scholarly journals Action Research for Unearthing Paradigmatic Assumptions in a MALL Environment: Reflecting on a WhatsApp™ Intervention to Support Foundation Year Students' Communication

2021 ◽  
Vol 14 (7) ◽  
pp. 72
Author(s):  
Najat Hussein Alsowayegh ◽  
Ibrahim Garba
Keyword(s):  
Saudi Arabia ◽  
Action Research ◽  
Research Study ◽  
Female Students ◽  
Factual Knowledge ◽  
Research Approach ◽  
Language Program ◽  
Reading And Writing ◽  
Action Research Approach ◽  
Teacher Researchers

The current study is the first of a two-part action research study to support student's communication using WhatsApp™ at a Foundation Year language program in Saudi Arabia. The study focused on unearthing the assumptions behind the support using factual knowledge gathered from 24 female students. Using a questionnaire that included ten closed-ended questions and a focus on three open-ended questions, the data indicated that the students found the MALL environment and the content agreed with supporting their learning. Some students opined their challenges of remaining in the environment. Others found learning in the MALL environment helpful and improved their reading and writing. Taking an action research approach allowed the two teacher-researchers to unearth the paradigmatic purpose behind supporting students in the MALL environment. The current research falls within the scope of surfacing and linking MALL action with MALL practice, contributing to the active bridging of the paradigmatic purpose of sharing content with students outside their classes in a MALL environment. 

scholarly journals Lecture-Free Teaching for Systems Analysis: An Action Research Study

10.28945/2628 ◽  
2003 ◽  
Author(s):  
Gary Griffiths ◽  
Briony J. Oates
Keyword(s):  
Action Research ◽  
Systems Analysis ◽  
Research Study ◽  
Student Feedback ◽  
Teaching Approach ◽  
Research Approach ◽  
Learning Materials ◽  
Advantages And Disadvantages ◽  
Lessons Learnt ◽  
Action Research Approach

This paper discusses experiences in moving to lecture-free teaching for a systems analysis module taught on-campus. It describes the action research approach and the context for the module. It discusses the learning materials provided as an alternative to lectures, including the description of a website in some detail. The initial lecture- free teaching approach is explained and how changes to that practice were made during the operation of the module. Student feedback by questionnaire is analysed, concentrating on the learning materials, the teaching approach and the advantages and disadvantages. Staff reflections and lessons learnt are considered under the same headings. Conclusions are drawn and further work proposed.

Invisible in plain sight: A reflection on the potential and perils of an action research study of “positive deviants”

2017 ◽  
Vol 15 (1) ◽  
pp. 53-56 ◽  
Author(s):  
Elisa Martínez
Keyword(s):  
Action Research ◽  
Child Protection ◽  
Research Study ◽  
Global South ◽  
Positive Deviance ◽  
Research Approach ◽  
Young Girls ◽  
Action Research Approach ◽  
Learning Journey ◽  
Development Discourses

“ Unearthing local forms of child protection: Positive deviance and abduction in Ethiopia” offers a candid reflection on the learning journey begun with women from Ethiopia’s SNNP region, to understand and prevent the forcible abduction and marriage of young girls in their community. Deploying positive deviance within an action research approach, the paper challenges development discourses and practices where “technical experts” define, diagnose and (mis)direct the lives of people living in the global South. Remaining as a challenge to practitioners and young girls is that deviation can easily be shut down once rendered legible to dominant interests, and that solutions that work locally may sidestep and legitimize a problem’s systemic causes.

scholarly journals Doing-It-Ourselves as Teacher Researchers: A Collaborative Action Research Approach for Improving Literacy Support at Home

2015 ◽  
Vol 9 (1) ◽  
pp. 81-99 ◽  
Author(s):  
Catia Guerra ◽  
Beatrice Hanratty ◽  
Andreia Onofre ◽  
Michele Tedeschi ◽  
Laura Wilenchik ◽  
...  
Keyword(s):  
Action Research ◽  
Literacy Practices ◽  
Collaborative Action Research ◽  
Research Approach ◽  
Action Research Project ◽  
Literacy Support ◽  
Collaborative Action ◽  
Action Research Approach ◽  
Urban Elementary School ◽  
Teacher Researchers

This paper describes what a group of teacher researchers learned from conducting an action research project in an urban elementary school serving a multilingual community in the northeastern United States. A key goal of the project was to enhance parents’ and caregivers’ support of students’ literacy development in ways that built on home literacy practices. Teachers’ learning included understanding the importance of true collaboration, responding to parent feedback, and teacher-led professional development.

scholarly journals Review: TEACHERS VOICES 8: EXPLICITLY SUPPORTING READING AND WRITING IN THE CLASSROOM

1970 ◽  
Vol 15 (2) ◽  
pp. 75-76
Author(s):  
Sarah Ahern
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Classroom Teaching ◽  
Recent Book ◽  
Research Approach ◽  
Reading And Writing ◽  
Adult Esl ◽  
Action Research Approach

EDITED BY ANNE BURNS AND HELEN DE SILVA JOYCENational Centre for English Language Teaching and Research, Macquarie University, Sydney NSW 2005, 77pp, ISBN 1 74138 103 7 This is the most recent book in a series that deals with teaching and learning in the classroom.  The specific focus of this book is the explicit support of reading and writing in adult ESL teaching, investigated through classroom projects within the framework of an action research approach. It consists of three sections: the first outlines the theoretical ideas underpinning the book, the second deals with the nature of action research, and the third and longest section presents the participating teachers’ own accounts of their research projects. It is accompanied by a DVD containing excerpts of their classroom teaching.

scholarly journals The process of transprofessional collaboration: how caregivers integrated the perspectives of rehabilitation through working with a physical therapist

2020 ◽  
Vol 8 (4) ◽  
pp. e000378
Author(s):  
Ryohei Goto ◽  
Junji Haruta
Keyword(s):  
Nursing Home ◽  
Action Research ◽  
Physical Therapist ◽  
Nursing Home Residents ◽  
Research Approach ◽  
Action Research Approach ◽  
Informal Interview ◽  
Trial Basis ◽  
Field Notes

ObjectivesTo clarify the process of how caregivers in a nursing home integrate the perspectives of rehabilitation into their responsibilities through working with a physical therapist.DesignThis study was conducted under an action research approach.SettingThe target facility was a nursing home located in Japan. The researcher, a physical therapist, worked at the nursing home once a week from April 2016 to March 2017. During the study period, he created field notes focused on the dialogue and action of caregivers regarding care, responses of caregivers to the physical therapist and reflections as a physical therapist. Caregivers were also given a short informal interview about their relationship with the nursing home residents. For data analysis, two researchers discussed the content based on the field notes, consolidating the findings.ParticipantsThe participants were caregivers who worked at the target facility. Thirty-eight caregivers agreed to participate. Average age was 39.6±11.1 years, 14 (37%) were male and average caregiver experience was 9.8 years.ResultsTwo cycles of action research were conducted during the study period. There were four stages in the process of how caregivers in the nursing home integrated the perspectives of rehabilitation through their work with the physical therapist. First, caregivers resisted having the rehabilitation programme carried out in the unit because they perceived that rehabilitation performed by a physical therapist was a special process and not under their responsibility. However, the caregivers were given a shared perspective on rehabilitation by the physical therapist, which helped them to understand the meaning of care to adapt the residents’ abilities to their daily life. They practised resident-centred care on a trial basis, although with a sense of conflict between their new and previous role, which emphasised the safety of residents’ lives and personhood. The caregivers increased their self-efficacy as their knowledge and skills were supplemented by the physical therapist and his approval of their attempted care. They were then able to commit to their newly conceived specialty of care as a means of supporting the lives of residents.ConclusionsThe process of working with a physical therapist led to a change in caregivers’ perception and behaviours, which occurred in four stages: resistance to incorporation, recapture of other perspectives, conflicts and trials in the role of caregiver and transformation to a resident-centred perspective.

scholarly journals Use of participatory action research approach to develop a self-management resource for persons living with dementia

Dementia ◽  
2021 ◽  
pp. 147130122199728
Author(s):  
Sherry Dupuis ◽  
Carrie McAiney ◽  
Lisa Loiselle ◽  
Brenda Hounam ◽  
Jim Mann ◽  
...  
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Primary Care Providers ◽  
Self Management ◽  
Research Approach ◽  
Care Providers ◽  
Participatory Action ◽  
Action Research Approach ◽  
Care Partners ◽  
Essential Components

This article describes the use of a participatory action research (PAR) approach to developing a self-management resource for persons living with dementia and care partners. Despite growing evidence that persons with dementia are able to contribute in meaningful ways to decision-making about their care and life preferences, few opportunities exist for them to participate in the design of resources and services meant for them. There is also a need to support the self-management of persons living with dementia with the provision of accurate, high quality, user-friendly information. The Living Well with Dementia resource was developed through a partnership with persons with dementia, family members, Alzheimer Society representatives, primary care providers, and researchers. The methods used in the development of this resource are outlined in six steps employed in this process, from establishment of a PAR team to final resource creation. Informed by a whole systems approach, the resource brings together essential components of self-management into a comprehensive system of care and support for living. It empowers users to be active participants in the application of new knowledge to their lives. Better self-management has important implications for access to health care and quality of life for persons with dementia and care partners.

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