Pub Date : 2023-03-08DOI: 10.1080/09650792.2023.2187855
Colleen Ryan, M. McAllister, C. Batty, Robert Vanderburg
{"title":"An action research evaluation using films in a workshop for nursing clinical educators","authors":"Colleen Ryan, M. McAllister, C. Batty, Robert Vanderburg","doi":"10.1080/09650792.2023.2187855","DOIUrl":"https://doi.org/10.1080/09650792.2023.2187855","url":null,"abstract":"","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47531828","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 : 2023-03-07DOI: 10.1080/09650792.2023.2187854
Eda Ceylan, İrem Çomoğlu
{"title":"Action research in initial EFL teacher education: emerging insights from a CAR project","authors":"Eda Ceylan, İrem Çomoğlu","doi":"10.1080/09650792.2023.2187854","DOIUrl":"https://doi.org/10.1080/09650792.2023.2187854","url":null,"abstract":"","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47346840","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 : 2023-03-02DOI: 10.1080/09650792.2023.2186459
Lena Abrahamsen, Marit Aas
{"title":"Supporting school leaders in leading school development: an action research project","authors":"Lena Abrahamsen, Marit Aas","doi":"10.1080/09650792.2023.2186459","DOIUrl":"https://doi.org/10.1080/09650792.2023.2186459","url":null,"abstract":"","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42130079","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 : 2023-02-26DOI: 10.1080/09650792.2023.2183875
H. Situmorang, F. Panggabean, M. Situmorang
{"title":"Action research with projects to facilitate students to study research and prepare research proposals during the Covid-19 pandemic","authors":"H. Situmorang, F. Panggabean, M. Situmorang","doi":"10.1080/09650792.2023.2183875","DOIUrl":"https://doi.org/10.1080/09650792.2023.2183875","url":null,"abstract":"","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44382261","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 : 2023-02-23DOI: 10.1080/09650792.2023.2183874
Shree Krishna Wagle, Bal Chandra Luitel, E. Krogh
{"title":"Exploring possibilities for participatory approaches to contextualized teaching and learning: a case from a public school in Nepal","authors":"Shree Krishna Wagle, Bal Chandra Luitel, E. Krogh","doi":"10.1080/09650792.2023.2183874","DOIUrl":"https://doi.org/10.1080/09650792.2023.2183874","url":null,"abstract":"","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49490026","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 : 2023-01-08DOI: 10.1080/09650792.2023.2165129
A. Fábri, Anna Jobér
{"title":"Improving a Swedish health practice for refugees through participatory action research: potentials and constraints","authors":"A. Fábri, Anna Jobér","doi":"10.1080/09650792.2023.2165129","DOIUrl":"https://doi.org/10.1080/09650792.2023.2165129","url":null,"abstract":"","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47978645","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 : 2023-01-01DOI: 10.1080/09650792.2023.2168104
Neil Hunt, Sahbi Hidri, P. Quirke
We are excited and slightly disappointed to finally see the publication of a themed section on action research in the MENA region in this journal. Excited because the quality of the four papers demonstrates the powerful effect that action research can have on the transformation of teaching and learning practice. Slightly disappointed as we were initially so hopeful that we would have had far more articles to select from when we launched the Call for Papers and received so many expressions of interest. That flood of interest dwindled to a trickle of submissions as authors failed to follow up on their initial enthusiasm – be that due to pressures of time and workload or, what we believe to be the most prevalent reason, a lack of confidence in what they had to offer the field in such a well-regarded international journal. Then, many of the submissions received turned out to be unrelated to action research or demonstrated only a superficial grasp of the methodology and literature. We have spent much of our careers conducting and publishing on action research (Hunt 2010; Quirke 2001) and witnessing good practice throughout the MENA region. However, given the struggles we have faced in having our own action research recognised in a region that upholds a quantitative, scientific paradigm above all others, we should have understood the difficulties of collating sufficient articles for a special issue. It is incredible but true that, to ascertain the validity and reliability of the work, all qualitative approaches to research, including action research, must still heed the advice of Edge and Richards (1998) and provide a clear methodological and evaluative justification for the outcomes. Researchers must use strict triangulation techniques that do not necessarily reflect the terms, values and purposes of the research tradition being evaluated. A specific instance of reaction to the use of action research, which can be used to illustrate wider resistance within the MENA region, concerns the action research element of an undergraduate education programme in the United Arab Emirates (UAE). Although, a historical case, it highlights suspicion of its obligatory nature in the programme and its suitability for the Emirati context. The first criticism concerned the fact that action research was a mandatory aspect of the programme: it formed a substantial aspect of the final year, requiring students to carry out a small-scale action research study in the site of their teaching practicum. The compulsory nature of this action research appears to contradict the bottom up, self-initiated, exploratory understanding of action research, seeming to encourage empowerment while eliding an unequal power relationship by forcing students to engage in ‘strategic compliance’ (Day and Pennington). In doing so, it effectively reduces reflection to techniques students must demonstrate to achieve certification. The second criticism focused on action research as a cultural practice a
{"title":"Action research in the Middle East and North Africa (MENA)","authors":"Neil Hunt, Sahbi Hidri, P. Quirke","doi":"10.1080/09650792.2023.2168104","DOIUrl":"https://doi.org/10.1080/09650792.2023.2168104","url":null,"abstract":"We are excited and slightly disappointed to finally see the publication of a themed section on action research in the MENA region in this journal. Excited because the quality of the four papers demonstrates the powerful effect that action research can have on the transformation of teaching and learning practice. Slightly disappointed as we were initially so hopeful that we would have had far more articles to select from when we launched the Call for Papers and received so many expressions of interest. That flood of interest dwindled to a trickle of submissions as authors failed to follow up on their initial enthusiasm – be that due to pressures of time and workload or, what we believe to be the most prevalent reason, a lack of confidence in what they had to offer the field in such a well-regarded international journal. Then, many of the submissions received turned out to be unrelated to action research or demonstrated only a superficial grasp of the methodology and literature. We have spent much of our careers conducting and publishing on action research (Hunt 2010; Quirke 2001) and witnessing good practice throughout the MENA region. However, given the struggles we have faced in having our own action research recognised in a region that upholds a quantitative, scientific paradigm above all others, we should have understood the difficulties of collating sufficient articles for a special issue. It is incredible but true that, to ascertain the validity and reliability of the work, all qualitative approaches to research, including action research, must still heed the advice of Edge and Richards (1998) and provide a clear methodological and evaluative justification for the outcomes. Researchers must use strict triangulation techniques that do not necessarily reflect the terms, values and purposes of the research tradition being evaluated. A specific instance of reaction to the use of action research, which can be used to illustrate wider resistance within the MENA region, concerns the action research element of an undergraduate education programme in the United Arab Emirates (UAE). Although, a historical case, it highlights suspicion of its obligatory nature in the programme and its suitability for the Emirati context. The first criticism concerned the fact that action research was a mandatory aspect of the programme: it formed a substantial aspect of the final year, requiring students to carry out a small-scale action research study in the site of their teaching practicum. The compulsory nature of this action research appears to contradict the bottom up, self-initiated, exploratory understanding of action research, seeming to encourage empowerment while eliding an unequal power relationship by forcing students to engage in ‘strategic compliance’ (Day and Pennington). In doing so, it effectively reduces reflection to techniques students must demonstrate to achieve certification. The second criticism focused on action research as a cultural practice a","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":"31 1","pages":"98 - 101"},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47012064","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 : 2023-01-01DOI: 10.1080/09650792.2023.2166090
Katariina Juusola
ABSTRACT This study is positioned at the crossroads of pedagogical action learning and action research, as it addresses the challenges in designing and implementing action-learning approaches in the Middle East. In particular, it focuses on the United Arab Emirates (UAE) and draws from a reflective analysis of a university – industry ‘business challenge’ collaboration. This resulted in the development of the co-creative learning community (CCLC) approach in which students, instructor, academic peers, and business practitioners can engage in co-creative, collective learning. The CCLC model was found to be an effective, learner-centric approach that can improve student engagement while addressing complex learning goals, as it requires active collaboration and knowledge exchange between the learning community participants. The CCLC model developed in this study will benefit university faculty in the Middle East who aim to incorporate action learning in their classrooms to facilitate the learning of a more complex set of skills, as expected from 21st-century higher education institutions.
{"title":"Enhancing teaching and learning through the co-creative learning community approach","authors":"Katariina Juusola","doi":"10.1080/09650792.2023.2166090","DOIUrl":"https://doi.org/10.1080/09650792.2023.2166090","url":null,"abstract":"ABSTRACT This study is positioned at the crossroads of pedagogical action learning and action research, as it addresses the challenges in designing and implementing action-learning approaches in the Middle East. In particular, it focuses on the United Arab Emirates (UAE) and draws from a reflective analysis of a university – industry ‘business challenge’ collaboration. This resulted in the development of the co-creative learning community (CCLC) approach in which students, instructor, academic peers, and business practitioners can engage in co-creative, collective learning. The CCLC model was found to be an effective, learner-centric approach that can improve student engagement while addressing complex learning goals, as it requires active collaboration and knowledge exchange between the learning community participants. The CCLC model developed in this study will benefit university faculty in the Middle East who aim to incorporate action learning in their classrooms to facilitate the learning of a more complex set of skills, as expected from 21st-century higher education institutions.","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":"31 1","pages":"102 - 117"},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44772589","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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