No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Action Research, Fundamental Research, and Educational Practices
... Another key figure in the development of educational action research is Stephen Corey. He highlighted problematic issues associated with the conduct and dissemination of academic educational research and the lack of impact on practice and compared the procedures and assumption of the emerging action research with what he termed 'fundamental' research (Corey, 1949). He contends that academic research aims to establish new generalisations stated as observed uniformities, explanatory principles or scientific laws (1949). ...
... He contends that academic research aims to establish new generalisations stated as observed uniformities, explanatory principles or scientific laws (1949). He also notes that academic researchers 'test hypotheses' and are interested in 'discovering the truth' and they consider that it is the responsibility of the practitioner to take the new findings into account (Corey, 1949). The linearity, cause-effect relationship between research and practice is inherent in most social research which adopts natural sciences methodology, i.e. positivist research. ...
... As Corey (1949) anticipated, interest in action research grew in other parts of the world. In the UK, action research became prominent particularly following the work of Stenhouse (1975) in the Humanities Curriculum Project and his advocacy of the teacher-as-aresearcher movement. ...
This study investigates how a UK Secondary School introduced inquiry as a form of teacher professional development and focuses on the levels of engagement by the teachers in this type of development activity. The approach taken in this investigation centres on a qualitative case study focusing on a deep understanding of teachers' beliefs, conceptions and experiences of inquiry engagement. Data was collected over an academic year by interviewing nine teachers and a senior member of the school leadership team at different stages throughout the academic year; by observing teachers in some of their classes and the staffroom; and by collecting internal documents and external public reports related to the school and the inquiry programme. The data was analysed using thematic coding which facilitated the identification and comparison of significant themes across all data sets. Findings from the research reveal that despite the school's attempts to engage teachers in inquiry, the latter found it challenging to do so due to various factors. The analysis reveals the emerging factors of the conceptualisation of inquiry, availability of resources and ownership of the inquiry initiative and the impact of school culture on teachers' inquiry engagement. The question of the appropriateness of inquiry as a form of professional development and the way it is facilitated in school emerges as a key theme. The study claims three main contributions to the field of teacher inquiry. Firstly, it proposes incorporating a micropolitical perspective of the school culture to investigate the realities of teachers' inquiry work. The study argues through empirical illustration that such a perspective is likely to provide us with invaluable insights necessary to understand teachers' conceptualisation of inquiry and their inquiry engagement. Secondly, this study proposes a categorisation of various types of teachers' inquiry engagement. Such categorisation is likely to help us understand how and why teachers engage in inquiry and therefore the best ways to facilitate this type of professional development. Finally, the current study advances a framework illustrating various processes, interacting factors and main considerations in the context of inquiry as a form of professional development for teachers. The framework explains how teachers respond to an inquiry programme and the conditions that facilitate their inquiry engagement or otherwise. This contribution has practical implications for schools and practitioners interested in undertaking inquiry as a form of professional development. It is argued that the practical implications are likely to improve the planning and implementation of inquiry programmes in schools.
... The AR and CAR processes can be lengthy, recursive, and piecemeal (Corey, 1953). By lengthy, I mean that our planned communication creates opportunities to share, discover, and may lead to personal growth via relationships (Corey, 1949;Henniger, 2004). The recursive nature of AR and CAR is experienced as ideas, observations, and topics of interest that are revisited over time in a manner that is at times unexpected and intense. ...
... AR has been defined in many ways over the years, which has led to several unique understandings of purpose. For instance Corey (1949) suggested, "the action researcher is interested in the improvement of the educational practices in which he [she] is engaging. He [she] undertakes research in order to find out how to do his [her] job better --action research means research that affects actions "(p. ...
... This project was framed from a constructivist theoretical perspective (Appleton and King, 2002;Peters, 2000) and a naturalistic action research design (Altrichter, Posch and Somekh, 1998;Corey, 1949;Kemmis and McTaggart, 1990;Stringer and Genat, 2004). Data sources included two focus groups and ten audio tape-recorded transcribed interviews with graduates who attended Convocation ceremonies at Athabasca University campus. ...
... In the 1940s and 1950s, at Teachers College at Columbia University, Steven Corey (1949) was one of the first to advocate action research approaches in the field of education. In Corey's view, action research was different from the existing quantitative paradigm focusing on findings that could be generalized to ". . . ...
... These movements involved scholars who applied systematic research methods for studying and improving educational practice. The education-based action research movement was also advanced by Corey (1949Corey ( , 1953Corey ( , 1954 and his associates at Columbia Teachers College, and the teacher-as-researcher movement of Great Britain in the 1960s, which was linked to the Center for Applied Research in Education, established by Lawrence Stenhouse . It is unlikely that the scholars associated with these historical movements would have characterized their work as not being truth seeking or perspective seeking, or that it was merely limited to professional development for teachers. ...
... Others emphasize the researcher's independent reflections (Bentz & Shapiro, 1998;Burchell & Dyson, 2005;Torbert, 2006;Shi, 2010;VanGluten, 1999). Some emphasize action research in large communities (Stoecker, 2005;Senge & Scharmer, 2001), while others focus on more narrow settings, such as organizational action research (Coghlan & Brannick, 2010;Bruce & Wyman, 1998;McNiff & Whitehead, 2001), or educational action research (Corey, 1949(Corey, , 1953(Corey, , 1954Anderson, Herr & Nihlen, 1994;Stringer, 2008b;Sagor, 2000). Some prefer to focus on problems and solutions (Lewin, 1946;Freire, 1970;Stringer, 2008a;Sagor, 2005Sagor, , 1993Kemmis & McTaggert, 2007;Park et al., 1993;Whitehead & McNiff, 2006), others ignore problems and focus on the positive aspects of a setting, such as appreciative inquiry (Reed, 2007;Cooperrider & Whitney, 2005;Whitney, Trosten-Bloom, Cooperrider, 2010), and still others prefer to minimize preconceptions altogether, such as grounded action (Poonamallee, 2009;Simmons, O., Gregory, T., 2003). ...
Action research continues to grow as a research tradition, yet misconceptions about what it is and is not remains, even among scholars. For example, some mistakenly believe action research is only about professional development and is not a scholarly research approach. Some assume action research must be accomplished through a collaborative process with representative stakeholders, and others believe it can be done alone as an independent process. Some believe action research is about problem solving while others avoid discourse about problems altogether and prefer to focus on the positive aspects of a setting. And, some begin the research process with defined assumptions about the core issues while others have no presuppositions and follow a discovery process. The goal of this article is to point to the various ways action research is defined and applied and position it as a growing research tradition.
... In the 1950s, Corey (1949Corey ( , 1953 brought action research into the field of education. ...
... He believed that rigorous and systematic data collection could produce dependable and appropriate evidence, which could then be tested against understanding of both classroom culture and educational theory. Corey emphasised the importance of incorporating the ideas, attitudes, and interests of the participants in order to make research projects more meaningful and authentic, and to increase the likelihood of their findings being acted upon (Corey, 1949(Corey, , 1953. Corey was concerned with issues at the school and classroom level, and he did not consider the implications of political, social, cultural, and systemic influences on teachers and their work. ...
... 146). (1949)(1950)(1951)(1952)(1953) Stephen Corey ▪ Stephen Corey substantively applied Lewin's AR to education (Corey, 1949(Corey, & 1953. ▪ Educational Action Research calls for participants to be involved in the research process and not simply objects of it (Jacobs, 2018, p. 37). ...
The Himalayan region of Nepal consists of some of the world's most remote villages. Yet with globalizing agendas stressing the need for all children under the age of 18 to have access to formal education and ethical work arrangements extending throughout Nepal, young people have been increasingly migrating to pursue opportunities both domestically and internationally. Despite many young migrants intending to return, this out-migration leaves many villages with immediate labour shortages for sectors such as agriculture and healthcare, as has been widely documented. This dissertation explores those moments when young people return to their birth villages to engage in work that could fund their higher education or contribute to social-change initiatives, and how such processes factor into larger and new circular migration patterns across the Himalayas. The dissertation engages Participatory Action Research (PAR) with 148 Himalayan youth participants (including four youth co-researchers) in order to explore the effects of youth return migration on remote Himalayan villages. I also pair PAR with semi-structured interviews, focus groups sessions, and art-based methods to gain a deeper understanding of the Life Course Transitions (LCTs) of youth participants, with a focus on education and work experiences. I first iii engage with a call for more participation of young people in research by complicating the social variable of age in the (sub)discipline of Children's Geographies. Through collaborative PAR with co-researchers, I present complex LCTs of Himalayan young people in ways that operate outside of chronological age-based logics of transition, such as unidirectional transitions from education to work. I then engage how embodied connections of complex configurations and sometimes inseparable relationships between education and work lead participants to describe such lived experiences as education-work dynamics. This dissertation ends with co-researchers and participants using PAR to participate in disaster management responses by mobilizing youth-led initiatives during the 2015 earthquake and the COVID-19 pandemic in Nepal, primarily in the Himalayas. Through the initiatives, participants also engage their education-work dynamics to address concerns and promote changes regarding social inequalities related to gender, age, and caste-based discrimination, and inadequate educational and healthcare access across remote Himalayan villages. iv
... Umumnya penelitian pada masa ini dilakukan oleh para peneliti profesional yang berkolaborasi dengan para guru dan pihak sekolah. Corey merupakan salah satu sosok penting pada periode ini yang bisa ditelusuri lewat Action Research, Fundamental Research, and Educational Practices (Corey, 1949), Action Research to Improve School Practices (Corey, 1953), dan Action Research in Education (Corey, 1954). Selain Corey, Taba (1949), Brady dan Robinson (1952) adalah para peneliti terkemuka di masa ini. ...
Buku ini merupakan hasil dari sebuah perjalanan penelitian yang dilakukan dengan tujuan meningkatkan kualitas pembelajaran di kelas melalui tindakan yang sistematis dan reflektif. Penelitian tindakan kelas adalah pendekatan yang sangat berharga dalam mengembangkan praktik pengajaran yang efektif dan membangun iklim belajar yang inklusif. Buku ini berfungsi sebagai panduan praktis bagi guru, peneliti, dan praktisi pendidikan yang ingin memperdalam pemahaman mereka tentang penelitian tindakan kelas. Selain itu, buku ini juga memberikan wawasan tentang berbagai strategi dan langkah-langkah praktis yang dapat diambil untuk merencanakan, melaksanakan, dan mengevaluasi tindakan dalam konteks kelas. Dalam buku ini, kami membagikan pengalaman dan pengetahuan yang kami peroleh selama melakukan penelitian tindakan kelas. Kami berharap bahwa buku ini akan memberikan inspirasi kepada pembaca untuk melakukan penelitian tindakan kelas sendiri dan mendorong mereka untuk terlibat dalam pengembangan profesional yang berkelanjutan. Buku ini terdiri dari beberapa bab yang secara sistematis membahas konsep dasar, langkah-langkah penelitian tindakan kelas, serta strategi dan teknik yang dapat digunakan dalam proses tersebut. Setiap bab dilengkapi dengan contoh kasus nyata dan saran praktis yang dapat membantu pembaca memahami dan menerapkan konsep-konsep tersebut dalam konteks kelas mereka sendiri.
... 'Classroom inquiry', 'action research', 'close-to-practice research' and 'teacher research' are just some of the terms that have been used, over the last 70 years, to describe, in different ways, school-based research by teachers (Hammersley, 1993;Rudduck, 1987;Wyse et al., 2018). Early advocates of this type of research activity included Corey (1949) in the United States, described by Hammersley as 'one of its most influential advocates' (Hammersley, 1993, p. 425), andStenhouse (1975) in the UK who perceived practitioner research as an invaluable mechanism to improve teaching and learning. The growth of school academy chains (in England) has been accompanied by a renewed interest in schoolbased practitioner research, accelerated in 2016 by the growth of 'Research Schools' set up in partnership with the Education Endowment Foundation (EEF) and the Institute for Effective Education and backed by the Department for Education (DfE). ...
The growth, internationally, in professional doctorates over the last 25 years has been well documented, as are the forms, fields and disciplines that such doctorates embrace. Yet relatively little is known about the professional tensions teachers encounter, in relation to their positionality, when carrying out doctoral research in the schools where they work. This paper draws attention, not only to the contribution the Professional Doctorate in Education (EdD) makes to research as a whole, but also to the significance of teachers as invaluable members of the research community. Findings will be presented from interviews with 30 senior teachers from schools in England who are carrying out practitioner research as part of their doctoral studies. The paper draws attention to how power relations in the research process ferment the structural and agentic concerns of the participants in this study when discussing their researcher positionality. The scholarly significance of this study is its contribution to knowledge of how schools are increasingly becoming both sites of research and research‐rich environments. With its focus on researcher positionality the paper draws attention not just to the tensions and dilemmas these participants encounter on their doctoral journey, but also to the importance of teacher researchers and their role in research knowledge production.
... There are many models of action research that break these key phases down in to smaller steps. It has evolved through various conceptual and interpretive generations (McTaggart & Garbutcheon-Singh, 1988;McKernan, 1996;Noffke, 1994), the technical-scientific and problem-solving from1950s to 1960s drawing on scientific and quantitative methods (Corey, 1949), the practical and illustrative in 1970s, utilizing case study and description to contribute to educational and curriculum theory (Elliott, 1978;Reid, 1978;Schwab, 1969;Stenhouse, 1971); and the critical-emancipatory from the mid 1980s, drawing on critical, constructivist and dialectical methodologies (Carr & Kemmis, 1986;FalsBorda, 1979;Freire, 1982;Hall, 1979;Kemmis & McTaggart, 1982).It is an essential research through which colleagues, stakeholders and institutions are benefitted. It provides an alternative approach to bringing about changes in policy, practice and knowledge (Pettit, 2010). ...
Action research, which is a dynamic iterative process, is a deliberate and solution-oriented investigation accomplished collectively or personally in order to solve an existing problem. It entails the participants who scrutinize their own instructive practice systematically and cautiously. It is characterized by spiraling cycles of problem identification, systematic data collection, reflection, analysis, actions taken based on data, and finally problem redefinition. It is an applied form of inquiry useful in divergent situations. It involves such people who keep working to improve their performances, skills, strategies and techniques. The prime objective of this article is to deal with the crucial aspects of action research, such as definitions of action research, field of action research, process, steps, principals, characteristics, benefits and demerits of action research. This article has been prepared on the basis of secondary data gathered from research books and journal articles. It is useful especially to the researchers, because it focuses on the indispensable aspects of action research, and it is undoubtedly necessary for them to have basic ideas about its underlying facets to carry out action researches in their real life situations.
... During the early 1950s, action research was promoted in the field of education principally by Corey (1949Corey ( , 1953Corey ( , 1954 at Columbia Teachers College. Corey believed that teachers would likely find the results of their own research more useful than that of outsiders and thus would be more likely to question current curricular practices. ...
... The concept of the teacher as researcher emerged, in North America in the 1950s (Corey 1949), and during the late 1960s and 1970s developed in the UK but was characterised by a greater recognition of the relationship between action research and teacher agency and the importance of reflective and reflexive practice in teaching (Stenhouse 1975). For Stenhouse, to be an effective teacher, the practitioner had to conduct and engage with research. ...
This paper explores the experience of three mentors working with a group of 12 practitioner action researchers; practitioners who were recipients of an Action Research Grant (ARG) in a programme initiated and managed by the Educational Institute of Scotland (EIS). The EIS is a trade union, which represents over 80% of Scotland’s teaching professionals. The paper draws on these experiences, the views of participants and the research literature, to illustrate how action research, particularly that which is mentored by experienced colleagues, can empower teachers and enhance their practice to make positive difference to their learners and beyond and so becomes participatory action research (PAR).
... Sumber. Corey, S. M. (2005). Action research, fundamental research and educational practices. ...
SINOPSIS SEJAHTERAKAH BERMUKIM DI RUSUNAWA?
Berkembangnya pembangunan hunian di berbagai daerah menjadi tantangan tersendiri
dalam penataan wilayah. Hunian vertikal (rusunawa, apartemen, kondominium dan lain
sebagainya) menjadi alternatif solusi “kesejahteraan” yang ditawarkan.
Buku yang berasal dari penelitian disertasi ini mengajak kita menelisik lebih dalam
rusunawa sebagai hunian vertikal yang menjadi pilihan “yang tepat” bagi warga yang
membutuhkan tempat tinggal dengan harga terjangkau. Hal ini dikarenakan jumlah
lahan yang tersedia di kota besar semakin terbatas dan kebutuhan ruang terbuka publik
tidak dapat tergantikan, sehingga konsep hunian vertikal diyakini memberikan solusi
untuk memaksimalkan lahan sempit yang dapat menampung kebutuhan hunian bagi
banyak warga.
Pendekatan psikologi lingkungan dan psikologi sosial sangat kental dalam buku ini,
sehingga pembaca dapat memahami lebih dalam makna sejahtera tinggal. Dengan
mengambil lansekap rusunawa di Daerah Istimewa Yogyakarta, buku ini gamblang
memberikan situasi yang kerap menjadi masalah tinggal di hunian vertikal (yang
konon) khusus diperuntukkan bagi masyarakat berpenghasilan rendah. Dalam buku ini,
pembaca juga ditengahkan dengan alternatif solusi dari masalah yang diungkapkan
warga.
... 453-495 ISSN: 2530-609X hubieran implementado en el ámbito social. Muy pronto esta metodología empezó a aplicarse para solucionar problemas identificados en el ámbito de la educación (Corey 1949(Corey , 1953. Este autor define la investigación-acción como un proceso por el que los participantes estudian sus problemas para «guiar, corregir y evaluar» sus decisiones (1953: p. 16). ...
En este artículo se presenta un proyecto de investigación-acción cuyo objetivo era desarrollar la competencia estratégica en estudiantes de iniciación a la traducción de español a vietnamita en la Universidad de Hanói (Vietnam). Para ello se definió un modelo de competencia estratégica de traducción constituida por tres estrategias: planificación, control y autoevaluación. Para cada una de estas estrategias se determinaron procedimientos. A continuación, se diseñó una acción pedagógica y se implementó con diez estudiantes. Durante la fase de implementación se recogieron datos sobre el progreso de las participantes y sobre la adecuación de la propuesta pedagógica. Los resultados muestran que, en términos generales, ambos aspectos fueron valorados positivamente tanto por las participantes como por la profesora-investigadora.
... By 1949, Stephen Corey of Columbia University had turned Lewin's social policy lens to educational research. Noting that educational research was often conducted by those external to the very places-the classrooms and schools-where learning occurred, Corey (1949) emphasized the role of the teacher: "The action researcher works in a specific, dynamic situation with specific and identifiable persons" (p. 512), toward the aim of achieving "possible improvements in practice" (p. ...
This paper demonstrates how teachers can apply a Theory of Action, and an Integrated Design and Appraisal Framework to the critical examination of assessment programs that are imposed on their classrooms. Systematic critical examinations enable teachers to make "good trouble" with standardized literacy assessments as they promote the use of fair, just, and valid assessments within educational systems.
... Pelo final do século XX, Deshler e Ewart (1995) conseguiram identificar seis principais tipos de pesquisa-ação desenvolvidas em diferentes campos de aplicação. No final da década de 1940 e no início de 1950, utilizava-se em administração, desenvolvimento comunitário (LEWIN, 1946), mudança organizacional (LIPPITT; WATSON; WESTLEY, 1958) e ensino (COREY, 1949(COREY, , 1953. Em 1970 incorpora-se com finalidades de mudança política, conscientização e outorga de poder (FREIRE, 1982), pouco depois, em desenvolvimento nacional na agricultura (FALS BORDA, 1986) e, mais recentemente, em negócios bancários, saúde e geração de tecnologia, via Banco Mundial e outros (HART; BOND, 1997). ...
O DATJournal tem o objetivo de socializar resultados da pesquisa em design, arte etecnologia para a comunidade acadêmica e científica. [...]
... Pelo final do século XX, Deshler e Ewart (1995) conseguiram identificar seis principais tipos de pesquisa-ação desenvolvidas em diferentes campos de aplicação. No final da década de 1940 e no início de 1950, utilizava-se em administração, desenvolvimento comunitário (LEWIN, 1946), mudança organizacional (LIPPITT; WATSON; WESTLEY, 1958) e ensino (COREY, 1949(COREY, , 1953. Em 1970 incorpora-se com finalidades de mudança política, conscientização e outorga de poder (FREIRE, 1982), pouco depois, em desenvolvimento nacional na agricultura (FALS BORDA, 1986) e, mais recentemente, em negócios bancários, saúde e geração de tecnologia, via Banco Mundial e outros (HART; BOND, 1997). ...
Action research is a methodological strategy of social research that aims action as an intention to change. This action consists of solving or at least clarifying the problems of the observed situation. This method intends to directly involve social groups in the search for solutions to their problems and promotes a greater articulation between theory and practice in the construction of new knowledge. The present article aims to identify the possible contributions of action research in the design process, being characterized as a qualitative, exploratory and descriptive study. This analysis suggests that action research can help to assist the designer in understanding the context; in identifying the needs of the actors involved and the problems of a given situation; in the selection of techniques and tools to be used in the process; in dialogue among all actors; in the analysis and interpretation of the information collected; and in the formulation of a solution in a collaborative or co-creative manner.
... A strong teacher action research movement evolved in the 1950s across the United States of America, with the idea of teachers as researchers more strongly emerging in the 1960s and 1970s in Britain as a result of curriculum reform within schools (Elliot 1991;Hammersley 1993). Action research, originally emerging from the work of Kurt Lewin, involves research by educators, administrators and others about the effects of social actions in an effort to improve their own practice (Corey 1949). Within this movement, curriculum development came to be viewed as primarily concerned with enhancing teacher professionalism. ...
Practitioner research is an approach increasingly used by and with teachers, including in early childhood (EC) education. Studies outlining the benefits of educator engagement in research show learning, empowerment and self-determination in professional direction. There is also a sense of achievement for university researchers when they research with rather than about educators. This paper reports findings from a collaborative Australian practitioner research project focused on building capacity in educators’ research abilities, pedagogical knowledge and classroom practices. Four EC centres engaged in action research projects intended to investigate self-identified aspects of their practice under the mentorship of University Research Mentors (URMs). A sociocultural methodology underpinned the approach that supported educators to work with others, moving their knowledge forward within their cultural context. Practitioner researchers reported that the model was sustainable because their self-selected research was meaningful and relevant and they grew to feel more professional. We argue that practitioner research provides an alternative to traditional research where external researchers decide on the research focus, collect their data and leave. We draw attention to the need for policy-makers to recognise and value the contributions educators are capable of making by researching and changing their own practice in collaboration with experienced academics.
... Previously published research reports show that the use of action research may encourage teachers to engage in curriculum development and innovation (Nunan, 1990). Action research combined with other educational practices help teachers link together theory and practice (Corey, 1949(Corey, , 1953Kemmis & McTaggart, 1982;Murphey, 2000;Wallace, 1998). The possibility of action research can extend to social change (i.e., educational reform) (Burns, 1996(Burns, , 1999. ...
Ideal teacher learning, which should be realized in any teacher education program, necessitates a social constructivist approach. In a nutshell, awareness raising, exploratory activities situated in sociocultural and educational contexts should be provided for preservice teachers to explore, interpret, and negotiate various sources of their beliefs. Nevertheless, such activities have not been fully incorporated into EFL teacher education programs in Japan. The prime purpose of this research was to not only attempt to describe and document preservice teachers' beliefs about language learning and teaching, but also ascertain to what extent their beliefs would be maintained or transformed as a result of an awareness raising activity: collaborative journaling. Based on the major research findings, this book offers implications for researchers conducting further studies on the same or similar research agenda, as well as for teacher educators. This book is especially significant because no other case studies in which collaborative journaling was used to explore preservice teachers' beliefs are currently available in Asian EFL contexts.
... Thus, data collection and analysis were not separate acts; they occurred simultaneously. Some early action researchers (Corey, 1949, Schon 1987 have treated the act of data collection and analysis as separate entities. Barnsley and Ellis (1987) suggest an acceptable contrast in method as they explain: "data analysis can begin while the research is in progress as well as after the data has been gathered " (Part V -p. ...
... This project was framed from a constructivist theoretical perspective (Peters, 2000) and a naturalistic action research design (Altrichter, Posch, & Somekh, 1993;Corey, 1949;Kemmis & McTaggart, 1990;Stringer & Genet, 2004). Data sources included one question on a program satisfaction questionnaire, focus groups and ten audio taperecorded transcribed interviews with graduates who attended Convocation ceremonies at the Athabasca University campus in Athabasca, Alberta, Canada in June 2003 and June 2004. ...
This article presents findings from a qualitative research project that explored health care students’ activities related to seeking help within a masters program offered exclusively through a WebCT online environment. A constructivist theoretical perspective and an action research approach framed the study. Data sources included one question on a program satisfaction questionnaire, focus groups and ten individual audio tape-recorded transcribed interviews. Content was analyzed for themes and confirmed through ongoing member checking with participants. The following four overarching themes were identified and are used to explain and describe significant features of help-seeking experiences of online health care learners: (1) Self-help included reflection and re-reading directions available within the course; (2) A primary source of help was other students in the class; (3) Involving family, friends and co-workers provided important educational support; and (4) Instructors’ first message, involvement in weekly discussions and anecdotal comments were highly valued.
... While Lewin (1946) did not necessarily intend for his work to be used in education, his series of four cycling steps (planning, acting, reflecting, and observing) became useful to teacher research. Corey (1949) introduced the term action research to education, believing if teachers conducted their own research it would be more meaningful to them. Scholars and teachers such as Stenhouse (1975Stenhouse ( , 1980 and Rudduck and Hopkins (1985) continued to encourage teachers to see themselves as researchers and thus evaluate their own practice. ...
... It has been employed in administration, 22 community development, 20 organizational change, 23 and teaching. 24,25 In the 1970s, participatory strategies were primarily applied to research and practice used in international development projects. These projects were often initiated in developing countries by international agencies and non-governmental organizations, and focused on the transfer of technological knowledge from expert to community and designed to facilitate greater community networking. ...
Solutions to complex health and environmental issues experienced by First Nations communities in Canada require the adoption of collaborative modes of research. The traditional "helicopter" approach to research applied in communities has led to disenchantment on the part of First Nations people and has impeded their willingness to participate in research. University researchers have tended to develop projects without community input and to adopt short term approaches to the entire process, perhaps a reflection of granting and publication cycles and other realities of academia. Researchers often enter communities, collect data without respect for local culture, and then exit, having had little or no community interaction or consideration of how results generated could benefit communities or lead to sustainable solutions. Community-based participatory research (CBPR) has emerged as an alternative to the helicopter approach and is promoted here as a method to research that will meet the objectives of both First Nations and research communities. CBPR is a collaborative approach that equitably involves all partners in the research process. Although the benefits of CBPR have been recognized by segments of the University research community, there exists a need for comprehensive changes in approaches to First Nations centered research, and additional guidance to researchers on how to establish respectful and productive partnerships with First Nations communities beyond a single funded research project. This article provides a brief overview of ethical guidelines developed for researchers planning studies involving Aboriginal people as well as the historical context and principles of CBPR. A framework for building research partnerships with First Nations communities that incorporates and builds upon the guidelines and principles of CBPR is then presented. The framework was based on 10 years' experience working with First Nations communities in Saskatchewan. The framework for research partnership is composed of five phases. They are categorized as the pre-research, community consultation, community entry, research and research dissemination phases. These phases are cyclical, non-linear and interconnected. Elements of, and opportunities for, exploration, discussion, engagement, consultation, relationship building, partnership development, community involvement, and information sharing are key components of the five phases within the framework. The phases and elements within this proposed framework have been utilized to build and implement sustainable collaborative environmental health research projects with Saskatchewan First Nations communities.
... The same author describes the action research approach as a critical, creative process of "reflection in action" in order systematically to work towards a situation of recursively improving practice: identification of problemimagination of solution-implementation of solution-evaluation of solution-modification of practice. In action research the investigator is more interested in the particular subjects studied and less interested in the total theoretical population of which these subjects constitute a sample (Corey, 1985). ...
... 5 One of the first people to use action research was Stephen Correy at a teachers' college in the United States. 6 He saw that action research had greater value in the change it brought directly into personal practice than in generalisation as seen in other forms of research. Correy also noted that collaboration was essential in the action research process. ...
... Kingdon's stream theory [112] , for example, is very useful for the conceptualization of agenda setting, which is an important part of the policy-making process, but it is not able to account for other parts of the policy process (e.g., implementing policy solutions). Although such theories are very useful for fundamental research (in which the creation of immediately useful knowledge is not the primary purpose)115116117, action-oriented researchers and especially the policy-makers themselves need 'actionable knowledge' [118], i.e., knowledge that can guide the way to solutions after barriers or facilitators within the process have been identified. A second limitation is that most of the theories are based on research within organizational settings rather than within governmental settings. ...
Background
Childhood obesity is a ‘wicked’ public health problem that is best tackled by an integrated approach, which is enabled by integrated public health policies. The development and implementation of such policies have in practice proven to be difficult, however, and studying why this is the case requires a tool that may assist local policy-makers and those assisting them. A comprehensive framework that can help to identify options for improvement and to systematically develop solutions may be used to support local policy-makers.
Discussion
We propose the ‘Behavior Change Ball’ as a tool to study the development and implementation of integrated public health policies within local government. Based on the tenets of the ‘Behavior Change Wheel’ by Michie and colleagues (2011), the proposed conceptual framework distinguishes organizational behaviors of local policy-makers at the strategic, tactical and operational levels, as well as the determinants (motivation, capability, opportunity) required for these behaviors, and interventions and policy categories that can influence them. To illustrate the difficulty of achieving sustained integrated approaches, we use the metaphor of a ball in our framework: the mountainous landscapes surrounding the ball reflect the system’s resistance to change (by making it difficult for the ball to roll). We apply this framework to the problem of childhood obesity prevention. The added value provided by the framework lies in its comprehensiveness, theoretical basis, diagnostic and heuristic nature and face validity.
Summary
Since integrated public health policies have not been widely developed and implemented in practice, organizational behaviors relevant to the development of these policies remain to be investigated. A conceptual framework that can assist in systematically studying the policy process may facilitate this. Our Behavior Change Ball adds significant value to existing public health policy frameworks by incorporating multiple theoretical perspectives, specifying a set of organizational behaviors and linking the analysis of these behaviors to interventions and policies. We would encourage examination by others of our framework as a tool to explain and guide the development of integrated policies for the prevention of wicked public health problems.
... During the early 1950s, action research was promoted in the field of education principally by Corey (1949Corey ( , 1953Corey ( , 1954 at Columbia Teachers College. Corey believed that teachers would likely find the results of their own research more useful than that of outsiders and thus would be more likely to question current curricular practices. ...
Since the publication of the first edition of "Studying Your Own School", practitioner action research has become an established professional development practice in schools and teacher education programs.While the fundamentals of practitioner action research have not changed, the challenges of large scale reform have dramatically altered the context of teaching. This extensive revision of the book includes the latest investigative methods and reflects the current educational environment. New features of the second edition include: (1) A "Getting Started" chapter on initial issues and considerations; (2) More advice on crafting the research question and research design; (3) Up-to-date information on political and ethical considerations; (4) New examples of practitioner action research studies; and (5) A focus on promoting equity and social justice. Packed with updated examples to help orient the reader, this book is unique in providing the theoretical and historical underpinnings of practitioner action research and all the "how-to" information necessary for successful classroom application. After the Foreword by Susan E. Noffke, Acknowledgments, Preface and About the Authors, this book contains six chapters: (1) What Is Action Research? (2) Merging Educational Practice and Research: A New Paradigm; (3) What Does Practitioner Action Research Look Like? (4) Empowerment and Practitioner Action Research: An Example; (5) The Research Question, Ethical Considerations, and Research Design; and (6) Qualitative Research Approaches for Practitioner Action Research. This book concludes with References and an Index.
This study aims to analyze articles containing action research in the field of mathematics education in Türkiye and present them from a holistic perspective. For this purpose, action research articles published between 2007 and 2022 were reviewed in ERIC, Google Scholar, and ULAKBİM databases. Fifty-seven articles were reached due to the review and constitute the research sample. Document review, one of the qualitative research methods, was used. Articles are classified according to the year of publication, publication language, research model, subject, action research type, whether the cycle is specified or not, application period, researcher role, learning areas, study group and size, sampling method, data collection tools, validity and reliability, and data analysis methods. As a result of the research, it was seen that the qualitative research model was mainly used. The studies were primarily conducted with undergraduate students. While geometry is the most preferred learning area, it has mainly been studied in technology-supported learning environments. Interviews and observations were mainly used in data collection, expert evaluation was taken to ensure validity and reliability, and coder agreement was checked. Content analysis, one of the most qualitative techniques, was used to analyze the data obtained. Based on the research results, it is recommended that mixed-pattern action research be conducted and that the number of studies involving students at different education levels and learning areas be increased.
Didaktický akčný výskum je osobitným typom aplikovaného výskumu, ktorý sa zameriava na riešenie konkrétnych problémov v tesnom prepojení na učiteľskú prax. Na mnohých kvalitných univerzitách a inštitúciách venujúcich sa vzdelávaniu učiteľov na celom svete sa realizácia vlastného akčného výskumu stala súčasťou záverečnej kvalifikačnej skúšky učiteľa. Univerzity a inštitúcie preto ponúkajú svojim frekventantom kurzy akčného výskumu, aby ich na túto časť skúšok pripravili. Metóde pedagogického akčného výskumu sa na Slovensku dosiaľ venovala len epizodická pozornosť, väčšinou v podobe niekoľkých viet alebo odstavcov v učebniciach pedagogickej metodológie. Táto príručka má slúžiť ako úvod do problematiky akčného výskumu pre budúcich a praxujúcich učiteľov anglického jazyka, z potrieb ktorých vychádza. Tomu je prispôsobený výber obsahu, ilustračných materiálov, odporúčaných postupov a modelových výskumných aktivít, ale aj jazyk publikácie. V prvej kapitole predstavujeme pôvodne sociologickú metódu akčného výskumu, jej miesto a funkcie v trojakom kontexte: v pedagogickom výskume, vo vzdelávaní učiteľov a v didaktike anglického jazyka. V druhej kapitole sa zameriavame na vymedzenie akčného výskumu ako výskumnej metódy so špecifickými charakteristikami a jej porovnaniu s tradičnými metódami pedagogického výskumu. Tretia kapitola približuje morfológiu akčného výskumu a osobitosti jeho špirálovej organizácie. Vo štvrtej kapitole čitateľ nájde podrobný návod a odporúčania pre realizáciu vlastného akčného výskumu. V poslednej, piatej kapitole sa venujeme mimoriadne dôležitým etickým aspektom akčného výskumu, pretože pri ňom dochádza k priamemu kontaktu s respondentmi a k ich ovplyvňovaniu. Predkladaná publikácia bude nápomocná všetkým budúcim učiteľom alebo učiteľom zpraxe, ktorí sa rozhodnú pre neľahkú cestu učiteľa - výskumníka.
PESQUISA COLABORATIVA: do isolamento docente
a partilha entre pares, de Fábio Bernardo Bastos e José
Henrique, faz análise do desenvolvimento de uma proposta de
formação continuada colaborativa, considerando a natureza das
interações interpessoais e sua repercussão em ações pedagógicas
inovadoras desenvolvidas por professores de educação física.
Trata-se de uma pesquisa qualitativa de caráter descritivo. A
amostra foi composta por 51 professores de Educação Física
da SME-RJ. O modelo de formação foi desenvolvido mediante a
pesquisa-ação, valorizando os professores como investigadores
e produtores de alternativas pedagógicas. Foram realizados
nove seminários, com periodicidade mensal, sendo o último
destinado à apresentação de projetos de intervenção pedagógica
tematizados no uso de Tecnologias nas aulas de educação
física. A análise evidenciou o valor da formação colaborativa,
sendo observados processos interpsicológicos na concepção de
inovações e mudanças na prática pedagógica. Embora se tenha
verificado uma valorização do processo de formação pelos
professores, bem como aspectos positivos nos resultados das
atividades propostas, constatou-se dificuldade da grande maioria
na concretização dos projetos de intervenção e na sua conceitualização
teórica, resultante da dificuldade dos professores
adotarem rotinas de leituras, estudos de artigos, textos propostos
durante a formação continuada;
This article discusses methodological and philosophical issues linked to action research. The concepts of subjectivity and objectivity - potential sources of bias that mislead researchers in dealing with these concepts - and how to cope with them are discussed. Controversial issues of truth in positivism, postpositivism, and other schools of philosophy are considered. Finally, the article touches on validity criteria, validity types, and how to grapple with validity in action research.
This essay responds to a selection of ideas and theoretical frameworks Sharada Gade uses to conduct her study. The ideas raised by Sharada are placed in the context of the changes and experiences taking place in today’s public school system. Her ideas also provide new insights into the construct of relational agency in accordance with expansive learning activity from a teacher as researcher perspective. The purpose of this response is to shed light on the collaboration that needs to exist between teachers and researchers as curriculum is designed and implemented.
As a result of its greatly increased in popularity and range of application, action research has now become a loosely applied term for any kind of attempt to improve or investigate practice. In view of the confusion that frequently arises from this, the main aim of this author is to clarify the term. After a brief history of the method, the makes a case for regarding action research as one of a number of different forms of action inquiry which he briefly defines as any ongoing, systematic, empirically based attempt to improve practice. The author them discusses the role of theory in action research before describing what he sees as the distinguishing characteristics of the process. Next, a more detailed examination of the action research cycle is prefaced by an account of the way in which action research stands between routine practice and academic research. The author then moves on to discuss some common issues with the method, such participation, the role of reflection, the need for knowledge management, and the ethics of the process. The last part of the paper covers five different 'modes' of action research, and it concludes with an outline of the structure of an action research dissertation.
In this invited paper, presented at the 1994 BERA conference, the author reviews key ideas arising from her own practice of action research and that of close colleagues over the past fifteen years, in particular John Elliott. The paper is divided into two parts. The first describes and comments upon the main characteristics of action research as perceived by this group; the second deals in rather more depth with a range of methodological and epistemological issues related to its practice. The latter include: the role of action research in teacher education and curriculum development; the context‐sensitive nature of action research and the resulting variations in its methodology in professional settings such as nursing, the police and commercial companies; the role of self in action research; the nature of practitioner knowledge; action research and writing; and action research and the structure‐agency debate.
As a result of its greatly increased in popularity and range of application, action research has now become a loosely applied term for any kind of attempt to improve or investigate practice. In view of the confusion that frequently arises from this, the main aim of this author is to clarify the term. After a brief history of the method, the makes a case for regarding action research as one of a number of different forms of action inquiry which he briefly defines as any ongoing, systematic, empirically based attempt to improve practice. The author them discusses the role of theory in action research before describing what he sees as the distinguishing characteristics of the process. Next, a more detailed examination of the action research cycle is prefaced by an account of the way in which action research stands between routine practice and academic research. The author then moves on to discuss some common issues with the method, such participation, the role of reflection, the need for knowledge management, and the ethics of the process. The last part of the paper covers five different 'modes' of action research, and it concludes with an outline of the structure of an action research dissertation.
Within this reflective personal narrative, facilitation online is understood as a course of action which enables graduate students, in this case, to work both individually and together to achieve course goals. Herein, the process of reflection is presented as one of the facilitation goals within this online graduate level course that also illuminates the notion of student pre-understanding of reflection. The online facilitation strategies, and means used to support online students develop professionally, while developing reflective skills, employing reflection online and reaching a deeper understanding of the process of refection, is one of many aims of this online course where assistance and guidance, not control, are modelled.
This article discusses a 15 month educational innovation project, the objective of which was to investigate the perceptions of health profession students about their participation in a program-wide virtual community gathering space Clinical Interest Groups during their online graduate studies. Participants were students in two graduate programs who joined online forum discussions of the Clinical Interest Groups. The project was developed as action research and employed an exploratory, descriptive methodology to generate data from three sources: participant responses to a 15-item Likert type questionnaire, five open-ended questions included on the questionnaire, and online postings contributed by participants to the forum discussions. Findings of use to online educators are that the Clinical Interest Groups provided a gathering place in which graduate students could discuss common interests and support one another, and that participation in the groups was limited due to competing demands on students' time from other commitments.
Action research is now common in educational and social practices of various kinds. The renaissance of this valuable approach to social enquiry has many virtues, but success is somewhat soured by cooption of some of the techniques occasionally used by action researchers for the technical improvement of practices, the Implicit values of which are poorly understood and timidly questioned. Naive cooption is accompanied by both traditional and new critique. Like most approaches to educational and social research, action research (or some people's impressions of it) has been subjected to critique by theorists of the so‐called post‐modern turn. These critiques have become prematurely Judgemental, and though drawing on what some see as powerful theoretical resources, are somewhat oblivious to the breadth and dynamism of action research theory and practice and dismissive of the achievements of action researchers who often work in contexts decidedly more risky than the academies which nurture and reward critique. Action research remains a diverse and thoroughly Justified and preferred mode of educational and social enquiry, continuing to address the concerns of both its practitioners and its critics.[1] Keynote address to the Methodological Issues in Qualitative Health Research Conference, Friday 27 November 1992, Deakin University, Geelong, Australia.
ResearchGate has not been able to resolve any references for this publication.