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	<title>AR Expeditions</title>
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	<description>Action Research Journal</description>
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		<title>Evolution of an online graduate action research course</title>
		<link>http://arexpeditions.montana.edu/2009/10/evolution-of-an-online-graduate-action-research-course/</link>
		<comments>http://arexpeditions.montana.edu/2009/10/evolution-of-an-online-graduate-action-research-course/#comments</comments>
		<pubDate>Sat, 31 Oct 2009 17:59:06 +0000</pubDate>
		<dc:creator>brody</dc:creator>
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		<guid isPermaLink="false">http://arexpeditions.montana.edu/?p=163</guid>
		<description><![CDATA[The evolution of an online graduate action research course: Student and teacher perceptions


Linnea L. Rademaker, PhD
Assistant Professor, Educational Foundations &#38; Inquiry
Director, Center for Practitioner Research at
National-Louis University
1000 Capitol Drive
Wheeling, IL 60090
Ph &#38; Fax: 847-947-5043
Linnea.rademaker@nl.edu


 
 
 
 
 
 
 
 
 
 
 
 
 
Abstract:
In this paper I discuss my work as a [...]]]></description>
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		<title>Moddifying Discussion and Assessment Techniques to Increase Student Understanding and Teacher Reflective Practices</title>
		<link>http://arexpeditions.montana.edu/2009/06/modifying-discussion-and-assessment-techniques-to-increase-student-understanding-and-teacher-reflective-practices/</link>
		<comments>http://arexpeditions.montana.edu/2009/06/modifying-discussion-and-assessment-techniques-to-increase-student-understanding-and-teacher-reflective-practices/#comments</comments>
		<pubDate>Thu, 11 Jun 2009 20:42:42 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Paper]]></category>

		<guid isPermaLink="false">http://arexpeditions.montana.edu/wordpress/?p=100</guid>
		<description><![CDATA[As a chemistry teacher I have had two major goals for my students.  First, I wanted my students to gain an understanding of this central science and how it relates to their everyday lives.  In addition, I wanted my students to be prepared for a college level chemistry course that they would be taking within the next few years.  While these two goals are inherently related in their nature, I found myself delivering a course full of disconnect.  When preparing my students for their college years I would focus on the numerical applications of topics such as stoichiometry, equilibrium, and kinetics.  When attempting to demonstrate practical applications I would rarely show connections to the equations.  In order to increase the continuity between scientific principles and numerical problem solving, I modified both my delivery of material as well as the way students responded in typical assessments.  Increasing teacher wait time to modify delivery allowed me to more carefully select who would respond in class, allowed me to think about my comments as well as provided more students with the opportunity to contemplate a response.  By using Vee diagrams and modified test questions I was able to require students to explain their reasoning in a greater detail than typical questions would allow, as well as more accurately identify misconceptions of scientific principles. ]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>Student Research and Modified Teaching: students as co-researchers</title>
		<link>http://arexpeditions.montana.edu/2009/06/student-research-and-modified-teaching-students-as-co-researchers/</link>
		<comments>http://arexpeditions.montana.edu/2009/06/student-research-and-modified-teaching-students-as-co-researchers/#comments</comments>
		<pubDate>Thu, 11 Jun 2009 20:42:19 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Paper]]></category>

		<guid isPermaLink="false">http://arexpeditions.montana.edu/wordpress/?p=98</guid>
		<description><![CDATA[This paper presents a study conducted by urban junior high school students in Athens, Greece. Under the supervision of their teacher, the students investigated how Ancient Greek was taught and learned in their classroom, as well as their perceptions of the subject, and how these perceptions evolved. Their aim was to understand why Ancient Greek is taught. Yet in the end the students managed to enhance  the teaching and learning of Ancient Greek (expressing elements of educational theory) and at the same time to change their perceptions of the subject.  The paper – through the action research process - poses significant theoretical and methodological issues, such as the degree and  quality of student participation in an action research project, the changes implemented in the curriculum and enhancing the students` voice.]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>The Agency of Change: How does membership in a research cohort influence professional voice?</title>
		<link>http://arexpeditions.montana.edu/2009/06/the-agency-of-change-how-does-membership-in-a-research-cohort-influence-professional-voice/</link>
		<comments>http://arexpeditions.montana.edu/2009/06/the-agency-of-change-how-does-membership-in-a-research-cohort-influence-professional-voice/#comments</comments>
		<pubDate>Thu, 11 Jun 2009 20:41:57 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Paper]]></category>

		<guid isPermaLink="false">http://arexpeditions.montana.edu/wordpress/?p=96</guid>
		<description><![CDATA[This paper is about the process of becoming. It is about the journey teachers take, as they become researchers. It is also the journey I took in trying to develop a course that would provide a research cohort that would allow teachers to explore their scholarly interests. I will share with you my vision for this course and where the teachers led me as the course evolved. I will also examine the teachers’ voices within a school community and how those voices were influenced by membership in a research cohort. Let me contextualize the journey by telling you about the history and the structure of the cohort.]]></description>
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		<slash:comments>0</slash:comments>
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		<item>
		<title>Action research for environmental stewardship: “Upward epistemology” and other lessons learned.</title>
		<link>http://arexpeditions.montana.edu/2009/06/action-research-for-environmental-stewardship-%e2%80%9cupward-epistemology%e2%80%9d-and-other-lessons-learned/</link>
		<comments>http://arexpeditions.montana.edu/2009/06/action-research-for-environmental-stewardship-%e2%80%9cupward-epistemology%e2%80%9d-and-other-lessons-learned/#comments</comments>
		<pubDate>Thu, 11 Jun 2009 20:41:37 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Paper]]></category>

		<guid isPermaLink="false">http://arexpeditions.montana.edu/wordpress/?p=94</guid>
		<description><![CDATA[Action research through a hermeneutic lens helps us understand the dynamics around cooperation over conservation issues and strengthens the ethical setting for community based collaboration.   Hudson and Rogers offer perspectives from their different experiences.  Hudson focuses on insights from a project at Cal Polytechnic University in Pomona, California that reflected alternative practices and living laboratory design.  Other lessons are drawn from his work in Chile, Costa Rica, and Paraguay, in the context of development projects for marginalized populations.  Rogers presents the successes and failures involved in local conservation efforts in a rural, conservative, Mormon community in southern Utah.  Her work discusses the needs of dealing with religious beliefs, rural poverty, and political outlooks in creating positive social change. The emerging picture demonstrates the ethical challenges faced in rural small towns, as well as project implementation at the broader community level.

Reflecting on these experiences has led the authors to several conclusions about the nature and value of action research: (a) the enduring value of scientific methods and attitudes, aimed at problem-solving and evidence-based solutions; (b) the distinct contribution of not just visiting but living within the communities being studied; (c) the importance of local action, not just for but by the community itself, given that means prove as critical as ends in action research, with need for major attention to appropriate technologies.  And finally (d) the most important lesson is the critical factor of “upward epistemology” — the full  engagement of communities in their own learning process, their own identification of solutions, and own interpretation of the “data” of results  — in short, the creation of a common ground of conversations, relationships and locality.]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>At the Crossroads: Coaching and Teacher Research</title>
		<link>http://arexpeditions.montana.edu/2009/06/at-the-crossroads-coaching-and-teacher-research/</link>
		<comments>http://arexpeditions.montana.edu/2009/06/at-the-crossroads-coaching-and-teacher-research/#comments</comments>
		<pubDate>Thu, 11 Jun 2009 20:41:09 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Paper]]></category>

		<guid isPermaLink="false">http://arexpeditions.montana.edu/wordpress/?p=91</guid>
		<description><![CDATA[During school year 2005-6, coaching and teacher research intersected as two literacy coaches supported teachers in their study groups as they conducted teacher research projects in conjunction with a graduate-level university course about teacher research.  In addition, the two coaches conducted teacher research studies to look at how their coaching practices supported the teachers.  This study focuses on the two coaches and four of the teachers.  Their teacher research projects and the narratives that they later wrote to describe their research experiences became the data sources for analysis of the research question: How did coaches assist teachers in identifying their teaching concerns and support them during the teacher research process? The university instructor of record conducted the analyses, and she found common themes around the specific moves the coaches made that included 1) building trusting relationships and 2) conducting on-going coaching conversations. Knowing, however, that there are no blueprints for how to build trusting relationships nor are there published plans for how to conduct coaching conversations, in the second phase of analysis, she conducted focused coding of the coaches’ and teachers’ narratives to examine in more detail the coaching acts that supported the teachers as they learned about teacher research methods and conducted teacher research projects in their elementary classrooms. ]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>How am I Creating a Pedagogy of the Unique through a Web of Betweenness with a New Epistemology for Educational Knowledge?</title>
		<link>http://arexpeditions.montana.edu/2009/06/how-am-i-creating-a-pedagogy-of-the-unique-through-a-web-of-betweenness-with-a-new-epistemology-for-educational-knowledge/</link>
		<comments>http://arexpeditions.montana.edu/2009/06/how-am-i-creating-a-pedagogy-of-the-unique-through-a-web-of-betweenness-with-a-new-epistemology-for-educational-knowledge/#comments</comments>
		<pubDate>Thu, 11 Jun 2009 20:40:36 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Paper]]></category>

		<guid isPermaLink="false">http://arexpeditions.montana.edu/wordpress/?p=89</guid>
		<description><![CDATA[In this paper, I report on my Doctoral research. My PhD thesis examines the growth of my educational knowledge and development of my practice, as higher education educator, over six years of self-study. I demonstrate how I am contributing to a knowledge base of practice by creating my ‘living educational theory’. Whitehead (1989,2004a) claims that values are embodied in our educational practice and their meanings can be communicated in the course of their emergence in practice. He encourages us to account for our own educational development through the creation of our ‘living educational theory’ and using our values as living standards of judgement we can judge the validity of our claims to educational knowledge.

I clarify the meaning of my educational values in the course of their emergence in my practice-based research. My values have been transformed into living standards of judgement that include a `web of betweenness` and a `pedagogy of the unique`. The `web of betweenness` refers to how we learn in relation to one another and also how Information and Communications Technology (ICT) can enable us to get closer to communicating the meanings of our embodied values. A `pedagogy of the unique` respects the unique constellation of values and standards of judgement that each practitioner-researcher contributes to a knowledge base of practice.

My research is timely as there is now a growing interest in applied and practice-based
research. In a UK discussion document entitled ‘Assessing Quality in Applied and
Practice-based Educational Research’, Furlong and Oancea, (2005, p. 8) suggest that
“action research and reflective practice are models that offer arguments against the
idea that applied research is only focused on use and that it does not and cannot
contribute to more theoretical knowledge production while at the same time achieving
changed practice” (ibid). ]]></description>
		<wfw:commentRss>http://arexpeditions.montana.edu/2009/06/how-am-i-creating-a-pedagogy-of-the-unique-through-a-web-of-betweenness-with-a-new-epistemology-for-educational-knowledge/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
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		<item>
		<title>Elementary Principals’ Views of Action Research during Student Teaching</title>
		<link>http://arexpeditions.montana.edu/2009/06/elementary-principals%e2%80%99-views-of-action-research-during-student-teaching/</link>
		<comments>http://arexpeditions.montana.edu/2009/06/elementary-principals%e2%80%99-views-of-action-research-during-student-teaching/#comments</comments>
		<pubDate>Thu, 11 Jun 2009 20:40:15 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Paper]]></category>

		<guid isPermaLink="false">http://arexpeditions.montana.edu/wordpress/?p=87</guid>
		<description><![CDATA[In this study, we examine the views of elementary principals regarding action research, including the extent to which teachers in their schools use an action research cycle to improve teaching, and whether student teachers should be required to conduct action research during their student teaching.  An analysis of the data indicated that these principals valued action research, even though the implementation of action research by their teachers varied widely.  They believed that student teachers should develop action research skills during student teaching, but recommended that teacher educators consider the time required, the scope of the project, and the placement of student teachers with knowledgeable and helpful K-8 mentor teachers. ]]></description>
		<wfw:commentRss>http://arexpeditions.montana.edu/2009/06/elementary-principals%e2%80%99-views-of-action-research-during-student-teaching/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Action Research: A View From Within</title>
		<link>http://arexpeditions.montana.edu/2009/06/action-research-a-view-from-within/</link>
		<comments>http://arexpeditions.montana.edu/2009/06/action-research-a-view-from-within/#comments</comments>
		<pubDate>Thu, 11 Jun 2009 20:39:56 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Paper]]></category>

		<guid isPermaLink="false">http://arexpeditions.montana.edu/wordpress/?p=85</guid>
		<description><![CDATA[The purpose of this paper is to share the results of a study with graduate inservice and preservice teachers conducted in an educational research class while planning their action research project.  The uniqueness of this study is the way in which these teachers revealed their thoughts and feelings as they deliberated their respective study using an interactive electronic action research strategy on the Exploring Minds Network. ]]></description>
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		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>“Slow Down, You Move Too Fast,”</title>
		<link>http://arexpeditions.montana.edu/2009/06/%e2%80%9cslow-down-you-move-too-fast%e2%80%9d/</link>
		<comments>http://arexpeditions.montana.edu/2009/06/%e2%80%9cslow-down-you-move-too-fast%e2%80%9d/#comments</comments>
		<pubDate>Thu, 11 Jun 2009 20:39:32 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Paper]]></category>

		<guid isPermaLink="false">http://arexpeditions.montana.edu/wordpress/?p=83</guid>
		<description><![CDATA[Will reflection improve teaching and learning of mathematics in my fifth-grade classroom? Action research is the systematic method I used to investigate the effects of three specific innovations to my teaching. First, I kept a personal journal to reflect on my teaching and on my students’ learning.  Second, my students kept math journals in which they reflected on their own learning.  And third, higher-order questioning was used to encourage reflection through discussion. My goal was to help my students and myself to take a closer look at what we were thinking as we did mathematics. I hoped that we would learn to ask and answer powerful questions that would increase our understanding and ability to problem solve. Though the process of reflection is time consuming, it opened the way for more in-depth discussion, increased flexibility in problem solving, and encouraged greater engagement in our own learning processes.  ]]></description>
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		<slash:comments>0</slash:comments>
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