Dougherty, Jesse. “Creating and Sustaining an International Program in a Quaker School.” Institute for Engaging Leadership in Friends Schools 2011–2013 Action Research (April 2013): 11–12.
Jesse Dougherty interviewed several faculty at Friends schools with international programs to learn about their successes, in the hopes of applying those successes at Friends Select School. He realized, however, that he was sharing more about Friends Select’s program than learning about other programs. Dougherty has since focused on the needs of international students in Quaker schools; his specific focus is on introducing such students to norms of the community and to how Quaker ideals and values affect their education.

Fisher, Frank. “Learning Friends Schools: Exploration in Culture, Community and Idiosyncrasy.” Institute for Engaging Leadership in Friends Schools 2007–2009 Action Research (April 2009): 11–12.
Frank Fisher examined the common themes and differences in school culture among Friends schools. He discovered that each school speaks with a similar dialogue, though its “story” is how the school perceives itself through individuals and the community.

Hays, Kim. Practicing Virtues: Moral Traditions at Quaker and Military BoardingSchools. Berkeley and Los Angeles: University of California Press, 1994.
Practicing Virtues is about learning to be good in the distinct moral worlds of Quaker and military boarding schools. Both types of schools bind their communities with shared codes of conduct; the military schools’ conservative tradition emphasizes discipline and hard work, and the Quaker schools’ liberal tradition favors tolerance and togetherness. At the heart of this contrast are two sets of virtues: pride, loyalty, and leadership among the cadets, and simplicity, equality, and concern among the students at Quaker schools.

During the course of a year, Kim Hays lived in six schools, attending classes and staff meetings, sharing meals and informal conversation, and participating in the nonacademic side of boarding-school life. Despite the outward contrast between the Quaker and military settings, Hays found surprising similarities. Both systems cherish individualism while encouraging group identification and service to the school community. Hays shows that orderliness, obedience, and harmony do not in themselves create a vital moral environment. To reach that goal, teachers, students, and administrators need to disagree, question rules, and fight for change. This book has much to say about the role of education in developing moral responsibility. Every educator, student, and parent who cares about the future of American schooling will find valuable lessons here.

Heath, Douglas. The Peculiar Mission of a Quaker School. Pendle Hill Pamphlet #225. Wallingford, PA: Pendle Hill Publications, 1979.
Heath shares what he feels should be the values of a Friends school. Drawing on his experiences visiting many Quaker schools and colleges over fifteen years, he found that the most frequently raised query was “What should a Friends school be?” This pamphlet is one Friend’s answer to the query.

Larrabee, Travis J. “What Role Does Simplicity Play in the Life of a Friends Secondary School?” Voices of Leadership, Institute for Engaging Leadership in Friends Schools 2009–2011 Action Research (April 2011): 21–22. 
Travis J. Larrabee used his Action Research as way to better understand simplicity in Quaker terms and how living a nonsimplistic life can diminish one’s integrity. Larrabee asked teachers if they believed that simplicity was practiced and modeled in their school, to which many of them highly disagreed. Larrabee discusses his continued plan to work on this Action Research by providing more spaces for this discussion on simplicity to continue before he has tangible results.

Ohl, Dan. “Knowing Each Student Deeply: How Do We Pass on the Knowledge and Relationships to Those Who Will Care for Our Students Next? How Do We Tell Each Student’s Story Effectively and Fully?” Institute for Engaging Leadership in Friends Schools 2011–2013 Action Research (April 2013): 19–20. 
Dan Ohl investigates the most useful technology to help teachers pass on their meaningful relationships, and all the information included in such relationships, to a student’s teachers for the following year.

Donnelly, Nancy. “Faculty Decision Making in a Manner of Friends.” Institute for Engaging Leadership in Friends Schools 2005–2007 Action Research (April 2007): 12–13.
Nancy Donnelly’s Action Research began from an interest in how faculty members are introduced to the Friends practice of decision making, especially when said faculty are not Quakers. Donnelly created an orientation system for new faculty that brings them into a better understanding of meeting for business and decision making as well as offering continued support for veteran faculty.

Oberfield, Josh. “Hello. My Name Is . . . (An Orientation to Penn Charter’s Middle School).” Friends Council on Education Leadership Expressions Action Research(April 2015): 22–23.
Josh Oberfield’s Action Research came out of a need to help new students feel supported while adapting quickly and successfully to Friends schools’ traditions and community.

Barney, Cynthia L. Fox. “Unfolding—Creating a Parents Journal for the Journey from Pre-Primary to First Grade.” Institute for Engaging Leadership in Friends Schools 2011–2013 Action Research (April 2013): 3–4.
Cynthia L. Fox Barney of Friends School of Baltimore observed the anxiety of parents about their child’s transition from preprimary school to the first grade. Barney interviewed current first graders and from there created a journal with information about the transition process to be used as a tool by parents. She also gathered teachers from the preprimary and first grades to create more open communication and collaboration among teachers and parents.

Felter, Wilson. “Counseling in Quaker Schools: Best Practices and Common Mistakes.” Friends Council on Education Action Learning (April 2005): 5–6. 
Wilson Felter chose his Action Research to be about how Quaker schools handle situations when a student is not a good match for the school, and how the community can be affected if the student is asked to leave said school. Felter interviewed administrators from Sandy Spring Friends School and Westtown School about how they counsel such students. Felter found that it is necessary for school administrators to be good listeners, to be compassionate yet honest, and to communicate early with parents so that their expectations about what the school can offer are clear.

Gaines, Peter. “College Admission Process Anxieties.” Institute for Engaging Leadership in Friends Schools 2005–2007 Action Research (April 2007): 16–17.
Peter Gaines researched the cause of anxiety surrounding the college admission process in hopes of finding an “antidote” and making the process more transparent to parents and students.

Garman, Bryan. “Parent Education at Sidwell Friends Upper School.” Friends Council on Education Action Learning (April 2005): 7–8.
After hearing concerns from parents about a lack of communication on teaching for parents outside school, Bryan Garman began his Action Research. Garman looked to Rob Evans and his book Family Matters: How Schools Can Cope with the Crisis in Childrearing. Garman implemented two programs at Sidwell Friends School for parents. One is a breakfast program called Introduction to Upper School Life for ninth-grade parents; Garman instituted breakfast meetings for the other grade levels as well. The other is parent-teacher conferences for ninth-grade parents. Garman discusses work on a publication that outlines communication between parents and the school.

Hearing, Annette. “Healthy Dynamics of Leadership and Involvement in Parent Groups.” Voices of Leadership, Institute for Engaging Leadership in Friends Schools 2009–2011 Action Research (April 2011): 17–18.
Annette Hearing’s Action Research at Westtown School resulted in her finding a need for racial and economic diversity among the co-clerks of the school’s Parents Council. Hearing discusses plans to continue working on ways to keep attendance up and consistent at parent meetings.

Seitel, Marcy. “In My New School, How Can I Work with Parents Effectively When I Very Rarely See Them?” Institute for Engaging Leadership in Friends Schools 2007–2009 Action Research (April 2009): 25–26.
Marcy Seitel observed a lack of communication with many parents of students at her school, as they were often too busy to come to school functions. Seitel decided that email would be an effective form of contact and came up with four different types of email communications in order to invite dialogue from parents and help them feel knowledgeable about the school life of their child.