This report summarizes the findings of an analysis of a series of action research projects conducted by Goshen Community Schools at the elementary, middle, and high school levels. During the 2008-2009 school year, 40 teachers 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 were asked to provide descriptions of their independent action research studies. Most of the teachers indicated that they utilized all of the steps in the six step approach to direct vocabulary instruction with their treatment groups while utilizing none of the steps with their control groups. Some of these teachers did indicate using step 1 (i.e., providing a description, explanation, or example of new terms) in their control groups. Additionally, some teachers indicated that they focused on one or more steps of the six step process. In some of these independent action research studies, the complete six step process was used in the treatment group while all but one of the steps was used in the control group. Based on descriptions provided, an assumption was made that some involved the use of only one or two of the steps in the treatment group while none of the steps were used in the control group. (Contains 2 figures and 1 technical note.)