On the Practice of Action Research

1998 ◽  
Vol 3 (1-2) ◽  
pp. 1-29 ◽  
Author(s):  
Hans van Beinum
Keyword(s):  
Action Research ◽  
Joint Action ◽  
Fundamental Characteristic ◽  
Triadic Relationships

Some of the major aspects of engaging in action research are presented. The triadic relationships of action research as a basic and fundamental characteristic, ranging from the very abstract to the very concrete, are discussed. In action research one experiences, on and off, all the modalities of daily reality. The dialogical, linguistic, ethical and psychodynamic features of action research are emphasized, as well as its unfolding and often unpredictable nature. The role of the researcher unfolds in the context of joint action and becomes gradually articulated through (a) experience, (b) the content of one's 'toolkit', and (c) appropriate timing.

Team Emotions and Team Learning

2017 ◽  
pp. 452-474
Author(s):  
Dorthe Døjbak Håkonsson ◽  
Panagiotis Mitkidis ◽  
Sebastian Wallot
Keyword(s):  
Action Research ◽  
Joint Action ◽  
Team Learning ◽  
Review Literature ◽  
Future Research ◽  
Behavioral Patterns ◽  
Aggregate Level ◽  
Organizational Research ◽  
Over Time

We review literature that informs the role of team emotions in team learning. We focus our review on two types of studies: team emotions as end states and team emotions as ongoing interactions. Organizational research has focused mainly on end-state emotions, where team emotions are examined in the end at an aggregate level. Studies on emotions as ongoing interactions (e.g., coevolution in psycho-physiological or behavioral patterns over time) have mostly been conducted in the area of joint action research. For each type of team emotion study, we review literature that informs the four aspects of team learning identified by Argote (2013): sharing, generating, evaluating, and combining knowledge. We discuss how the team emotions literature contains interesting insights about team learning, but also leaves room for more research. Finally, we discuss the potential in the two types of team emotion studies and offer suggestions about how to combine them in future research.

scholarly journals The process of transprofessional collaboration: how caregivers integrated the perspectives of rehabilitation through working with a physical therapist

2020 ◽  
Vol 8 (4) ◽  
pp. e000378
Author(s):  
Ryohei Goto ◽  
Junji Haruta
Keyword(s):  
Nursing Home ◽  
Action Research ◽  
Physical Therapist ◽  
Nursing Home Residents ◽  
Research Approach ◽  
Action Research Approach ◽  
Informal Interview ◽  
Trial Basis ◽  
Field Notes

ObjectivesTo clarify the process of how caregivers in a nursing home integrate the perspectives of rehabilitation into their responsibilities through working with a physical therapist.DesignThis study was conducted under an action research approach.SettingThe target facility was a nursing home located in Japan. The researcher, a physical therapist, worked at the nursing home once a week from April 2016 to March 2017. During the study period, he created field notes focused on the dialogue and action of caregivers regarding care, responses of caregivers to the physical therapist and reflections as a physical therapist. Caregivers were also given a short informal interview about their relationship with the nursing home residents. For data analysis, two researchers discussed the content based on the field notes, consolidating the findings.ParticipantsThe participants were caregivers who worked at the target facility. Thirty-eight caregivers agreed to participate. Average age was 39.6±11.1 years, 14 (37%) were male and average caregiver experience was 9.8 years.ResultsTwo cycles of action research were conducted during the study period. There were four stages in the process of how caregivers in the nursing home integrated the perspectives of rehabilitation through their work with the physical therapist. First, caregivers resisted having the rehabilitation programme carried out in the unit because they perceived that rehabilitation performed by a physical therapist was a special process and not under their responsibility. However, the caregivers were given a shared perspective on rehabilitation by the physical therapist, which helped them to understand the meaning of care to adapt the residents’ abilities to their daily life. They practised resident-centred care on a trial basis, although with a sense of conflict between their new and previous role, which emphasised the safety of residents’ lives and personhood. The caregivers increased their self-efficacy as their knowledge and skills were supplemented by the physical therapist and his approval of their attempted care. They were then able to commit to their newly conceived specialty of care as a means of supporting the lives of residents.ConclusionsThe process of working with a physical therapist led to a change in caregivers’ perception and behaviours, which occurred in four stages: resistance to incorporation, recapture of other perspectives, conflicts and trials in the role of caregiver and transformation to a resident-centred perspective.

scholarly journals The developing role of occupational therapists in school-based practice: Experiences from collaborative action research in Pakistan

2020 ◽  
Vol 83 (6) ◽  
pp. 375-386
Author(s):  
Debbie Kramer-Roy ◽  
Denise Hashim ◽  
Nighat Tahir ◽  
Areeba Khan ◽  
Asma Khalid ◽  
...  
Keyword(s):  
Action Research ◽  
Occupational Therapy ◽  
Inclusive Education ◽  
Primary Schools ◽  
Occupational Therapists ◽  
Collaborative Action Research ◽  
School Level ◽  
Collaborative Action ◽  
School Based

Introduction Occupational therapists around the world increasingly seek to support the participation of children with disabilities and special educational needs in mainstream education. Contemporary school-based occupational therapy practice is progressing from an individual, impairment focus towards collaborative, universal interventions at the whole class and whole school level. Participation-focused practice and collaboration is particularly important, but uncommon, in low-resource contexts such as Pakistan. Methods This article reports on collaborative action research that developed the role of occupational therapy in inclusive education in Karachi, Pakistan. A research team consisting of occupational therapists and teachers worked with five local primary schools, using the action research cycles of plan–implement–observe–reflect to develop practical strategies, materials and inclusive lesson plans to facilitate the participation of all children in all school-based occupations. Findings Support from school management and interdisciplinary collaboration were crucial for implementing change. In addition, strategies like inclusive lesson planning were found to benefit all children in class. Collaborative action research led to increased professional confidence in the teachers and occupational therapists, and skill development through developing a resource guide, running workshops and presenting at (inter)national conferences. Conclusion Collaborative action research was an effective means to develop the occupational therapy role in inclusive education practices in Pakistan, develop culturally appropriate educational resources, and upskill local therapists and teachers.

scholarly journals Habit and Skill in the Domain of Joint Action

Topoi ◽  
2020 ◽  
Author(s):  
Judith H. Martens
Keyword(s):  
Joint Action ◽  
Human Agency ◽  
Individual Action ◽  
Complex Action ◽  
Controlled Processes ◽  
Know How ◽  
Joint Agency ◽  
Nuanced Understanding ◽  
Skillful Action

AbstractDichotomous thinking about mental phenomena is abundant in philosophy. One particularly tenacious dichotomy is between “automatic” and “controlled” processes. In this characterization automatic and unintelligent go hand in hand, as do non-automatic and intelligent. Accounts of skillful action have problematized this dichotomous conceptualization and moved towards a more nuanced understanding of human agency. This binary thinking is, however, still abundant in the philosophy of joint action. Habits and skills allow us agentic ways of guiding complex action routines that would otherwise overwhelm our reflective capacities. In this paper, I look at how theories of skill, habit, and know-how in individual action can inform a non-dichotomous account of joint action. I argue that a fuller understanding of joint agency has to understand not only group know-how, but also the role of attention and the highly integrated types of control that allow agents to act together.

Actieonderzoek in leefstijlonderzoek is geen sinecure

KWALON ◽  
2020 ◽  
Vol 25 (3) ◽  
Author(s):  
Famke van Lieshout ◽  
Gaby Jacobs ◽  
Shaun Cardiff
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Healthy Lifestyle ◽  
Multiple Perspectives ◽  
Participatory Action ◽  
Action Research Project ◽  
Research Project ◽  
Clinical Practice Setting ◽  
Learning Together

Action research in lifestyle research is no sinecure. Response to Kromme et al.: ‘Changing together is learning together’, a participatory action research project This is a reply to the contribution entitled: ‘Learning together is changing together: A participatory action research project on the role of the internist in promoting a healthy lifestyle’. Here the authors highlight the complexity of facilitating participatory action research (PAR) in a clinical practice setting and reflect on the first three stages of their research through eight principles that could guide PAR, as described by Van Lieshout et al. (2017). As we developed these principles, we explain the principles of participation, reflexivity, contextuality and transformation in greater detail in relation to the context of this study. The authors made suggestions to change the five-phased model of PAR to get a better grip on the process. The authors rightly highlighted some limitations in the labeling of some phases. However, it is the reflexivity on the multiple perspectives that facilitators encounter and the relationships they engage with during the process, as well as acknowledging the iterative process of PAR, which needs to be embraced and experienced during the entire process of study.

scholarly journals IMPROVING STUDENTS’ INTEREST BY USING PICTURE MEDIA AT TK NUR ASSALAM

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Nada Anis Ristyani ◽  
Nurhayati Nurhayati Nurhayati
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Education Level ◽  
Learning Activities ◽  
Research Results ◽  
Classroom Action Research

The purpose of this study is to improve students' interest in English vocabulary through picture media in TK Nur Assalam. This research is a Classroom Action Research (CAR). The participants of this research were 6 students. The results obtained from efforts to the improving students interest in English vocabulary using the picture media involving active learners in the learning process. The role of picture media in learning activities is very important for children, especially in the next education level. Teaching and learning activities in early childhood will quickly develop if parents and teachers intensive to develop it. There are several attempts to create a sense of pleasure in early childhood by using picture media in the learning process. From the result of research indicate that when pre-action take result (15%). In cycle I, it increased to (55%) sufficient criteria. In cycle II, it increased again to (85%) good criteria. So, the increase that occurred from the pre-action to the cycle I that is (40%). The increase from cycle I to cycle II that is (30%). And increase from pre-action to cycle II that is (70%). From the research results obtained, then to the improving students interest in English vocabulary can be improved by using picture media in the learning process.Keywords : Students’ Interest, Vocabulary and Picture Media

scholarly journals Effects of Interaction on Reading Comprehension in the Secondary School Classrooms: An Action Research

2020 ◽  
pp. 13-20
Author(s):  
Md. Nasim Fardose Sajib ◽  
Nurun Nahar
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Secondary School ◽  
Student Interaction ◽  
Control Group ◽  
Comprehension Ability ◽  
Post Test ◽  
Efl Classrooms ◽  
Pair Work

This study investigates the EFL classrooms to identify the role of interaction in reading comprehension classes. Student-student interaction through the form of pair-work was introduced while the pre-test and post-test measured its effect. Adequate classes were observed to identify the level of the control group students. This study tried to find out the role of interaction in facilitating students’ reading comprehension. It had found that when the students got the opportunity to interact through pair-work, they became their source of input. And it was evident that after the introduction of interaction, their comprehension ability enhanced as they correctly answered more questions in the post-test than in the pre-test. Based on the results, the study also recommends the introduction of interaction to enhance students’ skill in listening, speaking, and writing.

scholarly journals The Capacity Development of Non-Profit Organizations in the Growth Stage (An Action Research Based on the SSM)

2017 ◽  
Vol 20 (2) ◽  
pp. 37
Author(s):  
Harry Nenobais ◽  
Azhar Kasim ◽  
Irfan Ridwan Maksum
Keyword(s):  
Action Research ◽  
Problem Solving ◽  
Growth Stage ◽  
Capacity Development ◽  
Structure Design ◽  
Research Interest ◽  
Systems Methodology ◽  
Non Profit ◽  
Non Profit Organizations

This research aims in analyzing the capacity development of non-profit organizations in the growth stage through six internal components and four external components at Papuan Pesat Foundation. The approach used in the research is the action research based on the soft systems methodology that consists of two activities that had been done simultaneously, which are the research interest and the problem solving interest (McKay and Marshall, 2001). It fulfills criteria that are systematically desirable and culturally feasible (Flood an Jackson, 1991). Whilst the theory used is according to Brothers and Sherman (2012) that states that there are six internal components that should be strengthened in the growth stage, which are the leadership, the organization’s culture, the role of the board, programs’ extension, the management and infrastructure, the financial sustainable.  Afterwards, according to De Vita, et. al. (2001) there are four organization’s external components that should be maintained, which are the social demographic, the economy/market, the politic and values, and the norms. The result of this research shows the research interest, that the organization needs to be equipped with the transformational leadership, the simple structure design, and the improvement of the role of the board. For the problem solving interest, it needs the working programs’ extension through the correct formulation process, the human resources management, the organization’s financial sustainability. Then the external components which need to be formed are the collaboration among the non-profit organizations, the local government, the private sectors, business activities, politic participations and the public relation.

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