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Gagné, Monica – Canadian Journal of Action Research, 2017
This paper explores the potential for students to engage in social constructivist (Vygotsky, 1978) learning through the development of a course wiki. As a requirement of the Principles of Learning (PoL) course, at the University of Ontario Institute of Technology, students are tasked with building a collection of online, student-authored learning…
Descriptors: Social Influences, Discovery Learning, Scaffolding (Teaching Technique), Collaborative Writing
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Hogendoorn, Adrian – Canadian Journal of Action Research, 2017
A course wiki is an active environment in which students not only solve problems, but also find their own problems (Bransford, Brown, & Cocking, 1999). Wikis are novel, immersive environments requiring active participation, which enable students to build knowledge within a secure online setting (Hadjerrouit, 2011). This contribution traces a…
Descriptors: Collaborative Writing, Web 2.0 Technologies, Educational Technology, Technology Uses in Education
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Jones, Terri-lyn – Canadian Journal of Action Research, 2017
Focusing on an education graduate student's investigation into their participation in a class wiki, the paper documents the ways student perceptions of a wiki can change their contributions, the wiki itself, and the community that surrounds it. Specifically, wikis and the ways they function as social constructivist and communal constructivist…
Descriptors: Communities of Practice, Graduate Students, Student Participation, Student Attitudes
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Hughes, Susan – Canadian Journal of Action Research, 2016
This study reports on graduate students' thoughts and beliefs about utilizing action research as a means of professional development two years after their graduation from a Master of Arts program in Education. Because many school districts now encourage teachers to engage in self-study and to collect data that informs their instruction, the author…
Descriptors: Action Research, Graduate Students, Professional Development, Feedback (Response)
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Lyons, Wanda – Canadian Journal of Action Research, 2016
Principal leadership has been identified as the key to successful implementation of inclusive education for students with disabilities. Prospective principals require knowledge, skills, and dispositions to equip them to work with key stakeholders to initiate and sustain inclusive practices within their schools. The purpose of this action research…
Descriptors: Principals, Leadership Training, Management Development, Action Research
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Brown, Barb; Dressler, Roswita; Eaton, Sarah Elaine; Jacobsen, Michele – Canadian Journal of Action Research, 2015
In this article, action research is explored as a process for instructor reflection, professional learning and collaboration. The context for the professional learning was the teaching of graduate level education courses in which action research, in conjunction with a cohort-based, collaboratory approach to learning, was used to facilitate…
Descriptors: Action Research, Faculty Development, Teacher Collaboration, Graduate Students
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Wong, Arch Chee Keen – Canadian Journal of Action Research, 2014
This article gives an account of an action research project that I used to examine and improve my own teaching practices. In this project, I used insights from critical pedagogy to inform my transition from a transmission to a social reform teaching perspective. When I used the critical pedagogical concept of constructed consciousness and the…
Descriptors: Social Change, Action Research, Teaching Methods, Critical Theory
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Coddens, David O.; Shriner, Michael – Canadian Journal of Action Research, 2012
This paper presents data collected and analyzed as part of a graduate-level action research project. First, preferred disassociation (gleaned via observational methodology) between Latino and African American racial students within an urban neighbourhood school located within a large Midwestern city in the United States is discussed. Second,…
Descriptors: Safety, Action Research, Research Projects, Local History