Thank you Matthew and Barbara for your research article. Nice work. I enjoyed reading about your reflective process, but believe more research can be inserted into the article to help balance the practice with theory.

I recommend expanding upon your explication of action research and discuss the different variations of action research that have led Cooperrider's appropriation and renaming of the style. It is much too brief and addresses the beginning and the most recent, but omits everything in between. I am not suggesting that you have to go through every single theorist and/or educator that has adapted action research, but the leap you are making appears to be a great distance of time from point A to B.

I am very familiar with Paulo Freire's interpretation and application of the theory, which was very popular among educators in the 60s, liberal/left educators in the 80s, as well as being popularized in the Fine Arts through artists like Augusto Boal who theatricalized these kinds of ideas with audiences through a series of techniques called Theater of the Oppressed (where many of these interactive learning exercises originated and were later adapted to classrooms). There are other educators that have developed other variations as well, but Cooperrider is a popular choice and his slant towards sustainable design in systems helps separate him from past ideologies and practices.

I like it very much that you used the phrase, "resurrected and rebranded" to describe Copperrider's contribution. An excellent choice of words. However, there are some other areas in your narrative where the language can be smoothed out to sound more direct. For example, "… is generally largely credited to…" I would prefer one or the other, but not both when describing Lewin's contribution. Also, "…the style of research he coined had been being conducted for decades." The "had been being" sounds awkward can simply be "had been conducted for decades." I look forward to reading more about your research and practice. Thanks Dr. B.

This is some really great information that I will use in the traditional class room setting. I must agree with the students surveyed that an engaged instructor is greatly a benefit. How boring a session is when the instructor is not engaged!

Have you ever tried "smartboard" in the traditional classroom setting? If not, check it out. It is great for getting the students involved in the lectures and it is very techno savvy!

Thank you for sharing this!

Misty Stone MSN RN

I really liked the length of the article. The introduction provided a great preview and created interest. I also liked that you included the specific response material from one of your workshops. The content was interesting, clear and relevant. Great job on content.  

 I did have one question in the middle about where the factual statement came from - was there data to back that up or was it anecdotal? I found what may be writing errors that took away from the overall effectiveness. Rather than try to explain them in narrative form here, I have simply attached the document with the observations and suggestions (all of which you may disagree with or not find relevant :) )  ** I did note the one large area with quotation marks did not contain an actual quote; it was part quote mixed in with re-telling. I think that may need to be corrected before final submission. 

Thanks for your submission and I hope you pursue it to full publication!

Mary Ann Little, MA, LMHC, NCC

Hi Matthew & Barbara,

Thank you for presenting your research regarding the use of collaborative groups to draw upon individual experience to promote positive results in the classroom. Dr. Banaszewski and Mary Ann Little did an excellent job of pointing out the mechanical issues in the paper that detract from the presentation; heeding their sage advice will provide greater clarity and flow to your research. I appreciate the inclusion of examples of how some of the collaborative engagement can be practically applied in the classroom (math and English Lit.). 

More documentation on the history and development of action research would be beneficial to your presentation. I have been exposed to the principles you outlined in various settings  (business / corporate, church, and classroom) and am aware of the benefits inherent in these principles as well as some of the pitfalls when the principles are not properly implemented or forced into a non-receptive group. A mention of the pitfalls would be helpful in assisting instructors discover the most effective adaption of the precepts you outlined into individual classrooms.

Your article contains excellent information and will be helpful to instructors wishing to better relate to students.

Ron Steadman, MA Theology

Mathew and Barbara,

Your collaborative group process sounds very effective and like familiar territory, especially, I think, for those who have taught face-to-face classes under the methodology of constructivism. I found your description of the process very interesting, but I was drawn to the opening and closing exercise with the Koosh ball. Schuman (2005) describes introductory exercises and other experiential exercises in his "IAF Handbook of Group Facilitation," which lays out best practices in facilitation. Your exercise is very refreshing while at the same time following time-tested ice-breaker and reflective procedures used by facilitators in various professions, from workshops and instruction to therapy and counseling.

Sincerely,

Priscilla

Thank you everyone for the kind feedback and constructive critiques. It is nice to be in a collaborative environment and all of your suggestions will be incorporated by Barbara and I before we submit it for publication. Thank you for taking the time out of your busy days to share with us.

Matt and Barb