{'fraction_non_alphanumeric': 0.025728987993138937, 'fraction_numerical': 0.004288164665523156, 'mean_word_length': 5.377049180327869, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
ACTION RESEARCH AS COMMENCEMENT: A MODEL FOR PRACTICING TEACHERS

Action research in education is an extended effort to improve the learning conditions of children by engaging teachers in systematic reflections on their practice. Miller & Pine (1990) assert, "Sustained action research may be our best hope to integrate research and professional development that improves students' learning" (p. 6). Miller & Pine both contributed substantially to the formation of the action research component of the master's program in early childhood education at Oakland University (OU). In this paper, the design of an action research sequence and its implications for students' professional growth will be profiled. Action research as commencement will be discussed in terms of program and course design, goals, and challenges for students; instructional approaches that support goals and address challenges; and student outcomes. For the purpose of this paper, the term "commencement" will refer to both the beginning of an action research project and the transition from an ending to a new beginning in the professional development of the students. PROGRAM AND COURSE DESIGN