HD 382: Participatory Action Research

School of Human Development

Spring II
Syllabus
Instructor: Martina Ebesygawa, Ed.D
Office Room: By email
Office Hours: By appointment
Office Phone: 650-461-0858
E-mail: [email protected]
Course Description:

Participatory Action Research

This is a methods course designed to give students the skills to design and implement a project
directed at actual social change using participatory action research skills. One of the
assumptions in such a course is that actual change in an organization or agency or school can
become a model that can be replicated in other organizations and even serve as a model for
larger change at the level of society itself. Students will learn how to develop collect informed
consent, develop research queries, literature reviews, methods, data collection and analysis,
and formulate research conclusions for future research. By the end of the course, each student
will have designed and implemented a pilot participatory action research study.
Institutional Outcomes

The curriculum in Human Development, Marital and Family Therapy, and the Teacher Education
programs is organized around five areas in which students are expected to be competent. The
competencies are:

Development: Understanding of developmental theories.

Diversity: Understanding and valuing diversity, including an anti-bias approach.
Communication: Ability to communicate with others in a connective way.
Research: Ability to collect, process, and evaluate data through research.
Praxis: Ability to observe, critically reflect, implement theories and empower others.

Program Competency Addressed:

BA Program Learning Outcomes

While all competencies are expected to be developed and demonstrated in every course, this
course primarily assesses:
PLO 2: Diversity: Students value diversity, demonstrate commitment to social justice, and are
able to analyze the dynamics of institutional and individual biases and use of power.
PLO 4: Research: Students are able to distinguish between observations and theory (reality

and fantasy, data and inferences/assumptions). Students collect verifiable and reliable data,
present their findings, and link their research with existing literature in the field.
Learning Objectives:
SLO 1: (content) Students will propose participatory action research practices in a) a job or

internship/apprenticeship which enables them to take responsibility in administration, teaching

adults, work with parents in communities, or direct work with children.
SLO 2: (self) Students will critically evaluate their own behavior in the context of participatory
action research practices. They will analyze their own representation of power in relationships
in their own volunteer, internship, or work setting.
SLO 3: (others/context) Students will assess the needs of the population(s) in their own
volunteer, internship, or work setting, related to their area of interest. The assessment will
included critical, relational, and theories of empathy.
SLO 4: (action) Students will develop a proposal for positive social change based on
participatory action research modes and analyze the proposal from a variety of perspectives,
including fiscal, policy, power, and audience issues.
SLO 5: (Growth) The student,

in collaboration with faculty, will examine their skills relevant to

the SLOs at the beginning, middle and end of the class and track their own growth and
development in the class including ethics, values, principles and empowerment.
Link to e-Reserve: http://csopp.docutek.com/eres/default.aspx
Required Materials
Text
1. Action Research: A Guide for the Teacher Researcher 5th edition. Geoffrey Mills
ISBN 0133387445 (bound book with etext) or 0133406601 (Loose-leaf version with
etext)
ISBN 0132887762
2.

Improving Schools Through Action Research: A Reflective Practice Approach 3 rd

Edition by Hendricks
Published by Allyn & Bacon, Incorporated, 2013
ISBN 10: 0132868644 / ISBN 13: 9780132868648

3. Our Inquiry, Our Practice: Undertaking, Supporting, and Learning from Early
Childhood Teacher Researchers. Editors Gail Perry, Barbara Henderson, Daniel Meier.
ISBN 978-1-928896-78-4
4. Learning to Trust: Transforming Difficult Elementary Classrooms Through
Developmental Discipline by Watson, Ecken ISBN: 0787966509
E-reserve Articles:

1. An Inclusive Sports Curriculum Framework, Ebesugawa & Wensley (2011)

Page 2 of 8

2. Participatory Research Methods: A Methodological Approach in Motion by Jarg Bergold

& Stefan Thomas
3. Partnering with Children Diagnosed with Mental Health Issues: Contributions of a
Sociology of Childhood Perspective to Participatory Action Research Maria Liegghio
Geoffrey Nelson, Scot D. Evans

Class Timeline
Date
3/3-9

3/10-16

Readings

Activities

1. Action
Research, A
Guide for the
Teacher 5th
edition:
Chapters 1 and
7.
2. Improving
Schools
Through Action
Research, 3rd
Edition: Chapter
1 and 2
3. What is Action
Research
4. The Nature of
Teacher
Research, in
Our Inquiry,
Our Practice:
Understanding,
Supporting, and
Learning From
Early Childhood
Teacher
Research (ers).

1. Action Research,
A Guide for the
Teacher 5th
edition: Chapters
2 and 3.
2. Improving
Schools Through
Action Research,
3rd Edition:
Chapter 3
3. An Inclusive

Written Assignment

Weekly Discussion
Introduce yourself to
the class. Describe
your current
understanding of
action and
participatory
research, and why
you are taking this
class.
Complete Module 1:
Review Power Point,
Readings
Begin reading
Learning To Trust by
Watson for your book
Review in Week 6.

Understanding Vivian
Paly as a Teacher
Research by Patricia
Cooper in Our Inquiry,
Our Practice. Write a
3-Page reflection on
this article.

Complete Module 2,
Readings,
Complete an analysis of
the literature review
and theory presented in,
An Inclusive Sports
Curriculum
Framework,
Ebesguawa & Wensley
(2011)

Complete an analysis
of the literature review
and theory presented
in, An Inclusive Sports
Curriculum
Framework,
Ebesguawa & Wensley
(2011). (At least 3-5
Articles)

Page 3 of 8

Sports
Curriculum
Framework,
Ebesugawa &
Wensley (2011)
4. Twos Company,
Threes a Crowd:
Peer Interactions
in a Preschool
Social Triangle in
Our Inquiry, Our
Practice
3/17-23

3/24-30

1. Action Research,
A Guide for the
Teacher 5th
edition: Chapters
4.
2. Improving
Schools Through
Action Research,
3rd Edition:
Chapter 4 and 5
3. Participatory
Research
Methods: A
Methodological
Approach in
Motion by Jarg
Bergold & Stefan
Thomas
4. Do you want to
see something
Goofy? Peer
Culture in the
Preschool Yard,
in Our Inquiry,
Our Practice
1. Action Research,
A Guide for the
Teacher 5th
edition: Chapter 6
2. Improving
Schools Through
Action Research,
3rd Edition:
Chapter 6 & 7

Begin to develop your

research question.
View Ethics Video
Identify a sample for
your research project in
your work place, school
community, classroom,
or community at large.
Use small sample size
5-15 people.
Complete weekly
discussion

Complete Module 3
Read Materials
Pick a Research
Methodology for
your research
questions
Secure research
sample and provide
letter of consent
permission
Complete Weekly
Discussion

Complete Module 4
Complete assigned
readings
Complete research
proposal and submit for
grading
Secure sample and
provide with letter of
consent/permission
Synchronized Meeting

Write a 3-5-page paper

on the methods used in
the research effort, Do
You Want to See
Something Goofy? Peer
Culture in the Preschool
Yard

Research proposal
including Research
Question, literature review,
methodology (10 Pages)

Page 4 of 8

3/31-4/6

4/7-13

4/14-20

Weekly Discussion

1. Action Research,
A Guide for the
Teacher 5th
edition: Chapter 6
2. Partnering with
Children
Diagnosed with
Mental Health
Issues:
Contributions of a
Sociology of
Childhood
Perspective to
Participatory
Action Research
Maria Liegghio
Geoffrey Nelson,
Scot D. Evans

Complete Module 5
Read Assigned
Readings
Complete Written
Assignment
Begin data collection
Weekly Discussion

Write a 3-5 page on If I

Were President, Teaching,
Social Justice in the
Primary Classroom in Our
Inquiry, Our Practice. Focus
on the undertaking of action
research, the research
questions, methods, data
analysis, and conclusions.

1. Improving
Schools Through
Action Research,
3rd Edition:
Chapter 7 and 8
2. Complete
Learning To Trust
by Watson &
Ecken

List assignments;
Complete Module 6
Read Assigned
Readings
Complete Written
Assignment
Complete data
collection and analysis
Synchronized Meeting
Complete weekly
discussion

Book Review Learning To

Trust

Action Research, A
Guide for the Teacher
5th edition: Chapter 8
and 9.

Complete Module 7
Complete assigned
readings
Complete written
assignment; data
analysis and project
evaluation
Weekly Discussion

Submit Completed
Evaluation of Results,
Conclusions and
Discussions of Results

Grading Scale
A

95 100

A-

91 94

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B+

88 90

82 87

B-

79 - 81

70 - 78

69 and below

Course Requirements
1. Participation (Discussions)
All students must actively participate in the course. The class format requires all
students be prepared to apply the readings via a number of case studies, discussions,
quizzes, and activities. To receive a maximum of points per week, students must
participate actively in all course activities throughout the weeks; and must complete all
course assignments by their respective due dates. No participation or log-ins during a
one (1) week period, or log-ins without material participation, will forfeit points for the
week, and this can result in a decrease in your grade.
2. Written Assignments
Written assignments are to be submitted to the appropriate drop box within the course
by Midnight on Sunday.
Late Assignments
Discussion Forums: Late posting of discussion forum questions that dont advance or
support classroom discussion is generally not accepted.
Written Assignments: If an event happens which forces a student to submit a late
assignment, she or he is to negotiate a new due date at least 24 hours before the
assignment is due. The assignment grade may be reduced up to 10%.
Incompletes
Due to the quick start-up of new classes, no incompletes will be accepted at the end of the
semester. All course requirements are to be complete by Wednesday of Week 8.
Class Presence, Participation & Follow-Up
Active participation is crucial to the learning process. You are free to be online anytime; the
following is required:

A class week officially begins on Monday and ends on Sunday at 11PM

(Central Time). New weekly content will open on Friday at 6PM (CT).

Please make your initial discussion forum posts by Wednesday and remain
engaged in discussion throughout the week. Two substantive postings are
expected for every instructor-initiated or student-lead discussion (e.g. for each
discussion forum) and at least two follow-up responses to one of your classmates
postings by the end of the week.

Please post individual and team written assignments by Sunday at 11PM

(CT). Check the Course Calendar for specific due dates.

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An ideal online week includes:

Monday-Wednesday: Post all initial responses and assignments by Midnight

on Wednesday.

Thursday: Spend 15 minutes and begin responding to your peers and instructor.

Friday-Saturday: Spend 30 minutes and continue discussions with response

postings.

Sunday: Re-read responses and self-reflect on essence of responses and post

written and team assignments by 11PM (CT).

Participation is to be substantive. In other words, posting comments like I agree, Thats

great, I wish I would have thought of that, or What do you mean? are not considered
substantive.
A substantive posting is defined as participation that is rich, deep and probing. It
sometimes piggybacks on someone elses comment, challenging or adding more.
Sometimes it is a new idea or question. Substantive input adds depth to a discussion and
carries its own weight. It demonstrates that you are using your critical thinking skills and
values the advancement of knowledge for yourself and others.
A checklist for substantive postings includes these questions:

Does the response add a new insight to ideas already offered?

Does it challenge previous ideas and add appropriate counter-thought?

Does it give a sense of the ah-ha, and encourage deeper thought?

Does it take enough time to wallow in an idea and ask probing questions?

Does it demonstrate that you have done appropriate reading on the topic?

Appendix C: Academic Policies

The following academic policies are applicable to all Pacific Oaks classes. For a complete list of
Academic policies and Students Rights and Responsibilities, please see the current catalog.
Academic Integrity - Participation in Pacific Oaks courses assumes that each student has read
and understands the Academic Integrity requirements of Pacific Oaks College. If you have
questions about what constitutes Academic Integrity, please contact your instructor, advisor or
academic director.
Confidentiality - Classes at Pacific Oaks are interactive, drawing on the rich experiences of
faculty and students alike. Often in the course of these discussions, information of a personal or
potentially damaging nature is shared. It is the expectation of the college that such information
will remain confidential, allowing all to share freely without fear of disclosure outside the
classroom. Breaches of confidentiality damage the building of community and trust and are not
acceptable.
Students with Disabilities - Any student in this course who has a disability that might prevent
him/her from fully demonstrating his/her abilities should contact the Director of the CARE center

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([email protected]) immediately to discuss disability verification and accommodations

that may be necessary to ensure full class participation and completion of course requirements.
Narrative Evaluation Grading - Pacific Oaks views goal-setting and evaluation as part of a
shared learning process, in which instructors and students are both actively involved. Evaluation
is by written statement in which the instructor and student have had direct input. The narrative
evaluation is also converted into a letter grade equivalent to meet financial aid and transfer
requirements. Both the narrative evaluation and the grade become part of the students
transcript.
Letter Grades (A, B, C, D) - An overall grade for the course is determined based on the
narrative evaluation (see above) when a student has successfully completed all class
requirements. Note: a cumulative 2.0 GPA is required to maintain Satisfactory Academic
Progress standing at the BA level.
Incomplete (I) - An Incomplete enables a student who has completed a substantial amount of
work for a class to satisfy the remaining requirements for passing that class within a specific
time and according to specific requirements determined by the class instructor. Students have
up to one month prior to the end of the semester following the term in which an Incomplete was
given (until the end of April or November) to submit any written work required to satisfy the
completion of the class. If the Incomplete requirements are not satisfied by the end of the
semester following the term in which the I was assigned, a grade of No Credit (X) will be given.
No Credit (X) - Students will receive a No Credit when: they have received an Incomplete and
the contract period has elapsed without successful completion of the contracted work, or, the
instructor determines that an Incomplete is not warranted. In both instances full payment for the
class is required. To receive credit for the class, it will be necessary to register and pay for the
class again. . Students should check with their Financial Aid counselor to determine Financial
Aid eligibility for retaking the course.
Withdrawal (W) - Students will receive a Withdrawal if they drop a course after the add/drop
deadline. The tuition of the course will still be charged to students accounts and the students
will be allowed to keep all financial aid funds that have been previously credited to their
accounts. Students should check with their Financial Aid counselor to determine Financial Aid
eligibility for retaking the course.

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