Middle school programs occupy a unique place in choral music education. This study builds upon and makes a unique contribution to the body of literature in choral music education by introducing critical participatory action research into the social ecology (Shotter, 1993) of the middle school choral classroom during the “regular” school day with a non-select choral ensemble. I employed critical participatory action research methodology—a collaborative approach to understanding specific problems in education—because it is a systematic research process conducted for the purpose of generating knowledge that is valid and vital for the well being of learners, communities of learners, and for promoting social change (Carr & Kemmis, 1986; Herr & Anderson, 2005; Kemmis and McTaggart, 1987; Mills, 2010). The purpose of this critical participatory action research study was to create a collaborative model of practice in order to make sixth grade choral music education more relevant and meaningful for learners. In order to accomplish this, I created a constructionist learning environment, applying domains of relevance set forth by Gergen (2001), and examined how this model of practice impacted the pedagogical practices of 19 sixth grade chorus students and their chorus teacher over the period of one semester. All participants collected evidence in the form of video recordings, interviews, journals and portfolios. All evidence was considered in light of the changes that occurred—individually and collectively—in pedagogical and organizational practices and in regard to the original research questions. This report illuminates ways that constructionist principles might be used to create a collaborative model of middle school choral music education and the pedagogical and social practices that emerge when beginning sixth grade students and their chorus teacher share responsibility for teaching and learning.

A systematic narrative literature review explored views of young child sexual abuse (CSA) survivors whose abuse was unknown to authorities, about confidentiality. Due to paucity of research, the review included literature about sexual health service users. Seventeen databases and eleven journals were searched and thirty-three papers were identified. Analysis involved exploratory interpretist approach focusing on emergent themes and methodologies. Findings indicated limited participation and that young people want; (i) confidentiality (ii) control of their lives and (iii) they fear child protection agencies. Empirical research then explored views about confidentiality with young CSA survivors whose abuse was unknown to child protection agencies. Eight survivors engaged as co-researchers in participatory action research utilising a mixed methods approach; using surveys, focus groups, online chats, graffiti walls and interviews. One hundred and forty survivors participated. Age range was 11- 30, with 25 males, 114 females and 1 gender neutral. Researchers designed tools, gathered and analysed qualitative and quantitative data using a social construction thematic approach. Results found (i) all participants wanted higher confidentiality, with males and under 16's demanding highest confidentiality (ii) males were reluctant to disclose CSA compared to females (iii) abuse retractions were related to loss of confidentiality (iv) involvement as co-researchers was positive and empowering. With limited confidentiality the identified themes for young people were: fear of consequences, lost control, abuse retractions and protecting abusers. With high confidentiality themes were: talking openly, control, empowerment, exploring options, respect and being believed. Young researchers reported improvement in self-esteem and positive life changes. Conclusions: Young CSA survivors whose abuse was unknown to child protection services want higher confidentiality to build trust and be able to talk about abuse; and involvement of young people in participatory research is positive and empowering. Recommendations: There appears to be a need for increased confidentiality if young people whose abuse is unknown to child protection services are to disclose their abuse. Further participatory research is needed to explore whether other groups of young people unknown to services report similar and/or different needs.

Essa pesquisa foi estruturada para refletir sobre a construção de uma expografia de forma participativa, particularmente as condições para o desenvolvimento de exposições sobre temas científicos voltados a públicos não acadêmicos. O lócus do estudo é o Acervo de Minerais e Rochas do Instituto de Geociências, dedicado à pesquisa e ao ensino relacionado às Geociências na Universidade de São Paulo. Este Acervo, criado em 1934 para as aulas práticas de geologia e química, foi aberto nos anos 1990 para visitação pública e é conhecido como Museu de Geociências. Embora o museu tenha passado por mudanças consideráveis em termos de vínculo institucional e perfil de visitantes ao longo do tempo, essas mudanças não se refletiram na expografia, que continua a exibir terminologia acadêmica e retórica classificatória de mineralogia. Acreditamos que isso provoque o que Ulpiano Bezerra de Meneses descreve como fetichização dos objetos, mistificando-os. Com a finalidade de aproximar a sociedade deste museu, planejamos um processo de desenvolvimento conceitual da expografia no qual os sujeitos da pesquisa, funcionários do museu, têm participação ativa, usando o plano museológico como ferramenta de reflexão. Por isso, o objetivo geral desta pesquisa é refletir sobre as potencialidades da reformatação da expografia por meio da pesquisa-ação participativa no Museu de Geociências do Instituto de Geociências da Universidade de São Paulo e os objetivos específicos são refletir sobre a contribuição do plano museológico para a reformatação da expografia, desvelar como transmitir conhecimentos de Geociências para o público não acadêmico a partir do acervo do museu e construir conhecimento a partir de uma práxis. Esperamos, com esta pesquisa, discutir sobre metodologia em museus, particularmente em processos expográficos de museus científicos e aspectos da exposições em termos de comunicação, e problematizar o método de trabalho de concepção de exposições em museus contemporâneos. / This research was structured to reflect upon the design of an expography adopting a participatory approach, particularly the conditions for designing exhibitions on scientific themes that reach non-academic audiences. The locus of this study is the Collection of Minerals and Rocks of the Institute of Geosciences, which undertakes research and runs the geology and geosciences undergraduate and graduate programs of the University of São Paulo. This Collection, built up since 1934 for the hands-on geology and chemical courses, was opened in the 1990s for public visitation and is known as Museum of Geosciences. Although the museum has significantly changed over the years in terms of organization and visitors profile, such changes have not affected the expography, which continues to display academic terminology and classificatory rhetoric of mineralogy. We believe it leads to what Ulpiano Bezerra de Meneses describes as fetish for objects, mystifying them. Aiming at drawing the society closer to this museum, we planned a conceptual expography design process in which the research subjects, that is, the museum staff, has active participation, using the museological plan to encourage reflection. Therefore, this research is mainly aimed at reflecting upon the potentialities of reformatting the expography by conducting a participatory action research in the Museum of Geosciences of the Institute of Geosciences of the University of São Paulo, whereas the specific aims are to reflect upon the contribution of the museological plan to reformat the expography, find out how to introduce Geosciences to non-academic audiences by using the Museum\'s collection, and gain knowledge from a case study. With this research we expect to discuss methodology in museums, particularly in processes of expography of scientific museums, and exhibition aspects in terms of communication, and problematize the working method for designing exhibition in contemporary museums.

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

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.

The study investigated the creation of a community of learners to integrate environmental education into early childhood curriculum. Two centres were used for the study (one kindergarten, one childcare centre). The participants were four kindergarten teachers, eight childcare staff, along with five focus group parents and six focus children from each centre. The qualitative research was conducted in two phases over one year. In phase one a case study approach was employed to allow teachers to gain confidence in the research process. During this time a two week environmental education integrated curriculum was implemented at both centres. At the conclusion of phase one a nascent community of learners was emerging. After a transition stage when the research was shared with the researcher, the teachers at both centres made the decision to lead the research in phase two using a participatory action research approach. This resulted in a growth in professional knowledge of research processes. The teachers aimed to collaboratively create a community of learners with the parents by valuing their involvement, social capital and funds of knowledge. A project approach to environmental education based on children’s environmental interests, the emergent curriculum, and the use of documentation was implemented at both centres. A conceptual artefact in the form of a community of learners was created. Bereiter’s knowledge creation metaphor and the sociological concepts of parental social capital and funds of knowledge guided the data analysis. Environmental knowledge creation by all participants in the community of learners was a significant finding. The research process resulted in all the participants (teachers, children and parents) creating their own environmental knowledge and gaining a heightened awareness of environmental education in early childhood curriculum.

<p>This thesis aims at describing and analysing the process and content in knowledge development within a research circle. The participants in this circle are seven teachers who work with multilingual children diagnosed within the autism spectrum, and me as a researcher.</p><p>The study is conducted within the tradition of participatory-oriented research. The research issue concerns the questions these teachers ask themselves in their everyday work. The study, consisting of twelve meetings, was carried out during 2004-2005. In the final meeting material collected in the circle was analysed together by all participants. The knowledge-content analysis disclosed four main themes: mother-tongue issues, disabilities and diagnoses, the issue of frames and matters related to working with parents and other professionals. The results show that once a child is diagnosed within the autism spectrum the diagnosis “takes over” and mother-tongue instruction is seldom discussed.</p><p>The participants in the circle found it difficult to collaborate with the various authorities involved in working with a child and its family. They also found it difficult to communicate with parents, due to language barriers, different cultural contexts, and the observation that interpreters did not translate properly. The participants noted an existing hierarchy in relation to doctors and psychologists, regarded as having the mandate to assess a child’s ability and suggest placement in class.</p><p>A conclusion is that the work of the teachers entails a high degree of complexity, and that knowledge meetings and collaboration between parents, teachers, and the various authorities are needed. During the circle process emancipating collective knowledge was constructed transcending what any participant had from the start. Experiences discussed in continuing dialogues, and in an on-going process, seem to be essential for generation of knowledge. When experiences were challenged, potentials for different actions were revealed.</p>

This thesis aims at describing and analysing the process and content in knowledge development within a research circle. The participants in this circle are seven teachers who work with multilingual children diagnosed within the autism spectrum, and me as a researcher. The study is conducted within the tradition of participatory-oriented research. The research issue concerns the questions these teachers ask themselves in their everyday work. The study, consisting of twelve meetings, was carried out during 2004-2005. In the final meeting material collected in the circle was analysed together by all participants. The knowledge-content analysis disclosed four main themes: mother-tongue issues, disabilities and diagnoses, the issue of frames and matters related to working with parents and other professionals. The results show that once a child is diagnosed within the autism spectrum the diagnosis “takes over” and mother-tongue instruction is seldom discussed. The participants in the circle found it difficult to collaborate with the various authorities involved in working with a child and its family. They also found it difficult to communicate with parents, due to language barriers, different cultural contexts, and the observation that interpreters did not translate properly. The participants noted an existing hierarchy in relation to doctors and psychologists, regarded as having the mandate to assess a child’s ability and suggest placement in class. A conclusion is that the work of the teachers entails a high degree of complexity, and that knowledge meetings and collaboration between parents, teachers, and the various authorities are needed. During the circle process emancipating collective knowledge was constructed transcending what any participant had from the start. Experiences discussed in continuing dialogues, and in an on-going process, seem to be essential for generation of knowledge. When experiences were challenged, potentials for different actions were revealed.