Blending Theory and Practice
Led by Margaret Riel
How do we help those who we support doing action research ground the development of their living theory in the context of their experiences AND the history of learning theories? How can we best help educators to understand the relevance of learning theories quickly when they do not have time to master all of the theoretical traditions. What strategies, resources or practices do we have or can we create to help student understand what it means to take a theoretical approach to understanding learning?
Ethical Challenges of Action Research
Led by Jennifer Robins
What are the ethical challenges of action research and what are the best ways of addressing them? If action research is "doing your job" when or in what ways do Institutional Review Boards (IRB) need to approve the process. Reflective practice does not require IRB review but action research is SHARING outcomes with others. What school and university policies are needed for action research. How can we help IRB review panels to understand the different needs of action research review? K12 school districts often don't have IRBs, but practitioners practice action research using routine educational. Is 'routine' defined somewhere.
Youth Participatory Action Research
Led by Joseph Shosh
Helping teachers to do action research often involves helping them to help others be action researcher. Sometimes this might involve helping them to support youth participatory action research. What are the issues involved in this approach and what experience have we had in helping teachers learn to support student action research? Do teachers have to do action research themselves before supporting y-par or can they do their own action research in learning how to set it up?
Framing the Research Question
Led by Linda Purrington
How do you identify a question and study it within the time frame of university programs. What are good strategies that those in our group have used for framing the questions and when might be other strategies or issues to consider... Another possible project would be to consider what can be accomplished in action research in different time frames. What can you accomplish in one course, compared to a one- or two-year program?
Timeframes for Programs of Action Research
Led by Daryl Ann Borel and Donna Azodi
Each university program that includes instruction in action research has to make choices about the time frame of the work. In some cases, students learn about action research maybe forming a question, or thinking about data that they might collect in a first cycle. In many programs, educators learn about action research by engaging multiple cycles of action research. This can be a project that fits into a semester class, extends across a number of semesters in a strand or involves a multiyear investment with action research as the culminating presentation or dissertation. These different time frames shape what is possible and type of support that can be provided both within formal classes and in advisory informal meetings.
Action Research and Leadership Development
Led by Daryl Ann Borel and Donna Azodi
Action Research can be used as a tool for preparing school principals. School leadership impacts student learning and high quality principals are vital to the effectiveness of our schools. Principals who know how to both use data and support their teachers to use data in a systematic process of inquiry will be able to helps others see how to evaluate the effectiveness of classroom and school change. This project will explore the the impact the implementation of action research has on leadership development.
Developing Action Research Competence
Led by Laura Dino
Al aplicar la investigación acción se desarrollan competencias profesionales, hablando de los estudiantes del nivel superior
¿Cuáles serían esas competencias?
¿Se desarrolla también la parte de valores y actitudes?
¿En qué les apoya para su profesión?
