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Session Title: Action Research: A Formative Evaluation Strategy in Times of Complexity and Chaos
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Panel Session 622 to be held in Panzacola Section F4 on Friday, Nov 13, 4:30 PM to 6:00 PM
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Sponsored by the Systems in Evaluation TIG
and the Pre-K - 12 Educational Evaluation TIG
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| Chair(s): |
| Daniel Folkman, University of Wisconsin Milwaukee, folkman@uwm.edu
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| Abstract:
How do we evaluate programs that are designed and implemented in
complex, rapidly changing, and indeterminate environments? Join our
panel presentation to learn how action research was employed as a
formative evaluation strategy that is well suited for programs
operating in complex and/or chaotic environments. The panel members
will highlight the action research experience of a group of middle
school teachers and administrators as they implement a physical fitness
and nutrition education program in their schools. Emphasis will be
placed discussing how this group of individuals were able to identify
and respond successfully to a myriad of unanticipated issues that
emerged as they implemented their projects. The presentation concludes
with a matrix of critical learning that has resulted from the action
projects. This matrix can serve as a blueprint for evaluation
practitioners who are interested in applying action research as a
formative evaluation strategy in complex and chaotic program
environments.
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Complexity Theory and Action Research as Formative Assessment
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| Daniel Folkman, University of Wisconsin Milwaukee, folkman@uwm.edu
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This presentation will provide an overview of the action research
strategy and its connection to evaluation practice in complex
environments. Emphasis will be placed on how the action research
process was organized and facilitated as both a formative evaluation
strategy as well as professional development training for program staff
and other stakeholders. The end result of this process is a collection
of action projects that document the implementation process, the
opportunities and challenges that were encountered, and the results
that were produced. In addition, the participants gathered stories and
anecdotes that captured the dynamic essence of the programs being
implemented. The presentation will highlight the use of anecdotes as a
data collection strategy and its use in formative assessment, problems
solving, and continuous program improvement.
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Action Inquiry: From Project Implementation to Learning in Times of Complexity and Chaos
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| Sheryl Gotts, Family Leadership Academy, sherylgotts@sbcglobal.net
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This presentation will highlight several of the action research
projects that were undertaken by the different team members. Each
action project represents a different strategy that was employed as the
group of teachers and administrators worked they way toward achieving
program goals that included a) increasing the level of physical
activity among the students in school and home, and b) improving the
eating habits of students and families through nutrition education. The
presentation concludes with a matrix of critical learning that has
resulted from the action projects. This matrix can serve as a blueprint
for evaluation practitioners who are interested in applying action
research as a strategy that combines formative assessment with staff
training and development.
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Learning to Making Exercise Fun: An Emergent Outcome
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| Mary Laubenheimer, Milwaukee Public Schools, laubenme@milwaukee.k12.wi.us
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This presentation is an in-depth case study of one action research
project. The goal was to increase student physical activity by
organizing an exercise session before lunch. Challenges came in all
directions including resistance among some of the students and finding
time and space in the school to hold the exercise sessions. The case
study highlights the trial-and-error sequence in which a solution was
eventually found. The presentation concludes with a discussion on how
the process represents movement within the complexity framework. Some
of the activities represent simple and predictable solutions while the
"WOW" moment of success occurred as student receptivity emerged
spontaneously and unpredictably. What followed was a cascade of
min-successes including increases in student exercise, improved
classroom and academic behavior, and growing interest in the exercise
session school wide.
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A Birds Eye Perspective: Seeing Systemic Issues Emerge From Individual Action Research Projects
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| Brett Fuller, Milwaukee Public Schools, fullerba@milwaukee.k12.wi.us
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This presentation takes a bird's eye view of the combined action
research projects and reflects on their value from a district wide,
administrative perspective. Several of the action research projects
uncovered a variety issues that call for a larger, system wide response
from school district administrators. One such issue revolves around the
challenge of improving the nutritional value of school lunches and
snacks. One action project involved documenting the choices that
students make in the school lunch line in terms of vegetables versus
fries and other high fate menu items. It turns out that the range of
choices is being limited by the school lunch menu, which is a central
office and district policy issues. Learn how this school administrator
responded to the emergent information from an action research project
and framed a larger systemic problem solving strategy around nutrition
and school lunch menus.
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