Educational Action Research最新文献

{"title":"Participatory and critical action research","authors":"Allan Feldman","doi":"10.1080/09650792.2023.2252212","DOIUrl":"https://doi.org/10.1080/09650792.2023.2252212","url":null,"abstract":"This issue of Educational Action Research includes 12 articles and one review of a podcast. The reviewing of podcasts related to action research is new for our journal, but, in this issue, Mindy Gold introduces us to The Action Research Podcast, hosted by Adam Stieglitz and Joe Levitan. As of this writing they have released 39 episodes, beginning in September 2020. As Gold describes in her review, the Podcast is a source of important information about action research and is enriched by the many guests who share their wisdom with the hosts. Readers of this journal will find the website to be enlightening and a useful resource for their work. I now turn to the regular articles in this issue. In most of them, the authors take either a participatory and/or critical stance toward action research; that is, there are some articles that report on participatory research, some that take a critical stance, and some that do both. It may seem odd that there are articles in this issue that are participatory but not critical, or critical but not participatory. I believe many of the journal’s readers would define participatory research as having a critical perspective; however, as this issue demonstrates, it is possible to have research that is one but not the other. From my reading of the articles, I found six that explicitly stated they were participatory. I next examined the ways in which the authors characterized the participatory nature of their projects. In all six, collaboration between the authors and participants was central to their approach. This was expressed as the studies being co-designed (Morris et al.), set up as a partnership (Chadha et al.), being community-based (Costley et al.; Morris et al.; Schwedhelm et al.), or involving the people who are the focus of the study (Costley et al.; Tiefenthaler, Schmidt, & von Köppen). That said, several of the articles reserved the term ‘researcher’ to refer to the authors, describing community-members or other stakeholders as ‘participants’ (Morris et al.; Schwedhelm et al.; Stapleton & Mayock). Several of the articles featuring participatory methods used definitions of participatory research that included critical aspects, and are, therefore, both participatory and critical. For example, two articles included the use of critical conversations and the construction of knowledge through open and critical dialogues in which hierarchies and power structures were questioned (Schwedhelm et al.; Stapleton & Mayock). Others made clear that participatory research required that relationships among researchers, co-researchers, and participants need to be egalitarian (Tiefenthaler, Schmidt, & von Köppen) and that participants should be recognized and valued, and seen as active agents in existing power and social structures (Stapleton & Mayock). I also looked to see how the authors who used critical methods defined what they meant by that. One aspect was a focus on what Isobel Rainey refers to in her paper as the ‘gra","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":"31 1","pages":"611 - 619"},"PeriodicalIF":1.2,"publicationDate":"2023-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44967075","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}

{"title":"“A little bit fun, a little bit frustrating:” utilizing photovoice to document university student responsibility during a global pandemic","authors":"Britteny M. Howell, S. Buckingham, Carrie King, T. Kelly","doi":"10.1080/09650792.2023.2244536","DOIUrl":"https://doi.org/10.1080/09650792.2023.2244536","url":null,"abstract":"","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46143833","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}

{"title":"The significance of children’s olfactory experiences in a Norwegian kindergarten: an olfactory researcher-practitioner collaboration","authors":"N. Kucirkova, Monika Kamola","doi":"10.1080/09650792.2023.2240391","DOIUrl":"https://doi.org/10.1080/09650792.2023.2240391","url":null,"abstract":"","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41870861","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}

{"title":"Participatory pedagogies enhance engineering education for sustainability","authors":"L. Sagaris, Javier Peñafiel, Romina Orellana, María Fernanda Guajardo","doi":"10.1080/09650792.2023.2240858","DOIUrl":"https://doi.org/10.1080/09650792.2023.2240858","url":null,"abstract":"","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48251086","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}

{"title":"‘I realised it when we played with the doll!’: nursing students’ learning from participation in an action research project that included manikins","authors":"J. A. Handeland, A. Prinz, E. M. Ekra, M. Fossum","doi":"10.1080/09650792.2023.2242425","DOIUrl":"https://doi.org/10.1080/09650792.2023.2242425","url":null,"abstract":"","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59978886","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}

{"title":"Puzzle identification in action research in initial teacher education","authors":"Mónica Stella Cárdenas Claros, Ximena Paola Buendía Arias, Kimberley Dassonvalle","doi":"10.1080/09650792.2023.2238003","DOIUrl":"https://doi.org/10.1080/09650792.2023.2238003","url":null,"abstract":"","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43216196","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}

{"title":"The 7 C’s framework for participatory action research: inducting novice participant-researchers","authors":"Angela Feekery","doi":"10.1080/09650792.2023.2234417","DOIUrl":"https://doi.org/10.1080/09650792.2023.2234417","url":null,"abstract":"","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43101213","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}

{"title":"Leading with care: four mentor metaphors in collaboration between teachers and researchers in action research (Translated from the Swedish and revised by the authors)","authors":"U. Bergmark, Ann-Charlotte Dahlbäck, Anna-Karin Hagström, Sara Viklund","doi":"10.1080/09650792.2023.2229870","DOIUrl":"https://doi.org/10.1080/09650792.2023.2229870","url":null,"abstract":"","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46100985","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}

{"title":"Using cooperative learning strategy to increase undergraduate students’ engagement and performance","authors":"Andargachew Moges Agonafir","doi":"10.1080/09650792.2023.2231512","DOIUrl":"https://doi.org/10.1080/09650792.2023.2231512","url":null,"abstract":"ABSTRACT In the 21st century, preparing university students for real work and lifelong learning requires instructors to serve as facilitators of learning rather than as providers of information. Instruction needs to be learner-centered, active, enjoyable, and engaging. As one form of active learning strategy, cooperative learning (e.g. group assignment) helps students to collaborate in tasks actively, and this in turn improves their learning and performance. However, in my undergraduate course, when I encourage students to do assignments in groups, many of them do not take it seriously and, as a result, the final product is in terms of quality and participation. The objective of this action research was to improve the educative value of group assignment as one form of cooperative learning by way of designing the task thoughtfully, following up and motivating students, providing constructive and timely feedback, and ensuring greater student engagement in the task. Third year psychology students were enrolled for the project, and two phase actions were implemented: preliminary and actual action implementation. The outcomes of the preliminary and actual action implementation were then compared. The findings revealed that, as a result of the intervention, students changed their attitudes towards group assignment and were more engaged in the second assignment than the first (t = 6.51, p = 0.05). Students’ performance in the second test and group project also increased (t = 2.80, p = 0.05 and t = 7.67, p = 0.05 respectively). Based on the findings, implications for future research and action are suggested.","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45223832","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}

{"title":"A culturally relevant action research model for Bhutanese secondary science teachers","authors":"Tshewang Rabgay, G. Kidman","doi":"10.1080/09650792.2023.2230593","DOIUrl":"https://doi.org/10.1080/09650792.2023.2230593","url":null,"abstract":"","PeriodicalId":47325,"journal":{"name":"Educational Action Research","volume":" ","pages":""},"PeriodicalIF":1.2,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44384472","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}