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This paper uses an action science approach in analyzing attempts to introduce readable/writable web technology, specifically blogging, into a course curriculum. It is suggested that action science is an important and to this point underused approach for understanding the potential and ramifications of introducing this new technology as a central part of the teaching and learning process. We concentrate especially on Argyris and Schon's construct "double loop" learning where study of the target phenomenon focuses on the impact of underlying "governing variables" on the ways members of an organization – in the case of this paper the classroom community – act in everyday situations. The intervention studied in this paper was the introduction of blogs as not only a key, but the primary component of a large, undergraduate, general education course. The intervention is analyzed two sequential classrooms. In the initial classroom the teaching team attempted to implement blogs by making adjustments to a traditional curriculum and was largely unsuccessful in terms of what teachers claimed they wanted to accomplish through introduction of the new technology. In the second classroom the teaching team opened the class up to changes in governing variables and through double loop learning developed more successful strategies for using blogs.

Using a sociopolitical perspective to understand the alignment of community values and school policies, we conducted focus groups in three geographically close but economically varied neighborhood in one Midwest urban area. The article presents findings related to constituent values, social capital, and school policies, including charter school policy, NCLB, and busing.

New parents' Facebook use was examined from a social capital perspective. Surveys regarding Facebook use and parenting satisfaction, parenting self‐efficacy, and parenting stress were completed by 154 mothers and 150 fathers as part of a larger study of dual‐earner, Midwestern U.S. couples making the transition to parenthood. Results indicated that mothers used Facebook more than fathers, and that mothers perceived an increase in use over the transition. When more of mothers' Facebook friends were family members or relatives, and when fathers reported connecting with more of their Facebook friends outside of Facebook, they reported better parental adjustment. For mothers, however, more frequent visits to Facebook accounts and more frequent content management were each associated with higher levels of parenting stress.