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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

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.

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.

This volume describes a Participatory Action Research (PAR) project involving educators from Belize and the U.S. to illustrate the critical role of shared dialogue in transnational teacher education. First identifying issues that inhibited the success of formerly didactic training delivered to Belizean teachers by U.S. educators, this volume documents the transformational impact of a shift to collaborative training approaches and uses first-person accounts from Belizean and U.S. stakeholders to illustrate their successes. Chapters powerfully illustrate that by engaging in Freirean-like dialogue and building relationships based on a mutual understanding of the cultural and historical context, as well as the identity of educators involved, partners are better able to engage in effective transnational pedagogical collaboration. Particular attention is paid to the importance of acknowledging the postcolonial setting and unique positionality of teachers in Belize. This text will benefit researchers, academics, and educators with an interest in action research and teacher research, multicultural education, and continued professional development in particular. Those interested in teacher training, education research, and international and comparative education will also benefit from this book.

Learning to inquire together, to generate knowledge and action simultaneously-that's action research.This book provides practical guidance for conducting schoolwide action research to improve student learning.

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.