scholarly journals Dialogkonferansen – arena for kollektiv utvikling i skolen

2020 ◽  
pp. 107-132
Author(s):  
Torbjørn Lund
Keyword(s):  
Action Research ◽  
School Improvement ◽  
Educational Practice ◽  
Theory Of Action ◽  
Educational Practices ◽  
Research Projects ◽  
Full Participation ◽  
Representative Problem ◽  
Research Studies

The purpose of this chapter is to examine dialogue conference as a space for collective school improvement. The article employs the theory of action research in general and the methodology of dialogue conferences in particular as lenses to explore and discuss challenges in using dialogue conferences as tools for school improvement. Two examples from different action research studies using dialogue conference show different ways of doing the conferences with the aim of improving educational practices. Findings from these studies suggest that we need to find new ways to handle the representative problem in action research projects in networks. That is when we use groups from schools as participants in action research studies as opposed to full participation. Findings also show there might be challenges for schools to export ideas from the dialogue conference to the practice in classrooms. This problem relates to a possible distance between the discursive arena and educational practice. The article also concludes that we need to use different kinds of dialogue conferences, depending on what intentions and aims for school improvement we are looking for.

Action Engagement: Improving Researchers’ Involvement in Action Research Projects

2006 ◽  
Vol 20 (1) ◽  
pp. 53-63 ◽  
Author(s):  
Monica Rolfsen ◽  
Arild Johnsen ◽  
Gaute Knutstad
Keyword(s):  
Action Research ◽  
Research Projects

scholarly journals Roma in Special Education: Discriminating, Segregating, and Limiting Opportunities to Roma Students by Placing Them in Special Schools

2011 ◽  
Vol 9 (2) ◽  
pp. 175-194
Author(s):  
Maria Roth ◽  
Lorena Văetişi
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Special Education ◽  
Ethnic Group ◽  
Educational Practice ◽  
Research Data ◽  
School Education ◽  
Educational Practices ◽  
Special Schools ◽  
Technical High School

Abstract In social and educational practices, a number of ‘negative’ descriptive categories such as minority or disability determines inequalities and deepens the vulnerability of such groups. We focus on the Roma students enrolled in Special Education and analyse the mechanisms of (re)producing stereotypes and discrimination. We interpret qualitative research data, conducted in a technical high-school from Cluj-Napoca. Our study concludes that Roma schoolchildren enrolled in special education, whether or not really disabled are discriminated against (on behalf of an educational practice that reinforces the stigma of an inferior ethnic group, socio-culturally marginalized) and thus, their opportunities are severely limited, since their very youthful years, spent in school education.

scholarly journals From peer review to collaborative peer enquiry: Action research for school improvement and leadership development

2020 ◽  
Vol 18 (3) ◽  
pp. 373-389
Author(s):  
David M. Godfrey
Keyword(s):  
Leadership Development ◽  
Action Research ◽  
School Improvement ◽  
Peer Review ◽  
Professional Learning ◽  
Peer Reviews ◽  
Academic Knowledge ◽  
Critical Social Science ◽  
Type 3

School peer reviews are increasingly part of the evaluation and school improvement landscape for school leaders and teachers in a number of countries. This article describes the growth of peer review, particularly in England, and its emergence elsewhere (for example, Australia, across Europe and in Chile). While these approaches provide a useful form of professional and moral accountability, this article identifies ways in which they could go further to empower practitioners through the use of an enquiry approach, combining formal academic knowledge with practitioner knowledge and school-based data. The term collaborative peer enquiry (CPE) is suggested as a way to explore this potential. The article sets out a typology of action research as a form of professional learning (type 1), practical philosophy (type 2) or as a form of critical social science (type 3). Four examples are given of different peer review models, two of them CPE approaches, and these are analysed using the above typology. A distinction is made between some peer review models that mimic external inspections and err towards self-policing, and others that encourage open enquiry and learning. In particular, the CPE models show the potential as forms of type 2 and type 3 action research. The role of peer review and CPE in the accountability system, in leadership development, and challenges for these models are explored in the discussion.

scholarly journals Application of action research in the field of healthcare: a scoping review protocol

2021 ◽  
Vol 4 ◽  
pp. 46
Author(s):  
Mary Casey ◽  
David Coghlan ◽  
Áine Carroll ◽  
Diarmuid Stokes ◽  
Kinley Roberts ◽  
...  
Keyword(s):  
Action Research ◽  
Scoping Review ◽  
Scientific Evidence ◽  
Empirical Studies ◽  
Current Status ◽  
Research Approach ◽  
Traditional Research ◽  
Comprehensive Framework ◽  
Research Studies

Background: Traditional research approaches are increasingly challenged in healthcare contexts as they produce abstract thinking rather than practical application. In this regard, action research is a growing area of popularity and interest, essentially because of its dual focus on theory and action. However, there is a need for action researchers not only to justify their research approach but also to demonstrate the quality of their empirical studies. Therefore, the authors set out to examine the current status of the quality of extant action research studies in healthcare to encourage improved scholarship in this area. The aim of this scoping review is to identify, explore and map the literature regarding the application of action research in either individual, group or organisational domains in any healthcare context. Methods: The systematic scoping review will search the literature within the databases of CINAHL, PubMed and ABI/Inform within the recent five-year period to investigate the scientific evidence of the quality of action research studies in healthcare contexts. The review will be guided by Arksey and O'Malley’s five mandatory steps, which have been updated and published online by the Joanna Briggs Institute. The review will follow the PRISMA-ScR framework guidelines to ensure the standard of the methodological and reporting approaches are exemplary. Conclusion: This paper outlines the protocol for an exploratory scoping review to systematically and comprehensively map out the evidence as to whether action research studies demonstrate explicitly how the essential factors of a comprehensive framework of action research are upheld. The review will summarise the evidence on the quality of current action research studies in healthcare. It is anticipated that the findings will inform future action researchers in designing studies to ensure the quality of the studies is upheld.

A cross-university initiative to enhance SOTL through a students as partners approach

2017 ◽  
Vol 3 (1) ◽  
pp. 218
Author(s):  
Colin Bryson
Keyword(s):  
International Students ◽  
Action Research ◽  
Participatory Action Research ◽  
Teaching And Learning ◽  
Research Projects ◽  
Participatory Action ◽  
Western Washington ◽  
Traditional Structures ◽  
Washington University

This case study evaluates a new initiative to establish a cross-disciplinary forum focusing on enhancing learning, teaching and the student experience. All staff and students are welcome to participate and participants set the agenda themselves. The intention is to have open and informal dialogue and to work in partnership towards setting up collective participatory action-research projects. This is modelled on the Teaching and Learning Academy at Western Washington University (Werder and Otis, 2010). An important aim was to create a space to give voice for those - the so-called ‘hard to reach’- who do not get such opportunities in traditional structures. There have been many challenges to creating a sustainable and successful working model, not least such barriers as communications, creating time and opportunity and working against current dominant cultures. Nonetheless, staff and students, including many international students, have participated and found legitimacy to discuss their own priorities. 

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