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In this study I explored the research questions, how do students understand membership in a community and the responsibilities of our various locations and what pedagogical rationales and practices move students from awareness of social injustice towards acting to transform the societal structures that reinforce injustice? This project engaged in a critical and classroom action research using ethnographic tools with a class of Grade 7 students from a Vancouver elementary school. The purpose was to create spaces in curriculum for student initiated social justice oriented actions while testing a pedagogy founded in student inquiry, criticality and praxis. This was an experiment in applying critical discourse to instructional design. While teaching about social justice issues, the teacher- researcher sought to employ the principles of social justice in the pedagogy as well as the methodology of this study. The methodology sought to be consistent with the principles of social justice through attempting to create a collaborative critical research cohort with students through using data collection to foster a dialogic relationship between teacher- researcher and students. The data collection was in the forms of teacher and student generated fieldnotes, a communal research log, photography, questionnaires, interviews and written reflections. The findings from this research were analyzed through the themes of teacher tensions, constructs of student and teachers, and resistance. The analysis of the data provided opportunities for identifying power dynamics within the concepts being critiqued, exploring the makings of the cognitive unconscious and entering into a dialogic relationship with students about official and hidden curricula. Conclusions drawn from this research included that the experiment of teaching and researching for social justice in a socially just manner requires not only a grounding in theory and an awareness of the normative discourse, but an investigation of and critical reflection on those social constructions of teacher and student that are deeply embedded in the collective cognitive unconscious of the classroom. Teacher tensions and student resistance are productive as they provoke awareness of these constructions and their effects on the classroom.

Grounded theory methodology blended with action research can provide creative approaches to addressing policy-oriented questions with practical outcomes. Practical policy-oriented research outcomes are illustrated through an integrated constructivist grounded action research policy case study applied to collaborative natural resource management for Fisheries and Oceans Canada's (DFO) consideration. The study developed grounded theory, which reflexively informed collaborative strategies and supported action-oriented collaborative tool development. Outcomes were developed to address each of three research questions through cyclical reflexivity of researcher action shifts. Each action shift entailed cyclical reflexivity through re-visitation of data in light of both developed grounded theory and previous research question outcomes. As such, each question was addressed in reflexive cycles that built upon previous research outcomes, which was complimented by authorial reflexively. This constructivist grounded action bricolage demonstrates a reflexive, pragmatic, systematic approach to policy-oriented recommendations and tool development. Reflexive constructivist grounded action shift research supported strategic, integrated policy-oriented research outcomes for DFO Pacific Region's consideration. The hope of this research is to encourage further exploration of constructivist grounded action research as a dynamic, reflexive avenue that can support integrated adaptive organizational policies and management.

Using a multimodal approach to literacy, this thesis explores student dialogue and responses from viewing wordless and image-rich books to answer the following questions: What impact does visual literacy instruction have on students’ learning and achievement in reading and viewing comprehension? What are grade five students’ perspectives on being involved in reading and viewing wordless and image-rich books in the classroom? Action research methodology is employed by the teacher researcher in a grade five classroom. Qualitative data sourced from whole class observations, small group reading interviews, student work samples, a colleague’s observational notes, and quantitative data from reading assessments reveal insights into the affordances of presenting visually rich texts to students. The author focuses the discussion on reading comprehension strategies, visual elements, and the experience of reading wordless and image-rich books. He concludes that students are able to use deeper level reading comprehension strategies and articulate their understanding while viewing images.

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.

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.

In this study I explored the research questions, how do students understand membership in a community and the responsibilities of our various locations and what pedagogical rationales and practices move students from awareness of social injustice towards acting to transform the societal structures that reinforce injustice? This project engaged in a critical and classroom action research using ethnographic tools with a class of Grade 7 students from a Vancouver elementary school. The purpose was to create spaces in curriculum for student initiated social justice oriented actions while testing a pedagogy founded in student inquiry, criticality and praxis. This was an experiment in applying critical discourse to instructional design. While teaching about social justice issues, the teacher- researcher sought to employ the principles of social justice in the pedagogy as well as the methodology of this study. The methodology sought to be consistent with the principles of social justice through attempting to create a collaborative critical research cohort with students through using data collection to foster a dialogic relationship between teacher- researcher and students. The data collection was in the forms of teacher and student generated fieldnotes, a communal research log, photography, questionnaires, interviews and written reflections. The findings from this research were analyzed through the themes of teacher tensions, constructs of student and teachers, and resistance. The analysis of the data provided opportunities for identifying power dynamics within the concepts being critiqued, exploring the makings of the cognitive unconscious and entering into a dialogic relationship with students about official and hidden curricula. Conclusions drawn from this research included that the experiment of teaching and researching for social justice in a socially just manner requires not only a grounding in theory and an awareness of the normative discourse, but an investigation of and critical reflection on those social constructions of teacher and student that are deeply embedded in the collective cognitive unconscious of the classroom. Teacher tensions and student resistance are productive as they provoke awareness of these constructions and their effects on the classroom.

Within the ephemeral world of fad products and activities (such as teenage fashion and the hula-hoop) things come and go quickly. In such a competitive market many new products become obsolete from the moment they reach the market. It is therefore essential to launch new products on the market as soon as possible in order to sustain business and profits. / With activities that can easily become passing fads and fashions, such as going to a Karaoke box, it is important to sustain the novelty value of the leisure-time pursuit by keeping customers motivated and interested in coming back for more. A failure to operate successfully in a fad business seriously threatens profit margins, return on investments and ultimately the lifespan of the product. / Thesis (DBA(DoctorateofBusinessAdministration))--University of South Australia, 2006.

Thesis (DBA(DoctorateofBusinessAdministration))--University of South Australia, 2004.

The purpose of the thesis was to investigate the use of action research in the conceptual development of the aim of developing managers through action learning and determining the effectiveness of this in Singapore, Hong Kong and China. / The concept did not begin its practical life as an applied idea already formed; it emerged and developed naturally in something of an evolutionary process. It took on a more definitive form and spirit through a series of cycles of learning, reflection, modification and re-application. / In evolving this concept, the research was intended to provide new contributions in adapting action learning as a form of workplace managerial development. In this scenario, managers learn and develop by using their experience in solving workplace problems in project teams. / The first of three cycles of action research was conducted at Apex Technologies, Singapore, for a group of seven managers. The expected outcome was to integrate a common problem-solving framework and the action learning process into a practical process for developing managers. The second cycle took place at Intraco Limited, Singapore, for a group of 12 managers. The objective was to familiarise the managers with the action learning process and to encourage them to pass on the process in the training and development of their staff. The third cycle of the research study was at Viasystems Asia Pacific in Hong Kong and China for 120 middle managers and frontline supervisors. The objective was to apply action learning as an on-going process in developing managers to address the many issues and challenges facing the company as it expanded rapidly. / The research findings showed that the action learning process in Apex and Intraco was effective in meeting the expected outcome. In Apex, the senior management was pleased with the progress made and morale among the management team improved. At Intraco, the managers were enthusiastic and indicated that action learning was effective in helping them to become better managers. In Viasystems, the participants were recognised by senior management for developing the ability to manage change and to work together to solve problems and improve practices. Following the completion of the research study, Viasystems implemented the second phase of the Team Learning Circle process to develop 42 high-potential managers. / Overall, the thesis demonstrated that action research, involving a spiral of three research cycles-planning, acting and observing and reflecting- was effective in devising the Team Learning Circle for developing managers through action learning. From the research data, I have contributed to the theory of action learning by developing the Team Learning Circle model. This adds the team learning process to action learning and action research in managerial development. It demonstrates that managers will learn most effectively with and from each other, through regular dialogue sessions and skilful discussions, and by working on real problems or projects in the workplace. / Thesis (PhDBusinessandManagement)--University of South Australia, 2004.