Discover the world's scientific knowledge

Would you consider a national study exploring the sources work related stress among a headteachers, and asking them what the solutions are, participatory / action research? Due to extent of the study an suggested interventions being at a policy level, the outcomes of the research stop short of actual action but do provide a framework for it.

Perhaps rather naively, at the onset of the research, I assumed the approach (involving those impacted to create the solutions) to be participatory action research, but now I'm no longer convinced.

So the questions is, is the above action research or simply research?

I am a graduate student in Learning Design and Technology and recently have been learning a lot about research. I am currently looking into XR and education with a focus on inclusivity. I recently read a paper by M. Glassman (2020) discussing participatory action research (PAR) and the need to take a serious look at how new technologies work and how to use them to support marginalized communities and promote social justice. The PAR approach seems ideal for this and I was wondering if anyone had any experience with this related to XR in education. If so, I would be interested to hear from you or read any papers you would recommend on this.

Thank you!

#ResearchIsRelevant #COE501Summer22

Quite often, I see action research studies that say they are 'participatory' when they don't appear to be and, moreso, action research studies that clearly are participatory - but do not claim to be. Is it as simple as 'participation' in action research makes it 'participatory' - or is it more complex than that? For instance, based on social critical research theory - does organisational and individual emancipation and empowerment need to be in place for it to be 'truely' participatory?

My thematic analysis and research, more broadly, have benefitted from using NVivo (qualitative data analysis software). But, I also find it increasingly necessary to use an approach to research that emphasises participation of communities—in particularly youth, in the case of my area of research—through PAR.

The use of NVivo, however, can be extremely technical and a painstaking affair, as well as sometimes a solitary one. To me, this seems to be at odds with the collaborative nature of involving community stakeholders and research participants in the research process.

Since I have never tried to combine (youth-led) PAR with managing qualitative data using NVivo (or similar software), I thought I should seek answers to the following questions:

Any help would be greatly appreciated and please add further questions if this topic piques your interest, as this list is far from exhaustive.

My thematic analysis and research, more broadly, have benefitted from using NVivo (qualitative data analysis software). But, I also find it increasingly necessary to use an approach to research that emphasises participation of communities—in particularly youth, in the case of my area of research—through PAR.The use of NVivo, however, can be extremely technical and a painstaking affair, as well as sometimes a solitary one. To me, this seems to be at odds with the collaborative nature of involving community stakeholders and research participants in the research process.Since I have never tried to combine (youth-led) PAR with managing qualitative data using NVivo (or similar software), I thought I should seek answers to the four aforementioned questions.

Any help would be greatly appreciated and please add further questions if this topic piques your interest, as this list is far from exhaustive.

Disciplinarity - generated by Cartesianism and the entire modern age - seems to exaggerate nowadays when their number is almost 10 thousands. Very narrow disciplines create their own language and so called ”specific” methods, but the result is less communication. Transdisciplinarity (above, among and beyond disciplines) seems to be a solution for getting new knowledge and stimulating communication among different former ”specialists” .

I wish to explore interactions in Math and Science lessons at high school, in terms of actions that precede teacher talk or follow responsive talk on the part of students, teacher's views of interactions, inter-alia,however thIs is an English as an additional language,EAL, environment. So how can I factor in the issue of language here?

The ego-centric approach relies on questionnaires designed by the author who involves the 5 other Algerian women, called seeds. Questionnaires will be then given to ‘nodes’, direct personal ‘ties’, and elements of those ‘ties’. It is an ideal method for studying the effects of social networks on individuals (Mardsen 1990). The advantage of ego-centric analysis is its focus on the individual or ‘node’ as the main element of analysis. In many cases, researchers are not able to contact all respondents directly and must rely on alternative information collected from the initial contacts which might end up with missing important information. For this reason , the researcher will combine RDS, snowball and ego-centric sampling to maintain the ability to reach reasonable statistical deductions (Salganik and Heckathorn 2004). In fact, RDS is now widely used to study any hidden group or populations through the globe, such as drug dealers or HIV (Malekinejad et al 2008).

I'm interested in registering the latency, or the time that passes from the display of a stimuli to the participant until the response of the participant. I need this information to build an online Implicit Association Test. I'm aware of Inquisit, but I'm looking for more budget-friendly solutions. 

Thanks!

I have co-developed a community development model in Erris, Co. Mayo, Ireland, and I wondered if anyone else was working in this area.