| The effect of teaching comprehension strategies to community college students by using active engagement was examined in this action research study. Four college semesters comprised the cycles of the study which included nine course sections. The researcher served as participant observer, collecting and analyzing data to determine student response while also reflecting on her leadership theory-in-use.; Emergent data indicated the need to address social/emotional issues of students in order to engage them in active learning. Student apathy and passivity were addressed by gradually building relationships and providing opportunities for students to experience a sense of empowerment in the classroom. With community building as a goal, a directive instructional approach was used with various measures of accountability in place. As students learned to accept leadership roles, less directive pedagogical methods were used and classes moved toward developing a sense of community. Students responded positively to comprehension strategy instruction that was delivered through think-aloud modeling with overhead transparency examples. They also valued the use of underlining and annotating skills that were part of the course design.; During the reflective process, the researcher discovered that her leadership actions were firmly rooted in Feminist Theory, and developed an appreciation for the forces guiding her decisions. Reflecting on her actions and accompanying emotions, the researcher created a personal leadership model that stressed core values as the unwavering basis for decision-making. Leadership acts were expressed through efforts to build a sense of community, opportunities for students to enhance their empowerment in the classroom, and development of relationships within the community of learners. |
