Parsing out Teacher Quality in Youth Participatory Action Research

• In Event: Critical Issues in Action Research: Immigrant & Refugee Education, Ethnic Studies, Teacher Quality, Community, and Indigenous Youth

Abstract

This study analyzed how teacher qualities affect the implementation of Youth Participatory Action Research (YPAR) across diverse cultural contexts. Through a systematic review (N=42), textual analysis identified specific teacher roles and qualities that influence YPAR outcomes. The study also highlighted the contextual variations, including differing challenges faced in urban versus rural environments and YPAR implementations across cultures. The study also explored the reflective and equitable practices teachers can adopt to enhance student outcomes. Findings suggested the necessity of culturally responsive teaching and institutional flexibility to maximize the potential of YPAR to empower youth and foster meaningful social change. Recommendations included increased attention to teacher training programs and long-term sustained research on YPAR outcomes for improved understanding regarding institutional processes.

Authors

• Praveen K Dubey, Montana State University Northern

• Angela Crevar, Mercer University

• Mattius Rischard, Montana State University - Northern