Action Research from Concept to Presentation: a Practical Handbook to Writing Your Master's Thesis

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© 2014 Peter K. Lynch, EdD; Ryan C. Welch,MS . All rights reserved.

No part of this book may be reproduced, stored in a retrieval system, or transmitted by any means without the written permission of the author.

Published by AuthorHouse 06/30/2014

ISBN: 978-1-4969-2012-6 (sc)

ISBN: 978-1-4969-2011-9 (e)

Library of Congress Control Number: 2014911120

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Table of Contents

Foreword

Dedications

Acknowledgements

Chapter 1 Putting the Focus on Action in the Master’s Thesis Research

Stage 1 of the Design Process:

Narrowing the Topic – Writing the Action Research Master’s Thesis Questions and Sub-questions

Chapter 2 Stage 2 of the Design Process:

Writing the Research Rationale – The Reflective Practitioner’s Point of View

Chapter 3 Stage 3 of the Design Process:

Those You Will Help: The Sample Population Delimiting the n [Student Participant Population] of Your Action Research Master’s Thesis Project

Chapter 4 Focusing on the Concrete in the Action Research Master’s Thesis Abstract

Chapter 5 Sifting Through to Find the Best:

The Review of the Literature Section

Chapter 6 Scholarly Writing, Effective Transitions, and the Requirements of the Publication Manual of the American Psychological Association (6th Edition)

Chapter 7 Approvals: The Internal Review Board [IRB] and the Principal’s Approval

Chapter 8 The How of Doing Action Research: Writing the Methodology Section

Chapter 9 Step-by-Step to Success: The Procedures Section

Chapter 10 Dealing with Data and Developing Your Data Literacy Skills

Chapter 11 Discussion of the Study: Assumptions, Limitations, and Delimitations of Your Study.

Chapter 12 Discussion of the Study: Results, Conclusions, and Implications of Your Study

Reflections on Your Dispositions for Teaching. Writing the Summary for the Discussion of the Study Section of Your Thesis

Chapter 13 Supporting Your Success: References and Appendices

Chapter 14 Presenting and Defending Your Findings – The Poster Session

Chapter 15 Publishing Your Study

Chapter 16 Replicating Your Study

Addendum A Exemplar Action Research Master’s Thesis: Courtney Tucci [Class of 2014]

Addendum B The Opening Pages of the Action Research Master’s Thesis Project

Addendum C A Helpful Guide for Inserting Landscape-formatted Materials into Portrait-formatted Text

Foreword

Recipe for an Approved Action Research Master’s Thesis:

1. 3 parts seminal research articles on the essential topic;

2. 2 parts engaged and eager student participants;

3. 4 parts valid and reliable formative and summative assessments; and

4. 1 part excellent working relationship with one’s thesis advisor.

Sorry to disappoint you! There is no perfect recipe or formula for accomplishing the daunting task of writing an Action Research Master’s Thesis. But do not despair! What exists in the academic world and in this handbook are guides for understanding and accomplishing each of the component parts of the capstone writing requirement, the Action Research Master’s Thesis.

Approaching the task from the critical lens of a graduate school professor with 12 years experience mentoring thesis students through a yearlong course and of a recent graduate of that program, the co-authors have incorporated best practices and student feedback [both formal and informal] into this handbook. While critics in academia may question those sections accomplished through template-driven activities, one cannot and should not argue with success. Rather, one should focus on those successes and determine what component parts of the process would best work in one’s own academic circumstances.

From the first cohort of candidates in 2001 to the spring, 2013 graduating class, all 176 graduate students enrolled in this professor’s sections successfully prepared and defended their Action Research Master’s Theses. With the publication of this handbook, it is hoped that both the approach and the profile of success can be handed over to students and professors involved in this rigorous and intensive writing requirement.

And now to the work at hand.

Peter K. Lynch, EdD

Ryan C. Welch, MS

Dedications

From Dr. Peter K. Lynch:

This book is dedicated to the inspirational women in my life:

• to Alice Diehl Prendergast who taught me to love the person I was becoming, to appreciate literature, and to use words to communicate a passion for teaching and a love of life and of children;

• to my cherished friend, S. Bernadette Donovan, O.P., Ph.D., who was the Director of Graduate Education Programs at Molloy College when she invited me to join the full-time faculty in the Division of Education, and who first assigned me to the Action Research Master’s Thesis program;

• to my sister, Norina, and my niece, Becca, who have given me love, a true family, California sunshine, and wonderful meals by the sea at Laguna; and finally, but most importantly,

• to my beloved wife, Bee, who has shared my life for 46 years, who has inspired me to venture beyond myself, who has been unfaltering in her support of my various careers and interests, and who has, most of all, loved me as no one else could or would.

From Ryan C. Welch:

To my expansive and loving family, old and new, who have always given me the confidence to do what it is hard. To my beautiful wife, Nicole, who made me want to do what is hard. And to the young scholars who challenge me and rely on me to do what is hard.

Acknowledgements

We wish to acknowledge and applaud the staff and programs of Author House, the subsidiary of Random House, which made this project both possible and enjoyable. By providing us with multiple packages of options and opportunities, Wes LeRoy and Rain Carlson incorporated our desire to expand our client base while concurrently bringing multiple dimensions to the concept of marketing this handbook. Their creative approach incorporates multiple technologies, focuses on the profile of persons who would find this work most useful, and encourages us to think more globally. Hence, because of them, we have realized our dream of working with a publisher to prepare our book in a way which will carry it far beyond our Molloy College and Long Island classrooms to other centers of scholarship and discovery.

Additionally, we would like to thank our colleague and friend, Dr. Andrea Honigsfeld, for providing us with materials and guidance for this book. Her insights were graciously offered and highly valued.

To Dr. Laura Shea Dolan – she shared with us and permitted us to adapt her schemata for determining the components of one’s triangulation of data and findings.

To Eileen Chapman – she assisted us greatly by typing and re-typing original and revised sections of this text. The speedy turnaround and perfect accuracy of her work was amazing and greatly appreciated.

To Courtney M. Tucci, – she permitted us to include her Action Research Master’s Thesis Project in our publication as a example of a scholarly paper which transcends perfunctory fulfillment of academic requirements and stands forever as evidence of how passion about teaching and learning can translate into a marvelous accomplishment.

To Bernadette D. Curry, PhD, RN, FAAN – she developed and shared with us her criterion schemata for evaluating a review of a research article and she permitted us to make minor revisions to the document prior to including it in this publication.

To S. Mary Pat Neylon, O.P., Prioress of the Sisters of St. Dominic of Amityville, NY, for her dynamic and compassionate leadership within the Dominican Community and also within the communities served by the Sisters. In recognition of that commitment and accomplishment, the authors’ profits from the sale of this handbook will go to the Sisters of St. Dominic of Amityville, NY, to aid in supporting their many programs for the Aging.

Chapter 1

Putting the Focus on Action in the Master’s Thesis Research

Stage 1 of the Design Process:

Narrowing the Topic – Writing the Action Research Master’s Thesis Questions and Sub-questions

Okay, you’re psyched about getting started. You’re focused on deciding where to put the major emphasis in the study. You’ve talked to friends and colleagues and come up with some great ideas for research. You’ve read the journals and a few things have appealed to you.

You’ve searched the college’s archives and determined those topics that were successfully developed and approved.

But wait a minute! There’s a far more fertile field for research and discovery: It’s your very own classroom. Those students with whom you’ve been working for a while have unique needs. Their potential for improved achievement cries for intervention, creativity, and support. The first action you need to take is to concentrate on each child in your classroom or professional assignment and to determine as effectively as possible what factor[s] might be preventing him or her from realizing maximum benefit from the instruction you are providing.

Let’s look at your students with the goal of identifying some common strengths and weaknesses which might best be enhanced or addressed through an Action Research Master’s Thesis Project involving them all. Here are some questions to begin thinking objectively about your school and your students in order to hone in on an Action Research topic of maximum interest and usefulness.

Remember that the answers to these questions should be well thought out since your Action Research Master’s Thesis main question and variable-driven sub-questions will need to be easily and validly derived from your reflections on your own situation and students.

Step #1: Creating a Profile of Your Teaching and Learning Environment:

1. The students you serve are in what grade level[s]? _______________

2. Describe the school setting [include factors such as the following: urban, suburban, or rural; socio-economic status of the sending homes; special education vs. regular education; self-contained vs. inclusionary groupings; ability grouping, tracking, or heterogeneous grouping configurations; etc.].

3. What are some unique aspects of your classroom environment or the culture of your school that will have a particular effect on the study? For example, what is the primary mode of instruction [one teacher, co-teaching model, teaching assistants, student helpers, parental volunteers; block vs. traditional scheduling; open vs. traditional classroom configurations]; what is the primary level of student potential [AP courses; remedial courses; all-Regents courses]; what is the percentage of students who are Native English Speakers vs. those who are English Language Learners; and what are the average longevity statistics indicating how long students have been in the school and involved, therefore, in the school’s curricular continuum?

4. What are the expectations of your school district, your principal, supervisor, colleagues, team teaching members, parents, and students relative to academic growth, individual self-confidence, and intra- and inter-personal skills development?

5. What are the school-based initiatives and district-wide goals that are currently in place and have direct impact on the focus and quality of your instructional program?

6. Based on your observations and anecdotal recordings of your students’ performance and on-task behaviors, what skills have you identified as those which you want your students to acquire and/or develop?

7. What resources, technologies, support services, or interventions have you considered implementing in order to help your students develop the skills reflected upon in question #6 above?

8. What instructional strategies do you currently incorporate into your program to support and develop all students’ learning abilities and levels of potential?

9. Beside those strategies identified in question #8 above, what other strategies have you discovered and considered using in future instructional activities? How did you learn about these strategies?

10. To complete the preliminary profile of the students with whom you work, please provide numbers for each of the population profile elements detailed below:

a. Males vs. females;

b. Classified vs. non-classified;

c. Native English Speakers vs. English Language Learners;

d. Intact households vs. homeless families vs. foster or custodial families; and,

e. On grade level, retained, or red shirted students.

Step #2: Identifying Your Personal Interests Relative to Teaching, Learning, and Professional Growth.

Having devoted some time to thinking about the culture, personality, expectations, and potential of your school assignment, it’s time to focus on what really excites you about teaching now and in the future. What safeguards have you put in place to prevent you from burning out or losing your zest for teaching? How will you specifically and consistently keep your skills sharpened and dispositions for teaching as ardent as they were the first day you thought about them?

Completing this Personal Interest Inventory will provide you with another critical lens into you as a reflective practitioner and also as an educational researcher.

PERSONAL AND RESEARCH PROJECT INTEREST INVENTORY

Using the spaces provided below, list at least 10 areas of interest (topics) you have, and might want to investigate as a possible topic for your Action Research Project/Master’s Thesis.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

List below any professional groups you are a member of, and professional conferences or workshops that you attended recently.

1.

2.

3.

4.

5.

What is the most exciting educational experience you have had in the past six months?

When you were a student in high school, which instructional or assessment strategy made learning easier and more enjoyable for you [e.g., advanced notes, graphic organizers, study notes, blocks of instructional content, peer assistance or coaching, student-teacher conferences about performance, lectures, teacher-directed instruction, etc.]?

Step #3: Continuing to Focus the Topic for Your Action Research/Master’s Thesis Project:

In steps 1 and 2, you appropriately and necessarily took the time to begin the process of thinking about your topic for your Action Research/Master’s Thesis Project by casting a rather large net into your ocean of interests which your teaching experiences have created. Now it is time to reel the net in and select from among the many captured interests those finest, rarest, and strongest catches which would best capture your passion and sustain you through the rigorous and exciting process of writing your paper.

Perhaps if you are still stumped, take solace knowing that at one time these former students [the titles of whose theses are listed below] were also traumatized by the daunting task of narrowing down their topics.

Take a moment to read these approved titles and their associated sub-categories or variables carefully. After you have done so, review your previously completed Interest Inventory with the goal of selecting those items which are of greatest interest to you. Using the question format provided, write about your primary interest and your three or four sub-categories or variables.

A Sampling of Approved Action Research Master’s Thesis Titles

Will the Use of Assistive Technology Impact Achievement and Frequency of Appropriate

Behaviors of English Language Learners (ELL’s) and of Native English Speakers

In a High School English as a Second Language (ESL) and

Modern Language Classroom?

Tara Bernot (Spring 2013)

Will Students Demonstrate Improved Risk-Taking Behaviors in Classroom Participation

When Positive Reinforcement Strategies are Utilized in a

Middle School Mathematics Classroom?

Kristen Bies (Spring 2013)

Will Recreational Activities Offered Before the Scheduled Homework Period

Have a Significant Impact on the Achievement Levels of Students

Enrolled in the Program?

Kathryn Brown (Spring 2013)

Will