Pub Date : 2024-01-03DOI: 10.1080/09650792.2023.2299311
Martin Cummings
Youth-led participatory action research (YPAR) empowers children and young people to platform their capability to create knowledge based on their lived experiences. It is this insider knowledge of ...
{"title":"YPAR and powerful partnerships for change: reconceptualisations of youth-led participatory action research and catalytic validity","authors":"Martin Cummings","doi":"10.1080/09650792.2023.2299311","DOIUrl":"https://doi.org/10.1080/09650792.2023.2299311","url":null,"abstract":"Youth-led participatory action research (YPAR) empowers children and young people to platform their capability to create knowledge based on their lived experiences. It is this insider knowledge of ...","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":"14 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139376073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lithuanian education policy recommends organizing pupils’ learning based on research. Action research allows teachers to identify problems in educational practices and discover appropriate solution...
{"title":"An analysis of prospective primary school teachers’ action research: the case of Lithuania","authors":"Daiva Jakavonytė-Staškuvienė, Linas Jašinauskas, Jolita Kudinovienė","doi":"10.1080/09650792.2023.2298744","DOIUrl":"https://doi.org/10.1080/09650792.2023.2298744","url":null,"abstract":"Lithuanian education policy recommends organizing pupils’ learning based on research. Action research allows teachers to identify problems in educational practices and discover appropriate solution...","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":"14 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139082074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-26DOI: 10.1080/09650792.2023.2298424
Jaana Nehez
This article presents an action research project conducted in a Swedish compulsory school. In the project the participants explored ways of identifying actions to improve in the practices of a prof...
{"title":"How to identify actions to improve in the practices of a professional learning community: a study of an action research project","authors":"Jaana Nehez","doi":"10.1080/09650792.2023.2298424","DOIUrl":"https://doi.org/10.1080/09650792.2023.2298424","url":null,"abstract":"This article presents an action research project conducted in a Swedish compulsory school. In the project the participants explored ways of identifying actions to improve in the practices of a prof...","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":"19 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139052467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-22DOI: 10.1080/09650792.2023.2277562
Davydd J. Greenwood, Lars Klemsdal, Johan Elvemo Ravn, Julie Borup Jensen
Published in Educational Action Research: Connecting Research and Practice for Professionals and Communities (Vol. 31, No. 5, 2023)
发表于《教育行动研究:为专业人士和社区连接研究与实践》(第31卷第5期，2023年)
{"title":"“Mainstreaming action research”: Olav Eikeland’s legacy for our shared future","authors":"Davydd J. Greenwood, Lars Klemsdal, Johan Elvemo Ravn, Julie Borup Jensen","doi":"10.1080/09650792.2023.2277562","DOIUrl":"https://doi.org/10.1080/09650792.2023.2277562","url":null,"abstract":"Published in Educational Action Research: Connecting Research and Practice for Professionals and Communities (Vol. 31, No. 5, 2023)","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":"86 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506187","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-22DOI: 10.1080/09650792.2023.2277557
Andy Convery
Published in Educational Action Research: Connecting Research and Practice for Professionals and Communities (Vol. 31, No. 5, 2023)
发表于《教育行动研究:为专业人士和社区连接研究与实践》(第31卷第5期，2023年)
{"title":"Editorial: (Re)searching for integrity","authors":"Andy Convery","doi":"10.1080/09650792.2023.2277557","DOIUrl":"https://doi.org/10.1080/09650792.2023.2277557","url":null,"abstract":"Published in Educational Action Research: Connecting Research and Practice for Professionals and Communities (Vol. 31, No. 5, 2023)","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":"75 2","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138506204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-28DOI: 10.1080/09650792.2023.2261502
Muhammad Zulfadhli Kamarudin, Mohd Syafiq Aiman Mat Noor
Since the development of the notion of the teacher-researcher, a range of published action research studies have focused on school-based pedagogy. Scholars agree that action research is an essential tool for teachers to improve their practice, but there is little known about the process underpinning teachers’ choice of particular action research methodologies in primary science education. In this systematic literature review, 33 articles were reviewed to examine the methodological considerations teacher-researchers made when conducting action research within the primary school context, as well as the quality of the action plans and the impacts of the research on children’s learning in science. The systematic review navigated existing primary science studies, focusing on methodological considerations in the choice of particular types of action research. With regards to the quality of action research studies, the reviewed articles had a good average score for all three types of validity. In terms of the effects of the employed action research methodologies, most studies demonstrated positive impacts on children’s learning in science. Based on this review, it is recommended that future researchers be encouraged to carry out action research in their classroom settings, as most authors in the review favour this approach. Researchers should also examine the outcome, process, and democratic validity of their action research studies to generate better quality action plans. Lastly, primary school science teachers can adopt the various action research methodologies employed in this review since most studies support their positive impacts on children’s learning in science.
{"title":"What do we know about the selection of action research methodologies in primary science education? – A systematic literature review","authors":"Muhammad Zulfadhli Kamarudin, Mohd Syafiq Aiman Mat Noor","doi":"10.1080/09650792.2023.2261502","DOIUrl":"https://doi.org/10.1080/09650792.2023.2261502","url":null,"abstract":"Since the development of the notion of the teacher-researcher, a range of published action research studies have focused on school-based pedagogy. Scholars agree that action research is an essential tool for teachers to improve their practice, but there is little known about the process underpinning teachers’ choice of particular action research methodologies in primary science education. In this systematic literature review, 33 articles were reviewed to examine the methodological considerations teacher-researchers made when conducting action research within the primary school context, as well as the quality of the action plans and the impacts of the research on children’s learning in science. The systematic review navigated existing primary science studies, focusing on methodological considerations in the choice of particular types of action research. With regards to the quality of action research studies, the reviewed articles had a good average score for all three types of validity. In terms of the effects of the employed action research methodologies, most studies demonstrated positive impacts on children’s learning in science. Based on this review, it is recommended that future researchers be encouraged to carry out action research in their classroom settings, as most authors in the review favour this approach. Researchers should also examine the outcome, process, and democratic validity of their action research studies to generate better quality action plans. Lastly, primary school science teachers can adopt the various action research methodologies employed in this review since most studies support their positive impacts on children’s learning in science.","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-26DOI: 10.1080/09650792.2023.2263492
Brenda M. Capobianco, Veronica McCauley, Paul Flynn
ABSTRACTIn this study, we explore the following: a) How do secondary student teachers, engaged in collaborative action research, function as critical friends? b) What challenges do they encounter? How do they mitigate these challenges? and c) In what ways did meeting as critical friends influence the student teachers’ learning to conduct collaborative action research? The participants in our study included 38 secondary school student teachers (defined here at grades 9 through 12) in the last year of a two-year Masters program from a large, research-intensive university situated in the West of Ireland. The student teachers were organized into 11 critical friend groups of three to five members focused on conducting collaborative action research on the integration of different approaches to lesson planning. Four university supervisors guided the critical friend groups on the topic of lesson planning and offered three lesson plan templates including a long form, shortened form, and a form created by the student teachers themselves. Data were gathered via group feedback forms, surveys, and action research papers. Data analysis entailed the use of open coding, categorization of recurring codes, and analytic memos. Assertions were generated based on recurring trends in the data. Findings indicated that student teachers as researchers have the capacity to leverage the resources, skills, and knowledge gleaned from their critical friend groups to advance their development as teachers and teacher researchers. Their collaborative relationships help ensure a sense of confidence and respect for one another and for the teaching profession itself.KEYWORDS: Critical friendscollaborative action researchstudent teacher AcknowledgmentsDr. Brenda Capobianco gratefully acknowledges financial support for this publication and research project by the Fulbright U.S. Scholar Program, which is sponsored by the U.S. Department of State and Ireland Fulbright Commission. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the Fulbright Program, the Government of the United States, or the Irish Fulbright Commission. The authors also want to thank the student teachers who actively participated in this study.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Course based activities include a module on Educational Sciences (Psychology of Teaching & Learning; Education, Diversity and Social Justice; History, Structure & Context of Irish Education; Philosophy of Education); Professional Studies (Teaching & Learning; Curriculum & Assessment; Inclusive Teaching; Literacy and Numeracy, ICT in Education); Professional Practice (Preparation; Practical Teaching; Teacher as Professional; Reflective Practice; Technology Enhanced Learning & Resource Development); and two Subject Methodology Modules.Additional informationFundingThe work was supported by the Irish Fulbright Commission.
{"title":"The influence of critical friendships on secondary student teachers engaged in collaborative action research","authors":"Brenda M. Capobianco, Veronica McCauley, Paul Flynn","doi":"10.1080/09650792.2023.2263492","DOIUrl":"https://doi.org/10.1080/09650792.2023.2263492","url":null,"abstract":"ABSTRACTIn this study, we explore the following: a) How do secondary student teachers, engaged in collaborative action research, function as critical friends? b) What challenges do they encounter? How do they mitigate these challenges? and c) In what ways did meeting as critical friends influence the student teachers’ learning to conduct collaborative action research? The participants in our study included 38 secondary school student teachers (defined here at grades 9 through 12) in the last year of a two-year Masters program from a large, research-intensive university situated in the West of Ireland. The student teachers were organized into 11 critical friend groups of three to five members focused on conducting collaborative action research on the integration of different approaches to lesson planning. Four university supervisors guided the critical friend groups on the topic of lesson planning and offered three lesson plan templates including a long form, shortened form, and a form created by the student teachers themselves. Data were gathered via group feedback forms, surveys, and action research papers. Data analysis entailed the use of open coding, categorization of recurring codes, and analytic memos. Assertions were generated based on recurring trends in the data. Findings indicated that student teachers as researchers have the capacity to leverage the resources, skills, and knowledge gleaned from their critical friend groups to advance their development as teachers and teacher researchers. Their collaborative relationships help ensure a sense of confidence and respect for one another and for the teaching profession itself.KEYWORDS: Critical friendscollaborative action researchstudent teacher AcknowledgmentsDr. Brenda Capobianco gratefully acknowledges financial support for this publication and research project by the Fulbright U.S. Scholar Program, which is sponsored by the U.S. Department of State and Ireland Fulbright Commission. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the Fulbright Program, the Government of the United States, or the Irish Fulbright Commission. The authors also want to thank the student teachers who actively participated in this study.Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1. Course based activities include a module on Educational Sciences (Psychology of Teaching & Learning; Education, Diversity and Social Justice; History, Structure & Context of Irish Education; Philosophy of Education); Professional Studies (Teaching & Learning; Curriculum & Assessment; Inclusive Teaching; Literacy and Numeracy, ICT in Education); Professional Practice (Preparation; Practical Teaching; Teacher as Professional; Reflective Practice; Technology Enhanced Learning & Resource Development); and two Subject Methodology Modules.Additional informationFundingThe work was supported by the Irish Fulbright Commission.","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135719621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-25DOI: 10.1080/09650792.2023.2260845
Miriam Raider-Roth, Mindy M. Gold, Gail Dorph, Mel Berwin, Sarah Clarkson, Ilana Gelemovich, Merissa Rosetti
ABSTRACTThis article describes the Future Creating Workshop (FCW) and explores how it can create learning forums for participatory leadership. We investigate how FCW can be an effective form of professional development for educational leaders and explore what leaders learn from implementing FCWs in their settings. The FCW, a three-phase participatory process, invites community members to identify a pressing problem, critique reality, dream about possible futures, and take steps toward realizing new futures. This research was a shared process between leaders and four participants at the Mandel Teacher Educator Institute, an intensive professional development program for pedagogical leaders. Using a participatory narrative inquiry methodology, the participants wrote detailed narratives about their implementations of FCW and subsequent reflections. Through thematic data analysis processes, we identified three thematic strands: ‘changing my narrative’ about self as leader, listening as leadership, and the complexity of participatory leadership. First, by describing ways that their leadership narratives change – from less confident to more, from resigned to more optimistic – they noticed shifts in their relationship to self. Second, by engaging in a process that required attuned listening to stakeholders, they described shifts in their relationship with people they lead. Third, by enacting a form of participatory leadership, they saw how the burden of action could be shared with stakeholders. By inviting collaboration, democratic exchange of ideas, negotiating disagreement, and shared dreams of a better future, the FCW models a form of participatory leadership that can strengthen the fabric of communities and relationships between communities and leaders.KEYWORDS: Participatory action researcheducational leadershipprofessional developmentprofessional learningFuture Creating Workshop (FCW)Critical Utopian Action Research AcknowledgmentsThe authors thank Mary Brydon-Miller and Sharon Feiman-Nemser and the anonymous reviewers for their generous feedback.Disclosure StatementNo potential conflict of interest was reported by the author(s).Notes1. An online shared bulletin board space where participants can post ‘post-its’ with comments.
{"title":"Bringing utopian visioning to educational leadership: participatory action research as professional learning","authors":"Miriam Raider-Roth, Mindy M. Gold, Gail Dorph, Mel Berwin, Sarah Clarkson, Ilana Gelemovich, Merissa Rosetti","doi":"10.1080/09650792.2023.2260845","DOIUrl":"https://doi.org/10.1080/09650792.2023.2260845","url":null,"abstract":"ABSTRACTThis article describes the Future Creating Workshop (FCW) and explores how it can create learning forums for participatory leadership. We investigate how FCW can be an effective form of professional development for educational leaders and explore what leaders learn from implementing FCWs in their settings. The FCW, a three-phase participatory process, invites community members to identify a pressing problem, critique reality, dream about possible futures, and take steps toward realizing new futures. This research was a shared process between leaders and four participants at the Mandel Teacher Educator Institute, an intensive professional development program for pedagogical leaders. Using a participatory narrative inquiry methodology, the participants wrote detailed narratives about their implementations of FCW and subsequent reflections. Through thematic data analysis processes, we identified three thematic strands: ‘changing my narrative’ about self as leader, listening as leadership, and the complexity of participatory leadership. First, by describing ways that their leadership narratives change – from less confident to more, from resigned to more optimistic – they noticed shifts in their relationship to self. Second, by engaging in a process that required attuned listening to stakeholders, they described shifts in their relationship with people they lead. Third, by enacting a form of participatory leadership, they saw how the burden of action could be shared with stakeholders. By inviting collaboration, democratic exchange of ideas, negotiating disagreement, and shared dreams of a better future, the FCW models a form of participatory leadership that can strengthen the fabric of communities and relationships between communities and leaders.KEYWORDS: Participatory action researcheducational leadershipprofessional developmentprofessional learningFuture Creating Workshop (FCW)Critical Utopian Action Research AcknowledgmentsThe authors thank Mary Brydon-Miller and Sharon Feiman-Nemser and the anonymous reviewers for their generous feedback.Disclosure StatementNo potential conflict of interest was reported by the author(s).Notes1. An online shared bulletin board space where participants can post ‘post-its’ with comments.","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135815956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-13DOI: 10.1080/09650792.2023.2257233
Christina Davidson, Christine Edwards-Groves
Predominant patterns of classroom interaction are notoriously difficult to change. This article examines teachers’ use of transcription and transcripts as methods for enabling changes to classroom interaction practices over the course of action research projects in primary school classrooms. We employ thematic analysis of interviews with 12 teachers and delineate four themes addressing teachers’ experiences of transcription and developing transcripts. Discussion considers the importance of teacher-developed transcripts in their action research, addressing the ‘taken-for-granted’ in the transcription process, and the possibilities for enhanced uses of transcription for making deliberate changes to classroom talk and interaction. We conclude that transcription by teacher researchers may be a powerful way to inform both the conduct of action research in classrooms and collaborative research with academic researchers to bring about changes to classroom interaction. Finally, we suggest that teachers may find even more focused approaches to transcription useful at some stages of their action research.
{"title":"“But once I did it, it was incredible”: practitioner action researchers’ experiences of transcription and using transcripts","authors":"Christina Davidson, Christine Edwards-Groves","doi":"10.1080/09650792.2023.2257233","DOIUrl":"https://doi.org/10.1080/09650792.2023.2257233","url":null,"abstract":"Predominant patterns of classroom interaction are notoriously difficult to change. This article examines teachers’ use of transcription and transcripts as methods for enabling changes to classroom interaction practices over the course of action research projects in primary school classrooms. We employ thematic analysis of interviews with 12 teachers and delineate four themes addressing teachers’ experiences of transcription and developing transcripts. Discussion considers the importance of teacher-developed transcripts in their action research, addressing the ‘taken-for-granted’ in the transcription process, and the possibilities for enhanced uses of transcription for making deliberate changes to classroom talk and interaction. We conclude that transcription by teacher researchers may be a powerful way to inform both the conduct of action research in classrooms and collaborative research with academic researchers to bring about changes to classroom interaction. Finally, we suggest that teachers may find even more focused approaches to transcription useful at some stages of their action research.","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135736431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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