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Participatory Action Research (PAR) has gained significant attention in recent decades, particularly in developing youth program and in community-driven field such as sports for development across various group of underserved communities. Participatory action research prioritizes the active involvement of the participants as co-researchers from the initial stages up to closure of the research initiatives through integrating their insights, lived experiences and expertise into the research process to ensure that findings are directly relevant and beneficial to target community. Literature on sports for development suggest that participatory action research is relevant and widely used approach as it aligns well with sport initiatives aiming to develop a sustainable community program for marginalized or underserved communities in low resource settings. This approach has been proven to enable more effective, inclusive, and sustainable solutions, fostering empowerment and resilience especially in marginalized communities. The goals in sports for development often extend beyond physical fitness, focusing instead on social inclusion, community engagement, mental well-being, and skill-building. In PAR method, the needs and priorities of the community are central to the initiative that offer unique opportunities in this context by allowing researchers and participants to co-create program. It is evident that sports-based participatory action research has been particularly effective in empowering youth, addressing gender equality issues, promoting social inclusion, diminishing stigma and discrepancies and supporting people living with disabilities. Despite the potential of participatory action research in sports for development, there is limited systematic evidence on the specific approaches and methods used, the challenges encountered, and the factors contributing to validity and reliability of the project.

Participatory Action Research (PAR) has gained significant attention in recent decades, particularly in developing youth program and in community-driven field such as sports for development across various group of underserved communities. Participatory action research prioritizes the active involvement of the participants as co-researchers from the initial stages up to closure of the research initiatives through integrating their insights, lived experiences and expertise into the research process to ensure that findings are directly relevant and beneficial to target community. Literature on sports for development suggest that participatory action research is relevant and widely used approach as it aligns well with sport initiatives aiming to develop a sustainable community program for marginalized or underserved communities in low resource settings. This approach has been proven to enable more effective, inclusive, and sustainable solutions, fostering empowerment and resilience especially in marginalized communities. The goals in sports for development often extend beyond physical fitness, focusing instead on social inclusion, community engagement, mental well-being, and skill-building. In PAR method, the needs and priorities of the community are central to the initiative that offer unique opportunities in this context by allowing researchers and participants to co-create program. It is evident that sports-based participatory action research has been particularly effective in empowering youth, addressing gender equality issues, promoting social inclusion, diminishing stigma and discrepancies and supporting people living with disabilities. Despite the potential of participatory action research in sports for development, there is limited systematic evidence on the specific approaches and methods used, the challenges encountered, and the factors contributing to validity and reliability of the project.

the article review to action research paradigms

Philip Morris Records; bibliography; budget; budget review; form; research proposal, scientific; extr, extra; marg, marginalia

Philip Morris Records; bibliography; budget; budget review; form; research proposal, scientific; extr, extra; marg, marginalia

'Hundred and Eighth Report(1966-67) on Action taken by Government on the recommendations contained in the Eightieth Report of the Estimates Committee (Third Lok Sabha(1966-67) on Indian Grassland and Fodder Research Institute,Jhansi and Soil Conservation Research, Demonstration and Training Centres, pertaining to the Ministry of Food, Agriculture, Community Development and Cooperation. (Nov-1966)' from the Parliament Digital Library

'Hundred and Eighth Report(1966-67) on Action taken by Government on the recommendations contained in the Eightieth Report of the Estimates Committee (Third Lok Sabha(1966-67) on Indian Grassland and Fodder Research Institute,Jhansi and Soil Conservation Research, Demonstration and Training Centres, pertaining to the Ministry of Food, Agriculture, Community Development and Cooperation. (Nov-1966)' from the Parliament Digital Library

'Hundred and Eighth Report(1966-67) on Action taken by Government on the recommendations contained in the Eightieth Report of the Estimates Committee (Third Lok Sabha(1966-67) on Indian Grassland and Fodder Research Institute,Jhansi and Soil Conservation Research, Demonstration and Training Centres, pertaining to the Ministry of Food, Agriculture, Community Development and Cooperation. (Nov-1966)' from the Parliament Digital Library

This article is from BMJ Open , volume 4 . Abstract Introduction: Regular cannabis use is associated with negative mental health impacts including psychosis, depression and anxiety. Rates of cannabis use have increased in Aboriginal and Torres Strait Islander communities in northern Australia within the last two decades, presenting a significant increased risk to young people's mental health in these regions. Improved screening, early detection and treatment for cannabis-related mental health issues are urgently required. This paper describes a service-level action research intervention and evaluation protocol for use in the few services where it is possible to engage young Aboriginal and Torres Strait Islander Australians. Methods/Design: The protocol is being developed in two services where youth mental health is core business: a primary healthcare centre and a youth service in the Cairns and hinterland region, far north Queensland. The protocol calls first for baseline data to be collected using staff and client surveys; network mapping; and analysis of screening, treatment and referral rates. The protocol's intervention phase is driven by service needs identified from baseline data. Intervention strategies focus on implementing/enhancing cannabis screening instruments and processes in line with current best practice; enhancing networks with external drug and mental health services; developing culturally acceptable training and resources; developing activities aiming to reduce cannabis use in young Aboriginal and Torres Strait Islander clients using the services. The protocol requires implementation of the multilevel intervention within each service for 1 year, with follow-up data then collected and compared to baseline. Process evaluation identifies the more effective intervention strategies and documents the challenges to be overcome for full implementation. Ethics and dissemination: Ethics approval was provided by The James Cook University, Human Research Ethics Committee. Ethics Approval Number H5322. Peer-reviewed publications will also be used to disseminate the finding. Results will also be discussed with stakeholder organisations.

TIS Action Rearch

MIPs Action Research dumped with WikiTeam tools.

Philip Morris Records; bibliography; budget; budget review; chart; form; graph; lab protocol; research proposal, scientific; resume; extr, extra

The Georgia League of Professional Schools is a school and university collaborative formed to support school renewal. It currently includes 54 elementary and secondary schools and the University of Georgia. Schoolwide action research is simply cooperative disciplined inquiry within a framework that provides some structures for working together. This paper, part of the fourth report on action research in the League, is a look at the results of action research on students and the cultural environment of the school based on on-site reports and action plans from 41 of the 52 participant schools. Eleven schools have identified changes in student achievement and behavior, and 14 schools cited the provision of new experiences for students as a positive outcome. Changes in school culture, including increased communication and an increase in shared decision making, are identified for a number of the schools. Ways in which action research is impeded in member schools are also identified and discussed. The difficulties the schools experience are the same for the League as a unit, but determination to engage in schoolwide action research is seen in both arenas. Appendix 1 contains a three-part item about project interviews, and Appendix 2 contains two tables. (Contains 43 references.) (SLD)

The Department of Curriculum and Instruction at Central Missouri State University, Warrensburg, Missouri, has designed an experience for student teachers in elementary schools to prepare them for reflective thinking in their own classrooms. Student teachers conduct action research by reflecting on what they do in the classroom, identifying effective practices, and implementing positive change strategies. Action research papers (n=515) written over the past 4 years were examined to determine the breadth and variety of topics that student teachers are researching. A table lists the variety of concept areas researched, and 10 subsequent tables list topic areas in some of the major concept areas such as academic achievement, behavior management, mathematics, and reading. It is felt that the variety of research selections shows that the student teachers are finding issues in their own classrooms that interest them and they are willing to put forth the effort to find out alternative ways of approaching the issues. Individual faculty advisors may find a redundancy in the topics of their advisees, but this may be more faculty influence than student selection. The benefits of the process of action research are shown by comments subsequently made by the student teachers in their first years of teaching. Eleven tables, which make up most of the paper, detail the action research projects. Contains nine references. (JDD)

This paper describes the research agenda at Technology Based Learning and Research (TBLR) at Arizona State University, whose primary research mission is to provide information to guide the development and subsequent application of its technology based instruction (TBI) products. It is noted that the research question at the heart of the agenda is the investigation of TBI effectiveness, especially relative to conventional instruction. Each of the stages of the agenda is described--i.e., needs assessment; logic modelling; five stages of formative evaluation (monitoring, systematic review using formal criteria, presentation features analysis, open-ended expert review, and informal field testing); beta testing of the product; and summative evaluation (formal field tests and controlled tests). The various stages in the agenda are illustrated by references to a recently completed pilot project, Teaching Mathematics Methods Using Interactive Videodisc (TMMUIV), a prototype interactive, multimedia instructional tool with both classroom presentation and stand-alone laboratory applications that was developed to help preservice teachers integrate mathematics content with the teaching methods and manipulative materials advocated by the professional teaching standards of the National Council of Teachers of Mathematics. (Contains 26 references.) (ALF)

This paper describes the research agenda at Technology Based Learning and Research (TBLR) at Arizona State University, whose primary research mission is to provide information to guide the development and subsequent application of its technology based instruction (TBI) products. It is noted that the research question at the heart of the agenda is the investigation of TBI effectiveness, especially relative to conventional instruction. Each of the stages of the agenda is described--i.e., needs assessment; logic modelling; five stages of formative evaluation (monitoring, systematic review using formal criteria, presentation features analysis, open-ended expert review, and informal field testing); beta testing of the product; and summative evaluation (formal field tests and controlled tests). The various stages in the agenda are illustrated by references to a recently completed pilot project, Teaching Mathematics Methods Using Interactive Videodisc (TMMUIV), a prototype interactive, multimedia instructional tool with both classroom presentation and stand-alone laboratory applications that was developed to help preservice teachers integrate mathematics content with the teaching methods and manipulative materials advocated by the professional teaching standards of the National Council of Teachers of Mathematics. (Contains 26 references.) (ALF)

This article is from BMC Health Services Research , volume 14 . Abstract Background: Implementation of World Health Organization case management guidelines for serious childhood illnesses remains a challenge in hospitals in low-income countries. Facilitators of and barriers to implementation of locally adapted clinical practice guidelines (CPGs) have not been explored. Methods: This ethnographic study based on the theory of participatory action research (PAR) was conducted in Kenyatta National Hospital, Kenya’s largest teaching hospital. The primary intervention consisted of dissemination of locally adapted CPGs. The PRECEDE-PROCEED health education model was used as the conceptual framework to guide and examine further reinforcement activities to improve the uptake of the CPGs. Activities focussed on introduction of routine clinical audits and tailored educational sessions. Data were collected by a participant observer who also facilitated the PAR over an eighteen-month period. Naturalistic inquiry was utilized to obtain information from all hospital staff encountered while theoretical sampling allowed in-depth exploration of emerging issues. Data were analysed using interpretive description. Results: Relevance of the CPGs to routine work and emergence of a champion of change facilitated uptake of best-practices. Mobilization of basic resources was relatively easily undertaken while activities that required real intellectual and professional engagement of the senior staff were a challenge. Accomplishments of the PAR were largely with the passive rather than active involvement of the hospital management. Barriers to implementation of best-practices included i) mismatch between the hospital’s vision and reality, ii) poor communication, iii) lack of objective mechanisms for monitoring and evaluating quality of clinical care, iv) limited capacity for planning strategic change, v) limited management skills to introduce and manage change, vi) hierarchical relationships, and vii) inadequate adaptation of the interventions to the local context. Conclusions: Educational interventions, often regarded as ‘quick-fixes’ to improve care in low-income countries, may be necessary but are unlikely to be sufficient to deliver improved services. We propose that an understanding of organizational issues that influence the behaviour of individual health professionals should guide and inform the implementation of best-practices.

This article is from Global Health Promotion , volume 20 . Abstract The global health burden due to physical inactivity is enormous and growing. There is a need to consider new ways of generating evidence and to identify the role of government in promoting physical activity at the population level. In this paper, we summarize key findings from a large-scale cross-national collaboration to understand physical activity promotion in Brazil. We describe the main aspects of the partnership of Project GUIA (Guide for Useful Interventions for Activity in Brazil and Latin America) that sustained the collaborative effort for eight years and describe how the evidence gathered from the collaboration triggered political action in Brazil to scale up a physical activity intervention at the national level. Project GUIA is a cross-national multidisciplinary research partnership designed to understand and evaluate current efforts for physical activity promotion at the community level in Latin America. This example of scaling up is unprecedented for promoting health in the region and is an example that must be followed and evaluated.

This article is from International Journal of Circumpolar Health , volume 71 . Abstract Background: In 1999, the Government of Canada regulated the use of lead shot for hunting. Concurrently, the Nunavik Regional Board of Health and Social Services (NRBHSS) was informed of the results of an isotope study that pointed to lead ammunition as a likely source of lead exposure in Nunavik. Rapidly thereafter, a coalition for the banning of lead shot was implemented by the NRBHSS as well as by regional/local partners and by Inuit hunters in order to disseminate this information to the public. Objectives: The purpose of this article is to describe the intervention conducted in the winter of 1999 by the NRBHSS and to assess the combined impact of national legislation and an awareness campaign on blood lead levels in Nunavik. Study design: Impact assessment of the intervention for the banning of lead shot conducted in 1999 in Nunavik using blood lead levels data before and after the intervention. Methods: Data on blood lead levels in Nunavik describing foetal exposure as well as during childhood and in adults published between 1992 and 2009 were compiled. Blood lead levels in Nunavik prior to and after the interventions were compared. To assess the current situation, the most recent blood lead levels were compared with those from surveys conducted during the same period in North America. Results: Analysis of blood samples collected from umbilical cord and from adults show that blood lead levels in Nunavik significantly declined between 1992 and 2004. Nevertheless, lead exposure in Nunavik still remains higher in comparison to that observed in other North American surveys. Conclusions: The current situation regarding lead exposure in Nunavik has significantly improved as a result of the implemented intervention. However, according to recent data, a gap still subsists relative to other North American populations.

Philip Morris Records; abstract; bibliography; pamphlet; over, over size document

Philip Morris Records; abstract; bibliography; pamphlet; ille, illegible; over, over size document

Philip Morris Records; budget; budget review; form; research proposal, scientific; extr, extra

As outlined by many of the social and political movements happening around us today, now more than ever, youth need to be critically conscious of their world in order to navigate it successfully. The Toronto District School Board, where Armen Shahnazarian teaches uses the hybrid model of culturally responsive and relevant pedagogy (CRRP), based on frameworks put forth by Gloria Ladson-Billings (1995) and Geneva Gay (2000), not only to assist with academic achievement, but to also help facilitate critical consciousness. During the 2015-2016 school year, Shahnazarian held the position of Student Work Study Teacher (SWST). As a provincial initiative, SWSTs are assigned to schools where students are not achieving according to Ontario Ministry of Education standards. Part of Shahnazarian's role was to collaborate with teachers to develop inquiries through pedagogical documentation, for instance by capturing student learning through products, observational notes, photos, videos, and interviews. Stemming from this process, Shahnazarian engaged in a professional learning inquiry with one of the collaborating teachers to increase student engagement in a 9th grade academic English class. Since the school board requires its use, Shahnazarian chose to focus on CRRP (Toronto District School Board, 2013), in particular its emphasis on critical consciousness, to work towards this goal. This article describes this process, and puts forth a call to educators to create opportunities for students to engage with critical consciousness raising, and to consider Youth Participatory Action Research (YPAR) methods as a tool to help them in doing so. Critical consciousness allows students to become active agents by connecting their in-class learning to their day-to-day lives. As a result, students begin to develop the ability to recognize systemic oppression and to offer potential ways in which it may be eliminated.

This item represents a case in PACER, the U.S. Government's website for federal case data. If you wish to see the entire case, please consult PACER directly.

This Research Action Brief describes five studies designed to test techniques for decreasing disruptive student conduct in the secondary school classroom. The two behavior modification studies discussed showed strong positive results. Questions remain, however, concerning the permanence of behavior changes that are dependent on reward systems and concerning the wisdom of associating appropriate behavior with rewards not intrinsic to the behavior itself. The two humanistic studies in class management concentrated on the rapport created between students and teachers. The first involved teaching communication techniques to teachers, while the second revealed that alternative schools suffer from far fewer disciplinary problems than do traditional schools. The fifth study combined elements of both types of approach. A high level of interaction between teacher and student, derived from humanist thinking, was used as the reward in a system derived from behavior modification. (Author/PGD)

Merit pay programs are based on the simple idea that educators should be paid what they are worth; yet these programs face a host of practical problems, mostly centering on the difficulties of developing and administering such systems. A review of research shows that money may not be the best way to motivate teachers, who are more influenced by the intrinsic rewards of teaching. A report by the Educational Research Service suggests that merit pay programs often prove unworkable. Taken as a whole, the research in the area points most emphatically to a single conclusion about merit pay; its potential rewards are uncertain and it should be adopted, if at all, with a good deal of care. Evaluations must be made by several persons working with specific, multifaceted, and clearly articulated guidelines. Merit raises should not be reserved for a few superior teachers but must reward all who achieve a specific objective. Plans should be considered that reward teachers with praise or recognition rather than money, and schools should help create systems that foster more satisfying work experiences for teachers. (Author/JM)

An overall strategy is reported for updating secondary and postsecondary vocational/technical teachers in the technologies of their teaching areas. It is designed for use by vocational educators and others who provide technological update: local school, institution, and district administrators and boards; teacher educators; vocational/technical professional development leaders; business/industry representatives; and state and federal department of education personnel. The first chapter provides background on the need for the strategy, its development, and the nine essential strategy characteristics. Chapters 2 to 10 each treat one of the generic characteristics of a successful strategy for technological update: structure for action, roles and responsibilities, policy, resources, incentives and rewards, high potential techniques, alternative technique configurations, incorporation of update in programs, and continuing and self-renewing activities. Each chapter presents (1) a rationale for the inclusion of the characteristic, (2) guidelines for implementing the characteristic, and (3) specific details appropriate to the illustration of the discussion. Chapter 11 discusses the implementation of technological update programs at the statewide level and suggests an appropriate structure for administering such programs. Chapter 12 provides related recommendations for action to increase the effectiveness of current efforts to provide vocational teachers with technological update. (YLB)

This report describes a non-experimental approach to studying the role of the AAR leaders in tactical ES training. Using observational data, the research team was able to identify a consensually validated list of critical skills.

The U.S. Army's environmental vision, as described in the U.S. Army Environmental Strategy into the 21st Century, is to support a proactive conservation posture with respect to natural and cultural resources, including Threatened and Endangered species (TES) and associated ecosystems, while maintaining a mission focus. This report defines the Army's approach and framework for planning, execution, and transfer of research necessary to deal effectively with challenges to TES on Army lands. The strategy establishes the process, approach, and focus the Army research and development community will use to develop cost effective products and capabilities to meet requirements under the Endangered Species Act and applicable Army regulations. It also ensures efficient allocation of R and D resources, appropriate levels of interservice and interagency coordination, and timely transfer of useful research products to the field. The action plan translates the goals and objectives that support the strategy into specific implementing actions. Taking these actions will ensure that the strategy is carried out to support the vision. Endangered species, Ecosystems, Threatened species, U.S. Army Environmental Strategy.

This study explores the impact of spiral teaching on students' performance on Quadratics at O-level. Eight boys from Grade 11 participated in the action research study, in which a mixed method was used. Data were collected using questionnaires, worksheet and interviews. Analysis revealed that spiral teaching has positive impact on students in terms of mathematical fluency, content retention and mastery of concepts in quadratics. Most of the students agreed that spiral teaching helped to improve their understanding of the topic. However, a major challenge is the subsequent reduction in instructional time when reviewing of previous lessons.

Action research is a systematic approach to investigation that enables people to find effective solutions to problems they confront in their everyday lives. A significant feature is that action research lays claim to the professional development in education. Action research as any systematic inquiry conducted by teachers, administrators, and counselors with a vested interest in the teaching and learning process, for the purpose of gathering data about how their particular schools operate, how they teach, and how their students learn. Education is perhaps the most prolific source of action research resources. Action research can be done by teachers in their own classrooms with the goal of improving pedagogy and student learning. This research aims to conduct a review on Springer's action research approach for teachers and others involved in schools to engage in systematic inquiry with the intent of improving their educational practices or solving significant problems they experience in their professional life. This review article shows action research provides a fruitful avenue of investigation for teachers, administrators, and others involved in education. This study describes the process of Springer's action research that enables teachers to keep track and take account of the many aspects of their work with students through a systematic routine.

Torre, Maria Elena; Fine, Michelle; Stoudt, Brett G.; and Fox, Madeline.

This paper describes a collaborative action research study involving a university professor/researcher and novice teachers (final sample of seven) in classroom-based inquiry to enhance personal practice that would impact on student outcomes. As the teachers were coached and mentored through the various stages of the action research process to understand the effect of their actions on their students better, the researcher looked at how reflective classroom inquiry enhanced these teachers' levels of self-efficacy and feelings of empowerment. The research design was structured according to an action research protocol, and a variety of qualitative data collection techniques were used. Relevant themes were identified, coded, and analyzed to uncover the findings related to intended outcomes. Implications of this study point to the need for greater collaboration between university researchers and classroom teachers to improve school culture. (Contains 23 references.) (Author/SLD)

These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this volume include: (1) Does Gesturing Increase Students' Language Learning in a Spanish II Class? (Kelly Marin); (2) Does Having Students Formally Write down Notes, Using the Classic Projector, Transparency, and Screen Method, Aid Middle Level Students in the Learning of Basic Historical Ideas and Facts? (Michael Matiash); (3) Will Journaling While Going through the Executive Processes Improve Students' Performance in Mathematical Problem Solving? (Brian Menk); (4) Will the "Read Naturally" Program Produce Better Results among Elementary-Aged Students when Comparing Word Per Minute Fluency Probes than a Multi-Sensory, Phonetic Approach to Reading? (Carrie Miller); and (5) Goal Setting Will Increase Student Scores in Recall of Multiplication Facts (Melissa Mortellito). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]

This paper offers an example of how to apply action research to improve English-as-a-Foreign-Language (EFL)/English-as-a-Second-Language (ESL) writing instruction. This research was conducted over a 5-year period while the researcher taught 9 semester-long sections of advanced EFL writing to Taiwanese undergraduates. Using Reid's (1987) Perceptual Learning Style Preference Questionnaire and the researcher's own open-ended surveys, information was systematically analyzed and gathered about students' learning style preferences. The underlying goal of the study was to understand the relationship between learning styles and EFL/ESL writing, and to subsequently understand the students and better discern what approaches would both accommodate and challenge them. The Myers-Briggs Type Indicator with its four Jungian categories of types (extroversion-introversion, sensing-intuition, thinking-feeling, judging-perceiving) was used. It was found that students were generally hostile to any writing instruction because their primary goal in learning English was to learn to talk to foreigners, not to write to them. It is concluded that teachers should first try to explore systematically the learning style preferences of their students before beginning to teach. (Contains 38 references.) (KFT)

Reading comprehension is often a forgotten skill in secondary classrooms. Teachers of older students assign readings of different styles and levels, but don't teach the skills necessary to process different kinds of texts. This study examined which strategies are effective in giving students the skills necessary to read for understanding by answering the question: what strategies can be used in order to improve students reading comprehension across different genres? Data was collected from six low-performing tenth grade students via observations in the classroom, student testing, and student feedback. Data showed small improvements overall and that genre had an effect on the success of the different comprehension strategies. Overall, the process seemed worthwhile because the students became both more successful and more confident in their abilities. Appended are: (1) Student Reading Habits Survey; (2) Sample of Teacher Checklist; (3) MCAS Tests; (4) Frankenstein Tests; (5) Student Post-Survey; (6) Pre-Reading Survey Text--Grade 10; (7) Student Comprehension Results by Strategy across All Genres; (8) Reading Comprehension Results by Strategy in Fiction (Taking into Account Previous Strategies Taught); (9) Post-Survey MCAS Data; and (10) Post-Survey Frankenstein Data. (Contains 4 figures.)

This project was developed to increase attendance at inservices and workshops that are provided to continue the training of tutors in the South Pittsburgh office of the Greater Pittsburgh Literacy Council (GPLC). A questionnaire was designed and mailed to all (about 20) tutors in the area to obtain input about how prepared they felt, and whether they felt they were receiving enough support and interaction from the organization. Four forms were returned and indicated that: (1) respondents felt positively about the training and felt well-prepared; (2) they gave high marks to the question about usefulness of materials and whether they were receiving enough support from their coordinators and GPLC; (3) they saw the factors of location and time as interferences with workshops; and (4) they felt more prepared at each phase of additional training, involvement in the tutoring, or training process. Students who responded to a questionnaire about their tutors were positive, but these results did not appear to reflect the reality. More aggressive marketing of the workshops included sending updated information about the workshops along with recommendations for specific tutors to attend them. An advanced certificate was offered for all tutors who completed an additional six hours of training. No tutor mentioned an interest in the certificate. Appended are the two questionnaire. (YLB)

The Clinton County (Pennsylvania) Development Center for Adults studied to what extent the planning and evaluation process for adult learners in the adult basic education/General Educational Development program was improved by the use of an individualized education plan (IEP) form. The project involved collaboration with other instructors in the program to gather their ideas and those of 22 Literacy Corps tutors from Lock Haven University (LHU). The work on the form began in mid-November 1998 and continued through mid-January 1999. By the first of February, the students' files contained an IEP form completed as much as possible. An intern from LHU, a VISTA (Volunteers in Service to America) volunteer, and the instructor compiled the proposed form. During the first two weeks of February, the Literacy Corps tutors were matched with the adult learners. Eleven of the student files given to the Literacy Corps tutors contained a completed IEP form; the other 11 did not. Having an IEP form helped tutors become familiar with new students. The tutors with the IEP forms began the actual instructional process much more quickly, while those without took about 3 weeks deciding where their learners needed help. Appended are the original and revised IEP forms.) (YLB)

Action Research on Measuring Literacy Programme Participants' Learning Outcomes (RAMAA) aims to develop, implement and collaborate on the creation of a methodological approach to measure acquired learning and study the various factors that influence its development. This report examines how RAMAA I has been implemented over the past four years in five participating countries: Burkina Faso, Mali, Morocco, Niger and Senegal. It assesses the institutional and technical implementation of the project while identifying challenges and discussing lessons learned. The goal of this mid-term review is to provide strategic guidance for RAMAA II and to enable countries to utilize the results. A member list of national teams is appended. A bibliography is also included.

Rates of overweight children and adolescents have nearly tripled over the past 30 years. Many barriers exist to healthy eating and physical activity for children and adolescents, including factors in the school and community environment. It is these modifiable school environmental factors that led to the development of the Nutrition Friendly Schools and Communities (NFSC) model to prevent the development of overweight in children and adolescents. Development of the NFSC model built upon the Coordinated School Health Program, the Baby Friendly Hospital Initiative, Participatory Research, and Empowerment Evaluation. The purpose of the NFSC environmental intervention is to actively engage the school community to prevent overweight in students through a multi-level participative intervention that facilitates coordinated changes in the school environment in the following areas: health education, physical education, health services, food services, school policy, staff wellness, psychosocial services, and family/community involvement. The NFSC model is the basis by which school communities develop a plan and evaluation that lead to a healthy school environment and prevent the development of overweight in children. A pilot study of the NFSC model is currently being conducted in eight low-income, minority, urban schools. This paper describes the development of the NFSC model and criteria. (Contains 1 table and 1 figure.)

The Scholarship of Teaching and Learning (SoTL) Fellows Program at Southeast Missouri State University supports an annual cohort of 10 faculty Fellows to evaluate, through individual research projects, the effect of teaching on student learning of two or more of the university's General Education objectives. Designed around practical action research and collaborative peer consulting, the SoTL Fellows Program creates a multidisciplinary community of peers who meet approximately monthly (seminar schedule included). Subgroups within the seminar address sequenced questions about research processes and then collaboratively consult with one another as they apply the research processes to their specific projects. The Fellowship year culminates in a presentation of project findings to the University community. The Program is well supported by the Administration. Fellows receive up to $1500 for research and travel. Analysis of 3 cohorts of Fellows showed that 66% of the projects had clear results showing enhanced student learning. The surveyed Fellows affected over 4500 students in 100 courses. Most of the projects emphasized a new teaching approach, new curriculum materials, integrated applications, and active learning. Fifteen projects were presented at conferences and 7 were published in peer reviewed journals to date. Participation in the SoTL Fellows Program is viewed positively in promotion and tenure decisions, with Fellows reporting a variety of intrinsic rewards as well. (Contains 3 tables and 2 figures.)

The "Research & Action Report," published twice a year, is a window on the activities and initiatives at the Wellesley Centers for Women. The report typically features news about the Centers, interviews with researchers, commentary on recent events or social trends affecting women and girls, announcements of new publications, and much more. Articles featured in this issue include: (1) The Changing World of Work and Family Balance (with Nancy Marshall); (2) Sexual Harassment Left Behind: What the "bullying" framework is doing to civil rights laws and framework (Nan Stein); (3) Short Takes; (4) Spotlight on Funding; (5) New Publications; and (6) Global Connections. Individual articles contain references. [Susan Lowry Rardin contributed to this issue. For "Research & Action Report. Volume 31, Number 2, Spring/Summer 2010," see ED511413.]

This paper proposes that despite the anticipated benefits of classroom research for improved instruction, there are identifiable factors that can interfere with its effectiveness. Examples are drawn from three research projects, undertaken in English-as-a-Second-Language instructional settings. First, the steps in the classroom research process are outlined. Then for each case, the evolution of the project is described, problems are noted, and attempts to remedy them are examined. The cases involved professional development projects for secondary and postsecondary language teachers. It is concluded that in each instance, some of these things happened to prevent change: (1) teachers were not given recognition or time off for doing research; (2) the agenda was controlled by the administration; (3) the agenda was subverted from within by teachers who wanted to bolster their own position within the political context in which they worked; (4) teachers lacked the technical skill and knowledge to conceptualize and operationalize their research interests; and (5) doing research got in the way of teaching; (6) there was a secondary agenda concerning curriculum development; and (7) teachers feared that involvement in classroom research would be used against them. A series of recommendations is made for maximizing chances of success. (MSE)

The gap between researchers and teachers has minimized the impact that research should have on school development. Using teachers as researchers is one way of empowering them to adopt the perspective of the researcher. Research-oriented activity is then seen as one promising means of improving the teachers' pedagogical expertise. It is assumed that teachers will be better able to make decisions about their teaching if their judgments are supported by their own inquiries. Teacher research is typically action research, which links investigation with efforts to solve practical problems or develop new programs. In order to be able to do teacher research, teachers will have to be solvers of educational problems. They will have to be able to discover and define problems, to think of promising alternatives of solving them, to observe and document activities, to reflect on the observations and, ideally, to report on the changes in their pedagogical thinking. The stages in action research include problem identification, creating a solution to the problem, implementing the solution, evaluating the solution, and modifying one's ideas and practice in the light of the evaluation. Finding and defining a good research question is the most important and difficult part of a research project. In the case of the teaching content through English or a foreign language, classroom research questions could deal with the following: goals of pilot projects; materials; methods; students' learning outcomes; students' affective attitudes; comparison between content-based language classes and "normal" classes; change in one's views and teaching practices; perception of successes and problems; impact on relations with colleagues; impact on the school; parent's views and attitudes; and reflection on what was done and achieved. Some hints for doing action research/teacher research are offered. (Contains 44 references.) (CK)

Utilizing a consensus decision-making strategy, teachers and an administrator from Parkway Central Middle School (PCMS) (Missouri) selected a two-part mission: (1) to establish an atmosphere where students demonstrate respect for themselves, their peers, and all adults; and (2) to evaluate, revise, develop, and implement a new discipline plan that would be more proactive than reactive. To achieve the mission, the Responsibility and Respect Program/Plan was implemented during 1993-1994. Proactive activities, disciplinary management techniques designed to foster responsibility and respect, and new programs were added to existing disciplinary programs. Activities included: (1) Respect Week, during which the theme of respect for self, others, and the environment was integrated into various classes; (2) incentive programs to reward good behavior; (3) relevant extra curricular activities; (4) revamping behavioral management techniques; and (5) improving citizenship through parent involvement, case management, and better tracking of conduct. Two additional program elements (after school tutorials and data collection to document the program's outcomes) were facilitated by PCMS's professional development school collaborative agreement with University of Missouri-Saint Louis. Data collected on six disciplinary indicators indicated an overall decrease in the number of students involved in disciplinary actions from 1993-1994 to 1994-1995. Findings from surveys of students, teachers, and administrators indicated that respondents considered the Responsibility and Respect Plan's proactive approach and the consensus process effective. Recommendations for improvement in the plan are noted. Two survey questionnaires are included. (IAH)

Action research in the Cobb County (Georgia) school district is described. This research is being conducted in the district under three main approaches: (1) co-researcher projects addressing central level issues; (2) district-wide projects; and (3) school-focused action research, including minigrants to teachers. The first three subsections--effects on students, data collection and utilization, and technical assistance--primarily address school-focused action-research projects. This information and the application procedures provided in Appendix B are specific enough to permit school-focused action-research replication in other districts. The remaining two subsections--effects of action research on the culture of the organization and advice for beginning action researchers--characterize action research in a broad district-wide context. The final section provides the authors' reflections about establishing action research in a large (78,000 students in 88 schools) suburban district. Given the size of the district and the number of students, it is fair to say that the impact of action research has been small, but worthwhile. Appendix A tells what teachers and teams studied and presents sample reports of effects on students (two tables), and Appendix B contains a technical assistance packet. (Contains 5 references.) (SLD)

The authors define action or "on the job" research as a type of applied research undertaken by practitioners in order to solve practical problems and improve operations in the educational or institutional setting. Advantages and disadvantages of using action research are presented and procedures for conducting it outlined. Two tables list differences in purpose, structure, and reporting methods between action and traditional research. A method for viewing the roles of research team members, the "Jo-Mary Window", is adapted from Joseph Luft's research in group dynamics. Principles for setting up a research project and evaluating its data are included, along with a general list of sources in action research for adult education. Action research methodology emphasizes basic principles in writing, distributing, and evaluating questionnaires. Three appendixes give examples of good and bad questionnaires and examples of action research reports. (SD)

The book describes the setting, objectives, program, evaluation and achievement of six innovative action-research early childhood education projects for Aboriginal Australian children, traces various previous attempts to provide education, and provides an historical background of the estimated 140,000 Aboriginal people who make up 1% of Australia's total population. Based on the North American compensatory education model, the Bourke Project, in 1969, chose an experimental methodology and then devised an appropriate teaching program to fit the methodology. Also begun in 1969, the New South Wales van Leer Project established 12 centers, now operated by Aboriginal people, where parents provide learning experiences for themselves and their children. Functioning between 1969 and 1972, the Victorian van Leer Project developed experimental Aboriginal preschools in contrasting rural and urban settings. The South Australian van Leer Project established two preschools in 1969 to prepare children for more effective entry into the formal school setting. The Katherine Project, operating from 1970 to 1973, emphasized development of language and communicative skills by Aboriginal children in the first four primary grades. The Queensland van Leer Project, initiated in 1968 and since implemented in all Aboriginal schools throughout the state, developed a sequenced language teaching program for the first three primary grades. (NEC)

There is a widespread belief that collaborative care networks (CCN) have the potential to significantly improve outcomes in the care of functional disorders (FD) and persistent somatic symptoms (PSS). However, evidence of the effectiveness of CCNs is lacking. The first steps are being taken - defining CCNs, outlining the characteristics that have been considered, as well as identifying quality indicators. The next step is to study how the quality of CCNs for FD can be improved, using the results from the first steps. We argue that the best way to do this is with an active network, and with the involvement of the network members themselves as this not only has the possibility of directly improving a service, it also gives a more realistic view of what works, as well as giving an immediate process of trial and error. Therefore, in this study we will use participatory action research (PAR) to incorporate and enact the learning we have made bringing this together with the experience of an active network and its members. In this case, we will be working with ALK Netwerk Salland, a network of healthcare professionals across the Salland region in the east of the Netherlands, who work with persons suffering with FD and PSS (in dutch: aanhoudende lichaamlijke klachten - ALK).

This document was developed to (1) help clarify the various concepts of retention and attrition within a unifying conceptual framework, (2) synthesize the research on retention and attrition, and (3) examine the implications of the research for postsecondary administrators and researchers. Retention and attrition research pertains to both the percentages of students who complete programs and the reasons for completion or attrition. Practical considerations concerning attrition and retention that administrators should consider are briefly addressed. After clarifying terms, (including persister, stopout, dropout, retention, and attrition), that appear to affect attrition and retention are described, and activities and strategies that may help reduce attrition rates are recommended. Theoretical and empirical literature is reviewed, as are attempts to classify retention. A new structure for classifying retention is proposed, and indicators and measures for attrition and retention are described. The difficulties of interpreting students' self-reported reasons for leaving school are also addressed. An extensive bibliography is included. (SW)