Responds to another article in the same issue of this journal. (IRT)

Evaluated the development of a peer assessment process for large classes which addressed assessment tasks, assessment criteria, anonymity, procedural guidelines, distribution systems, marking procedures, and tutor remarking. Found that the difficulties of using peer assessment in large classes were outweighed by benefits for students. (EV)

Describes the action research approach taken by seven teachers from four rural schools who teamed up to create their own professional development program. Describes the phases of action research which include formulating a question, reflective interviews, data collection, data analysis, and taking action. Briefly discusses the beneficial outcomes…

Makes a case for using postmodern concepts in the reflection stage of action research. Offers ways for a dialog between action research and postmodernism: common critique of knowledge and power, the notion of discontinuity, narrative as a form of discourse, and Foucault's analysis of power. (SK)

Describes how an educator can use focus groups as part of an action research agenda. Includes tips for conducting and evaluating focus groups. (Author)

This paper responds to a call seeking presenters for an action-research event for elementary-school science teachers in Venezuela. The authors planned on the assumption that the participants would wish to leave with plans for introducing action-research approaches into their practice. In previous writing on action research, the various protocols…

Many preservice teachers are concerned about finding the correct position in education when they graduate. In United States' schools mission statements have been in vogue for decades, but these statements often do not live up to the reality. This article describes an action research project that assists teacher candidates in assessing school…

Action research has received increasing attention, especially by school leaders, as a result of the Singapore Ministry of Education's push for greater autonomy, diversity and innovation at the school level. It is also perceived as a means for teacher professional development and professionalism. The Teachers Network, which has its own brand of…

In this article, the authors extend Phelps & Hase's (2002) explorations of the theoretical and methodological connections of complexity theory and action research by emphasizing complexity science as the study of learning systems. By emphasizing the importance of "complexity thinking", an argument is made for conceptualizing action research as a…

A pervasive anti-statism often blinds us to the democratic victories in the past and thus to possibilities in our future. This article argues that big government can democratize society and uses historical investigation to make the point. The study of history emancipates us from the tyranny of the present. Progressive social change has come about…

This article presents a study exploring the beliefs, knowledge, and practices of four middle and secondary science teachers participating in a collaborative curriculum action research project. Using a case study methodology, the views and practices of these teachers were described and analyzed as they investigated novel ideas about scientific…

Background/Context: Discussion in classrooms has been cited as an activity integral to active participation in a democracy. Much research into classroom practice reveals that recitation, not discussion, is the most common form of classroom discourse. How teachers conceive of discussion, what they actually do when they attempt discussion with…

The purpose of this study was to examine and better understand the social cognitive effects of digital technology on teenagers' brains and their socialization processes, as well as to learn best practices with regard to digital technology consumption. An extensive literature review was conducted on the social cognitive effects of digital…

As blended language learning environments evolve within tertiary foreign language institutions, issues of power with regards to the privileging of electronic technologies come to the fore. Blended learning, or the principled mix of online and classroom-based activities, challenges the practices of traditional CALL and face-to-face teaching within…