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I want to invite you to visit an online tutorial on action research that is almost finished. I am working on the last two tutorials (11-12) and I am also working on writing templates to go with each of the activities. I hope to have those finished soon. You can find all of the tutorials at Center for Collaborative Action Research wiki--(ccar.wikispaces.com), or use the outline below for a direct link to any one of the tutorials.
I am still working on
To be published Spring 2016
CALL FOR CONTRIBUTORS
The Palgrave International Handbook of Action Research will provide a vivid portrait of both theoretical perspectives and practical action research activity and related benefits around the globe, while attending to the cultural, political, social, historical and ecological contexts that localize, shape and characterize action research. Cross-national issues of networking, as well as the challenges, tensions and issues associated with the transformative power of action research are explored from multiple perspectives providing unique contributions to our understanding of what it means to do action research and to be an action researcher. The handbook also will explore a global action research agenda and map for readers the networks of action researchers in place around the world.
Submitted by Jean McNiff
Here is a note about the 2014 Value and Virtue in Practice-Based Research, to be held at York St John University, Tuesday 22nd and Wednesday 23rd July, 2014. I do hope you will be able to join us.
You can see details of the conference at http://www.yorksj.ac.uk/education--theology/faculty-of-etrs/faculty-events/value-and-virtue-2013.aspx Highlights include keynote presentations from Jon Nixon and Cheryl Hunt, the usual high standard of presentations, and the warm and welcoming atmosphere that makes the Value and Virtue conference what it is.
Abstracts are invited by 2nd February 2014. These should be approximately 300 words, to include references, please, and sent to the Value and Virtue team at email@example.com Please contact me direct with specific questions at firstname.lastname@example.org and I will do my best to respond.
We would also like to encourage new researchers to submit their work. This could be work in preparation, where researchers are seeking advice and encouragement. If there is sufficient interest in this idea we can organise a dedicated session, where new researchers can present their work for, say, 10 minutes and invite critically supportive feedback. Please let me know if this may be of interest to you and/or your students.
I will write further in the new year with further updates and electronic flyer for dissemination, but for now, please mark the date in your diary.
We look forward to welcoming you again, or for the first time, to York St John University, and send you warm wishes for a happy and peaceful season and a brilliant New Year.
All good wishes,
submitted by Jacqueline D. Delong , Adjunct Professor, Brock University St. Catharines, ON
EJOLTS can be accessed through http://ejolts.net We are celebrating its 5th year and launching into 2014 with the publication of a special issue and calling for papers for the 2014 issues. The June 2014 issue will comprise papers from living-theory researchers working in diverse fields and the December 2014 will particularly be themed by contributions from living-theory researchers in Health.
We hope as your read this latest issue you will feel inspired to contribute to a transformational global movement for the flourishing of humanity by submitting your paper to EJOLTS http://ejolts.net/submission. In engaging with the open review process (accessed from http://ejolts.org) we can each learn from and with one another in the living-boundaries between fields of practice and cultural contexts develop our democratic ways of creating our living-theory accounts together.
EJOLTs continues to push the frontiers of academic publishing through its support of multimedia narratives and its open, academically rigorous, review process. The December 2013 issue takes us another step forward with practitioners researching their democratic way of creating an issue together. All the papers comprising the special December 2013 issue can be accessed freely from http://ejolts.net/node/209.
Introduction to Living Theory Action Research in a Culture of Inquiry Settings transforms learning in elementary, high school and post-graduate settings.
Elizabeth Campbell, Jacqueline Delong, Cathy Griffin & Jack Whitehead
Evolving a living-educational-theory within the living boundaries of cultures-of-inquiry.
Transforming teaching and learning through living-theory action research in a culture-of-inquiry.
The heART of learning: Creating a loving culture-of-inquiry to enhance self-determined learning in a high school classroom.
Transforming teaching and learning practice by inviting students to become evaluators of my practice.
The significance of Living Theory Action Research in a Culture of Inquiry transforms learning in elementary, high school and post-graduate settings.Elizabeth Campbell, Jacqueline Delong, Cathy Griffin & Jack Whitehead.
Posted by Sabrina Zirkel, PhD, Professor of Education, School of Education, Mills College
ASSISTANT PROFESSOR, EDUCATIONAL LEADERHIP
The School of Education at Mills College invites applications for a tenure-track Assistant Professor position in Educational Leadership with a focus on urban education and social change to begin in August 2014. The Educational Leadership program at Mills College has undergone tremendous growth in recent years, and attracts doctoral, masters, and administrative credential students who are committed to a social justice model of education. Our graduates go on to become agents of change as leaders in urban schools and districts in the preparation of teachers and educational leaders and through administrative posts within higher education and educational non-profits.
Responsibilities of this position will include the classroom teaching of graduate courses within the Educational Leadership program, supervising doctoral research for students in the EdD program, maintaining a productive program of scholarship, and active engagement in service to the College, the School and the Educational Leadership program.
We seek a productive scholar with a commitment to research and publishing as well as to teaching and mentoring students. The ability to help us build connections with Oakland and the surrounding urban school districts is strongly desired. We are especially interested in candidates with direct experience with youth and schools whose work reveals a commitment to social justice and social change in education. Qualifications include an earned doctoral in Educational Leadership or a related field and a record of scholarly activity. Willingness to work collaboratively in the preparation of school administrators is desirable.
Candidates should submit a letter of application expressing interests, experiences, accomplishments, and strengths as they relate to the position. Applicants should also provide: (a) a current CV, (b) a research statement detailing the candidate’s research agenda, (c) teaching statement outlining the candidate’s approach to teaching, (d) two or three examples of scholarly work, and (e) the names, position, and contact information for three references.
The application deadline is November 1, 2013. However, applicants are encouraged to submit their materials as early as possible and applications will be reviewed until the position is filled. Please see the Mills.edu website for application portal information. Candidates may contact Sabrina Zirkel, Chair of the Search Committee, email@example.com with any questions.
You are all invited the Pepperdine's
Annual Action Research with technology conference.
June 26 and 27, 2012
I have attached the schedule. You are welcome to be our guest in person at Pepperdine
if you happen to be local to the West Los Angeles Graduate School of Education and Psychology campus.
But we want you to participate even from distances. We will use two ways to include you. You can
of the talks.
Our conference features international leaders in action research as keynote speakers...
(attending virtually from England, Canada and Ireland)
Dr. Jack Whitehead, Professor, Liverpool Hope University, UK., Co-author of You and your Action Research, and,
Dr. Carl Bereiter & Dr. Marlene Scardamalia, Institute for Knowledge Innovation & Technology, OISE/University of Toronto Authors
of Surpassing ourselves: An inquiry into the nature and implication of expertise as well as many others. They have developed education
practices around knowledge building and will be discussing knowledge building, expertise and action research with us.
Dr. Alana James- Mentor for Doctoral Students Walden University, Jones
International University and CTU and Co-author
And there will be 22 presentations of action research - 6 with students, 6 with teachers, and 9 with communities, non profits,
At AERA, a number of us discussed the issue of how action research is treated by IRB (Institutional Review Board). Our members are often challenged to find ways to assure that action researchers act in ethical ways without making action research impossible by working an IRB process. I invite you to a discussion of these issues, as well as to respond to a simple poll that will help us learn how your community is dealing with these challenging issues.
Here is where you can join the discussion on action research and IRB
Volume IV in the Breaking the Mold series
TITLE: Breaking the Mold of Classroom Organization and Management:
Innovative and Successful Practices of Engagement, Motivation, and
Student Empowerment for 21st Century Schools
EDITORS: Audrey Co
an, Ed.D. and Andrea Honigsfeld, Ed.D.
PUBLISHER: Rowman and Littlefield
SCOPE AND PURPOSE:
We have several invited chapters and now we are soliciting unpublished
work through this open invitation. As the title suggests, this edited
book aims to offer a collection of innovative ideas representing best
practices for engagement, motivation, and student empowerment with a
special focus on classroom organization and management. We are looking
for proposal submissions that share authentic, research-based,
successful practices that break the traditional mold of classroom
organization and classroom management in diverse PreK-16 educational
contexts and utilize instructional approaches that are engaging,
motivating, and empowering to students.
Similar to our previous volumes, the goal of this fourth book is to
offer a collection of essays on innovative, successful practices
representing a range of narratives from authors of diverse experiences
and backgrounds. We will offer readers compelling documentary accounts
as answers to commonly posed questions including:
o What are innovative classroom organizational practices for 21st
o How can we break the mold of traditional classroom management
o How can classroom design and organizational structures successfully
o How can we best engage reluctant learners?
o How can we foster meaningful learning for the struggling student?
o How can we stimulate curiosity and lifelong learning for all students?
o How can we successfully organize and manage increasingly diverse
classrooms while attending to both individual needs and high standards?
o What role does play have in education on all grade levels?
o What roles do skepticism and critical thinking have in the learning
o How can we enhance students’ intrinsic motivation to become successful
o What strategies empower students to become independent learners?
The book will be divided into 5 majors sections (Early Childhood,
Elementary School, Middle and High Schools, Community and 4-year
Colleges or Universities, and Global Perspectives).
The primary audience for the book will be PreK-16 educators, school,
district and higher education administrators, teacher educators, and
professional developers. Specifically, this book will support novice and
experienced teachers as well as administrators in varied stages of their
professional development who wish to look for examples of successful,
innovative instructional practices related to classroom organization,
management, and student engagement. The secondary audience will be
pre-service teachers and aspiring administrators who will benefit from
reading the book as it offers a range of successful innovations and
SPECIAL NOTES TO PROSPECTIVE AUTHORS:
There are no restrictions on the background or specialization of the
authors, as long as their chapters reflect research-based scholarship, a
concise theoretical framework, and documented, successful implementation
of current innovative practices in the target categories.
Scholars and practitioners who are interested in contributing to this
book are invited to submit a 500-word manuscript proposal in Microsoft
Word by September 30th, 2010. Please create and email us one document
all the required components.
On the cover page, please provide the following:
Name, title, current position, complete contact information including
work mailing address, phone number, email address, and a 3-4 sentence
biographical blurb. Please also include a list of each authors’ key
In the chapter proposal, remember to start with a working title. Please
include the tentative organization of the chapter identifying headings
and subheadings which would clearly outline the content of the entire
chapter. The proposal should highlight the research base and the
theoretical context of the innovation, and it should also detail the
actual implementation of the innovative practice or program through a
narrative voice. To be aligned with the focus of the book, please
incorporate authentic, concrete examples, and an account of the
successful, documented outcomes, but avoid writing in the first person
singular. Please use no more than 7-10 references to support your
proposal, but do not count them as part of the 500-word limit.
Only submissions following these guidelines and including APA-style
references based on the 6th edition may be considered.
Chapter proposals will be assessed based on originality of the
innovation, topic suitability, well established research-base, and
reader-friendly, yet scholarly writing style. Prospective authors are
encouraged to review the first volume in the series (Breaking the Mold
of School Instruction and Organization: Innovative and Successful
Practices for the 21st Century; 2010) for sample chapters and acceptable
writing style. Invitations to submit a full, 2500-word chapter
(including references, tables and charts) will be sent out by
December15th 2010. Completed chapters will be due no later than April
30th, 2011. Please e-mail your proposal to firstname.lastname@example.org.
We can be contacted at email@example.com or firstname.lastname@example.org with
Andrea Honigsfeld, Ed.D.
Division of Education
1000 Hempstead Ave
PO Box 5002
Rockville Centre, NY 11571-5002
Tel: (516) 678-5000 X 6343
Fax: (516) 256 2291