Canadian Journal of Action Research Canadian Association for Action Research in Education Inaugural Conference Proceedings 2014. Canadian Journal of Action Research Canadian Association for Action Research in Education Inaugural Conference Proceedings 2014, pages 1-4. And these narratives are, if you will, the bedrock of the future of action research.
TEACHERS LEARNING TOGETHER: LESSONS FROM COLLABORATIVE ACTION RESEARCH IN PRACTICE
Canadian Journal of Action Research Canadian Association of Action Research in Education Founding Conference Proceedings 2014, pages 9-11. The Teachers Learning Together project demonstrated that collaborative action research acts as a catalyst for the expansion of teacher leadership. Canadian Journal of Action Research Canadian Association of Action Research in Education Founding Conference Proceedings 2014, pages 12-14.
THE FUTURE OF ACTION RESEARCH
A second theme concerns how participation in action research can help teachers improve their classroom teaching. A final theme is how action research can ensure that students see their teachers as reflective practitioners. Canadian Journal of Action Research Canadian Association of Action Research in Education Founding Conference Proceedings 2014, pages 15-18.
ISSUES IN ACTION RESEARCH
A question was raised as to whether the work should even be published in action research - the purpose of research is not just to improve practice. The bottom line is that not everyone wants collaborative action research - (to mix metaphors) there are many paths to practice and not one size fits all. According to most ethics boards, teachers should not use their students in action research projects when it comes to a teacher's advanced degree.
The Tri-Counsel Committee wants things settled before the project begins—marginalized action research that does not predict the end result. The group argued that participatory action research respects diversity – it is more radical, more equity-based, and students are more involved in the research process (all are considered co-researchers). A better picture of the educational community is needed – identifying teachers who are already doing action research.
It is difficult to get teachers to move beyond practical action research—to address issues of social justice. It is necessary to further define the spaces where action research is discussed and accessible to teachers: journals and the web. The need to engage teachers as they begin their careers and have a role in developing a culture of action research and see themselves as reflective practitioners.
Canadian Journal of Action Research Proceedings of the Inaugural Conference of the Canadian Association for Action Research in Education 2014, pages 19-20.
IN ASSOCIATION: THE RESPONSIBILITIES OF THE ASSOCIATE TEACHER TO THE ADVANCEMENT OF THE
I have heard of adjunct teachers who have assigned low-level tasks to their professional colleagues and given them simple observation of the learning process. I discovered that in their courses they were learning interesting ways to implement a standard curriculum and maintain control in the classroom. They were learning different ways of assessment, but the assessment was still external to the students.
The focus was still on the subjects and meeting the expectations of the curriculum that had been the common basic structure for schooling for the past century. To be true to the purpose of my classroom work, it made sense to raise these questions in my discussions with teacher candidates. If these changes are not essential; if they don't change the purpose of schools, then they don't make a difference at all.
New teachers must take on that mission and affiliated teachers must ask them targeted questions. If the classroom is to be a learning environment, and by extension our schools, it becomes incumbent on teachers to engage in action research that questions the purpose of education. It becomes the duty of university professors to engage teacher candidates in discussions that push for fundamental changes that bring about paradigm shifts.
Canadian Journal of Action Research Canadian Association of Action Research in Education Foundation Conference Proceedings 2014, pages 21-31.
The following is a transcript of our May 24, 2014 presentation and a list of references that have informed our practice or elaborate on the living theory action research we have conducted together in the past. JD: I'm Jackie Delong, and as I said in the open session, I've been supporting action research since 1995. Cathy Griffin was one of the master's students and she did her thesis using Living Theory action research.
This is how I did my action research project and Cathy and the others in the cohort. And I'm sure you heard from Jack this morning on the panel, but this is the kind of action research we're talking about. We were talking about the sustainability of action research, and it's like you said it becomes relentless, you get hooked on it, and I wanted to share that.
Our inquiry really became more self-directed as Life Theory action research because we realized as a group (and I wasn't proposing this idea. It came naturally from the group) that we really only had control over ourselves and what we could do with trying to influence our students. So, in the process we made some claims and wrote about a culture of inquiry and becoming critical friends;. we have improved teaching and student learning practices. We got extended funding through the Provincial Knowledge Exchange and we had 15 people come with us this year to BARN- Bluewater Action Research Network and a lot of the talk today was how do you get teachers to do that.
Canadian Journal of Action Research Canadian Association of Action Research in Education Foundation Conference Proceedings 2014, pages 32-41.
TEACHER LEADERS FOR SOCIAL JUSTICE
DEVELOPING AGENCY ACTION RESEARCH
Data collection and analysis were continuous, cyclical, and reflective throughout the study as recommended for critical action research (Carspecken & Apple, 1992; Lincoln & . Guba, 1985). The researcher's action research cycles provided direction and a clear process to follow in conducting the inquiry into my facilitation of the leadership development sessions. Preparing the action research cycles to share with participants during each leadership development session helped me consolidate the intent, content, process and findings of each session.
A third way in which AR was used in the study was for the participants to conduct action research in their schools using the same template that I used in my researcher cycle. The second phase describes the implementation of the leadership development model and identifies six critical elements of the model that enable critical reflection: journals, action research cycles, learning-centered conversations, dialogue, self-assessment, and peer reflection. Conducting this research study using an action research methodology supported the emergent and responsive qualities of leadership development sessions.
Modeling action research for participants provided them with experiential and theoretical knowledge of action research which supported them in conducting their own investigations. What supported the participants in conducting their own action research was the modeling from my cycles, teaching received during sessions, involvement in learning-focused conversations (Lipton & Wellman, 2003) with their colleagues and the researcher and the action research process itself. I gained insight into the facilitation strategies the participants find most effective, including action research and learning-focused conversations.
Canadian Journal of Action Research Canadian Association of Action Research in Education Foundation Conference Proceedings 2014, pages 41-48.
ENHANCING PATIENT ENGAGEMENT WITHIN INTER - PROFESSIONAL TEAMS THROUGH COLLABORATIVE
For this presentation, participants will be introduced to a proposed action research study in a diverse educational health setting. This roundtable paper presentation introduces a PhD action research proposal linking workplace learning, interpersonal staff and patient engagement. The anticipated contributions and benefits of this proposed research study are then described in the hope that they will inspire others to consider collaborative action research in a diverse educational health setting.
In particular, action research provides an active, systematic framework for research while supporting collaboration between the academic researcher and various stakeholders (patients, staff and administration) (Stringer, 2008). Regardless of the label, internal action research involves "inside" research with few outside influences. An early example of external action research is Kurt Lewin, the founder of action research.
This action research study is distinctive as it bridges workplace learning, IPC and patient engagement within a diverse and broader educational environment of a regional Canadian hospital. It is hoped that this paper inspires others to consider collaborative action research within various educational contexts outside the classroom. Living in the basement of the ivory tower: A graduate student's perspective of participatory action research within academic institutions.
Canadian Journal of Action Research Canadian Association of Action Research in Education Founding Conference Proceedings 2014, pagina's 49-55.
MICROTEACHING LESSON STUDY: AN APPROACH TO PREPARE TEACHER CANDIDATES TO TEACH SCIENCE
One of the objectives of these methods courses was to develop teacher candidates' understanding and ability to teach science through research. In addition, teacher candidates were required to submit individual written reflections as part of the lesson plan assignment. During the microteaching practice, it was easy to notice that some teacher candidates struggled with various aspects of the inquiry-based teaching approach.
Teacher candidates' understanding of the inquiry approach was improved as a result of MLS practice. MLS training provided opportunities for teacher candidates to witness the importance of these skills through first-hand experiences. In the process of MLS, peer teacher candidates acted as a dual role: future teachers and school students.
Teacher candidates were asked to play two roles: school students and future teachers. Through MLS, teacher candidates advanced their understanding of the inquiry approach to science teaching and honed their relevant teaching skills. These results are consistent with the research report on teacher candidates' learning about mathematics teaching (Fernandez, 2010; Fernandez & Robinson, 2007).
They reported their discomfort with teaching peers as school students and confusion about the dual roles of teacher candidates in the MLS process.
Canadian Journal of Action Research Canadian Association of Action Research in Education Founding Conference Proceedings 2014, pages 56-58. Clausen shared his suggestion: The Canadian Association of Action Research in Education (CAARE) / Association canadienne de la recherche-action en éducation (ACRAE). To provide a research and discussion forum for all members of the Canadian Society for the Study of Education (CSSE) / Société canadienne pour l'étude de l'éducation (SCÉÉ) who are interested in exploring and promoting action research in this area of Education.
To encourage the dissemination and mobilization of action research knowledge in education and related fields. To promote collaboration among Canadian researchers working in action research at the local, national and international levels in the field of education. A note: Think about next year's conference and how to work in an annual conference and a working conference.
It was pointed out that to become a member of CAARE one had to join CSSE and CATE. It was also noted that the number of members was tied to how many sessions were allowed at next year's CSSE conference. However, it was proposed and accepted that CAARE's interim officers would be the editorial staff of CJAR.
Clausen emphasized that any changes to the Constitution can be made at the next Annual Meeting and that today we need the basics to get an Association designation.
