Action Research Process Research Articles

State and society in building capabilities to strengthen practices of territorial governance

This research assumes that processes of territorial articulation, in order to achieve the desired territorial future, require democratic, horizontal, and collaborative practices of territorial governance, involving state agents and representatives from the social, productive-business and academic sectors. Highly complex environments together with the current digital transformation have significantly changed the agenda across territories. These issues have led to questioning the competencies and capabilities of the territorial actors with regard to their performances in the processes of territorial articulation. Against this backdrop, the notion has been ratified that this systemic complexity is assimilated through a methodological, multi-referential hybridism, which includes processes of co-production and action research. The objective of this article is to produce theoretical and methodological contributions in order to address the challenges posed to the state and society in building capabilities for practices of territorial governance. The text has been structured as a theoretical essay referenced in Latin American academic production regarding the subject.

Participatory Methods to Develop Health Education for PW-SCI: Perspectives on Occupational Justice.

Background. Many people with spinal cord injury (PW-SCI) in the Gaza Strip in Palestine are discharged from inpatient rehabilitation with limitations in their ability to meet basic needs, and reach their full potential. There is limited evidence of how clinicians can promote occupational justice for PW-SCI. Purpose. To describe participants' perspectives revealed during a participatory action research (PAR) process used to develop an education manual for PW-SCI in Gaza, using Participatory Occupational Justice as a lens. Methods. Following ethical approval, a four-step PAR design was utilized by eight researchers to co-construct the Spinal Cord Injury Activities of Daily Living-education Manual with 54 participants from SCI rehabilitation settings in Gaza. Qualitative data from eight focus groups were analyzed using inductive thematic analysis. Findings. Two main themes were evident in the participants' viewpoints: Enabling occupational justice and Removing barriers to occupational justice. Implications. Occupational justice is a central value that needs to be considered when developing occupational therapy educational interventions for this client group. PW-SCI health education may facilitate occupational justice in practical and culturally relevant ways when participatory methods are used to develop educational resources.

Use of Role Play Method to Improve Speaking Skills

Language is often considered one of the most difficult aaspects of language learning. For most foreign language learners, English has become the most important language in this world a fact that cannot be denied. all the human in the world that use language. Students need to be able to compered and produce spoken and writing. And also, meaning in a key word was speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols in a variety of contexts. Role play is a method of acting out particular ways of behaving or pretending to be other people who deal with new situations.This research goal is to describe the process of how the use of role play method to improve speaking skills in the communicative class of ASYEE (as-syafi'iyyah english excellent) course Darussalam boarding school in the academic year 2021/2022. The researcher limited the scope of the research only on the student’s speaking skillss. Especially the imitative speaking. The researcher only focuses on seven students. There were those whose average scores were 60,00 less than the KKM standard determined at the institution. This research method used the classroom action method (CAR), And in this research contains one cycle which every single cycle contains two meetings. Moreover, this research carried out according to classroom action research process. Steps such as: a preliminary study, planning, implementing, observing, and reflecting. This classroom action research involved 23 students. but There are seven students in the research, because of their scores less than the KKM standard that has been determined at the institution. Based on analysed data, the score in the preliminary study was 28% student’s getting a minimum score of KKM. And then, it was decreased in the cycle 1 that 8%. And in cycle 2 was 0% students minimum of KKM. Therefore, the role play technique can significantly improve students' problems in speaking skills. Speaking skill can increase when they try to focus and relax on the material that the teacher has conveyed. If students have focused on the material, then understanding the material will be easier and students are not easily bored with the teacher's explanation. Based on Student Speaking Score from teacher in cycle 1, after using Role Play Method. The students speaking score of ASYEE (Assyafiiyyah English Excellent) in academic 2021/2022 after using the role play method being increased 80%.

Secular discernment: A process of individual unlearning and collective relearning

Through a process of action research with a non-religious organization, this article provides a foundation for the characteristics of a secular discernment process. Importantly, we argue that discernment can be conceptualized as a process of entwined individual unlearning and collective relearning. Our action research study contributes to both the discernment and the unlearning literatures by unpacking how discernment encourages a process of individual unlearning – which our study suggests entails a process of ‘setting aside’ and reflexive-distancing from a priori individual knowledge – to be more open and receptive to new ways of emergent collective re-learning. The process of unlearning – and the behavioural norms and routines that are central to discernment – underscores the collective relearning process. The article concludes with future pathways for research.

IMPLEMENTATION OF THE GUIDED INQUIRY MODEL LEARNING TO REDUCE MISCONCEPTIONS OF STATIC FLUID MATERIALS STUDENTS OF STATE JUNIOR HIGH SCHOOL 19 SAMARINDA SEMESTER II, 2019/2020 ACADEMIC YEAR

This classroom action research (CAR) aimed to describe teacher performance in implementing laboratory-based guided inquiry with the main target of reducing the number of students' misconceptions about static fluid material. Three indicators of the success of the action, namely: (1) the implementation and quality of static fluid learning using guided inquiry, (2) changes in student activity and motivation shown from cycle to the next cycle, and (3) a decrease in the number of target students experiencing fluid misconceptions (MK). Implementation, learning quality, and student activity were collected using observation and documentation techniques. The number of MK students was determined based on the results of the conception test on static fluid material before and after the action. CAR was conducted at SMP Negeri 19 Samarinda with the source of teacher observations, the learning process in class, and students of class VIII-A. The data were analyzed descriptively. Reflection and evaluation of data is the final step in the action research process. The results of this CAR show that the three indicators for the success of the action have been achieved. Static fluid learning using laboratory-based guided inquiry can be carried out with very good qualifications. Increased activity and motivation showed by students during the learning process from cycle to cycle. The number of target students who experience liquid fluid misconceptions has decreased from cycle to cycle.

The Potential of Action Research in Boosting EFL Learners’ Experiential Learning and Metacognition

In the field of educational research, many studies are conducted by researchers in order to develop approaches and methods that inform educational practices and which can be adopted by teachers, learners or both. Action research is a type of educational research methods in which both the researcher and the participants are involved and share decision making during the different steps of the research.The action research process includesplanning, action, observation, evaluation and reflection, and feedback. The present paper is a theoretical research that sheds light on the overlap that exists between action research and experiential learning,on the one hand, andmetacognitive strategy instruction, on the other hand.Therefore, instead of focusing on the importance of action research for the researcher solely,emphasis is furtherput on the potential of action research in developing lifelong learning for EFL learners. The paper clarifies how action research engages EFL learners in experiential learning and how it boosts their metacognitive strategy use at the same time..

Applying action research to establish functional producer groups and value-adding producer organisations in southern Myanmar

ABSTRACT A project commissioned in 2017 to upgrade agribusiness value chains in southern Myanmar required functional producer groups to manage and sustain its transactional and value-adding interventions. This practical note describes the action research processes used to design, initiate, and develop these groups. It highlights key lessons and offers practitioners evidence-based guidelines to consider when collective action is required to link smallholders with preferred markets. Training and mentoring are important, but more effective if preceded by negotiation and acceptance of a constitution embedding good governance practices and investor-friendly institutional arrangements that groups can customise to support their business strategies.

Integrated spatial and energy planning in Styria – A role model for local and regional energy transition and climate protection policies

• Programme to integrate spatial planning and energy planning. • Creating strategic database for energy transition in spatial planning. • Applying strategic maps to harmonize district heating, mobility and spatial development. • Applying energy transition thinking for sustainable spatial planning. • Holistic implementation programme for scientific knowledge in local spatial planning. How we plan our towns, cities and regions is inseparably connected to energy demand, greenhouse gas emissions and the way how we can manage the transition to sustainable renewable energy systems. Therefore, we propose that integrated spatial and energy planning is an important part of energy transition and climate protection strategies. In this article, we discuss how the energy transition and spatial planning can be holistically integrated, and how this theoretical framework combining the factual findings of integrated spatial and energy planning and strategic concepts of spatial planning can be put into practice in municipal spatial planning. We demonstrate the applicability of the approach in an action research process in the Austrian Province of Styria involving the Government representatives, municipalities and spatial planners. The whole approach includes, as tangible outputs a strategic database, strategic maps, and a planning guidance for municipalities on the one hand, and a further education programme for planners and municipal decision makers on the other hand. Finally, the applicability, transferability and limitations of the approach are discussed. As the approach is not only established in Styria, but at the moment also put forward in two further Provinces so that we can, in total, cover about 63% of all Austrian municipalities with this approach, we also propose that this approach can serve as a role model not only for local and regional energy transition and climate protection policies around the world, but also for shaping third mission activities of universities.

Dialogisk aktionsforskning med samskabende processer om, hvordan sang og musik kan integreres i kulturen og hverdagslivet på plejehjem

The article is based on an ongoing action research project at a nursing home. Relatives, employees, and the manager are involved as co-researchers in dialogue-based and co-creative processes, where it is investigated and worked on how song and music can become an integral part of the culture and everyday life for the residents living at the nursing home. An action research process is unfolded and put into perspective with focus on: “What co-creation can be, how it can take place and what it can contribute to”. A dialogical action research approach characterize the research and it is designed based on the research circle tradition. Methodologically, thematic analysis is used. As a result of the thematic analysis, the following significant themes are presented: 1) Dialogue provides interplay, counterplay and interaction; 2) Proximity to practice through using video and 3) Reflections “in” and “on” actions in practice.

Health Psychological Self-Sufficiency (Health-PSS): A Bottom-Up Human-Social Development Approach to Health Equity

This article presents a community-based participatory action research process in a mixed-methods study to uncover a holistic perspective on what constitutes “good health and well-being” as one of the United Nations Sustainable Development Goals. This bottom-up approach to defining health from the community perspective challenges the general government and health industry assumptions and practices to promote top-down health equity. Applying the definition of social development as “achieving a civil society based on freedom and justice”, the emerging findings adds to the social determinants of health framework in health disparities research. As multiple stakeholders added to the definitions of health and well-being, a process-based understanding of health emerged. Health psychological self-sufficiency (Health-PSS) is a process of recogniting various individual and structural barriers and reaching for improved health-related goals with hope actions leading to health empowerment in literacy, access, and outcomes. Human-social development implications for promoting health equity by building an inclusive health system with a culture of co-sufficiency that align individual and organizational processes are discussed.

Transforming socio-economic development in QwaQwa community of South Africa

In the process of socio-economic development, the rural environment has witnessed various setbacks, mostly in agro-social and the socio-economic sustainability of the QwaQwa community of South Africa. Evidence exists from the literature, our observations and experience that sustainability in the rural economic development of the QwaQwa community is not equal and stable, which has exposed the youths of the community to crime and various anti-social activities such as drugging, drinking, gangsterism, raping, among others. Therefore, the asset-based community development approach was adopted to instigate stakeholders’ intention toward community emancipation. This was done within the lens of the transformative paradigm designed with the community-based participatory action research process. The research comprised key stakeholders such as community leaders, NGOs, and youths. A structured interview was used to elicit information from the selected participants. We used socio-thematic analysis to make sense of the data in order to understand the sociality of the people living within the spotted problem. The study revealed that the community is endowed with arable farming land and team spirit, but criminalities were found to challenge their development. In its quest for rural emancipation, the study also found out that the QwaQwa community needs empowerment programs in social and agricultural skill development.

Teaching Subtraction with the Think-Aloud Method to a Student with Mild Intellectual Disability

The research was conducted to teach subtraction skills through the think-aloud method. The research was carried out through action research, one of the qualitative research methods. The study group in the research consists of a mildly intellectually disabled student. Data collection tools used in the research are criterion-referenced measurement tools employed in pre-test and post-test following action research process, performance record charts, teacher and student journals, and the think-aloud method student interview form. The research was recorded through tape recording during the whole process until the preparation and evaluation phases of the research action plans. According to the research results, it was observed that the student was able to perform the steps of subtraction independently; she obtained the information regarding the meaning of subtraction and told this. It is thought that this research will contribute to the literature since it improved the student’s academic and self-expression skills.

Six principles to strengthen qualitative assessments in development interventions

ABSTRACT Qualitative research and evaluation is often described as an art rather than a science. This intangible nature has left many programme teams feeling uncertain about how to justify and use qualitative forms of assessment in their monitoring, evaluation, and learning practice. Existing guidance is theoretically based and often focused on applications in the Global North. Building on an expressed need for guidance from a community of practice in Asia and the Pacific, this collaborative action research process aimed to create practical and tested guidance for programme teams. The analysis was conducted as part of a Cambodia-based sanitation programme assessment. Drawing from literature and the collaborative process, we propose a set of six principles to guide insightful, practical, and robust qualitative assessments. We provide examples regarding how the principles can be used to plan, conduct, and review qualitative assessments with a goal to strengthen the future use of qualitative tools in programming.

The Contribution of Professional Learning Community of Pedagogical Instructors, Training Teachers and Teaching Students within a Clinical Model for Teacher Education to Their Professional Development

<p style="text-align: justify;">The purpose of the present study is to examine the contribution of professional learning community of pedagogical instructors, training teachers, and teaching students in clinical model for teacher education to their professional development. The prior is carried out through examining a variety of categories: namely, collaborative learning, personal responsibility, collective responsibility, reflective pedagogical discourse and action research, knowledge development and learning processes. Thirty-three members of the learning community constituted the study community. The research tool is a multiple-choice questionnaire that was developed for the requirements of the research and personal feedback on open-ended questions. The quantitative data collected by the questionnaire indicated that the learning community of the clinical model for teacher education contributed greatly to the professional development of all participants regardless of field of knowledge, role in the training process, and the curricular activities offered by colleges and schools. The findings revealed a negative relationship between the field of teacher education among the participants on the one hand, and professional development on the other hand.</p>

The social construction of nurse educator professional identities: Exploring the impact of a community of practice through participatory action research.

AimsThe aim of the study was to explore whether, and how, professional nurse educator identity is co‐constructed by a community of practice.DesignA critical participatory action research (PAR) methodology was used as it extends the principles of action research by seeking purposeful and sustainable social change that recognizes participants as researchers and generators of knowledge.MethodsTwenty‐two sector‐based nurse educators employed as either nurse educators or clinical nurse educators participated in the critical PAR. Multiple methods of data generation were pursued in a cyclic and sequential manner consistent in an action research process. Three distinct phases of the research across 2015–2017 involved the generation of data before, during and after the establishment of a nurse educator community of practice. A social constructionist lens of analysis was used to explore the social and relational outcomes. The COREQ checklist was used to appraise the study report.ResultsA sustained period of community of practice engagement enhanced the participants' relationships and shifted their perceived professional identities towards being validated nurse educators with a stronger collective sense of their roles.ConclusionFor this group of nurse educators, participation in the research resulted in collective meaning‐making, praxis, knowledge generation and the co‐construction of their professional identities.

Use, usability, and impact of a card-based conversation tool to support communication about end-of-life preferences in residential elder care \u2013 a qualitative study of staff experiences

BackgroundProactive conversations about individual preferences between residents, relatives, and staff can support person-centred, value-concordant end-of-life (EOL) care. Nevertheless, prevalence of such conversations is still low in residential care homes (RCHs), often relating to staff’s perceived lack of skills and confidence. Using tools may help staff to facilitate EOL conversations. While many EOL-specific tools are script-based and focus on identifying and documenting treatment priorities, the DöBra card tool is developed to stimulate reflection and conversation about EOL care values and preferences. In this study, we explore staff’s experiences of use, usability, and perceived impact of the DöBra cards in supporting discussion about EOL care in RCH settings.MethodsThis qualitative study was based on data from two participatory action research processes in which RCH staff tested and evaluated use of DöBra cards in EOL conversations. Data comprise 6 interviews and 8 group meetings with a total of 13 participants from 7 facilities. Qualitative content analysis was performed to identify key concepts in relation to use, usability, and impact of the DöBra cards in RCH practice.ResultsBased on participants’ experiences of using the DöBra cards as an EOL conversation tool in RCHs, we identified three main categories in relation to its usefulness. Outcomes of using the cards (1) included the outlining of content of conversations and supporting connection and development of rapport. Perceived impact (2) related to enabling openings for future communication and aligning care goals between stakeholders. Use and usability of the cards (3) were influenced by supporting and limiting factors on the personal and contextual level.ConclusionsThis study demonstrates how the DöBra cards was found to be useful by staff for facilitating conversations about EOL values, influencing both the content of discussion and interactions between those present. The tool encouraged reflection and interaction, which staff perceived as potentially helpful in building preparedness for future care-decision making. The combination of providing a shared framework and being adaptable in use appeared to be key features for the DöBra cards usability in the RCH setting.

Malnutrition in elementary rural schools in the municipality of Paso de Ovejas, Veracruz, Mexico

Objective: To assess malnutrition in elementary education students from four rural schools in the municipality of Paso de Ovejas, Veracruz, Mexico. Methodology: The study is based on the participatory action research process (PAR), a descriptive, analytical, non-experimental, and cross-sectional methodology. The body mass index (BMI) of 617 children and teenagers was measured through an anthropometric assessment. To determine malnutrition, the 2007 World Health Organization report which measures BMI according to gender and age was taken as reference. Results: Forty-seven percent of the students have a normal nutritional status. Among the rest of the student population, the problem of malnutrition is prevalent, with 43% being overweight or obese. Malnutrition in its three levels (mild, moderate, and severe) had an impact on 10% of the population, with girls being the most frequently affected. Implication: The study does not present dietary surveys nor students’ medical histories. Still, anthropometry is a method validated by WHO. Findings: Nutritional problems —such as overweight, obesity, and malnutrition— were observed in 53% of the students. Therefore, it is necessary to implement strategies that follow a participatory model and to develop a nutritional education program based on the “territorial food system”. This will foster respect for the local culture and encourage the co-design of school and/or family kitchen gardens through agro-ecopedagogy.

Video-Based Action Learning and Research: Increased Transformative Capacity among Team Leaders of a Youth Care Protection Agency

Public organizations need to learn and evolve continuously to keep up with emerging complexities. This may require a transformational organizational change, including culture, strategy, structure and working methods for service delivery. The aim of the study is to understand how a video-based reflection method could support an action learning (AL) and action research (AR) process to enhance transformative capacity among a group of team leaders in a changing youth care organization. Sixteen team leaders participated in the video-reflection process. The steps were: (1) all leaders were filmed leading a team meeting; (2) each leader reflected on a peer’s video; and (3) reflections were analyzed, and themes were abstracted. (4) Related to these themes, video fragments were compiled to share with the leaders in Focus Group Discussions (FGDs), where the leaders discussed the videos and formulated key lessons. (5) Key lessons were summarized in a report. Data collection included: video-recordings, evaluation sheets and field notes acquired during the process of video-reflection and seven months later, interviews with team leaders (n = 11) about their learning experiences. This study shows greater transformative capacity in most of the team leaders. Awareness of their work practice, as well as the process of reflexive monitoring during the FGDs, contributed to widening the scope of their reflective reality, and thus their sense of agency in adapting their practices, such as moderating their occasionally controlling behavior, being able to structure the team meetings effectively, and understanding when to use specific leadership roles.

A transformative professional learning meta-model to support leadership learning and growth of early career teachers

ABSTRACT This paper explores leadership learning of seven early career teachers who attended eight leadership for inclusion community of practice (LIn-CoP) workshops in the Republic of Ireland. A meta-model was used to inform this research drawing upon a community of practice approach using participatory action learning action research processes, evidence-based frameworks of teacher leadership development (focused on growth as a teacher, researcher, leader and personal growth) and the six facets of equity to support inclusion. Findings attest to enhanced individual competencies; growth as a teacher, researcher, leader and personal growth, with no one growth aspect more important than another. This paper adds to the existing research showing how certain growth aspects were more aligned to evolving needs at particular points in a teacher’s professional learning journey. Furthermore, growth was influenced by teachers’ personal and contextual challenges and needs thus questioning existing research on the use of the leadership development framework within PLCs in schools. Findings contribute empirical evidence of leadership learning among early career teachers, when prospectively using the framework, within a school university partnership model. The study answers the call for research into models of professional learning to empower teacher leadership through using the meta-model of professional learning.

Using videos with sociocultural content to improve the EFL writing among 10th graders

Writing is a way to express and communicate ideas and thoughts. However, during class, students present different challenges and difficulties to convey their ideas using the vocabulary learnt in the English class. The current paper describes an action research process aimed at exploring the contributions that videos with sociocultural content have for the improvement of the writing skill in English among 10th graders at Institución Educativa Jorge Eliécer Gaitán in Florencia-Caquetá, Colombia. This research was developed in four interventions in which surveys and researchers’ field notes were the instruments used to collect data. The findings of this research demonstrated the impact and benefits of the use of videos to improve students’ writing skill. Additionally, along with the interventions it was possible to evidence students’ motivation because they participated, corrected, and improved the written paragraphs together.