Action Research in Practice-Based Doctoral Programs

2022 ◽  
pp. 53-73
Author(s):  
Colleen M. Halupa
Keyword(s):  
United States ◽  
Action Research ◽  
Business Education ◽  
Research Method ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
The United States ◽  
Research Projects ◽  
The United Kingdom ◽  
Problems And Solutions

Action research is an accepted method that can be used effectively in practice-based doctoral programs to evaluate a multitude of questions and processes. This research method focuses on real-world problems and solutions, and is used in a variety of fields primarily in the United States, Australia, and the United Kingdom. This chapter provides an overview of action research, approaches and models, ethical concerns, best practices, criticisms of this research method, its use in doctoral education including dissertations and other research projects, and provides examples of action research in practice-based doctoral education in business, education, and healthcare.

Action Research in Practice-Based Doctoral Programs

2021 ◽  
pp. 137-164
Author(s):  
Colleen M. Halupa
Keyword(s):  
United States ◽  
Action Research ◽  
Business Education ◽  
Research Method ◽  
Doctoral Education ◽  
Doctoral Programs ◽  
The United States ◽  
Research Projects ◽  
The United Kingdom ◽  
Problems And Solutions

Action research is an accepted method that can be used effectively in practice-based doctoral programs to evaluate a multitude of questions and processes. This research method focuses on real-world problems and solutions, and is used in a variety of fields primarily in the United States, Australia, and the United Kingdom. This chapter provides an overview of action research, approaches and models, ethical concerns, best practices, criticisms of this research method, its use in doctoral education including dissertations and other research projects, and provides examples of action research in practice-based doctoral education in business, education, and healthcare.

scholarly journals Front Matter

2012 ◽  
Vol 3 (1) ◽  
Author(s):  
EHE EHE
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
Action Research ◽  
The United States ◽  
Research Projects ◽  
The United Kingdom

This is the first issue of Volume 3, with articles that examine higher education and/or action research projects in Albania, Indonesia, Kosovo, the United Kingdom, the United States, and other contexts.

scholarly journals Front Matter

2014 ◽  
Vol 4 (1) ◽  
pp. i-iv
Author(s):  
W. James Jacob
Keyword(s):  
Higher Education ◽  
United States ◽  
Action Research ◽  
The United States ◽  
Research Projects

This is the first issue of Volume 4, with articles that examine higher education and/or action research projects in India, Indonesia, the United States, and other contexts.

scholarly journals Front Matter

2014 ◽  
Vol 4 (2) ◽  
pp. i-iv
Author(s):  
W. James Jacob
Keyword(s):  
Higher Education ◽  
United States ◽  
Saudi Arabia ◽  
Action Research ◽  
The United States ◽  
Research Projects

This is the second issue of Volume 4, with articles that examine higher education and/or action research projects in Indonesia, Saudi Arabia, the United States, Zambia, and other contexts.

scholarly journals Embracing problems, processes, and contact zones: Using youth participatory action research to challenge adultism

2018 ◽  
Vol 18 (2) ◽  
pp. 153-170 ◽  
Author(s):  
Genia M Bettencourt
Keyword(s):  
United States ◽  
Action Research ◽  
Participatory Action Research ◽  
Contact Zone ◽  
Research Method ◽  
The United States ◽  
Problem Posing ◽  
Youth Participatory Action Research ◽  
Theoretical Construct ◽  
Participatory Action

In the United States, adultism creates dynamics in which youth are oppressed and their experiences dismissed. Youth participatory action research (YPAR), a research method and theoretical construct, provides one forum through which to challenge adultism by providing youth with voice and input. Such an approach contrasts with traditional banking models of education to focus on the assets youth possess. In this article, I argue that YPAR can serve as a tool for liberation when approached as a contact zone, problem-posing education, and a process rather than a product. I then advocate for key considerations of YPAR work to include the need to challenge research norms, encourage reflexivity, and promote youth-centered approaches. These considerations span individual, collective, and institutional measures to support equitable and just applications of YPAR work.

Effectiveness of Programs for the Prevention of Child Sexual Abuse

2020 ◽  
Vol 25 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Amaia Del Campo ◽  
Marisalva Fávero
Keyword(s):  
United States ◽  
Sexual Abuse ◽  
New Zealand ◽  
Critical Analysis ◽  
Prevention Programs ◽  
The United States ◽  
Sexual Abuse Prevention ◽  
Negative Effects ◽  
The United Kingdom ◽  
Methodological Considerations

Abstract. During the last decades, several studies have been conducted on the effectiveness of sexual abuse prevention programs implemented in different countries. In this article, we present a review of 70 studies (1981–2017) evaluating prevention programs, conducted mostly in the United States and Canada, although with a considerable presence also in other countries, such as New Zealand and the United Kingdom. The results of these studies, in general, are very promising and encourage us to continue this type of intervention, almost unanimously confirming its effectiveness. Prevention programs encourage children and adolescents to report the abuse experienced and they may help to reduce the trauma of sexual abuse if there are victims among the participants. We also found that some evaluations have not considered the possible negative effects of this type of programs in the event that they are applied inappropriately. Finally, we present some methodological considerations as critical analysis to this type of evaluations.

Science, Politics, and the Pandemic

2020 ◽  
Vol 119 (820) ◽  
pp. 303-309
Author(s):  
J. Nicholas Ziegler
Keyword(s):  
United States ◽  
Biomedical Research ◽  
Scale Up ◽  
Political Leadership ◽  
The United States ◽  
Scientific Advice ◽  
The United Kingdom ◽  
Effective Policy ◽  
Scientific Expertise ◽  
The Uk

Comparing the virus responses in Germany, the United Kingdom, and the United States shows that in order for scientific expertise to result in effective policy, rational political leadership is required. Each of these three countries is known for advanced biomedical research, yet their experiences in the COVID-19 pandemic diverged widely. Germany’s political leadership carefully followed scientific advice and organized public–private partnerships to scale up testing, resulting in relatively low infection levels. The UK and US political responses were far more erratic and less informed by scientific advice—and proved much less effective.

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