scholarly journals Answers on a Postcard: Photo Elicitation in the Service of Local Ecclesial Strategy

2021 ◽  
Vol 8 (2) ◽  
pp. 165-184
Author(s):  
Jon Marlow ◽  
Sarah Dunlop
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Church Of England ◽  
Church Leaders ◽  
Photo Elicitation ◽  
Action Research Project ◽  
Research Methodologies ◽  
Growth And Survival ◽  
Practical Theological ◽  
The Uk

Abstract This article reports the findings of a practical Theological Action Research project in a Church of England diocese in the UK, using photo elicitation. This image-based approach resulted in findings that echoed existing diocesan strategies, but also highlighted other issues that may otherwise have remained implicit, specifically the mode of mission and concerns regarding growth and survival. The visual data itself is analysed, revealing that the images do not always function as direct signifiers, but instead were generating creative, intuited responses. From the data, four mirrors were developed to reflect back to the groups their responses. This approach enabled local strategies to emerge from within espoused theologies, but also to make explicit their coherence or departure from the normative missiologies of the diocese. Finally, the authors suggest that the exposure of church leaders within training to qualitative research methodologies is releasing a new kind of leadership to emerge.

From ‘Posh Pen and Pad’ to Participatory Pedagogies

2012 ◽  
Vol 4 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Karl Royle ◽  
Mark Hadfield
Keyword(s):  
Action Research ◽  
Primary Schools ◽  
Learning Experience ◽  
Educational Status ◽  
Role Identity ◽  
Action Research Project ◽  
New Model ◽  
Technological Intervention ◽  
The Uk ◽  
Pedagogical Approaches

This paper looks at the implementation of wireless netbooks within two primary schools in the UK for all children at key stages 4 and 5. It looks at current concepts of ematurity and technological implementation and offers a new model based on three interlocking factors, the educational status of the technology, the capacity for innovation of the organisation, groups and individuals and how far the technology can be aligned with the needs and concerns of individuals and teams and their prevailing pedagogical approaches. This model is examined in the light of an action research project and illustrates how pedagogical reframing is important in any technological intervention. It also examines role, identity and practice changes required by both learners and teachers in order to improve the learning experience within a school.

Building Knowledge Exchange Capacity in a Small UK University

2012 ◽  
Vol 26 (3) ◽  
pp. 251-263
Author(s):  
Sally Fowler Davis
Keyword(s):  
Action Research ◽  
Organizational Development ◽  
Academic Staff ◽  
Knowledge Exchange ◽  
Exchange Capacity ◽  
Action Research Project ◽  
Learning And Teaching ◽  
Initial Survey ◽  
Academic Workforce ◽  
The Uk

The UK's university sector is seeking to improve its participation in the knowledge economy and meet policy and financial imperatives. This paper reveals some of the opportunities and pitfalls in making that objective a reality in the context of a single university. The findings and organizational development resulting from an action research project undertaken in a small learning and teaching oriented university in the UK are outlined. The aim of the research was to facilitate an increased capacity for knowledge exchange and participation in enterprise activity. Action research was undertaken in a single organization and in collaboration with the university's academic workforce. The outcomes of an initial survey and a series of interviews were used to create a strategic proposal for developing knowledge exchange. The data revealed that a predominantly professionally-oriented academic staff was prepared to accept external engagement and was not averse to commercial outcomes for knowledge exchange. In contrast, the senior management was unwilling to establish systems and processes or enable organizational learning for knowledge exchange until a complete system restructure had been implemented; and this resulted in a very senior appointment (Pro Vice-Chancellor) being made, to lead external engagement.

Thoughts on Why and How to Promote Sustainable Practices in Early Years Education

2020 ◽  
pp. 272-293
Author(s):  
Hazel R. Wright ◽  
Paulette Luff ◽  
Opeyemi Osadiya
Keyword(s):  
Action Research ◽  
Young Children ◽  
Adult Child ◽  
Early Years ◽  
Environmental Action ◽  
Action Research Project ◽  
Research Project ◽  
Specific Focus ◽  
Early Years Education ◽  
The Uk

It is important to introduce ideas and practices to encourage young children to act sustainably so that this becomes habitual and continues in adulthood. An examination of global developments for environmental action provides a context for a more specific focus on work in early years contexts, which, it is noted, most commonly originates in Australia and Scandinavia. The UK is active but lagging behind their lead, relying on pockets of activity in certain university and nursery centres. Noting, also, a need to train staff to teach young children sustainable behaviours, how this can be done is illustrated through an action research project that helped a playgroup to establish a wildlife garden where children could learn about and care for plants and animals. Returning to the broader global picture, the chapter concludes by stressing the need for joint adult-child action to protect the planet in/on which all humans live.

“From ‘why me’ to ‘try me’: a Muslim mother reflects on her journey of raising a child with additional needs’’.

1970 ◽  
Vol 43 (1) ◽  
pp. 93-94
Author(s):  
Debbie Kramer-Roy
Keyword(s):  
Action Research ◽  
Support Needs ◽  
Disabled Children ◽  
Research Groups ◽  
Participatory Action ◽  
Action Research Project ◽  
The Individual ◽  
The Uk ◽  
Pakistani Families ◽  
Action Research Cycles

The story My Daughter - My Inspiration was written by Madiha Sajid, a Pakistani mother of a child with a physical impairment, who participated in a Participatory Action Research project that brought six Pakistani families with disabled children together to explore their support needs in the UK context (Kramer-Roy, 2012). During the study, the individual families initially explored their experiences of welcoming the child into their family. After that three Action Research groups were formed for the fathers, mothers and non-disabled siblings of the families respectively, each of which chose a shared issue to explore through creative activities (Kramer-Roy, 2015) and action research cycles (Kemmis et al, 2004).

scholarly journals Participant validation: Exploring a contested tool in qualitative research

2020 ◽  
pp. 147332502096818
Author(s):  
Tor Slettebø
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Action Research Project ◽  
Research Project ◽  
Birth Parents

This paper examines the use of participant validation in qualitative research, and illustrates that the process of validation can be something more than validation. It can also generate new data and provide the participants with empowering experiences. The paper is based on an action research project involving birth parents in the development of new types of services for parents who involuntary have had a child placed in care. In addition to discussing the challenges of participant validation, this paper also highlights the methodological, ethical, and empowering effects of this type of validation.

Exploring the Fourth Order

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Barend KLITSIE ◽  
Rebecca PRICE ◽  
Christine DE LILLE
Keyword(s):  
Action Research ◽  
Fourth Order ◽  
Subject Matter ◽  
Action Research Project ◽  
Research Project ◽  
Building Trust ◽  
Current Business

Companies are organised to fulfil two distinctive functions: efficient and resilient exploitation of current business and parallel exploration of new possibilities. For the latter, companies require strong organisational infrastructure such as team compositions and functional structures to ensure exploration remains effective. This paper explores the potential for designing organisational infrastructure to be part of fourth order subject matter. In particular, it explores how organisational infrastructure could be designed in the context of an exploratory unit, operating in a large heritage airline. This paper leverages insights from a long-term action research project and finds that building trust and shared frames are crucial to designing infrastructure that affords the greater explorative agenda of an organisation.

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