V. 9.1.1 ACTION RESEARCH: A TOOL FOR IMPROVING TEACHER QUALITY AND CLASSROOM PRACTICE
Katherine A. O'Connor, H. Carol Greene, Patricia J. Anderson

Abstact
This paper examines the experiences and insights of 34 graduate students in an elementary education master's degree program as they engaged in an action research project during two required action research courses over a year's span. Data were analyzed according to the following two research questions: 1) What do teachers report as the most difficult parts of the action research process? and 2) How does participation in action research impact teachers' current and future instructional practices? Data were collected using a survey instrument. Implications and recommendations for future research are presented.

V. 9.1.2 MOTIVATION AND ENGAGEMENT IN YOUNG LEARNERS: AN ACTION RESEARCH PROJECT
Grace Jones

Abstract
This research study of goal-setting with early intermediate students was conducted to determine whether teaching goal-setting skills and strategies would enhance student success in specific curricular assignments. An available curriculum, the BC Life Skills program, was used to teach strategies that were then applied to subject area projects in Science and Language Arts. Findings indicate that with explicit instruction in vocabulary and processes before being asked to apply skills to assigned tasks resulted in success for most students. This research supports the idea that having competency in goal-setting can contribute to quality completion of work in young learners.

V. 9.1.3 HOW CAN I AS A TEACHER ENCOURAGE MY STUDENTS TO BECOME A COMMUNITY OF WRITERS?
Maureen McCarty Murray

Abstract
This is the description of a teacher using the creation of a class newspaper as a vehicle to improve the writing ability of Grade 3 students. In this instance, there was the added benefit of creating a community of learners who worked and supported each other in their classroom. Notes from parents, comments from students and teacher observations provide evidence of increased ownership of the writing process as the students wrote, compiled and edited their weekly newspaper.