From ‘Posh Pen and Pad’ to Participatory Pedagogies

2012 ◽  
Vol 4 (1) ◽  
pp. 1-17 ◽  
Author(s):  
Karl Royle ◽  
Mark Hadfield
Keyword(s):  
Action Research ◽  
Primary Schools ◽  
Learning Experience ◽  
Educational Status ◽  
Role Identity ◽  
Action Research Project ◽  
New Model ◽  
Technological Intervention ◽  
The Uk ◽  
Pedagogical Approaches

This paper looks at the implementation of wireless netbooks within two primary schools in the UK for all children at key stages 4 and 5. It looks at current concepts of ematurity and technological implementation and offers a new model based on three interlocking factors, the educational status of the technology, the capacity for innovation of the organisation, groups and individuals and how far the technology can be aligned with the needs and concerns of individuals and teams and their prevailing pedagogical approaches. This model is examined in the light of an action research project and illustrates how pedagogical reframing is important in any technological intervention. It also examines role, identity and practice changes required by both learners and teachers in order to improve the learning experience within a school.

Building Knowledge Exchange Capacity in a Small UK University

2012 ◽  
Vol 26 (3) ◽  
pp. 251-263
Author(s):  
Sally Fowler Davis
Keyword(s):  
Action Research ◽  
Organizational Development ◽  
Academic Staff ◽  
Knowledge Exchange ◽  
Exchange Capacity ◽  
Action Research Project ◽  
Learning And Teaching ◽  
Initial Survey ◽  
Academic Workforce ◽  
The Uk

The UK's university sector is seeking to improve its participation in the knowledge economy and meet policy and financial imperatives. This paper reveals some of the opportunities and pitfalls in making that objective a reality in the context of a single university. The findings and organizational development resulting from an action research project undertaken in a small learning and teaching oriented university in the UK are outlined. The aim of the research was to facilitate an increased capacity for knowledge exchange and participation in enterprise activity. Action research was undertaken in a single organization and in collaboration with the university's academic workforce. The outcomes of an initial survey and a series of interviews were used to create a strategic proposal for developing knowledge exchange. The data revealed that a predominantly professionally-oriented academic staff was prepared to accept external engagement and was not averse to commercial outcomes for knowledge exchange. In contrast, the senior management was unwilling to establish systems and processes or enable organizational learning for knowledge exchange until a complete system restructure had been implemented; and this resulted in a very senior appointment (Pro Vice-Chancellor) being made, to lead external engagement.

scholarly journals Extensive Reading with Authentic Materials

2021 ◽  
Vol 2020 (1) ◽  
pp. 331
Author(s):  
Andrew Blaker ◽  
Timothy Ellsworth
Keyword(s):  
Action Research ◽  
Student Engagement ◽  
University Students ◽  
Learning Experience ◽  
Student Feedback ◽  
Extensive Reading ◽  
Action Research Project ◽  
Authentic Materials ◽  
Second Year ◽  
Graded Readers

This paper describes an action research project on modifying an extensive reading (ER) program by replacing graded readers with authentic materials in its final semester. This was done in response to low student engagement with ER in previous semesters. Twenty-one second year university students were introduced to authentic materials via the instructor, then shown how to self-select for level-appropriate materials of interest. The paper details the environment in which this occurred. Student feedback responses suggest that the assignment improved student engagement and ultimately provided a meaningful learning experience. 本論は、グレーデッドリーダーを正規の教材の代替として利用する多読（ER）プログラムの導入に関するアクションリサーチプロジェクトについて説明する。 これは、前学期に学生のERへの関与が少なかったことに対応して行われたものである。大学 2年生 21人を対象に、インストラクターを通じて正規の教材が紹介され、次にレベルに適した興味のある教材を自己選択する方法が示された。 学生からのフィードバックによると、当該課題は学生の関与を改善し、最終的に有意義な学習体験を提供したことを示唆している。

Thoughts on Why and How to Promote Sustainable Practices in Early Years Education

2020 ◽  
pp. 272-293
Author(s):  
Hazel R. Wright ◽  
Paulette Luff ◽  
Opeyemi Osadiya
Keyword(s):  
Action Research ◽  
Young Children ◽  
Adult Child ◽  
Early Years ◽  
Environmental Action ◽  
Action Research Project ◽  
Research Project ◽  
Specific Focus ◽  
Early Years Education ◽  
The Uk

It is important to introduce ideas and practices to encourage young children to act sustainably so that this becomes habitual and continues in adulthood. An examination of global developments for environmental action provides a context for a more specific focus on work in early years contexts, which, it is noted, most commonly originates in Australia and Scandinavia. The UK is active but lagging behind their lead, relying on pockets of activity in certain university and nursery centres. Noting, also, a need to train staff to teach young children sustainable behaviours, how this can be done is illustrated through an action research project that helped a playgroup to establish a wildlife garden where children could learn about and care for plants and animals. Returning to the broader global picture, the chapter concludes by stressing the need for joint adult-child action to protect the planet in/on which all humans live.

scholarly journals Teaching Science And Engineering-Related Topics Using Experiential Methods: An Action-Research Study

2007 ◽  
Vol 4 (2) ◽  
Author(s):  
Chandra Aleong ◽  
John Aleong
Keyword(s):  
High School ◽  
High School Students ◽  
Action Research ◽  
Teacher Educators ◽  
Learning Experience ◽  
Action Research Project ◽  
School Students ◽  
Education Environment ◽  
12Th Grade

This article describes a portion of a long-term action-research project investigating the teaching of the science of transportation to high school students using the case study or experiential method. Other aspects integrated with the project-oriented study are the use of Constructivist theory, the Socratic Method, and the incorporation of competitiveness and accountability as experienced more typically in a business rather than an education environment. The authors describe the role of the Institute, the need for intervention, and the framing of assignments to make a broad range of topics in engineering, science, and management among others within reach of 9th to 12th grade high school students. By constantly monitoring students’ comprehension of complex material, the faculty, staff and professionals got new insight into their own practice as teacher educators. The ongoing action research intends to follow students after the completion of the program to measure the sustainability of their learning experience.

scholarly journals Action Research In A Business Classroom Another Lens To Examine Learning

2010 ◽  
Vol 3 (7) ◽  
pp. 41-56
Author(s):  
Janice Witt Smith ◽  
Gloria Clark
Keyword(s):  
Action Research ◽  
Research Study ◽  
Labor Relations ◽  
Learning Experience ◽  
External Environment ◽  
Integrated System ◽  
Action Research Project ◽  
Face To Face ◽  
The Impact ◽  
Perfect Storm

This research study looks at the implementation of an action research project within a blended learning human resource management class in employee and labor relations.  The internal and external environment created conditions that converged in the Perfect Storm and resulted in an almost disastrous learning experience for faculty and students.  What is critical about this project is that it could happen in even the most benign and calmest of waters.  In an integrated system, the manipulation of one variable creates an impact on the other variables/systems within that environment.  The failure to predict the impact and mitigate the damages can lead to disastrous results.  The institution must be ready, at all levels, to implement and leverage technology to create distance-learning only environments for traditional students (and faculty) with a bias toward face-to-face educational experience.

scholarly journals Answers on a Postcard: Photo Elicitation in the Service of Local Ecclesial Strategy

2021 ◽  
Vol 8 (2) ◽  
pp. 165-184
Author(s):  
Jon Marlow ◽  
Sarah Dunlop
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Church Of England ◽  
Church Leaders ◽  
Photo Elicitation ◽  
Action Research Project ◽  
Research Methodologies ◽  
Growth And Survival ◽  
Practical Theological ◽  
The Uk

Abstract This article reports the findings of a practical Theological Action Research project in a Church of England diocese in the UK, using photo elicitation. This image-based approach resulted in findings that echoed existing diocesan strategies, but also highlighted other issues that may otherwise have remained implicit, specifically the mode of mission and concerns regarding growth and survival. The visual data itself is analysed, revealing that the images do not always function as direct signifiers, but instead were generating creative, intuited responses. From the data, four mirrors were developed to reflect back to the groups their responses. This approach enabled local strategies to emerge from within espoused theologies, but also to make explicit their coherence or departure from the normative missiologies of the diocese. Finally, the authors suggest that the exposure of church leaders within training to qualitative research methodologies is releasing a new kind of leadership to emerge.

Students' Co-Ownership of Summative Assessment Marking Criteria Towards a More Democratic Assessment in Higher Education.

2021 ◽  
pp. 199-223
Author(s):  
Alexander J. Aidan
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Critical Pedagogy ◽  
Learning Experience ◽  
Summative Assessment ◽  
Assessment Process ◽  
Future Research ◽  
Assessment Literacy ◽  
Action Research Project ◽  
Enhanced Learning

This chapter focuses on the second iteration of a longitudinal action research project that culminates in students acting as partners in the assessment process by co-creating their summative assessment marking criteria. The research argues that the co-ownership of marking criteria increases assessment literacy and helps students to understand how their assignment will be marked. The research limitations are presented, and future research pathways are defined. The findings are analyzed from a social-constructivist and critical pedagogy window. The research concludes that actively engaging students in their assessment leads to an enhanced learning experience and creates space for a more democratic assessment in the classroom.

“From ‘why me’ to ‘try me’: a Muslim mother reflects on her journey of raising a child with additional needs’’.

1970 ◽  
Vol 43 (1) ◽  
pp. 93-94
Author(s):  
Debbie Kramer-Roy
Keyword(s):  
Action Research ◽  
Support Needs ◽  
Disabled Children ◽  
Research Groups ◽  
Participatory Action ◽  
Action Research Project ◽  
The Individual ◽  
The Uk ◽  
Pakistani Families ◽  
Action Research Cycles

The story My Daughter - My Inspiration was written by Madiha Sajid, a Pakistani mother of a child with a physical impairment, who participated in a Participatory Action Research project that brought six Pakistani families with disabled children together to explore their support needs in the UK context (Kramer-Roy, 2012). During the study, the individual families initially explored their experiences of welcoming the child into their family. After that three Action Research groups were formed for the fathers, mothers and non-disabled siblings of the families respectively, each of which chose a shared issue to explore through creative activities (Kramer-Roy, 2015) and action research cycles (Kemmis et al, 2004).

scholarly journals Elevuniversitet om energi og klima – et samarbejde i netværk: Nye perspektiver for naturfagsinteressen? "Generating science interest through network and collaboration between primary schools and university on climate and energy"

2012 ◽  
Vol 8 (2) ◽  
pp. 108-121
Author(s):  
Annette Grunwald
Keyword(s):  
Action Research ◽  
Primary School ◽  
Primary Schools ◽  
Initial Study ◽  
School Science ◽  
Network Approach ◽  
Action Research Project ◽  
School Activities ◽  
School Teaching ◽  
Out Of School

This paper address the need for developing out-reach activities in a way that can increase primary school pupils interest in science. Building on the hypotheses that the inclusion of more and different actors in developing these outreach activities can strengthen them, this paper presents an initial study investigating the development of a network of actors organizing out-of-school science teaching. This initial study is part of a 3 years action research project, where the network approach has been used to continually design and further development of a pupils’ university on the subject energy and climate for 5 and 6 grade pupils in primary schools within Northern Jutland, Denmark. The methodological framework is routed in action research, and the data collection includes participant observations, cite visits, informal interviews, questionnaires and document analysis. This paper thereby exemplifies and discuss how a cooperation network to support out-of school teaching can be established, developed and brought into action through ongoing learning processes among university, primary school and other institutions. Considering the specific case, the out-reach activities developed by this network approach have shown to be effective in raising awareness and engagement in the pupils university. On that base, it is concluded that the actor-approach holds considerable potentials for developing out-of-school activities; which however calls for further research.

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