Action Research Framework Research Articles

English

Reflective practice has become the global prime educational trend expected of education practitioners but some teacher educators tend to stifle its development. It is strongly believed in critical pedagogy, the theoretical framework of action research theorists that reflective practice is inherent in an introspective disposition and is developed through participatory action research. Reflective practice is the contradistinction of routine practice and is focused on the interrogation and subsequent improvement of one’s own practices. A qualitative research was carried out with nine lecturers at a teacher education college about their experiences in supervising students who embark on participatory action research. The interview participants were selected using the snowball sampling technique. The data generated were analyzed by employing the Johnson-Christenson method. The results point to that the teacher educators categorically denounce participatory action research and are not conversant with the techniques to develop reflective practice through action research. They tend to stifle reflective practice by being prescriptive on ‘transactions’ of research practice and work practice based on their own experiences which Dewey refers to as ‘miseducative’ experiences. It is recommended that the teacher educators should be conscientized about how action research has the potential to promote the development of reflective practice. Key words: Reflective practice; participatory action research, critical pedagogy, ‘miseducative’&nbsp

Working With an Aboriginal Community to Understand Drinking Water Perceptions and Acceptance in Rural New South Wales

This study explored the Walhallow Aboriginal community’s experiences with drinking water to gain a shared understanding about community concerns and to develop ways to address these concerns together. There is a strong connection between people and water, as well as a need to appreciate the social factors associated with the unique cultural and socioeconomic factors that the provision of drinking water has for Aboriginal communities. We used a mixed method design within a community-based participatory action Research (PAR) framework. Water hardness and parental influence were the key factors associated with participants’ decisions to drink rainwater. This study provides important insights for water supply authorities when assessing health risks and when choosing appropriate mitigation measures for water quality improvement programs in Aboriginal communities.

Action research workshop for transdisciplinary sustainability science

The Research Institute for Sustainability Science and Technology under the Master degree in Sustainability Science and Technology organises the course action research workshop on Science and Technology for Sustainability (5 ECTS). The authors have been coordinating the course during the academic years 13/14, 14/15 and 15/16. The purpose of the workshop is to put together civil society organisations, local administrations, students and educators to collaboratively undertake responsible research, performing transdisciplinary learning environments and by an action research framework, to answer questions such as: Who are we researching for? Who profits from our research? What are the impacts of our research? Which methodologies and tools should be used when dealing with sociotechnical sustainability challenges? Students work on real projects, related to local sustainability problems, represented by a community entity (Service learning and Campus Lab). Action research methodology is used with a two-cycle approach. In each real-life project, students, faculty and stakeholders are asked to follow the action–reflexion process of action research projects: Action 1—Jointly defining: Project purpose; Customer and interest; Involved actors; Reflexion 1—Students define: research question, initial situation, needed additional information, action Strategy, Tasks planning and distribution: Action 2—Items returning and discussing with stakeholders, Reflexion 2—Revising and reformulating. Having now run the workshop three times, we can conclude that: first, students realised the significance of framing an investigation under a research methodological framework that allows bringing research to the community, enhancing transdisciplinarity in any initiative or action in sustainability science. They set out the importance of some topics and the difficulty to hold them. Second, the formulation of the problem became one of the most arduous tasks in the process; difficulties were mainly related to the perception of the problem from distinct community group motivations. Third, interaction and communication with stakeholders and the recognition of their role was problematic as engineering students are not usually trained to work in wicked problems nor accompany stakeholders during the whole process. Finally, it is relevant to highlight that during the process students faced conflict and frustrating situations both within their team and with stakeholders. To help tackle this problem, an Emotional Intelligence module was introduced in the workshop which proved useful in helping students to solve some paralysing situations, which could otherwise have stopped the progress of the project. We suggest that engineering students need specific training in transdisciplinary research and in conflict resolution, to avoid collapsing in frustration when dealing with real transdisciplinary sustainability transitions.

Educating and supporting tennis parents: an action research study

This study examined the effectiveness of an evidence-based sport parent education programme designed to meet the stage-specific needs of British tennis parents. Using an organisational action research framework, six workshops were run over a 12-week period for tennis parents with children between the ages of 5 and 10 years. Workshops took place in three high performance tennis centres and had an average attendance of 22 parents. Data were collected using participant diaries, emails, social validation feedback forms, reflective diaries and post-programme focus groups (n = 19). The impact and effectiveness of the programme was evaluated qualitatively using a thematic analysis. Results indicated that the programme was effective in enhancing tennis parents’ perceived knowledge, affective states and skills across a range of learning objectives. Results also provide a unique understanding of parents’ experiences of participating in a sport parent education programme. Insights are provided for practitioners in relation to the design, content and delivery of future sport parent education programmes.

Developing a business analytics methodology: A case study in the foodbank sector

The current research seeks to address the following question: how can organizations align their business analytics development projects with their business goals? To pursue this research agenda we adopt an action research framework to develop and apply a business analytics methodology (BAM). The four-stage BAM (problem situation structuring, business model mapping, analytics leverage analysis, and analytics implementation) is not a prescription. Rather, it provides a logical structure and logical precedence of activities that can be used to guide the practice of analytics (i.e., a mental model). The client for the action research project is The Trussell Trust, which is a UK charity with the mission of empowering local communities to combat poverty and exclusion. As part of the action research project the research team created the UK's first dynamic visualization tool for crises related to food poverty. The prototype uses foodbank data to map geographical demand and aligns findings to 2011 Census data to predict where additional foodbanks may be needed. Research findings are that: (1) the analytics methodology provides an umbrella for, and applies equally to, data science and Operational Research (OR); (2) that the practice of business analytics is an entangled and emergent mix of top-down analysis and bottom-up action; and, (3) that, for the third sector in particular, analytics can be usefully approached as a collective and community endeavor.

Work-integrated learning and health literacy as catalysts for Roma empowerment and social inclusion: A participatory action research

Roma people all over the world have often been subject to prejudice, stigma, discrimination and oppression. Many Roma have little or no education, which in combination with other factors often leads to unemployment and marginalization. Based on a case study in Sweden, this paper proposes an approach that can be used in participatory projects aiming at improving the living situation of marginalized people. In such an approach, the Roma themselves would be the leaders in all activities concerning the group. The first aim of this paper is to describe how health literacy and work-integrated learning functioned as empowering tools for a Roma-led inclusion process within a participatory action research framework. The second aim is to discuss and reflect on the use of participatory action research in community work with Roma based on the experiences of the participatory action research participants. The findings indicate that work-integrated learning may be a worthwhile approach for increasing the individual empowerment and self-led social inclusion of vulnerable people. However, the obstacles of structural discriminatory nature hindered the project to reach its full potential in its intended emancipatory goals.

Culturally-Relevant Online Cancer Education Modules Empower Alaska's Community Health Aides/Practitioners to Disseminate Cancer Information and Reduce Cancer Risk.

To address a desire for timely, medically accurate cancer education in rural Alaska, ten culturally relevant online learning modules were developed with, and for, Alaska's Community Health Aides/Practitioners (CHA/Ps). The project was guided by the framework of Community-Based Participatory Action Research, honored Indigenous Ways of Knowing, and was informed by Empowerment Theory. A total of 428 end-of-module evaluation surveys were completed by 89 unique Alaska CHA/Ps between January and December 2016. CHA/Ps shared that as a result of completing the modules, they were empowered to share cancer information with their patients, families, friends, and communities, as well as engage in cancer risk reduction behaviors such as eating healthier, getting cancer screenings, exercising more, and quitting tobacco. CHA/Ps also reported the modules were informative and respectful of their diverse cultures. These results from end-of-module evaluation surveys suggest that the collaboratively developed, culturally relevant, online cancer education modules have empowered CHA/Ps to reduce cancer risk and disseminate cancer information. "brought me to tears couple of times, and I think it will help in destroying the silence that surrounds cancer".

Knowledge identification and creation among local stakeholders in CDM waste composting projects: A case study from Uganda

Municipal solid waste composting is seen as a promising technology in Sub-Saharan Africa to offset greenhouse gas emissions under the Clean Development Mechanism (CDM) program. The main reasons given therefore are the large organic fraction in municipal solid waste in this world region and the low complexity of the technology. The investigation results of case studies from other world regions suggest that the knowledge of local stakeholders involved in CDM composting projects is another crucial factor for their success and sustainability. The existing knowledge and knowledge demand of these stakeholders, however, is rarely considered in CDM composting project design documents from Sub-Saharan Africa. The study presented in the article at hand aimed to investigate both the existing knowledge and knowledge gaps of local stakeholders in a CDM waste composting project implemented in 17 cities in the Sub-Saharan African country of Uganda. This was done by selecting one of these cities (Busia) as a case study. After identifying the most important local stakeholders, methods of data collection and analysis (i.e. interviews, focus group discussions, compost field tests, material flow analysis, and full cost accounting) were embedded in an action research framework and applied to the case study of Busia prior to implementation of the CDM project. Furthermore, ways of closing the knowledge gaps identified were elaborated. Results showed that city authorities implementing and operating the CDM composting project, as well as farmers as potential users of the compost, were the two most relevant stakeholder groups. For city authorities, a knowledge gap regarding the net costs and benefits associated with the CDM project was identified, due to the underestimation of operation costs for composting and the overestimation of revenues from compost sales in the CDM project design document. The overestimation of compost sales revenues was due to the non-existence of a compost market, explained by the lack of experience and knowledge of farmers with respect to compost use and its value. While this knowledge among farmers can be acquired, for instance by means of agricultural extension services, key factors for marketing the compost, such as appropriate compost prices and compost quality, must also be addressed as part of a comprehensive solution. Investigations like the one presented in the article at hand are important not only for future CDM composting projects in Sub-Saharan African countries, but also for designing greenhouse gas mitigation programs under the green climate fund in the post-CDM period, as stipulated in the Paris Convention of Parties 21 Agreement.

Exploring Pre-Service Physical Education Teacher Technology Use During Student Teaching

Purpose:The purpose of this study was to investigate the factors influencing preservice teachers’ (PST) experiences integrating technology within a guided action-based research project in the context of student teaching.Methods:Participants were enrolled at a rural, mid-Atlantic university (N = 80, 53 male; 27 female). Researchers retrieved archived data from five semesters of physical education (PE) student teaching cohorts. Data sources included: Technology Action Research Project poster presentations (n = 75) and reflective journal entries (n = 234). All identifiable information was removed, and qualitative data were analyzed inductively.Results:Three themes and subthemes emerged Student Clientele, Self as Teacher, and Others as Systems of Support as contributing agents in PSTs’ experiences integrating technology.Discussion/Conclusion:Results of this study support technology-rich field-based experiences for PSTs that are guided by an action research framework. Findings enhance our understanding of factors that facilitate and hinder early career PE teachers use of technology in teaching and learning settings.

Physical Education Teachers′ Action Research on Teaching Games for Understanding

Abstract The aim of the present article is to report on a study undertaken to inquire two physical education (PE) teachers′ effort to learn and implement the student-centered pedagogy of the Teaching Games for Understanding (TGfU) approach, by using the Action Research (AR) framework as a research methodology. Two in-service PE teachers, each being responsible for a different class of Grade three and four students, from a primary school in Athens, Greece, participated in the study. During a period of two months, the two teachers used an AR cyclical process of planning, applying, observing and reflecting on the TGfU approach, with the purpose of bringing change in their professional practice and in their students’ learning. Data was generated through the use reflective journals, survey questions, document analyses and non-participant observations. An inductive analysis and a constant comparative method (Denzin & Lincoln 1994) were used for data analysis and three major themes emerged: teaching PE with TGfU, student learning within TGfU, and teacher’s acting and researching on TGfU. From the results, it was found that AR, although initially a difficult undertaking, is an appropriate framework for enhancing PE teachers’ capacity to design non-hierarchical lesson activities that are dedicated to students’ understanding and development, as the ones suggested by the TGfU approach.

Processfolio: Uniting Academic Literacies and Critical Emancipatory Action Research for Practitioner-Led Inquiry Into EAP Writing Assessment

This article reports on the design and implementation of an alternative form of writing assessment in a UK English for Academic Purposes (EAP) pre-sessional course. The assessment, termed processfolio, was a response to research inquiry into how writing assessment in a local context negated student agency and inculcated disempowering models of teaching and learning academic writing. The project merged an Academic Literacies approach to writing (Lea and Street, 1998) with a Critical Emancipatory Action Research (Carr and Kemmis, 1986) framework and a Critical Realist (Bhaskar, 1989) perspective. Data collected from interviews with students and teachers on their experiences of the processfolio found that a small scale intervention has potential for agency to be exercised within the highly constrained context of a UK EAP pre sessional. New directions in research are proposed which can engage students and teachers to work for change in EAP within their internal and external constraints.

Action-research and early childhood teachers in Chile: analysis of a teacher professional development experience

In early childhood education, teacher professional development is crucial due to the impact of teachers on children’s learning. This study presents the experience of action-research included in a teacher professional development program focused on improving pedagogical interaction from a sociocultural perspective. From 2012 to 2015, three cohorts of early childhood teachers from nursery schools located in vulnerable contexts participated in this program. These teachers developed intervention plans according to the action-research framework. In this report, these plans are analysed through a qualitative content analysis. Reports made by the participants and interviews with three tutors are also analysed. The results of the intervention plans show that most of them are focused on teacher professional development using video supported reflection to enhance the quality of interaction with children. In the reports, teachers identified important improvements in their skills, knowledge, beliefs and practices, and developed critical reflection on the process. Tutors found some problems during the program, which took them into a reflection process that led to transformations in their practice. These results are discussed in the context of a neoliberal society that might interfere with the development of alternative programs.

Students’ Language Skills Development through Short Stories

The purpose of this article is to share with English teachers the findings of a research project whose main goal was to describe the impact of developing students’ linguistic competence through listening and reading short stories. It was carried out among third-semester students at Universidad Santo Tomas Tunja (USTA). The main theoretical aspects that support this study are: English teaching and literature, teaching English through short stories, and encouraging student speaking by using short stories. The study was carried out within the framework of collaborative action research. Hence, the instruments used to gather information were: student artifacts (written compositions and oral reports), the teacher’s journal, and a survey. Some of the most important findings were: that students showed a significant gain in vocabulary and expressions through reading and listening; that reading was useful for improving their oral competence; and that the students’ exposure to the target language engaged them to improve their language acquisition and practice. This research also fostered students’ awareness of literature.

Action Research on Development and Application of Internet of Things Services in Hospital.

ObjectivesServices based on the Internet of Things (IoT) technologies have emerged in various business environments. To enhance health service quality and maximize benefits, this study applied an IoT technology based on NFC and iBeacon as an omni-channel service for patient care in hospitals.MethodsApplication of the IoT technology based on NFC and iBeacon was conducted in a general hospital during August 2015 through June 2016, and the development and evaluation results were aligned to an action research framework. The five phases in the action research included diagnosing, planning action, taking action, evaluating action, and specifying learning phases.ResultsDuring the first two phases, problems of functional operations in a hospital were diagnosed and eight service models were designed by using iBeacon and NFC to solve the problems. Service models were applied to the hospital by installing beacons, wearable beacons, beacon scanners, and NFC tags during the third phase. During the fourth and fifth phases, the roles and benefits of stakeholders participating in the service models were evaluated, and issues and knowledge of the whole application process were derived and summarized from technological, economic, social and legal perspectives, respectively.ConclusionsFrom an action research perspective, IoT-based healthcare services were developed and verified. IoT-based services enable the hospital to acquire lifelog data for precision medicine and ultimately be able to go one step closer to precision medical care. The derived service models could provide patients more enhanced healthcare services and improve the work efficiency and effectiveness of the hospital.

Facilitating Team Reflexivity About Communication

This article explores how team facilitation can promote team reflexivity about communication. We present a case study that was conducted within a participatory action research framework with a Top Management Team for an international manufacturing company. We identify and analyze five key interventions that promoted team reflexivity. These interventions included activities such as (a) framing the facilitation, (b) inquiring into the key issues, (c) role modeling feedback, (d) positive storytelling, and (e) reflecting on concrete communication actions. The findings suggest that reflexivity can be enhanced through positive storytelling and emotion, framing and contextual sensitivity, and addressing interactional challenges within the team. The study complements previous reflexivity research by articulating how self-awareness about a team’s communication shapes the meaning making patterns and action potential of teams as well as how reflexivity is performed in action.

Patient-Centered Care and People-Centered Health Systems in Sub-Saharan Africa: Why So Little of Something So Badly Needed?

Patient–centered care (PCC) is increasingly recognized as a key dimension of quality healthcare, but unfortunately remains poorly implemented in practice. This paper explores the current state of PCC in sub-Saharan Africa and potential barriers to its implementation, with a focus on public first line health services. We develop an analytical framework based on expert knowledge, field experience, and a conceptual literature review. Factors contributing to the (lack of) implementation of PCC are structured in three distinct but interacting layers. The first layer encompasses factors that influence and shape the performance of providers. The training of health workers is key in that respect. Training models remain dominated by a biomedical perspective, with little attention for psychosocial dimensions of the illness experience. The second layer of determinants relates to the structural and organizational features of the health system. The emphasis in many African health care systems on specific programmatic outputs, and the subsequent pressure this creates on health workers, jeopardize the delivery of PCC. The third layer is related to the broader socioeconomic environment in which health workers operate. Noteworthy is the gap between the “official” norms in the public sector and the actual behavior of providers. We then propose possible avenues for change for each of these three layers. We conclude by arguing the need for further fine-tuning of the framework outlined in this paper, investing in the contextual validation of measurement tools for PCC, and testing solutions in a participatory action research framework.

Decolonizing Indigenous teaching: Renewing actions through a Critical Utopian Action Research framework

This article describes experiences formed in connection with a case study in Sámi schools. The Sámi people live in the northern part of the North Calotte region and among the world’s Indigenous peoples. The development of culture-based education aims to diminish the dominance of the national curricula. The aim of this article is to understand factors that influence teachers’ views and how teachers experience culture-based education in terms of a decolonizing process. The case study was conducted in a Critical Utopian Action Research framework with future workshops. The future workshops began as collaborative self-criticism and dreaming of education and then moved to the implementation of Indigenous culture-based teaching activities in local teaching practices. The teachers expressed that they felt trapped between demands made by the national curricula and their desire to implement culture-based teaching, but they nevertheless had many ideas for themes via which culture could be linked to teaching. Through knowledge exchange between the participants in the case study, the teachers ‘rediscovered’ knowledge and reinterpreted that knowledge in a teaching setting. The teachers’ autonomy was strengthened and the teachers’ active efforts empowered them.

School-wide mediated prosocial development: Applying a sociocultural understanding to inclusive practice and character education

The issue of inclusive practice, particularly as it pertains to how school staff address antisocial behavior to improve learning and life outcomes for children has become a primary topic of discussion among educational stakeholders. Within an action research framework, this investigation used a mixed-method multiple case study approach to investigate what impact character education has on school climate and pupil behavior within five primary schools in England. Data were collected using interviews, observations, and archived records. All data-sets suggest that a multicomponent socioculturally inspired program can have positive effects on teacher talk, student on-task behavior, and decrease disruptive incidences during class and office referrals for antisocial behavior. Moreover, according to participant reports, the findings indicate that there is a positive effect on the school’s ability to meet the social, emotional, and cognitive needs of pupils within a multicultural setting following the implementation of a whole-school character education program.

Exploring the Use of Video-clips for Motivation Building in a Secondary School EFL Setting

<p>By employing an action research framework, this study evaluated the effectiveness of a video-based curriculum in motivating EFL learners to learn English. Fifteen Korean EFL students at the secondary school context participated in an 8-week English program, which employed video clips including TED talk replays, sitcoms, TV news reports and movies as its main study material. Results from the motivation surveys (adapted from Gardner, 1985) and interviews with students showed that 1) after taking the class, students became more motivated, especially in terms of gaining a positive attitude for the English language and culture, and 2) competitive group activities that followed the watching of video materials positively influenced student participation. Implications for EFL classrooms with low student motivation are discussed.<strong></strong></p>

Pathway to Reform: Developing Action Research Capacity in Accounting Education

ABSTRACTOutside of accounting education, action research is widely considered crucial for supporting broad reforms. Action research integrates theory with action to solve problems, improve practices, and address issues together with those who experience them. Yet the body of action research in accounting education remains very small. Historically, efforts to reform accounting education have led to pockets of innovation but have not systematically addressed impediments that inhibit widespread continuous improvement. Lack of available formal training inhibits development of the action research capacity needed to support broad reform in accounting education. This paper provides a conceptual action research framework that includes two ontologies to classify different types of action research. One type, emancipated action research, involves taking strategic action to change or eliminate structural impediments that limit improvement achievable through other types, often earlier phases, of action research. The paper reports an action research project that involved two strategic actions, investigation of an action research reflection practice and use of an educative case to report the project. The case illustrates how action research can support reform in accounting education and demonstrates a generalizable approach accounting educators and education researchers can use to develop action research capacity.