1. 9-1
Mills
Action Research: A Guide for the Teacher Researcher, 5e
© 2014 Pearson Education, Inc. All rights reserved.
Action Research
Geoffrey E. Mills
Fifth Edition
© 2014, 2011, 2007, 2003, 2000
Pearson Education, Inc. All rights reserved.
A Guide for the Teacher Researcher

2. 9-2
Mills
Action Research: A Guide for the Teacher Researcher, 5e
© 2014 Pearson Education, Inc. All rights reserved.
Chapter 9
Evaluating Action Research

3. 9-3
Mills
Action Research: A Guide for the Teacher Researcher, 5e
© 2014 Pearson Education, Inc. All rights reserved.
Evaluation Criteria
 Area of focus
 should involve teaching and learning
 Research questions
 answerable given researcher’s
expertise, time, resources
 Locus of control
 researcher can take action

4. 9-4
Mills
Action Research: A Guide for the Teacher Researcher, 5e
© 2014 Pearson Education, Inc. All rights reserved.
Evaluation Criteria
 Data collection
 selection, application of appropriate
techniques
 Ethics
 challenges appropriately addressed,
resolved
 Reflective stance
 statement of impact on researcher’s
views, practices

5. 9-5
Mills
Action Research: A Guide for the Teacher Researcher, 5e
© 2014 Pearson Education, Inc. All rights reserved.
Evaluation Criteria
 Action
 discussion of recommendation or
action taken
 Action-data connection
 clear statement that research
directed action

6. 9-6
Mills
Action Research: A Guide for the Teacher Researcher, 5e
© 2014 Pearson Education, Inc. All rights reserved.
This is Just the Beginning!
 Armed with knowledge, skills,
values, and attitudes about action
research, the work now begins as
you routinize the practice and
continue to monitor the effects of
your innovations on students’
learning, openly accepting the
credo for professional practice and
living the life of a lifelong learner.

7. 9-6
Mills
Action Research: A Guide for the Teacher Researcher, 5e
© 2014 Pearson Education, Inc. All rights reserved.
This is Just the Beginning!
 Armed with knowledge, skills,
values, and attitudes about action
research, the work now begins as
you routinize the practice and
continue to monitor the effects of
your innovations on students’
learning, openly accepting the
credo for professional practice and
living the life of a lifelong learner.