There are few teacher trainings that focus on the development of social and emotional competencies for teachers (SECT) despite a large research base showing its relevance to teaching, learning, and academic success. Research suggests a major reason many current professional development (PD) models are not effective nor show utility to the immediate context of teachers is that they are externally developed and driven without consideration of the teachers’ voice. Further, they are not created to be context-specific. This study employs a qualitative, participatory action research design (PAR) to use the teachers’ perspectives at an urban elementary charter school to create a local model of professional development with the goal of enhancing social and emotional competencies of teachers. Findings reveal a local definition of PD, indicate the importance of considering macrosystemic policies, systems level policies and practices, and interpersonal supports as potential influences on SECT. / acase@tulane.edu

In the United States, children that require mental health supports will most likely receive them in their school. However, there is a serious discrepancy between youth that require and those that receive psychological supports in public schools. This reality is even more pronounced in urban settings and with youth of color. Untreated mental health issues impact a multitude of life domains—only one of which is school achievement. For decades, the public school system at federal and state levels has focused reform efforts on a single developmental competency (i.e., academic skill) to the detriment and underdevelopment of other interdependent competencies (e.g., social-emotional skills [self-awareness, self-management and regulation, social awareness, relationship skills, and responsible decision-making]). Social and emotional skills are considered both a universal prevention against future psychological disturbances as well as core components in the treatment of many psychological disorders. Promoting social-emotional skills, however, requires the purposive establishment of a school climate that fosters such skills. The present study aimed to impact social-emotional factors and school climate by encouraging the participation of local stakeholders (i.e., teachers, parents, administrators, and students themselves) in problem solving and decision-making about how best to ensure school conditions foster the development of social and emotional competence. Analyses focused on both the creation of a plan for school climate reform as well as local perceptions of the facilitating and inhibiting factors of engaging in this process in an urban public school. / acase@tulane.edu

Background: While there has been a dramatic increase in the prevalence of diabetes in developing countries, such as Mexico, there is a critical need to better understand how the challenges that arise in shifting the focus from acute care to care for chronic conditions manifest at the level of patient care provision in the health care organization and community, especially in rural resource-poor communities. One step in this direction is the exploration of the potential that social capital may provide in improving our understanding of the relationships that exists among patients, health care providers and the broader community. Objectives: To examine the provision of health care for diabetes, as well as the beliefs, resources and relationships that exist among patients and families, health care teams and community partners that affect treatment for diabetes in a rural resource-poor community in Mexico. Methods: This study incorporated a qualitative action-research approach and data was collected via community asset mapping, surveys, semi-structured interviews and group discussions. Utilizing an action research model, the study procedures were iterative, whereby results from selected data collection techniques were used to inform subsequent iterations of data collection. Community resources were identified with key informant input and via community exploration, to record existing and potential diabetes-related resources. Surveys were administered to health care providers, patients and general community members. Semi-structured interviews and group discussion topics were informed by the Innovative Care for Chronic Conditions Framework as well as by prior data collection procedures such as the surveys and preceding interviews. The interviews and group discussions were conducted with health care providers, diabetic patients, and community leaders. Results: Community asset mapping revealed limited existence of health care resources available to the rural community in Mexico. Three salient themes emerged across health care providers, diabetic patients, and community leaders: (1) Cultural eating behaviors are important drivers in preventing and managing diabetes mellitus; (2) Diabetic patients are currently ill-prepared to adequately manage chronic conditions, such as chronic conditions; (3) Trust is an important facilitator and/or barrier for both patients and health care providers when searching for ways to enhance management of diabetes outside of the health care organization. Conclusion: An evidence-based understanding of the diabetes-related beliefs, current perceived performance of diabetes care provision, the availability of community resources and social capital can be used to leverage the health care in low-income communities where primary health services are limited in their availability and/or capacity. The informed construction of community-derived initiatives and interventions that integrate community resources and improve the social capital within the community can enhance the care for patients with diabetes by offering both alternative and complementary avenues of accessing care that supports long-term disease management.

This dissertation brings attention to the communication processes taking place during design of an Idea Zone at a science center. It focuses on the conceptual phase of design, during which designers seek to integrate the ideas and needs of stakeholders into design processes through such frameworks as Participatory Design (PD). In bringing a focus on communication process to conceptual design frameworks such as PD, I explore the assumed roles behind participatory design processes and the contexts created through those processes during actual design work. As these Idea Zone design efforts took place in a museum and also within the context of an ongoing action research program there, I explored the organizational challenges of cultivating spaces and conversations where designers, community members, researchers, and other participants cooperatively explored contexts and spaces for jointly designing together. A central assertion of this work is that the World Café, a designed discussion format, fits with the needs of a science center for inviting community participation in design processes. A related goal of this work was to test that assertion not as a success or failure but as an emergent and contingent process requiring changes and course adjustments through reflective practice. To do this, my central method was an ethnographic engagement in the spirit of action research where with the Museum of Science and Industry (MOSI) in Tampa, Florida I planned for and hosted a series of World Cafés revolving around design of an Idea Zone in the science center. Café participants included MOSI leadership and board members, designers, community members, University of South Florida (USF) students, museum staff, and other stakeholders. Data sources from the World Café included the Café planning efforts, conversations and other data generated during the Cafés themselves, as well as organizational outcomes from hosting the Cafés. Outcomes in this sense might include, for example, the potential for future Cafés around design of the Idea Zone or how what is learned in the Café becomes integrated into other Idea Zone design processes or everyday organizational contexts such as meetings at MOSI. In addition to the Café and as part of understanding Café outcomes, I also drew from data generated through follow-up interviews I conducted with Café participants including designers, community members, and others. Finally, I drew upon ethnographic data generated through my observations and interactions within the Idea Zone and the larger scene of MOSI, ranging from everyday conversations with museum visitors to the possibility of performances in the space. With this research we (MOSI, the MOSI community, and I) learned together 1) how assumptions and issues of participation play out during group communication processes in the conceptual phase of design, 2) about ways of engaging in ethically challenging work of designing group communication processes for design, 3) how generative metaphors for the group communication process might emerge from the World Café that foster flexible and inviting space for participatory design, and 4) how each of these local questions related to designing communication for design of the Idea Zone play out within the larger organizational context of MOSI specifically and science centers more broadly. Key outcomes from these four research questions include practical contributions to design for learning spaces in MOSI, how the World Café fits with Participatory Design processes at a science center and also potential redesigns for the future, how the World Café metaphor became a way to rapidly prototype new museum experiences, and how democratic invitations offered by MOSI to the community brought about creative possibilities for community design of the Idea Zone and for staff to engage in designing MOSI's broader organizational processes of change.

This collaborative qualitative research explored ways of improving Aboriginal women’s health and well-being in an urban Adelaide primary health care setting. This involved respectful knowledge sharing, working effectively together and addressing issues related to colonisation, discrimination and exclusion. It was identified that while Aboriginal and non-Aboriginal professionals are committed to ‘Closing the Gap’ in health disparities, many have questioned how best to do so within the current health system. Therefore, this research focused on filling gaps in knowledge about the spaces where Aboriginal community women, and Aboriginal and non Aboriginal health professionals can work collaboratively regardful and regardless of health system polices, programs and practices. A strong commitment to local community preferences and national Aboriginal health research ethics enabled Aboriginal community women and Aboriginal and non-Aboriginal heath professional co-researchers to be actively and meaningfully involved with me in both the research processes and outcomes. A modified Participatory Action Research (PAR), with repeated cycles of Look and Listen, Think and Discuss and Take Action emerged as an effective model of collaborative practice, suitable for health care and research. Four unique yet interconnected areas of collaboration developed, each highlighting particular aspects of culturally safe knowledge sharing and collaboration in health care. The first involved working with Aboriginal community women, acknowledging and addressing their most health and well-being priorities related to high levels of stress in their lives. Collaborative action involved creating a women’s friendship group, seeking and accessing a range of services, and co-presenting our findings at conferences The second Collaboration Area offers insights into the practicalities and difficulties experienced by staff as they tried to provide health services for Aboriginal women in a newly developing Aboriginal health organisation. The third Collaboration Area focused on the challenges and benefits of collaboration between sectors, in particular a local high school and the Aboriginal health service. We explored effective ways to work across sectors and engage young Aboriginal women in health programs. The ongoing impact of discrimination, exclusion and colonisation for this next generation of Aboriginal women was highlighted. The fourth Collaboration Area involved wider collaboration and road testing our collaborative methodology in a broader environment. A diverse group of co-researchers came together to plan, implement and evaluate a de-colonising national action research action learning conference embedded in Aboriginal preferred ways of knowing and doing. Findings are discussed under the three central themes of knowledge sharing, working together and addressing health care access and colonisation and key recommendations for the future are proposed. This research has reinforced the need identified in Aboriginal health documents for policy, program and practice commitment to holistic and collaborative approaches such as comprehensive primary health care and participatory action research. While the National Apology and Close the Gap campaign have provided opportunities for change, these need to be followed by tangible action at all levels of health care.

Improving the quality use of medicines (QUM) among seniors, particularly those using multiple medicines, is a national priority. The National Prescribing Service??s Seniors QUM Program was developed in collaboration with consumers to address seniors?? medicines information needs. Seniors are trained as peer educators to convey QUM messages to other seniors in a single group session. However, there is a dearth of research assessing peer education for seniors about medicines, and little understanding of what peer educators do in practice. This research investigated how peer educators empower seniors toward the quality use of their medicines. A participatory action research inquiry was undertaken nationally with organisational leaders and locally with peer educators. The design was a nested case study with multiple sites, where the Seniors Program was the overarching case containing eight disparate local sites. The participatory inquiry engaged peer educators from each local site. Qualitative data were collected through participant observation and interviews. Data were analysed using grounded theory methods and findings were triangulated with other data sources. Peer educators demonstrated five main functions in the program ?? one primary function within QUM sessions and four support functions outside of sessions. The primary function of facilitating peer learning comprised 10 elements. A model depicts these elements in the context of varying session conditions and consequences. Educators?? lived experience as seniors and lay persons was an overarching contributor to peer learning, used strategically through storytelling to assist other elements. Sharing QUM outside of sessions occurred frequently, but requires development to reach isolated seniors. Peer educators exceeded expectations in getting QUM messages to seniors, applying unique skills to the information exchange within sessions. Their status as lay persons tackling the complex topic of QUM reflected an understanding of the disempowerment seniors may feel when seeking information about medicines. Peer educators?? ability to model an active partner role by applying their lived experience through storytelling in an interactive, mutually sharing session challenged seniors to rethink their medicines management and interactions with health professionals. As the population ages and medicines use increases, understanding and using seniors effectively as educators has great potential.

This document outlines how organizational action was mobilized in examing and improving current organizational practices. The study was conducted in a technical task-based research organization in the Philippines and was triggered by a concern for the seeming unfavorable feedback the organization receives from the external environment. An analysis of the organizational situation showed among other factors, the apparent lack of a mechanism that relates the organization's research findings to policy making. Through action researching and using the Soft Systems Methodology as a framewrok, an action plan was developed which is designed to improve the situation. The document also discusses insights and lessons learnt in the conduct of action research. Particular focus was placed on key issues that affect individual participation and organizational actions; and how action research fares as a potential framework for organic and systemic change. From the examination of the action research experience, it became apparent that in order to fully harness the potentials of action researching, opportunities for individual participation must be well distributed and taken by the action research members. The factors affecting individual participation in group processes such as group needs, group culture and power issues in and out of the group, must likewise be addressed. This is to promote coordination, commitment and critical consciousness among group members which are essential in effecting organic and systemic change. As the research was conducted within the broad setting of agricultural research, where efforts are placed to enhance agricultural development, this document likewise discusses the potential of action research as an alternative framewrok for Research and Development (R and D) activities. It presents how action research can mobilize grassroots initiatives and actions which are crucial to a sustainable agricultural development. / Master of Science (Research) Systems Agriculture

This thesis details an action research project conducted into the theme of 'improving the functioning of a Faculty of Agriculture'. The Faculty had been changing to an experiential paradigm of learning over a period of ten years when the research began. The initial impetus for the research was a feeling of concern by many members of the Faculty about the impacts of this change. A research team of six members, which met regularly for 12 months, was organised. The research began with the assumption 'that an Action Research team can intervene in the life of an organisation for the benefit of that organisation, to bring about situation improvement'. There was an initial expectation that issues of accountability, responsibility and management within the Faculty, would be the focus of the research team. However, during the course of the research, the personal professional practice of the researchers became the focus. Analysis of the data highlighted a link between the technical, practical and emancipatory modes of Action Research, and the four stages of group development - dependency, conflict, cohesion and interdependency. The role of facilitation in the conduct of Action Research was highlighted, and the nature of the 'client' role was subjected to scrutiny. The wider ramifications of this research are discussed, particularly as they relate to the role of Action Research in improving large organisations, and as a tool to improve farming communities. In both cases, the concept of the 'critical community' was emphasised as an ideal to be aimed for in Action Research teams. To achieve such a group, the belief systems of members need to be brought out, to enable a group to develop in its interactions to a stage where issues can be properly dealt with, rather than only the assumed symptoms of underlying issues. A process of critique and reflection in an immediate and ongoing way has been shown to assist in this process of group development towards a critical community / Master of Science (Hons)

This small-scale qualitative, action research study sought to establish the efficacy of using the Individualised Education Programme (IEP) as an assistive tool towards the differentiation of reading programmes for young, gifted and talented readers. Despite a growing awareness about the importance of curriculum differentiation for all students, research indicates how little some classroom teachers do to meet the needs of gifted readers. The literature reviewed reveals how the prolonged mismatching of instructional reading programmes to the academic and emotional maturity of the gifted reader may well result in underachievement, and a diminished opportunity to learn how to react to challenge. In November 2006, the New Zealand Ministry of Education launched its personalising learning initiative, which promotes the active participation of students in their education by creating their own learning pathways. Students are encouraged to articulate their learning needs and preferences, and set goals in collaboration with their parents and family/whanau and teachers. With its underlying principles based on collaboration and communication, together with its seemingly flexible structure, this study utilised the IEP as a personalising learning framework for young gifted and talented readers, and as a differentiation tool for their teachers. Over a five month period, the researcher worked alongside three Year Two/Three teachers from an urban, decile five primary school as they each identified one gifted reader from their classes, and together with the student and the student's parents, set about planning and implementing an IEP, using strategies and approaches suggested by the literature as the most apposite for gifted readers. Data was gathered through in-class observations, participants' journals, focus group meetings, IEP meetings, and semi-structured interviews. This study reveals the use of the IEP holds great promise as a differentiation tool towards the personalisation of learning programmes for young, gifted readers. Each student attended his or her own IEP meetings, indicated their learning preferences and needs, helped to set his or her own learning goals, and assessed their own achievement using the IEP goal indicators. Significantly, for the teachers involved in this project, the IEPs proved not only useful as qualitatively differentiated planning frameworks for the students in the study, but many of the goals and strategies used proved pertinent for all children, in particular, for the 'top' reading groups. In this regard, IEPs proved to be 'work-smarter' tools for the teachers involved, serving as planning blueprints for the most able readers in their classes, thereby creating inclusive rather than exclusive conditions for the gifted readers. Furthermore, the insights gained by the teachers involved into the needs of their gifted readers ultimately challenged their personal teaching philosophies, and resulted in changes to their teaching practices for their gifted students.

This research supports the on-going national research that has accompanied the development and implementation of the New Zealand Ministry of Education's social studies curriculum exemplars (2004). A social studies exemplar is a sample of authentic student work annotated to illustrate learning, achievement and quality in relation to levels 1- 5 of Social Studies in the New Zealand Curriculum (SSNZC, 1997). The aim of the research was to support teachers to implement the social studies curriculum exemplars in informed ways by encouraging and promoting the use of the social studies exemplars as models of quality social studies teaching. This small scale qualitative research was undertaken by a syndicate of four Years 5/6 teachers and the researcher. The four primary teachers assumed roles of teacher-researchers and worked together collegially with the researcher within a community of practice to co-construct the research process. The research involved incorporating aspects of the exemplars into their social studies programmes during 2006. The community of practice engaged in regular collegial conversations relating to the exemplars. Three of these narratives were taped semi-structured conversations captured in situ. Transcripts of student-teacher conversations were collected, analysed and commented upon to provide some information about student learning outcomes in relation to the exemplars. The notion of reciprocity underpinned this research, since it involved the researcher being willing to contribute to the research in return for the teachers' time and involvement in the study. The support and guidance provided by the researcher was provided as an outcome of her experience in teaching social studies for the School of Education. The research takes into account contemporary ideas about learning and teaching theory, as well as the nature of social studies pedagogy. It examines the implications of sociocultural processes for learning with its emphasis on interaction and collaborative learning iv environments. The research context and the methodology were informed by new understandings about the empowerment of teachers implementing their own professional development and conducting research into their own practice. This research makes a contribution to the field of social studies curriculum and wider professional contexts by informing pre-service teachers' understandings of the intent and use of the New Zealand Ministry of Education's social studies curriculum exemplars. Additionally, it supports in-service social studies professional development, illustrates processes around communities of practice and exemplifies social studies pedagogy.