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What is Action Research?

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1 What is Action Research for Classroom Teachers?

ESSENTIAL QUESTIONS

• What is the nature of action research?
• How does action research develop in the classroom?
• What models of action research work best for your classroom?
• What are the epistemological, ontological, theoretical underpinnings of action research?

Educational research provides a vast landscape of knowledge on topics related to teaching and learning, curriculum and assessment, students’ cognitive and affective needs, cultural and socio-economic factors of schools, and many other factors considered viable to improving schools. Educational stakeholders rely on research to make informed decisions that ultimately affect the quality of schooling for their students. Accordingly, the purpose of educational research is to engage in disciplined inquiry to generate knowledge on topics significant to the students, teachers, administrators, schools, and other educational stakeholders. Just as the topics of educational research vary, so do the approaches to conducting educational research in the classroom. Your approach to research will be shaped by your context, your professional identity, and paradigm (set of beliefs and assumptions that guide your inquiry). These will all be key factors in how you generate knowledge related to your work as an educator.

Action research is an approach to educational research that is commonly used by educational practitioners and professionals to examine, and ultimately improve, their pedagogy and practice. In this way, action research represents an extension of the reflection and critical self-reflection that an educator employs on a daily basis in their classroom. When students are actively engaged in learning, the classroom can be dynamic and uncertain, demanding the constant attention of the educator. Considering these demands, educators are often only able to engage in reflection that is fleeting, and for the purpose of accommodation, modification, or formative assessment. Action research offers one path to more deliberate, substantial, and critical reflection that can be documented and analyzed to improve an educator’s practice.

Purpose of Action Research

As one of many approaches to educational research, it is important to distinguish the potential purposes of action research in the classroom. This book focuses on action research as a method to enable and support educators in pursuing effective pedagogical practices by transforming the quality of teaching decisions and actions, to subsequently enhance student engagement and learning. Being mindful of this purpose, the following aspects of action research are important to consider as you contemplate and engage with action research methodology in your classroom:

• Action research is a process for improving educational practice. Its methods involve action, evaluation, and reflection. It is a process to gather evidence to implement change in practices.
• Action research is participative and collaborative. It is undertaken by individuals with a common purpose.
• Action research is situation and context-based.
• Action research develops reflection practices based on the interpretations made by participants.
• Knowledge is created through action and application.
• Action research can be based in problem-solving, if the solution to the problem results in the improvement of practice.
• Action research is iterative; plans are created, implemented, revised, then implemented, lending itself to an ongoing process of reflection and revision.
• In action research, findings emerge as action develops and takes place; however, they are not conclusive or absolute, but ongoing (Koshy, 2010, pgs. 1-2).

In thinking about the purpose of action research, it is helpful to situate action research as a distinct paradigm of educational research. I like to think about action research as part of the larger concept of living knowledge. Living knowledge has been characterized as “a quest for life, to understand life and to create… knowledge which is valid for the people with whom I work and for myself” (Swantz, in Reason & Bradbury, 2001, pg. 1). Why should educators care about living knowledge as part of educational research? As mentioned above, action research is meant “to produce practical knowledge that is useful to people in the everyday conduct of their lives and to see that action research is about working towards practical outcomes” (Koshy, 2010, pg. 2). However, it is also about:

creating new forms of understanding, since action without reflection and understanding is blind, just as theory without action is meaningless. The participatory nature of action research makes it only possible with, for and by persons and communities, ideally involving all stakeholders both in the questioning and sense making that informs the research, and in the action, which is its focus. (Reason & Bradbury, 2001, pg. 2)

In an effort to further situate action research as living knowledge, Jean McNiff reminds us that “there is no such ‘thing’ as ‘action research’” (2013, pg. 24). In other words, action research is not static or finished, it defines itself as it proceeds. McNiff’s reminder characterizes action research as action-oriented, and a process that individuals go through to make their learning public to explain how it informs their practice. Action research does not derive its meaning from an abstract idea, or a self-contained discovery – action research’s meaning stems from the way educators negotiate the problems and successes of living and working in the classroom, school, and community.

While we can debate the idea of action research, there are people who are action researchers, and they use the idea of action research to develop principles and theories to guide their practice. Action research, then, refers to an organization of principles that guide action researchers as they act on shared beliefs, commitments, and expectations in their inquiry.

Reflection and the Process of Action Research

When an individual engages in reflection on their actions or experiences, it is typically for the purpose of better understanding those experiences, or the consequences of those actions to improve related action and experiences in the future. Reflection in this way develops knowledge around these actions and experiences to help us better regulate those actions in the future. The reflective process generates new knowledge regularly for classroom teachers and informs their classroom actions.

Unfortunately, the knowledge generated by educators through the reflective process is not always prioritized among the other sources of knowledge educators are expected to utilize in the classroom. Educators are expected to draw upon formal types of knowledge, such as textbooks, content standards, teaching standards, district curriculum and behavioral programs, etc., to gain new knowledge and make decisions in the classroom. While these forms of knowledge are important, the reflective knowledge that educators generate through their pedagogy is the amalgamation of these types of knowledge enacted in the classroom. Therefore, reflective knowledge is uniquely developed based on the action and implementation of an educator’s pedagogy in the classroom. Action research offers a way to formalize the knowledge generated by educators so that it can be utilized and disseminated throughout the teaching profession.

Research is concerned with the generation of knowledge, and typically creating knowledge related to a concept, idea, phenomenon, or topic. Action research generates knowledge around inquiry in practical educational contexts. Action research allows educators to learn through their actions with the purpose of developing personally or professionally. Due to its participatory nature, the process of action research is also distinct in educational research. There are many models for how the action research process takes shape. I will share a few of those here. Each model utilizes the following processes to some extent:

• Plan a change;
• Take action to enact the change;
• Observe the process and consequences of the change;
• Reflect on the process and consequences;
• Act, observe, & reflect again and so on.

Figure 1.1 Basic action research cycle

There are many other models that supplement the basic process of action research with other aspects of the research process to consider. For example, figure 1.2 illustrates a spiral model of action research proposed by Kemmis and McTaggart (2004). The spiral model emphasizes the cyclical process that moves beyond the initial plan for change. The spiral model also emphasizes revisiting the initial plan and revising based on the initial cycle of research:

Figure 1.2 Interpretation of action research spiral, Kemmis and McTaggart (2004, p. 595)

Other models of action research reorganize the process to emphasize the distinct ways knowledge takes shape in the reflection process. O’Leary’s (2004, p. 141) model, for example, recognizes that the research may take shape in the classroom as knowledge emerges from the teacher’s observations. O’Leary highlights the need for action research to be focused on situational understanding and implementation of action, initiated organically from real-time issues:

Figure 1.3 Interpretation of O’Leary’s cycles of research, O’Leary (2000, p. 141)

Lastly, Macintyre’s (2000, p. 1) model, offers a different characterization of the action research process. Macintyre emphasizes a messier process of research with the initial reflections and conclusions as the benchmarks for guiding the research process. Macintyre emphasizes the flexibility in planning, acting, and observing stages to allow the process to be naturalistic. Our interpretation of Macintyre process is below:

Figure 1.4 Interpretation of the action research cycle, Macintyre (2000, p. 1)

We believe it is important to prioritize the flexibility of the process, and encourage you to only use these models as basic guides for your process. Your process may look similar, or you may diverge from these models as you better understand your students, context, and data.

Definitions of Action Research and Examples

At this point, it may be helpful for readers to have a working definition of action research and some examples to illustrate the methodology in the classroom. Bassey (1998, p. 93) offers a very practical definition and describes “action research as an inquiry which is carried out in order to understand, to evaluate and then to change, in order to improve educational practice.” Cohen and Manion (1994, p. 192) situate action research differently, and describe action research as emergent, writing:

essentially an on-the-spot procedure designed to deal with a concrete problem located in an immediate situation. This means that ideally, the step-by-step process is constantly monitored over varying periods of time and by a variety of mechanisms (questionnaires, diaries, interviews and case studies, for example) so that the ensuing feedback may be translated into modifications, adjustment, directional changes, redefinitions, as necessary, so as to bring about lasting benefit to the ongoing process itself rather than to some future occasion.

Lastly, Koshy (2010, p. 9) describes action research as:

a constructive inquiry, during which the researcher constructs his or her knowledge of specific issues through planning, acting, evaluating, refining and learning from the experience. It is a continuous learning process in which the researcher learns and also shares the newly generated knowledge with those who may benefit from it.

These definitions highlight the distinct features of action research and emphasize the purposeful intent of action researchers to improve, refine, reform, and problem-solve issues in their educational context. To better understand the distinctness of action research, these are some examples of action research topics:

Examples of Action Research Topics

• Flexible seating in 4th grade classroom to increase effective collaborative learning.
• Structured homework protocols for increasing student achievement.
• Developing a system of formative feedback for 8th grade writing.
• Using music to stimulate creative writing.
• Weekly brown bag lunch sessions to improve responses to PD from staff.
• Using exercise balls as chairs for better classroom management.

Action Research in Theory

Action research-based inquiry in educational contexts and classrooms involves distinct participants – students, teachers, and other educational stakeholders within the system. All of these participants are engaged in activities to benefit the students, and subsequently society as a whole. Action research contributes to these activities and potentially enhances the participants’ roles in the education system. Participants’ roles are enhanced based on two underlying principles:

• communities, schools, and classrooms are sites of socially mediated actions, and action research provides a greater understanding of self and new knowledge of how to negotiate these socially mediated environments;
• communities, schools, and classrooms are part of social systems in which humans interact with many cultural tools, and action research provides a basis to construct and analyze these interactions.

In our quest for knowledge and understanding, we have consistently analyzed human experience over time and have distinguished between types of reality. Humans have constantly sought “facts” and “truth” about reality that can be empirically demonstrated or observed.

Social systems are based on beliefs, and generally, beliefs about what will benefit the greatest amount of people in that society. Beliefs, and more specifically the rationale or support for beliefs, are not always easy to demonstrate or observe as part of our reality. Take the example of an English Language Arts teacher who prioritizes argumentative writing in her class. She believes that argumentative writing demonstrates the mechanics of writing best among types of writing, while also providing students a skill they will need as citizens and professionals. While we can observe the students writing, and we can assess their ability to develop a written argument, it is difficult to observe the students’ understanding of argumentative writing and its purpose in their future. This relates to the teacher’s beliefs about argumentative writing; we cannot observe the real value of the teaching of argumentative writing. The teacher’s rationale and beliefs about teaching argumentative writing are bound to the social system and the skills their students will need to be active parts of that system. Therefore, our goal through action research is to demonstrate the best ways to teach argumentative writing to help all participants understand its value as part of a social system.

The knowledge that is conveyed in a classroom is bound to, and justified by, a social system. A postmodernist approach to understanding our world seeks knowledge within a social system, which is directly opposed to the empirical or positivist approach which demands evidence based on logic or science as rationale for beliefs. Action research does not rely on a positivist viewpoint to develop evidence and conclusions as part of the research process. Action research offers a postmodernist stance to epistemology (theory of knowledge) and supports developing questions and new inquiries during the research process. In this way action research is an emergent process that allows beliefs and decisions to be negotiated as reality and meaning are being constructed in the socially mediated space of the classroom.

Theorizing Action Research for the Classroom

All research, at its core, is for the purpose of generating new knowledge and contributing to the knowledge base of educational research. Action researchers in the classroom want to explore methods of improving their pedagogy and practice. The starting place of their inquiry stems from their pedagogy and practice, so by nature the knowledge created from their inquiry is often contextually specific to their classroom, school, or community. Therefore, we should examine the theoretical underpinnings of action research for the classroom. It is important to connect action research conceptually to experience; for example, Levin and Greenwood (2001, p. 105) make these connections:

• Action research is context bound and addresses real life problems.
• Action research is inquiry where participants and researchers cogenerate knowledge through collaborative communicative processes in which all participants’ contributions are taken seriously.
• The meanings constructed in the inquiry process lead to social action or these reflections and action lead to the construction of new meanings.
• The credibility/validity of action research knowledge is measured according to whether the actions that arise from it solve problems (workability) and increase participants’ control over their own situation.

Educators who engage in action research will generate new knowledge and beliefs based on their experiences in the classroom. Let us emphasize that these are all important to you and your work, as both an educator and researcher. It is these experiences, beliefs, and theories that are often discounted when more official forms of knowledge (e.g., textbooks, curriculum standards, districts standards) are prioritized. These beliefs and theories based on experiences should be valued and explored further, and this is one of the primary purposes of action research in the classroom. These beliefs and theories should be valued because they were meaningful aspects of knowledge constructed from teachers’ experiences. Developing meaning and knowledge in this way forms the basis of constructivist ideology, just as teachers often try to get their students to construct their own meanings and understandings when experiencing new ideas.  

Classroom Teachers Constructing their Own Knowledge

Most of you are probably at least minimally familiar with constructivism, or the process of constructing knowledge. However, what is constructivism precisely, for the purposes of action research? Many scholars have theorized constructivism and have identified two key attributes (Koshy, 2010; von Glasersfeld, 1987):

• Knowledge is not passively received, but actively developed through an individual’s cognition;
• Human cognition is adaptive and finds purpose in organizing the new experiences of the world, instead of settling for absolute or objective truth.

Considering these two attributes, constructivism is distinct from conventional knowledge formation because people can develop a theory of knowledge that orders and organizes the world based on their experiences, instead of an objective or neutral reality. When individuals construct knowledge, there are interactions between an individual and their environment where communication, negotiation and meaning-making are collectively developing knowledge. For most educators, constructivism may be a natural inclination of their pedagogy. Action researchers have a similar relationship to constructivism because they are actively engaged in a process of constructing knowledge. However, their constructions may be more formal and based on the data they collect in the research process. Action researchers also are engaged in the meaning making process, making interpretations from their data. These aspects of the action research process situate them in the constructivist ideology. Just like constructivist educators, action researchers’ constructions of knowledge will be affected by their individual and professional ideas and values, as well as the ecological context in which they work (Biesta & Tedder, 2006). The relations between constructivist inquiry and action research is important, as Lincoln (2001, p. 130) states:

much of the epistemological, ontological, and axiological belief systems are the same or similar, and methodologically, constructivists and action researchers work in similar ways, relying on qualitative methods in face-to-face work, while buttressing information, data and background with quantitative method work when necessary or useful.

While there are many links between action research and educators in the classroom, constructivism offers the most familiar and practical threads to bind the beliefs of educators and action researchers.  

Epistemology, Ontology, and Action Research

It is also important for educators to consider the philosophical stances related to action research to better situate it with their beliefs and reality. When researchers make decisions about the methodology they intend to use, they will consider their ontological and epistemological stances. It is vital that researchers clearly distinguish their philosophical stances and understand the implications of their stance in the research process, especially when collecting and analyzing their data. In what follows, we will discuss ontological and epistemological stances in relation to action research methodology.

Ontology, or the theory of being, is concerned with the claims or assumptions we make about ourselves within our social reality – what do we think exists, what does it look like, what entities are involved and how do these entities interact with each other (Blaikie, 2007). In relation to the discussion of constructivism, generally action researchers would consider their educational reality as socially constructed. Social construction of reality happens when individuals interact in a social system. Meaningful construction of concepts and representations of reality develop through an individual’s interpretations of others’ actions. These interpretations become agreed upon by members of a social system and become part of social fabric, reproduced as knowledge and beliefs to develop assumptions about reality. Researchers develop meaningful constructions based on their experiences and through communication. Educators as action researchers will be examining the socially constructed reality of schools. In the United States, many of our concepts, knowledge, and beliefs about schooling have been socially constructed over the last hundred years. For example, a group of teachers may look at why fewer female students enroll in upper-level science courses at their school. This question deals directly with the social construction of gender and specifically what careers females have been conditioned to pursue. We know this is a social construction in some school social systems because in other parts of the world, or even the United States, there are schools that have more females enrolled in upper level science courses than male students. Therefore, the educators conducting the research have to recognize the socially constructed reality of their school and consider this reality throughout the research process. Action researchers will use methods of data collection that support their ontological stance and clarify their theoretical stance throughout the research process.

Koshy (2010, p. 23-24) offers another example of addressing the ontological challenges in the classroom:

A teacher who was concerned with increasing her pupils’ motivation and enthusiasm for learning decided to introduce learning diaries which the children could take home. They were invited to record their reactions to the day’s lessons and what they had learnt. The teacher reported in her field diary that the learning diaries stimulated the children’s interest in her lessons, increased their capacity to learn, and generally improved their level of participation in lessons. The challenge for the teacher here is in the analysis and interpretation of the multiplicity of factors accompanying the use of diaries. The diaries were taken home so the entries may have been influenced by discussions with parents. Another possibility is that children felt the need to please their teacher. Another possible influence was that their increased motivation was as a result of the difference in style of teaching which included more discussions in the classroom based on the entries in the dairies.

Here you can see the challenge for the action researcher is working in a social context with multiple factors, values, and experiences that were outside of the teacher’s control. The teacher was only responsible for introducing the diaries as a new style of learning. The students’ engagement and interactions with this new style of learning were all based upon their socially constructed notions of learning inside and outside of the classroom. A researcher with a positivist ontological stance would not consider these factors, and instead might simply conclude that the dairies increased motivation and interest in the topic, as a result of introducing the diaries as a learning strategy.

Epistemology, or the theory of knowledge, signifies a philosophical view of what counts as knowledge – it justifies what is possible to be known and what criteria distinguishes knowledge from beliefs (Blaikie, 1993). Positivist researchers, for example, consider knowledge to be certain and discovered through scientific processes. Action researchers collect data that is more subjective and examine personal experience, insights, and beliefs.

Action researchers utilize interpretation as a means for knowledge creation. Action researchers have many epistemologies to choose from as means of situating the types of knowledge they will generate by interpreting the data from their research. For example, Koro-Ljungberg et al., (2009) identified several common epistemologies in their article that examined epistemological awareness in qualitative educational research, such as: objectivism, subjectivism, constructionism, contextualism, social epistemology, feminist epistemology, idealism, naturalized epistemology, externalism, relativism, skepticism, and pluralism. All of these epistemological stances have implications for the research process, especially data collection and analysis. Please see the table on pages 689-90, linked below for a sketch of these potential implications:

Again, Koshy (2010, p. 24) provides an excellent example to illustrate the epistemological challenges within action research:

A teacher of 11-year-old children decided to carry out an action research project which involved a change in style in teaching mathematics. Instead of giving children mathematical tasks displaying the subject as abstract principles, she made links with other subjects which she believed would encourage children to see mathematics as a discipline that could improve their understanding of the environment and historic events. At the conclusion of the project, the teacher reported that applicable mathematics generated greater enthusiasm and understanding of the subject.

The educator/researcher engaged in action research-based inquiry to improve an aspect of her pedagogy. She generated knowledge that indicated she had improved her students’ understanding of mathematics by integrating it with other subjects – specifically in the social and ecological context of her classroom, school, and community. She valued constructivism and students generating their own understanding of mathematics based on related topics in other subjects. Action researchers working in a social context do not generate certain knowledge, but knowledge that emerges and can be observed and researched again, building upon their knowledge each time.

Researcher Positionality in Action Research

In this first chapter, we have discussed a lot about the role of experiences in sparking the research process in the classroom. Your experiences as an educator will shape how you approach action research in your classroom. Your experiences as a person in general will also shape how you create knowledge from your research process. In particular, your experiences will shape how you make meaning from your findings. It is important to be clear about your experiences when developing your methodology too. This is referred to as researcher positionality. Maher and Tetreault (1993, p. 118) define positionality as:

Gender, race, class, and other aspects of our identities are markers of relational positions rather than essential qualities. Knowledge is valid when it includes an acknowledgment of the knower’s specific position in any context, because changing contextual and relational factors are crucial for defining identities and our knowledge in any given situation.

By presenting your positionality in the research process, you are signifying the type of socially constructed, and other types of, knowledge you will be using to make sense of the data. As Maher and Tetreault explain, this increases the trustworthiness of your conclusions about the data. This would not be possible with a positivist ontology. We will discuss positionality more in chapter 6, but we wanted to connect it to the overall theoretical underpinnings of action research.

Advantages of Engaging in Action Research in the Classroom

In the following chapters, we will discuss how action research takes shape in your classroom, and we wanted to briefly summarize the key advantages to action research methodology over other types of research methodology. As Koshy (2010, p. 25) notes, action research provides useful methodology for school and classroom research because:

Advantages of Action Research for the Classroom

• research can be set within a specific context or situation;
• researchers can be participants – they don’t have to be distant and detached from the situation;
• it involves continuous evaluation and modifications can be made easily as the project progresses;
• there are opportunities for theory to emerge from the research rather than always follow a previously formulated theory;
• the study can lead to open-ended outcomes;
• through action research, a researcher can bring a story to life.

Action Research Copyright © by J. Spencer Clark; Suzanne Porath; Julie Thiele; and Morgan Jobe is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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21 Action Research Examples (In Education)

Action research is an example of qualitative research . It refers to a wide range of evaluative or investigative methods designed to analyze professional practices and take action for improvement.

Commonly used in education, those practices could be related to instructional methods, classroom practices, or school organizational matters.

The creation of action research is attributed to Kurt Lewin , a German-American psychologist also considered to be the father of social psychology.

Gillis and Jackson (2002) offer a very concise definition of action research: “systematic collection and analysis of data for the purpose of taking action and making change” (p.264).

The methods of action research in education include:

• conducting in-class observations
• taking field notes
• surveying or interviewing teachers, administrators, or parents
• using audio and video recordings.

The goal is to identify problematic issues, test possible solutions, or simply carry-out continuous improvement.

There are several steps in action research : identify a problem, design a plan to resolve, implement the plan, evaluate effectiveness, reflect on results, make necessary adjustment and repeat the process.

Action Research Examples

• Digital literacy assessment and training: The school’s IT department conducts a survey on students’ digital literacy skills. Based on the results, a tailored training program is designed for different age groups.
• Library resources utilization study: The school librarian tracks the frequency and type of books checked out by students. The data is then used to curate a more relevant collection and organize reading programs.
• Extracurricular activities and student well-being: A team of teachers and counselors assess the impact of extracurricular activities on student mental health through surveys and interviews. Adjustments are made based on findings.
• Parent-teacher communication channels: The school evaluates the effectiveness of current communication tools (e.g., newsletters, apps) between teachers and parents. Feedback is used to implement a more streamlined system.
• Homework load evaluation: Teachers across grade levels assess the amount and effectiveness of homework given. Adjustments are made to ensure a balance between academic rigor and student well-being.
• Classroom environment and learning: A group of teachers collaborates to study the impact of classroom layouts and decorations on student engagement and comprehension. Changes are made based on the findings.
• Student feedback on curriculum content: High school students are surveyed about the relevance and applicability of their current curriculum. The feedback is then used to make necessary curriculum adjustments.
• Teacher mentoring and support: New teachers are paired with experienced mentors. Both parties provide feedback on the effectiveness of the mentoring program, leading to continuous improvements.
• Assessment of school transportation: The school board evaluates the efficiency and safety of school buses through surveys with students and parents. Necessary changes are implemented based on the results.
• Cultural sensitivity training: After conducting a survey on students’ cultural backgrounds and experiences, the school organizes workshops for teachers to promote a more inclusive classroom environment.
• Environmental initiatives and student involvement: The school’s eco-club assesses the school’s carbon footprint and waste management. They then collaborate with the administration to implement greener practices and raise environmental awareness.
• Working with parents through research: A school’s admin staff conduct focus group sessions with parents to identify top concerns.Those concerns will then be addressed and another session conducted at the end of the school year.
• Peer teaching observations and improvements: Kindergarten teachers observe other teachers handling class transition techniques to share best practices.
• PTA surveys and resultant action: The PTA of a district conducts a survey of members regarding their satisfaction with remote learning classes.The results will be presented to the school board for further action.
• Recording and reflecting: A school administrator takes video recordings of playground behavior and then plays them for the teachers. The teachers work together to formulate a list of 10 playground safety guidelines.
• Pre/post testing of interventions: A school board conducts a district wide evaluation of a STEM program by conducting a pre/post-test of students’ skills in computer programming.
• Focus groups of practitioners : The professional development needs of teachers are determined from structured focus group sessions with teachers and admin.
• School lunch research and intervention: A nutrition expert is hired to evaluate and improve the quality of school lunches.
• School nurse systematic checklist and improvements: The school nurse implements a bathroom cleaning checklist to monitor cleanliness after the results of a recent teacher survey revealed several issues.
• Wearable technologies for pedagogical improvements; Students wear accelerometers attached to their hips to gain a baseline measure of physical activity.The results will identify if any issues exist.
• School counselor reflective practice : The school counselor conducts a student survey on antisocial behavior and then plans a series of workshops for both teachers and parents.

Detailed Examples

1. cooperation and leadership.

A science teacher has noticed that her 9 th grade students do not cooperate with each other when doing group projects. There is a lot of arguing and battles over whose ideas will be followed.

So, she decides to implement a simple action research project on the matter. First, she conducts a structured observation of the students’ behavior during meetings. She also has the students respond to a short questionnaire regarding their notions of leadership.

She then designs a two-week course on group dynamics and leadership styles. The course involves learning about leadership concepts and practices . In another element of the short course, students randomly select a leadership style and then engage in a role-play with other students.

At the end of the two weeks, she has the students work on a group project and conducts the same structured observation as before. She also gives the students a slightly different questionnaire on leadership as it relates to the group.

She plans to analyze the results and present the findings at a teachers’ meeting at the end of the term.

2. Professional Development Needs

Two high-school teachers have been selected to participate in a 1-year project in a third-world country. The project goal is to improve the classroom effectiveness of local teachers. 

The two teachers arrive in the country and begin to plan their action research. First, they decide to conduct a survey of teachers in the nearby communities of the school they are assigned to.

The survey will assess their professional development needs by directly asking the teachers and administrators. After collecting the surveys, they analyze the results by grouping the teachers based on subject matter.

They discover that history and social science teachers would like professional development on integrating smartboards into classroom instruction. Math teachers would like to attend workshops on project-based learning, while chemistry teachers feel that they need equipment more than training.

The two teachers then get started on finding the necessary training experts for the workshops and applying for equipment grants for the science teachers.

3. Playground Accidents

The school nurse has noticed a lot of students coming in after having mild accidents on the playground. She’s not sure if this is just her perception or if there really is an unusual increase this year.  So, she starts pulling data from the records over the last two years. She chooses the months carefully and only selects data from the first three months of each school year.

She creates a chart to make the data more easily understood. Sure enough, there seems to have been a dramatic increase in accidents this year compared to the same period of time from the previous two years.

She shows the data to the principal and teachers at the next meeting. They all agree that a field observation of the playground is needed.

Those observations reveal that the kids are not having accidents on the playground equipment as originally suspected. It turns out that the kids are tripping on the new sod that was installed over the summer.

They examine the sod and observe small gaps between the slabs. Each gap is approximately 1.5 inches wide and nearly two inches deep. The kids are tripping on this gap as they run.

They then discuss possible solutions.

4. Differentiated Learning

Trying to use the same content, methods, and processes for all students is a recipe for failure. This is why modifying each lesson to be flexible is highly recommended. Differentiated learning allows the teacher to adjust their teaching strategy based on all the different personalities and learning styles they see in their classroom.

Of course, differentiated learning should undergo the same rigorous assessment that all teaching techniques go through. So, a third-grade social science teacher asks his students to take a simple quiz on the industrial revolution. Then, he applies differentiated learning to the lesson.

By creating several different learning stations in his classroom, he gives his students a chance to learn about the industrial revolution in a way that captures their interests. The different stations contain: short videos, fact cards, PowerPoints, mini-chapters, and role-plays.

At the end of the lesson, students get to choose how they demonstrate their knowledge. They can take a test, construct a PPT, give an oral presentation, or conduct a simulated TV interview with different characters.

During this last phase of the lesson, the teacher is able to assess if they demonstrate the necessary knowledge and have achieved the defined learning outcomes. This analysis will allow him to make further adjustments to future lessons.

5. Healthy Habits Program

While looking at obesity rates of students, the school board of a large city is shocked by the dramatic increase in the weight of their students over the last five years. After consulting with three companies that specialize in student physical health, they offer the companies an opportunity to prove their value.

So, the board randomly assigns each company to a group of schools. Starting in the next academic year, each company will implement their healthy habits program in 5 middle schools.

Preliminary data is collected at each school at the beginning of the school year. Each and every student is weighed, their resting heart rate, blood pressure and cholesterol are also measured.

After analyzing the data, it is found that the schools assigned to each of the three companies are relatively similar on all of these measures.

At the end of the year, data for students at each school will be collected again. A simple comparison of pre- and post-program measurements will be conducted. The company with the best outcomes will be selected to implement their program city-wide.

Action research is a great way to collect data on a specific issue, implement a change, and then evaluate the effects of that change. It is perhaps the most practical of all types of primary research .

Most likely, the results will be mixed. Some aspects of the change were effective, while other elements were not. That’s okay. This just means that additional modifications to the change plan need to be made, which is usually quite easy to do.

There are many methods that can be utilized, such as surveys, field observations , and program evaluations.

The beauty of action research is based in its utility and flexibility. Just about anyone in a school setting is capable of conducting action research and the information can be incredibly useful.

Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). New York: Addison Wesley Longman.

Gillis, A., & Jackson, W. (2002). Research Methods for Nurses: Methods and Interpretation . Philadelphia: F.A. Davis Company.

Lewin, K. (1946). Action research and minority problems. Journal of SocialIssues, 2 (4), 34-46.

Macdonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. Canadian Journal of Action Research, 13 , 34-50. https://doi.org/10.33524/cjar.v13i2.37 Mertler, C. A. (2008). Action Research: Teachers as Researchers in the Classroom . London: Sage.

Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Positive Punishment Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Dissociation Examples (Psychology)
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Zone of Proximal Development Examples
• Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ Perception Checking: 15 Examples and Definition

Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

• Chris Drew (PhD) #molongui-disabled-link 25 Positive Punishment Examples
• Chris Drew (PhD) #molongui-disabled-link 25 Dissociation Examples (Psychology)
• Chris Drew (PhD) #molongui-disabled-link 15 Zone of Proximal Development Examples
• Chris Drew (PhD) #molongui-disabled-link Perception Checking: 15 Examples and Definition

2 thoughts on “21 Action Research Examples (In Education)”

Where can I capture this article in a better user-friendly format, since I would like to provide it to my students in a Qualitative Methods course at the University of Prince Edward Island? It is a good article, however, it is visually disjointed in its current format. Thanks, Dr. Frank T. Lavandier

Hi Dr. Lavandier,

I’ve emailed you a word doc copy that you can use and edit with your class.

Best, Chris.

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120+ Special Education Research Topics: That You Need to Know

Special education research topics study issues related to the quality of education people with disabilities get. Studying this field helps to improve the learning atmosphere for students with disabilities and address any challenges that they face. For instance, action research topics in special education help improve teachers’ classroom practices and how students adapt to the real world.

Social Issues Special Education Research Topics

Social media research topic in special education, best disability topics for research papers for your special education research, argumentative research topics for special education, easy special education thesis topics, current topics in special education for stem students.

• Conclusion 

You can use several interesting special education research topics in your essay. However, if you need help with educational research topics, read on to find a list of 120+ topics we have compiled.

Social issues research topics play a critical role in identifying problems and solutions that people deal with in a community. That makes it a vital element for people studying special ed research topics. We have compiled qualitative research topics in special education you can use.

• Ways that peer support can help children with disability socialize in the classroom
• What are the social challenges faced by special needs children in mainstream schools?
• A review of how to address the needs of a gifted child that has special needs
• Best ways to address the needs of students with emotional disorders in special education
• Special education feeds vs. school funding: Are there inequality issues?
• How can the education system offer an easy transition to children with special needs in early education?
• Strategies for creating a culturally responsive classroom
• Do educators who work with children with special needs need counseling?
• A look at how children with special needs transit from school to employment
• What are the best practices for developing social skills in students with autism?
• Is it fair to have alternatives to traditional testing for children with special needs?
• In what ways does special education help to promote social justice and Equality in Education
• How to identify students with hidden needs in special education
• What is the role of cultural competence in special education?
• Can poverty influence special needs outcomes?
• Assertive technology in special education: The review
• Are teachers for students with special education with low supply?
• Should those who teach special education get better pay?
• Can education improve the life of a student with special needs?
• Ways that technology can make it easy for educators to train kids with special needs

If you are looking for trending and interesting topics that will impress your professor, then consider choosing anatomy research paper topics or social media research paper topics . Note that the best special edu topic will help take your essay to the next level.

• How do social media help people with special needs in the community?
• A look at how social media has advocated for special education
• What role has social media played in cultural competency in special education?
• Ways that social media has created a voice for people with special needs and the importance of them receiving education
• A look at how social media has influenced adaptive physical education for people with special needs
• Assistive technology in connection with social media for individuals with special needs
• What is the impact of social media on people with hearing impairment?
• Do people with special needs use social media to network and find work?
• In what ways does social media impact the transition to adulthood for people with special needs
• Can social media affect how students with special needs perceive the world?
• Is there any role of social media for kids who need special education
• What is the role of social media in special education
• How to use technology and social media to improve the special education program
• How can social media help students with special needs get more confident
• What resources are available in social media that educators can use in their special needs classes?
• Do social media affect the image that people have of people with autism?
• How can teachers use social media to help kids with autism?
• How does social media bullying affect children on social media?
• Social media can be used to who special education and its importance
• Why it is time for special education to be showcased on social media platforms

One of the topics that students doing special education research have to study is disability because the topics are related. With this subtopic, you have various options ranging from economics research paper topics , to controversial topics in special education. Here is a list of options to choose from.

• Should suspending a student with a disability be an issue
• What can be done to improve the education of people with disabilities?
• Should children with severe disabilities be in a normal class setting?
• In what ways has technology made it easy for people with disabilities to get educated?
• A review of how a teacher’s academic background can affect students with disability
• How should teachers make children with disabilities feel part of the classroom?
• What are the benefits of post-education for adults with disability
• A look at inclusivity policies in public schools when it comes to children with disability
• Parents’ role in educating children with disability
• Mainstream classrooms vs. special classes for students with learning abilities
• How effective are peer support programs for students with disabilities in special education
• Strategies that can help promote social skills development in children with spectrum disorder
• What is the impact of language and communication barriers on the education of people with hearing impairment
• How does early intervention help to support kids with a disability?
• The importance of having community-based programs that help to support people with disability
• Why do teachers teaching special education need to be appreciated
• Can people with special education needs be taught online?
• How can the community help those who need special education to get it?
• Why do parents with special needs students need to work closely with teachers to give the child the best education?
• How should teachers handle the different learning paces of students with special needs in their class?

If well-researched and presented, argumentative essay topics for your special education essay might be best.  With the right topic and information research topics on special education, you can be assured of getting the best grades. You may also be interested in these ideas for biochemistry topics .

• A take on homeschooling for kids taking special education
• Does the size of the classroom affect the ability of the teacher to deal with students who need special education?
• Should special education students be sent to the next class even if they have not passed the current one?
• Should physical education be a compulsory lesson?
• Should the teacher’s proficiency in handling students with special needs to regularly tested?
• Should students with special education needs sit for the same exam as those who do not?
• In what ways can teachers avoid stereotyping?
• How can teachers understand a student’s uniqueness so that they can offer them the right training
• Why should children with special needs not pay extra?
• Why should teachers train on special education outcome
• Why should there be different learning strategies for students with a disability?
• Why are charter schools better for students with a disability?
• Funding for the special education
• What role do paraeducators play in special education classes?
• Do teachers teach students with special needs to require social skills training?
• What is the challenge of transitional planning for students with special needs?
• A review of Collaged admission for students with special needs
• What role does self-advocacy play in students with special education?
• How does remote learning for special education work?
• What are the effects of AHDH medication in schools for people with AHDH?

Are you looking for research topics for special education that are easy? We have compiled great thesis topic ideas for special education; read on and choose one that you can easily handle, and take to review our thesis statement about social media .

• How is co-teaching in an all-inclusive classroom effective?
• In what ways does self-determination impact children with disability
• Play therapy and why it is essential for children with special needs
• The effect of peer tutoring in special education
• What is the role of social skill training in special education
• Is it possible for any qualified teacher to teach children with special needs
• Parents and teachers have a role to play in special education
• Applied behavior analysis and Special education
• Picture Exchange Communication System and Special education
• Why should students with a disability be included in the standard classroom?
• Is mindfulness technique in special education effective
• How does music therapy in the classroom help kids with special needs?
• Analysis of Individualized Education Program in special education
• Visual support while teaching learners with special needs
• Why school psychology is necessary for special education
• Literacy Intervention in special education
• Why do students with disability need transitional planning?
• Speech-language pathologist in special education
• Why school inspection is important in schools dealing with students with special education
• Special education students and learning sciences

You can always go right when you choose current topics as your research in special education topics. If you are searching for a research topic for stem students , here are great topic ideas you can use.

• Comparing social interactions for special kids in stem schools
• Importance of an inclusive teaching approach for stem students with special needs
• What is the role of speech-language therapy in an inclusive environment?
• What performance challenges do special children face due to certain lacks?
• What is the effectiveness of sensory diets in special education
• Physical therapy in kids with disability
• What is positive reinforcement, and why is it important in special education
• What is the role of service learning in children with special education?
• Should special education schools approach stem subjects differently?
• In what ways can special school educators help kids avoid bullying
• How can parents with special needs students ensure better performance?
• Should there be a free education right for children with disability from elementary to college?
• What is the best environment for children with special needs to learn?
• Is it possible for mainstream teachers to teach special education?
• Story-based interventions in special education
• Assistive technology on math skills for students with disabilities
• Orientation and mobility specialist in special education
• What role does a behavior specialist in special education
• Should there be a school nurse in all special education schools?
• Video modeling in special education

Once you have the special education research paper topics you will use, you need to write a great paper or help me write my thesis . Students who need assistance with their research paper – whether with special ed topics or not, can now contact our paper writing service for exceptional work.

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What Makes Action Research Special? 

People conduct research to gain new knowledge or deeper understandings of a topic they are passionate about. Traditionally, educational research is conducted by university-level researchers or other professionals who are outsiders in K-12 school settings. Traditional educational research is usually a top-down approach to develop theory.  

Action research positions teachers as experts and researchers.

In contrast, action research starts with educators who see problems they would like to address in their own classrooms, schools, and districts. Teachers are viewed as experts, seeking to improve their practice and students’ learning experiences. This defining quality of action research is central to art educators’ experience completing their Capstone Research in AOEU’s master’s degree program for Art Education or Curriculum & Instruction . However, any art educator can conduct action research to improve their practice and student learning.

Sarah Efrat Efron and Ruth Ravid explain the unique characteristics of action research in their 2020 book, Action Research Research in Education: A Practical Guide . They describe action research as “constructivist, situational, practical, systemic, and cyclical.” Let’s break down each of these points with an eye toward art education.  

Action research is constructivist. 

Constructivism recognizes that individuals develop their ideas based on previous experience and knowledge. Rather than being recipients of research findings that we are to apply in our classrooms, art educators conducting action research use a constructivist approach.

Read How to Look at Research with a Critical Eye for more.

Art educators’ familiarity with a setting is valuable as we choose and draw upon well-vetted, relevant research literature to address questions and challenges in our personal teaching practice.

Action research is tailored to the situation. 

The primary aim of action research is to affect one’s own practice and student learning. As Evron and Ravid acknowledge, as much as most teachers would like to find proven solutions, our classrooms will always have unique students in unique contexts.

Read How to Get Your Research Published for more.

For example, you might experience varying levels of success with research-supported engagement strategies, depending on what is happening for students physically and emotionally from day to day. The strategies you identify for designing successful collaborations with visiting artists might not work in the same way when you move to a different school with different resources. Even when published, action research is meant to be understood with the context in mind and not expected to be generalizable. This is viewed as a weakness in circles that prioritize replicability and generalizable findings.

Action research is practical. 

Action research is meant to have an immediate impact on one’s practice and student learning. It is not focused on the development of new theories. In fact, action research data collection is often integrated into art educators’ regular teaching practices. This happens when we draw upon personal observations, conduct systematic reflections, and/or use existing assessments for data collection.

These elements, among others, are part of self-exempt research practice under the Revised Common Rule for the Federal Policy for the Protection of Human Subjects .

Note: student-created artifacts should not be reproduced when reporting on the findings of self-exempt research.

Action research is systematic.

Art educators who conduct action research aim to produce trustworthy and meaningful results. We read, plan, and identify research methodology that is well suited to our research questions and contexts. We still draw upon well-vetted practices that fall under the general categories of quantitative, qualitative, and mixed methods research. We also seek to ensure that their data collection tools and data analysis process will mitigate bias and support the study’s reliability, validity, or trustworthiness.

Action research is cyclical.

Just as new groups of students cycle through our art classrooms each year, action research is cyclical. Evron and Ravid summarize six steps in the action research cycle. These steps include identifying a problem, gathering background information, designing a study, collecting data, analyzing and interpreting data, and implementing and sharing findings.

Read 8 Habits of Successful Researchers for more.

Doing Action Research in the Art Classroom , by Amy Pfeiler-Wunder and Diane Jaquith, and   How Action Research Can Improve Your Teaching by Alexandra Overby show two additional models of action research. In each model, the steps in the action cycle are somewhat fluid. For example, through reading existing literature on a topic, you might choose to revise the question guiding your inquiry. With each iteration of the cycle, art educators gain further insight into the challenges we wish to address. Each iteration also gives us the opportunity  to formulate new questions for further cycles of action research.

Action research can go beyond your own classroom.  

Collaborative Action Research and Participatory Action Research are two specific forms of action research that go beyond an individual teacher’s classroom. In Collaborative Action Research, a group of educators in a given context choose to work together to investigate a topic that crosses grade levels or disciplines. Together, they decide how the findings should affect their program or school.

In Participatory Action Research, researchers and school practitioners work together as partners with a social-justice orientation. Together, they seek to create change and address larger systemic equity issues. If you aspire to affect larger settings, consider starting small with a cycle of action research in your own art classroom. It can be valuable to share a successful local example and help others envision the process and work as you seek to impact your department, district, or community.

As art educators, we are always looking for ways to improve and reinvent what we do in the art room. Action research creates one more opportunity to incorporate that change immediately and to impact student learning now. Whether you engage your colleagues or work independently, conducting action research is a way to use your experience and impact students within your unique circumstances.

How have you seen your colleagues engage in action research? 

What aspects of action research already align with your teaching practice?  

Magazine articles and podcasts are opinions of professional education contributors and do not necessarily represent the position of the Art of Education University (AOEU) or its academic offerings. Contributors use terms in the way they are most often talked about in the scope of their educational experiences.

Christine Woywod Veettil

Christine Woywod Veettil, an elementary school art educator, is a former AOEU Adjunct Instructor. She is fascinated by interdisciplinary connections and contemporary artists who blur boundaries.

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Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Project

If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Free Webinar : Topic Ideation 101
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

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64 Comments

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My field is research measurement and evaluation. Need dissertation topics in the field

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You can find our list of nursing-related research topic ideas here: https://gradcoach.com/research-topics-nursing/

Write on action research topic, using guidance and counseling to address unwanted teenage pregnancy in school

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parental involvement and students academic performance

Science education topics?

plz tell me if you got some good topics, im here for finding research topic for masters degree

How about School management and supervision pls.?

Hi i am an Deputy Principal in a primary school. My wish is to srudy foe Master’s degree in Education.Please advice me on which topic can be relevant for me. Thanks.

Every topic proposed above on primary education is a starting point for me. I appreciate immensely the team that has sat down to make a detail of these selected topics just for beginners like us. Be blessed.

Kindly help me with the research questions on the topic” Effects of workplace conflict on the employees’ job performance”. The effects can be applicable in every institution,enterprise or organisation.

Greetings, I am a student majoring in Sociology and minoring in Public Administration. I’m considering any recommended research topic in the field of Sociology.

I’m a student pursuing Mphil in Basic education and I’m considering any recommended research proposal topic in my field of study

Research Defense for students in senior high

Kindly help me with a research topic in educational psychology. Ph.D level. Thank you.

Project-based learning is a teaching/learning type,if well applied in a classroom setting will yield serious positive impact. What can a teacher do to implement this in a disadvantaged zone like “North West Region of Cameroon ( hinterland) where war has brought about prolonged and untold sufferings on the indegins?

I wish to get help on topics of research on educational administration

I wish to get help on topics of research on educational administration PhD level

I am also looking for such type of title

I am a student of undergraduate, doing research on how to use guidance and counseling to address unwanted teenage pregnancy in school

the topics are very good regarding research & education .

Can i request your suggestion topic for my Thesis about Teachers as an OFW. thanx you

Would like to request for suggestions on a topic in Economics of education,PhD level

Would like to request for suggestions on a topic in Economics of education

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l would like to request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

request suggestions on a topic in managing teaching and learning, PhD level (educational leadership and management)

I would to inquire on research topics on Educational psychology, Masters degree

I am PhD student, I am searching my Research topic, It should be innovative,my area of interest is online education,use of technology in education

request suggestion on topic in masters in medical education .

Look at British Library as they keep a copy of all PhDs in the UK Core.ac.uk to access Open University and 6 other university e-archives, pdf downloads mostly available, all free.

May I also ask for a topic based on mathematics education for college teaching, please?

Please I am a masters student of the department of Teacher Education, Faculty of Education Please I am in need of proposed project topics to help with my final year thesis

Am a PhD student in Educational Foundations would like a sociological topic. Thank

please i need a proposed thesis project regardging computer science

Greetings and Regards I am a doctoral student in the field of philosophy of education. I am looking for a new topic for my thesis. Because of my work in the elementary school, I am looking for a topic that is from the field of elementary education and is related to the philosophy of education.

Masters student in the field of curriculum, any ideas of a research topic on low achiever students

In the field of curriculum any ideas of a research topic on deconalization in contextualization of digital teaching and learning through in higher education

Amazing guidelines

I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance

Hi, I am an Early childhood trainer as well as a researcher, I need more support on this topic: The impact of early childhood education on later academic success.

I’m a student in upper level secondary school and I need your support in this research topics: “Impact of incorporating project -based learning in teaching English language skills in secondary schools”.

Although research activities and topics should stem from reflection on one’s practice, I found this site valuable as it effectively addressed many issues we have been experiencing as practitioners.

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Action Research in Special Education: An Inquiry Approach for Effective Teaching and Learning (Practitioner Inquiry Series) Illustrated Edition

Purchase options and add-ons.

This is the first book about action research devoted to the complex issues faced by children with special needs and their teachers. The authors begin by providing the historical and philosophical underpinnings of action research and then present a framework for conducting action research in special education. In addition, they feature four examples of actual teacher-researcher studies, as well as a “how-to” chapter that outlines the basic principles needed for conducting action research. This book is essential reading for anyone interested in using action research to enhance student achievement and to address issues of social justice faced by children with special needs.

Book Features:

• Details of the origins and practice of action research in special education.
• Demonstration of how action research is a dedicated component of preservice teacher preparation.
• Examples of action research performed by students in the field.
• ISBN-10 0807750913
• ISBN-13 978-0807750919
• Edition Illustrated
• Publisher Teachers College Press
• Publication date June 27, 2010
• Language English
• Dimensions 6.35 x 0.44 x 8.95 inches
• Print length 160 pages
• See all details

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Editorial Reviews

“This is exactly what we should be doing. By reading specific inquiry projects, teachers are invited to not only learn from these preservice teachers, but also embark on their own inquiries.” ― Celia Oyler , Teachers College, Columbia University

About the Author

Susan M. Bruce is an associate professor at the Lynch School of Education at Boston College, with a focus on special education. Gerald J. Pine (deceased) was a professor emeritus at the Lynch School of Education, Boston College.

Product details

• Publisher ‏ : ‎ Teachers College Press; Illustrated edition (June 27, 2010)
• Language ‏ : ‎ English
• Paperback ‏ : ‎ 160 pages
• ISBN-10 ‏ : ‎ 0807750913
• ISBN-13 ‏ : ‎ 978-0807750919
• Item Weight ‏ : ‎ 8.3 ounces
• Dimensions ‏ : ‎ 6.35 x 0.44 x 8.95 inches
• #480 in Special Education (Books)
• #603 in Education Research (Books)

About the author

Susan m. bruce.

Discover more of the author’s books, see similar authors, read author blogs and more

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Master of Education (M.Ed.) in Special Education

Career information is not specific to degree level. Some career options may require an advanced degree.

Current Job Openings and Salary Range

in ID, WA, OR, MT and HI

Entry-Level

Senior-Level

• Career Options
• Education Administrator, Preschool and Childcare Center/Program
• Education Administrator, Elementary and Secondary School
• Education Administrator, Postsecondary
• Educational, Guidance, School, or Vocational Counselor
• Education Teacher, Postsecondary
• Special Education Teacher, Preschool
• Special Education Teacher, Middle School
• Special Education Teacher, Secondary School
• Speech-Language Pathologist

Regional Employment Trends

Employment trends and projected job growth in ID, WA, OR, MT & HI

*Job data is collected from national, state and private sources. For more information, visit EMSI's data sources page .

• Degree Prep

A graduate degree in special education is ideal for people who have compassion and a desire to help those with special needs. A graduate degree places the student in leadership and decision-making roles. An undergraduate degree in education or a similar field is required for the special education program.

• Degree Roadmap

Students that wish to pursue their M.S. in Special Education have 4 options. 

»  Special Education Program Handbook

• Professional Licensing

Completion of the program will make you eligible to sit for the Standard Instructional Certificate  with Exceptional Child endorsement.

• Scholarships

Visit the  Financial Aid office  for available scholarships.

• Hands-On Learning

Students in the special education program have many opportunities for hands-on training in the Center on Disabilities and Human Development . About 20 students are enrolled in the program each year. The small size allows them to form strong interpersonal bonds with faculty as well as one another.

You will also have opportunities to participate in interdepartmental studies, become involved in community-based programs and network with professionals in special education and other disciplines.

• Internships

Upon completion of your coursework, you will be required to take certification exams by the state in which you will work. You also will complete a one semester internship experience in a classroom environment, where you will learn alongside experienced teachers. You also will receive personal mentorship from our leading education faculty. Learn more about semester internships .

• Job Openings and Salary Range
• Employment Trends

Guide all students toward success.

You believe all students deserve engaged, responsive instruction regardless of ability. You’re not alone — school districts in Idaho and across the country seek out compassionate special education teachers and administrators ready to make an impact. Prepare to become a special education instructor or to train teachers to effectively work with students with special needs. Our graduates go on to secure positions in public and private schools.

Drive change and lead tomorrow’s classroom by earning a Master of Education (M.Ed.) in Special Education, geared toward current and future professionals, from the College of Education, Health and Human Sciences . Throughout your enrollment, you'll participate in high-quality programs and network with special education professionals. You'll also have the opportunity to participate in interdepartmental research. This state-approved program is accredited by the Council for the Accreditation of Educator Preparation . Expand your own knowledge while elevating and guiding all students toward success.

• The Special Education program offers an undergraduate teaching major as well as two different tracks to a master's degree. One track is for certified teachers to earn the Idaho Exceptional Child Generalist teaching endorsement and the other is for special educators who are already certified.
• Receive opportunities to learn from and collaborate with faculty from the Center on Disabilities and Human Development , the University of Idaho’s Center for Excellence in Developmental Disabilities (UCEDD), which champions through education, outreach, research and service the mission of having all people fully participate in their communities.
• Online option available.

Degree Options

This program takes three possible formats:

Are you already a certified teacher with a special education endorsement? Expand your knowledge of the field and gain greater insight into pressing topics and the latest curriculum-planning techniques.

Are you a certified teacher who would like to add a special education teaching endorsement to your license? This master’s program builds on your bachelor’s and prepares you to qualify for the Standard Instructional Certificate with Exceptional Child Endorsement.

Or, are you interested in   pursuing the M.Ed. in Special Education as a 30-credit endorsement in conjunction with a bachelor’s degree in elementary or secondary education?  Complete this combined pathway in five years to qualify for both your initial Idaho teaching certification and the Exceptional Child Endorsement.

The University of Idaho's special education program offers a flexible online course of study tailored to your needs, guided by your major professor or advisor. Our Department of Curriculum and Instruction provides an undergraduate teaching major and two distinct tracks for a master's degree in special education.

Master's Only

A master’s-only track is available for experienced special educators who have a bachelor’s degree in special education or a closely-related field. This track is appropriate for individuals who wish to earn a master’s degree while expanding their knowledge of the field. In this track, students register for a number of common courses covering topics designed to broaden teachers’ knowledge of special education strategies and promote professional development. Students also select, in conjunction with their advisor, additional classes to enhance their knowledge in a selected area of focus. Students in this track culminate their experience with a master’s project, designed by working with their faculty advisor.

Research (Min. 6 cr)

• EDCI 570 * : Introduction to Research (3 cr)
• EDSP 531: Single Subject Design Research (3 cr)
• EDCI 573: Action Research (3 cr)

*   Required

Special Education Courses (Min. 18 cr)

• EDSP 520: Education of People with Disabilities (3 cr) fall
• EDSP 530: Assistive Technology & Universal Design for Learning for Pre-K12 (2 cr) fall
• EDSP 531: Single subject research (3 cr) spring every other year; if not taken as the research requirement
• EDSP 540: Applied Behavior Analysis (3 cr) fall
• EDSP 548: Special Ed Curriculum (3 cr) fall
• EDSP 549: Language, Communication, and Social/Emotional Enhancement (3 cr) fall
• EDSP 423: Collaboration (3 cr) spring
• EDSP 425: Assessment (3 cr) spring
• EDSP 426: IEP Development (3 cr) spring
• EDSP 519: Orientation to Autism Spectrum Disorder (3 cr) spring every other year 2019
• EDSP 504: Evidence Based Practices in Special Education (2 cr) spring every other year 2020
• EDSP 504: Trends and Topics in Developmental Disabilities (3 cr) fall every other year starting 2019

Additional Courses (3 - 6 cr)

Credits arranged with Major Professor. These credit hours may include coursework in EDSP, EDCI, EDAD, ADOL or ED. Examples of classes:

• EDAD 513 Administration of Special Education Law (3)
• EDAD 582 Special Education Director Administration (3)
• EDAD 595 Supervision of Personnel (3)
• EDCI 511: Planning and Administering the Curriculum (3)
• EDCI 513: History of Education Thought (3)
• EDCI 524: Models of Teaching (3)
• EDCI 572: Measurements and Evaluation (3)

Final Research Project

• EDSP 599 * : Research: Non-thesis project/Capstone portfolio (1 - 3 cr)

* Required: EDSP 599 (1 cr) the semester of graduation

Master's Plus Certification in Special Education

The master’s plus certification track is available to people new to special education and affords the opportunity to earn a degree while gaining initial Special Education Exceptional Child K-12 teaching preparation and certification. Students who pursue this track will exit with the master’s degree and an Idaho teaching certification in Exceptional Child Generalist. Because this track results in initial preparation in special education, coursework is paired with field experience so that students will gain the opportunity to link their subject knowledge to pedagogy and practice. The culminating activity for students in this track is a semester long teaching internship during which students will gain valuable hands-on experience. Candidates in this track already will hold an elementary or secondary teaching certificate and have no previous degree in special education.

Prerequisites

• EDSP 300: Education for Exceptionalities (3 cr) (all semesters) Or EDSP 520 Education of People with Disabilities (3 cr) (fall)
• EDSP 325: Classroom Application of Learning Theory (2 cr) (summer)
• EDSP 350: Language & Communication Development & Disorders (3 cr) (summer)
• Elementary Certification through U of I Or EDCI 463 Content Reading (3 cr)
• *Pass Praxis #5001 Elementary Education: Multiple Subjects (this Praxis exam must be passed within the first semester of student’s graduate studies)

Fall Courses

• EDSP 540: Behavioral Analysis for Children and Youth (3 cr)
• EDSP 548: Special Education Curriculum (3 cr)
• EDSP 549: Language, Communication and Social/Emotional Enhancement (3 cr)
• EDSP 530: Assistive Technology & UDL in K12 (2 cr.)

Spring Courses

• EDSP 423: Collaboration (3 cr)
• EDSP 425: Assessment (3 cr)
• EDSP 426: IEP Development (3 cr)

Any Semester Courses

• EDCI 570 Research (3 cr) (all semesters)

Final Semester Courses

• EDSP 599: Research: Non-thesis project (1-3 cr) must have one credit of EDSP the semester of graduation
• EDSP 597 :Internship/student teaching (6-8 cr) (8 weeks)

The required courses below depend if certified for elementary or secondary education.

Elementary Education

• EDCI 320: Teaching Reading and Literacy (3 cr)
• EDCI 463: Literacy Methods for Content Learning (3 cr)

Secondary Education

Note: EDSP 325 and EDSP 350 may be waived based professional experience and equivalent coursework.

Undergraduate Teaching Major (Endorsement)

EHHS offers a 31 credit endorsement (teaching major) in special education, open to elementary and secondary education majors. Students who complete the endorsement will meet the requirements for an initial Idaho teaching certification/credential and the exceptional child generalist teaching certification, enabling them to teach elementary or secondary as well as special education grades K-12.

The schedule of coursework will be determined with academic advisors based on the required coursework listed below: 

Option 1: Elementary Education

• EDSP 300: Educating for Exceptionalities (3 cr, any semester)
• EDSP 325: Classroom Applications of Learning Theories (2 cr, summer)
• EDSP 350: Language and Communication Development and Disorders (3 cr, summer)
• EDSP 423: Collaboration (3 cr, spring)
• EDSP 425: Evaluation of Children and Youth (3 cr, spring)
• EDSP 426: Developing Instructional Programs (3 cr, spring)
• EDSP 430: Assistive Technology and UDL (2 cr, fall)
• EDSP 448: Special Education Curriculum (3 cr, fall)
• EDCI  463: Content Reading (3 cr)
• EDSP 484: Special Education Internship (6 cr) 

Option 2: Secondary Education

All courses listed above plus:

• MTHE 235: Mathematics for Elementary Teachers I (3 cr)
• MTHE 236: Mathematics for Elementary Teachers II (3 cr)
• EDCI 320: Teaching Reading and Literacy (3 cr)

News and Features

Curriculum and Instruction

Meet the Faculty

Special Education

Through all pathways, you’ll focus on developing and teaching appropriate curriculum for students with mild to moderate disabilities, with emphasis placed on learning disabilities, mental conditions and other disabling conditions. Learn to create assignments and lesson plans geared toward each individual’s needs and abilities based on behavior, social and academic development and equip them for life beyond school.

As you progress, you’ll refine your teaching methods by better understanding disabilities, special education and developmentally responsive school models; the principles of developmentally appropriate instruction and teaching strategies; methods for conceiving challenging, integrative and exploratory curriculum; and techniques for encouraging inquiry and collaboration in the classroom. You’ll learn to identify special education needs, evaluate and monitor students, and gather and analyze data through educational research.

In addition to coursework, you’ll complete a one-semester internship, where you’ll gain insights from an experienced professional in a classroom environment.

You’ll cultivate bonds that will help grow your career. Beyond your internship, you’ll receive more personalized instruction through small class sizes, and build your network and industry knowledge through community-based programs and interdepartmental studies.

Prepare for a rewarding career and influence the next generation of students. Before applying to U of I’s highly ranked M.Ed. in Special Education program, review all admission requirements .

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Home > ETD > Doctoral > 5640

Doctoral Dissertations and Projects

A phenomenological study of the perceptions of behavioral supports for students with low functioning autism in virtual learning programs.

Alicia L. Chamberlin , Liberty University Follow

School of Education

Doctor of Philosophy in Education (PhD)

Sherrita Rogers

autism, low-functioning autism, distance learning, virtual learning, behavior, laws of learning, Edwards Thorndike, Training, remote Special Education Teacher, Learning Coach, ABA

Disciplines

Special Education and Teaching

Recommended Citation

Chamberlin, Alicia L., "A Phenomenological Study of the Perceptions of Behavioral Supports for Students with Low Functioning Autism in Virtual Learning Programs" (2024). Doctoral Dissertations and Projects . 5640. https://digitalcommons.liberty.edu/doctoral/5640

The purpose of this transcendental phenomenological study was to describe the perceptions of Special Education Teachers regarding positive behavioral supports for students with Low Functioning Autism (LFA) and behavioral challenges who participate in virtual learning environments. The theory guiding this study is Thorndike’s associative learning theory as it provides a framework for understanding the challenges associated with the application of behavioral supports within the virtual learning environment. The Central Research Question in this study is: What are the shared experiences of Special Education Teachers who implement positive behavioral supports (PBS) for students with LFA and behavioral challenges who participate in an academic virtual learning environment (VLE)? Through observations, interviews, and focus groups, Moustakas’ transcendental-phenomenological design was applied to explore the Central Research Question. Ten Special Education Teachers, consisting of nine females and one male, who taught students from grades six-12 online, had at least three years of experience teaching Special Education, and had at least one student in their online class with LFA, participated in this study. There was no physical location for this study. Qualitative analysis revealed what Special Education Teachers considered to be the essential elements of the Laws of Learning. Additionally, the results revealed that training for teachers and parents on how to support students with LFA in the VLE could benefit educational programs, and implementing the essential elements of learning can mitigate challenges related to behavior and learning by addressing the most pervasive areas of deficit (i.e., hypersensitivity and hyposensitivity to sensory stimuli and habituation).

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University presidents testify as US colleges see more protests

By Aditi Sangal, Maureen Chowdhury, Matt Meyer, Matt Egan, Elise Hammond and Antoinette Radford, CNN

Foxx questions university heads over disciplinary actions

From CNN's Maureen Chowdhury

Republican Rep. Virginia Foxx questioned university presidents about the disciplinary actions taken at schools for antisemitic conduct since October 7, 2023.

Northwestern University President Michael Schill said that to his knowledge, no students have been suspended or expelled, but there are ongoing investigations and there has been termination of staff.

Rutgers University President Dr. Jonathan Holloway said that there are investigations underway. The school has suspended four people and 19 others have had additional disciplinary actions, he said.

Chancellor of the University of California Los Angeles Dr. Gene Block said that his school has over 100 active investigations since October 7 of both antisemitism and Islamophobia.

"So, very few students have received any kind of disciplinary action," Foxx said.

Fight against antisemitism "must be waged with education," Rutgers president says

From CNN's Antoinette Radford

Rutgers President Jonathan Holloway continued his opening remarks by addressing the impact the Hamas-led October 7 attacks and the ongoing war in Gaza have had on both the Jewish and Palestinian communities on campus.

"At Rutgers, this war has been a tragedy for our Jewish and Palestinian communities," he said.

He said the university chose to respond to the protests with three priorities: "To ensure the safety of our community, to affirm and uphold our policies, and to promote dialogue and education."

Holloway reiterated the importance of education, saying:

"The battle against antisemitism, against bigotry in all of its forms must be waged with education."

He outlined ways the university had done that, including through lectures and films, establishing an advisory council on antisemitism at the New Brunswick campus, and by bringing Israeli and Palestinian students together in classrooms.

Encampments were a threat to our community, Northwestern University president says

In his opening statement, Northwestern University President Michael Schill defended the school's actions in handling protesters and the on-campus encampments.

Schill, who is Jewish himself, and reflected that his family members were Holocaust survivors and that "the committee is right to focus on what is a profoundly troubling reality facing the nation today: antisemitism is rising on campuses across the country, including at Northwestern. I am determined to confront this head-on. This fight could not be more personal for me."

Schill outlined four points he plans on addressing during the hearing:

• The very real problem of antisemitism on campus
• The health and safety of our community as the foundation for education and academic freedom
• Managing the encampment itself
• Our priorities moving forward

"Where there is conduct that threatens the Northwestern community we must impose discipline and we have done so," Schill said. He added that the current policies have fallen short and that new policies will be implemented before the new school term.

Schill went on to address the encampments and said he watched them pop up on his campus as well as campuses across the country.

"As I watched what was unfolding and the encampments across the country, I believe the danger it posed grew every day it stayed up," he said. "Every day brought new reports of intimidation and harassment."

He defended the tactic of dialogues the university used to help takedown the encampments and said "We did not give into any of the protesters demands," he said the commitments made were consistent with university values.

UCLA should have been ready to move faster to shut encampment, Chancellor Block says

From CNN's Matt Egan

UCLA Chancellor Gene Block acknowledged in his prepared remarks that the university should have been ready to move faster to shut down the pro-Palestinian on campus.

Block told lawmakers he decided on April 28 to remove the encampment after violence broke out and two days later, UCLA gave protesters written notice.

Yet before police could be assembled, the encampment was attacked by counterprotesters .

"Tragically, it took several hours before law enforcement could quell the violence," Block said.

"With the benefit of hindsight, we should have been prepared to immediately remove the encampment if and when the safety of our community was put at risk," he continued.

The UCLA chancellor, who is retiring in July after 17 years at the helm, noted that many Jewish students have had to confront "repugnant" rhetoric and images on campus.

"Trust me, I understand their pain. I've lived it myself," Block said, noting he grew up Jewish in the Catskills in a family with relatives who were Holocaust victims and survivors and as a former provost of the University of Virginia when neo-Nazis rioted outside his family's synagogue.

Ranking Democrat questions impact of antisemitism hearing: "Complaining about a problem is not a solution"

Democratic Rep. Bobby Scott, ranking member of the House Committee on Education and the Workforce, questioned the impact of another hearing on antisemitism at college campuses within six months in his opening remarks.

"Complaining about a problem is not a solution," Scott said. 

"The only changes that have resulted from these hearings is that a handful of individuals lost their jobs," he added. "Schools have had to dedicate hours that could've been used to combat discrimination on campus instead of responding to the majority's legal requests. And law firms advising college presidents had made a lot of money preparing the clients to testify in these hearings."

Scott went on to defend peaceful protesters by citing the First Amendment and recalling the impact of the Civil Rights movement on public opinion.

"No one on this panel is advocating for violence or harassment or disruption of the university operations, but students have the right to peacefully protest and express their opinions regardless of whether or not those opinions are politically unpopular or morally abhorrent," Scott said.

Rutgers president references his own family history in remarks to House committee

Rutgers University President Dr. Jonathan Holloway opened his testimony before the House committee by reiterating how proud the university is to have “one of the largest Jewish student populations in America.”

“We do so today, we did so long before October 7, and we will always do so,” Holloway said.

Holloway referenced his own family's background as he opened his speech, referencing his father who he said became the first Black person to teach at the Air War College in Montgomery, Alabama, and his grandfather, who was dean of education at Bennett College in Greensboro, North Carolina.

“I share this to make clear that a commitment to education and to providing access is in my DNA. And though I fully recognize the myriad ways in which my experience and that of our Jewish community are different, I know something about the awful impact of discrimination, too,” he said.

Harvard bars 13 senior undergrads from commencement

From CNN's Luciana Lopez

Harvard University has banned 13 senior undergraduate students from taking part in Thursday's commencement, according to a statement from a group called Harvard Out of Occupied Palestine (HOOP) coalition.

"On Wednesday afternoon, the Harvard Corporation notified 13 senior undergraduate students that the administration would not allow the students to graduate as a result of their alleged participation in the Gaza solidarity encampment in Harvard Yard," according to the statement.

A group of pro-Palestinian protesters who maintained an  encampment at Harvard University  reached an agreement with the university to end their encampment last week .

Pro-Palestinian encampments roiled many US universities for weeks this spring, with sometimes-violent clashes among students, school administrators, outside protestors and law enforcement; charges of antisemitism and antisemitic acts; and chaos that disrupted commencement activities across the country.

Rep. Foxx takes aim at college leaders but says hearing is not intended to "enact right-wing cancel culture"

In her opening address to the House Committee on Education and the Workforce, Republican Rep. Virginia Foxx is taking aim at leaders of universities across the US, evoking Ernest Hemingway to illustrate what she describes as their "decline."

She began her opening remarks claiming universities have “nurtured a campus culture of radicalism, in which antisemitism grew and become tolerated by administrators.”

She said the October 7 Hamas attacks on Israel “ignited a powder keg of pro-terror campus fervor.”

In the months that followed, she said, Jewish students were “harassed, assaulted and intimidated” which led to “hijacking buildings, erecting unlawful encampments, disrupting classrooms and canceling commencements.”

Foxx continued her opening statement by demanding accountability from leaders of the universities who she said allowed encampments to take place, saying they should be “ashamed” of their actions.

Foxx also said she believed the university conceded to those who broke the rules on campus by constructing encampments, and she wanted to look into it further in today's hearing.

Summarizing her opening, the congresswoman said she wanted to make it clear that the hearings were not intended to “enact right-wing cancel culture as purported by the left.”

“The purpose is to end antisemitic violence and harassment on campus, full stop,” she said.

Some colleges relied on police action against pro-Palestinian protesters. Here's what to know

From CNN staff

As pro-Palestinian protests erupted across the United States, many universities relied on the police to bring an end to the demonstrations, a strategy that brought a wave of criticism for administrators.

Since April 18, more than 2,400 students have been arrested amid protests on more than 50 campuses, according to authorities.

Here's a look at some of the campuses:

Columbia University: On April 30, dozens of protesters entered Hamilton Hall and barricaded themselves inside before the university asked for the NYPD’s assistance. Police officers moved onto the campus that night and arrested 112 people , according to the New York Police Department.

University of Pennsylvania: Police broke up an encampment on campus on May 10 and arrested nearly three dozen people. The student newspaper  The Daily Pennsylvanian reported  that protesters received a two-minute warning to disperse shortly before 6 a.m. The encampment had been up for 16 days. At least 33 people were arrested without incident and cited for defiant trespass.

Massachusetts Institute of Technology: Law enforcement cleared an encampment at MIT on May 10, days after the  university announced  a “set of disciplinary consequences” for students who remained following a deadline to leave. Demonstrators chanted “Free Palestine” as police took apart the encampment on the Cambridge, Massachusetts, video from  CNN affiliate WFXT  showed.

University of Wisconsin-Madison: At least 12 people were arrested on May 1 as law enforcement officials took down tents and disassembled an encampment. Several people resisted arrest, according to the university, which said the encampment violated school policy and a state law enacted by the legislature limiting certain types of activities on campus.

University of California Los Angeles: Video footage from April 30 shows that some counterprotesters instigated the fighting . Many appeared dedicated to the pro-Israel cause. Police did little to intervene and law enforcement did not track injuries from the attack. But according to the encampment’s organizers, more than 150 students “were assaulted with pepper spray and bear mace,” and at least 25 ended up being transported to local emergency rooms to receive treatment for injuries including fractures, severe lacerations and chemical-induced injuries.

A snapshot of where arrests were made between April 18 and May 10:

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• About Adverse Childhood Experiences
• Risk and Protective Factors
• Program: Essentials for Childhood: Preventing Adverse Childhood Experiences through Data to Action
• Adverse childhood experiences can have long-term impacts on health, opportunity and well-being.
• Adverse childhood experiences are common and some groups experience them more than others.

What are adverse childhood experiences?

Adverse childhood experiences, or ACEs, are potentially traumatic events that occur in childhood (0-17 years). Examples include: 1

• Experiencing violence, abuse, or neglect.
• Witnessing violence in the home or community.
• Having a family member attempt or die by suicide.

Also included are aspects of the child’s environment that can undermine their sense of safety, stability, and bonding. Examples can include growing up in a household with: 1

• Substance use problems.
• Mental health problems.
• Instability due to parental separation.
• Instability due to household members being in jail or prison.

The examples above are not a complete list of adverse experiences. Many other traumatic experiences could impact health and well-being. This can include not having enough food to eat, experiencing homelessness or unstable housing, or experiencing discrimination. 2 3 4 5 6

Quick facts and stats

ACEs are common. About 64% of adults in the United States reported they had experienced at least one type of ACE before age 18. Nearly one in six (17.3%) adults reported they had experienced four or more types of ACEs. 7

Preventing ACEs could potentially reduce many health conditions. Estimates show up to 1.9 million heart disease cases and 21 million depression cases potentially could have been avoided by preventing ACEs. 1

Some people are at greater risk of experiencing one or more ACEs than others. While all children are at risk of ACEs, numerous studies show inequities in such experiences. These inequalities are linked to the historical, social, and economic environments in which some families live. 5 6 ACEs were highest among females, non-Hispanic American Indian or Alaska Native adults, and adults who are unemployed or unable to work. 7

ACEs are costly. ACEs-related health consequences cost an estimated economic burden of $748 billion annually in Bermuda, Canada, and the United States. 8

ACEs can have lasting effects on health and well-being in childhood and life opportunities well into adulthood. 9 Life opportunities include things like education and job potential. These experiences can increase the risks of injury, sexually transmitted infections, and involvement in sex trafficking. They can also increase risks for maternal and child health problems including teen pregnancy, pregnancy complications, and fetal death. Also included are a range of chronic diseases and leading causes of death, such as cancer, diabetes, heart disease, and suicide. 1 10 11 12 13 14 15 16 17

ACEs and associated social determinants of health, such as living in under-resourced or racially segregated neighborhoods, can cause toxic stress. Toxic stress, or extended or prolonged stress, from ACEs can negatively affect children’s brain development, immune systems, and stress-response systems. These changes can affect children’s attention, decision-making, and learning. 18

Children growing up with toxic stress may have difficulty forming healthy and stable relationships. They may also have unstable work histories as adults and struggle with finances, jobs, and depression throughout life. 18 These effects can also be passed on to their own children. 19 20 21 Some children may face further exposure to toxic stress from historical and ongoing traumas. These historical and ongoing traumas refer to experiences of racial discrimination or the impacts of poverty resulting from limited educational and economic opportunities. 1 6

Adverse childhood experiences can be prevented. Certain factors may increase or decrease the risk of experiencing adverse childhood experiences.

Preventing adverse childhood experiences requires understanding and addressing the factors that put people at risk for or protect them from violence.

Creating safe, stable, nurturing relationships and environments for all children can prevent ACEs and help all children reach their full potential. We all have a role to play.

• Merrick MT, Ford DC, Ports KA, et al. Vital Signs: Estimated Proportion of Adult Health Problems Attributable to Adverse Childhood Experiences and Implications for Prevention — 25 States, 2015–2017. MMWR Morb Mortal Wkly Rep 2019;68:999-1005. DOI: http://dx.doi.org/10.15585/mmwr.mm6844e1 .
• Cain KS, Meyer SC, Cummer E, Patel KK, Casacchia NJ, Montez K, Palakshappa D, Brown CL. Association of Food Insecurity with Mental Health Outcomes in Parents and Children. Science Direct. 2022; 22:7; 1105-1114. DOI: https://doi.org/10.1016/j.acap.2022.04.010 .
• Smith-Grant J, Kilmer G, Brener N, Robin L, Underwood M. Risk Behaviors and Experiences Among Youth Experiencing Homelessness—Youth Risk Behavior Survey, 23 U.S. States and 11 Local School Districts. Journal of Community Health. 2022; 47: 324-333.
• Experiencing discrimination: Early Childhood Adversity, Toxic Stress, and the Impacts of Racism on the Foundations of Health | Annual Review of Public Health https://doi.org/10.1146/annurev-publhealth-090419-101940 .
• Sedlak A, Mettenburg J, Basena M, et al. Fourth national incidence study of child abuse and neglect (NIS-4): Report to Congress. Executive Summary. Washington, DC: U.S. Department of Health an Human Services, Administration for Children and Families.; 2010.
• Font S, Maguire-Jack K. Pathways from childhood abuse and other adversities to adult health risks: The role of adult socioeconomic conditions. Child Abuse Negl. 2016;51:390-399.
• Swedo EA, Aslam MV, Dahlberg LL, et al. Prevalence of Adverse Childhood Experiences Among U.S. Adults — Behavioral Risk Factor Surveillance System, 2011–2020. MMWR Morb Mortal Wkly Rep 2023;72:707–715. DOI: http://dx.doi.org/10.15585/mmwr.mm7226a2 .
• Bellis, MA, et al. Life Course Health Consequences and Associated Annual Costs of Adverse Childhood Experiences Across Europe and North America: A Systematic Review and Meta-Analysis. Lancet Public Health 2019.
• Adverse Childhood Experiences During the COVID-19 Pandemic and Associations with Poor Mental Health and Suicidal Behaviors Among High School Students — Adolescent Behaviors and Experiences Survey, United States, January–June 2021 | MMWR
• Hillis SD, Anda RF, Dube SR, Felitti VJ, Marchbanks PA, Marks JS. The association between adverse childhood experiences and adolescent pregnancy, long-term psychosocial consequences, and fetal death. Pediatrics. 2004 Feb;113(2):320-7.
• Miller ES, Fleming O, Ekpe EE, Grobman WA, Heard-Garris N. Association Between Adverse Childhood Experiences and Adverse Pregnancy Outcomes. Obstetrics & Gynecology . 2021;138(5):770-776. https://doi.org/10.1097/AOG.0000000000004570 .
• Sulaiman S, Premji SS, Tavangar F, et al. Total Adverse Childhood Experiences and Preterm Birth: A Systematic Review. Matern Child Health J . 2021;25(10):1581-1594. https://doi.org/10.1007/s10995-021-03176-6 .
• Ciciolla L, Shreffler KM, Tiemeyer S. Maternal Childhood Adversity as a Risk for Perinatal Complications and NICU Hospitalization. Journal of Pediatric Psychology . 2021;46(7):801-813. https://doi.org/10.1093/jpepsy/jsab027 .
• Mersky JP, Lee CP. Adverse childhood experiences and poor birth outcomes in a diverse, low-income sample. BMC pregnancy and childbirth. 2019;19(1). https://doi.org/10.1186/s12884-019-2560-8 .
• Reid JA, Baglivio MT, Piquero AR, Greenwald MA, Epps N. No youth left behind to human trafficking: Exploring profiles of risk. American journal of orthopsychiatry. 2019;89(6):704.
• Diamond-Welch B, Kosloski AE. Adverse childhood experiences and propensity to participate in the commercialized sex market. Child Abuse & Neglect. 2020 Jun 1;104:104468.
• Shonkoff, J. P., Garner, A. S., Committee on Psychosocial Aspects of Child and Family Health, Committee on Early Childhood, Adoption, and Dependent Care, & Section on Developmental and Behavioral Pediatrics (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232–e246. https://doi.org/10.1542/peds.2011-2663
• Narayan AJ, Kalstabakken AW, Labella MH, Nerenberg LS, Monn AR, Masten AS. Intergenerational continuity of adverse childhood experiences in homeless families: unpacking exposure to maltreatment versus family dysfunction. Am J Orthopsych. 2017;87(1):3. https://doi.org/10.1037/ort0000133 .
• Schofield TJ, Donnellan MB, Merrick MT, Ports KA, Klevens J, Leeb R. Intergenerational continuity in adverse childhood experiences and rural community environments. Am J Public Health. 2018;108(9):1148-1152. https://doi.org/10.2105/AJPH.2018.304598 .
• Schofield TJ, Lee RD, Merrick MT. Safe, stable, nurturing relationships as a moderator of intergenerational continuity of child maltreatment: a meta-analysis. J Adolesc Health. 2013;53(4 Suppl):S32-38. https://doi.org/10.1016/j.jadohealth.2013.05.004 .

Adverse Childhood Experiences (ACEs)

ACEs can have a tremendous impact on lifelong health and opportunity. CDC works to understand ACEs and prevent them.

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• Leading Minds 2024: Climate action

Breaking the barriers and challenging the status quo

• Projects and reports

Despite international commitments, the burden of climate change is bringing loss of life, biodiversity and infrastructure. It presents a grave threat to children’s rights and prospects. A global mind shift is needed to bring about systemic change to protect our planet and prepare children and young people for the future. To get there, we need to assume responsibility and accelerate the transition.

So, from May 28-31, some of the world’s top thinkers – innovators, influencers, researchers, governments and others – will come together to pose bold questions and identify even bolder answers to one of the most pressing challenges for children.

Co-created by young people, Climate Action: Breaking the Barriers and Challenging the Status Quo will ask questions and examine priority breakthroughs on climate action, focusing on six key areas: loss and damage; eco-literacy, climate education and green skilling; equity in energy transition; climate justice; climate finance; and governance.

Loss and Damage

How is climate change creating new barriers to inclusion?  What are the systemic barriers to accelerating climate action?  

Loss and damage caused by climate change is no longer just theoretical. The loss of land, livelihoods, cultural heritage or even lives is already happening. And despite being the least responsible for causing the climate crisis, the children of today and tomorrow will face its impacts, including loss and damage, more acutely than any other generation to date. It is one of the greatest intergenerational injustices that children face today.

Yet children and young people and their rights are still largely absent from policy discussions and climate finance allocations. And where children and young people are considered, they are often treated only as vulnerable victims rather than as active agents of change.  

Eco-literacy, climate education and green skilling

What are the barriers to accelerating and scaling climate education strategies and approaches that will move the needle in accelerating climate action? Or is another paradigm shift needed to address the challenges that we face today?   

If children and young people are going to be prepared for climate shocks, contribute to building a world that is net zero, take action to protect their communities and advocate for action by their governments, then they need the right knowledge, skills and opportunities.

Yet education on climate change education is still not a priority in many countries, while budgetary commitments remain low, teacher readiness is poor and the capacities of education systems to mainstream climate education is weak.

But a significant milestone was reached in 2023, when 39 countries signed the  Declaration on Education and Climate Change , a critical step in improving climate change education. And exciting new developments are occurring across many different countries in testing and scaling innovative learning paths, supporting youth as learners and changemakers in both formal and non-formal education settings.

As the green economy grows there will be more and more opportunities for young people to build livelihoods and make meaningful contributions through green skills acquisition in a wide range of areas, from renewable energy technologies to sustainable agriculture to green construction. 

Equity in energy transition

What are the barriers hindering investment of the private sector in a people-centered, fair, equitable and just transition and how can these be overcome?   

In the past decade, remarkable progress has been made in transitioning to renewable energy. But that transition is more often driven by short-term gains and corporate interests than it is the welfare of people and societies – and that has often hit the most vulnerable.

And while there has been a growing recognition of the critical role the private sector can play in building the resilience of vulnerable communities to the impacts of climate change, investment there remains poor.

To add to the challenge, there is limited knowledge and data on the cost benefits of investing in building resilience. To fill this gap, UNICEF has commissioned Economist Impact to develop a cost-benefit model that can be used and replicated in any country to understand and quantify potential impacts of private sector investment. The report will be launched during the conference. 

Climate justice

What are some of the systemic barriers that do not allow children and young people to demand climate justice?  What paradigm shift is needed in order for transformative change to happen in the climate justice space?  

Children are uniquely vulnerable to the impacts of climate change. That’s one of the reasons that climate change is one of the greatest intergenerational injustices that children face today. 

The Convention on the Rights of the Child calls for equitable and inclusive responses to climate change that prioritize their needs and rights, particularly those from disadvantaged and marginalized backgrounds. And it reaffirms their right to live in a safe, clean, healthy, and sustainable environment.

Already dozens of cases have been brought to tribunals and courts around the world on behalf of children and youth. As the urgency to accelerate climate action grows over coming years, so too will demands for climate justice. 

Climate finance

What are the key systemic barriers in investing in climate action for children and how can they be overcome? 

According to the United Nations Environment Programme , the adaptation finance needs of developing countries are 10-18 times as big as international public finance flows – that’s over 50 per cent higher than the previous estimate.

And around three-quarters of climate finance is raised and spent in advanced economies.

That’s already a problem. But compounding that problem is that so little of climate funding commitments support children. Just 2.4 per cent of climate finance from key multilateral funds supports projects that are child responsive. Even when children are considered, they are considered victims and not agents of change – with just 1 per cent of those climate funds involving children in their design or monitoring.

Clearly, climate finance is – not yet – working for children and young people. 

In what ways can the integration of youth perspectives enhance the responsiveness and effectiveness of governance models in addressing climate change and what are barriers that hindering this integration? 

Young minds bring fresh perspectives, unbridled enthusiasm and a deep stake in the future, making their input crucial in crafting solutions that are both forward-thinking and grounded in the realities of our environmental and social challenges.

At a community level, the amplified voice of youth in making decisions can act as a catalyst, driving change from the ground up.

Yet, the traditional model of top-down governance in sectors like energy, agriculture, urban planning, hinders the effective design and implementation of policies that address both the realities of climate change and the needs of communities.

And these days, it is also vital to consider shrinking civic spaces and backsliding democracies. These political shifts could profoundly affect the ability of young people to engage in policy and decision-making, further eroding their trust in institutions.  

We are grateful to the City of Florence for their hospitality. 

Leading Minds harnesses the insight, foresight, and energy of youth, combining it with the wisdom and experience of world leaders to reimagine global leadership. The Leading Minds Fellowship on Climate provides a unique platform for young leaders to shape the agenda of the Leading Minds Conference 2024, focused on Climate Breakthroughs. 

Leading Minds Fellowship on Climate is an intensive, six-month fellowship programme designed to foster and harness the talents of young climate leaders aged 15-25. 

Participants are actively involved in identifying cutting-edge breakthroughs and solutions to drive impactful change in climate action and advocacy. 

By empowering these young leaders , we cultivate community-driven strategies to drive policy development, prioritize social equity within financial structures, advance renewable energy initiatives, advocate for environmental education as a catalyst for systemic change and chart the way for democratic governance to prepare and engage youth in building a sustainable future today. During the two months prior to the Leading Minds Conference, UNICEF’s Leading Minds Fellows on Climate Action worked to identify solutions, drive commitment, and inspire action within UNICEF and beyond.

The following publications have been prepared with Fellows as pre-conference materials that have helped shape the agenda and center the discussion around child rights and the role of young people in the climate space:

Discover youth insights on climate change and breakthrough solutions, and dive deeper through the following publications: 

• Emerging Horizons: Youth Insights on Climate Change and Breakthrough Solutions:  A synthesis report of the participatory workshop which informed the conference's key thematic areas.
• Twelve Thought Pieces on Climate Activism : A collection of 12 personal narratives from Leading Minds Fellows on Climate about how the climate crisis affects them and what they are doing in their communities and at global level to drive change on the climate agenda.
• Collapse, Compromise or Collective Action: Youth Stories on the Future of Climate Action:  A collection of future-inspired stories informed by a Horizon scanning exercise aimed fostering innovation, enhancing preparedness, and staying ahead in the rapidly evolving landscape of climate change.  

Files available for download

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Child labour remains a major coping strategy for families

Video games can have a positive impact on children – if they are designed right, says new study

Six ways to make Loss and Damage finance work for children

Climate change is hurting kids. Here is how we can address the harm

The Antidote to Ageism

Understanding the importance of intergenerational collaboration

General election latest: Keir Starmer commits to head-to-head election debates with Rishi Sunak

Labour leader Sir Keir Starmer fields questions live on Sky News as the general election campaign continues.

Friday 24 May 2024 09:36, UK

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The latest edition of Electoral Dysfunction  is in your podcast feeds now, and one of the main topics was the optics of Rishi Sunak's announcement of the general election date.

In case you missed it, he went out on to Downing Street in the pouring rain, and throughout his speech, the song Things Can Only Get Better by D:Ream was blaring out - which was the official anthem of Sir Tony Blair's landslide victory for Labour in 1997 ( more here ).

Our political editor Beth Rigby  explained that Mr Sunak did the announcement on the street because he "wanted to be traditional".

But former Scottish Tory leader Ruth Davidson  branded the launch "disastrous", saying: "The idea of tradition and all the rest of it, well, that's great and all.

"But you're the prime minister - you make the traditions here.

"How f****** incompetent do you have to be to launch a campaign that badly?

"And how much do you not protect your boss by allowing him to do it or encouraging him to do it?"

She added: "Wait for a break in the clouds, okay? Look, how hard is that?"

Jess Phillips , Labour MP for Birmingham Yardley said he wanted to avoid advertising that he is a centi-millionaire by having "a lackey holding an umbrella".

She added that he "wouldn't have lost a single vote" if someone had been holding an umbrella, or he'd delivered the speech inside.

"He will lose votes because of the way he launched it," she said.

👉 Listen above then tap here to follow Electoral Dysfunction wherever you get your podcasts 👈

Email Beth, Jess, and Ruth at [email protected], post on X to @BethRigby, or send a WhatsApp voice note on 07934 200 444.

Labour has claimed it is ridiculous to describe the fall in the energy price cap as good news.

It will be £1,568 a year from 1 July - a drop of £122 from the previous quarter.

Claire Coutinho, the energy secretary, told Sky News it is "really welcome news" (7.23am post).

But Ed Miliband, the shadow energy secretary, said: "Only Rishi Sunak's Conservatives could look at energy bills still being hundreds of pounds a year higher for families and call it good news."

The Energy and Climate Intelligence Unit, a non-profit organisation, has said the average annual dual-fuel bill for a UK household is still about 40% - or £450 - higher than before the energy crisis began.

Mr Miliband added: "If the Tories get back in, Britain will remain vulnerable to dictators like Putin, and family finances will continue to be rocked by sky-high energy bills.

“A Labour government will cut bills by setting up Great British Energy, a new publicly-owned company to invest in homegrown clean energy so we can boost energy independence and cut bills for good."

But Ms Coutinho described Great British Energy as a "complete gimmick" and a "drop in the ocean".

She also accused Labour of having "no plan" on energy security.

In our conversation with Sir Keir Starmer, he is also asked about news that Jeremy Corbyn will run against the Labour in Islington North.

"That's a matter for Jeremy Corbyn," he says. 

"I'm very clear. The first thing I said as Labour leader is that I would tear antisemitism out of our party by the roots. 

"That was my first solemn promise and I followed through all my heart. And that is why I took the decision that Jeremy Corbyn would not stand as a Labour candidate this election. 

"Jeremy standing is independent, that's a matter for him. 

"We will have an excellent Labour candidate in Islington North, making the same argument as we will across the country, which is, it's time to end 40 years of chaos and division. 

"It's time to turn the page on a fresh start and rebuild our country together."

Sir Keir Starmer is asked about a number of pledges that he has abandoned since running for the Labour leadership, including plans to spend £28bn a year on green investments.

Are people right to worry that promises made now could be broken?

The Labour leader takes tuition fees as an example, saying he agrees the "current system is unfair" on students and universities. 

"I did advocate getting rid of tuition fees, you're absolutely right about that," Sir Keir says. "Now, damage has been done to the economy, we've got to make a choice.

"We've got (NHS) waiting lists that are the best part of eight million - the money is not available to do both.

"In the end, if you can't do both, you have to make a decision. I've taken a political choice."

He reiterates this is the "practical reality of the damage the Tories have done to the economy".

Sir Keir says he has "prioritised the NHS", and he wants people to be aware of this before of the election - so they can judge him on it.

He says he thinks he has made the "right priority".

Asked why Labour are ahead in the polls, he says this is because "we are a changed Labour party".

Sir Keir adds: "If we get the privilege of coming into government it will be to serve, and service will be tattooed through everything we do."

The conversation then turns to energy prices, after the regulator confirmed that costs will come down after July.

Does this mean everything is coming back to normal under the Tories?

"Everywhere I go, so many people tell me the cost of living is still bearing down on them," Sir Keir says. "People on a mortgage, coming off a fixed mortgage, know their mortgages are going up by hundreds of pounds.

"Everybody knows prices are still going up, energy prices are still record high almost."

He says this is why "we need longer term solutions".

Sir Keir points to Labour's Great British Energy pledge, which he says would help energy prices "come down for good".

The Labour leader is asked when energy prices would come down under Great British Energy - and how quickly it could be established.

"Certainly by the end of the parliament, and a lot sooner than that," he says. "We can set up Great British Energy pretty quickly."

Sir Keir says discussions are already under way with potential partners.

 Labour leader Sir Keir Starmer has accused Rishi Sunak of "sounding increasingly desperate" after the prime minister accused him of dodging TV debates.

Speaking to Sky News from Glasgow, he said: "He's sounding increasingly desperate, I have to say.

"Of course there are going to be TV debates, they are part and parcel of the election cycle now. I obviously want to spend as much of my time talking to voters directly.

"I could do 100 debates with Rishi Sunak but I know what he's going to say, he's going to say everything is fine, the cost of living crisis is over, the health service hasn't got any problems.

"And that is all he ever says.

"Of course there are going to be debates, but he is sounding a bit desperate now."

He was asked about Sky News' leaders event in Grimsby, and whether he will commit to that.

Sir Keir did not commit either way, saying there will be "negotiations into what exactly we're doing, but of course there are going to be debates".

Asked to clarify if he's saying no to Sky News's debate, he refused to say more.

In the last hour, Jeremy Corbyn confirmed he will stand against the Labour party as an independent candidate for Islington North.

He has since shared a campaign video on X (formerly Twitter), writing: "I am standing as an independent candidate for the people of Islington North. 

" As your MP, I will continue to be an independent voice for equality, democracy and peace."

You can watch the clip for yourself below:

Daisy Cooper, the deputy leader of the Liberal Democrats, has said the "Conservative big beasts are running scared" after another MP confirmed they are standing down.

More than 70 Conservative MPs have said they will not compete for their seats at the general election, the latest being Wokingham member John Redwood.

He has been an MP for the constituency since 1987.

Ms Cooper said: "This is yet another Conservative big beast in the South of England who is now running scared.

"Wokingham is a key battleground where the Liberal Democrats are the clear challengers to the Conservatives.

"Right across the blue wall Conservative MPs are standing down in their droves and it's because they're worried about losing their seats to the Liberal Democrats.

"From the cost of living crisis to the sewage scandal these Conservatives know they've failed their constituents and now they're abandoning their seats."

Jeremy Corbyn is set to stand for re-election to parliament - but against the party he used to lead.

The former Labour leader will stand in the constituency of Islington North, which he has represented in the Commons since 1983, but as an independent, not a Labour candidate.

As he is standing against the Labour Party, this means he is automatically expelled as a member.

He told the Islington Tribune that he hopes to "represent the people of Islington North on exactly the same principles that I've stood by my whole life: social justice, human rights and peace".

Mr Corbyn said "these principles are needed now more than ever before", and vowed to defend "a genuine alternative to the corrupt years of this Tory government".

Sir Keir Starmer  effectively barred his predecessor from ever standing as a Labour candidate  when he proposed a motion by the party's ruling body, the National Executive Committee (NEC), which said Mr Corbyn "will not be endorsed by the NEC as a candidate on behalf of the Labour Party at the next general election".

It cited the dismal defeat Mr Corbyn led Labour to as leader in the 2019 general election in arguing his candidacy should be blocked and said the party's chances of securing a majority in the Commons would be "significantly diminished" if he was endorsed.

Mr Corbyn  has been without the party whip  - meaning he cannot sit as a Labour MP in the Commons - since 2020 following his response to a report into antisemitism within the party by the Equalities and Human Rights Commission,  which Sir Keir and his allies felt downplayed the significance of the problem  while he was leader.

The selection process for Labour's candidate for Islington North is under way, with hustings due to take place imminently between two short-listed candidates.

In January 2023, Rishi Sunak made five promises.

Since then, he and his ministers have rarely missed an opportunity to list them. In case you haven't heard, he promised to:

• Halve inflation
• Grow the economy
• Reduce debt
• Cut NHS waiting lists and times
• Stop the boats

See below how he is doing on these goals:

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