scholarly journals Researching on inclusive education in Spain: how does action-research question the roles adopted by researchers in knowledge mobilization processes?

2021 ◽  
pp. 1-19
Author(s):  
Aida Sanahuja ◽  
Odet Moliner ◽  
Paula Escobedo
Keyword(s):  
Action Research ◽  
Inclusive Education ◽  
Research Question ◽  
Knowledge Mobilization

scholarly journals Theoretical and Methodological Validation of the Action Research: Methodology of the Scientific Study

2021 ◽  
pp. 59-69
Author(s):  
Ona Monkevičienė ◽  
Alvyra Galkienė
Keyword(s):  
Action Research ◽  
Inclusive Education ◽  
Research Methodology ◽  
Quantitative Research ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Research Question ◽  
Scientific Study ◽  
Research Teams ◽  
Design For Learning

AbstractThis chapter presents the theoretical and methodological substantiation of the action research, which was used by collaborating research teams from Poland, Lithuania, Finland and Austria for the study “Improving Inclusive Education Through Universal Design for Learning”. The chapter discusses different sociocultural contexts in the participating countries and what led to the research question, which asks “How does the implementation of universal design for learning enrich the practice of inclusive education in different educational contexts”. This question was looked at in terms of its relevance to the four above-mentioned countries. It can be argued that the action research is favourable for the development of theory and that inclusive education can be changed and reflected by it. The types of action research chosen by the research teams are discussed, those being collaborative, and critical participatory. The cycles of action research and their goals are also presented. Seeking to substantiate the choices of research teams regarding the process and methods of action research, this chapter elaborates on the aspects of action research organisation that are interpreted differently by the researchers: Can the action research be conducted only by the researcher–teachers or can it be carried out by teachers in cooperation with researchers? Is it possible to use a combination of qualitative and quantitative research? The problem with quality and validity of action research is discussed.

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 Teachers Knowledge Of Inclusive Lower Primary Education In Ifako-Ijaiye Local Government Area Of Lagos State, Nigeria

2020 ◽  
Vol 2 (2) ◽  
pp. 116-126
Author(s):  
Temitope Funminiyi Egbedeyi
Keyword(s):  
Inclusive Education ◽  
Primary Education ◽  
Research Question ◽  
Primary Teachers ◽  
Average Percentage ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
Significant Difference ◽  
Level Of Significance ◽  
Descriptive Survey

Teachers play significant role in the process of implementing inclusive lower primary education, but it is important to note that inclusive education is yet to be fully implemented in Nigeria despite the numerous benefits associated to it. As one of the major implementers of inclusive lower primary, it is imperative to study teachers’ knowledge of inclusive lower primary education in Ifako-Ijaiye, as to provide empirical evidence. Descriptive survey research design was adopted with thirty five (35) teachers who were sampled using simple random. A self-designed research instrument titled Teachers Knowledge of Inclusive Education Questionnaire (α = 0.92) was used to collect data. One research question was answered and two hypotheses were tested at 0.05 level of significance. Teachers have average knowledge of inclusive lower primary education (Average Percentage = 53.6). Regular and special teachers have no significant difference on knowledge of inclusive education (t = 0.50; df = 33; p0.05). Based on the findings, it was recommended that Nigerian Government, concerned Non-Governmental Organizations and Scholars should ensure that regular trainings are organized for lower primary teachers in order to update their knowledge about inclusive education

scholarly journals Collaborating for Inclusion: The Intersecting Roles of Teachers, Teacher Education, and School Leaders in Translating Research into Practice

2020 ◽  
Vol 30 (2) ◽  
pp. 32-50
Author(s):  
Donna McGhie-Richmond ◽  
Fizza Haider
Keyword(s):  
Teacher Education ◽  
Inclusive Education ◽  
Positive Impact ◽  
School Leaders ◽  
System Level ◽  
Teacher Education Programs ◽  
Knowledge Mobilization ◽  
Inclusive Practices ◽  
Key Stakeholders

Despite empirical research pointing toward the positive impact of an inclusive instructional approach and practices on all students’ learning and social participation, educators and schools lag in adopting these approaches and strategies. For the purpose of knowledge mobilization, it is important to examine the factors that influence this research-to-practice gap. With this aim, we first outline the significant role of teachers and teacher education in implementing inclusive practices. We then synthesize findings from previous literature identifying both individual and contextual, system-level influences that impede the implementation of evidence-based inclusive practices by teachers. We emphasize the prominent role of school leaders in removing some of these barriers by supporting teachers and collaborating with key stakeholders. Further research is needed to explore the complex, interrelated factors that foster collaboration among school leaders, teachers, and teacher education programs in order to advance the development of truly inclusive education systems.

scholarly journals Transformations of the Teaching–Learning Process Towards Inclusive Education as a Result of the UDL Approach Implementation

2021 ◽  
pp. 95-118
Author(s):  
Jolanta Baran ◽  
Tamara Cierpiałowska ◽  
Ewa Dyduch
Keyword(s):  
Action Research ◽  
Inclusive Education ◽  
Learning Process ◽  
Positive Impact ◽  
Universal Design For Learning ◽  
Daily Practice ◽  
Sources Of Information ◽  
Action Research Project ◽  
Design For Learning ◽  
Teaching Learning

AbstractThis chapter discusses the assumptions, implementation and deliverables of an action research project in a selected Polish class of integrated form. The main objective of the project was to trigger changes in the learning–teaching process based on the Universal Design for Learning (UDL) approach and thus promote inclusive education. The action research lasted one school semester. The empirical data, mainly qualitative, triangulating various sources of information and synthesising perspectives, were used to identify specific topics and threads identified in the gathered inputs, to present it in an orchestrated manner and to interpret it. It has been indicated that UDL approach implementation has a positive impact on the course of the teaching–learning process and optimises it to enhance the activity, commitment, self-reliance and responsibility of students and develops their cooperation, which breeds inclusion in education. Meanwhile, it stimulates teachers to change their mindset with a view to the essence of success in education and supports their daily practice.

scholarly journals The Use of Complex Adaptive Systems as a Generative Metaphor in an Action Research Study of an Organisation

2015 ◽  
Author(s):  
Callum Brown
Keyword(s):  
Action Research ◽  
Dynamic Systems ◽  
Complex Adaptive Systems ◽  
Research Methodology ◽  
Adaptive Systems ◽  
Dynamic Behaviour ◽  
Research Study ◽  
Research Question ◽  
Dynamic Nature ◽  
Complex Adaptive

Understanding the dynamic behaviour of organisations is challenging and this study uses a model of complex adaptive systems as a generative metaphor to address this challenge. The research question addressed is: How might a conceptual model of complex adaptive systems be used to assist in understanding the dynamic nature of organisations? Using an action research methodology, 6 Ai r Force internal management consulting teams were exposed to overlapping attributes of complex adaptive systems. The study shows that participants found the attributes valuable in understanding the dynamic nature of organisations; however they did present challenges for understanding. Despite being challenging to understand, using complex adaptive systems to understand organisations, particularly as dynamic systems, is of value.

Complex Action Methodology for Enterprise Systems (CAMES)

2019 ◽  
pp. 302-314
Author(s):  
Olaf Cames ◽  
Meghann L. Drury-Grogan
Keyword(s):  
Quantum Mechanics ◽  
Action Research ◽  
Communicative Action ◽  
Research Question ◽  
Methodological Approach ◽  
Field Studies ◽  
Quantum Probability ◽  
Behavioral Pattern ◽  
Research Field ◽  
Theory Of Communicative Action

This completed action research utilizes the conceptual framework of quantum mechanics in action science field studies for bias-free behavioral data collection and quantification. The research question tied to experimental verification if action research field studies can practically utilize the theory of communicative action and the theory of quantum mechanics to contextualize the quantification with pathological and distorted behavioral pattern. The result is a quantum-like formalism that provides intermediary conceptuality for organizational intervening initiatives. This process of contextualization behavior in projects via quantum probability experimentally evidenced. The chapter concludes by reviewing the results of two experiments that the hypotheses that the theory of quantum mechanics and the theory of communicative action qualifies as a building block for a planned methodological approach to intervene and steer problematic social structures in the desired direction.

Between Two Crises

2021 ◽  
pp. 219-244
Author(s):  
Kathryn G. O'Brien
Keyword(s):  
Action Research ◽  
Professional Identity ◽  
Research Question ◽  
Behavioral Health Care ◽  
Participatory Action ◽  
For Profit ◽  
The Great Recession ◽  
Job Classification ◽  
Development Of Identity ◽  
Critical Participatory Action Research

The purpose of this chapter was to critically examine the reconstruction of professional identity between two crises: The Great Recession of 2008 and the COVID-19 pandemic of 2020. Using a critical participatory action research self-study design, the author deconstructs the transition from for-profit behavioral health care business leadership to adjunct professor. Data sources include U.S. government job classification profiles, syllabi from courses taught, and the university's corresponding student surveys to answer the primary research question: How can teaching action research contribute to the reshaping of professional identity? Data analysis revealed that iterative cycles of reflection and action in teaching action research supported the development of identity as an academic across time. The knowledge, skills, and abilities required for a career in business supported, and also interfered with, career transition. Lastly, the author understood that the problem of practice stemmed from lack of recognition of her own privilege.

Action Research for Creating Inclusive Education*

2012 ◽  
pp. 188-209 ◽  
Author(s):  
Felicity Armstrong ◽  
Michele Moore ◽  
Orlane Russell ◽  
Edina Schimanski
Keyword(s):  
Action Research ◽  
Inclusive Education
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