Abstact
In this second of four articles discussing the introduction of action research to a class of pre-service teachers, Julian and Dianne state the purpose and context of our work, and revisit in detail the intense discussions we had prior to undertaking our two-tiered action research adventure. Specifically, we elaborate on the beliefs, values and philosophy that motivated our undertaking; we then survey three models of action research and address our reasons for ultimately selecting one of those models.

Abstract
Recent results from the Education Quality and Accountability Office (EQAO)'s grade 9 applied mathematics assessment found that students are experiencing difficulty with the Ontario curriculum, specifically with written communication. Action research was conducted during the second semester of 2003/04 in a grade 10 applied mathematics class to determine the effects of journal writing on students' learning of mathematics. Entries reveal that students' written expression improved and they were able to consolidate their learning through reflective writing. Further, this study supports Black and Wiliam's (1998) claim that formative feedback can improve student achievement. The paper concludes with the impact of action research on both researchers.

Abstract
In this action research project, undertaken in a Grade 2/3 classroom, I posed the question: How can I encourage the readers in my class to become reflective and critical thinkers as they read? My aim was to support students in becoming reflective about what they read as well as about the strategies they used while reading, and to support the students in becoming critical thinkers about how they could improve their current reading strategies and understanding of the text. A particular activity upon which I focused was silent reading time. As I modelled strategies, discussed with individual students their skills and how they could improve, directed their thinking with questions, and provided support (such as scribing for struggling writers), I found that the students became much more engaged in their reading and provided thoughtful written and/or oral answers and comments after reading. The students also performed well on the provincial Grade 3 test during which they read and reread the text carefully and provided detailed answers.