Using Participatory Action Research to Address Absenteeism

Autor/inn/en	Ferrell, Elizabeth W.; Nance, Cara N.; Torres, Amanda L.; Torres, Selina M.
Titel	Using Participatory Action Research to Address Absenteeism
Quelle	In: Action Learning: Research and Practice, 11 (2014) 2, S.201-214 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2014.909184
Schlagwörter	Participatory Research; Action Research; Attendance; Urban Schools; Low Income Groups; Educational Improvement; Improvement Programs; Functional Behavioral Assessment; Educational Change; Change Strategies; Program Descriptions; Student Behavior; Group Dynamics; High School Students; Secondary School Teachers; Discipline Problems + Suchen Sie Ihr Suchwort? Forschungstätigkeit; Projektforschung; Anwesenheit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Teaching improvement; Unterrichtsentwicklung; Effizienzsteigerung; Bildungsreform; Lösungsstrategie; Student behaviour; Schülerverhalten; Gruppendynamik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	Many urban high schools serving low-income families have below-average attendance rates, which can indicate that fewer students are prepared to matriculate into college and career opportunities. Through the use of participatory action research (PAR), we--a group of four educators at Wilson High School--have changed school policies and procedures in order to address our school's most problematic behavior: students cutting class. Through the processes and outcomes that our group, the Class Cutting Task Force, has experienced, we have called upon action learning (AL) in our focus on practical and experienced problems, and we have learned an important lesson: without clear and consistent school-wide expectations, our students cannot meet their potentials. Additionally, we have become empowered to drive a school-wide improvement initiative from the ground up by using the four-stage PAR process. It is our experience with the PAR process as a method of engagement in AL for school practitioners that we aim to share in this account of practice. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10