scholarly journals An Action Research Projects Impact On Teachers Leadership Attitudes And Perceptions

2012 ◽  
Vol 10 (1) ◽  
pp. 69-74
Author(s):  
Nancy Myers ◽  
Benita R. Dillard
Keyword(s):  
Action Research ◽  
Teacher Leadership ◽  
Research Study ◽  
Pedagogical Practices ◽  
Instructional Decisions ◽  
Study Group ◽  
Attitudes And Perceptions ◽  
Teachers Attitudes ◽  
The Impact ◽  
New Framework

California Lutheran University is a regional site for the California Reading and Literature Project (CRLP). In 2010, CRLP began a two-year longitudinal study to examine the effects of participating in an institute called Reframing Teacher Leadership: Action Research Study Group had on PreK-12 teachers attitudes and perceptions. The foundation underpinning this study is the New Framework for Teacher Leadership. This study examines the impact that participating in the Action Research Group had on teachers attitudes and perceptions. Mixed-methods were used to analyze participants feedback through surveys and fieldnotes. Results confirmed the claim made by educational researchers that action research empowered teachers to have a greater stake in curriculum and instructional decisions and provided them with a framework to improve their pedagogical practices.

scholarly journals Exploring the Impact of a TPSR Program on Transference of Responsibility Goals within a Preschool Setting: An Action Research Study

2020 ◽  
Vol 17 (24) ◽  
pp. 9449
Author(s):  
Fernando Santos ◽  
Jacinta Miguel ◽  
Paul M. Wright ◽  
Cesar Sá ◽  
Linda Saraiva
Keyword(s):  
Preschool Children ◽  
Action Research ◽  
Research Study ◽  
Structured Interviews ◽  
Program Leader ◽  
The North ◽  
Action Research Study ◽  
Personal And Social Responsibility ◽  
The Impact ◽  
Preschool Setting

The teaching personal and social responsibility (TPSR) model has been extensively used in a vast array of settings. However, few TPSR studies have focused on preschool settings. The purpose of this action research study was to analyze the experiences of a program leader, her preschool children, and their parents throughout a TPSR program focused on transference of responsibility model goals. The participants were 25 preschool children, six parents, and a program leader involved in a preschool setting located in the north of Portugal. Data were collected through reflexive journaling, participant observations, semi-structured interviews, and focus group interviews. Findings suggest the TPSR model could be a useful instructional model for preschool teachers focused on providing social and emotional learning opportunities to their students. In order to foster transference, parents played a pivotal role in this process and were included in the intervention, which appeared to enhance life skill transfer.

scholarly journals Alleviation of Choking Under Pressure in Elite Golf: An Action Research Study

2011 ◽  
Vol 25 (4) ◽  
pp. 465-488 ◽  
Author(s):  
Denise M. Hill ◽  
Sheldon Hanton ◽  
Nic Matthews ◽  
Scott Fleming
Keyword(s):  
Action Research ◽  
Qualitative Methods ◽  
Research Study ◽  
Cognitive Restructuring ◽  
Evidence Based ◽  
Choking Under Pressure ◽  
Research Framework ◽  
Professional Golfers ◽  
The Impact ◽  
Simulated Training

The study examined the effect of an evidence-based intervention on choking in golf. It is informed by the work of Hill, Hanton, Matthews and Fleming (2010a) that explored the experiences of elite golfers who either choked or excelled under pressure. The perceptions of elite golf coaches who worked with both ‘chokers’ and those who excelled, were also considered. It revealed that choking may be alleviated through the use of process goals, cognitive restructuring, imagery, simulated training and a pre/postshot routine. The present study incorporated each strategy into an intervention that was introduced to two professional golfers (aged 22) who choked under pressure regularly. Through an action research framework the impact of the intervention was evaluated over a ten month period via qualitative methods. The results indicated the intervention alleviated the participants’ choking episodes and so provides information that can be of use to practitioners working with golfers who choke.

scholarly journals DEVELOPMENT OF EFL TEACHERS´ PEDAGOGICAL CONTENT KNOWLEDGE THROUGH ACTION RESEARCH IN A MASTER’S PROGRAM

2020 ◽  
Vol 78 (4) ◽  
pp. 533-552
Author(s):  
Julio Cesar Gomez
Keyword(s):  
Action Research ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Research Study ◽  
Theoretical Framework ◽  
Master's Program ◽  
Pedagogical Content ◽  
Action Research Study ◽  
The Impact

This longitudinal, 2-year study explored the experience of a cohort of seven in-service teachers in an English Language Teaching master’s program as they carried out action research studies to determine the impact of the stages of the research process on the various components of their pedagogical content knowledge. The research design followed a qualitative multiple case study model. Data were gathered through semi-structured interviews, written reflections, and participant observation journal notes. Main findings highlight the way specific components of the thesis linked to stages of the action research study contributed to developing certain types of knowledge integral to pedagogical content knowledge. Knowledge of the students was highly impacted by the needs analysis and the design and implementation of the intervention. In terms of pedagogical knowledge, building the state of the art and theoretical framework along with the intervention clarified and further developed knowledge of teaching methodologies and strategies. Subject matter knowledge was highly impacted by the theoretical framework and the socialization opportunities. Establishing the setting of the study contributed to further understand the constraints and affordances of their teaching contexts. Overall, this action research study became an insightful experience that helped participants promote effective classroom practices to address their students’ needs. Keywords: action research, longitudinal case study, master’s thesis, pedagogical content knowledge, second language teacher education.

scholarly journals An ethnographic action research study to investigate the experiences of Bindjareb women participating in the cooking and nutrition component of an Aboriginal health promotion programme in regional Western Australia

2015 ◽  
Vol 18 (18) ◽  
pp. 3394-3405 ◽  
Author(s):  
Caroline Nilson ◽  
Karrie-Anne Kearing-Salmon ◽  
Paul Morrison ◽  
Catherine Fetherston
Keyword(s):  
Health Promotion ◽  
Action Research ◽  
Western Australia ◽  
Research Study ◽  
Community Action ◽  
Community Control ◽  
Historical Factors ◽  
Action Research Study ◽  
Nutrition Component ◽  
The Impact

AbstractObjectiveTo investigate the experiences of women participating in a cooking and nutrition component of a health promotion research initiative in an Australian Aboriginal regional community.DesignWeekly facilitated cooking and nutrition classes were conducted during school terms over 12 months. An ethnographic action research study was conducted for the programme duration with data gathered by participant and direct observation, four yarning groups and six individual yarning sessions. The aim was to determine the ways the cooking and nutrition component facilitated lifestyle change, enabled engagement, encouraged community ownership and influenced community action.SettingRegional Bindjareb community in the Nyungar nation of Western Australia.SubjectsA sample of seventeen Aboriginal women aged between 18 and 60 years from the two kinships in two towns in one shire took part in the study. The recruitment and consent process was managed by community Elders and leaders.ResultsMajor themes emerged highlighting the development of participants and their recognition of the need for change: the impact of history on current nutritional health of Indigenous Australians; acknowledging shame; challenges of change around nutrition and healthy eating; the undermining effect of mistrust and limited resources; the importance of community control when developing health promotion programmes; finding life purpose through learning; and the need for planning and partnerships to achieve community determination.ConclusionsSuggested principles for developing cooking and nutrition interventions are: consideration of community needs; understanding the impact of historical factors on health; understanding family and community tensions; and the engagement of long-term partnerships to develop community determination.

Dare we speak of ethics? Attending to the unsayable amongst nurse leaders

2010 ◽  
Vol 17 (5) ◽  
pp. 566-576 ◽  
Author(s):  
Kara Schick Makaroff ◽  
Janet Storch ◽  
Lorelei Newton ◽  
Tom Fulton ◽  
Lynne Stevenson
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Collaborative Research ◽  
Research Study ◽  
Health Care Research ◽  
Nurse Leaders ◽  
Ethical Practice ◽  
Participatory Action ◽  
Academic Leaders ◽  
The Impact

There is increasing emphasis on the need for collaboration between practice and academic leaders in health care research. However, many problems can arise owing to differences between academic and clinical goals and timelines. In order for research to move forward it is important to name and address these issues early in a project. In this article we use an example of a participatory action research study of ethical practice in nursing to highlight some of the issues that are not frequently discussed and we identify the impact of things not-named. Further, we offer our insights to others who wish to be partners in research between academic and practice settings. These findings have wide implications for ameliorating misunderstandings that may develop between nurse leaders in light of collaborative research, as well as for participatory action research.

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