Bruce, Susan M.; Pine, Gerald J.
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…
This article discusses methodological and philosophical issues linked to action research. The concepts of subjectivity and objectivity--potential sources of bias that mislead researchers in dealing with these concepts--and how to cope with them are discussed. Controversial issues of truth in positivism, postpositivism, and other schools of…
Broom, Frances A.
This mixed method case study employs action research, conducted over a three month period with 11 elementary math and science practitioners. Inquiry as an instructional practice is a vital component of math and science instruction and STEM teaching. Teachers examined their beliefs and teaching practices with regard to those instructional factors that influence inquiry instruction. Video-taped lessons were compared to a rubric and pre and post questionnaires along with two interviews which informed the study. The results showed that while most beliefs were maintained, teachers implemented inquiry at a more advanced level after examining their teaching and reflecting on ways to increase inquiry practices. Because instructional practices provide only one component of inquiry-based instruction, other components need to be examined in a future study.
Heikkinen, Hannu L. T.; Huttunen, Rauno; Syrjala, Leena; Pesonen, Jyri
The article continues the discussion of the five quality principles proposed by Heikkinen, Huttunen, and Syrjala, published in 2007 in "Educational Action Research". In the present article, the authors reconsider the five principles: historical continuity; reflexivity; dialectics; workability; and evocativeness. These five principles are…
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
This paper explores the potential for using dream material and social dreaming in action research. Access to emotional dimensions of experience is increasingly recognised as an issue for action researchers, raising questions about how to enable such inquiry and how material from the imaginative sphere may be brought into socially constituted…
Through an action research approach, this dissertation focuses on the central role of interpersonal warmth in the teacher and student relationship. The heart of its inquiry is based on data gathered by a set of teachers working collaboratively as co-researchers in their own classrooms. These individuals inquired into the potential of the teacher…
Krell, Desirae E.; Dana, Nancy Fichtman
Despite the profound impact of action research coaches on teachers' experiences of the inquiry process, little research exists in the field regarding the coach's role. In this exploratory study, two groups of action research coaches--one novice and one experienced--share their experiences of coaching inquiry during the 2009/10 school year. Out of…
Milton-Brkich, Katie Lynn; Shumbera, Kristen; Beran, Becky
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…
Burnaford, Gail, Ed.; Fischer, Joseph, Ed.; Hobson, David, Ed.
This collection of papers describes the processes of doing teacher action research. There are nine chapters in three parts. Part 1, "Ways of Doing Teacher Action Research," includes (1) "Action and Reflection: Narrative and Journaling in Teacher Research" (David Hobson); (2) "Action Research Rationale and Planning: Developing a Framework for…
Tunks, Jeanne L.
This Yearbook chapter, a compilation of multiple sources, presents both the history of action research and an analysis of reported action research in the professional development school (PDS) between 1992 and 2010. The history begins prior to the inception of the PDS and provides a theoretical premise for action research in the PDS in subsequent…
Salinas, Susan Elwood
This study explored a preservice teacher educator's goals with technology in her teaching methods class at Southern Teachers University (Texas) regarding state and national teacher preparation technology mandates and possible motivational factors for including technology in current preservice education courses. Action research was selected as the…
Sánchez Ares, Rocío
Feminist action research interrogates gendered dynamics in the development of a collective consciousness. A group of immigrant Latina women (Latinas) from the Caribbean and Central America employed community-based theater as an instrument to mobilize diverse audiences against discriminatory practices and policies. Based on their theater work, I…
Kessler, James H.; Galvan, Patricia M.
This book gives elementary and middle school teachers a set of physical science activities to help teach major concepts in the study of matter. The activities were developed to lend themselves to a guided inquiry approach for use with grades 3-8. To be effective over such a wide grade range, activities are designed to cover basic concepts but have…
Fazio, Xavier Eric
Science curriculum reform goals espouse the need to foster and support the development of scientific literacy in students. Two critical goals of scientific literacy are students' engagement in, and developing more realistic conceptions about scientific inquiry (SI) and the nature of science (NOS). In order to promote the learning of these curriculum emphases, teachers themselves must possess beliefs and knowledge supportive of them. Collaborative action research is a viable form of curriculum and teacher development that can be used to support teachers in developing the requisite beliefs and knowledge that can promote these scientific literacy goals. This research study used a collective case study methodology to describe and interpret the views and actions of four teachers participating in a collaborative action research project. I explored the teachers' SI and NOS views throughout the project as they investigated ideas and theories, critically examined their current curricular practice, and implemented and reflected on these modified curricular practices. By the end of the research study, all participants had uniquely augmented their understanding of SI and NOS. The participants were better able to provide explanatory depth to some SI and NOS ideas; however, specific belief revision with respect to SI and NOS ideas was nominal. Furthermore, their idealized action research plans were not implemented to the extent that they were planned. Explanations for these findings include: impact of significant past educational experiences, prior understanding of SI and NOS, depth of content and pedagogical content knowledge of the discipline, and institutional and instructional constraints. Nonetheless, through participation in the collaborative action research process, the teachers developed professionally, personally, and socially. They identified many positive outcomes from participating in a collaborative action research project; however, they espoused constraints to
Helskog, Guro Hansen
This paper presents an account of how I developed the Dialogos approach to practical philosophy through action inquiry research. The process of development is understood as a contribution to the reconstruction of the notion "Bildung zur Humanität" as an ideal in education. Core perspectives, traditions and purposes involved in the action…
Hadzigeorgiou, Yannis; Garganourakis, Vassilios
This paper reports on an action research project undertaken with the primary aim of investigating the extent to which situations that evoke a sense of wonder can promote scientific inquiry. Given the intense interest, curiosity, and wonder that some students had begun to develop after seeing the film "The Prestige", a science teacher used this…
This article, written as a reflexive story, describes my journey as a practitioner researcher investigating the implementation of a study-group format in place of a formal meeting arrangement for the teaching team I lead. The inquiry has been initiated to explore the intervention as a way to promote teacher morale. The research site is a large…
Soprano, Kristina; Yang, Li-Ling
This case study reports the effects of a cooperative learning field experience on a pre-service teacher's views of inquiry-based science and her science teaching self-efficacy. Framed by an action research model, this study examined (a) the pre-service teacher's developing understanding of inquiry-based science teaching and learning…
Shosh, Joseph M.; McAteer, Mary
The Collaborative Action Research Network (CARN) held its first American study day on the east coast of the United States in conjunction with the Action Research Network of the Americas (ARNA) 2014 conference in Bethlehem, Pennsylvania, USA. Study day participants visited three American secondary schools, one each in Pennsylvania, New York, and…
Moran, Mary Jane
Excerpts from case studies of two preservice teaching teams exemplify a new approach for merging research and practice within an introductory early childhood methods course. Through participation in cycles of collaborative action research focused on the joint task of implementing long-term projects, preservice teachers evidenced change in the ways…
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
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…
Ford, Denise Marie
Students identified as gifted come from varying socio-economic strata and nationalities with a range of talents and temperaments comprising a diverse community. They may experience stress for a variety of reasons. Although a certain amount of stress can enhance the learning process, too much stress can impede learning, especially memory. Strategies have been offered for relieving stress, yet the benefits of physical activities as stress reducers for the gifted have frequently been overlooked. The purpose of this study was to investigate the relationship among aerobic activity, stress, and memory ability in students in an elementary school gifted program. An exceptional aspect of this research was that the students were an integral part of their own study. As co-researchers they had a vested interest in what they were doing, enhancing the significance of the experience and heightening learning. This action research project conducted in a mid-western school district with fourth and fifth grade students examined the impact of aerobic movement on physical indicators of stress and memory. The study lasted twelve weeks with data collected on physical indicators of stress, memory test scores, parent observations, interviews with students, a parent focus group session, observational data, student comments, and investigator/teacher journal. By infusing regular exercise into curricula, stress levels in students identified as gifted were examined. Students' scores on declarative memory tasks conducted with and without an accompanying aerobic activity were documented. Students learned of the delicate relationship between stress and memory as they studied the physiology of the brain. Twenty-four hour retention rates of declarative memory items were higher when a 20-minute aerobic activity intervention preceded the memory activity. Perceived stress levels were lowered for 14 of the 16 co-researchers. Students indicated a positive attitude toward physical activity and its
Cochran-Smith, Marilyn; Barnatt, Joan; Friedman, Audrey; Pine, Gerald
In many teacher education programs, some form of inquiry or practitioner research is now included in the preservice teacher education curriculum. The intention is to help teacher candidates become professionals who are lifelong learners who raise questions and research their practice across the professional career. At the same time, teacher…
Traeger, James; Norgate, Carolyn
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:…
Delkeskamp, Rita Mendoza
Although research suggests that professional development for teachers should be contained within a coherent system, recent research indicates that professional development for teachers continues to be provided through workshops of short duration with little or no follow-up and sustained support (Guskey & Yoon, 2009; Kose, 2007). Instead,…
Rallis, Sharon F.; Rossman, Gretchen B.
Designed to foster "inquiry-mindedness," this book prepares graduate students to develop a conceptual framework and conduct inquiry projects that are linked to ongoing conversations in a field. The authors examine different ways of knowing and show how to identify a research question; build arguments and support them with evidence; make informed…
Nicolaides, Aliki; Dzubinski, Leanne
Life in the 21st century is increasingly complex, paradoxical, and ambiguous, bringing into question the ways that graduate adult education programs function. In this article, we describe an action research study involving the method of collaborative developmental action inquiry conducted with key stakeholders of a program in adult education at a…
Levy, Sharona T.; Wilensky, Uri
This study lies at an intersection between advancing educational data mining methods for detecting students' knowledge-in-action and the broader question of how conceptual and mathematical forms of knowing interact in exploring complex chemical systems. More specifically, it investigates students' inquiry actions in three computer-based models of…
Kazempour, Mahsa; Amirshokoohi, Aidin
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"…
Using Habermas' Theory of Communicative Action and concept of communicative rationality, the paper proposes that narrative inquiry can be a rational enterprise, presenting narrative inquiry as a narrative discourse which has the dual function of being a method of inquiry and a means of personal and professional development in teacher education.…
Stark, Jody L.
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…
Drawing upon the author's previous attempts to engage the work of Deleuze and Deleuze and Guattari with contemporary pedagogic practices and research, this paper offers a conceptually tentative reworking of the theory and practice of action research, both as a means of challenging antecedent positions and as a way of proposing a volatile and…
Lunt, Neil; Fouche, Christa
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…
Hui, Ming-Fai, Ed.; Grossman, David L., Ed.
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…
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…
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…
Walker, Martha Lentz
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…
Short, Edmund C.
This paper explores how various perspectives influence inquiry in education. Normative perspectives function as implicit theories of inquiry as a researcher undertakes formal inquiry, and such theories should be acknowledged. Epistemological as well as methodological issues raised by conceiving of such theories as normative rather than merely…
Riley, Therese; Hawe, Penelope
Research interest in the analysis of stories has increased as researchers in many disciplines endeavor to see the world through the eyes of others. We make the methodological case for narrative inquiry as a unique means to get inside the world of health promotion practice. We demonstrate how this form of inquiry may reveal what practitioners value most in and through their practice, and the indigenous theory or the cause-and-consequence thinking that governs their actions. Our examples draw on a unique data set, i.e. 2 two years' of diaries being kept by community development officers in eight communities engaged in a primary care and community development intervention to reduce postnatal depression and promote the physical health of recent mothers. Narrative inquiry examines the way a story is told by considering the positioning of the actor/storyteller, the endpoints, the supporting cast, the sequencing and the tension created by the revelation of some events, in preference to others. Narrative methods may provide special insights into the complexity of community intervention implementation over and above more familiar research methods. PMID:15479707
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…
de Gonzalez, Carmen Beatriz; Hernandez, Teresa; Kusch, Jim; Ryan, Charly
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…
Martin-Hansen, Lisa M.
The author, an elementary school teacher, describes a way of incorporating an inquiry approach to teaching by refining a crayfish unit originally found in an ESS (Elementary Science Study) module. She used a "coupled-inquiry" approach, a combination of guided-inquiry and open-inquiry, with an application used for assessment purposes. In five or…
Foreman-Peck, Lorraine; Murray, Jane
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…
Gibbs, Graham R.; Hall, Christopher
Policy and practice in child welfare and protection has been significantly influenced by public inquiries or commissions which follow highly publicised child tragedies. Whilst there has been considerable comment on the final reports, there has been little research on the evidence gathered for such inquiries. Large amounts of testimony are…
Vergara, Mariana Ines
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…
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…
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…
Yager, Robert E.; Abd-Hamid, Nor Hashidah; Akcay, Hakan
The purpose of this study was to examine how different inquiry experiences affect in-service science teachers' performance in terms of their questions and classroom actions. Teachers in a workshop experience proceeded through structured, guided, and full inquiry stations where materials to make foam were provided. Participants were 26 in-service…
Blanchard, Margaret R.; Southerland, Sherry A.; Granger, Ellen M.
Inquiry is seen as central to the reform of science teaching and learning, but few teachers have experience with scientific inquiry and thus possess very naive conceptions of it. One promising form of professional development, research experiences for teachers (RETs), allows teachers to experience scientific inquiry in the hopes that these…
Wells, Gordon, Ed.
This book presents a collection of essays on building collaborative communities in which democratic principles of education may be recognized, focusing on learning and teaching through inquiry. After (1) "The Development of a Community of Inquirers" (Gordon Wells), there are three parts. Part 1, "Inquiries in the Elementary Grades," includes: (2)…
Johnson, Lindy L.
This narrative chronicles my journey as a doctoral student in English Education as I navigated the decision as to which research methodologies I should align myself with during my doctoral studies. Gee's theory of discourses (2012) provides a framework in which to situate the identity work at play in deciding the kind of research methods one…
Hohloch, Janice M.; Grove, Nathaniel; Bretz, Stacey Lowery
A pre-service science and mathematics teacher participated in an action research project to reform a chemistry course required of elementary and middle childhood pre-service teachers. Activities to emphasize a hands-on approach to learning chemistry and to model teaching science through inquiry for these pre-service teachers are described. The…
Cochran-Smith, Marilyn; Lytle, Susan L.
In this long-awaited sequel to "Inside/Outside: Teacher Research and Knowledge", two leaders in the field of practitioner research offer a radically different view of the relationship of knowledge and practice and of the role of practitioners in educational change. In their new book, the authors put forward the notion of inquiry as stance as a…
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…
Helskog, Guro Hansen
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…
Wagner, John R.; Bixler, Robert D.; Carraway, Elizabeth R.; Moysey, Stephen M.; Murdoch, Lawrence R.; Schlautman, Mark R.; Warner, Richard D.
The geology program at Clemson University has instituted a new, six-semester-long undergraduate research course sequence that requires student participation in ongoing departmental research projects from their sophomore through senior years. As a part of a university-wide initiative focusing on undergraduate research, termed Creative Inquiry at…
Hohloch, Janice M.; Grove, Nathaniel; Lowery Bretz, Stacey
A pre-service science and mathematics teacher participated in an action research project to reform a chemistry course required of elementary and middle childhood pre-service teachers. Activities to emphasize a hands-on approach to learning chemistry and to model teaching science through inquiry for these pre-service teachers are described. The value of a research experience for pre-service teachers, both upon their student teaching and as a classroom teacher, is discussed.
Jones, Phyllis, Ed.; Whitehurst, Teresa, Ed.; Egerton, Jo, Ed.
In recent years, the concept of teachers as researchers in both special and mainstream school settings has become part of our everyday language. Whilst many educational practitioners will see the need for research within their setting, many may not be familiar with the technical elements they believe are required. "Creating Meaningful Inquiry in…
Maintains that the various components of philosophical inquiry (reasoning, forming concepts, translating) can serve as useful methods for art education research. Discusses four approaches to philosophical research: analytic, phenemenological, feminist, and pragmatic. Reviews examples of each drawn from recent art education literature. (MJP)
Herrington, Deborah G.; Bancroft, Senetta F.; Edwards, Molly M.; Schairer, Caroline J.
This qualitative study examined how and why research experiences for teachers (RETs) influenced middle and high school science teachers' beliefs, attitudes, and values about teaching science as inquiry. Changes teachers reported after participating in the RET ranged from modifying a few lessons (belief change) to a comprehensive revision of what and how they taught to better reflect inquiry (attitude change). Some teachers who described comprehensively changing their instruction also described implementing actions meant to change science education within their respective schools, not just their own classrooms (value change). We present how and why teachers went about changes in their practices in relation to the researcher-created teacher inquiry beliefs system spectrum (TIBSS). The TIBSS conceptualizes the range of changes observed in participating teachers. We also describe the features of the RET and external factors, such as personal experiences and school contexts, that teachers cited as influential to these changes.
Beaulieu, Rodney J.
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…
This article presents the argument that combining visual methods with other qualitative research methods enhances the inherent strengths of each methodology and allows new understandings to emerge. These would otherwise remain hidden if only one method were used in isolation. In a qualitative inquiry of an elementary teacher's constructivist…
Clarke, Anthony, Ed.; Erickson, Gaalen, Ed.
This book includes 22 papers in three parts. After (1) "Teacher Inquiry: A Defining Feature of Professional Practice" (Anthony Clarke and Gaalen Erickson), Part 1, "Enacting Teacher Research in Practice Settings," includes (2) "Writing Matters: Exploring the Relationship between Writing Instruction and Assessment" (Kim Douillard); (3)…
Giles, David L.
This paper reports on findings from a hermeneutic phenomenological research inquiry which explored the nature of relational experiences in teacher education. Stories of the lived experience of relationships in an educational context were hermeneutically interpreted against the philosophical writings of Heidegger, Gadamer, Levinas, and Buber. The…
Schultz, Bryan; Yates, Crystal; Schultz, Jayne M.
To help eighth-grade students experience the excitement of Earth science research, the authors developed an inquiry-based project in which students evaluated and cataloged their campus geology and soils. Following class discussions of rock-weathering and soil-forming processes, students worked in groups to excavate multiple soil pits in the school…
Blumenreich, Megan; Falk, Beverly
This article reports on a study of teachers who have engaged in systematic research about their practice. It describes the inquiries of two urban teachers into challenges and dilemmas common to many who work with diverse groups of students. The accounts presented reveal how teachers are able to construct new knowledge about teaching when they…
Staats, Susan; Duranczyk, Irene; Moore, Randy; Hatch, Jay; Jensen, Murray; Somdahl, Charles
Adopting inquiry-based science and mathematics pedagogies changes traditional classroom communication patterns. Linguistic research in science and mathematics classrooms has identified communication techniques that help teachers manage classroom discussions to increase student interaction and a sense of student responsibility for learning. These…
Duffield, Judith A.; Townsend, Stephanie S.
Demonstrates how a graduate-level Initial Teacher Education Program at one university and its 12 partner schools conducts teacher research to promote educational renewal, describing a required teacher inquiry course and its implications for the partner schools and the students and teachers involved. Other efforts related to the partnership and…
Grushka, Kathryn Meyer; Bellette, Aaron; Holbrook, Allyson
This article focuses on the use of Photographic Participatory Inquiry (PPI) in researching the teaching and learning of photography in the e-learning environment. It is an arts-informed method drawing on digital tools to capture collective information as digital artefacts, which can then be accessed and harnessed to build critical and reflective…
The Proactive Action Model (PAM) is an approach to social studies education that involves students directly in research-type activities. Using the PAM technique, students may research a variety of social studies topics and follow a logical process of thought and inquiry towards a tangible product such as a report or presentation. This application…
Tugel, Joyce; Porter, Ingrid
Curriculum top study (CTS) action research is a specific type of inquiry that combines curriculum topic study (Keeley 2005) with an examination of students' thinking using formative assessment probes (Keeley, Eberle, and Farrin 2005; Keeley, Eberle, and Tugel 2007; Keeley, Eberle, and Dorsey 2008; Keeley and Tugel 2009) and a variety of…
An in-depth science inquiry is an ongoing investigation in which children are introduced to materials through hands-on experiences and, with teacher guidance, begin to investigate a question that they can answer through their own actions, observations, and with teacher-assisted research. Qualities that make an experience appropriate to include in…
Hallett, Ronald E.; Griffen, Jacalyn
Involving parents in the college-planning process is essential to increasing access for students from low-income communities of color. Using the action inquiry model, we explore how collaboration between a school district and a university can empower parents to engage in meaningful conversations and planning related to college access. This…
Conducts an action research investigation to determine which type of student benefits more from inquiry-based science laboratories. Designs two labs on diffusion and osmosis using both traditional and inquiry-based approaches and assesses student learning in these settings. (YDS)
"Beginning Interpretive Inquiry" importantly makes the distinction between the use of "inquiry" rather than interpretive research or interpretive evaluation. Richard Morehouse explores how inquiry is a far more inclusive concept that allows for a detailed understanding of both research and evaluation. The author draws on his personal experiences…
Spronken-Smith, Rachel; Walker, Rebecca
Inquiry-based learning has been promoted as a student-centred approach that can strengthen the links between teaching and research. This article examines the potential of inquiry-based learning to strengthen the teaching-research nexus by analysing three case studies: a "structured inquiry" third-year endocrinology medicine module, a "guided…
In his recent work exploring the role of science in democratic societies Kitcher (Science in a democratic society. Prometheus Books, New York, 2011) claims that scientists ought to have a prominent role in setting the agenda for and limits to research. Against the backdrop of the claim that the proper limits of scientific inquiry is John Stuart Mill’s Harm Principle (Kitcher in Science, truth, and democracy. Oxford University Press, New York, 2001), he identifies the limits of inquiry as the point where the outcomes of research could cause harm to already vulnerable populations. Nonetheless, Kitcher argues against explicit limitations on unscrupulous research on the grounds that restrictions would exacerbate underlying social problems. I show that Kitcher’s argument in favor of dissuading inquiry through conventional standards is problematic and falls prey to the same critique he offers in opposition to official bans. I expand the conversation of limiting scientific research by recognizing that the actions that count as ‘science’ are located in the space between ‘thinking’ and ‘doing’. In this space, we often attempt to balance freedom of research, as scientific speech, against the disparate impact citizens might experience in light of such research. I end by exploring if such disparate impact justifies limiting research, within the context of the United States, under Title VII of the Civil Rights Act of 1964 or under international human rights standards more generally. PMID:24235027
Given the need to develop research methodologies to address new and emerging issues in our field, this article provides an overview of traditional legal research. This article, which admittedly focuses on the American approach, should be of interest to South Africa researchers in Education Law in light of growing interest among scholars on how our…
Yeh, Yi-Fen; Jen, Tsung-Hau; Hsu, Ying-Shao
Scientific inquiry involves a variety of abilities scientists use to investigate the natural world. In order to develop students' scientific inquiry, researchers and educators have developed different curricula and a variety of instructional resources, which make features and descriptors of scientific inquiry in teaching and learning even more…
Stucky, Amy Preece
This work uses grounded theory methodology for developing theory about the nature of authentic scientific inquiry that occurs on a day-to-day basis in an academic research laboratory. Symbolic interaction and situated learning provide a theoretical framework. Data were collected from field notes, over 100 hours of videotape of researchers working in a chemical research laboratory, and interviews with participants. The phenomena of a research laboratory suggest that authentic daily work stretches scientists in three learning modalities: cognitive, affective and motivational beliefs and goals, which influence action to promote learning. A laboratory's line of research is divided into individual, thematic projects. Researchers are enabled in a specialized laboratory environment with sets of unique artifacts, substances, people and theoretical concepts to facilitate production of significant research goals. The work itself consists of chemical and mechanical processes facilitated by human actions, appropriate mental states, and theoretical explanations. The cognitive, affective (emotional), and conative (motivational) stretching then leads to explicit learning as well as implicit learning in the gain of experience and tacit knowledge. Implications of these findings about the nature of authentic scientific research on a day-to-day basis are applied to inquiry in science education in undergraduate and graduate education.
Perry, Chad; Zuber-Skerritt, Ortun
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…
Alber, Sandra M.
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…
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…
Jefferson, Renée N.
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…
Smeets, Karel; Ponte, Petra
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…
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…
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…
Hagevik, Rita; Aydeniz, Mehmet; Rowell, C. Glennon
The study examined the role of action research in promoting critical reflective thinking among twenty preservice teachers engaged in a year-long middle level program. Data from collaborative discussions, final written documents, presentations, and follow-up surveys revealed that conducting action research (a) engaged them in inquiry into their own…
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…
Altrichter, Herbert; Kemmis, Stephen; McTaggart, Robin; Zuber-Skerritt, Ortrun
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)
Albright, Kendra; Petrulis, Robert; Vasconcelos, Ana; Wood, Jamie
This paper presents the results of a project that aimed at restructuring the delivery of research methods training at the Information School at the University of Sheffield, UK, based on an Inquiry-Based Learning (IBL) approach. The purpose of this research was to implement inquiry-based learning that would allow customization of research methods…
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.…
Gengarelly, Lara M.; Abrams, Eleanor D.
Teaching students how to conduct authentic scientific inquiry is an essential aspect of recent science education reform efforts. Our National Science Foundation-funded GK-12 program paired science graduate students—fellows—with secondary science teachers in order to enhance inquiry-based instruction. This research examined the roles of the fellows, teachers, and school culture in the implementation of inquiry and the fellows' conceptions of classroom inquiry versus that in their own research. Qualitative data were collected for two academic years. Overall, the classrooms shifted toward a more inquiry-oriented approach over the academic year. Several aspects of school culture influenced inquiry implementation. Fellows described their research as similar in overall structure but less constrained by known concepts, less guided by mentors, and more in-depth than that of secondary school students. The teacher-fellow scientist partnership is a potentially effective professional development model to create positive and lasting change within the science classroom.
Zeni, Jane, Ed.
This collection of papers examines the hidden risks that teacher researchers may face in action research. There are 12 papers in three parts. Part 1, "School-Based Researchers," includes: (1) "Drafting Ethical Guidelines for Teacher Research in Schools" (Marian M. Mohr); (2) "'Tuesday Night' Revisited: Learning to Survive" (Leslie Turner Minarik);…
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…
Feldman, Allan; Chapman, Angela; Vernaza-Hernandez, Vanessa; Ozalp, Dilek; Alshehri, Fayez
The article provides the basis for a model of inquiry-based science education in which K-12 teachers' and pupils' engage in authentic science experiences as participants of a scientific research project, which we refer to as Multiple Outcome Interdisciplinary Research and Learning (MOIRL). We provide the basis for the model for inquiry based…
Otto, Alice; Nkanga, S.
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)
Olin, Anette; Karlberg-Granlund, Gunilla; Furu, Eli Moksnes
This article focuses on the double role of the academic action researcher working as facilitator and researcher in democratic professional development projects. The inquiry is based on three partnership projects: "research circles" in Sweden, "dialogue conferences" in Norway and "tailored professional development" in…
Challenges theory's secure place in qualitative inquiry on three counts. Argues (1) the search for theory in such inquiry originates in a crypto-functionalism; (2) theory's supposed importance for policy formulation cannot in itself justify it; and (3) arguments about its successful use are belied by examining discussion about theory in those…
In an inquiry-based classroom, student interest is at the heart of curriculum planning, instruction, and assessment. Students are responsible for asking questions, using sources effectively to discover answers, and deciding what format would best present their findings. Aside from creating a sense of ownership, inquiry in the classroom engages…
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.…
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.…
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…
A number of universities in the United Kingdom (UK) have launched institution-wide initiatives recently to embed inquiry and research more firmly into the student experience. Among these, the Centre for Inquiry-based Learning in the Arts and Social Sciences (CILASS) led a five-year development program at The University of Sheffield (TUOS) between…
Gengarelly, Lara M.; Abrams, Eleanor D.
Teaching students how to conduct authentic scientific inquiry is an essential aspect of recent science education reform efforts. Our National Science Foundation-funded GK-12 program paired science graduate students--fellows--with secondary science teachers in order to enhance inquiry-based instruction. This research examined the roles of the…
Belpoliti, Flavia; Fairclough, Marta
This study presents the development and implementation of inquiry-based cultural projects in a Spanish Heritage Language (SHL) Program. Four different inquiry-based curricula are described to illustrate how university students in an SHL program advance their knowledge of Spanish while carrying out research to understand Hispanic cultures. First-,…
Van Hook, Stephen J.; Huziak-Clark, Tracy L.
This study examines changes in kindergarten students' understanding of energy after participating in a series of lessons developed using an inquiry-based early childhood science teaching model: Research-based Inquiry Physics Experiences (RIPE). The lessons addressed where objects get their energy and what they use their energy to do, and how…
Conrad, Clifton F., Ed.; Serlin, Ronald C., Ed.
This guide is designed to encourage students, faculty, and policymakers to become more self-reflective in their inquiry. Placing the pursuit of ideas at the epicenter of research, K-12 and higher education scholars advance ideas for enhancing educational inquiry, relying extensively on narratives, vignettes, and examples of key episodes in…
Dudu, Washington T.; Vhurumuku, Elaosi
This paper discusses the adoption and validation of a research instrument, on determining learners' levels of perception of classroom inquiry based on data collected from South African Grade 11 learners. The Learners' Perception of Classroom Inquiry (LPCI) instrument consists only of Likert-type items which rank activities according to how often…
Hwa, Chuah Kim
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…
Ulvik, Marit; Riese, Hanne
This article presents a case study aiming at deepening the understanding of action research as a tool in professional development in pre-service teacher education. The case is the practice of action research in a teacher education programme for secondary school teachers in Norway. While there has been limited research on consequences of inquiry,…
Kiener, Michael S.; Koch, Lynn; Gitchel, Dent
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…
Burger, Shannon; McFarland, Mary Ann
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…
Park, Jongwon; Jang, Kyoung-Ae; Kim, Ikgyun
Investigation of scientists' actual processes of conducting research can provide us with more realistic aspects of scientific inquiry. This study was performed to identify three aspects of scientists' actual research: their motivations for scientific inquiry, the scientific inquiry skills they used, and the main types of results obtained from…
Bruce, Catherine D.; Flynn, Tara; Stagg-Peterson, Shelley
The purpose of this paper is to report on the nature of collaboration in a multi-year, large-scale collaborative action research project in which a teachers' federation (in Ontario, Canada), university researchers and teachers partnered to investigate teacher-selected topics for inquiry. Over two years, 14 case studies were generated involving six…
Peterat, Linda, Ed.; Smith, M. Gale
This book contains 16 papers about informing family and consumer sciences educational practice through action research. The following papers are included: "Informing Practice through Classroom Inquiry" (Linda Peterat, M. Gale Smith); "Focusing Praxis Research on Sexism in a Primary Classroom" (Emily Sutherland); "Understanding the Meaning of…
Yeh, Yi-Fen; Jen, Tsung-Hau; Hsu, Ying-Shao
Scientific inquiry involves a variety of abilities scientists use to investigate the natural world. In order to develop students' scientific inquiry, researchers and educators have developed different curricula and a variety of instructional resources, which make features and descriptors of scientific inquiry in teaching and learning even more diverse and complex. For revealing how the multi-facets of scientific inquiry are inherently correlated, this study identified descriptors representing features of scientific inquiry and automatically reviewed the research abstracts where these descriptors were used. A cluster analysis was used to analyze 171 relevant article abstracts published in Web of Science from 1986 to 2010, by using the data mining software WordStat v6.1. Networks of descriptors and of research strands showed the inter-relationships among descriptors and the research strands. Through triangulating the categorization results from automatic data-mining and expert researchers' qualitative reviewing, this study identified seven clusters of high-frequency descriptors and nine major strands of current research studies. The nine strands can further be grouped into five research themes: NOS, Knowledge Construction, Inquiry Ability, Explanatory-driven Inquiry, and Professional Development. With different levels of cohesiveness in network, these themes demonstrated that scientific inquiry was composed of different levels of abilities students need to achieve as well as the endeavors of teachers. Through exploring the network shared among most researchers, this study is expected to provide novice researchers information about elements that expert researchers usually consider and further, it is expected to give expert researchers some new directions to explore in research designs.
Hoskins, Marie L.; White, Jennifer
In this article we describe some of the challenges and constraints that students face when they engage in qualitative research interviews. We borrow extensively from Ron Pelias' in-depth description of "leaning in" during everyday life encounters. Although he refers to other kinds of relationships, we believe that the similarities…
Wood, William B.
The 1998 Boyer Commission Report advocated improvement of undergraduate education at large research universities through large-scale participation of undergraduates in the universities' research mission. At a recent conference sponsored by the Reinvention Center, which is dedicated to furthering the goals of the Boyer Commission, participants discussed progress toward these goals and recommendations for future action. A breakout group representing the life sciences concluded that independent research experience for every undergraduate may not be feasible or desirable but that transformation of lecture courses to more inquiry-based and interactive formats can effectively further the Commission's goals. PMID:12888846
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.
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…
Nicolaides, Aliki; McCallum, David C.
This article discusses the theory and practices associated with a methodology for leadership capacity development that utilizes Collaborative Developmental Action Inquiry to support adults in understanding the connections between transformative learning and adaptive leadership. Discussion is focused on transformative learning, ways of knowing, or…
Narratives are being increasingly used in nursing and action research. In this participatory action research study, nurse leaders of an acute care of the older person unit collectively, critically and creatively reflected on lived experiences in order to explore the concept of person-centred leadership within their own practice. This paper…
Wang, Chien-Hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua
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.
Klein, Sheri R., Ed.
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…
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…
Capobianco, Brenda M.
The purpose of this study was to examine the experiences of three science teachers attempting to transform their practice by conducting action research on feminist science teaching. The teachers engaged in systematic, self-critical inquiry of their own practice and joined 8 other science teachers to engage in collaborative conversations about the…
Woerner, Christiane Rhys
This study was a developmental evaluation that investigated whether practitioners' involved in an action research project experienced changes in their attitudes, assumptions, knowledge, behaviors, and beliefs by engaging in practitioner inquiry. The problem of the study revolved around the pressing issues of access, retention and degree completion…
Problem finding is a creative process whereby individuals develop original ideas for study. Secondary science students who successfully participate in authentic, novel, open inquiry studies must engage in problem finding to determine viable and suitable topics. This study examined problem finding strategies employed by students who successfully completed and presented the results of their open inquiry research at the 2007 Connecticut Science Fair and the 2007 International Science and Engineering Fair. A multicase qualitative study was framed through the lenses of creativity, inquiry strategies, and situated cognition learning theory. Data were triangulated by methods (interviews, document analysis, surveys) and sources (students, teachers, mentors, fair directors, documents). The data demonstrated that the quality of student projects was directly impacted by the quality of their problem finding. Effective problem finding was a result of students using resources from previous, specialized experiences. They had a positive self-concept and a temperament for both the creative and logical perspectives of science research. Successful problem finding was derived from an idiosyncratic, nonlinear, and flexible use and understanding of inquiry. Finally, problem finding was influenced and assisted by the community of practicing scientists, with whom the students had an exceptional ability to communicate effectively. As a result, there appears to be a juxtaposition of creative and logical/analytical thought for open inquiry that may not be present in other forms of inquiry. Instructional strategies are suggested for teachers of science research students to improve the quality of problem finding for their students and their subsequent research projects.
The connection between teacher inquiry, professional development and school improvement was recognised 30 years ago by Lawrence Stenhouse. Stenhouse contributed many valuable insights into the role of practitioner enquiry in creating and utilising knowledge about teaching and learning, much of which is still to be applied systematically in teacher…
Metcalfe, Amy Scott
Visual juxtaposition is inquiry through contrast, facilitated by side-by-side positioning of two images, or images and text. When combined with a theoretical foundation that explores interactions between the material and discursive elements of visual data, juxtaposition creates opportunities for qualitative analysis that are not as readily…
Akyol, Zehra; Garrison, D. Randy
Communications technologies have been continuously integrated into learning and training environments which has revealed the need for a clear understanding of the process. The Community of Inquiry (COI) Theoretical Framework has a philosophical foundation which provides planned guidelines and principles to development useful learning environments…
Spronken-Smith, Rachel; Kingham, Simon
In recent years there has been a move towards the strengthening of teaching and research links in the undergraduate curriculum. Inquiry-based learning offers an opportunity for students to engage in research tasks and consequently students can develop valuable research skills, as well as working on projects aligned to staff research interests.…
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…
Parsons, Jim B.; Harding, Kelly J.
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…
Winter, Richard; Badley, Graham
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…
Barton, Amy J.; Moritz, Patricia
An informatics infrastructure was developed for research and data collection in nursing faculty's clinical practice sites. The strategy links practice, research, and teaching, integrating knowledge used in practice and research-focused inquiry about practice. (Contains 27 references.) (SK)
Murphy, Gail Tomblin; Alder, Rob; MacKenzie, Adrian; Cook, Amanda; Maddalena, Victor
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
Baez, Benjamin; Boyles, Deron
In "The Politics of Inquiry", Benjamin Baez and Deron Boyles critique recent trends in education research to argue against the "culture of science." Using the National Research Council's 2002 report "Scientific Research in Education" as a point of departure, they contend that the entire discourse on education science reflects a number of distinct…
Wissman, Kelly K.; Staples, Jeanine M.; Vasudevan, Lalitha; Nichols, Rachel E.
This paper conceptualizes an approach to adolescent literacies research we call "research pedagogies." This approach recognizes the pedagogical features of the research process and includes three dimensions: created spaces, engaged participation, and embodied inquiry. By drawing upon and sometimes recasting foundational anthropological…
Woods, Phillip; Gapp, Rod; King, Michelle A
In successful community pharmacy business enterprises suitably responsive actions to meet ever-increasing change require capable pharmacy managers who readily learn and adapt. Capability as a concept is generally understood to be the ability of a manager to identify and act to solve unfamiliar problems in unfamiliar situations. Capability is characterized by adaptability and flexibility. However, different understandings of the concept 'capability' and what it means to be 'capable' are indirect and incomplete. This paper aims to clarify current theories regarding the concept of 'capability' at the level of the individual, and through this to make more explicit what is known about the phenomenon, but more particularly, how we know what we know. The analysis includes the concept of 'competence' because explanations of capability include competence, and the two concepts are not clearly separated in the literature. By probing the epistemological origins of current theory concerning both concepts, the limiting taken for granted assumptions are revealed. Assumptions about context and time, and the psychological theory through which individuals are assumed to perceive, know and learn, are illuminated. The analysis, in connection with the literature, shows how the interpretive philosophic research approach may reveal a different and useful theoretical perspective for explaining capability as a dynamic performance. It is suggested that such a perspective may narrow the gap between the theory of capability and its practice. The interpretive perspective holds potential to reveal how capability, as performed by successful community pharmacy managers, might be further researched and strengthened. This paper supports the challenging suggestion that pharmacy social research needs to rebalance the dominance of purely empirical research by exploring interpretive methodologies to better understand human actions and relations in the context of pharmacy. PMID:25169620
Capobianco, Brenda M.; Feldman, Allan
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…
Building on the scientific and investigative knowledge that students acquire over the years, this program delves deeper into the theory of "science as inquiry". This program helps students recognize the intricate relationship between explanation and evidence through engaging examples. Students trace the path of scientific inquiry--guided by…
Hine, Gregory S. C.; Lavery, Shane D.
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…
Guiffrida, Douglas A.; Douthit, Kathryn Z.; Lynch, Martin F.; Mackie, Karen L.
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…
Folkman, Daniel Vance
This dissertation provides an analysis of the dialogue that occurred among a small group of adult learners who engaged in a self-guided action science inquiry into their own practice. The following pages describe how this group of five practitioners ventured into a critical, self-reflective inquiry into their own values, feelings, and intentions in search of personal and professional growth. It is a deeply revealing story that shows how, through group dialogue, the members gradually unravel the interconnections between their values, feelings, and intention. They uncover surprising and unanticipated patterns in their reasoning-in-action that reflect lessons from present day experiences as well as childhood axioms about what constitutes appropriate behavior. They push their learning further to recognize emotional triggers that are useful in confronting old habits of mind that must be overcome if new Model II strategies are to be learned and internalized. They conclude that becoming Model II requires a centering on basic values, a personal commitment to change, a willingness to persist in the face of resistance, and the wisdom to act with deliberate caution. The transformative power of this insight lies in the realization of what it takes personally and collectively to make the world a truly respectful, productive, democratic, and socially just place in which to live and work. The action science literature holds the assumption that a trained facilitator is needed to guide such an inquiry and the learning of Model II skills. Unfortunately, there are few educator-trainers available to facilitate the learning of Model II proficiencies over the months and years that may be required. The data presented here show that it is possible for a group of highly motivated individuals to initiate and sustain their own action science inquiry without the aid of a highly skilled facilitator. A model of the group dialogue is presented that highlights the salient characteristics of an
Slapcoff, Marcy; Harris, dik
We describe how our teaching and learning centre developed a model, founded on Boyer's notion of scholarship, to explore the nature of the teaching-research nexus. At the core of this model is the Inquiry Network, a faculty learning community whose members moved from exploring the links between their own teaching and research to creating…
Kwon, Oh Nam; Bae, Younggon; Oh, Kuk Hwan
In this study, researchers design and implement an inquiry based multivariable calculus course in a university which aims at enhancing students' argumentation in rich mathematical discussions. This research aims to understand the characteristics of students' argumentation in activities involving proof constructions through mathematical…
Manfra, Meghan McGlinn
This study demonstrates the potential for teacher research to lead to critical inquiry and change in social studies classrooms. It presents four portraits of experienced social studies teachers engaged in critical teacher research. These teachers posed critical questions about the means and purposes of schooling, while engaging their students in…
Lassonde, Cynthia A.
This article examines a method for working with undergraduate teacher candidates as co-researchers to foster their development as teachers who nurture an inquiry stance toward their practice and who reflect on their pedagogy in systematic and intentional ways. These undergraduates put on "teacher research goggles," as one referred to the…
Craig, Cheryl J.; You, JeongAe; Oh, Suhak
While conducting a comparative research study in secondary Physical Education in South Korea and the United States, the question arose as to why the narrative inquiry research method we employed was chosen to study the experiences of teachers teaching the particular subject area to youth enrolled in four secondary schools (middle and high) in…
Pierson, Melissa; Shepard, MaryFriend; Leneway, Robert
Researchers in technology and teacher education have been charged with designing inquiry methods that speak broadly about the impact of technology in the preparation of teachers, beyond what is possible through the use of localized case studies and small-scale investigations alone. The Distributed Collaborative Research Model (DCRM) is proposed as…
Provides a statistical profile of the current state of music research as well as recommendations for future research. These recommendations explore and define approaches including the acquisition of interdisciplinary knowledge and skills, the importance of philosophical inquiry, and the definition and isolation of variables affecting musical…
This article examines the ways in which art and aesthetics provide powerful and rich models for inquiry and connection, facilitating fresh perception, conceptualization, and engagement in qualitative research. The very engagement with research parallels the engagement with the arts. In this engagement, problem setting and problem solving, the…
Goswami, Dixie; Lewis, Ceci; Rutherford, Marty; Waff, Diane
"On Teacher Inquiry" could be read as an answer to the question, "Teacher Research: What's in it for the students?" This new volume in the "NCRLL Collection" addresses the relationships among teacher research, teacher practice, and student learning. The authors observe, analyze, raise questions, design methodologies, and build relationships with…
Feldens, Maria das Gracas F.; Duncan, James K.
Reports on a study of the beliefs held by students, parents, and teachers regarding desirable schooling and teaching in grades one to eight in Porto Alegre, Brazil. Examines the combined use of qualitative and quantitative research methodologies; rationales and procedures of naturalistic and rationalistic inquiry; and implications for research in…
Zitlow, Connie Swartz
The Teaching Excellence Program, designed to promote faculty use of practice-centered inquiry, was conducted at a large research university (Ohio State). The program was based on a conceptualization of practice-centered inquiry that draws on action research, reflection-in-action, and action science ideas. Data collected throughout the program…
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
Smith, Karen; Fernie, Scott
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…
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.…
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…
Levy, Philippa; Petrulis, Robert
First-year undergraduates on degree programmes in the arts, humanities and social sciences were found by this qualitative study to experience inquiry and research in four distinct ways. Research as "gathering information" and "exploring others' ideas" was associated with learning by engaging independently with a knowledge base. Research as…
Purcell, Jennifer W.
The purpose of this action research study was to explore how community colleges increase their capacity for community engagement. Faculty and staff members who were identified as community engagement leaders within a public community college participated in a series of interventions to improve community engagement practices within the college. The…
Fels, Lynn Margaret
in the wind clothes dance on a line is the conceptualization and articulation of performative inquiry as a research methodology within the field of education. Performative inquiry invites innovative and non-linear investigations, playing upon the multiple realities and interpretations of co-evolving worlds realized and recognized through creative action and interaction between researcher/teacher and participants/students within individual and shared, existing and imagined environments through motivating (im)pulse(s) of inquiry. Performative inquiry is elusively and momentarily balanced on the "edge of chaos" within the interstices of enactivism, complexity, interpretation, and performance. In articulating an ecological-cognitive reading of performance, I am in company with curricular theorists who envision curriculum as a journey and expression of students' and teachers' shared investigations within co-evolving landscapes of action and interaction. in the wind clothes dance on a line is a playful response to current conversations among researchers seeking recognition and articulation of arts-based processes as legitimate site(s) and praxis of research. Performative inquiry offers researchers---in drama education, in particular, and in education, in general---a theoretical and practical venue to investigate their fields of inquiry through an integrated vehicle of body, mind and imagination. This dissertation is informed by a three year science education research project (1995--1997) conducted with science educator, Karen Meyer. Our research investigated the teaching and learning of science education through drama and storytelling, culminating in a performance piece, Light Sound Movin' Around: What Are Monsters Made Of? Follow-up interviews with pre-service teachers speak eloquently to the possibility and power of performative inquiry as a research tool and learning vehicle in science education. in the wind clothes dance on a line has been imagined "in the air
Vallenga, Dineke; Grypdonck, Mieke H F; Hoogwerf, Lucienne J R; Tan, Francis I Y
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
Sakshaug, Lynae E.; Wohlhuter, Kay A.; Lach, Tisa
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…
Bustingorry, Sonia Osses
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…
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,…
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…
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…
Eilertsen, Tor-Vidar; Gustafson, Niklas; Salo, Petri
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…
Pithouse-Morgan, Kathleen; Naicker, Inbanathan; Chikoko, Vitallis; Pillay, Daisy; Morojele, Pholoho; Hlao, Teboho
We explore how the participatory, literary arts-based methodology of collective poetic inquiry can facilitate awareness of, and insight into polyvocality in educational research. Using found poetry and haiku poetry, we present a poetic performance in which we engage with diverse voices that manifest in multiple data sources: a student…
Maniotes, Leslie K.; Kuhlthau, Carol C.
The traditional research assignment is a common approach for teachers unaware of an inquiry process. In the traditional assignment, on the very first day that the work is assigned, students are given a topic or asked to choose a topic from a prepared list. They are given the parameters of the assignment, the number of sources required, the number…
In this inquiry, the author inquires into her shifting "self" as a researcher/teacher educator in teacher professional development. The "self" in question is acknowledged as being historically, culturally and locally specific. It is also acknowledged as unfixed or unstable; constructed from and in response to various, and often…
Roller, Maureen C.
Measuring the effect of a Process-Oriented Guided-Inquiry Learning (POGIL) implementation in a fundamental baccalaureate-nursing course is one way to determine its effectiveness. To date, the use of POGIL from a research perspective in fundamental nursing has not been documented in the literature. The purpose of the study was to measure the…
Lincoln, Yvonna S., Ed.; Denzin, Norman K., Ed.
The chapters of this volume traces the changes in the discipline of qualitative inquiry over the last five decades. The collection serves as a textbook for training scholars in the history and trajectory of qualitative research. The chapters of part 1, The Revolution of Representation: Feminist and Race/Ethnic Studies Discourses, are: (1) Situated…
Creswell, John W.
This new version explores the philosophical underpinnings, history, and key elements of each of five qualitative inquiry approaches: narrative research, phenomenology, grounded theory, ethnography, and case study. Using an accessible and engaging writing style, the author compares theoretical frameworks, ways to employ standards of quality, and…
This paper highlights the use of appreciative inquiry (AI), a growing practice in organization development in the Office of Research and Development (ORD) of the Environmental Protection Agency. AI is a strength-based approach to change that induces innovation and collaboration t...
Lawn, Martin, Ed.
This book focuses on the International Examinations Inquiry (IEI), an international, well-funded scientific project that operated in the 1930s, attracting key world figures in educational research, and which undertook significant exchanges of data. Originally involving the USA, Scotland, England, France, Germany and Switzerland, the IEI grew to…
Aydeniz, Mehmet; Baksa, Kristen; Skinner, Jane
The purpose of this study was to understand the impact of an apprenticeship program on high school students' understanding of the nature of scientific inquiry. Data related to seventeen students' understanding of science and scientific inquiry were collected through open-ended questionnaires. Findings suggest that although engagement in authentic scientific research helped the participants to develop competency in experimentation methods it had limited impact on participants' learning of the implicit aspects of scientific inquiry and NOS. Discussion focuses on the importance of making the implicit assumptions of science explicit to the students in such authentic scientific inquiry settings through structured curriculum.
Kidd, J; Finlayson, M
Sensitive research necessitates routine ethical practices of confidentiality, anonymity and worthiness. However, when co-constructing narratives with participants, the nurse researcher also faces unexplored ethical issues that arise out of the emotional intensity and professional responsibility inherent in the relationship. Such issues may be recognized and managed using clinical supervision in addition to academic supervision. Researcher vulnerability adds depth and complexity to human inquiry. PMID:16867126
Somekh, Bridget; Zeichner, Ken
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…
Slater, Stephanie; Lyons, D. J.; Slater, T. F.; Astronomy, Center; Physics Education ResearchCAPER Team
As astronomy education research, AER, becomes more sophisticated, so increases the number of assessment instruments available to the community. We are finding significant success with the "Views on Scientific Inquiry,” or VOSI, instrument for targeting how students’ understanding of science's model for progress. Initially developed by Rene Schwartz, Norman Lederman and colleagues, the VOSI is an open-ended written or interview instrument focusing on eliciting elements of scientific inquiry. The VOSI team examined how a number of cross-disciplinary scientists viewed scientific inquiry to create the VOSI. The underlying hope was to find a way to measure enhancements in how students could learn more about scientific inquiry and understand more about how students are apt to go into STEM fields or, at least, become more science literate citizens who value science. The VOSI measures as many as eight categories of science attributes aligned with the goals of education including: descriptive, conceptualization, problem solving, ethical reasoning, scientific values and attitudes, communication, collaboration, and self-assessment. Surprisingly, these categories seem to receive the only a scant amount of attention in a conventional ASTRO 101 class. We propose that a parallel direction for fruitful research and development in astronomy education research is enhanced VOSI scores rather than only enhanced astronomy content knowledge.
Sibbernsen, K.; Sibbernsen, M.
One common objective for undergraduate science classes is to have students learn how to do scientific inquiry. However, often in science laboratory classes, students learn to take data, analyze the data, and come to conclusions, but they are told what to study and do not have the opportunity to ask their own research questions, a crucial part of scientific inquiry. A special topics class in high-altitude ballooning (HAB) was offered at Metropolitan Community College, a large metropolitan two-year college in Omaha, Nebraska to focus on scientific inquiry for the participants through support of NASA Nebraska Space Grant. A weather balloon with payloads attached (balloonSAT) was launched to near space where the balloon burst and fell back to the ground with a parachute. Students worked in small groups to ask their research questions, they designed their payloads, participated in the launch and retrieval of equipment, analyzed data, and presented the results of their research. This type of experience has potential uses in physics, physical science, engineering, electronics, computer programming, meteorology, astronomy, and chemistry classes. The balloonSAT experience can act as a stepping-stone to designing sounding rocket payloads and it can allow students the opportunity to participate in regional competitions and present at HAB conferences. Results from the workshop are shared, as well as student responses to the experience and suggestions for administering a high-altitude ballooning program for undergraduates or extending inquiry-based ballooning experiences into high-school or middle-school.
Cakir, Mustafa; Carlsen, William S.
The Environmental Inquiry (EI) program (Cornell University and Pennsylvania State University) supports inquiry based, student-centered science teaching on selected topics in the environmental sciences. Texts to support high school student research are published by the National Science Teachers Association (NSTA) in the domains of environmental…
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…
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.
Arnold, Douglas E.
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…
Steward, Jason Lee
Within the last twenty years, reform documents have been penned in order to define and codify standards for improved science education practices. A major theme within these documents is the attainment of student understanding of the nature of science through tasks that more closely resemble how science really works. My research deals with two specific approaches to authenticity in science education: inquiry-based teaching in middle-school and high-school and a research experience for undergraduates (REU) program in chemical biology. Through my research, I have made four assertions about authenticity in science education: (1) Educators' research experiences lend credibility to students' own science education experiences, (2) Undergraduate students give ownership priority over science-like activities when assessing authenticity, (3) Educators need support to implement authentic science activities (including inquiry) into the classroom setting, and (4) Students (and educators) at all levels benefit from experiences with authentic science practices.
Flynn, B C; Ray, D W; Rider, M S
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
Rehorek, Susan J.
Inquiry-based learning is more work than passive learning, and there is a body of students who prefer to take the easier route. But there is also a body of students who wish to explore science. Two descriptive evolutionary experiments conducted by university freshman/sophomore biology majors, enrolled in General Zoology are described.
Fazio, Xavier; Melville, Wayne
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…
Educational Researcher, 2003
Asserts that design-based research, which blends empirical educational research with theory-driven design of learning environments, is an important methodology for understanding how, when, and why educational innovations work in practice. Illustrates design-based research, noting relationships with other research methodologies, challenges faced by…
Philosophical research tends to be done separately from empirical research, but this makes it difficult to tackle questions which require both. To make it easier to address these hybrid research questions, I argue that we should sometimes combine philosophical and empirical investigations. I start by describing a continuum of research methods from…
Cockburn, Lynn; Trentham, Barry
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…
Herrington, Deborah G.; Bancroft, Senetta F.; Edwards, Molly M.; Schairer, Caroline J.
This qualitative study examined how and why research experiences for teachers (RETs) influenced middle and high school science teachers' beliefs, attitudes, and values about teaching science as inquiry. Changes teachers reported after participating in the RET ranged from modifying a few lessons (belief change) to a comprehensive revision of what…
Turnbull, Ann P.; Friesen, Barbara J.; Ramirez, Carmen
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…
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Symons, C. M.; Koppers, A.; Helly, M.; Staudigel, H.; Miller, S. P.
The Enduring Resources for Earth Science Education (ERESE) Project bridges the gap between earth science research and science education by providing a forum for electronic collaboration between practicing scientists and classroom teachers. By combining the resources of Scripps Institution of Oceanography (SIO) and the expertise of educators, ERESE leverages a wide variety of assets to provide state-of-the-art, online digital resources through two National Science Digital Library collections: Earthref.org (http://www.Earthref.org/ERESE) and SIOExplorer (http://SIOExplorer.ucsd.edu). Earthref.org provides a wealth of plate tectonic-related content appropriate for designing and enacting inquiry lessons. The SIOExplorer Digital Library houses marine geophysical data from over 800 research cruises each containing a variety of data types from meteorological, to oceanographic, geophysical and navigational data. Built on successful collaboration between scientists and middle and high school teachers from across the country beginning in 2004, ERESE has expanded into a multifaceted repository for thought-provoking earth science data and images, virtual field trips and inquiry lessons designed by our partner teachers. More than static interfaces, both Earthref.org and SIOExplorer introduce users to current topics in science, seeking to answer outstanding questions about the earth, its processes, formation, and future. To provide a starting point for new users to design and contribute lessons to Earthref.org we have created a basic inquiry lesson plan template that models the process of investigating a real scientific problem. The template is designed on the basis of our five-stage model of inquiry adapted to the National Science Education Standards. As with all inquiry lessons, our model focuses on the shift of power from the teacher at the outset of the lesson to the students upon completion of the lesson.
Gamsky, Neal R.
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)
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.…
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…
Morales, Marie Paz E.
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…
Wilson, Annabelle M.; Mehta, Kaye; Miller, Jacqueline; Yaxley, Alison; Thomas, Jolene; Jackson, Kathryn; Wray, Amanda; Miller, Michelle D.
This article describes a review undertaken in 2012-2013 by Nutrition and Dietetics, Flinders University, to assess the Indigenous health curriculum of the Bachelor of Nutrition and Dietetics (BND) and Masters of Nutrition and Dietetics (MND). An action research framework was used to guide and inform inquiry. This involved four stages, each of…
Kiilo, Tatjana; Kutsar, Dagmar
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…
Paul, James L.; Marfo, Kofi
Discusses the nature, scope, and significance of basic philosophical issues in the preparation of researchers, focusing on two assertions: (1) that the curriculum for preparing educational researchers continues to be dominated by logical empiricism; and (2) that research education places a disproportionate emphasis on technical methods and…
Zaugg, Holt; West, Richard E.; Tateishi, Isaku; Randall, Daniel L.
Mendeley is a free, web-based tool for organizing research citations and annotating their accompanying PDF articles. Adapting Web 2.0 principles for academic scholarship, Mendeley integrates the management of the research articles with features for collaborating with researchers locally and worldwide. In this article the features of Mendeley are…
Bell, Cheryl A.
Science teaching and learning has been the focus of reform efforts for many years. The most recent efforts call for change in the way science is taught and the way students learn science in our nation's classrooms, with an effort to move toward an inquiry-based approach. These efforts present challenges for today's teachers. Many teachers want to do an effective job of teaching science, yet are not sure of what inquiry teaching should look like in the classroom or what they need to change to move toward inquiry-based instruction. The problem posed for the educational community is to identify means to provide teachers with the experiences they need to develop the knowledge and techniques necessary to teach using an inquiry approach in their classrooms. This research addressed this problem by developing a case study of a professional development program designed to enhance the inquiry knowledge and inquiry-based teaching of middle level teachers through the development of leadership teams and peer training. Teachers participated at one of two levels: Level I received intense training at a major university; and Level II received their training from their Level I teammates. Two teams of teachers participated in this research, involving five teachers. The program's effectiveness varied in the changes evident in the teachers' knowledge and use of inquiry in their classrooms. The Level I teachers' knowledge and use of inquiry was influenced by their interpretations of their experiences and how these related to what occurred in their classrooms prior to the institute. Similarly, their interpretation influenced the emphasis placed on including information about inquiry and involving their Level II teammates in inquiry-based instructional experiences during the peer-training sessions. The peer-training session for Team 1 provided a stimulus for the Level II teacher to reflect on her teaching and her students' questions and, consequently, change the level of inquiry in her
The freshman research paper can be a labor for both the teacher and the student with its many layers of skills and expectations. While academia has moved beyond note cards and simplified documentation models, students continue to get lost in the research process, often to the point that instructors may even wonder if they had been teaching in an…
Freshmen often approach research papers by selecting a "giant topic" and going to the library to confront swamps and mountains of resources. A different approach to teaching research is designed to help students begin to shift the often counter-productive paradigm under which they operate. The classroom strategy proposed is 3-fold. Rather than…
Evaluations of the relationship of curriculum programs to Jean Piaget's developmental psychology theory are reviewed. These programs include Science Curriculum Improvement Study (SCIS), Man: A Course of Study (MACOS), Family of Man (FOM), and Social Encounter and Research Curriculum for Humanization (SEARCH). Piagetian based research results are…
Aultman, Terry; Curran, Mary Carla; Partridge, Michael
This lesson was developed for middle school students using actual research on grass shrimp ("Palaemonetes pugio") to illustrate the process of a scientific investigation. The research was conducted at Savannah State University and funded by the National Oceanic and Atmospheric Administration (NOAA) Office of Education through the Living Marine…
Odell, M. R.; Charlevoix, D. J.; Kennedy, T.
The GLOBE Program is an international science and education focused on connecting scientists, teachers and students around relevant, local environmental issues. GLOBE's focus during the next two years in on climate, global change and understanding climate from a scientific perspective. The GLOBE Student Climate Research Campaign (SCRFC) will engage youth from around the world in understanding and researching climate through investigations of local climate challenges. GLOBE teachers are trained in implementation of inquiry in the classroom and the use of scientific data collection protocols to develop inquiry and research projects of the Earth System. In preparation for the SCRC, GLOBE teachers will need additional training in climate science, global change and communicating climate science in the classroom. GLOBE's reach to 111 countries around the world requires development of scalable models for training teachers. In June GLOBE held the first teacher professional development workshop (Learning to Research Summer Institute) in a hybrid format with two-thirds of the teachers participating face-to-face and the remaining teachers participating virtually using Adobe Connect. The week long workshop prepared teachers to integrate climate science inquiry and research projects in the classrooms in the 2011-12 academic year. GLOBE scientists and other climate science experts will work with teachers and their students throughout the year in designing and executing a climate science research project. Final projects and research results will be presented in May 2012 through a virtual conference. This presentation will provide the framework for hybrid teacher professional development in climate science research and inquiry projects as well as summarize the findings from this inaugural session. The GLOBE Program office, headquartered in Boulder, is funded through cooperative agreements with NASA and NOAA with additional support from NSF and the U.S. Department of State. GLOBE
Tomal, Daniel R.
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…
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…
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…
Fuglestad, Anne Berit
Computers and calculators are in general widely used in Norwegian schools, but with limited use in specific school subjects, as particularly in mathematics teaching. Various reports from surveys and research projects indicate that teachers' competence with ICT is a crucial point, and that teachers' lack of knowledge of how to utilise software for…
Gunn, Wendy; Løgstrup, Louise B.
Within the design studio, and across multiple field sites, the authors compare involvement of research tools and materials during collaborative processes of designing. Their aim is to trace temporal dimensions (shifts/ movements) of where and when learning takes place along different sites of practice. They do so by combining participant…
Sirinides, Phil; Fantuzzo, John; LeBoeuf, Whitney; Barghaus, Katie; Fink, Ryan
High-quality care in the earliest years of life has been shown to relate to positive developmental outcomes for children, including improved early academic skills, social-emotional competencies, and cognitive functioning. Unfortunately, the early care experiences of many children are not always high quality; rather, research suggests that…
System Development Corp., Santa Monica, CA.
This volume represents the results of an effort to reconsider school desegregation research from a "situational" perspective--one that recognizes macro and micro processes, objective and subjective forces, and proximal and distal influences. Part I is an introduction, "The Desegregation Situation," written by Jeffrey Prager, Douglas Longshore, and…
Ethnography is a prominent research methodology in the recent times. It is popular not only in the field of Anthropology but also in many other social sciences. My doctorate thesis was also conducted through an ethnographic study examining the ways in which young Muslims of Indonesian background living in Australia construct their identity. In…
Almost 43% of the world's population is online. Research suggests that the prowess attributed to young people as a tech-savvy homogeneous population is misguided. Many of our students are laboring to utilize the Internet and other digital technologies as tools for literacy and learning. Furthermore, many teachers are struggling to create the…
Evans, Thomas J.
This paper presents an introduction to basic concepts of educational research for preschool, elementary, and secondary teachers at the Escuela Internacional Sampedrana (EIS) in Honduras who expressed interest in pursuing graduate education in the United States. EIS is a private bilingual (Spanish-English) K-12 school in Honduras. In the first part…
Plakhotnik, Maria S.; Rocco, Tonette S.; McCarley, Howard; Ianinska, Silvana; Bernier, Judith D.
The paper examines the nature of qualitative empirical studies published in the AHRD proceedings from 1999-2003 and discusses findings on research purpose, research question(s), and inquiry literature cited. (Contains 4 tables.)
Li, Yufeng; Xiong, Jianwen
Scientific inquiry is one of the science curriculum content, "Scientific inquiry" - Pedagogical Content Knowledge is the face of scientific inquiry and teachers - of course pedagogical content knowledge and scientific inquiry a teaching practice with more direct expertise. Pre-service teacher training phase of acquisition of knowledge is…
Teram, Eli; Schachter, Candice L; Stalker, Carol A
Grounded theory and participatory action research methods are distinct approaches to qualitative inquiry. Although grounded theory has been conceptualized in constructivist terms, it has elements of positivist thinking with an image of neutral search for objective truth through rigorous data collection and analysis. Participatory action research is based on a critique of this image and calls for more inclusive research processes. It questions the possibility of objective social sciences and aspires to engage people actively in all stages of generating knowledge. The authors applied both approaches in a project designed to explore the experiences of female survivors of childhood sexual abuse with physical therapy and subsequently develop a handbook on sensitive practice for clinicians that takes into consideration the needs and perspectives of these clients. Building on this experience, they argue that the integration of grounded theory and participatory action research can empower clients to inform professional practice. PMID:16221884
Fawcett, Stephen B.
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
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…
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…
Brown, Barb; Dressler, Roswita; Eaton, Sarah Elaine; Jacobsen, Michele
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…
George, L. A.; Parra, J.; Rao, M.; Offerman, L.
Research experiences for science teachers are an important mechanism for increasing classroom teachers' science content knowledge and facility with "real world" research processes. We have developed and implemented a summer scientific research and education workshop model for high school teachers and students which promotes classroom science inquiry projects and produces important research results supporting our overarching scientific agenda. The summer training includes development of a scientific research framework, design and implementation of preliminary studies, extensive field research and training in and access to instruments, measurement techniques and statistical tools. The development and writing of scientific papers is used to reinforce the scientific research process. Using these skills, participants collaborate with scientists to produce research quality data and analysis. Following the summer experience, teachers report increased incorporation of research inquiry in their classrooms and student participation in science fair projects. This workshop format was developed for an NSF Biocomplexity Research program focused on the interaction of urban climates, air quality and human response and can be easily adapted for other scientific research projects.
Piggot-Irvine, Eileen; Rowe, Wendy; Ferkins, Lesley
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…
Edwards, Sylvia Lauretta; Bruce, Christine
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)
Edwards, Emily; Burns, Anne
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…
Day, Nicole Kristine
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…
Ferrell, Elizabeth W.; Nance, Cara N.; Torres, Amanda L.; Torres, Selina M.
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…
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…
Kitchen, Julian; Raynor, Marg
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…
Lee, Vanessa; Coombe, Leanne; Robinson, Priscilla
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…
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)
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)
Pace, Larry A.; Argona, Dominick R.
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…
Graves, Chiron; Rutherford, Sandra
Educational research focused on questioning techniques used in classroom settings is quite extensive. However, research regarding a teacher's ability to generate research questions is virtually nonexistent. Posing research or "testable" questions is a key component of inquiry-based instruction, and teachers must be able to both generate these…
Sample McMeeking, L. B.; Weinberg, A. E.
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
The challenges posed by postmodern and poststructural theories profoundly disrupt the certainties of feminist and nursing research, yet at the same time offer possibilities for developing new epistemologies. While there are an increasing number of accounts discussing the theoretical implications of these ideas for nursing research, I wish to discuss the practical and the methodological implications of using postmodern feminist theories within empirical research. In particular, I identify the challenges I encountered through an examination of specific aspects of the research process and through examples drawn from empirical research. I conclude that using postmodern feminist theories requires a continuous engagement with, and interrogation of, the modern epistemological and ontological assumptions of qualitative, feminist nursing research and, in so doing, presents the possibility for nurse scholars to begin to develop a 'passionately interested' methodological approach to nursing inquiry. PMID:16700757
Salerno, April S.; Kibler, Amanda K.
Our study of pre-service teachers' (PSTs) inquiry projects includes two levels of practitioner-research: on one level, we examine the research questions PSTs pose about their classrooms; and on the second, the study is an action-research investigation of our own practice in teaching PSTs both pedagogical and inquiry practices. We study PSTs'…
Bentley, Danielle Christine; Robinson, Andrea Cristina; Ruscitti, Robert Joseph
With the growing volume of obtainable medical information and scientific literature, it is crucial that students in the field of allied health professions develop and refine the research skill set necessary to effectively find, retrieve, analyze, and use this information. This skill set can be effectively developed using student inquiry; an active learning process where students answer questions using research and data analysis. Therefore, with the pedagogical goal of developing information literacy among a cohort of allied health professional trainees, first year students studying human anatomy completed inquiry-based projects that were structured within the framework of the Information Search Process. This article thoroughly describes the conceptualization, creation, improvement, implementation, and assessment of the projects beginning with version one, the Student Inquiry Projects. Following a pilot of the Student Inquiry Projects various evidence-based improvements resulted in the final project version called the Inquiry Guided Learning Projects (IGLPs). A full assessment of the IGLPs revealed that students' self-perceived confidence improved for all tested research skills including: research question development, research question selection, exploration of peer-review literature, acquisition of resources, effective communication of results, and literature citation (all P < 0.05). Furthermore, six months following project completion students retained improved confidence in research question development and effective communication of results, with 90% of students indicating the IGLPs were directly responsible for these improvements. By guiding students through the Information Search Process, the IGLPs successfully developed research confidence among allied health trainees. PMID:25907079
de Toledo, Renata Ferraz; Giatti, Leandro Luiz
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
Brown, Ruth Nicole, Ed.; Carducci, Rozana, Ed.; Kuby, Candace R., Ed.
"Disrupting Qualitative Inquiry" is an edited volume that examines the possibilities and tensions encountered by scholars who adopt disruptive qualitative approaches to the study of educational contexts, issues, and phenomena. It presents a collection of innovative and intellectually stimulating chapters which illustrate the potential…
Kyza, Eleni A.
Recent calls to reform science education propose changes in the content and structure of the learning of science. At the classroom level, these calls emphasize investigations that are inquiry-based and parallel the nature of scientific work. Research on students' inquiry practices has suggested that engaging in inquiry is difficult, as students need to approach inquiry reflectively and assume more responsibility over their learning than has been traditionally expected from them. This dissertation presents the results of an empirical study investigating the following questions: (a) What elements of reflective inquiry do middle school students engage in when asked to conduct complex investigations, and what kind of challenges do they face? (b) What role can software-based learning environments play in supporting students' reflective inquiry practices? These questions were investigated by studying six pairs of middle-school students as they problem-solved a software investigation involving the analysis of complex data. The findings are presented in the alternative dissertation format of two research papers. The first paper, entitled Reasoning with scientific data: middle-school students' processes of theory-evidence coordination, investigates the process through which three pairs of students coordinated their theories with the evidence in the data, describes the variability in the ways that students coordinated theory and evidence, and discusses the challenges the groups faced. The findings suggest that students engaged in reflective inquiry to varying degrees and that they needed further scaffolding to address the challenges they faced. The second paper, entitled The role of the Progress Portfolio tool in scaffolding middle-school students' reflective inquiry in science, investigates the role of a software-based intervention designed to support students' engagement in four reflective inquiry practices: attending to evidence, interpreting data, evaluating hypotheses
Dewar, Belinda; Sharp, Cathy
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…
Raelin, Joseph A.; Coghlan, David
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…
Tyrell, Phillip B.
This paper presents a review of the research concerning the effect of the lecture versus the inquiry teaching method on student achievement in social studies. The small amount of research found which deals with this topic revealed that the findings are inconclusive as to the best method of presentation in social studies. More research is needed.…
Froburg, E.; Varner, R. K.; Bryce, J. G.; Hale, S. R.; Johnson, J. E.; Graham, K.; none
The University of New Hampshire's Transforming Earth System Science Education (UNH TESSE) program is designed to enrich the Earth System Science (ESS) content knowledge and inquiry-based pedagogical skills of in-service and pre-service teachers who either currently teach or plan to teach earth science curricula. This goal is promoted through authentic research experiences coupled with assignments that ask teachers to apply their new understanding of pedagogy and content in the classroom. Teachers participate in an intensive 2-week summer institute followed by an academic-year program during which they receive support from geoscience graduate fellow(s). Throughout the two-week institute, teachers receive foundational ESS content instruction and participate in field experiences that highlight different aspects of the research process. The culminating field experience provides an opportunity for the participants to conduct an investigation that is a condensed version of the full scientific research process, while modeling the pedagogical context of a k-12 classroom. Teachers participate in a full cycle of research/inquiry, often for the first time, and are also required to face many of the constraints that they will have in the classroom. Teachers work in groups of 3-4 on a self-selected research topic based on research being completed at Sallie's Fen, NH, USA, a long-term peatland research site. The investigation takes place over two days, and is comprised of, 1) faculty-presented background information on the relevant scientific concepts, the field-site, published research findings, and the instrumentation and methodologies of data collection, 2) coached development of a research question and hypothesis; 3) field-based data collection and analysis; and 4) synthesis and group presentation of findings in a 15 minute "science talk" format. Upon completion of the science talk, teachers are asked to reflect on the classroom application of the process.
Smith-Stoner, Marilyn; Molle, Mary E
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
Coghlan, David; Coughlan, Paul
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,…
Pedler, Mike; Burgoyne, John; Brook, Cheryl
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…
Howard, Richard D.; Borland, Kenneth W., Jr.
This paper presents a conceptual model of assessment that defines six sequential, iterative steps: purpose identification; outcomes identification; measurement and evaluation design; data collection; analysis and evaluation; and decision making/action. The conceptual model of assessment closely parallels systematic scientific inquiry, especially…
Naaldenberg, Jenneken; Banks, Roger; Lennox, Nick; Ouellette-Kunz, Hélène; Meijer, Marijke; Lantman-de Valk, Henny van Schrojenstein
Background: The current understanding of health inequities in people with intellectual disabilities does not readily translate into improvements in health status or health care. To identify opportunities for action, the 2013 IASSIDD health SIRG conference organized ten intensive workshops. Materials and methods: The workshops each addressed…
Werner, Thomas P.; Rogers, Katrina S.
"Scholar-Craftsmanship" (SC) is a quadrant methodological framework created to help social science doctoral students construct first-time dissertation research. The framework brackets and predicts how epistemological domains, cultures of inquiries, personality indicators, and research question--types can be correlated in dissertation…
Vossoughi, Shirin; Escudé, Meg
This piece explores the politics and possibilities of video research on learning in educational settings. The authors (a research-practice team) argue that changing the stance of inquiry from "surveillance" to "relationship" is an ongoing and contingent practice that involves pedagogical, political, and ethical choices on the…
Background Despite extensive evidence on the magnitude of intimate partner violence (IPV) as a public health problem worldwide, insubstantial progress has been made in the development and implementation of sufficiently comprehensive health services. This study aimed to implement, evaluate and adapt a published protocol for the screening and management of IPV and to recommend a model of care that could be taken to scale in our underdeveloped South African primary health care system. Methods Professional action research utilised a co-operative inquiry group that consisted of four nurses, one doctor and a qualitative researcher. The inquiry group implemented the protocol in two urban and three rural primary care facilities. Over a period of 14 months the group reflected on their experience, modified the protocol and developed recommendations on a practical but comprehensive model of care. Results The original protocol had to be adapted in terms of its expectations of the primary care providers, overly forensic orientation, lack of depth in terms of mental health, validity of the danger assessment and safety planning process, and need for ongoing empowerment and support. A three-tier model resulted: case finding and clinical care provision by primary care providers; psychological, social and legal assistance by ‘IPV champions’ followed by a group empowerment process; and then ongoing community-based support groups. Conclusion The inquiry process led to a model of comprehensive and intersectoral care that is integrated at the facility level and which is now being piloted in the Western Cape, South Africa. PMID:23151248
Wendler, Alexandra; Wehling, Martin
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
Butler Songer, Nancy; Lee, Hee-Sun; McDonald, Scott
The work presented builds on a multiyear effort to study the implementation and adaptation of Kids as Global Scientists (KGS), an inquiry-based, technology-rich middle school learning environment enacted simultaneously in hundreds of classrooms across the nation. Two groups of teachers participated in this study. One group consists of maverick teachers: those distributed across the nation that find us and customize our program to their needs without systematic professional development. This group of teachers tends to work in schools with a relatively rich fund of resources and supports. Another group - urban teachers - resulted from a recent partnership between KGS and teachers from a large, high-poverty urban school district. We provide these teachers with targeted professional development to help them overcome constraints common to their schools. This study provides profiles of both maverick and urban teachers, and then examines teacher and student data from five focus classrooms that were successful in implementing KGS. In all cases, successful classrooms were defined as those where students made significant positive gains on open-ended and multiple-choice assessments. The focus classrooms consisted of three classrooms from urban teachers in high-poverty environments and two classrooms from maverick teachers in middle-class suburban environments. The paper discusses the need for research that provides multiple exemplars of classroom science inquiry that are realized through large-scale enactments responsive to diverse learning environments.
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…
Goodnough, Karen Catherine
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
This paper describes a two-year action research study of 20 pre-service teachers (referred to in the context of this study as intern teachers) in their final 15-week practicum, during which they engaged in a type of action research known as collaborative inquiry. Over the course of their practicum, these intern teachers were interviewed monthly to…
Zhou, Jun; Liu, Katrina Yan
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…
Zuber-Skerritt, Ortrun; Perry, Chad
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)
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,…
Minner, Daphne D.; Levy, Abigail Jurist; Century, Jeanne
The goal of the Inquiry Synthesis Project was to synthesize findings from research conducted between 1984 and 2002 to address the research question, "What is the impact of inquiry science instruction on K-12 student outcomes?" The timeframe of 1984 to 2002 was selected to continue a line of synthesis work last completed in 1983 by Bredderman…
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…
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.…
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…
Kanjorski, N.; Hall, M.
Creating A Culture Of Scientific Inquiry (CACOSI) is a National Science Foundation funded pilot project designed to help middle and high school teachers and students achieve a scientific understanding of their world through authentic short and long-term classroom and field research experiences. Throughout the past year CACOSI had reached out to several Northern New Mexico minority-serving schools to implement inquiry- based projects in 6th, 7th, and 8th grade classrooms such as weather, earthquake, and schoolyard ecosystem monitoring. Professional scientists were also introduced into the classroom to act as teachers and mentors of the science process and help expose students to scientific career opportunities. Additionally, CACOSI has developed a one-week residential Summer Science Camp to introduce the students and teachers to hands-on Earth and environmental science investigations with the assistance of professional scientists in the field. Development of this camp significantly strengthened and expanded the partnerships that have been created over the past three years and will allow us to expand the CACOSI project to include more field-based exploration during the 2006-2007 school year across two school systems. Throughout this project we have found that consistent teacher support is required to implement authentic research projects in the classroom. The summer science camp was particularly helpful to the teachers in developing their comfort with the inherent unpredictability of hands-on field research projects. This year we are working with the schools to take the students and teachers out of the classroom setting into the field for one day each month with professional scientists' assistance. This will allow us to explore more intensive field investigations and overcome some of the barriers created by the classroom structure and schedule.
Capobianco, Brenda M.; Lincoln, Susan; Canuel-Browne, Donna; Trimarchi, Ruth
The purpose of this article is to examine the teacher research movement from the perspective of three generations of teacher researchers within the context of a unique collaborative science teacher action research group. The question that guided the study was the following: In what ways do three generations of science teachers perceive their…
This action research project examined how "Efficiency in Learning" ("EL") strategies, "Appreciative Inquiry" ("AI") and the "Interactive Model of Program Planning" ("IMPP") could be used to discern the content and preferred pedagogical approaches in the development of a pre-licensure…
Lincoln, Yvonna S.; Guba, Egon G.
Research on the assessment of naturalistic inquiries is reviewed, and criteria for assessment are outlined. Criteria reviewed include early foundational and non-foundational criteria, trustworthiness criteria, axiomatic criteria, rhetorical criteria, action criteria, and application/transferability criteria. Case studies that are reports of…
Winkelmann, Kurt; Baloga, Monica; Marcinkowski, Tom; Giannoulis, Christos; Anquandah, George; Cohen, Peter
Research projects conducted by faculty in STEM departments served as the inspiration for a new curriculum of inquiry-based, multiweek laboratory modules in the general chemistry 1 course. The purpose of this curriculum redesign was to improve students' attitudes about chemistry as well as their self-efficacy and skills in performing inquiry…
Bentley, Danielle Christine; Robinson, Andrea Cristina; Ruscitti, Robert Joseph
With the growing volume of obtainable medical information and scientific literature, it is crucial that students in the field of allied health professions develop and refine the research skill set necessary to effectively find, retrieve, analyze, and use this information. This skill set can be effectively developed using student inquiry; an active…
Fowler, Debra A.; Matthews, Pamela R.; Schielack, Jane F.; Webb, Robert C.; Wu, X. Ben
Inquiry-guided learning (IGL) is not new to Texas A&M University, a large research-extensive institution. The ideas of asking questions and seeking answers have always been associated at this university with both learning and discovery. In this article the authors present how, as a natural extension, Texas A&M University infuses IGL more broadly…
The purpose of this teacher research study was to examine narrative inquiry as a method for student engagement with course material and the local community. This study sought to understand how students perceived themselves within Mexican American history. While a number of studies have used oral history and narrative effectively, these studies…
Lu, Fong-Mei; Eliceiri, Kevin W.; Stewart, James; White, John G.
The utilization of biology research resources, coupled with a "learning by inquiry" approach, has great potential to aid students in gaining an understanding of fundamental biological principles. To help realize this potential, we have developed a Web portal for undergraduate biology education, WormClassroom.org, based on current research…
Ebenezer, Jazlin; Kaya, Osman Nafiz; Ebenezer, Devairakkam Luke
The purpose of this mixed-method study was to investigate the changes in high school students' perceptions of fluency with innovative technologies (IT) and the levels of students' scientific inquiry abilities as a result of engaging students in long-term scientific research projects focusing on community-based environmental issues. Over a span of…
Osterman, Karen; Furman, Gail; Sernak, Kathleen
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…
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,…
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…
Yazon, Jessamyn Marie Olivares
My case study explored Filipino secondary students' and teachers' experiences with technology research, project-based pedagogy. The study was conducted to examine the nature of a Technology Research (TR) Curriculum, and how it mediates non-Western students' learning, and interest in technology-based careers. The context for my study is Philippine Science High School's (PSHS) TR program wherein students outline a proposal, design an experiment or a device, and implement their design to address a real world problem. My data sources included semi-structured interviews of 27 students and 2 teachers; participant observations of classroom and group activities, teacher-student consultations, and Science-Technology Fair presentations; TR curriculum documents; and researcher journal logs. My examination of curriculum documents revealed that since the 1960s, the Philippine government has implemented specialized educational programs, such as the PSHS Science/Technology Streaming and TR programs, to support Filipino youth interested in science and technology courses and careers. Data analyses showed that the TR program provided a rich, practical learning environment where 'doing technology design' blended with 'doing science inquiry'. The TR activities enhanced student understanding of science and technology; helped them integrate and apply knowledge and skills learned from other school subjects; encouraged them to be creative, problem-solvers; and helped develop their lifelong learning skills. Students recognized that TR teachers adopted alternative instructional strategies that prompted students to adopt more active roles in their learning. Research findings revealed that student interest in pursuing technology-related careers was supported by their participation in the streaming and the TR programs. Data also showed that Filipino cultural practices mediated student learning, and career decision-making. My research findings suggest that present notions of scientific inquiry
Zamani-Gallaher, Eboni M.; Bragg, Debra D.
The Office for Community College Research and Leadership (OCCRL) founded in 1989 focuses on P-20 education and the role of community colleges in facilitating educational access and equity. This article highlights the work of OCCRL as a research center that bridges inquiry, policy, and practice in contributing to the national dialogue on relevant…
System-based and collaborative teacher inquiry has unexplored potential that can impact educational policy in numerous ways. This impact can be increased when teacher inquiry builds momentum from classrooms and teaching practices and simultaneously addresses district, state, and national discourses and networks. In this conceptual paper, I…
Kizilaslan, Aydin; Sozbilir, Mustafa; Yasar, M. Diyaddin
Inquiry-based learning [IBL] enhances students' critical thinking abilities and help students to act as a scientist through using scientific method while learning. Specifically, inquiry as a teaching approach has been defined in many ways, the most important one is referred to nature of constructing knowledge while the individuals possess a…
A collaborative inquiry into how to improve the well-being of children was run over six months, as a partnership between Liverpool Hope University and a local authority Children's Services. The collaborative inquiry was based on a living theory approach to action research in which practitioners became increasingly aware and reflective of their…
Morgan, P.; Bloom, J. W.
For the past three summers, we have worked with in-service teachers on image processing, planetary geology, and earthquake and volcano content modules using inquiry methods that ended with mini-research experiences. Although almost all were science teachers, very few could give a reasonable definition of science at the start of the modules, and very few had a basic grasp of the processes of scientific research and could not include substantive scientific inquiry into their lessons. To build research understanding and confidence, an instructor-student interaction model was used in the modules. Studies have shown that children who participate in classrooms as learning and inquiry communities develop more complex understandings. The same patterns of complex understandings have resulted in similarly structured professional communities of teachers. The model is based on professional communities, emphasizing from the beginning that inquiry is a form of research. Although the actual "research" component of the modules was short, the teachers were identified as professionals and researchers from the start. Research/inquiry participation is therefore an excellent example by which to allow their teachers to learn. Initially the teachers were very reluctant to pose questions. As they were encouraged to share, collaborate, and support each other, the role of the instructor became less of a leader and more of a facilitator, and the confidence of the teachers as professionals and researchers grew. One teacher even remarked, "This is how we should be teaching our kids!' Towards the end of the modules the teachers were ready for their mini- research projects and collaborated in teams of 2-4. They selected their own research topics, but were guided toward research questions that required data collection (from existing studies), some data manipulation, interpretation, and drawing conclusions with respect to the original question. The teachers were enthusiastic about all of their
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…
Irizarry, Jason G.
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…
Young, Mark R.; Rapp, Eve; Murphy, James W.
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…
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…
Hilli, Yvonne; Melender, Hanna-Leena
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
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…
Foshay, Arthur W.
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…
Esposito, Jennifer; Evans-Winters, Venus
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…
Van Sluys, Katie
This article explores the role of collaborative, ethnographic, participatory action research (PAR) with eighth grade students as a set of possible literacy practices for involving students with issues connected to their lives, resources, language(s), and communities. Findings are based on a year of fieldwork conducted as part of shared inquiry into one public school community's experiences with gentrification and meeting the complex needs of diverse learners. Findings bring to life the ways in which PAR facilitates the redefining of reading, writing, and research; the reconsideration of languages; the rethinking of literacy practices; and the repositioning of participants within and beyond given research endeavors. PMID:20526667
Hilli, Yvonne; Melender, Hanna-Leena
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
Ovseiko, Pavel V; Greenhalgh, Trisha; Adam, Paula; Grant, Jonathan; Hinrichs-Krapels, Saba; Graham, Kathryn E; Valentine, Pamela A; Sued, Omar; Boukhris, Omar F; Al Olaqi, Nada M; Al Rahbi, Idrees S; Dowd, Anne-Maree; Bice, Sara; Heiden, Tamika L; Fischer, Michael D; Dopson, Sue; Norton, Robyn; Pollitt, Alexandra; Wooding, Steven; Balling, Gert V; Jakobsen, Ulla; Kuhlmann, Ellen; Klinge, Ineke; Pololi, Linda H; Jagsi, Reshma; Smith, Helen Lawton; Etzkowitz, Henry; Nielsen, Mathias W; Carrion, Carme; Solans-Domènech, Maite; Vizcaino, Esther; Naing, Lin; Cheok, Quentin H N; Eckelmann, Baerbel; Simuyemba, Moses C; Msiska, Temwa; Declich, Giovanna; Edmunds, Laurel D; Kiparoglou, Vasiliki; Buchan, Alison M J; Williamson, Catherine; Lord, Graham M; Channon, Keith M; Surender, Rebecca; Buchan, Alastair M
Global investment in biomedical research has grown significantly over the last decades, reaching approximately a quarter of a trillion US dollars in 2010. However, not all of this investment is distributed evenly by gender. It follows, arguably, that scarce research resources may not be optimally invested (by either not supporting the best science or by failing to investigate topics that benefit women and men equitably). Women across the world tend to be significantly underrepresented in research both as researchers and research participants, receive less research funding, and appear less frequently than men as authors on research publications. There is also some evidence that women are relatively disadvantaged as the beneficiaries of research, in terms of its health, societal and economic impacts. Historical gender biases may have created a path dependency that means that the research system and the impacts of research are biased towards male researchers and male beneficiaries, making it inherently difficult (though not impossible) to eliminate gender bias. In this commentary, we - a group of scholars and practitioners from Africa, America, Asia and Europe - argue that gender-sensitive research impact assessment could become a force for good in moving science policy and practice towards gender equity. Research impact assessment is the multidisciplinary field of scientific inquiry that examines the research process to maximise scientific, societal and economic returns on investment in research. It encompasses many theoretical and methodological approaches that can be used to investigate gender bias and recommend actions for change to maximise research impact. We offer a set of recommendations to research funders, research institutions and research evaluators who conduct impact assessment on how to include and strengthen analysis of gender equity in research impact assessment and issue a global call for action. PMID:27432056
Park, Hyun-Sook; Meyer, Luanna; Goetz, Lori
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)
Calhoun, Emily; Poirier, Tracy; Simon, Nicole; Mueller, Lisa
Three Canadian teachers (an English language first grade teacher, a French immersion first grade teacher, and a grade four/five teacher of students with special needs) used an action research framework and a multidimensional model of teaching to study and expand their literacy strategies and watch the effects on their students. The model they…
Eslinger, Eric; White, Barbara; Frederiksen, John; Brobst, Joseph
This research addresses the effectiveness of an interactive learning environment, Inquiry Island, as a general-purpose framework for the design of inquiry-based science curricula. We introduce the software as a scaffold designed to support the creation and assessment of inquiry projects, and describe its use in a middle-school genetics unit.…
Malenfant, Kara J.; Hinchliffe, Lisa Janicke; Gilchrist, Debra
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…
Robinson, Daniel B.
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…
Stuart, Carol A.
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…
... of the actions in 22.809, shall be referred to the OFCCP regional office. (b) Labor union inquiries... APPLICATION OF LABOR LAWS TO GOVERNMENT ACQUISITIONS Equal Employment Opportunity 22.806 Inquiries. (a)...
... of the actions in 22.809, shall be referred to the OFCCP regional office. (b) Labor union inquiries... APPLICATION OF LABOR LAWS TO GOVERNMENT ACQUISITIONS Equal Employment Opportunity 22.806 Inquiries. (a)...
... of the actions in 22.809, shall be referred to the OFCCP regional office. (b) Labor union inquiries... APPLICATION OF LABOR LAWS TO GOVERNMENT ACQUISITIONS Equal Employment Opportunity 22.806 Inquiries. (a)...
The term "Inquiry Starter" comes from the Institute for Inquiry's model for teaching and learning science through inquiry. It refers to the first phase of an inquiry activity where learners engage in actions that stimulate their curiosity and generate questions for further investigation. In the Professional Development Program, staff and participants have designed a wide variety of inquiry activities with a number of variations on the inquiry starter. This has provided a laboratory for examining inquiry starter design. In this paper, I describe and examine in detail the elements of this design and how the design of those elements is related to achieving learning objectives. There are a number of important common objectives in all inquiry starters. For example, all starters must define a domain for investigation and engage the learner's curiosity in that domain. There are also critical differences in learning objectives depending on the content area being studied, the learners' background knowledge and skills, and many other factors. In this paper I examine designs for both of these types of objectives.
Eslinger, Eric; White, Barbara; Frederiksen, John; Brobst, Joseph
This research addresses the effectiveness of an interactive learning environment, Inquiry Island, as a general-purpose framework for the design of inquiry-based science curricula. We introduce the software as a scaffold designed to support the creation and assessment of inquiry projects, and describe its use in a middle-school genetics unit. Students in the intervention showed significant gains in inquiry skills. We also illustrate the power of the software to gather and analyze qualitative data about student learning.
Littleton, Karen, Ed.; Scanlon, Eileen, Ed.; Sharples, Mike, Ed.
There is currently a rapidly growing interest in inquiry learning and an emerging consensus among researchers that, particularly when supported by technology, it can be a significant vehicle for developing higher order thinking skills. Inquiry learning methods also offer learners meaningful and productive approaches to the development of their…
Variano, Evan; Taylor, Karen
Inquiry can be implemented in various ways, ranging from simple classroom discussions to longterm research projects. In this article, the authors developed a project in which high school students were introduced to the nature and process of scientific discovery through a two-week guided inquiry unit on "limnology"--the study of fresh water, which…
Rowell, Lonnie L.; Polush, Elena Yu; Riel, Margaret; Bruewer, Aaron
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…
It is exciting to see children display an interest in discovering the world through their actions. Those actions are the beginning of science inquiry, the process children use to develop knowledge and understanding of scientific ideas, including an understanding of how scientists study the natural world. This month's column features an activity…
Perry, Gail, Ed.; Henderson, Barbara, Ed.; Meier, Daniel R., Ed.
Through "teacher research", teachers engage in the systematic study of their own practice to answer questions they have about teaching and learning, and their own effectiveness. This book explores what teacher research in the early childhood setting looks like, why it is important to the field of early childhood education, and how teacher…
The act of engaging in sound and ethical practitioner research, regardless of context, encourages and indeed demands an alignment between the ethical framework employed in the research enterprise and the "everyday ethics" of practice. This paper explores the ethical dimensions of what Cochran-Smith and Lytle have termed the dialectic of…
Calabrese, Raymond; Hester, Michael; Friesen, Scott; Burkhalter, Kim
Purpose: The purpose of this paper is to document how a doctoral research team applied an action research process to improve communication and collaboration strategies among rural Midwestern school district stakeholders. Design/methodology/approach: An appreciative inquiry (AI) action research methodology framed as a qualitative case study using…
Miller, Jeffrey D.; Foley, Kathleen A.; Russell, Mason W.
Background The demand for economic models that evaluate cancer treatments is increasing, as healthcare decision makers struggle for ways to manage their budgets while providing the best care possible to patients with cancer. Yet, after nearly 2 decades of cultivating and refining techniques for modeling the cost-effectiveness and budget impact of cancer therapies, serious methodologic and policy challenges have emerged that question the adequacy of economic modeling as a sound decision-making tool in oncology. Objectives We sought to explore some of the contentious issues associated with the development and use of oncology economic models as informative tools in current healthcare decision-making. Our objective was to draw attention to these complex pharmacoeconomic concerns and to promote discussion within the oncology and health economics research communities. Methods Using our combined expertise in health economics research and economic modeling, we structured our inquiry around the following 4 questions: (1) Are economic models adequately addressing questions relevant to oncology decision makers; (2) What are the methodologic limitations of oncology economic models; (3) What guidelines are followed for developing oncology economic models; and (4) Is the evolution of oncology economic modeling keeping pace with treatment innovation? Within the context of each of these questions, we discuss issues related to the technical limitations of oncology modeling, the availability of adequate data for developing models, and the problems with how modeling analyses and results are presented and interpreted. Discussion There is general acceptance that economic models are good, essential tools for decision-making, but the practice of oncology and its rapidly evolving technologies present unique challenges that make assessing and demonstrating value especially complex. There is wide latitude for improvement in oncology modeling methodologies and how model results are presented
McGrath, Helen; O'Toole, Thomas
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,…
Carnegie Foundation for the Advancement of Teaching, 2008
This report offers suggestions for starting and supporting faculty inquiry groups on individual campuses. Topics include: (1) The Power of Inquiry; Challenging Questions and Powerful Evidence; (2) The Power of Community: Inquiry as a Collaborative Process of Improvement; (3) Suggestions for Starting and Supporting a Faculty Inquiry Group; and (4)…
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…
Cain, Tim; Harris, Richard
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…
Mertler, Craig A.
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…
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…
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…
Cooper, Karyn; White, Robert E.
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…
Lieblein, Geir; Breland, Tor Arvid; Francis, Charles; Ostergaard, Edvin
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…
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,…
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…
Rajaram, Shireen S.
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…
Garrett, Joyce Lynn
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…
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…
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…
Furtado, Leena; Anderson, Dawnette
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…
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…
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…
Zidack, Astri Marie
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…
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…
Tobin, Jennifer Ann
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…
Putnam, N. M.; Maness, H. L.; Rossi, E. A.; Hunter, J. J.
The vision science activity was originally designed for the 2007 Center for Adaptive Optics (CfAO) Summer School. Participants were graduate students, postdoctoral researchers, and professionals studying the basics of adaptive optics. The majority were working in fields outside vision science, mainly astronomy and engineering. The primary goal of the activity was to give participants first-hand experience with the use of a wavefront sensor designed for clinical measurement of the aberrations of the human eye and to demonstrate how the resulting wavefront data generated from these measurements can be used to assess optical quality. A secondary goal was to examine the role wavefront measurements play in the investigation of vision-related scientific questions. In 2008, the activity was expanded to include a new section emphasizing defocus and astigmatism and vision testing/correction in a broad sense. As many of the participants were future post-secondary educators, a final goal of the activity was to highlight the inquiry-based approach as a distinct and effective alternative to traditional laboratory exercises. Participants worked in groups throughout the activity and formative assessment by a facilitator (instructor) was used to ensure that participants made progress toward the content goals. At the close of the activity, participants gave short presentations about their work to the whole group, the major points of which were referenced in a facilitator-led synthesis lecture. We discuss highlights and limitations of the vision science activity in its current format (2008 and 2009 summer schools) and make recommendations for its improvement and adaptation to different audiences.
In this article we present the results of a study on educational practices at the "Escuela de Malariología y Saneamiento Ambiental 'Dr. Arnoldo Gabaldón'" (EMSA), a pioneering institution in training health personnel, pertaining to the Ministry of Health and Social Assistance in Venezuela. This study was developed as an experiment in action-oriented participant research, i. e. authorities, teachers, and students were committed to an evaluation of the educational practices in which they were involved. The main results of this cooperative inquiry were: a theoretical reconstruction of the models of health education employed by EMSA; a critical analysis of those models; and the design and testing of an alternative model centered on community participation. PMID:14762542
Schwandt, Thomas A.
This investigation is a meta-level inquiry, an inquiry into the scope and procedures of inquiry in vocational education research. It is also an exercise in reflexive thinking about that research enterprise. (SSH)
Lavis, John N.; Lomas, Jonathan; Hamid, Maimunah; Sewankambo, Nelson K.
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
Locke, Terry; Alcorn, Noeline; O'Neill, John
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…
PlantingScience is an inquiry and science mentorship program, led by the Botanical Society of America and supported by 14 Scientific Society partners that brings together students (middle school through high school), plant scientists (as mentors), and teachers from across the nation. Using several l...
Problem finding is a creative process whereby individuals develop original ideas for study. Secondary science students who successfully participate in authentic, novel, open inquiry studies must engage in problem finding to determine viable and suitable topics. This study examined problem finding strategies employed by students who successfully…
McLoughlin, M. Padraig M. M.
The author of this paper submits that a mathematics student needs to learn to conjecture and prove or disprove said conjecture. Ergo, the purpose of the paper is to submit the thesis that learning requires doing; only through inquiry is learning achieved, and hence this paper proposes a programme of use of a modified Moore method (MMM) across the…
Songer, Nancy Butler; Lee, Hee-Sun; McDonald, Scott
Examines the implementation and adaptation of Kids as Global Scientists (KGS), an inquiry-based, technology-rich middle school environment. Examines three classrooms of urban teachers in high-poverty environments and two classrooms of maverick teachers in middle-class suburban environments. (SOE)
Donovan, Samuel S.
While evolution education has received a great deal of attention within the science education research community it still poses difficult teaching and learning challenges. Understanding evolutionary biology has been given high priority in national science education policy because of its role in coordinating our understanding of the life sciences, its importance in our intellectual history, its role in the perception of humans' position in nature, and its impact on our current medical, agricultural, and conservation practices. The rhetoric used in evolution education policy statements emphasizes familiarity with the nature of scientific inquiry as an important learning outcome associated with understanding evolution but provide little guidance with respect to how one might achieve this goal. This dissertation project explores the nature of evolutionary inquiry and how understanding the details of disciplinary reasoning can inform evolution education. The first analysis involves recasting the existing evolution education research literature to assess educational outcomes related to students ability to reason about data using evolutionary biology methods and models. This is followed in the next chapter by a detailed historical and philosophical characterization of evolutionary biology with the goal of providing a richer context for considering what exactly it is we want students to know about evolution as a discipline. Chapter 4 describes the development and implementation of a high school evolution curriculum that engages students with many aspects of model based reasoning. The final component of this reframing of evolution education involves an empirical study characterizing students' understanding of evolutionary biology as a modeling enterprise. Each chapter addresses a different aspect of evolution education and explores the implications of foregrounding disciplinary reasoning as an educational outcome. The analyses are coordinated with one another in the sense
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…
Slapac, Alina; Navarro, Virginia
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…
Introduces an inquiry-based lab design in which students try to find evidence on a particular problem. Investigates the effects of decreases in the pH level on the environment. Includes students' hypotheses and research results. (YDS)
As any contemporary teacher knows, credit and credibility are showered on those who engage in research-based practices. And not just any research. It must be tied to a study with a large enough number of participants; a clear intervention; control and experimental groups; results that can be scaled up and replicated... Wait! Is this the only kind…
Zaikowski, Lori; Lichtman, Paul
The new paradigm for student research should be articulations and collaborations with local governmental, academic, and civic entities. This will enable students to make lasting contributions to bettering their communities through scientific research, and to better understand the practical relevance of science. This article presents two such…
Platteel, Tamara; Hulshof, Hans; Ponte, Petra; van Driel, Jan; Verloop, Nico
This article describes the complex nature of collaborative relationships, the difficulties of conducting research with others, and the complications of partnerships in educational research. To create and sustain a communicative space in which participants can collaborate to innovate education and curriculum, time and opportunity to develop trust…
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…
Zuber-Skerritt, Ortrun; Passfield, Ron
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…
This article observes that participatory action research (PAR), by nature of being collaborative, necessitates making explicit theories of change that may have otherwise gone unseen or unexamined. The article explores the limits of the reform/revolution paradox on actions and theories of change in PAR. Citing examples from two recent youth PAR…
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…
De Sa, Angela; Christodoulou, Maria
Background Organisational culture is a key factor in both patient and staff experience of the healthcare services. Patient satisfaction, staff engagement and performance are related to this experience. The department of health in the Western Cape espouses a values-based culture characterised by caring, competence, accountability, integrity, responsiveness and respect. However, transformation of the existing culture is required to achieve this vision. Aim To explore how to transform the organisational culture in line with the desired values. Setting Retreat Community Health Centre, Cape Town, South Africa. Methods Participatory action research with the leadership engaged with action and reflection over a period of 18 months. Change in the organisational culture was measured at baseline and after 18 months by means of a cultural values assessment (CVA) survey. The three key leaders at the health centre also completed a 360-degree leadership values assessment (LVA) and had 6 months of coaching. Results Cultural entropy was reduced from 33 to 13% indicating significant transformation of organisational culture. The key driver of this transformation was change in the leadership style and functioning. Retreat health centre shifted from a culture that emphasised hierarchy, authority, command and control to one that established a greater sense of cohesion, shared vision, open communication, appreciation, respect, fairness and accountability. Conclusion Transformation of organisational culture was possible through a participatory process that focused on the leadership style, communication and building relationships by means of CVA and feedback, 360-degree LVA, feedback and coaching and action learning in a co-operative inquiry group. PMID:27608671
Guevara, Jose Roberto Q.
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)
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…
Strunk, Sandra J.; Fowler-Frey, Jaclyn
The report describes a project designed to meet professional development needs of Pennsylvania's practitioners in adult basic and literacy education by: (1) creating an infrastructure for guiding practitioners through classroom research with support from colleagues; and (2) linking practitioners through telecommunications. The project allowed ten…
Vyvyan, James R.; Pavia, Donald L.; Lampman, Gary M.; Kriz, George S., Jr.
A guided inquiry experiment involving the synthesis and characterization of substituted benzalacetophenones (chalcones) is described. The chalcones are produced in the aldol condensation of substituted benzaldehydes with substituted acetophenones. Each student is assigned a different target chalcone and conducts online and printed literature searches on the target. After completing the synthesis and purification of their product, the students compare their data with those found in the literature.
Mirny, A.; Wiske, M. S.; Joo, J.; Cunningham, G.; Daniels, D.; Farid, A. B.; Gordon, F.; Madani, R.; Nissen, S. C.
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…
Golden, M. Patricia; And Others
The paper focuses on the relationship between educational research and educational policy, specifically the influence that "affirmative actions" in the policy arena can have not only on the nature of educational research but also on the kinds of participants (e.g., minority persons and women) in the educational research enterprise. A description…
Nasir, Laraib; Naqvi, Syeda Meenoo; Bhamani, Shelina
This research aimed to improve written expression (composition) skills of 5th grade students of an elite private school. The research was designed under the paradigm of action research. A total sample of 39 students' from the same grade was chosen for the study. The baseline assessment was carried out to explore the pre-intervention writing skill…
Sherman, Thomas F.; Lundquist, Margaret
This action research compilation contains two research projects: "Increasing Student Appreciation of Poetry through the Use of Contemporary Music" by Paul G. Senjem and "Are Men and Women Created Equal? Gender in the Classroom" by Jennifer Joyce Plitzuweit. The researcher/author of the first paper states that his goal was to make exposure to…
Merrill, Chris; Cardon, Phillip L.; Helgeson, Kurt R.; Warner, Scott A.
This article describes and discusses the broad goals of the research program, "Technology Education Research Symposium Pilot Program: Growing the Research Base in Technology Education," that took place in 2002. This research effort was designed to introduce students to research at an early stage in their academic careers and encourage them to…
Bissessar, Charmaine S.
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.…
Foulger, Teresa S.; Zambo, Debby
This action research study involves two cycles of investigation of Research Day an event at the end of each semester where doctoral students share their latest cycle of action research focused on a problem of practice they are facing. The study sought to understand students' perspectives of Research Day in terms of its instructional intention, how…
Loretto, Adam; Chisholm, James S.
This classroom narrative describes the transformation of one beginning English/language arts (ELA) teacher's perspective and practice as the teacher enacted multimodal inquiry activities that were the focus of both traditional and action research projects. Drawing on field notes, transcripts of classroom discourse, and student-produced artefacts,…
Miller, Cara Taylor
This project contributes to the literature on action research and undergraduate pedagogy for leadership development through application and expansion of existing theory on collaborative ways of teaching and learning. I applied a participatory, inquiry-based approach to teaching an undergraduate course in leadership studies over four semesters…
Akom, Antwi A. A.
The central purpose of this article is to introduce Black Emancipatory Action Research (BEAR) as a framework that will allow social scientists to explore the implications that "racing research and researching race" have for methodological practices and knowledge production in the field of education and beyond (Twine and Warren 2003). Drawing on…
Trautmann, Nancy M.; Carlsen, William S.; Krasny, Marianne E.; Cunningham, Christine M.
Introduces the Environmental Inquiry (EI) program which focuses on five topics: watershed dynamics, environmental toxicology, ecology of invasive species, biodegradations, and urban ecosystem modeling. (YDS)
... RESEARCH; RESEARCH MISCONDUCT § 3022.3 Inquiry, investigation, and adjudication. A research institution... detection of research misconduct and for the inquiry, investigation, and adjudication of research misconduct... or apparent instance of research misconduct has substance. The responsibilities for adjudication...
... RESEARCH; RESEARCH MISCONDUCT § 3022.3 Inquiry, investigation, and adjudication. A research institution... detection of research misconduct and for the inquiry, investigation, and adjudication of research misconduct... or apparent instance of research misconduct has substance. The responsibilities for adjudication...
... RESEARCH; RESEARCH MISCONDUCT § 3022.3 Inquiry, investigation, and adjudication. A research institution... detection of research misconduct and for the inquiry, investigation, and adjudication of research misconduct... or apparent instance of research misconduct has substance. The responsibilities for adjudication...
Galinsky, Ellen; Sakai, Kelly; Wigton, Tyler
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
Postholm, May Britt; Skrøvset, Siw
This article focuses on the challenges and opportunities a researcher may encounter in practice, and presents four narratives that take the reader into situations which may arise when the researcher steps into the practice field. Episodes that challenge the researcher both cognitively and emotionally are depicted in the narratives. The authors…
Parsons, Mickey L; Warner-Robbins, Carmen
The specific purpose of the participatory action research study was to facilitate formerly incarcerated women who participate in Welcome Home Ministries (WHM) to develop their own plans and specific strategies, and to take action to build their own healthy futures. The research had a duel purpose of joint generation of knowledge and intervention relative to women's capacity building. The research intervention was the creation, implementation, and follow-up of a future search conference. The outcomes, conclusions, and implications for practice are discussed. PMID:11845765
Whiteman, Rodney S.
Purpose: Mixed methods research can provide a fruitful line of inquiry for educational leadership, program evaluation, and policy analysis; however, mixed methods research requires a metatheory that allows for mixing what have traditionally been considered incompatible qualitative and quantitative inquiry. The purpose of this paper is to apply…
The article describes a collaborative action research in a preschool in Reykjavik. The participants were two preschool teachers who collaborated with researchers at the University of Iceland. The project was set up as a professional development course for the teachers. Emphasis was placed on continuity in children's education, integration of…
An original goal of Chicano Studies was to promote improvement of social and economic conditions in the community, with Chicana and Chicano scholars at the forefront of community struggles. Within this perspective, research is problem-based and part of the community action process. Chicano community groups want to work with researchers and…
Binnie, Lynne M.; Allen, Kristen; Beck, Elaine
This paper outlines the efforts of an Educational Psychology Service (EPS) to develop its practice in the area of research. It will argue that the Action Enquiry model of service delivery can empower teaching staff and may allow an effective means of change and improvement to take place in schools. This model steers research towards providing…
Burwell, Kim; Shipton, Matthew
The importance of personal practice for instrumentalists and vocalists is well established among researchers, and axiomatic for practitioners. This paper reports on a phase of an action research project, investigating student approaches to personal practice. Following a preliminary questionnaire study, a residential clinic was conducted by…
Zambo, Debby; Isai, Shelley
This case study reveals the development and action research work of a student in a newly designed educational doctorate aimed at preparing scholarly and influential practitioners. Data were gathered from a research journal, field notes, email correspondence, observation, and dissertation work, and analyzed with a constant comparative approach.…
The theme for the 2011 Active Living Research Annual Conference was "Partnerships for Progress in Active Living: From Research to Action." The rationale for this theme was simple: no person is an island. The theme recognizes that partnerships are essential to identify and implement solutions for co...
Teacher action research is in the emergent stages in Sudanese schools and needs to be well disseminated and actively supported from the Ministry of education. Although the teacher-as-researcher movement has been in existence for some twenty years, there is a reason to think that the majority if not all, of Sudanese class teachers remain…
This study examined the technology integration practices of teachers involved in a statewide initiative via one cycle of action research. It differs from other studies of teacher technology integration practices because it simultaneously involved and provided direct benefits to teachers and researchers. The study used thematic analysis to provide…
Draper, Roni Jo; Adair, Marta; Broomhead, Paul; Gray, Sharon; Grierson, Sirpa; Hendrickson, Scott; Jensen, Amy P.; Nokes, Jeffery D.; Shumway, Steven; Siebert, Daniel; Wright, Geoffrey
This narrative study describes the experiences of a group of teacher educators as they worked together in a collaborative research activity investigating theories of literacy and the preparation of secondary teachers. The collaboration was organized around the precepts associated with participatory action research (PAR). After four years of…
Useful as a classroom text and self-teaching tool, this book outlines the process of designing and reporting action research projects in schools. The underlying assumption of the book is that research is not a domain that belongs only to academics, but is a powerful approach that can be used by practitioners to contribute to school renewal and…
David, Jane L.
Teachers can make better use of data when they work together than when they do it alone. Creating the conditions for such collaboration is a tall order. This article describes the idea behind the collaborative inquiry approach. It also mentions several studies that indicate its effectiveness. Tips on how collaborative inquiry can be implemented…
Kidd, Susan; Kenny, Amanda; McKinstry, Carol
The present study describes participants' perspectives of the meaning of recovery-oriented care in developing services for people with psychosocial disability associated with mental illness. Participants were involved in a 12-month cooperative inquiry action-research group from August 2012 to July 2013, with six consumers, four clinicians, and a carer. A major finding was the importance of the facilitation of dialogue that acknowledged the asymmetrical power differences between participants. Thematically-analysed data identified an overarching global theme: 'I want services to hear me'. The theme reflected a shared view that participation is important in service development. Actions included mapping the integration of consumer participation within a mental health service and developing workshops to support change. Addressing the asymmetrical power relationship inherent in traditional mental health design is important. Using participatory processes, structural discrimination is revealed, and tensions associated with clinical mental health services and psychiatric practice can be discussed. A partnership approach to service development enables the social determinants of health to be addressed more effectively, as well as supporting individual recovery. These approaches create the potential for genuine transformational change. Approaches that support coproduction and codesign have the potential to enable solutions. PMID:25394375
This is part II of a case study involving a large federally funded technology grant program implemented across several central Texas school districts and was followed by the researcher-participant at the university level as well as one of the campus sites. Many ethical research questions were raised during this study such as the use of participant…
Denzin, Norman K., Ed.; Lincoln, Yvonna S., Ed.
"Strategies of Qualitative Inquiry, Third Edition," the second volume in the paperback version of "The SAGE Handbook of Qualitative Research, 3rd Edition," consists of Part III of the handbook ("Strategies of Inquiry"). "Strategies of Qualitative Inquiry, Third Edition" presents the major tactics--historically, the research methods--that…
Mitchener, Carole P.; Jackson, Wendy M.
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.
Most action researchers agree that action research consists of cycles of planning, acting, reflecting, and taking further action. However, in action research literature, there is something missing. The nature of reflection in the action research process, including its relationship with the tensions that arise while discussing purposes, processes,…
Hendry, Petra Munro
The author suggests that all research is narrative. Resituating all research as narrative, as opposed to characterizing narrative as one particular form of inquiry, provides a critical space for rethinking "research" beyond current dualisms and bifurcations that create boundaries that limit the capacity for dialogue across diverse epistemologies.…
Ng, Stella; Stooke, Rosamund; Regan, Sandra; Hibbert, Kathryn; Schryer, Catherine; Phelan, Shanon; Lingard, Lorelei
Background Special education for children with chronic health conditions or disabilities requires the integration of health care work with education. This phenomenon occurs in an understudied and challenging context for integrated care despite policies and protocols that outline work processes in this context. We are interested in an approach to inquiry that will allow us to address gaps in current literature and practices in integrated care, and move towards informing policy. Study design and data collection methods Institutional ethnography is an approach to inquiry that maps the actualities of what individuals do at an everyday local level, while examining this work activity in relation to the sociopolitical context. It has been used to change policy and local practice by highlighting disjunctures between policy and actuality. We are adopting institutional ethnography and its three common methods of data collection: document collection, interviews, and observation/shadowing. Informants to this inquiry are chosen from school-based teams, family-centred units and constellations of clinical professionals. Methods of analysis We are following work processes, verbally and visually mapping what is done and by whom. It is important to note that work includes ‘unofficial’ work, including the work of families and others who may not be assigned an official work role in a policy or protocol. The mediating role of texts in work processes is also being mapped in order to link the local work to the high-level social coordinators. To begin, analysis focuses on local, or micro-level, work processes; next, analysis identifies and explains the macro-level coordination of the local work (i.e. social and political structures). Conclusion A primary outcome of this study will be the creation of verbal and visual maps that demonstrate the social organisation of work processes occurring in the health care-special education interface. These maps will make invisible work visible
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.…
Al-Ismaily, Said; Kacimov, Anvar; Al-Maktoumi, Ali
Three strategies in a soil science undergraduate programme with inquiry-based learning (IBL) principles at Sultan Qaboos University, Oman, are presented. The first strategy scaffolds courses into three phases: with direct instructional guidance, structured IBL, and finally, guided to open IBL. The second strategy involves extra-curricular activities of undergraduates, viz. conducting workshops on soils for pupils in grades 7-9 with their teachers. The third strategy promotes the teaching-research nexus through collaboration between the undergraduates and faculty within a student-supporting, government-funded programme through 1-year long research grants of up to 5,500 US/project. The efficiency of the strategies was evaluated by students' evaluations of courses and instructors and questionnaire-based surveys. Statistics of students' responses in teaching evaluations of IBL courses showed a significantly higher level of satisfaction compared with regular courses taught in the department and college. In surveys of other constituencies of the program, viz. the secondary schools, more than 90% of respondents "agreed" or "strongly agreed" that they had learned new information/secrets about soils. The indicators of success in the third strategy are: winning a highly competitive grant and, moreover, earning an even more competitive annual national award for the best executed research project. The two top graduates of the IBL soil programme progressed into the MSc programme with the university and national scholarships. Key words: inquiry based learning, soil science undergraduate program, scaffold of courses, outreach activities, teaching-research nexus, evaluation of program's efficiency
Streck, Danilo Romeu
The argument in this paper is that action and participatory research developed within the context of social and political movements aimed at promoting democratic relationships and institutions represents a methodological strategy for deconstructing and reconstructing the hegemonic perspective of knowledge and knowledge production. After a brief…
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…
Washington, Olivia G M; Moxley, David P; Garriott, Lois; Crystal, Jennifer P
This paper describes the Leaving Homelessness Intervention Research Project (LHIRP), a multimodal intervention that addresses the structural barriers and personal issues older African American women face in overcoming homelessness in a large mid-western city of the United States. The project incorporates a developmental action research design in partnership with homeless and formerly homeless women. Through developmental testing of interventions, LHIRP identifies promising practices at the individual, group life, intentional community, and city levels. The paper offers a rationale for the integration of both developmental research and action research, particularly community-based participatory inquiry. The authors document the nature of the helping network, identify and describe the project's aims, organizing framework, and methods that document the lived experience of homelessness. Action research strategies that support the design and intervention activities are described, as are the tools used to test promising practices that are useful in helping older women transition and remain out of homelessness. The paper identifies the knowledge products of the intervention project including lexicon, theory, and frameworks, considers the vicious cycle that serves as an advanced organizer of relevant intervention, illuminates core principles, and examines the importance of the web of affiliation that the project seeks to form among participants, staff, and technical assistants. PMID:19929159
Kindon, Sara; Elwood, Sarah
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…
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…
Lilford, Richard; Warren, Rachel; Braunholtz, David
Scrutinising recent systematic reviews both on action research and on the management of change in organisations, we have made two observations which, we believe, clarify a rather amorphous literature. First, by comparing formal descriptions of each, action research cannot be clearly distinguished from many other change methodologies. This applies particularly to total quality management (TQM). Both action research and TQM are cyclical activities involving examination of existing processes, change, monitoring the apparent effects of the change and further change. Both emphasise active participation of stakeholders. The examples used to illustrate action research would serve equally well as examples of TQM and vice versa. Second, the methods used in action research are neither specific to action research nor are they of any particular kind. It therefore follows that action research, in so far as it purports to describe a unique or discrete form of research rather than a change process, is a misnomer. Based on these observations, we make two suggestions. Organisational change should be described in terms of the steps actually taken to effect change rather than in 'terms of art' which, like the various brands of post-Freudian psychotherapy, obscure what they have in common rather than illuminate substantive differences. And the research embedded in any cyclical managerial process can have two broad (non-exclusive) aims: to help local service managers to take the next step or to assist managers in other places and in future years to make decisions. These can be described as limited (formative) and general (summative) aims. Whether, or to what extent, a research finding is generalisable across place and time is a matter of judgement and turns on the form of the research and on its context; it is completely independent of whether or not the research was carried out within a cycle of managerial action currently described by terms such as action research or TQM. PMID
Wong, Siu Ling; Kwan, Jenny; Hodson, Derek; Yung, Benny Hin Wai
Interviews with key scientists who had conducted research on Severe Acute Respiratory Syndrome (SARS), together with analysis of media reports, documentaries and other literature published during and after the SARS epidemic, revealed many interesting aspects of the nature of science (NOS) and scientific inquiry in contemporary scientific research…
Bruce and Bishop's community informatics work brings forward four critical concepts: inquiry, community, technology, and literacy. These four terms serve as the basis for a discussion of qualitative research in the twenty-first century--what is lacking and what is needed. The author suggests that to resolve the tensions or challenges…
Vigeant, Margot; Prince, Michael; Nottis, Katharyn
This study examines the use of inquiry-based instruction to promote the understanding of critical concepts in thermodynamics and heat transfer. Significant research shows that students frequently enter our courses with tightly held misconceptions about the physical world that are not effectively addressed through traditional instruction. Students'…
McIntyre, Alice; Chatzopoulos, Nikolaos; Politi, Anastasia; Roz, Julieta
The focus of this article is the experiences of three undergraduate students who engaged in a participatory action research (PAR) project with a group of preadolescent Latina girls attending a public school in Boston, MA, USA. The aim of the 2-year project was to explore how the girls constructed knowledge about girlhood and other gender-related…
Sellers, Daniel; Byrne, Tina
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…
Kleiman, Lawrence S.; Faley, Robert H.
Reviews recent Supreme Court decisions stemming from implementation of voluntary affirmative action plans (AAPs) that include preferential treatment as a remedy. Evidence and proof required to establish and defend against reverse discrimination claims are identified. Examines research on potential effects of voluntary AAPs on important…
Taking part in the autism spectrum disorder participatory action research (ASD PAR) project was a genuine team effort for the group of people supporting Rose, a primary school student with Asperger syndrome. The following excerpts are from interviews with some of Rose's team. This is a collaborative approach to telling the story of the team's…
Worrall, Lisa; Harris, Katy
This article outlines the first cycle of an Action Research (AR) investigation into why professional learners are not using the Social Networking Technologies (SNTs) of their bespoke website. It presents the rationale of how this study came about, the ontological and epistemological stance of the authors and how this led to the particular choice…
Smith, Laura; Davis, Kathryn; Bhowmik, Malika
Youth participatory action research (YPAR) projects offer young people the opportunity to increase their sociocultural awareness, critical thinking abilities, and sense of agency within a collaborative group experience. Thus far, however, such projects have been primarily the province of educators and social psychologists, and not substantively…
Herbert, Susan; Rainford, Marcia
This paper presents a case study of the work of two teacher educators with an in-service science teacher. This case study forms one cycle of a larger action research study that will eventually lead to a model of how the third-space concept for teacher professional development can be realized in natural school settings. The case study took place in…
McAllister, Deborah A., Ed.; Moyer, Peggy S., Ed.
This document presents the course syllabus for Education 590 Culminating Experience at the University of Tennessee at Chattanooga's teacher licensure program. It also includes action research projects from spring 2003: "'To Track or Untrack...That Is the Question'" (Sarah Armes); "Providing Urban Students with the Motivation to Succeed in School"…
"Blogging across the curriculum: Integrating blogging in the elementary classroom" is an Action Research Project that sought to explore the level of engagement in the writing process by students in grades 3, 4 & 5 while blogging across the curriculum. Blogging took place in homeroom classrooms as well as in the school's math, science and…
This article proposes a developmental model to socialize teachers at all levels (preservice, novice, and experienced) and in all positions (general education, special education, elementary school, middle school, and high school) in the methodology of action research. A process for advancing professional understanding is theorized to include the…
Clayton, Courtney; Meadows, George
Classroom-centered Action Research Projects are an integral component of the M.S. in Elementary Education Program at the University's (pseudonym) College of Education. This article provides a summary and discussion of the projects completed by students in the Science, Technology, Literacy and English Language Learner Specializations of the…
Mitchener, Carole P.; Jackson, Wendy M.
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…
Feldman, Allan; Bennett, Kory; Vernaza-Hernández, Vanessa
The pursuit of justice has concerned human beings for centuries and, despite its importance, often remains outside the boundaries of our educational systems. This article reports on a study of an action research seminar for a group of teacher leaders in a position to instigate positive change within their educational context, and make their…
Bright Horizons, a private school located in Florida, specializes in working with students of varying exceptionalities and is founded on the principles of action research. It began as an effort to create an alternative educational opportunity for a few specific children and grew into a special education school open to the community. The purpose of…
Hunter, Lawrence E.; Hopfer, Christian; Terry, Sharon F.; Coors, Marilyn E.
In this Commentary, we describe a cryptographic method for returning research results to individuals who participate in clinical studies. Controlled use of this method, which relaxes the typical anonymization guarantee, can ensure that clinically actionable results reach participants while also addressing most privacy concerns. PMID:22814848
Endreny, Anna Henderson
In this paper, I describe the action research I conducted in my third-grade science classrooms over the course of two years. In order to gain an understanding of my third-grade students' ideas about animal adaptations and how the teaching of a unit on crayfish influenced these ideas, I used clinical interviews, observations, and written…
This action research study examines the development of distributed leadership practice among a new team of teacher leaders and their principal at an elementary school. Using a qualitative approach including a series of interviews, observations and journal entries, this study analyzes the interactions and changing roles of teacher leaders and their…
ERIC Clearinghouse on Educational Management, Eugene, OR.
This brief examines the major findings of researchers who have investigated the behavior of voters in school financial elections and then suggests appropriate action school administrators can take to make the most of the challenge they face in securing voter approval of funds to operate the schools. Among the factors influencing voter behavior are…
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…
Bleicher, Robert E.
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)…
Windle, Sheila; Sefton, Terry
This paper and its appended multi-media production describe the rationale and process of creating and presenting a "digitally saturated" (Lankshear & Knobel, 2003), multi-layered, synchronous "montage" (Denzin & Lincoln, 2003) of educational Action Research findings. The authors contend that this type of presentation, arising from the fusion of…
The articles in this thematic issue document studies of grassroots actions in promoting multilingualism across different sectors of society as well as in different social and professional domains. In doing so, the contributors raise issues of the relevance of the notion of community in the age of superdiversity and the researcher's…
Environmental education (EE) continues to focus on enhancing people's ecological knowledge to encourage sustainable actions. This deficit approach presumes that once informed about environmental harms, people will work towards sustainable solutions for healthy societies. Yet research overwhelmingly demonstrates that knowledge of environmental…
Boxelaar, Lucia; Paine, Mark; Beilin, Ruth
Post-modern theorists have challenged the totalizing and unifying ambitions of change management practices. This paper explores how a narrative action research approach may be used to combine our modernist commitment to facilitate change and collaboration in the land management context with a post-modern sensitivity to complexity and difference.…
McAllister, Deborah A., Ed.; Fritch, Sarah C., Ed.
As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating…
Little, Mary E.
The purpose of this article is to define and clarify the process of instructional problem-solving using assessment data within action research (AR) and Response to Intervention (RtI). Similarities between AR and RtI are defined and compared. Lastly, specific resources and examples of the instructional problem-solving process of AR within…
Reviews the Basic Education and Life Skills program, which involves University of the South Pacific member countries, highlighting teacher involvement in collaborative action research to promote professional development at the school level. The paper describes the nature of teachers' involvement and shares insights from their experiences as…
Beatty, Ramona; Bedford, Judy; Both, Peter; Eld, Jennifer; Goitom, Mary; Heinrichs, Lilli; Moran-Bonilla, Laura; Massoud, Mona; Van Ngo, Hieu; Pyrch, Timothy; Rogerson, Marianne; Sitter, Kathleen; Speaker, Casey Eagle; Unrau, Mike
This is a collective interpretive record of a graduate course in Social Work on participatory action research (PAR) offered during the winter of 2007. It is written by 14 individuals including the instructor. It was inspired by the image of a chickadee bird borrowed from Jonathan Lear's (2006) book "Radical Hope." The chickadee is a powerful…
This article looks at participatory action research (PAR) as a means for a religious educator to unite scholarship and teaching with the purpose of building up community and moving toward social justice. A definition of this term is offered as well as short examples of how different religious educators have engaged in doing PAR in their respective…
Gregory, Sheila; Poland, Fiona; Spalding, Nicola J.; Sargen, Kevin; McCulloch, Jane; Vicary, Penny
This paper reflects on the challenges and benefits of multidimensional collaboration in an action research study to evaluate and improve preoperative education for patients awaiting colorectal surgery. Three cycles of planning, acting, observing and reflecting were designed to evaluate practice and implement change in this interactive setting,…
McAllister, Deborah A., Ed.; Deaver, Sharon R., Ed.
As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating…
Yuan, Rui; Lee, Icy
While Action Research (AR) is promoted as a powerful route for teachers' professional development, different contextual challenges may arise during the process; teachers may be helped to overcome these challenges with the guidance of external facilitators. Drawing on data from interviews and the teachers' AR reports, this article explores how two…
This action research project examined students' and teachers' self-concepts in a literature course at a German university. Data (student diaries, video documentation of classes, and interviews) were collected and analyzed to help students reflect on their class participation and teachers on their control and dominance. Data were analyzed in…
McAllister, Deborah A., Ed.; Bothman, Susan M., Ed
As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 590 Culminating…
McAllister, Deborah A., Ed.; Cutcher, Cortney L., Ed.
Cook, Ruth Gannon; Ley, Kathryn
This action research study investigated a marketing plan based on collaboration among a program faculty team and other organizational units for a graduate professional program. From its inception through the second year of operation, program enrollment increased due to the marketing plan based on an effective approach grounded in simple marketing…
Maulding, Wanda; Styron, Ronald A., Jr.
This article details the efforts of a department of educational leadership chair and her faculty to reorganize a doctoral program to better meet the changing needs of its students. A modified action research model was used as the conceptual framework to accomplish this undertaking. (Contains 2 figures.)
Kuhne, Gary W.; Weirauch, Drucie; Fetterman, David J.; Mearns, Raiana M.; Kalinosky, Kathy; Cegles, Kathleen A.; Ritchey, Linda
Six case studies illustrate action research in adult education: faculty development in a museum, participation in a church congregation, retention of literacy volunteers in a corrections center, learner participation in a homeless shelter, technology innovation in a university, and infection control in a hospital. (SK)
McAllister, Deborah A., Ed.; Cutcher, Cortney L., Ed.
McAllister, Deborah A., Ed.; Cutcher, Cortney L., Ed.
As a part of the teacher licensure program at the graduate level at The University of Tennessee at Chattanooga (UTC), the M.Ed. Licensure candidate is required to complete an action research project during a 3-semester-hour course that coincides with the 9-semester-hour student teaching experience. This course, Education 5900 Culminating…
This article examines the effectiveness of action research as a continuous professional development (CPD) tool. The aim of the CPD programme was to support 14 community-based Early Childhood Care and Education (ECCE) centres in Ireland to improve quality in their settings through the implementation of the national quality and curriculum frameworks…
Deemer, Sandra A.
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…
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…
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…
Mostofo, Jameel; Zambo, Ron
There is a continuing emphasis in the United States on improving students' mathematical abilities, and one approach is to better prepare teachers. To investigate the potential usefulness of Lesson Study to better prepare teachers, one author set out to conduct action research on his classroom practice. Specifically, he sought to determine whether…
Cole, Jill Friedman
This paper operationalizes the definition of action research (AR) and the importance of conducting such studies to improve the lives of students and professionals. This paper provides an overview of literature regarding variables related to truancy and absenteeism. The paper discusses the importance of students being present and engaged, negative…
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:…
McAllister, Deborah A., Ed.; Ezell, Benjamin T., Ed.
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…
McAllister, Deborah A., Ed.; Deaver, Sharon R., Ed.
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…
Richardson, Eileen M.
In a high-school reading class, the author used Reader's Theater as an instructional and motivational strategy for underachieving students. This action research focused on the extent to which implementing Reader's Theater motivated students to read and improve their reading skills. Consistent increases in scores for all students occurred over the…
A significant challenge for all participants in the autism spectrum disorder participatory action research (ASD PAR) project, including the Ministry of Education, the local project teams (LPT) and mentors, was the lack of availability of a single ethics approval process for the project in its entirety and, in particular, one that could accommodate…
Dymond, Stacy K.
This article proposes a model for evaluating inclusive schools. Key elements of the model are inclusion of stakeholders in the evaluation process through a participatory action research approach, analysis of program processes and outcomes, use of multiple methods and measures, and obtaining perceptions from diverse stakeholder groups. (Contains…
Walker, Jacob J.
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…
Wilson, Brent G.; Linder VanBerschot, Jennifer
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…
Costanza, Anthony J.
Reflects upon participatory action research as used by the cost study teams at Xerox Corporation. Discusses the evolving relationships between union and management and describes the changing role of the union during this process. Notes that even though management instability causes some problems, the program is beneficial in fostering employee…
The paper addresses contemporary relations between emotions, gender and feminist action research. Starting from analysis of the increasing emotionalisation of everyday life, it explores the quasi-feminist--or what the author calls "feminised"--forms of incitement to reflexive confession that are increasingly gaining favour within professional and…
Jaipal, Kamini; Figg, Candace
Action research in classrooms can be challenging for novice teacher researchers. This paper reports on a study involving eight action research teacher teams. Analysis of the teams as they conducted action research resulted in the identification of three collaborative action research approaches promoting professional development. The findings…
Katz, Sara; Stupel, Moshe
Individuals and societies that can use mathematics effectively in this period of rapid changes will have a voice on increasing the opportunities and potentials which can shape their future. This has brought affective characteristics, such as self-efficacy, that affect mathematics achievement into focus of the research. Teacher efficacy refers to the extent to which a teacher feels capable to help students learn, influence students' performance and commitment, and thus plays a crucial role in developing the student in all aspects. In this study, we used two sources of efficacy beliefs, mastery experiences and physiological and emotional states, in an interesting and challenging seven month workshop, as tools to foster teacher efficacy for six elementary-school teachers who were frustrated and wanted to leave their job. Our aim was to study the nature of these teachers' efficacy in order to change it. In this qualitative action research, we used open interviews, non-participant observations and field notes. Results show that these teachers became efficacious, their students' achievements and motivation were enhanced, and the school climate was changed. Qualitative inquiry of this construct sheds light on efficacy beliefs of mathematics teachers. Nurturing teacher efficacy has borne much fruit in the field of mathematics in school.
Vajoczki, Susan; Watt, Susan; Vine, Michelle M.
The rise of the research intensive university has led some critics to argue that teaching has been discounted in favour of research, and thus the academy has "failed...their undergraduate populations" (Boyer Commission, 1998, p .5). This paper examines instructor perceptions of inquiry at an institution with a significant history of providing…
Lotto, Linda S.
Despite the rhetoric acclaiming it as a new paradigm, educational researchers have tended to treat naturalistic inquiry as a new or alternative method employed within the dominant, rationalistic paradigm. Spokespersons for naturalistic inquiry tend to concentrate on what one does differently rather than how one perceives what one is doing…
Zion, Michal; Sadeh, Irit
Asking questions is an activity central to inquiry learning. This research examined documents created during an open inquiry learning process of the Biomind programme for Israeli high school students. In addition, to understand how students express and develop curiosity in learning, we observed students during a molecular biology lesson, a subject…
Describes an inquiry-based science activity in which students investigate the preferred food sources of sowbugs. Students design their own experiment, perform a first trial, and refine their procedure before conducting a second trial with more accurate results. (SAH)
Kastens, Kim A.; Rivet, Ann
To help teachers enrich their students' understanding of inquiry in Earth science, this article describes six modes of inquiry used by practicing geoscientists (Earth scientists). Each mode of inquiry is illustrated by using examples of seminal or pioneering research and provides pointers to investigations that enable students to experience these…
Johnson, Genevieve Marie
Practice-as-inquiry refers to the blending of instructional practice with systematic curricular inquiry. College and university teachers, while experts in their disciplines, typically are not specialists in instructional practice. Practice-as-inquiry (also referred to as teacher-as-researcher) may function as a mechanism of continuous teaching…
Satter, Sarah Bea
This research consisted of a case study of an active network for teacher inquiry. Specifically, I investigated how an organization dedicated to teacher inquiry had provided the structure, leadership, and resources to sustain, maintain, and expand the network. The group studied was the Mid-Ohio Writing Project, a teacher inquiry network affiliated…
Zion, Michal; Cohen, Smadar; Amir, Ruth
The Israeli high school biology curriculum comprises the Biomind program, in which students are engaged in an open inquiry learning process. The dynamic features of open inquiry often pose challenges to teachers in implementing the Biomind program. The current qualitative research shows that facilitating students in a dynamic open inquiry process…
Loughland, Tony; Bowen, Margo
This paper analyses the uncertain foundations of the use of action research in a graduate teaching degree. This analysis is conducted by the course coordinator in partnership with a recent graduate. The uncertainty is traced to the pedagogical incoherence of the course that is caused by philosophical infidelity. The philosophy and practice of the…
Zion, Michal; Michalsky, Tova; Mevarech, Zemira R.
The study is aimed at investigating the effects of four learning methods on students' scientific inquiry skills. The four learning methods are: (a) metacognitive-guided inquiry within asynchronous learning networked technology (MINT); (b) an asynchronous learning network (ALN) with no metacognitive guidance; (c) metacognitive-guided inquiry…
Aydeniz, Mehmet; Baksa, Kristen; Skinner, Jane
The purpose of this study was to understand the impact of an apprenticeship program on high school students' understanding of the nature of scientific inquiry. Data related to seventeen students' understanding of science and scientific inquiry were collected through open-ended questionnaires. Findings suggest that although engagement in authentic…
Capobianco, Brenda M.
The underrepresentation of women and minorities in science is an extensively studied yet persistent concern of our society. Major reform movements in science education suggest that better teaching, higher standards, and sensitivity to student differences can overcome long-standing obstacles to participation among women and minorities. In response to these major reform movements, researchers have suggested teachers transform their goals, science content, and instructional practices to make science more attractive and inviting to all students, particularly young women and minorities (Barton, 1998; Brickhouse, 1994; Mayberry & Rees, 1999; Rodriguez, 1999; Roychoudhury, Tippins, & Nichols, 1995). One of the more dominant approaches currently heralded is the use of feminist pedagogy in science education. The purpose of this study was to examine the ways eleven middle and high school science teachers worked collaboratively to engage in systematic, self-critical inquiry of their own practice and join with other science teachers to engage in collaborative conversations in effort to transform their practice for a more equitable science education. Data were gathered via semi-structured interviews, whole group discussions, classroom observations, and review of supporting documents. Data analysis was based on grounded theory (Strauss & Corbin, 1990) and open coding (Miles and Huberman, 1994). This study described the collective processes the science teachers and university researcher employed to facilitate regular collaborative action research meetings over the course of six months. Findings indicated that engaging in collaborative action research allowed teachers to gain new knowledge about feminist science teaching, generate a cluster of pedagogical possibilities for inclusive pedagogy, and enhance their understanding for science teaching. Additional findings indicated dilemmas teachers experienced including resistance to a feminist agenda and concerns for validity in action
Losito, Bruno; Pozzo, Graziella; Somekh, Bridget
The distinction between first-order and second-order research in action research is explored in the context of work on the Management for Organizational and Human Development (MOHD) project in Italy. Researchers worked with two groups of heads of primary schools in Italy to develop a path of reflection and research on their roles and functions and…
Burrows, Andrea; Thomas, Jonathan; Woods, Angie; Suess, Robert; Dole, Deborah
The focus of this article is the exploration of and an explanation of student researchers' affect and activity in an action research project. Using a hermeneutical theoretical framework we argue that the researcher group as a whole constructs a wave process and at the same time each individual researcher in the group creates a wave process that…
Despite the potential benefits of action research, teaching action research in a university setting can present challenges. Analyzing my own experiences of teaching a university-based course on action research, this self-study investigates what my students (all classroom teachers) did and did not understand about action research and what hindered…
van Oostveen, Roland Harry
Initial plans for this project called for collaborative action research to be used as a means of providing authenticity to the teacher development process by: (1) giving teacher opportunities to improve their understanding of their subject matter, (2) allowing teachers to improve their own practice, and (3) determining factors which may affect this type of professional development. After some time it became apparent that the collaborative nature of the action research engaged in by the participating teachers needed to be modified. The modified collaboration, termed purposeful action research, was employed through the remainder of the project. Purposeful action reaction can be viewed as a community of teachers who engage in professional development using 'purposeful' action research as a means of progressive knowledge building around science (and technology) education. Action research holds the promise of offering science and technology teachers more control of their growth as pedagogical practitioners. However, it appears that teachers need to be exposed to issues that extend beyond the reach of the government imposed curriculum guidelines. During the course of this research project it became clear that purposeful action research was necessary in order to address these issues. This thesis provides a detailed account and a description of the characteristics of purposeful action research in action. Two teams of elementary and secondary science and technology teachers were formed to work within collaborative communities. These teams identified common pedagogical problems that they agreed to use as the focus of their work. Over the four months duration of the project, the teachers worked together to prepare unit plans, organize lessons and share resources. The thesis concludes with a reiteration of the aims of the project and a brief discussion of the implications of the findings for science and technology education, teacher professional development, and educational
Sheinis, A. I.; Hooper, E. J.; Eliceiri, K. W.
Experimental and/or applied optics is an indispensable part of many research enterprises in a wide range of disciplines, from astronomy to biology, mechanical engineering to medicine, chemistry to atmospheric science, etc. Many researchers have limited background in optics, making it difficult to train their graduate students comprehensively enough so that they in turn can be effective principal investigators in their own optics-based research activities. Even with a mentor who is an expert optical scientist, the traditional apprenticeship training model prevalent in many optics research programs leaves the students with the knowledge needed to execute the aims of their project but insufficient breadth and depth. The emerging University of Wisconsin-Madison Center for Photonics Instrumentation Education and Research (PIER) seeks to address these problems by providing a comprehensive multidisciplinary training program for graduate students whose interests and research incorporate advanced optical science and engineering. In addition to coursework, which will comprise the Ph.D. minor, PIER will have an inquiry-based instrument lab to ensure students have an applied knowledge of optics. The heart of the program, this lab will allow teams of early-career graduate students to experience the entire arc of an optics research project, from design to evaluation, to building and testing, and finally application. The projects will be short in duration but focused real-world optical experiments which can be completed by a team at the end of the third year of graduate school, in addition to the usual coursework and beginning Ph.D. research in each student's home program.
Dumont, Florent; Lecomte, Conrad
Sources of disenchantment with behavioral sciences research are examined, including research paradigms and problems in discarding them when they are dysfunctional, and politics, academic policies, and the reward structures of research and publication. (MSE)
As an extension to various sponsored summer undergraduate research programs, academic year research for undergraduate students is becoming popular. Mathematics faculty around the country are getting involved with this type of research and administrators are encouraging this effort. Since 2007, we have been conducting academic year research at…
Shireman, Joan F.; Johnson, Penelope R.
This book describes an action research program in a child welfare agency. The purpose of the program was to evaluate agency services and to disseminate agency thinking and experimenting to other social workers. In the introduction (Part I) the development of the research project is briefly outlined. In Part II the areas in which research was…