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Section archive - Research Methods

Page 8/29 289 items
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71
Riding the Wave: Student Researcher Reflection on the Action Research Process
Authors: Burrows Andrea, Thomas Jonathan, Woods Angie, Suess Robert, Dole Deborah
This article focuses on the exploration of and an explanation of student researchers’ affect and activity in an action research project. The authors argue that the researcher group as a whole constructs a wave process and at the same time each individual researcher in the group creates a wave process that may be similar or different to that of the group. These processes shape each other, through phases of engagement and disengagement in the researcher cycle, and make the research experience richer.
Published: 2012
Updated: May. 29, 2013
72
Narratives and Activity Theory as Reflective Tools in Action Research
Authors: Stuart Kaz
This case study shows how narratives and activity theory were used to promote reflection within a cultural–historical activity theoretically shaped research project on multi-professional collaborative practice.
Published: 2012
Updated: May. 27, 2013
73
Becoming Critical Again: Reconnecting Critical Social Theory with the Practice of Action Research
Authors: Hadfield Mark
This article is a reflexive account of the use of critical social theory within the author's practice as an action researcher. The author discusses how a selective deployment of key constructs from the work of Jurgen Habermas has supported my work as a second-order action researcher. The author demonstrates how these constructs can help deal with the practical and theoretical tensions faced when supporting groups of action researchers. The author focuses on one of the key issues faced by any external agent trying to work within such groups: how to avoid imposing their own agendas and interpretations.
Published: 2012
Updated: Apr. 28, 2013
74
Critical and Creative Reflective Inquiry: Surfacing Narratives to Enable Learning and Inform Action
Authors: Cardiff Shaun
This article describes a critical and creative reflective inquiry (CCRI) structure and processes, as well as participant evaluations. CCRI has a three-phased structure: descriptive, reflective, critical/emancipatory. The CCRI method created a communicative space for leaders to critically reflect, feel supported and develop knowledge and skills that they could immediately apply to daily leadership practice. Skilled facilitation was found to be essential for enabling learning and efficacy and the use of creative expression enriched the inquiry, offering new and unexpected insights.
Published: 2012
Updated: Apr. 28, 2013
75
Action Research and Narrative Inquiry: Five Principles for Validation Revisited
Authors: Heikkinen Hannu L. T., Huttunen Rauno, Syrjala Leena, Pesonen Jyri
The authors reconsider five principles: historical continuity; reflexivity; dialectics; workability; and evocativeness. These five principles are critically examined from two viewpoints. First, the authors discuss comments on the quality of the principles, referring to contemporary discussion within the philosophy of science. Second, they review some empirical action research reports in which these principles have been applied.
Published: 2012
Updated: Apr. 28, 2013
76
Enriching Action Research with the Narrative Approach and Activity Theory: Analyzing the Consequences of an Intervention in a Public Sector Hospital in Finland
Authors: Kajamaa Anu
The current study aims at contributing to the development of theory and methodology in the field of organizational intervention research. An empirical case is presented of a public-sector hospital unit that was in crisis and took part in an organizational change process based on action research. The long-term consequences of the project are traced and analyzed by conducting ethnographic field research, including narrative inquiry.
Published: 2012
Updated: Apr. 28, 2013
77
Educational Research and Useful Knowledge: Production, Dissemination, Reception, Implementation
Authors: Hoveid Marit Honerød
The author asks What do we consider ‘useful’ as research on education – as researchers? This is asking for a self-evaluation by educational research(ers).
Published: 2012
Updated: Apr. 25, 2013
78
Multiple Enactments of Educational Research
Authors: Landri Paolo
The paper addresses the widespread claim to make educational research more relevant for practitioners, policy makers, potential users and stakeholders, and proposes a problematisation of the notion of ‘useful knowledge’.
Published: 2011
Updated: Apr. 25, 2013
79
Opportunities and Challenges in Representing Narrative Inquiries Digitally
Authors: Craig Cheryl J.
This article brings together two sources previously cut off from one another, the narrative inquiry research method and the digital storytelling approach, to inform how the live research projects became represented. This meta-level ‘inquiry into inquiry’ traversed all four narrative inquiries and the digital exemplars produced for each to show how digital narrative inquiries attend to eight considerations: relationship, perspective, authorial voice, cultural/contextual considerations, relevance, negotiation, audience and technology were learned.
Published: 2013
Updated: Mar. 24, 2013
80
Using a New Learning Environment Questionnaire for Reflection in Teacher Action Research
Authors: Aldridge Jill M., Fraser Barry J., Bell Lisa, Dorman Jeffrey
This paper reports the development, validation and use of an instrument designed to provide teachers with feedback information, based on students’ perceptions, about their classroom environments. This case study helped the authors to gauge the extent to which action research based on students’ perceptions of the learning environment was useful in guiding teachers’ improvements of their classroom learning environments.
Published: 2012
Updated: Mar. 24, 2013
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