Using the principles of Both Ways (incorporating cross-cultural perspectives), five Aboriginal health workers developed evaluation guidelines for research on Aboriginal populations. The guidelines address whether and how the perspectives of the population are integrated into the research. (SK)

Focuses on the use of the Internet to deliver resources directly to the secondary school teacher that can be used in the teaching of geometry and which requires a minimum of learning on the teacher's part. Considers the credibility, richness, and value of such resources. (MM)

Clarifies differences between core collaborative action research in the field and independent action research for theses. Explains how core action research may be incorporated into thesis research in the social sciences, resulting in more useful outcomes for improving practice. (Contains 21 references.) (SK)

Describes action research experiences as the study was conducted and reflection upon the results. Determines whether 1st grade students have similar misconceptions about animals. Investigates whether a constructivist approach focusing on students' prior knowledge could alter the misconceptions. (Author/KHR)

Using a systematic approach to addressing classroom questions, practitioners can utilize the results of their own research to assess, develop, or improve their practice. A study of mentor teachers, administrators, and teaching fellows provides information on potential "bumps in the road" of action research, focusing on: knowledge and skills, time,…

In fall 1984, the Educators' Forum was initiated to help stimulate and guide teachers studying their own practice. To assist each other with classroom investigations, the teachers hold a two-hour meeting, complete with a discussion leader. This article illustrates the process using sample topics involving cooperative science, first grade…

Shifting from an overly technical, simplistic view of teaching in the 1980s, supervision and staff development experts are gradually recognizing that teaching is a complex, situation-specific, and dilemma-ridden endeavor. Researchers are now exploring three elements of reflection (cognition, critical thinking, and narrative inquiry) undertaken by…

This article summarizes the views on action research, expressed in this issue, with regard to differing purposes and uses, apparent trends, and possible contributions to educational reform efforts. (IAH)

A participatory action research project discovered that Honduran women farmers would like more agricultural training but are impeded by cultural perceptions, literacy level, mixed-gender groups, access to resources, and family responsibilities. Recommendations for sensitizing community leaders to the needs of women were made. (SK)

A two-year participatory action research project involved Canadian and Filipino popular theater and development organizations in improving awareness of environmental issues and creating an education performance on community sustainability issues. Issues of time, equity, and cultural difference arose. (SK)

Development can be either incremental or discontinuous, the latter leading to liberatory action. There is a fundamental dilemma involved. On the one hand, educators are trying to change people, forming unavoidable power relations. At the same time, they cannot fully predict the consequences of their efforts. (SK)

Examines the issue of validity in action research and how it affects methodology. (ZWH)

Action science focuses on unexamined beliefs that drive action, evaluating behavior for consistency and validity against beliefs and meaning systems. One goal is to move from single-loop to double-loop learning. Critical issues include its seemingly therapeutic nature, the problem of free and informed choice, and facilitator competence. (SK)

Using guided apprenticeships in cognitive and social development and action research, a nonformal education project focused on developing strategic thinking, team values, and internal locus of control in 20 South African industrial participants. Increased self-confidence, better communication/relationship skills, and a broader knowledge base were…

An action research project investigating the Assessment of Prior Experiential Learning at the University of Kent found difficulties in reconciling student needs with pressure to concentrate on experiences relevant to higher education. There was also tension between student needs and institutional requirements for the format of portfolios. (SK)