Linda Purrington
Participatory Action Research
Education Leadership Administration and Policy Doctoral Program
Linda Purrington
Context for Participatory Action Research Five Course Strand
In our Education Leadership and Policy (ELAP) doctoral program, students enrolled in Participatory Action Research (PAR) for five terms. In the first two terms, they learned about the foundations of PAR and investigated possible PAR study areas of focus within their organizations and within their sphere of influence. Students identified an issue/problem/opportunity and framed a guiding question. Students engaged in literature review and review of other resources to inform their study planning. They surfaced, explored, and challenged assumptions about what they and co-researchers believed they knew about their area of focus and guiding question. Students developed plans for their first cycle.
In the second two terms, students launched the first and later cycles of their PAR study. One cycle informed the next. Besides taking action, collecting data, and analyzing outcomes for each cycle; students also reflected upon their leadership practice and the leadership capacity of others with whom they were collaborating.
In the final term, students wrapped up their cycle work. They developed a final report, a portfolio, a media presentation, and then interacted with a panel to share outcomes and related learning associated with their PAR work. The outcome sharing took place in the final term in a PAR conference. Students shared their work and learning with small groups of their cohort colleagues and with first year ELAP students observing so they would have the "end in mind" when their turn to present their outcomes. The presentations were co-facilitated and supported by faculty.
What was exciting was that each student addressed an educational need/opportunity and improved/made a difference in their organizations while they also strengthened their personal leadership and their ability to lead research-based and results-oriented change in collaboration with others. Also exciting, was the opportunity for students to present and publish their work in future conference papers/presentations and or journal articles. We encouraged students to share their work with a broader audience.
My role and the role of other professors who taught this strand of courses was to introduce PAR to students and to guide and support them throughout their PAR work and PAR presentation. The students also supported one another because of their being organized into Learning Circles. Learning Circles met regularly to discuss their progress, to solicit feedback, to inquire about resources, to address challenges etc. Over the course of time, the Learning Circle members became very familiar with each other's work. They deepened their understanding and application of PAR through collectively discussing each other's work. They also challenged one another to "stretch" in their leadership knowledge and development. As a PAR professor, I interacted with Learning Circle groups and with individuals, besides working with the cohort.
What I found rewarding was the opportunity to support students in their efforts to improve their schools and organizations. In looping with the students across 5 terms, I got to know the students and their work in-depth. I also learned from each group and use what I learned to improve the PAR curriculum strand and learning experiences for each later group of students. Most noteworthy is that students share transformational experiences that have occurred because of their engagement in PAR study; including greater personal leadership self-awareness--what it means to be present and intentional regarding their practice--and a deeper understanding of leadership and followship as related to transforming organizations.
Examples of recent past ELAP PAR projects include:
-Improving Transition Practices in Two-Way Immersion (TWI) with Students Academically At-Risk
-Post-Secondary Transition Plans for High School Students
-Improving the Academic Performance of Elementary Students with Learning Disabilities
-Creating a Continuously Improving Professional Development Program
-Changing Professional Development: Cultivating Visual Art Communities of Practice
-Maximizing Student Engagement and Learning in College General Education Courses within Blended Learning Environments
-Building Collaborations to Create Educational Supports for Students with a History of Foster Care
-Implementing, Growing, and Sustaining Administrative Learning Communities in Higher Education
ELAP PAR Syllabi Excerpt Folder:
https://drive.google.com/drive/folders/1QDmapYzyRwKWtIp4QYkuHrUxPOdtl0eq?usp=sharing
Folder contains the following five PAR Syllabi
- EDEL 774A Foundations of Participatory Action Research
- EDEL 774B Foundations of Participatory Action Research
- EDEL 775A Engaging in Participatory Action Research
- EDEL 775B Engaging in Participatory Action Research
- EDEL 776 Participatory Action Research Capstone Seminar