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1 | |
Participation in action research can vary from |
| | A) | providing information to analyzing data. |
| | B) | collecting data to writing the report. |
| | C) | analyzing data to reviewing interpretations. |
| | D) | providing information to designing the study. |
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2 | |
Of the following questions, which one does not lend itself to action research in schools? |
| | A) | How can academic content be presented so as to maximize understanding? |
| | B) | How can teachers encourage students to think about important issues? |
| | C) | How can parents become more involved in their child's education? |
| | D) | How did students in the nineteenth century travel to school? |
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3 | |
The four steps involved in action research are |
| | A) | identifying the research problem or question, analyzing and interpreting the information that has been gathered, developing a plan of action, testing the hypotheses. |
| | B) | testing the hypotheses, developing a plan of action, checking other research findings, obtaining the necessary information to answer the questions. |
| | C) | identifying the research problem or question, analyzing and interpreting the information that has been gathered, developing a plan of action, obtaining the necessary information to answer the questions. |
| | D) | analyzing and interpreting the information that has been gathered, developing a plan of action, obtaining the necessary information to answer the questions, writing up the results. |
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4 | |
Which of the following is not an advantage of action research? |
| | A) | It can improve educational practice. |
| | B) | The results are widely generalizable. |
| | C) | It can be carried out by an individual teacher in a classroom. |
| | D) | It can build up a small community of research-oriented individuals within a school. |
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5 | |
Which of the following is not one of the four steps in action research? |
| | A) | identifying the research problem |
| | B) | obtaining the necessary information to answer the question |
| | C) | developing a plan of action |
| | D) | developing a professional measurement instrument |
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6 | |
Which of the following assumptions does not underlie action research? |
| | A) | Teachers and other education professionals have authority to make decisions. |
| | B) | Teachers and other education professionals want to improve their practice. |
| | C) | Teachers and other education professionals can and will engage in systematic research only if they are given adequate time and additional pay. |
| | D) | Teachers and other education professionals are committed to continued professional development. |
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7 | |
Which of the following is a similarity between action research and formal quantitative and qualitative research? |
| | A) | Little formal training is required to conduct these studies. |
| | B) | Intent is to investigate larger issues. |
| | C) | They are very rigorous. |
| | D) | Systematic inquiry is utilized. |
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8 | |
What are the two main types of action research? |
| | A) | practical and participatory |
| | B) | survey and participatory |
| | C) | practical and content analysis |
| | D) | historical and ethnographic |
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9 | |
Of all threats to internal validity that researchers must be mindful of protecting against, which threat should action researchers especially be aware of? |
| | A) | instrumentation decay |
| | B) | data-collector bias |
| | C) | maturation threat |
| | D) | history |
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10 | |
Which of the following is an advantage of action research? |
| | A) | It has to be conducted by skilled professional researchers. |
| | B) | It does not help teachers or professionals develop more effective ways to practice their craft. |
| | C) | It can help teachers identify problems and issues systematically. |
| | D) | It is not generalizable. |
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11 | |
Which basic assumption underlying action research is illustrated in the following example: The entire school staff, including administrators, teachers, classified staff, and counselors, go on a retreat to plan ways to improve the attendance and discipline policies for the school. |
| | A) | Teachers and other education professionals are committed to continual professional development. |
| | B) | Teachers and other education professionals have the authority to make decisions. |
| | C) | Teachers and other education professionals can and will engage in systematic research. |
| | D) | Teachers and other educational professionals want to improve their practice. |
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12 | |
Which of the following is an advantage of action research? |
| | A) | requires little skill or knowledge |
| | B) | The results are widely generalizable. |
| | C) | can contribute to basic knowledge |
| | D) | It can build up a small community of research-oriented individuals within a school. |
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13 | |
Of the following questions, which lends itself best to action research in schools? |
| | A) | How can academic content be presented so as to maximize understanding? |
| | B) | What is the relationship between the time students are given to complete multiple-choice items and their achievement on those items? |
| | C) | How did students in the nineteenth century travel to school? |
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14 | |
Which is not a characteristic of Participatory Action Research? |
| | A) | it intends to empower individuals and groups |
| | B) | it emphasizes collaboration |
| | C) | it intends to result in social change |
| | D) | it is not subject to political pressures |
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2003 McGraw-Hill Higher Education