Action Research Framework Research Articles

Shaping Baby Buddy Cyprus: eHealth literacy for the transition to parenthood

Abstract Issue The transition to parenthood presents opportunities to promote mother-child health. Though of varying quality, internet information-seeking is prevalent while attendance in antenatal classes is low. Digital innovation can support access to timely and valid information for all, key component of WHO's Respectful Maternity Care. Description of the problem ”Baby Buddy Forward” assessed the cross-national transferability of the innovative Baby Buddy (UK) healthy pregnancy and early parenthood app to the medicalized and decentralized birth environment in Cyprus. Within a Participatory Action Research (PAR) framework, formative qualitative and quantitative methods were employed to engage with the professional and mums-to-be community and deliver a locally relevant resource to enhance user-provider communication and shared decision-making. Results We (a) assessed available resources in a structured quantitative and qualitative rating exercise, (b) identified gaps and priorities in an eDelphi survey (N = 275 mums and 193 professionals, re-rated at annual Midwifery conference), (c) gained in-depth understanding of information-seeking behaviours in a series of focus groups with a diverse set of mums-to-be (N = 100) and (d) explored perceptions about the use of internet for information in pregnancy and the quality of communication with professionals in a questionnaire survey (N = 200). New health communication material was co-created with participants and an intervention for embedding the tool in clinical practice was proposed within the COM-B behavioural change framework. Lessons In a “changing landscape” of antenatal education, Baby Buddy functions as “proof of concept” for cross-national innovation exchange. Beyond a learning experience, the use of PAR provided ground for building transdisciplinary alliances and creating a public health digital resource to enhance the health literacy of new parents and support the educational role of maternal and child health professionals. Key messages Digital resources can reduce social disparities, enrich the user-provider exchange and support the educational role of professionals. PAR provides a framework for co-creation and sense of common purpose.

The Winding Path to Degree: Obstacles to Higher Education for Low-Income Single Mothers

Single mothers have the lowest rates of degree completion of any demographic group when they pursue higher education as a path out of poverty. This article explores the obstacles student mothers face when they pursue higher education. The lived experiences of participants add context to data about low rates of degree completion. Findings are based on a 3-year qualitative study, including 66 in-depth interviews with 37 unique participants of an anti-poverty program in Boston, Massachusetts. The study utilized a feminist action research framework, focusing on the marginalized voices of the students, combined with a constructivist grounded theory approach to collecting and analyzing the data. Obstacles to the mothers’ pursuit of higher education emerged in the following categories: (a) inflexible institutions, (b) dead ends, and (c) lack of career guidance. Suggestions for higher education institutions, government policies, and nonprofit organizations to better support single mother students are discussed.

The Critical Review to Practical Inquiries of Action Research Framework (Action Research Paradigms)

Action research is identical to the educational field, but on the other hand, the methodology has widespread practical values to others field of education. Moreover, to the extent of the use and the impact of action research in widespread, researcher has conceptualized the critical review of action research practical inquiries' framework cross its research paradigm, that in-depth has been stimulated and improved human resources, steak-holder problem solving, the policy of the government, and also education field. This paper has proposed the recommendation to all system in science and also a government which intend to construct research and practitioner skill, and also synthesized the nature of research and research bases to mutual development in all field of science.

The Transformative Paradigm: Equipping Technical Communication Researchers for Socially Just Work

ABSTRACT This article provides an overview of robust social justice work already done in technical and professional communication (TPC) to introduce the transformative paradigm, an action research framework articulated by Donna Mertens. Research articles in TPC offer examples of the axiological, ontological, epistemological, and methodological tenets of the transformative paradigm. Together with a measured discussion of the paradigm, this Methodologies and Approaches article responds to calls in TPC scholarship to articulate and practice methodologies resonant with the social justice turn.

Analyzing Roles, Barriers, and Supports of Co‐researchers in Inclusive Research

AbstractCurrent research demands that we rethink the roles of people with intellectual disabilities (IDs) in the research that affects them. The paradigm of inclusive research responds to this need. Although the specialized literature is progressively adopting a more inclusive research approach, the study of roles and relationships within inclusive research and reflections on the process of doing participatory research has received little attention. From a qualitative approach and a participatory action research framework this study aims to: (1) report the experience of involving adults with IDs in inclusive research, and their improvements in terms of developed competencies; (2) identify their perceived roles as researchers, and (3) describe their perceived barriers and facilitators during the research process. This study describes the experiences of 11 adults with IDs who participated in a project aimed at evaluating the cognitive accessibility of public spaces and services in a Chilean city for 14 months. Different roles emerged, ranging from apprentices to experts by experience, and were adopted to different extent by co‐researchers as the process evolved. Co‐researchers developed conceptual, procedural, and attitudinal skills. They also identified contextual and personal barriers as well as facilitators consisting of natural, professional, and community supports, as well as assisted technology while performing their role as co‐researchers. Inclusive research is a challenging, evolving process and it requires ongoing support and feedback to monitor the process and the outcomes to guarantee that all the participants perform different roles involved while meeting the goals of the research.

The research‐teaching nexus in a graduate CALL course: An action research study

AbstractThe ‘research‐teaching nexus’ means integrating disciplined‐based research into course content to develop students’ research ability. Though such integration has been investigated in various higher education content areas, no previous CALL teacher education research seems to have addressed it. This study explored how research should be integrated into a graduate CALL course and how such integration influences students’ research awareness and skills. The content‐focused and process‐focused forms of the research‐teaching nexus were integrated into a graduate CALL course taught in a language teacher education programme at an Arab university. The course was taught to a group of female MA student teachers for a 15‐week academic term. Qualitative data was collected using observation and an open‐end questionnaire within an action research framework. The students reported positive evaluation of research integration into the CALL course. Meanwhile, the observational data indicates that research integration has fostered their CALL research awareness and enabled them to learn how to craft some key research elements, namely developing research titles and questions, and selecting the research method. The results generally imply that developing students’ CALL research skills through the process‐focused teaching forms is a more complicated task than enhancing their research awareness via the content‐focused ones.

The complementarity of formative intervention research, action research and action learning

ABSTRACT Background This article focuses on the complementarity between formative interventions research conducted within the framework of cultural historical activity theory, action research and learning, as well as how this complementarity influences the researcher’s role. Purpose The study suggests how action research, learning and formative interventions can be complementary in educational research and, furthermore, how this complementarity can challenge and expand the researcher’s role when supporting and researching school development processes. Sources of evidence A previously conducted study is presented as an example. The analysis of the researcher’s role is based on observations, interviews, reflection conversations and questionnaires focusing on the arenas in which the researcher acted. Main argument The paper argues that the researcher’s role in educational research should be expanded, combining the researcher’s role both in action research and in formative interventions. The example study shows that researchers must engage with teachers in their teaching and support them in their daily practice, thus helping them to apply new knowledge to practical situations in order to develop their practice. Conclusions Complementarity between action research, action learning and formative interventions aligns the processes at the classroom and system levels, leading to school development.

Voices on Data Literacy and Initial Teacher Education: Pre-service teachers’ reflections and recommendations

The purpose of study was gain insight into pre-service teachers’ experiences in using classroom data to make learning and teaching decisions. The qualitative study is based on the reflections and recommendations of three pre-service teachers’ that participated in a data-driven decision-making intervention whilst on an immersive 10-week professional learning experience. This study is underpinned by an action research framework. There are many understandings of action research, here the approach is understood to be a systematic investigation into one’s own practice with the aim of improving teaching and learning. From the thematic analysis of the reflections, several recommendations were put forward by the pre-service teachers. They advocated for dedicated time to develop data collection, analysis, and visualisation skills and that these skills should be embedded in their degrees. Their reflections articulate the need to have a strong set of data related skills and competencies in order to be able to engage with professional practice.

Keys to unlocking service provider engagement in constrained co-production partnerships

The article reports on research conducted in a public, specialised mental health and substance abuse service unit in Norway. The inquiry followed an action research framework, with patients, leaders and staff as co-researchers. Power sharing within such constrained institutions suggests that service providers risk engaging in paternalistic or avoidance approaches. Despite the inherent challenges of attempting a participative approach on an equal footing, facilitating service co-production may be served by mediation and support. Here, developing meeting spaces for dialogue between patients, staff and leaders appears vital. We argue that focussing on service providers’ own professional development may be benefiting to co-production. We propose steps to unlock the potential of genuine co-production partnerships in constrained organisational settings when staff and leaders have no prior experience involving patients systematically in service development.

Identifying Existing Positive Disharmonies for Reconstructing Teaching Practice: A Case Study in Japan

The purpose of this paper is to report outcomes of the study regarding the professional development of a Japanese teacher of English (JTE) helping her to meet the recent national English foreign language curriculum policy in Japan. The policy requires teachers to basically conduct classes in English. An action research framework was used. The participant, in collaboration with the author, went through praxis-oriented cycles built on planning, doing reflecting and revising. Data were collected and analyzed using grounded theory methods. A three-stage coding process led to the emergence of two core themes to encapsulate the data: Existing Positive Disharmonies (EPD), a disruptive zone leading to possibility of change; and Reconstructing Teaching Practice (RTP), in which the participant experienced changes that worked in her lessons. This led to the advancement in her teacher development to meet the demands of the new curriculum policy. The paper demonstrates that shedding light on positive disharmonies within teaching practices was useful in the participant’s professional development helping her to make instructional adjustments required by policy changes. It is plausible that the outcomes of this study may be transferable to teachers working in other similar teaching environments. Accordingly, a model for teacher development is presented to help JTEs and other teachers in their teacher development.

Action Research in EFL: Exploring Writing Pedagogy Through a Task-based Lesson Delivery

The study attempted to move away from the more traditional Presentation, Practice, Production model of teaching to experiment with the Task Based Learning approach. Action research framework was adopted to observe a writing class with a focus on developing the paragraph level skills of the Preparatory Year EFL students. Teacher notes, peer observation report, samples of students' writing and a short student survey were used to collect the data. The results revealed that the new approach though mostly successful and effective had a few issues in regard to activity management and feedback on students' performance. The study recommends a series of similar action research initiatives to further validate the newly used teaching approach as well as introduce other pedagogic approaches which have not been practiced so far.

Experiences and Perceptions of a Process for Interprofessional Clinical Education of Allied Health Students in Metropolitan Aboriginal and Torres Strait Islander Preschool Programs

Health, social and environmental factors may influence outcomes in the early years for Aboriginal and Torres Strait Islander children. Otitis media (OM) is a health condition experienced earlier, more frequently and more severely by these children, potentially impacting developmental and educational outcomes. Access to allied health (AH) services is recommended to mitigate this. Service models that respond to unique attributes of child, family and community in preschool settings may allow AH professionals, educators and families to work collaboratively for improved outcomes. However, key features of clinical placements that assist students to learn how to deliver accessible services require further research. An action-research framework in three cycles and primarily qualitative methods were utilised to investigate an interprofessional AH clinical education placement in Aboriginal and Torres Strait Islander preschool settings. Speech pathology and occupational therapy students (n=11) completed pre and post-placement surveys and post-placement individual interviews, and clinical educators (n=5) participated in post-placement focus groups. Descriptive qualitative analysis revealed placement processes, incorporating comprehensive orientation, interprofessional learning, and active reflection, were perceived to transform understanding and increase capacity to deliver child/family/community-centred services using a responsive therapeutic approach. Findings suggest interprofessional placements, delivered in partnership with communities, may support effective service delivery to Aboriginal and Torres Strait Islander children.

Motivating self and others through a whole-school storytelling project: Authentic language & literacy development


 
 
 This study reports on a whole-school project carried out with preschool and primary children, taking a whole-language approach to literacy development, through a storytelling methodology which uses authentic picturebooks and peer modelling. This article presents the results of an exploratory mixed methods study conducted over a three-year period with the older (10-12-year-old) participants in the project (N=27). Within an action research framework, data was collected from field notes of classroom observations, video recorded sessions, questionnaires and interviews with students and teachers. The study aims to assess the motivational effect of the storytelling project on learners, identify the learning outcomes generated and identify strategies that were particularly effective in generating such outcomes. Through a process-oriented approach, the findings verify the motivational effect of the storytelling project. These findings also help bridge the gap between theory and practice in motivational research and contribute to the growing body of literature on the use of authentic picturebooks in the L2 classroom and the potential benefits of peer modelling.
 
 

Language-aware operational culture

This study examines how practitioners of minority-medium Early Childhood Education and Care (ECEC) in Finland reflect on language awareness (LA) in their professional learning communities (PLCs). The study is conducted within in-service training for ECEC practitioners and it also highlights how these practitioner reflections can be of use and support developing future in-service training within the action research framework. The data include nine group discussions on a reflection task, with 41 primary participants and 165 secondary participants from each primary participant’s respective PLC. As a starting point, the researcher-trainers identified six language-policy themes on LA in national policy documents. These were presented for practitioners, who then discussed them both in their respective PLCs and within the in-service training. The in-service discussions were audio-recorded and transcribed for qualitative-content analysis. During the analysis, the focus was on the dynamics of minority-majority positions, with the following themes emerging: i) Language contacts; ii) bilingual children and multi-layered identity; and iii) developing multilingual pedagogies. The results showed that the same insights often were treated both as strengths and weaknesses, and that a need exists for support so that practitioners can implement language-aware educational policy into their operational cultures.

Input musical fluidez lectora en el desarrollo de la expresión escrita en estudiantes adultos de español como L2

Music shares characteristics with language. The link between both and their impact on second language learning has been studied over the years. In this paper we focus on studying the development of writing and its relation with two variables: reading fluency and musical input. This experimental study fits within an action-research framework. The sample used on this project consisted of 13 students of Spanish with a B1 level of language proficiency. The participants were divided into two groups, one of them received musical stimulation while the other did not. Additionally, both groups were given a writing test, based on an activity created by Mario Rinvolucri, along with an oral reading fluency test. The correlational study points out that there may be a positive effect on the use of music as input added to the written text.

Practitioner Driven Action Research…Created by a Practitioner, for Practitioners!

The dissertation culminates in an artifact creation called the Practitioner Driven Action Research (PDAR) framework. It was conceptualized, refined, and field-tested during a yearlong Action Research project at the United States Special Operations Command (USSOCOM). PDAR focuses on immediate problem-solving and driving practitioners towards adopting action-driven outcomes grounded in Action Research. The framework seeks to help practitioners across USSOCOM approach organizational problem-solving more systematically and scientifically along with better integrating academic resources into the process.

Leveraging integrative research for inclusive innovation: urine diversion and re-use in agriculture

This report describes the evolution of a qualitative research design used in a study that integrated academic and non-academic expertise and involved multiple stakeholders concerned with the diversion of human urine from the waste stream for its re-use in agriculture. The study took place in two regions of the U.S., New England and the Upper Midwest (most specifically Vermont and Michigan) and suggests the importance of ethnographic perspectives in a participatory action research framework going forward. This manuscript presents a novel mix of researchers, from a grassroots organization to R1 University teams, and explores the perspectives of a wide range of research participants with whom we conferred to understand whether and how fertilizers made from nutrients recovered from diverted urine might be accepted, adapted, and scaled in agricultural use. Our manuscript thus articulates new territory for such interpretive social science work (focus groups, interviews and participant observations) neither within basic ethnographic research, nor within the kind of “rapid ethnography” widely used in business, engineering and international development fields. We describe how our research process entailed the modifications of our methods, and we consider the overlapping and sometimes opposed knowledges and attitudes of multiple stakeholders who are crucial to the uptake and scale of such new technologies for closing loops in our waste and water processing infrastructures and our food production systems. To best leverage these diverse knowledges, we suggest incremental steps for teams like ours towards an inclusive research process.

Evaluating the Effects of a Rent Subsidy and Mentoring Intervention for Youth Transitioning Out of Homelessness: Protocol for a Mixed Methods, Community-Based Pilot Randomized Controlled Trial.

BackgroundAlthough the risk factors associated with young people entering and becoming entrenched in street life have been thoroughly investigated, peer-reviewed evidence is scarce to nonexistent for rigorous interventions targeting social integration outcomes for young people who have experienced homelessness. From the limited research that has been done, emerging evidence signals that, although structural supports such as subsidized housing and social service providers are important, these resources alone are insufficient to help young people integrate into the mainstream society.ObjectiveThe overarching aim of this study is to assess whether and how rent subsidies and mentorship influence social integration outcomes for formerly homeless young people living in market rent housing in 3 Canadian cities. The primary outcome measures for this study are community integration (psychological and physical) and self-esteem at 18 months. Secondary outcomes include social connectedness, hope, and academic and vocational participation at 18 months. Exploratory outcomes include income, perceived housing quality, engulfment, psychiatric symptoms, and participant perspectives of intervention barriers and facilitators.MethodsThis is a convergent mixed methods, open-label, 2-arm parallel randomized controlled trial (RCT) with 1:1 allocation embedded within a community-based participatory action research (CBPAR) framework. The intervention will provide 24 young people (aged 16-26 years), who have transitioned out of homelessness and into market rent housing within the past year, with rent subsidies for 24 months. Half of the young people will also be randomly assigned an adult mentor who has been recruited and screened by 1 of our 3 community partners. Data collection will occur every 6 months, and participants will be followed for 30 months.ResultsEthical approval for this study has been obtained from the Providence, St Joseph’s, and St Michael’s Healthcare Research Ethics Board (number 18-251). Enrollment took place from April 2019 to September 2019. Preliminary analysis of the baseline quantitative and qualitative data is underway.ConclusionsThis pilot RCT will be the first to test the impact of economic and social support on meaningful social integration for formerly homeless young people living in market rent housing. We believe that the mixed methods design will illuminate important contextual factors that must be considered if the intervention is to be scaled up and replicated elsewhere. Importantly, the CBPAR framework will incorporate the perspectives of the community, including formerly homeless young people, who are in the best position to determine what might work best in the context of their lives.Trial RegistrationClinicaltrials.gov NCT03779204; https://clinicaltrials.gov/ct2/show/NCT03779204.International Registered Report Identifier (IRRID)DERR1-10.2196/15557

‘Upturned participation’ and youth work: using a Critical Utopian Action Research approach to foster engagement

ABSTRACTThis article reflects on how participatory processes inspired by action research hold a genuine potential for developing social educational work in a more democratic way. We present our concept of ‘Upturned Participation’, which is built upon the methodological framework of Critical Utopian Action Research. First Critical Utopian Action Research is introduced briefly, including a presentation of the core method of the action research approach. We then present an extract from an action research project aimed at creating space for participation for marginalized young people in the area of Copenhagen. On this basis, we reflect on how the ideas of the young people could influence the field of social work. The article addresses contemporary challenges and opportunities for creating development in the field of youth work or social work through participatory processes with marginalized young people.

Building partnerships for linking biomedical science with traditional knowledge of customary medicines: a case study with two Australian Indigenous communities

BackgroundCustomary medicine of Australia’s Indigenous peoples draws upon knowledge developed through millennia of interaction with Australia’s unique flora and fauna. Many Indigenous Australians are interested in developing modern medicinal and commercial translations of traditional knowledge; however, barriers of trust and benefit sharing often thwart progress.MethodsUsing a participatory action research framework, university researchers collaborated with members of two Australian Indigenous communities to investigate selected medicinal plants and locally made bush products. A trusted community liaison facilitated the collaboration that was fostered through bilateral site visits. Material transfer and confidentiality agreements ensured that the plant materials were only used for the agreed purpose. Plain language written reports of the laboratory results were provided to the communities with follow up discussions.ResultsIn case study 1, only some of the traditional uses for the raw plants were shared with the researchers. Deidentified plants were assessed for antioxidant and antimicrobial properties. In case study 2, the plant names, traditional uses, and preparation methods were shared with the aim of learning more about their plants, potential uses, and optimising their bush products. Literature reviews were conducted that also helped guide in vitro testing of the crude and solvent partitioned extracts. These differences reflected the community’s reasons for conducting the research and intellectual property considerations. In both cases, observed benefits included building trust and strengthening working relationships for ongoing collaboration, fostering enthusiasm for linking traditional and scientific knowledge, promoting cross-cultural learning about scientific methods and traditional medicine, maintaining the relevance of traditional knowledge in the modern world, and initiating community discussions around their bush medicine product development.ConclusionsCommunity-driven scientific investigation of traditional medicinal knowledge can facilitate culturally meaningful outcomes, with potentially wide-reaching direct and indirect benefits. Community liaisons were invaluable for establishment of strong relationships and ensured that the research was culturally and locally appropriate. The need for clearer guidelines and regulation around community-driven biomedical research of their plants was identified. Australia would benefit from a user-friendly, open-source toolkit that promotes use of local traditional medicines, contains information about processes and protocols that communities and scientists could use to develop collaborative projects, and guides regulation and ethical commercialisation. Close consultation and collaboration with communities and researchers will be needed to ensure that such a toolkit is culturally appropriate and fit-for-purpose.