Although an integral part of the pedagogical process is the evaluation of students, questions remain about the purpose and characteristics of effective assessments. Assessments should benefit both the instructor and the student, but this could be a challenge in large classes, such as the English service courses offered at the University of Guyana (UG), which are compulsory courses offered to over 2,000 first year students annually. However, the transition to online delivery of these courses because of the Coronavirus (COVID-19) pandemic has offered new opportunities for innovation in relation to course assessments. Consequently, this Action Research study was undertaken with the intention of improving the methods of assessment in the course, Introduction to the Use of English (ENG 1105), one of the three English service courses currently offered at UG.Multiple methods of data collection, including surveys, and semi-structured interviews, observations and analyses were used to determine how the assessment strategies used in the course helped develop academic self-efficacy in students and prepare them for other courses in their programs of study. The findings from the first two cycles of this study suggest that while the current assessment methods used in the course are beneficial to both lecturers and students, there is a need to adjust aspects of the assessments so students benefit from assessments that better align with other courses in their programs, as well as sharpen their English language skills. The third cycle captures the impact that the use of an innovation-an ungraded portfolio-had on student learning and suggests it should become a regular feature in the English service courses.

This qualitative dissertation explores the use of an original table-top role-playing game as a framework for community-building among independent community educators who lack a central geographic nexus. The study utilized an action research approach, involving the creation and development of the game in collaboration with participants for a period of many months, using an iterative, emergent design process that emphasized collaboration and feedback. The research sought to answer the following questions: 1) How can a table-top role-playing game establish and build community among independent community educators? 2) By engaging in an emergent design-informed table-top role-playing game, what kinds of community-building frameworks can be produced by independent community educators playing the game? The game, called "New School," was designed to facilitate communication and connection among educators working in a variety of communities, contexts, and geographic locations. Through a series of playtesting sessions and a reflective feedback loop, the researcher and participants identified key features of the game that supported community-building, including opportunities for storytelling, shared problem-solving, and connection with personal and professional experiences. The findings suggest that the game has potential to serve as a framework for community-building, promoting emergent collaboration and knowledge-sharing among participants. Implications for future research and practice in this area are discussed.

Teacher professional development (PD) is widely pursued as a critical component of overall school improvement. However, it is frequently ineffective at changing teaching practice or impacting student outcomes. While online PD has the potential to greatly expand access to high-quality PD, questions remain about the extent to which online PD can be effective. This study examined the instructional design of an active learning asynchronous online PD short-course. The innovation sought to apply principles of a practice-based approach to teacher education that was delivered in a format and could be made widely available to teachers. A multistage mixed methods action research design was conducted to examine the effectiveness of the innovation. Participants (n = 8) included elementary and middle school teachers learning to implement a new district-adopted curriculum. Data were collected to specifically consider (a) what aspects of the active learning online PD influenced learner engagement, (b) the extent to which teachers’ sense of self-efficacy changed, and (c) the effectiveness of the active learning online PD in supporting teachers’ facilitation of the district-adopted curriculum. Primary results indicated the instructional design and facilitation contributed to high levels of sustained learner engagement throughout the PD. The innovation yielded statistically significant changes in teachers’ sense of self-efficacy with implementing a district-adopted curriculum and all participants demonstrated an ability to transfer some knowledge and skills from the PD short-course into new classroom practices. Different levels of implementation of new skills were observed relative to participants degree of collective participation. Implications for practice suggest value in using Desimone’s (2009) conceptual framework as guide for designing PD to include active learning, collective participation, sustained duration, a content focus, and coherence with local context. Best practices for the design and facilitation of asynchronous online PD are discussed including learner agency, flexible pacing, frequent practice with authentic tasks, consistent feedback, and a present facilitator. More research is recommended to investigate the positive influence of a facilitator in asynchronous online PD. Additionally, research into the impact of collective participation in asynchronous online PD is recommended, with examination of ways to structure face-to-face collaboration outside of the online learning space.

Research indicates that significant numbers of new principals enter the field without the necessary requisites to remain in the position (longevity) or build school and community partnerships. While many practicing educational leaders focus on these two essential issues, race/ethnicity, poverty, inequity, and education are intersecting constructs that remain at the forefront of university preparation programs, state departments, and school systems. In response to a critical need to address gaps in the educator preparation programs and knowledge and skills of current and practicing school leaders, this qualitative action research case study explores two distinct purposes. First, the research study focuses on how e-coaching supports aspiring educational leaders to become transformative leaders in their everyday practices. Second, the research study informs practice about how e-coaching transforms the preparation of the e-coach. The study's rationale emanates from a desire to address social justice issues related to the opportunity gap and help aspiring leaders address minoritized students' needs. The researcher assumes that e-coaching is an innovative approach to support aspiring educational leaders to disrupt inequities and oppression and challenge deficit thinking in schools. Three participants (coachees) initially engaged in the research study; however, due to COVID 19, two remained. The primary data collection method was an interview (co-constructed dialogues). The data were coded and organized according to the four propositions aligned and then to the research questions. Analysis and interpretation of findings were organized by way of three analytic categories based on the study’s four theoretical perspectives: (a) the theory of planned behavior, (b) culturally responsive leadership, (c) transformative leadership, and (d) transformational coaching for equity. This research revealed that e-coaching does prepare aspiring leaders for their roles as culturally responsive school leaders and transformative leaders. However, school leaders' transformative role in preparing students for engaged, civil roles in society was not evident in the dissertation's findings. Recommendations are offered for the study's participants (coachees), coaches, educational leadership practice, and further action research possibilities.

This multi-phase dissertation explores how student placement management software can be evaluated, selected, adopted, and diffused within a university setting, considering multiple stakeholders with varying needs and differing levels of decision-making authority. Utilizing a case study design and Roger’s Diffusion of Innovation framework (2003), the articles are proposed to generate a guide modeled to improve practice, which is the primary goal of Action Research (Barnett & Muth, 2008). These articles will chronicle lessons learned, offer considerations, and provide helpful resources to strategically adopt a software platform within a university setting. The articles are proposed as follows: 1) Selection of Field Education Management Software in Social Work (v, published May 2020) focusing on the evaluation and selection phases for Social Work programs; and 2) Toward a Decision Support Tool for Selecting Third-Party Student Management Software in Field-based Education (target journal - Springer - Educational Technology Research and Development) which will expand on previous research to a broader audience of student-placing programs and diffusing the software innovation throughout the university setting. Each article will explore a different aspect of the Action Research, the findings which emerged from the study, and provide additional insights and implications to each journal audience.

The action research was inspired by the current trend of international student enrollment in the U.S. Through a mixed-methods approach, the action research explored the effective ways for a higher education institution in the U.S. to utilize WeChat service account as a marketing and communication tool to influence the behavioral intentions of prospective international students from China to apply for admissions to the institution. Through the four data sources of qualitative interview, document analysis, focus group interview, and quantitative survey, both quantitative and qualitative data were collected and analyzed for findings to answer the research questions. Specifically, content provided on an institution’s WeChat service account should be relevant to the Chinese student population and up-to-date, and incorporate diverse modalities and creative digital assets. In addition, an institution’s WeChat service account should engage followers through interactive approach, and establish a landing page that is easy for followers to navigate. In terms of the impact of WeChat service account, it has been found that an institution’s WeChat service account may impact students’ behavioral intentions to apply for admissions to the institution both directly, and indirectly through influencing the students’ impressions of the institution and the opinions of their important others.

This study employed Participatory Action Research (PAR) which applied critical pedagogy, actor-network theory, and social network theory to create and implement an Application Framework for Critical Pedagogy (AFCP) with the goal of making critical pedagogy more broadly accessible to a wider range of faculty in higher education. Participants in the study included faculty, staff, and students from Watts College of Public Service and Community Solutions of Arizona State University, and data was collected in the form of surveys, interviews, written interactions, and video observations of multidisciplinary committee meetings to build the framework. The study concluded with a functional framework from which faculty and instructional designers alike can work to create better, more effective courses. Including participants of diverse backgrounds, varying power levels, and sometimes opposing perspectives in the study created a diversity of thought and experience which offered the opportunity to refine the purpose, expectations, and specific language of the tool. While the framework is not intended to be a definitive source of critical pedagogy application, this refinement allows the possibility that more faculty, instructional designers, and other higher education stakeholders may find utility in the revised framework as a tool for self-advocating and for professional pedagogical growth.