Using participatory action research to address absenteeism

Elizabeth W. Ferrell, Cara N. Nance, Amanda L. Torres and Selina M. Torres

Action Learning: Research and Practice, 2014, vol. 11, issue 2, 201-214

Abstract: Many urban high schools serving low-income families have below-average attendance rates, which can indicate that fewer students are prepared to matriculate into college and career opportunities. Through the use of participatory action research (PAR), we - a group of four educators at Wilson High School - have changed school policies and procedures in order to address our school's most problematic behavior: students cutting class. Through the processes and outcomes that our group, the Class Cutting Task Force, has experienced, we have called upon action learning (AL) in our focus on practical and experienced problems, and we have learned an important lesson: without clear and consistent school-wide expectations, our students cannot meet their potentials. Additionally, we have become empowered to drive a school-wide improvement initiative from the ground up by using the four-stage PAR process. It is our experience with the PAR process as a method of engagement in AL for school practitioners that we aim to share in this account of practice.

Date: 2014
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
http://hdl.handle.net/10.1080/14767333.2014.909184 (text/html)
Access to full text is restricted to subscribers.

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:taf:alresp:v:11:y:2014:i:2:p:201-214

Ordering information: This journal article can be ordered from
http://www.tandfonline.com/pricing/journal/CALR20

DOI: 10.1080/14767333.2014.909184

Access Statistics for this article

Action Learning: Research and Practice is currently edited by Kiran Trehan and Clare Rigg

More articles in Action Learning: Research and Practice from Taylor & Francis Journals
Bibliographic data for series maintained by Chris Longhurst ().