Jean McNiff’s research while affiliated with York St John University and other places

... First, it is situated in social practice; second, it requires the participation of both the researcher and the stakeholders; and third, continuous refinement of the design process is needed to achieve an optimised conclusion. According to both Swann (2002) and McNiff and Whitehead (2012) action research follows a cyclical, four-step research process consisting of planning, action, observation, and reflection. ...

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Innovative Illustration Design for the Cultural Content and Emotional Elements of Sichuan Opera Arts for China’s Gen Z

... Greenwood and Levin (2007) define action research simply as research that is conducted by at least one expert with individuals in an organisation or common field, to bring about a transformation of the context in which the individuals exist or work whilst Altrichter, Kemmis, McTaggart and Zuber-Skerritt (2021) define action research as an activity that mainly aims to develop process skills and achieve emancipation. The transformation leads to a better and more functional environment in which the individuals live or work (Greenwood & Levin, 2007;Hendricks, 2019;Kemmis, McTaggart & Nixon, 2019;McNiff, Edvardsen, Steinholt & Margit, 2018). ...

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Teachers' understanding and enhancement of learning for sustainability in Mauritian primary schools

... Although some education departments of some universities in the U.S. have one or more faculty members devoted to the recognition that 'another knowledge is possible' (Santos 2008, xx), including knowledge produced through action research and other participatory research approaches, sustaining or further developing action-research courses are not guaranteed at this time of predominance of EBP talk in universities. The situation becomes more exacerbated in academic units where some faculty see action research as not meeting the standard for producing evidence of causality or as lacking a sufficiently academic tone (McNiff 2017). In addition to recognizing the signs of what McNiff identified as 'academic protectionism' (256), we wonder whether these academics know the definition of evidence in EBP introduced in the U.S., whether they have given much thought to the difficulties associated with using EBP in relation to diverse contexts of practice, the endemic disempowerment of practitioners in the field associated with EBP, and whether they recognize that acceptance of diverse knowledges (Santos 2008) is not an anti-science stance. ...

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Challenging knowledge monopoly in education in the U.S. through democratizing knowledge production and dissemination

... This research was conducted in 8-12 meetings, with 4 meetings for each cycle. Classroom action research is an ongoing process because there will always be a new problem arising in classroom practices (McNiff, 2016). Thus, the cyclical process in this study conducted until the researcher meets the satisfactory result of students' writing proficiency. ...

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PEER TUTORING IN ACADEMIC WRITING

... This type of research is distinct in that it is both a methodology for inquiry and a tool for professional development [62]. The primary goal of action research is to improve teaching and learning outcomes by enabling educators to reflect on their practices and make informed, evidence-based changes [63]. ...

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Enhancing Female Students' Classroom Participation in Economics to Improve Academic Performance: A Case Study of 12th-Grade Social Science Students at Shaleka-Jateni Secondary School

... A few other observations must be made. First, many of the Gulf States are highly cosmopolitan (McNiff, 2013), with the expatriate community today constituting the majority of the population in three of the six GCC states and significant portions in the other three (Shayah & Sun, 2019). Also, according to Tryzna et al. (2019), there has been a rapid influx of Western education in the GCC states through international universities and their branch campuses to produce 'global-ready graduates' in the model of mainly U.S. higher education (p. ...

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Pluriversal possibilities for the Euro/U.S.-centric intercultural communication field? A review of the Gulf Cooperation Council states and Taiwan

... On the other hand, professional wisdom, also commonly referred to as practice wisdom, refers to knowledge and expertise gained through practical experience (Klein & Bloom, 1995;McNiff, 2008). This professional acumen is based on accumulating knowledge over time through practice and reflection, and it can help scholar-practitioners make informed decisions about research design, data collection, analysis, and interpretation. ...

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Impact of Bias on the Scholar-Practitioner's Doctoral Journey: Strategies to Legitimize it

... In improving school practice, action research is the best tool for such an opportunity. For teachers' growth, professional development through their experiencebased research sounds useful and timely and can add value to their profession (McNiff, 2011;Vaughan, 2020). ...

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Secondary Level Teachers’ Professional Development through Research and Development Project

... All members of host societies, as well as those of origin, have a cultural identity that is the result of the acquisition of a series of qualities or characteristics (values, customs, symbols, beliefs, types of behaviour …) based on their belonging to a specific collective. This article agrees with the widely held opinion that there is a strong relationship between cultural identity, culture and belonging to a specific social group (McNiff, 2012;O'Connor y Faas, 2012;Steinbach, 2014;Silver, 2015;Velázquez, 2012), and especially the relationship between individuals and their community of origin for the configuration of their cultural identity. Deep roots in the society of origin (see Table 3) and time of residence in the society of arrival therefore become essential factors in the construction of individual cultural identity (Fuentes, 2014). ...

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Integration and interpersonal relationships of moroccan immigrant students of compulsory secondary education in Andalusia (Spain)

... These wellorganised cycles allowed me to investigate the classes stepwise. The flexibility of involving participants' views and reflection is likely to be the most effective aspect of action research to allow me to understand the phenomenon in a better way (Kemmis & McTaggart, 1988;Elliot, 1991;McNiff & Whitehead, 2010). The views and suggestions from students did not influence the course of my research, but rather guided me to take the proper decisions while changing/improving the cycle and re-implementing it. ...

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A Living Educational Theory approach to enhancing Pakistani literature students' critical thinking and engagement through cooperative learning