University of Massachusetts at Boston
College of Education and Human Development
Critical & Creative Thinking Program
Action Research for Educational, Professional, and Personal Change
CrCrTh693
Fall 2010
Syllabus
Instructor: Peter Taylor, Critical & Creative Thinking Program
Email: peter.taylor@umb.edu
Phone: 617-287-7636
Office: Wheatley 2nd floor, room 157
Class meetings: Tuesdays 6.45-9.15pm, September 7 -December 7 (exc. Oct. 12) in Sc 4-64
Office/phone call hours: Monday 2.40-3.40; Tuesday 3.20-4, 5.30-6.30pm by sign up or by arrangement
Listserv/discussion forum: Emails sent to cct693@googlegroups.com will go to everyone in the course
Essential portals to course materials (bookmark these on the browser of each computer you use):
- Syllabus, www.faculty.umb.edu/pjt/693-10.html, including Table of Contents with links to specific Sessions.
- Private wikispace for assignment submission: CCT-xx.wikispaces.umb.edu (where xx is generally your last name; username & password as for your @umb.edu email)
with links to course-related notes on the assignments and examples of previous students' assignments. The notes link to more detailed (and publicly-accessible) guidesheets on using the tools, including templates where relevant. Be prepared to click through to the notes and read the guidesheets before getting to the to-do part of any assignment.
Students who prefer to stay in one "realm" can access course materials through a single pdf compilation, www.faculty.umb.edu/pjt/693-10.pdf, which can also be printed out and referred to in hard copy.
- Technological competencies needed for this course.
Non-technological alternatives to the wiki and diigo can be arranged if you find the technologies to be consuming time and attention that would be better used for the engaging with the central learning activities of the course.
(Graphic overview of these essential materials and their relationships)
Additional sites (which you may choose to bookmark separately):
Table of Contents-sections to follow in syllabus:
Course description and Overview
Texts and Materials
Requirements
Schedule of Sessions, Preparation and related handouts, Assignment due dates
Links to specific Sessions on the web version of the syllabus: Session 9/7, 9/14, 9/21, 9/28, 10/5, 10/19, 10/26, 11/2, 11/9, 11/16, 11/23, 11/30, 12/7
Bibliography
COURSE DESCRIPTION
This course covers techniques for and critical thinking about the evaluation of changes in educational practices and policies in schools, organizations, and informal contexts. Topics include quantitative and qualitative methods for design and analysis, participatory design of practices and policies in a framework of action research, institutional learning, the wider reception or discounting of evaluations, and selected case studies, including those arising from semester-long student projects.
- Consider the central motivation for the course in the CCT curriculum: "If you have good ideas how do you get others to adopt and/or adapt them?" -- in other words, how do you build a constituency around your idea? This concern can lead you into evaluating how good the ideas actually are (with respect to some defined objectives) so you can demonstrate this to others. It can also lead you to work with others to develop the idea so it becomes theirs as well and thus something they're invested in. Action Research, in the "Cycles & Epicycles" framework taught in this course, involves group facilitation, participatory planning, and reflective practice, as well as systematic evaluation.
- In this spirit, in this course you:
- experience, learn, and practice various ways to promote participation and reflective practice (including your own participation);
- examine critically the evaluations of others (or the lack of the appropriate evaluations); and
- undertake a project in an area of your particular concern in which you design (and, optionally, carry out) an Action Research process.
- Students from a variety of programs should find this course a suitable vehicle to enhance your interests in educational, professional, or personal change.
PREREQUISITES: Nothing formal; only an interest in some aspect of Educational, Professional, and Personal Change. For CCT students, this course is best taken after Processes of Research and Engagement, but this sequence is not mandatory.
ACCOMMODATIONS: Sections 504 and the Americans with Disabilities Act
of 1990 offer guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, students may obtain adaptation recommendations from the Ross Center (287-7430). The student must present these recommendations to each professor within a reasonable period, preferably by the end of the Drop/Add period.
Students are advised to retain a copy of this syllabus in personal files
for use when applying for certification, licensure, or transfer credit.
This syllabus is subject to change, but workload expectations will not be
increased after the semester starts. (Version 20 December 2010 [after reorganizing links so they all appear at the start]; changes after the start of the semester are marked in blue)
TEXTS and MATERIALS
Required: Calhoun, E. F. (1994). How to Use Action Research in the Self-Renewing School. Alexandria, VA: ASCD.
Schmuck, R. (either 1997 or 2006). Practical Action Research for Change. Arlington Heights, IL: Skylight. (Used copies of old editions may be available via amazon.com)
Recommended to help with writing: Daniel, D., C. Fauske, P. Galeno and D. Mael (2001). Take Charge of Your Writing: Discovering Writing Through Self-Assessment. Boston: Houghton Mifflin ("new" copies available well below list price on amazon.com)
(See also Conlin; Elbow; Kanar; Perelman, et al.)
Recommended if you are interested in the larger approach to research and engagement that informs this course: Taylor, P, J. Szteiter
(2010ms.) Taking Yourself Seriously: A Fieldbook of Processes of Research and Engagement, http://cct.wikispaces.umb.edu/TYS3, viewed 10 July '10
Recommended if you are interested in facilitating group process: Schuman, S., Ed. (2006). Creating a Culture of Collaboration: The International Association of Facilitators Handbook. San Francisco, Jossey-Bass.
Readings for the course consist primarily of individual articles and book chapters, most of which can be downloaded from password protected site.
REQUIREMENTS
Your 693checklist wikipage (and links to it) provide details about the assignments, expectations, and rationale. (The same details can also be viewed via http://crcrth693.wikispaces.umb.edu/693checklist (and links to it).)
Written A. Action Research written assignments and work-in-progress presentations (2/3 of grade)
Project = Design and report on (1500-2500 words) an Action Research Process related to an action or intervention in a specific classroom, workplace or personal teaching/learning practice, an educational policy, an educational institution, or a social policy. Your design should include all the aspects of the Action Research Cycles and Epicycles (ARcycling2.html), including:
- how you will learn from evaluations of past changes or interventions like yours,
- how you would facilitate the reflective and/or collaborative process in which a constituency comes to join with you in shaping a change or intervention (or at least supporting your efforts), and
- how you would evaluate the outcome with a view to expanding further the constituency for adopting/adapting the change or intervention.
Carrying out the design is applauded, but not required. If you carry out the design (or some of it), you should report on what you have actually done and how you would proceed differently if you were to do it over. It is important that you do not let implementing your action/intervention eclipse attention to designing the other aspects of the Action Research.
The project is developed through a sequence of assignments:
A1. reflection on introductory action research in sessions 1&2, A2. initial description (based on strategic personal planning), A3. KAQ, A4. evaluation clock, A5. initial work-in-progress presentation with notes on research and planning, A6. narrative outline, A5revised. updated work-in-progress presentation (taking into account comments on initial version and notes), A7. complete draft report, and A7revised. final (1500-2500 words) report.
Initial submissions of all assignments due on the dates given in the Schedule of sessions below (as well as in your assignment checklist).
At least five, including the complete report, should be revised and resubmitted in responses to comments until OK/RNR (=OK/ Reflection-revision-resubmission Not Requested).
If the complete report is not OK/RNR by the date for submission of grades an incomplete may be submitted (see link on assignment check-list for policies about incompletes).
Participation and contribution to the class process (1/3 of grade)
B. Building learning community through prepared participation and attendance at class meetings(=13 items) and B2. "syllabus quiz" submitted in session 2 and B3. Weekly buddy check-ins (see D1, below) (=3 items for 12 check-ins).
C. Summaries on diigo (or revisions to existing summaries) of readings for sessions 9, 10, and 12 (=3 items)
D. Personal/Professional Development (PD) Workbook compiled throughout the semester (7 items), including:
D1. Weekly entries, perused at first conference or before mid-semester break, on a. possible application of tools to your project and b. weekly buddy check-ins (2 items)(see also D3)
D2. worksheet on PD workbook and research organization submitted in session 6
D3. Whole PD workbook ready for perusal (in hard copy or on wiki) at the end of the semester (session 13)
D4. Annotated bookmarks to "Clippings" on diigo (2 items for 6 postings before session 13)
D5. Process review on the development of your work (due session 13)
E. Minimum of two in-office or phone conferences on your assignments, PD workbook, personal wikipage, and project -- one before session 6; the other by session 10 (=2 items)
F. Peer commentary on your buddy's work in each 4-week period and on another student's draft report (with copy posted on peer share wiki) (=4 items)
Students should aim for all writing and presentation assignments submitted on the due date and 5 OK/RNR (=OK/ Reflection-revision-resubmission Not Requested), including the complete report, as well as 27 participation items fulfilled.
If you reach or exceed this amount, you get 80 points (which gives you an automatic B+) and the following rubric is used to add further points.
For each quality "fulfilled very well" you get 2 points or 1 point if you "did an OK job, but there was room for more development/attention." You get 0 points if "to be honest, this still needs serious attention."
1. A sequence of assignments paced more or less as in syllabus (and revisions timely),
2. often revised thoroughly and with new thinking in response to comments.
3. Project innovative, well planned and carried out with considerable initiative, and
4. indicates that you will be able to move from design to implementation in your specific situation.
5. Project report clear and well structured,
6. with supporting references and detail, and professionally presented.
7. Active contribution to and reflection on process of learning from session activities around Action Research and semester-long projects.
8. Ability to shift between opening out and focusing in as required to complete full Evaluation clock
9. Active, prepared participation and building the class as learning community.
10. PD workbook shows: Consistent work outside sessions,
11. deep reflection on your development through the semester and
12. map of the future directions in which you plan to develop.
If you don't reach the automatic B+ level, your points = 10 for each writing assignment (or presentation) that is marked OK/RNR + 3 for each other writing assignment initially submitted by the due date + 1 for each participation item fulfilled up to a maximum of 80.
Overall course points are converted to letter grades as follows: The minimum grade for A is 95 points, for A- is 87.5, for B+ is 80, for B is 72.5; for B- is 65; for C+ is 57.5; and for C is 50.
(In theory it is possible for a student to earn 104 points, but this would still be awarded an A.)
Plagiarism: Using another person's ideas or material you did not write without citing the source is plagiarism and is unacceptable (see library guide and Academic Honesty policies).
SCHEDULE OF SESSIONS
Session 1 (9/7) Introduction to Action Research Cycles and Epicycles, I
Preparation:
Purchase course texts
View video introduction
Review instructor's portfolio and past evaluations for the course
Begin to get set up technologically
Session:
The framework of Action Research Cycles and Epicycles is introduced through a compressed example performed by the class members during this session (following this guidesheet).
Critical Incident Questionnaire
Follow-up:
Read and make notes on the Action Research Cycles and Epicycles framework, which you will need to revisit several times over the course of the semester to appreciate fully.
Set up tasks, a.k.a. "Syllabus quiz"
Sign up for buddy for each of the 4-week periods
Buddy check-in before session 2 should involve peer assistance in items on the Syllabus Quiz, especially getting set-up technologically, finding your way around the course materials, and articulating questions to get the help you need.
Set up your PD workbook.
Sign up for first conference (to which you should bring your PD workbook).
Send questions to the course email listserv if you need help. In particular, don't spend more than about 5 minutes confused by the wikis.
Look ahead to what preparation is needed for the next session.
Look ahead to what work is due in the next session.
---------------
Session 2 (9/14) Introduction to Action Research Cycles and Epicycles, II
Preparation:
Read Schmuck, 1997, p. vii-29; 2006, p. ix-29. Think about the relationship between his systematic treatment of the topic and your experience in session 1.
Read one or two final projects by alums of the course: Jan Coe, Alyssa Hinkell, Marie Levey-Pabst, John Quirk
Session:
Feedback on Critical Incident Questionnaire I
Questions on Syllabus, course mechanics, uploading assignments to wikis and other technological competencies
Use AR cycles & epicycles framework and guidesheet to:
- Interview an alum of the course, Marie Levey-Pabst, about her experience developing an Action Research process.
- Review and analyze final projects by alums of the course, Jan Coe, Alyssa Hinkell, Marie Levey-Pabst, John Quirk
Focused Conversation on Action Research experience to date (handout)
Follow-up:
Reading on Focused Conversations: Stanfield, 6-29; (optional) Nelson, ..Focused Conversation for Schools
Look ahead to what work is due in the next session.
Work due this session:
B2. Syllabus quiz (uploaded to your CCT-xx 693 checklist wikipage)
---------------
Session 3 (9/21) Strategic Personal Planning,
applied to initial formulation of a course action research design project so it incorporates your wider personal and life concerns (and thus recruits you firmly into your constituency)
Preparation:
Read Spencer, chaps. 5 &
7, Weissglass, "Constructivist Listening,"
Review Project reports from previous semesters (online using password protected site.)
For a preview of clustering and naming of clusters (which is part of Strategic planning), peruse vision charts from the course as a whole.
Session:
Supportive Listening (a variant of constructivist listening) on one's hopes/fears/ideas/questions re: educational, professional, and/or personal change
Strategic personal planning workshop (about the educational/organizational/personal change you want to facilitate/promote)
In-Session drafting of initial description of AR design project
Follow-up:
(for those interested in Strategic Participatory Planning, of which Strategic Personal Planning is a variant) Materials from ICA Facilitators Manual, CEDAC, Our Economy, Taylor, "Epilogue," 204-210, Schmuck on "cooperative" action research
Look ahead to what work is due in the next session.
Work due this session:
*A* Asmt. A1: 1st Reflection on your Experience as Novice Action Researchers in relation to the Considered Formulations from Other Sources (in ths case, the prescribed readings so far from Schmuck)
---------------
Session 4 (9/28) Examining the background and evaluations of previous actions before pressing forward,
using tools and interactions with others to open up problems and focus in on needed inquiry
Preparation:
Read Entin, "Reflective Practitioner," Greenwald, "Learning from Problems."
Session:
Use of KAQ framework.
Follow-up:
Look ahead to what work is due in the next session.
Work due this session:
*A* Asmt. A2: Initial Paragraph Overview of Project (revised in response to PT's comments by email on in-Session draft)
---------------
Session 5 (10/5) Formulating informative comparisons as a basis for evaluations, I
Preparation:
Arrange new buddy for the next 4-week period
Read Goode Clipping on the effects of a smoking ban;
Overview of relationship of evaluation to facilitation of change; Guide to the Evaluation clock
Session:
Guided by audio recording, use the Comparison steps (2-4) of the evaluation clock to
- analyze published evaluations of past actions (e.g., smoking ban clipping), then
- design evaluations that may be part of students' projects
Follow-up:
Re-read guide to the Evaluation clock
Look ahead to what work is due in the next session.
Work due this session:
*A* Asmt. A3: KAQ assignment
---------------
10/12 No Session
---------------
Session 6 (10/19) Formulating informative comparisons as a basis for evaluations, II
Preparation:
Topic for buddy check-in: Using the comparison steps (2-4) in the evaluation clock to design evaluation as part of your project (Asmt. 4a)
Session:
Introduction to statistical formulations of comparisons and background assumptions
Peer coaching on Evaluation clock assignment and its extension to students'
Projects, wiki use, KAQ, and PD workbooks.
Follow-up:
Schedule second conference by session 10 to discuss your projects and use of evaluation clock
Look ahead to what work is due in the next session.
Work due this session:
*A* Asmt. A4a. Use the comparison steps (2-4) in the evaluation clock
to design evaluation as part of your project
*A* E1. First conference must be completed before session 6 to discuss your Action Research ideas, the course thus far, and your PD workbook (bring to conference)
*A* D2. Submit worksheet on PD workbook and research organization
---------------
Session 7 (10/26) Work-in-progress presentations, I
Preparation:
Work-in-progress Presentation I on Project
Session:
Work-in-progress Presentation I on Project
Follow-up:
Look ahead to what work is due in the next session.
Work due this session:
*A* Asmt. A5a, initial: Work-in-progress Presentation I on Project and A5b. Notes on Research and Planning for Student Projects
---------------
Session 8 (11/2) Reflection on your Experience as Novice Action Researchers with the Considered Formulations from Other Sources, II
Preparation:
Read Schmuck, pages 29-146, Calhoun, How to Use Action Research
(especially chapters 1-3), Weiss, chapter 1, and (optional) Weiss, chapters 2 &4.
Preview Small group work roles.
Session:
Video on work in heterogeneous groups.
Small group work on two activities: a) guidelines
for small group work with adults and b) comparison of PT's and Calhoun's frameworks for Action Research
Critical Incident Questionnaire II on course to date
Follow-up:
Submit to course listserv your guidelines from session activity a) and comparison from activity b).
(optional) Read other accounts of Action Research: Madison Metropolitan School District, "Classroom action research," Spina, "Six key principles," Winter, Learning from Experience
Look ahead to what work is due in the next session.
Work due this session:
*A* Asmt. A4b due: Use the full evaluation clock to design the evaluation
part of your project.
---------------
Session 9 (11/9) Reflection on your Experience as Novice Action Researchers with the Considered Formulations from Other Sources, I
Preparation:
Arrange new buddy for the next 4-week period
Read at least three from Hitchcock & Hughes, Chap. 3, "Access,
ethics, and objectivity," Chapter 5, "Designing, planning and evaluating
Research"; Greenwood & Levin, Chaps. 8 & 11, "Action research
cases," & "Action science and organizational learning"; Rokovich,
et al., "Implementing change"; Jenkins, "Action learning";
CEDAC, Our Economy; Greenwald, Learning from problems, Madison Metropolitan
School District, "Classroom action research" (and linked pages),
study of CIT
Session:
Feedback on Critical Incident Questionnaire II
Dialogue Process session on engagement and ethics in Action Research
Follow-up:
Look ahead to what work is due in the next session.
Work due this session:
Nothing (so catch up on any overdue submissions)
---------------
Session 10 (11/16) Influences of Political Context on Evaluation and Educational Research
Although it is not expected that your projects tackle the larger political context of making changes in education (broadly construed) or draw on sophisticated theories about evaluation and educational change, this Session put these areas on your maps.
Preparation:
Read at least one of:
Woodhead, "When psychology," Hunt, "The dilemma," Metcalf,
"Reading between the lines." Muir, "Science rules OK," Rokovich, San Jose School District
Session:
"Jig-saw" digestion and discussion of readings
Follow-up:
Look ahead to what work is due in the next session.
Work due this session:
*A* Asmt. A6: Narrative Outline for Project Report
---------------
Session 11 (11/23) Work-in-progress presentations, II (taking into account comments on previous presentation & notes on research & planning)
Preparation:
Work-in-progress presentation (taking into account comments on previous presentation & notes on research & planning)
Session:
Work-in-progress presentations
Titles of Projects
Roberta Bersani, "Becoming an Educational Coach"
Aimee Blaquiere, "Work, Meet Play: Finding Ways to Introduce and Assess Play in my Work"
Renessa Ciampa Brewer, "The Application of CCT in the Graphic Designer's Concept Development Process: A Self-reflective and Evaluative Action Plan"
Kendra Bucklin, "xx"
Gina Dillon Podolsky, "Developing an Online Program that Increases the Use of the LARC through the use of Social Media and Critical and Creative Thinking in the 18-29 Population"
Carl Ericson, "Xx"
Jeff Hamilton, "My professional development: Design, communication, action research"
MaryLu Horn, "Building a Curriculum Design Team: How Small Changes Affect Instructor Satisfaction"
Michael Johns, " Dialogue to bring veterans into the community "
Julie Johnstone, "Community Service or Service Learning: Evaluating the service program at CSW"
Susie Kallon, "Create Training/Workshop: How to become a Effective Mentor"
Alison Palmucci, "Outside the Classroom: Creating a public forum for sharing the work of artists who teach and teachers who create"
Jeremy Poehnert, "How can I become a reflective practitioner?"
Lisa Williams, "To Create a High Performing Team by Modifying My Leadership Skills and Incorporating the Concept of 'Team'"
Follow-up:
Look ahead to what work is due in the next session.
Work due this session:
*A* Asmt A5, updated: Work-in-progress Presentation II on Project
---------------
Session 12 (11/30) Generating politics from below in relation to Educational and Action Research
Preparation:
Read at least two of:
Carr & Kemmis, Becoming Critical, CEDAC, Our Economy, Couto, " The promise," Greenwood,
"Action science and organizational learning," Taylor, "Epilogue," McLeod, et al., "Changing how we work," Senge
et al., "Fostering communities"
Session:
Video segment on Myles Horton and the Highlander Center, a longterm source of
educational and social change, followed by reflective exercise.
Dialogue Process session on participatory action research and theory in relation to action (incl. reflective practice)
Follow-up:
Look ahead to what work is due in the next session.
Work due this session:
*A* Asmt. A7: Complete Draft of Design Project (on peer share wikipage as well as your CCT-xx 693 checklist wikipage)
---------------
Session 13 (12/7) Taking stock of course & of change: Where have we come
& where do we go from here?
Preparation:
Read Cashin, "Student ratings of teaching"
Review samples from previous years)
Read (selections TBA and optional): Stanfield, Courage to Learn, Stanfield, The Workshop
Book, Tuecke, "Creating a wall of wonder,"
Session:
Selected taking stock activity, either Historical Scan (aka Wall of Wonder) or Process Review or Practical Vision of Future Personal and Professional Development (TBA)
CCT course evaluation
College of Ed. course evaluation
Follow-up:
Review previous semesters' evaluations
Work due this session:
*A* D3. PD workbook brought to session (hard copy or on wiki) for perusal, including D5. Process review
*A* F. Make comments on draft design project of another student (not necessarily your buddy); upload comments back to the peershare wikipage and email the author that you have done so.
---------------
One week after session 13
Work due:
*A* Asmt. A7 revised: Final Project report
BIBLIOGRAPHY
(readings [except those marked not PPR] online using password protected site.)
# indicates additional texts on evaluation, action research, or facilitating
group process (to be borrowed from the library, interlibrary loan, or instructor).
## indicates useful readings to help in writing and revising.
Backer, T., J. Chang, A. Crawford, T. Ferraguto, D. Tioseco and N. Woodson (2002).
"Case study and analysis: The Center for the Improvement of Teaching, University of Massachusetts, Boston."
Brookfield, S. D. (1995). Becoming a Critically Reflective Teacher. San
Francisco: Jossey-Bass Publishers # (not PPR)
Calhoun, E. F. (1994). How to Use Action Research in the Self-Renewing School. Alexandria, VA: ASCD. (not PPR)
Carr, W. and S. Kemmis (1986). Becoming Critical: Education, Knowledge and
Action Research. Geelong: Deakin University Press., chapters 6 & 7 (up
to p. 200)
Cashin, W. E. (1995) "Student Ratings of Teaching: The Research Revisited." IDEA Paper No. 32
CEDAC (Community Economic Development Advisory Committee) (1995). Our Economy: Our Future, Final Report. York, Ontario: City of York.
Conlin, M. L. (2002). "The basics of writing: Process and strategies," in Patterns Plus: A Short Prose Reader with Argumentation. Boston: Houghton Mifflin, 1-11. ##
Couto, R. A. (2001). "The promise of a scholarship of engagement." The Academic Workplace 12(2): 4, 6; http://www.nerche.org/images/stories/publications/The_Academic_Workplace_-_Vol._12_No._2_Spring_2001.pdf (viewed 8 July '10)
Daniel, D., C. Fauske, P. Galeno and D. Mael (2001). Take Charge of Your Writing: Discovering Writing Through Self-Assessment. Boston: Houghton Mifflin.## (not PPR)
Elbow, P. (1981). Writing with Power. New York: Oxford Univ. Press ## (not PPR)
Entin, D. (2001). "Review of The Reflective Practitioner: How Professionals Think in Action." The Academic Workplace 12(2): 13, 18; http://www.nerche.org/images/stories/publications/The_Academic_Workplace_-_Vol._12_No._2_Spring_2001.pdf (viewed 8 July '10)
Greenwald, N. (2000). "Learning from Problems." The Science Teacher 67(April): 28-32.
Greenwald, N. (2000). Science in Progress: Challenges in Problem-based Learning for Secondary Schools # (not PPR)
Greenwood, D. J. and M. Levin (1998). Introduction To Action Research: Social Research For Social Change. Thousand Oaks, CA: Sage. (pp. 187-202 on PPR)
Hitchcock, G. and D. Hughes (1995). Research and the Teacher: A Qualitative Introduction to School-based Research. New York: Routledge.(pp. 39-58 on PPR; pp. 77-112 on PPR)
Hunt, M. (1985). "The dilemma in the classroom: A cross-sectional survey measures the effects of segregated schooling," in Profiles of Social Research: The Scientific Study of Human Interactions. New York: Russell Sage,51-97.
Institute of Cultural Affairs, n.d., Facilitators Manual (excerpts on Strategic Participatory Planning). Toronto: Canadian Institute of Cultural Affairs.
Isaacs W. (1999) Dialogue and the Art of Thinking Together. New York: Currency.# (not PPR)
Jenkins, M. (2000). "Action learning: Taking the time it takes." Paper presented to the International Association of Facilitators, Toronto, April 27 2000.
Kanar, C. (2002). "Improving your paragraph skills," in The Confident Writer. Boston: Houghton Mifflin, 60-88.##
Madison Metropolitan School District (2001). "Classroom action research." http://oldweb.madison.k12.wi.us/sod/car/carhomepage.html viewed 8 July '10
Madison Metropolitan School District (2001). "Classroom action research starting points." http://oldweb.madison.k12.wi.us/sod/car/carstartingpoints.html viewed 8 July '10
McLeod, M., P. Senge and M. Wheatley (2001). "Changing how we work." Shambhala Sun(January): 29-33.
Metcalf, S. (2002). "Reading between the lines." The Nation(Jan. 28): 18-22.
Muir, Hazel. 2008. Science rules OK: Running societies the rational way. New Scientist (24 May):40-43.
Nelson, J. (2001). The Art of Focused Conversation for Schools. Toronto: Canadian Institute of Cultural Affairs. # (not PPR)
Perelman, L., J. Paradis, E. Barrett (n.d.) The Mayfield Handbook of Technical and Scientific Writing. http://www.mhhe.com/mayfieldpub/tsw/toc.htm##
Pietro, D. S. (Ed.) (1983). Evaluation Sourcebook. New York: American Council of Voluntary Agencies for Foreign Service. # (not PPR)
Rokovich, M. A., M. Stevens and J. Stallman (2000). "Implementing change at SJUSD: An unfinished case study." Presented to the International Association of Facilitators, Toronto, April 27 2000.
Schmuck, R. (1997). Practical Action Research for Change. Arlington Heights, IL: Skylight. (not PPR)
Schuman, S., Ed. (2006). Creating a Culture of Collaboration: The International Association of Facilitators Handbook. San Francisco, Jossey-Bass (on reserve, plus excerpts PPR)
Schwab, M. G. (1989?) Participatory Research with Third Graders: An Exploratory Study of School Lunch.
Senge, P., N. Cambron-McCabe, T. Lucas, B. Smith, J. Dutton and A. Kleiner (2000). "Fostering communities that learn," in Schools That Learn. New York: Currency,459-465.
Spencer, L. J. (1989). Winning Through Participation. Dubuque, Iowa: Kendall/Hunt (Ch. 5; chap. 7)
Spina, S. U. (2002). "Six key principles of action research."
Stanfield, B. (Ed.) (1997). The Art of Focused Conversation. Toronto: Canadian Institute of Cultural Affairs. (pp. 6-29; pp.30-37
Stanfield, B. (2000). The Courage To Lead: Transform Self, Transform Society. Gabriola Island BC: New Society Publishers. # (not PPR)
Stanfield, B. (2002). The Workshop Book: From Individual Creativity to Group Action. Toronto: Canadian Institute of Cultural Affairs.# (not PPR)
Stark, J. S. and A. Thomas (Eds.) (1994). Assessment and Program Evaluation. Needham Heights, MA: Simon & Schuster. (#, in Healey stacks)
Taylor, P. J. (2005). "Epilogue," in Unruly Complexity: Ecology, Interpretation, Engagement. Chicago, University of Chicago Press: 203-213.
Tuecke, P. (2000). "Creating a wall of wonder with the TOP environmental scan." International Association of Facilitators, Toronto, Canada, April 27 - 30 (iaf-world.org/iaf2000/Tuecke.PDF).
Turabian, K. L. (1996). A Manual For Writers of Term papers, Theses, and Disertations. Chicago: Univ. of Chicago Press (not PPR; in Healey reference section)##
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