Characteristics Of Action Research Research Articles

Teaching experiences based on action research: a guide to publishing in scientific journals

The aim of this paper is to justify action research as an adequate research model (sufficiently simple and efficient) to analyse and disseminate teaching innovation experiences in university contexts undertaken by lecturers-researchers whose main area of knowledge is business management or other social sciences where action research is a well-known methodology. We will justify that the teaching experiences of implementing good teaching/learning practices are perfectly suited to the characteristics of action research. A checklist of the research report content for publishing in scientific journals will be proposed. Consequently, the article will be useful to higher education academics and professionals.

A música como prática integrativa complementar em idosos institucionalizados

INTRODUÇÃO: A população passou por um processo de envelhecimento em um curto prazo de tempo, devido ao aumento da expectativa média de vida e as quedas significativas nas taxas de fecundidade e mortalidade dos últimos anos. Esses fatores, aumentam o comprometimento desta população pelas doenças crônico-degenerativas e pelas Incapacidades Funcionais (IFs), motivos que os levam a institucionalização. Em busca da qualidade de vida desses idosos, as instituições de longa permanência vêm desfrutando do benefício da musicoterapia, cuja terapia busca prevenir e minimizar os sintomas de várias doenças. OBJETIVOS: Analisar os efeitos terapêuticos da música na promoção de saúde em idosos de uma instituição de longa permanência. MATERIAIS E MÉTODOS: Tratou-se de uma pesquisa do tipo qualitativa, com características de pesquisa-ação, de forma exploratória e intervencionista. Foi realizado em uma Instituição de Longa Permanência de uma cidade do Planalto Norte Catarinense. Contou com uma amostra de 5 participantes. Na avaliação foram aplicados os instrumentos MEEM e WHOQOL-OLD, os mesmos foram aplicados pré e pós intervenção, totalizando 10 encontros com duração de 45 minutos. Ao termino foi aplicado um questionário de satisfação dos participantes. RESULTADOS: O MEEM obteve aumento na avaliação pré e pós 10 encontros. Na avaliação do WHOQOL-OLD, foi observado aumento pós intervenção nos domínios de autonomia, atividades passadas, presentes e futuras e no domínio de intimidade. A satisfação dos pacientes em participar da pesquisa foi positiva. CONCLUSÕES: A musicoterapia apresenta resultados positivos para melhora do cognitivo, qualidade de vida, e a socialização dos idosos de uma ILP. Palavras-Chave: Envelhecimento. Musicoterapia. Qualidade de vida.

Tarihimizi Anlıyoruz: Sosyal Bilgiler Derslerinde Yerel Tarih ve Sözlü Tarih

The main aim of this study was to elicit the views of prospective classroom teachers (PCT) about their work on local history and oral history after the education given in the social studies course and to determine the quality of their related work. The study group consisted of 63 PTCs attending the third grade at the Department of Classroom Education of a public university in Istanbul, Turkey. In this study, which has the characteristics of action research, document analysis as a qualitative research patterns and an open-ended survey were used as data collection tools. In the study, the PCTs received education on the use of local history and oral history in social studies courses. Then, they were asked to present their work on local history and oral history in a classroom setting. The results obtained show that the education they had been given was effective in the PCTs’ learning of how to use these methods in the social studies course. The PCTs successfully utilized local history and oral history in the social studies course and were able to present their related work. In addition, when the results related to the views of the PCTs were examined, it was determined that they had positive thoughts and gains, which is consistent with the literature.

Investigating Issues and Challenges in Employing Action Research for Teacher Training in Malaysian Context

In teacher education, action research has served as one of the tools for reflective practice to bridge the gap between the educational theories learned in the teacher training college and the actual pedagogical practice within the four walls of the classroom. In this descriptive and explorative research study, first the concept and characteristics of action research are outlined, supported by a discussion on action research types and models that are relevant to teacher training in Malaysia. Then, this paper explored the implementation of action research component in teacher education in Malaysia by first providing brief background information of action research in Malaysian teacher training institutes. Then, it discussed issues and challenges that are faced in terms of curriculum, teaching methods and objectives. The study also discussed the rationale for integrating action research component in teacher education programme. The result shows that the implementation of action research is hampered by the absence of exposure to action research in the earlier part of the training, the curriculum lacks practical input and the objectives set can be general and vague. It is recommended that action research workshops and trainings are conducted earlier in the training program and that more hands-on learning experience is introduced.

Action Research

This is the second issue of the newly launched journal ARISE. In the first part of this editorial some light will be shet on the characteristics of Action Research and Educational Action Research which makes it attractive in the field of science education and beyond. In the second part the three contributions in this issue will be shortly characterised.

Improving teachers’ pedagogical and instructional practice through action research: potential and problems

This conceptual paper reviews the extant literature on action research/teacher led inquiry and answers the question: How and in what circumstances can action research improve teachers’ classroom practice and therefore what might be the implications for school improvement? A critical analysis of the nature and purpose of action research as a mechanism for school improvement is explored via close examination of definitions, the characteristics of action research and models of action research. From the literature reviewed, it is noted that action research, whether conducted individually or collaboratively, has been found to contribute to teachers’ ability to investigate their practice with a view to improving students’ outcomes and for school improvement. Nevertheless, the success of action research is predicated on a number of conditions such as motivation, trust, mutual respect, and resources, particularly time spent within the situational context. Additionally, in educational contexts, action research is generally externally mandated, and tends to take place as a fulfillment for programs of higher education which are targeted at improving practice in settings such as schools and classrooms. Under these circumstances action research does lead to school and classroom improvement. Still, these circumstances can be called ideal and as such the question of institutionalizing action research as part of the routine of schools globally remains a challenge. Still, however, action research has the potential for improvement at both the individual and institutional level once the conditions are right.

Methodological Considerations for Possibilities to Integrate the Grounded Theory and Action Research

Today we find a variety of national and international scientific resources that describe different versions of Grounded theory (GT). It is referred to GT authors (Glaser, Strauss & Corbin, Charmaz) and other researchers who apply different versions of GT and write about its fundamental strengths: systematic procedures, emancipatory decisions, self-empowerment of researcher to immerse into the data, and emerging theory being substantiated by empirical data and its interpretation. Reading the resources leads GT researchers to the understanding of this methodology as a set of systematic procedures which are applied in an integrated way by striving to the fundamental outcome – created original and based on empirical data GT.
 Researchers constantly applying GT alone may learn its principles, progress of adopting the necessary intellectual skills though at some point experience “being trapped”. Why? Because GT application does not stimulate their creativity and this methodology becomes “well-known” routine or “typical” process by recognizing what is “right” and “wrong”. Such attitude regarding the qualitative research methodology is risky due to emerging normative approach to the range of qualitative data collection, analysis and interpretation. Initially, the researchers’ self- empowerment to manage the different GT versions helps to avoid the routine. However, in this case there comes a time when each version is assigned by researcher with “labels”.
 For example, Glaserian version is named classic, emerging and theory-driven; version of Strauss and Corbin is seen as hypothesis testing, though in fact it is treated as a resource of hypotheses; in Glaserian version GT emerges, and in Strauss and Corbin version GT is forced. Constructivist GT version states that various social realities are relevant, and the common establishment of knowledge is recognized as outcome of cooperation between researcher and research participants. However, is it possible to find the emerging and forced moments in all GT versions? This question is not easy to answer accurately. There are similarities between the mentioned GT versions, though their differences are more conceptual than procedural.
 When researcher exploits his/her potential of creativity by applying a range of GT versions, then the time may come to make a decision to integrate GT and other methodologies. Thus, researcher’s attempts to combine GT with other methodologies being close to the emerging nature and plural data resources methodology of GT are creditable and deserve encouragement. The article presents the example of such decision when combination or integration of GT and Action Research (AR) is considered.
 Research question: Do similar features of GT and AR allow combining these methodologies aiming at validity of results within the research process?
 Research aim is to argue the possibilities to integrate GT and AR.
 Methods. The information in the article is presented consequently: each methodology is presented individually and then possibilities for integration or combination are discussed. The overview for analysis of possibilities to integrate GT and AR was used in the study by providing arguments and generalization of considerations.
 Conclusions. Integration of GT and AR illustrates the responsibility of researcher in shaping the design of a specific research and solving specific research issue. Decision to integrate GT and AR allows researcher to be the expert in both methodologies and strictly respect the principles, procedures, and methods. Researcher may not fully apply two methodologies, starting a study with one while concluding it with another. Such a decision is risky, causing uncertainty and leading to unreliable findings. However, the integration of these methodologies cannot and should not be a mechanical action. Researcher must clearly determine the object of the research – is it process or change? This will result in a clear and basic methodology of choice, respectively GT or AR. Then, the study will be based on the fundamental principles and steps of the chosen methodology. And the relevant components will be chosen by researcher in data collection and/or analysis of process (-es). GT and AR integration is possible, therefore GT and AR complement each other and their combinations depend of researcher.

Action Research: An Essential Approach for Constructing the Development of Sustainable Urban Agricultural Systems

How can research contribute more directly to promoting and leading to sustainable solutions and projects? This article suggests that one of the most important research approaches capable of achieving this is the Action Research approach. This involves the researcher taking on a number of roles when working with other actors (e.g. citizens, farmers, local elected officials, citizen associations, government representatives. . . with the specific set of actors depending upon the nature of the subject being investigated and for which solutions are sought). The roles that the researcher can play involve providing appropriate information to the other actors, providing counseling to them, organizing and animating meetings with the actors, and accompanying the whole process involving all the actors. These roles are essentially played out by the researcher when the other actors request the researcher to assume whichever roles they consider to be significant. The fundamental notion is that through this process the actors appropriate the sustainable solutions as their own, and the researcher helps them achieve this. This article is based on: a) a synthesis of pertinent research using the Action Research approach (specifically in relation to sustainable agricultural systems in periurban territories), and b) specific research undertaken by the two co-authors of the article, all in the context of periurban agricultural systems during the last 8 years, as well as on some of their publications. The necessary characteristics of Action Research and the researchers involved are identified, namely: a) patience; b) an emphasis on process; and c) an emphasis on participation on the part of multiple actors.

PLANEJAMENTO DE UMA ATIVIDADE DE MODELAGEM NA EDUCAÇÃO: O QUE FIGURA NA ESCRITA DO DIÁRIO DO PROFESSOR?

This article presents the results of a qualitative research, with features of action research, carried out with a group of Math teachers who take part in the outreach project “Training Cycles in Teaching Math”, developed at Federal University of the South-Frontier, campus of Cerro Largo/RS. It aims to identify in the teachers’ journals the elements that express their experiences during the planning process of a Modeling activity in Education. Empirical data were provided through the journals of three Math teachers in which they share their thoughts about pedagogical practices based on the principles of Modeling in Education. For the analysis of the material, it was followed the Discursive Textual Analysis procedures. It was identified the emergence of three categories in teachers’ journals - the relevance of continuing education meetings, ill-being indicators and reflections on the process of Modeling in Education and its implementation on classroom.

Advancing the perceptions of the nature of science (NOS): integrating teaching the NOS in a science content course

Background:Understanding the nature of science (NOS) has been a key objective in teaching sciences for many years. Despite the importance of this goal it is, until this day, a complex challenge that we are far from achieving.Purpose:The study was conducted in order to further the understanding of the NOS amongst preservice teachers. It explores the effects of another approach to teaching that combines teaching the NOS in a course of scientific content.Sample and Programmed description:109 preservice teachers studied the course on ‘Cell Biology’ or the course, ‘Introduction to Life Sciences’, whose teaching model differs. In addition to the usual subject matter the courses included activities to understand some aspects of the NOS, reflective discussions, as well as historical descriptions of the scientific discoveries and developments pertaining to the course matter.Design and methods:The study has characteristics of action research The perceptions of the NOS amongst preservice teachers were examined prior to, and following, the course. The perceptions were examined through 35 closed questions and one open question.Results:The findings show that following the course, some of the concepts of NOS changed. Naïve and conservative acuity developed into more current perceptions towards the NOS. Similarly, there was greater internalization of the meaning of the NOS and the significance of its teaching.Conclusions:The findings of this research discuss evidence of the importance of combining the teaching of the NOS in scientific courses in order to advance scientific literacy.

Principled challenges for a participatory discipline

The ideals that are central to action research are not often explicitly addressed in writing about action research and participation. This article argues for a more explicit dialogue about the ideals of participation and how those ideals relate to participatory practices. The lack of such a dialogue can obscure both the process of participation and the ends to which such processes are put. It offers a beginning to the conversation by drawing out the implications of five principles that underpin many of the justifications for participatory approaches, namely: community and community engagement, the change orientation of participatory research, issues of power and control, the ownership and construction of knowledge, and the combination of these principles as a form of critique of non-participatory approaches to research. The basis for, and critiques of, each of these principles are explored in turn. From these discussions a series of ‘participatory’ challenges are posed for the discussion of the participatory features of action research.

Action Research as a Professional Development Activity

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. This article synthesizes literature within music education and general education to address (a) the conceptual underpinnings of action research, (b) characteristics of action research and teacher research, (c) action research critiques, and (d) implications for teacher research as a form of professional development.

EM DEFESA DO USO DA PESQUISA-AÇÃO NA PESQUISA EM ADMINISTRAÇÃO NO BRASIL

<p>Uma análise realizada com base nos trabalhos publicados em eventos nacionais de Administração revela que a Pesquisa-Ação tem sido utilizada, no Brasil, de maneira consideravelmente restrita. Aparentemente, esse fato se deve à dificuldade, por parte dos pesquisadores, de justificarem o mérito acadêmico dessa estratégia metodológica frente à abordagem científica tradicional. Diante disso, supõe-se que uma apropriada compreensão da natureza da Pesquisa-Ação e dos pressupostos que a fundamentam poderia contribuir para sustentar uma argumentação a favor da adequação dessa estratégia. Nesse sentido, o objetivo do trabalho foi recuperar as principais características da Pesquisa-Ação explicitando os traços distintivos que lhe conferem uma identidade particular, legítima e relevante no âmbito da pesquisa científica. Concluiu-se que a Pesquisa-Ação é usualmente adotada quando a problemática pesquisada mostra-se complexa e pouco explorada, demandando uma forte interação dos pesquisadores com o objeto de pesquisa e partindo-se de questões que sejam prioritariamente relevantes para os próprios sujeitos imersos na situação sob estudo. Assim, pode ser considerada uma estratégia de engajamento consideravelmente relevante para as ciências organizacionais em geral, e para as administrativas, em particular.<br /><br /></p>

Developing theory and practice: Creation of a Community of Practice through Action Research produced excellence in stroke care

Much emphasis is placed on expert knowledge like evidence-based stroke guidelines, with insufficient attention paid to processes required to translate this into delivery of everyday good care. This paper highlights the worth of creating a Community of Practice (CoP) as a means to achieve this. Drawing on findings from a study conducted in 20002002 of processes involved in establishing a nationally lauded high quality Stroke Unit, it demonstrates how successful development of a new service was linked to creation of a CoP. Recent literature suggests CoPs have a key in implementing evidence-based practice; this study supports this claim whilst revealing for the first time the practical knowledge and skills required to develop this style of working. Findings indicate that participatory and democratic characteristics of Action Research are congruent with the collaborative approach required for developing a CoP. The study is an exemplar of how practitioner researchers can capture learning from changing practice, thus contributing to evidence-based healthcare with theoretical and practical knowledge. Findings are relevant to those developing stroke services globally but also to those interested in evidence-based practice.

Significado de viver saudável para jovens que integram um projeto de inclusão social

Face à necessidade de desenvolver novos significados associados ao processo saúde-doença de indivíduos em situação de vulnerabilidade, o presente estudo teve por objetivo compreender o significado de viver saudável para jovens que integram um projeto de inclusão social. Trata-se de uma pesquisa qualitativa, com características de pesquisa-ação, realizada entre maio e dezembro de 2008. Os dados foram coletados por meio da confecção e apresentação de cartazes, pelos jovens, durante as oficinas educativas, com a seguinte temática: Significados de viver saudável; Conhecimento do corpo humano; Doenças sexualmente Transmissíveis; Sexualidade e Métodos anticoncepcionais. Os dados organizados e analisados por meio da análise temática evidenciaram que o viver saudável dos jovens é marcado pela busca de equilíbrio e harmonia entre o viver em uma situação de vulnerabilidade social e as oportunidades oferecidas. O viver saudável traduz-se, em parte, nas práticas de esporte, lazer, hábitos alimentares e no cultivo do bem-estar social.

The characteristics of action research in music education

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, integrates research and action, is collaborative, grounded in a body of existing knowledge, and leads to powerful learning for the participants. However, few action research projects are cyclical, deal with aspects of social transformation, or broad historical, political or ideological contexts, and there is little focus on reflexivity. The review suggests that, in order to undertake high-quality action research, researchers need a good understanding of action research, a focused use of research literature and a defensible position with regard to data analysis and the generation of trustworthy findings.

Action Research is Similar to Design Science

In management information systems (MIS) action research is long considered as promising but low-level research approach. It has an utmost relevance because action researchers are working with practitioners to solve the important practical problem. Design science outlined some years ago is just winning a wider audience. Action research was traditionally classified into qualitative research methods. But it seems to be the “wrong” home of action research. We shall show that after comparison of the seven aspects: concrete results of the study, knowledge produced, activities, the intent and the nature of a study, the division of labor in a study and generation, use and test of knowledge, the concordance between the characteristics of action research on the one hand and of design science on the other hand is very good. Hence, action research and design science should next be considered as similar research approaches, and this is a turning point in the history of both action research and design science.

A team of equals: teaching writing in the sciences

Writing across the curriculum (WAC) is a way of integrating the teaching of writing into specific academic disciplines. A problem faced in the WAC literature is how to develop a process that integrates the skills of multi‐disciplinary teams. In this project, action research was used to develop a team comprising faculty from the applied sciences and a writing teacher which had been commissioned to integrate the teaching of writing into an undergraduate horticulture course. Five features of action research were of particular importance: the foci of change and collaboration, the rational, systematic process it provided, the locating of the research in a real as opposed to controlled context, and the dual foci of action and research. Action research provided a successful process and structure for the project: outcomes included changed attitudes to writing amongst students and a deeper understanding of how students value written assessment. Unexpected outcomes included spontaneous participation of students in the action research process, the provision of useful methods of reflection for teaching staff, and the development of professional trust amongst faculty from different disciplines.

Connecting initial teacher education and continuing professional learning through action research and action learning

This paper reflects our commitments as teacher educators to develop the skills, knowledge and interests amongst ‘nearly qualified teachers’ to establish action learning as an integral part of their professional practice. We outline the development of an undergraduate unit that is endeavouring to achieve this at Edith Cowan University, Western Australia. Key principles and characteristics of action research and action learning are used as a framework for critical reflection on the unit. Attempting to provide learning experiences that adhere to these principles within the context of initial teacher education courses is identified as a challenging process. Planned developments in which we seek to enhance the extent to which teacher education can be seen to embrace and promote action research and action learning are discussed.

Ph.D. programs in action research

Can universities ever become a greenhouse for education in Action Research? Would it be possible to create Ph.D. programs in Action Research that are loyal to the genuine characteristics of Action Research? The hegemony of conventional researcher education has dominated university activities. Action Research has inherent characteristics that break radically with the academic tradition. The core challenge is to assess whether high-level training in Action Research can find a home in universities. Training action researchers in conventional academic institutions will in itself be an action research project. The paper presents three different AR projects, all aimed at training cohorts of students to become professional Action Researchers through obtaining a Ph.D. The first program started in 1989, the second in 1995, and the new program began in May 2003. The main conclusion is that it is a feasible strategy to create action research learning opportunities within a conventional academic context. This is partly due to a change in conceptualization of what constitutes knowledge, adding onto a stronger demand for practical and useful knowledge. At the local design and implementation level, curriculum design — both collective learning processes and theses that were closely connected to real life change activities — were important factors for success.