Downloads & Free Reading Options - Results

Brett Stoudt, PhD, Associate Professor, Psychology Doctoral Program, City University of New York, Graduate Center & Deputy Director of the Public Science Project In this presentation, Dr. Stoudt will introduce the principles and possibilities of participatory action research (PAR) through several NYC case studies. He will use his work with communities on policing and the justice system over the last decade to illustrate: · PAR’s theoretical and ethical foundations; · Critical questions to consider throughout the PAR process; · Using qualitative and quantitative approaches within a PAR framework; · Linking PAR to policy, organizing, education and litigation; · Opportunities to think about “art” as method and action. Public Science Project website:  publicscienceproject.org/

Media usage over 2 days

Presenting the #EU #Defence Action Plan, the industrial & research pillar of our EU Defence package https://t.co/Re7ambvvpf European Defence Action Plan EU Commission proposes a European Defence Fund and actions to support more efficient spending in joint defence capabilities, strengthen citizens' security and foster a competitive industrial base

invocation of welcoming to the guests of the action research show number 45.

invocation of welcoming to the guests of the action research show number 45.

invocation of welcoming to the guests of the action research show number 45.

This paper presents an action research approach to exploring methods of improving the learning styles and outcomes of first year university students within large class environments. The genesis of this project stemmed from an observation that entire tutorial groups were often lethargic in their approach to learning. Following a survey of learning styles, students were exposed to more student-centric teaching styles within tutorial groups, with a view to encouraging deeper student learning and self-regulated learning behaviours. Although the project was successful in motivating students' participation in class activities, no noticeable change to a sustained deeper learning style became evident. The findings suggest that simply motivating students to participate in class does not necessarily alter overall learning styles, at least in the short term. This suggests that the process of "unlearning" previous learning styles may pose a significant problem for instructors and it appears likely that the process of changing from surface to deep learning may require more than a single course intervention. However, there is some evidence that student-centred and self-regulated learning results in a more positive learning experience for both students and teachers. The article concludes with a model of proposed relationships uncovered by the research which deserve further exploration in the quest to provide greater levels of student satisfaction with their higher education experiences. (Contains 2 figures.)

A significant challenge for all participants in the autism spectrum disorder participatory action research (ASD PAR) project, including the Ministry of Education, the local project teams (LPT) and mentors, was the lack of availability of a single ethics approval process for the project in its entirety and, in particular, one that could accommodate the iterative, dynamic and participant-led action research process. To address this gap, participants in the ASD PAR project adopted both individual and shared responsibility for ethical reasoning. As with ethics in general, there was no one right answer that could be routinely applied to ethical dilemmas. A guiding framework of ethical principles proved useful for participants. Central to the success of the ASD PAR project was participants' ability to self-reflect, question and share resolutions. In essence, refections on ethical dilemmas as they arose were an interwoven strand through the life cycles of the ASD PAR project. (Contains 1 figure.)

This article is an analysis of the reports submitted to the Ministry of Education by teams and mentors who took part in the autism spectrum disorder participatory action research (ASD PAR) project. The key findings highlight the importance of: individualised support based on a sound knowledge of the child or young person; strategies targeted at the child's environment and the people within it as opposed to addressing perceived within-child challenges; and interventions thoughtfully linked to outcomes and carefully implemented in accordance with the culture and context of the child and the team. (Contains 3 footnotes.)

This action research explores the use of Supported Reading (SR) to improve the reading proficiency of Grade 9 English as a Foreign Language (EFL) students in an Indonesian context. A class of 16 students were involved in this study conducted over 3 weeks. The intervention addressed the students' ability and reluctance to read or speak in English through a structured SR routine, incorporating various reading practices. The research questions focused on the current state of reading proficiency and the effectiveness of SR as an intervention. Baseline and post-intervention reading tests were conducted, and statistical analysis indicated a significant improvement in students' reading scores. The methodology incorporated elements of language testing, using a reading fluency test with a designed rubric. The intervention included vocal warm-ups, silent reading, word attack drills, echo reading, choral reading, and pair/individual reading activities. The results showed a significant increase in fluency, rhythm, expression, and pronunciation skills among the students. Findings suggest that SR, typically considered for lower grades, is a viable intervention even at the upper grades, serving as a form of spiral progression. The study affirms that SR is relevant and useful for EFL teaching and learning. Recommendations include integrating SR into reading instructions for students and in teacher professional development programs. While SR is commonly used in lower primary for reading fluency, educators facing similar challenges in EFL contexts should consider the use of SR to improve reading proficiency and motivation among students in the upper grades.

Council for Tobacco Research Records; agenda; gives schedule for conference

This paper outlines some of the issues that emerged from guiding student teachers through the experience of conducting action research. Action research was used a a way of working toward a student teaching experience that would provide opportunities and structures to facilitate and enhance the students' development as reflective teachers. Several different approaches were used in introducing action research to student teachers. To clarify their thinking, it was emphasized that the study was a means of obtaining and applying practical results to specific classroom situations. Students were also given some insight into data-gathering and observation as ways to develop their reflective teaching practices. In a discussion on how the student teachers were helped to reflect within their action research, a description is given of the "cosmic egg," a teaching tool developed to aid critical reflection by emphasizing the interrelatedness of all dimensions of an educational issue. The final section of this report considers issues that emerged from the experience of student teacher practice of action research. The appendices include a list of projects undertaken by the students, a diagram of the "cosmic egg," examples of action research reports written by student teachers, and a list of resources on using action research. (JD)

Teacher knowledge and skills are critical elements in the student learning process. Action research serves as an increasingly popular technique to engage teachers in educational change in classrooms. This document focuses on action research reports of elementary school teachers. Chapters include: (1) "First Graders' Beliefs and Perceptions of 'What Is Science?' and 'Who Is a Scientist?'" (Laura G. Joanos); (2) "Implementing an Authentic Science Learning Experience" (Jennifer W. Yelverton); (3) "Changing a Teacher's Role To Evoke Meaningful Learning Behaviors" (Paul M. Veldman); (4) "Does Student Responsibility for Learning Increase When Students Ask and Answer Their Own Problem-Solving Questions?" (Toni B. Haydon); and (5) "So You Want To Do Action Research?" (Angelo Collins and Samuel A. Spiegel). Each chapter contains references. (YDS)

There is an increasing tendency on the part of international development players to redefine their relationships as "partnerships." This paper explores the concept of development partnerships, particularly those formed for the benefit of children. A discussion of the differences in the context, form and substance of the discourses and settings in which partnership is used provides a framework for fixing a more precise meaning for the concept in the domain of development partnerships. The concept of partnership in general and its features and dimensions are considered, and then the specific features and dimensions of development partnerships are detailed, with an exploration of the perceptions of various players. The paper then discusses practical implications of partnership building, and deals with the debate on whether children should be direct beneficiaries of development projects. The role of cultural differences in the forging and maintenance of partnerships is also considered. (JPB)

This study examined the use of Conflict Managers, a program teaching students communication skills and the ways to apply these skills to resolve their own conflicts. Participating were 33 fourth and fifth graders from middle class families and with varying academic abilities. Of the participants, 23 were Caucasian, 4 Asian-American, 1 African-American, and 6 Hispanic-American. All students spoke English as a first language. Twelve students' parents were divorced. The Conflict Managers program was comprised of 4 weeks of training, in which students took a pre- and posttest, participated in group activities dealing with perspective-taking, nonverbal communication, the mediation process, "I-messages," and problem-solving practice. Teaching methods included role play, homework, and lunch meetings. Students were on duty as Conflict Managers in red vests or shirts, readily identifiable by classmates. The posttest findings indicated that following the training, students showed greater understanding of conflict as natural and potentially positive. Resolutions were obtained to 40 out of 46 conflicts; however, not all of the resolutions were positive. Findings suggest that additional training was needed to assist students in developing better resolutions. Although some students did receive additional training in listening skills, conflict styles, and problem identification, the impact of this training had not yet been determined. (Contains 17 references.) (KB)

Noting the need for research to support and inform early childhood classroom practices, this paper describes action research and presents examples of studies prepared by preservice teachers or by certified teachers pursuing master's degrees in education. Action research, aligned with regularly used assessment strategies, is a method whereby educators and child care practitioners can obtain information through literature review, data collection, and personal reflection to inform their practice without using the strict controls or statistics applied to traditional research design. Three of the action research examples presented concern teachers' needs to learn about language development in young children. One of the examples focuses on year-round schooling. The final example concerns parental perceptions regarding teachers' competence. Each of the action researchers defined their own research strategies to obtain needed information and acquired knowledge important to them. The paper concludes that organizing a study to solve a specific educational problem or to discover more information about given environments is the true nature of action research. Contains 20 references. (KB)

This paper describes how master's degree students in a principal preparation program facilitated action research with teachers to promote school improvement. The study identified effective strategies used with teachers during classroom action research, noting instructional strategies future principals considered most effective during the learning process of action research and processes university faculty used to determine preferred practice. Eight future principals conducted action research projects on improving classroom educational processes. Informal interviews with master's degree students and faculty examined their perceptions of the action research process. The researcher analyzed the action research reports, which provided data on design methodology, data analysis, formulation of an action plan, and the graduate student's interaction with the teacher, who was involved in the action research process. The researcher also acted as a participant observer. The paper discusses the longitudinal process used to accomplish the action research and describes how the dialogic process between students and faculty provided critical feedback. Results revealed that the model engaged teachers in critical and reflective thinking. One outcome of the research was the development of an alternative form of action research, reflective conversation. (Contains 16 references.) (SM)

This museum study advances knowledge on science teacher learning that takes place outside of the formal institution or college and describes the types of collaboration and resource sharing that are required to do so. A case study documents a "curriculum for teachers" initiative that evolved out of current science education reform. It highlights a series of resources and approaches that extend the college experiences, not replace them. The report provides an introduction to the museum's infrastructure for working with teachers and teacher education institutions and provides a chronology of the activities of the study. It concludes with a discussion of the preliminary findings and a summary of five salient cornerstones of the work: (1) pay attention to reform policies and standards for science teaching; (2) structure museum learning opportunities in the same ways that formal programs do; (3) exercise scholarship through evaluation, revision, and dissemination of initiatives; (4) respect the mission and vision of partner institutions; and (5) maintain clarity in the fact that this program is not just about institutionalization--ultimately it is about facilitating access to knowledge and resources. (Contains 21 references.) (MVL)

A research group was interested in how an understanding of multiple intelligences might translate into a variety of teaching techniques and strategies directed toward specific intelligences they found in their eighth-grade science classroom. Because of the tremendous effect of mass media and other visual/spatial influences on students, the study of multiple intelligences was narrowed to visual/spatial. It featured a collaborative group conducting action research to explore how visual/spatial teaching techniques and strategies might affect the integration of the curriculum. The research process involved four chronological phases and a planning phase for future cycles. The four chronological phases were based on the recursive collaborative group action research cycle (illustrated in Figure 1). Phases 1-4 comprise the first research cycle of Cycle 1, and all other phases may repeat the cycle to gain more information. A complete cycle, consisting of the phases outlined, were conducted during the study. Unit lesson plans were developed and evaluated for the multiple intelligences included. The group discussed the results of the integration of the curriculum with visual/spatial techniques or strategies. This effort highlighted the value of collaboration and the ongoing assessment of techniques teachers use in the classroom to improve student learning and on-task time. By exploring regular, deliberate use of the visual/spatial multiple intelligence in lesson planning and evaluating the success, the group was able to address student needs and integrate the curriculum in ways that otherwise would not have occurred. (Contains 19 references.) (BT)

This book highlights the use of research and other forms of knowledge for meaningful school reform by faculties engaged in the National Education Association's "Mastery in Learning Project" (MIL). This project is a school-based education reform initiative designed to help school faculties take an active role in directing school renewal efforts, and in the process, restructure their schools to ensure that students achieve "mastery." The focus of the book is the utilization and creation of the knowledge base by project faculties. The first chapter frames some fundamental and complex issues involved in considering research use by teachers. It examines the phrase "teachers using research" and describes differing and potentially conflicting conceptions of each word of the phrase. Chapters 2 through 5 provide case descriptions of the use and/or creation of knowledge at four particular sites where faculties are working to improve grouping, mathematics instruction, professional development, and faculty collegiality. Chapters 6 and 7 investigate research and knowledge use across MIL sites. Reflections from outside MIL are featured in the final two chapters. These provide the reactions of a researcher and a teacher-scholar. (JD)

This article describes a collaborative action research project aimed at deliberately "re-placing" art in the elementary curriculum through targeted planning, implementation, and assessment of an art integrated unit in an urban 4th grade classroom. Findings and implications should be relevant to elementary teachers, administrators, art specialists, and teacher educators. Our findings illustrate the power of art-integrated education to support student learning at high levels and in meaningful ways. (Contains 7 figures.)

Background: Collaborative action research provides teachers with the framework and methodology to reflect upon their work and take action with regard to specific concerns and situations in their classrooms. Within this approach, internal evaluation could be a useful tool to help teachers develop critical thinking about their work by locating areas of their work that need improvement. Aims: The present study examines an attempt to introduce internal evaluation processes in the kindergarten within the framework of collaborative action research. Sample: The study was conducted by a university researcher in collaboration with 4 kindergarten teachers and 4 parent representatives from 2 kindergarten classes in North-Eastern Greece. 35 children and their parents participated in the project. Method: According to the action research methodology, a combination of methods was used to collect data, such as questionnaires, observations, teacher journals and interviews. Results: Data showed that the restricted social cohesion in the classroom, the high rates of teachers' authoritarian practices and parent-teacher collaboration were the basic areas of concern. Internal and self-evaluation processes were important for locating the problematic areas and supported decision-making for action while formative assessment techniques enhanced participation and learning for all stakeholders. Conclusion: Implementing internal evaluation processes in the kindergarten within the framework of an action research project helped teachers to overcome their preconceptions about evaluation as a controlling practice and use its strengths to reflect upon their work, challenge their practices and conditions in the classroom and improve educational processes. The project showed the necessity of giving the children a central and active role in the evaluation process and revealed a problematic dimension, that of the parent-teacher relationship. (Contains 7 tables and 2 photos.)

Silent footage of filter components being tested.

Silent footage of filter components being tested.

The movement toward school consolidation was triggered by James Bryant Conant's contention that larger schools are more efficient and offer more comprehensive programs. Many studies seem to support the claim that larger schools are cheaper to operate. Yet problems with these studies include wide variation in the minimum, optimum, and maximum sizes favored by writers and difficulties in comparing cost figures. Furthermore, there is great disagreement in the research about whether larger schools in fact offer higher quality education. Some studies suggest that schools can be both too small and too large to be effective, with 1,600 to 1,700 suggested as the optimum size for high schools. The most reliable studies show that size makes no difference in academic achievement. Regardless of research findings, parents favor smaller schools. Research suggests that this predilection may result from the presence of innovative and involved teachers, supportive atmosphere, and closer connections between principal and staff in small schools. Perhaps educators should look for ways to overcome shortcomings of small schools and accentuate their advantages. (Author/JM)

The development of a graduate survey at Ohio Dominican College is described, and guidelines for implementing a graduate survey are provided. The survey assessed student characteristics, activities during college, endeavors after graduation, and attitudes, goals, and values. Project goals included: developing a graduate survey that could also be used for self-study for an accreditation review; evaluating whether the college is accomplishing its mission; and providing a management tool to evaluate the effectiveness of specific programs. In addition to forming a management subcommittee to organize the project, additional subcommittees that were established focused on the survey, communication, implementation, and drafting. Also considered are a needs assessment, the survey development process, and a pilot administration of the questionnaire. Guidelines for conducting a graduate study cover: sampling, survey mailing and followup procedures, project costs, and possible benefits from research. Information is included on estimated printing and mailing costs for small and large survey booklets, as well as possible uses of information derived from a graduate survey. Appendices include the management plan for conducting a survey and the survey questionnaire. (SW)

The Project for Enhancing Effective Learning (PEEL) is a well-established Australian example of teacher collaborative action research. The aim of the project, which began in a secondary school in Melbourne, Victoria (Australia) and later spread to other countries, is to improve the quality of students' classroom learning through practice in purposeful enquiry and to help teachers become more independent and interdependent by enhancing their awareness, responsibility, and control of their teaching. The project uses a collaborative action research model, with regular group meetings among teachers, sometimes supplemented by university academics, to share ideas and experiences and to maintain motivation. The group meetings identify good learning behaviors and then devise specific teaching procedures that foster one or more of the good learning behaviors. The project was felt to be successful because it arose from teachers' own needs and concerns about classroom teaching and learning, teachers remained in control of the project's implementation, and teachers worked together for improvement. The importance of the support of senior school staff and the need for effective training of group leaders are emphasized. The project is being implemented at a Swedish school, with teachers reflecting on their own classroom practice and searching for the meaning behind the decisions they make and the behaviors they exhibit. (Contains 11 references.) (JDD)

This paper describes a course taken by elementary student teachers at Central Missouri State University, with particular emphasis on the action research projects that are a part of the course requirements. The intent of the course and the action research is to foster in the student teachers reflective decision making in their own classrooms. Components of the course and of the action research assignment are outlined. The paper concludes with a list of approximately 70 action research topics that were researched in 1990-1991. (IAH)

The works reported in this book represent a second phase to a 2-day summer conference that focused on assessment in mathematics and science classrooms. This book presents research and findings of a subset of the conference participants who investigated a self-selected aspect of assessment in their educational environments. Action research was the tool for the investigations and assessment was the focus. Reports include: (1) "Communicating Math Progress to Parents Using Rubrics" (Bev Grueber and Joan Anthony); (2) "Improving Parent Communication through Alternative Assessments" (Candy Connery); (3) "Using Student Portfolios to Communicate Progress to Parents" (Trish Guinan); (4) "Will Students Benefit from Different Forms of Student Evaluation" (Russ Wissing); (5) "Self-Assessment and Self-Esteem with Portfolios" (Arlene Gnirk); (6) "Student-Teacher Created Visual Rubrics: Models To Guide and Assess Research Projects' (Suzanne Ratzlaff and Rod Diercks); (7) "Grand Slam/Base Hit/Strike Out" (Julia C. Polak); (8) "Creating Effective Student-Centered Rubrics" (Karen Barry); (9) "Using Rubrics to Assess Students' Writing in Mathematics" (Kim Potter); (10) "Using Multi-Modal Assessment for Hands-On Science Activities" (Shane Gallagher); (11) "Student Self-Motivation from Student-Teacher Assessment of a Sixth Grade Math Skills Checklist" (Guy R. Roggenkamp); (12) "Self-Assessment Activities to Improve Student Performance" (Brenda Charles); (13) "Self-Assessment in the 9th Grade Science Room: A Usable Document and Relationship to Learning" (Linda S. Graham); (14) "Using Checklists to Improve Student Self-Assessment" (Stephen Hamersky); (15) "In a State of Change" (Dot Snesrud); (16) "Connections between Perceived Competence and Understanding Assessment" (Caroline Winchester and Dianne Vorderstrasse); (17) "Alternative Assessment for a Geometry Benchmark" (Jackie Thomas and Donna Trout); (18) "Traditional vs Alternative Test Results" (Mary E. Stiverson); (19) "Testing for Algebra Readiness" (Vincent Moragues); (20) "Necessary Components of a Rubric" (Audrey Bacon); (21) "Do They Really Understand Fractions" (John Moon); (22) "The School Improvement Process" (Gail Sears); and (23) "The Marigold Project: A Reflective Conversation" (Kathryn A. Ahren and Suzanne Oldham). Appendices include Action Research Rubrics and a list of participants. (JRH)

An action research project was designed to improve the English oral language skills of students of limited English proficiency (LEP) and their academic achievement. Thirty students were randomly chosen from 70 Hispanic fifth graders who enrolled in a voluntary program. Instruction was given using a contextualized environment. Within this framework, a constructivist pedagogy was used along with the principles of instructional discourse and active teaching techniques. Results of the action research project demonstrate its positive outcomes. After 6 months, all students in the experimental group increased their scores on the standardized test at a much greater rate than students in the norming group. In addition, these students achieved modal grade level proficiency for the first time in 5 years. The study substantiates the importance of teacher-generated action research in improving student achievement. Appendixes contain five charts of student achievement results. (Contains 5 tables and 17 references.) (SLD)

This report presents the current status of an ongoing qualitative case study of the implementation of the High Scope Curriculum in the preschool readiness program at one elementary school in Gordon County, Georgia. This program, provided for all 4-year-olds, includes home visits by a family services coordinator, parent involvement opportunities, and a center-based preschool program. The short-term goal of the study was to increase teaching staff effectiveness through a collaboration action research project tracking student progress through the year. The long-term goal is to monitor program effectiveness and assess level of success in program graduates. The study used a phenomenological perspective to better understand the meaning of teachers' experiences. The research team consisted of the primary teacher and her assistant, with a university professor who facilitated the project. Data sources included: (1) observations and field notes of teachers, parents, and students; (2) audiotapes of meetings and interviews; (3) surveys; (4) student portfolios; and (5) personal logs from teachers and university collaborator. Teachers' logs conveyed their perceptions of the ongoing High Scope training and the development of collaborative action research questions. Surveys of 40 teachers attending High Scope training indicated that there were benefits for the teachers and their students. Children's progress will be examined using the High Scope Child Observation Record, with follow-up to begin as children move through elementary school. (KDFB)

The role of a teacher as an action researcher in Croatia is still insufficiently appreciated and promoted in initial teachers' training, school students learning and in the employed teachers' professional post-qualification development. In this country, teachers are most frequently perceived as mediators or technicians whose task is to prepare and implement the tuition based on instructions devised by out-of-school experts. Their role is more artisan-like, being less professional and creative. To change this situation in his context the author invited 18 teachers from several elementary schools to join and start an action research project with the main question: "How to help teachers to become reflective practitioners and action researchers?" The Project started in spring 2000 and officially finished in spring 2002. Unofficially they have never finished the project. The author divided the project into two parts. In the first part he organized ten workshops, the aim of which was teachers learning and practicing new skills. They dealt with themes such as confronting the risk of change, reflective teacher, multiple intelligences and the vision of future schools. The author's role during that period was predominant. This fact was in contradiction with his values (particularly with emancipation) but that was in tune with the expectation of a teacher. During that period teachers visited and discussed each other's lessons. The first part of the project was an easier and more appropriate way of professional development for more teachers, but they were less responsible for the preparation and realization of workshops. They participated in previously prepared activities. In the second part of the project they started with teachers' action research projects. While the role of the action researcher was impossible for most members of the community, some of them were able to conduct their action research and improve their practice.

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) Adolescent Literacy and Achievement: Widening the Path to Success (Commentary by Michelle Porche and Stephanie Harris); (2) Squeeze Play: Why Title IX Is Not Enough (Q&A with Laura Pappano); and (3) Women and Children: The Human Rights Relationship (Asia Regional Conference). [This publication was produced by the Wellesley Centers for Women, Wellesley College.]

Background: The penetration of video games in media consumption behaviors is statistically very significant all over the world. Education and media education cannot ignore this phenomenon, as it is so relevant for such a considerable part of the population, especially youth. The application of media education principles and goals to video games is very recent, because these electronic media are relatively young, and because of some deeper pedagogical and organizational reasons. In fact, media literacy has to deal with the cultural prejudice that video games, considered just like toys, don't deserve to become the subject of a discipline and to be present in school curricula. Furthermore, media literacy activities about video games require technological facilities, which are not necessarily expensive, but which are not generally available in schools and educational centers; last, these activities require staff with specific video game skills, a background that teachers and educators usually lack. Purpose: Design and experiment a course about video game literacy, including the production of an action game by youth people. Test and improve a new game-authoring software, expressed designed for an educational use. Setting: Public Educational Youth Centers, between the years 2007-2008. Research Design: Single Subject; Qualitative. Findings: The possibility and usefulness of bringing popular culture into education, developing in the adults attitudes of understanding and mediation, not of censorship; The opportunity to develop critical thinking skills in youth, by increasing knowledge and competence about video games; The benefits of a teaching approach that integrates video game analysis and production; and The usefulness of the collaboration among media producers, educators, and researchers. Conclusion: Media education can be applied even in the field of video games; in some way, we are going towards a "video game literacy", inspired by the same well-known and accomplished philosophy. (Contains 4 figures.)

In 2014 the National Adult Literacy Agency (NALA) published a research report titled "What Really Counts Next: Action Learning Project with Numeracy Tutors" (Sellers and Byrne, 2014). The report provided an in-depth insight into the way tutors made changes to their practice, and offered practical tips on how to teach numeracy to adult learners in order to support their numeracy development. This article summarises the main findings from the report and provides two mini case studies showcasing numeracy work in action.

Action research is a means for teachers and researchers to develop evidence-based practices. This paper reports the process and outcomes of "teaching sprints," an approach to action research, conducted by secondary school mathematics leaders as part of a professional learning program. Mathematics leaders consistently reported the value of developing collaborative practices throughout the planning, enacting and reflection of the teaching sprint.

http://uf.catalog.fcla.edu/uf.jsp?st=UF000744008&ix=nu&I=0&V=D

This report on extension activities of member institutions of the National Association of State Universities and Land Grant Colleges describes 91 program innovations and action oriented research activities. Objectives, sponsorship, program evaluations, and other data are cited for program innovations in such areas as continuing medical education, engineering and science, drama, family therapy, gerontology, management development, religious education, poverty, public administration, law enforcement, and oceanography. Projects on educational television, women's education, poverty, law enforcement, youth employment, civil defense, air pollution, management development, correspondence study, women's education, and several other topics appear in the second section. (ly)

Research and researchers must be willing to break away from traditional approaches when dealing with the real world of the urban community. First, ways must be found that will bring research out of the rarefied atmosphere of the university and reduce the distrust and the misunderstanding it has produced in the urban community. Research should focus on urban problemsolving and information generation for decisionmaking, and action research should be encouraged to refocus present research thrusts. In order to accomplish a wider range of research and increase the number performing research, formal programs (Facilitator of Research in Urban Schools and Communities) at universities should be developed to train individuals who would (1) be trained to do relevant research at the local level; (2) be urban problemsolving and information oriented; (3) train local school or community personnel in the planning and execution of research projects; (4) be a consultant to local urban personnel involved in projects; (5) be a researcher sensitive to the needs of the urban school and community; and (6) manage research projects in the urban community. (Author)

This research study looks at the implementation of an action research project within a blended learning human resource management class in employee and labor relations. The internal and external environment created conditions that converged in the Perfect Storm and resulted in an almost disastrous learning experience for faculty and students. What is critical about this project is that it could happen in even the most benign and calmest of waters. In an integrated system, the manipulation of one variable creates an impact on the other variables/systems within that environment. The failure to predict the impact and mitigate the damages can lead to disastrous results. The institution must be ready, at all levels, to implement and leverage technology to create distance-learning only environments for traditional students (and faculty) with a bias toward face-to-face educational experience.

Successful school library programs occur through careful planning and reflection. This reflective process is improved when it is applied in a systematic way through action research. The action research described in this paper enabled school librarians to reflect based on evidence, using data they had collected. This study presents examples of the types of projects chosen by the librarians, aggregate outcomes from 156 action research projects conducted by thirty-nine school librarians over a two-year period, and the results from a follow-up survey completed by nineteen of the thirty-nine participating school librarians. This study was designed to determine whether the school librarians viewed their action research as being feasible, valuable, and empowering. The review of literature and the Implications section of this report are framed using Susan E. Noffke's concept that there are three families of action research: the professional, the personal, and the political.

I conducted an action research study with intermediate-level language and literature students, examining meaning making as adolescents engaged in a developmental writing and performance project. The study was guided by theory and research highlighting the valuable role of overt student reflection to improve engagement in learning. Data collection methods included interviews, teacher observations, reflective journals, and audio/videotaped performance. Data analysis was iterative throughout the study, using both within-case and cross-case sampling, but drawing heavily on self-reports as authentic representations of meaning-making. The findings suggest that learning through the arts provides a vehicle for students to become actively engaged in the construction of their own learning.

Successful teachers strive to ensure that their students learn to their maximum abilities. Is action research a valuable way for graduate students to review their effectiveness as teachers? Do students learn more through varied teaching strategies and techniques? The authors examined graduate students' perceptions of action research projects analyzing student achievement. Three middle school teachers conducted the action research projects with their assigned students. This article has two purposes: 1) to share experiences encountered while creating an action research project and implementing the plan; and 2) to share summaries of graduate students' action research.

Despite the vast amount of literature regarding boys and their underperformance in the literacy realm, only some research indicates that boys' low literacy levels may be attributed to unchallenged literacy classroom practices. Sustained Silent Reading (SSR) is a free voluntary reading program in which students are expected to read (usually books) for a period of time. Observing an SSR period during the teaching practicum as a pre-service teacher, the unstructured nature of the lesson disengaged many of the boys. In the lesson, the students are expected to select a book from the library and read in silence for the duration of forty minutes. How is one to know if our students are engaging in reading practices without some form of dialogue between their peers and the teacher that enables them to share their individual understanding? In the action research, the aim was to explore whether such a program is a vehicle for the production of critical literacy skills for male adolescents or if an accepted pedagogical practice, such as SSR is prohibiting our boys from attaining literacy in our schools. This paper refers to Kemmis (2009; 2006) to examine the guiding principles of action research.

The research was conducted to determine the attitudes, general aptitudes, and interest patterns of residents of a county prison and, on the basis of the test performances, to offer recommendations concerning prison reforms. The results of the assessment techniques were interpreted to residents and to prison administrators. Examples of new programs and services developed as a function of interpreting assessment results include: a building trade and furniture shop; an automotive shop; and the employment of two counseling-psychologists to offer testing and counseling services on a regular basis. The results of the attitude survey indicated the need for the following: more recreational programs; improved visitation procedures; improved relationships/among guards, administrators, and residents. Programs are being developed with respect to the concerns expressed by residents on the attitude survey. (Author)

The distance between educational researchers and classroom teachers benefits disinterested observation, but dispossesses the researchers of participatory modes of understanding. In attempting to resolve this problem, some researchers have developed the theory and practice of teachers as researchers, similar to Kurt Lewin's action research. Lewin argued for a system of analysis, fact finding, conceptualization, planning, and execution, and then a repetition of the whole cycle. The process involves the participants of the social world under investigation at every stage. Although not at the forefront of research developments in education, the impact of action research in education is seen in the trend toward reconceptualizing the field in more participatory terms. Action research has several essential features: (1) an interest in participatory democratic processes for social and intellectual reconstruction; (2) a linking of the development of theory and practice; (3) a means for producing authentic critiques of practice; and (4) the development and strategic use of programs of social action as tools. Action research is sufficiently well established in Australia to have substantive and methodological problems that need to be solved. (FG)

The paper reviews teacher candidates' use of action research and the Professional Learning Community (PLC) concept to support their work in their pre-student teaching field experience. In this research study, teacher candidates are involved in a professional development school relationship that uses action research and PLCs to support candidate growth as teachers. The candidates use action research and PLCs to improve their lesson planning, classroom instruction, and assessment. The action research and PLCs are helpful avenues for teacher candidates to prosper under the high pressure of their teaching responsibilities and learn more about their practice.

Teacher candidates who worked with small groups of children during a semester long pre-student teaching practicum developed four point rubrics for each of the lesson plans they created on a weekly basis. The scope of this practicum is discussed along with an action research project pertaining to the rubric assessments they utilized. Findings suggest ways this assessment practice might be enhanced in the future.

This paper describes the process taken for a future action research project "the relationship of the general and special education teachers in an inclusive setting". The author observed that general education teachers made attempts to exclude students from "their classroom" who they felt "don't belong". For inclusion to be successful there has to be a commitment to do whatever it takes to provide for each student. In order to change the teacher's beliefs, there has to be confident in their ability to provide an education for all students. The problem that will be examined in this action research is how the working relationship between the general and special needs educators in the inclusive setting affect learning in the classroom. It starts with teachers preparing to teach in an inclusive setting needing more training. This study will be done in an elementary school in Middlesex County New Jersey. The inclusion staff and parents will be interviewed four times over the course of the school year, and observations will take place throughout the course of the school year. All of the information collected during this study will be compiled into a thesis paper to describe the development, implementation and success of failure of the inclusive setting.

The focus of this paper will be one of the authors' transformation from reluctant teacher-researcher to empowered teacher-researcher. The authors will describe Shayla's journey through action research because it was this journey from circumspection to empowerment that strengthened her in ways that she had not foreseen or anticipated. It allowed her to see her classroom in fresh ways, focus in on a problem and systematically attempt to not only change and better it, but also to understand it. This, of course, led to another funhouse of doors to explore and research. Through the interaction of her new-found desire for knowledge and the intricacies of action research, Shayla became a better, more effective and empowered educator. Her students also became empowered because they became more aware as self-starters and thinkers. Noticing a positive change in their children, the parents also became more involved in a responsive manner. Although the focus of this article is Shayla's empowerment, her peers in the action research course as well as her professor, Jennifer--the other author, all became empowered as well. Shayla's peers were informed of her findings and were able to utilize aspects of her research to address their students' needs. Jennifer witnessed Shayla's growth as an action researcher first hand and was able to use this growth along with Shayla's struggles to tailor her instruction so that her students in the future could have a similar worthwhile and empowering experience. In this paper, the authors explain the Action Research course and include excerpts from Shayla's and Jennifer's reflective journals. They describe Shayla's action research project, and discuss what new questions have been raised for Shayla. Finally, they make the argument that Shayla's journey from reluctant teacher-researcher to empowered teacher-researcher has lessons other novice teacher-researchers and their instructors can learn from.