff
William Foote Whyte
Richard Sagor
Geoffrey Mills
Teacher Research
Journal-Writing Assignment
Bibliography
Index

About the Author

Richard A. Schmuck is professor emeritus at the University of Oregon, where he chaired the dissertations of 132 doctoral students who are from all parts of the world. He taught thousands of other educators worldwide about action research, group dynamics, and organization development. He has served on the faculties of the University of Michigan, Temple University, and Leuven University (Belgium), was the first president of the International Association for the Study of Cooperation in Education. Schmuck is a visiting Professor at Arizona State University-West.

Schmuck is the author of 20 books and 190 articles. His best-known book is Group Processes in the Classroom (with Patricia Schmuck), now in its eighth edition. He received The Stevens Award from the Northwest Women in Educational Administration to honor his support of women in administration and his "commitment to equity, justice, and democracy." He received the Campbell Lifetime Achievement Award from the University Council on Educational Administration for "superior scholarship, distinguished service, and recognized international leadership" and "to celebrate an extraordinary and generous career." Schmuck continues to teach, consult, and write.

Reviews

"This book is a modern catalyst for change in higher education. I have made it required reading for doctoral students, administrators, and faculty who must update their pedagogy to raise student learning."
*Joseph Martin Stevenson, Provost and Vice President for Academic Affairs*

"This is a wonderful book for learning communities to use to self-evaluate prior to beginning new teaching techniques, and throughout the process."
*Donna Walker Tileston, President*

"A comprehensive tool to support learning communities as they endeavor to improve professional practice."
*Curriculum Connections, Spring 2007*