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The New Paradigm Wars: Is There Room for Rigorous Practitioner Knowledge in Schools and Universities?
... Considering the history of action research, it is not surprising that there are now many different definitions and approaches for it (Waterman et al., 2001). Being aware of these differences is important, because different action research approaches have differing philosophical underpinnings and should hence be conducted and evaluated according to different criteria (Anderson & Herr, 1999;Newton & Burgess, 2008). Our action research approach in this study resembles mutual/practical action research that has its philosophical roots in hermeneutics and in interpretive research tradition. ...
... As a result, the practitioners typically gain a new understanding of their practice and the changes implemented tend to have a more lasting character than just the immediate enthusiasm caused by the change itself (Holter & Schwartz-Barcott, 1993). Newton and Burgess (2008) have suggested that practical action research should primarily be evaluated in terms of what Anderson and Herr (1999) refer as the catalytic and outcome validities. Catalytic validity refers to the degree to which the research process has energised participants towards knowing reality in order to transform it (Anderson & Herr, 1999). ...
... Newton and Burgess (2008) have suggested that practical action research should primarily be evaluated in terms of what Anderson and Herr (1999) refer as the catalytic and outcome validities. Catalytic validity refers to the degree to which the research process has energised participants towards knowing reality in order to transform it (Anderson & Herr, 1999). Outcome validity is concerned with "the extent to which actions occur which lead to a resolution of the problem that led to the study" (Anderson & Herr, 1999). ...
Traditional business development approaches have questionable effectiveness in dealing with changing and uncertain business environments, and more proactive alternatives are needed. The purpose of this research was to understand how the entrepreneurs of micro-enterprises perceived the usefulness of Lean Startup as a business development methodology in solving challenges posed by the global coronavirus crisis. Three micro-enterprises representing the hospitality industry were supported in using the Lean Startup methodology in series of company-specific workshops and group meetings, and the entrepreneurs were interviewed after the process. The results revealed strategies, which the case organisations had used to react to the coronavirus crisis, as well as benefits and challenges of following the Lean Startup methodology. The gathered experiences suggest that the Lean Startup methodology and related facilitation activities could be strategically beneficial for micro-enterprises in creating new services and addressing the challenge of lack of resources and established business development methods.
... The analysis of one teacher-researcher's professional practice is part of a more extensive action-research conducted within a PLC. This analysis of professional practice refers to an epistemological reflective analysis approach (Leitch & Day, 2000) combining the two perspectives: educator and researcher (Albarello, 2004;Anderson & Herr, 1999;Wang et al., 2010). Three movements were therefore activated in this analysis, namely, a focus on action, reflection on this approach, and the close interaction between research and practice (Anderson & Herr, 1999;Wang et al., 2010). ...
... This analysis of professional practice refers to an epistemological reflective analysis approach (Leitch & Day, 2000) combining the two perspectives: educator and researcher (Albarello, 2004;Anderson & Herr, 1999;Wang et al., 2010). Three movements were therefore activated in this analysis, namely, a focus on action, reflection on this approach, and the close interaction between research and practice (Anderson & Herr, 1999;Wang et al., 2010). The analysis of a teacher-researcher's professional actions is also typically performed using theoretical knowledge and experience to reveal a comprehensive interpretation of their professional actions. ...
... This task was performed following each PLC meeting and was a recurrent written exercise to summarise the journal extracts for subsequent interpretation. In this analysis, the teacher-researcher employed dialogical validity for his findings, a procedure involving critical reflective dialogue with the PLC members and a second researcher, which enabled him to validate the meaning emerging from the analysis (Anderson & Herr, 1999;Myers, 1985). ...
... These issues result in some universities and school districts all but banning action research as a legitimate form of research. Anderson (2002) and Anderson and Herr (1999) have written extensively on the ways that action research challenges the positivist assumptions built into the university's view of legitimate knowledge. So while we are encouraged by action research's growing popularity, our concern is that it be an empowering practice for school practitioners, not absorbed into or derailed by current accountability systems. ...
... Who creates knowledge about education, how it is created, and who uses it for what purposes are all political questions (Anderson & Herr, 1999). Many see action research as a social movement in which practitioners are attempting to assert their own ways of knowing educational and organizational processes as valid knowledge. ...
... An Example T o illustrate the research being done by practitioners at their own sites, we offer the following lengthy case example of work done by Herr (see also Herr & Anderson, 1993;Anderson & Herr, 1999;Herr, 1999aHerr, , 1999bHerr, , 1999c in her school setting. This is a window into what was an ongoing process, a work that was still unfolding even as we were writing about it. ...
... Scholars enumerate the benefits of practitioner research that include the emic perspective practitioners are able to provide because their research questions are derived from the intersection of practice and theory, and the level of detail their investigations offer because the research context is the practitioner's own professional setting (Cochran-Smith & Lytle, 1990;Hiebert et al., 2002). Furthermore, practitioner research extends the dialogue between researchers, policy makers, and practitioners by offering opportunities for practitioners to challenge and reveal issues of power and inequality in schools and classrooms (Anderson & Herr, 1999), helping researchers understand the complexities of classrooms, and providing policy makers with compelling accounts of practice (Rust & Meyers, 2006). ...
... Yet, these strengths of practitioner research, particularly the emic perspective and localized context, are also its vulnerabilities (Anderson & Herr, 1999;Huberman, 1996). The lower status traditionally accorded to practitioner research, along with an absence of clear guidelines for its methodology and quality, are frequently cited as reasons for debate about its role in research and knowledge production (Anderson, 2002;Heikkinen et al., 2016;Huberman, 1996;Zeichner & Noffke, 2001). ...
... Attempts to establish criteria for quality draw from multiple perspectives including literary traditions (Bullough & Pinnegar, 2001;Connelly & Clandinin, 1990), Japanese lesson study (Hiebert et al., 2002), and Greek philosophy (Heikkinen et al., 2016), to name a few. Accordingly, the resulting indicators for integrity range in focus from defining validity in multiple ways (Anderson & Herr, 1999), to standardizing methods (Levin, 2012), to establishing principles for validation (Heikkinen et al., 2016). ...
The emphasis in Ed.D. programs on professional knowledge and practical research means methodological training in these programs must prepare their candidates for the career demands graduates will likely encounter; practitioner research is well-suited to this task. Yet, the lower status traditionally accorded to practitioner research, along with an absence of clear guidelines for its methodology and quality, challenge its acceptance as a form of knowledge production. The current study analyzes 74 accounts of practitioner research in literacy for evidence of methodological quality. Findings reveal ways practitioner researchers systematically conduct and report their inquiries as well as areas for improvement. The hallmarks of quality identified in this study can be used by research educators to advance practitioner research as a methodology and knowledge generating endeavor.
... Meijer et al. (2013) identify five criteria to evaluate teacher learning achievements. A learning achievement criterion was first established by Anderson and Herr (1999) and becomes an effective indicator of teacher-conducted research quality (James & Worrall, 2000;Newton & Burgess, 2008). ...
... Finally, dialogic achievement focuses on critical dialogues with peers about the research to ensure its quality (Anderson & Herr, 1999). These five subachievements are used to analyze teachers' learning through research, interviews, and reflection journals. ...
... Outcome achievement. Teacher research to solve authentic workplace problems constitutes the outcome achievement of teacher learning (Anderson & Herr, 1999 Here, outcome achievement is synonymous with the successful outcome of the university-school project, an improvement in the teacher professional development model. All participants reportedly explored self-directed professional development after the 11-month period of learning to conduct research (OA2). ...
Purpose
This study explores the achievements and process of a group of Chinese primary school teachers learning from a research-based school-university collaborative project.
Design/Approach/Methods
We used qualitative methods to construct our research design, collecting data through participatory observations of weekly meetings, teacher interviews, and participants’ reflective journals. Both thematic analysis and discursive analysis were employed as strategies to scrutinize the data.
Findings
We categorize teachers’ learning into five achievements: outcome, processual, democratic, catalytic, and dialogic achievement. A further examination highlights seven successive learning actions composing an implicit mechanism to facilitate these achievements: questioning, analyzing, modeling, examining, implementing, reflecting, and consolidating.
Originality/Value
As a longitudinal study, we more comprehensively record details about teachers’ learning by conducting their own research. Although school-university heterogeneous collaboration has potential conflicts, teachers can improve their problem-solving and knowledge creation and sharing abilities, promoting a sense of professional accomplishment. These findings also suggest the need to reconsider the authentic process of teacher research, a task equally significant for international educators.
... Emancipation can be understood as a release from a state of incapacity or subordination and as self-determination, equality and empowerment. To understand opportunities and challenges to conduct emancipatory action research in top-down versus bottom-up initiatives with an external researcher, this study applies a synthesis of significant ideas in PAR and Nordic action research traditions, and Anderson and Herr's (1999) principles for trustworthiness in action research studies, as a theoretical framework (Table 1). Anderson and Herr (1999) highlight democratic validity, result validity, dialogical validity and catalytic validity as important in action research. ...
... To understand opportunities and challenges to conduct emancipatory action research in top-down versus bottom-up initiatives with an external researcher, this study applies a synthesis of significant ideas in PAR and Nordic action research traditions, and Anderson and Herr's (1999) principles for trustworthiness in action research studies, as a theoretical framework (Table 1). Anderson and Herr (1999) highlight democratic validity, result validity, dialogical validity and catalytic validity as important in action research. They also highlight process validity, which is significant in all kinds of research and therefore left aside in the theoretical framework. ...
... Trustworthiness in relation to democracy concerns the degree to which all participants are involved and cooperating, and the degree to which the researcher collaborates with the participants and takes everyone's perspective into consideration (Anderson and Herr 1999). Democratic validity conforms to the thoughts of democracy, equality and equity in PAR. ...
This article nuances an ongoing discussion among researchers about external researchers in emancipatory action research in the educational field. It examines opportunities and challenges for emancipatory action research for participants in top-down and bottom-up initiated action research projects with external researchers. An analysis based on variables for studying critical emancipatory action research highlights four central questions in both projects: whose choice, improvement for what, whose voice and improvement for whom. An external researcher could empower the understanding of the participants involved in terms of what to improve, contribute to all voices being heard, and strengthen improvements in those who were not in position of power in both top-down and bottom-up initiated action research. However, in the top-down initiative, the external researcher could not emancipate the participants in relation to the question whose choice it is to conduct action research, unlike in the bottom-up initiative. The findings indicate that involving external researchers in action research aiming for emancipation or not is not the relevant question. Instead, the question of relevance is what is required from external researchers in order to contribute to emancipation, a central question for all participants, for developing meaningful collaboration between school organisations and universities.
... The perspectives of those involved with action research studies affect the work that is done, what is learned, and how that information may be applied in those contexts (Herr and Anderson 2005;Webster-Deakin 2021). To ensure those perspectives are heard and understood, the action researcher needs to identify and select methods that will allow for the voices of those participants to be heard and understood that align with the goals of the project (Anderson and Herr 1999;Guy and Arthur 2021;Leuverink and Aarts 2019;Newton and Burgess 2008). To help with this endeavor, an important cycle in a doctoral action research project that can be included is a cycle concerning research methods (Buss 2018(Buss , 2019. ...
... Auden and Reed could have taken a more active role and worked with me to analyze their insights from their maps and their interviews. Had they done so the research would have been more collaborative (Anderson and Herr 1999;Annamma 2016Annamma , 2018Beneke 2021;Newton and Burgess 2008;Paris 2011). Yet, equally possible is that while I could have offered them the opportunity to participate in the data analysis, they may have chosen not to participate. ...
An important consideration for doctoral students as they plan for an action research dissertation is to determine the appropriate methods for their study. Doctoral students can include a cycle in the action research process to learn how to use and experiment with different methods. In deciding to include such a cycle in my doctoral action research, I sought to understand how to use education journey maps and determine whether I should include it as a method for my dissertation. Researchers who employ this qualitative method seek to understand people’s lived experiences visually, spatially, and temporally. To understand how to actualize this method, I worked with two colleagues at an English supplemental tutoring organization in China to develop our understanding of their journeys to becoming curriculum developers. Working with them led to the realization that these maps are an intimate presentation of the self. Those who create these maps learn more about themselves as they reflect on them. And these individuals serve as mediating guides in how to understand and conceptualize their journeys. Including this cycle has allowed me to better understand how to use education journey maps and what information can be learned from using them.
... Most studies of inquiry focus on teacher-level professional development instead of looking at inquiry as a tool for systemic reform (Anderson & Herr, 1999;Cochran-Smith & Lytle, 1990). This evaluation highlights the benefits and challenges associated with implementing the Strategic Inquiry model at scale. ...
... Since teacher inquiry is participant-driven and deeply connected to classroom life (Zeichner, 2003), teachers may be more likely to embrace it as a strategy for improving their practice. This is a key advantage of inquiry frameworks, as teacher buy-in is considered essential for reforms to land (Anderson & Herr, 1999;Cuban, 1984;Hiebert, Gallimore, & Stigler, 2002;Rust, 2009). More experienced, highly skilled facilitators help newer facilitators navigate the hurdles of leading adults. ...
... Accordingly, I read Anderson and Herr (1999) on practitioner research, and then Holliday (2002) on the 'politics of dealing' (while designing a contextually-sensitive informed consent form which gained approval before I used it in September 2003 when calling for volunteers). I then reflected on the possible motives for volunteering, producing the following list: interest in developing as teachers, students and researchers (by gaining more time to reflect on classroom practice, on the impact of the programme, and on ways of conducting research); interest in the subject of motivation; positive orientation towards the researcher; a progressive attitude towards change and personal growth. ...
... My progress reports reveal that I was also developing sensitivity to issues connected with being an insider researcher. As early as September 2003, I was locating my research on Holliday's (2002) 'progressive qualitative paradigm', discussing reflexivity, selfcriticality and the researcher's ideological position; I was also reading and thinking about qualitative concepts such as 'trustworthiness', 'validation' (Kvale 1996), and different kinds of validity, including 'catalytic validity' (Anderson and Herr 1999) (Progress Report 2). Nevertheless, there was some unevenness in my reading and developing knowledge. ...
I first became interested in ‘self-efficacy beliefs’, i.e. “people’s judgements of their capabilities to organize and execute courses of action required to attain designated types of performances” (Bandura 1986, p. 391), in 1998. This was while studying for an MA TESOL through the University of Edinburgh and working for the British Council in Nepal. Though involved in some language teacher education at the time, running workshops for the Nepal English Language Teachers’ Association and the Dalai Llama’s Snowland Foundation, my primary role included teaching 10-week 50-hour general English courses at the language centre. What attracted me to self-efficacy beliefs as an area of research is that these beliefs, which play an important role in mediating action, are task-, domain- and context-specific, and are consequently relatively fluid and open to change with carefully attuned support (Pintrich and Schunk 1996). As a teacher, I was interested in how learner training, including in strategy use, could build self-efficacy beliefs in ways of learning more independently, and focused my action research dissertation (Wyatt 2000) on this topic. So I elicited self-efficacy beliefs in different aspects of language learning, and then designed a series of learner training components to embed in the first month of my general English courses, in areas such as vocabulary building, utilizing the phonemic chart, mind-mapping essay plans, predictive listening, skimming and scanning reading strategies, and utilizing the CD ROMs (this was 1999) in the self-access centre. Self-efficacy beliefs were subsequently re-elicited directly and indirectly, so that I could make some assessment as to whether the learner training had had any impact.
... Relevant in de discussie over passende methodische grondigheid is het streven naar ecologische validiteit van praktijkonderzoek: de mate waarin onderwijs-en onderzoeksactiviteiten in de klas samenvallen en elkaar zelfs versterken (vgl. Anderson & Herr, 1999). Uitkomsten van studentonderzoek hebben geen bredere geldigheid dan voor de onderzoeksgroep (die vaak samenvalt met de eigen klas). ...
Onderzoekend vermogen van startbekwame leraren: wanneer is het goed genoeg? Ontwerp van een referentiekader voor curriculumontwikkelaars Jeroen S. Rozendaal (Hogeschool Rotterdam), Monique Ridder (Hogeschool Windesheim), Monique van de Laarschot (Hogeschool Utrecht), Dorien Doornebos-Klarenbeek (Fontys Lerarenopleiding Tilburg) Het onderzoekend vermogen van aspirant-leraren wordt in de eindfase van lerarenopleidingen veelal getoetst door middel van het uitvoeren en rapporteren van een praktijkonderzoek. Dit onderdeel van de opleiding is voor veel studenten een struikelblok en heeft vaak een beperkte impact in de onderwijspraktijk. 'Dit doe ik na mijn diplomering nooit meer,' verzuchten studenten. Oostdijk et al. (2018) constateren dat er vragen leven ten aanzien van de plaats en vorm van onderzoek in curricula van lerarenopleidingen: hoe zorgen we ervoor dat onderzoek wél betekenisvol is en duurzaam impact heeft op het handelen van de leraar? Wanneer is het niveau van onderzoekend vermogen 'goed genoeg'? Deze vragen vormen onderwerp van gesprek in de BAMA-groep, een informeel leernetwerk van portefeuillehouders onderzoek van educatieve bachelor-en masteropleidingen in Nederland en één deelnemer in Vlaanderen. In 2020 ontstond de behoefte om gezamenlijk te expliciteren wat we als lerarenopleiders verwachten van het onderzoekend vermogen van een startbekwame leraar op bachelorniveau in het primair onderwijs, voortgezet onderwijs en middelbaar beroepsonderwijs. Dit gezamenlijke beeld zou vervolgens kunnen dienen als een referentiekader voor het vormgeven van onderwijs inclusief toetsing in de afstudeerfase. In drie rondes ontwikkelde de BAMA-groep een 'Kader onderzoekend vermogen van de startbekwame leraar op bachelorniveau'. In dit beschouwend artikel beschrijven we de totstandkoming, presenteren we het kader en het gebruik ervan, evenals nog openstaande vraagstukken.
... However, in order to create evaluation systems that would appreciate and support PBR, we must first understand PBR and establish appropriate assessment criteria. Although there are several studies aimed at better understanding the quality of PBR (Anderson & Herr, 1999;Heikkinen et al., 2016;Oancea & Furlong, 2007;Oolbekkink-Marchand et al., 2014), their perspective is typically monodisciplinary and, therefore, not sufficient grounds for a thorough reform of science evaluation systems. Future studies could address this gap by conducting a cross-disciplinary mixed-method analysis of PBR. ...
Practice-based research (PBR) has emerged as a promising alternative to traditional models of academia–practice collaborations, aiming to integrate scientific inquiry with practical interventions. However, the lack of a comprehensive, cross-disciplinary understanding of PBR has obstructed its recognition and led to inadequate evaluation frameworks. To address this gap, this study conducted a bibliometric analysis across the Social Sciences and Humanities disciplines to explore trends in PBR adoption and publication. Analyzing 3,417 documents from the Web of Science, it examined PBR research trends and utilized bibliometric mapping to identify thematic research clusters and historical evolution patterns. The findings revealed a growing interest in PBR, likely influenced by a focus on societal impact and educational reforms, such as the integration of vocational education into academic structures. It emphasized the need for cross-disciplinary exploration of PBR, shedding light on its diverse approaches and providing a systematic, data-driven perspective beyond theoretical frameworks.
... Through approaches such as community-based participatory research (CBPR), decolonizing methodologies, and participatory action research (PAR), community and academic partners have expanded the confines of expertise, centering local, experiential, Indigenous, and professional knowledge in research (e.g., Fine & Torre, 2021;Minkler & Wallerstein, 2011;Stanton, 2014). Voices in our field have challenged narrow conceptualizations of who is a "researcher" (e.g., Blodgett et al., 2011;Ishimaru & Bang, 2022), redefined concepts like validity to account for the process and impact of research-in-action (e.g., Anderson & Herr, 1999;Torre et al., 2012), critiqued racist and colonial practices embedded in traditional research approaches (e.g., Chilisa, 2019; Darroch & Giles, 2014), and expanded what research products look like beyond the narrow confines of academic publishing (e.g., Chen et al., 2010). ...
For decades, community-campus partnerships have helped transform traditional notions of research. Through approaches such as community-based participatory research (CBPR), decolonizing methodologies, and participatory action research (PAR), community and academic partners have expanded the confines of expertise, centering local, experiential, Indigenous, and professional knowledge in research (Fine & Torre, 2021; Minkler & Wallerstein, 2011; Stanton, 2014). Voices in our field have challenged narrow conceptualizations of who is a “researcher” (Blodgett et al., 2011; Ishimaru & Bang, 2022), redefined concepts like validity to account for the process and impact of research-in-action (Anderson & Herr, 1999; Torre et al., 2012), critiqued racist and colonial practices embedded in traditional research approaches (Chilisa, 2019; Darroch & Giles, 2014), and expanded what research products look like beyond the narrow confines of academic publishing (Chen et al., 2010).
... leidsonderzoek, zoals katalyserende validiteit (in hoeverre heeft het onderzoek daadwerkelijk impact), ecologische validiteit (in hoeverre representeert het onder zoek de veelzijdige context en betrokkenen bij die context) en dialogische validiteit (in hoeverre brengt het onderzoek dialoog over vraag en oplossing tot stand), graag verder verkennen (Anderson & Herr, 1999;OolbekkinkMarchand et al., 2014). ...
Kristallisatie: de kunst van het belichten van complexe vraagstukken door onderzoek
Om een beleidsvraagstuk ‘in volle omvang’ te kunnen adresseren, is het nodig het vanuit meerdere invalshoeken te belichten. Kristallisatie is een onderzoeksbenadering die dit doet. De benadering vindt haar oorsprong in de gedragswetenschappen en stelt zich een beleidsvraagstuk voor als een kristal met veel vlakjes. We beschrijven de twee uitgangspunten van kristallisatie – multiperspectiviteit en dialoog – en vertalen deze naar richtlijnen voor (beleids)onderzoek. We illustreren vervolgens de toepassing van de benadering met een onderzoek naar toekomstbestendig leraarschap, waarin we door de inzet van zeven onderzoeksbouwstenen en het betrekken van diverse groepen belanghebbenden in dialoog zowel theoretische als praktische inzichten over het vraagstuk ontwikkelden. We besteden in onze aanpak specifiek aandacht aan de combinatie van wetenschap en kunst die kristallisatie nastreeft als een effectieve manier om multiperspectiviteit in beeld te brengen en professionele dialoog te voeden. We laten in illustraties van de toepassing van kristallisatie zien dat de benadering met name van waarde kan zijn voor beleidsonderzoekers die ernaar streven doelgroepen bij de ontwikkeling en implementatie van nieuw beleid te betrekken of die in de fasen van ex durante of ex post evaluatie op zoek zijn naar belevingsgerichte aspecten van beleid.
... This paper builds from and reflects the tradition of Practitioner Inquiry (Anderson & Herr 1999;Cochran-Smith & Lytle, 1999Cochrain-Smith & Donnell, 2006;Lagemann, 2000). Practitioner Inquiry is an umbrella term referring to educational research in which the researcher is the practitioner, the research site is the context, and the focus of the research is the teaching practice (Cochran-Smith & Donnell, 2006;Cochran-Smith & Lytle, 2004). ...
In this reflective practitioner essay, we describe our redesign of a large undergraduate course, “Education and Film” (EdFilm), which teaches Critical Media Literacy (CML) to 181 students at a large state university. Using Practitioner Inquiry methods, we discuss the significance of the broader social context in shaping our design, show how we used Universal Design for Learning (UDL) to inform five design choices, and share outcomes from the course. Our findings indicate our course redesign increased flexibility and accessibility without sacrificing student learning outcomes. Reflecting on these findings, we argue for a redesign process that puts student learning goals at the center, considers the impacts of social context (especially with regard to social inequalities), and applies UDL to maximize accessibility and social justice.
... Anderson & Herr, 1999) 。二十一世紀後臺灣的高等教育(higher education)急速地廣泛普及，幾乎將所有適齡的學生都納入高等教育的教學之中。臺灣的大 專院校(下文簡稱大學)依照性質大致可以分為：技術型大學(university of science and technology) 、學術型大學(academic university) ，而其分野大致上也與中等教育(secondary education)的技術型高中(technical high school)和普通型高中(general high school)creativity) 、想像力 (imagination) 、表達能力 (expression ability)以及解決問題的能力(problem-solving ability)等，而針對學生，藝術教育除了提供一 個生活方式，也作為過渡與學習傳統學科的媒介(趙惠玲、高震峰，2017) ability of "use") ，因此它既是技藝學習 (practical and technical education)也是素養教育(literacy education) 。培養眼光與心性作為觀 察世界的視角，從自身出發向外傳遞情感與建立溝通模式。並且以建立問題意識 (problematics) ，理解問題並拋出疑問，從關注微小層面，進而發展至全面性、整合性的處世 能力(于承平，2013)。 根基於此，美感教育體現共好(sharing good)是將美置處於核心，不 限於個體而是理解與對社會承諾(陳美如、莊惠如，2012)。 美感教育是一種旨在培養學生美 感能力、美感素質和美感意識的教育活動。美感教育的目的是透過美學知識的傳授和藝術實 踐的體驗，使學生具備欣賞、創造和評價藝術作品的能力，提高學生的文化素質和倫理水平， 從而推動全人發展(development of holistic education) 。美感教育內容包括美學理論(aesthetic theory) 、藝術史(art history) 、藝術創作(artistic creation)和藝術鑒賞(art appreciation)等 世紀晚期的文化人類學(cultural anthropology)和民俗學(folkloristics) ，隨著社會 科學和人文學科的發展，文化研究逐漸成為一個獨立的學術領域(Hall et al., 1980) 。文化研 究的範疇非常廣泛，包括文化的定義和界定、文化的形成和演變、文化與認同的關係、文化 與權力的關係、文化的全球化和地方性等方面。 在文化研究的理論方面，許多理論模型和概念被提出以幫助人們理解和解釋文化現象 (Barry, 2020) 。其中重要的理論模型之一是文化解構理論(culture deconstruction theory) ，強 調文化的多重性(multiplicity)和變動性(variability) ，認為文化不是一個穩定不變的實體 ...
陳于揚（2023）。文化研究作為大學實踐藝術教育的取徑：一個串接學術與實務的思考。載於鄭曉楓（主編），2023寓意非凡「藝術教育實踐的承先啟後」研討會論文集（頁248–268）。國立臺灣藝術大學。[ ISBN: 978-626-7141-47-2 ]
... Some suggest replacing validity with alternatives such as verisimilitude, persuasiveness, trustworthiness, authenticity, credibility, or transferability (e.g., Lincoln and Guba 1985). Others add adjectives to revision the classic notion, including pragmatic validity, catalytic validity, process validity, democratic validity, or dialogic validity (e.g., Anderson and Herr 1999). These proposals draw to differing extents on the argument that 'in the social sciences and the humanities there is only interpretation' (Denzin 2003: 258). ...
The pandemic affected more than 1.5 billion students and youth, and the most vulnerable learners were hit hardest, making digital inequality in educational settings impossible to overlook. Given this reality, we, all educators, came together to find ways to understand and address some of these inequalities. As a product of this collaboration, we propose a methodological toolkit: a theoretical kaleidoscope to examine and critique the constitutive elements and dimensions of digital inequalities. We argue that such a tool is helpful when a critical attitude to examine ‘the ideology of digitalism’, its concomitant inequalities, and the huge losses it entails for human flourishing seems urgent. In the paper, we describe different theoretical approaches that can be used for the kaleidoscope. We give relevant examples of each theory. We argue that the postdigital does not mean that the digital is over, rather that it has mutated into new power structures that are less evident but no less insidious as they continue to govern socio-technical infrastructures, geopolitics, and markets. In this sense, it is vital to find tools that allow us to shed light on such invisible and pervasive power structures and the consequences in the daily lives of so many.KeywordsTheoretical kaleidoscopeToolkitMethodologyDigital inequalitiesPostdigitalCollaborative writing
... We had found three ideas to frame the syllabi: luid/stable inquiry, accountability, and a range of topical exemplars. We supplemented these with research issues discussed by Cresswell (2002), Eisenhart (2005), and Guba and Lincoln (2008), among others (i.e., Anderson & Herr, 1999;Ball & Forzani, 2007;Bullough, 2006;Florio-Ruane, 2002;Torbert, 1981) and wove in faculty visits. In my journal, I listed ive obstacles we had skillfully navigated: one, the problem of a prescribed text becoming the curricula; two, the failure to use primary sources and to facilitate electronic access the library; three, the diiculty of not introducing doctoral students to historical and contemporary literature; four, the error of not familiarizing students with human subjects protocols, and ive, the challenge of not introducing students to other faculty. ...
... In discussies over kwaliteit en/of impact van (praktijkgericht) onderwijsonderzoek worden in de literatuur verschillende termen gebruikt, zoals validiteit en relevantie (Hammersley, 2003), rigor en relevantie (Gutiérrez & Penuel, 2014), kwaliteit, resonantie en significante bijdrage (Tracy, 2010), methodische grondigheid en praktische relevantie (Andriessen, 2014), rigor, validiteit, kenniscreatie en disseminatie (Anderson & Herr, 1999), excellentie en gebruikswaarde (Oancea & Furlong, 2007), gebruik van onderzoek (HemsleyBrown & Sharpe, 2003), bruikbaarheid en haalbaarheid in praktijk en wetenschap (Ros & Vermeulen, 2010), output en transformatie van kennis richting de praktijk (Cordingley, 2008), kennisbenutting (Voogt et al., 2012) en kennismobilisatie (Cooper, Levin & Campbell, 2009). Ondanks verschillende nuances in betekenis en daaruit voortvloeiende verschillen in hoe samenhang tussen de individuele concepten gepercipieerd kan worden, lijken de termen ook gedeelde betekenissen te hebben en als synoniemen voor kwaliteit en impact gebruikt te worden door de verschillende auteurs. ...
De samenhang tussen kwaliteit en impact krijgt weinig aandacht in discussies over praktijkgericht onderwijsonderzoek. Een nadere verkenning van die samenhang is wenselijk, aangezien het denkbaar is dat samenhang in welke hoedanigheid dan ook gevolgen kan hebben voor bijvoorbeeld de uitvoering, waardering en financiering van praktijkgericht onderwijsonderzoek. Het doel van dit onderzoek is de samenhang tussen kwaliteit en impact van praktijkgericht onderwijsonderzoek te verkennen en beter te begrijpen. Gevoed door mogelijke vormen van samenhang tussen kwaliteit en impact, zoals beschreven in de literatuur, zijn zes experts op het gebied van praktijkgericht onderwijsonderzoek gevraagd naar hun kijk op mogelijke vormen van samenhang. De resultaten laten zien dat perspectieven op samenhang tussen kwaliteit en impact verschillen op drie aspecten: (1) de invullingen van kwaliteit en impact, (2) de volgordelijkheid van kwaliteit en impact en (3) de werkelijkheid, aannemelijkheid en wenselijkheid van vormen van samenhang tussen kwaliteit en impact. Dit onderzoek biedt empirische input voor meer genuanceerde en scherpere discussies over de samenhang tussen kwaliteit en impact van praktijkgericht onderwijsonderzoek en de mogelijke consequenties ervan.
... As Cochran-Smith and Lytle ( , 1999bLytle ( , 2009 have argued, teacher-researchers are likely to ask different questions than university-based researchers and often offer different perspectives in their results. Anderson and Herr (1999) argued that practitioner research offer threats to the traditional hierarchy of knowledge in education and that this division of theoretical and practical has had a negative impact. In fact, university-based researchers have largely dismissed the knowledge produced by teacherresearchers as trivial and inconsequential (Zeichner, 1995). ...
... Diversos autores discutem o trabalho do investigador insider em termos de dilemas e desafios no processo de investigação (Labaree, 2002;Al-Makhamreh e Lewando-Hundt, 2008;Taylor, 2011;Rogers, 2012;Paechter, 2013;Cunha Filho, 2019). A experiência de cada investigador varia de acordo com a natureza da investigação, a familiaridade com os participantes e o contexto (Adam, 2013 Se para alguns autores a investigação insider é objeto de críticas (Merton, 1972;Griffith, 1998;Anderson e Herr, 1999;Alvesson, 2003;Innes, 2009), para outros, apesar dos desafios, isso não enfraquece a investigação (Platt, 1981;Aktinson e Hammersley, 1998;Brayboy e Deyhle, 2000;Coghlan e Brannick, 2005;Brannick e Coghlan, 2007;Breen, 2007;Mercer, 2007). Um investigador insider está numa posição única para estudar uma pergunta específica em profundidade dado o conhecimento especial que tem sobre essa questão (Costley, Elliott e Gibbs, 2010b;Greene, 2014 Uma das preocupações foi estabelecer uma persona neutra (Platt, 1981;Drake, 2010). ...
This thesis analyses the institutionalization process of evaluation in the Portuguese
development cooperation, between 1994 (the year in which the evaluation was integrated in the cooperation agency) and 2012 (the year in which IPAD merged with the Camões Institute). The key research question is: how the institutionalization of evaluation took place in the Portuguese development cooperation? To answer this question, a literature review and a desk analysis have been conducted. A survey and several semi-structured interviews with Portuguese cooperation actors have also been carried out. Based on the policy transfer theory, it starts from the hypothesis of an incomplete transfer, driven by external actors.
Although there is a broad research on evaluation use, there is a research gap regarding the Portuguese reality. There is also no research based on policy transfer theory. This research seeks to contribute to fill these gaps, developing a model that identifies the factors that influence the institutionalization of evaluation in the Portuguese development cooperation.
The results show that, despite the internal and, above all, the external determinants, the nature of the policy, the organizational/institutional context and the evaluation system adopted had an influence on the institutionalisation of the evaluation, in particular its use in the decision-making process.
The results of this research are a contribution to the understanding of the institutionalization of evaluation in development cooperation organizations and a basis for future research. The conclusions can provide evidence to the cooperation professionals, guide the evaluation practice and promote its use in the decision-making process.
... While this diversity of paradigms makes for a dynamic field and has a host of advantages (which will be enumerated later in this article), the field has also been criticised often on this point ever since (see, e.g. Anderson and Herr 1999;Cummings 1999;Bray 2014). This is a position paper, suggesting a complementary dimension to map and conceptualise the field. ...
Based on the authors' wide reading in the field, this article suggests the notion of the narrative as a fitting and meaningful way of conceptualising and mapping the field of comparative education. Four prominent narratives can be identified in not only the field of comparative education (and the scholarly discourse on education) but also the public discourse on education. These are the narratives of the capability theory, neoliberal economics, the creed of human rights, and the call for social justice. These narratives are contrasted, and guidelines are offered for further research on reconstructing and reflecting on the current state of comparative education and its future trajectory.
... Too often, the work of the academy is positioned as "out of touch" with the everyday experiences of classroom teachers. Likewise, the instructional knowledge of classroom teachers is often undervalued (Anderson & Herr, 1999). Our aim-to work within a framework of collective inquiry-signals opportunities for researchers and practitioners to bridge the traditional and unproductive divide between theory and practice (Cochran-Smith & Lytle, 2009). ...
... Seriously considering Farrell's (2004) and Gönen's (2019) points of view, in this paper, I would like to reflect on my teaching practices using technology at two English as a Foreign Language (EFL) writing classes at the English Language Education Program of a private university in Central Java, Indonesia (henceforth called EDU). In presenting my reflection, I position myself as a practitioner-researcher who, according to Anderson and Herr (1999), legitimizes teachers as producers of knowledge from their classroom experiences. In this paper, I do not intend to fill any literature gaps or identify my reflection levels and put them into categories (e.g., similar to Nurfaidah et al., 2017). ...
Integrating technology in EFL writing classrooms is a trial-and-error process that requires teachers to reflect, constructively analyze their practices, and have the flexibility to make positive changes to their teaching with technology. Using various data sources of my students’ blog, written assignments, and online interactions, this qualitative autoethnography study reflects upon my experiences as a lecturer in integrating technology in two EFL writing classes at the English Language Education Program of a private university in Central Java, Indonesia. Based on my written reflections narrated in the findings’ section, I discussed five main themes (i.e., struggle, unsuitable choice of technology, not a magic stick, traditional ingredients, and learning from one another) as the answer to the research question of this study. Overall, these five themes detailed my teaching practices in the classrooms, personal feelings of using technology, teaching and learning challenges of using technology in the writing classes, and possible solutions to deal with those challenges. This study might illustrate how reflecting on teaching experiences allows teachers to be aware of what they did in a class, find areas that need improvement, and plan for teaching-related changes in their future classrooms. Meanings of integrating technology in the classrooms and recommendations for further research are presented.
... As questões da validade têm acompanhado os múltiplos estudos em IA, conduzindo a reflexões que procuram uma sistematização, tal como a apresentada por Newton e Burgess (2008) que a carateriza como emancipatória, prática e geradora de conhecimento. Esta caraterização sustenta-se na ênfase atribuída às diferentes validades definidas porAnderson & Herr's (1999), as quais dependem dos propósitos e epistemologias da investigação. Para estes autores o tipo de IA que se pretende desenvolver demarca a configuração de validade para avaliar a reivindicação de conhecimento num dado projeto. ...
Neste artigo as autoras analisam e refletem sobre as caraterísticas de duas abordagens ligadas a uma epistemologia da prática: Design-Based Research e Investigação-Ação e o seu enquadramento no Paradigma Pragmático da investigação em Educação. A Design-Based-Research engloba um conjunto de abordagens com o objetivo de produzir novas teorias, artefactos e práticas com impacto na aprendizagem em contextos naturais; a Investigação-Ação é orientada para a ação ou ciclos de ações que os membros de uma organização/comunidade, podendo incluir constituintes externos, desenvolvem em torno de uma situação problemática visando o melhoramento de práticas. As raízes e a evolução das duas abordagens são distintas, porém partilham assunções fundamentais e traduzem olhares investigativos sobre a prática com subtis diferenças. A análise dos respetivos traços ontológicos, epistemológicos e metodológicos a elas subjacentes justificam a sua inclusão no Paradigma Pragmático de Investigação em Educação. Palavras-chave: Design-Based Research; Investigação-Ação; Pragmatismo.
... Trustworthiness was addressed in a variety of ways. In practitioner research, validation is obtained through a form of peer review, where practitioner researchers collaborate to discuss and reflect upon their experiences through peer feedback (Anderson & Herr, 1999;Cochran-Smith & Lytle, 2009). Thus, Watkinson and Cicero met weekly during the 15-week semester to share observations and obtain feedback related to their own practice. ...
It is widely documented that practicum students experience anxiety as a natural part of their counselor development. Within constructivist supervision, mindfulness exercises are used to help counselors-in-training (CITs) work with their anxiety by having them focus on their internal experiences. To inform and strengthen our practice, we engaged in a practitioner inquiry study to understand how practicum students experienced mindfulness as a central part of supervision. We analyzed 25 sandtray reflections and compared them to transcripts from two focus groups to uncover three major themes related to the student experience: (a) openness to the process, (b) reflection and self-care, and (c) attention to the doing. One key lesson learned was the importance of balancing mindfulness exercises to highlight the internal experiences related to anxiety while providing adequate opportunities for CITs to share stories and hear from peers during group supervision.
... Zentzu horretan, ugari dira ekintza-ikerkuntzaren metodologiak aztertu, landu edota aplikatu dituzten autoreak. Batzuek, Martí-ren (2008) sailkapenari jarraikiz, funtsa epistemologikoetan eta diseinu metodologikoetan sakondu dute (Argyris, Putnam eta Smith, 1985;Fals, 1994;Greenwod eta Levin, 1998;Heron, 1996;Kemmis eta Mctaggart, 1987;Rodríguez, 1998;Reason eta Bradbury, 2001), beste batzuek, ekintza-ikerkuntzarako kalitate eta zorroztasun irizpideen defi nizioetan sakondu dute (Avison, Baskerville eta Myers, 2001;Bradbury eta Reason, 2001;Chandler eta Torbert, 2003;Checkland eta Holwell, 1998, Feldman, 2007Heikkinen, Huttunen eta Syrjälä, 2007;Hope eta Waterman, 2003;Reason, 2006;Torbert, 2000;Turnock eta Gibson, 2001) eta, azkenik, beste batzuek ekintza-ikerkuntzaren praktikak komunitate zientifi koaren aurrean edota ikerketa memorietan nola aurkeztu landu dute (Anderson eta Herr, 1999;Coghlan eta Brannick, 2001;Davis, 2004;Grogan, Donaldson eta Simmons, 2007;Fisher eta Phelps, 2006, Haslett et al., 2002Her eta Anderson, 2005;Zuber-Skerritt eta Fletcher, 2007). ...
... This paper builds from and reflects the tradition of Practitioner Inquiry (Anderson & Herr 1999;Cochran-Smith & Lytle, 1999Cochrain-Smith & Donnell, 2006;Lagemann, 2000). Practitioner Inquiry is an umbrella term referring to educational research in which the researcher is the practitioner, the research site is the context, and the focus of the research is the teaching practice (Cochran-Smith & Donnell, 2006;Cochran-Smith & Lytle, 2004). ...
In this reflective practitioner essay, we describe our redesign of a large undergraduate course, “Education and Film” (EdFilm), which teaches Critical Media Literacy (CML) to 181 students at a large state university. Using Practitioner Inquiry methods, we discuss the significance of the broader social context in shaping our design, show how we used Universal Design for Learning (UDL) to inform five design choices, and share outcomes from the course. Our findings indicate our course redesign increased flexibility and accessibility without sacrificing student learning outcomes. Reflecting on these findings, we argue for a redesign process that puts student learning goals at the center, considers the impacts of social context (especially with regard to social inequalities), and applies UDL to maximize accessibility and social justice.
Keywords: COVID-19, Critical Media Literacy, Online Instruction, Remote Learning, Social Justice, Universal Design of Learning (UDL)
... To help think through a way to understand PDS effects on student learning, Anderson and Herr's (1999) five validity constructs-outcome, catalytic, democratic, process, and dialogic-can be instructive; they provided a broader framework for evaluating the impacts of PDSs on multiple measures of student learning and thereby promoted an ecological understanding of how improved student learning was obtained. Neither teaching nor learning should be unidirectional in well-established, highfunctioning PDSs. ...
It's a bright and sunny day at this particular elementary school, and a quick peek into classrooms reveals students busily at work, mindful of the teachers leading the day's instruction. But the typical picture conjured by this description gets disrupted with a more attentive look. These rooms are packed with people of various ages in clusters, all with their heads close together and intently working on something of interest. In some clusters, pupils and student teachers engage one another in sharply focused dialogues. In other clusters, teachers guide pupils through a series of scaffolding questions for the day's topic while the student teachers observe, in order to later discuss the lesson with the teacher and the university professor who collaboratively developed it. In yet other clusters, student teachers and pupils are paired off and are examining the pupils’ work to identify patterns of error and work on skill development.
The decades-long and ongoing era of accountability-driven education is defined by top-down reforms targeting the ostensibly poor performance of public schools. Teacher researchers—who identify, examine, and mitigate their own problems of practice—offer a powerful counter-narrative. Cultivating and maintaining what is known as an inquiry stance, they hold themselves accountable by devoting their constant curiosity to continual improvement. Acknowledging the value of such reflective practice, this chapter offers insights for teacher education gleaned from a qualitative study of long-term teacher researchers that sought empirical evidence of the premise that an inquiry stance is a career-long habit. Examining the sociopolitical and institutional features that promoted and inhibited their stance of inquiry surfaced the deep scholarly preparation, wide ongoing support, and long-standing relationships that made them who they are. Consequently, this study illuminates how teacher educators can prepare future teacher researchers for going deep, wide, and long.
Paradigms have been often presented as fundamental to how we should conceive of and conduct qualitative research. Some writers even hold that defining a researcher’s own paradigm, i.e., including defining their own ontology and epistemology, should be the starting point for conducting any qualitative project. Yet there appears to be little recognition of the uniqueness of the researcher-defined paradigm model often promoted within qualitative research or the existence of alternative paradigm conceptions. Based on an analysis of the original texts, I compare the researcher-defined paradigms proposed by Guba and Lincoln with paradigm conceptions proposed by Kuhn (1970) and Burrell and Morgan (1979), highlighting fundamental differences in their rationale, definition, who or what has a paradigm, how they arise, the positions that researchers can adopt, the scope of their ontological claims, their relation to specific research projects, examples of paradigm positions, and their tenets. The analysis shows that while the three sets of authors all refer to their constructions as paradigms, they present distinct, unrelated paradigm models. Recognizing the potential of distinct paradigm conceptions opens a space for qualitative researchers to reexamine their own commitments. Given the potential alternatives, qualitative researchers who continue to appeal to researcher-defined paradigms at the very least should be able to justify both their choice of paradigm conception and the position they have chosen within it. That there are viable alternatives should allow qualitative researchers to reconsider whether the researcher-defined paradigm model remains the best approach for presenting their assumptions related to a project.
This chapter explores how to engage with today’s muddy, lumpy, racist, scrappy, classist, glitchy, noisy sociotechnical practices to generate insights which are accepted as ‘valid’ by other scholars. Drawing on the concept of the postdigital as both a diagnosis of contemporary life and as a critical perspective, the chapter reflects on modernist understandings of validity and revisionings of validity ‘after the posts’. It shares episodes from the writing process in which peer reviewers questioned the validity of the arguments. Reflecting on these reviews and how we responded to them, the chapter suggests that a ‘postdigital validity’ draws on the rich tradition of rethinking validity, but also highlights the specific blurring of boundaries (e.g., digital/material binaries or epistemic demarcations) that is key to much postdigital research.
Keywords: Academic writing, Academic publishing, Methodology, Research design, Research methods, Postdigital, Postmodernity, Post-qualitative inquiry, Poststructuralism
Our book’s final chapter draws together its threads, integrating the changing international contexts in which the PIPS assessments have been carried out; research findings that are generally agreed, those that are idiosyncratic to contexts and those unexpected findings that have emerged; new questions arising from our research as well as recommendations for parents, schools, education authorities and researchers. The chapter concludes with an acknowledgement of the contributions of researchers, scholars, teachers, school leaders, policy makers and educational authorities, who participated in the PIPS and iPIPS journey of the past 30 years.KeywordsResearch findingsPolicyPrincipalsTeachersEducational authoritiesRecommendationsQualitative dataCurriculumTeachingLearningStudent variation
A lack of diversity exists in couples research with an overrepresentation of white, middle to upper income couples. Additionally, researchers often do not reflect the study sample, particularly when studying underrepresented minority and historically marginalized (URM-HM) populations. Emancipatory research practices focus on language, processes, and practices to ensure that researchers and the research they conduct honor and contribute to the empowerment of the URM-HM research participants. Therefore, in this paper, we discuss five critical considerations with recommendations for emancipatory research practices for including couples from URM-HM populations. The aim is to provide a framework for researchers to critically reflect on their work with URM-HM populations. The research practices include: (a) research positionality and reflexivity; (b) understanding of the population being served; (c) power and empowerment; (d) accountability, voice, and participant engagement; and (e) research that benefits URM-HM populations and challenges the systems that perpetuate inequities. Additionally, we present practical strategies to implement these five considerations based on our own experiences conducting community-effectiveness studies with low-income and diverse couples.
Despite the value of reading, research documents declining reading rates among American adolescents – a decline that exacerbates student dropout rates and academic performance. As a high school English teacher in a public, regional, suburban school, increasing the number of students who deeply read the assigned texts for class has been a career-long focus. Therefore, one of my goals for the 2021–2022 school year was to promote better reading practices among my students using a note-per-pages assignment and to reflect on the results via a teacher research study design. Findings indicate that while certainly not a fail-proof assignment without its flaws, the note-per-pages assignment as the focus of this action research did increase the overall number of students reading the assigned texts and that more students reported feeling the assignment was helpful to their reading practices as the school year progressed. Implications regarding student engagement in and ownership of the reading process, class reading culture, and involving students in the action research process are included.
Doctoral studies abroad are an important component of higher education faculty training in Pakistan. A significant number of trained academics return to the country following the completion of their studies and assume high-level positions in the higher education sector. The assumption is often that the returnees are highly trained and, therefore, well prepared for responsible academic roles. As a result, no mentoring arrangements are in place to prepare young academics for their subsequent roles. The study sought to examine and explore various aspects of research performance of the young academics, their challenges and expectations, how the gender aspect unfolds in the context of a patriarchal society as well as the coping mechanism for young academics. Among the findings, it is evident that the infant research culture and administrative overload have a negative influence on and are compounded by cultural dynamics linked to gender roles. However, the research also highlights a strong influence of foreign academics in Pakistan in enabling returnees to cope with the absence of formal mentorship at home.
Hoofdstuk 22 van het Handboek Ontwerpgericht Wetenschappelijk Onderzoek gaat over de kwaliteit van het onderzoek. Het bespreekt criteria voor de wetenschappelijke bijdrage, de bruikbaarheid, de doorwerking in de praktijk en aanpak van het onderzoek. Het hoofdstuk kan gezien worden als een uitwerking van het rapport van de commissie Pijlman over de kwaliteit van praktijkgericht onderzoek.
Doctoral supervision is a subtle but complex form of teaching in higher education, where supervisor-to-candidate expectations including support around the literature are important, but supervisory practices and candidate starting points can be disparate and expectations are not always discussed. This paper uses autoethnographic reflections and a practitioner inquiry to explore: How involved should supervisors be in the literature search and literature review writing? This issue arose following the transition from a postgraduate candidate to an academic involved in supervising and teaching postgraduate candidates, co-facilitating supervisor development programmes and researching doctoral supervision. This paper proposes that the involvement of supervisors in the literature search or review could be classed as operating on a conceptual model: the ‘sliding scale’. Readers are asked to consider the different tensions in this practice and invited to address them using the ‘sliding scale’ to encourage conversations with candidates in higher education supervision or teaching.
This article focuses on the methodological experiences that emerged from a study investigating how teachers valued their daily encounters with children in early childhood education. Early childhood teachers often balance the demands of documentation with time spent with children, so have little time to reflect on their practice. Furthermore, participation in research projects tends to be both time-consuming and distracting from the practitioners’ perspective, without providing immediate opportunities for professional development. The purpose of this article is to elaborate on the use of a mixed-methods approach that combines a quantitative digital tool (an application) for collecting data with the use of short qualitative interviews in order to explore methodological aspects
in educational research. The pros of this mixed-methods approach include flexibility, the instant overview of data, and the reflective potential offered to the participants, as well as the researchers. The teachers had the opportunity to ‘set the agenda’ when giving their own definitions of valuable encounters and then reflect on their experiences in their own words. This gave them a strong voice. The main risks of this method concern the dependence on technical devices and software. The authors argue that there is potential in the reflective methodology used in this study to bring research and practice closer in comprehensive knowledge creation. This methodology offers a respectful way to gather information from practice and simultaneously provide opportunities to change.
The purpose of this narrative action research study was to tell Marcus’s story as an ensemble director learning how to teach composition in his middle school orchestra program. Marcus collaborated with Sam, a university professor, and designed a study to examine his teaching in his 49-member advanced orchestra class. As time passed, the focus of the study shifted from examining the specific elements of Marcus’s curriculum to the inclusion of changes in the creative culture of his program. In response to this shift, we used a narrative inquiry approach to understand how Marcus’s teaching story unfolded. Transcripts of his video journal, research meetings, and student focus group interviews helped Marcus improve his teaching and develop his curriculum. As co-narrators of this story, we used different font styles to identify whose voice is in the foreground.
Apresentam-se, neste artigo, reflexões sobre a importância do que se denomina de pesquisa colaborativa para a investigação de processos de aprendizagem e de desenvolvimento profissional da docência. São frutos de leituras, debates, projetos de pesquisas das autoras, e experiências diversas de ensino em licenciaturas e orientação de pesquisas de mestrado e de doutorado envolvendo o tema central de formação de professores. Pesquisa colaborativa implica a realização de processos de investigação desenvolvidos por grupos compostos de participantes de diferentes repertórios e com objetivos partilhados. Pesquisa colaborativa se refere à processos de desenvolvimento profissional de professores e à investigação sobre tais processos. Para tanto, contextualizações, conceptualizações e problematizações. A estrutura do artigo envolve seis eixos teórico-metodológicos: contextualizando pesquisa colaborativa; considerações sobre acadêmico e conhecimento prático; considerações sobre pesquisa colaborativa e desenvolvimento profissional de professores; colaboração e pesquisa-ação; os participantes da pesquisa construindo um grupo que passa a ser considerado como ferramenta interpretativa; as especificidades, tendências, possibilidades e dificuldades apresentadas pela literatura/pesquisas no que se refere à construção de conhecimento profissional da docência e é finalizado com alguns desafios postos à prática educacional, presentes no item a título de considerações finais provisórias.
Creativity forms a part of educational curriculum and is an important element of education research. Clearly, creativity research of the past has made a great impact in the ways in which creativity has been integrated within education and educational practice. Yet how creativity has been studied and how the methodologies of these studies shape produced knowledge and impact educational practice are still rather limited and limiting. This chapter calls for methodological experimentation, various forms of performativity, and creativity in the context of research utilizing speculative wonderings. We situate our arguments in different trends in creativity research and discuss more methodologically diverse, speculative, and creative futures.
Participatory Learning Approaches (PLAs) were used in identifying
community expectations and needs for the introduction of the
RoadMApp mHealth software (a geographically enabled mHealth
technology which would link pregnant women to transportation
to health facilities) in Kwekwe District, Zimbabwe. The sampling
frame included different demographic groups which voluntarily
took part in the study. 84 participants took part in the study.
Chapati visual methods were conducted on Focus Group
Discussions (FGDs) at 3 Rural Health Centres, whilst in-depth
informant interviews (IDIs) and problem tree analysis were
conducted at 10 clinics in urban, peri-urban, and rural areas.
Thematic analysis and root-cause-analysis were used to interpret
the data. Major themes identified were (a.) unavailability of
savings for institutional childbirth, (b.) transport problems, and
(c.) donor dependency. We recommend RoadMApp mHealth
software to look beyond catering for transportation and savings
for pregnancy related conditions, but inclusion of other health
conditions.
What options are available for educational action researchers whose research proposals have been denied by an institutional review board (IRB)? This article introduces critical post-intentional phenomenological action research (CP-IPAR) as one remedy for such rejections. In the spirit of accidental ethnography, whereby unexpected, accidental events produce unintended data and findings, the authors, a doctoral candidate and dissertation chair, reflect on insights that emerged from the district-level rejection of Martin’s dissertation proposal. Together, the authors explore action research as a tool for resistance to this rejection, recounting how CP-IPAR allowed them to work through the district’s prohibition of traditional forms of action research. CP-IPAR’s examination of how events change with context dovetails with action research’s emphasis on recursive growth and amplifies the dialogue between action research and critical theory. We propose that CP-IPAR is an ideal methodology for conducting action research in restrictive environments, particularly for teacher-researchers whose work must be approved by both university and local school district review boards. This article situates the precipitating incident within scholarship on action research’s evolving relationship with institutional review, demonstrates how accidental ethnography created space for us to examine the incident generatively, and illustrates how CP-IPAR deepens our understanding of action research.
Action research is an accepted method that can be used effectively in practice-based doctoral programs to evaluate a multitude of questions and processes. This research method focuses on real-world problems and solutions, and is used in a variety of fields primarily in the United States, Australia, and the United Kingdom. This chapter provides an overview of action research, approaches and models, ethical concerns, best practices, criticisms of this research method, its use in doctoral education including dissertations and other research projects, and provides examples of action research in practice-based doctoral education in business, education, and healthcare.
This is a critical moment in the evolution of the teacher research movement, which is now widespread and connected to an interesting, although not wholly consistent, array of educational efforts nationwide. The authors argue that at this point in the movement, the most persistent question - the one that underlies all others - has to do with the relationship of teacher research to knowledge for and about teaching. In this article they analyse some of the most visible writing about teacher research and the knowledge question, particularly the issues of epistemology and methodology that are receiving considerable attention in the literature and serving as the basis for an emerging critique of the movement. At the conclusion of the article, the authors explore a small but growing body of literature that takes on the knowledge question differently, and opens up the conversation to provocative new avenues for investigation.
Neither interpretive nor process-product classroom research has foregrounded the teacher's role in the generation of knowledge about teaching. What is missing from the knowledge base for teaching, therefore, are the voices of the teachers themselves, the questions teachers ask, the ways teachers use writing and intentional talk in their work lives, and the interpretive frames teachers use to understand and improve their own classroom practices. Limiting the official knowledge base for teaching to what academics have chosen to study and write about has contributed to a number of problems, including discontinuity between what is taught in universities and what is taught in classrooms, teachers' ambivalence about the claims of academic research, and a general lack of information about classroom life from a truly emic perspective. This article proposes that teacher research has the potential to provide this perspective; however, several critical issues divide teacher research from research on teaching and make it difficult for the university-based community to acknowledge its potential. The article also proposes that in order to encourage teacher research, the educational community will need to address incentives for teachers, the creation and maintenance of supportive networks, the reform of organizational patterns in schools, and the hierarchical power relationships that characterize much of schooling.
There is a large debate in the social work literature regarding the gap between research and practice, with current research methodologies critiqued as potentially ''blaming the victim'' or decontextualizing the practice situation. This paper presents an alternative approach, utilizing action research to inform practice. Originally conceived of as a qualitative interview study, the manuscript traces the evolution of the worker, a teacher and high school students. The research itself addresses the issue of ''What is it like to be a student of color here?'' in a predominately white school environment. Students and adults conceptualize ways to work together for change within the school.
This article explores two forms of research on practice: formal research and practical inquiry. Formal research is undertaken by researchers and practitioners to contribute to an established and general knowledge base. Practical inquiry is undertaken by practitioners to improve their practice. It is suggested that practical inquiry is more likely than formal research to lead to immediate classroom change; that these two forms of research are fundamentally different; and that both are useful to practice, but in different ways.
The seminal work of Russian theorist Lev Vygotsky (1896–1934) has exerted a deep influence on psychology over the past 30 years. Vygotsky was an educator turned psychologist, and his writings clearly reflected his pedagogical concerns. For Vygotsky, schools and other informal educational situations represent the best cultural laboratories to study thinking. He emphasized the social organization of instruction, writing about the 'unique form of cooperation between the child and the adult that is the central element of the educational process'. Vygotsky's emphasis on the social context of thinking represents the reorganization of a key social system and associated modes of discourse, with potential consequences for developing new forms of thinking. This volume is devoted to analyzing Vygotsky's ideas as a means of bringing to light the relevance of his concepts to education. What does Vygotsky's approach have to offer education? Distinguished scholars from various countries and representing several disciplines discuss the essence and significance of Vygotsky's work, analyze the educational implications of his thoughts, and present applications in practice, addressing educational issues such as school organization, teacher training, educational achievement, literacy learning and development, uses of technology, community-based education, and special education.
Although narrative inquiry has a long intellectual history both in and out of education, it is increasingly used in studies of educational experience. One theory in educational research holds that humans are storytelling organisms who, individually and socially, lead storied lives. Thus, the study of narrative is the study of the ways humans experience the world. This general concept is refined into the view that education and educational research is the construction and reconstruction of personal and social stories; learners, teachers, and researchers are storytellers and characters in their own and other's stories. In this paper we briefly survey forms of narrative inquiry in educational studies and outline certain criteria, methods, and writing forms, which we describe in terms of beginning the story, living the story, and selecting stories to construct and reconstruct narrative plots. Certain risks, dangers, and abuses possible in narrative studies are discussed. We conclude by describing a two-part research agenda for curriculum and teacher studies flowing from stories of experience and narrative inquiry.
A leading MIT social scientist and consultant examines five professions--engineering, architecture, management, psychotherapy, and town planning--toshow how professionals really go about solving problems.
This article identifies and examines the ethical issues surrounding teacher research, especially when the participants of the research are the teachers' own students. I first explore the movement to increase the relevance and applicability of research on and for teachers, and then address ethical issues in teaching and in research, especially as they stem from federal regulation requiring the protection of human subjects. The article then turns to the specific, issues that arise in teacher research. Dual-role conflicts are described, as are the difficulties of assuring unfettered informed consent. The article relates these problems to the difficulties of deciding what is research and what is normal educational practice in the classroom setting, especially when qualitative research methodologies are used. Suggestions as to how the potential conflicts and ethical problems can be addressed are provided, but teacher researchers are cautioned that work with their own students raises particularly thorny issues.
Teachers often learn techniques to manage the behaviors of the children in their classrooms with the assumption that those techniques are universal, rather than culturally based. In this article, Cynthia Ballenger shares her process of coming to understand the cultural assumptions that lie at the heart of effectively managing her class of four-year-old Haitian children. Through multiple "conversations" with a teacher-researcher group, with Haitian teachers and parents in a daycare center, and through her work with Haitian teachers in a child development class, Ballenger learns about Haitian cultural ways and queries the assumptions that shape her own experience as a North American teacher. Her story demonstrates a model of teacher reflection on both theory and practice that can illuminate the practices of other teachers who encounter children of differing cultural, racial, or class backgrounds.
After an extended account of two features which she considers to be the essence of teaching,Eleanor Duckworth describes how such teaching can, at the same time, be seen as a form of research. In conclusion, she proposes a vision of teachers as significant participants in theoretical and pedagogical discussions on the nature and development of human learning.
In this article, J. Alleyne Johnson describes the evolution of her classroom into one in which the day-to-day realities of students' lives — most significantly their encounters with death — are acknowledged and formally addressed as being central to the work of the classroom. She explains how her understanding of her teaching has been informed and transformed by critical pedagogy. Johnson invites readers to follow her journey with her students as they move from viewing the teacher as "knowledge giver" to legitimating the students' knowledge and experiences as a basis for learning. In this example of a teacher's attempt to translate critical pedagogy into practice, she also brings home the impact of the violence and death in U.S. society of students' lives.
Asking how she, as a teacher, can motivate students to discover the joy of reading, Joan Kernan Cone explores students' self-perceptions as "readers" and "non-readers." By engaging her students in this question and through her willingness to respond to their ideas Cone experiments with methods to cultivate "readers" — those who read on their own for pleasure and knowledge. Through the use of student journals, reading materials matching their interest and cultural backgrounds, and group discussion, she inspires a passion for reading. As a result of her in-class research and collaborative reflection with her students, Cone advocates creating a "community of readers" in which students can choose books, read them, talk about them, and encourage each others to read.
Why do reforms return again and again? To illustrate that the question is valid, I offer three examples drawn from instructional, curricular, and governance planned changes that have returned more than once. To answer the question, I first examine the dominant explanation presented by researchers and policymakers: the lack of rationality in proposing and implementing planned change. I explore why the dominant explanation is flawed in its frequently used metaphors and analysis. I then offer alternative explanations for recurring reforms—a political and an institutional perspective harnessed together—to explain the puzzle of why reforms return. The point of this analysis is to enlarge the repertoire of explanations that researchers and policymakers use to examine potential and past reforms. The policymaking stakes run high for expanding the range of explanations because the questions of why reforms failed in the past and why they return go to the heart of present policy debates over whether federal, state, and district mandates to alter schooling will get past the classroom door.
Argues that the formal structure of many organizations in post-industrial society dramatically reflect the myths of their institutional environment instead of the demands of their work activities. The authors review prevailing theories of the origins of formal structures and the main problem which those theories confront -- namely, that their assumption that successful coordination and control of activity are responsible for the rise of modern formal organization is not substantiated by empirical evidence. Rather, there is a great gap between the formal structure and the informal practices that govern actual work activities. The authors present an alternative source for formal structures by suggesting that myths embedded in the institutional environment help to explain the adoption of formal structures. Earlier sources understood bureaucratization as emanating from the rationalization of the workplace. Nevertheless, the observation that some formal practices are not followed in favor of other unofficial ones indicates that not all formal structures advance efficiency as a rationalized system would require. Therefore another source of legitimacy is required. This is found in conforming the organization's structure to that of the powerful myths that institutionalized products, services, techniques, policies, and programs become. (CAR)
This article addresses the potential strengths and weaknesses of alternative forms of data representation. As educational researchers become increasingly interested in the relationship between form of representation and form of understanding, new representational forms are being used to cońvey to "readers" what has been learned. These explorations are rooted in an expanding conception of the nature of knowledge and the relationship between what one knows and how it is represented. While new forms of representation have their potential virtues, they also have their limitations. The uses and limitations of these new methods are addressed in what follows.
In 1990, in the pages of Educational Researcher, McKenna, Robinson, and Miller and Edelsky engaged in an intensely argued debate over the research on language instruction. In this article, I revisit this important exchange because it remains the most important starting point we have for an attempt to characterize and clarify what is behind the increasing fragmentation of the educational research community. My claim is that the balkanization of our profession is a result of people engaging different vocabularies to tell different stories about research and the work of researchers. In examining this claim, I also examine what happened with the different vocabularies used to discuss qualitative research over the course of the 1980s and early 1990s. Finally, I end with a brief comment about what the proliferation of different vocabularies and different stories might mean for our profession.
Raging during the 1980s, the Paradigm Wars resulted in the demise of objectivity-seeking quantitative research on teaching—a victim of putatively devastating attacks from anti-naturalists, interpretivists, and critical theorists. Subsequently, the interpretivists' ethnographic studies flourished, enhancing the cultural appropriateness of schooling, and critical theorists' analyses fostered the struggles for power for the poor, non-Whites, and women. Two alternative versions of the aftermath are also conceivable. Pragmatism and Popper's piecemeal social engineering offer paths toward a productive rapprochement of the paradigms, one guided by the moral obligations of educational research.
The paper argues that for change in schools to occur, the active collaboration of significant actors within each institution is essential. Attempts to introduce change are more likely to succeed if they: recognise the interdependence of individual actors and their institutional settings; are conducted in language accessible to the participants; start with the work‐a‐day experiences and perceptions of individual actors, both staff and pupils; address the ‘social’ as well as the ‘material’ realities and barriers within the institution's unique culture. In an English secondary school with a tradition of school‐based in‐service activities, a two‐term collaboration between a Norwegian ethnographic researcher, the school's professional tutor, and a voluntary teacher action research group of staff, used a variety of approaches, to attempt to change classroom practice and perceptions about school ‘realities’. The article describes how the collaboration evolved and the highly personal nature of change from within based on self‐help. It presents an alternative to other attempts to bring about change, which are based on the withdrawal of actors from the setting which they are seeking to change.
This paper describes the micropolitics of race and privilege manifest in one élite independent school as played out in the lives of academically gifted African-American high school students. Based on 3 years of practitioner research done by a counsellor and ateacher in the school, the qualitative data presented illustrate the ways students of colour do their own identity workas they make meaning out of their experiences in the school. This paper makes the case that privileged education needs to be closely examined in terms of the actual lived experiences of the students of colour before it is endorsed as ‘the answer’ for students currently not well served by public schools.
I don't know how to correct this, but certainly I've never published with Lisa A Cook.
The title of this publication is that of my (sole authored) book —
Tripp, D.H. (1993) Critical incidents in teaching: developing professional judgement. London and New York: Routledge (The 2011 edition has a new preface on reflection and action research and is now published in the Routledge Classics of Education series).
It might be the the author of a review of my book in the British Journal of Educational Studies 1994 #42(4).
I haven't found a way to remove this reference from this site (help welcome!) and I cannot find an active contact address for Lisa A Cook.
David Tripp 16/09/2016
About the book (from the publishers' blurb):
Good teachers use good techniques and routines, but techniques and routines alone do not produce good teaching. The real art of teaching lies in teachers' professional judgement because in teaching there is seldom one "right answer". This combination of experience, flexibility, informed opinion and constant self-monitoring is not easy to acquire, but in this re-released classic edition of Critical Incidents in Teaching - which includes a new introduction from the author - David Tripp shows how teachers can draw on their own classroom experience to develop it.
In this practical and unique guide, the author offers a range of strategies for approaching critical incidents and gives advice on how to develop a critical incident file. Illustrated with numerous classroom examples for discussion and reflection, Critical Incidents in Teaching is for everyone concerned with the development of professionalism in teaching. Although aimed at teachers who want to improve their own practice and pass on their expertise to others, as a teacher educator David’s long term agenda is to improve the public status of teaching and to encourage more inductive research in education; he sees classrooms as situations to be explained rather than as places in which to apply theories developed in other disciplines.
By way of encouragement while I'm at it, all 30-odd reviews have been very positive! For instance, the Teacher Training Journal (27(3) had this to say about the 2011 edition:
This exceptionally useful classic for teachers and teacher trainers/educators/mentors remains unrevised save for a new preface in which Tripp considers the impact his book has had since 1993 and outlines his thinking on action enquiry, reflection, and inductive research methods with regard to critical incidents.
The unchanged body of the book still details the creation and analysis of critical incidents, the development of a critical incident file, the development of professional judgement, and the practical and social implications stemming from work on critical incidents.
Highly recommended.
Unfortunately, I cannot put the book up for download, so your library is the best solution.
An increasing number of university faculty appreciate that the role of classroom teacher offers a valuable research perspective (Richardson, 1994). However, striving to be both a researcher and a teacher presents unique and serious challenges. I refer to the Aristotelian distinction between the theoretical and practical "sciences" to characterize the nature of the conflicts I experienced as a researcher/teacher. I go on to describe how it became necessary to renegotiate traditional classroom values and expectations so that the activity of research might become a more productive part of the instructional experience. I suggest that similar kinds of tensions may be inherent to any responsible, inquiry-oriented teaching and that these challenges create opportunities to contemplate important issues about the nature of research, teaching, and curriculum.
In this paper, I provide an ethnographic account of how an organization's control system evolved in response to a managerial change from hierarchical, bureaucratic control to concertive control in the form of self-managing teams. The study investigates how the organization's members developed a system of value-based normative rules that controlled their actions more powerfully and completely than the former system. I describe the organization and its members and provide a detailed account of the dynamics that emerged as concertive control became manifest through the members' interactions. This account depicts how concertive control evolved from the value consensus of the company's team workers to a system of normative rules that became increasingly rationalized. Contrary to some proponents of such systems, concertive control did not free these workers from Weber's iron cage of rational control. Instead, the concertive system, as it became manifest in this case, appeared to draw the iron cage tighter and to constrain the organization's members more powerfully.
A common feature in the assessment of on-going programs is the use of intuition and common sense in selecting and analyzing evidence. Although intuition nay provide rich insights into a specific situation, there is no way to ascertain whether the intuition represents good judgment or good politics. This article describes one means of selecting and analyzing evidence for assessing changing situations, and offers a procedure that light improve research on action-related problems.