Science.gov

Sample records for action learning research

  1. Improving Learning and Teaching through Action Learning and Action Research.

    ERIC Educational Resources Information Center

    Zuber-Skeriit, Ortrun

    1993-01-01

    A theoretical framework for action learning and action research is presented, as a basis for better understanding college instruction and learning. Action research is viewed as a philosophy, theory of learning, research methodology, and teaching technique. It is argued that action research both increases knowledge and improves teaching.…

  2. Using Evidence: How Action Learning Can Support Individual and Organisational Learning through Action Research

    ERIC Educational Resources Information Center

    Dewar, Belinda; Sharp, Cathy

    2006-01-01

    This article discusses the use of action learning as a structured and deliberate learning process to support practitioners to implement change in an action research project. It discusses both action learning and action research before describing the context of the study. The article then goes on to discuss how the process of action learning…

  3. Notes toward a Philosophy of Action Learning Research

    ERIC Educational Resources Information Center

    Coghlan, David; Coughlan, Paul

    2010-01-01

    The philosophical foundations of action learning research have not received a great deal of attention. In the context of action learning postgraduate and professional programmes in universities, articulation of a philosophy of action learning research seems timely and appropriate. This article explores a philosophy of action learning research,…

  4. Collaborative action research: implementation of cooperative learning.

    PubMed

    Smith-Stoner, Marilyn; Molle, Mary E

    2010-06-01

    Nurse educators must continually improve their teaching skills through innovation. However, research about the process used by faculty members to transform their teaching methods is limited. This collaborative study uses classroom action research to describe, analyze, and address problems encountered in implementing cooperative learning in two undergraduate nursing courses. After four rounds of action and reflection, the following themes emerged: students did not understand the need for structured cooperative learning; classroom structure and seating arrangement influenced the effectiveness of activities; highly structured activities engaged the students; and short, targeted activities that involved novel content were most effective. These findings indicate that designing specific activities to prepare students for class is critical to cooperative learning. PMID:20210268

  5. Action Learning Research? Reflections from the Colloquium at the Third International Conference on Action Learning

    ERIC Educational Resources Information Center

    Coghlan, David

    2013-01-01

    The case for the notion of action learning research has been posed and explored in several publications over the past few years. There is no tradition within action learning of understanding it as an approach to research. Within some academic circles, there has been a focus on the "action turn," the development of the notion of actionable…

  6. Practicing What We Teach: Using Action Research to Learn about Teaching Action Research

    ERIC Educational Resources Information Center

    Brown, Barb; Dressler, Roswita; Eaton, Sarah Elaine; Jacobsen, Michele

    2015-01-01

    In this article, action research is explored as a process for instructor reflection, professional learning and collaboration. The context for the professional learning was the teaching of graduate level education courses in which action research, in conjunction with a cohort-based, collaboratory approach to learning, was used to facilitate…

  7. Elementary Teachers' Teaching for Conceptual Understanding: Learning from Action Research

    ERIC Educational Resources Information Center

    Kang, Nam-Hwa

    2007-01-01

    This study reports teachers' learning through action research on students' conceptual understanding. The study examined (a) the teachers' views about science teaching and learning, (b) the teachers' learning about their teaching practices and (c) the conditions that supported the teachers' learning through action research. A total of 14 elementary…

  8. Developing Managers as Learners and Researchers: Using Action Learning and Action Research

    ERIC Educational Resources Information Center

    Raelin, Joseph A.; Coghlan, David

    2006-01-01

    This article takes the view that formal educational programs often miss opportunities to use the rich experiences of working managers to produce both learning and knowledge. Two alternative pedagogical approaches, action learning and action research, are proposed as contributing to management education by their respective capabilities to generate…

  9. Learning through Participatory Action Research for Community Ecotourism Planning.

    ERIC Educational Resources Information Center

    Guevara, Jose Roberto Q.

    1996-01-01

    Ecologically sound tourism planning and policy require an empowering community participation. The participatory action research model helps a community gain understanding of its social reality, learn how to learn, initiate dialog, and discover new possibilities for addressing its situation. (SK)

  10. Science Learning Environments and Action Research

    ERIC Educational Resources Information Center

    Martin-Dunlop, Catherine

    2006-01-01

    A learning environment survey can be easily used in the science classroom to evaluate new instructional approaches, to spark enthusiasm, and to produce evidence showing that science teachers are indeed becoming a reflective practitioner. Conducting learning environment research in the classroom is personally rewarding as well. It allows science…

  11. A Collaborative Action Research Approach to Professional Learning

    ERIC Educational Resources Information Center

    Bleicher, Robert E.

    2014-01-01

    The field of professional development is moving towards the notion of professional learning, highlighting the active learning role that teachers play in changing their knowledge bases, beliefs and practice. This article builds on this idea and argues for creating professional learning that is guided by a collaborative action research (CAR)…

  12. Agroecology Education: Action-Oriented Learning and Research

    ERIC Educational Resources Information Center

    Lieblein, Geir; Breland, Tor Arvid; Francis, Charles; Ostergaard, Edvin

    2012-01-01

    Purpose: This article examines and evaluates the potential contributions from action learning and action research with stakeholders to higher education in agriculture and food systems. Design/Methodology/Approach: The research is based on our experiences over the past two decades of running PhD courses and an MSc degree programme in Agroecology in…

  13. Learning Networks--Enabling Change through Community Action Research

    ERIC Educational Resources Information Center

    Bleach, Josephine

    2016-01-01

    Learning networks are a critical element of ethos of the community action research approach taken by the Early Learning Initiative at the National College of Ireland, a community-based educational initiative in the Dublin Docklands. Key criteria for networking, whether at local, national or international level, are the individual's and…

  14. Learning from Action Research About Science Teacher Preparation

    NASA Astrophysics Data System (ADS)

    Mitchener, Carole P.; Jackson, Wendy M.

    2012-02-01

    In this article, we present a case study of a beginning science teacher's year-long action research project, during which she developed a meaningful grasp of learning from practice. Wendy was a participant in the middle grade science program designed for career changers from science professions who had moved to teaching middle grade science. An extended action research experience in the second year of induction proved valuable to her in learning how to modify her teaching to reach her goal, using evidence of student learning as her guide. This article closes with reflections on the value of extended action research within science teacher preparation, particularly early in one's career, and explores the promise for ongoing practice-based professional development throughout a teacher's career.

  15. Action Research on "Visible Learning" in Science

    ERIC Educational Resources Information Center

    Paterson, David

    2014-01-01

    "Visible teaching and learning" is an educational philosophy that makes the processes and endpoints in a classroom highly visible and understandable to all involved. This was translated into a series of lesson "roadmaps" for a group of chemistry students studying rates of reaction and reaction energetics. Their end-of-unit…

  16. Learning from Action Research about Science Teacher Preparation

    ERIC Educational Resources Information Center

    Mitchener, Carole P.; Jackson, Wendy M.

    2012-01-01

    In this article, we present a case study of a beginning science teacher's year-long action research project, during which she developed a meaningful grasp of learning from practice. Wendy was a participant in the middle grade science program designed for career changers from science professions who had moved to teaching middle grade science. An…

  17. Using Action Research and Action Learning for Entrepreneurial Network Capability Development

    ERIC Educational Resources Information Center

    McGrath, Helen; O'Toole, Thomas

    2016-01-01

    This paper applies an action research (AR) design and action learning (AL) approach to network capability development in an entrepreneurial context. Recent research suggests that networks are a viable strategy for the entrepreneurial firm to overcome the liabilities associated with newness and smallness. However, a gap emerges as few, if any,…

  18. Collaborative Action Research on Technology Integration for Science Learning

    NASA Astrophysics Data System (ADS)

    Wang, Chien-Hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua

    2012-02-01

    This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key findings articulated in this paper. Corresponding to previous studies, the incorporation of technology and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information synthesis. All these findings imply the importance of teaching students about information literacy and visual literacy when introducing information technology into the classroom. The authors suggest that further research should focus on how to break the culture of "copy-and-paste" by teaching the skills of note-taking and synthesis through inquiry projects for science learning. Also, further research on teacher professional development should focus on using collaboration action research as a framework for re-designing graduate courses for science teachers in order to enhance classroom technology integration.

  19. Promoting Quality for Teacher Action Research: Lessons Learned from Science Teachers' Action Research

    ERIC Educational Resources Information Center

    Capobianco, Brenda M.; Feldman, Allan

    2006-01-01

    In this article we explore the concept of quality in teacher action research by re-examining our participation with science teachers in several different collaborative action research projects. We conducted second-order action research and generated a series reflexive conditions for promoting and ensuring quality action research. We assert that a…

  20. History and Culture of Alara--The Action Learning and Action Research Association

    ERIC Educational Resources Information Center

    Zuber-Skerritt, Ortrun; Passfield, Ron

    2016-01-01

    As co-founders of the Action Learning and Action Research Association (ALARA), we tell the story of this international network organisation through our personal experience. Our history traces the evolution of ALARA from origins at the first World Congress in 1990 in Brisbane, Australia, through development over two and a half decades, to its…

  1. Action Learning at Work.

    ERIC Educational Resources Information Center

    Mumford, Alan, Ed.

    This book contains 34 papers examining the theory, process, and outcomes of action learning at work. The following papers are included: "An Introduction to the Text" (Alan Mumford); "The Learning Equation" (Reg Revans); "Action Learning as a Vehicle for Learning" (Alan Mumford); "Placing Action Learning and Action Research in Context" (Cliff…

  2. Changing Teaching and Learning Relationships through Collaborative Action Research: Learning to Ask Different Questions

    ERIC Educational Resources Information Center

    Harrington, Paula; Gillam, Katy; Andrews, Jane; Day, Christopher

    2006-01-01

    The article reports work over one year by three teachers from the Milton Keynes Primary Schools Learning Network. Their collaborative classroom-focused action research investigated the limits and possibilities of pupils' and teachers' learning through self-evaluation. In phase one the teacher researchers used questionnaires, interviews and…

  3. Action Research

    ERIC Educational Resources Information Center

    Milton-Brkich, Katie Lynn; Shumbera, Kristen; Beran, Becky

    2010-01-01

    Defined as "any systemic inquiry conducted by teachers... for the purpose of gathering information about how their particular schools operate, how they teach, and how their students learn" (Mertler, 2009), "action research" is empowering and professional research done by teachers to inform and improves their own practices. Although there are many…

  4. Action Research to Improve the Learning Space for Diagnostic Techniques.

    PubMed

    Ariel, Ellen; Owens, Leigh

    2015-12-01

    The module described and evaluated here was created in response to perceived learning difficulties in diagnostic test design and interpretation for students in third-year Clinical Microbiology. Previously, the activities in lectures and laboratory classes in the module fell into the lower cognitive operations of "knowledge" and "understanding." The new approach was to exchange part of the traditional activities with elements of interactive learning, where students had the opportunity to engage in deep learning using a variety of learning styles. The effectiveness of the new curriculum was assessed by means of on-course student assessment throughout the module, a final exam, an anonymous questionnaire on student evaluation of the different activities and a focus group of volunteers. Although the new curriculum enabled a major part of the student cohort to achieve higher pass grades (p < 0.001), it did not meet the requirements of the weaker students, and the proportion of the students failing the module remained at 34%. The action research applied here provided a number of valuable suggestions from students on how to improve future curricula from their perspective. Most importantly, an interactive online program that facilitated flexibility in the learning space for the different reagents and their interaction in diagnostic tests was proposed. The methods applied to improve and assess a curriculum refresh by involving students as partners in the process, as well as the outcomes, are discussed. Journal of Microbiology & Biology Education. PMID:26753024

  5. Action Research to Improve the Learning Space for Diagnostic Techniques†

    PubMed Central

    Ariel, Ellen; Owens, Leigh

    2015-01-01

    The module described and evaluated here was created in response to perceived learning difficulties in diagnostic test design and interpretation for students in third-year Clinical Microbiology. Previously, the activities in lectures and laboratory classes in the module fell into the lower cognitive operations of “knowledge” and “understanding.” The new approach was to exchange part of the traditional activities with elements of interactive learning, where students had the opportunity to engage in deep learning using a variety of learning styles. The effectiveness of the new curriculum was assessed by means of on-course student assessment throughout the module, a final exam, an anonymous questionnaire on student evaluation of the different activities and a focus group of volunteers. Although the new curriculum enabled a major part of the student cohort to achieve higher pass grades (p < 0.001), it did not meet the requirements of the weaker students, and the proportion of the students failing the module remained at 34%. The action research applied here provided a number of valuable suggestions from students on how to improve future curricula from their perspective. Most importantly, an interactive online program that facilitated flexibility in the learning space for the different reagents and their interaction in diagnostic tests was proposed. The methods applied to improve and assess a curriculum refresh by involving students as partners in the process, as well as the outcomes, are discussed. Journal of Microbiology & Biology Education PMID:26753024

  6. Action Learning.

    ERIC Educational Resources Information Center

    1996

    These four papers were presented at a symposium on action learning moderated by Lex Dilworth at the 1996 conference of the Academy of Human Resource Development. "Developing an Infrastructure for Individual and Organizational Change: Transfer of Learning from an Action Reflection Learning (ARL) Program" (ARL Inquiry) reports findings from a study…

  7. Beyond You and Me: Stories for Collective Action and Learning? Perspectives from an Action Research Project

    ERIC Educational Resources Information Center

    Gearty, Margaret

    2015-01-01

    This paper explores the combination of storytelling and reflective action research as a means to effect change and learning within and across communities and organizations. Taking the complex challenge of "pro-environmental behaviour change" as an example, the paper reflects on the experiences of a pilot project run for the UK government…

  8. Introduction: More than Methods--Reflections on Participatory Action Research in Geographic Teaching, Learning and Research

    ERIC Educational Resources Information Center

    Kindon, Sara; Elwood, Sarah

    2009-01-01

    This paper provides an introduction to this symposium issue on participatory action research in geographic teaching, learning and research. It introduces the themes of the symposium and contributions from the participating authors, and also offers additional discussion of the attendant benefits and challenges of using participatory action research…

  9. Action Research and Organisational Learning: A Norwegian Approach to Doing Action Research in Complex Organisations

    ERIC Educational Resources Information Center

    Eikeland, Olav

    2012-01-01

    The purpose of this article is to present a specific approach to the practice of action research "in complex organisations". Clearly, there are many approaches to the challenge of doing action research in organisations; approaches that are, and also must be, quite context dependent and specific. But my purpose is neither to give an overview nor a…

  10. Experiential Learning and Research Ethics: Enhancing Knowledge through Action

    ERIC Educational Resources Information Center

    Teixeira-Poit, Stephanie M.; Cameron, Abigail E.; Schulman, Michael D.

    2011-01-01

    How can instructors use experiential learning strategies to enhance student understanding of research ethics and responsible research conduct? In this article, the authors review literature on using experiential learning to teach research ethics and responsible research conduct. They present a three-step exercise for teaching research ethics and…

  11. Community-Action Learning

    ERIC Educational Resources Information Center

    Bell, Sarah; Mattern, Mark; Telin, Mike

    2007-01-01

    This paper describes and analyzes an undergraduate course entitled Public Interest Research in which students learn research methods by conducting research on behalf of one or more community organizations. Students' work is conceived of as community action learning, a combination of participatory action research and service learning, emphasizing…

  12. Embodied Learning and Creative Writing: An Action Research Study

    ERIC Educational Resources Information Center

    Tobin, Jennifer Ann

    2012-01-01

    This action research study used narrative analysis to explore the role of the body in the writing process of creative writers. Specifically, the purpose of this action research study was threefold: it was first to examine how professional creative writers describe their writing process with particular attention to their perceptions of the role and…

  13. Participatory Action Research and Environmental Learning: Implications for Resilient Forests and Communities

    ERIC Educational Resources Information Center

    Ballard, Heidi L.; Belsky, Jill M.

    2010-01-01

    How can a participatory approach to research promote environmental learning and enhance social-ecological systems resilience? Participatory action research (PAR) is an approach to research that its' supporters claim can foster new knowledge, learning, and action to support positive social and environmental change through reorienting the standard…

  14. Global Networked Learning: A New Form of Collaborative Action Research

    ERIC Educational Resources Information Center

    Mirny, A.; Wiske, M. S.; Joo, J.; Cunningham, G.; Daniels, D.; Farid, A. B.; Gordon, F.; Madani, R.; Nissen, S. C.

    2010-01-01

    A year-long collaborative action research project used networked technologies to connect researchers at a university-based online professional development program and a group of practitioner researchers based in a range of schools and educational agencies in several countries. They studied the process and effects of online professional development…

  15. What Has Action Learning Learned to Become?

    ERIC Educational Resources Information Center

    Pedler, Mike; Burgoyne, John; Brook, Cheryl

    2005-01-01

    This inquiry originates in a conversation between the first two authors which concluded with the challenge that a Revans Institute for Action Learning & Research should not only be doing research "by" action learning and but should also be researching "into" action learning itself. Action learning has been a recognised innovation in management…

  16. Joining the Game: Living and Learning as an Action Researcher

    ERIC Educational Resources Information Center

    Hughes, Susan

    2016-01-01

    This study reports on graduate students' thoughts and beliefs about utilizing action research as a means of professional development two years after their graduation from a Master of Arts program in Education. Because many school districts now encourage teachers to engage in self-study and to collect data that informs their instruction, the author…

  17. Blended Learning and Teaching Writing: A Teacher Action Research Project

    ERIC Educational Resources Information Center

    Camahalan, Faye Marsha G.; Ruley, Andrea G.

    2014-01-01

    This teacher research project focused on utilizing blended learning to teach writing to middle school students. The intervention was designed to fit into individual lessons needed to improve students' writing skills with the main focus on sentence structure. Sixteen (16) 7th grade students were assessed with a writing sample applying the new…

  18. Launch of Revans Academy for Action Learning and Research: Manchester Business School November 26, 2008

    ERIC Educational Resources Information Center

    Clark, Elaine

    2009-01-01

    This article reports on the launching of the Revans Academy for Action Learning and Research at Manchester Business School on 26 November 2008. The goal of the Academy is to foster the development of action learning as a unifying framework within Manchester Business School. Its goal is to provide a hub for dialogue, collaboration, exploitation and…

  19. Implementing Action Research and Professional Learning Communities in a Professional Development School Setting to Support Teacher Candidate Learning

    ERIC Educational Resources Information Center

    Shanks, Joyce

    2016-01-01

    The paper reviews teacher candidates' use of action research and the Professional Learning Community (PLC) concept to support their work in their pre-student teaching field experience. In this research study, teacher candidates are involved in a professional development school relationship that uses action research and PLCs to support candidate…

  20. How Trainee Music Teachers Learn about Teaching by Talking to Each Other: An Action Research Study

    ERIC Educational Resources Information Center

    Cain, Tim

    2011-01-01

    This article presents an action research study into how trainee music teachers in England use a structured discussion process called "Collegial Consultation" to learn about teaching. The research shows that, in Collegial Consultation, trainees learn from each other by offering several solutions to a problem, offering reasons for their ideas,…

  1. Action Research in a Business Classroom--Another Lens to Examine Learning

    ERIC Educational Resources Information Center

    Smith, Janice Witt; Clark, Gloria

    2010-01-01

    This research study looks at the implementation of an action research project within a blended learning human resource management class in employee and labor relations. The internal and external environment created conditions that converged in the Perfect Storm and resulted in an almost disastrous learning experience for faculty and students. What…

  2. Insider Research as Part of a Master's Programme: Opportunities Lost and Found within Action Learning Sets

    ERIC Educational Resources Information Center

    Milano, Chloe; Lawless, Aileen; Eades, Elaine

    2015-01-01

    This account explores the role of action learning during and after an educational programme. We focus on the final stage of a master's programme and the insider research that is a key feature in many UK universities. Researching within one's own organization should lead to individual and organizational learning. However, there is relatively little…

  3. Exploring Constructivist Social Learning Practices in Aiding Russian-Speaking Teachers to Learn Estonian: An Action Research Approach

    ERIC Educational Resources Information Center

    Kiilo, Tatjana; Kutsar, Dagmar

    2012-01-01

    Based on appreciative inquiry and threshold concepts from an intercultural learning perspective, the article makes insights into the constructivist social learning practice of Estonian language learning amongst Russian-speaking teachers in Estonia. The application of educational action research methodology, more specifically that of Bridget…

  4. The Methods of Teaching Course Based on Constructivist Learning Approach: An Action Research

    ERIC Educational Resources Information Center

    Altun, Sertel; Yücel-Toy, Banu

    2015-01-01

    This purpose of this study is to investigate how the course designed based on constructivist principles has been implemented, what actions have been taken to solve problems and what thoughts have arisen in the minds of teacher candidates with regard to the constructivist learning approach. In this study, an action research was employed which…

  5. Action Research: Measuring Literacy Programme Participants' Learning Outcomes. Results of the Final Phase (2011-2014)

    ERIC Educational Resources Information Center

    Bolly, Madina; Jonas, Nicolas

    2015-01-01

    Action Research on Measuring Literacy Programme Participants' Learning Outcomes (RAMAA) aims to develop, implement and collaborate on the creation of a methodological approach to measure acquired learning and study the various factors that influence its development. This report examines how RAMAA I has been implemented over the past four years in…

  6. Using Action Research to Improve Student Engagement in a Peer-Assisted Learning Programme

    ERIC Educational Resources Information Center

    Hodgson, Yvonne; Benson, Robyn; Brack, Charlotte

    2013-01-01

    The benefits of students learning together in peer-assisted learning (PAL) programmes have been widely reported. Implementing and evaluating PAL programmes provide specific challenges for academic staff. This paper explains how action research was used to design, trial and refine a same-year PAL programme to enhance student engagement. The PAL…

  7. Making Sense of Undergraduate Students' Reflections as They Learn through Writing an Action Research Proposal

    ERIC Educational Resources Information Center

    Maoto, S.

    2011-01-01

    This article explores learning opportunities offered by students' written reflections as they learn through writing an action research proposal. From tapping into students' reported struggles, I analysed data using three stages of qualitative data analysis: data reduction, data display, and conclusion drawing (Miles and Huberman 1994). It emerged…

  8. Service Learning Experience and Undergraduate Leadership Behaviors: An Action Research Case Study

    ERIC Educational Resources Information Center

    Kenary, Judy

    2010-01-01

    Service-learning has been shown to be an effective practice that positively affects students' academic achievement, self-esteem, and problem-solving skills (Billig, 2002; Eyler & Giles, 1999; Wilczenski & Coomey, 2007). This mixed-method action research case study was conducted to explore the possible link between service-learning experience and…

  9. Freeing the Child: Using Action Research on Visual Learning Strategies To Develop Children with Autism.

    ERIC Educational Resources Information Center

    Boswell, Laura; Nugent, Peg

    Teacher action research using both qualitative and quantitative methods of data collection were used to examine impacts of using visual learning strategies on five preschool children (ages 3-5) with autism in a self-contained classroom. During the six weeks of the study, pictures representing nine learning areas and specific developmental…

  10. Task-Based Language Learning and Teaching: An Action-Research Study

    ERIC Educational Resources Information Center

    Calvert, Megan; Sheen, Younghee

    2015-01-01

    The creation, implementation, and evaluation of language learning tasks remain a challenge for many teachers, especially those with limited experience with using tasks in their teaching. This action-research study reports on one teacher's experience of developing, implementing, critically reflecting on, and modifying a language learning task…

  11. Action Researchers' Perspectives about the Distinguishing Characteristics of Action Research: A Delphi and Learning Circles Mixed-Methods Study

    ERIC Educational Resources Information Center

    Rowell, Lonnie L.; Polush, Elena Yu; Riel, Margaret; Bruewer, Aaron

    2015-01-01

    The purpose of this study was to identify distinguishing characteristics of action research within the Action Research Special Interest Group of the American Educational Research Association. The authors sought to delineate the foundational framework endorsed by this community. The study was conducted during January-April 2012 and employed an…

  12. An Action Research Study on the Effect of Interactive Technology and Active Learning on Student Performance

    ERIC Educational Resources Information Center

    Bear, Teresa J.

    2013-01-01

    This quantitative action science research study utilized a causal-comparative experimental research design in order to determine if the use of student response systems (clickers), as an active learning strategy in a community college course, improved student performance in the course. Students in the experimental group (n = 26) used clickers to…

  13. Engaging Preservice Teachers in Action Research to Enhance Awareness of Second Language Learning and Teaching

    ERIC Educational Resources Information Center

    Zainuddin, Hanizah; Moore, Rashid A.

    2004-01-01

    This article examines a study on how preservice teachers enhance their understanding of theory and research in second language learning through an action research project that took place in a TESOL (Teachers of English to Speakers of Other Languages) education course. The study focuses on how interaction with English language learners (ELLs)…

  14. Perspectives: Action Research: Inquiring into Science Teaching and Learning

    ERIC Educational Resources Information Center

    Abell, Sandra K.

    2007-01-01

    Teachers and schools are required by the No Child Left Behind Act to use research-based instructional practices. Although we often think of research as something university professors do, teachers can contribute to the research base on effective instruction by conducting research in their own classrooms.

  15. Improving Virtual Collaborative Learning through Canonical Action Research

    ERIC Educational Resources Information Center

    Weber, Peter; Lehr, Christian; Gersch, Martin

    2014-01-01

    Virtual collaboration continues to gain in significance and is attracting attention also as virtual collaborative learning (VCL) in education. This paper addresses aspects of VCL that we identified as critical in a series of courses named "Net Economy": (1) technical infrastructure, (2) motivation and collaboration, and (3) assessment…

  16. Synchronous Learning Best Practices: An Action Research Study

    ERIC Educational Resources Information Center

    Warden, Clyde A.; Stanworth, James O.; Ren, Jian Biao; Warden, Antony R.

    2013-01-01

    Low cost and significant advances in technology now allow instructors to create their own virtual learning environments. Creating social interactions within a virtual space that emulates the physical classroom remains challenging. While students are familiar with virtual worlds and video meetings, they are inexperienced as virtual learners. Over a…

  17. Research in Action: Taking Classroom Learning to the Field

    ERIC Educational Resources Information Center

    Evans, Abigail; Dresang, Eliza; Campana, Katie; Feldman, Erika

    2013-01-01

    Over the past two decades, preparation of LIS professionals to conduct credible research has been both scrutinized and encouraged by a variety of scholars. The conclusion of these researchers has been that there is a paucity of courses and that opportunities for students to participate in authentic field research are few. There is a resulting need…

  18. Transforming Language Ideologies through Action Research: A Case Study of Bilingual Science Learning

    NASA Astrophysics Data System (ADS)

    Yang, Eunah

    This qualitative case study explored a third grade bilingual teacher's transformative language ideologies through participating in a collaborative action research project. By merging language ideologies theory, Cultural Historical Activity Theory (CHAT), and action research, I was able to identify the analytic focus of this study. I analyzed how one teacher and I, the researcher, collaboratively reflected on classroom language practices during the video analysis meetings and focus groups. Further, I analyzed twelve videos that we coded together to see the changes in the teacher's language practices over time. My unit of analysis was the discourse practice mediated by additive language ideologies. Throughout the collaborative action research process, we both critically reflected on the classroom language use. We also developed a critical consciousness about the participatory shifts and learning of focal English Learner (EL) students. Finally, the teacher made changes to her classroom language practices. The results of this study will contribute to the literacy education research field for theoretical, methodological, and practical insights. The integration of language ideologies, CHAT, and action research can help educational practitioners, researchers, and policy makers understand the importance of transforming teachers' language ideologies in designing additive learning contexts for ELs. From a methodological perspective, the transformative language ideologies through researcher and teacher collaborated video analysis process provide a unique contribution to the language ideologies in education literature, with analytic triangulation. As a practical implication, this study suggests action research can be one of the teacher education tools to help the teachers transform language ideologies for EL education.

  19. Experiential learning in nursing consultation education via clinical simulation with actors: action research.

    PubMed

    de Oliveira, Saionara Nunes; do Prado, Marta Lenise; Kempfer, Silvana Silveira; Martini, Jussara Gue; Caravaca-Morera, Jaime Alonso; Bernardi, Mariely Carmelina

    2015-02-01

    This was an action research study conducted during an undergraduate nursing course. The objective was to propose and implement experiential learning for nursing consultation education using clinical simulation with actors. The 4 steps of action research were followed: planning, action, observation and reflection. Three nursing undergraduate students participated in the study. Data were collected in May and July 2013 via participant comments and interviews and were analyzed in accordance with the operative proposal for qualitative data analysis. Planning included constructing and validating the clinical guides, selecting and training the actors, organizing and preparing the scenario and the issuing invitations to the participants. The action was carried out according to Kolb's (1984) 4 stages of learning cycles: Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation. Clinical simulation involves different subjects' participation in all stages, and action research is a method that enables the clinical stimulation to be implemented. It must be guided by clear learning objectives and by a critical pedagogy that encourages critical thinking in students. Using actors and a real scenario facilitated psychological fidelity, and debriefing was the key moment of the reflective process that facilitated the integral training of students through experiential learning. PMID:25563657

  20. Observing Children's Learning: Informing Effective Intervention. A Personal Story of Investigative Research in Action.

    ERIC Educational Resources Information Center

    Lockett, Andrew

    This paper outlines the underlying principles that have guided the development of an observational orientation to assessing children's learning. The development of an observation orientation was achieved through a process of a number of action-type research projects within a range of early years settings in the United Kingdom. The paper outlines a…

  1. Teacher Professional Development through Collaborative Action Research: Impact on Foreign English-Language Teaching and Learning

    ERIC Educational Resources Information Center

    Banegas, Dario; Pavese, Anahi; Velazquez, Aurelia; Velez, Sandra Maria

    2013-01-01

    In 2011 we, a group of English-as-a-foreign-language teachers at a secondary school in Argentina, decided to investigate our teaching practices through collaborative action research so as to improve our students' learning opportunities and thus revitalise English-language teaching in our context. We implemented and evaluated the integration of…

  2. Learning and Teaching Breathing and Oboe Playing: Action Research in a Conservatoire

    ERIC Educational Resources Information Center

    Gaunt, Helena

    2007-01-01

    This paper presents findings from action research in a conservatoire (the Guildhall School of Music & Drama) which focused on teaching and learning effective breathing in playing the oboe. A range of approaches and techniques emerged from a literature review. These were implemented in practice with oboe students at the Guildhall School, and…

  3. Learning To Teach Games for Understanding: Coming To Know the Action Research Process.

    ERIC Educational Resources Information Center

    Hopper, Tim F.

    This paper describes and interprets an action research project that supported student teachers learning to teach physical education in a community-based, after-school games program. Ten student teachers taught 10 lessons to elementary school children, under the guidance of 3 supervisory teachers, who were graduate students, and one program…

  4. Using Action Research to Teach Students to Manage Team Learning and Improve Teamwork Satisfaction

    ERIC Educational Resources Information Center

    Scott-Ladd, Brenda; Chan, Christopher C. A.

    2008-01-01

    This article reports on a study investigating strategies that students can use to develop skills in managing team learning. Two groups of second-year management students participated in a semester-long action research project over two semesters. The students were educated on team development, team processes and conflict management and how to…

  5. Using Participatory Action Research to Increase Learning Transfer of Recovery-Based Principles

    ERIC Educational Resources Information Center

    Barish, Diane J.

    2009-01-01

    This study questions whether or not participatory action research is an effective and practical method for increasing learning transfer of recovery-based principles. The participants (N = 250) were ethnically and educationally diverse clinicians, in an urban state mental health institute. The Self-Assessment of Recovery-Based Behaviors survey ( n…

  6. Toward Solutions: The Work of the Chemistry Action-Research Group. Learning in Science Project. Working Paper No. 35.

    ERIC Educational Resources Information Center

    Osborne, Roger; And Others

    In the action-research phase of the Learning in Science Project, four groups of people worked on problems identified in the project's second (in-depth) phase. The Chemistry Action-Research Group considered problems related to the teaching and learning of ideas associated with particles and physical/chemical changes. Based on findings during the…

  7. Action Research as another Literacy Skill To Improve Academic Performance: A Case Study of Empowered Language Learning

    ERIC Educational Resources Information Center

    Ariizumi, Yoshihiko

    2006-01-01

    Background: Even though action research has been employed in an increasing number of fields of practice including teaching, nursing, and business, application in learning has been scarcely reported. This case study is one of the first attempts to apply action research principles to help learners improve their learning performance. Purpose: This…

  8. Toward Solutions: The Work of the Physics Action-Research Group. Learning in Science Project. Working Paper No. 32.

    ERIC Educational Resources Information Center

    Osborne, Roger; Schollum, Brendan

    In the action-research phase of the Learning in Science Project, four groups of people worked on problems identified in the project's second (in-depth) phase. The Physics action-research group considered problems related to the teaching and learning of ideas associated with force and motion, suggesting that children's ideas of these concepts might…

  9. Action Learning: Avoiding Conflict or Enabling Action

    ERIC Educational Resources Information Center

    Corley, Aileen; Thorne, Ann

    2006-01-01

    Action learning is based on the premise that action and learning are inextricably entwined and it is this potential, to enable action, which has contributed to the growth of action learning within education and management development programmes. However has this growth in action learning lead to an evolution or a dilution of Revan's classical…

  10. Action Learning in China

    ERIC Educational Resources Information Center

    Marquardt, Michael J.

    2015-01-01

    Action learning was introduced into China less than 20 years ago, but has rapidly become a valuable tool for organizations seeking to solve problems, develop their leaders, and become learning organizations. This article provides an historical overview of action learning in China, its cultural underpinnings, and five case studies. It concludes…

  11. Advancing working and learning through critical action research: creativity and constraints.

    PubMed

    Bellman, Loretta; Bywood, Catherine; Dale, Susan

    2003-12-01

    Continuous professional development is an essential component within many health care 'Learning Organisations'. The paper describes the first phase of an initiative to develop a professional practice development framework for nurses in an NHS general hospital. The project was undertaken within a critical action research methodology. A tripartite arrangement between the hospital, a university and professional nursing organisation enabled clinical, educational and research support for the nurses (co-researchers) engaged in the project. Initial challenges were from some managers, educationalists and the ethics committee who did not appear to understand the action research process. A multi-method approach to data collection was undertaken to capture the change process from different stakeholders' perceptions. Triangulation of the data was undertaken. Despite organisational constraints, transformational leadership and peer support enabled the co-researchers to identify and initiate three patient-focused initiatives. The change process for the co-researchers included: enlightening personal journey, exploring the research-practice gap, enhancing personal and professional knowledge, evolving cultural change and collaborative working, empowering and disempowering messages. A hospital merger and corporate staff changes directly impacted on the project. A more flexible time-scale and longer term funding are required to enable continuity for trust-wide projects undertaken in dynamic clinical settings. PMID:19038122

  12. Differentiation of teaching and learning mathematics: an action research study in tertiary education

    NASA Astrophysics Data System (ADS)

    Konstantinou-Katzi, Panagiota; Tsolaki, Eleni; Meletiou-Mavrotheris, Maria; Koutselini, Mary

    2013-04-01

    Diversity and differentiation within our classrooms, at all levels of education, is nowadays a fact. It has been one of the biggest challenges for educators to respond to the needs of all students in such a mixed-ability classroom. Teachers' inability to deal with students with different levels of readiness in a different way leads to school failure and all the negative outcomes that come with it. Differentiation of teaching and learning helps addressing this problem by respecting the different levels that exist in the classroom, and by responding to the needs of each learner. This article presents an action research study where a team of mathematics instructors and an expert in curriculum development developed and implemented a differentiated instruction learning environment in a first-year engineering calculus class at a university in Cyprus. This study provides evidence that differentiated instruction has a positive effect on student engagement and motivation and improves students' understanding of difficult calculus concepts.

  13. Action Learning Issues.

    ERIC Educational Resources Information Center

    1998

    This document contains four papers from a symposium on adult learning issues and human resource development (HRD). "Creating a Systemic Framework for the Transfer of Learning from an Action Learning Experience" (Suzanne D. Butterfield, Kitty Gold, Verna J. Willis) discusses a study of the organizational elements that affect learning and transfer…

  14. Action Research in Special Education: An Inquiry Approach for Effective Teaching and Learning. Practitioner Inquiry Series

    ERIC Educational Resources Information Center

    Bruce, Susan M.; Pine, Gerald J.

    2010-01-01

    This is the first book about action research devoted to the complex issues faced by children with disabilities and their teachers. The authors begin by providing the historical and philosophical underpinnings of action research and then present a framework for conducting action research in special education. In addition, they feature four examples…

  15. Understanding Professional Learning in Action: A Case Study of a Research-Based Professional Learning Program

    ERIC Educational Resources Information Center

    Stukey, Marisa Ramirez

    2012-01-01

    During the last twenty years, professional learning for teachers has been promoted as a viable path for increased teacher effectiveness and student achievement. Because of the complexities of the school system and the diversity of the student population, designing quality professional learning opportunities that are meaningful for teachers can be…

  16. Consistency and Change in Participatory Action Research: Reflections on a Focus Group Study about How Farmers Learn

    ERIC Educational Resources Information Center

    Piercy, Fred P.; Franz, Nancy; Donaldson, Joseph L.; Richard, Robert F.

    2011-01-01

    The purpose of this paper is to reflect on our efforts to balance consistency in our multi-year participatory action research study with the need to adapt our research protocol to what we are learning along the way. While both are important, we share several examples of how our flexibility and openness to adapt our protocol to our research…

  17. Building a Student-Centred Learning Framework Using Social Software in the Middle Years Classroom: An Action Research Study

    ERIC Educational Resources Information Center

    Casey, Gail

    2013-01-01

    This article discusses the development of the online spaces that were used to create a learning framework: a student-centred framework that combined face-to-face teaching with online social and participatory media. The author, as part of her Doctoral research study, used action research as a mechanism for continual improvement as she redesigned…

  18. Cooperative and Context-Based Learning on Eletrochemical Cells in Lower Secondary Chemistry: A Project of Participatory Action Research

    ERIC Educational Resources Information Center

    Markic, Silvija; Eilks, Ingo

    2006-01-01

    This paper discusses a project of Participatory Action Research (PAR) on lower secondary chemistry education. In this ongoing project, practicing teachers and university researchers in chemical education jointly carry out projects for developing and evaluating new lesson plans. The focus of the PAR group is to develop teaching/learning activities…

  19. Action Learning as Invigoration

    ERIC Educational Resources Information Center

    Chivers, Terence S.

    2011-01-01

    The present account of action learning describes its adoption for pragmatic reasons by the University of the Third Age (U3A). The reason for the existence of this movement is the education of retired people. The account seeks to explain why the action learning method spread from one local U3A to another and across it to other local U3As. The case…

  20. Transforming Language Ideologies through Action Research: A Case Study of Bilingual Science Learning

    ERIC Educational Resources Information Center

    Yang, Eunah

    2012-01-01

    This qualitative case study explored a third grade bilingual teacher's transformative language ideologies through participating in a collaborative action research project. By merging language ideologies theory, Cultural Historical Activity Theory (CHAT), and action research, I was able to identify the analytic focus of this study. I analyzed…

  1. Action Research Facilitator's Handbook.

    ERIC Educational Resources Information Center

    Caro-Bruce, Cathy

    This handbook is a roadmap for action research facilitators to help groups as they work through the research process. It offers quotations, handouts, strategies, resources, and insights from actual experiences. The sections of the handbook follow the action research cycle, focusing on: "What is Action Research?"; "What is the Action Research…

  2. Participatory Action Research.

    ERIC Educational Resources Information Center

    Walker, Martha Lentz

    1993-01-01

    Describes aspects of participatory action research and considers advantages of using participatory action research in research by disabilities and rehabilitation researchers. Notes that participatory action research can be built into any rehabilitation research design but that it rests upon the recognition of persons with disabilities as integral…

  3. Evaluating STAR--A Transformative Learning Framework: Interdisciplinary Action Research in Health Training

    ERIC Educational Resources Information Center

    McAllister, Margaret; Oprescu, Florin; Downer, Teresa; Lyons, Michael; Pelly, Fiona; Barr, Nigel

    2013-01-01

    Transformative learning aims to awaken students to issues of injustice, and to promote their critical analysis of assumptions, beliefs and values that lead to and sustain social inequities, so that they may become agents of social change. This paper introduces the Sensitise Take Action and Reflection (STAR) framework, which encapsulates…

  4. Social and Individual Aspects of Classroom Learning in Students with Autism Spectrum Disorder: An Action Research Pilot Study on Assessment

    ERIC Educational Resources Information Center

    Asberg, Jakob; Zander, Ulla; Zander, Eric; Sandberg, Annika Dahlgren

    2012-01-01

    The current paper reports on the outcome of an ongoing action research project at a school for higher-functioning students with Autism Spectrum Disorder (ASD) in Sweden. The overall aim of the study was to develop and evaluate a questionnaire that captures social and individual aspects of classroom learning suitable for use with students with ASD.…

  5. Action Research in Science Education. ERIC Digest.

    ERIC Educational Resources Information Center

    Feldman, Allan; Capobianco, Brenda

    This digest provides an introduction to action research in science education and includes examples of how action research has been used to improve teaching and learning, as well as suggested resources for those seeking to incorporate action research into their own teaching or research. Action research is defined and is examined in science…

  6. The Role of Action Research in the Development of Learning Networks for Entrepreneurs

    ERIC Educational Resources Information Center

    Brett, Valerie; Mullally, Martina; O'Gorman, Bill; Fuller-Love, Nerys

    2012-01-01

    Developing sustainable learning networks for entrepreneurs is the core objective of the Sustainable Learning Networks in Ireland and Wales (SLNIW) project. One research team drawn from the Centre for Enterprise Development and Regional Economy at Waterford Institute of Technology and the School of Management and Business from Aberystwyth…

  7. Elements that Impact Facilitation of an Asynchronous Professional Learning Community: A Participatory Action Research Exploration

    ERIC Educational Resources Information Center

    Hofer, Marilyn

    2009-01-01

    Despite that fact that the demand for asynchronous learning is booming, the literature on distance learning facilitation skills is lacking (Sherry, 1996). This study supports the premise that the use of paraphrasing strategies impacts learners in an asynchronous environment. The research question has been narrowed to inspect the particular…

  8. Preparing Scholars of Teaching and Learning Using a Model of Collaborative Peer Consulting and Action Research

    ERIC Educational Resources Information Center

    Waterman, Margaret; Weber, Janet; Pracht, Carl; Conway, Kathleen; Kunz, David; Evans, Beverly; Hoffman, Steven; Smentkowski, Brian; Starrett, David

    2010-01-01

    The Scholarship of Teaching and Learning (SoTL) Fellows Program at Southeast Missouri State University supports an annual cohort of 10 faculty Fellows to evaluate, through individual research projects, the effect of teaching on student learning of two or more of the university's General Education objectives. Designed around practical action…

  9. Promise and Possibility for Aspiring Principals: An Emerging Leadership Identity through Learning to Do Action Research

    ERIC Educational Resources Information Center

    Batagiannis, Stella C.

    2011-01-01

    This case study explored the promise and possibility of doing action research both for aspiring principals engaged in such research and for professors using it as pedagogy for teaching educational leadership. The study of a class of graduate students aspiring to be principals had a constructivist theoretical framework. The research design…

  10. Learning to take actions

    SciTech Connect

    Khardon, R.

    1996-12-31

    We formalize a model for supervised learning of action strategies in dynamic stochastic domains, and show that pac-learning results on Occam algorithms hold in this model as well. We then identify a particularly useful bias for action strategies based on production rule systems. We show that a subset of production rule systems, including rules in predicate calculus style, small hidden state, and unobserved support predicates, is properly learnable. The bias we introduce enables the learning algorithm to invent the recursive support predicates which are used in the action strategy, and to reconstruct the internal state of the strategy. It is also shown that hierarchical strategies are learnable if a helpful teacher is available, but that otherwise the problem is computationally hard.

  11. Following the Action in Action Learning: Towards Ethnomethodological Studies of (Critical) Action Learning

    ERIC Educational Resources Information Center

    Fox, Steve

    2009-01-01

    Action learning is a pedagogical practice that helps participants learn by talking about their workplace action with fellow participants ("comrades in adversity") in their action learning set. This paper raises questions about the action in action learning, such as: how do members of an action learning set learn from and through each other? How do…

  12. Action Research in Rehabilitation Education: Curricular Applications

    ERIC Educational Resources Information Center

    Kiener, Michael S.; Koch, Lynn; Gitchel, Dent

    2009-01-01

    This paper examines applications of action research to rehabilitation education. An overview of action research is provided, and specific examples of action research in rehabilitation and other professions are illustrated. Emphasis is placed on utilizing action research to evaluate teaching and student learning and develop scientist practitioners…

  13. The Concept of Action Learning.

    ERIC Educational Resources Information Center

    Zuber-Skerritt, Ortrun

    2002-01-01

    Based on classic and emerging international literature, action learning is defined as learning form concrete experience and critical reflection on experience, focused on problem solving and change. Facilitators of action learning do not impose solutions but guide action learning teams through the process. (Contains 44 references.) (SK)

  14. Participatory Action Research as Pedagogy: Investigating Social and Ecological Justice Learning within a Teacher Education Program

    ERIC Educational Resources Information Center

    Anderson, Vince; McKenzie, Marcia; Allan, Scott; Hill, Teresa; McLean, Sheelah; Kayira, Jean; Knorr, Michelle; Stone, Joshua; Murphy, Jeremy; Butcher, Kim

    2015-01-01

    A research collective comprised of teacher candidates, graduate students, and faculty set out to investigate the role and impact of social and ecological justice learning in a teacher education program. Amidst the tensions, negotiations, and articulations of the research design, the collective came to recognize the spaces of participatory action…

  15. Improving Teaching with Collaborative Action Research: An ASCD Action Tool

    ERIC Educational Resources Information Center

    Cunningham, Diane

    2011-01-01

    Once you've established a professional learning community (PLC), you need to get this ASCD (Association for Supervision and Curriculum Development) action tool to ensure that your PLC stays focused on addressing teaching methods and student learning problems. This ASCD action tool explains how your PLC can use collaborative action research to…

  16. Learning in Academia Is More than Academic Learning: Action Research in Academic Practice for and with Medical Academics

    ERIC Educational Resources Information Center

    Trevitt, Chris

    2008-01-01

    Academic learning traditionally involves research, and the production of journal papers, books, etc. "Learning in academia" refers to academics becoming more skilful in what they do. It is what legal or medical clinicians would refer to as continuing professional education (or development) (CPE/D) which, by analogy, invokes the notion of CPE in…

  17. Planning as Action Research

    ERIC Educational Resources Information Center

    de Gonzalez, Carmen Beatriz; Hernandez, Teresa; Kusch, Jim; Ryan, Charly

    2004-01-01

    Planning contains so much more than the written plan. Early in 2000, an invitation came from the Collaborative Action Research Network (CARN), to people experienced in action research who might want to help plan and present an action research event for elementary school science teachers in Venezuela, South America, in Autumn 2000. This article…

  18. From Marginality to the Mainstream: Learning from Action Research for Sustainable Development

    ERIC Educational Resources Information Center

    Liddy, Mags

    2012-01-01

    Education for sustainable development establishes the need for change within education; in particular, teacher education is recognised as a priority for reorientation towards sustainability needs. The Ubuntu Network is an action research programme, focusing on supporting teacher educators to explore the integration of development education and…

  19. Learning about Democracy at School: An Action Research Project in Early Childhood Education

    ERIC Educational Resources Information Center

    Sánchez-Blanco, Concepción

    2015-01-01

    This article examines part of an action research project carried out in a Spanish public school. We explain the complex reality of an early childhood education classroom. Focusing on early childhood education, the project was developed in collaboration with a teacher from one of the classrooms of four year olds. Several of the children in the…

  20. Christian Faculty Teaching Reflective Practice: An Action Research Approach to Learning

    ERIC Educational Resources Information Center

    Wong, Arch Chee Keen

    2009-01-01

    The article reports the final results of a collaborative action research project that devised a reflective approach to theological education. This project lives within the tension between prescribing and implementing a model of theological education and working at the level of applied understanding. Living within this tension are six professors in…

  1. Learning from the Apprentice: An Account of Action Research Practice in a University Department

    ERIC Educational Resources Information Center

    Cockburn-Wootten, Cheryl; Henderson, Alison; Rix, Caroline

    2005-01-01

    An action research project, managed by a graduate student, resulted in the development of an academic website as an effective internal and external communication tool. The main focus of the investigation was to uncover the tacit knowledge held by staff in the Department of Management Communication through a series of in-depth interviews, a focus…

  2. Learning How to Manage Bias: A Case Study of Youth Participatory Action Research

    ERIC Educational Resources Information Center

    Kirshner, Ben; Pozzoboni, Kristen; Jones, Hannah

    2011-01-01

    Youth programs that are organized around intellectually challenging, socially relevant projects create opportunities for deep cognitive engagement. One type of authentic project that deserves attention from applied developmental scientists is youth participatory action research (YPAR), in which participants study a problem relevant to young…

  3. Learning to Be Interdisciplinary: An Action Research Approach to Boundary Spanning

    ERIC Educational Resources Information Center

    Munoz, Karen; Jeris, Laurel

    2005-01-01

    Objective: This study explored challenges and barriers that need to be addressed in a preprofessional educational setting to provide opportunities for boundary spanning that leads to family-centred interdisciplinary service provision. Design: The design employed in this study was participatory action research, an inductive approach. Setting: The…

  4. An Action-Research Programme with Secondary Education Teachers on Teaching and Learning Photosynthesis

    ERIC Educational Resources Information Center

    Domingos-Grilo, Paula; Reis-Grilo, Carlos; Ruiz, Constantino; Mellado, Vicente

    2012-01-01

    We describe part of an action-research programme in Spain which was based on metacognitive reflection. The participants were four science teachers in a secondary school during the 2004-05 and 2005-06 academic years. During the study, they each analysed their own pupils' alternative ideas on photosynthesis and their teaching methods as recorded in…

  5. Student Involvement in Learning Action Packet. Research, Strategies and Programs for Special Populations.

    ERIC Educational Resources Information Center

    Research for Better Schools, Inc., Philadelphia, PA.

    To improve the responsiveness of educational programs to the needs of low achieving, at risk students, Research for Better Schools (RBS) has developed an assessment procedure. This document is the portion of that procedure that addresses the involvement of students in their learning, or how low achieving students cognitively operate on content.…

  6. Learning in Activity: Exploring the Methodological Potential of Action Research in Activity Theorising of Social Practice

    ERIC Educational Resources Information Center

    Darwin, Stephen

    2011-01-01

    Cultural-historical activity theory (CHAT), founded on the seminal work of Vygotsky and evolving in the subsequent work of Leont'ev and Engestrom, continues to emerge as a robust and increasingly widely used conceptual framework for the research and analysis of the complex social mediation of human learning and development. Yet there remains…

  7. Promoting the Development of a Supportive Learning Environment through Action Research from the "Middle Out"

    ERIC Educational Resources Information Center

    Hodgson, David; May, Steve; Marks-Maran, Diane

    2008-01-01

    This paper reports on a case study of a supportive learning environment initiative (SLEI) for students on health and social care undergraduate programmes in one English university. It involved the development of small scale support projects that are firmly grounded in the outcomes of prior research as well as the ongoing experience of students and…

  8. Lights, Camera, Action: Advancing Learning, Research, and Program Evaluation through Video Production in Educational Leadership Preparation

    ERIC Educational Resources Information Center

    Friend, Jennifer; Militello, Matthew

    2015-01-01

    This article analyzes specific uses of digital video production in the field of educational leadership preparation, advancing a three-part framework that includes the use of video in (a) teaching and learning, (b) research methods, and (c) program evaluation and service to the profession. The first category within the framework examines videos…

  9. Development and Testing of a M-Learning System for the Professional Development of Academics through Design-Based Action Research

    ERIC Educational Resources Information Center

    Keskin, Nilgun Ozdamar; Kuzu, Abdullah

    2015-01-01

    In the present study, a mobile learning system for the professional development of academics was developed by design based action research, and the perceptions and experiences of the academics using this system were examined. In the first phase of this design-based action research, the research question was defined. In the second phase, a…

  10. Doing Educational Research: An Action Research Approach.

    ERIC Educational Resources Information Center

    Otto, Alice; Nkanga, S.

    1995-01-01

    An American teaching anesthesiology in Tanzania sought help from a member of the host culture in order to grasp cultural meanings underpinning medical education practices, using action research to develop and refine research methods and solve problems related to the need to accommodate culturally diverse students' learning needs. (SM)

  11. Action Research and Policy

    ERIC Educational Resources Information Center

    Foreman-Peck, Lorraine; Murray, Jane

    2008-01-01

    This article examines the relationship between action research and policy and the kind of confidence teachers, policy makers and other potential users may have in such research. Many published teacher action research accounts are criticised on the grounds that they do not fully meet the conventional standards for reporting social scientific…

  12. New Evaluation Vector through the Stanford Mobile Inquiry-Based Learning Environment (SMILE) for Participatory Action Research

    PubMed Central

    An, Ji-Young

    2016-01-01

    Objectives This article reviews an evaluation vector model driven from a participatory action research leveraging a collective inquiry system named SMILE (Stanford Mobile Inquiry-based Learning Environment). Methods SMILE has been implemented in a diverse set of collective inquiry generation and analysis scenarios including community health care-specific professional development sessions and community-based participatory action research projects. In each scenario, participants are given opportunities to construct inquiries around physical and emotional health-related phenomena in their own community. Results Participants formulated inquiries as well as potential clinical treatments and hypothetical scenarios to address health concerns or clarify misunderstandings or misdiagnoses often found in their community practices. From medical universities to rural village health promotion organizations, all participatory inquiries and potential solutions can be collected and analyzed. The inquiry and solution sets represent an evaluation vector which helps educators better understand community health issues at a much deeper level. Conclusions SMILE helps collect problems that are most important and central to their community health concerns. The evaluation vector, consisting participatory and collective inquiries and potential solutions, helps the researchers assess the participants' level of understanding on issues around health concerns and practices while helping the community adequately formulate follow-up action plans. The method used in SMILE requires much further enhancement with machine learning and advanced data visualization. PMID:27525157

  13. Virtual Action Learning: Practices and Challenges

    ERIC Educational Resources Information Center

    Dickenson, Mollie; Burgoyne, John; Pedler, Mike

    2010-01-01

    This paper reports findings from research that set out to explore virtual action learning (VAL) as an emerging variety of action learning (AL). In bringing together geographically dispersed individuals within and across organizations, and possibly across time, VAL has obvious potential in both educational and commercial contexts. Whilst there is…

  14. Solving Wicked Problems through Action Learning

    ERIC Educational Resources Information Center

    Crul, Liselore

    2014-01-01

    This account of practice outlines the Oxyme Action Learning Program which was conducted as part of the Management Challenge in my final year of the MSc in Coaching and Behavioral Change at Henley Business School. The central research questions were: (1) how action learning can help to solve wicked problems and (2) what the effect of an action…

  15. Creating and Sustaining a Professional Learning Community to Impact Student Achievement on a High School Campus: An Action Research Project

    ERIC Educational Resources Information Center

    Nichols, Dionne DeShall

    2013-01-01

    Professional learning communities (PLCs) have become one of the most talked about ideas in education today. Many K-12 schools are working to become PLCs in the hope that student learning will improve when adults commit themselves to talking collaboratively about teaching and learning and then take action that will improve student learning and…

  16. A collection of research reporting, theoretical analysis, and practical applications in science education: Examining qualitative research methods, action research, educator-researcher partnerships, and constructivist learning theory

    NASA Astrophysics Data System (ADS)

    Hartle, R. Todd

    2007-12-01

    Educator-researcher partnerships are increasingly being used to improve the teaching of science. Chapter 1 provides a summary of the literature concerning partnerships, and examines the justification of qualitative methods in studying these relationships. It also justifies the use of Participatory Action Research (PAR). Empirically-based studies of educator-researcher partnership relationships are rare despite investments in their implementation by the National Science Foundation (NSF) and others. Chapter 2 describes a qualitative research project in which participants in an NSF GK-12 fellowship program were studied using informal observations, focus groups, personal interviews, and journals to identify and characterize the cultural factors that influenced the relationships between the educators and researchers. These factors were organized into ten critical axes encompassing a range of attitudes, behaviors, or values defined by two stereotypical extremes. These axes were: (1) Task Dictates Context vs. Context Dictates Task; (2) Introspection vs. Extroversion; (3) Internal vs. External Source of Success; (4) Prior Planning vs. Implementation Flexibility; (5) Flexible vs. Rigid Time Sense; (6) Focused Time vs. Multi-tasking; (7) Specific Details vs. General Ideas; (8) Critical Feedback vs. Encouragement; (9) Short Procedural vs. Long Content Repetition; and (10) Methods vs. Outcomes are Well Defined. Another ten important stereotypical characteristics, which did not fit the structure of an axis, were identified and characterized. The educator stereotypes were: (1) Rapport/Empathy; (2) Like Kids; (3) People Management; (4) Communication Skills; and (5) Entertaining. The researcher stereotypes were: (1) Community Collaboration; (2) Focus Intensity; (3) Persistent; (4) Pattern Seekers; and (5) Curiosity/Skeptical. Chapter 3 summarizes the research presented in chapter 2 into a practical guide for participants and administrators of educator-researcher partnerships

  17. Creating Learning Experiences that Promote Informal Science Education: Designing Conservation-Focused Interactive Zoo Exhibits through Action Research

    NASA Astrophysics Data System (ADS)

    Kalenda, Peter

    Research on exhibit design over the past twenty years has started to identify many different methods to increase the learning that occurs in informal education environments. This study utilized relevant research on exhibit design to create and study the effectiveness of a mobile interactive exhibit at the Seneca Park Zoo that promotes socialization, engagement in science, and conservation-related practices among guests. This study will serve as one component of a major redesign project at the Seneca Park Zoo for their Rocky Coasts exhibit. This action research study targeted the following question, "How can interactive exhibits be designed to promote socialization, engagement in science, and real-world conservation-related practices (RCPs) among zoo guests?" Specific research questions included: 1. In what ways did guests engage with the exhibit? 2. In what ways were guests impacted by the exhibit? a) What evidence exists, if any, of guests learning science content from the exhibit? b) What evidence exists, if any, of guests being emotionally affected by the exhibit? c) What evidence exists, if any, of guests changing their RCPs after visiting the exhibit? Data were collected through zoo guest surveys completed by zoo guests comparing multiple exhibits, interviews with guests before and after they used the prototype exhibit, observations and audio recordings of guests using the prototype exhibit, and follow-up phone interviews with guests who volunteered to participate. Data were analyzed collaboratively with members of the zoo's exhibit Redesign Team using grounded theory qualitative data analysis techniques to find patterns and trends among data. Initial findings from data analysis were used to develop shifts in the exhibit in order to increase visitor engagement and learning. This process continued for two full action research spirals, which resulted in three iterations of the prototype exhibit. The overall findings of this study highlight the ways in which

  18. Developing and Piloting an App for Managing Self-Directed Language Learning: An Action Research Approach

    ERIC Educational Resources Information Center

    Lammons, Elizabeth; Momata, Yuko; Mynard, Jo; Noguchi, Junko; Watkins, Satoko

    2015-01-01

    Paper-based tools such as self-evaluation activities, learning plans, reflective journals and learning logs are commonplace for managing Self-Directed Language Learning (SDLL). Such tools not only promote ownership over learning and provide a sense of achievement to learners, but they also promote reflection and raise awareness of learning…

  19. Its All Action, Its All Learning: Action Learning in SMEs

    ERIC Educational Resources Information Center

    Clarke, Jean; Thorpe, Richard; Anderson, Lisa; Gold, Jeff

    2006-01-01

    Purpose: The purpose of this paper is to argue that action learning (AL) may provide a means of successfully developing small to medium-sized enterprises (SMEs). Design/methodology/approach: The literature around SME learning suggests a number of processes are important for SME learning which similarity, it is argued, are encompassed in AL. AL may…

  20. Action Learning in the BBC

    ERIC Educational Resources Information Center

    Felix, Eversley; Keevill, Joan

    2008-01-01

    This account tells the story of the development of an action learning culture in the BBC between 2002 and 2007. From its early beginnings as a sporadic, unsystematic intervention with a small number of leaders scattered throughout the organisation, action learning has now become embedded in our approach to the way we develop our leaders. In this…

  1. Action Research in Practice

    ERIC Educational Resources Information Center

    Piggot-Irvine, Eileen

    2009-01-01

    Action research places a powerful tool for school improvement in the hands of teachers. By highlighting the outcomes that are possible and presenting clear steps in the research process, this book is one to encourage anyone who is seeking to implement evidence-based school improvement. Eileen Piggot-Irvine uses her Problem Resolving Action…

  2. Teaching and Researching Autonomy in Language Learning. Applied Linguistics in Action Series.

    ERIC Educational Resources Information Center

    Benson, Phil

    This volume offers a comprehensive account of autonomy in language learning and the educational practices associated with the concept. The book is divided into 18 chapters: "The History of Autonomy in Language Learning"; "Autonomy beyond the Field of Language Education"; "Defining and Describing Autonomy"; Control as a Natural Attribute of…

  3. Enhancing Fourth Grade Students' Writing Achievement through Purposeful Experiential Learning: An Action Research Study

    ERIC Educational Resources Information Center

    McManus, Michael S.; Thiamwong, Ladda

    2015-01-01

    This study focuses on the effects of involving fourth grade students in an experiential learning task that improves the school and requires the students to call on community agency, area business, and high school student support. Data related to students' learning were collected by using evaluative writing surveys, student and parent conferences,…

  4. Action research through stimulated recall

    NASA Astrophysics Data System (ADS)

    O'Brien, John

    1993-12-01

    The emphasis in classroom learning research has moved from process-product models to the mediating process paradigm. The stimulated-recall interview and thik aloud techniques are the two main processes that have been used in attempts to find out what goes on inside students' heads while they are learning. For example, this researcher has used the stimulated-recall interview technique to identify the workplace thinking of a marine science researcher, and the in-class thinking of a year eleven biology student. Such studies as these have produced findings with important implications for the classroom teacher in the role of action researcher. This paper describes how to conduct stimulated-recall interviews and discusses some classroom implications from the two studies.

  5. Action Research as an Agent for Enhancing Teaching and Learning in Physical Education: A Physical Education Teacher's Perspective

    ERIC Educational Resources Information Center

    Keegan, Rosemary

    2016-01-01

    Introduction: Action research is a useful method for implementing change through its spiral of plan, act, observe, and reflect, but little research has been published on it in the area of physical education. The purpose of this intervention was to assess the effectiveness of action research as an agent of change and its impact on enhancing my…

  6. Justifying Action Research

    ERIC Educational Resources Information Center

    Helskog, Guro Hansen

    2014-01-01

    In this paper I use a general philosophy of science perspective in looking at the problem of justifying action research. First I try to clarify the concept of justification, by contrasting it with the concept of validity, which seems to be used almost as a synonym in some parts of the literature. I discuss the need for taking a stand in relation…

  7. Writing It down--Writing It out--Writing It up: Researching Our Practice through Action Learning

    ERIC Educational Resources Information Center

    Mann, Pete; Clarke, Davina M.

    2007-01-01

    What value is added for writer and reader by intentionally keeping personal learning part of public researching? When a practitioner attends conscientiously to "the relationship with their research," does it make a difference to their learning and researching? If it does, can this difference also make a difference to the reader...? This paper…

  8. The Big Money Question: Action Research Projects Give District a Clear Picture of Professional Learning's Impact

    ERIC Educational Resources Information Center

    Dill-Varga, Barbara

    2015-01-01

    How do districts know if the resources they have allocated to support professional learning in their school district are actually improving the quality of teaching and impacting student performance? In an increasingly challenging financial environment, this is important to know. In this article, a Chicago-area district facing a budget deficit…

  9. Student Adoption & Development of Digital Learning Media: Action Research and Recommended Practices

    ERIC Educational Resources Information Center

    Tabor, Sharon W.; Minch, Robert P.

    2013-01-01

    Digital technologies offer many opportunities for creating engaging course content. In this study we captured student perceptions and adoption choices related to creating and using digital media as learning tools. Podcasts, video and other media were integrated in a variety of contexts and tasks in two undergraduate information technology (IT)…

  10. Bridging the Communication Gap: An Action Science Research Study of Teacher Collaboration in Distance Learning

    ERIC Educational Resources Information Center

    Young, Terrica L.

    2012-01-01

    Rapid change in organizational structure sparked a need in one private school district to design and implement an efficient communication system in distance learning environments. The purpose of this qualitative case study was to improve the collaboration process among teachers and administrators in this highly safeguarded population in a way that…

  11. A Gallery of Portraits in Service-Learning: Action Research in Teacher Education.

    ERIC Educational Resources Information Center

    Duckenfield, Marty, Ed.; Swick, Kevin J., Ed.

    This book presents papers by teacher educators who describe how they foster the integration of service learning into their teacher education programs, with the eventual goal of institutionalization. The papers are: "Introduction" (Marty Duckenfield and Kevin J. Swick); "An Experiment in Implementation" (Bill Yost); "Pathways to Partnership:…

  12. Learning Your Kids: An Action Research Approach to Home Visits and Teacher Practice

    ERIC Educational Resources Information Center

    Polson, Bilal

    2013-01-01

    Due to demographic shifts suburban schools are having difficulty meeting the needs of students of immigrant, poor and working class families. Schools are forced with the difficult task of closing learning gaps with students who may have difficult circumstances. Literature indicates fostering a healthy home/school connection by conducting…

  13. Reviewing Work-Based Learning Opportunities in the Community for Physiotherapy Students: An Action Research Study

    ERIC Educational Resources Information Center

    Stainsby, Kate; Bannigan, Katrina

    2012-01-01

    Physiotherapy became a graduate profession in the 1990s marking a shift from "training" to "education". This means students are required to develop as reflective, innovative and autonomous practitioners. Traditional work-based learning has remained a key component in the curricula of physiotherapy programmes in higher education. This is delivered…

  14. Fostering Teacher Learning Communities: A Case Study of a School-Based Leadership Team's Action Research

    ERIC Educational Resources Information Center

    Fischer, Kenneth Brian

    2013-01-01

    The purpose of this study is to examine how a school-based leadership team identifies and alters school conditions to foster the development of TLCs. Many educators, school leaders, and politicians have embraced teacher learning communities (TLCs) as a vehicle for school reform. Despite the considerable documentation of the capability for TLCs to…

  15. Action Learning for Professionals: A New Approach to Practice

    ERIC Educational Resources Information Center

    Abbott, Christine; Mayes, Cathy

    2014-01-01

    Following on from the article "Building Capacity in Social Care: An Evaluation of a National Programme of Action Learning Facilitator Development" (Abbott, C., L. Burtney, and C. Wall. 2013. "Action Learning: Research & Practice" 10 (2): 168--177), this article describes how action learning is being introduced in Cornwall…

  16. Why Are We Using Action Learning and in What Contexts?

    ERIC Educational Resources Information Center

    Park, Sunyoung; Kang, Ingu; Valencic, Taryn R.; Cho, Yonjoo

    2013-01-01

    The purpose of this study was to examine the contexts in which action learning has been used and provide implications for the design of action learning programmes. We performed a content analysis of 127 articles (case studies and case reports included) published in "Action Learning: Research and Practice" between 2004 and 2012. In this study, we…

  17. Beyond Knowledge: Service Learning and Local Climate Change Research Engagement Activities that Foster Action and Behavior Change

    NASA Astrophysics Data System (ADS)

    Low, R.; Mandryk, C.; Gosselin, D. C.; Haney, C.

    2013-12-01

    Climate change engagement requires individuals to understand an abstract and complex topic and realize the profound implications of climate change for their families and local community. In recent years federal agencies have spent millions of dollars on climate change education to prepare a nation for a warming future. The majority of these education efforts are based on a knowledge deficit model. In this view 'educate' means 'provide information'. However cognitive and behavioral research and current action demonstrate that information alone is not enough; knowledge does not necessarily lead to action. Educators are speaking to deaf ears if we rely on passive and abstract information transfer and neglect more persuasive and affective approaches to communication. When climate change is presented abstractly as something that happens in the future to people, environments, animals somewhere else it is easy to discount. People employ two separate systems for information processing: analytical-rational and intuitive-experiential Authentic local research experiences that engage both analytical and experiential information processing systems not only help individuals understand the abstraction of climate change in a concrete and personally experienced manner, but are more likely to influence behavior. Two on-line, graduate-level courses offered within University of Nebraska's Masters of Applied Science program provide opportunities for participants to engage in authentic inquiry based studies climate change's local impacts, and work with K-12 learners in promoting the scientific awareness and behavioral changes that mitigate against the negative impacts of a changing climate. The courses are specifically designed to improve middle and high school (grades 6-12) teachers' content knowledge of climate processes and climate change science in the context of their own community. Both courses provide data-rich, investigative science experiences in a distributed digital

  18. Lessons Learned by a Faculty Member Working in an Education Doctorate Program with Students Performing Action Research

    ERIC Educational Resources Information Center

    Zambo, Debby; Isai, Shelley

    2012-01-01

    This manuscript provides insight into a new education doctorate program where action research is taught in core courses and used as signature pedagogy and capstone experience. To contextualize action research in this program, a brief introduction as to how it fits into its mission, goals, and needs is provided. Although this fit carries promises,…

  19. Learning to Internalize Action Dialogue

    ERIC Educational Resources Information Center

    Cotter, Teresa Ellen

    2011-01-01

    The purpose of this case study was to explore how participants of a communications workshop, "Action Dialogue," perceived their ability to engage in dialogue was improved and enhanced. The study was based on the following assumptions: (1) dialogue skills can be learned and people are able to learn these skills; (2) context and emotion influence…

  20. Team Challenge and Action Learning

    ERIC Educational Resources Information Center

    Holmes, Mary

    2010-01-01

    This article describes how action learning can be accompanied by a project to encourage shared learning about organisation culture, the external environment, political context and team dynamics, while allowing space for personal issues. It drives forward reflective practice and encourages sets to deliver a tangible pay-back to the organisation.…

  1. Action Learning Enabled Strategy Making

    ERIC Educational Resources Information Center

    Oliver, John

    2008-01-01

    Action learning encourages individual reflection, insightful questioning and assumption breaking that result in changes in attitude and behaviour. This learning process provides the potential to explore and solve complex organizational problems such as the question of how to develop a future business strategy. Existing literature on the process of…

  2. Action Learning: How Learning Transfers from Entrepreneurs to Small Firms

    ERIC Educational Resources Information Center

    Jones, Karen; Sambrook, Sally A.; Pittaway, Luke; Henley, Andrew; Norbury, Heather

    2014-01-01

    This paper presents research with small- and medium-sized enterprise (SME) owners who have participated in a leadership development programme. The primary focus of this paper is on learning transfer and factors affecting it, arguing that entrepreneurs must engage in "action" in order to "learn" and that under certain conditions…

  3. Learning and Action in Research Reporting. Issue Paper 90-8.

    ERIC Educational Resources Information Center

    Buchmann, Margret

    John Dewey's vision of communication posits an important ideal that educational researchers are hard pressed to meet, for the language that facilitates exchanges between scholars often encumbers their attempts to convey their work and findings to a wider, lay audience. The canons of inquiry (of foremost concern to researchers) rarely coincide with…

  4. Action Learning and the Program at the Revans Centre.

    ERIC Educational Resources Information Center

    Botham, David; Vick, Donna

    1998-01-01

    Describes the Revans Centre for Action Learning and Research based at the University of Salford (United Kingdom). Topics include collaborations between practitioners and academics, organizational and professional development, change and human learning processes, interdisciplinary teamwork, action learning interfacing with research; and degrees…

  5. Applying Self-Organised Learning to Develop Critical Thinkers for Learning Organisations: A Conversational Action Research Project

    ERIC Educational Resources Information Center

    Chng, Vivien Lee Looi; Coombs, Steven J.

    2004-01-01

    The information explosion characteristic of a knowledge-based economy is fuelled by rapid technological changes. As technology continues to permeate our lives, there will be fresh demands upon the conduct of learning and teaching to ensure that learners are equipped with new economy skills and dispositions for creating significant and relevant…

  6. Action Research: Trends and Variations

    ERIC Educational Resources Information Center

    Beaulieu, Rodney J.

    2013-01-01

    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…

  7. The Effects of Project-Based Learning on Student Achievement in Psychology: An Action Research Study

    ERIC Educational Resources Information Center

    Iwamoto, Darren H.

    2013-01-01

    Since the Fall 2009 semester, low academic performance and disengaged students have been regularly observed in the General Education Core's first-year psychology class. Because examination scores have been consistently low and student engagement has been declining, this researcher sought an alternative approach that would better meet the…

  8. Transforming Literacy Assessment Practices through an Action Research Professional Learning Community

    ERIC Educational Resources Information Center

    Grierson, Arlene L.; Woloshyn, Vera E.

    2005-01-01

    Researchers and educators acknowledge that early reading instruction is of critical importance, with interventions and remedial programming most effective in the primary grades. Integral to this programming are educators' abilities to assess students' reading strengths and needs, with inconsistent and/or inaccurate practices ultimately threatening…

  9. Action Learning from a Participant's Perspective

    ERIC Educational Resources Information Center

    Lee, N. J.

    2006-01-01

    The overall aim of this paper is to give an account of action learning in practice. It demonstrates the potential strengths and weaknesses of action learning. The information given is derived from five years in an action learning set. Significant events from within and without the action learning set will be explored using the themes clarifying;…

  10. Developing an Action Learning Design Model

    ERIC Educational Resources Information Center

    Bong, Hyeon-Cheol; Cho, Yonjoo; Kim, Hyung-Sook

    2014-01-01

    As the number of organizations implementing action learning increases, both successful and failed cases also increase in action learning practice in South Korea. Existing studies on action learning have listed key success factors of action learning at the program level or at the team level but have not paid sufficient attention to the program…

  11. Expanding Learning and Teaching Processes in an ESL/Civics ABE Classroom Using an Interactive Video Lesson Plan in the U.S. Southwest: An Action Research Study

    ERIC Educational Resources Information Center

    Cajar-Bravo, Aristides

    2010-01-01

    This study is an action research project that analyzed the ways in which ESL students improve their language learning processes by using as a teaching tool a media literacy video and Civics Education for social skills; it was presented to two groups of 12 students who were attending an ESL/Civics Education Intermediate-Advanced class in an ABE…

  12. Winona State University: Compilation of K-12 Action Research Papers in Science Education. 2000-2002 Learning Community Masters in Education.

    ERIC Educational Resources Information Center

    Lundquist, Margaret; Sherman, Thomas F.

    This report contains five action research papers in science education. Papers include: (1) "Does Classroom Size in an Industrial Technology Laboratory Affect Grades and Success in Class?" (Chad Bruns); (2) "The Effects of Project Based Learning on Students' Engagement, Independence, and Interest in Physical Geology Class" (Jill Dahl); (3) "Will an…

  13. You Can't Do It on Your Own: Gardening as an Analogy for Personal Learning from a Collaborative Action Research Group

    ERIC Educational Resources Information Center

    Woolhouse, Marian

    2005-01-01

    This article explores the factors that contributed to personal learning and development as a result of being a member of a collaborative action research project group. The project took place in a university School of Education, and involved five lecturers and the students they were supervising for their dissertations. Data were collected by…

  14. Unlearning, Critical Action Learning and Wicked Problems

    ERIC Educational Resources Information Center

    Pedler, Mike; Hsu, Shih-wei

    2014-01-01

    This paper explores the idea of unlearning in Critical Action Learning (CAL) as applied to the wicked problems of organisations and societies. It draws on data and ideas developed during a research project conducted for "Skills for Care" by Pedler, Abbott, Brook and Burgoyne ("Skills for Care" 2014) and from experiences on…

  15. Developing Healthcare Practice through Action Learning: Individual and Group Journeys

    ERIC Educational Resources Information Center

    Wilson, Valerie; McCormack, Brendan; Ives, Glenice

    2008-01-01

    Action Learning is now a well established strategy for reflective inquiry in healthcare. Whilst a great deal is know about action learning there has been inadequate research on the process of learning that takes place, and the impact that this holds for individuals, groups or organisations. This article reports on the findings of 15-month action…

  16. Using Action Learning to Consolidate Coaching Skills

    ERIC Educational Resources Information Center

    Norman, Clare; Powell, Anne

    2004-01-01

    This article aims to answer the questions: (1) How can action learning aid in strategic change?; (2) What are the benefits of using action learning as part of a broader learning intervention?; (3) What are the issues to consider when introducing action learning into a corporate environment?; and (4) How can you engage people in reflection as a…

  17. Action Learning through Indigenous Literature

    ERIC Educational Resources Information Center

    Beveridge, Lorraine; McLeod, Julie Hinde

    2009-01-01

    The action learning project described tells about one primary school's journey in addressing issues of social justice and equity in relation to Aboriginal education in Australia. The setting was a new regional primary school in New South Wales, Australia. The school needed to get Aboriginal Education on the agenda, in line with the mandatory…

  18. The Alchemy of Action Learning

    ERIC Educational Resources Information Center

    West, Penny; Choueke, Richard

    2003-01-01

    This paper examines the authors' experiences as action learning set facilitators within a public sector organisation undergoing change. Our objectives were to assist in the identification of internal and external drivers for change and to work with the set to explore how people's roles and responsibilities might be enhanced and developed in a…

  19. Action Research to Address the Transition from Kindergarten to Primary School: Children's Authentic Learning, Construction Play, and Pretend Play

    ERIC Educational Resources Information Center

    Lee, Scott; Goh, Garry

    2012-01-01

    Children experience demanding changes during the transition from early childhood programs to primary school. Research shows that children's initial academic and social success at school can affect their long-term adjustment, achievement, and success. The authors, both early childhood teachers in Singapore, undertook an action research project that…

  20. African Primary Care Research: Participatory action research

    PubMed Central

    2014-01-01

    Abstract This article is part of the series on African primary care research and focuses on participatory action research. The article gives an overview of the emancipatory-critical research paradigm, the key characteristics and different types of participatory action research. Following this it describes in detail the methodological issues involved in professional participatory action research and running a cooperative inquiry group. The article is intended to help students with writing their research proposal. PMID:26245439

  1. Action Research for Educators. Second Edition

    ERIC Educational Resources Information Center

    Tomal, Daniel R.

    2010-01-01

    This book is a straightforward, no-nonsense guide to a research method that can be used by educators to increase student learning, student self-esteem, and quality of school life in the classroom. This user-friendly book covers the principles and history of action research, ethical and legal considerations, methods for conducting both formal and…

  2. Breakthroughs in Action Research through Poetry

    ERIC Educational Resources Information Center

    Barrett, Terry

    2011-01-01

    This paper discusses how major breakthroughs in generating, analysing and disseminating action research about problem-based learning were made through the medium of poetry. I used poetry in three ways: as data, as an interpretive device and as a reflective medium. Poetry helped me to disseminate my research in provocative, memorable and…

  3. Educational Action Research to Initiate Discourse on Inclusion in an E-Learning Environment in Teacher Education

    ERIC Educational Resources Information Center

    Gedzune, Inga; Gedzune, Ginta

    2013-01-01

    This paper reports on a fragment from an educational action research in a teacher education setting, ascertaining the possibilities of using the online environment of google.doc for initiating pre-service teachers' discourse about the nature of inclusive relationships between individuals and the environment, and the ways of their enhancement. The…

  4. Action Learning: The Possibility of Differing Hierarchies in Learning Sets

    ERIC Educational Resources Information Center

    Yeadon-Lee, Annie

    2013-01-01

    This paper presents the proposition that a variety of differing hierarchies exist in an action learning set at any one time, and each hierarchy has the potential to affect an individual's behaviour within the set. An interpretivist philosophy underpins the research framework adopted in this paper. Data were captured by means of 11 in-depth…

  5. The Confucian View of the Relationship between Knowledge and Action and Its Relevance to Action Research

    ERIC Educational Resources Information Center

    Tsai, Ching-tien

    2014-01-01

    There are marked similarities between Confucian ideas about the relationship between action, knowledge and learning, and contemporary educational thinking about action research. Examples can be seen in the relationship between action and research. First, Confucius emphasized the importance of "action" which was different from…

  6. Developing Self-Managed Action Learning (SMAL)

    ERIC Educational Resources Information Center

    Bourner, Tom

    2011-01-01

    This article provides an account of self-managed action learning (SMAL), where it came from and how it has been implemented in practice. Self-managed action learning offers a way of realising action learning without the continuing presence of a set advisor in set meetings to facilitate the process. It enables participants to manage and facilitate…

  7. Using Action Learning for Professional Development

    ERIC Educational Resources Information Center

    Stark, Sheila

    2006-01-01

    This paper discusses using action learning with different professional groups in the UK--nurses and educators. It addresses the question: To what extent is action learning an effective approach in relation to professional development, and, if so, in what way/s? The formulation and developmental processes of action learning sets are examined. The…

  8. Streams of Knowledge, Streams of Action: The River of Research and Development at Technology Based Learning and Research, Arizona State University.

    ERIC Educational Resources Information Center

    Pryor, Brandt W.

    This paper describes the research agenda at Technology Based Learning and Research (TBLR) at Arizona State University, whose primary research mission is to provide information to guide the development and subsequent application of its technology based instruction (TBI) products. It is noted that the research question at the heart of the agenda is…

  9. Action Research in Graduate Management Research Programs.

    ERIC Educational Resources Information Center

    Perry, Chad; Zuber-Skerritt, Ortun

    1992-01-01

    It is proposed that action research, as distinguished from traditional research, has a role in graduate management education. It is suggested that the former is more appropriate for developing managerial competencies. Differences between master's-level and doctoral-level action research projects are noted, and related issues for curriculum design…

  10. The implementation of an elementary STEM learning team and the effect on teacher self-efficacy: An action research study

    NASA Astrophysics Data System (ADS)

    Hernandez, Jennifer F.

    Science, technology, engineering, and math (STEM) education is part of a national movement to prepare students for the demands of a 21st century workforce. STEM uses an integrated, real-world problem solving approach to increase the levels of collaboration, communication, critical, and creative thinking in students. If expectations for students have increased to stay competitive in a global market, teachers must be equipped to meet the needs of the new 21st century learners in their classrooms. To that end, professional learning for educators is essential to ensure they are equipped with the tools necessary for success. While there are many approaches to teacher development, professional learning teams, based on the work of Garmston and Wellman, focus on teachers' instructional delivery, targeted student learning needs, planning, implementing new strategies, collaboration, and reflective dialogue. The purpose of the study is to improve instructional practice providing quality STEM instruction to students and increase teacher self-efficacy---a teachers' perception of his or her ability to instruct students in the STEM disciplines. Theoretical implications of a study on an elementary STEM learning team could affect the way schools deliver STEM professional learning opportunities to teachers and the way students are delivered a quality STEM education. Research has shown that Model I behavior would limit the change process of professional learning through a surface inspection of the issues; however model II behaviors would benefit the teachers, students and organization because teachers would be collaborating on specific objectives to develop a knowledge base and skill set to meet students' needs. Extending professional development by engaging stakeholders in a collaborative process to build model II behaviors will create an organizational structure that facilitates learning.

  11. A Toolkit for Action Research

    ERIC Educational Resources Information Center

    Alber, Sandra M.

    2010-01-01

    This book facilitates the completion of action research studies by providing a series of tasks that guide action researchers from the beginning of a project and selecting a topic for study, to completion of the project and editing final reports. All too often, students and practicing professionals in professional development schools are…

  12. Action Research Empowers School Librarians

    ERIC Educational Resources Information Center

    Robins, Jennifer

    2015-01-01

    Successful school library programs occur through careful planning and reflection. This reflective process is improved when it is applied in a systematic way through action research. The action research described in this paper enabled school librarians to reflect based on evidence, using data they had collected. This study presents examples of the…

  13. Action Research: Theory and Applications

    ERIC Educational Resources Information Center

    Jefferson, Renée N.

    2014-01-01

    Action research as a methodology is suitable for use within academic library settings. Its theoretical foundations are located in several disciplines and its applications span across many professions. In this article, an overview of the theoretical beginnings and evolution of action research is presented. Approaches generally used in conducting an…

  14. Action Research and Teacher Leadership

    ERIC Educational Resources Information Center

    Smeets, Karel; Ponte, Petra

    2009-01-01

    The present article reports on a case study into the influence and impact of action research carried out by teachers in a special school. The action research was an important component of the two-year, post-initial, in-service course in special educational needs, provided by Fontys University of Applied Sciences, Department of Inclusive and…

  15. Integrating CHAT and Action Research

    ERIC Educational Resources Information Center

    Wells, Gordon

    2011-01-01

    The question as to how action research (AR) is related to cultural-historical activity theory (CHAT) is not answerable in categorical terms. Both CHAT and AR have been variously interpreted and much depends on the individual biographies of those who pronounce on their relationship. The aim of this paper is to show how action research, conducted…

  16. Philosophy, Methodology and Action Research

    ERIC Educational Resources Information Center

    Carr, Wilfred

    2006-01-01

    The aim of this paper is to examine the role of methodology in action research. It begins by showing how, as a form of inquiry concerned with the development of practice, action research is nothing other than a modern 20th century manifestation of the pre-modern tradition of practical philosophy. It then draws in Gadamer's powerful vindication of…

  17. Taking Action with Teacher Research.

    ERIC Educational Resources Information Center

    Meyers, Ellen; Rust, Frances O'Connell

    This collection of papers presents examples of teacher research in action. Each study grew out of teachers' questions regarding the implementation of some aspect of education policy in their schools and classrooms. After "Introduction" (Frances O'Connell Rust and Ellen Meyers), the eight papers focus on: (1) "How We Do Action Research" (Frances…

  18. The Evidence for the Effectiveness of Action Learning

    ERIC Educational Resources Information Center

    Leonard, H. Skipton; Marquardt, Michael J.

    2010-01-01

    For the past 50 years, organizations and individuals around the world have reported success in their use of action learning programs to solve problems, develop leaders, build teams and transform their corporate cultures. However, very little rigorous research has been conducted to determine the effectiveness of action learning. The authors…

  19. Attitudes Regarding Action Learning: Undergraduate vs. Graduate Business Students

    ERIC Educational Resources Information Center

    Rosenstein, Alvin; Ashley, Allan; Gupta, Rakesh; Ulin, Kristin

    2008-01-01

    Previous research in our Action Learning Program demonstrated that although undergraduates preferred the Action Learning mode to the traditional lecture and discussion mode of instruction, they missed the familiar structure of the more traditional pedagogy. Consequently increased structure was implemented in both an undergraduate and graduate…

  20. How To Conduct Collaborative Action Research.

    ERIC Educational Resources Information Center

    Sagor, Richard

    Collaborative action research, conducted by teams of practitioners, is a process that enables teachers: (1) to improve student learning, (2) to improve their own practice, (3) to contribute to the development of their own profession, and (4) to overcome the isolation commonly experienced by classroom teachers. By promoting collegial relationships…

  1. The Role of the Blended Action Learning Facilitator: An Enabler of Learning and a Trusted Inquisitor

    ERIC Educational Resources Information Center

    Thornton, Kate; Yoong, Pak

    2011-01-01

    This paper reports on a research study that involved the use of blended action learning to support leadership development within the New Zealand education sector. An important contributor to the success of this technology-enabled approach to professional learning was the role taken by the blended action learning facilitator. Two complementary…

  2. Learning, attentional control and action video games

    PubMed Central

    Green, C.S.; Bavelier, D.

    2012-01-01

    While humans have an incredible capacity to acquire new skills and alter their behavior as a result of experience, enhancements in performance are typically narrowly restricted to the parameters of the training environment, with little evidence of generalization to different, even seemingly highly related, tasks. Such specificity is a major obstacle for the development of many real-world training or rehabilitation paradigms, which necessarily seek to promote more general learning. In contrast to these typical findings, research over the past decade has shown that training on ‘action video games’ produces learning that transfers well beyond the training task. This has led to substantial interest among those interested in rehabilitation, for instance, after stroke or to treat amblyopia, or training for various precision-demanding jobs, for instance, endoscopic surgery or piloting unmanned aerial drones. Although the predominant focus of the field has been on outlining the breadth of possible action-game-related enhancements, recent work has concentrated on uncovering the mechanisms that underlie these changes, an important first step towards the goal of designing and using video games for more definite purposes. Game playing may not convey an immediate advantage on new tasks (increased performance from the very first trial), but rather the true effect of action video game playing may be to enhance the ability to learn new tasks. Such a mechanism may serve as a signature of training regimens that are likely to produce transfer of learning. PMID:22440805

  3. Learning, attentional control, and action video games.

    PubMed

    Green, C S; Bavelier, D

    2012-03-20

    While humans have an incredible capacity to acquire new skills and alter their behavior as a result of experience, enhancements in performance are typically narrowly restricted to the parameters of the training environment, with little evidence of generalization to different, even seemingly highly related, tasks. Such specificity is a major obstacle for the development of many real-world training or rehabilitation paradigms, which necessarily seek to promote more general learning. In contrast to these typical findings, research over the past decade has shown that training on 'action video games' produces learning that transfers well beyond the training task. This has led to substantial interest among those interested in rehabilitation, for instance, after stroke or to treat amblyopia, or training for various precision-demanding jobs, for instance, endoscopic surgery or piloting unmanned aerial drones. Although the predominant focus of the field has been on outlining the breadth of possible action-game-related enhancements, recent work has concentrated on uncovering the mechanisms that underlie these changes, an important first step towards the goal of designing and using video games for more definite purposes. Game playing may not convey an immediate advantage on new tasks (increased performance from the very first trial), but rather the true effect of action video game playing may be to enhance the ability to learn new tasks. Such a mechanism may serve as a signature of training regimens that are likely to produce transfer of learning. PMID:22440805

  4. "I feel smart": The dynamic interaction between three learning theories, reading skills and conceptual understandings in an eighth-grade science action research study

    NASA Astrophysics Data System (ADS)

    Gooch, Kim Renee

    The long-term goal of this study was to increase the researcher's knowledge in curriculum content, curriculum design, and implementation, as well as teaching methodologies in the content areas for urban African American middle school students. The purpose of this specific study was to develop, implement and evaluate a reading in the content areas science curriculum designed to increase conceptual abilities, reading skills, and individual learning for eighth grade-students in urban schools. The research question that drove the goal and purpose of this study was as follows: How does the theory and practice of accelerated learning, multiple intelligences, and brain-based learning integrated with specific components of reading in the content area impact urban, middle school African American students' conceptual understanding of eighth-grade science? The student participants in this study were 16 African American students in the eighth grade who had below-grade reading achievement (third-grade level on district standardized tests), who were overage for middle school, yet still in the eighth grade, and who had failed the district's eighth grade science curriculum. This was an action-oriented research study that utilized a mixed methodology of qualitative and quantitative data collection. The quantitative data collection consisted of pre and post tests, surveys with yes/no responses, and graphs. The qualitative data collection consisted of surveys with written responses, and a focus group. The major finding from this study was that the dynamic interaction of the theories (accelerated learning, multiple intelligences, and brain-based learning integrated with specific components of reading in the content area) put into practice through the Michigan Framework Curriculum had a significant impact on student learning as evidenced by the MAT-7 standardized test scores. Qualitative findings indicated that this dynamic interaction of theories put into practice worked to create a

  5. Developmental Action Learning: Toward Collaborative Change

    ERIC Educational Resources Information Center

    Raelin, Joseph A.; Raelin, Jonathan D.

    2006-01-01

    In this account of practice, the authors introduce a variant of classic action learning, called developmental action learning (DAL). The DAL model, derived from cognitive development theory, introduces conventional learning modules prior to the more intensive set experience. It also calls for facilitation designed to help participants, selected…

  6. Action Research: Enhancing Classroom Practice and Fulfilling Educational Responsibilities

    ERIC Educational Resources Information Center

    Young, Mark R.; Rapp, Eve; Murphy, James W.

    2010-01-01

    Action Research is an applied scholarly paradigm resulting in action for continuous improvement in our teaching and learning techniques offering faculty immediate classroom payback and providing documentation of meeting our educational responsibilities as required by AACSB standards. This article reviews the iterative action research process of…

  7. The Concept of Action Research.

    ERIC Educational Resources Information Center

    Altrichter, Herbert; Kemmis, Stephen; McTaggart, Robin; Zuber-Skerritt, Ortrun

    2002-01-01

    Explains why definition of action research is problematic and presents working definitions developed internationally that indicate its nature, philosophy, and methodology. Suggests that pragmatic approaches to definition serve communication purposes without narrowly confining the concept. (SK)

  8. Action Research: An Early History in the United States.

    ERIC Educational Resources Information Center

    Foshay, Arthur W.

    1994-01-01

    There is little residue from the cooperative action research movement of the 1940s and 1950s. So far, teachers have found educational research applications of little use. Action research must originate in the classroom. Researchers are advised to keep it simple, become an effective classroom consultant, learn how teachers think, and be modest in…

  9. Leadership development through action learning sets: an evaluation study.

    PubMed

    Walia, Surinder; Marks-Maran, Di

    2014-11-01

    This article examines the use of action learning sets in a leadership module delivered by a university in south east England. An evaluation research study was undertaking using survey method to evaluate student engagement with action learning sets, and their value, impact and sustainability. Data were collected through a questionnaire with a mix of Likert-style and open-ended questions and qualitative and quantitative data analysis was undertaken. Findings show that engagement in the action learning sets was very high. Action learning sets also had a positive impact on the development of leadership knowledge and skills and are highly valued by participants. It is likely that they would be sustainable as the majority would recommend action learning to colleagues and would consider taking another module that used action learning sets. When compared to existing literature on action learning, this study offers new insights as there is little empirical literature on student engagement with action learning sets and even less on value and sustainability. PMID:25164108

  10. Learning about Learning: Action Learning in Times of Organisational Change

    ERIC Educational Resources Information Center

    Hill, Robyn

    2009-01-01

    This paper explores the conduct and outcomes of an action learning activity during a period of intense organisational change in a medium-sized vocational education and training organisation in Victoria, Australia. This organisation was the subject of significant change due to government-driven and statewide amalgamation, downsizing and sector…

  11. Peer Observation Action Research Project

    ERIC Educational Resources Information Center

    Sandt, Fred-Ole

    2012-01-01

    This paper outlines the initial findings of an action research project that focuses on the possible contribution of peer observation to a more collaborative environment and teachers' professional growth at The University High School. The research component played a significant part as previous attempts to change the culture at the school were…

  12. Action Learning: A Strategy for Change.

    ERIC Educational Resources Information Center

    Silins, Halia

    The National Staff Development Committee of the Vocational Education and Training Sector in Australia is promoting action learning as a preferred professional development strategy to support the implementation of key competencies. Action learning was piloted across five training areas within the Department of Employment, Training, and Further…

  13. The Challenge of Evaluating Action Learning

    ERIC Educational Resources Information Center

    Edmonstone, John

    2015-01-01

    The paper examines the benefits claimed for action learning at individual, organisational and inter-organisational levels. It goes on to identify both generic difficulties in evaluating development programmes and action learning specifically. The distinction between formative and summative evaluation is considered and a summative evaluation…

  14. Action Learning: A Strategy for Empowering Managers.

    ERIC Educational Resources Information Center

    Marsick, Victoria J.

    Action learning is a potentially empowering management development strategy--empowering to managers and through them to employees. The core of the action learning process is similar to the empowerment process identified by Freire (1973), although the context of these approaches is very different: praxis. Praxis involves critical reflection on…

  15. Action Learning and Constructivist Grounded Theory: Powerfully Overlapping Fields of Practice

    ERIC Educational Resources Information Center

    Rand, Jane

    2013-01-01

    This paper considers the shared characteristics between action learning (AL) and the research methodology constructivist grounded theory (CGT). Mirroring Edmonstone's [2011. "Action Learning and Organisation Development: Overlapping Fields of Practice." "Action Learning: Research and Practice" 8 (2): 93-102] article, which…

  16. From Movements to Actions: Two Mechanisms for Learning Action Sequences

    ERIC Educational Resources Information Center

    Endress, Ansgar D.; Wood, Justin N.

    2011-01-01

    When other individuals move, we interpret their movements as discrete, hierarchically-organized, goal-directed actions. However, the mechanisms that integrate visible movement features into actions are poorly understood. Here, we consider two sequence learning mechanisms--transitional probability-based (TP) and position-based encoding…

  17. Action Learning in ActionAid Nepal: A Case Study

    ERIC Educational Resources Information Center

    Lustig, Patricia; Rai, Deep Ranjani

    2009-01-01

    This article describes an example of how action learning was used as a framework for an organisational intervention to fundamentally change the organisational culture over a period of time. It also identifies our learning over that period of time and what worked well (and not so well) in an International Non-Governmental Organisation in Nepal.

  18. Lights, camera, action research: The effects of didactic digital movie making on students' twenty-first century learning skills and science content in the middle school classroom

    NASA Astrophysics Data System (ADS)

    Ochsner, Karl

    Students are moving away from content consumption to content production. Short movies are uploaded onto video social networking sites and shared around the world. Unfortunately they usually contain little to no educational value, lack a narrative and are rarely created in the science classroom. According to new Arizona Technology standards and ISTE NET*S, along with the framework from the Partnership for 21st Century Learning Standards, our society demands students not only to learn curriculum, but to think critically, problem solve effectively, and become adept at communicating and collaborating. Didactic digital movie making in the science classroom may be one way that these twenty-first century learning skills may be implemented. An action research study using a mixed-methods approach to collect data was used to investigate if didactic moviemaking can help eighth grade students learn physical science content while incorporating 21st century learning skills of collaboration, communication, problem solving and critical thinking skills through their group production. Over a five week period, students researched lessons, wrote scripts, acted, video recorded and edited a didactic movie that contained a narrative plot to teach a science strand from the Arizona State Standards in physical science. A pretest/posttest science content test and KWL chart was given before and after the innovation to measure content learned by the students. Students then took a 21st Century Learning Skills Student Survey to measure how much they perceived that communication, collaboration, problem solving and critical thinking were taking place during the production. An open ended survey and a focus group of four students were used for qualitative analysis. Three science teachers used a project evaluation rubric to measure science content and production values from the movies. Triangulating the science content test, KWL chart, open ended questions and the project evaluation rubric, it

  19. Action Learning: What, How, Why--What Next? Revised.

    ERIC Educational Resources Information Center

    Webster, Richard S.

    This paper defines and explains action learning and suggests some ideas and resources for putting action learning into practice. The paper is organized in eight sections of about one page each. The sections cover the following topics: (1) what action learning is; (2) how action learning works; (3) action learning and training--key differences; (4)…

  20. Action Learning Drives the Emerald Academy

    ERIC Educational Resources Information Center

    Nalborczyk, Sarah; Sandelands, Luke

    2012-01-01

    This account examines the action learning process adopted by Emerald Group Publishing Ltd., embedded in the organization through the in-company Emerald Academy. In case study format, the paper emphasizes that in order to align learning with organizational objectives joined up thinking and practice is needed beyond the learning and development…

  1. Examing the Effect of a Learning-Centered Reading Instruction on Iranian Students' Reading Comprehension: An Action Research

    ERIC Educational Resources Information Center

    Kashef, Seyyed Hossein; Viyani, Azizollah; Ghabool, Neda; Damavand, Ayoob

    2012-01-01

    This study intended to explore the the effect of a learning-centered reading instruction on improving undergraduate students' reading comprehension ability in university context of Iran. Based on a pedagogical framework driven from Hutchinson and Waters' learning-centered approach, some useful techniques were applied to develop a specific English…

  2. Mindfulness into Action: Transformational Learning through Collaborative Inquiry

    ERIC Educational Resources Information Center

    Vergara, Mariana Ines

    2016-01-01

    This action research exploratory study sought to learn how to better develop my practice by using grounded theory. It explored the apparent cognitive transformational experience of nine participants over a period of four weeks after the implementation of an intervention called Mindfulness into Action. The informal intervention was used with the…

  3. Principles for Participatory Action Research.

    ERIC Educational Resources Information Center

    McTaggart, Robin

    1991-01-01

    Nine principles of participatory action research (PAR) are identification of individual and collective projects; changing power distribution; changing group and institutional culture; acting and reflecting; unifying intellectual and practical projects; producing knowledge; engaging the politics; using methodological resources; and creating theory.…

  4. Action Research and ICT Implementation

    ERIC Educational Resources Information Center

    Krumsvik, Rune

    2012-01-01

    This emancipatory action research study investigates implementation of information and communication technology (ICT) in schools. The case study examined retrospectively was part of a Norwegian ICT project called PILOT, the focus of which concerns the impact on school development of a locally developed Internet subject portal and study periods.…

  5. Improving Adolescent Learning: An Action Agenda. A TASC Report

    ERIC Educational Resources Information Center

    Duffrin, Elizabeth

    2014-01-01

    At a recent national forum at the Ford Foundation in New York, 140 education and youth development professionals discussed how to better support adolescent learning. Drawing on the discussion and the latest research in neuroscience, psychology and cognitive learning science, TASC presents an action agenda that can be tailored to circumstances in…

  6. To Act and Learn: A Bakhtinian Exploration of Action Learning

    ERIC Educational Resources Information Center

    Gold, Jeff; Anderson, Lisa; Clarke, Jean; Thorpe, Richard

    2009-01-01

    This paper considers the work of the Russian social philosopher and cultural theorist, Mikhail Mikhailovich Bakhtin as a source of understanding for those involved in action learning. Drawing upon data gathered over two years during the evaluation of 20 action learning sets in the north of England, we will seek to work with the ideas of Bakhtin to…

  7. Action Research in Higher Education: Examples and Reflections.

    ERIC Educational Resources Information Center

    Zuber-Skerritt, Ortrun

    This book presents a series of case studies in higher education which demonstrate how teams of academics have improved their practice, skill and conditions of learning and teaching through "action research." Action research is defined as collaborative critical enquiry by academics themselves into their own teaching practice, into problems of…

  8. An Action-Research Project: Community Lead Poisoning Prevention

    ERIC Educational Resources Information Center

    Rajaram, Shireen S.

    2007-01-01

    This action-research project focused on gathering data on awareness of lead poisoning, as well as disseminating information on lead poisoning prevention in a metropolitan midwestern city. This project reflects an action-research approach to service learning and was in collaboration with a grass-roots organization. This paper outlines the daunting…

  9. The Reflective Teacher Leader: An Action Research Model

    ERIC Educational Resources Information Center

    Furtado, Leena; Anderson, Dawnette

    2012-01-01

    This study presents four teacher reflections from action research projects ranging from kindergarten to adult school improvements. A teacher leadership matrix guided participants to connect teaching and learning theory to best practices by exploring uncharted territory within an iterative cycle of research and action. Teachers developed the…

  10. Action Research Monographs. Complete Set. Pennsylvania Action Research Network, 1998-99. A Section 353 Project of the Pennsylvania Department of Education, Bureau of Adult Basic and Literacy Education. A Learning from Practice Project.

    ERIC Educational Resources Information Center

    Pennsylvania State Univ., McKeesport.

    This publication consists of the complete set of 23 monographs developed by the Pennsylvania Action Research Network to supplement the 67 monographs produced over the past 3 years. The specific audience are literacy, General Educational Development (GED), and English-as-a Second Language (ESL) practitioners. The titles are: "Use of Metacognitive…

  11. Action Research and Wikis: An Effective Collaboration

    ERIC Educational Resources Information Center

    Burger, Shannon; McFarland, Mary Ann

    2009-01-01

    Action research can be an efficient means for busy library media specialists (LMSs) to assess problems or situations to determine the best course of action in their libraries. According to Jody K. Howard and Su A. Eckhardt, action research is different from traditional scientific research. For example, action research can be used for the analysis…

  12. Reflections on Working with Virtual Action Learning

    ERIC Educational Resources Information Center

    Pedler, Mike; Hauser, Bernhard; Caulat, Ghislaine

    2014-01-01

    This paper brings together the reflections of the authors on their shared and individual experiences of virtual action learning. Whilst many conclusions are shared, there are also some points of difference in practices.

  13. The Role of Field Exercises in Ecological Learning and Values Education: Action Research on the Use of Campus Wetlands

    ERIC Educational Resources Information Center

    Sukhontapatipak, Chutamas; Srikosamatara, Sompoad

    2012-01-01

    Providing undergraduate biology students with ecological knowledge and environmental awareness is critical for developing professionalism in sustainable development. In addition to the cognitive and psychomotor development, outdoor ecological exercises combining place-based education and experiential learning can stimulate the affective domain of…

  14. Service Learning: An Action Oriented Program Evaluation

    ERIC Educational Resources Information Center

    Kelley, George

    2013-01-01

    Service learning is an academic discipline that provides students with "hands-on" opportunities for developing skills in real-world, community-based projects that serve and benefit community members. This dissertation reflects an action-oriented process for improving the quality of the Service Learning Program at City University of…

  15. Learning Computer Science: Perceptions, Actions and Roles

    ERIC Educational Resources Information Center

    Berglund, Anders; Eckerdal, Anna; Pears, Arnold; East, Philip; Kinnunen, Paivi; Malmi, Lauri; McCartney, Robert; Mostrom, Jan-Erik; Murphy, Laurie; Ratcliffe, Mark; Schulte, Carsten; Simon, Beth; Stamouli, Ioanna; Thomas, Lynda

    2009-01-01

    This phenomenographic study opens the classroom door to investigate teachers' experiences of students learning difficult computing topics. Three distinct themes are identified and analysed. "Why" do students succeed or fail to learn these concepts? "What" actions do teachers perceive will ameliorate the difficulties facing students? "Who" is…

  16. Systems Thinking, Lean Production and Action Learning

    ERIC Educational Resources Information Center

    Seddon, John; Caulkin, Simon

    2007-01-01

    Systems thinking underpins "lean" management and is best understood through action-learning as the ideas are counter-intuitive. The Toyota Production System is just that--a system; the failure to appreciate that starting-place and the advocacy of "tools" leads many to fail to grasp what is, without doubt, a significant opportunity for learning and…

  17. New Perspectives on Action Learning: Developing Criticality

    ERIC Educational Resources Information Center

    Anderson, Lisa; Thorpe, Richard

    2004-01-01

    This article discusses the role of criticality in action learning and in Master's level management education; examines approaches to developing criticality through social constructionist approaches to learning and illustrates how a heightened consciousness of language use by managers can be used to develop critical reflection. Examines critical…

  18. Action Learning as Legitimate Peripheral Participation

    ERIC Educational Resources Information Center

    Lawless, Aileen

    2008-01-01

    This paper explores how students made sense of the learning that occurred within a Masters educational programme (an MA in Human Resource Development), a programme informed by the ideals of critical action learning and critically reflective practice. Theoretically the paper develops links between communities of practice theory and critical action…

  19. Experiential Learning Through Participatory Action Research in Public Health Supports Community-Based Training of Future Health Professionals

    PubMed Central

    Marriott, Lisa K.; Lipus, Adam C.; Choate, Laurie; Smith, Jamie; Coppola, Leigh; Cameron, William E.; Shannon, Jackilen

    2016-01-01

    Engaging community members in research can help cultivate effective partnerships while providing experiential training and continuing education opportunities. Several studies have involved communities in this way, though many have been small in the scale of community involvement or have included little detail of the institutional review board process by which community members became approved researchers in the study. This article presents findings on an evaluation of the training procedures and experiences of 703 first-time community-based volunteer researchers who were recruited in their communities and trained on-site to enroll research participants, collect data, and provide individualized consultation of results at travelling health education and research fairs. Open-ended registration prompts and postfair surveys assessed volunteers’ reasons for participating, comfort with their volunteer experiences, and attitudes toward the biomedical research process. An open-ended survey assessed two key community partners’ perspectives about their organizations’ involvement with supporting the research throughout the process. Volunteers reported their experience to be a unique training opportunity, citing its ability to help them engage with their community, advance research, and obtain additional experience in their health field of interest, particularly nursing, allied health, and medicine-related careers. Community partners cited that their community’s participation as volunteer researchers served as a tool to educate the larger community about research, which enabled other research projects to gain acceptance. Together, these results demonstrate that using volunteer researchers can strengthen community research partnerships while providing valuable training experience in public health research for current and aspiring health personnel. PMID:27536722

  20. From Research to Praxis: Empowering Trinidadian Primary School Teachers via Action Research

    ERIC Educational Resources Information Center

    Bissessar, Charmaine S.

    2015-01-01

    An exponential body of extant research illustrates the symbiotic dyad action research, andragogy, reflective praxis, and transformative learning share. This paper contains a narrative review of 83 action research papers submitted to the researcher as part of the fulfilment of the Bachelor of Education degree from April 2011 to May 2013.…

  1. Involving migrants in the development of guidelines for communication in cross-cultural general practice consultations: a participatory learning and action research project

    PubMed Central

    O'Reilly-de Brún, Mary; MacFarlane, Anne; de Brún, Tomas; Okonkwo, Ekaterina; Bonsenge Bokanga, Jean Samuel; Manuela De Almeida Silva, Maria; Ogbebor, Florence; Mierzejewska, Aga; Nnadi, Lovina; van den Muijsenbergh, Maria; van Weel-Baumgarten, Evelyn; van Weel, Chris

    2015-01-01

    Objective The aim of this research was to involve migrants and other key stakeholders in a participatory dialogue to develop a guideline for enhancing communication in cross-cultural general practice consultations. In this paper, we focus on findings about the use of formal versus informal interpreters because dialogues about these issues emerged as central to the identification of recommendations for best practice. Design This qualitative case study involved a Participatory Learning and Action (PLA) research methodology. Participants The sample comprised 80 stakeholders: 51 from migrant communities; 15 general practitioners (GPs) and general practice staff; 7 established migrants as peer researchers; 5 formal, trained interpreters; and 2 service planners from the national health authority. Setting Galway, Ireland. Results There was 100% consensus across stakeholder groups that while informal interpreters have uses for migrants and general practice staff, they are not considered acceptable as best practice. There was also 100% consensus that formal interpreters who are trained and working as per a professional code of practice are acceptable as best practice. Conclusions Policymakers and service planners need to work in partnership with service providers and migrants to progress the implementation of professional, trained interpreters as a routine way of working in general practice. PMID:26391628

  2. Action Research: Some Methodological and Political Considerations.

    ERIC Educational Resources Information Center

    Chisholm, Lynne

    1990-01-01

    Critiques action research from a feminist theoretical perspective, identifying a duality between mainstream and antisexist action research. Argues mainstream researchers' rational distancing fosters self-deception among researchers about what action research can achieve and how it operates. Posits emotional engagement characteristic to antisexist…

  3. Brain Research: Implications for Learning.

    ERIC Educational Resources Information Center

    Soares, Louise M.; Soares, Anthony T.

    Brain research has illuminated several areas of the learning process: (1) learning as association; (2) learning as reinforcement; (3) learning as perception; (4) learning as imitation; (5) learning as organization; (6) learning as individual style; and (7) learning as brain activity. The classic conditioning model developed by Pavlov advanced…

  4. How Can Action Learning Contribute to Social Capital?

    ERIC Educational Resources Information Center

    Pedler, Mike; Attwood, Margaret

    2011-01-01

    This paper explores the contribution that action learning can make to the formation of social capital via experiences of action learning projects in NHS Pathology Services in the UK. The paper describes the development of action learning practice in recent years, reviews the notion of social capital and considers how action learning might…

  5. Action Research Methods: Plain and Simple

    ERIC Educational Resources Information Center

    Klein, Sheri R., Ed.

    2012-01-01

    Among the plethora of action research books on the market, there is no one text exclusively devoted to understanding how to acquire and interpret research data. Action Research Methods provides a balanced overview of the quantitative and qualitative methodologies and methods for conducting action research within a variety of educational…

  6. Eliciting and Utilizing Rural Students' Funds of Knowledge in the Service of Science Learning: An Action Research Study

    ERIC Educational Resources Information Center

    Lloyd, Ellen M.

    2010-01-01

    Several researchers have pointed out the failures of current schooling to adequately prepare students in science and called for radical reform in science education to address the problem. One dominant critique of science education is that several groups of students are not well served by current school science practices and discourses. Rural…

  7. Improving Educational Aspirations and Outcomes through Community Action Research

    ERIC Educational Resources Information Center

    Bleach, Josephine

    2013-01-01

    This paper examines how a community action research approach supported the implementation of an educational support programme for children, parents and local educators. The aim was the creation of a learning community that acknowledged, valued and used the expertise and experience of all involved. The action reflection cycle informed the…

  8. Action Research to Improve Collaboration among Student Support Services Teams

    ERIC Educational Resources Information Center

    Salm, Twyla

    2014-01-01

    This study explores action research as a professional development strategy to improve interprofessional collaboration in a school division team focused on supporting students with a variety of learning and behavioural needs. Occupational therapists, speech and language pathologists, a psychologist, and a social worker worked together to learn more…

  9. Minesweeper and Hypothetical Thinking Action Research & Pilot Study

    ERIC Educational Resources Information Center

    Walker, Jacob J.

    2010-01-01

    This Action Research project and Pilot Study was designed and implemented to improve students' hypothetical thinking abilities by exploring the possibility that learning and playing the computer game Minesweeper may inherently help improve hypothetical thinking. One objective was to use educational tools to make it easier for students to learn the…

  10. Cooperative Learning: Experiencing the Constitution in Action.

    ERIC Educational Resources Information Center

    Lyman, Lawrence; Foyle, Harvey C.

    Cooperative learning is a teaching strategy involving students in small group learning activities that promote positive interaction. Research studies have consistently found that cooperative learning promotes increased academic achievement and involves relative use of implementation and reasonable costs. Improved behavior, increased positive…

  11. Cycles of Action through Systems of Activity: Examining an Action Research Model through the Lens of Activity Theory

    ERIC Educational Resources Information Center

    Orland-Barak, Lily; Becher, Ayelet

    2011-01-01

    In this article we offer an extended reading of an action research model in the context of mentored learning in preservice education in Israel. Our reading attends both to how a particular form of action research plays out in participants' constructions of the practice of mentoring and mentored learning and how such constructions can be understood…

  12. Working as a Learning Coach Team in Action Learning.

    ERIC Educational Resources Information Center

    O'Neil, Judy A.; Lamm, Sharon L.

    2000-01-01

    A team of learning coaches facilitated an action learning group in a public utility. The coaches' diversity raised interpersonal issues but added a wealth of perspectives and experience. Important components were team formation, a balance of program and individual needs, and group diversity. (SK)

  13. Participatory Action Research and the Public Sphere

    ERIC Educational Resources Information Center

    Kemmis, Stephen

    2006-01-01

    Some action research today lacks a critical edge. This article identifies five inadequate forms of action research, and argues that action research must be capable of "telling unwelcome truths" against schooling in the interests of education. It reasserts a connection between education and emancipatory ideals that allow educators to address…

  14. Post-Colonial Theory and Action Research

    ERIC Educational Resources Information Center

    Parsons, Jim B.; Harding, Kelly J.

    2011-01-01

    This essay explores connections between post-colonial theory and action research. Post-colonial theory is committed to addressing the plague of colonialism. Action research, at its core, promises to problematize uncontested "colonial" hegemonies of any form. Both post-colonial theory and action research engage dialogic, critically reflective and…

  15. Action Research and Academic Writing: A Conversation

    ERIC Educational Resources Information Center

    Winter, Richard; Badley, Graham

    2007-01-01

    Here is a conversation between two former colleagues about action research and academic writing. Richard Winter opens the discussion with a series of reflections on his work as an action researcher. These reflections include the key argument that action research is a noble cause because it is relevant to working life, has a practical impact and…

  16. Count Me in: The Role of Action Learning in Making Learning and Skills Provision More Inclusive

    ERIC Educational Resources Information Center

    O'Toole, Gill

    2007-01-01

    This article explores the role of action learning in a national programme of research and development. The aim of the programme was to improve provision for disabled learners in the learning and skills sector by supporting providers in implementing the requirements of the Disability Discrimination Act (2002). Practitioners worked on a wide range…

  17. Using Collaborative Action Learning Projects to Increase the Impact of Management Development

    ERIC Educational Resources Information Center

    Lyso, Ingunn Hybertsen; Mjoen, Kristian; Levin, Morten

    2011-01-01

    This article aims to contribute to the field of human resource development by exploring the conditions that influence the organizational impact of action learning projects. Many organizations use such projects as an integral part of their management development programs. Past research on action learning projects has shown how balancing action and…

  18. An Action Learning Method for Increased Innovation Capability in Organisations

    ERIC Educational Resources Information Center

    Olsson, Annika; Wadell, Carl; Odenrick, Per; Norell Bergendahl, Margareta

    2010-01-01

    Product innovation in highly complex and technological areas, such as medical technology, puts high requirements on the innovation capability of an organisation. Previous research and publications have highlighted organisational issues and learning matters as important and necessary for the development of innovation capability. Action learning…

  19. An Action Learning Project on Diversity: Pitfalls and Possibilities.

    ERIC Educational Resources Information Center

    Hite, Linda M.

    1997-01-01

    In a college course on diversity in the workplace, students' experiences with conducting a cultural audit of the university as a workplace illustrate the dilemmas that can arise when students conduct action research in a real client system. Despite the inherent problems, the project resulted in significant student learning about the subject and…

  20. Developing Citizen Leaders through Action Learning

    ERIC Educational Resources Information Center

    Foley, Dolores

    2006-01-01

    This is an account of a programmer utilizing the application of action learning to the development of capacities of citizens. The Citizen Leadership for Democratic Governance is designed to equip citizens with the skills to get involved and handle the difficult tasks of governance in their communities in South Africa. After a history of apartheid…

  1. Differences and Impacts through Action Learning

    ERIC Educational Resources Information Center

    Kozubska, Joanna; MacKenzie, Bob

    2012-01-01

    Here, we argue that action learning (AL) has been evolving into different variations, whose respective advocates appear to concentrate on one of the several components inherent in Revans' formulation of AL as L = P + Q. They do this--sometimes inappropriately--to the virtual or relative exclusion of other aspects, and this has consequences for the…

  2. LEAD at Lunch: Inquiry, Learning, and Action

    ERIC Educational Resources Information Center

    Roberts, Cynthia

    2012-01-01

    This account of practice discusses the author's experience in facilitating a small group of managers in health care over lunchtime utilizing an action learning approach. This was part of a larger leadership development initiative which took place in the organization and the intention was to create a more intimate, informal and safe setting whereby…

  3. Action Learning over Time: An Ipsative Enquiry

    ERIC Educational Resources Information Center

    Bourner, Tom

    2011-01-01

    The aim of this article is to explore several decades of experience of action learning and to distil lessons from that experience that are worth sharing with other practitioners. The method is to systematically collect the experiential data within three categories (sense-based, affective and cognitive data), interrogate them to draw out lessons…

  4. Research to Action: an evaluation.

    PubMed

    Murphy, Gail Tomblin; Alder, Rob; MacKenzie, Adrian; Cook, Amanda; Maddalena, Victor

    2012-03-01

    The evaluation of the Research to Action project was conducted using an Outcome Mapping (OM) methodology (Earl et al. 2001) with a mixed-methods, repeat survey (before/after) study design. This design uses concurrent measurement of process and outcome indicators at baseline and follow-up. The RTA project proved effective at improving work environments and thereby promoting the retention and recruitment of nurses. Nurses involved in the RTA initiatives had a higher perception of leadership and support in their units, improved job satisfaction, increased empowerment and occupational commitment, and a greater intention to stay on the job.The pilot projects were most successful when there were clearly stated objectives, buy-in from nurses, support from the steering committee and management, and adequate communication among stakeholders. Committed coordination and leadership, both locally and nationally, were central to success.Considerable evidence has documented the challenges facing Canada's nursing human resources and their workplaces, such as high levels of turnover, excessive use of overtime and persistent shortages. There is a growing imperative to translate this research into action, and much of the available evidence presents viable policy alternatives for consideration. For example, a recent national synthesis report (Maddalena and Crupi 2008) recommended that, in consultation with stakeholders, processes should be put in place to share knowledge and best practices in nursing management, practice, staffing models and innovations in workplace health and well-being.Nurses across the country report a desire to be more involved in decisions affecting them and their patients (Wortsman and Janowitz 2006). A recent study on the shortage of registered nurses in Canada (Tomblin Murphy et al. 2009) highlighted the need for collaboration among governments, employers, unions and other stakeholders to improve working conditions for nurses. Another report notes the

  5. Motivating an Action Design Research Approach to Implementing Online Training in an Organisational Context

    ERIC Educational Resources Information Center

    Rogerson, Christine; Scott, Elsje

    2013-01-01

    The purpose of this paper is to explore the effectiveness of Action Design Research (ADR), a combination of Action Research and Design Science Research, as a methodology to examine how the implementation of e-learning will affect the learning outcomes for staff training in an organisational context. The research involves an intervention in the…

  6. Action Research: Informing Professional Practice within Schools

    ERIC Educational Resources Information Center

    Hine, Gregory S. C.; Lavery, Shane D.

    2014-01-01

    This research paper explores the experiences of three teacher-researchers, "Simone", "Damian" and "Michael", who undertook an action research project in their respective schools as part of their postgraduate studies. The paper initially outlines the construct of action research in the light of its applicability to…

  7. Publishing Action Research in Counseling Journals

    ERIC Educational Resources Information Center

    Guiffrida, Douglas A.; Douthit, Kathryn Z.; Lynch, Martin F.; Mackie, Karen L.

    2011-01-01

    The increased use of action research in counseling training and professional publications provides an opportunity to bridge the research-practitioner gap that has plagued the profession for decades. In this article, action research is defined, and special considerations that counselor researchers need to address when designing, conducting, and…

  8. Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task.

    PubMed

    Sargent, Barbara; Reimann, Hendrik; Kubo, Masayoshi; Fetters, Linda

    2015-01-01

    Task-specific actions emerge from spontaneous movement during infancy. It has been proposed that task-specific actions emerge through a discovery-learning process. Here a method is described in which 3-4 month old infants learn a task by discovery and their leg movements are captured to quantify the learning process. This discovery-learning task uses an infant activated mobile that rotates and plays music based on specified leg action of infants. Supine infants activate the mobile by moving their feet vertically across a virtual threshold. This paradigm is unique in that as infants independently discover that their leg actions activate the mobile, the infants' leg movements are tracked using a motion capture system allowing for the quantification of the learning process. Specifically, learning is quantified in terms of the duration of mobile activation, the position variance of the end effectors (feet) that activate the mobile, changes in hip-knee coordination patterns, and changes in hip and knee muscle torque. This information describes infant exploration and exploitation at the interplay of person and environmental constraints that support task-specific action. Subsequent research using this method can investigate how specific impairments of different populations of infants at risk for movement disorders influence the discovery-learning process for task-specific action. PMID:26066904

  9. Stories of learning, identity, navigations and boundary crossings in STEM in non-dominant communities: new imaginaries for research and action

    NASA Astrophysics Data System (ADS)

    Rahm, Jrène

    2016-03-01

    Marta Civil's paper "STEM learning research through a funds of knowledge lens" can be read as a story about her trajectory as a researcher of everyday and school mathematics over time, grounded in sociocultural historical theory. Building on her work, I explore three issues. First, I address the grounding of STEM research in studies of learning and show what this may imply in the context of multilingualism and transculturism. Second, I explore how funds of knowledge can put into question what counts as science. Third, I discuss some of the methodological challenges the article raises. I conclude with some comments to think with for the future of the STEM field and equitable science.

  10. Stories of Learning, Identity, Navigations and Boundary Crossings in STEM in Non-Dominant Communities: New Imaginaries for Research and Action

    ERIC Educational Resources Information Center

    Rahm, Jrène

    2016-01-01

    Marta Civil's paper "STEM Learning Research through a Funds of Knowledge Lens" (see EJ1091567) can be read as a story about her trajectory as a researcher of everyday and school mathematics over time, grounded in sociocultural historical theory. Building on her work, I explore three issues. First, I address the grounding of STEM research…

  11. Research Administration: Lessons Learned.

    ERIC Educational Resources Information Center

    Dummer, George H.

    1995-01-01

    The ways in which accountability issues have affected federal-university relationships, particularly in the area of academic research, are examined. Lessons university administrators have learned since issuance of Office of Management and Budget Circular A-21 in 1958, Congressional hearings on the operations of the National Institutes of Health…

  12. Exposing New Academics through Action Research?

    ERIC Educational Resources Information Center

    Smith, Karen; Fernie, Scott

    2010-01-01

    While collaborative action research is an empowering approach to developing academic practice, it also presents a number of challenges regarding the purpose, nature and consequences of academic development. This research note raises questions and issues concerning how action research exposes new academics to the conflicts and tensions of the…

  13. Teachers in Action Research: Assumptions and Potentials

    ERIC Educational Resources Information Center

    Li, Yuen-Ling

    2008-01-01

    Research literature has long indicated that action research may stimulate practitioners themselves to actively evaluate the quality of their practice. This study is designed to report the use of action research for the development of early years professional practice by analyzing the pre-project and the post-project video-filmed teaching events.…

  14. Participatory Action Research: International Contexts and Consequences.

    ERIC Educational Resources Information Center

    McTaggart, Robin, Ed.

    The collection of essays in this book illustrate commonalties and differences among the theories, practices, and forms of organization of participatory action research in different countries. Participatory action research expresses the recognition that all research methodologies are implicitly political in nature, and this is reflected in the…

  15. Learning by research

    NASA Astrophysics Data System (ADS)

    Costa, Manuel F. M.; Las Casas, Rui

    1999-07-01

    The learning process requires always an active critical participation of the students. This is specially true for science and technology students. In this communication we will present the results of a pedagogical experiment undertaken, since 1995, within the classes of Image Processing of the Applied Physics undergraduate course of the Physics Department of the University of Minho. We decided to center students' learning process of the basics of digital image processing on simple applied research programs. To the students is given almost entire liberty and responsibility. We limited ourselves to assess the development of the project orienting them and point out different or pertinent points of view only when strictly necessary.

  16. Video Game Learning Dynamics: Actionable Measures of Multidimensional Learning Trajectories

    ERIC Educational Resources Information Center

    Reese, Debbie Denise; Tabachnick, Barbara G.; Kosko, Robert E.

    2015-01-01

    Valid, accessible, reusable methods for instructional video game design and embedded assessment can provide actionable information enhancing individual and collective achievement. Cyberlearning through game-based, metaphor-enhanced learning objects (CyGaMEs) design and embedded assessment quantify player behavior to study knowledge discovery and…

  17. Identifying Balanced Action Learning: Cases of South Korean Practices

    ERIC Educational Resources Information Center

    Cho, Yonjoo; Bong, Hyeon-Cheol

    2010-01-01

    Despite considerable commitment to the application of action learning as leadership and organization development by a large number of Korean organizations, few identified empirical studies of action learning practices have been reported. The purpose of this study was to conduct case studies of South Korean action learning practices to examine…

  18. Issues in Action Learning: A Critical Realist Interpretation

    ERIC Educational Resources Information Center

    Burgoyne, John

    2009-01-01

    The purpose of this paper is to argue that the perspective of "critical realism" has considerable potential for moving forward the theory and practice of action learning. The paper addresses three questions: (1) Does action learning emphasise the individual or the collective? (2) Can action learning be thought of as critical, but should it also be…

  19. Action research: what, why and how?

    PubMed

    Vallenga, Dineke; Grypdonck, Mieke H F; Hoogwerf, Lucienne J R; Tan, Francis I Y

    2009-06-01

    Action research is a form of research that enables practitioners to investigate and evaluate their own work. It is increasingly used in health care research; it is a research strategy in which the researcher and practitioners from the setting under study work together in projects aimed at generating new knowledge and simultaneously improving practice. This article gives an overview of the theoretical background of action research, its international historical development and explanations of its varied forms and related practical applications. Ethical problems are discussed as are questions of rigour The article shows that action research can be used to bridge the gap between theory and practice by generating knowledge fitting the particular circumstances in the practical setting, thereby avoiding problems of implementation of research findings due to lack of fit or lack of motivation. Action research lastingly increases the capacities of practitioners to solve problems encountered in practice. PMID:19681439

  20. Learning & Memory: The Brain in Action.

    ERIC Educational Resources Information Center

    Sprenger, Marilee

    Based on the assumption that the more teachers know about brain science, the better prepared they will be to make instructional decisions, this book presents information on current research regarding learning and memory, and applies the research to situations that educators face daily. Chapter 1 examines the structure of the brain and its…

  1. Psychological Climates in Action Learning Sets: A Manager's Perspective

    ERIC Educational Resources Information Center

    Yeadon-Lee, Annie

    2015-01-01

    Action learning (AL) is often viewed as a process that facilitates professional learning through the creation of a positive psychological climate [Marquardt, M. J. 2000. "Action Learning and Leadership." "The Learning Organisation" 7 (5): 233-240; Schein, E. H. 1979. "Personal Change Through Interpersonal…

  2. Action and Organizational Learning in an Elevator Company

    ERIC Educational Resources Information Center

    De Loo, Ivo

    2006-01-01

    Purpose: To highlight the relevance of management control in action learning programs that aim to foster organizational learning. Design/methodology/approach: Literature review plus case study. The latter consists of archival analysis and multiple interviews. Findings: When action learning programs are built around singular learning experiences,…

  3. Environmental sustainability: Understanding young adults' learning, thinking, and actions

    NASA Astrophysics Data System (ADS)

    Kola-Olusanya, Anthony O.

    This thesis explores the ways in which young-adults' environmental learning and experiences influence their decision to live sustainably. In particular, this thesis focuses on young adults' environmental and sustainability learning. It elaborates on young peoples' views about environmental and sustainability issues, such as climate change, the sources for their learning about these issues, and how young adults' learning encounters, in turn, affect their actions toward environmental protection and decision-making. Through a series of in-depth individual interviews with 18 young adults from three universities in southeastern Ontario, this qualitative study provides in-depth insight into young adults' understanding, learning experiences, and actions in relation to environmental and sustainability issues. Employing a Contextual Model of Learning framework the narratives of the young adults in this study are analyzed and discussed within three overlapping environmental learning contexts: personal, sociocultural, and physical settings. This framework allows for an examination of the complex interactions and relationships that shape how and where environmental learning occurs. The findings in this study suggest that the three overlapping learning contexts, that is the personal, sociocultural, and physical play an important role in shaping young adults' learning about environmental and sustainability issues. The data reveal that despite the unavailability or near-absence of environmental studies and education within the formal school curriculum (particularly at the elementary and high school levels), the young adults rely on other locations for learning, such as the internet, environmental non-governmental organisations (ENGOs), television, and family. In light of this, the research participants suggest the re-introduction of environmental programs and content in the school curriculum. Finally, the results of this study demonstrate the centrality of knowledge and

  4. A Teacher's Professional Development through Action Research

    ERIC Educational Resources Information Center

    Sakshaug, Lynae E.; Wohlhuter, Kay A.; Lach, Tisa

    2008-01-01

    Action research is a process that classroom teachers undertake to reflect upon and improve their own teaching. This study followed an elementary teacher's two-year experience with an action research project in which her middle school students played mathematical-related games. Through the teacher's involvement in this project, her core beliefs…

  5. Towards Teachers' Professional Autonomy through Action Research

    ERIC Educational Resources Information Center

    Bustingorry, Sonia Osses

    2008-01-01

    Educational action research was carried out between 2003 and 2006, focusing on developing high-school teachers' professional autonomy belonging to the scientific area in poor communes of the ninth Region de la Araucana, Chile. The research is contextualized in the Chilean educational reality and based on each of the stages of the action research…

  6. Dance Education Action Research: A Twin Study

    ERIC Educational Resources Information Center

    Giguere, Miriam

    2015-01-01

    In this article, the author compares the practices, philosophy, and history of action research, also known as participatory action research, to the purposes and practices of dance education. The comparison yields connections in four categories, enhancing self-reflective teaching and curriculum design, taking responsibility for teaching outcomes,…

  7. Teachers' Classroom-Based Action Research

    ERIC Educational Resources Information Center

    Cain, Tim

    2011-01-01

    Teachers' classroom-based action research is sometimes misunderstood by those who undertake it and support it, in three respects. First, it is wrongly assumed to fall into either positivist or interpretive paradigms (or perhaps a mixture of both) or to be critical. Second, there is little understanding as to why action research is necessarily…

  8. Supporting Systematic Change through Action Research.

    ERIC Educational Resources Information Center

    Holm, Daniel T.; Hunter, Karen; Welling, Judith

    This paper examines how a series of action research projects, supported and guided through a university-public elementary school partnership program, began. It also presents the content and impact of the action research projects from the voices of a university professor, classroom teacher, and principal. The partnership promoted study groups which…

  9. Action Research and the Micropolitics in Schools

    ERIC Educational Resources Information Center

    Eilertsen, Tor-Vidar; Gustafson, Niklas; Salo, Petri

    2008-01-01

    This paper is based on the assumption that action research always affects the micropolitical balance characteristic of a certain school setting. The authors claim that micropolitics, that is the patterns of formal power and informal influence, has largely been neglected in the literature on action research in schools. This means that action…

  10. Searching for New Directions: Developing MA Action Research Project as a Tool for Teaching

    ERIC Educational Resources Information Center

    Lee, Young Ah; Wang, Ye

    2012-01-01

    Action research has been recognized as a useful professional development tool for teaching, but for inservice teachers, conducting action research can be challenging. Their learning about action research can be influenced by social situations--whether in an MA (Master of Arts) program or other professional development. The purpose of this…

  11. Applying Organizational Theories to Action Research in Community Settings: A Case Study in Urban Schools

    ERIC Educational Resources Information Center

    Bryan, Keli S.; Klein, Dena A.; Elias, Maurice J.

    2007-01-01

    Action research is well grounded in the worlds of organizational and community psychology. The practice of action research within each of these fields has been shaped by their dominant settings, theories, and values; where these diverge, rich learning opportunities have been created. Each phase of the action research cycle has particular…

  12. Action Research and Technology Education

    ERIC Educational Resources Information Center

    Merrill, Chris

    2004-01-01

    In this article, the author poses the following questions: When was the last time you sat back and contemplated how effective your teaching is? What methods have you used to determine how students learn and apply their knowledge? and Have you investigated the effectiveness of your newly implemented curriculum based on Standards for Technological…

  13. Robots Show Us How to Teach Them: Feedback from Robots Shapes Tutoring Behavior during Action Learning

    PubMed Central

    Vollmer, Anna-Lisa; Mühlig, Manuel; Steil, Jochen J.; Pitsch, Karola; Fritsch, Jannik; Rohlfing, Katharina J.; Wrede, Britta

    2014-01-01

    Robot learning by imitation requires the detection of a tutor's action demonstration and its relevant parts. Current approaches implicitly assume a unidirectional transfer of knowledge from tutor to learner. The presented work challenges this predominant assumption based on an extensive user study with an autonomously interacting robot. We show that by providing feedback, a robot learner influences the human tutor's movement demonstrations in the process of action learning. We argue that the robot's feedback strongly shapes how tutors signal what is relevant to an action and thus advocate a paradigm shift in robot action learning research toward truly interactive systems learning in and benefiting from interaction. PMID:24646510

  14. Numeracy into Action: Putting Numeracy Research into Practice

    ERIC Educational Resources Information Center

    Sellers, Daniel; Byrne, Tina

    2015-01-01

    In 2014 the National Adult Literacy Agency (NALA) published a research report titled "What Really Counts Next: Action Learning Project with Numeracy Tutors" (Sellers and Byrne, 2014). The report provided an in-depth insight into the way tutors made changes to their practice, and offered practical tips on how to teach numeracy to adult…

  15. Carrying Out Collaborative Action Research in a Practicum

    ERIC Educational Resources Information Center

    Ho, Belinda

    2013-01-01

    To help in-service English teachers improve their teaching practices and pupils' learning opportunities through an enquiry-oriented and cooperative approach, the author carried out collaborative action research during a practicum in a teacher education course at a university in Hong Kong. This article describes how the collaborative research…

  16. Using Action Research Methodology to Unite Theory and Practice

    ERIC Educational Resources Information Center

    Deemer, Sandra A.

    2009-01-01

    The author describes an action research project given to masters-level preservice teachers in her educational psychology classes to help them connect the theories they are learning with educational problems they have observed or experienced. Students' responses on a six-item survey indicated that they valued the better understanding of how…

  17. Action Research. Case Studies in TESOL Practice Series.

    ERIC Educational Resources Information Center

    Edge, Julian, Ed.

    Chapter titles in this book include the following: "Attitude and Access: Building a New Teaching/Learning Community in TESOL" (Julian Edge); "Here It Is, Rough Though It May Be: Basic Computer for ESL" (Alison Perkins); "An 'It's Not Action Research Yet, but I'm Getting There' Approach to Teaching Writing" (Neil Cowie); "Early Reflections:…

  18. Finding Community: A Guide to Community Research and Action.

    ERIC Educational Resources Information Center

    Jones, W. Ron; And Others

    For those concerned with contemporary social problems, whether as students, members of community groups, or individual citizens, this book attempts not only to describe the issues, but also to offer some starting points for local research and action. As an educational tool, it is based on the belief that a good way to learn about a community is to…

  19. Co-Teaching an Online Action Research Class

    ERIC Educational Resources Information Center

    Wilson, Brent G.; Linder VanBerschot, Jennifer

    2014-01-01

    Two instructors report our experience co-teaching an action research (AR) required as part of an e-learning master's degree. Adopting a practice-centered stance we focus on the course activities of participants (instructors and students), with particular attention to the careful crafting of course elements with the goal of achieving an…

  20. Switching Reinforcement Learning for Continuous Action Space

    NASA Astrophysics Data System (ADS)

    Nagayoshi, Masato; Murao, Hajime; Tamaki, Hisashi

    Reinforcement Learning (RL) attracts much attention as a technique of realizing computational intelligence such as adaptive and autonomous decentralized systems. In general, however, it is not easy to put RL into practical use. This difficulty includes a problem of designing a suitable action space of an agent, i.e., satisfying two requirements in trade-off: (i) to keep the characteristics (or structure) of an original search space as much as possible in order to seek strategies that lie close to the optimal, and (ii) to reduce the search space as much as possible in order to expedite the learning process. In order to design a suitable action space adaptively, we propose switching RL model to mimic a process of an infant's motor development in which gross motor skills develop before fine motor skills. Then, a method for switching controllers is constructed by introducing and referring to the “entropy”. Further, through computational experiments by using robot navigation problems with one and two-dimensional continuous action space, the validity of the proposed method has been confirmed.

  1. Action Research for Educational Reform: Remodelling Action Research Theories and Practices in Local Contexts

    ERIC Educational Resources Information Center

    Somekh, Bridget; Zeichner, Ken

    2009-01-01

    This paper explores how action research theories and practices are remodelled in local contexts and used to support educational reform. From an analysis of 46 publications from the period 2000-2008, five "variations" in the globalized theory and practice of action research are identified: action research in times of political upheaval and…

  2. Critical Issues in Research Design in Action Research in an SME Development Context

    ERIC Educational Resources Information Center

    McGrath, Helen; O'Toole, Thomas

    2012-01-01

    Purpose: The main aim of this paper is to develop guidelines on the critical issues to consider in research design in an action research (AR) environment for SME network capability development. Design/methodology/approach: The issues in research design for AR studies are developed from the authors' experience in running learning sets but, in…

  3. Participating in a Collaborative Action Learning Set (CAL): Beginning the Journey

    ERIC Educational Resources Information Center

    McCormack, Brendan; Henderson, Elizabeth; Boomer, Christine; Collin, Ita; Robinson, David

    2008-01-01

    Action learning is being increasingly utilised as a strategy to underpin practitioner focused development and research projects in healthcare generally and nursing in particular. Whilst facilitators of and participants in action learning have a variety of resource materials to guide their practice and participation, there continue to be few…

  4. ``Science Talks'' in Kindergarten Classrooms: Improving Classroom Practice Through Collaborative Action Research

    NASA Astrophysics Data System (ADS)

    Zhang, Meilan; Passalacqua, Susan; Lundeberg, Mary; Koehler, Matthew J.; Eberhardt, Jan; Parker, Joyce; Urban-Lurain, Mark; Zhang, Tianyi; Paik, Sunhee

    2010-03-01

    In this study we described an action research project enacted by a veteran Kindergarten teacher (Sarah) in the context of a professional development program. Over the course of a year, Sarah collaborated with other teachers in a small group to investigate how to use “Science Talks” to promote student learning in Kindergarten classrooms. A Problem-Based Learning approach was adopted to guide the collaborative action research. Based on a rich set of data sources, we concluded that Sarah’s action research improved student learning and led to her own professional growth. We also identified important conditions in support of action research.

  5. Exploring the Experiences of Faculty-Led Teams in Conducting Action Research

    ERIC Educational Resources Information Center

    Zhang, Qi; Amundsen, Cheryl

    2015-01-01

    Action research has been suggested as a useful way to support university faculty to improve teaching and learning. However, there seems to be little knowledge about how faculty (and those who work with them) experience the process of doing action research. In order to explore team members' in-depth experience about what they learned and how they…

  6. A Signature Pedagogy for Leadership Education: Preparing Principals through Participatory Action Research

    ERIC Educational Resources Information Center

    Sappington, Neil; Baker, Paul J.; Gardner, Dianne; Pacha, Joe

    2010-01-01

    This study proposes participatory action research as a signature pedagogy for principal preparation programs. Signature pedagogies bring professional knowledge and core values together in distinctive teaching and learning arrangements. A rationale and learning results are presented that describe key components of action research intended to help…

  7. Action Research: Improving Graduate-Level Writing

    ERIC Educational Resources Information Center

    Carter, Nari

    2012-01-01

    I am a doctoral student enrolled in an educational research program. While completing an action research course, I conducted research to improve my academic writing and to develop skills for formulating arguments about educational issues. From this research I developed an appreciation for and an understanding of good writing habits and elements of…

  8. Interprofessional Learning: Reasons, Judgement, and Action

    ERIC Educational Resources Information Center

    Guile, David

    2011-01-01

    This article makes a number of interconnected arguments. First, spatially and temporally distributed project teams constitute a new form of interprofessional work and, as a corollary, a new site for interprofessional learning. Second, researchers in cultural-historical activity theory have generated some concepts and methods, for example,…

  9. Action Research in Action: Curricular Articulation and Integrated Instruction.

    ERIC Educational Resources Information Center

    Arnold, Douglas E.

    1998-01-01

    During the 1995-96 school year, the author (a principal) and three teachers developed an action research project at a Virginia high school. The idea was to increase curricular articulation among departments and connections among disciplines (art, physics, and geometry) at the school. Teachers overcame two major barriers: lack of common planning…

  10. Action Learning and Organizational Learning: Power, Politics and Emotion in Organizations

    ERIC Educational Resources Information Center

    Vince, Russ

    2004-01-01

    The theme of this paper is a discussion of the relationship between action learning and organizational learning. The main argument is that action learning has been understood in terms of the impact that it can have within the organization, and that, in addition, it is important to ask--what is the impact of organization on action learning? The…

  11. Empowering communities: action research through healthy cities.

    PubMed

    Flynn, B C; Ray, D W; Rider, M S

    1994-01-01

    The Healthy Cities process uses action research to empower communities to take action for health. Five concepts that link community empowerment and action research are: focus on community, citizen participation, information and problem solving, sharing of power, and quality of life. Two city examples from Healthy Cities Indiana, a pilot program of CITYNET Healthy Cities, provide illustrations of these concepts. The dynamics of community participation in action research and the successes and barriers to community participation are presented. Outcomes that empowered the community are suggested: the extent to which Healthy City projects are initiated, their progress monitored, continued action in health supported, resources obtained, and policies promoted that contribute equity in health. PMID:8002362

  12. Science Teacher Development through Collaborative Action Research

    ERIC Educational Resources Information Center

    Fazio, Xavier; Melville, Wayne

    2008-01-01

    This article explores the views and actions of four science teachers participating in a collaborative action research project. A qualitative case study approach was used to describe and analyze the development of these teachers. This development initially involved the teachers critically comparing their extant practices to current developments in…

  13. Promoting Shifts in Preservice Science Teachers' Thinking through Teaching and Action Research in Informal Science Settings

    ERIC Educational Resources Information Center

    Wallace, Carolyn S.

    2013-01-01

    The purpose of this study was to investigate the influence of an integrated experiential learning and action research project on preservice science teachers' developing ideas about science teaching, learning, and action research itself. The qualitative, interpretive study examined the action research of 10 master's degree students who…

  14. Action Learning--An Experiential Tool for Solving Organizational Issues

    ERIC Educational Resources Information Center

    Kinsey, Sharon B.

    2011-01-01

    Action Learning can be effectively used in both large and small businesses and organizations by employees, stakeholders, or volunteers through this "learning by doing" approach to evaluate an issue or issues of importance to the organization. First developed in the 1940s, Action Learning has increasingly been used as a method to explore questions…

  15. Action Learning Unveiled: Finding Depth through Understanding Related Constructs

    ERIC Educational Resources Information Center

    Madsen, Susan R.

    2007-01-01

    The quality of student learning is a subject of considerable attention in higher education institutions around the world. One emerging pedagogy that addresses this issue for both higher education and the professional workplace is action learning. One concern, however, is that the definitions and conceptions of action learning vary widely. The…

  16. Participatory Action Research: Integrating Community Occupational Therapy Practice and Research.

    ERIC Educational Resources Information Center

    Cockburn, Lynn; Trentham, Barry

    2002-01-01

    Projects involving mental health clients receiving occupational therapy and senior citizens engaged in capacity building illustrate steps in the participatory action research (PAR) process: issue identification and planning; investigation and action; action, reflection, and modification cycles; and knowledge creation and change. Challenges and…

  17. Participatory Action Research as a Model for Conducting Family Research.

    ERIC Educational Resources Information Center

    Turnbull, Ann P.; Friesen, Barbara J.; Ramirez, Carmen

    1998-01-01

    This article discusses a participatory action research (PAR) approach to conducting family research. It proposes a model of PAR implementation level including the options of family members as research leaders and researchers as ongoing advisors, researchers and family members as coresearchers, and researches as leaders, and family members as…

  18. Traumatic Brain Injury: FDA Research and Actions

    MedlinePlus

    ... For Consumers Home For Consumers Consumer Updates Traumatic Brain Injury: FDA Research and Actions Share Tweet Linkedin ... top What to Do if You Suspect Traumatic Brain Injury Anyone with signs of moderate or severe ...

  19. Action Research and the School Counselor

    ERIC Educational Resources Information Center

    Gamsky, Neal R.

    1970-01-01

    Points to need for counselors to be involved in research activities, while at the same time examining reasons why they are not. Suggests that counselors have an obligation to divest themselves of the rigidity that hampers research at the local level, and attempt to conduct action research. (CJ)

  20. Action Research as a Professional Development Activity

    ERIC Educational Resources Information Center

    West, Chad

    2011-01-01

    Reflective teachers are always searching for ways to improve their teaching. When this reflection becomes intentional and systematic, they are engaging in teacher research. This type of research, sometimes called "action research", can help bridge the gap between theory and practice by addressing topics that are relevant to practicing teachers.…

  1. Participatory Action Research and Public Policy.

    ERIC Educational Resources Information Center

    Turnbull, H. Rutherford, III; Turnbull, Ann P.

    This paper describes collegial model approaches to the interactions between rehabilitation researchers and individuals with disabilities or their family members. The approaches, called participatory research and participatory action research, grew out of a 1989 conference sponsored by the National Institute on Disability and Rehabilitation…

  2. Participatory Action Research (PAR) cum Action Research (AR) in Teacher Professional Development: A Literature Review

    ERIC Educational Resources Information Center

    Morales, Marie Paz E.

    2016-01-01

    This paper reviews Participatory Action Research as an approach to teacher professional development. It maps the origins of Participatory Action Research (PAR) and discusses the benefits and challenges that have been identified by other researchers in utilizing PAR approaches in conducting research. It draws ideas of combining the features of…

  3. Linking Action Learning and Inter-Organisational Learning: The Learning Journey Approach

    ERIC Educational Resources Information Center

    Schumacher, Thomas

    2015-01-01

    The article presents and illustrates the learning journey (LJ)--a new management development approach to inter-organisational learning based on observation, reflection and problem-solving. The LJ involves managers from different organisations and applies key concepts of action learning and systemic organisational development. Made up of…

  4. Understanding the Causal Path between Action, Learning, and Solutions: Maximizing the Power of Action Learning to Achieve Great Results

    ERIC Educational Resources Information Center

    Leonard, H. Skipton

    2015-01-01

    Clients and practitioners alike are often confused about the ultimate purpose of action learning (AL). Because of the title of the method, many believe the primary goal of AL is to generate learning. This article clarifies the relationship between action, learning, and solutions. It also provides historical evidence to support the conclusion that…

  5. Action Research for Developing Social Workers' Research Capacity

    ERIC Educational Resources Information Center

    Lunt, Neil; Fouche, Christa

    2009-01-01

    We reflect on the action research process implemented in assisting the development of a culture of practitioner inquiry amongst social workers in social services agencies, and highlight the overall outcomes of the intervention. The paper outlines the rationale and process for undertaking an action research process with social services…

  6. Improving Teacher Education through Action Research. Routledge Research in Education

    ERIC Educational Resources Information Center

    Hui, Ming-Fai, Ed.; Grossman, David L., Ed.

    2011-01-01

    There has been a dearth of studies on teacher educators using action research to improve their own practice. This book is the first systematic study of a group of teachers examining and enhancing their own practice through the inquiry process of action research. This book presents a broad overview of a variety of methodologies that can be used to…

  7. Developing preceptorship through action research: Part 1.

    PubMed

    Hilli, Yvonne; Melender, Hanna-Leena

    2015-09-01

    Clinical preception in practice plays a significant role in both registered and practical nurse studies. As such, the cooperation between the faculty and working life is important to narrow the theory-practice gap, with emphasis being placed on a student-oriented approach promoting self-direction and lifelong learning. The aim of this project was to develop the preceptorship at five different units within the health-care sector in western Finland by implementing an action research (AR) approach. This article is the first of a two-part article on the project, focusing on a cultural analysis and the development of preception models conducted within the project. The five units participating in the study were the following: a long-term care ward in the community, a ward for people with dementia, a geriatric ward, a medical ward and a surgical ward representing specialised care. The starting point of the study was a cultural analysis, which was made in all the five units to obtain a 'bottom-up' perspective. In each of the five units 3-5 nurses were appointed to become members of the core groups. This meant that all the units would start from the perspective of their own working environment when creating a preception model that would fit into their particular workplace. During this process, the participants received continuous support from the researchers. Several workshops and seminars were also arranged to further support the core groups and staff. The models were implemented and tested during the academic year 2010-2011 followed by an evaluation of the project. The evaluation results will be presented in the second part of the two-part article. The project showed that reflective practice and critical thinking can be improved through an AR approach. PMID:25684330

  8. Living While Being Alive: Education and Learning in the Treatment Action Campaign

    ERIC Educational Resources Information Center

    Endresen, Kristin; Von Kotze, Astrid

    2005-01-01

    This paper is based on research into the Treatment Action Campaign (TAC) in South Africa. The research investigated whether, through being active members of this social movement, HIV-positive activists learn things they could not otherwise learn about their status and the epidemic, and how they put such knowledge to use. We show how activists…

  9. Productive Tensions in Youth Participatory Action Research

    ERIC Educational Resources Information Center

    Kirshner, Ben

    2010-01-01

    Youth participatory action research (YPAR) brings young people together with adult researchers to identify, study, and act on relevant social problems. In this chapter, the author draws on examples from a recent YPAR project, called Tracing Transitions, whose aim was to study the impact of school closure on students. After defining YPAR in terms…

  10. Teachers Are Researchers: Reflection and Action.

    ERIC Educational Resources Information Center

    Patterson, Leslie, Ed.; And Others

    This book, which focuses on the language arts teacher/researcher, is offered as a testament to teachers' expanding participation in collecting data and building theories about teaching, learning, curriculum, and assessment. The book's 24 chapters are grouped into four parts. The first part addresses general issues about teacher research: its…

  11. Participatory Action Research for Educational Leadership: Using Data-Driven Decision Making to Improve Schools

    ERIC Educational Resources Information Center

    James, E. Alana; Milenkiewicz, Margaret T.; Bucknam, Alan

    2007-01-01

    The participatory action research (PAR) process discussed in the text represents the next evolutionary stage for action research and practitioner research in education. The authors integrate process with methodology to provide an overview of the PAR process similar to professional learning communities in schools. Results of the original PAR study…

  12. Action Learning--A Process Which Supports Organisational Change Initiatives

    ERIC Educational Resources Information Center

    Joyce, Pauline

    2012-01-01

    This paper reflects on how action learning sets (ALSs) were used to support organisational change initiatives. It sets the scene with contextualising the inclusion of change projects in a masters programme. Action learning is understood to be a dynamic process where a team meets regularly to help individual members address issues through a highly…

  13. Action Learning: Developing Critical Competencies for Knowledge Era Workers

    ERIC Educational Resources Information Center

    Robinson, Greg

    2005-01-01

    For most of the twentieth century, the goal in education was the generation and dissemination of information. With the rise of technology and unlimited access to information, it is the ability to apply knowledge and learn from experience that is the new priority for employee development. Action learning, with its emphasis on action and reflection,…

  14. Franchisees in Crisis: Using Action Learning to Self-Organise

    ERIC Educational Resources Information Center

    O'Donoghue, Carol

    2011-01-01

    The present article describes the use of action learning by a group of 30 franchisees to organise themselves and work through a period of upheaval and uncertainty when their parent company faced liquidation. Written from the perspective of one of the franchisees who found herself adopting action learning principles to facilitate the group, it…

  15. On the Nature of Problems in Action Learning

    ERIC Educational Resources Information Center

    Edmonstone, John

    2014-01-01

    The article aims to explore the nature of problems in action learning. Beginning with Revans' distinction between problems and puzzles, it draws parallels with the notion of wicked and tame problems. It offers four means of considering problems in action learning--in terms of the locus of a set's work; from the viewpoint of an…

  16. A Framework for the Ethical Practice of Action Learning

    ERIC Educational Resources Information Center

    Johnson, Craig

    2010-01-01

    By tradition the action learning community has encouraged an eclectic view of practice. This involves a number of different permutations around a kernel of nebulous ideas. However, the disadvantages of such an open philosophy have never been considered. In particular consumer protection against inauthentic action learning experiences has been…

  17. The Impact of Action Learning Experience on Reflective Practice

    ERIC Educational Resources Information Center

    Harris, Nicole S.

    2012-01-01

    This case study examines the changes that occur with respect to reflective practices as a result of participating in an action learning group through the identification of aspects/activities of action learning that contribute to such changes and the impact these aspects/activities had on the program participants at a department of the federal…

  18. Action Learning in Virtual Higher Education: Applying Leadership Theory

    ERIC Educational Resources Information Center

    Curtin, Joseph

    2016-01-01

    This paper reports the historical foundation of Northeastern University's course, LDR 6100: Developing Your Leadership Capability, a partial literature review of action learning (AL) and virtual action learning (VAL), a course methodology of LDR 6100 requiring students to apply leadership perspectives using VAL as instructed by the author,…

  19. Action Learning in an SME: Appetite Comes with Eating

    ERIC Educational Resources Information Center

    Hauser, Bernhard

    2009-01-01

    This account describes action learning in a small to medium-size enterprise (SME) that operates as a local power utility on an established market that is currently going through a process of radical transformation. The task of the action learning set was to improve the flow of information to employees about the evolving framework in which the…

  20. Spontaneous Action and Transformative Learning: Empirical Investigations and Pragmatist Reflections

    ERIC Educational Resources Information Center

    Nohl, Arnd-Michael

    2009-01-01

    Whereas present theories of transformative learning tend to focus on the rational and reflective actor, in this article it is suggested that spontaneous action may play a decisive role in transformative learning too. In the spontaneity of action, novelty finds its way into life, gains momentum, is respected by others and reflected by the actor.…

  1. A Case Study of the Process of Learning Standard Written English: An Interactive Classroom-Based Action Research of the Influences of Students' Language Background on Their Ability to Learn Standard Written English

    ERIC Educational Resources Information Center

    Mathis-Wisseh, Ruth D.

    2011-01-01

    This case study, conducted in the context of an interactive classroom-based action research, has examined the process by which Language 1 (L1-native speakers of English) and Language 2 (L2-non-native speakers of English) students develop the ability to acquire the standard written form of the English language. The dissertation was designed to…

  2. Some values guiding community research and action

    PubMed Central

    Fawcett, Stephen B.

    1991-01-01

    The dual purposes of applied research—contributing to understanding and improvement—are only partially served by method systems that encourage studying (with increasing precision) a narrow range of questions of modest societal importance. To optimize contributions to challenging societal problems, a field's cherished standards should be adapted to support more adventuresome forms of community research and action. This paper outlines 10 values for community research and action, based on insights from the fields of behavioral and community psychology. These values—reflect the goals and challenges of establishing collaborative relationships with research participants, determining research goals and methods, designing and disseminating interventions, communicating research findings, and advocating for community change. Critical challenges are outlined, and implications for the field and its clients are discussed. PMID:16795759

  3. An Action Research Study of Mexican Teachers' and Administrators' Experiences in Developing and Implementing a Service Learning Program

    ERIC Educational Resources Information Center

    Acuna, Kym

    2013-01-01

    The purpose of this study was to examine the High Tec Middle School teachers' and administrators' knowledge of the service learning model upon which the school's service learning program has been based, their views regarding their role in student character formation through service learning, and the teachers' feelings of…

  4. The Collaborative Action Research Network: 30 Years of Agency in Developing Educational Action Research

    ERIC Educational Resources Information Center

    Somekh, Bridget

    2010-01-01

    This article provides an analysis of the Collaborative Action Research Network's (CARN) origins and development since its foundation in 1976. The author brings the unique perspective of active involvement in CARN almost from its inception, and editorship for many years of its journal "Educational Action Research". Cultural-historical activity…

  5. Changes in science classrooms resulting from collaborative action research initiatives

    NASA Astrophysics Data System (ADS)

    Oh, Phil Seok

    Collaborative action research was undertaken over two years between a Korean science teacher and science education researchers at the University of Iowa. For the purpose of realizing science learning as envisioned by constructivist principles, Group-Investigations were implemented three or five times per project year. In addition, the second year project enacted Peer Assessments among students. Student perceptions of their science classrooms, as measured by the Constructivist Learning Environment Survey (CLES), provided evidence that the collaborative action research was successful in creating constructivist learning environments. Student attitudes toward science lessons, as examined by the Enjoyment of Science Lessons Scale (ESLS), indicated that the action research also contributed to developing more positive attitudes of students about science learning. Discourse analysis was conducted on video-recordings of in-class presentations and discussions. The results indicated that students in science classrooms which were moving toward constructivist learning environments engaged in such discursive practices as: (1) Communicating their inquiries to others, (2) Seeking and providing information through dialogues, and (3) Negotiating conflicts in their knowledge and beliefs. Based on these practices, science learning was viewed as the process of constructing knowledge and understanding of science as well as the process of engaging in scientific inquiry and discourse. The teacher's discursive practices included: (1) Wrapping up student presentations, (2) Addressing misconceptions, (3) Answering student queries, (4) Coaching, (5) Assessing and advising, (6) Guiding students discursively into new knowledge, and (7) Scaffolding. Science teaching was defined as situated acts of the teacher to facilitate the learning process. In particular, when the classrooms became more constructivist, the teacher intervened more frequently and carefully in student activities to fulfill a

  6. Moving Science Off the ``Back Burner'': Meaning Making Within an Action Research Community of Practice

    NASA Astrophysics Data System (ADS)

    Goodnough, Karen

    2008-02-01

    In this study, the participants conceptualized and implemented an action research project that focused on the infusion of inquiry principles into a neglected science curriculum. Specific objectives were to find (a) What factors challenge and support the evolution of an action research community of practice? (b) How are teachers’ beliefs about science teaching and learning transformed? and (c) How does teachers’ knowledge of curriculum, instruction, assessment, and student learning change as a result of learning within a community of practice? In this instrumental case study (Stake 2000, In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 435-454). Thousand Oaks, CA: Sage), a range of data collection sources and methods were adopted. Outcomes focus on how the design principles for cultivating a community of practice emerged in the action research group, as well as the types of teacher learning that occurred by engaging in action research.

  7. Conceptualizing Indicator Domains for Evaluating Action Research

    ERIC Educational Resources Information Center

    Piggot-Irvine, Eileen; Rowe, Wendy; Ferkins, Lesley

    2015-01-01

    The focus of this paper is to share thinking about meta-level evaluation of action research (AR), and to introduce indicator domains for assessing and measuring inputs, outputs and outcomes. Meta-level and multi-site evaluation has been rare in AR beyond project implementation and participant satisfaction. The paper is the first of several…

  8. Reflective Internet Searching: An Action Research Model.

    ERIC Educational Resources Information Center

    Edwards, Sylvia Lauretta; Bruce, Christine

    2002-01-01

    Presents an action research model of planning, acting, recording, and reflecting as an approach to Internet searching. Explains how the constantly changing Internet environment requires continuous reassessment of search tools and strategies and development of new techniques. (Contains 14 references.) (SK)

  9. Language Teacher Action Research: Achieving Sustainability

    ERIC Educational Resources Information Center

    Edwards, Emily; Burns, Anne

    2016-01-01

    Action research (AR) is becoming increasingly popular in ELT contexts as a means of continuous professional development. The positive impacts of AR on language teacher development are well documented, but the important question of how those impacts can be sustained over time is virtually unexplored. Drawing on findings from a study of teachers in…

  10. A Synthesis of Action Research on Coaching

    ERIC Educational Resources Information Center

    Day, Nicole Kristine

    2015-01-01

    This paper reviews data from 27 final reports of action research projects in the area of instructional coaching undertaken as part of Cycle 4 (2008-2010) of the Alberta Initiative for School Improvement (AISI). AISI was an Alberta government programme that provided funding to every school district to allow teachers to create site-based, action…

  11. Using Participatory Action Research to Address Absenteeism

    ERIC Educational Resources Information Center

    Ferrell, Elizabeth W.; Nance, Cara N.; Torres, Amanda L.; Torres, Selina M.

    2014-01-01

    Many urban high schools serving low-income families have below-average attendance rates, which can indicate that fewer students are prepared to matriculate into college and career opportunities. Through the use of participatory action research (PAR), we--a group of four educators at Wilson High School--have changed school policies and procedures…

  12. Indigenizing Teacher Education: An Action Research Project

    ERIC Educational Resources Information Center

    Kitchen, Julian; Raynor, Marg

    2013-01-01

    This action research report focuses on a new elective course entitled "Indigenizing Education: Education for/about Aboriginal Peoples" that was developed and taught by two teacher educators--one Euro-Canadian and the other Metis. The purpose of the course was to increase understanding of Indigenous peoples and of the impact of…

  13. Building Capacity through Action Research Curricula Reviews

    ERIC Educational Resources Information Center

    Lee, Vanessa; Coombe, Leanne; Robinson, Priscilla

    2015-01-01

    In Australia, graduates of Master of Public Health (MPH) programmes are expected to achieve a set of core competencies, including a subset that is specifically related to Indigenous health. This paper reports on the methods utilised in a project which was designed using action research to strengthen Indigenous public health curricula within MPH…

  14. Action Research: Order Out of Chaos.

    ERIC Educational Resources Information Center

    Geffen, Mitzi

    2002-01-01

    Describes on Israeli English-as-a-Foreign-Language teacher's action research project that focused on how to teach reading comprehension in English to a class of ninth grade boys. Outlines the teacher's goals, implementation of the project, and thoughts on the outcomes. (Author/VWL)

  15. Action Research: Conducting Activities for Third Graders.

    ERIC Educational Resources Information Center

    James, Lorinda

    1998-01-01

    Discusses the action research conducted on whether the use of conducting patterns will not only help students understand meter, but also assist them in grasping certain expressive qualities of music. Finds that the posttest showed a 10 percent gain overall in the understanding of meter, tempo, dynamics, and style. (CMK)

  16. Participatory Action Research: A View from Xerox.

    ERIC Educational Resources Information Center

    Pace, Larry A.; Argona, Dominick R.

    1989-01-01

    Describes the Quality of Work Life (QWL) program at the North American Manufacturing Division of Xerox Corporation and the Amalgamated Clothing and Textile Workers Union. States that the story of QWL is a description of participatory action research. Notes that the process has become an integral and flexible approach to solving problems and…

  17. Dealing with Messiness and Uncertainty in Practitioner Research: The Nature of Participatory Action Research

    ERIC Educational Resources Information Center

    Goodnough, Karen

    2008-01-01

    This article reports on the experiences and perceptions of K-12 teachers as they engaged in a participatory action research (PAR) project, "Science Across the Curriculum." Although the experiences and professional learning of two of the project participants are highlighted, the challenges that all participants experienced as they conceptualized…

  18. The Contradictions of Impact: Action Learning and Power in Organizations

    ERIC Educational Resources Information Center

    Vince, Russ

    2012-01-01

    In this polemical essay, Professor Russ Vince argues that it is important to understand the contradictions that can be generated by action learning. This method is a powerful and effective approach to managers' learning that can underpin transformations of management practice. However, any method for learning, no matter how convinced we are of its…

  19. The Role of Facilitators in Project Action Learning Implementation

    ERIC Educational Resources Information Center

    Cao, Rui; Chuah, Kong Bieng; Chao, Yiu Chung; Kwong, Kar Fai; Law, Mo Yin

    2012-01-01

    Purpose: This paper addresses the importance of a more proactive role of organizational learning (OL) facilitators, learning motivation reinforcer, through a two-part longitudinal study in a case company. The first part of this study aims to investigate and analyze some unexpected challenges in the project action learning-driven (PAL) OL…

  20. Participatory Action Research Experiences for Undergraduates

    NASA Astrophysics Data System (ADS)

    Sample McMeeking, L. B.; Weinberg, A. E.

    2013-12-01

    Research experiences for undergraduates (REU) have been shown to be effective in improving undergraduate students' personal/professional development, ability to synthesize knowledge, improvement in research skills, professional advancement, and career choice. Adding to the literature on REU programs, a new conceptual model situating REU within a context of participatory action research (PAR) is presented and compared with data from a PAR-based coastal climate research experience that took place in Summer 2012. The purpose of the interdisciplinary Participatory Action Research Experiences for Undergraduates (PAREU) model is to act as an additional year to traditional, lab-based REU where undergraduate science students, social science experts, and community members collaborate to develop research with the goal of enacting change. The benefits to traditional REU's are well established and include increased content knowledge, better research skills, changes in attitudes, and greater career awareness gained by students. Additional positive outcomes are expected from undergraduate researchers (UR) who participate in PAREU, including the ability to better communicate with non-scientists. With highly politicized aspects of science, such as climate change, this becomes especially important for future scientists. Further, they will be able to articulate the relevance of science research to society, which is an important skill, especially given the funding climate where agencies require broader impacts statements. Making science relevant may also benefit URs who wish to apply their science research. Finally, URs will gain social science research skills by apprenticing in a research project that includes science and social science research components, which enables them to participate in future education and outreach. The model also positively impacts community members by elevating their voices within and outside the community, particularly in areas severely underserved

  1. Promoting Shifts in Preservice Science Teachers' Thinking through Teaching and Action Research in Informal Science Settings

    NASA Astrophysics Data System (ADS)

    Wallace, Carolyn S.

    2013-08-01

    The purpose of this study was to investigate the influence of an integrated experiential learning and action research project on preservice science teachers' developing ideas about science teaching, learning, and action research itself. The qualitative, interpretive study examined the action research of 10 master's degree students who were involved in service learning with children in informal education settings. Results indicated that all of the participants enhanced their knowledge of children as diverse learners and the importance of prior knowledge in science learning. In-depth case studies for three of the participants indicated that two developed deeper understandings of science learners and learning. However, one participant was resistant to learning and gained more limited understandings.

  2. Challenges to participation in action research.

    PubMed

    de Toledo, Renata Ferraz; Giatti, Leandro Luiz

    2015-03-01

    In order to understand and take action in complex health and environmental issues, we intend to analyse the conditions that are needed for those at risk to participate in research and intervention projects. In this study, we describe and discuss an action research experience carried out with an indigenous community in the Brazilian Amazon that suffers from serious sanitary problems, where cultural aspects in the relationship with the environment and health are particularly relevant. Different types of tools were deployed and combined and were subsequently classified according to their dialectic efficacy and ability to both conduct and steer the research and encourage the participation of social actors within a process of feedback. Even tools that were considered to be non-dialectic proved to be important sources of feedback. We present a research flow as a model of analysis and a framework for implementing action research, in which challenges to the participation of social actors are classified according to their priority through a critical review of the methodology developed. These challenges are social mobilization, co-operation, appropriation and a proactive stance. We conclude that a cyclic combination of dialectic and non-dialectic tools can increase participation, which though difficult to achieve is nevertheless necessary. During the development of this process, social mobilization is a prerequisite, whereas a proactive stance, the highest level of participation, requires continuous effort and the successive deployment of a variety of tools. PMID:25239444

  3. An Action Research Approach to the Design, Development and Evaluation of an Interactive E-Learning Tutorial in a Cognitive Domain

    ERIC Educational Resources Information Center

    de Villiers, M. Ruth

    2007-01-01

    The teaching and learning of a complex section in "Theoretical Computer Science 1" in a distance-education context at the University of South Africa (UNISA) has been enhanced by a supplementary e-learning application called "Relations," which interactively teaches mathematical skills in a cognitive domain. It has tutorial and practice…

  4. Epistemological Agency: A Necessary Action-in-Context Perspective on New Employee Workplace Learning

    ERIC Educational Resources Information Center

    Smith, Ray

    2006-01-01

    This paper discusses research premised on the view that new employees' necessary learning actions may be said to constitute a socio-cultural constructivist epistemology of necessity. It examines the work and learning activities of three new employees during their first months at a wholesale fruit and vegetable company. It proposes that what new…

  5. Investigating the Relationship between Belief and Action in Self-Directed Language Learning

    ERIC Educational Resources Information Center

    Navarro, Diego; Thornton, Katherine

    2011-01-01

    Employing the principles of a contextual approach to learner belief research and applying it to a self-directed learning context at a Japanese university, this longitudinal study investigates the complex interplay between beliefs and actions and its contribution to the development of language learning skills. Through the triangulation of various…

  6. Action Research: Professional Development to Help Support and Retain Early Career Teachers

    ERIC Educational Resources Information Center

    Ado, Kathryn

    2013-01-01

    This article analyzes how participation in teacher-led, semester-long, action research projects influences early career teacher (fewer than three years of teaching experience) perceptions of support and learning. All teachers at an urban, newly developed, small high school participated in action research projects as a result of the…

  7. Complexity Science and Educational Action Research: Toward a Pragmatics of Transformation

    ERIC Educational Resources Information Center

    Davis, Brent; Sumara, Dennis

    2005-01-01

    In this article, the authors extend Phelps & Hase's (2002) explorations of the theoretical and methodological connections of complexity theory and action research by emphasizing complexity science as the study of learning systems. By emphasizing the importance of "complexity thinking", an argument is made for conceptualizing action research as a…

  8. Thai Pre-Service Science Teachers Engaging Action Research during Their Fifth Year Internship

    ERIC Educational Resources Information Center

    Faikhamta, Chatree; Clarke, Anthony

    2015-01-01

    As a key element in teacher education programmes, action research is a learning process in which pre-service teachers inquire, reflect on and improve their teaching practices. This qualitative study sought to understand what enhanced or hindered Thai pre-service teachers' action research projects during their student teaching. This study drew upon…

  9. Process of Implementing Critical Reading Strategies in an Iranian EFL Classroom: An Action Research

    ERIC Educational Resources Information Center

    Nasrollahi, Mohammad Ali; Krishnasamy, Pramela Krish N.; Noor, Noorizah Mohd

    2015-01-01

    Action research designs are systematic procedures used by teachers to gather quantitative and qualitative data to address improvements in their educational setting, their teaching, and the learning of their students. Action research enables teachers to keep track and take account of the many aspects of their work with students through a systematic…

  10. "Seeing the Trees Not Just the Wood": Steps and Not Just Journeys in Teacher Action Research

    ERIC Educational Resources Information Center

    Casey, Ashley

    2013-01-01

    Either action research by teachers uses the approach as a methodology to examine pedagogical change in a single intervention or it is used as means of understanding a journey of change. In contrast, this paper examines the significant impact of using action research in a second cycle of learning in the same context and with the same participants.…

  11. Learning Productivity at Research Universities.

    ERIC Educational Resources Information Center

    Kuh, George D.; Hu, Shouping

    2001-01-01

    Compared levels of engagement in learning activities and gains of students at research universities (RUs) and other types of colleges in the 1980s and 1990s. Though students at other universities generally outperformed RU students, the gap closed somewhat between the mid-80s and mid-90s due in part to declines in many learning productivity…

  12. The Implementation of Models-Based Practice in Physical Education through Action Research

    ERIC Educational Resources Information Center

    Casey, Ashley; Dyson, Ben

    2009-01-01

    The purpose of this study was to explore the use of action research as a framework to investigate cooperative learning and tactical games as instructional models in physical education (PE). The teacher/researcher taught a tennis unit using a combination of Cooperative Learning and Teaching Games for Understanding to three classes of boys aged…

  13. Action Research Meets Engineering Design: Practical Strategies for Incorporating Professional Development Experiences in the Classroom

    ERIC Educational Resources Information Center

    Capobianco, Brenda M.; Joyal, Holli

    2008-01-01

    Engaging in sustained and collaborative action research is one way science teachers can build the bridge between improving student learning and their own professional learning as teachers and teacher-researchers. This article presents a series of practical strategies for science teachers who want to gain a new sense of confidence from conducting…

  14. Lead Teachers in Collaborative Action Research: Perceptions of Role and Responsibility

    ERIC Educational Resources Information Center

    Bruce, Catherine D.; Jarvis, Daniel H.; Flynn, Tara; Brock, Erin

    2011-01-01

    In 2008-09, the Elementary Teachers' Federation of Ontario (ETFO) sponsored a professional learning initiative entitled, Teachers Learning Together: The Math Journey. The context for teachers was one of team-based, collaborative action research (CAR) dealing with a mathematics topic of their own choosing. University researcher teams in provincial…

  15. The Potential of Deweyan-Inspired Action Research

    ERIC Educational Resources Information Center

    Stark, Jody L.

    2014-01-01

    In its broadest sense, pragmatism could be said to be the philosophical orientation of all action research. Action research is characterized by research, action, and participation grounded in democratic principles and guided by the aim of social improvement. Furthermore, action research is an active process of inquiry that does not admit…

  16. CLEANing the Reward: Counterfactual Actions to Remove Exploratory Action Noise in Multiagent Learning

    NASA Technical Reports Server (NTRS)

    HolmesParker, Chris; Taylor, Mathew E.; Tumer, Kagan; Agogino, Adrian

    2014-01-01

    Learning in multiagent systems can be slow because agents must learn both how to behave in a complex environment and how to account for the actions of other agents. The inability of an agent to distinguish between the true environmental dynamics and those caused by the stochastic exploratory actions of other agents creates noise in each agent's reward signal. This learning noise can have unforeseen and often undesirable effects on the resultant system performance. We define such noise as exploratory action noise, demonstrate the critical impact it can have on the learning process in multiagent settings, and introduce a reward structure to effectively remove such noise from each agent's reward signal. In particular, we introduce Coordinated Learning without Exploratory Action Noise (CLEAN) rewards and empirically demonstrate their benefits

  17. Understanding Participatory Action Research: A Qualitative Research Methodology Option

    ERIC Educational Resources Information Center

    MacDonald, Cathy

    2012-01-01

    Participatory Action Research (PAR) is a qualitative research methodology option that requires further understanding and consideration. PAR is considered democratic, equitable, liberating, and life-enhancing qualitative inquiry that remains distinct from other qualitative methodologies (Kach & Kralik, 2006). Using PAR, qualitative features of an…

  18. Improving Pedagogy through Action Learning and Scholarship of Teaching and Learning

    ERIC Educational Resources Information Center

    Albers, Cheryl

    2008-01-01

    This ASA Teaching Workshop explored the potential of Action Learning to use teachers' tacit knowledge to collaboratively confront pedagogical issues. The Action Learning model grows out of industrial management and is based on the notion that peers are a valuable resource for learning about how to solve the problems encountered in the workplace.…

  19. Virtual Action Learning: Experiences from a Study of an SME e-Learning Programme

    ERIC Educational Resources Information Center

    Stewart, Jean-Anne; Alexander, Gillian

    2006-01-01

    This paper presents the findings from a project investigating management development for SME managers using an action learning programme, combining both face-to-face workshops and a virtual action learning environment. This programme was undertaken as part of the ENSeL (Engaging Networks for Sustainable eLearning) project, which was supported by…

  20. Featuring dental education research: applying the principles of action research to improve teaching of dental prosthetics.

    PubMed

    Khan, S B

    2009-11-01

    This article focuses on educational research conducted at the newly merged UWC faculty of dentistry. The research emphasises the change in teaching methods employed to address the concerns experienced in teaching the new large classes as observed in the prosthetic techniques module. These educational interventions were conducted over 5 years and the study design included the principles of action research. Students were assisted in learning the theory of the practical procedures and the subsequent completion of these procedures with the accurate application of the theoretical concepts. Changes in the teaching methods enhanced students learning and successful translation of the theory into practical work. The active learning exercises incorporated into the teaching further motivated and assisted students with deep learning. The debates indicated that students know and accept the value of the module as part of their training. PMID:20306872

  1. Online Learning: Research Readings.

    ERIC Educational Resources Information Center

    Guthrie, Hugh, Ed.

    This book comprises an overview and 11 chapters that address issues related to flexible approaches to delivery and online learning in particular. "Overview" (Guthrie) highlights key points drawn from the chapters. "Does Digital Literacy Mean More Than Clicking Your Fingers?" (Candy) discusses the importance of information and communication…

  2. Learning from Their Own Actions: The Unique Effect of Producing Actions on Infants' Action Understanding

    ERIC Educational Resources Information Center

    Gerson, Sarah A.; Woodward, Amanda L.

    2014-01-01

    Prior research suggests that infants' action production affects their action understanding, but little is known about the aspects of motor experience that render these effects. In Study 1, the relative contributions of self-produced (n = 30) and observational (n = 30) action experience on 3-month-old infants' action understanding was…

  3. Early markers of ongoing action-effect learning.

    PubMed

    Ruge, Hannes; Krebs, Ruth M; Wolfensteller, Uta

    2012-01-01

    Acquiring knowledge about the relationship between stimulus conditions, one's own actions, and the resulting consequences or effects, is one prerequisite for intentional action. Previous studies have shown that such contextualized associations between actions and their effects (S-R-E associations) can be picked up very quickly. The present study examined how such weakly practiced associations might affect overt behavior during the process of initial learning and during subsequent retrieval, and how these two measures are inter-related. We examined incidental (S-)R-E learning in the context of trial-and-error S-R learning and in the context of instruction-based S-R learning. Furthermore, as a control condition, common outcome (CO) learning blocks were included in which all responses produced one common sound effect, hence precluding differential (S-)R-E learning. Post-learning retrieval of R-E associations was tested by re-using previously produced sound effects as novel imperative stimuli combined with actions that were either compatible or incompatible with the previously encountered R-E mapping. The central result was that the size of the compatibility effect could be predicted by the size of relative response slowing during ongoing learning in the preceding acquisition phase, both in trial-and-error learning and in instruction-based learning. Importantly, this correlation was absent for the CO control condition, precluding accounts based on unspecific factors. Instead, the results suggest that differential outcomes are "actively" integrated into action planning and that this takes additional planning time. We speculate that this might be especially true for weakly practiced (S-)R-E associations before an initial goal-directed action mode transitions into a more stimulus-based action mode. PMID:23205016

  4. Learning Qualitative Research

    ERIC Educational Resources Information Center

    Gerhart, Lael

    2009-01-01

    In this article I explore through a narrative how I came to do a research project in East New York. I show how first contact was established, how local contacts were made, and how trust between my research participants and me was created. I then explore how the research topic evolved through informal conversations, open-ended interviews, and…

  5. Defining Learning Space in a Serious Game in Terms of Operative and Resultant Actions

    NASA Technical Reports Server (NTRS)

    Martin, Michael W.; Shen, Yuzhong

    2012-01-01

    This paper explores the distinction between operative and resultant actions in games, and proposes that the learning space created by a serious game is a function of these actions. Further, it suggests a possible relationship between these actions and the forms of cognitive load imposed upon the game player. Association of specific types of cognitive load with respective forms of actions in game mechanics also presents some heuristics for integrating learning content into serious games. Research indicates that different balances of these types of actions are more suitable for novice or experienced learners. By examining these relationships, we can develop a few basic principles of game design which have an increased potential to promote positive learning outcomes.

  6. Negotiating and Reshaping Christian Values and Professional Identities through Action Research: Experiential Learning and Professional Development among Christian Religious Education Teachers

    ERIC Educational Resources Information Center

    Johannessen, Øystein Lund

    2015-01-01

    In European societies, major patterns of plurality have changed over recent decades due to modernization and globalization. In schools, these new patterns of plurality have consequences for learning processes and may be challenging for students and teachers. This article investigates these issues, taking as its point of departure the way they…

  7. Exploring Elementary Pre-Service Teachers' Experiences and Learning Outcomes in a Revised Inquiry-Based Science Lesson: An Action Research

    ERIC Educational Resources Information Center

    Kazempour, Mahsa; Amirshokoohi, Aidin

    2013-01-01

    In order for teachers to implement inquiry-based teaching practices, they must have experienced inquiry-based learning especially during science content and methods courses. Although the impacts of inquiry-based instruction on various cognitive and affective domains have been studied and documented little attention has been paid to "how"…

  8. Diversity Research as Service Learning.

    ERIC Educational Resources Information Center

    Suyemoto, Karen L.; Kiang, Peter Nien-chu

    2003-01-01

    Describes the Diversity Research Initiative at the University of Massachusetts, Boston, which involves students in seminars and research related to diversity. Concludes that these efforts have positively impacted curriculum and pedagogy, and have given students the opportunity to experience collaborative learning communities, become engaged in…

  9. Student Learning by Research.

    ERIC Educational Resources Information Center

    Schallies, Michael; Lembens, Anja

    2002-01-01

    Describes a research and development project aiming to help develop secondary students' abilities to understand biotechnology/genetic engineering. Focuses on an exemplary true-to-life experiment, planned and executed by students in grade 8, that involves external experts and uses an industrial research laboratory for solving genuine questions.…

  10. Translational research on rapid steroid actions.

    PubMed

    Wendler, Alexandra; Wehling, Martin

    2010-01-01

    Translational research is a burgeoning science that shows potential to improve the transition of research from bench to bedside. This novel science explores all major aspects of preclinical and clinical issues which are relevant for the success of translational pharmaceutical or medical device/diagnostic innovations. This includes target risk assessment, biomarker evaluation and predictivity grading both for efficacy and toxicity, early human trial design adequate to guide stop/go decisions on grounds of biomarker panels, and biostatistical methods to analyze multiple readout situations and quantify risk projections. Representing a comparably novel science, rapid steroid actions have been recognized to carry potential clinical implications in various fields. Findings in this field have not yet been successfully translated into clinically relevant new medicines except for neurosteroids. A promising compound is the membrane estrogen receptor agonist STX, which may be applicable for estrogen withdrawal symptoms. Nongenomic vitamin D analogs may be useful as antiinflammatory, anticancer or diabetes preventing agents. Further the membrane thyroid receptor agonist tetrac may be useful in cancer treatment. Unfortunately lazaroids (membrane-only active glucocorticoids), which have been clinically tested as neuroprotective agents, had to be abandoned because of lacking clinical efficacy. Yet, the hierarchy of antirheumatic glucocorticoid action in regard to their clinical potency may better correlate with their membrane effects than their ability to bind to the classic glucocorticoid receptor. To improve the translational success of the rapid actions of steroids research, scientists should become familiar with major aspects of translational work and always seek for translational dimensions in their research. PMID:19782096

  11. Organizational Support for Action Learning in South Korean Organizations

    ERIC Educational Resources Information Center

    Cho, Yonjoo; Egan, Toby

    2013-01-01

    The purpose of this study was (1) to examine the impact of organizational support on employee learning and performance and (2) to elaborate on the context of organizational support for action learning in South Korean organizations. For this inquiry, two central questions were posed: What are employee reactions to organizational support for action…

  12. From Practise to Practice: Action Learning to Support Transforming Derby

    ERIC Educational Resources Information Center

    Wilson, Olwen

    2010-01-01

    This account charts my progress in becoming an action learning set facilitator through a part-time course which was delivered over one year. My development and understanding owes much to my work with groups of colleagues involved in transformation projects at Derby City Council, who willingly took part in this learning experiment. It is a…

  13. Development of Action Research in China: Review and Reflection

    ERIC Educational Resources Information Center

    Zhou, Jun; Liu, Katrina Yan

    2011-01-01

    Action research in China during late 1970s and 1980s was influenced by positivist scientific research, believing the purpose of doing action research is to explore the general law of education. It was carried out through educational experimentations emphasizing the control of the experimental conditions. Starting from 1990s, action research in…

  14. Action Research within Organisations and University Thesis Writing.

    ERIC Educational Resources Information Center

    Zuber-Skerritt, Ortrun; Perry, Chad

    2002-01-01

    Clarifies differences between core collaborative action research in the field and independent action research for theses. Explains how core action research may be incorporated into thesis research in the social sciences, resulting in more useful outcomes for improving practice. (Contains 21 references.) (SK)

  15. Action Research: A Methodology for Change and Development

    ERIC Educational Resources Information Center

    Somekh, Bridget

    2005-01-01

    This book presents a fresh view of action research as a methodology uniquely suited to researching the processes of innovation and change. Drawing on twenty-five years' experience of leading or facilitating action research projects, Bridget Somekh argues that action research can be a powerful systematic intervention, which goes beyond describing,…

  16. Exploring multiple intelligences theory in the context of science education: An action research approach

    NASA Astrophysics Data System (ADS)

    Goodnough, Karen Catherine

    2000-10-01

    Since the publication of Frames of Mind: The Theory in Practice, multiple intelligences, theory (Gardner, 1983) has been used by practitioners in a variety of ways to make teaching and learning more meaningful. However, little attention has been focused on exploring the potential of the theory for science teaching and learning. Consequently, this research study was designed to: (1) explore Howard Gardner's theory of multiple intelligences (1983) and its merit for making science teaching and learning more meaningful; (2) provide a forum for teachers to engage in critical self-reflection about their theory and practice in science education; (3) study the process of action research in the context of science education; and (4) describe the effectiveness of collaborative action research as a framework for teacher development and curriculum development. The study reports on the experiences of four teachers (two elementary teachers, one junior high teacher, and one high school teacher) and myself, a university researcher-facilitator, as we participated in a collaborative action research project. The action research group held weekly meetings over a five-month period (January--May, 1999). The inquiry was a qualitative case study (Stake, 1994) that aimed to understand the perspectives of those directly involved. This was achieved by using multiple methods to collect data: audiotaped action research meetings, fieldnotes, semi-structured interviews, journal writing, and concept mapping. All data were analysed on an ongoing basis. Many positive outcomes resulted from the study in areas such as curriculum development, teacher development, and student learning in science. Through the process of action research, research participants became more reflective about their practice and thus, enhanced their pedagogical content knowledge (Shulman, 1987) in science. Students became more engaged in learning science, gained a greater understanding of how they learn, and experienced a

  17. Brain Research and Learning.

    ERIC Educational Resources Information Center

    Claycomb, Mary

    Current research on brain activity has many implications for educators. The triune brain concept and the left and right hemisphere concepts are among the many complex theories evolving from experimentation and observation. The triune brain concept suggests that the human forebrain has expanded while retaining three structurally unique formations…

  18. Commentary: Working across Distant Spaces--Connecting Participatory Action Research and Teaching

    ERIC Educational Resources Information Center

    Pain, Rachel

    2009-01-01

    This commentary reflects on the key themes and goals of this symposium. It contextualizes the relationship between participatory action research (PAR) and teaching in the increasingly popular field of critical action-oriented geography. It considers a number of benefits to student learning from engagement with PAR, drawing on the papers in the…

  19. What Is to Be Done? The Place of Action Research

    ERIC Educational Resources Information Center

    Kemmis, Stephen

    2010-01-01

    Action research concerns action, and transforming people's practices (as well as their understandings of their practices and the conditions under which they practise). Sometimes we may feel that action research works best when it contributes to our understandings. In this paper, by contrast, I want to explore the "happening-ness" of action and…

  20. Action Research: An Approach for the Teachers in Higher Education

    ERIC Educational Resources Information Center

    Yasmeen, Ghazala

    2008-01-01

    Introduction: Action Research is a formative study of progress commonly practiced by teachers in schools. Basically an action research is a spiral process that includes problem investigation, taking action & fact-finding about the result of action. It enables a teacher to adopt/craft most appropriate strategy within its own teaching environment.…

  1. Action Research: An Approach for the Teachers in Higher Education

    ERIC Educational Resources Information Center

    Yasmeen, G.

    2008-01-01

    Introduction: Action Research is a formative study of progress commonly practiced by teachers in schools. Basically an action research is a spiral process that includes problem investigation, taking action & fact-finding about the result of action. It enables a teacher to adopt/craft most appropriate strategy within its own teaching…

  2. Scaffolding Strategies for Wiki-Based Collaboration: Action Research in a Multicultural Japanese Language Program

    ERIC Educational Resources Information Center

    Jung, Insung; Suzuki, Yoko

    2015-01-01

    Wikis can be used to encourage and support collaborative constructivist learning. However, their effectiveness depends upon the use of scaffolding strategies to guide the students in their use. This action research investigated three scaffolding strategies for wiki-based multicultural Japanese language learning: worked examples, grouping and peer…

  3. Teachers' Continuation of Action Research Elements after Conducting Studies during a Master's Program

    ERIC Educational Resources Information Center

    Barnes, Johanna S.

    2013-01-01

    Teachers are critical to student learning in the classroom, and just like students, teachers perform better when they are able to make choices based on what is relevant to them. Action research is a way for teachers to systematically inquire and reflect to make necessary improvements in practice for student learning. This study involved teachers…

  4. Broadening and Deepening the Definition of Outreach Scholarship: Linking Popular Education and Community-Based Participatory Action Research

    ERIC Educational Resources Information Center

    Rai, Kalyani

    2003-01-01

    This paper outlines a Community-based Participatory Action Research model designed and implemented by the University of Wisconsin-Milwaukee School of Continuing Education with two community-based agencies in Milwaukee. In two participatory action learning seminars, research was combined with action to improve the educational experience of…

  5. Student Accounts of Action Learning on a DBA Programme: Learning Inaction

    ERIC Educational Resources Information Center

    Mendonça, Roger; Parker, Anthony; Udo, Uwem; Groves, Catherine

    2015-01-01

    This account of practice sets out the action learning experience of three doctoral students on the same Doctoral Programme in Business Administration at a UK university. It also include the sense-making of a fourth member of the set. It explores the tension between their area of work and their engagement in the action learning process and, in so…

  6. Action Learning, Team Learning and Co-Operation in the Czech Republic

    ERIC Educational Resources Information Center

    Kubatova, Slava

    2012-01-01

    This account of practice presents two cases of the application of Action Learning (AL) communication methodology as described by Marquardt [2004. "Optimising the power of action learning". Mountain View, CA: Davies-Black Publishing]. The teams were Czech and international top management teams. The AL methodology was used to improve cooperation and…

  7. Does Lean Production Sacrifice Learning in a Manufacturing Environment? An Action Learning Case Study.

    ERIC Educational Resources Information Center

    Scott, Fiona M.; Butler, Jim; Edwards, John

    2001-01-01

    An action learning program was implemented by a manufacturer using lean production practices. Action learning practices were accommodated during times of stability, but abandoned in times of crisis. The meaning of work in this organizational culture excluded all practices, such as reflection, that were not visible and targeted at immediate…

  8. Action Learning and Executive Education: Achieving Credible Personal, Practitioner and Organisational Learning

    ERIC Educational Resources Information Center

    Stephens, Simon; Margey, Michael

    2015-01-01

    Action learning involves balancing the often conflicting forces between working knowledge and academic knowledge. This paper explores the experience of executive learners; academics and external contributors involved in action learning at the postgraduate level. The executive learners are members of cohorts on two masters programmes based in…

  9. Researching Bangladeshi Pupils' Strategies for Learning to Read in (UK) Primary School Settings

    ERIC Educational Resources Information Center

    Walters, Sue

    2007-01-01

    Language learning strategy research has focused on the actions of the individual language learner and investigated the links between successful learning and the strategies that such learners use. At the same time, researchers studying beginner bilingual pupils learning English and learning to read in English in UK schools have also been interested…

  10. The value and limitations of Participatory Action Research methodology

    NASA Astrophysics Data System (ADS)

    Mackenzie, John; Tan, Poh-Ling; Hoverman, Suzanne; Baldwin, Claudia

    2012-12-01

    SummaryThis article describes the Participatory Action Research (PAR) methodology used to trial and evaluate a suite of planning tools to improve the engagement process for statutory water planning in Australia, and assesses its value and limitations in the Australian context. We argue that the strength of this method is its consistency with a social learning and adaptive management approach. We owe the success of this research approach to five key factors: a high degree of access to the project setting; clear demarcation of roles and responsibilities between researchers and participants; considerable effort spent building and maintaining informal networks and relationships; sensitivity to the relationship between 'insiders' (the participants or owners of the issue i.e. government and community) and 'outsiders' (the research project team); and continual review of project planning and willingness to adapt timeframes and processes to suit the situation. The value and challenges of Participatory Action Research are discussed with key lessons emerging for improving its practice, as well as the transferability of this knowledge to engagement practice for water planning.

  11. "Learn by Doing" Research: Introduction

    ERIC Educational Resources Information Center

    Moye, Johnny J.; Dugger, William E., Jr.; Starkweather, Kendall N.

    2014-01-01

    The research in this "Learning by Doing" study focuses on a special type of doing that applies to science, technology, engineering, and mathematics (STEM) education. In the early stages of humankind, the act of doing was essential for survival and drove the evolution of technology. As was true in ancient times, knowledge and the ability…

  12. Systemic Action and Learning in Public Services

    ERIC Educational Resources Information Center

    Rigg, Clare

    2011-01-01

    Complex, systemic issues continue to challenge public services without respect for organisational and professional boundaries. In practice, collaborative working with others who have differing professional cultural norms and systems confront members with the need to learn about each other's values, priorities and practices. This paper explores the…

  13. Action Research in EdD Programs in Educational Leadership

    ERIC Educational Resources Information Center

    Osterman, Karen; Furman, Gail; Sernak, Kathleen

    2014-01-01

    This exploratory study gathered information about the use of action research within doctor of education programs in educational leadership and explored faculty understanding of and perspectives on action research. Survey data established that action research is used infrequently to meet dissertation requirements. Contributing factors include lack…

  14. The Characteristics of Action Research in Music Education

    ERIC Educational Resources Information Center

    Cain, Tim

    2008-01-01

    This review article discusses the use of action research in music education and its potential for producing knowledge and improving practice. The discussion is situated in an analysis of action research studies in music education. The review demonstrates that action research in music education focuses on a wide variety of subject matter,…

  15. Community-Involved Learning to Expand Possibilities for Vulnerable Children: A Critical Communicative, Sen's Capability, and Action Research Approach

    ERIC Educational Resources Information Center

    Kim, Kyung Hi

    2014-01-01

    This research, based on a case study of vulnerable children in Korea, used a mixed methods transformative approach to explore strategies to support and help disadvantaged children. The methodological approach includes three phases: a mixed methods contextual analysis, a qualitative dominant analysis based on Sen's capability approach and…

  16. Action Research and Teacher Thinking: The First Phase of the Action Research on Action Research Project at the University of Wisconsin--Madison.

    ERIC Educational Resources Information Center

    Noffke, Susan E.; Zeichner, Kenneth M.

    This report on action research projects conducted by student teachers as a part of their preservice teacher preparation program focuses on how action research improves the understanding of educational practices by the practitioner-researchers themselves. Two major topics are discussed. First, specific types of claims about the impact of action…

  17. Facilitating the Learning Process in Design-Based Learning Practices: An Investigation of Teachers' Actions in Supervising Students

    ERIC Educational Resources Information Center

    Gómez Puente, S. M.; van Eijck, M.; Jochems, W.

    2013-01-01

    Background: In research on design-based learning (DBL), inadequate attention is paid to the role the teacher plays in supervising students in gathering and applying knowledge to design artifacts, systems, and innovative solutions in higher education. Purpose: In this study, we examine whether teacher actions we previously identified in the DBL…

  18. Facilitating Systemic Research and Learning and the Transition to Agricultural Sustainability

    ERIC Educational Resources Information Center

    Eksvard, Karin

    2010-01-01

    This article focuses on how a facilitated process of triple loop learning can enable transition toward more sustainable forms of farming. The article is a case-based study of Participatory Learning and Action Research with organic tomato growers in Malardalen, Sweden. The importance of negotiating learning and action, capacity building, and…

  19. Place-Based Learning: Action Learning in MA Program for Educational Practitioners

    ERIC Educational Resources Information Center

    Glassner, Amnon; Eran-Zoran, Yael

    2016-01-01

    The study presents a new pedagogical idea and practice for educational practitioners. The practice was developed as a workshop of MA program in order to change and expand the meaning of education for the wellbeing of the community. The "place-based learning" workshop combined action learning (AL) with project-based learning (PBL). The…

  20. Learning from Toyota: How Action Learning Can Foster Competitive Advantage in New Product Development (NPD)

    ERIC Educational Resources Information Center

    Fuchs, Barbara

    2007-01-01

    New product development and commercialization are essential to entrepreneurial growth and international competitiveness. Excellence in this area is strongly supported by individual and organizational learning efforts. By analyzing how Japanese car manufacturer Toyota organizes learning, this paper evaluates the potential of action learning to…

  1. Action Learning Guided by Tao for Lifelong Learning

    ERIC Educational Resources Information Center

    San, Sam Kong

    2006-01-01

    Information Technology brings about rapid changes in working environment, quickly rendering skills and knowledge gained in formal learning institutions obsolete. Even as they prepare students for their first career, institutions also need to equip students with skills necessary for lifelong learning. The Nanyang Technological University (NTU),…

  2. Civic learning and action among older citizens

    NASA Astrophysics Data System (ADS)

    Boggs, David L.

    1992-07-01

    The purposes of this article are first, to consider the role of senior citizens as advocates, both in matters of specific concern to their fellow age cohorts and in issues of general interest to the community; and, second, to examine the relationship of self-education and learning to advocacy in civic affairs. Literature on sociological and political theory as well as adult civic education provides a conceptual base from which to explain the involvement of persons in their later years in advocacy efforts and in learning activities designed to enhance civic involvement. Citizens have banded together to advocate their vision of a desired future throughout history. Citizen participation in political and civic affairs is generally age-integrated and intergenerational, thus affording opportunities to dispel negative age stereotypes. Participation in civic affairs invokes ageless values, creates meaning in life, and allows elderly participants to transcend themselves and their limitations.

  3. Merging Brain Research with Educational Learning Principles.

    ERIC Educational Resources Information Center

    Saunders, Allyson D.; Vawdrey, Colleen

    2002-01-01

    Discusses how findings of recent neuroscience research can be combined with learning theories to derive brain-based learning principles. Suggests ways in which teachers can promote deeper learning. (SK)

  4. Jointly Learning Multiple Sequential Dynamics for Human Action Recognition

    PubMed Central

    Liu, An-An; Su, Yu-Ting; Nie, Wei-Zhi; Yang, Zhao-Xuan

    2015-01-01

    Discovering visual dynamics during human actions is a challenging task for human action recognition. To deal with this problem, we theoretically propose the multi-task conditional random fields model and explore its application on human action recognition. For visual representation, we propose the part-induced spatiotemporal action unit sequence to represent each action sample with multiple partwise sequential feature subspaces. For model learning, we propose the multi-task conditional random fields (MTCRFs) model to discover the sequence-specific structure and the sequence-shared relationship. Specifically, the multi-chain graph structure and the corresponding probabilistic model are designed to represent the interaction among multiple part-induced action unit sequences. Moreover we propose the model learning and inference methods to discover temporal context within individual action unit sequence and the latent correlation among different body parts. Extensive experiments are implemented to demonstrate the superiority of the proposed method on two popular RGB human action datasets, KTH & TJU, and the depth dataset in MSR Daily Activity 3D. PMID:26147979

  5. Targeted Learning in Healthcare Research.

    PubMed

    Gruber, Susan

    2015-12-01

    The increasing availability of Big Data in healthcare encourages investigators to seek answers to big questions. However, nonparametric approaches to analyzing these data can suffer from the curse of dimensionality, and traditional parametric modeling does not necessarily scale. Targeted learning (TL) combines semiparametric methodology with advanced machine learning techniques to provide a sound foundation for extracting information from data. Predictive models, variable importance measures, and treatment benefits and risks can all be addressed within this framework. TL has been applied in a broad range of healthcare settings, including genomics, precision medicine, health policy, and drug safety. This article provides an introduction to the two main components of TL, targeted minimum loss-based estimation and super learning, and gives examples of applications in predictive modeling, variable importance ranking, and comparative effectiveness research. PMID:27441404

  6. Context transfer in reinforcement learning using action-value functions.

    PubMed

    Mousavi, Amin; Nadjar Araabi, Babak; Nili Ahmadabadi, Majid

    2014-01-01

    This paper discusses the notion of context transfer in reinforcement learning tasks. Context transfer, as defined in this paper, implies knowledge transfer between source and target tasks that share the same environment dynamics and reward function but have different states or action spaces. In other words, the agents learn the same task while using different sensors and actuators. This requires the existence of an underlying common Markov decision process (MDP) to which all the agents' MDPs can be mapped. This is formulated in terms of the notion of MDP homomorphism. The learning framework is Q-learning. To transfer the knowledge between these tasks, the feature space is used as a translator and is expressed as a partial mapping between the state-action spaces of different tasks. The Q-values learned during the learning process of the source tasks are mapped to the sets of Q-values for the target task. These transferred Q-values are merged together and used to initialize the learning process of the target task. An interval-based approach is used to represent and merge the knowledge of the source tasks. Empirical results show that the transferred initialization can be beneficial to the learning process of the target task. PMID:25610457

  7. A Safe Place to Stay Sharp: Action Learning Meets Cooperative Inquiry in the Service of NHS OD Capacity Building

    ERIC Educational Resources Information Center

    Traeger, James; Norgate, Carolyn

    2015-01-01

    This is an account of practice. It explores the meeting point between action learning and action research, as a way of doing capacity building in organisational development (OD) in the NHS in the UK. The authors were part of a short cooperative inquiry (Heron, J. 1996. "Co-operative Inquiry: Research into the Human Condition." London:…

  8. Learning in the Workplace. Review of Research.

    ERIC Educational Resources Information Center

    Hager, Paul

    Research on changes and issues in workplace learning in Australia over the past 6 years was reviewed. Special attention was paid to four topics: importance of learning in the workplace; nature of workplace learning; factors affecting the quality of workplace learning; and recognition of workplace learning. Selected findings were as follows: (1)…

  9. Making Sense of Teacher Participants' Graphic Organizers in a Second Order Action Research: Reflection of the Voice of an Action Researcher

    ERIC Educational Resources Information Center

    Hwa, Chuah Kim

    2012-01-01

    Being a facilitator of AR (action research) to a group of secondary school teachers in Kuching, Sarawak provided me the opportunity to engage in a second order inquiry using AR on the two years' AR learning workshops concerned. The teacher participants were asked to illustrate, using suitable GOs (graphic organizers), their understanding of what…

  10. Methodological Challenges for Collaborative Learning Research

    ERIC Educational Resources Information Center

    Strijbos, Jan-Willem; Fischer, Frank

    2007-01-01

    Research on collaborative learning, both face-to-face and computer-supported, has thrived in the past 10 years. The studies range from outcome-oriented (individual and group learning) to process-oriented (impact of interaction on learning processes, motivation and organisation of collaboration) to mixed studies. Collaborative learning research is…

  11. Reinvigorating Multicultural Education through Youth Participatory Action Research

    ERIC Educational Resources Information Center

    Irizarry, Jason G.

    2009-01-01

    This article explores youth participatory action research as a promising instructional practice with the potential to reverse the depoliticizing and "softening" of multicultural education. It demonstrates how, with its explicit commitment to action, youth participatory action research can help to improve the educational experiences and outcomes…

  12. Constructing Intercultural Knowledge and Understanding through Collaborative Action Research

    ERIC Educational Resources Information Center

    Somekh, Bridget

    2006-01-01

    Action researchers frequently find themselves caught in a tension between the need to generate actionable, useful knowledge as an outcome of publicly funded research and the necessity to recognize that knowledge can only be actionable, and useful in that sense, if it is locally and culturally specific. This paper directly addresses this tension…

  13. Developing preceptorship through action research: part 2.

    PubMed

    Hilli, Yvonne; Melender, Hanna-Leena

    2015-09-01

    Clinical preception in practice plays a significant role in the education of both Registered Nurses and practical nurses. This study presents the evaluation of an interprofessional research and development project (2009-2103) on clinical preceptorship between two universities of applied sciences, two vocational institutes and four healthcare organisations in western Finland. The research question was as follows: How did the participants evaluate the process and outcomes of developing preceptorship through an action-research approach? The primary target group consisted of professionals within the healthcare sector and nursing teachers at the universities of applied sciences and the vocational institutes. The five units represented in the healthcare organisations functioned as clinical practice placements for both nursing and practical nursing students, with Registered Nurses and practical nurses acting as their preceptors. Each unit developed a unique preceptorship model to answer their specific needs. The models were implemented and tested during one academic year followed by a quantitative (a 4-point scale) and qualitative evaluation of the process. The models are presented in another article, and the evaluation results are presented in this article. The evaluation showed that preceptorship has become an important and accepted part of work, including the practice of starting any preception at a unit with a thorough introduction. The project's emphasis on critical thinking, reflection and focus on ethics were valued by the staff. Pedagogical further education should be arranged on a regular basis to strengthen the knowledge base of the preceptors. Furthermore, enough time for preceptorship should be allocated, as it is a pedagogical duty. The implication of this project is that more cooperation between different stake holders is needed, in order to narrow the gap between theory and praxis. PMID:25833207

  14. Entrepreneurial Learning through Action: A Case Study of the Six-Squared Program

    ERIC Educational Resources Information Center

    Pittaway, Luke; Missing, Caroline; Hudson, Nigel; Maragh, Dean

    2009-01-01

    This paper explores the role of "action" in entrepreneurial learning and illustrates how programs designed to support action learning can enhance management development in entrepreneurial businesses. The paper begins by exploring action learning and the way "action" is conceived in different types of program. In the second part, the paper details…

  15. Student Voice in High School: An Action Research Study

    ERIC Educational Resources Information Center

    Termini, Lorraine

    2013-01-01

    This action research study examined the effects of student voice in one high school and the self-reflection of the researcher-administrator involved in the effort. Using three cycles of action research, the researcher-administrator completed a pilot study, implemented a student voice project in one class, and developed a professional development…

  16. Contextualizing Critical Action Research: Lessons from Urban Educators

    ERIC Educational Resources Information Center

    Esposito, Jennifer; Evans-Winters, Venus

    2007-01-01

    In this paper, we argue that teacher-researchers, especially those in politically contested school communities, should be encouraged to conduct critical action research that is contextually bound. Such a research methodology includes tenets of critical action research, postmodern and feminist theory, and attention to how oppression manifests in…

  17. An Extreme Case of Action Learning at BAT Niemeyer

    ERIC Educational Resources Information Center

    Eckstein, Emiel; Veenhoven, Gert; De Loo, Ivo

    2009-01-01

    Becoming a "winning organization" when one currently is an "ugly ducking" can be a difficult and strenuous task. BAT Niemeyer in the Netherlands succeeded in making such a transformation over the course of four years. Action learning was used, among other methods, to steer part of this transformation, in which employee involvement was heavily…

  18. Leadership Development in SMEs: An Action Learning Approach

    ERIC Educational Resources Information Center

    Leitch, Claire M.; McMullan, Christel; Harrison, Richard T.

    2009-01-01

    In this paper we evaluate an action learning-based, leadership development programme designed for founders and leaders of growth-oriented, entrepreneurial small to medium-sized enterprises. Based on in-depth, qualitative interviews with participants on one cohort, undertaken two years after completion of the seven-month programme, we demonstrate…

  19. Critical Action Learning--Rituals and Reflective Spaces

    ERIC Educational Resources Information Center

    Heneberry, Pamela; Turner, Arthur

    2016-01-01

    This paper is written to outline our ideas on rituals and reflective places and how this thinking has emerged through our writing, facilitation and reflections around critical action learning and critical leadership. We attempt to show the conceptual framework that underpins our vision of Critical Leadership and how out of this work we have begun…

  20. The Compatibility of Action Learning with Inner Game Coaching

    ERIC Educational Resources Information Center

    Aitkenhead, Andy

    2009-01-01

    Using "inner game" coaching techniques in the remediation of a challenged programme at a Global Investment Bank the environment was transformed into a delivery focused culture. The techniques included group sessions that would be familiar to anyone aware of action learning and were an integral part of the strategy to ensure sustainable change was…

  1. Evaluating Action Learning: A Critical Realist Complex Network Theory Approach

    ERIC Educational Resources Information Center

    Burgoyne, John G.

    2010-01-01

    This largely theoretical paper will argue the case for the usefulness of applying network and complex adaptive systems theory to an understanding of action learning and the challenge it is evaluating. This approach, it will be argued, is particularly helpful in the context of improving capability in dealing with wicked problems spread around…

  2. Sowing the Seeds of Change: Action Learning in Merseytravel

    ERIC Educational Resources Information Center

    Thornton, Andy

    2010-01-01

    Merseytravel is a large and diverse public sector organisation facing significant changes, but faced with a cultural inertia which is a legacy inherited from historical management styles. Action learning is now being used with great success as part of their change programme, to promote empowerment of the staff, challenge historical ways of working…

  3. Learning Difficulties and Ethnicity: Updating a Framework for Action

    ERIC Educational Resources Information Center

    Poxton, Richard

    2012-01-01

    This update of the Framework for Action highlights the continuing relevance of its message as well as those raised by Valuing People Now. People with learning difficulties and their families from Black and minority ethnic (BME) communities have been highlighted as a priority group by Valuing People since 2001 and remain a priority for better…

  4. An Action Research Study of Student Self-Assessment in Higher Education

    ERIC Educational Resources Information Center

    Walser, Tamara M.

    2009-01-01

    Although student self-assessment is considered a critical component of assessment for learning, its use and related research are rare in higher education. This article describes an action research study of self-assessment as an instructional strategy in two university courses. Results indicate that self-assessment exercises provided students the…

  5. Education as Sustainability: An Action Research Study of the Burns Model of Sustainability Pedagogy

    ERIC Educational Resources Information Center

    Burns, Heather

    2009-01-01

    Postsecondary teaching and learning must be reoriented to equip learners with the knowledge, skills, and values they will need for creating a more sustainable world. This action research study examined the effects of implementing the "Burns model of sustainability pedagogy" in university courses taught by the researcher. This model is comprised of…

  6. An Action Research on Improvement of Reading Comprehension of CET4

    ERIC Educational Resources Information Center

    Luo, Jian-ping

    2013-01-01

    This action research is aiming at improvement of reading comprehension of College English teaching and learning, which is a major time-consuming course with low efficiency in colleges and universities in China. The research subjects were 134 first-year college students of science, engineering and liberal arts, who were from either developed…

  7. Doers of the Word? An Enquiry into the Nature of Action in Action Learning

    ERIC Educational Resources Information Center

    Rooke, John; Altounyan, Caroline; Young, Angela; Young, Steve

    2007-01-01

    A recent trend in public policy in many countries is the requirement for "joined up thinking" and "joined up working", including partnership within and between agencies, and between agencies and their publics. This in turn has led to a growth of interest in action learning as a means to bring about the organizational and individual development…

  8. Introduction to the Special Series on Participatory Action Research.

    ERIC Educational Resources Information Center

    Park, Hyun-Sook; Meyer, Luanna; Goetz, Lori

    1998-01-01

    This introductory article discusses the benefits of participatory action research (PAR), including the empowerment of participants in research and the research process, the difficulties PAR presents, and summarizes following articles in a special series on the facets of PAR. (CR)

  9. Permaculture in higher education: Teaching sustainability through action learning

    NASA Astrophysics Data System (ADS)

    Battisti, Bryce Thomas

    This is a case study of the use of Action Learning (AL) theory to teach and confer degrees in Permaculture and other forms of sustainability at the newly formed Gaia University International (GUI). In Chapter Two I argue that GUI, as an institution of higher learning, is organized to provide support for learning. The goal of the university structure is to provide students, called Associates, with a vehicle for accumulation of credit towards a bachelor's degree. This organizational structure is necessary, but insufficient for AL because Associates need more than an organization to provide and coordinate their degree programs. In other words, just because the network of university structures are organized in ways that make AL possible and convenient, it does not necessarily follow that Action Learning will occur for any individual Associate. The support structures within GUI's degrees are discussed in Chapter Three. To a greater or lesser degree GUI provides support for personal learning among Associates as advisors and advisees with the goal of helping Associates complete and document the outcomes of world-change projects. The support structures are necessary, but not sufficient for AL because the personal learning process occurring for each Associate requires transformative reflection. Additionally, because Associates' attrition rate is very high, many Associates do not remain enrolled in GUI long enough to benefit from the support structures. At the simplest organizational level I discuss the reflection process conducted in the patterned interactions of assigned learning groups called Guilds (Chapter Four). These groups of Associates work to provide each other with the best possible environment for personal learning through reflection. As its Associates experience transformative reflection, GUI is able to help elevate the quality of world-change efforts in the Permaculture community. Provided the organizational and support structures are in place, this reflection

  10. Analyzing Enterprise Networks Needs: Action Research from the Mechatronics Sector

    NASA Astrophysics Data System (ADS)

    Cagnazzo, Luca; Taticchi, Paolo; Bidini, Gianni; Baglieri, Enzo

    New business models and theories are developing nowadays towards collaborative environments direction, and many new tools in sustaining companies involved in these organizations are emerging. Among them, a plethora of methodologies to analyze their needs are already developed for single companies. Few academic works are available about Enterprise Networks (ENs) need analysis. This paper presents the learning from an action research (AR) in the mechatronics sector: AR has been used in order to experience the issue of evaluating network needs and therefore define, develop, and test a complete framework for network evaluation. Reflection on the story in the light of the experience and the theory is presented, as well as extrapolation to a broader context and articulation of usable knowledge.

  11. Learning and exploration in action-perception loops.

    PubMed

    Little, Daniel Y; Sommer, Friedrich T

    2013-01-01

    Discovering the structure underlying observed data is a recurring problem in machine learning with important applications in neuroscience. It is also a primary function of the brain. When data can be actively collected in the context of a closed action-perception loop, behavior becomes a critical determinant of learning efficiency. Psychologists studying exploration and curiosity in humans and animals have long argued that learning itself is a primary motivator of behavior. However, the theoretical basis of learning-driven behavior is not well understood. Previous computational studies of behavior have largely focused on the control problem of maximizing acquisition of rewards and have treated learning the structure of data as a secondary objective. Here, we study exploration in the absence of external reward feedback. Instead, we take the quality of an agent's learned internal model to be the primary objective. In a simple probabilistic framework, we derive a Bayesian estimate for the amount of information about the environment an agent can expect to receive by taking an action, a measure we term the predicted information gain (PIG). We develop exploration strategies that approximately maximize PIG. One strategy based on value-iteration consistently learns faster than previously developed reward-free exploration strategies across a diverse range of environments. Psychologists believe the evolutionary advantage of learning-driven exploration lies in the generalized utility of an accurate internal model. Consistent with this hypothesis, we demonstrate that agents which learn more efficiently during exploration are later better able to accomplish a range of goal-directed tasks. We will conclude by discussing how our work elucidates the explorative behaviors of animals and humans, its relationship to other computational models of behavior, and its potential application to experimental design, such as in closed-loop neurophysiology studies. PMID:23579347

  12. Action learning sets in a nursing and midwifery practice learning context: a realistic evaluation.

    PubMed

    Machin, Alison I; Pearson, Pauline

    2014-08-01

    Action learning sets (ALS) are used widely for organisational and workforce development, including in nursing (Anderson and Thorpe, 2004; Pounder, 2009; Young et al., 2010). In the United Kingdom, a multi-faceted educational Pilot programme for new nurses and midwives was implemented to accelerate their clinical practice and leadership development (NHS Education Scotland, 2010). Action Learning Sets were provided for peer support and personal development. The Realistic Evaluation study reported in this paper explored issues of context, mechanism and outcome (Pawson and Tilley, 1997) influencing the action learning experiences of: programme participants (recently qualified nurses and midwives, from different practice settings); and programme supporters. A range of data were collected via: online questionnaires from 66 participants and 29 supporters; three focus groups, each comprising between eight and 10 programme participants; and one focus group with three action learning facilitators. The qualitative data pertaining to the ALS are presented in this paper. Thematic data analysis of context, mechanism and outcome configurations, generated five themes: creating and sustaining a collective learning environment; challenging constructively; collective support; the role of feedback; and effectiveness of ALS. Study outcomes suggest nursing and midwifery action learning should (a) be facilitated positively to improve participants' experience; (b) be renamed to avoid learning methodology confusion; and (c) be outcome focused to evidence impact on practice. PMID:24480095

  13. Assessment as Action Research: Bridging Academic Scholarship and Everyday Practice

    ERIC Educational Resources Information Center

    Malenfant, Kara J.; Hinchliffe, Lisa Janicke; Gilchrist, Debra

    2016-01-01

    This introductory essay to this special issue demonstrates that action research has a vital role in evidence-informed practice in academic libraries. This special issue of "College and Research Libraries" ("C&RL") proudly features a selection of action research studies by participants of the Association of College and…

  14. Getting Girls in the Game: Action Research in the Gymnasium

    ERIC Educational Resources Information Center

    Robinson, Daniel B.

    2013-01-01

    This article presents an action research project focused on improving physical education (PE) for adolescent female students. One university researcher, three male PE teachers, and 13 of their most disengaged female students participated in the one-year, two-cycle, action research project. The process and results are offered so that future PE…

  15. Care and Concern: An Ethical Journey in Participatory Action Research.

    ERIC Educational Resources Information Center

    Stuart, Carol A.

    1998-01-01

    Reviews the four basic principles of an ethical framework as outlined by the Code of Ethical Conduct for Research Involving Humans in light of the requirements of a participatory action research approach. Discusses the ethics of participatory action research in regard to care and concern. Argues that the ethics of morality and justice are…

  16. The Learning Research Cycle: Bridging Research and Practice

    NASA Astrophysics Data System (ADS)

    Stuessy, Carol L.; Metty, Jane S.

    2007-10-01

    A science teacher and her mentor reflect on their participation in the Learning Research Cycle, a professional learning model that bridges research and practice in both university and public school contexts. Teachers do scientific research in scientists’ laboratories, then bridge their scientific experiences with the design of new classroom learning environments and teacher-driven educational research projects. Science students do scientific research via their teachers’ lessons that bridge laboratory research with classroom learning. Scientists and educational researchers bridge their research interests to create new questions centered on teaching and learning in authentic science learning environments. The authors engaged in this qualitative inquiry present their perspectives on “what goes on,” “what we have learned,” and “what it means to the larger community.”

  17. Leaders Learning from Leaders as an Emergent Action Learning Strategy Type of Paper: Account of Practice

    ERIC Educational Resources Information Center

    Mullen, Carol A.; Rodríguez, Mariela A.; Allen, Tawannah G.

    2015-01-01

    This account of practice describes what three executive leaders in a professional association have learned about action learning and their own practices of organizational renewal. Data are approached narratively and stories are told from the perspectives of diverse educators' experiences, agency, and expertise. Mature organizations can be…

  18. Learning by Doing: A Handbook for Professional Learning Communities at Work™ (Second Edition)-- Action Guide

    ERIC Educational Resources Information Center

    Solution Tree, 2010

    2010-01-01

    This action guide is intended to assist in the reading of and reflection upon "Learning by Doing: A Handbook for Professional Learning Communities at Work, Second Edition" by Richard DuFour, Rebecca DuFour, Richard Eaker, and Thomas Many. The guide can be used by an individual, a small group, or an entire faculty to identify key points,…

  19. First Graders Research Stuffed Animals and Learn about Their World

    ERIC Educational Resources Information Center

    Rogovin, Paula

    2011-01-01

    In this article, the author tells how her students researched every aspect of their own beloved stuffed animals, which led to an interview with a labor leader. When students learned that children in other countries played a role in manufacturing their stuffed animals, sometimes in unhealthy conditions, they decided to take action as citizens. As…

  20. Research and Policy: Can Online Learning Communities Foster Professional Development?

    ERIC Educational Resources Information Center

    Beach, Richard

    2012-01-01

    This column posits enhancing professional development through uses of digital tools to create professional learning communities (PLCs) designed to support collective inquiry and action research leading to schoolwide improvement. These digital tools include a social networking/discussion forum for teacher collaboration; teachers' individual…

  1. Young Children Learning for the Environment: Researching a Forest Adventure

    ERIC Educational Resources Information Center

    Gambino, Agatha; Davis, Julie; Rowntree, Noeleen

    2009-01-01

    Field experiences for young children are an ideal medium for environmental education/education for sustainability because of opportunities for direct experience in nature, integrated learning, and high community involvement. This research documented the development--in 4-5 year old Prep children--of knowledge, attitudes and actions/advocacy in…

  2. "From Worse to Better": How Kenyan Student-Teachers Can Use Participatory Action Research in Health Education

    ERIC Educational Resources Information Center

    Dahl, Kari Kragh Blume

    2014-01-01

    This study focuses on Kenyan student-teachers' professional learning and development in health education in a participatory action research project conducted in one Kenyan teacher training college. The aim was to explore the potential of participatory action research to instigate change in student-teachers' health education practices in…

  3. Using Reflective Practice to Incorporate Formative Assessment in a Middle School Science Classroom: A Participatory Action Research Study

    ERIC Educational Resources Information Center

    Trauth-Nare, Amy; Buck, Gayle

    2011-01-01

    Our purpose was to investigate the efficacy of using reflective practice to guide our action research study of incorporating formative assessment into middle school science teaching and learning. Using participatory action research, we worked collaboratively to incorporate formative assessment into two instructional units, and then engaged in…

  4. How Schools Are Using Action Research on Practical Work, New Technologies and Research and Development to Improve Student Outcomes

    ERIC Educational Resources Information Center

    Davenport, Carol

    2013-01-01

    Three methods from different schools illustrate how the cyclic process of action research can be used to develop teaching skills. The importance of learning from successful and unsuccessful lessons or parts of lessons is emphasised as the basis for development and improvement. This process can be carried out on an individual basis but development…

  5. Workplace flexibility: from research to action.

    PubMed

    Galinsky, Ellen; Sakai, Kelly; Wigton, Tyler

    2011-01-01

    emphasis on flexibility as one component of effective workplaces that can benefit employers, employees, and communities alike. Galinsky, Sakai, and Wigton conclude by drawing lessons learned from the project and briefly discussing the implications of using research to bring about workplace change. PMID:22013632

  6. A rejoinder to Jrène Rahm's "Stories of learning, identity, navigations and boundary crossings in STEM in non-dominant communities: new imaginaries for research and action"

    NASA Astrophysics Data System (ADS)

    Civil, Marta

    2016-03-01

    This article presents my rejoinder to Jrène Rahm's response to my article "STEM learning research through a funds of knowledge lens." I focus on four themes that emerged from my reading of her commentary: the importance of the histories of youth of immigrant origin; her comments on globality; the theoretical lens that she brings to my research; and the methodological issues she discusses. I highlight Rahm's humanizing component and the need to understand the complexity of immigration. What are we doing in our global settings to build on the diversity of experiences and backgrounds among the youth as a resource towards STEM learning?

  7. When Action Learning Doesn't "Take": Reflections on the DALEK Programme

    ERIC Educational Resources Information Center

    Edmonstone, John

    2010-01-01

    This article describes the use of "business-driven" action learning in a healthcare setting. It reviews and reflects on an example where action learning does not "take", identifying the likely causes of this. It also poses four questions--whether action learning is counter-cultural in some organisations; whether the Organisation Development…

  8. Action Learning: Developing Leaders and Supporting Change in a Healthcare Context

    ERIC Educational Resources Information Center

    Doyle, Louise

    2014-01-01

    This account of practice outlines how action learning was used as the key component of a leadership development initiative for managers in an acute hospital setting. It explains how the initiative was conceived, why action learning was chosen and how action learning principles were incorporated. Insights into the outcomes and considerations for…

  9. Culture and Commitment: The Key to the Creation of an Action Learning Organization

    ERIC Educational Resources Information Center

    Hind, Matthew; Koenigsberger, John

    2007-01-01

    This article examines the introduction and practice of action learning into a highly volatile, commercial environment. During nine years of action learning projects, the impact on individuals, the action learning sets into which they were formed, the organization and its structure and the organizational culture were evaluated. The article…

  10. Reconciling Market Requirements and Operations Resources: An Opportunity for Action Learning

    ERIC Educational Resources Information Center

    Coughlan, Paul; Coghlan, David

    2009-01-01

    This article brings together the fields of action learning and operations strategy. It presents a case of action learning focused on strategic operations improvement in the extended manufacturing enterprise. As the third article in the set of explorations in this journal within the fields of action learning, operations strategy and collaborative…

  11. Adult Learning and the Generation of New Knowledge and Meaning: Creating Liberating Spaces for Fostering Adult Learning Through Practitioner-Based Collaborative Action Inquiry

    ERIC Educational Resources Information Center

    Yorks,Lyle

    2005-01-01

    Practitioner research is a topic of growing interest and scholarly writing in the field of education in general and adult education in particular. This article describes a particular form of practitioner research that rests on a participatory worldview and draws heavily from theory and practice in adult learning and action research.…

  12. Sharing Control: Developing Research Literacy through Community-Based Action Research

    ERIC Educational Resources Information Center

    Juergensmeyer, Erik

    2011-01-01

    This article suggests that the methodology of community-based action research provides concrete strategies for fostering effective community problem solving. To argue for a community research pedagogy, the author draws upon past and present scholarship in action research and participatory action research, experiences teaching an undergraduate…

  13. Exploring teacher's perceptions of concept mapping as a teaching strategy in science: An action research approach

    NASA Astrophysics Data System (ADS)

    Marks Krpan, Catherine Anne

    In order to promote science literacy in the classroom, students need opportunities in which they can personalize their understanding of the concepts they are learning. Current literature supports the use of concept maps in enabling students to make personal connections in their learning of science. Because they involve creating explicit connections between concepts, concept maps can assist students in developing metacognitive strategies and assist educators in identifying misconceptions in students' thinking. The literature also notes that concept maps can improve student achievement and recall. Much of the current literature focuses primarily on concept mapping at the secondary and university levels, with limited focus on the elementary panel. The research rarely considers teachers' thoughts and ideas about the concept mapping process. In order to effectively explore concept mapping from the perspective of elementary teachers, I felt that an action research approach would be appropriate. Action research enabled educators to debate issues about concept mapping and test out ideas in their classrooms. It also afforded the participants opportunities to explore their own thinking, reflect on their personal journeys as educators and play an active role in their professional development. In an effort to explore concept mapping from the perspective of elementary educators, an action research group of 5 educators and myself was established and met regularly from September 1999 until June 2000. All of the educators taught in the Toronto area. These teachers were interested in exploring how concept mapping could be used as a learning tool in their science classrooms. In summary, this study explores the journey of five educators and myself as we engaged in collaborative action research. This study sets out to: (1) Explore how educators believe concept mapping can facilitate teaching and student learning in the science classroom. (2) Explore how educators implement concept

  14. Teachers' Action Research in a Culture of Performativity

    ERIC Educational Resources Information Center

    Cain, Tim; Harris, Richard

    2013-01-01

    In a culture of performativity, action research offers teachers an opportunity to step back and reflect on their practice. This paper reports on a collaborative project carried out between a university and a secondary school in England, in which the university staff supported an action research project within the school. Five school teachers…

  15. Action Research: Improving Schools and Empowering Educators. Third Edition

    ERIC Educational Resources Information Center

    Mertler, Craig A.

    2011-01-01

    Written for pre- and in-service educators, this "Third Edition" of Craig A. Mertler's "Action Research: Improving Schools and Empowering Educators" introduces the process of conducting one's own classroom- or school-based action research in conjunction with everyday instructional practices and activities. The text provides educators with the…

  16. A Guide to Connected Curriculum and Action Research.

    ERIC Educational Resources Information Center

    Peppard, Judy

    Teachers in the Connecting the Curriculum (CTC) Project utilized action research to study curriculum connections. This guide provides basic information on connected curriculum and action research and explains the processes that underlie them. Chapter 1 introduces connected curriculum, including definitions, frameworks, and multidisciplinary and…

  17. Critical Literacy for School Improvement: An Action Research Project

    ERIC Educational Resources Information Center

    Cooper, Karyn; White, Robert E.

    2008-01-01

    This article provides an overview of the integrative process of initiating an action research project on literacy for students "at risk" in a Canadian urban elementary school. As the article demonstrates, this requires development of a school-wide framework, which informs the action research project and desired outcomes, and a shared ownership of…

  18. Understanding Changes in Teacher Roles through Collaborative Action Research

    ERIC Educational Resources Information Center

    Subramaniam, Karthigeyan

    2010-01-01

    The purpose of this article is to present the design and findings of a collaborative action research study that involved five secondary science teachers as action researchers and me, as facilitator, collectively articulating the teachers' changing teaching roles when the teachers taught with computer technology. Data included interviews,…

  19. A Guide to Facilitating Action Research for Youth

    ERIC Educational Resources Information Center

    Goldwasser, Matthew

    2004-01-01

    What is "action research" and how is it relevant to urban youth activists? Action research is a systematic process of inquiry, which involves gathering information about an issue or problem, analyzing the findings, and developing practical plans for affecting positive change. It is motivated by the desire to investigate in order to better…

  20. For the Record: It's Time to Spring into Action Research!

    ERIC Educational Resources Information Center

    Garrett, Joyce Lynn

    2006-01-01

    Action research is a systematic approach used by practitioners to conceive questions and control methodologies, and to explore classroom or school-based problems. Action research is the perfect marriage of theory and practice. Recent trends in education, such as professional development schools, data-driven decision making, and undergraduate…

  1. Deliberation, Capability and Action Research: Knowledge and Becoming

    ERIC Educational Resources Information Center

    Gibbs, Paul

    2014-01-01

    In this short paper I examine whether obtaining the capability to change practice can be solely achieved through reflective action research, and how. I take as our framework of analysis that offered by Aristotelian thought, especially in the discussion of powers and potential. I conclude that action research as a way of changing practice cannot be…

  2. Action Research in Urban Schools: Empowerment, Transformation, and Challenges

    ERIC Educational Resources Information Center

    Razfar, Aria

    2011-01-01

    This article examines the experiences of a cohort of seven urban educators who conducted action research over a two-year period. Of the seven participants, six were teacher-researchers ("TRs") and one was a bilingual coordinator. The author provides an analysis of focus group discussions conducted after the completion of the action research…

  3. Building Action Research Teams: A Case of Struggles and Successes

    ERIC Educational Resources Information Center

    Du, Fengning

    2009-01-01

    Teaching teams can hold the promise of being an ideal vehicle in which collaborative action research is conducted. This case documents the mixed results of a team leader's efforts to improve teaching and introduce inquiry-based professional development through action research in a community college. This case paints a realistic and…

  4. Participatory Action Research: An Overview--What Makes It Tick?

    ERIC Educational Resources Information Center

    Gaffney, Michael

    2008-01-01

    In this article I outline different elements of action research in an attempt to describe and define participatory action research (PAR). There is a lot more material available to readers these days, some of which I will refer you to in this article. I see my role here is to summarise enough of this material to help support your reading of the…

  5. The Promise, Pitfalls, and Persistent Challenge of Action Research

    ERIC Educational Resources Information Center

    Higgins, Chris

    2016-01-01

    Action research began as an ambitious epistemological and social intervention. As the concept has become reified, packaged for methodology textbooks and professional development workshops, it has degenerated into a cure that may be worse than the disease. The point is not the trivial one that action research, like any practice, sometimes shows up…

  6. Middle School Responses to Cyberbullying: An Action Research Study

    ERIC Educational Resources Information Center

    Zidack, Astri Marie

    2013-01-01

    This action research study engaged a small public middle school in the northwest United States in a collaborative process to address cyberbullying issues that often lead to academic and behavior problems in schools (Hinduja, 2010; Olweus, 2010). The specific purpose of this action research study was to address the middle school's cyberbullying…

  7. How Does Telling the Truth Help Educational Action Research?

    ERIC Educational Resources Information Center

    Blair, Erik

    2010-01-01

    A number of key constructs underpin educational action research. This paper focuses on the concept of "truth" and by doing so hopes to highlight some debate in this area. In reflecting upon what "truth" might mean to those involved in action research, I shall critically evaluate Thorndike's "Law of Effect" and Bruner's "Three Forms of…

  8. Model-based hierarchical reinforcement learning and human action control

    PubMed Central

    Botvinick, Matthew; Weinstein, Ari

    2014-01-01

    Recent work has reawakened interest in goal-directed or ‘model-based’ choice, where decisions are based on prospective evaluation of potential action outcomes. Concurrently, there has been growing attention to the role of hierarchy in decision-making and action control. We focus here on the intersection between these two areas of interest, considering the topic of hierarchical model-based control. To characterize this form of action control, we draw on the computational framework of hierarchical reinforcement learning, using this to interpret recent empirical findings. The resulting picture reveals how hierarchical model-based mechanisms might play a special and pivotal role in human decision-making, dramatically extending the scope and complexity of human behaviour. PMID:25267822

  9. Learning Sequences of Actions in Collectives of Autonomous Agents

    NASA Technical Reports Server (NTRS)

    Turner, Kagan; Agogino, Adrian K.; Wolpert, David H.; Clancy, Daniel (Technical Monitor)

    2001-01-01

    In this paper we focus on the problem of designing a collective of autonomous agents that individually learn sequences of actions such that the resultant sequence of joint actions achieves a predetermined global objective. We are particularly interested in instances of this problem where centralized control is either impossible or impractical. For single agent systems in similar domains, machine learning methods (e.g., reinforcement learners) have been successfully used. However, applying such solutions directly to multi-agent systems often proves problematic, as agents may work at cross-purposes, or have difficulty in evaluating their contribution to achievement of the global objective, or both. Accordingly, the crucial design step in multiagent systems centers on determining the private objectives of each agent so that as the agents strive for those objectives, the system reaches a good global solution. In this work we consider a version of this problem involving multiple autonomous agents in a grid world. We use concepts from collective intelligence to design goals for the agents that are 'aligned' with the global goal, and are 'learnable' in that agents can readily see how their behavior affects their utility. We show that reinforcement learning agents using those goals outperform both 'natural' extensions of single agent algorithms and global reinforcement, learning solutions based on 'team games'.

  10. An Action Research Project Exploring the Psychology Curriculum and Transitions to Employment

    ERIC Educational Resources Information Center

    McMurray, Isabella; Roberts, Pat; Robertson, Ian; Teoh, Kevin

    2011-01-01

    Within the UK, traditional subject-specific areas are increasingly being complemented by the provision of opportunities to foster students' personal development planning as an aide to support their future employment and lifelong learning. This paper describes an action research project which examined employability skills within a psychology…

  11. Action Research for Instructional Improvement: The Bad, the Ugly, and the Good

    ERIC Educational Resources Information Center

    Patthey, Ghislaine Genevieve; Thomas-Spiegel, Joan

    2013-01-01

    In the wake of accreditation cycles stressing student outcomes, we believed the reflective and practitioner-centered philosophy of action research a perfect fit for effecting institutional improvements for a four-year grant-funded effort in our urban-suburban community colleges in California. We learned that things were both worse and better than…

  12. An Action Research Plan for Developing and Implementing the Students' Listening Comprehension Skills

    ERIC Educational Resources Information Center

    Luo, Chunpin

    2008-01-01

    This is a proposal for an action research plan designed to find out how to improve students' listening comprehension skills, enhance their performance and help to promote better learning. This plan is focused on the minority students who major in English in our University. Listening comprehension is one of the most difficult courses for them. As…

  13. Collaborative Action Research: Teaching of Multiplication and Division in the Second Grade

    ERIC Educational Resources Information Center

    Vula, Eda; Berdynaj, Lirika

    2011-01-01

    This paper discusses the impact of action research methodology used in the teaching and learning process and professional teacher development. In this study are including 58 students of three second grade classes, 3 teachers of those classes and a university professor. Aiming at using a different approach in their teaching of multiplication and…

  14. Development of Chemical Engineering Course Methods Using Action Research: Case Study

    ERIC Educational Resources Information Center

    Virkki-Hatakka, Terhi; Tuunila, Ritva; Nurkka, Niina

    2013-01-01

    This paper reports on the systematic development of a teaching methodology for two chemical engineering courses. The aim was to improve the quality of teaching to achieve expected learning outcomes more effectively. The development was carried out over a period of several years based on an action research methodology with data systematically…

  15. Initiating Teachers' Action Research: Empowering Teachers' Voices

    ERIC Educational Resources Information Center

    Bognar, Branko

    2013-01-01

    The role of a teacher as an action researcher in Croatia is still insufficiently appreciated and promoted in initial teachers' training, school students learning and in the employed teachers' professional post-qualification development. In this country, teachers are most frequently perceived as mediators or technicians whose task is to…

  16. The Unexpected Journey: Renewing Our Commitment to Students through Educational Action Research

    ERIC Educational Resources Information Center

    Meyer, Helen; Hamilton, Bennyce; Kroeger, Steve; Stewart, Stephanie; Brydon-Miller, Mary

    2004-01-01

    This article presents four cases of journeys of discovery and renewal, and the unexpected learning that results from exploring our practice with others. The authors are three classroom teachers--Steve, Stephanie and Bennyce--all of whom took part in a year-long action research sequence and the two professors--Helen and Mary--who co-taught these…

  17. Early Error Detection: An Action-Research Experience Teaching Vector Calculus

    ERIC Educational Resources Information Center

    Añino, María Magdalena; Merino, Gabriela; Miyara, Alberto; Perassi, Marisol; Ravera, Emiliano; Pita, Gustavo; Waigandt, Diana

    2014-01-01

    This paper describes an action-research experience carried out with second year students at the School of Engineering of the National University of Entre Ríos, Argentina. Vector calculus students played an active role in their own learning process. They were required to present weekly reports, in both oral and written forms, on the topics studied,…

  18. Library Spaces for Urban, Diverse Commuter Students: A Participatory Action Research Project

    ERIC Educational Resources Information Center

    Brown-Sica, Margaret S.

    2012-01-01

    A data-gathering project using elements of Participatory Action Research was conducted at the Auraria Library, which serves the University of Colorado Denver, the Metropolitan State College of Denver and the Community College of Denver. The project was administered in order to shape a plan to develop a Learning Commons environment at the library.…

  19. What Can We Take Home? Action Research for Malaysian Preservice TESOL Teachers in Australia

    ERIC Educational Resources Information Center

    Neilsen, Rod

    2014-01-01

    Action Research (AR) is recognised as an effective way for language teachers to extend teaching skills and gain more understanding of teaching, learning and the classroom environment (Burns, 2010). It can also be a useful but challenging experience for trainee language teachers. This paper reports on the experiences of Malaysian trainee primary…

  20. Using Action Research to Assess and Advocate for Innovative School Library Design

    ERIC Educational Resources Information Center

    Harper, Meghan; Deskins,Liz

    2015-01-01

    This article describes a collaborative project designed to use action research to assess and advocate for innovative design changes in a school library. The high school library was in its fifth year of service, and yet the layout of the library was not meeting the learning and technological needs of 21st-century high school students. The purpose…

  1. Parent-Teacher Action Research in the League of Schools Reaching Out.

    ERIC Educational Resources Information Center

    Heleen, Owen; Krasnow, Jean H.

    Outcomes of a parent/teacher action research project, the League of Schools Reaching Out, are described in this paper. The League is a group of nine schools working with the Institute for Responsive Education and the Center on Families, Communities, Schools, and Children's Learning as a resource exchange network. Project goals are to: investigate…

  2. Promoting Student Teachers' Understanding of Action Research: An Experience from Teacher Education in Ethiopia

    ERIC Educational Resources Information Center

    Hussein, Jeylan Wolyie

    2009-01-01

    This article reports on hopes and challenges in the first attempt to assist Ethiopian student teachers to develop practical awareness about action research through collaborative learning methods. First, the candidates were organized as a cohort. Then a framework was developed to help them construct reflective questions before and during action…

  3. Full Circle: Stakeholders' Evaluation of a Collaborative Enquiry Action Research Literacy Project

    ERIC Educational Resources Information Center

    Forey, Gail; Firkins, Arthur S.; Sengupta, Sima

    2012-01-01

    This paper reports on school-university collaboration during an action research project, which aimed to build a writing pedagogy for students with Learning Disabilities in the trilingual, biliterate educational context of Hong Kong. The project was established through interpersonal relationships built from the ground up between stakeholders from a…

  4. Community Service and University Roles: An Action Research Based on the Philosophy of Sufficiency Economy

    ERIC Educational Resources Information Center

    Nuangchalerm, Prasart; Chansirisira, Pacharawit

    2012-01-01

    This study employs action research to develop community service through university roles by applying the philosophy of sufficiency economy of His Majesty the King Bhumibol Adulyadej to fulfill villagers' way of life. Participatory learning, seminar, field trip and supervision were employed for strategic plan. Data were collected by participatory…

  5. Web 2.0 and Language Learners' Motivation: An Action Research Study

    ERIC Educational Resources Information Center

    Anwaruddin, Sardar M.

    2013-01-01

    Based on the observation that most of my students use computer-based technology (CBT) in their daily activities, I used computer assisted language learning (CALL) as an intervention in this action research study, carried out at a university in Bangladesh. This CALL curriculum was focused on Web 2.0 and its applications for educational purposes.…

  6. No transfer of calibration between action and perception in learning a golf putting task.

    PubMed

    Van Lier, Wim; Van der Kamp, John; van der Zanden, Anne; Savelsbergh, Geert J P

    2011-10-01

    We assessed calibration of perception and action in the context of a golf putting task. Previous research has shown that right-handed novice golfers make rightward errors both in the perception of the perfect aiming line from the ball to the hole and in the putting action. Right-handed experts, however, produce accurate putting actions but tend to make leftward errors in perception. In two experiments, we examined whether these skill-related differences in directional error reflect transfer of calibration from action to perception. In the main experiment, three groups of right-handed novice participants followed a pretest, practice, posttest, retention test design. During the tests, directional error for the putting action and the perception of the perfect aiming line were determined. During practice, participants were provided only with verbal outcome feedback about directional error; one group trained perception and the second trained action, whereas the third group did not practice. Practice led to a relatively permanent annihilation of directional error, but these improvements in accuracy were specific to the trained task. Hence, no transfer of calibration occurred between perception and action. The findings are discussed within the two-visual-system model for perception and action, and implications for perceptual learning in action are raised. PMID:21814859

  7. A Rejoinder to Jrène Rahm's "Stories of Learning, Identity, Navigations and Boundary Crossings in STEM in Non-Dominant Communities: New Imaginaries for Research and Action"

    ERIC Educational Resources Information Center

    Civil, Marta

    2016-01-01

    This article presents my rejoinder to Jrène Rahm's response to my article "STEM learning research through a funds of knowledge lens." I focus on four themes that emerged from my reading of her commentary: the importance of the histories of youth of immigrant origin; her comments on globality; the theoretical lens that she brings to my…

  8. Action learning for health system governance: the reward and challenge of co-production.

    PubMed

    Lehmann, Uta; Gilson, Lucy

    2015-10-01

    Health policy and systems research (HPSR) is centrally concerned with people, their relationships and the actions and practices they can implement towards better health systems. These concerns suggest that HPS researchers must work in direct engagement with the practitioners and practice central to the inquiry, acknowledging their tacit knowledge and drawing it into generating new insights into health system functioning. Social science perspectives are of particular importance in this field because health policies and health systems are themselves social and political constructs. However, how can social science methodologies such as action research and narrative and appreciative enquiry enable such research, and how can methodologies from different disciplines be woven together to construct and make meaning of evidence for 'this' field? This article seeks to present 'methodological musings' on these points, to prompt wider discussion on the practice of HPSR. It draws on one long-term collaborative action learning research project being undertaken in Cape Town, South Africa. The District Innovation and Action Learning for Health System Development project is an action research partnership between two South African academic institutions and two health authorities focused, ultimately, on strengthening governance in primary health care.Drawing on this experience, the article considers three interrelated issues: The diversity and complexities of practitioner and research actors involved in co-producing HPSR; The nature of co-production and the importance of providing space to grapple across different systems of meaning;The character of evidence and data in co-production. There is much to be learnt from research traditions outside the health sector, but HPSR must work out its own practices--through collaboration and innovation among researchers and practitioners. In this article, we provide one set of experiences to prompt wider reflection and stimulate engagement on the

  9. Supplemental action learning workshops: Understanding the effects of independent and cooperative workshops on students' knowledge

    NASA Astrophysics Data System (ADS)

    Morris, Kathryn Michelle

    Community colleges enroll more than half of the undergraduate population in the United States, thereby retaining students of varying demographics with extracurricular demands differing from traditional four-year university students. Often in a collegiate lecture course, students are limited in their abilities to absorb and process information presented by their instructors due to content-specific cognitive gaps between the instructor and the student (Preszler, 2009). Research has shown that implementation of instructor-facilitated action learning workshops as supplemental instruction may help bridge these cognitive gaps allowing better student conceptualization and dissemination of knowledge (Drake, 2011; Fullilove & Treisman, 1990; Preszler, 2009; Udovic, Morris, Dickman, Postlethwait, & Wetherwax, 2002). The purpose of this study was to determine the effects of cooperative action learning workshops and independent action learning workshops on students' knowledge of specified topics within a General Biology I with lab course. The results of this investigation indicate that implementation of an instructor-facilitated action learning workshop did not affect students' knowledge gain; furthermore, attendance of a particular workshop style (independent or cooperative) did not affect students' knowledge gain.

  10. Assessing country-level efforts to link research to action.

    PubMed Central

    Lavis, John N.; Lomas, Jonathan; Hamid, Maimunah; Sewankambo, Nelson K.

    2006-01-01

    We developed a framework for assessing country-level efforts to link research to action. The framework has four elements. The first element assesses the general climate (how those who fund research, universities, researchers and users of research support or place value on efforts to link research to action). The second element addresses the production of research (how priority setting ensures that users' needs are identified and how scoping reviews, systematic reviews and single studies are undertaken to address these needs). The third element addresses the mix of four clusters of activities used to link research to action. These include push efforts (how strategies are used to support action based on the messages arising from research), efforts to facilitate "user pull" (how "one-stop shopping" is provided for optimally packaged high-quality reviews either alone or as part of a national electronic library for health, how these reviews are profiled during "teachable moments" such as intense media coverage, and how rapid-response units meet users' needs for the best research), "user pull" efforts undertaken by those who use research (how users assess their capacity to use research and how structures and processes are changed to support the use of research) and exchange efforts (how meaningful partnerships between researchers and users help them to jointly ask and answer relevant questions). The fourth element addresses approaches to evaluation (how support is provided for rigorous evaluations of efforts to link research to action). PMID:16917649

  11. Ethical Issues in Collaborative Action Research

    ERIC Educational Resources Information Center

    Locke, Terry; Alcorn, Noeline; O'Neill, John

    2013-01-01

    This article begins by raising issues around the way in which ethical approval for research is managed in university settings, where committees often base their assumptions on a principlist approach making a number of assumptions that we consider to be contestable, such as a neat separation between researcher and researched. However, collaborative…

  12. Infants learn enduring functions of novel tools from action demonstrations

    PubMed Central

    Hernik, Mikołaj; Csibra, Gergely

    2015-01-01

    According to recent theoretical proposals, one function of infant goal attribution is to support early social learning of artifact functions from instrumental actions, and one function of infant sensitivity to communication is to support early acquisition of generic knowledge about enduring, kind-relevant properties of the referents. The present study tested two hypotheses, derived from these proposals, about the conditions that facilitate the acquisition of enduring functions for novel tools in human infancy. Using a violation-of-expectation paradigm, we show that 13.5-months-old infants encode arbitrary end-states of action-sequences in relation to the novel tools employed to bring them about. These mappings are not formed if the same end states of action sequences cannot be interpreted as action goals. Moreover, the tool-goal mappings acquired from infant-directed communicative demonstrations are more resilient to counter-evidence than those acquired from non-infant-directed presentations, and thus show similarities to generic rather than episodic representations. These findings suggest that the acquisition of tool functions in infancy is guided by both teleological action interpretation mechanisms and the expectation that communicative demonstrations reveal enduring dispositional properties of tools. PMID:25462040

  13. Language bootstrapping: learning word meanings from perception-action association.

    PubMed

    Salvi, Giampiero; Montesano, Luis; Bernardino, Alexandre; Santos-Victor, José

    2012-06-01

    We address the problem of bootstrapping language acquisition for an artificial system similarly to what is observed in experiments with human infants. Our method works by associating meanings to words in manipulation tasks, as a robot interacts with objects and listens to verbal descriptions of the interactions. The model is based on an affordance network, i.e., a mapping between robot actions, robot perceptions, and the perceived effects of these actions upon objects. We extend the affordance model to incorporate spoken words, which allows us to ground the verbal symbols to the execution of actions and the perception of the environment. The model takes verbal descriptions of a task as the input and uses temporal co-occurrence to create links between speech utterances and the involved objects, actions, and effects. We show that the robot is able form useful word-to-meaning associations, even without considering grammatical structure in the learning process and in the presence of recognition errors. These word-to-meaning associations are embedded in the robot's own understanding of its actions. Thus, they can be directly used to instruct the robot to perform tasks and also allow to incorporate context in the speech recognition task. We believe that the encouraging results with our approach may afford robots with a capacity to acquire language descriptors in their operation's environment as well as to shed some light as to how this challenging process develops with human infants. PMID:22106152

  14. Facilitating the learning process in design-based learning practices: an investigation of teachers' actions in supervising students

    NASA Astrophysics Data System (ADS)

    Gómez Puente, S. M.; van Eijck, M.; Jochems, W.

    2013-11-01

    Background: In research on design-based learning (DBL), inadequate attention is paid to the role the teacher plays in supervising students in gathering and applying knowledge to design artifacts, systems, and innovative solutions in higher education. Purpose: In this study, we examine whether teacher actions we previously identified in the DBL literature as important in facilitating learning processes and student supervision are present in current DBL engineering practices. Sample: The sample (N=16) consisted of teachers and supervisors in two engineering study programs at a university of technology: mechanical and electrical engineering. We selected randomly teachers from freshman and second-year bachelor DBL projects responsible for student supervision and assessment. Design and method: Interviews with teachers, and interviews and observations of supervisors were used to examine how supervision and facilitation actions are applied according to the DBL framework. Results: Major findings indicate that formulating questions is the most common practice seen in facilitating learning in open-ended engineering design environments. Furthermore, other DBL actions we expected to see based upon the literature were seldom observed in the coaching practices within these two programs. Conclusions: Professionalization of teachers in supervising students need to include methods to scaffold learning by supporting students in reflecting and in providing formative feedback.

  15. Research on Mobile Learning Activities Applying Tablets

    ERIC Educational Resources Information Center

    Kurilovas, Eugenijus; Juskeviciene, Anita; Bireniene, Virginija

    2015-01-01

    The paper aims to present current research on mobile learning activities in Lithuania while implementing flagship EU-funded CCL project on application of tablet computers in education. In the paper, the quality of modern mobile learning activities based on learning personalisation, problem solving, collaboration, and flipped class methods is…

  16. Setting the Direction. Partnerships in Action: First Nations, Metis and Inuit Learning Access and Success. A Learning Alberta

    ERIC Educational Resources Information Center

    Alberta Advanced Education, 2006

    2006-01-01

    The Aboriginal Learning Subcommittee looked specifically at developing recommendations that address First Nations, Metis and Inuit learning needs and supports. The Subcommittee proposes policy actions and recommends that all stakeholders work together to implement these actions. The first recommendation for action is to build on partnerships to…

  17. Action Research Projects in Distance Education: A Manual.

    ERIC Educational Resources Information Center

    Ramakrishna, C. Pushpa; Prasad, V. S.

    This manual, prepared by the Distance Education Council (India) presents guidelines for action research in distance education, balancing practical research activities with a sound theoretical research base. Chapter 1, "Scope, Purpose and Design of the Manual," suggests several definitions of research; draws distinctions between academic research…

  18. Shaping Action Researchers through a Master's Capstone Experience

    ERIC Educational Resources Information Center

    Slapac, Alina; Navarro, Virginia

    2011-01-01

    As two teacher educators teaching two sections of a master's action research capstone course, we analyze (1) course content and pedagogy, (2) evolving beliefs about research, and (3) transformations in question posing as students assume the role of researchers. Our theoretical frame draws on teacher research, social justice advocacy, and the…

  19. Empowering Communities in Educational Management: Participatory Action Research

    ERIC Educational Resources Information Center

    Ruechakul, Prayad; Erawan, Prawit; Siwarom, Manoon

    2015-01-01

    The participatory learning and action: PLA was the process used for empowering in this program. This process has four steps: 1) create awareness, 2) specify problems or needs, 3) act and 4) present and reflect or monitor. The purposes of this study were: 1) to investigate the conditions of communities in terms of context and problems or needs in…

  20. Imagined actions aren't just weak actions: task variability promotes skill learning in physical practice but not in mental practice.

    PubMed

    Coelho, Chase J; Nusbaum, Howard C; Rosenbaum, David A; Fenn, Kimberly M

    2012-11-01

    Early research on visual imagery led investigators to suggest that mental visual images are just weak versions of visual percepts. Later research helped investigators understand that mental visual images differ in deeper and more subtle ways from visual percepts. Research on motor imagery has yet to reach this mature state, however. Many authors have implicitly subscribed to the view that motor images are just weak versions of physical actions. We tested this view by comparing motor learning in variable practice conditions with motor learning in constant practice conditions when participants either physically or mentally practiced golf-putting. We found that physical and mental practice both resulted in significant learning but that variable practice was only better than constant practice when participants practiced physically. This outcome was not predicted by the hypothesis that motor imagery is just a weaker form of real-action experience. PMID:22545613