scholarly journals Guest editorial

2019 ◽  
Vol 12 (3) ◽  
pp. vii-viii
Author(s):  
Eva Infante Mora ◽  
Davydd J. Greenwood ◽  
Melina Ivanchikova
Keyword(s):  
Action Research ◽  
Active Learning ◽  
Study Abroad ◽  
Intercultural Competence ◽  
Behavioural Change ◽  
Collaborative Action Research ◽  
Continuous Group ◽  
Reform Process ◽  
Special Issue ◽  
Action Research Project

This special issue is devoted to a study of an action research-based reform of a US university study abroad programme to make it a genuine intercultural immersion experience. The four-year collaborative reform process combined participatory organisational redesign, the development of a comprehensive active learning approach and the teaching of intercultural competence through ethnographic immersion and community engagement in Seville, Spain. The case is an example of the development of intercultural competencies through guided behavioural change, of action research to reform higher education programmes and of active learning combined with formative and summative evaluation. The reader will learn about the experiences of the staff, faculty and mentors in the Consortium for Advanced Studies Abroad (CASA)-Sevilla study abroad programme and those of the sponsoring US universities as they together achieved a fundamental reform of a decades-old study abroad immersion programme. This special issue has many authors because this was a collaborative action-research project with continuous group work and brainstorming. The authors’ names are placed in the sections where the authorship is clear, but, as befits a collaboration, many of the ideas are the result of the combined thinking of all the authors. Authorship of the various sections has been allocated mainly to clarify for readers the most relevant author to contact to learn more about particular dimensions of the process. The guest editors took on the editorial duties on behalf of this larger group.

scholarly journals Glocalization, Representation and Literacy Education

2009 ◽  
Vol 6 (3) ◽  
pp. 274-274
Author(s):  
Heather Lotherington
Keyword(s):  
Action Research ◽  
Emergent Literacy ◽  
Formal Education ◽  
New Literacies ◽  
Literacy Education ◽  
Collaborative Action Research ◽  
Theory And Practice ◽  
Action Research Project ◽  
Textual Representations ◽  
Narrative Thread

This article uses a comic program to graphically summarize a collaborative action research project that brings together York University researchers and elementary school teachers at Joyce Public School in northwest Toronto to experimentally develop multiliteracies pedagogies in a context of emergent literacy education. The project, which has been continuously developing since 2003, searches for ways of socializing both children and teachers into new literacies in the primary and junior grades from a grassroots perspective that operates within the constraints of the modern political machinery that organizes formal education. The teacher-researchers who work in this community of practice carve out preferred trajectories for new literacies action research through narrative projects, focusing on perspectives such as playing with the myriad junctures between and across alphabetic page and iconic screen; creating dynamic textual representations; including community languages towards globally focused linguistic learning; and creating multiple representations of a narrative thread across language, genre, and culture. We work collaboratively to bridge theory and practice using a blended model that includes regular face-to-face workshops. Now an online workspace, and in its seventh year of consecutive funding, the project is moving into ludic approaches to multimodal literacy education through gaming.

Winds of change

2014 ◽  
Vol 24 (3) ◽  
pp. 205-223 ◽  
Author(s):  
Joanne Evans ◽  
Barbara Reed ◽  
Henry Linger ◽  
Simon Goss ◽  
David Holmes ◽  
...  
Keyword(s):  
Action Research ◽  
Process Analysis ◽  
Research Process ◽  
Research Data ◽  
Collaborative Action Research ◽  
Records Management ◽  
Data Sets ◽  
Action Research Project ◽  
Content Type ◽  
Business Process Analysis

Purpose – This paper aims to examine the role a recordkeeping informatics approach can play in understanding and addressing these challenges. In 2011, the Wind Tunnel located at the Defence Science Technology Organisation (DTSO)’s Fisherman’s Bend site in Melbourne and managed by the Flight Systems Branch (FSB) celebrated its 70th anniversary. While cause for celebration, it also raised concerns for DSTO aeronautical scientists and engineers as to capacities to effectively and efficiently manage the data legacy of such an important research facility for the next 70 years, given increased technological, organisational and collaboration complexities. Design/methodology/approach – This paper will detail how, through a collaborative action research project, the twin pillars of continuum thinking and recordkeeping metadata and the three facets of organisational culture, business process analysis and archival access, were used to examine the data, information, records and knowledge management challenges in this research data context. It will discuss how this perspective, was presented, engaged with and evolved into a set of strategies for the sustained development of FSB’s data, information and records management infrastructure, along with what is learnt about the approach through the action research process. Findings – The project found that stressing the underlying principles of recordkeeping, applied to information resources of all kinds, resonated with the scientific community of FSB. It identified appropriate strategic, policy and process frameworks to better govern information management activities. Research limitations/implications – The utility of a recordkeeping informatics approach to unpack, explore and develop strategies in technically and organisationally complex recordkeeping environment is demonstrated, along with the kinds of professional collaboration required to tackle research data challenges. Practical implications – In embracing technical and organisational complexity, the project has provided FSB with a strategic framework for the development of their information architecture so that it is both responsive to local needs, and consistent with broader DSTO requirements. Originality/value – This paper further develops recordkeeping informatics as an emerging approach for tackling the recordkeeping challenges of our era in relation to maintaining and sustaining the evidential authenticity, integrity and reliability of big complex research data sets.

scholarly journals Collaborative action research: Building authentic literate practices into a foreign language program

2011 ◽  
pp. 29
Author(s):  
Theresa Austin ◽  
Mark Blum
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Collaborative Action Research ◽  
Cultural Backgrounds ◽  
Action Research Project ◽  
Language Program ◽  
Literate Practices ◽  
Authentic Literacy

Two university professors collaborate to carry out an action research project on literacy in a world language program. This article reports on their negotiations to define literacy, how they adapt the use of texts to the cultural backgrounds and interests of their learners and integrate native speakers in a community that builds various understanding of texts through discussion. Our collaborative process provides one example of how action research can systematically inform teaching and learning to build authentic literacy practices in a second or foreign language program.

scholarly journals A Reflexive Eye on a Collaborative Action Research Project in School

2016 ◽  
Author(s):  
Kitt Lyngsnes
Keyword(s):  
Action Research ◽  
Teaching Practice ◽  
Collaborative Action Research ◽  
Action Research Project ◽  
Research Project ◽  
Collaborative Action ◽  
Teacher Researcher ◽  
Teachers Professional Development ◽  
Reflexive Analysis

This article presents a reflexive analysis of a collaborative action research project based on the “Nordic tradition” of action research. In this project I, in the role of researcher, worked with a team of four teachers in a Norwegian primary/lower secondary school to develop teaching practice focused on students’ learning. I have retrospectively analysed data from my research diary, meetings and interviews. The article describes how the collaboration and the relationship between the teacher team and the researcher developed, and how this process contributed to the teachers’ professional development. The results shed light on the complexity of teacher- researcher- relationships, and demonstrate the importance of engaging in reflexivity in collaborative action research.

scholarly journals COLLABORATIVE ACTION RESEARCH TO IMPLEMENT SOCIAL-EMOTIONAL LEARNING IN A RURAL ELEMENTARY SCHOOL: HELPING STUDENTS BECOME “LITTLE KIDS WITH BIG WORDS”

2018 ◽  
Vol 19 (2) ◽  
pp. 26-47
Author(s):  
Donna M. San Antonio
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Gender Discrimination ◽  
Collaborative Action Research ◽  
Emotional Learning ◽  
Action Research Project ◽  
Social And Emotional ◽  
Teachers And Students ◽  
And Gender ◽  
Rural Elementary School

Research has shown that social and emotional learning (SEL) can benefit students in affective, interpersonal, communicative, and academic realms. However, teachers integrating SEL face a variety of logistical, pedagogical, and skill development challenges, including how to effectively facilitate classroom conversations on social justice and personal loss. This article draws from classroom observations, teacher conversations, interactive journals, and field notes to describe a seven-month-long university-school partnership to carry out an action research project in a high-poverty rural elementary school in the US. Teachers grappled with how to address race, immigration, and gender discrimination in a predominantly White community. Classroom vignettes, and teacher and author reflections, illustrate the iterative, developmental, and reciprocal aspects of learning between teachers and students, and between the university-based facilitator and teachers.

scholarly journals Action Research on the Implementation of Active Learning at an Elementary School in Aceh

2011 ◽  
Vol 2 (2) ◽  
pp. 70-78 ◽  
Author(s):  
Syamsul Bahri Ys ◽  
M. Nasir Mara ◽  
M. Yamin ◽  
Suid A.B. ◽  
Cut Nya Dhin
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Action Research ◽  
Active Learning ◽  
School Leadership ◽  
Classroom Practice ◽  
Reform Initiatives ◽  
Action Research Project ◽  
The Past ◽  
Common Understanding

Teachers in the state elementary schools and state Islamic elementary schools of the Indonesian province of Aceh have been trained repeatedly over the past several years on a variety of educational reform initiatives. One of the most important of these has been the effort to promote teaching for active learning in Acehnese schools. Research in other countries, and past experience with teacher training efforts in Aceh, suggest that such a transformation in classroom practice will not be easy. In order to investigate whether and how teachers were transferring their training in active learning into actual classroom practice, a team of lecturers from three universities in Banda Aceh conducted an action research project in one state elementary school. We found that teachers’, principals’, and school supervisors’ understanding of teaching for active learning remained extremely tentative months after receiving training in active learning, and their tentative understanding prevented their active experimentation with what they had learned. A brief retraining session focused on arriving at a common understanding of the concept, committed school leadership, and learning from peers appeared to have a significant impact on teachers’ willingness and ability to try to teach for active learning. Key Words: Active Learning, Action Research, Aceh, Elementary Schools

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