V.10.3.E – Editorial – THE BIRD’S “I” VIEW IN ACTION RESEARCH
Kurt Clausen, Editor

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V. 10.3.1 HOW CAN I IMPROVE JUNIOR LEVEL MATHEMATICS ACHIEVEMENT USING CONSTRUCTIVISM?
Jonathan Pitt and Kristian Kirkwood

Abstact
This is a description of an educator using a non-traditional teaching method to improve Mathematics achievement in a split-grade junior classroom. The supplemental impact of this action research project guided students to engage in independent investigation across the curriculum. Mathematics test scores to determine grade level, provincial test scores, and teacher observations supply evidence of enhanced pupil achievement in Mathematics.

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V. 10.3.2 ACTION RESEARCH IN SCHOOLS: THE PRACTITIONERS’ PERSPECTIVES
Liyan Song and Jeffrey M. Kenton

Abstract
This paper presents a study on the effectiveness of an action research model from the perspectives of school educators as action researchers. The study design followed seven action researchers - inservice teachers and school library media specialists - as they completed research projects in their schools. Data came from three different sources: interviews with participants at three critical points in the process; sent and received emails reporting their progress; and a survey that was filled out after completing their projects. Results of the study indicated that the action research model was effective in supporting school educators to implement action research studies at schools.

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V. 10.3.3 HOW EFFECTIVE IS THE JIGSAW METHOD WHEN USED TO INTRODUCE NEW SCIENCE CURRICULA IN MIDDLE SCHOOL SCIENCE?
Mark Dollard and Kate Mahoney

Abstract
The purpose of this study was to determine the effects of the Jigsaw method, a cooperative learning tool, on content knowledge and attitude toward learning science. A group of 64 students in an 8th grade physical science class located in rural western New York participated in this study. As an intervention for this action research study, science content was introduced using the Jigsaw method. Research design included a quasi-experimental approach with control group. Methodology included pre and post-assessments of content knowledge and attitude. In addition, a teacher log was kept of observations throughout the experience. The achievement gain made by the control and experimental groups was essentially the same and in general, the attitudes towards learning were higher using the frontal method. However, the experimental group expressed they felt more important and had more opportunity to participate in class. It is recommended the intervention be repeated with one to two weeks of training students how to use the Jigsaw method before data is collected.

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Mertler, A. C. (2009). Action research: Teachers as researchers in the classroom by Trudie Aberdeen

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8th World Congress of Action Learning and Action Research being held from September 6th through 9th this year in Melbourne, Australia

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