Principles Of Action Research Research Articles

Culturally Relevant Online Cancer Education Supports Tribal Primary Care Providers to Reduce Their Cancer Risk and Share Information About Cancer.

Culturally relevant education is an opportunity to reduce health disparities, and online learning is an emerging avenue for health promotion. In 2014-2019, a team based at the Alaska Native Tribal Health Consortium developed, implemented, and evaluated culturally relevant online cancer education modules with, and for, Alaska's tribal primary care providers. The project was guided by Indigenous Ways of Knowing and the principles of community-based participatory action research and was evaluated in alignment with empowerment theory. About 265 unique learners completed 1,898 end-of-module evaluation surveys between March 2015 and August 2019, and 13 people completed a follow-up survey up to 28 months post module completion. Learners described the modules as culturally respectful and informative and reported feeling more knowledgeable and comfortable talking about cancer as a result of the modules. About 98% of the learners planned to reduce their cancer risk because of the modules, and all follow-up survey respondents had reduced their risk, including by quitting smoking, getting screened for cancer, eating healthier, and exercising more. About 98% of the learners planned to share information with their patients, families, friends, and community members because of the modules, with all follow-up survey respondents indicating that they had shared information about cancer from the modules. Culturally relevant online modules have the capacity for positive behavioral change and relatively high correlations between intent and behavior change. Future research could determine which aspects of the modules catalyzed reduced cancer risk and increased dissemination of cancer information.

Learning Together: Sharing Circles in Rural Alaska on Cancer Education Priorities for Youth.

Culturally relevant health promotion with youth is an opportunity to reduce health inequities in cancer. This manuscript describes sharing circles conducted with three communities in the Northwest Arctic region of Alaska. The circles were designed to begin understanding community priorities and lay the foundation to develop culturally relevant cancer education. The project was guided by the principles of Community-Based Participatory Action Research (CBPAR), honored Indigenous ways of knowing, and was grounded in Empowerment Theory. The project team facilitated 13 sharing circles in November 2019 in three communities in the Northwest Arctic. There were a total of 122 participants, including teachers/school staff (31%), community members (30%), high school students (23%), and health professionals (16%). The circles explored youth knowledge, perceptions, questions, concerns, and hopes for cancer information; community members’ desires for youth knowledge about cancer; and how teachers would like content to be formatted for effective inclusion in their classrooms. Common themes from the sharing circles included a desire for information on cancer prevention (all 13 sharing circles) and a need for information on cancer risk factors (12). In most sharing circles, participants shared that cancer information for youth should include stories like those of local people, cancer survivors, and role models (11), visuals (8), and local data and statistics (8). In addition, teachers and school staff in all communities wanted an online resource for teaching about cancer in their classrooms that had short videos/visuals with related lesson plans and activities.“If I learn, I can reduce the chance of getting cancer in the future.”

Marginalization Through Curricularization of Language Teaching: Creating and Exposing Deficits in an Adult Language and Literacy Program

Research supports the premise that adult language and literacy instruction should build on prior linguistic knowledge and the lived experiences of the students. Despite these widely held tenets, classroom practices often do not reflect these ideals, instead providing learning opportunities that are decontextualized and isolated from the students’ lives. Drawing on 18 months of qualitative data and based on principles of participatory action research, this ethnographic case study of a peer-taught, prison-based, adult language and literacy program, situated in a state-run, medium security prison in the Midwest of the United States, focuses on the role language ideologies played in shaping classroom practices and the marginalization of both students and instructors. This study found that language ideologies contributed to a curricularized approach to language and literacy instruction focused on teaching discrete linguistic features and lexical items. This curricularization of language positioned students as linguistically deficient and shaped deficit perspectives of the students in the classroom. Additionally, the curricularized approach in conjunction with racialized understandings of “native speakerism” marginalized instructors through influencing who was perceived as a viable language model in the classroom. These findings emphasize the need to move away from reified understandings of language and build on the situated ways students use language. Additionally, moving toward a curriculum focused on situated language practices provides opportunities for students and instructors to critically examine issues of power and privilege related to language.

Contribuições do enfoque ciência tecnologia e sociedade em um projeto de ensino: um caminho para o consumo sustentável

In the Education context, the focus of Science, Technology and Society (STS) allows researchers with social, political and environmental nature themes, among others, which involve the active participation in the human being in face of society problems, in the sense of reflect, criticize and act. Therefore, the aim of this work was to develop conceptual and atheist learning based on the urban garbage theme in an intervention project with activities involving sustainability, reuse, consumerism and responsibilities. The research had a qualitative nature based on action research principles, developed by the pedagogy of projects, with the participation of thirteen (13) high school first year students from a public institution located in the city of Manaus-AM, the students were all volunteers. Data collection occurred through questionnaires, textual production, discussions and oral exposure and then they were qualitatively analyzed in an exploratory way. The results revealed that the students presented signs of conceptual understanding of the theme related terms, such as: garbage, solid waste, recycling and reuse, then sought to draw associations with chemical concepts and to propose environmental issues solutions using sustainability and social responsibilities. The students showed sensitivity regarding the theme and were willing to change their attitudes towards the problem.

¡Venceremos!: Challenging School Barriers with Latinx Youth Participatory Action Research

ABSTRACT The purpose of this paper is to utilize systematic review methodology to describe how Latinx youth engage in youth participatory action research (YPAR) in the secondary school context. Of the 961 articles in the database search, 13 studies were included in the final sample. I analyzed the studies thematically and coded for YPAR characteristics and principles. I analyzed the literature review corpus deductively according to Rodríguez and Brown's three guiding principles of participatory action research: situated and inquiry-based, participatory, and transformative and activist. All studies demonstrated various ways the principles apply to YPAR with Latinx youth. In conclusion, this systematic review describes the knowledge and skills Latinx students develop through PAR. This paper offers recommendations on how future research can empower Latinx communities to address and overcome obstacles in education.

Power and Politics in New Service Development: An Insider Action Research Study

This paper examines power dynamics and political challenges which an insider action researcher without line authority or formal power encountered while leading cross-functional New Service Development (NSD) initiatives in a traditional, publicly funded university. NSD, as any development activity, faces competing interests in organisations and often power dynamics and political tactics which may impede service actors’ development endeavours. The paper describes and reflects on how an insider action researcher together with service staff, managers and directors, conducted several different types of NSD initiatives. The paper draws on insider action research (IAR) principles, which engage theory with practice, and action with reflection. The study was carried out over an extended time period of almost three years. The paper concludes with a framework for addressing power dynamics and political action, identifying tactics available to service development actors when engaging in NSD.

Understanding mobile application development and implementation for monitoring Posyandu data in Indonesia: a 3-year hybrid action study to build \u201ca bridge\u201d from the community to the national scale

BackgroundLimited information is available on how mobile health (mHealth) application (app) technology on mother and child health (MCH) is developed. This research aimed (a) to explore the process of developing mobile apps for MCH community-based services in the Indonesian setting of Pos Pelayanan Terpadu (Posyandu/Integrated Health Service Post), (b) to determine the feasibility of using the app by community health workers (CHWs), and (c) to evaluate the scalability of the mobile app at the national level in Indonesia.MethodsA hybrid method was used to synergistically combine the action research principles and mixed methods comprising qualitative and quantitative methods. This study was conducted in the Pasawahan District, Purwakarta, Indonesia, from 2017 to 2019. Content analysis, coding, and categorizing were performed using NVivo 12 Pro for transcribed data. The Wilcoxon test (2018 and 2019) was conducted using STATA 15 Special Edition.Results(1) The use of a CHW notebook for data entry into the Posyandu Information System book delayed the data reporting process, resulting in the need to develop a mobile app. (2) There were significant differences in CHWs’ knowledge (p = 0.000) and skills (p = 0.0097) on training (2018) and Posyandu phases (2019). (3) A total of 964 Posyandu have been registered in the Posyandu mobile app from almost all provinces in Indonesia.ConclusionsThe three-year hybrid approach includes the crucial phases that are necessary to develop a mobile app that is more user-friendly and can act as a substitute for CHWs’ book. Hence, its implementation is promising for use at the national level.

Facilitating life skills transfer from sport to the classroom: An intervention assisting a high school teacher-coach

Sport has been deemed a favorable context to foster positive youth development and life skills. However, researchers have cautioned for vigilance before assuming that sport naturally leads to positive developmental outcomes. An important aspect in understanding sport participation outcomes consists of examining how sport leaders facilitate the development and transfer of life skills. In the context of Canadian high school sport, teacher-coaches are considered key adults in the delivery of sport programs. Informed by the Pierce et al. life skills transfer model and the Bean et al. life skills continuum, an intervention was implemented, using action research principles, with a high school teacher-coach to facilitate student-athletes’ life skills transfer from sport to the classroom. Data were collected via pre-post intervention interviews with the teacher-coach, post-intervention interviews with five student-athletes, coach observations, and a researcher reflective journal. A thematic analysis was conducted to examine the contextual and psychological factors influencing life skills development and transfer. Results indicated that the teacher-coach played an important role in influencing contextual and psychological factors, in both the sport and the classroom, which shaped student-athletes’ life skills development and transfer experiences. Implications for coach education are discussed as they relate to the benefits of on-the-ground support for coaches to promote positive youth development. Lay summary: An intervention was implemented to help a high school teacher-coach learn how to facilitate life skills transfer from sport to the classroom. Several factors were shown to influence student-athletes’ ability to transfer their life skills from sport to the classroom. The results are discussed in relation to their theoretical, methodological, and practical implications. IMPLICATIONS FOR PRACTICE A life skills transfer intervention was designed to take advantage of the privileged position of teacher-coaches who hold considerable influence in both sport and in the classroom. For the athletes, being taught life skills by the same person in two different school contexts appeared to be conducive to transfer, thereby reinforcing the importance of consistent messaging. Awareness, support, and confidence were shown to be key factors in enabling the athletes to transfer their life skills beyond sport.

Emotion Curves: Creativity and Methodological “Fit” or “Commensurability”

The “emotion curve” is a creative methodology that asks research participants to express in graphic form changes in their emotional responses over time, reflecting on a given time period or on a particular activity or event (in our case, music-based activities). This methodology was developed as part of our research with community music-making NGO Musicians Without Borders at their “Music Bridge” participatory music and movement training program in Derry/Londonderry, Northern Ireland. This article discusses how the “post-conflict” context of our research, and our engagement with the principles of prefiguration and participatory action research, shaped the development of this innovative methodology, paying particular attention to achieving methodological “fit” (or commensurability) with the practices, objectives, and ethos of our research partners. This creative and “fitting” (or commensurate) methodology has been the basis of a “mutually transformative dialog” with our research partners.

Linking curriculum content to students’ cultural heritage in order to promote inclusion: an analysis of a learning-through-the arts project

ABSTRACT The aim of this paper is to highlight the benefits brought about by a learning-through-the-arts project aimed at creating links between the cultural heritage of students from diverse backgrounds and the fundamental aims of school instruction. Guided by a naturalistic research strategy and the principles of teacher action research, the data was collected during the implementation of a training project for preservice teachers at a highly complex school setting. The results provide an interdisciplinary and inclusive methodology for learning through the arts that promotes the development of cognitive and socio-affective competences, which are essential for lifelong learning. The project was carried out in a multicultural primary school, where a disadvantaged social composition prevails as a result of school segregation. Evidence of learning and the schoolchildren's artistic creations provide examples of good inclusive practices that foster collaborative interactions, widen participation, and improve academic achievement in various school subjects. Ideas for future research are also discussed.

A strategy for the implementation of standard data structures in financial management information systems - a South African case study

No AccessA strategy for the implementation of standard data structures in financial management information systems - a South African case study Silma Koekemoer Rossouw Von Solms Silma Koekemoer0 http://orcid.org/0000-0002-9963-1974 Search for more papers by this author Rossouw Von Solms0 http://orcid.org/0000-0002-9860-2346 Search for more papers by this author Affiliations 0Nelson Mandela University Published Online:1 Mar 2021https://hdl.handle.net/10520/ejc-aa_ajber_v16_n1_a13SectionsPDF ToolsAdd to favouritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InRedditGMailHotmailYammer AboutAbstractStrategy denotes the plans an organisation makes to achieve a set of goals or objectives. An information technology (IT) strategy represents one pillar of a strategy triangle, consisting of a business, organisational and IT strategy, and depends on the perspective, either in support of the business strategy as a master plan for the IT function, or based on the role of IT within the organisation. This paper focused on a strategy for the implementation of standard data structures in financial management information systems. The research employed a pragmatic philosophy resulting in a practical solution to remedy a real problem. It used the design science methodology and principles of case study and action research. The data were collected from 25 municipalities over a three-year period (2014-2016) and culminated in a suitably generic implementation strategy to be used broadly for this and similar IT projects. The research was limited to municipalities in South Africa only, but the resultant strategy should be useable across the borders and into other business sectors. Previous article Next article FiguresReferencesRelatedDetails None Volume 16, Issue 1 | Mar 2021 AffiliationAdonis & Abbey PublishersThe International Bibliography of Social Sciences (IBSS)EnglishBusiness and FinanceInternational JournalsAccreditationThe International Bibliography of Social Sciences (IBSS)LanguagesEnglish InformationCopyright © 2021, Adonis & Abbey Publishers:All rights reservedKeywordsIT governanceStrategyIT ImplementationIT project managementinformation technology Disclosure The authors confirm that the manuscript has been read and approved by all named authors and that there are no other persons who satisfied the criteria for authorship but are not listed. The authors confirm that they have given due consideration to the protection of intellectual property associated with this work and that there are no impediments to publication, including the timing of publication, with respect to intellectual property. Ethical conduct of research The authors state that they have obtained appropriate institutional review board outlined in the Declaration of Helsinki for all human or animal experimental investigations. A signed informed consent document has been obtained from all participants included in the study.

Domain-Driven Design applied to land administration system development: Lessons from the Netherlands

The introduction or renewal of information systems conventionally begins with data modelling. In the domain of land administration, like others, the process is challenging: complex laws and regulations, lengthy process descriptions, shared organisational responsibilities, differing information encodings and formats, and seeking compliance with the LADM ISO 19152 standard, must be considered. Between 2016 and 2018, The Netherlands’ Cadastre, Land Registry and Mapping Agency – in short, Kadaster – successfully undertook the renewal of the information system supporting its deeds registration. The previous system dated back to the 1980s. In-house data modelling specialists led the program, the most extensive undertaken in decades. Inspired by action-research principles, the process and resultant lessons are documented using a case study approach. It is shown that beyond Model Driven Architectures, other model-driven methodologies, such as Domain-Driven Design, are entirely useful in the land administration domain. A domain is usually more extensive than a few objects, and to make it more manageable, DDD divides a domain into subdomains. The DDD term ‘problem domain’ is used to define a functional area within a context such as an organisation or department. The terms domain in DDD and LADM have common characteristics as considering contexts such as a land registry and a cadastre. Evans (2003) and Vernon (2013) articulate how DDD is a set of design practices, techniques and fundamental principles, terms, and implications to facilitate the development of software projects within complex domains, used to guide software developers and domain experts to share and represent models of knowledge from the domain. In DDD, the ubiquitous language is also essential in intersecting the jargons between domain experts and IT experts. The LADM provides a formal language for describing similarities and differences for describing the many aspects of the land administration domain. The approach demands greater participation from domain experts: they lead modelling of the current state and its evolution: the events. The Annex N of ISO 19152 describes that LADM covers both event-based and state-based modelling via LA_Source and VersionedObject. The application of Event-Based Modelling and Event Sourcing is still relatively novel to the LA domain. Event Sourcing ensures that all current state changes are stored as a sequence of events, enabling querying and state reconstruction. The new information system is considered futureproof, delivering improvements for deed registration times, monitoring, traceability/auditing, history management and interoperability. Further research suggestions include undertaken Domain-Driven Design in other contexts, particularly those implementing LADM.

Seeking asylum in Bristol: insights into psychological needs and resilience

PurposeThe purpose of this paper is to share research findings on the lived experiences of asylum seekers in Bristol (UK), with a particular focus on psychological needs and sources of resilience.Design/methodology/approachThe study was designed following the principles of action research and was carried out in three phases involving nine co-researchers. Thematic analysis was used to interpret the resulting data, collected through semi-structured interviews.FindingsThe findings highlight challenges which are faced by asylum seekers after migrating to the UK and indicate how these do not allow for psychological needs to be met, undermining resilience. Co-researchers indicated that aspects of the asylum system were perceived as unfair, adding to existing losses and promoting fear. Strength was found through engaging with communities and religious practices.Practical implicationsThe research suggests that asylum seekers feel misrepresented and misunderstood within the public realm and raises serious questions around the current asylum legislation. It offers practitioners insight into key determinants for psychological well-being from the perspective of asylum seekers, providing suggestions for sensitive and appropriate interventions.Originality/valueThe study offers original insights into asylum seekers’ experiences, with a specific focus on Bristol. The use of action research and the involvement of asylum seekers as co-researchers are also noteworthy, as collaborative research is scarce in this field.

To send or not to send nudes: New Zealand girls critically discuss the contradictory gendered pressures of teenage sexting

Drawing on principles of participatory action research, we conducted workshop interviews with New Zealand secondary school girls about the dynamics of sexting between girls and boys. We worked with seven small groups of girls (28 in total) aged 16 and 17 (each participating in a series of three workshops). Talk about the pressures associated with sexting was a key theme in the discussions. Girls identified pressures both to send nudes and to not send nudes. They described these pressures as operating on interpersonal as well as wider sociocultural levels, marked by the complicated intersection of traditional discourses of heterosexuality with permissive and postfeminist discourses of empowered female sexuality. The dynamic participatory methodology we used allowed us to move beyond simply capturing a snapshot of the gendered dynamics of pressure. It provided a space in which girls also shared reflexive critical observations of the gendered inequalities associated with this practice.

How prepared is Australian occupational therapy to decolonise its practice?

Being culturally secure, respectful and responsive can mean occupational therapists can contribute to improving the health and wellbeing of Aboriginal and Torres Strait Islander peoples. New culturally responsive accreditation and competency standards provide an opportunity to decolonise the profession to enhance the cultural capabilities of graduates. The purpose of this study was to explore how well-prepared Australian occupational therapy courses are to implement the new standards. The principles of participatory action research were applied. An initial survey with occupational therapy academic staff was used to inform questions for semi-structured interviews. Semi-structured interviews were conducted with 10 occupational therapy academics and occupational therapy accreditors. Interview data were thematically analysed. The four themes identified from the interviews were: occupational therapy profession drivers, effective leadership, community and Elder involvement, and course design and delivery. The new accreditation and competency standards are a promising step forward for the profession. However, the profession needs to be better prepared to decolonise Australian occupational therapy. A positive and culturally secure way forward is to engage Elders and other community members in learning experiences to build student, academic and practicing occupational therapist's cultural capability. Non-Aboriginal and Torres Strait Islander leadership at all levels of the profession and within universities is crucial to establishing trusting, reciprocal relationships to support deep knowledge exchange. These relationships lay the foundation to build cultural capabilities and decolonise processes in the profession.

Repoliticising Participatory/Action Research: From Action Research to Activism: some considerations on the 7th Action Research Network of Americas Conference

The seventh conference of the Action Research Network of the Americas (ARNA) took place in Montreal, Canada, from the 26th to 28th of June, in 2019. Having as title “Repoliticising Participatory/Action Research: From Action Research to Activism”, the event gathered people from different areas of practice coming mostly from the North American countries: Canada, United States and Mexico. The discussion presented here is based on notes made by the authors in the course of the conference, in which 40 words/keywords were identified, serving as a base to debate the validity of the principles of participatory research and action research in its repoliticisation and activism. Thus, we presented a systematisation of some key themes of the conference, among them, the commitment with the rupture: in relation to the traditional practices of research, the role and the social responsibility of the universities and the transforming character of participation, with emphasis in the effort for its repoliticisation and activism.

Charge: gênero multimodal no letramento dos estudantes do segundo ciclo da Educação Fundamental

: The article disseminate the results about a research, accomplished by the scope of the Masters Program in Languages degree (PROFLETRAS), offered by the University of the State of Mato Grosso (UNEMAT), campus of Sinop. The qualitative approach was guided in the principles of action research and planning of a Didactic Sequence (SD), with the purpose of working in the cartoon gender, to motivate the students for reading and literacy about the multimodal’s gender. The SD was carried out in a public school, with students of 5th grade of elemantary school. The teaching intervention accomplished generate debates and understandings that provide to students, critical reflection, resulting the appropriation of different levels of literacy, by means of working with cartoon gender.

BeWell: a group coaching model to foster the wellbeing of individuals

This multi-methods study, informed by the principles of action research, presents an evidence-based model for group coaching for wellbeing. The model is primarily based on psychological wellbeing and positive psychology theories, and it was tested empirically over two group coaching interventions. Coachees’ wellbeing improved after the group coaching interventions and the data analysis shows that the programme supported coachees in various areas associated with wellbeing, such as meaning, positive emotions, locus of control, and new perspectives. Furthermore, coachees reported that the coaching programme raised their self-awareness and provided them with a supportive environment for action and change. The study highlighted the crucial role the group can play as a catalyst for change, whilst enabling coachees to experience conditions that contribute to their wellbeing. By shining a spotlight on group coaching, this research has shown the value of working in this way, including the opportunity to make coaching for wellbeing more inclusive, accessible and impactful.

Producing health information in consultation with health workers and the hepatitis B-affected communities is worthwhile.

Globally, approximately 257 million people are living with chronic hepatitis B. Many people are undiagnosed, have low health literacy and experience barriers to engaging in care. In Australia, there is a lack of culturally and linguistically appropriate resources to support people living with the infection to increase their understanding and build their capacity. This innovative practice paper describes the process of developing a culturally and linguistically appropriate resource using the principles of participatory action research. The hepatitis B story was designed to facilitate discussion between healthcare workers and consumers, and to increase the knowledge and understanding of both. Consultation with consumers and a broad range of health services contributed to the quality of and demand for the resource. A case study tells the story of 'Thuy'. This case study demonstrates the practical application of the resource and describes the positive affect its use had on Thuy and her family. Increasing our understandings of how people experience chronic hepatitis B is crucial to improving health information, testing and engagement in care. Producing health information with consumers is a worthwhile process to increase consumers' health literacy and improve service delivery.

Design amid Emergency

This article presents the process for the “Design of services under the COVID19 emergency social protection plan”, drawn up by a team of researchers and designers from Porto Alegre in collaboration with the Porto Alegre City Government, and directed at the provision of essential benefits to homeless and other vulnerable people during the pandemic. The process was developed in an unprecedented way for the designers involved: without prior notice, within very short time frames and completely remotely, using only digital platforms. As such, the process was developed to respond to the emergency and amid the emergency. In this regard, the objective of the article is to discuss how to design amid emergency. The experience was guided by the methodological principles of action research and research through design. In addition to the design results, these being solutions aimed at the short, medium and long term, this article highlights the need, even in these circumstances, to aim for the prizing of difference, the suggestion of alternative views, social innovation, the systemic transformation of society and sustainability.