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2002 Conference (Dekalb, Ill : Northern Illinois University)
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Browsing 2002 Conference (Dekalb, Ill : Northern Illinois University) by Subject "Action Research"
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Item ACTION RESEARCH FOR NURSE EDUCATORS:A MORE NOURISHING ALTERNATIVE TO EATING OUR YOUNG(2005-12-15T18:48:20Z) Berent, Georgine RPoster Session- Since Florence Nightengale began professional schools of nursing, socialization in the nursing curriculum has been viewed from multiple perspectives. University-based nursing programs include a professional nursing course at the beginning of students’ studies. This begins the professional development of students. A thorough overview examining the history and evolution of nursing demonstrates a gap in the socialization process and faculty’s influence. In this proposed study, the researcher will examine ways in which the nursing faculty communicates with the student nurses. The question to be explored using action research is: What are the implicit and explicit behaviors nursing faculty integrate into the nursing curriculum that socialize students? This research proposal asserts that Participatory Research (PR) methods impacting the curriculum will support and empower students in this important process. Gajanayake (2001) outlined an eight-phase cycle. This will be used as a flexible template for redesigning the early professional development nursing courses. Collaboration between students and faculty will stimulate the PR method. PR will provide the structure for joint faculty and student exploration of the problem. This methodology includes: 1.Identification of a problem or need: Fewer students are choosing a career in nursing. Many nurses are leaving the profession for various reasons. Many students and nurses verbalize the lack of support throughout nursing education. 2. Reflection: Faculty members and students will be invited through focus groups and interviews to identify the impact of the socialization process. 3. Investigation: Participants will explore historical influences that have changed the face of nursing. 4. Analysis: Data gathered in the investigation phase will be used to identify the major problems and suggest possible solutions. 5. Integration: With the analysis information, participants will stimulate curriculum change by sharing and publishing this research. 6. Action Planning: In this phase, we will engage in grant writing, obtaining administrative support, and coordinating faculty input. As a result, changes in the curriculum will be created. 7. Implementation: The curriculum changes will be evaluated and analyzed. 8. Transformation: The goal of these curriculum changes is an improvement in self-confidence and self-worth in the students and the faculty. This phase will only be able to be evaluated over a period of time. What is advocated here, then, is not merely a PR project but a curriculum “revisioning” with PR as the central pedogogical feature. As a new framework outside the traditional research conducted by nurse researchers, I am aware of possible resistance. I am hopeful that this beginning work will help to reshape and rejuvenate nursing curriculum.Item AN ACTION SCIENCE APPROACH TO CREATING AND SUSTAINING PROFESSIONAL LEARNING COMMUNITIES AS A VEHICLE FOR COMPREHENSIVE SOCIAL REFORM(2005-11-21T18:22:55Z) Folkman, Daniel VPublic education in the United States is in crisis. Far too many children are failing to achieve minimal standards in reading, writing and mathematics. New federal legislation seeks to correct this situation by legislative fiat that is backed with severe sanctions for schools and districts that fail to improve. This situation offers a unique opportunity for adult educators to play a critical role in helping public schools meet this challenge. The strategy is to focus on the learning and professional development of the adults within the system—principals, teachers, staff, parents and community partners. This paper summarizes an action research/intervention project with several Milwaukee public schools that are attempting comprehensive school reform. The research strategy employs action science theory and tools of inquiry to document interpersonal dynamics at the individual, group and organizational level that either inhibit or promote the creation of a learning culture within the school. The intervention strategy is to organize and facilitate a series of participatory action research (PAR) initiatives aimed at implementing the components of the school’s reform initiative. The combined action research/intervention project explores whether action learning technologies like PAR coupled with action science inquiry can make a significant contribution to transforming schools into learning organizations that are capable of embracing all children.Item HIGH TECH MEETS HIGH TOUCH:COHORT LEARNING ONLINE IN GRADUATE HIGHER EDUCATION(2005-09-27T20:40:04Z) Tisdell, Elizabeth J.; Strohschen, Gabriele; Carver, Mary Lynn; Corrigan, Pam; Nash, Janet; Nelson, Mary; Royer, Mike; Strom Mackey, Robin; O’Connor, MargueriteThis paper discusses the results of a qualitative participatory action research study where the purpose was to examine the nature of the cohort learning experience in an online master’s program from both faculty and student perspectives. There has been much discussion in higher and adult education circles in the last decade on distance education, web based and web enhanced learning online, and online degree programs. Nearly all institutions of higher education now offer at least some classes online, and many offer entire degree programs. While many have discussed the plusses and minuses of online education, and considered what online pedagogy offers to adult learners, there has been little discussion of what online education looks like specifically in online cohort programs, from the students’ perspectives. Thus, the purpose of this paper is: (1) to discuss the results of a participatory action research project where the purpose was to examine the nature of the cohort learning experience in an online master’s program that began with a residential component from both faculty and student perspectives; and (2) to consider the implications for the ongoing development of both “high tech” and “high touch” and academically sound degree programs in adult education and related areas.Item THE SELECT 50 INITIATIVE: HELPING MIDDLE SCHOOL STUDENTS ACHIEVE ACADEMICALLY THROUGH SCHOOL-FAMILY-COMMUNITY PARTNERSHIPS(2005-12-15T18:50:14Z) Folkman, Daniel V; Hill, Lee; Stuckert, SusanPoster Session-This poster presentation summarizes a Participatory Action Research (PAR) project that involved helping 50 students identified as being academically at-risk in each of 12 middle schools in Milwaukee, Wisconsin. This PAR project emerged from Milwaukee’s 21st Century Community Learning Centers (CLC) Initiative, which provides after school programs for students, families and community residents. The CLC Initiative has documented that after school programs help students academically. The challenge is to identify, recruit and retain students in after school programs that are at risk of failing academically. This is a particular challenge for middle school students. Accordingly, at the beginning of the 2001-2002 academic year, a group of 12 middle school principals with CLC programs were asked to select 50 students who were at risk academically. Parents, retired teachers, and local community residents were recruited to fill positions as half-time outreach workers. The outreach workers were charged with building and sustaining personal relationships with these students, their families and their teachers. The task was simple but challenging: Create a personal relationship that is based on trust, support and improved communication between the students, parents, and teachers. It was assumed that through this supportive relationship students would improve academically in terms of grades, attendance and overall attitude toward school. The focus of this poster presentation is on the activities and learning that occurred among the Outreach Workers as they implemented the project. The display highlights the array of practices that the outreach workers implemented, the challenges and barriers they encountered, the success they enjoyed, and the results they produced in student academic achievement. Representatives from the project are available to discuss the learning that occurred not only among the select 50 students but more importantly, from an adult education perspective, among the teachers, administrators, parents and community volunteers who work with at-risk students. The implementation of the project evolved over three phases: Phase I involved gaining entry into the schools and establishing connections between the outreach workers, teachers, principals and the CLC after school programs. This phase also included identifying the pool of students who were at risk of academic failure and recruiting students into the program. Phase II involved establishing connections with the students and building a relationship of support and trust between the students and the outreach worker. This phase also included building similar relationships of trust and support between the outreach workers, teachers and the parents of the select 50 students. Phase III involved the on-going work with the select 50 students with emphasis on helping them remain focused on their studies as well as maintaining the web of support among the teachers, parents, CLC staff and other caring adults.