Action Research
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2021 ◽  
Vol 6 (6) ◽  
pp. 114-118
Douglas da Silva Marques ◽  
João Gabriel Marinho Maciel ◽  
Marcelo Albuquerque de Oliveira ◽  
Gabriela de Mattos Veroneze ◽  
Dércio Luiz Reis ◽  

One of the consequences of globalization was an increase in the response between companies. In this way, companies increasingly seek continuous improvement using various mechanisms and tools aimed at improving their processes, products, and services, thus making them more competitive. In this scenario, FMEA stands out as a unique tool for detecting and reducing failures in products and processes in order to improve their confidence. This article is the result of the study of the application of the FMEA in an equipment to the production process of insertion of components. For this, action research was carried out, where equipment failure data was collected. As a result, a 5W2H action plan was prepared with the support of a GUT matrix to apply the recommended improvements in the FMEA.

Helen Brown ◽  
Trevor Isaac ◽  
Kelsey Timler ◽  
Elder Vera Newman ◽  
Andrea Cranmer ◽  

In this article, we share findings from a community-based Participatory Action Research project, titled Sanala, which means to be whole in Kwak’wala—the language of the Kwakwaka’wakw (Kwak̓wala-speaking people; a First Nation from what is now called Canada). In response to community priorities, the Sanala team initiated regalia as a weekly programme where people from the ‘Namgis tribe and other surrounding Kwakwaka’wakw Nations on the northwest coast of British Columbia, Canada, come together to create regalia. Participants learn about family crests, design and sew button blankets and dance aprons, and learn oral histories belonging to individuals and families, all within the context of Kwak’wala language revitalization and regalia making. We outline the impacts of this programme on identity, belonging, wholistic health and collective wellbeing, as well as implications for Participatory Action Research and community-led research aimed at strengthening individual and collective health and wellness through Indigenous languages and cultural continuity.

2021 ◽  
Vol 41 (4) ◽  
pp. 312-330
Thomas Iskov ◽  
Niels Tange

In regards of teaching in lower and secondary schools the article pursues an empirical answer to how it is possible to talk about and accommodate pupils formation without defining, predicting and instrumentalizing the teaching practice. An action research project combined with practice-theoretical analyzes of teachers approach to formation shows, that language and concepts about formation must be open and sensitizing. Furthermore it is shown that teaching should be intentional but not causal, which underlines that teaching is experimental also in terms of planning and development. Finally a model is presented, which seeks to clarify important characteristics of what is described as a pedagogical reconsideration, that formation-oriented teaching must rely on.

2021 ◽  
pp. 089590482110592
Van T. Lac ◽  
Ana Carolina Antunes ◽  
Julia Daniel ◽  
Janiece Mackey

Critical Participatory Action Research (CPAR) represents a tool for minoritized youth in shaping educational policies. Despite its promise, the politics of engaging in CPAR within structures ensnared in hegemonic ideologies can negate, devalue, and deny the contributions of youth voice. This study highlights how adult facilitators supporting youth researchers negotiate methodological tensions when the politics nested within oppressive structures converge with the ideals of CPAR. Using LatCrit methodology and employing affective labor theory, this qualitative study offers four counterstories interrogating the role of adult allies in CPAR, navigating the politics and perils of engaging in this work alongside minoritized students.

2021 ◽  
Vol 3 ◽  
Ole Erik Grinde

This study explored how coaches facilitate coordinated activities through shared understanding in the processes of team resilience development. Constructs of shared information that underpin synchronised actions and behaviour in a team are investigated through individual experiences with a dialogic “we” perspective of appropriating and handling challenging situations. Interactional key elements underpin coordinated task actions within the team. Experiences of both players and coaches are investigated through semi-structured interviews and complementary texts such as an observation log and coach-meeting reports, originating as part of an action research process in the team environment. The interaction model is developed in the exploratory journey during the season with the team. The model suggests key strategic elements that help to bridge shared appropriation of information to strengthen role interactions between team members handling challenging situations. Coaching practise, which connects the interaction model to different team resources of coordinating activities in the development process, still needs to be explored from different contextual perspectives and environments, within the development of team resilience.

Tiffany C. Mintah ◽  
Cheryl A. Heykoop

As the number of racially diverse students on university campuses in Canada increases, so too do questions about whether and how postsecondary institutions are equipped to create a welcoming, respectful, and supportive learning community for a racially diverse student body. This research explored how a residence life management (RLM) team could build capacity to meaningfully engage with the subjects of race and privilege in an effort to contribute to the university’s purpose of advancing a just society. Guided by collaborative developmental action inquiry and participatory action research, this project engaged members of the RLM team to consider how they are currently navigating the subject of race and privilege and to identify support required to better facilitate learning on the subject of race and privilege. It also provided the RLM team an opportunity to transform a tangible leadership challenge into an organizational learning opportunity. Study participants indicated that engagement with the subject of race and privilege is currently limited and suggested that capacity building could be enhanced in two key ways: first, through an explicit organization-wide commitment that informs hiring and employee performance management metrics, and second, through intentionally designed spaces for learning and action through dialogue. This study identifies practical strategies to engage with the subjects on race and privilege and contributes to current literature on race and privilege by identifying both barriers and factors that enable engagement with the complex and necessary dialogue about race and privilege in a Canadian university context.

2021 ◽  
Vol 5 (1) ◽  
pp. 1-12
Hua Dai ◽  

This is a report on an informal action research undertaken between 2013 to 2014 to find solutions to support tertiary nursing students experiencing anxiety while studying drug calculation. The literature identifies traditional “Maths Anxiety” and modern-day specific categorisations of “Dyslexia” and “Dyscalculia”, yet offers no clear solution on how to support students. Exploring the constructive-developmental perspective of human development, the conception of the triune brain and the Psychosynthesis conceptual map of body-feelings-mind enabled me to develop an approach to base on all this wisdom in order to help students navigate their daily experience on campus and consciously express their will to succeed. These techniques proved to be successful, evidenced in the overwhelmingly positive feedback from both students and maths tutors. This article invites colleagues within the broader ATLAANZ community to adapt and apply this approach in their practice to support students with anxiety to succeed while studying.

2021 ◽  
Vol 1 (2) ◽  
pp. 95-100
Wendy Allen ◽  
Lori Ryan

As faculty for a graduate program in early childhood leadership, we co-designed a course on community-based action research around Patricia Wilson’s book, The Heart of Community Engagement: Practitioner Stories from Across the Globe. In this review we share how it mirrored our own deepening sense of community engagement practices, and how our students engaged with this unique text on their individual and collective learning journeys. We share highlights from the text that reinforced our sense of liberatory pedagogy.  Wilson’s  personal  stories, as well as the stories of community-engaged practitioners across the globe , invite all of us to create our own purpose and intentions for the evolving path of facilitating change within ourselves and with others.    

2021 ◽  

The aim of this action research is increasing the activity and learning through the application of sharing knowledge actively learning model with guided discovery method on statistics courses tutorial at open university (UT) study group in Banjarbaru. The subject of this study were Students of UT at, Pendas S-1 class A of PGSD, who took an educational statistics courses (PEMA - 4210) semesters VII, 2011.1 registered.Action research activities divided students into small groups, and each time of the meeting, the tutor provides the Group Worksheet (LKK), which contains materials summary to be studied by each group. Tutor only facilitated groups who had barriers, with reminded to reread LKK, the tutor was not allowed to give a direct answer.During the research activities carried out by using LKK, it could be concluded that students really learned in groups, and they also helped each other between a group with other groups to discuss the material that was less mastered by them.The results showed the use of sharing knowledge actively learning model with guided discovery method, capable to provide assistance students in learning statistical material, and outcomes indicated that PGSD Pendas S-1 class A, who took education statistics (Pema 4210) semesters VII, period 2011.1 were graduated 100 percent. (*)

2021 ◽  
Minh Ta

<p>Intercultural competence (IC) is increasingly recognized globally as a goal of education. In Vietnam, despite emphasis on intercultural competence in national language education, research has shown the peripheral role of addressing culture in EFL classes although research on the topic of how to cultivate intercultural language teaching and learning (ICLTL) is growing. This study investigated affordances for intercultural learning through project-based learning (PBL) in an EFL program at a Vietnamese university. It followed an interpretive research paradigm and qualitative research approach. It included two related studies. Study 1 was an ethnography-informed study, which involved 14 teachers, 265 students, 6 graduates and their employers. Data were collected from classroom observations, student focus group interviews, and interviews with teachers, graduates and employers. This preliminary research revealed few opportunities for intercultural learning in this program. Specifically, it found that culture was rarely addressed, and the main instructional method for culture was fact transmission. Moreover, teachers showed limited understanding of ICLTL and students expressed the need for further culture learning. Study 2 was a participatory action research study, in which a semester-long project was introduced to foster intercultural learning. Study 2 included two workshops, one at the beginning and one in the middle of the project. In these workshops, the researcher and three teachers collaboratively learned about ICLTL, and planned PBL lessons. Drawing on a thematic analysis of classroom data and teachers’ and students’ reports, the findings showed teachers’ improved practices and understanding of ICLTL and PBL, and indications of students’ IC development throughout the project. This research contributes to the growing scholarship on ICLTL by providing evidence for the efficacy of PBL for intercultural learning. Additionally, the study highlights the impact of teacher professional development on teaching practice and extends understanding of how to incorporate PBL in a textbook-based and exam-oriented EFL context.</p>

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