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Teacher Benefits of Collaborative Action Research: Results of a Quantitative Inquiry
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| Presenter(s):
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| John A Ross, University of Toronto, jross@oise.utoronto.ca
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| Catherine D Bruce, Trent University, cathybruce@trentu.ca
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| Abstract:
Studies of action research are overwhelmingly qualitative, in part because the essential characteristics of action research impede quantitative inquiry. The shortage of quantitative studies limits opportunities for methodological triangulation and inclusion of action research studies in meta-analysis. We report two linked studies (N=80 and 105) that found that Collaborative Action Research made a statistically significant contribution to two dimensions of teacher attitudes to educational research and three dimensions of teacher efficacy. The effects of action research were robust across conditions of teacher gender, career stage, and qualifications. Teachers benefited more from action research if they (i) recognized the importance of the data analysis and reflection stages of action research; (ii) participated in action research that was rigorous and/or led to changes in their conceptual understanding; (iii) worked in schools that fostered professional learning, and (iv) had participated in research activities prior to these action research studies.
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Youngsters Marked by Involvement in Crime Acting as the Evaluation Team
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| Presenter(s):
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| Daniel Brandão, Fonte Institute, daniel@fonte.org.br
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| Abstract:
This paper presents a participative evaluation conducted in Brazil where youngsters with life paths marked by involvement in crime and therefore included in social programs were invited to act as the evaluation team of the program itself. The choice of the evaluators was to include youngsters marked by involvement in crime in the decision-making spheres of the evaluation; therefore, allowing them to influence a program which directly affected their lives.
At the same time the evaluation required offending adolescents and interviewers to meet. The interviewer as a youngster generated the possibility of building a quasi-horizontal relationship between the cultural universes of both interviewer and interviewee. Strongly marked by shared language and stories potentially developed in partnership, the dialogue presented in the interview allowed the bringing forth of memories, information and feelings, with an authenticity that is not likely to exist otherwise.
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Turning Points: Critical Incidents in the Formation of Academic Mentoring Relationships: An Evaluation of a University Learning Community
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| Presenter(s):
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| Nancy Rogers, University of Cincinnati, nancy.rogers@uc.edu
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| Tommy Chou, University of Cincinnati, anomih@gmail.com
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| Abstract:
Student retention and graduation are important issues in higher education. One way to address these issues is through Peer Learning Communities which provide academic and social support for student members. The formation and development of mentoring relationships has important benefits to both the mentor and the mentee, yet these relationships are difficult to cultivate in a structured environment. Fostering a better understanding of the mentoring process is critical to improving upon existing practices. The Critical Incidence Technique (CIT) is the basis for this evaluation designed to explore and understand successful peer mentoring relationships within academic peer learning communities. Through a series of participant-observer reflections, interviews and guided discussions, critical factors for mentoring relationship development and potential best practices were identified for use in developing mentoring training workshops and activities. Further, increases in participant appreciation for the mentoring relationship through the use of this approach are attained.
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Process Evaluation of An Immersion-Learning Experience for Grades K-4 Youth
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| Presenter(s):
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| Laurie Ruberg, Wheeling Jesuit University, lruberg@cet.edu
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| Jackie Shia, Challenger Learning Center, jshia@cet.edu
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| Cassie Lightfritz, Center for Educational Technologies, clightfritz@cet.edu
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| Annie Morgan, Challenger Learning Center, amorgan@cet.edu
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| Abstract:
This study explores how a variety of technology tools and systems were employed to support the internal formative evaluation of the design, construction, and implementation of a grades K-4 space mission simulator. The new simulator for early elementary age youth builds on the success of the existing Challenger Learning Center simulator, which has served more than 100,000 students and teachers. The evaluation summarizes the results of a process approach that documented the planning, design, development, and implementation strategies from the assessment of facilities for restructuring to designing lighting, furniture, program activities, and the scenario context. The discussion includes a description of media tools and collaborative systems used to collect and organize the documentation, decision-making, and outcomes of formative testing. The presentation will show how media tools were used to document design, construction, implementation, formative testing processes associated with the physical and programmatic components of the simulator development.
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