Canadian Journal of Action Research Canadian Association for Action Research in Education Proceedings of the Inaugural Conference 2015. Canadian Journal of Action Research Canadian Association for Action Research in Education Proceedings of the 2nd Annual Conference 2015, pages 1-3.
THE KNOWLEDGE NETWORK FOR APPLIED
Canadian Journal of Action Research Canadian Association of Action Research in Education Founding Conference Proceedings 2015, side 13-18.
EDUCATION RESEARCH: NETWORKING LESSONS
For example, the Knowledge Mobilization to Close the gap between Principles and Practices in Assessment for Learning in Mathematics Education project hired a project manager to communicate and organize three professional learning communities within 13 different school boards with multiple layers of networks and stakeholders from teachers and schools. board coordinators. For example, the Knowledge Mobilization on Decision Making for School Improvement: A Peer to Peer Network for School Principals project created a virtual infrastructure as a space for their professional learning community with principals across Ontario. For example, the Extending the Child and Youth Mental Health Information Network: Sharing Mental Health Information with Educators project involved all three partners in the co-creation of the Educators Guide to Child and Youth Mental Health product.
Stephen Lerman (Director of the Center for Research in Education at London South Bank University, England) and the project's school board partners of practitioners and researchers who were actually taking action. An example of a strategically organized plan that generated great success was the project Mobilizing a Global Citizenship Perspective with Educators: Curriculum Development, Equity, and Community Partnerships. The project then formed multiple steering committees to collaborate and co-create a series of professional workshops to be offered over the next year.
After each session, participants completed program evaluation surveys, which allowed the project to gather important information for further planning.
GOING DIVISION-WIDE: EXPANDING OUR TEACHER INDUCTION PROGRAM BEYOND THE INNER CITY
Questions guiding this phase of the evaluation study were: What are participants' experiences with mentoring/communities of practice. Induction and mentoring of beginning teachers is considered by many scholars to be an important and integral part of the continuum of teacher education and development (eg, Darling-Hammond, 2005; . Feiman-Nemser, 2001; Ingersoll & Strong, 2011). In general, a mixed methods approach to data collection and analysis is undertaken and it is required to: 1) obtain information on various dimensions of the induction program;.
Key features of the induction program included: release time for meeting LPs and CoPs; orientations and professional development sessions for all participants, including mentoring training; networking and various forms of work-embedded learning (JEL). Three sources of data were used in this phase of the study: focus group interviews, exit surveys, and existing program artifacts. Focus group interview data indicated that all components of the initial program were highly valued and perceived to have some positive impact on participants.
The JEL component of the program can be strengthened if it is formally structured to meet the needs.
PARTICIPATORY VIDEO ACTION-RESEARCH IN NEW BRUNSWICK SCHOOLS: NAVIGATING
Canadian Journal of Action Research Canadian Association of Action Research in Education Founding Conference Proceedings 2015, side 24-29.
INSTITUTIONAL STRUCTURES OF STREAMING AND DISCOURSE OF DEFICIENCY
CAARE Proceedings | 25 engage in a participatory action-research approach with teachers and students to develop, implement and analyze a practice I call critical film pedagogy. The field of participatory video focuses on the use of collaborative community-based documentaries designed to address specific social/political issues (White, 2003). We viewed participatory video as an entry point into critical dialogues to address marginalizing social discourses, practices and policies.
The critical paradigm challenges apolitical theoretical foundations and questions the progressive and emancipatory assumptions that suggest that educational action research will necessarily result in empowerment (Ellsworth, 1992; Gore, 1993). This presentation opens up conversations about how institutional structures of streaming, working in concert with deficit discourses, shaped and constrained the possibilities of critical and participatory action-research practices when they were introduced in schools (Taylor, Rizvi, Lingard, & Henry, 1997). . This analysis reminds practitioners that power does not cease to operate simply because critical pedagogies and participatory action research have been introduced (Ellsworth, 1992).
Canadian Journal of Action Research Canadian Association of Action Research in Education Founding Conference Proceedings 2015, pagina 30.
Canadian Journal of Action Research Canadian Association of Action Research in Education Founding Conference Proceedings 2015, pagina's 31-34.
LISTENING PROJECT FOR ASSESSMENT PRACTICES TO SUPPORT MATHEMATICS LEARNING AND
While the project has engaged nearly 1,000 K-2 teachers in the use of the AMC program, this action research study focuses on five female elementary teachers: 3 kindergarten and 2 first grade. The main aim of this component of the project was to discover how teachers could expand their thinking about using formative assessment data through listening/questioning practices. The purpose of the Concealment Assessment is to determine whether the student recognizes parts of numbers quickly, without counting to understand them.
Over the course of the semester, the length of this action research study, 4/5 teachers improved their average scores on questions (based on IQA rubrics teaching practices from Boston and Wolf). Paper presented at the annual meeting of the American Educational Research Association, San Diego CA, April 2004. Paper presented at CERME 5: Fifth Congress of the European Society for Research in Mathematics Education.
Canadian Journal of Action Research Canadian Association for Action Research in Education Proceedings of the 2015 Founding Conference, pages 35-37.
MODERATED MARKING GETS A MAKEOVER
THE USE OF TECHNOLOGY TO FACILITATE EFFECTICE PRACTICES IN MODERATED MARKING
CAARE Proceedings | 36 accurate, reliable and consistent scoring of open-response items on EQAO assessments” (p. 13) The aim of this action research project was to build on EQAO's success and engage teams at primary and junior levels in online-based moderated marking sessions to improve assessment and evaluation practices within schools and capitalize on the flexibility that technology brings to professional learning communities. Technology-based moderated marking can be used as a situated educational context to construct knowledge about technology, pedagogy and content. This is indeed the case for moderated marking because teachers ensure that fairness and equitable practices are in place so that improvement strategies are created (Pelegrino, Chudowsky, & Glaser, 2001).
Participants will then register for an e-workshop on the moderated assessment framework and participate in four moderated assessment sessions over three months. Finally, participants will survey their experiences with online, moderated assessment and provide feedback for broader future use within the education community. We expect that the conclusions of this study will inform researchers and educators about effective practices for collaborative marking, which uses online tools to situate moderated marking in a technological society, and provide teachers with examples of student work that can be used for the student improvement planning.
This is exactly what the aim of the action research project is – to initiate a change in beliefs, attitudes and practices around moderated marking and the use of technology to ensure a successful outcome.
WILL THE INTRODUCTION OF INNOVATIVE STRATEGIES IMPROVE ESL STUDENTS WRITING IN
Canadian Journal of Action Research Canadian Association of Action Research in Education Foundation Conference Proceedings 2015, pages 38-41. I decided to participate in an action research in my class, to see if I could help my students improve the quality of their writing by introducing new techniques. In the analysis of data collected, I looked for themes that appeared in the students' writing; such as the use of punctuation to show meaning, the use of correct sentence structure, the use of words that convey true meaning and an increase in the choice of vocabulary used.
Student Writing Samples – Samples of writing done by students during the first semester, before applying the innovations that served as a foundation. Informal Classroom Observations - To find out how the students apply the different innovations in their writing. But overall, a clear improvement was noted in students' vocabulary range and the quality of their sentence construction.
Canadian Journal of Action Research Canadian Association of Action Research in Education Foundation Conference Proceedings 2015, pages 42-45.
TEACHING ACTION RESEARCH
This process of collaboration between teachers is considered a professional learning community (DuFour, DuFour, Eaker & Many, 2010); each instructor's professional learning influences the teaching of each section of the course, and the experiences of teaching multiple sections of the course in turn inform the instructor's collaboration, action research, and leadership, and improve the overall quality of the experience of the students. Creswell's (2012) key features of action research informed the course design and provide a theoretical framework for teacher collaboration. CAARE procedure | 44 constant comparative method of data collection and analysis (Mertler, 2014) during the iterative cycles of action research.
Overall, the professional collaboration in the community of practice resulted in improved practice for subsequent iterations of the course and increased understanding to facilitate students' understanding of action research and development as research-active practitioners. The action research presented in this study is of interest to those interested in studying or supporting practitioners in applying an action research design. Engaging in action research: A practical guide to teacher-conducted research for teachers and school leaders.
Canadian Journal of Action Research Canadian Association for Action Research in Education Proceedings of the 2015 Founding Conference, pages 46-49.
BREAKING BARRIERS IN TEACHER EDUCATION
The literature review provided focuses on a key element of the program—the inquiry-based pedagogy that was used by students and instructors to explore course content. Up to 18 students will be recruited to participate out of a total of 90 students who are enrolled in the program. Students will be required to make connections between their experiences and learning in the program and their final practical experiences.
Student work will also be collected from participating students to explore the breadth and depth of learning in the program. We will also use the results of the study as a basis for the design and implementation of the next year of the program (autumn 2015). The instructional portion of the program has been completed and students are currently completing their final practicum.
Faculty (both instructors and mentors) were overwhelmingly positive about the experience of being involved in the program.
THE CHALLENGES OF RECRUITING AN ACTION RESEARCH SITE: DOCTORAL STUDENT’S NARRATIVE
Canadian Journal of Action Research Proceedings of the Inaugural Conference of the Canadian Association for Action Research in Education 2015, pages 50-52. Consequently, their lack of interest in another job change or professional development, regardless of its positive intent, further hinders the planning and initiation of an AR study. Perspective: As this paper presentation is based on a PhD student's reflection on the employment of an AR site over a period of one year, the perspective is an autoethnographic narrative.
Specific presentation goals are to: a) raise awareness of AR site recruitment challenges and b) offer potential solutions to overcome the applied gaps in establishing an AR site. Next, the challenges of recruiting and establishing an AR site will be discussed, based on narrative data collected from email correspondence, meetings and field notes from a PhD student's reflective account of recruiting an AR site over a period of time in a year. By the end of this paper presentation, participants will gain a greater theoretical and applied understanding of the challenges and potential solutions of recruiting an AR site within a diverse educational health care setting.
Canadian Journal of Action Research Proceedings of the Inaugural Conference of the Canadian Association for Action Research in Education 2015, pages 53-54.
CANADIAN ASSOCIATION OF ACTION RESEARCH IN EDUCATION ANNUAL GENERAL MEETING
