Participation In Action Research Research Articles

(En)action research: practice transformation through processes of participatory sense-making in educational action research

ABSTRACT Scholars regard educational action research as contributing to change and developing sustainable teaching practices. The theoretical framework revolves around the idea that changes stem from human actions and draws inspiration from several philosophical traditions. However, the dynamo of transformation in the different approaches is generally a systematic self-reflective inquiry. In this study, we examine how changes of practice through educational action research emerge when the process is understood through the enactive theory of participatory sense-making. The point of departure for our methodological examination is an action research project on Movement Integration in Danish primary and secondary schools. Our analysis underscores that the process of dialogue and participation in action research gains impact by embracing joint movement-based actions. The study highlights that pre-reflective and movement-based inquiries may be a significant dynamo in the action research project’s effort to become deeply meaningful for the participants, to empower their participation and to make sustainable practice transformations possible. Applying the enactive framework in action research brings forward a methodological awareness about unnoticed dimensions of how participants make sense of action research processes, and the significance of being attentive to and working actively with 1) relation-making, i.e. how participants participate in each other’s sense-making by how they move in relation to each other; 2) time-making, i.e. how participants’ past experiences and future possibilities interblend with how they grasp a given matter; and 3) space-making, i.e. how sense-making is extended into space through the body’s location and actions in a given environment.

The ethics of action research participation

AbstractAction research (AR) involves one or more researchers and a client organisation. Many guidelines for and reports of the research method have been published. However, the ethical issues associated with AR have been largely neglected. Our review of the AR literature found that ethical dilemmas and their resolution are rarely and inconsistently reported. Stimulated by this neglect and our personal experiences, we aim to raise awareness and understanding about the ethics of planning, conducting and reporting AR. We identify and discuss four issues of concern that merit specific ethical attention when conducting AR: collaboration, competence, persistence and consent. We draw on these four issues in an analysis that augments the principles and criteria for canonical AR (CAR), recently reified as Integrated Action Research (IAR). Our guidance includes an additional principle of AR and 10 associated criteria to address the ethics of AR participation.

How transformative learning nurtures ecological thinking. Evidence from the Students Swap Stuff project

Purpose There is a growing call for novel approaches in education with respect to sustainable development. Transformative learning lacks empirical research. This paper responds to that gap and aims at analysing how transformative learning nurtures ecological thinking. Design/methodology/approach The Students Swap Stuff sustainability project is the result of a transformative and action-oriented learning process within the course Corporate Social Responsibility of the Master Environmental, Health and Safety Management, Faculty of Economics and Business at KU Leuven, Brussels, Belgium. Framed by the appreciative inquiry method, students set up a swapping system to limit overconsumption, waste and spillage caused by students’ stay in Brussels for a semester or longer. The paper is focusing on participatory action research, using semi-structured interviews with twenty-two participating students exploring whether their assumptions regarding the dominant paradigms in management have been transformed. Forty-nine participants in the closet swap completed a questionnaire related to their motivations. Findings The project was helpful in rethinking the traditional economic system and in decentering the economic element allowing for a different way of thinking, integrating trust and restoring the value of just giving. Four insights from the Students Swap Stuff project are relevant for other action-oriented learning approaches: start from a specific framework to guide the action; give enough time to dream what might be, but always link it to delivering what will be; insert sufficient moments of reflection; and give the students ample opportunities to express their feelings during the project. Research limitations/implications First, the research focused on one case, the Students Swap Stuff, with a limited number of students participating in the project. The aim of action-oriented learning, however, was not mere action, but the action had to lead to insights that are helpful for other cases and situations. Second, the interviews were set up between peers. Information about their background, such as families, preferred activities during leisure time, attitudes in favor of the environment, were not directly integrated in the semi-structured questions. This could be part of follow-up research emphasizing aspects of environmental psychology. Practical implications This study reveals that transformative and action-oriented learning demand a lot from students and lecturers. To avoid confusion on the concept “action,” praxis could be used to emphasize that thinking and doing exist simultaneously. Students learn in a natural way, but do not always see the effects immediately. Lecturers have to respond to this in a constructive way and have to include reflection moments on a regular basis. Originality/value Apart from the dominant research on students as objects, there is little research with students. This paper goes further by combining two stances: students as co-creators of knowledge; and students as participants in action research.

Changes in Nurses' Ethical Practices in Organ Transplant Nursing Using Action Research

The purpose of this study is to investigate how participation in action research will change nursing activities in dealing with ethical issues experienced in daily nursing settings of organ transplantation. The action research here is comprised of four types of sessions: clarification of wishes (1st session), meetings to talk about matters experienced, study meetings, and reflections (final session). In the first and final sessions, group interviews about ethical practices were conducted. Recorded data from the interviews and 4th meeting to talk about experiences were analyzed using WordMiner1.5. Participants had the individual need, “wish to improve understanding of ethics in their own skills to promote ethical practices and ethical interests”. Then, they became aware of “ethical practice in placing importance on the relationship with patients/their families and ethics attitudes as nurses”. This awareness was connected to “sharing ideas and information with medical staff, awareness of and action suitable for ethics issues, and increased interest in ethics issues”. Like this, the awareness of ethical practices has expanded from individuals to the relationship with patients/their families and sharing ideas with medical staff, and this has developed into self-development. The findings suggest the importance of an organizational culture that addresses ethics to improve practical ethics skills. The findings also suggest that it would be necessary for an organization to take long-term actions to addresses ethical issues in wards or hospitals.

Communication Participation in Community Empowerment for Energy Independent Tourism Villages in the Pandemic Era

Energy autonomy is still a big problem nationally In Indonesia, with only 4% of energy use outside fossil energy in general. Indonesia has made a major policy in this regard, with Government Regulation No. 79 of 2004 concerning National Energy Policy until 2050 on October 17, 2014. Potential maximization efforts would be interesting with utilizing the potential of energy independence into a tourism village conducted by the DRPM PPDM UMMagelang Team. These efforts certainly require a maximum community participation. This study was conducted in Gedangan Village, Cepogo District, Boyolali Regency. The method used is descriptive qualitative approach to action research participation, where researchers are directly involved in community development. Informants are selected through a purposive criteria for the actors and empowerment targets. The results showed that up to July 2020 the program had run 70%. Community participation is important in achieving this.The pandemic era is also not an obstacle for the local community to keep up with the activity. Because according to Habermas consensus can not only occur in direct communication media but also digital communication media. To reach consensus not only talk about direct participation but participation through various media.

Effectiveness of Clinical Nurses’ interventions in reducing medication errors in a paediatric ward

To evaluate a bundle of interventions, developed and implemented by nurses, to reduce medication administration error rates and improve nurses' medication administration practice. Medication administration errors are a problematic issue worldwide, despite previous attempts to reduce them. Most interventions to date focus on isolated elements of the medication process and fail to actively involve nurses in developing solutions. An Action Research (AR) three-phase quantitative study. Phase One aimed to build an overall picture of medication practice. Phase Two aimed to develop and implement targeted interventions. During this phase, the research team recruited six clinical paediatric nurses to be part of the AR Team. Five interventions were developed and implemented by the clinical nurses during this phase. The interventions were evaluated in Phase Three. Data collection included medication incident data, medication policy audits based on hospital medication policy and Safety Attitudes Questionnaire. Quantitative analysis was undertaken. The Standards for QUality Improvement Reporting Excellence (SQUIRE) checklist was followed in reporting this study. Postimplementing the interventions, medication error rates were reduced by 56.9% despite an increase in the number of patient admissions and in the number of prescribed medications. The rate of medication errors per 1,000 prescribed medications significantly declined from 2014 to 2016. The ward nurses were more compliant with the policy in postintervention phase than preintervention phase. The improvement in SAQ was reported in five of the seven domains. Clinically based nurse's participation in action research enabled practice reflection, development and implementation of a bundle of interventions, which led to a change in nursing practice and subsequent reduction in medication administration error rates. Active engagement of nurses in research empowers them to find solutions that are tailored to their own practice culture and environment.

Action research: A mechanism for active engagement of clinical nurses in a program of research.

This study aimed to explore the outcomes of active participation in an action research project on building the research capacity of clinical nurses. In this qualitative research study, six registered nurses volunteered to participate in the action research team. None of the nurses reported having any prior research experience. This study was part of a larger three-phase project. The nurses were required to reflect on the data about their medication practice of phase 1, develop and implement a bundle of interventions in phase 2 to improve medication safety, and evaluate the effectiveness of these interventions in phase 3. We report the nurses' participation in Action Research during phase 2. Meeting minutes and six semistructured interviews were thematically analyzed. The results showed that after receiving support to enhance their research skills from the research team, the nurses were empowered to perform and lead clinical nursing research project. Nurses were able to take ownership of the research process and outcomes and were then able to translate their new research knowledge and skills into their clinical practice by building their own research capacity.

Pendekatan antropologi sebagai penyeimbang model perhitungan jejak ekologis di Desa Wisata

Pariwisata saat ini mengalami pergeseran dari pariwisata massal ke wisata minat khusus berfokus pada alam dan budaya. Dalam konteks pelestarian, pariwisata mengalami pro kontra yang cukup tajam sebagai pendukung pelestarian atau sebaliknya penghambat pelestarian. Penelitian ini menggunakan salah satu instrumen evaluasi pelestarian lingkungan dengan model perhitungan jejak ekologi yang menganalisis secara kuantitatif dari aspek transportasi, penggunaan air, penggunaan pakaian, rekreasi, makanan, sampah dan tempat tinggal. Mengingat keterbatasan model kalkulator jejak ekologi untuk diterapkan di desa Wisata, maka penerapan model perlu dilakukan modifikasi dengan menggunakan pendekatan antropologi. Metode penelitian yang dipergunakan adalah partisipasi riset aksi dengan mengukur dampak aktifitas wisata di perdesaan menggunakan indikator sederhana dari perhitungan jejak ekologi serta dilengkapi wawancara mendalam untuk mengeksplorasi aspek perilaku kolektif sebagai focus pendekatan antropologi yang diteliti. Studi kasus meliputi tiga desa di wilayah Yogyakarta yaitu Pentingsari di kabupaten Sleman, Lopati di kabupaten Bantul dan Kalibiru di kabupaten Kulonprogo. Hasil yang diperoleh adalah rekomendasi pendekatan antropologi untuk mengevaluasi hasil jejak ekologi agar lebih tepat jika digunakan sebagai rencana aksi pelestarian lingkungan di desa wisata dengan tekanan pada pembentukan kesadaran hidup bersama alam.

Cuidados paliativos domiciliarios en enfermedades crónico-degenerativas y catastróficas

El cuidado paliativo domiciliario, se fundamenta en actividades desarrolladas por enfermería, para promover, mantener y recuperar la dignidad y totalidad del ser, siendo el objetivo del articulo planear una atención integral domiciliaria de enfermería, a individuos con Enfermedades Crónicas-catastróficas y sus familiares. Mediante una metodología cuanti-cualitativo, de investigación acción participación, que inicia con la aplicación de una encuesta a 65 usuarios, en base a 11 patrones funcionales de M. Gordon, se diseñó un plan de cuidados, se ejecutó sesiones educativas. Un 78.5% de pacientes con mejor estabilidad emocional; 23.85% de familiares adiestrados en cuidados paliativo; 80% de pacientes recibieron terapias: meditación, masajes y musicoterapia; 100% de pacientes reciben tratamiento alternativo para mitigar el dolor. El cuidado paliativo domiciliario, brinda una atención oportuna, humanista y fortalece el cuidado autónomo y comprensivo de enfermería.

Facilitating teachers as action researchers and reflective practitioners: new issues and proposals

ABSTRACTIn this article I reflect on my experiences facilitating teachers as researchers and reflective practitioners and the importance of enhancing the dynamic and complementary relationship between theory, research, practice and reflection at every step of action research. Given the complexity of teachers’ participation in action research, I drew on a reflexive research-based account within a second-order process of action research to support a group of teacher-researchers to rethink their understanding of participatory education and transform their own practices. This research-based account describes the challenges faced, the decisions made, and the actions taken, all shaped by ongoing dialogues with teachers’ beliefs and practices, with the goals of action research, and with the processes of gradual transformations observed in both the teachers’ thinking and practice and in my own as a facilitator. The present study adds to the discussion of the interrelationships between theory, research, practice and reflection by providing an example of their enactment at every step of action research in order to support participatory education.

We are not third parties: Exploring conflict between action researchers and stakeholders as the engine of transformation

Action research has approached conflict mainly through the concept of conflict resolution, where action researchers play a role as third parties acting as organizers, conveners, and facilitators. This paper proposes a complementary role as stakeholders in the conflicts of territorial development and thus, as one more part in conflict. This is done in the context of one specific approach to action research, namely, action research for territorial development and one specific project, the Territorial Development Laboratory initiated in 2009 in Gipuzkoa, Basque Country, Spain. The paper argues that the ideological and political positions of action researchers, legitimated by the other stakeholders through the action research process, give them a stake in territorial development conflicts. It also revisits the interpretation of participation in action research in order to conceptualize action researchers’ role as stakeholders in the conflicts of territorial development. These discussions are of interest for any action researcher wanting to explore her or his role as a part in conflict in action research processes and not exclusively as a third party facilitating the process.

Faculty Learning at Boundaries to Broker Racial Equity

ABSTRACTOn many college campuses, faculty are being called on to act as change agents for racial equity. Through narrative inquiry analysis using the theoretical constructs of boundary crossing and boundary objects, this case study examined learning among faculty (n = 12) who attempted to broker structural changes at their universities through participation in action research. The findings illustrate that boundary negotiation across the “silos” of academic departments and administrative offices to promote racial equity involves perspective taking (regarding current norms and discourse) and perspective making (about equity as a legitimate institutional goal). These findings contribute to the literature on faculty agency and organizational learning for racial equity in higher education by identifying boundary objects as cultural tools that facilitate faculty learning and agency.

Minimizing student’s faults in determining the design of experiment through inquiry-based learning

The purpose of this study were to describe the used of inquiry method in an effort to minimize student’s fault in designing an experiment and to determine the effectiveness of the implementation of the inquiry method in minimizing student’s faults in designing experiments on subjects experimental design. This type of research is action research participants, with a model of action research design. The data source were students of the fifth semester who took a subject of experimental design at Mathematics Department, Faculty of Mathematics and Natural Sciences, Udayana University. Data was collected through tests, interviews, and observations. The hypothesis was tested by t-test. The result showed that the implementation of inquiry methods to minimize of students fault in designing experiments, analyzing experimental data, and interpret them in cycle 1 students can reduce fault by an average of 10.5%. While implementation in Cycle 2, students managed to reduce fault by an average of 8.78%. Based on t-test results can be concluded that the inquiry method effectively used to minimize of student’s fault in designing experiments, analyzing experimental data, and interpreting them. The nature of the teaching materials on subject of Experimental Design that demand the ability of students to think in a systematic, logical, and critical in analyzing the data and interpret the test cases makes the implementation of this inquiry become the proper method. In addition, utilization learning tool, in this case the teaching materials and the students worksheet is one of the factors that makes this inquiry method effectively minimizes of student’s fault when designing experiments.

Pengembangan Kompetensi Profesional Guru Melalui Diklat Penelitian Tindakan Kelas Di Kemenag Kabupaten Jepara

This is the experimental research to found the pattern of implementing by giving the pretest for the participants ofaction research teachers in the Training and Education before the implementation of training. The participants are given the knowledge that is related to the action research. The posttest is given after implementation of training as the last activity. Population and sample of this research are the teachers of The Islamic Religion Learning for Elementary School, Intermediate School, High School and Technical School in the Jepara Regency of Religion Ministry as partisipant, that is took by random. The result shown significant increase ofthe low criteria bythe pretest and postest from 9 (30 %) participants, became 0 (0 %) participants. For the medium criteria from 18 (60 %) participants, became 6 (20 %) participants, and for the high criteria from 3 (10 %) participants, became 24 (80 %) participants. This study concludes that according to data, the implementation of the Training and Education of action research in the Regency was able to improve the understanding to write about action research for teachers of Islamic Religion Learning.Keywords : Understanding, Action Research, Training

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.

PEMBELAJARAN DENGAN BAHAN AJAR BERBASIS MASALAH UNTUK MENINGKATKAN KEMAMPUAN PEMECAHAN MASALAH PADA MATA KULIAH ANALISIS VEKTOR MAHASISWA SEMESTER IV PRODI PENDIDIKAN MATEMATIKA TAHUN PELAJARAN 2015/2016

Abstract The purpose of thi research is to describethe ability of solving problems through the application of learning with a problem based teaching materials on the subject of vector analysis 4th semester students of mathematics education study program in the academic year 2015/2016. This study used a qualitative approach with classroom action research participants. The hallmark of the classroom action research done in the cycles. Each cycles consists of four phases: planning, implementation, observation, and reflection. Based on the results of this research is: (1) that students problem solving abilities views of mastery learning students has increased 23% , (2) From the average value of problem solving ability of students increased by 4,2 after improvements in cycle II, (3) Based on observation, the learning process has increased by 9,1% and student activities increased by 6,25%, (4) The all object of the interview stated that they were pleased with applied learning. From all the research results have shown that this research has met the success criteria set.

Facilitating a culture of relational trust in school-based action research: recognising the role of middle leaders

Practices such as formal focused professional dialogue groups, coaching conversations, mentoring conversations and professional learning staff meetings have been taken up in schools and pre-schools as part of long-term action research and development activities to improve the learning and teaching practices. The development of relational trust has long been described in the literature as pivotal for the ongoing ‘success’ of such research and development in sites. In this article, we attempt to re-characterise relational trust as it is accounted for by participants in action research. We present data from a cross-nation study of middle leaders from Australian primary schools and Swedish pre-schools. Middle leaders are those teachers who ‘lead across’; they have both an acknowledged position of leadership or responsibility for the practice development of colleagues and a significant teaching role. The larger study examined the practices of middle leaders; and in this article we draw on interview data from one of the case-study sites that illustrate how colleagues in schools recognise the role middle leaders have for facilitating action research and teaching development. This article specifically presents excerpts from semi-structured interviews with 25 teachers, three principals, three executive teachers and three district consultants. Interviewees described how nourishing a culture of relational trust and mutual respect are critical features in the change endeavour. For them, the practices of the middle leader who facilitated the action research were instrumental in developing trust for teacher development. Analysis of participant accounts revealed five dimensions of trust: interpersonal trust, interactional trust, intersubjective trust, intellectual trust, and pragmatic trust.

Helping teachers to focus on learning and reflect on their teaching: What role does teaching context play?

In this study we examine the factors that lead educational programs to achieve their outcomes, in this case helping participants to improve their teaching through becoming more learning-centered and reflective practitioners. In comparing the results from programs with similar aims with evidence from our program we find teachers’ pedagogic environment to play a critical role in influencing transfer of program knowledge into participants’ teaching. A synthesis of results from our and other programs suggests that engaging participants in action research can be an effective way to help participants to overcome barriers in their pedagogic context. Systematic support of participants through coaching appears as another element important for participants’ success. These tools can help to enhance both participants’ thinking about teaching and their daily pedagogic practice.

Challenges to participation in action research.

In order to understand and take action in complex health and environmental issues, we intend to analyse the conditions that are needed for those at risk to participate in research and intervention projects. In this study, we describe and discuss an action research experience carried out with an indigenous community in the Brazilian Amazon that suffers from serious sanitary problems, where cultural aspects in the relationship with the environment and health are particularly relevant. Different types of tools were deployed and combined and were subsequently classified according to their dialectic efficacy and ability to both conduct and steer the research and encourage the participation of social actors within a process of feedback. Even tools that were considered to be non-dialectic proved to be important sources of feedback. We present a research flow as a model of analysis and a framework for implementing action research, in which challenges to the participation of social actors are classified according to their priority through a critical review of the methodology developed. These challenges are social mobilization, co-operation, appropriation and a proactive stance. We conclude that a cyclic combination of dialectic and non-dialectic tools can increase participation, which though difficult to achieve is nevertheless necessary. During the development of this process, social mobilization is a prerequisite, whereas a proactive stance, the highest level of participation, requires continuous effort and the successive deployment of a variety of tools.

Participation in action research

ACTION RESEARCH has become increasingly popular with researchers and practitioners in health and social care because of the focus on changing practice and on engaging practitioners and users in the change process. Action research projects seek to take a practical approach to improving the lives and experiences of those receiving or delivering care. One of the greatest challenges for those adopting such an approach is how they can most effectively engage stakeholders in their project. Without engagement, action research will invariably fail to achieve the desired outcomes.