Warning:
JavaScript is turned OFF. None of the links on this page will work until it is reactivated.
If you need help turning JavaScript On, click here.
This Concept Map, created with IHMC CmapTools, has information related to: Activity Summary, Navigation ???? Use these links to quickly navigate the summary, Activity 1 Summary I was first introduced to PAR last summer by colleague of mine after a conversation, titled, “If I were king of education this is what I would change”. My colleague presented me with the same ATA document we included in our project, with this statement, “Do something about it. Start in your classroom, where you do have control. The Kings of Education don’t listen to the peasants unless you have done some ground work.” Just like many of you, I read the document quickly and shelved it. When Colleen listed the research types, I instantly knew it was a sign for me to learn more about PAR. I re-read the ATA document and as many of you still had difficulties seeing myself as researcher. Then one of my group members found the video and smash, crash, boom – I could see myself as researcher. If those teachers in rainy England could do it, so could I. My part of our group project jig saw is to summarize the comments made from the thread, “Share your initial thoughts” on the video and/or PAR. NEGATIVE Ethically concerns, teachers are the researchers and receive funding may lead to a bias report loosey-goosey time and support from resistant stakeholders, Ethically concerns, teachers are the researchers and receive funding may lead to a bias report loosey-goosey time and support from resistant stakeholders Summary: The positives have it! Go to UofC Disscusion Board Click on PAR Summary for an audio version of this summary, informative reinforced understanding of PAR concept Teachers are actually researchers can develop an understanding of a situation to allow for intelligent action all stakeholder have an active role collaborative in nature qualitative in nature because to participate in PAR you need have understanding, knowledge of the fantastic way to implement change teacher-driven distributed leadership PLCs school improvement and student achievement increases dignity, autonomy and efficacy Summary: The positives have it! Go to UofC Disscusion Board Click on PAR Summary for an audio version of this summary, Activity 1 Summary I was first introduced to PAR last summer by colleague of mine after a conversation, titled, “If I were king of education this is what I would change”. My colleague presented me with the same ATA document we included in our project, with this statement, “Do something about it. Start in your classroom, where you do have control. The Kings of Education don’t listen to the peasants unless you have done some ground work.” Just like many of you, I read the document quickly and shelved it. When Colleen listed the research types, I instantly knew it was a sign for me to learn more about PAR. I re-read the ATA document and as many of you still had difficulties seeing myself as researcher. Then one of my group members found the video and smash, crash, boom – I could see myself as researcher. If those teachers in rainy England could do it, so could I. My part of our group project jig saw is to summarize the comments made from the thread, “Share your initial thoughts” on the video and/or PAR. POSITIVE informative reinforced understanding of PAR concept Teachers are actually researchers can develop an understanding of a situation to allow for intelligent action all stakeholder have an active role collaborative in nature qualitative in nature because to participate in PAR you need have understanding, knowledge of the fantastic way to implement change teacher-driven distributed leadership PLCs school improvement and student achievement increases dignity, autonomy and efficacy