Abstact
Action Research is used in many teacher education programs to promote reflection, inquiry, and a sense of efficacy in pre-service teachers. As teacher educators working with a cohort of thirty-two teachers in a nine-month program, we decided to incorporate action research into the Teacher Education Seminar, a foundational course addressing general principles of learning and teaching. This is the first of a four-part series discussing the different facets of this project. In this article, we examine how, working together, we hoped to design an action research activity that would enrich the practicum teaching experience of pre-service teachers.

Abstract
Is reflexivity the condition of taking account of the personality and presence of the researcher within the investigation? Some argue that it is and it is necessary because self-examination is commonplace in society today. Improving and building are common goals, and within education we are committed to questioning in order to examine, build, and improve our teaching, our curricula, and ourselves. However, is the educational researcher adding to current knowledge and skills by building onto what exists? Often the new constructions require significant reflexive awareness and are required to overcome inertia, existing structures and the established norms in order to attend to our reflexive self-development.

Abstract
This study, taking place in a grade 9 class in an urban south-eastern Ontario community, sought to answer two research questions: What are the factors that impede or facilitate the implementation of multiple assessments? What are students’ views of being assessed using multiple assessments? In the end, five factors emerged that impeded the implementation of multiple assessments (time, collaboration, curriculum content, students, and reporting to parents) while it was found that three factors facilitated the implementation of multiple assessments (examining beliefs, resources, and planning/organizing).