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Editorial Educational Action Research Pub Date : 2021-04-12 Lin Norton, Lydia Arnold
(2021). Editorial. Educational Action Research: Vol. 29, Pedagogical Action Research (PedAR), pp. 167-172.
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A student, a practitioner or a researcher? An attempt to reconcile the three roles through an undergraduate action research module Educational Action Research Pub Date : 2021-02-15 Marianna Papadopoulou
ABSTRACT This paper reflects on the tensions and possibilities offered by a newly developed Action Research (AR) module in a Higher Education (HE) institution. The module, that has now run its first presentation, was offered to final year, undergraduate Early Childhood Education and Care (ECEC) students who are already working in the early years sector. Its aims were two-fold: first, to support students
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Reflection as pedagogy in action research Educational Action Research Pub Date : 2021-02-15 Marlon Simmons, Mairi McDermott, Sarah Elaine Eaton, Barbara Brown, Michele Jacobsen
ABSTRACT In this paper, we attend to the pedagogical role of reflection within action research practices. We discuss educational considerations of the complex process of improving curriculum, while undertaking collaborative research in which reflection within the iterative process of action research became pedagogical. We draw upon our reflections from an action research project on research-based learning
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Peer tutoring as a means to inclusion: a collaborative action research project Educational Action Research Pub Date : 2021-04-07 Anastasia Toulia, Vasilis Strogilos, Elias Avramidis
ABSTRACT In this collaborative action research project three researchers and six primary teachers in two Greek mainstream schools developed a peer tutoring programme for 130 students, 11 of whom were students with special educational needs and disabilities (SEND). Through exploring new roles for researchers and teachers, the aim of this study was to enhance teachers’ capacity to develop peer tutoring
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Dialogic research engagement through podcasting as a step towards action research: A collaborative autoethnography of teachers exploring their knowledge and practice Educational Action Research Pub Date : 2021-04-05 Robert J. Lowe, Matthew W. Turner, Matthew Y. Schaefer
ABSTRACT Research engagement and exploratory dialogue are central to forms of practitioner inquiry such as action research, in particular with regard to developing conceptual knowledge before action. Recently, practitioners have started engaging with technology such as podcasts as a way to facilitate opportunities for these focused interactions to take place. Framing this dialogue as a knowledge building
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What can we learn from anthropological practice to conduct socially just participatory action research? Educational Action Research Pub Date : 2021-03-29 Steven Vella, Claudia Carter, Mark S. Reed
ABSTRACT This paper explores the potential for using approaches and methods from anthropology to address inequalities and work with marginalised, voiceless groups to engage actively in decisions that affect them. We test and illustrate participatory action research (PAR) methods from anthropology that seek to understand tacit/implicit knowledge and values that may only be revealed through the study
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To recognize oneself and others in teacher-researcher collaboration Educational Action Research Pub Date : 2021-03-18 Anette Olin, Jonas Almqvist, Karim Hamza
ABSTRACT Research is needed to explain in more depth what happens and why in teacher-researcher collaboration. Previous research on collaboration points out issues such as asymmetric power relations and cultural differences between professions that can potentially cause problems. This paper examines a Swedish action research project in which teachers and researchers worked together to write a textbook
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Getting inside histories of learning disabilities Educational Action Research Pub Date : 2021-03-18 Owen Barden
ABSTRACT This paper reports on the novel methodology used in a participatory project called ‘Inside the History of Learning Disabilities.’ Through engaging learning-disabled people as co-researchers with valuable insider knowledge and expertise to share, the project sought to disrupt hegemonic discourses around both the history of ’learning disabilities’, and of the lived experience of learning disabilities
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Pushing the limits of adaptiveness through double loop learning: organisational dilemmas in delivering Sexual Reproductive Health Rights education in Uganda Educational Action Research Pub Date : 2021-03-15 M. Blaak
ABSTRACT This paper untangles the complex realities of Sexual Reproductive Health and Rights education in Uganda based on a Participatory Action Research with staff and volunteers of an NGO. A detailed portrait is offered of the dilemmas faced by the team around value-contradictions in this culturally sensitive domain, the complex nature of change, programme targets and community expectations. Through
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Developing students’ relationships with mathematics Educational Action Research Pub Date : 2021-03-15 Joakim Samuelsson
ABSTRACT In this study we investigated how to support students’ basic psychological needs for autonomy, competence and relatedness to develop their relationships with mathematics with respect to students’ intrinsic and extrinsic motivation, self-perception in relation to mathematics and math anxiety. There is a substantial amount of research that shows how negative relationships with mathematics affect
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Using action research to initiate school-based teacher development activities: insights from Northern Sindh, Pakistan Educational Action Research Pub Date : 2021-03-09 Ali Nawab
ABSTRACT The latest trends in Professional Development (PD) support grounding teacher development activities in the school context. This shift carries remarkable implications for school leadership through the realization that school leaders have a major role to play in PD of teachers. On this basis, action research was undertaken in a higher secondary school in Northern Sindh so as to introduce and
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Participatory action research in a listening-speaking class in second language teaching: towards a critical syllabus Educational Action Research Pub Date : 2021-03-09 Eser Ordem
ABSTRACT The use of a participatory approach may entail taking risks in certain contexts. It involves discussing socio-political issues that aim to challenge the discourse of those in power representing neoliberal ideology. Critical pedagogy and the participatory approach oppose political and neoliberal power relations in educational settings that determine the content of the curriculum and syllabus
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Applying the plan-do-study-act (PDSA) action research model to re-structure the science classroom conforming to the metacognitive orientation standards Educational Action Research Pub Date : 2021-03-05 Richard Deanne Sagun, Maricar Prudente
ABSTRACT The learning environment plays a crucial role in the promotion of school science. Redesigning the science classroom into a metacognitive learning environment is imperative in developing students’ 21st century skills – communication, collaboration, critical thinking and creative thinking. In this study, we exposed the students to a variety of metacognitive activities – allowing them to plan
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Developing language teacher autonomy through action research Educational Action Research Pub Date : 2021-03-01 Haris C. Adhikari
(2021). Developing language teacher autonomy through action research. Educational Action Research. Ahead of Print.
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‘Connecting research and practice for professionals and communities’ Educational Action Research Pub Date : 2021-02-26 Andy Convery
(2021). ‘Connecting research and practice for professionals and communities’. Educational Action Research: Vol. 29, No. 1, pp. 1-4.
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Educational Action Research Reviewers 2019-20 Educational Action Research Pub Date : 2021-02-26
(2021). Educational Action Research Reviewers 2019-20. Educational Action Research: Vol. 29, No. 1, pp. i-iii.
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“It’s because of community meeting:” toward a responsive reconceptualization of social emotional learning Educational Action Research Pub Date : 2021-02-09 Georgina Stephens
ABSTRACT Exclusionary discipline disproportionally impacts low-income, students of Color. Social-Emotional Learning (SEL) offers a promising framework for reducing the use of suspensions in school. Prominent SEL literature and praxis, however, seem to assume a colorblind stance that neglects to respond to the sociocultural and political realities low-income students of Color experience. This action
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Working from theory: developing the bases of teachers’ critical thinking pedagogies through action research Educational Action Research Pub Date : 2021-01-27 Hind Hegazy, Peter Ellerton, Hannah Campos-Remon, Luke Zaphir, Claudio Mazzola, Deborah Brown
ABSTRACT This paper describes how an action research process, centred around aprofessional development program for teaching critical thinking, enabled teachers in aspecialised program for high-achieving Aboriginal and Torres Strait Islander students (Solid Pathways) to develop their pedagogical practices to support student cognition. It argues that awell-structured action research approach supports
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Hope and responsibility: embracing different types of knowledge whilst generating my own living-educational-theory Educational Action Research Pub Date : 2021-01-26 Giulia Carozzi
ABSTRACT For Foucault, discourses shape people’s knowledge and inform how they act in a society. Power over others is legitimated by dominant discourses, a means through which hegemony discloses itself: a given group is entitled to oppress another. As a parent-educator based in Italy, I see such discourses manifesting themselves in actions and speeches. As a researcher, I also perceive the power of
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Engaging Interdisciplinary Service Providers to Enhance Collaboration to Support Refugee Families whose Children have Special Health Care Needs Educational Action Research Pub Date : 2021-01-26 Colby T. Kervick, Shana J. Haines, Andrea E. Green, Cynthia C. Reyes, Katharine G. Shepherd, Mika Moore, Elizabeth A. Healy, Maria E. Gordon
ABSTRACT This article reports on the early stages of a community-based participatory action research project aimed at understanding how medical, educational and social service providers in our community partner with refugee families whose children have special health care needs, what challenges they face, and how we might collaboratively address identified needs through forming a community of practice
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Action research in education: a set of case studies? Educational Action Research Pub Date : 2021-01-20 M.J. Sáez Bondía, A.L. Cortés Gracia
ABSTRACT The present work provides a review of two widely used approaches in educational research: action research and case study. Action research aims to improve educational practice by means of reflective cycles and shows variants according to a predominant paradigm, from technical to critical visions. A case study, described as an umbrella term, focuses on understanding classroom situations in real
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Walking the popular education spiral - an account and analysis of participatory action research with teacher activists Educational Action Research Pub Date : 2021-01-19 Chris Gilbert
ABSTRACT This article features an account and analysis of a participatory action research (PAR) project that involved the author and five teacher activist co-researchers. This piece has two principal aims. The first is to contribute to practitioners’ knowledge and practice by offering an account of a PAR project, grounded in popular education, that provided a beneficial space for K-12 teacher activists
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Facilitating knowledge democracy in a global North/South academic collaboration Educational Action Research Pub Date : 2021-01-19 Margaret Meredith, Catalina Quiroz-Niño
ABSTRACT This article explains an action research response to the need for knowledge democracy in research projects between academics in global North and global South countries. It argues that if unspoken assumptions about knowledge creation are left unexamined, such collaborations can replicate forms of ‘epistemic injustice’. The paper is premised on the belief that such collaborations should be based
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Action research, 5th edition Educational Action Research Pub Date : 2021-01-16 Davydd J. Greenwood
(2021). Action research, 5th edition. Educational Action Research. Ahead of Print.
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An Action Research Inquiry: facilitating early childhood studies undergraduate researcher development through Group Supervision Educational Action Research Pub Date : 2021-01-11 Jennifer Van Krieken Robson
ABSTRACT This paper reports an Action Research Inquiry that aimed to develop research supervision as a learning strategy, in order to facilitate early childhood undergraduates’ completion of a primary research project and dissertation in the final year of their degree programme. Researchers in this context are conceptualised as a community of practice where there is a common goal for undergraduates
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Democratising knowledge through action research: theoretical reflections and challenges in the field Educational Action Research Pub Date : 2021-01-11 Maropeng Modiba, Sandra Stewart
ABSTRACT The article reflects on ways in which the use of participatory action research (PAR) in a study to improve the teaching of English as a second or additional language, promoted knowledge democracy. In the article, we pay special attention to how nine Senior Phase/Junior Secondary (Grade 7–9) school-teachers of English as a second or additional language, together with two researchers/the authors
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From ‘they’ to ‘Faezeh’: an action research study of a co-educational language class Educational Action Research Pub Date : 2020-12-28 Mostafa Nazari, Mohammad R. Hashemi
ABSTRACT The present action-research study explored the experience of a co-educational class in a context where it was a total educational novelty. Generating data from a number of sources before, during, and after the course, the study portrays how the participants experienced initial challenges followed by mutual adaptability toward the end of the course. The findings of the study indicate how the
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Enabling ambitious science teachers in urban challenging settings: the Hope Challenge model Educational Action Research Pub Date : 2020-12-24 Sue Cronin, Tina Cook, Christina Flattery, Tim Griffiths, Susan Rodrigues
ABSTRACT The call to raise educational standards in the UK has a particular focus on the underachievement of pupils attending schools facing challenging socioeconomic circumstances. In 2017 the Education Policy Institute (UK) reported that the most disadvantaged pupils in England are on average over 2 years of learning behind non-disadvantaged pupils by the end of their secondary education. Contributing
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Enhancing the impacts of international service-learning on intercultural effectiveness and global citizenship development through action research Educational Action Research Pub Date : 2020-12-21 Stephen C.F. Chan, Grace Ngai, Jessie Ho-Yin Yau, K. P. Kwan
ABSTRACT This paper reports the results of an action research project on improving students’ learning from international service-learning. Participants were two consecutive cohorts of university students enrolled in nine international service-learning projects. Mixed-method findings from the first cohort reveal significant increases in their global competence and intercultural effectiveness but not
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Fostering inclusive knowledge democracies: layering identities and situating practices of novice teacher researchers Educational Action Research Pub Date : 2020-12-21 Kelli Woodrow, Cristin Lasser
ABSTRACT Teacher action research is an important element for democratizing educational research, yet teachers often view it as unmanageable atop their other priorities. Grounded in sociocultural theories of identity and situated practice, this paper employs qualitative methods to explore how 16 novice teacher-researchers navigated their distinct identities as experienced teacher and novice teacher-researcher
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The position of student teacher practitioner research in teacher education: teacher educators’ perspectives Educational Action Research Pub Date : 2020-12-17 Helma Oolbekkink-Marchand, Ida Oosterheert, Lotte Scholte Lubberink, Eddie Denessen
ABSTRACT Teacher education institutes generally assume that practitioner research in teacher education contributes to student teachers’ professional development as well as to school development and generalizable knowledge. As a consequence, the position of student teacher research in teacher education and its goals have become unclear. In this interview study, teacher educators’ perspectives on the
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School gardening activities as contextual scaffolding for learning science: participatory action research in a community school in Nepal Educational Action Research Pub Date : 2020-12-17 Kamal Prasad Acharya, Chitra Bahadur Budhathoki, Birgitte Bjønness, Bhimsen Devkota
ABSTRACT Literature on school education suggests that teaching and learning science in basic level community schools in Nepal is largely theoretical. Consequently, achievement levels and the understanding of concepts of science is much below policy expectations. This paper builds on a shift from dogmatic lecturing to activity-based pedagogy using school gardening as contextual scaffolding for learning
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Traversing rough terrain: methodological challenges of participatory action research among teacher activists Educational Action Research Pub Date : 2020-12-16 William (Chris) Gilbert
ABSTRACT This purpose of this article is to explore challenges and tensions associated with a participatory action research (PAR) project that occurred in 2019 and involved the author and five teacher activist co-researchers. This article opens with some brief context on the PAR project under focus before specifying the article’s analytical methods. Next, the focus shifts to a longer discussion of
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Teachers as practitioners of learning: the lens of exploratory practice Educational Action Research Pub Date : 2020-12-15 Inés K. Miller, Maria Isabel A. Cunha, Dick Allwright
ABSTRACT In this article, we focus on students and teachers as practitioners of learning, a powerful notion seminal to Exploratory Practice, which is a form of practitioner research developed by working to understand local puzzles, by integrating research and regular pedagogic activities, and by emphasizing practitioners’ understandings of the quality of their lives in educational settings. Exploratory
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Youth leading youth: a PALAR approach to enabling action for sustainable social change Educational Action Research Pub Date : 2020-12-15 Lesley Wood
ABSTRACT This article demonstrates how community-based action research can be conducted in democratic and democratizing ways to enable young people to take action to improve their own circumstances. By means of a case study, I show how Participatory Action Learning and Action Research (PALAR) can enable sustainable learning and development. Findings reveal that the youth participants benefitted from
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‘An online survey is less personal whereas I actually sat with the lecturer and it felt like you actually cared about what I am saying’: a pedagogy-oriented action research to improve student engagement in Criminology Educational Action Research Pub Date : 2020-12-09 Tarela Juliet Ike
ABSTRACT Student engagement plays a central role in teaching and learning, given its impact on students’ retention and ability to actively participate in the learning process. This study evaluates the impact of an Interactive Action-Oriented Learning (IAOL) and teaching style on improving students’ engagement in the Explaining Punishment module in a UK university by adopting McNiff’s model of action
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Development of professional learning communities through action research: understanding professional learning in practice Educational Action Research Pub Date : 2020-12-02 Peter Johannesson
ABSTRACT This paper explores professional learning as teachers engage in action research to improve their practices. Despite many contributions on professional learning communities and their effects on school improvement, there is less research on how they are developed and how teachers learn collectively. Using a social theory of learning, three dimensions of communities of practice are used to analyse
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Problematic participation: reflections on the process and outcomes of participatory action research into educational inequalities Educational Action Research Pub Date : 2020-12-02 Kaz Stuart
ABSTRACT This paper reports on the process of participatory action research from a three-year project to co-create ideas to reduce educational inequity with young people funded by Erasmus+. The project involved 10 academics and 50 university students from Norway, Denmark and England who co-researched 200 young people’s experiences of educational inequity. The process of participatory action research
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Editorial Educational Action Research Pub Date : 2020-11-30 Colleen McLaughlin
(2020). Editorial. Educational Action Research: Vol. 28, No. 5, pp. 719-722.
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Deleuze-inspired action research in the university: mobilising Deleuzian concepts to rethink research on the reflective writing practices of student teachers Educational Action Research Pub Date : 2020-11-29 Michaela J. Harrison
ABSTRACT This article offers an insight into the process and potential of Deleuze-inspired action research. It draws on a classroom action research (CAR) project that critically reconceptualises practices of reflective writing in teacher education, including the widespread use of the ‘professional learning journal’ as a resource to facilitate reflection on practice. Students following a teacher education
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Responding to students’ learning needs: how secondary education teachers learn to implement differentiated instruction Educational Action Research Pub Date : 2020-11-28 Wouter Smets, Debbie De Neve, Katrien Struyven
ABSTRACT As student populations in schools become more diverse in many western countries, the urge for teachers to provide instruction that caters for students’ needs increases concurrently. Teachers however find it difficult to put differentiated instruction into practice. This study is based on an action research project that documented teachers’ professional development. Three teams of secondary
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Visible mathematics pedagogy: A model for transforming classroom practice Educational Action Research Pub Date : 2020-11-26 Pete Wright, Tiago Carvalho, Alba Fejzo
ABSTRACT This paper focuses on the development of a model of research and professional development which aims to bring about transformations in classroom practice in situations that have previously proved resistant to change. We explore reasons why conventional models have failed to address one such situation, the continuing predominance of teacher-centred pedagogies in mathematics classrooms. We draw
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Action learning: how can it contribute to a collaborative process of pedagogical action research? Educational Action Research Pub Date : 2020-11-26 Cathal O’Siochru, Lin Norton, Ruth Pilkington, Elizabeth Parr, Babs Anderson, Joseph Maslen
ABSTRACT This paper explores the processes and outcomes of an action research project, which utilised action learning sets to explore the experiences of a community of academics, who promote pedagogical enhancement in a UK university. Five academics acted as participant action researchers in a longitudinal study exploring the issues they face within their community of practice. Action learning sets
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Continuing professional development designed as second-order action research: outcomes and lessons learned Educational Action Research Pub Date : 2020-11-22 Barbara Hanfstingl, Malena Pflaum
ABSTRACT This paper reports the results from a second-order action research process, accompanying a continuing professional development (CPD), the Pedagogy and Subject Didactics Programme (PFL). PFL is a 2-year-postgraduate university course that focuses primarily on subject didactics, action research methods and peer group learning. This study accompanied PFL 2015–2017 with 20 graduates. The main
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The role of action research in teachers’ efforts to develop research-based education in Sweden: intentions, outcomes, and prerequisite conditions Educational Action Research Pub Date : 2020-11-22 Ulrika Bergmark
ABSTRACT This paper analyzes teachers’ motivations and expectations when engaging in action research and relates these to the process outcomes and to the broader evidence movement in education. The theoretical framework builds on research on motivations for teaching and engaging in action research. The empirical data consisted of 50 written teacher reflections completed on two occasions within the
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Knowledge flow in Argentinian English language teaching: a look at citation practices and perceptions Educational Action Research Pub Date : 2020-11-05 Darío Luis Banegas, Ana Cecilia Cad
ABSTRACT Teacher research can be defined as research carried out by teachers for teachers. This type of educational research emphasises a transformative perspective through which teachers become agents of change. In the case of teacher research, it is hoped that findings resonate with other teachers in the broad contexts in which they originate and that there is impact, knowledge flow and knowledge
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Identity dilemmas of a teacher (educator) researcher: teacher research versus academic institutional research Educational Action Research Pub Date : 2020-11-03 Gary Barkhuizen
ABSTRACT As language teachers and teacher educators transition into doctoral research and on into full-time academic positions in universities, they begin to encounter research practices and policies associated with neoliberal systems of higher education. These might be quite different from previous research experiences, such as self-initiated participation in short-term action research focused on
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Evolving understandings of practitioner action research from the inside Educational Action Research Pub Date : 2020-11-01 Richard J Sampson
ABSTRACT Action research has been advanced as one way that second language (L2) teachers might raise their awareness of the complexities of their work. Yet, while the publication of action research into L2 learning and teaching has gained some traction in recent years, reports naturally tend to focus on research outcomes. In the current article, I argue that in order to provide further momentum to
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Does a teacher need authority to teach students self-direction? Reflections on embracing a paradox Educational Action Research Pub Date : 2020-10-29 Jacquelien A. Bulterman-Bos
ABSTRACT Omer’s concept of ‘New Authority’ wants to avoid both the use of power and the harms of a permissive climate. ‘New Authority’ fosters good relationships with the child and operates in a network of educators with similar values. In the participative action research described in this article, I focus on the question of whether I could include students in an urban classroom in a New Authority
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English language teachers collaborating in practitioner research and loving it Educational Action Research Pub Date : 2020-10-29 Cemile Buğra, Mark Wyatt
ABSTRACT Although English language teachers are increasingly being encouraged to engage in forms of collaborative practitioner research (PR), such as action research and exploratory practice, to date there are still comparatively few studies recounting the benefits of collaboration in research from teachers’ perspectives. Drawing on cultural-historical activity theory, our study aims to address this
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From exclusion to excellence: building restorative relationships to create inclusive schools Educational Action Research Pub Date : 2020-10-25 Dusty Columbia Embury
(2020). From exclusion to excellence: building restorative relationships to create inclusive schools. Educational Action Research. Ahead of Print.
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The development of research supervisors’ pedagogical content knowledge in a lesson study project Educational Action Research Pub Date : 2020-10-25 Bas T. Agricola, Marieke F. van der Schaaf, Frans J. Prins, Jan van Tartwijk
ABSTRACT In this study, we aimed to identify how the learning activities elicited in a lesson study project contributed to self-perceived change in supervisors’ pedagogical content knowledge (PCK). Lesson study is a method which combines both professional and educational development. During a lesson study project, teachers collaborate in a team and develop, teach, evaluate, and redesign a research
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Supporting formative assessment in the second language classroom: an action research study in secondary education Educational Action Research Pub Date : 2020-10-13 Debbie De Neve, An Leroy, Katrien Struyven, Tom Smits
ABSTRACT Formative assessment (FA) is an important tool for supporting student learning. It provides learners with information about their learning process and supports them through feedback on how to improve their learning. Although it is recognized by secondary school teachers as crucial to language assessment, the integration of FA in their second language teaching practice has been limited. A participatory
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Lenses on the post-oil economy: integrating entrepreneurship into sustainability education through problem-based learning Educational Action Research Pub Date : 2020-10-06 Roberto Rivas Hermann, Marilia Bonzanini Bossle, Marcelo Amaral
ABSTRACT In the context of enormous global challenges such as climate change, poverty, and the unequal distribution of wealth, sustainability education within higher education has gained momentum as a tool to train a new generation of change agents. Previous research has examined the relationship between sustainability education and entrepreneurship education. There is however a knowledge gap regarding
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Assessment of agency or assessment for agency?: a critical realist action research study into the impact of a processfolio assessment within UK HE preparatory courses for international students Educational Action Research Pub Date : 2020-10-06 Jayne Pearson
ABSTRACT This paper reports on a three-year action research project action investigating the relationship between assessment as a social structure and the agency of students within a preparatory course for postgraduate international students at a UK Russell Group University. Action research into academic writing assessment within this highly constrained context was informed by critical realism, which
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Participatory action research on alcoholism and bonded labour in times of prohibition in India Educational Action Research Pub Date : 2020-09-08 Pauline Oosterhoff, Rituu B Nanda
ABSTRACT This paper analyses our experiences of conducting participatory action research into alcohol abuse in communities living with bonded labour in Tamil Nadu and in Bihar. The action research on alcoholism in these communities is part of a large-scale mixed-methods qualitative and quantitative participatory research programme which was designed to encourage community-based solutions to bonded
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Co-production and multimodality: learners as co-researchers exploring practice Educational Action Research Pub Date : 2020-09-06 Judith Hanks
ABSTRACT In recent decades, three forms of practitioner research have emerged: Reflective Practice, Action Research, and Exploratory Practice. While Reflective Practice and Action Research focus on teachers-as-researchers, Exploratory Practice positions learners as co-researchers, alongside teachers, teacher educators, and others. This article adds to those which examine the notion of learners co-producing
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‘They often have AHA-moments’: how training teachers to philosophize the Dialogos Way with their students can promote life skills and democratic citizenship in education Educational Action Research Pub Date : 2020-09-01 Michael Noah Weiss, Guro Hansen Helskog
ABSTRACT This paper is an account of a developmental action inquiry research project in which teachers from 13 secondary schools were trained to philosophize the Dialogos way with their 8th-grade students, as part of ongoing curriculum reforms in Norway. In the reforms, and in this paper, the themes of life skills and democratic citizenship are in the focus. The project’s guiding question reads: What
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Supporting collaborative creativity in education with The i5 Framework Educational Action Research Pub Date : 2020-08-20 Carmen Richardson
ABSTRACT The recent call for education to support student creativity, collaboration, and critical thinking has required a change in traditional views of teaching and learning. Teachers are being asked to engage in creative work in order to bring about innovative educational practices. However, when teachers are asked to make pedagogical changes, the supports given to them vary widely and are not often
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Too rich to learn – when action researchers work against senior management and their use of performance management Educational Action Research Pub Date : 2020-08-17 Yngve Antonsen, Odd Arne Thunberg, Tom Tiller
ABSTRACT We analyse and self-reflect on an action research project conducted in a financial organisation twelve years ago. The research question was: What are the challenges of initiating an action research project in a financial organisation with top-down control that uses the Balanced Scorecard? The data came from action learning seminars with line managers, observations, interviews, and meetings
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