Action Research Framework Research Articles

Improving Disciplinary Practices in an Urban School: Solving the Problem of Practice

In this article, the authors share a case study of a special educator who worked closely with a leadership team in an urban elementary school to establish universal behavior expectations for all students. The special educator was a behavior coach in the urban elementary school located in a southwestern school of the United States of America. Following an action research framework, the special educator also the lead author worked closely with the leadership team to solve the issue of high office disciplinary referrals (ODRs) for aggressive behaviors. The aggressive behaviors included actions that harm others, such as assault, bullying, hitting, etc. The methodology included the team establishing universal expectations within the school-wide positive behavior supports framework taking into consideration parental feedback and university colleagues’ input. To evaluate the effectiveness of universal expectations, the team tracked the number of ODRs for two years. Findings indicate that the adoption of schoolwide behavior expectations resulted in the overall reduction of ODRs by 47% and ODRs for aggressive behaviors reduced by 50% from Year 1 to 2. These findings have implications for educators serving students in urban schools settings.

The consumer-driven development and acceptability testing of a website designed to connect rural cancer patients and their families, carers and health professionals with appropriate information and psychosocial support.

Websites offer new opportunities to provide health-related information to rural communities. However, how acceptable they are to this population is unknown. This paper describes the consumer-led development of a website that provides rural-specific information on psychosocial care for rural South Australians affected by cancer, and examines its acceptability to users. The Country Cancer Support website was developed with people affected by cancer living in rural South Australia (N=11), using a Participatory Action Research Framework and evidence-based behaviour change strategies. There were 32,389 visits in the first 3years. An online survey (N=111) revealed that users found the website easy to use, helpful and relevant. Most rural cancer patients and supporters (98.11%) believed it had been written by people who understood what they were going through. Patients and supporters for whom it was relevant, reported feeling more motivated and confident in accessing psychosocial support services in their rural area (66.67%) and/or capital city (67.65%) and/or in travelling for medical treatment (75.86%). Many also felt less isolated (73.33%) and/or distressed (53.57%). All health professionals reported gaining new knowledge. This study shows that carefully designed websites can successfully address rural populations' health information needs and increase intentions to access psychosocial support.

Toward an Understanding of the Poor Health Status of Indigenous Australian Men.

The purpose of this study was to investigate perceptions of health and health behaviors among Indigenous Australian men. Using a participatory action research (PAR) framework, we conducted two focus groups and 40 individual semi-structured interviews with men between the ages of 18 and 35 years in each of three locations across Australia. We used the health beliefs model to provide a framework for the analyses. Participants recognized that their Indigenous status placed them in a vulnerable position with regard to health, and that there might be serious consequences of failing to follow a good diet and engage in appropriate exercise. However, they delineated a number of barriers to engaging in such health behaviors. These perceived barriers require addressing at a range of policy levels within government, with a focus on social structures and institutionalized discrimination, as well as unemployment, poverty, dispossession, and cultural oppression.

Developing a Framework for Research Evaluation in Complex Contexts Such as Action Research

Early investigation led the Evaluative Study of Action Research (ESAR) team to conclude that the complexity of a global, large scale study (evaluation of more than 100 highly diverse action research [AR] projects) called for an overarching research evaluation framework that differed from traditional frameworks. This article details the flexible, rigorous, Evaluative Action Research (EvAR) framework developed to meet the complex demands of the diverse AR projects and the intent to conduct high engagement research evaluation. The EvAR fulfilled multiple overarching needs to: authentically collaborate, engage, and enhance ownership from the ESAR team and the AR project participants and boundary partners evaluated; be informed in decision making via strong reference support; be responsive and flexible yet meet accountability demands to track, demonstrate, and measure process, outcomes, and impacts of projects; use mixed-method data collection to enhance rigor of findings; and utilize a highly reflective and reflexive approach to the evaluation. Many of the latter needs align with underpinning principles and values in AR itself; that is, it is collaborative, consultative, democratic, reflective, reflexive, dialogical, and improvement oriented. Rationale for the framework is provided alongside full details of phases and implementation elements using the ESAR as an example. Throughout the article, features are highlighted that distinguish this new EvAR framework from others. The advantages of adopting a flexible framework, which aims to enhance engagement of those evaluated, are highly relevant to contexts beyond AR if ownership of evaluation outcomes is a goal.

The action research cycle reloaded: Conducting action research across buyer-supplier relationships

Buyer-supplier relationships in purchasing and supply chain management practice are instrumental and often “messy”. Indeed, the buyer and the supplier generally interact while pursuing their own interest, which are often subject to change over time. The action research method can help address the complexity of buyer-supplier relationships, generating important theoretical insights and relevant managerial implications. First, action research helps the researcher to better understand the problem by integrating diverse perspectives. Second, it allows the researcher to influence the buyer-supplier relationship directly, providing mutually beneficial solutions. This study proposes action research as a suitable interactive method that could complement other methodologies in the field of purchasing and supply chain management, as well as in other fields. An expanded action research framework – the “action research cycle reloaded” – is proposed and the role of the action researcher in the buyer-supplier context is discussed. The framework is applied to study the design and implementation of a supplier performance measurement system in the banking industry.

Should we embed randomized controlled trials within action research: arguing from a case study of telemonitoring.

BackgroundAction research (AR) and randomized controlled trials (RCTs) are usually considered to be theoretically and practically incompatible. However, we argue that their respective strengths and weaknesses can be complementary. We illustrate our argument from a recent study assessing the effect of telemonitoring on health-related quality of life, self-care, hospital use, costs and the experiences of patients, informal carers and health care professionals in two urban hospital services and one remote rural primary care service in New Zealand.MethodsData came from authors’ observations and field notes of discussions with three groups: the healthcare providers and healthcare consumers who participated in the research, and a group of 17 researchers and collaborators. The consumers had heart failure (Site A, urban), airways disease (Site B, urban), and diabetes (Site C, rural). The research ran from 2008 (project inception) until 2012 (project close-off). Researchers came from a wide range of disciplines. Both RCT and AR methods were recognised from early in the process but often worked in parallel rather than together. In retrospect, we have mapped our observed research processes to the AR cycle characteristics (creation of communicative space, democracy and participation, iterative learning and improvement, emergence, and accommodation of different ways of knowing).ResultsWe describe the context, conduct and outcomes of the telemonitoring trial, framing the overall process in the language of AR. Although not fully articulated at the time, AR processes made the RCT sensitive to important context, e.g. clinical processes. They resulted in substantive changes to the design and conduct of the RCT, and to interpretation and uptake of findings, e.g. a simpler technology procurement process emerged. Creating a communicative space enabled co-design between the researcher group and collaborators from the provider participant group, and a stronger RCT design.ConclusionsIt appears possible to enhance the utility of RCTs by explicitly embedding them in an AR framework to shape stronger RCT design. The AR process and characteristics may enable researchers to evaluate telehealth while enhancing rather than compromising the quality of an RCT, where research results are returned to practice as part of the research process.Trial registrationAustralian New Zealand Clinical Trials Registry, reference ACTRN12610000269033.

Communication and Influencing for ED Professionals: A training programme developed in the emergency department for the emergency department.

The objective of the present study is to develop and pilot a communication and influencing skills training programme that meets ED health professionals' needs at an urban district hospital. Qualitative methods within a participatory action research framework were utilised. An interdisciplinary team guided the programme's design and development. A training needs analysis saw team meetings, interviews, focus groups and observations conducted across the ED. Thematic analysis of the data identified health professionals' communication and influencing challenges. The training needs analysis informed the training programme curriculum's development. The pilot programme involved an interdisciplinary group of seven health professionals across 5 × 2 h sessions over 3 months, followed by a post-training survey. Five themes of communication and influencing challenges were identified: participating in effective handovers, involving patients in bedside handovers, effectively communicating with interdepartmental colleagues, asking ED colleagues to do tasks and understanding ED colleagues' roles, expectations and assumptions. Based on these challenges, the formulated RESPECT model (which stands for Relationships, Expectations, Styles, Partnerships, Enquiry, Coaching and Teamwork) informed the training curriculum. The peer coaching model used in the training programme was highly regarded by participants. Communication and Influencing for ED Professionals™ (Babel Fish Group Pty Ltd, Melbourne, Victoria, Australia) addresses a gap for communication programmes developed in the ED for the ED. Future research will evaluate the programme's impact in this ED.

Designing and Evaluating Bamboo Harvesting Methods for Local Needs: Integrating Local Ecological Knowledge and Science.

Dendrocalamus hamiltonii, a large, clump-forming bamboo, has great potential to contribute towards poverty alleviation efforts across its distributional range. Harvesting methods that maximize yield while they fulfill local objectives and ensure sustainability are a research priority. Documenting local ecological knowledge on the species and identifying local users’ goals for its production, we defined three harvesting treatments (selective cut, horseshoe cut, clear cut) and experimentally compared them with a no-intervention control treatment in an action research framework. We implemented harvesting over three seasons and monitored annually and two years post-treatment. Even though the total number of culms positively influenced the number of shoots regenerated, a much stronger relationship was detected between the number of culms harvested and the number of shoots regenerated, indicating compensatory growth mechanisms to guide shoot regeneration. Shoot recruitment declined over time in all treatments as well as the control; however, there was no difference among harvest treatments. Culm recruitment declined with an increase in harvesting intensity. When univariately assessing the number of harvested culms and shoots, there were no differences among treatments. However, multivariate analyses simultaneously considering both variables showed that harvested output of shoots and culms was higher with clear cut and horseshoe cut as compared to selective cut. Given the ease of implementation and issues of work safety, users preferred the horseshoe cut, but the lack of sustainability of shoot production calls for investigating longer cutting cycles.

A reconceptualisation of Vygotsky’s ZPD into ZCD in teaching moral education in secondary schools using real-life dilemmas

AbstractIn an effort to contribute to contemporary debates about alternative ways of teaching moral education, this qualitative study explored moral dilemmas identified by young adolescents and how they made moral choices to resolve the dilemmas. Data were gathered for textual analysis through a modified framework of participatory action research using participant observation, focus group transcripts, interviews and student journals. The data were interpreted using a revision of Vygotsky’s Zone of Proximal Development, extended to suit the multicultural Malaysian setting, and here called the Zone of Collaborative Development. Participants were 22 16–17-year-old non-Muslim adolescents from different cultural backgrounds attending three different types of secondary schools. Moral Education (ME) in Malaysia (MEM) is designed to cater to this group while Muslim students study Islamic Studies. Findings show that students were concerned about moral issues and values not covered in the current ME curriculum. The...

Aspects of nursing student placements associated with perceived likelihood of working in residential aged care.

To investigate which aspects of student nurses' experiences of residential aged care facility clinical placements affect perceived likelihood of choosing a career in residential aged care post graduation. Poor clinical placement experiences as a student contribute to nurses' reluctance to work in aged care. Various factors have been found to improve the placement experience and influence students' attitudes and employment intentions. Missing from the literature is a quantitative - rather than qualitative - exploration of which attributes of an aged care placement link to perceived likelihood of working in residential aged care post graduation. Supported residential aged care placement programmes were developed for nursing students using an evidence-based best-practice model within an action research framework. Staff formed a mentor group in two facilities. During placement, weekly feedback meetings were held for students and mentors. Second-year nursing students (n = 71) participating in a three- or four-week placement programme at two Tasmanian residential aged care facilities (September 2011-May 2013) completed questionnaires on placement experiences. Measures of association (correlation coefficients) were used to assess the effect of a range of variables on the likelihood of working in an aged care facility post graduation. Associations were identified between the likelihood of working in residential aged care post graduation and nurse mentor-student feedback exchange, Teaching and Learning Score and supportiveness of care workers. This study adds to the literature by providing quantitative evidence that certain aspects of aged care placements influence attitudes to working in these sites post graduation. To increase interest in working in residential aged care, the teaching and learning environment needs improvement, opportunities should be proffered for mentor-student feedback exchange during placements and care workers need support to mentor effectively.

Teaching reading and writing in local language using the child-centred pedagogy in Uganda

ABSTRACTUganda introduced the use of mother tongue as medium of instruction in primary schools in 2007. This was meant to promote interaction and participation in the learning process and improve children's proficiency in reading and writing. Drawing elements of interaction and participation from the socio-cultural theory, the child-centred pedagogy was introduced. This intervention, however, did not yield the expected results. Children taught in the local language still had problems in reading and writing. A participatory action research framework was used to gain insights into the child's learning to read and write within a re-emphasised child-centred pedagogy. In this paper, we argue that involving children at individual and group levels, conducting continuous assessment and using appropriate instructional materials help children to learn and improve their proficiency in reading and writing. Some pupils, however, still find difficulties in reading three syllable words, constructing simple sentences and punctuating their work. For the children to improve their proficiency in reading and writing in their mother tongue, the teachers need to use more instructional materials, carry out continuous assessment in small groups and design learning activities that promote children's interaction and participation.

Service design integration with business development: Six Finnish case studies of digital service development

Abstract As a complex ecosystem, the global digital environment includes actors and stakeholders with diverse values and distinct mindsets. In this research, we examine the digital ecosystem in the Finnish context of a business-led research and development (R&D) consortia (Need for Speed [N4S]), focusing on the early phases of research. The aim is to propose an iterative action research and case study framework for developing the Finnish digital business ecosystem with the use of service design thinking and tools. Service design is the methodology and process of enabling co-creation activities during all steps of the design process, concept generation and prototyping before the launch of a service. The theoretical framework utilized in this research is cultural-historical activity theory (CHAT), which suggests the starting point for a more practical strategic tool. Theory-based data analysis is applied to data on design methods used in service design cases with six companies, including co-creation workshops, reflective interviews, observation, visual documentation and rough service prototyping. The company cases were conducted by the Service Innovation Corner (SINCO) laboratory at the University of Lapland in 2013 and 2014. Two case companies operate in the customer service field in tourism, two in manufacturing and two in the software industry.

Targeting lean process improvement projects for maximum financial impact

This empirical paper details a 12-month applied research project at a UK low-volume manufacturer of large vehicles. The industry problem from which this study originates was a concern over the subjective nature with which the firm’s existing lean intervention projects were being targeted (prioritised and selected). A structured literature review on this topic was unable to identify any objective decision support mechanism for doing so; one that encompassed financial as well as operational criteria. The resultant study was organised around an established seven-step action research framework. The main body of evidence was derived from extensive analysis of financial and operational data extracted from the firm’s enterprise resource planning system, along with two structured workshops that each involved multiple informants drawn from the firm’s production centres and its accountancy department. Supplementary primary research was provided in the guise of numerous unstructured interviews to validate data and from observation of shop floor practices. The main contribution of this article is identifying and addressing the gap highlighted above, by developing and testing a financially driven method for objectively targeting process improvement interventions within this large and geographically dispersed operation. This innovative method includes five new constituent techniques.

Using Universal Screening for Early Identification of Students at Risk: A Case Example from the Field

This study describes the benefits of systematic universal screening (US) for school counselors engaged in the creation of effective, multi-tiered systems of support that address academic, social, emotional, and behavioral student concerns. The authors used an action research framework to present a case example of one school district's pilot of US and the role of the school counselor in the identification of students in need of social-emotional support. This article discusses implications for school counselor collaboration with other school-based mental health professionals.

Developing a best practice pathway to support improvements in Indigenous Australians’ mental health and well-being: a qualitative study

ObjectiveThere is a need to adapt pathways to care to promote access to mental health services for Indigenous people in Australia. This study explored Indigenous community and service provider perspectives...

Using a participatory action research framework to listen to Aboriginal and Torres Strait Islander people in Australia about pandemic influenza

This article describes the use and effectiveness of the participatory action research (PAR) framework to better understand community members' perceptions and risks of pandemic influenza. In 2009, the H1N1 influenza pandemic affected Indigenous populations more than non-Indigenous populations in Oceania and the Americas. Higher prevalence of comorbidities (diabetes, obesity, asthma and chronic obstructive pulmonary disease) as well as pregnancy in Indigenous communities may have contributed to the higher risks of severe disease. Social disparity, institutionalised racism within health services and differences in access to culturally safe health services have also been reported as contributors to disadvantage and delayed appropriate treatment. Given these factors and the subsequent impact they had on Australian Aboriginal and Torres Strait Islander communities, the authors set out to ensure that the Australian national, state and territory pandemic plans adequately reflected the risk status of Aboriginal and Torres Strait Islander peoples and promoted meaningful engagement with communities to mitigate this risk. A national study explored the views of Aboriginal and Torres Strait Islander people and their experiences with H1N1 and used a qualitative PAR framework that was effective in gaining deep understandings from participants. Aboriginal and Torres Strait Islander community-controlled organisations and health services were involved in the implementation, interpretation and monitoring of this project. As a result, important features of the implementation of this PAR framework with Aboriginal and Torres Strait Islander communities and organisations emerged. These features included the importance of working in a multidisciplinary team with Aboriginal and Torres Strait Islander researchers; the complexities and importance of obtaining multi-site human research ethics approval processes; the importance and value of building the research capacity of both experienced and novice researchers in PAR; the need to use localised sampling protocols; and the process of undertaking a collective research process and enacting action research and feedback. The most effective responses of this project were embedded in pre-existing relationships with individuals within organisations that had been established over a long period of time between Aboriginal medical services and investigators; however, research relationships established specifically for the purposes of the project were less successful because of changes in personnel and organisational support. The participatory approach used in this study has the potential to be applied to vulnerable populations in other countries.

Międzypokoleniowy projekt „Przywracanie Pamięci Miastu”

The article presents reflections on the intergenerational educational-research project entitled “Restoring the Memory of the City”. This project was carried out by the University of the Third Age in Torun in partnership with the Faculty of Education of the Nicolaus Copernicus University in Torun within the “Patriotism of Tomorrow” framework announced by the Polish History Museum and financed by the Ministry of Culture and National Heritage. This project was based on Pierre Nora’s concept of memorial sites and modern vision of patriotism. In didactic-methodological layer it was embedded within the framework of action research, thereby allowing to combine historical contents with pedagogical method of their modern transfer. The text shows the objectives and results of the project. Also, it describes its course and activities undertaken throughout its duration.

Review of Indigenous Health Curriculum in Nutrition and Dietetics at One Australian University: An Action Research Study

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 which provided information to reach a final decision about how to progress forward. First, relevant information was collected to present to stakeholders. This included identification of acknowledged curriculum frameworks, a review of other accredited nutrition and dietetics courses in Australia, a review of Indigenous health topics at Flinders University, including liaison with the Poche Centre for Indigenous Health and Well-Being (Indigenous health teaching and research unit), and a review of BND and MND current curriculum related to Indigenous health. Second, input was sought from stakeholders. This involved a workshop with practising dietitians and nutritionists from South Australia and the Northern Territory and discussions with Flinders University Nutrition and Dietetics academic staff. Third, a new curriculum was developed. Nine areas were identified for this curriculum, including reflexivity, approach and role, history and health status, worldview, beliefs and values, systems and structures, relationship building and communication, food and food choice, appreciating and understanding diversity, and nutrition issues and health status. Fourth, a final outcome was achieved, which was the decision to introduce a core, semester-long Indigenous health topic for BND students. A secondary outcome was strengthening of Indigenous health teaching across the BND and MND. The process and findings will be useful to other university courses looking to assess and expand their Indigenous health curriculum.

Lessons learnt from applying action research to support strategy formation processes in long-term care networks

This study demonstrates how action research (AR) that is aimed at scaling-up experiments can be applied to support a strategy formation process (SFP) in a subsidized long-term care network. Previous research has developed numerous AR frameworks to support experiments in various domains, but has failed to explain how to apply AR and action learning (AL) on the strategic level of organizational networks. Given this situation, we used a generic AR framework to explore its usefulness in supporting SFPs. The framework consists of four steps: (1) identifying the problem situation, (2) planning a solution, (3) taking action, and (4) reflecting on the action. The results show that utilizing AL in AR helps actors to reflect on and understand the challenges in forming a joint strategy in a network. We demonstrate that it can help to visualize the process and to create a common ground for discussion, to create a shared vision as well as commitment to scaling-up experiments. These insights should be used in future SFPs in networks. However, the results also show that the key barrier, the lack of executive commitment, was only identified at a late stage. This paper constitutes a first step toward a more sophisticated AR framework for strategy research. The mistakes highlighted here should help others avoid them in the future.

Teaching tools to engage Anishinaabek First Nations women in cervical cancer screening: Report of an educational workshop.

To explore educational strategies for engaging First Nations women in Canada to attend cervical cancer screening. Within a participatory action research framework, semi-structured interviews with health-care providers in First Nations communities revealed that education about the value of screening is perceived as being a key factor to promote cervical cancer screening. To obtain feedback from workshop informants, a 1-day educational workshop was held to identify appropriate educational intervention strategies, which would be applied in a forthcoming randomised controlled cervical screening trial. Common discussion and discussion groups, which were facilitated by a First Nations workshop moderator and a note taker. This workshop helped to strengthen the ethical space dialogue with the First Nations communities with whom the study team had established research partnerships. The workshop atmosphere was relaxed and the invited informants decided that an educational health promotion event for community women needed to be held prior to inviting them to the cervical screening trial. Such an event would provide an opportunity to communicate the importance of attending regular cervical screening allowing women to make informed decisions about screening participation. Complementary promotional items, including an eye-catching pamphlet and storytelling, were also suggested. The key messages from the events and promotional items can help to destigmatise women who develop a type of cancer that is caused by a sexually transmitted virus that affects both men and women. Developing and implementing positive health education that respectfully depicts female bodies, sexuality and health behaviours through a First Nations lens is strongly warranted.