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dc.contributor.authorBarazangi, Nimat Hafez
dc.contributor.authorGreenwood, Davydd J.
dc.contributor.authorBurns, Melissa Grace
dc.contributor.authorFinnie, Jamecia Lynn
dc.date.accessioned2007-06-26T17:57:33Z
dc.date.available2007-06-26T17:57:33Z
dc.date.issued2004
dc.identifier.citationConference Proceedings: Learning and the World We Want (152-59). (The University of Victoria, November 20-24, 2003)en_US
dc.identifier.urihttps://hdl.handle.net/1813/7794
dc.descriptionCopyright 2004, The University of Victoria. http://www.educ.uvic.ca/ See also: http://www.eself-learning-arabic.cornell.edu/publications.htm#5en_US
dc.description.abstractIn this paper, we will articulate how the model of "evaluation being central to learning, teaching, and living Action Research (AR)" has evolved. This model was developed as part of the Bartels Undergraduate Fellows Program at Cornell University who are collaborating with surrounding communities. The model is centered on the Fellows' participation in the reflective analysis of their self-generated data. The goal is to learn about AR by actually using its tools to understand their own learning process and how their acquired learning behaviors are, to a certain extent, stand in the way of their being able to help their community partners solve issues of joint interest. These community partners are interested in finding sustainable and fair solutions to issues of North American Indian women's health, hazing, stereotyping, homelessness, youth conflicts and empowerment, incarceration, migrant farm workers, and community development that have been reinforced by the passive learning/teaching/research approach. This reflective view is what we hope will 'click' among the fellows when they examine their own self-evaluation data. From this, we hope to learn how: (1) the undergraduate seminar instructional process is imparting the epistemology and methodology of Participatory Action Research with the participating Fellows, and what have been limiting or facilitating the process, and (2) how the university organizational structure is providing support or limitation to the faculty and staff who mentor the participating Fellows in service learning. In other words, we hope to understand how best to realize AR in a participatory learning environment that is based in a participatory community development.en_US
dc.format.extent328083 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen_US
dc.publisherThe University of Victoriaen_US
dc.subjectEvaluation model of action researchen_US
dc.subjectUndergraduate action researchen_US
dc.subjectReflective analysisen_US
dc.subjectSelf-generated dataen_US
dc.titleEvaluation Model for an Undergraduate Action Research Programen_US
dc.typeotheren_US


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