All You Need to Know about Action Research
... En efecto, la propuesta de recolección escalonada de datos propia de la investigación basada en las artes (Knowles & Cole, 2008;McNiff & Whitehead, 2011) que se aplicó, supuso una modalidad recursiva que incitó a la protagonista a volver sobre su propia experiencia, aspecto que terminó resultando clave para su propio proceso de transformación. ...
... Esta propuesta metodológica surge de la crítica a otras metodologías que no permiten dar cuenta de ciertas experiencias humanas a través de un lenguaje convencional. Por ello proponen el involucrarse en prácticas artísticas vinculadas a las artes visuales, a la música, la danza entre otras, como modo de recolectar información, contribuyendo a la simbolización de una experiencia (McNiff & Whitehead, 2011;Knowles & Cole, 2008). ...
... Solo después de la caída, con el trabajo de análisis que se le propone luego de finalizado el taller, como parte de la recolección escalonada de datos propia de la investigación basada en las artes (Knowles & Cole, 2008;McNiff & Whitehead, 2011), parecería que comienza a elaborarse su posición subjetiva frente al superyó. Magalí puede, entonces, comenzar a realizar la operación de separación de las marcas de la voz y de la mirada del otro -"el empresario", los significantes de la alienación que le marcaban un destino, para ganar cierto margen de autonomía en las decisiones. ...
¿Qué forma tomó un proceso de desarrollo profesional de una docente que participó de un taller basado en la DMT (Danza Movimiento Terapia)? El siguiente estudio de caso busca responder a esa pregunta. El taller de DMT de frecuencia semanal, con modalidad virtual sincrónica por ZOOM, duró 12 encuentros. El corpus para este trabajo se compone de los registros narrativos tomados del diario personal de la docente, una serie de producciones posteriores a partir de consignas dadas para volver sobre ese material y una entrevista en profundidad. Se realizó sobre este material un análisis de contenido (Krippendorf, 1990) que permitió construir inductivamente una serie de categorías para describir el proceso-metáforas, estados emocionales, insight y conductas. Por último, se elaboraron hipótesis desde la teoría psicoanalítica para profundizar en la comprensión del proceso. Los resultados muestran el modo que tomó un proceso de elaboración y cambio de posición subjetiva que involucró una situación de riego importante para quien lo atravesó y que condujo finalmente a la realización de un acto entendido como una transformación en lo real. Se discuten a la luz de la teoría psicoanalítica, mostrando cómo la DMT y la posterior recolección escalonada de datos propia de la investigación basada en las artes promovieron un proceso elaborativo análogo al que el dispositivo analítico favorece.
PALABRAS CLAVE: Danza Movimiento Terapia - investigación basada en las artes - proceso de elaboración – psicoanálisis.
ABSTRACT
What form did a professional development process take for a teacher who participated in a DMT (Dance Movement Therapy)-based workshop? The following case study seeks to answer that question. The weekly DMT workshop, with a synchronous virtual modality via ZOOM, lasted 12 meetings. The corpus for this work is made up of narrative records taken from the teacher's personal diary, a series of subsequent productions based on instructions given to return to that material, and an in-depth interview. A content analysis (Krippendorf, 1990) was carried out on this material which allowed to inductively build a series of categories to describe the process - metaphors, emotional states, insight and behaviors. Finally, hypotheses were developed from psychoanalytic theory to deepen the understanding of the process. The results show the way in which a process of elaboration and change of subjective position took place, which involved a situation of significant risk for the person who went through it and which ultimately led to the realization of an act understood as a transformation in reality. Results are discussed in the light of psychoanalytic theory, showing how DMT and the subsequent phased data collection typical of arts-based research, promoted an elaborative process analogous to that favored by the analytic device.
KEY WORDS: Dance Movement Therapy - arts-based research - elaborative process - psychoanalysis.
... Studies have shown that early provision of PC improves symptoms, increases patient and caregiver satisfaction, and reduces hospitalization and treatment costs (12)(13)(14). Despite the importance and bene ts of PC, this care is not provided properly to COPD patients and has been identi ed as a major challenge in the health system (15). ...
... The National Consensus Project for Quality PC considers the presence of trained staff as one of the basic principles of PC (16). Considering that nurses address all aspects of human existence, the role of PC nurses in assessing and meeting the needs of patients is important (12). ...
... The present study was carried out through participatory action research (PAR). In PAR, groups of individuals experiencing problems collaborate to bring about changes in their environments by identifying issues, generating new knowledge, and implementing solutions together (12). In this study, the cycle model proposed by O'Leary was used. ...
Background Chronic obstructive pulmonary disease (COPD) affects the quality of life of patients and their caregivers. Although palliative care can improve quality of life, COPD patients and their caregivers have limited access to palliative care services. This study was conducted to empower nurses to provide palliative care to COPD patients in the pulmonary department. Methods This participatory action research was conducted in four steps: observation, reflection, planning, and action. The data were collected via PCKT, FATCOD-B, and PCPS questionnaires about palliative care, interviews, focus groups, and observation. Qualitative content analysis and paired t-tests were used for data analysis. Results Three major themes emerged: professional incompetence in palliative care, basic shortages in palliative care, and a lack of professional support. Three changes were made, including enhancing palliative care knowledge, establishing a palliative care team, and increasing career motivation. There were significant increases in PCKT, FATCOD-B, and PCPS scores before and after PAR (p = 0.000). Conclusion Given the importance of providing palliative care, necessary measures and actions, including developing interprofessional collaboration and training as well as motivating staff, should be taken by health managers.
... Participatory approaches (Aldridge, 2016;Cargo & Mercer, 2008;McNiff, 2017) involve working in co-operation with relevant groups and organisations, in this instance, between the Pituitary Foundation, and members of the pituitary community. Family members shared their views as experts in their knowledge and experience (Jagosh et al., 1999). ...
... Ethnographic studies provide a lens of transcendental phenomenology (Cerbone, 2014;Husserl, 1981) complemented by documentary data (McNiff, 2017) including scoping exercises of legislation and literature, informal interviews with families, and journalling of the researcher, along with reflections from participants in the form of 'member checking' (Harvey, 2015). The lead researcher's own journal considerations provided a platform for any preconceived values and judgements held about the research process and research question. ...
... The review laid the foundations on which to build the research, mapping the key areas of family and patient care practice, policy and legislation. These sources provided documentary data (McNiff, 2017) which gave an analytical framework for the existing research field. ...
Introduction: This paper draws upon lived experiences of family members caring for a relative with a pituitary condition. The rationale for the study stems from the crucial role provided by informal, unpaid carers. Yet in the specific domain of pituitary care, they remain overlooked within empirical research. Therefore, the current study aimed to understand (a) the experiences of family members whose loved ones have a pituitary condition and (b) the information and support needs of family members. Materials and methods: Adopting a qualitative participatory approach, the study involved six family members, each of whom provided care for a loved one with a diagnosed pituitary condition. Family members volunteered to take part in an online semi-structured interview following advertisement of the study through the Pituitary Foundation UK. Data were analysed using thematic analysis. Results: Four themes illustrated the experience of family members: (a) experts by experience, (b) burden of mental load, (c) misconceptions of care create barriers and (d) battling for support, with an overarching theme of overwhelm in pursuit of understanding. Discussion and implications: Positive experiences were rooted in family members shared pursuit to seek knowledge and expertise. This came about from poor access to support, and advice which was scarcely available from general healthcare professionals. Negative experiences included emotional burden and the impact of this on family relationships. Findings concluded that family members are consistently left unsupported and systematically disempowered by healthcare services which should be helping them.
... En veileder fra mediebransjen har fulgt undervisningen og reflektert sammen med studentene over yrkesutøvelsen. Forskningen har hatt til hensikt å forbedre pedagogisk praksis, der vi systematisk og kritisk har dokumentert og analysert prosessen (McNiff & Whitehead, 2011). ...
... Vi ser i etterkant at vi har hatt fokus på endrings-og utviklingsarbeidet som er sentralt i aksjonsforskning. Informasjonskildene vi har valgt har derfor hatt søkelys på praksis som endres over tid (McNiff & Whitehead, 2011). Vi har søkt å ha et mangfold av data og fortolkninger som fremstår som en koherent helhet (Kversøy, 2015 s.61). ...
Målet med artikkelen er å få kunnskap om hvordan simulering og veiledning kan benyttes for å bygge yrkeskompetanse. For å få kunnskap om temaet har vi simulert praksisfellesskap i medieproduksjoner. Simuleringene har blitt brukt i undervisning på en bachelor i TV-produksjon for å gi studenter opplevelsen av reelle arbeidsoppgaver i mediebransjen. Studien har en aksjonsrettet kvalitativ tilnærming. Forfatterne er praktikerforskere som forsker i egen praksis. Det er 10 informanter i studien og informasjonskildene er forskerlogger, studentlogger, spørreskjema og kvalitative intervjuer. De teoretiske perspektivene bygger på teorier om praksisfellesskapet, der mennesker deler et felles engasjement for noe de arbeider med. Hvilken simuleringsgjengivelse som har vært med på å fremme læring er et av temaene som også blir belyst. I undervisningen har studentene fått veiledning av en yrkesutøver fra mediebransjen. Veiledningen knyttes opp mot det reflekterende praktikum, der studentene får rom for refleksjon over handlingene som er utført. Resultatene viser at å simulere et praksisfellesskap har bidratt til økt arbeidstempo og en helhetsforståelse av hva yrket går ut på. Samtidig opplever noen studenter at simulering har gitt en distraksjon i læreprosessen. Gjennom veiledning har studentene fått reflektere over yrkesutøvelsen med en veileder som kjenner kompetansen og kravene fra mediebransjen. Veiledningen har hatt fokus på mestringsteknikker for å håndtere et høyt arbeidstempo og den har gitt forståelse for ergonomi. Vår konklusjon er at læringen har gått fra instrumentell opplæring til yrkesutøvelse i en simulert kontekst.
... This study was ontologically and epistemologically situated within the realm of qualitative, pragmatic and constructivist Big-Q research (Braun & Clarke, 2022), drawing on practitioner and firstperson action research (Fox et al., 2007;McNiff, 2017) approaches. This involved acknowledgment of the purpose of the knowledge created in the study as practical guidance to practitioners and stakeholders seeking to improve practice, rather than aiming to fill a hole in the literature of research within the field, requiring the educational context to be both the object and subject of the study. ...
... We aim to understand the connection between our observations and the students' expressions, integrating theory and practice to generate meaningful and practical knowledge in the educational field by adopting a holistic and applied approach. This approach aligns with the principles of practitioner and first-person action research and reflexive thematic analysis (Braun & Clarke, 2022;Fox et al., 2007;McNiff, 2017). Utilising Kemmis et al. (2014)'s framework of practice and its associated constraints, termed 'practice architectures', we aimed to elucidate how students' perceptions of activities within this specific site can inform and influence the pedagogical decisions made by the lecturer when designing future courses. ...
The ongoing discussion surrounding the incorporation of technology in education has persisted over time. While technology offers significant advantages, such as improved collaboration and access to quality educational materials, it also introduces complexities such as the digital divide and concerns about data privacy, awareness and appropriate use. VR presents opportunities for future teachers to practice decision-making skills in controlled environments, although its effectiveness varies depending on the context and user perceptions. Research indicates that 360° videos enhance reflexivity, support practice and improve observation skills and content knowledge. However, the impact of viewing these videos individually versus in groups remains inconclusive. This study aims to explore students' perspectives on the use of primary school physical education (PE) 360° video recordings and VR technology to enhance reflexivity. To this end, the theory of practice architectures was reviewed to provide a framework for analysing how educational practices interact with wider contexts, while another theory, reflection, helps to examine students' critical thinking and introspection. The study intervention involved fourth-year students at a Norwegian university, who observed 360° recordings of physical education lessons using VR technology. Data were generated through these observations, which included the 360° recordings and small group interviews, and were analysed using reflective thematic analysis. The results highlight the importance of group dynamics, and that the authenticity of VR experiences can foster motivation and reflection. These insights can inform the design of future educational approaches in physical education teacher education (PETE), emphasising the need for careful consideration of technological and pedagogical practices to support effective and innovative teaching and learning to enhance experience and teaching. ARTICLE HISTORY
... This practitioner action-research project was based on Elliot's (1991) definition: a holistic integration of the core areas of teaching and learning including curriculum and teacher development, and research to bring about effective reflection and change in the classroom. We followed McNiff and Whitehead's (2011) practices that stress the validity of explanations by the practitioner, the absence of a hierarchical distinction between researcher and practitioner, and validation by others acting as critical learning partners. At the end of each research cycle, a staff member outside of this project critically reviews the researcher's reflection on the progress of the research project. ...
... At this point we decided against formulating a research question related explicitly to our problem and accepted the "developmental nature" of action research where "nothing stands still" (McNiff & Whitehead, 2011). We decided, instead, on a general aim: to integrate learning material into the programme that will engage and motivate the learners as well as improve their learning. ...
Educational digital games are often presented at Technology in Language Education conferences. The games are entertaining and are backed by research detailing how games can improve the learning experience through active critical learning, learner interaction, competition, challenge, and high learner motivation. The authors, inspired by such presentations, were interested in creating digital games to mitigate problems of demotivation in a beginner Japanese kanji (non-alphabetic script) class at Auckland University of Technology but found there was no body of research on digital games for learning non-alphabetic scripts. This paper contributes to filling this gap by describing the creation of three digital games for kanji learning. Difficulties were experienced during the development of the games and these are described with reference to the divide, discussed in gaming literature, between the type of digital games being showcased at conferences and the reality for teachers wishing to emulate the practice by developing their own digital games. Questionnaire responses and the game-related journal entries of three cohorts of learners were analysed, and teacher reflections on the action research project were used to answer the questions “Should we be leaving this field to the experts?” and “Other than high-end multi-level curriculum-centred digital games, are there different gaming scenarios worth exploring?”
... Action research in pedagogy is a reflective, systematic inquiry conducted by educators with the aim of improving their teaching practices, understanding educational processes, and enhancing student learning outcomes (McNiff, 2017;Mertler, 2016;Mills, 2017). This form of research involves a cycle of planning, acting, observing, and reflecting, allowing teachers to identify areas of concern, implement interventions, collect data on the effectiveness of these interventions, and make informed adjustments based on their findings (Mukherji & Albon, 2010). ...
Successful interaction between family and preschool is crucial in the early stages of bilingual development. Traditionally, a Finnish–Russian preschool brings together children from Finnish-speaking, Russian-speaking, and bilingual families. Educators communicate with children and parents in different languages, using specific translanguaging strategies to develop both languages. The study explores how educators interact with parents and how children interact with each other without a common language. Reflective interviews with teachers explore various aspects of their professional activities, emphasizing the expert use of different languages to expand children’s language skills and foster appreciation. Teachers’ attitudes can shift upon reflection, underscoring the need for partnerships with parents. Additionally, the study analyzes educators’ opinions about play without a common language among children with diverse languages. The longitudinal case study within a bilingual Finnish–Russian preschool thematically groups answers from 18 interviews, focusing on the dynamic relationship between teachers and parents, crucial for creating a supportive learning environment for children’s holistic development. The results show that educators, when reflecting on their role in bilingual education, emphasize a wide range of positive examples of interactions with parents, from constructive professional relationships to long-lasting friendships. They believe that while they cannot replace family interactions, they can develop the child’s abilities within their group of peers. Specifically, play without a common language allows children to communicate with peers in different languages.
... (Mertler, 2009, p. 30) These guidelines are extremely useful because they usher practitioner researchers from the first to the last step in the action research process. It is important that teacher researchers be made aware that action research studies usually employ mixed methodologies, dictated by the research questions the individual projects investigate (Creswell & Tashakkori, 2007;McNiff & Whitehead, 2011;Parsons & Brown, 2002). This aspect makes action research similar to a lesson study project, as discussed earlier. ...
This article presents how reflective practice is promoted through continuing professional development (CPD) workshops for pre-and in-service EFL teachers in Indonesia. The purpose of such workshops is threefold: to encourage teachers to take responsibility for their professional growth; to guide teachers in selecting specific aspects of practice for further development; and to stimulate teachers to reflect individually and collectively on the teaching-learning process to deliver successful lessons and maximise student learning. With this in mind, the current contribution starts by operationalising the concept of reflective practice and describing reflective practitioners. It also details when, how and why English language practitioners should engage in reflective practice. The article concludes with a set of useful activities that help transform English language teachers into reflective practitioners.
... The study's methodological orientation responds to the mentioned objectives based on the dynamics between the dimensions referred to and follows an action-research structure in a qualitative approach with an interpretative and critical paradigm (McNiff & Whitehead, 2006;Amado, 2014) (see Table 1). The study objective is related to the interest in the interdependent relationship between 'understanding-acting-changing' on the processes of creativity and citizenship practices exercised in artistic education practices, based on a self-reflective and critical approach. ...
This article reflects on analyzing and understanding the articulation between creative processes in art education and the development of training for a culture of social and cultural citizenship. The methodology of projects developed in Workplace Training over two academic years involved two 12th-grade secondary specialized art classes. The realization of the projects, based on the action-research methodology, sought the student's participation and involvement in the decision-making of the activities as co-authors in their learning and cooperation with the teachers. Direct observation and interviews with the participants were the main instruments for the data collection. The analysis data used the NVivo program. This study argues on the sociocultural theories of creativity (Glăveanu, 2013; Beghetto, 2016), citizenship and educational contexts (Eça, 2010; Caetano & Freire, 2014), and the context of Art Education (Eça et al., 2012; Eça, 2014; Ramirez, 2016). The main results revealed an interdependent relationship between creative processes and citizenship practices, increased knowledge, and capacities capable of promoting collaborative creativity (Burnard & Dragovic, 2015). These results will allow this relational dynamic to develop and transform through social interactions and situated contexts, with evidence of communication between all those involved, with openness to social and cultural diversity, to generate other possibilities for synergy.
... Action research with the CMR orientation "addresses the twin tasks of bringing about change in organization and in generating robust, actionable knowledge" (Canterino et al., 2016: 159) and fits the need of the client organization. Action research is an approach that integrates researchers' scientific knowledge with existing practical knowledge to address real organizational issues (Bradbury, 2015;McNiff, 2017). The underlying assumption "is that human systems could only be understood and changed if the members of the system are engaged and collaborate in the inquiry process itself" (Canterino et al., 2016: 159). ...
This article uses a Japanese multinational corporation (MNC) as an example to explore how and why leaders figuratively communicate in organizations. The prior studies generally overlook the impacts of leaders' metaphoric communication on the members' sense-making processes. This study advances it by building grounded explanations of the research question and draws the following conclusions. First, the root metaphors of top management, such as the "leader as an authentic and adaptive risk-taker," may create a framing effect on organizational members' generative way of understanding change processes. Second, the metaphor of the "leader as a victim of change am-bivalence" does not necessarily evoke members' sympathy in the early stage of change. Third, change leaders can effectively use metaphors by aligning them with congruent organizational discourses.
... 1) Monitoring dan Evaluasi: Indikator keberhasilan mencakup jumlah kegiatan yang dirancang dan laporan hasil implementasi. Monitoring dan evaluasi adalah bagian dari siklus dalam action research yang membantu untuk memperbaiki dan menyesuaikan tindakan yang dilakukan (McNiff, 2017). ...
This research aims to improve students' understanding of the concept of religious moderation and encourage the implementation of its values in daily life. The research method used is action research, which involves cycles of planning, implementation, reflection, and real action. In the planning stage, needs identification was conducted through focus group discussions (FGDs) and interviews to measure students' initial level of understanding. The implementation stage involved the delivery of material by resource persons through interactive lectures, case discussions, and simulations. The reflection stage was conducted through group discussions and individual reflection journals to evaluate students' understanding. Concrete actions are in the form of developing action plans for the implementation of religious moderation values. The results showed a significant increase in student understanding based on pretest and posttest data analysis. Reflections showed that students were able to identify the main challenges of intolerance and committed to organizing interfaith education and dialogue activities. The implications of this study include the importance of experiential participatory approaches in learning religious moderation, which can be applied in other higher education institutions. In addition, the publication of the research results can serve as a reference for the development of similar programs in a broader context.
... Professors usually share their educational narratives to understand what is going on in their own teaching practice (McNiff, 2017). Oftentimes, they use their narratives as a way to explore their own journeys as educators (Clandini & Rosiek, 2007;Ramdeholl & Jones, 2022). ...
Although feminist pedagogy has been widely used as a teaching approach in classrooms in higher education to enhance diversity, issues of race and gender are often areas of contestations for non-White faculty. The purpose of this study was to explore how non-White professors, a Black woman tenured full professor and a gay Asian male pre-tenured professor, co-created a feminist classroom and how they negotiated power in that classroom environment. The research questions that guided this study were: 1) what does a feminist classroom look like in higher education; 2) how does the intersection of race and gender influence feminist pedagogy; and 3) what strategies do adult educators and practitioners use to deal with disoriented dilemmas? This research progressed into a longitudinal study, focusing on how the faculty members’ praxes grew from critical classroom incidents that the professors believed directly related the negative reactions from students to their positionalities as a Black woman and an Asian man. Three themes emerged from the data: a) Confrontation, b) Resistance, and c) Hostility. Each of these themes are defined and presented through direct quotes from our teaching logs and students’ reflections. Discussion and implications for practice are also provided regarding how race and gender matter in feminist classrooms. The concluding section describes how the two faculty members implemented reflective practices in higher education to create feminist classrooms.
... Therefore, we consider the Guiyang case to be valuable for in-depth investigation, particularly for exploring the challenges and future possibilities of public participation in the RCS. We adopted a participatory action research approach, which involves problem-oriented collaboration between researchers and on-site personnel to diagnose issues and propose solutions through observation and an in-depth understanding of the local context [38,39]. Previous studies have employed this method to explore ways to enhance environmental governance [40]. ...
The complexity of watershed pollution governance necessitates the involvement of multiple stakeholders, with increasing emphasis on public participation. In response, China introduced the river chief system and gradually established civilian river chiefs and environmental supervisors as channels for public engagement. However, questions remain about how to effectively and sustainably engage the public while addressing watershed pollution. To explore this, we employed an action research approach, focusing on a case from Guiyang, which pioneered the “Dual River Chief System” and introduced civilian environmental supervisors, significantly mobilizing public involvement and controlling pollution. By analyzing the selection background, criteria, responsibilities, training, support mechanisms, and fieldwork of civilian environmental supervisors, we found that their primary tasks were monitoring watershed conditions and mobilizing broader public participation, with selection criteria focusing on interest in watershed governance and regional influence. At the same time, training and expert support were provided to enhance their investigative capabilities and ensure accurate results. This also fostered greater commitment and confidence among the supervisors, further promoting public participation in watershed governance. Despite its success, the approach relied heavily on the groundwork and local networks of civilian river chiefs and required significant time and effort in the early stages, posing certain limitations.
... The classroom action research method used by researchers refers to Kurt Lewin's theory as having four stages, namely: planning, action, observation, and reflection (McNiff & Whitehead, 2006;Stringer et al., 2010;Kemmis et al., 2014;Kunandar, 2011;Firdaus et al., 2022). ...
The learning system in Indonesia requires appropriate changes in advancing education, especially in elementary schools. If the learning process is carried out very well, it will also get very good grades by choosing the right learning models. The learning model is a design pattern that aims to achieve learning according to the basic competencies that have been determined from student learning outcomes. The relationship between the urgency of the Make a Match learning model applied to PPKn (Pancasila and Civic Education) learning in elementary schools, namely, it can increase student active participation, build a strong understanding of concepts, improve social skills, make learning more interesting, and encourage deep understanding. Overall, the urgency of implementing the Make a Match learning model in PPKn learning in elementary schools is to ensure that students not only memorize Pancasila values, but also understand, internalize, and apply them in everyday life through active, interactive, and enjoyable learning experiences. The purpose of the study was to improve students' PPKn learning outcomes through the application of the Make a Match learning model. The subjects of the study were 20 students of MIN 3 Padangsidimpuan. This research uses a classroom action research method by referring to Kurt Lewin's theory which has four stages, namely: planning, action, observation, and reflection. Data collection uses tests and observations. Data are analyzed descriptively using quantitative and qualitative approaches. The quantitative approach is from test data, while the qualitative approach is from observation data. The results of the study prove that students experienced an increase in their learning with an average score of 85% in cycle II meeting II.
... A case study approach was suitable for this study because little to nothing is known about supporting FGSs within the Policing Education Qualifications Framework (PEQF), which started in 2018 (COP, 2020). In addition, the case study approach allowed the researcher to discover information in a deeper way that could not have been accomplished through action research, which is often desired in education research (Arnold, 2015, Arnold and Norton, 2018, McNiff, 2002, McNiff, 2017. Also, action research was unsuitable due to the exploratory and descriptive nature of this study. ...
This research explores whether the Institute of Policing (IoP) in Staffordshire University recognises first-generation students (FGSs) – students who are the first in their nuclear and/or extended family to attend university – as a disadvantaged group and appropriately supports them in their educational pursuit. Studying this topic is important because research has shown that FGSs face enormous challenges compared to students whose family members have previously completed university degrees. A case study approach was adopted for this study: a sample of lecturers and administrative staff from the IoP were interviewed using Microsoft Teams. The interview transcripts were manually read and analysed to generate themes about FGSs and whether they are supported in the IoP. The study yielded key findings relating to supporting FGSs students. A key result is that despite FGSs facing enormous challenges, they are not appropriately recognised as a disadvantaged group by the IoP. Also, the IoP does not capture any data on FGSs during the recruitment and/or onboarding processes. Furthermore, it emerged that there are no tailored support services for FGSs in the IoP, resulting in more anxiety and eventual dropout of FGSs and a widening gap between FGSs and continuing-generation students. Finally, a good number of participants were found not to be aware of FGSs until they read the information sheet for this study. A key recommendation is that the IoP must incorporate questions about applicants’ family members' access to university education to start capturing data on FGSs. There is also the need for staff training as some staff did not know or understand the concept of FGSs prior to participating in this research. On a larger scale, studies should explore the issue of FGSs at a university-wide level, as some participants suggested that non-recognition of FGSs as a disadvantaged group may not just be an issue peculiar to the IoP.
... If there is no sign of learning, the process is not working properly, which provides input for reflection. In order to prevent the teacher-researcher from getting trapped in his own confusion during stages of evaluation, McNiff and Whitehead (2006) recommend having conversations with a critical friend. In this study, the researcher had monthly meetings with a colleague from a different department who looked at the organisation from a similar CST perspective. ...
In an age of impending climate catastrophe and social conflict, there is an increasing awareness of how we all need to think holistically, but organisational structures and social mechanisms have a tendency for favouring reductionist solutions that give short-term relief while making the long-term situation worse. Within the school of Critical Systems Thinking (CST), it has been argued that the teaching of systems theory needs to start with social awareness by what is more generally known as the "pedagogy of the oppressed", but it is not always obvious how this should be carried out. An educational approach described in this paper consists of taking a CST perspective and using the so-called Theory U of organisational transformation as a teaching method, which has been tested through action research in public administration. Despite the ultimate failure of the method, due to poor choice of game models for understanding the politics of how the systems perspective was seen as threatening to powerful actors with reductionist agendas, the experiment illustrates the relevance of CST perspectives and the potential usefulness of something like Theory U as part of a future-oriented educational approach.
... "Triangulation involves checking information that has been collected from different sources or methods for consistency of evidence across sources of data" (Mertens, 2020, p.282). The data about the same event will be gathered from multiple sources produced from the researcher's diary entries and the observer's comments (McNiff, 2017). In methodological triangulation, a researcher analyzes multiple types of data to confirm their interpretation of the findings. ...
This study explores Filipina-American mothers' experiences raising children with ASD, focusing on challenges in obtaining timely diagnoses and services. Given healthcare disparities and cultural stereotypes, these mothers often face unique barriers. Using narrative inquiry, this research captures their journeys, from first recognizing symptoms to accessing essential support. Insights aim to improve early ASD detection and resource accessibility, advocating for equitable, culturally responsive autism services for children of color.
... Action research is a process where educators explore their own practice through meaningful inquiry in their classrooms (Katz & Stupel, 2016;McNiff, 2016;van Driel et al., 2014). It involves critical reflection on current practices and challenging current assumptions about the teaching/learning process (Carr & Kemmis, 1986;McNiff & Whitehead, 2011;Vaughan & Burnaford, 2016). It has its roots in educational reform where educators reflect on their own teaching (Cain & Harris, 2013;Elliott, 1991). ...
This study investigates teachers’ perspectives on the use of a mathematical argumentation teaching strategy in elementary mathematics in which students disprove mathematical statements they already know to be false. Mathematical argumentation is a process through which students develop an argument about a mathematical concept and rationalize its truth or untruth through mathematical reasoning but is if often underused in mathematics. In this study we focused on a argumentation tasks which involved providing students with number statements which they already knew to be false, and inviting them to argue, using visuals, numeric notation, and/or written explanations, why it was false. Through practical action research, seven teachers from two different schools implemented this approach in their mathematics programs to one hundred and thirty-one students over the course of five months. Findings indicate this approach was easy to implement, improved student engagement, supported learners who struggled and deepened students’ mathematical knowledge. We believe that this approach can be used as a precursor to more formal proofs and provide more access for teachers and students in exploring mathematical proofs in elementary classrooms.
... One purpose of a literature review is to provide research with 'validity and reliability', by thoroughly reviewing the existing academic field (Cohen et al., 2011: 181). By exploring what is already known in a field of study, the research in question can be placed into context and its contribution viewed in relation to previous work (McNiff, 2017). ...
The purpose of this research was to develop three models for the online teaching of music composing, along with creating a composing-specific technology, pedagogy, and content knowledge (TPACK) model from Mishra and Koeher’s (2006) original TPACK model. The teaching models developed were synchronous (live teaching), asynchronous (teaching is pre- recorded), and synergistic (a hybrid of synchronous and asynchronous). The study, situated in an interpretivist paradigm, used a two-cycle action research approach. A year 9 class of 19 students consented to participate in the research, which collected data through bi-weekly questionnaires, semi-structured interviews, and a researcher diary. The teaching, upon which the research was based, took place in a simulated online environment within a physical classroom, where each student had access to a computer, headphones, the G Suite for Education, and BandLab. The findings explore the development of the models, where three music-specific online composing teaching models and a composing-specific TPACK model are presented. The research highlights that teaching composing online is possible, but that challenges, including communication and creating a sense of belonging within the online environment, exist. The students shared many positive views about online learning and were receptive to the changes made to the models after each cycle, including for example the addition of a second Google Meet call. The key themes foregrounded by this research were online music pedagogy, relationships, efficiency, and the misalignment of efficiency and connectedness, contributing to the literature around online music teaching. Based on the findings, the need for further research into how the teaching models and TPACK model interact, development of the composing -specific TPACK model, and testing of the models in a true online environment, are suggested. Moreover, the findings indicate the value of the models as a guide for educators in their own online music pedagogic practice. The three models for teaching online music composing and the composing-specific TPACK model are the major contributions of this research.
... For example, it enables individuals to work collectively to achieve transformative changes by simultaneously taking action and engaging in research (Berg, 2001;Rowell et al., 2015). Moreover, action research functions as a form of professional development and learning (McNiff & Whitehead, 2006) because it enables teachers to reflect on their practice to improve it, become more autonomous in professional judgement, develop a more energetic and dynamic environment for teaching and learning, articulate and build their craft knowledge, and recognize and appreciate their own expertise (Pine, 2008, p. 30). ...
... Carr & Kemmis 1986;Elliot 1991;Hopkins 2014;A. Johnson 2012;Kember 2000;McNiff 1988;McNiff & Whitehead 2011;Mertler 2019;Rowell et al. 2017). The essential characteristic of AR is that the object of research is the teacher him/herself. ...
This book is devoted to the topic of teaching Russian as a foreign language (RFL) from an intercultural perspective with special attention to the university context and Italian-speaking students.
It is underpinned by three main aims. The first is to provide the reader with a theoretical-operational framework on intercultural RFL teaching, giving him/her the methodological tools to study this area and/or to apply it to his/her own teaching. The second is to promote a critical awareness among readers of the dominant ideologies and discourses underlying both academic research on the subject and the teaching materials themselves, so as to enable them to take note of the problems of RFL intercultural teaching (compared to the issues of foreign language education of other languages) and attempt to overcome them, with a view to enhancing teacher learning/development. The third—more general—aim seeks to help the reader look at the RFL area as if through a lens that shows different angles and shades, thus leading to greater understanding of the complexity of teaching and learning processes as a whole.
The study discloses the ideological nature of RFL intercultural teaching by investigating its national and cultural essentialist discourses and advocates a pluricentric and complex image of the Russian-speaking cultural space which is rather new for the field, where static, mythologized, and uncritical ideas and representations of identity and culture (e.g., “Russian soul”) still prevail to this day.
... No son irreales, pero no están exactamente ahí; también están aquí. 53 La prueba de que la raíz cuadrada de dos no es un número racional (y, por tanto, es uno de los huecos que el axioma rellena con números reales) es esencialmente un poema, que se aferra a lo inexpresable y fracasa. La raíz cuadrada de 2 es indefinida, y la afirmación "La raíz cuadrada de 2 es una cantidad" se dice metafóricamente. ...
This is a Spanish translation of my work that was published in 2019
... 'It might be that the young child feels stressed, sad, or angry, but they would not know that it was because of their caring role, that they are feeling that way' (Ellicott, 2022). Questionnaires may be easy to analyse, yet they lack detailed information and do not enable richer insights to be obtained (McNiff, 2017). The experience of working with a young carer aged 6 came from a young carers support worker in a focus group. ...
... Action research is an approach that integrates researchers' scientific knowledge with existing practical knowledge to address real organizational issues (Bradbury, 2015;McNiff, 2017). The underlying assumption "is that human systems could only be understood and changed if the members of the systems are engaged and collaborate in the inquiry process itself" (Canterino et al., 2016, p. 159). ...
Change leaders who want to invite members’ spirit of inquiry face a challenge; the conditions under which change practitioners successfully blend the strengths of diagnostic and dialogic approaches are not explicitly incorporated within the established theories. This article aims to describe how changing meaning-making systems (in other words, changing mindsets) can be crucial in facilitating successful coapplication of diagnostic and dialogic approaches. A new conditional combination (shared focus on realizing desired performance and change agents’ dialogic anchoring) for the emergence of the practitioners’ integrative mindset is examined, and its implications for research in blending diagnostic and dialogic OD approaches and related fields are discussed.
... Penelitian Tindakan Kelas dapat dipahami sebagai suatu kegiatan ilmiah yang ditujukan untuk melakukan pendalaman terhadap suatu masalah pembelajaran yang konkrit di dalam kelas dan melibatkan proses pemilihan solusi untuk memecahkan permasalahan tersebut (Kemmis et al., 2014;Kunlasomboon et al., 2015;McNiff & Whitehead, 2011). Dengan kata lain, PTK merupakan suatu upaya menerapkan metode atau teknik pembelajaran yang efektif untuk pemecahan masalah yang dihadapi siswa atau guru sekaligus pengembangan pengetahuan dan pencarian kebenaran dengan lebih tepat, sistematis, dan terukur. ...
Pengabdian kepada masyarakat ini bertolak dari tuntutan kesiapan guru dalam mengimplementasikan PTK sebagai bentuk pengajaran reflektif dan realisasi konsep guru sebagai pemelajar sepanjang hayat. Tujuan dari PkM ini difokuskan untuk: 1) mengembangkan pengetahuan guru berkaitan dengan implementasi penelitian tindakan kelas dan 2) meningkatkan kesiapan guru dalam mengimplementasikan PTK setelah penguatan. Tim PkM berbasis kepakaran bidang ilmu ini menggunakan format pelaksanaan pelatihan yang dilaksanakan pada bulan Juli-Agustus 2023. Tim PkM mengundang 25 guru bahasa jenjang SMA di wilayah Bandung Raya, Jawa Barat sebagai target khalayak sasarannya. Adapun beberapa instrumen dan alat bantu pelaksanaan penguatan tersebut: angket pascapenguatan, materi ajar, silabus penguatan, dan lembar evaluasi implementasi PTK. Tim PkM akan menggunakan metode pembelajaran daring. Hasil penguatan menunjukkan bahwa para peserta guru memperoleh penguatan dalam integrasi PTK di kelas, yang mencakup regulasi pemerintah, pengembangan artikel ilmiah, dan implementasi praktis PTK. Partisipan menunjukkan sikap antusias dan merasa terbantukan dengan materi dari para narasumber. Program PkM ini juga menghasilkan luaran model implementasi PTK yang meningkatkan kemampuan penelitian dan penulisan artikel guru bahasa.
... The methodological approach was action research and ethnography (Fangen, 2010;McNiff & Whitehead, 2006). The data was collected over nine months. ...
9.5 per cent of people aged between 15 and 29 in Norway are ‘not in education, employment or training’ (NEET) (Statistisk sentralbyrå, 2022). NEET status is generally associated with several negative factors, such as lack of social mobility, poverty, negative socioeconomic status and persistent exclusion from education and work life (Wrigley, 2017). Work exclusion represents a significant challenge on both a macroeconomic level and for the individuals who experience work exclusion. The perspective of computer games as learning tools has resulted in an increased interest in how games can generate positive changes in the player (Gee, 2007; McGonigal, 2012). From the perspective of career guidance, it is central to look at whether the positive changes and the learning such change implies can be used to develop career competencies and skills that are attractive for the world of work. This paper reports on a project to develop, conduct, study and evaluate an occupational training program for 15 young gamers between the ages of 18 and 30 classified as NEET. The research question for the project is how participants in a work preparation course experience computer gaming as an arena for developing career competencies and skills and how these skills and competencies may contribute to the participants’ employability
... The methodology also follows an action research design that, as indicated by McNiff and Whitehead (2023), encourages systematic and critical reflection by participants on their experiences and practices. This approach not only seeks to identify and analyze the impact of the SENA program, but also to generate recommendations to strengthen future interventions in the area of rural business training, especially in crisis situations such as the one experienced during the pandemic. ...
Rural productive units represent an alternative for improving the quality of life in rural communities, but they require relevant training for their implementation and sustainability. During the COVID-19 pandemic, the business training processes offered by the National Learning Service (SENA) underwent significant transformations, which in many cases were not effective in consolidating these productive units. The objective of this study is to analyze the effectiveness of SENA training programs during the social confinement in Colombia and their impact on the development of rural productive units in municipalities of Cundinamarca. A qualitative approach with descriptive scope and an action research design was used, employing interviews and focus groups with 22 participants of the SENA Emprende Rural program. The findings indicate that the insufficient accompaniment by tutors and the lack of adequate training hindered the consolidation of the productive units, which led to the closure of seven of them by the beneficiaries. Therefore, it is concluded that it is necessary to offer training programs adjusted to the needs of the rural context, in addition to providing continuous support and financing to ensure the sustainability of the productive units.
Existe una constante preocupación en las instituciones educativas por mantener índices altos de eficiencia terminal, para lo cual, la reprobación y deserción deben ser monitoreadas constantemente y establecer estrategias que favorezcan el logro de objetivos. Este trabajo tiene como propósito evaluar un programa de tutoría entre pares en cuanto a su contribución para fortalecer la formación académica de estudiantes de un instituto tecnológico. La tutoría entre pares es una estrategia que tiene como objetivo brindar asesoría y acompañamiento de forma colaborativa entre estudiantes y tiene como fundamento el modelo de enseñanza constructivista. Se presenta una investigación con un enfoque cuantitativo, de alcance descriptivo y con una metodología de investigación-acción. La muestra estuvo conformada por 43 estudiantes que participaron en el programa, como el instrumento se utilizó un cuestionario para analizar las subvariables: labor del tutor, logros personales, compromiso del estudiante, servicios del programa e infraestructura. Los resultados revelan niveles altos de satisfacción con el programa de tutoría entre pares, con las frecuencias más altas en los rangos 3 (satisfecho) y 4 (muy satisfecho) en cada uno de los indicadores de las variables, siendo la subvariable labor del tutor la que obtuvo la puntuación más alta. Este trabajo aporta una estrategia de intervención relevante para disminuir el rezago educativo que puede incidir de forma positiva en indicadores institucionales como las tasas de reprobación y deserción, al aprovechar recursos disponibles en las instituciones (alumnos destacados)
Action research (AR) has emerged as a preferred methodology among practice-based doctoral candidates, particularly in education. In conjunction, having a thorough understanding of AR methodology in doctoral studies is a must. Thus, this article investigated the methodology of AR used in doctoral studies within the education disciplines from January 2013 to October 2024. The study included eight ProQuest doctoral dissertations and twelve articles from the Scopus database, selected based on relevance to AR methodology, focus on education disciplines, and methodological rigour. This study focuses on theoretical frameworks, AR models and types, data collection methods, sampling techniques, and sample sizes employed by action researchers. The findings revealed that Grounded Theory was the most commonly utilised theoretical framework, supporting iterative theory development to address complex educational challenges. The flexibility of AR models allows researchers to adapt methodologies to specific contexts, enhancing study efficacy and responsiveness. Traditional AR methods remain widely used due to their seamless integration into professional practices. The duration of AR projects varied, but at least one AR cycle was needed to tailor timelines to issue complexity. Interviews emerged as the primary data collection method, supplemented by questionnaires and focus groups. Most studies employed convenience sampling, with quantitative samples ranging from 25 to 275 participants and qualitative cohorts comprising eight to eleven individuals. This approach aligns with AR’s focus on addressing practical problems and fostering self-improvement, ensuring researchers balance data collection with meaningful insights. Although AR findings are not widely generalisable, their adaptability enables researchers to develop context-specific interventions tailored to the unique needs of educational settings. The iterative nature of AR fosters evidence-based improvements, reflective practice, participatory engagement, and real-time problem-solving. Future research should integrate structured frameworks, adopt mixed-methods approaches, and engage stakeholders to enhance the credibility and applicability of findings, contributing to a deeper understanding and more effective implementation of AR in educational research.
KIA MAU KI TE AKA MATUACindy Pile-Wetere KO WAI AU, NŌ HEA AU?Ernest Karl Harris HE KĀKANO AHAU I RUIA MAI I RANGIĀTEAJune Paratene TOI TE KUPU, TOI TE MANA, TOI TE WHENUAMonica Pile-Marsters DEVELOPING STUDENT AGENCY THROUGH A PURPOSE-BUILT CURRICULUM INCORPORATING ELEMENTS DRAWN FROM STEM, HEUTAGOGY, AND PLACE-BASED LEARNINGPoko Kirkwood ESTABLISHING WHANAU RELATIONSHIPS TO IMPROVE STUDENT SUCCESS THROUGH A COOKING CONTEXTPriscilla Tooley IMPROVE LITERACY SUCCESS FOR MĀORI LEARNERS THROUGH A CULTURAL LENSAna Kawenga COLLABORATIVE WRITING FOR SELF-REGULATING WRITERSBeverley Steward STRENGTHENING STUDENT ENGAGEMENT THROUGH PROJECT-BASED LEARNINGDonna Murphy STAFF CONFIDENCE, COMFORT, AND COLLABORATION IN A FLEXIBLE LEARNING ENVIRONMENTJohanna Wrack TE AKO O PŪMANAWATANGA: DIGITAL FLUENCY TO SUPPORT SCHOOL CULTURERosalie Stevens PERSONALISED EPORTFOLIO TO STRENGTHEN HOME-SCHOOL PARTNERSHIPTracey Brownlee PERSONALISED LEARNINGBernard Horne PLACE-BASED EDUCATION AS A MEANS FOR IMPROVING SENSE OF PLACE AND TANGATAWHENUATANGABrendon Shaw 21ST CENTURY SKILLS: COLLABORATION AND COMMUNICATION IN A YEAR FOUR AND FIVE CLASSBronwyn Clegg COMPUTATIONAL THINKING THROUGH REAL-WORLD PROJECT-BASED LEARNINGChristopher Clapham IMPLEMENTING PLACE-BASED LEARNING TO STRENGTHEN THE LOCAL CURRICULUMDavinia O’Callaghan ENHANCING ENGAGEMENT LEVELS THROUGH LEARNER AGENCY AND PROJECT-BASED LEARNINGJotika Devi STUDENT VOICE IN TRANSITIONKellie WallerTHE EFFECTS OF GAMIFICATION ON THE WRITING OF CHILDREN IN A YEAR 5 AND YEAR 6 CLASSKylie Fullerton RAISING LITERACY THROUGH INTEGRATED LEARNINGLinda Rubens DELIVERING AN AGENTIC TECHNOLOGY CLASSROOM USING METACOGNITIONMarty Richter HOW TO GLOCALISE, PODCASTERISE AND OTHERWISE SUPERSIZE YOUR INQUIRY UNITSShannon Watson A RESEARCH REPORT INTO THE PROFESSIONAL DEVELOPMENT OF TEACHERS IN TEACHING ETHICSStephen Woodnutt TEACHER APPRAISAL THROUGH A MULTIFARIOUS LENSTeresa Hannard TECH CLUB: COLLABORATIVE LEADERSHIP FOR DIGITAL EQUITY AND SUSTAINABILITYYvonne MacKinnon
The need for occupational therapists to profile their vocational rehabilitation services, initiated an action research project, within a PhD study. The PhD study was aimed at transforming vocational rehabilitation services in occupational therapy departments in Gauteng public healthcare through action research. The aim of the project was to develop a tool that would allow occupational therapists doing vocational rehabilitation, to systematically and comprehensively profile their services. The profile tool could be used for practice reflection, research, to assist with planning, policy making and/or quality management. It will be used in the final phase of the PhD study to allow for critical reflection on vocational rehabilitation practice transformation in Gauteng public healthcare.The profile tool was designed and developed during action research cycles in public healthcare vocational rehabilitation units. It was refined through further action research cycles with occupational therapists that offer vocational rehabilitation services in Gauteng's public healthcare. The service profiles generated from these cycles were presented for participant validation. The final profile tool was sent for critical appraisal to a panel of experts acting as 'critical friends'.The processes of designing, developing, refining, validating and disseminating the tool are presented in this article as a contribution to the practice of vocational rehabilitation and to conclude the dissemination outcome of action research.Keywords: occupational therapy, vocational rehabilitation services, public healthcare action research, profile tool.
Taiwan’s inclusive education has been developed fully through national legislations and local government policies since 1984 within the Special Education Act. This national law clearly mandates the concept of inclusive education for the students with special education needs starting from the age of two. This article presents two sections of research on the implementation of regulations in inclusive education. The first was at the local government level of Kaohsiung City with design for the in-service teachers training program in special education. The second one was a school-wide level focus on differentiated instruction implementation for kindergarten teachers. The document analysis, action research and case method were applied in these studies. The result of the first section study was that 52 preschool teachers completed a 60-hour special education professional course held by Kaohsiung City in 2019 to 2020. The result of the second section study was a school-wide inclusive education practical model with administrative suport and teachers’ competency in differentiated instruction of six cases. Two studies showed positive results of inclusive education practice for a municipality and a preschool level in Taiwan.
In this research article, budding journalists’ views and attitudes toward a prototype radio lesson that was designed and implemented utilizing advanced technologies are explored. These budding journalists hail from Greece, were studying in higher education or adult education at the time of the survey, and belong to one of the three youngest generational cohorts within adults (i.e., 18 years old and older); Generation X where their members are now known as Xers, Generation Y where their members are already known as Millennials, and Generation Z where their members are also known as Zoomers—XYZ Generations. The survey’s research data were collected after six interactive teachings from and through advanced technologies, via a specially designed written questionnaire, as case study experiments that applied qualitative action research with quasi-experiments. Analysis, descriptive, and inductive statistics were then applied to them from and through Internet applications and services. This is essentially empirical qualitative research that incorporates the approach of the quantitative analysis process. The resulting survey findings and results mainly contribute to the quality of higher education and adult education, especially in the field of media studies. Likewise, they align with or confirm previous contemporary empirical studies and research papers on the genealogical characteristics, habits, and ethos of the XYZ Generations, and particularly regarding the similarities among Xers and Zoomers, as well as that Generation Z can also be characterized as a “Sound Generation”. An important conclusion of this research article is that the success of a lesson or even a lecture seems to depend (a) on the good design and/or development of the lesson plan itself, as well as (b) on the communication classroom where the educational praxis takes place. Finally, these survey findings and results are also considered encouraging and could be utilized (a) for any audiovisual-supported teaching–learning procedure for adult learners; (b) across various educational levels and disciplines; or even (c) for members other generational cohorts.
This research study was aimed at improving students’ reading comprehension by using interaction-based activities of grade VIII B students at SMPN 1 Kramatwatu in the academic year of 2020/2021. The actions were conducted based on the curriculum and in line with the course grid and lesson plan developed before conducting the interaction0based activities. This research was action research. It consisted of two cycles, which was conducted for three meetings in the first cycle and second cycle. The subjects of this research study were 36 students of grade VIII B at SMPN 1 Kramatwatu. The data were qualitative and quantitative. The qualitative data were collected through observation, interviews with the students, the English teacher and the research collaborator, and documentation the teaching and learning process. The data were in the forms of field notes, interview transcripts, vignettes, and photographs. While the quantitative data were obtained from tests (pre-test and post-test). The validity of the data was obtained by applying democratic validity, outcome validity, process validity, catalytic validity, and dialogic validity. Time triangulation, theoretical triangulation, and investigator triangulation were also applied to check the trustworthiness of the data. The interaction-based activities were used in each stage to improve the interaction between the students and the teacher. The actions conducting during this research study involved implementing the interaction-based activities, training the students to use reading techniques and strategies, teaching grammatical points, using power point presentations, pictures, and handout, and motivating the students through stories and giving rewards. The research study outcomes show that the students’ reading comprehension improved through the interaction-based activities. There were also improvements in their involvement, confidence and motivation. In terms of reading the texts, the students used some reading techniques and strategies, such as scanning, skimming, and guessing. In terms of students’ behavior, the students also improved their confidence to participate actively in the classroom. The students did not worry of making mistakes in using the English language. The students were active in the discussion activity and giving feedback to each other and helping each other in the classroom activities. The students were enthusiastically in learning reading. Moreover, the students could answer the comprehension tasks well. Furthermore, the students’ reading comprehension were measured quantitatively by comparing mean score of Cycle I and Cycle II. The result revealed that the students’ reading comprehension improved.
Action research serves as a significant tool for the professional development of teachers, the enhancement of educational practice, and the advancement of student learning. This review study aims to provide an empirically grounded perspective on action research as a means of stimulating the development of teachers’ professional competence. Drawing upon the analysis of 28 empirical studies from the Scopus, WoS, EBSCO, ProQuest, and Science Direct databases over the past five years, the study identifies the contributions of action research to the development of both core and key professional competences among teachers. The findings confirm that action research not only supports the expansion and deepening of teachers’ knowledge base but also fosters the development of their key professional competences which are vital for effectively addressing the challenges of pedagogical practice. These findings highlight the potential of action research as a form of professional development and its application in establishing teacher professional communities centred on reflection and innovation, aimed at enhancing educational practice and student learning.
This chapter outlines the author's own experience as a SoTL practitioner which begins with description of the educational background which came from a part of a culture that emphasized traditional research and publications, with teaching viewed as knowledge transmission. As a student the notion of the teacher as an expert was reinforced which leading to initially focus on knowledge transmission as a university lecturer. Through SoTL, the author realized the importance of examining one's teaching practices and identifying areas for improvement and this shift made the author to become a more intentional and reflective educator. While the author still navigates the challenges of integrating SoTL into a culture that prioritizes disciplinary research, it is believe that sharing her SoTL journey can contribute to the dialogue of SoTL practice in our Asian regions.
A metodologia de pesquisa-ação tem sido amplamente adotada em diversas áreas. Essa abordagem participativa envolve os pesquisadores na aplicação de técnicas de pesquisa para definir ações que solucionem problemas organizacionais. Com as crescentes demandas de desenvolvimento industrial, as organizações precisam implementar estratégias que aumentem a rentabilidade e a produtividade. Nesses contextos desafiadores, a pesquisa-ação se destaca como uma ferramenta valiosa para promover melhorias nos processos organizacionais. Este estudo realiza uma revisão sistemática da literatura, analisando artigos da base de dados Scopus, utilizando a metodologia Methodi Ordinatio para classificar os artigos mais relevantes. O objetivo é identificar os principais resultados e os propósitos da utilização da pesquisa-ação na área de engenharia de produção. Os resultados mais relevantes mostram que a maioria dos estudos se concentra na melhoria dos processos produtivos, obtendo resultados quantitativos, como aumento da produtividade e redução de custos, bem como resultados qualitativos, incluindo melhorias na qualidade dos produtos e serviços, capacitação de pessoal e aprimoramento da cultura organizacional.
Technology and engineering education (TEE) corresponds to technical craft in Finnish primary and secondary school craft subject. However, there have not been in the specific descriptions of the technology and engineering content in the subject in the national core curricula for basic education since 1994. The research task here was to outline what TEE is in Finnish primary and secondary school craft. The research method was a qualitative case study, based on the experts’ outlines. The core of TEE learning goals definitions, the content of engineering, and its pedagogy was used to analyse the data collected from TEE experts (n = 23). As a result, new theoretical foundations of TEE in general education are presented. The description includes the basics of the conditions of existence for the subject, and its key general leaning goals in the framework of technology education, main in engineering fields and methods and central pedagogical models. The results reveal the diverse and unified structure of TEE to be used in the craft subject in general education and teacher education, and in outlining and studying the future development of TEE.
Professional development programs are essential for supporting STEM teachers in improving their teaching practices by creating engaging and effective learning experiences for students. One of the professional development programs referred to is their participation in action research training. However, while there is a growing number professional development program relating to it, there is no substantial amount of reports regarding its impact toward developing teachers' action research attitude, knowledge, and skills. In this regard, this study aims to empirically investigate the influence or impact of training programs on the development of STEM teachers' action research skills, knowledge, and attitude. Driven by Evans' (2014) concept of professionalism and professional development as a guiding framework, a structural model was proposed and validated using a quantitative cross-sectional survey design. There were 214 STEM teachers who participated in an online survey. Results revealed that from five hypotheses proposed in the structural model, four are supported except the causal path between training and action research skills. The paths between training to action research knowledge and attitude are supported as well as the paths between action research knowledge and attitude to skills. This indicates that teachers' action research knowledge and attitude fully mediate the causal path between training and action research skills. The findings of this study imply that the focus of the training programs should go beyond the mechanical aspects or skills development of teachers but on developing their knowledge and shaping a positive attitude toward action research. Over time, both provide an enabling environment to practice and develop action research skills. The finding also offers a new perspective or guiding framework as to how teacher training programs particularly action research can be evaluated.
In this methodological paper of my PhD journey, I attempt to showcase the Nepali Cultural Worldview (NCW) grounded transformative praxis for reconceptualizing the conventional approach of scientific literacy that forgets our axio-onto-epistemic roots. Theory, values, and practice are the foundation of transformative praxis (Freire, 1996). Therefore, to counteract the Westo-centric outlook of the science education practice, the primary concern of this paper is: How could Nepali Cultural Worldview support reconceptualizing scientific literacy through transformative action research? I viewed my research question through the lenses of NCW to enrich the NCW grounded on axio-onto-epistemic roots. I made critical discourse based on TAR’s theoretical, philosophical, and practical dimensions. I also offer to engage in TAR projects for post-critical scientific literacy. It could renew our post/positivist “self” to NCW-grounded transformative “self.” In this regard, TAR possibly empowers us to do our Kartabya Karma to strengthen and reinforce our professional Dharma and nurture the researcher and research participants as change agents.
The paper seeks to study organizational identity attainment through strategic linguistic practices, understood as performative strategizing. The article focuses on the interaction of organizational identity and strategy by analyzing the evolution of an electronic engineering company from its founding to maturity over eighteen years. Combining action research and grounded theory, the study identifies the features inherent to organizational identity attainment. The author observed strategic linguistic practices in the company, studied archival documents, and delved deeply into strategy formation as a practitioner, interacting directly with strategists to comprehend organizational identity attainment. The research shows that self-fulfillment, effective communication, and readiness for external challenges are the main features of organizational identity attainment through performative strategizing.
Children and young people’s online privacy is increasingly challenged by the datafication of the digital world, and this is an increasingly important area of policy concern. Understanding what young people understand online privacy to be, and what they want done to protect it, is key to creating effective and rights-realizing policy responses. This article explores young people’s perceptions across four countries and finds they have nuanced understandings about online privacy and clear, robust ideas about how to improve it. Context mattered, and their online privacy concerns and ideal protections were often informed by their socio-political context and awareness of and trust in datafication.
The International Centre for Nonviolence at Durban University of Technology is a major player in the study of peacebuilding and nonviolence in Africa. ICON’s overall aim is to help African communities achieve sustained peace, which means that its teaching, research and community engagement are transformational in their methods and outcomes, with an immediate impact on the lives of those involved. In practice, this means the use of transformative learning processes in our undergraduate teaching and participatory action research in the research theses which we supervise at master’s and doctoral level. This chapter explains the theory, experience and challenges of transformative learning and participatory action research in the African context.
This study aims to improve the ability to analyze the text structure of the Report of Observation Results (LHO) in class X TITL 1 SMK Negeri 5 Surabaya through the application of collaborative learning methods. This research was conducted in two cycles. In cycle 1, most groups scored below the Minimum Completion Criteria (KKM). However, after improvements were made in cycle 2 by adding differentiation of the learning process according to students' learning modalities, there was a significant increase in scores. The results showed an increase in students' scores by 20% to 50%, with all groups successfully exceeding the KKM. Group 6 experienced the highest increase, from 50 to 100. This finding shows that the collaborative learning method is effective in improving the ability to analyze the structure of LHO text. The application of this method achieved maximum results, so it can be recommended as a learning strategy for similar materials in the future.
МақаладаActionResearchәдіснамасыныңпедагогикалықжәнепсихологиялықаспектілері,оныңПОҚзерттеубелсенділігіндамытудағыартықшылықтары,сондай-ақ ActionResearchидеясынзерттеушіретіндепедагогтұлғасындамытудыңтиімдіқұралдарыныңбіріретіндетаратудың рөліашылады.ActionResearchүздіктәжірибелерінтарату бірлескензерттеуортасынқұруға, университеттің ғылымиәлеуетінарттыруға, зерттеупроцесінеоқытушылардың,жасғалымдардыңжәнестуденттердіңбарлықмүдделіқатысушыларынтартуға ықпалетеді.Мұныңбәрі білімберу сапасынарттыруға, оқытупрактикасынжақсартуға, педагогика ғылымыныңжетістіктерінпедагогтердіңкәсібипрактикасынанеғұрлымтығызбіріктіругемүмкіндікбереді.Бұлзерттеусоныменқатаржоғары оқу орындарыныңПОҚарасындажүргізілгенсауалнаманәтижелерінталдаудыжәнетүсіндірудіқамтиды, оныңнегізіндеActionResearchенгізудіңнегізгіартықшылықтары,сондай-ақ деректердіграфикалықвизуализациялаукөрсетілген.ActionResearchтұжырымдамасынтарату процесініңөзектілігі,оныңғылыминегіздемесіжәнеэксперименттікдеректердіңнәтижелеріменрасталуыосыжұмыстыңнегізгімақсатынқұрайды.Диссеминациянеғұрлымкеңболса, университеттіңдамуыжәнеоныңзерттеууниверситетініңмоделінеайналуысоғұрлым тұрақтыболады.Бұлмақаланыңмаңыздылығыжасзерттеушілергеғылымижарияланымдар,авторлықбағдарламалар,әдістемелікқұралдар,кәсібижелілікқауымдастықтардатәжірибеалмасутүріндезерттеунәтижелерінтаратутуралықұндытұжырымдарменғылыми-әдістемелікұсыныстарменқамтамасызетіледі.
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