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This work is designed as a working resource for academicians and
practitioners involved with community health work at the higher
educational level. Faculty, students and community participants are
the focus of this collection whose purpose is community
health-based service learning - where and when coming out to the
community as caring catalysts is central to a higher education
mission. All these catalysts must see themselves as partners in a
service learning community of practice; They must embrace the
analysis of self-reflection toward cultural competence, and thy
must engage in data and diagnostic decision-making through action
research or service learning in community health intervention.
Service learning literacy" is defined as skill, behaviour,
attitude, knowledge or awareness that is manifested, within the
community health worker or researcher, as a result of or outcome
from a faculty led, community service learning activity or
experience as part of a student's academic program of study in
higher learning. Higher education, through civic engagement and
community service learning, must combine efforts with local and
regional communities to help eradicate health disparity, eliminate
health vulnerability, optimize healthy life style, promote
inter-generational and cyclical health and wellness and maximize
health care access to the under-served and uninsured. All these
aspects of community health work are dealt with by contributions
from scholars and practitioners involved in the community health
movement. Contributing Editors include Dr.s Tracy Mims, Jerry
Watson and Karen C. Wilson. Contributors include Professors Richard
Schmuck, Joseph Martin Stevenson, Ricky Boggan, Chris Ann Arthur,
John J. Green and Dr D. Melissa Phillips. The first volume of the
book conceptualized specific frameworks in the context of action
research, faculty reflections about action research, general
rubrics for action research, overlapping action-research methods,
scope of both proactive and responsive action research, and
collaborative processes involving action research. The second
volume deals with broader frameworks relative to service learning
as social work, global perspectives, cultural competence, community
health, environmental justice, hypothetical case scenarios and
presented examples by two of the authors who trained and active
social workers.
CATALYSTICS: Classroom Analytics for Teaching about Social Justice
in Higher Learning can serve as the genesis for moving the usual
mission statements promulgated by so many universities and colleges
from the maintained pontification to the movement of proof. We use
the word, CATALYSTICS to create a confluence between the terms
catalytical and analytics, resulting in our subtitle about
classroom instruction with action research for catalytical change.
Action research literacy empowers us to do this and it should be
used for teaching about social justice. As our new global society
continues to struggle with finding answers to complex questions
concerning economic decline, racial and religious conflict, health
disparities, corporate ethics, global warming, national and global
security, technological reliance, educational failure and many
other compelling challenges impacting the human condition, the
demand to conduct actionable research to resolve real life problems
becomes more amplified and the revelations of the research findings
become more pronounced to society and the social justice within
society. Time is of the essence, the greater good is at stake, the
bigger picture is losing focus, the larger context is losing
meaning, and change must come sooner than later as the world
continues to terribly troubled, broadly broken and widely wounded.
Integrating action research for social justice in reflective
teaching can empower those to lead.
Practical Action Research, Second Edition is a compilation of
critical commentaries that offer practical steps for understanding
and implementing action research. The contributors demonstrate how
educators can reflect, collect data, and create alternative ways to
improve their practice in the classroom and schoolwide. Through the
voices of experts from the field, the book provides concrete
examples of how action research can transform educational
challenges into solutions. This updated edition includes seven new
articles, along with a series of inspiring case studies that
demonstrate how action research can be used to improve a variety of
school situations.
'This book is a modern catalyst for change in higher education. I
have made it required reading for doctoral students,
administrators, and faculty who must update their pedagogy to raise
student learning' - Joseph Martin Stevenson, Provost and Vice
President for Academic Affairs, Jackson State University Action
research provides a process for educators to individually and
collectively study their own situations, try new practices,
evaluate those innovations, adjust, and try again. In this second,
revised edition, Richard Schmuck demonstrates how educators at all
levels can use action research to improve their professional
practice and change the culture of their schools, districts, or
communities. He shows how educators, by reflecting on their past,
present, and future professional practice, can convert frustrations
into solvable problems, and offers guidance about the potential
pitfalls and challenges experienced when engaging in action
research. This updated workbook covers both proactive and
responsive models of action research and also includes o
Easy-to-understand explanations of methods, steps, and phases o A
chapter devoted to questionnaires, interviews, observations, and
public documents o Guidelines for both solo and cooperative
projects o "How-to" worksheets that guide readers through the
process o Journal-writing activities at the end of every chapter o
Case studies of real action research projects Practical Action
Research for Change is the essential tool for educators to tailor
action research to their specific situation and improve
professional practice.
Travelling across America, the authors visited 25 small school districts in 21 states to meet, observe, and interview students, teachers, principals and administrators. Here the authors present research that connects with reality. Through their fascinating description of the physical and educational landscape, the authors capture life in nonurban schools `as it is', and present information that's brutally honest. In this useful book, the authors provide the beginnings of a road map to help small, nonurban districts and communities begin their own journey on the road to better schools.
The authors of this volume visited 25 small school districts in the
US to meet, observe and interview students, teachers, principals
and administrators. Here they present research that connects with
reality. Through their fascinating description of the physical and
educational landscape, the authors capture life in nonurban schools
as it is', and present information that is brutally honest. They
provide the beginnings of a road map to help small, nonurban
districts and communities begin their own journey on the road to
better schools.
Higher education is undergoing profound change at an unprecedented
pace in today's academic marketplace. These authors have captured
the essence expediting of the critical analysis processes needed to
confront the challenges of academic administration, finance,
student life, technology and other areas in the academic
enterprise. Administrators and academicians nowadays must be able
to make balanced decisions based on a methodology that is
comprehensive, unambiguous, and credible. These authors have
provided this methodology based on their collective experiences in
perhaps the toughest sector of the marketplace - the HBCU sector.
And while HBCU sectors will find this work especially rewarding in
fact all institutions of higher learning can benefit from this
desktop book. Given the recent media coverage about questionable
decision making at institutions of higher learning in Pennsylvania,
New Jersey, Florida and many others around the world, this work and
its research findings can serve as an alternative resource for
meeting institutional challenges, approaching them with sequential
structure, getting key stakeholders involved in the process, and
formulating recommendations for future arbitration. The action
research process, for making these tough decisions HEAR and NOW,
provide a collaborative synergy to expeditiously move the process
from a collegial examination of tacit as well as explicit
knowledge. This process certainly supports the wide spread
advocacy--in higher education and other business and governmental
venues--for fostering organizational learning, leveraging of human
capital, institutionalizing human empowerment, and growing learning
communities of practice for success. Finally, this book is driven
by intellectual prisms that often are overshadowed by political
expediency, personal agenda, power positioning and other human
inhibitors that cloud decision making centered from data
authentication, internal consistency, and verifiable collaboration
-- in brief, ""truth"".
This work is designed as a working resource for academicians and
practioners involved with community health work at the higher
educational level. Faculty, students and community participants are
the focus of this collection whose purpose is community
health-based service learning--- where and when coming out to the
community as caring catalysts is central to a higher education
mission. All these catalysts must see themselves as partners in a
service learning community of practice; They must embrace the
analysis of self reflection toward cultural competence, and thy
must engage in data and diagnostic decision-making through action
research or service learning in community health intervention.
Service learning literacy" is defined as skill, behavior, attitude,
knowledge or awareness that is manifested, within the community
health worker or researcher, as a result of or outcome from a
faculty led, community service learning activity or experience as
part of a student's academic program of study in higher learning.
Higher education, through civic engagement and community service
learning, must combine efforts with local and regional communities
to help eradicate health disparity, eliminate health vulnerability,
optimize healthy life style, promote intergenerational and cyclical
health and wellness and maximize health care access to the
undeserved and uninsured. All these aspects of community health
work are dealt with by contributions from scholars and practioners
involved in the community health movement. Contributors include
Professors Richard Schmuck, Joseph Martin Stevenson, Ricky Boggan,
Chris Ann Arthur, John J. Green and Dr D.Melissa Phillip
This work is a scholarly monograph for practical use for higher
education faculties. Specifically the monograph is aimed at
faculties in historically Black and minority colleges and
universities but its scope also includes the hundreds of state and
private institutions that are trying to raise the level of research
engagement among their core faculty. The lessons learned and the
techniques observed worldwide by the authors are also included in
this work and the study covers general application of action
research for responsive proactive intervention in classroom
instruction and improvement of higher education outcomes for
students, graduate students and returning seekers of higher
education as well as faculty needing mentoring and focus in their
career development. There are few books that explore these areas of
interest and this one is deigned to be intellectually solid as well
as imminently practical and usable.
Practical Action Research, Second Edition is a compilation of
critical commentaries that offer practical steps for understanding
and implementing action research. The contributors demonstrate how
educators can reflect, collect data, and create alternative ways to
improve their practice in the classroom and schoolwide. Through the
voices of experts from the field, the book provides concrete
examples of how action research can transform educational
challenges into solutions. This updated edition includes seven new
articles, along with a series of inspiring case studies that
demonstrate how action research can be used to improve a variety of
school situations.
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