ABSTRACT
Three doctoral students from the East Carolina University International Ed.D. program are featured in this chapter. They collaboratively engaged students, teachers, and/or parents in discussing and addressing practice-based issues. As a result, the three school leaders demonstrate the possibilities that emerged in increasing access and equitable participation for all school constituents. The findings suggest that teams of teachers, or parents, can collectively address equity challenges. This chapter provides vivid accounts of how participatory action research (featured as part of the Ed.D. design explicated in a previous chapter of this book) is applicable to school settings as a process for engaging all school constituents in school improvement through use of cycles of inquiry and analysis of qualitative evidence.
