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Many scholars have turned to the groundbreaking critical research methodology, Youth-Led Participatory Action Research (YPAR), as a way to address both the political challenges and inherent power imbalances of conducting research with young people. Revolutionizing Education makes an extraordinarily unique contribution to the literature on adolescents by offering a broad framework for understanding this research methodology. With an informative combination of theory and practice, this edited collection brings together student writings alongside those of major scholars in the field. While remaining sensitive to the methodological challenges of qualitative inquiry, Revolutionizing Education is the first definitive statement of YPAR as it relates to sites of education. 1. Intro: Participatory Action Research: A Pedagogy for Transformational Resistance Julio Cammarota and Michelle Fine 2. Collective Radical Imagination: Youth Participatory Action Research and the Art of Emancipatory Knowledge Shawn Ginwright 3. Participatory Action Research in the Contact Zone María Elena Torre and Michelle Fine with Natasha Alexander, Amir Bilal Billups, Yasmine Blanding, Emily Genao, Elinor Marboe, Tahani Salah, and Kendra Urdang. Response to Chapter 3 Maxine Greene 4. PAR Praxes for Now and Future Change: The Collective of Researchers on Educational Disappointment and Desire Eve Tuck, Jovanne Allen, Maria Bacha, Alexis Morales, Sarah Quinter, Jamila Thompson, Melody Tuck. Response to Chapter 4 Sandy Grande 5. Different Eyes/Open Eyes: Community-Based Participatory Action Research Caitlin Cahill, Indra Rios-Moore, and Tiffany Threatts. Response to Chapter 5 Pauline Lipman 6. 'The Opportunity if Not the Right to See': The Social Justice Education Project Augustine Romero, Julio Cammarota, Kim Dominguez, Luis Valdez, Grecia Ramirez, and Liz Hernandez. Response to Chapter 6 Luis C. Moll 7. Six Summers of YPAR: Learning, Action, and Change in Urban Education Ernest Morrell. Response to Chapter 7 John Rogers 8. Faith in Process, Faith in People: Confronting Policies of Social Disinvestment With PAR as Pedagogy for Expansion Chiara M. Cannella 9. An Epilogue, of Sorts Michelle Fine Julio Cammarota is Assistant Professor in the Bureau of Applied Research in Anthropology and the Mexican-American Studies and Research Center at the University of Arizona. Michelle Fine is Distinguished Professor of Social Psychology, Urban Education, and Women’s Studies at the Graduate School and University Center, City University of New York. \"In Revolutionizing Education: Youth Participatory Action Research in Motion , editors Julio Cammarota and Michelle Fine offer a compelling and complex vision of urban youth engaged in social justice research and action. In chapters that interweave theory, research, description, images, case study, narrative and reflection, readers are invited into the world of participatory action research (PAR), and specifically youth PAR (YPAR).\" -- Paula Echeverri and Kathy Hytten, Educational Researcher , Vol. 37, No. 8, November 2008

Making School Count reports on four years of classroom research in which alternative teaching strategies, designed to motivate under-achieving inner-city, African-American middle school students were used and evaluated. The book offers insights into the discrepancy between students' academic dreams (their high performance aspirations) and the realities of their classroom performance. Issues include: the authors' convictions that the disproportionate under-achievement of African-American students is the result of inappropriate teaching strategies the prevalent use of a Eurocentric curriculum results of the authors' research a guide for teachers wishing to carry out their own research a study of the collaboration between a university and a schools in an attempt to bring about change from the ground up.

Engaged Research and Practice is about the intersection of two prevailing and complementary ideas that are commanding attention in higher education: engaged research and higher education for the public good. Engaged, actionable, or participatory research and scholarship offers a process for identifying and addressing the complex issues facing our communities and society. This handbook offers important insights and tangible examples of how higher education professionals and educators can work directly with communities and in policy settings to understand the deeper meanings often lost in conversations about educational opportunity. Each chapter addresses the ways in which faculty, community, and administrative leaders can connect research and practice through unique research projects. The authors offer clear explanations of \"how\" their engaged research was conducted to illustrate explicit pathways for practitioners. This book also includes short narratives where authors involved with this research reflect on their experiences and the lessons they learned while immersed in community- and policy-related work.

Schoolwide action research involves the actors in a school continuously and systematically studying their school, analyzing the information gathered, and using it to work toward improvement. Action research can involve collecting data over several years, such as the cumulative effects of schooling, or over shorter periods of time to evaluate programs or curriculum. Action research can range from individual teachers examining elements of their classroom to collaborative research of several classrooms to schoolwide research involving the entire school. Schoolwide action research helps educators work better together, benefits all students, and offers the opportunity for broad and deep inquiry into a problem. This book is a guide for educators interested in conducting schoolwide action research. Eight chapters cover introducing schoolwide action research, establishing a conceptual framework, implementing schoolwide action research, selecting a focus, collecting data, organizing data, analyzing and interpreting data, and taking action. An appendix includes a shared governance policy, activities, sample research forms, and common questions about action research. (Contains 96 references.) (JPT)

This book is a straightforward, no-nonsense guide to a research method that can be used by educators to increase student learning, student self-esteem, and quality of school life in the classroom. This user-friendly book covers the principles and history of action research, ethical and legal considerations, methods for conducting both formal and informal action research, data collection methods, analysis and interpretation, action planning and initiation, and results evaluation. The author includes numerous examples, strategies, and illustrations that can be applied to elementary and secondary schools as well as university settings.

Action research, explored in this book, is a seven-step process for improving teaching and learning in classrooms at all levels. Through practical examples, research tools, and easy-to-follow ''implementation strategies,'' Richard Sagor guides readers through the process from start to finish.

Details a five-step process to create a positive climate for school restructuring by conducting collaborative action research, shows eight ways to gather valid and reliable data, explains techniques for identifying and understanding problems, and illustrates four basic strategies for managing conflict and changing the status quo.

This book considers the developments in critical research on education and social inequality. It mark the ten year annniversay of the No Chil Left Behind policy U.S. federal government's official designation of what qualifies as \"scientifically based research\" (SBR) in education.