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A RaW Stemä refers to an open-ended statement or question that leads your mind to reflecting on the past, in the present and/or for the future. The 'R' stands for reflective; the 'a' stands for and; the 'W' stands for writing. A Reflection and Writing Stem is like a sentence completion or question which allows you to fill in your thoughts.

I consider myself a "reflectologist", a term I created during one of my reflection sessions. A reflectologist believes in the importance of reflection for growth and change. A RaW Stemä refers to an open-ended statement or question that leads your mind to reflecting on the past, in the present and/or for the future. The 'R' stands for reflective; the 'a' stands for and; the 'W' stands for writing. A reflection and Writing Stem is like a sentence completion or question which allows you to fill in your thoughts.

Through narrative and reflection, this paper explores how somatic awareness can add to professional development in areas that, historically, have been 'disembodied'. It addresses my subjective experience of a critical incident, a cycle accident, and how it interrupted my habitual sense of embodiment. It explores how the experience presented an opportunity to visit again my body as 'ground of my being' and 'my body as first home' (Halprin 2003), and to listen through silence to the layers that give way to somatic awareness. reflection offers an opportunity to pause, and explore the space for deep engagement in what it means to be professional. This paper addresses itself to the theme of the embodied professional educator.

Although this podcast is about how to be a good teacher, it features some interesting thoughts about reflection and supportive learning communities when trying to improve your professional skills, in this case education.

Although this podcast is about how to be a good teacher, it features some interesting thoughts about reflection and supportive learning communities when trying to improve your professional skills, in this case education.

This article talks about when it may or may not be appropriate to use action learning. Action learning is an approach you take on with a group to gain a better knowledge of a particular objective that can be achieved through shared reflection and action. Through this process individuals willingly participate to deal with a problem as a group and create innovative ideas that can be carried out and evaluated to continue revisionism. (Our action research class in a nutshell) The example chapters at the beginning outline a clear picture of a kind of problem that needs continued learning and revision to meet a better goal after reflection and reassessment occur.

The article is about a systematic approach and learning about "a problem" resolving them with a group of committed people through reflection and dialogue. This action learning approach may not be suitable for everyone due to the time constraints and the possible need for immediate problem- solving. There are tools that are utilized during the process of trying to learn about a problem that help to facilitate the learning process of that problem.

This article provides more resources to the Action Research Process. This involves identifing a problem and wanting to implement change to improve outcomes. Something each Action Research articles have in common are reflection and evaluation.

The chapter headings make this book seem relevant to Action Research that emphasizes reflection.

This podcast takes a broad view about what it means to pursue happiness, starting with the American context and then the challenges and benefits of the imagination. I think the concepts, especially in the second part, apply well to the concept of trying to make a positive change, and, for my project, the role of reflection in the process.

(access full PDF via Umass databases page to SAGE journals online) "In this article we delve into the potential learning capacity inherent in project-based organizations derived from conclusions drawn from action research as well as extensive field experience. We propose project-based learning as a means to deal with the challenge of sustainable growth of learning capacity, i.e. developing learning capabilities that enable reasoning beyond the short term; knowledge creation and sharing beyond the individual or team. Based on stories from the field, we explore the distinguishing features of project-based learning and ways in which project-based learning can be instrumental in building communities of reflective practitioners."

This is an interesting perspective on learning styles and options. I've experienced working in a Charter School with this philosophy, project based learning, which of course is appealing to some learners, but not all. It is an excellent option to pursue for particular students who may thrive in this learning environment, where they might otherwise flounder in a traditional setting. It would be nice to see this option incorporated more widely in regular public schools in addition to traditional tracks (business, college prep, vocational education). Mary Ann p.s. E.K. READ THIS ONE!

Insightful memoir providing information about the affects of bullying. Easy reading with personal reflection about feelings associated with being the victim of bullying. Very informative for educators, parents, students, but for anyone who may be dealing with such difficulties in their settings.

This article is actually an interview of Peter Senge, author of The Fifth Discipline, and Margaret Wheatley, author of Leadership and the New Science; both are also organizational theorists. The two discuss how organizations can be more successful if they can work better with uncertainty, and incorporate meditation, derived from periods of silence in dialogue sessions, into their work. They claim that organizations need to accept that change should be accepted as the reality, and that life is a continuous state of change. The two also discuss the concept of "collective cultivation," wherein Buddhism teaches that cultivation is the practice of meditation, study, and service. Organizations not only need to accept change, but they need to collectively work hard and know how to accept this change. Unfortunately, most organizations don't have the tools or methods to support this idea. This interview allows the reader to think more about the concept of organizations and leaders in general, and how we understand them. We can't blame the hierarchy for the way things are, because we put the hierarchy in place. We are responsible for our own actions when we obey the demands of our leaders. If we can change our own views of organizations and the habits that we have adopted to work in them, then we can potentially change the way that they function from the inside out.

What struck me most about this article is their suggestion that we need to change our concept of what it means to be a leader in an organization. Particularly in the Western world, we look to our leaders, in fact expect our leaders, to have all the answers. As a leader, being comfortable sitting with uncertainty makes those you lead uncomfortable with you. The process of action research incorporates many of the same characteristics Senge and Wheatley identify: listening, being open, engaging in dialogue. Actively using action research in the workplace may help us reform our model of leadership.

I thought this article was very different but also very interesting. I like the combination of a business perspective and a religious one. I never really put too much thought into any similarities between the two. The suggestions on an effective leader and an effective organization are insightful. I agree there needs to be more dialogue as well as more reflection in order for things to work more efficiently.

Different approaches to Action Research

This gives us another side to Action Research. I find it amazing how many versions there are to the process. This also talks about reflection.

An overview of Action Research, which also offers some different definitions.

This is an interesting initiative of a local business executive-turned-sculptor. I love that he not only found the courage to explore a creative avenue that he had never practiced in the past, but that he also seeks to help others do the same. I would be interested to read his book in which 100 people are interviewed regarding their significant life changes, and found it inspiring that there is actually a group in Needham that explores these ideas, called Discovering What's Next. What a great idea!

Thanks for posting this- I agree, it's impressive! Many adults are really afraid of art and afraid of exploring creativity. Not this guy, obviously!

This is a reflective paper after implementing an action research plan. It discusses results of the action as well as difficulties that arose throughout the action research cycle. I thought this was fitting as our own action research projects come to an end. Enjoy!!

This article looks at several different approaches to Action Research.

Model of interest: Dialogical relation between individual performance & Social knowledge, provides an axis of knowledge as a process linking dialogue communication for trust building/community with thinking while doing; and dialogue of dissemination of information with individual performance and reflection on practice. Interesting model of action research processes with social context.

Douglas Rushkoff makes some interesting points about how we are living our lives in the digital age. He reminds us that although the internet, social media, smart phones, etc. all seem as ubiquitous as gravity, they are human constructs. In this clip and accompanying text, Rushkoff makes the case for ten "commandments" to remain human in a digital age.

"My own thinking is often unsettled by the dialogue process used in classroom discussions-issues get raised that I have not positioned in some framework that I would be able to convey to others."