Action Research and Marginalized Groups: Lessons Learned From Professional Practice Dissertations

Session Type: Symposium

Abstract

The purpose of this symposium is to examine how action research is employed as a method while conducting research with vulnerable populations. Each panelist in this symposium completed an action research dissertation that focused on groups of individuals that have often been marginalized. Thus, the papers presented in this symposium highlight action research dissertations that include participants across a spectrum of vulnerability.

Over the past ten years, action research has gained prominence as the preferred method in educational leadership doctoral degree programs.Thus, it is important for scholar-practitioners to engage in effective dialogue around the use of action research as a method and best practice approach in conducting professional dissertations.

Sub Unit

• SIG-Action Research

Chair

• Sheneka Williams

Papers

• Welcome Them and They Will Come: A Case Study on Increasing (Culturally and Linguistically Diverse) Parent Involvement - Karen Casanova, Gwinnett County Public Schools

• Promoting Dialogue About the Problem of Student Attendance: An Action Research Case Study - Gypsey Hernandez, Gwinnett County Public Schools

• The Effect of Staff Development on Student Discipline Referrals in Middle School - Heather Lee Young, Gwinnett County Public Schools

• Educator Actions and Community Perceptions: Using Action Research to Increase Stakeholder Engagement and Support - Miranda Murphey, McDuffie County Board of Education

• Building a Bridge: A Comprehensive Approach to Transitioning Students From Middle School to High School - Ashley Johnessee, Forsyth County Public Schools

Discussants

• April L. Peters, University of Houston

• Karen C Bryant, University of Georgia