V.8.3.E - Editorial - IS THERE META IN THE MADNESS? ACTION RESEARCH AND THE USE OF META-ANALYSIS
Kurt W. Clausen, Editor

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V. 8.3.1 AN EXAMINATION OF THE BALANCED SCHOOL DAY SCHEDULE
Trisha Woehrle, Susan Fox and Brenda Hoskin

Principals are always looking for effective ways to enhance the learning environment. The Balanced School Day (BSD) schedule, an alternative to the traditional schedule, reframes the school day by eliminating recess and lunch breaks and providing two scheduled nutrition breaks. Advantages and disadvantages to the schedule have been anecdotally reported. A two-year evaluation was completed to verify these claims. The BSD showed some favourable results (e.g., amount of instructional and transition time, school cleanliness), some positive trends (e.g., student concentration and behaviour in the hallway), and some mixed results (e.g., supervision time and outdoor time). Although the evaluation did not provide a direct assessment of the schedule's impact on student achievement, some teachers and parents felt that students were achieving better. Tracking will need to take place over the next few years to examine student achievement within these schools.

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V. 8.3.2 ACTION RESEARCH FELLOWS AT TOWSON UNIVERSITY
Paul Jones and Liyan Song

Abstact
This article describes the Action Research Fellows project at Towson University . The authors provide background information about the Action Research Fellows project, present the Action Research Fellows model employed at Towson University, and briefly describe four action research fellows' projects. Finally, the authors share their reflections on the benefits and the challenges in conducting the Action Research Fellows project.

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V. 8.3.3 DIFFERENTIATED INSTRUCTION AND ENRICHMENT OPPORTUNITIES: AN ACTION RESEARCH REPORT
Terri Lynn Kirkey

Abstract
The purpose of this study was to systematically reflect upon my teaching practices, and to investigate the benefits of differentiated instruction using action research methods. This paper outlines the action research process, and is a case study examining the academic, social, and emotional progress of an advanced grade three learner involved in differentiated instruction activities. Pre and post assessments of this student include interviews, writing samples, math journals, and anecdotal records. Observations indicate strong support for differentiation in the primary classroom. Differentiated instruction promotes enthusiasm, motivation and confidence towards learning. The conclusions of this paper encourage the use of differentiated instruction techniques, and the ongoing self-reflection of teachers through action research methodology.

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