Document Type

Article

Publication Date

2-10-2017

Journal Title

Educational Action Research

Volume Number

26

Issue Number

1

First Page

144

Last Page

165

DOI

https://doi.org/10.1080/09650792.2017.1284013

Version

Post-print: the version of the article having undergone peer review but prior to being published

Disciplines

Education | Educational Assessment, Evaluation, and Research | Educational Leadership

Abstract

Our department has adopted action research (AR) projects as the culminating task for our master's degree candidates. This paper presents our work on mentoring our graduate students towards the completion of their final AR research projects and details the deliberate structures we have put in place to guide them through the AR process. These structures include a fullsemester course, individual meetings with an AR Chair, and collaborative facultystudent feedback sessions. These collaborative conversations (between students and faculty) have allowed us to clarify our understandings (as a department) of AR, set standards and goals for AR, and raise our expectations on the quality of final AR projects. We hope that the discussion in this article will give students assigned AR new insights and understandings as they conduct their research. As well, we hope that the guiding principles that we have derived through our efforts can inform others who currently use or plan to assign AR to their students.

Notes

Original publication information: Molina, S. C., Spencer, A. J., “Mentoring Graduate Students through the Action Research Journey Using Guiding Principles”, Educational Action Research, 2018: 26 (1), 144-165.

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