Explores how a dozen high school girls express their relationship to and understanding of prenatal testing and its possible place in their lives and the lives of others in the context of a short unit on prenatal testing in a semester-long genetics course. Contains 57 references. (DDR)

Using traditional Native research methods (talking circles and vision quests), a teacher at Edmonton (Alberta) Public Schools discovered why Canadian Native students' dropout rate was so high. Kids' complaints about poor relationships with teachers, racism, peer pressure, and poor family support were heeded, and successful interventions were…

Describes how self-assessment was introduced into a Certificate in Education course for practicing British teachers in the post-compulsory sector and how the method and instrument of self-assessment was refined over successive cohorts, focusing on an action research project that was developed to change students' responses to the self-assessment's…

Presents a college level music appreciation course that combines cohort analysis, action research methods, and distance learning. Students identify generational cohorts and use research methods to determine the preferred musical forms of the cohort. Describes a "cohort," a music appreciation Web site, the course structure, and benefits of the…

More teachers are conducting research that benefits both administrators and students. Well-trained teacher-researchers can turn their questions into researchable problems, collect and analyze data, and use findings to create knowledge and "informed action." Teacher-research is notable for savoring the particular, rather than reaching for…

Presents a teacher's reflection on his teaching using two different perspectives. The first perspective uses the cognitive apprenticeship metaphor as a tool for analyzing and understanding teaching. The second, a methodological perspective, uses conversational analysis to arrive at microanalytic descriptions and conceptualizations of teaching. (PR)

Describes an action research study designed to examine high school students' use of the Internet, their evaluation of it as a learning tool, and their personal satisfaction at using the Internet for educational research. Presents the findings in detail and concludes by discussing the need for information literacy in the social studies curriculum.…

Calls for social science researchers to make the leap from understanding to action. Explains action and why it must replace classical disinterestedness and objectivity. Discusses the new criteria for educational research and the new methods for interpretive researchers. Addresses the implications for higher education. (CMK)

Asked undergraduate students' opinions of Descartes' belief that the mind and body are separate, then had them conduct action research projects examining whether the mind-body dilemma might be overcome if teachers valued the essential nature of play and applied it to sport and physical education. Results supported the hypothesis that physical…

Describes an action research project among community colleges that explored the implementation of successful distance learning programs for developmental math courses. Highlights include learner motivation; use of technology; developmental learner profiles; and combinations of campus support services and distance learning delivery systems. (LRW)

Examines 11 preservice teachers' experiences with action research. Explains the four components of an action-research course: (1) reflection and inquiry; (2) learning about students; (3) learning about content knowledge; and (4) learning about social justice and democracy. Focuses on three teacher candidates' action-research studies. (CMK)

This article discusses major conceptual and methodological issues that have arisen in intervention research, with a focus on interventions for learning problems, particularly reading problems. Research examples are presented to illustrate how conceptual and methodological factors in intervention research can be taken into consideration in the…

Identifies questions teachers are learning to ask themselves and each other as they move toward a negotiated, co-constructed and systematic approach that places documentation at the heart of an emergent curriculum. Discusses these questions in terms of documentation, discourse, and design, three components that define a dynamic system of learning…

Suggests that action research is appropriate for foreign language teachers because of its emphasis on research perspectives that are particularly illuminating in foreign language classrooms, tracing the conceptual contours of action research to set the stage for two case studies by graduate teaching assistants in German who engaged in action…

Discusses action research case studies of representative children and changes to classroom teaching. Notes that children were given the opportunity to: write about things that mattered to them; write as experts; hear their writing read aloud; and experience genuine response to this writing. Finds boys made most progress when given the opportunity…