Pub Date : 2023-01-01DOI: 10.1080/09650792.2023.2165522
Diana Aljahromi, Sahbi Hidri
ABSTRACT Amidst the paradigm shift to the digitalization of teaching and learning post COVID-19, the conceptualized effectiveness of online interactions as facets of immediate and delayed learning among learners and teachers seems to provide solutions to the absence of face-to-face interaction. This action research study investigated the effects of critical reflection on the enhancement of interactivity among students in online courses after being engaged in different weekly reflective and critical asynchronous discussions on Blackboard. The study used a classroom cyclic action-research approach to enhance students’ critical reflection over a period of three months. Participants were 49 male and female Bahraini undergraduates majoring in English Language and Literature. Findings revealed that engaging students in critical reflective discussions enhanced their interactivity in the discussion boards and lessened communication apprehension. Students’ preferences for teaching and learning methods changed to supporting the use of online critical reflective discussions. The findings support the integration of critical reflective discussions in English as a Foreign Language (EFL) learning contexts and suggest useful implications for educators and decision-makers in Bahrain and in the wider region.
{"title":"Using critical reflections in action research to enhance students’ interactivity in online EFL learning contexts","authors":"Diana Aljahromi, Sahbi Hidri","doi":"10.1080/09650792.2023.2165522","DOIUrl":"https://doi.org/10.1080/09650792.2023.2165522","url":null,"abstract":"ABSTRACT Amidst the paradigm shift to the digitalization of teaching and learning post COVID-19, the conceptualized effectiveness of online interactions as facets of immediate and delayed learning among learners and teachers seems to provide solutions to the absence of face-to-face interaction. This action research study investigated the effects of critical reflection on the enhancement of interactivity among students in online courses after being engaged in different weekly reflective and critical asynchronous discussions on Blackboard. The study used a classroom cyclic action-research approach to enhance students’ critical reflection over a period of three months. Participants were 49 male and female Bahraini undergraduates majoring in English Language and Literature. Findings revealed that engaging students in critical reflective discussions enhanced their interactivity in the discussion boards and lessened communication apprehension. Students’ preferences for teaching and learning methods changed to supporting the use of online critical reflective discussions. The findings support the integration of critical reflective discussions in English as a Foreign Language (EFL) learning contexts and suggest useful implications for educators and decision-makers in Bahrain and in the wider region.","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":"31 1","pages":"153 - 171"},"PeriodicalIF":1.2,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45381248","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 : 2022-12-29DOI: 10.1080/09650792.2022.2162097
Rasel Madaha
{"title":"Decentralisation and the empowerment of local communities in Tanzania with special focus on water issues","authors":"Rasel Madaha","doi":"10.1080/09650792.2022.2162097","DOIUrl":"https://doi.org/10.1080/09650792.2022.2162097","url":null,"abstract":"","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48511842","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 : 2022-12-19DOI: 10.1080/09650792.2022.2159470
M. Emam, Yara Yasser Hilal, N. Mohamed, Y. Al-Mahdy
ABSTRACT The study examined how teacher agency is manifested in Egyptian schools, how action research is perceived, and to what extent school contextual factors support or restrict teachers’ agency to become action researchers. Interviews with 40 teachers from schools in northern and southern Egypt were conducted and analysed using the thematic analysis approach. Data were coded to build theoretical themes that describe Egyptian teachers’ agency for action research. The study uses the ecological framework for teacher agency and the context of professional learning as conceptual tools to gain insight into teacher agency for action research. Results showed that teacher agency is defined in terms of teacher activeness rather than teacher critical discourse; teachers exercise agency as either internalizing or externalizing; teachers have a restricted agency for action research, action research is dependent on the teacher’s identity commitment; teachers exercise adaptive agency in a dispirited school context; and, finally, that schools lack the collective agency for action research.
{"title":"‘Between think big and hit hard’ exploring the role of teacher agency in becoming action researchers: the Egyptian context","authors":"M. Emam, Yara Yasser Hilal, N. Mohamed, Y. Al-Mahdy","doi":"10.1080/09650792.2022.2159470","DOIUrl":"https://doi.org/10.1080/09650792.2022.2159470","url":null,"abstract":"ABSTRACT The study examined how teacher agency is manifested in Egyptian schools, how action research is perceived, and to what extent school contextual factors support or restrict teachers’ agency to become action researchers. Interviews with 40 teachers from schools in northern and southern Egypt were conducted and analysed using the thematic analysis approach. Data were coded to build theoretical themes that describe Egyptian teachers’ agency for action research. The study uses the ecological framework for teacher agency and the context of professional learning as conceptual tools to gain insight into teacher agency for action research. Results showed that teacher agency is defined in terms of teacher activeness rather than teacher critical discourse; teachers exercise agency as either internalizing or externalizing; teachers have a restricted agency for action research, action research is dependent on the teacher’s identity commitment; teachers exercise adaptive agency in a dispirited school context; and, finally, that schools lack the collective agency for action research.","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":"31 1","pages":"135 - 152"},"PeriodicalIF":1.2,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48505443","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 : 2022-10-28DOI: 10.1080/09650792.2022.2135119
Meagan Call-Cummings, Sharrell Hassell-Goodman, Giovanni P. Dazzo, Emily Scicli, Katelyn Sultana, Mrwa Elfaki, Ashleigh Clyde, LeAnne Beardsley, Melissa Hauber-Özer
ABSTRACT The purpose of this paper is to present a conversation about how impact has been seen and felt by youth and adult co-researchers in a long-term, school-based youth participatory action research (YPAR) project, Courageous Conversations. To stay true to the epistemological commitments of YPAR, and in an effort to speak back to neocolonial and neoliberal definitions of impact, we have intentionally chosen to center the words of the school-based co-researchers (Emily, Katelyn, Mrwa, Ashleigh, and LeAnne) as they have conceptualized, identified, and discussed the impact of YPAR. Through non-traditional formatting, we seek to disrupt conventional, academic modes of conveying knowledge, which often have the result of silencing many voices and amplifying only a select few. We use various devices like text boxes and tables to reflect the messiness and fluidity of participatory knowledge creation and to connect the reflective conversation of members of our YPAR collective to broader and ongoing debates around the impact of YPAR.
{"title":"The ‘Impact’ of YPAR: In their own words","authors":"Meagan Call-Cummings, Sharrell Hassell-Goodman, Giovanni P. Dazzo, Emily Scicli, Katelyn Sultana, Mrwa Elfaki, Ashleigh Clyde, LeAnne Beardsley, Melissa Hauber-Özer","doi":"10.1080/09650792.2022.2135119","DOIUrl":"https://doi.org/10.1080/09650792.2022.2135119","url":null,"abstract":"ABSTRACT The purpose of this paper is to present a conversation about how impact has been seen and felt by youth and adult co-researchers in a long-term, school-based youth participatory action research (YPAR) project, Courageous Conversations. To stay true to the epistemological commitments of YPAR, and in an effort to speak back to neocolonial and neoliberal definitions of impact, we have intentionally chosen to center the words of the school-based co-researchers (Emily, Katelyn, Mrwa, Ashleigh, and LeAnne) as they have conceptualized, identified, and discussed the impact of YPAR. Through non-traditional formatting, we seek to disrupt conventional, academic modes of conveying knowledge, which often have the result of silencing many voices and amplifying only a select few. We use various devices like text boxes and tables to reflect the messiness and fluidity of participatory knowledge creation and to connect the reflective conversation of members of our YPAR collective to broader and ongoing debates around the impact of YPAR.","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":"31 1","pages":"510 - 520"},"PeriodicalIF":1.2,"publicationDate":"2022-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49178156","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 : 2022-10-21DOI: 10.1080/09650792.2022.2137821
Jonathan Mason, Narjess Hachena
ABSTRACT This paper presents a two-year pedagogical, teacher-as-researcher, action research project at the Faculty of Arts and Humanities, University of Sousse, Tunisia, which investigates how the integration of the Soliya Connect Program, a facilitated dialogic online exchange programme, with a theoretical course on critical intercultural communication helped students develop critical interculturality. Despite some initial concern about the extra time commitment, students were unanimously positive about integrating the two aspects, claiming that the Connect Program helped them to develop criticality in real life, and that the online communication was much more effective because they participated with the critical perspective developed in class. The findings support the integration of theoretical and practical online components in developing students’ critical intercultural communication skills, and the use of action research to inform adjustments to both components in order to improve the outcomes.
{"title":"Integrating the Soliya Connect Program into a Classroom Course on Critical Intercultural Communication","authors":"Jonathan Mason, Narjess Hachena","doi":"10.1080/09650792.2022.2137821","DOIUrl":"https://doi.org/10.1080/09650792.2022.2137821","url":null,"abstract":"ABSTRACT This paper presents a two-year pedagogical, teacher-as-researcher, action research project at the Faculty of Arts and Humanities, University of Sousse, Tunisia, which investigates how the integration of the Soliya Connect Program, a facilitated dialogic online exchange programme, with a theoretical course on critical intercultural communication helped students develop critical interculturality. Despite some initial concern about the extra time commitment, students were unanimously positive about integrating the two aspects, claiming that the Connect Program helped them to develop criticality in real life, and that the online communication was much more effective because they participated with the critical perspective developed in class. The findings support the integration of theoretical and practical online components in developing students’ critical intercultural communication skills, and the use of action research to inform adjustments to both components in order to improve the outcomes.","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":"31 1","pages":"118 - 134"},"PeriodicalIF":1.2,"publicationDate":"2022-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43006840","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 : 2022-10-20DOI: 10.1080/09650792.2022.2134533
Colleen McLaughlin
The rich set of studies and discussions in this issue shows the international and interdisciplinary nature of the journal and its readership, which is very welcome indeed. It includes articles from school education, teacher education, higher education, refugee work of a multi service nature, and from international collaborations. There are studies of undergraduate research supervision (Van Krieken Robson), teacher education (Woodrow and Lasser; Mark & Id-Deen; Cronin, Cook, Flattery, Griffiths & Rodrigues), interdisciplinary work with refugee children in an urban setting (Kervick, Haines, Green, Reyes, Shepherd, Moore, Healy & Gordon), aspects of school education (a coeducational class in Iran, Nazari & Hashemi), international collaborations and knowledge democracy (Meredith & QuirozNiño), formative assessment in a second language classroom (De Neve, Leroy, Struyven & Smits); and early childhood studies (Van Krieken Robson). There are also studies of partnerships of different kinds – in interdisciplinary practice in urban educational settings (Kervick et al.), in international academic collaborations (Meredith & Quiroz-Niño) and in teacher education (Cronin et al.). This wealth of studies sparked me to return to thinking about the purposes, aims, and language of action research. I live in a world and an educational field that is concerned with effectiveness and efficiency, as well as equality and justice; with a growing gap between the outcomes of those who live with and in poverty and those who do not; with change on a social and political scale that I have never witnessed in my lifetime. Therefore, a return to thinking about core values and prime purposes is not necessarily surprising. The articles in this issue helped me to do this. ‘Action research in education: a set of case studies?’ by M.J. Saez Bondia and A.L. Cortes Gracia was a really useful revisiting of key thinking and definitional work on the two highly interrelated concepts of action research and case study. The authors rework the history and discussions on the purposes and parameters of the activity, with particular emphasis on the educational purposes of these two areas. It is valuable in many ways: reminding us of the elements that really mattered to those adopting or advocating these approaches in earlier times; thinking about their applications and limitations; and considering the power and potential of nesting them within each other. To be reminded about the commitment in earlier action research thinking to justice and improved outcomes for young people stays with me as something in need of restatement. It refreshes the thinking and raises useful questions and observations. In a world where much of the language of education and care has taken on economic vocabulary and emphasises outcomes in efficiency terms, it is important to be reminded that those such as Somekh and Zeichner have argued that, in action research in educational contexts, ‘the reflective process typical of ac
{"title":"Editorial","authors":"Colleen McLaughlin","doi":"10.1080/09650792.2022.2134533","DOIUrl":"https://doi.org/10.1080/09650792.2022.2134533","url":null,"abstract":"The rich set of studies and discussions in this issue shows the international and interdisciplinary nature of the journal and its readership, which is very welcome indeed. It includes articles from school education, teacher education, higher education, refugee work of a multi service nature, and from international collaborations. There are studies of undergraduate research supervision (Van Krieken Robson), teacher education (Woodrow and Lasser; Mark & Id-Deen; Cronin, Cook, Flattery, Griffiths & Rodrigues), interdisciplinary work with refugee children in an urban setting (Kervick, Haines, Green, Reyes, Shepherd, Moore, Healy & Gordon), aspects of school education (a coeducational class in Iran, Nazari & Hashemi), international collaborations and knowledge democracy (Meredith & QuirozNiño), formative assessment in a second language classroom (De Neve, Leroy, Struyven & Smits); and early childhood studies (Van Krieken Robson). There are also studies of partnerships of different kinds – in interdisciplinary practice in urban educational settings (Kervick et al.), in international academic collaborations (Meredith & Quiroz-Niño) and in teacher education (Cronin et al.). This wealth of studies sparked me to return to thinking about the purposes, aims, and language of action research. I live in a world and an educational field that is concerned with effectiveness and efficiency, as well as equality and justice; with a growing gap between the outcomes of those who live with and in poverty and those who do not; with change on a social and political scale that I have never witnessed in my lifetime. Therefore, a return to thinking about core values and prime purposes is not necessarily surprising. The articles in this issue helped me to do this. ‘Action research in education: a set of case studies?’ by M.J. Saez Bondia and A.L. Cortes Gracia was a really useful revisiting of key thinking and definitional work on the two highly interrelated concepts of action research and case study. The authors rework the history and discussions on the purposes and parameters of the activity, with particular emphasis on the educational purposes of these two areas. It is valuable in many ways: reminding us of the elements that really mattered to those adopting or advocating these approaches in earlier times; thinking about their applications and limitations; and considering the power and potential of nesting them within each other. To be reminded about the commitment in earlier action research thinking to justice and improved outcomes for young people stays with me as something in need of restatement. It refreshes the thinking and raises useful questions and observations. In a world where much of the language of education and care has taken on economic vocabulary and emphasises outcomes in efficiency terms, it is important to be reminded that those such as Somekh and Zeichner have argued that, in action research in educational contexts, ‘the reflective process typical of ac","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":"30 1","pages":"687 - 688"},"PeriodicalIF":1.2,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42673287","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 : 2022-10-18DOI: 10.1080/09650792.2022.2113416
R. Robinette
{"title":"Investigating a method as part of the action research process: education journey maps","authors":"R. Robinette","doi":"10.1080/09650792.2022.2113416","DOIUrl":"https://doi.org/10.1080/09650792.2022.2113416","url":null,"abstract":"","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47381504","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 : 2022-09-29DOI: 10.1080/09650792.2022.2126379
A. Willatt, M. Brydon-Miller, Denise M. Cumberland, Yunyan Li
{"title":"The view from Robinswood Hill: a story of asset-based community development and a community-based participatory research partnership in South Gloucestershire","authors":"A. Willatt, M. Brydon-Miller, Denise M. Cumberland, Yunyan Li","doi":"10.1080/09650792.2022.2126379","DOIUrl":"https://doi.org/10.1080/09650792.2022.2126379","url":null,"abstract":"","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44453688","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 : 2022-09-25DOI: 10.1080/09650792.2022.2121933
B. Smit, J. Meirink, Dineke E. H. Tigelaar, Amanda K. Berry, W. Admiraal
{"title":"Principles for school student participation in pre-service teacher action research: a practice architecture’s perspective","authors":"B. Smit, J. Meirink, Dineke E. H. Tigelaar, Amanda K. Berry, W. Admiraal","doi":"10.1080/09650792.2022.2121933","DOIUrl":"https://doi.org/10.1080/09650792.2022.2121933","url":null,"abstract":"","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41878928","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 : 2022-09-06DOI: 10.1080/09650792.2022.2118145
Stephanie R. Anckle
{"title":"Preparing emerging educators to provide ethnic studies instruction through participatory action research","authors":"Stephanie R. Anckle","doi":"10.1080/09650792.2022.2118145","DOIUrl":"https://doi.org/10.1080/09650792.2022.2118145","url":null,"abstract":"","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48870711","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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