This essay offers an overview of the purpose of Action Research Communities (ARCs) in the Action Research Network of the Americas (ARNA) and our role as ARC Co-Chairs in promoting and supporting the ARCs before and during the COVID-19 pandemic. The essay begins with a . . .
The goal of this project was to equip high school seniors in Special Day Classrooms with the tools and knowledge necessary in order for them to succeed as functional adults post-graduation. In order to expand on each student’s Individualized Education Program (IEP) transition plan that was currently in place, interventions were . . .
The main goal of the project was to provide high school seniors with the knowledge and preparation necessary to thrive in their educational experience once they move on to Community College. A collaborative action research team developed a program to reach the project goal. Students . . .
Considering the significant relationship between feelings and learning, practitioners and researchers agree that support for emotion regulation occupies a valuable place in the classroom. In an attempt to support students and teachers at an elementary school, an action research project was designed to enhance student’s emotion regulation strategy development. This collaborative action research study . . .
Social-emotional learning has a positive impact on school climate and promotes academic, social, and emotional benefits for students (McKevitt, 2012). The purpose of this action research was to find whether instruction in social and emotional skills will help young students develop their social and emotional functioning in the classroom. This action research provides evidence regarding a classroom-based . . .
In implementing four lunchtime lessons on various Attendance related topics such as attendance review, ways to stay healthy, and ways to ensure daily attendance, I was able provide the fourth-grade students with information about the importance of attending school each day as well as some helpful ways that they can enable themselves to plan strategies to pursue . . .
Little research exists to help make sense of how early commitment of financial aid, or the lack thereof, impacts students’ college-going choices. As the current financial aid environment is largely unchallenged and seen as an inevitable circumstance for which students often lack information necessary to make decisions, assistance . . .
This action research project explored the impact of a Social-Emotional Learning curriculum, Strong Kids, on promoting positive prosocial behaviors within a group of male students in a sixth grade Mild Moderate Special Day Class Day Class. The goal of the project was to assist students in identifying their strengths and learning how to build and maintain positive social . . .
This action research project aimed to increase male adolescent student perceptions of self-efficacy and decrease office referral rates. The researchers created a 10-week intervention that focused on developing a sense-of-self, goal identification and planning, recognizing and expressing emotions, and appropriate problem-solving skills. Researcher . . .
The goal of this research was to see whether thirteen guidance lessons on college readiness help prepare high school juniors. Since all of these juniors were first generation college bound students, it was important to help them become aware of post-secondary options and prepare them with resources to make effective choices. This action research provided students . . .
There is minimal research on group interventions with Korean international students. It is hoped that this project will provide other practitioners with some knowledge of what to expect when working with the Korean international student population. Research outcomes include: (a) group counseling can be effective in addressing international students’ needs by allowing them to have an easier . . .
My action research addressed parent involvement at an urban school in Southern California. Collaborating with a school counselor at the site, five ELL parent workshops were hosted, which addressed resources to help ELL students be successful in school and beyond. After two cycles of action research, parent participation tripled. Other significant findings include . .