Special Session for Teacher Advisors: Guiding Participatory Action Research with Students
Wednesday, July 16, 2008

Michael Ojeda	Email: mo***@nyu.edu	
Doctoral Candidate
Department of Administration, Leadership, and Technology	Phone: ***.***.****	

What is participatory action research?
Participatory action research (PAR) is a type of inquiry that involves actively engaging people in the study of their own lives and social conditions.  It begins often with critical assessment of a situation in its various dimensions (e.g. social, psychological, economic, historical, cultural) and development of a plan to study the phenomenon based on a research question.  After engaging in a study, researchers use their findings to inform future practices and engage in a new cycle of critical reflection.  Imagine a continuous iterative cycle:

DO

PLAN

ACT

REFLECT

  

What is the role of the advisor in youth participatory action research?
The role of the advisor varies significantly depending on the nature of the project and research.  In this project, advisors act as guides and facilitators.  This involves assisting students with navigating organizational and bureaucratic stumbling blocks, as well as providing students with ongoing feedback and coaching in key areas.

What are some key areas in which youth researchers often benefit from feedback and coaching? 
Five areas of knowledge and skill that youth researchers require are (Mitra, 2005):
1.	How school systems and local governments operate (e.g. “seeing around corners”)
2.	How to address problems through creating action plans and delegating tasks
3.	How to plan and facilitate meetings
4.	How to feel comfortable sharing opinions and how to speak publicly about them
5.	How to get along with others (e.g. build relationships, resolve conflict)

How do advisors offer feedback to youth researchers?
Feedback involves encouraging effective behavior and disencouraging ineffective behavior.  One method for doing this involves:
1.	Identify an effective or ineffective behavior (i.e. the words they say, how they say them, their facial expressions, their body language, and/or their work product)
2.	Ask the student if he/she is open to feedback (i.e. “Can I give you some feedback?”)
3.	State the behavior (i.e. “When you do X …”)
4.	State the consequence(s) (i.e. “Here’s what happens …”)
5.	Encourage the effective behavior or identify an alternative, effective behavior (e.g. “Keep it up” or “What could you do differently …”)

Examples of feedback could include:
“Can I give you some feedback?”
“Sure.”
“When you follow up with the principal on the meeting that you had with him yesterday, here’s what happens: he takes you more seriously and you reflect well on what we’re doing here.  Keep up the great work.”

“Can I give you some feedback?”
“OK.”
“When you schedule a meeting for 3:00 and you’re late, here’s what happens: we start late and the other participants start coming to meetings late because they think it’s OK.  What could you do differently?”
“I guess I could try to schedule meetings later when I know I can’t make it by 3:00.”
“Sounds great.  If I can help in any way, please let me know.”

For more guidance on feedback, see http://www.manager-tools.com/category/feedback 

How do advisors coach youth researchers?
Coaching is a multi-step process aimed at improving performance in a specific area (e.g. public speaking, running meetings).  One method for coaching youth researchers includes:
1.	Identify an area for improvement (e.g. public speaking)
2.	Establish a manageable, time-based goal (e.g. by October 30, I will deliver a ten-slide PowerPoint presentation to my class)
3.	Brainstorm resources for instruction/assistance (e.g. peers, books, websites, teacher)
4.	Break down goal into smaller, objectives and actions (e.g. outlines, drafts, rehearsals)
5.	Check on progress towards goal at least once per week
For more guidance on coaching, see http://www.manager-tools.com/category/coaching 

Any tips?
•	Effective youth-adult partnerships are underpinned by strong relationships.  Think about what makes your other professional relationships strong.  Do that.
•	Over-communicate.  Make weekly progress checks the minimum.
•	Make all feedback and coaching actionable and linked to students’ work.
•	Beware “advisor angst.”  Have a support system for yourself as well.
•	Offer support and assistance … and push as much responsibility onto the students as possible.  These projects are theirs. 

References
Mitra, D. L. (2005). Adults advising youth: Leading while getting out of the way. Educational Administration Quarterly, 41(3), 520-553.