Table Of ContentAction Research for 
School Leaders 
   Dean T. Spaulding 
   College of Saint Rose    
   John Falco 
  College of Saint Rose    
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   Library of Congress Cataloging-in-Publication Data  
 
Spaulding, Dean T.
  Action research for school leaders/Dean T. Spaulding, John Falco.—1st ed.
    p. cm.
  Includes bibliographical references and index.
  ISBN-13: 978-0-13-138104-9
  ISBN-10: 0-13-138104-0
 1. Action research in education.  2. Educational leadership.  I. Falco, John.  II. Title. 
  LB1028.24.S73 2013
  370.72—dc23
    2011037439
 10 9 8 7 6 5 4 3 2 1  
  ISBN 10:    0-13-138104-0 
 ISBN 13: 978-0-13-138104-9
CONTENTS 
    Preface    viii   
   About the Authors    xi    
       Chapter 1 T HE ROLE OF SCHOOL LEADERS IN SCHOOL IMPROVEMENT—PAST, 
PRESENT, AND FUTURE    1  
   Past to Present    1   
   Leadership Matters   4    
   Bootstrap Data: Information That Helps    6   
   Summary    8     •     Key Concepts    9     •     Discussion/Reflection 
Questions    9     •     Activities    9    
      Chapter 2 U  SING RESEARCH TO SOLVE THE PUZZLE OF SCHOOL 
IMPROVEMENT    10  
   School Administrators’ Use of Research    11   
   Types of Research Administrators Encounter    14   
   Applied Research Versus Vendor-Based Research    15   
   Summary    17     •     Key Concepts    17     •     Discussion/Reflection 
Questions    17     •     Activities    18    
      Chapter 3 A  CTION RESEARCH AND THE INQUIRY PROCESS    19  
   What Is Level 1: Classroom-Level Action Research?    19   
   Action Research, Naturally    20   
   Steps in Level 1: Classroom-Level Action Research    21   
   Summary    26     •     Key Concepts    26     •     Discussion/Reflection 
Questions    27     •     Activities    27    
      Chapter 4 S  CHOOL-LEVEL ACTION RESEARCH    28  
   Steps in Conducting Level 2 School-Level Action Research    29   
   Identifying the School-Level Issue    31   
   Developing an Action Research Team    31   
   Types of Action Research Teams    33   
   Summary    35     •     Key Concepts    35     •     Discussion/Reflection 
Questions    35     •     Activities    36    
      Chapter 5 A  NALYZING DATA AS AN ACTION RESEARCH TEAM    37  
   How to Analyze Data as an Action Research Team    38   
   Three Main Data Points for Needs Assessment: An Overview    39   
   Analysis Techniques    41   
   Summary    44     •     Key Concepts    44     •     Discussion/Reflection 
Questions    44     •     Activities    45    
iii
iv  Contents
      Chapter 6 E  XAMINING PAST RESEARCH, AND REVIEWING 
AND CRITIQUING CAUSE–EFFECT EXPERIMENTAL 
RESEARCH    46  
   Examining Past Research and Literature    47   
   Databases    48   
   Selecting from the Review of Literature    49   
   Full Text and HTML    50   
   The Action Research Team and the Review of Literature    51   
   Analyzing the Review of Literature    51   
   Creating a Literature Matrix    52   
   How to Critique Cause–Effect Research    53   
   Experimental Research    54   
   How Should Action Research Teams Critique Experimental 
Research?    55   
   Causal–Comparative Research    57   
   Summary    58     •     Key Concepts    59     •     Discussion/Reflection 
Question    59     •     Activities    59    
      Chapter 7 C  RITIQUING AND APPLYING CORRELATIONAL AND 
SURVEY RESEARCH    60  
   Correlational Research    61   
   Caution About Drawing Causality    61   
   The Correlational Coefficient    62   
   Types of Correlational Research    62   
   Statistical Significance    63   
   Using Correlational Research    64   
   Critiquing Correlational Research    64   
   Survey Research    65   
   How to Critique Survey Research    66   
   Survey Design and Development    69   
   Adapting and Adopting Instruments from Survey Studies    69   
   Summary    69     •     Key Concepts    70     •     Discussion/Reflection 
Question    70     •     Activity    70    
      Chapter 8 C  RITIQUING AND APPLYING QUALITATIVE 
RESEARCH    71  
   Qualitative Research    71   
   Methods Used for Qualitative Research    72   
   Access to Subjects and Settings    72   
   Examples of Qualitative Research    74
Contents  v
   Types of Qualitative Research    74   
   Using Qualitative Research    75   
   Summary    75     •     Key Concepts    76     •     Discussion/Reflection 
Question    76     •    A  ctivity    76    
      Chapter 9 G  ATHERING DATA FROM STAFF AND OTHER 
STAKEHOLDERS   7  7  
   Gathering Feedback with the Survey    78   
   Why Feedback Is Needed    80   
   Methods for Gathering Feedback    80   
   The Survey and the School Administrator    80   
   Effects of a Poorly Constructed Staff Survey    81   
   Basic Components of a Survey    81   
   Tips for Writing Quality Items    85   
   Administering and Collecting the Survey    87   
   Methods for Administering Surveys    87   
   Summary    91     •     Key Concepts    91     •     Discussion/Reflection 
Questions    91     •     Activity    91    
     Chapter 10 S  TEP 2: DEVELOPING A PROGRAM FOR SCHOOL 
IMPROVEMENT    92  
   Developing Quality Programs and Initiatives    93   
   Aligning Need to Program Activities    93   
   Introduction of the Logic Models    94   
   Why Use a Logic Model?    94   
   Logic Model: Basic Building Blocks    95   
   Showing Change with a Logic Model    99   
   Using Logic Models   9 9   
   Using the Logic Model with Your Action Research Team    100   
   Summary    100     •     Key Concepts    100     •     Discussion/Reflection 
Questions    101     •     Activity    101    
     Chapter 11 S  TEP 4: IMPLEMENTING THE PROGRAM OR 
INTERVENTION WITH FIDELITY    102  
   What Is Fidelity in Action Research?    103   
   Developing a Fidelity Checklist 
and Observational Protocol    104   
   Evaluating Professional Development    106   
   Evaluating the Fidelity of Professional Development    107   
   Summary    108     •     Key Concepts    109     •     Discussion/Reflection 
Questions    109     •     Activity    109
vi  Contents
     Chapter 12 S  TEP 5: GATHERING AND ANALYZING DATA    110  
   Gathering and Analyzing Standardized Data    110   
   Three Levels of Assessment Data    110   
   Different Types of Standardized Measures    112   
   How to Critique Standardized Measures    114   
   Confusing Reliability and Validity    115   
   Applying Different Types of Standardized Measures to 
Your Logic Model    115   
   Summary    117     •     Key Concepts    118     •     Discussion/Reflection 
Question    118     •     Activity    118    
     Chapter 13 S  TEP 6: REFLECTING AND MAKING MODIFICATIONS TO 
THE PLAN    119  
   Reflecting on the Logic Model to Determine Success    120   
   Reflecting on Activities    121   
   Reflecting on Outputs    121   
   Reflecting on Intermediate Outcomes    122   
   Reflecting on End Outcomes    124   
   The Action Research Team and Making Modifications    126   
   Summary    126     •     Key Concepts    127     •     Discussion/Reflection 
Questions    127     •     Activities    127    
     Chapter 14 C  ASE STUDY 1: ADDRESSING HIGH TEACHER TURNOVER 
AND LOW STUDENT PERFORMANCE    128  
   Background and Personal Characteristics of a 
School Leader    128   
   Step 1: Forming the Action Research Team    129   
   Step 2: Conducting the Data Analysis    130   
   Step 3: Conduct a Review of the Literature    132   
   Your Turn . . .    132   
   Step 4: Collection of Additional Data from Stakeholders    132   
   Your Turn, Again . . .    132    
     Chapter 15 C  ASE STUDY 2: DECREASING THE PERFORMANCE GAP 
BETWEEN GENERAL EDUCATION AND SPECIAL 
EDUCATION POPULATIONS    133  
   Background and Personal Characteristics of a School Leader    133   
   Level of Preparedness    134   
   Step 1: Forming the Action Research Team    135   
   Step 2: Conducting the Data Analysis    135   
   Your Turn . . .    136
Contents  vii
     Chapter 16 C  ASE STUDY 3: ADDRESSING BEHAVIORAL PROBLEMS 
AND LOW STUDENT PERFORMANCE    138  
   Background and Personal Characteristics of a School Leader    138   
   Level of Preparedness    139   
   Step 1: Establishing an Action Research Team    140   
   Step 2: Analyzing the School    140   
   Your Turn . . .    142    
     Chapter 17 C  ASE STUDY 4: IMPROVING LOW ELA SCORES AT THE 
ELEMENTARY LEVEL    143  
   School Leader    143   
   School District    143   
   Level of Preparedness    144   
   Step 1: Establishing the Action Research Team    145   
   Step 2: Analyzing School Data    145   
   Your Turn . . .    147     
    References    148   
   Index    151
PREFACE 
 As authors, we recognize that our mission is not to retrain school leaders to become professional 
researchers; however, we do believe that the purpose of this book is to assist current and future 
school leaders in building the research skills necessary for improving schools by increasing stu-
dent achievement. While some may disagree about what types of training school leaders for the 
21st century will need to attain to be effective, one thing is clear: Without the ability to use and 
conduct research, school leaders will continue to stay on the same track that many have worked 
on for decades. 
 In addition to gaining knowledge and better understanding of research methods, we also 
believe that an underlying mission of this book is to help you, the school leader, to become a 
more effective leader as part of the research process itself. Anyone can collect data in a school 
building. The real challenge is getting one’s teachers and staff onboard, motivated, and empow-
ered as a result of participating in the research process. That is the real work and a focus of this 
book. We believe that an effective school leader is one who is constantly demonstrating to staff 
that research is a critical element for a school community, and therefore this book will focus on 
three main areas: 
•    T   o provide school leaders with the technical background and skills to read and  critique  
current educational research  
•   T   o provide school leaders with methods in which they can a pply  current research and 
research methods for collecting and analyzing data in their buildings  
•   T   o provide the framework for school leaders to  conduct  their own building-level action 
research for ongoing building improvement   
C   hapter 1      focuses on the role of the school leader and summarizes how school administra-
tors and leaders have worked to improve buildings and education in general: past, present, and 
future. In this chapter you will also learn about different leadership prospectives in the quest for 
building and school improvement, as well as a discussion about what a school leader is and the 
important roles school leaders play in school improvement. 
C   hapter 2      examines the skills that administrators and school leaders need in their efforts to 
improve schools. In this chapter you will learn about the lack of interest in or use of research by 
school officials and how there is an increased emphasis on the need for a research-based skills 
set for school administrators and leaders, particularly in conducting research in their own schools. 
  Chapter   3    discusses the different types or levels of action research, one of which is action 
research for the classroom teacher. In this chapter you will read about the role of action research 
in the classroom and its role in helping teachers research and differentiate effective from ineffec-
tive instruction. 
  Chapter   4    focuses on what is referred to in this book as building-level action research. 
Building-level action research is the focus of this book. This is where an action research team 
will develop and use a team approach: identify a problem or issue in the building that needs to be 
addressed through examining school data; examine past research about how best to address this 
problem; and work to implement, monitor, and research a building-level improvement plan. 
  Chapter   5    focuses much more in depth on how the action research team should go about 
examining and analyzing the school’s current data in order to identify a gap that needs to be 
addressed. 
viii
Preface  ix
 This is followed up in  Chapter   6   , where you and the action research team learn how to 
incorporate past research into the analysis process. C  hapter 6      focuses on critiquing cause–effect 
research, and how this type of research can be used by the action research team in developing 
its plan. 
C   hapter 7      focuses on examining and critiquing correlational and survey research. The 
chapter also presents possibilities about how the action research team can incorporate these two 
important types of research approaches into their analysis and ongoing work. 
W  hile the previous chapters have examined quantitative research, C  hapter 8      focuses on 
elements of qualitative research and the important role this type can play in the action research 
team’s efforts, as well as in school improvement. This chapter provides an overview of the main 
types of qualitative research. In this chapter you will also learn how to critique qualitative 
research. 
I n C  hapter 9      you will learn about how you and your action research team can collect addi-
tional self-report data from teachers, staff, and other stakeholders in the school building through 
administering surveys and other related tools. These data are important for many reasons: deter-
mining what your staff thinks about an issue, understanding staff’s view and issues, or gathering 
important feedback from staff about training and professional development in which they have 
participated. 
  Chapter   10    shows how you and your action research team can work collaboratively in 
developing a program or action research plan to address the issue that has been identified. This 
chapter provides guidance in how to incorporate into your program what you have learned from 
reviewing the literature or how to plan and build a logic model to guide your action research 
project. 
  Chapter   11    focuses on how to go about implementing your program or action research 
plan and how you and your team can go about ensuring that the program is being implemented 
with fidelity. 
  Chapter   12    focuses on how to gather both formative and summative data throughout the 
action research process. This chapter also highlights standardized measures, what constitutes a 
standardized measure, and how to critique these tools. In addition to using more about standard-
ized measures, this chapter encourages you and your action research team to think outside of the 
box and include various types of standardized measures to create a more rigorous logic model 
for measuring and monitoring the success of your efforts. 
C   hapter 1  3    is an important chapter because it provides you and your action research team 
with a framework for using the logic model as a tool for reflection. 
  Chapters   14    through    17    are short case studies depicting the actions of building administra-
tors and school leaders using the five-step action research process presented in this book.  
  ACKNOWLEDGMENTS 
T  here are many people who helped make this book possible. I would like to thank my research 
assistant Courtney Wayman for her time, energy, and dedication, working on this project daily 
for the last 2 years. In addition, I am forever grateful to my team of internal editors: Jen Dilorio, 
Kristina Osborne-Oliver, and Meghan Morris. I could have not done this without you. I also 
want to thank Drs. Dianna Newman and Deborah Kundert for letting me bounce ideas off them 
and members of The Evaluation Consortium at the University at Albany/SUNY. In addition, I 
thank members of my department at The College of Saint Rose for once again enduring another 
colleague who is writing a book; and Evan Seiden, Z Score Inc., for his encouragement, support,