scholarly journals An action research project to implement personal development plans into a community specialist practice programme

2012 ◽  
Vol 6 (3) ◽  
pp. 31-44
Author(s):  
Liz Griffiths ◽  
Lynn Sayer ◽  
May Ryan ◽  
Nessie Shia ◽  
Rick Fisher
Keyword(s):  
Action Research ◽  
Community Health ◽  
Personal Development ◽  
Best Practice ◽  
Course Design ◽  
Development Planning ◽  
Action Research Project ◽  
Research Project ◽  
Community Health Nurses ◽  
Effective Manner

This paper sets out to explore the implementation of Personal Development Planning both in university and professional practice settings for community health nurses, as an action research project. This was achieved through a series of cycles of implementation, review and modification using a collaborative approach. The introduction of this process into the course design has enabled all those involved to record student progress in an effective manner. Our findings show that community health students and their assessors in practice have found the experience a very positive one and as a result some “tips for best practice” have been developed that will help take the process further.

scholarly journals Course design, action research and the use of computers: challanges in an ESP course

2011 ◽  
Vol 11 (4) ◽  
pp. 913-934 ◽  
Author(s):  
Silvia Matravolgyi Damião
Keyword(s):  
Action Research ◽  
Course Design ◽  
First Year ◽  
Action Research Project ◽  
Research Project ◽  
Professional Needs ◽  
Collaborative Construction ◽  
New Directions ◽  
Second Year

This paper presents the results of an action research project that focused on the design and teaching of an ESP course and on the collaborative construction and development of a website. In the first year of the study, the course plan was modified due to the feedback given by the students and the same happened to the site, which was uploaded and modified according to the students' productions within the period. The course plan was reformulated in the second year of the study based on the experience acquired in the first year, and tasks were introduced to fulfill the students' academic and future professional needs. At the end of the second year of the study, it was possible to confirm that the course plan, with the modifications that were introduced, was adequate, and that the site reflected the tasks prepared by the students within the period, therefore reaching the objectives proposed at the beginning of the study. It was also possible to propose new directions for ESP teaching at the Institution where the research was carried out.

Care Programme to Work: The end of the beginning

2002 ◽  
Vol 6 (1) ◽  
pp. 27-32
Author(s):  
Bob Grove ◽  
Patience Seebohm
Keyword(s):  
Action Research ◽  
Social Policy ◽  
Community Health ◽  
Health Authority ◽  
Action Research Project ◽  
Research Project ◽  
Care Programme ◽  
London Borough ◽  
Department Of Health ◽  
King's College

This article summarises the findings of the Care Programme to Work Project and describes some of the publications that it has produced. Care Programme to Work was a three‐year action research project, funded by the Department of Health and based at the Institute for Applied Health and Social Policy, King's College London (1998‐2001). The basis of the project was a partnership between the Institute, the London Borough of Sutton, Sheffield Community Health, and Manchester Health Authority.

scholarly journals An investigation into the undergraduate dissertation tutorial as a Personal Development Planning (PDP) process to support learner development

1969 ◽  
Author(s):  
Andrea Raiker
Keyword(s):  
Action Research ◽  
Collaborative Learning ◽  
Personal Development ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Qualitative Data ◽  
Development Planning ◽  
Research Network ◽  
Successful Completion ◽  
Action Research Project

The investigation discussed in this paper was motivated by a finding revealed through analysis of the dissertation grades of final year undergraduates on an education honours degree. A third of dissertations received grades equating to third class honours or fails and this was viewed by the Faculty as being unacceptable. As a Fellow of the University’s Centre for Excellence in Teaching and Learning with a focus on personal development, I was asked by the course leader to identify possible causes and suggest changes. My critical reflection on the dissertation suggested that its creation is predicated upon Personal Development Planning (PDP) processes practised through the mediation of the tutorial. I am investigating the effectiveness of the tutorial to support learner development over a two year period, contributing to an overarching action research project undertaken by the National Action Research Network (NARN). This paper presents the outcomes of the first cycle of my action research, involving the collection and analysis of quantitative and qualitative data from students and dissertation supervisors. At this stage it appears that the design of the dissertation meets the needs of some students but not all, particularly the lower third of the sample cohort. Furthermore some students, including a number of thirds and fails, do not perceive tutorial support as essential for the successful completion of their dissertations. Overall, it appears that the tutorial process requires review in order to support the autonomous and/or collaborative learning needed for effective learner development.

scholarly journals Inquiry Based Science Education og den sociokulturelt forankrede dialog i naturfagsundervisningen. "Inquiry Based Science Education and the socio-cultural anchored dialogue in science teaching"

2012 ◽  
Vol 8 (2) ◽  
pp. 162-177 ◽  
Author(s):  
Lars Domino Østergaard
Keyword(s):  
Science Education ◽  
Action Research ◽  
Primary School ◽  
Science Teaching ◽  
Best Practice ◽  
Learning Theories ◽  
Action Research Project ◽  
Sociocultural Learning ◽  
Research Project ◽  
Sociocultural Learning Theories

Through study, investigation and discussion of the concept Best Practice in science education (Ellebæk & Østergaard, 2009) it was shown, that the dialogue in the teaching sequences was an important factor for the children’s understanding, engagement and interest for the science subjects and phenomena. In this article we will discuss dialogue in the light of sociocultural learning theories, and relate it to Inquiry Based Science Education (IBSE), as the pedagogical and didactical method, which are promoted most strongly these years (e.g. in the inter-European Pollen and Fibonacci projects). The method is central in the action research project NatSats, where focus is on children’s hypothesizing and the way teacher’s use dialogue in their teaching or guiding of children in kindergarten and primary school. Results from the project indicate that an open and interrogative dialogue based on the student’s premises is able to support hypothesizing, which initiates explorative and investigative challenges for the students.

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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