The Symposium offers educators from various positions and locations throughout the Barrie Region the opportunity to engage with one another and develop a broader, shared understanding of the nature and potential of Action Research to inform professional practice and improve student achievement. It will also provide excellent insight on how to plan and successful complete an action research project.
Megan Börner has worked in the field of education for 20 years in various roles and capacities. Currently, she is Senior Policy Advisor and Team Lead for the Student Success Research, Monitoring and Evaluation team at the Ontario Ministry of Education and focuses on grades 7-12. Megan has managed and conducted research and evaluation projects, as well as, instruction and assessment programs at the York Region District School Board, the Toronto District School Board and the former Etobicoke Board of Education. Particular areas of interest include action research, engaged learning and teaching, policy-research connections, and collaborative research and evaluation methodologies. She is an active member of the Association of Educational Researchers of Ontario (AERO) and was President from 2004-2005. Megan will facilitate a working session that will allow participates to better define their essential research question.
John A. Ross is Professor Emeritus of Curriculum, Teaching, and Learning at the Ontario Institute for Studies in Education at the University of Toronto and Academic Head of the Institute’s field centre in Peterborough, Ontario. His research interests are school change, mathematics education, student assessment, and program evaluation.
Catherine D. Bruce is an Associate Professor at Trent University where she teaches Mathematics Education courses. Her research program focuses on teacher efficacy, models of professional learning and related student learning in mathematics.
John Ross (OISE/UT) and Cathy Bruce (Trent University) will identify features of Action Research that increase the contribution of Action Research to teacher learning. They will outline critical steps in conducting an Action Research project, illustrating the steps with examples drawn from quantitative and qualitative projects.