This thesis investigates the teaching of statistical literacy in the first two years of secondary school mathematics. The teachers involved in the research aim to make changes to classroom practice in the teaching and learning of statistics and statistical literacy in response to changes in the New Zealand curriculum. An action research methodology is adopted by the research. A group of three teachers and the author undertake an action research cycle of planning, observing, acting and reflecting in three different Year 9 and 10 mathematics classrooms. The research documents the designing and implementing of strategies by a group of teachers in a mathematics department for integrating statistical literacy into teaching programmes. The research adopts framework for improving practice that utilise models for statistical literacy and thinking and principles for teaching with a language learning or literacy focus. Data is collected through discussions with teachers, observations of lessons and interviews with teachers and students. Themes emerge from the data. They include the significance of teacher and student concepts of statistics and statistical literacy, the importance of language and literacy in the statistics classroom, the adoption of teaching principles to facilitate statistical literacy and the challenge of adopting a critical literacy stance in the statistics classroom. The study highlights the importance of literacy and language skills in statistical literacy. The research concludes that the important changes needed for developing statistical literacy are about classroom methodology rather than content knowledge and shows that adoption of language learning principles into the teaching programme may achieve this.

This thesis examines the effectiveness of participatory research processes as a form of agricultural extension within the Australian Dairy Industry, and specifically addresses the question : Does Action Research provide an effective methodology and method(s) for enacting farmer-driven research? The experiences of the Dairy Australian-funded Profitable Pastures Protection Project (PPP), delivered to farmers across New South Wales from 1999 to 2003, provided the context within which Action Research was assessed. Data were derived from journal records of the researcher’s personal experiences as a participant observer, a PhD candidate and project coordinator. The other main data sources were industry reports that tracked the progress, outputs and outcomes of PPP. A three-tiered research framework, consisting of Primary, Secondary, and Tertiary levels was devised as a basis to direct research, and interpret results. Conclusions are drawn that contemporary extension practice can be improved by better linking the on-and off-farm domains using participatory research processes such as Action Research. Meeting this challenge appears increasingly urgent in light of a globally relevant and strengthening off-farm environmental agenda that requires democratic engagement amongst greater numbers of agricultural stakeholders. This environmental agenda also places still greater demands on farmers, their management systems and the products and effects of the on-farm domain. / Doctor of Philosophy (PhD)

This exegesis follows the development and application of an informal learning model for marginalised young people frequenting the inner city area of Melbourne, Australia. The Melbourne Youth Learning Opportunities (MYLO) project emerged in response to an increasingly visible community of young people frequenting the city campuses and a simultaneous wave of public concern about young people's options in Melbourne around the turn of the millennium. The application of an action research model was central to the research and is reflected throughout this exegesis. The recurring steps of reflection, planning, analysis and action are witnessed throughout the life of the MYLO project on both micro and macro scales. The research methodology reflects action research principles of consultation and continual improvement whilst simultaneously catering for traditional academic principles of rigour and validity. Combined qualitative and quantitative data collection was supported by careful data reduction and display before the determination of findings and according actions. The exegesis follows the creation and trial of an innovative youth learning model. In turn, the work explores the evaluation of the trial, the dissemination of project results, efforts at forward planning and the eventual piloting of the model. Throughout the document the reflections of the project team and, more particularly, the author (as primary researcher) are closely considered. The exegesis concludes with an analysis of developments in literature since the time of MYLO's creation, the contribution of the project to this body of knowledge, the long term outcomes for the MYLO model and the long term outcomes in terms of the author's own personal and professional development.

The action research methodology and several of its methods have previously been highlighted and described by the authors as a fitting and rigorous framework approach for complex waste management systems.  This was in response to criticism of the ex ante selection of traditional empiric systems analysis tools to provide decision support and ‘sustainable improvement’ in such complex systems which often involve strong human and political factors.   Several of the action research methods described have recently been utilized in a case study around mineral (aggregate) construction and demolition waste in the Stockholm region.  These methods were integrated through a series of workshops and work areas undergone together with project members from several private and public sectors.  Leaving the problem fuzzy (loosely defined) in the beginning; utilizing convergent interviewing, rich pictures and focus groups allowed the researchers and partner stakeholders to identify not one but several problem areas within the system of focus.  Indicator creation and a dialectic processes were then used to identify qualitative and quantitative aspects of salience around these problem areas.  These resulting indicators were strengthened through a process of verification.  Each indicator was then analyzed by what was deemed to be appropriate and transparent means.  It is argued that this approach may create better communication, transparency, and understanding by the stakeholders.  These factors in turn allowing stronger stakeholder ownership of the process and assisting in more informed decisions and help to provide stability for desired change. However the process was not without its drawbacks such as intense communication and time requirements. / QC 20120110 / Project BRA

Research continues to suggest that young women experience body image concerns; nevertheless, the majority of this body image research has focused on white women, and the experiences of young Aboriginal women have typically been overlooked. When research has included Aboriginal women, it has generally been quantitative in nature (e.g., Gittelsohn et al., 1996; Marchessault, 2004; Story et al., 1995) and has highlighted body dissatisfaction that is equal to and even greater than that experienced by white women. Despite the alarming statistics suggesting that body image concerns are common among Aboriginal women, few researchers have engaged young Aboriginal women in qualitative research projects that seek to highlight their unique experiences. My previous research with young Aboriginal women (i.e., Fleming et al., 2006; McHugh & Kowalski, in press) are some of the first Canadian studies to have an exclusive focus on Aboriginal womens body image experiences. This research suggested that young Aboriginal womens body image experiences may not be as negative as previous quantitative research has suggested, but highlighted the need to work with young women to develop strategies for positively managing body image experiences. Therefore, the purpose of this research was to engage in a collaborative, school-based participatory action research (PAR) project in partnership with a local high school to provide young women, primarily young Aboriginal women, with an opportunity to manage their body image experiences in an effective manner.<p> Students, teachers, and staff of Nutana Collegiate participated in this project, which took place over a 10-month period from September 2006 to June 2007. All Nutana school members were welcomed to participate and many took part in the various action initiatives that were developed. A group of seven young Aboriginal women formed a core group of participants who were primarily responsible for the development and implementation of most action initiatives. A five phase PAR model, which was based on the work of Stringer and Genat (2004), was proposed as the methodological framework for this project. However, given the emergent and dynamic nature of PAR processes, and the unique features of the school community, the manner in which the project actually unfolded was quite different from the original plan. This project ultimately had two phases, the Relationship Building Phase and the Action Phase.<p> In an effort to develop relationships with school community members, during the Relationship Building phase I engaged in the three general processes of: familiarization, making connections, and giving back to the school. My commitment to these processes supported my initial goal to develop trusting relationships with community members, which subsequently formed a strong foundation for the development of effective and successful action initiatives. Eight action initiatives, which were represented by three themes, were developed and implemented as part of the Action phase. The three themes were: (1) Promoting Positive Body Image Experiences, (2) Self-Expression, and (3) Creating Awareness.<p> The development and implementation of action at various levels (i.e., individual, school, provincial, and national) was the most significant outcome of this research. The success and relevance of the various action initiatives was demonstrated by the words of the participants, the overall support of various school members, and the commitment of the core group to the goals of this PAR project. Although there were methodological challenges and considerations that needed to be navigated throughout this PAR project, findings from this research suggest that universities and local high schools can and should work together to develop school-based body image programs for young Aboriginal women. As well, and maybe most importantly, this research highlights the strength of using PAR methodologies when engaging young Aboriginal women in body image research.

The purpose of this action research study was to examine strategies that lead to effective and efficient band rehearsals at the junior high level. Participants in the study were 28 grade 8 band students, 11 males and 17 females, as well as one music teacher researcher. Of 35 grade 8 band students, 28 or 80% chose to participate in the study. The school is located in a relatively high social-economic suburban junior high school. The research questions addressed were: 1. What proportion of instructional time do I spend on: teaching musical concepts and skills; conducting active music making; classroom management; waiting or wasting time? 2. How can I change my rehearsal practice to spend more time engaging students in active musical learning, and less time on non-musical tasks, thus improving the effectiveness and efficiency of my middle years band rehearsals? 3. How do students perceive and respond to their band rehearsals? During a 10-week block, from January to March, 2006, specific teaching innovations, drawn from the research and pedagogical literatures, were implemented with an aim to improve the effectiveness and efficiency of the band class. Music classes were video taped and later analyzed using rehearsal frames. Students responded to the instructional innovations by completing exit slips daily and attitudinal surveys at the beginning and completion of the research project. The teacher tracked her perceptions through daily journal entries and reflecting on the classes videotaped. Qualitative data were unitized and then sorted by thematic codes while quantitative data were analyzed using descriptive statistics. Pre- and Post-survey mean scores were calculated and compared using T-tests. The following conclusions were drawn: 1) The majority of class time was spent in active music making followed by “waiting” and “instruction” time; 2) The innovations introduced were effective and improved the efficiency of the band classes; 3) Students strongly agreed that they were involved during band rehearsals conducted throughout the project; and 4) The overwhelming majority of students responded positively to all survey items related to band rehearsals. / October 2006

The purpose of this feminist action research project was to produce a practical support volunteer training and manual for the Georgia Reproductive Justice Access Network (GRJAN). Founded in 2011, GRJAN is a grassroots, reproductive justice abortion fund that provides abortion funding and until 2012, practical support (lodging, transportation, and childcare) to low-income individuals seeking abortion services in Atlanta, GA. The resultant thesis is a reflective essay upon the project, documenting and analyzing the successes and failures of the project as well as discussing the limitations of pursuing feminist activist work within the academy.

Research continues to suggest that young women experience body image concerns; nevertheless, the majority of this body image research has focused on white women, and the experiences of young Aboriginal women have typically been overlooked. When research has included Aboriginal women, it has generally been quantitative in nature (e.g., Gittelsohn et al., 1996; Marchessault, 2004; Story et al., 1995) and has highlighted body dissatisfaction that is equal to and even greater than that experienced by white women. Despite the alarming statistics suggesting that body image concerns are common among Aboriginal women, few researchers have engaged young Aboriginal women in qualitative research projects that seek to highlight their unique experiences. My previous research with young Aboriginal women (i.e., Fleming et al., 2006; McHugh & Kowalski, in press) are some of the first Canadian studies to have an exclusive focus on Aboriginal womens body image experiences. This research suggested that young Aboriginal womens body image experiences may not be as negative as previous quantitative research has suggested, but highlighted the need to work with young women to develop strategies for positively managing body image experiences. Therefore, the purpose of this research was to engage in a collaborative, school-based participatory action research (PAR) project in partnership with a local high school to provide young women, primarily young Aboriginal women, with an opportunity to manage their body image experiences in an effective manner.<p> Students, teachers, and staff of Nutana Collegiate participated in this project, which took place over a 10-month period from September 2006 to June 2007. All Nutana school members were welcomed to participate and many took part in the various action initiatives that were developed. A group of seven young Aboriginal women formed a core group of participants who were primarily responsible for the development and implementation of most action initiatives. A five phase PAR model, which was based on the work of Stringer and Genat (2004), was proposed as the methodological framework for this project. However, given the emergent and dynamic nature of PAR processes, and the unique features of the school community, the manner in which the project actually unfolded was quite different from the original plan. This project ultimately had two phases, the Relationship Building Phase and the Action Phase.<p> In an effort to develop relationships with school community members, during the Relationship Building phase I engaged in the three general processes of: familiarization, making connections, and giving back to the school. My commitment to these processes supported my initial goal to develop trusting relationships with community members, which subsequently formed a strong foundation for the development of effective and successful action initiatives. Eight action initiatives, which were represented by three themes, were developed and implemented as part of the Action phase. The three themes were: (1) Promoting Positive Body Image Experiences, (2) Self-Expression, and (3) Creating Awareness.<p> The development and implementation of action at various levels (i.e., individual, school, provincial, and national) was the most significant outcome of this research. The success and relevance of the various action initiatives was demonstrated by the words of the participants, the overall support of various school members, and the commitment of the core group to the goals of this PAR project. Although there were methodological challenges and considerations that needed to be navigated throughout this PAR project, findings from this research suggest that universities and local high schools can and should work together to develop school-based body image programs for young Aboriginal women. As well, and maybe most importantly, this research highlights the strength of using PAR methodologies when engaging young Aboriginal women in body image research.

This study applied the method of action research to explore the impacts of reciprocal teaching on junior elementary students¡¦ reading comprehension. The main purposes of the thesis were to understand the students¡¦ learning process of reciprocal teaching, and to discuss their performance on expository text reading comprehension after learning reciprocal teaching, as well as their performance on utilizing reciprocal teaching on reading story texts. The researcher performed reciprocal teaching activities in her class, collecting and analyzing data from ¡§Students¡¦ Learning Record¡¨, ¡§Group Discussion Record¡¨, ¡§Students¡¦ Learning Status Datasheet¡¨, and ¡§Teachers¡¦ Reflective Record¡¨, in order to understand the students¡¦ learning process and alter the teaching activities from time to time according to the students¡¦ learning conditions. At last, the researcher surveyed the reading comprehension results and reading interest development. The findings of the research were: 1The difficulties of junior elementary students¡¦ learning of reciprocal teaching: 1.1They were likely to be confused with ¡§clarifying¡¨ and ¡§questioning¡¨ strategies; 1.2They needed to use written description to help them express themselves verbally; 1.3They needed the teacher¡¦s guide for ¡§summarizing¡¨ and ¡§questioning¡¨ strategies. 2Reciprocal teaching influenced the performance of junior elementary students¡¦ reading comprehension. 3Reciprocal teaching increased junior elementary students¡¦ reading interest. 4Students were able to utilize reciprocal teaching strategies when reading story texts.

Youtube has been published for six years, and we can find that the network traffic of online videos grows explosively during these years. User generated online video (UGOV) has begun more and more popular. It brought fame to a lot of ordinary but talented people. It's also a new strategy of marketing, and has many successful examples. The fascination of UGOV has blown across the world. What can we do to apply the power of UGOV? Reviewing related researches, there has almost no research has been done in the domestic. This research uses action research to be the research method. Try to find what kind of the videos can be a famous one in practice. The research results will investigate in three parts, "content", "communication" and "creation" of the videos. On the part of content, It must be viewed smoothly, have the fresh and new lure and ignite the resonance in thought. Maintain the subjectivity of the core idea, let audiences watch on to finish without letup and they can figure out what are you talking about. On the part of communication, we should find a fountainhead to spread out your film, promote a carnival for the audiences and operate a long-term schedule of making film. Finally, On the part of creation, We should conquer the anxiety of creation, find your own creation pattern and confirm the worth of your own creation. After developing the creation pattern and ascertain the core value of your creation. We get into recognizing self. We know what kind of the creation we want to do. That will let us feel joyful during the creation process, so that we can pitch into the world of creation.