Exploring the implementation of mindfulness approaches in an early years setting

2021 ◽  
pp. 1476718X2110527
Author(s):  
Stephanie Holt ◽  
Cathy Atkinson ◽  
Erica Douglas-Osborn
Keyword(s):  
Action Research ◽  
School Psychologists ◽  
School Context ◽  
Early Years ◽  
Future Research ◽  
Research Approach ◽  
Successful Implementation ◽  
Action Research Project ◽  
Action Research Approach ◽  
The Impact

Children as young as pre-school are experiencing difficulties related to stress, anxiety and inattention which could be supported through the use of mindfulness. However, there is very little research on how to effectively deliver mindfulness approaches within Early Years (EYs) practice. A year-long action research project was conducted with an EYs setting to explore how EYs practitioners can effectively deliver mindfulness, understanding their perceptions of the impact, facilitators and challenges to successful implementation. Findings revealed various facilitating factors including: developing effective and inclusive mindfulness approaches; reflecting on practice; working collaboratively and creating a supportive community. Challenges included issues related to the school context and delivery of mindful approaches. Findings revealed perceived benefits for the children, staff and the EYs setting. Implications for practice suggest it is feasible for school psychologists to support EYs settings to develop mindfulness practices using an action research approach. Future research and study limitations are discussed.

A collaborative action research project towards embedding ESD within the higher education curriculum

2017 ◽  
Vol 18 (6) ◽  
pp. 857-876 ◽  
Author(s):  
Gisela Cebrián
Keyword(s):  
Action Research ◽  
Teaching Practice ◽  
Collaborative Action Research ◽  
Research Approach ◽  
Action Research Project ◽  
Research Project ◽  
Content Type ◽  
Collaborative Action ◽  
Action Research Approach ◽  
The Impact

Purpose This paper aims to present a collaborative action research project conducted at the University of Southampton with the aim to promote curriculum and professional development in education for sustainable development (ESD) and learn from everyday practices of academics. Design/methodology/approach An action research approach guided by participatory and emancipatory approaches was used. An interdisciplinary group of five academic staff members from different subject areas (education; archaeology; electronics and computer sciences; biology; and health sciences) was created with the aim to support the group’s critical reflection and action towards embedding ESD in their teaching practice. Findings The main outcomes of delivery of sustainability teaching achieved through the project and evidences of the impact of the facilitator role are outlined. The facilitator role has enabled reflection and action, together with the identification of specific needs of academics and the factors influencing their engagement and action. Originality/value This research demonstrates the potential of using action research to rethink current practice in embedding ESD and to lead to new practices and actions of communities of practice. The facilitator role and second-order action research can contribute to better decision-making of sustainability as it questions practice, current assumptions and worldviews.

scholarly journals The impact of a humanitarian disaster on the working approach of accountants: a study of contingent effects

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jonida Carungu ◽  
Roberto Di Pietra ◽  
Matteo Molinari
Keyword(s):  
Action Research ◽  
Complex Dynamics ◽  
Theoretical Perspective ◽  
Human Condition ◽  
Future Research ◽  
Research Approach ◽  
Structured Interviews ◽  
Content Type ◽  
Action Research Approach ◽  
The Impact

PurposeThe purpose of this paper is to investigate how a humanitarian disaster as coronavirus disease 2019 (COVID-19) shapes the working approach of accountants. This research is motivated by the call for more in-depth analyses of how COVID-19 affects the work, role and human condition of accountants. The study aims to discover the contingent effects, based on the contingency theory, on accountants' work due to a disaster like COVID-19.Design/methodology/approachThis is a qualitative study with an action research approach. The research relies on semi-structured interviews and the active participation of a co-author in a professional organisation under investigation. Data collected are analysed using thematic analysis through an inductive interpretative approach.FindingsThe contingent shock embodies both a reactive and adaptive approach in the accountants' professional work. From a theoretical perspective, this study identifies nine contingent phases related to shock. The accountants' experience helps to understand how the COVID-19 pandemic contingently shapes the working approach of accountants with both short- and long-term organisational implications.Originality/valueBased on the literature survey, this is the first study to adopt an action research approach to engage with the complex dynamics involved in the social context of COVID-19 by discovering the effective actions, reactions, changes and solutions to problems experienced by professional accountants. This approach helps to build knowledge that enhances professional, and community practises by answering the call for multidisciplinary contributions in accounting to address the global COVID-19 crisis, its impacts and opportunities for future research.

Evaluation of an action research project in workforce development and organisational change: Healthy Ageing—Nutrition

2008 ◽  
Vol 8 (1) ◽  
pp. 11-19 ◽  
Author(s):  
Gwyneth M Jolley
Keyword(s):  
Action Research ◽  
Workforce Development ◽  
Organisational Change ◽  
Healthy Ageing ◽  
Evaluation Methodology ◽  
Research Approach ◽  
Action Research Project ◽  
Research Project ◽  
Action Research Approach

This article reports on the evaluation of an action research project designed to support workforce development in the promotion of healthy nutrition for older people. The evaluation methodology was grounded by the action research approach of the project and focused on case studies of the 10 partner organisations. Findings indicate that the Healthy Ageing—Nutrition Project has resulted in a large increase in awareness and knowledge about healthy ageing and nutrition in the case study organisations, and to a lesser extent, in the broader health and aged care sectors. For the case study organisations it seems likely that transformational change has been made through the project's work of building capacity, mediating and facilitating change and providing resources. Support at board and management level, as well as thoughtful development of the workforce, were critical success factors in bringing about organisational change. The main challenge was identified as time and resources needed. Follow-up evaluation of the health outcomes from nutritional assessment, screening and intervention should also be implemented in order to provide further evidence of the value of this effort.

scholarly journals Examining innovation as process: Action research in journalism studies

2019 ◽  
Vol 25 (2) ◽  
pp. 209-224 ◽  
Author(s):  
Andrea Wagemans ◽  
Tamara Witschge
Keyword(s):  
Action Research ◽  
Digital Media ◽  
Innovation Process ◽  
Research Approach ◽  
The European Union ◽  
Action Research Approach ◽  
Action Project ◽  
Experiential Research ◽  
The Impact ◽  
Innovation Processes

In this article, we discuss how ‘action research’ as an experiential research approach allows us to address challenges encountered in researching a converged and digital media landscape. We draw on our experiences as researchers, co-developers and marketeers in the European Union-funded Innovation Action project ‘INnovative Journalism: Enhanced Creativity Tools’ (INJECT) aimed at developing a technological tool for journalism. In this media innovation process, as in other media practices, longstanding delineations no longer hold, due to converging professional disciplines and blurring roles of users and producers. First, we discuss four features of innovation in the current ‘digital’ media landscape that come with specific methodological requirements: (a) the iterative nature of innovation; (b) converged practices, professions and roles; (c) the dispersed geographic nature of media production and innovation processes and (d) the impact of human and non-human actors. We suggest action research as a possible answer to these requirements of the digital media landscape. Drawing on our experiences in the INJECT project, we illustrate how adopting an action research approach provides insight into the non-linear, iterative and converged character of innovation processes by highlighting: (a) how innovation happens at various moments, in various places and by various people; (b) how perceptions and enactments of professions change over time and (c) how roles are (re)combined and expanded in such a way that clear delineation is not easy. Ultimately, we argue that experiencing convergence through action research enables us to do justice to the complexity of the current media landscape.

scholarly journals Intergenerational communication barriers and pitfalls of business families in transition—a qualitative action research approach

2020 ◽  
Vol 25 (3) ◽  
pp. 515-532 ◽  
Author(s):  
Anita Zehrer ◽  
Gabriela Leiß
Keyword(s):  
Action Research ◽  
Change Process ◽  
Single Case ◽  
Communication Barriers ◽  
Future Research ◽  
Intergenerational Communication ◽  
Research Approach ◽  
Content Type ◽  
Beneficial Effects ◽  
Action Research Approach

PurposeThis paper aims to explore the pertinent issues, barriers and pitfalls of intergenerational communication in business families during their leadership succession period.Design/methodology/approachBuilding on relational leadership theory, the paper makes use of an action research approach using a qualitative single case study to investigate communication barriers and pitfalls in business transition.FindingsThrough action research, interventions were taken in the underlying case, which increased the consciousness, as well as the personal and social competencies of the business family. Thus, business families stuck in ambivalent entanglement understand their underlying motives and needs within the change process, get into closer contact with their emotional barriers and communication hindrances, which is a prerequisite for any change, and break the succession iceberg phenomenon.Research limitations/implicationsFuture research should undertake multiple case studies to validate and/or modify the qualitative methods used in this action research to increase the validity and generalizability of the findings.Practical implicationsGiven the large number of business families in transition, our study shows the beneficial effects action research might have on business families’ communication behavior along a change process. The findings might help other business families to understand the value of action research for such underlying challenges and decrease communication barriers.Originality/valueThis is one of the few studies to have addressed intergenerational communication of business families using an action research approach.

Tutor and international student perspectives on an action research project: use of a business strategy simulation with mixed nationality cohorts

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Clive R. Kerridge ◽  
Colin Simpson
Keyword(s):  
International Students ◽  
Action Research ◽  
Curriculum Design ◽  
Strong Support ◽  
Teaching Staff ◽  
Research Approach ◽  
Action Research Project ◽  
Post Intervention ◽  
Content Type ◽  
Action Research Approach

Purpose This study aims to present the results of a curriculum design intervention, which was undertaken to address the inhibitors and enablers facing international (mainly Chinese) students on a capstone undergraduate strategic management module at a UK university business school. Design/methodology/approach Using an action research approach, the pre-intervention phase identified two main concerns: low levels of student engagement and avoidance of generic academic and language support. The module was subsequently redesigned around a group-based strategic business simulation (requiring collaborative participation of all students), with embedded language and academic support, plus the involvement of bilingual teaching staff. Findings Post-intervention results from the four-year study indicated enhanced academic engagement of international students and a narrowing of the performance (grade) gap between domestic and international students. Practical implications Overall findings should provide strong support for the inclusion of active learning pedagogies in undergraduate business course deliveries, also complementing educational literature that advocates the effectiveness of constructivist pedagogies in mixed-nationality classrooms. Originality/value This study exemplifies a form of participatory action research. The juxtaposition of comments from support and specialist tutors, along with those of students, highlights the validity of views from each stakeholder group.

scholarly journals Meningkatkan Keterampilan Mengajar Guru Bidang Studi Agama Melalui Pembimbingan Dan Praktek Mengajar

2021 ◽  
Vol 2 (3) ◽  
pp. 1-15
Author(s):  
Alhafif Syahputra
Keyword(s):  
Action Research ◽  
Religious Studies ◽  
Mean Value ◽  
Teaching Skills ◽  
Research Approach ◽  
Action Research Project ◽  
Traditional Lecture ◽  
Action Research Approach ◽  
The Mean ◽  
Poor Teaching

Teachers in the field of Religious Studies have poor teaching skills. Teachers are always given instruction in the traditional lecture format, which is not accompanied by any teaching techniques. Through mentoring and teaching methods, this project intends to strengthen the teaching skills of Religious Studies teachers at MTsN Pematangsiantar. This research uses a school action research approach, research was undertaken at MTsN Pematangsiantar with a total of 15 teachers involved, and it is a school action research project. The findings revealed that 1) the mean value of teacher teaching skills increased significantly, 2) the mean value of teacher teaching skills in Pre-cycle was 112,00, and the mean value of teacher teaching skills in Cycle I increased to 220,47, and 3) the mean value of teacher teaching skills in Cycle II increased to 253,40.

Radicalising Community Development within Social Work through Popular Education—A Participatory Action Research Project

2019 ◽  
Vol 49 (8) ◽  
pp. 2207-2225 ◽  
Author(s):  
Peter Westoby ◽  
Athena Lathouras ◽  
Lynda Shevellar
Keyword(s):  
Social Work ◽  
Action Research ◽  
Community Development ◽  
Participatory Action Research ◽  
Action Learning ◽  
Popular Education ◽  
Research Approach ◽  
Participatory Action ◽  
Action Research Project ◽  
Action Research Approach

AbstractThis article reports upon the efforts of three social work/social science academics in partnership with social and community practitioners, at radicalising community development (CD) within social work. The project was motivated by painful political events and processes unfolding around the world in 2017 and led to the design of a participatory action research approach with thirty-three practitioners. Engaging in several cycles of research (pre- and post questionnaires, observation, focus groups and interviews) and action learning (a popular education knowledge exchange day, a community of practice day and prototyping new projects) several new initiatives were implemented, including the formation of a new Popular Education Network. Reflections and discussion consider the implications of radicalising CD within social worker practice through combining education, organising and linking to progressive social movements. The article overall makes the case that popular education could be a crucial element in enabling the radicalisation of CD within social work.

Stuck in the GeM Jam

2021 ◽  
pp. 118-134
Author(s):  
Jia Ying Chia ◽  
Shenn Ni Chow ◽  
Fang Li ◽  
Patricia Kar Wai Ng ◽  
Christian Kahl
Keyword(s):  
Action Research ◽  
Training Program ◽  
Undergraduate Students ◽  
Research Approach ◽  
Work Experiences ◽  
Action Research Project ◽  
Industrial Training ◽  
Action Research Approach ◽  
Klang Valley

In this chapter, the researchers present the results of the action research project. The GeM (Future General Manager) Program is a specifically-designed training program for outstanding students in the hospitality school to gain specific deep-grounded work experiences in several hotels in Klang Valley, Malaysia. This study used the action research approach to understand the quality of today's industrial training programs. Four final-year undergraduate students from the hospitality school reflected on their training experiences and provided feedback on how the GeM Program can be further developed to enhance the learning outcomes for future training participants. This chapter helps to understand how to develop, design, implement, and monitor a successfully structured training program for the future of the hospitality industry. With this, hotels can acquire the best student trainees who will further their career as employees with them.

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