The 2018 pre-conference workshops will be taking place at the Flamingo hotel in Carson City and Mesquite.

Directions to the room location can be requested at the front desk. 


Sunday, February 26, 2018  -  4:00 pm to 6:00 pm - in Mesquite

The present workshop is designed for faculty to nurture intercollegiate partnerships and mentorship opportunities with the purpose of advancing EQRC/AABSS/CARE faculty scholarship.

The workshop is ideal for faculty interested in submitting or preparing a submission for the conference's supporting journals, Journal of Behavior and Social Sciences (www.jbssjournal.ors/), Journal of Ethnographic and Qualitative Research (, and/or other quality peer-reviewed journals.  Presenters include Dr. Heewon Chang, Editor of International Journal of Multicultural Education ((JME) and Dr. Karen Longman, Co-Editor of Christian Higher Education (CHE), who will share their "inside editors' scoop" with conference participants.  The editors will share practical tips tailored to faculty, including preparing a publishable manuscript, selecting a suitable journal for your manuscript, submitting to your selected journal, communicating with editors, and responding to reviewer comments for your revision.  In summary, you will find the workshop to be interesting, informative, and productive toward potentially becoming published.  We will include time for Q/A and all the speakers will be available for dialogue and exchange, following the presentation.

Among other valuable activities during your time at the upcoming research conference, we hope you will prioritize attendance at the workshop. They promise to be engaging and we look forward to making your acquaintance.

 About the Presenters

Heewon Chang, PhD, is Professor of Organizational Leadership and Multicultural Education and chairs the Ph.D. in Organizational Leadership program at Eastern University. Trained as an educational anthropologist, she teaches and writes on qualitative research methodologies. Her first book, Adolescent Life and Ethos, adopted the ethnography method for the study of a community and its local high school in the United States. Her three subsequent books focus on autoethnography as a qualitative research method and product. She founded two online academic journals, including the International Journal of Multicultural Education (IJME), and has served as Founding Editor-in-Chief of these journals for over 20 years. IJME ( is an internationally ranked peer-reviewed academic journal that is open-access to international authors and readers and is jointly sponsored by Eastern University in the United States and Yonsei University in South Korea.

Karen A. Longman serves as the Ph.D. program Director and Professor of Doctoral Higher Education at Azusa Pacific University (APU); the department currently serves just over 100 Ph.D. and Ed.D. students from across North America and around the world.  She earned her Ph.D. from the University of Michigan in the Center for the Study of Higher Education, holds master’s degrees from U.M. and Trinity Evangelical Divinity School, and completed her undergraduate work in psychology at Albion College in Michigan. Karen and her colleague, Laurie A. Schreiner, co-edit the journal Christian Higher Education: An International Journal of Research, Theory, and Practice.  Karen also edited the 2012 publication Thriving in Leadership: Strategies for Making a Difference in Christian Higher Education. She is currently editing a book titled Diversity Matters: Race, Ethnicity, and the Future of Christian Higher Education. In addition, Karen is co-editing a book series being sponsored by the International Leadership Association focused on “Women and Leadership” and co-edited the first volume in the series, titled “Women and Leadership in Higher Education.” Her research and publications focus on gender issues, leadership development, and Christian higher education.


Sunday, February 26, 2018  -  2:30 pm to 5:30 pm - in Carson City 

This workshop is designed to assist teachers and school-based personnel (e.g., administrators and support staff) to conduct action research from an ethnographic perspective. Action research has the potential of moving teachers beyond what they know in terms of content, to considering how to use what they know to engage in transformative teaching. Through the critical aspect of self-reflection, action research raises awareness of what is occurring in the classroom, helping teachers adjust their instruction. Action research has also been used at a school-wide level in order to address particular issues that administrators and faculty want to study together to facilitate their school improvement plans.

Action research is a process of conducting research on site that generates a question related to improving practice, then involves the teacher-research in initiating an action plan in order to collect and analyze data related to the question. The process involves self-reflection, and may generate more questions along the way that require additional data collection and analysis. What is unique to an ethnographic-based approach to action research is the use of an ethnographic perspective in order to orient the action research activities. The ethnographic base presumes that we view classroom or school participants acting as local cultures. This perspective also makes visible how educational participants construct norms, beliefs, and language in common as they interact in their educational spaces. We use ethnography in order to better understand the cultural aspects of our everyday interactions, while we engage in action research that seeks to solve local issues and problems of practice in classrooms, schools, and alternative educational spaces.

The workshop presenters will guide participants through several ethnographic processes and analytic techniques. Throughout the workshop we ask guiding questions in order to engage the participants in recognizing how our orienting theory directs the questions that we ask, the data we collect, and the way in which we approach analysis of data. We illustrate data collection methods that may be employed and are primarily qualitative or mixed methods in nature. We will discuss using a variety of data collection tools (e.g., session evaluations, artifacts, surveys, teacher / student work samples, videos) that could be used by various stakeholders such as teacher researchers, mentors, school district staff, university professors, graduate student researchers.

For purposes of data analysis, we demonstrate various techniques such as domain and taxonomic analysis, basic content and discourse analysis, and constructing event maps that provide ways of viewing data over time. In addition, participants will be engaged in formulating an action research project with their own ethnographic action research questions. For those in the session who have conducted action research projects prior to this workshop, we will discuss possible advanced analytics as well as illustrating how they can assist as action research mentors, working with novice action researchers. 

About the Presenters

Dr. LeAnn G. Putney is Professor of Educational Psychology at the University of Nevada, Las Vegas. Her ethnographic and action research projects have focused on how teachers and students construct responsible communities for academic success in K-12 schools. She has conducted action research with classroom teachers and administrators in numerous school settings, including current work with First Year Experience students and instructors who are conducting civic engagement action research projects. LeAnn has examined teacher and collective classroom efficacy from a Vygotskian perspective to illustrate how efficacy can be developed and enhanced. She also co-authored A Vision of Vygotsky, a book on Vygotskian theories related to pedagogical principles for teachers. 

Dr. Suzanne H. Jones is an Associate Professor of Literacy with the School of Teacher Education and Leadership at Utah State University. Her research interests reflect her experience as an elementary teacher with inner-city students. Suzanne’s research interests include investigations on text structure and interventions including small group discussions, self-explanations, and argumentation. Her research interests also include examining the role of emotions on conceptual change, attitude change, and belief change in elementary science classrooms. Her recent involvement in efficacy has resulted in a co-authored publication in Journal of Teacher Education on collective classroom efficacy and a co-authored piece on student teaching efficacy in Critical Issues in Teacher Education.

Dr. Leslie Nelson is an early childhood project facilitator for the Clark County School District. Her experiences in action research have focused on professional improvement at the individual classroom and grade level. She served as an action research mentor in the Clark County School District coaching education professionals through the implementation of their own action research projects. Leslie has presented results from her action research at the district, state and national levels. Her recent action research will be shared through a guest blog for the United Way of Southern Nevada.