This report describes the findings of an analysis of a series of action research projects conducted by Goshen Community Schools at the high school level. During the 2008-2009 school year, eight teachers at Goshen High School participated in independent action research studies regarding the extent to which a six step approach to direct vocabulary instruction enhanced the learning of students. Participating teachers selected two groups of students both of which were being taught the same unit or set of related lessons. However, in one group (the "treatment" group) the six step process was used, whereas in the other group (the "control" group) the six step process was not used. The average effect size for all eight independent action research studies was statistically significant (p less than 0.01). A reasonable inference is that the overall effect of a 17 percentile point gain is probably not a function of random factors that are specific to the independent action research studies; rather, the 17 percentile point increase represents a real change in student learning. Instructions for Action Research are appended. (Contains 5 figures and 3 technical notes.)