{"product_id":"the-teachers-guide-to-action-research-for-special-education-in-pk-12-classrooms-9781538155202","title":"The Teacher's Guide to Action Research for","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eAction research is the process of (a) identifying a problem in the classroom, (b) collecting data to better understand the problem, (c) researching evidence-based interventions for addressing the problem, (d) selecting and implementing an intervention, (e) collecting data to determine the effectiveness of the intervention, and (f) making changes to the intervention based on that data. In the special education classroom, action research is an integral part of the IEP process and should be used in IEP planning, implementation, and evaluation. The Teacher’s Guide to Action Research for Special Education in PK-12 Classrooms is intended for use as a textbook in special education action research courses, but includes practical applications and easy-to-understand verbiage for all readers, as well as reproducible data collection forms. The expected readership of the book are current and future preschool through twelfth grade special education teachers. After reading this book, pre-service and in-service teachers will be better prepared for systematically using data to support decision making in their classrooms. Because of the reproducible forms and explicit instructions on the use of action research, readers will be able to immediately begin conducting action research in their own classrooms after reading this book.\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eFinding a research methods text that is practical, non-technical, and utilizes a conversational writing style is often challenging. However, Dr. Lohmann has successfully achieved this in The Teacher’sGuide to Action Research for Special Educators. This book is a must-have for any special educator who is focused on providing the most effective evidence-based intervention strategies unique to the needs of their individual learners. This book outlines action research as the most appropriate strategy to achieve these outcomes, and Dr. Lohmann presents action research in an extremely user-friendly style.\u003c\/p\u003e -- Craig A. Mertler, Adrian Dominican School of Education\u003cbr\u003e\u003cp\u003eA practical guide for any novice or experienced action researcher, The Teacher's Guide to Action Research for Special Education in PK-12 Classrooms is effectively organized to guide the researcher through the process of Action Research in Special Education. This text is well supported with authentic case studies, review questions for reflection and discussion, and applicable practices for the researcher.\u003c\/p\u003e -- Janine Chitty, professor of secondary English education and graduate studies, University of Arkansas at Fort Smith\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003e\u003cp\u003eList of Figures\u003c\/p\u003e\u003cp\u003eAcknowledgments\u003c\/p\u003e\u003cp\u003eChapter 1: What is Special Education Action Research?\u003c\/p\u003e\u003cp\u003eStudent Learning Objectives\u003c\/p\u003e\u003cp\u003eWhat is Research?\u003c\/p\u003e\u003cp\u003eAction Research in Daily Life\u003c\/p\u003e\u003cp\u003eThe Action Research Process\u003c\/p\u003e\u003cp\u003eAction Research in the IEP Process\u003c\/p\u003e\u003cp\u003eTraditional Research vs. Action Research\u003c\/p\u003e\u003cp\u003eQuantitative Research, Qualitative Research, \u0026amp; Mixed Methods Research\u003c\/p\u003e\u003cp\u003eWhy Should I Do Action Research?\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReview Questions and Exercises\u003c\/p\u003e\u003cp\u003eChapter 2: Identifying Classroom Learning Challenges and Collecting Baseline Data\u003c\/p\u003e\u003cp\u003eStudent Learning Objectives\u003c\/p\u003e\u003cp\u003eData-Driven Decision Making\u003c\/p\u003e\u003cp\u003eDefining Learning or Behavior Challenge\u003c\/p\u003e\u003cp\u003eCollecting Baseline Data\u003c\/p\u003e\u003cp\u003eAssessment Data\u003c\/p\u003e\u003cp\u003eWork Samples\u003c\/p\u003e\u003cp\u003eObservations\u003c\/p\u003e\u003cp\u003eSurveys\/Questionnaires\u003c\/p\u003e\u003cp\u003eChecklists\u003c\/p\u003e\u003cp\u003eRating Scales\u003c\/p\u003e\u003cp\u003eInterviews\u003c\/p\u003e\u003cp\u003eThe Challenge with Only Relying on Formal Assessments\u003c\/p\u003e\u003cp\u003eData Literacy\u003c\/p\u003e\u003cp\u003eAdditional Data Collection Considerations\u003c\/p\u003e\u003cp\u003eForming a Problem Statement\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReview Questions and Exercises\u003c\/p\u003e\u003cp\u003eChapter 3: Identifying Potential Evidence-Based Interventions\u003c\/p\u003e\u003cp\u003eStudent Learning Objectives\u003c\/p\u003e\u003cp\u003eEvidence-Based Practices\u003c\/p\u003e\u003cp\u003eLocating EBPs\u003c\/p\u003e\u003cp\u003eFinding EBPs Without Access to a University Database\u003c\/p\u003e\u003cp\u003eDetermining the Appropriateness of an EBP for your Student\u003c\/p\u003e\u003cp\u003eDesigning an Intervention Plan\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReview Questions and Exercises\u003c\/p\u003e\u003cp\u003eChapter 4: Implementing an Avidence-Based Intervention\u003c\/p\u003e\u003cp\u003eStudent Learning Objectives\u003c\/p\u003e\u003cp\u003ePlanning for the Intervention\u003c\/p\u003e\u003cp\u003eIRB Applications \u0026amp; Approval\u003c\/p\u003e\u003cp\u003eImplementing the Intervention\u003c\/p\u003e\u003cp\u003eImplementation Fidelity\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReview Questions and Exercises\u003c\/p\u003e\u003cp\u003eChapter 5: Evaluating the Effectiveness of Your Intervention\u003c\/p\u003e\u003cp\u003eStudent Learning Objectives\u003c\/p\u003e\u003cp\u003eFormative Evaluation\u003c\/p\u003e\u003cp\u003eAnalyzing the Formative Data\u003c\/p\u003e\u003cp\u003eDetermining Effectiveness of Intervention\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReview Questions and Exercises\u003c\/p\u003e\u003cp\u003eChapter 6: Sharing Your Research\u003c\/p\u003e\u003cp\u003eStudent Learning Objectives\u003c\/p\u003e\u003cp\u003eSharing Data with Colleagues\u003c\/p\u003e\u003cp\u003eRationale for Sharing Data with Education Community\u003c\/p\u003e\u003cp\u003eSharing your Research with the Education Community Through Presentations\u003c\/p\u003e\u003cp\u003eSharing your Research with the Education Community Through an Article\u003c\/p\u003e\u003cp\u003eConclusion\u003c\/p\u003e\u003cp\u003eReview Questions and Exercises\u003c\/p\u003e\u003cp\u003eChapter 7: Conclusion\u003c\/p\u003e\u003cp\u003eStudent Learning Objectives\u003c\/p\u003e\u003cp\u003eAction Research and the IEP\u003c\/p\u003e\u003cp\u003eMoving Forward\u003c\/p\u003e\u003cp\u003eReview Questions and Exercises\u003c\/p\u003e\u003cp\u003eAppendix A: Case Studies: Sample Action Research Projects\u003c\/p\u003e\u003cp\u003eCase Study: Pierre\u003c\/p\u003e\u003cp\u003eCase Study: Jack\u003c\/p\u003e\u003cp\u003eCase Study: Jose\u003c\/p\u003e\u003cp\u003eAppendix B: Case Studies for Student Practice\u003c\/p\u003e\u003cp\u003eCase Study 1: Communication Delay in Preschool\u003c\/p\u003e\u003cp\u003eCase Study 2: Self-Injury Behavior in 6th Grade\u003c\/p\u003e\u003cp\u003eCase Study 3: HyperActivity in 1st Grade\u003c\/p\u003e\u003cp\u003eCase Study 4: Paraprofessional Training\u003c\/p\u003e\u003cp\u003eReferences\u003c\/p\u003e\u003cp\u003eIndex\u003c\/p\u003e\u003cp\u003eAbout the Author\u003c\/p\u003e","brand":"Rowman \u0026 Littlefield","offers":[{"title":"Default Title","offer_id":51041201979735,"sku":"9781538155202","price":18.99,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9781538155202.jpg?v=1750949337","url":"https:\/\/bookcurl.com\/products\/the-teachers-guide-to-action-research-for-special-education-in-pk-12-classrooms-9781538155202","provider":"Book Curl","version":"1.0","type":"link"}