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Thematische Bibliographien / Collaborative action research / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Collaborative action research“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 9. Juni 2025

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1

Curry, Katherine A., Jackie Mania-Singer, ED Harris, and Shawna Richardson. "Teacher Collaborative Action Research." Journal of School Leadership 28, no. 2 (March 2018): 173–201. http://dx.doi.org/10.1177/105268461802800202.

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This qualitative case study utilized distributed leadership theory and Capobianco and Feldman's (2006) conceptualization of conditions for collaborative action research (CAR) to describe the implementation of CAR as professional development (PD) and school improvement strategy in two educational contexts, one alternative school and one rural, in a Midwestern state. Findings indicate that distributed leadership facilitates CAR as a powerful PD tool and results in development of action plans for school improvement; however, conditions are necessary for CAR to effect professional practice.

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Watt, Molly Lynn, and Daniel Lynn Watt. "Teacher Research, Action Research: the Logo Action Research Collaborative." Educational Action Research 1, no. 1 (January 1993): 35–63. http://dx.doi.org/10.1080/0965079930010104.

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3

Sandberg, A., L. Pareto, and T. Arts. "Agile Collaborative Research: Action Principles for Industry-Academia Collaboration." IEEE Software 28, no. 4 (July 2011): 74–83. http://dx.doi.org/10.1109/ms.2011.49.

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4

Carlarne, John. "Collaborative action research and peacebuilding." International Peacekeeping 4, no. 4 (December 1997): 79–85. http://dx.doi.org/10.1080/13533319708413693.

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5

Middel, Rick, David Coghlan, Paul Coughlan, Louis Brennan, and Tim McNichols. "Action research in collaborative improvement." International Journal of Technology Management 33, no. 1 (2006): 67. http://dx.doi.org/10.1504/ijtm.2006.008192.

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6

Titchen, Angie, and Alison Binnie. "Research partnerships: collaborative action research in nursing." Journal of Advanced Nursing 18, no. 6 (June 1993): 858–65. http://dx.doi.org/10.1046/j.1365-2648.1993.18060858.x.

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7

Tomol, Charlyn. "Collaborative Classroom-Based Action Research: Master Teachers’ Journey." Psychology and Education: A Multidisciplinary Journal 34, no. 4 (March 27, 2025): 529–41. https://doi.org/10.70838/pemj.340410.

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This research sought to understand lived experiences of master teachers in creating collaborative classroom-based action research in Silago District in the school year 2023-2024 to develop a policy brief. This study adopted descriptive phenomenology where purposive sampling was used targeted eight qualified master teachers with at least three years teaching experience and prior participation in collaborative classroom-based action research. Semi-structured interviews focused on questions that elicit detailed narratives and views on their difficulties and practice. The study engaged Braun & Clarke‘s (2006) thematic analysis, keeping confidentiality throughout the process. Findings revealed critical themes, Theme 1: Conceptualizing Action Research, Theme 2: Planning the Action Research, Theme 3: Conducting the Action Research, and Theme 4: Evaluating and Reporting the Action Research. Participants pointed out that successful implementation of collaborative classroom-based action research relies on strong leadership support and provision of the needed resources. Collaboration was identified as strength, however some challenges were identified on how participants were able to establish and maintain team collaboration with the members and other stakeholders. Also, the cyclic nature of the reflective practices as a beneficial form of practice was described as adding extra work responsibilities to teachers who already had substantial loads of teaching and managerial tasks. To address these challenges, the study proposed three alternatives: implement flexible scheduling and dedicated research time, develop supportive leadership frameworks for structured collaboration and increase access to resources and funding for research initiatives. Among these, developing supportive leadership frameworks for structured collaboration emerged as the most effective solution because it tackles structural conditions and promotes the conditions necessary for practical action research to flourish. This gives a promising insight into how action research can be used to improve teaching and learning with the support of adequate institutional backing to overcome barriers in realization of the intervention.

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Thompson, Bradley C. "Collaborative Action Research In Academic Administration." West East Journal of Social Sciences 8, no. 3 (October 17, 2019): 227–52. http://dx.doi.org/10.36739/wejss.2019.v8.i3.30.

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This research involved a study exploring the changes in an academic institution expressed through decision-making in a shifting leadership culture. Prior to the study, the school was heavily entrenched in authoritarian and centralized decision-making, but as upper-level administrators were exposed to the concept of collaborative action research, they began making decisions through a reflection and action process. Changing assumptions and attitudes were observed and recorded through interviews at the end of the research period. The research team engaged in sixteen weekly cycles of reflection and action based on an agenda they mutually agreed to and through an analysis of post-research interviews, weekly planning meetings, discussions, and reflection and action cycles. Findings revealed experiences centering around the issues of:  The nature of collaboration- it created discomfort, it created a sense of teamwork, it created difficulty.  The change of environment in the process- team members began to respect each other more, and the process became more enjoyable.  The freedom and change in the process- freedom to voice opinions and to actively listen, the use of experience to lead elsewhere in the school.  How issues of power are better understood by working together- the former process was less collaborative, politics will always be part of the process. As a result of this study, members have started using this decision-making methodology in other areas of administration.

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Platteel, Tamara, Hans Hulshof, Petra Ponte, Jan van Driel, and Nico Verloop. "Forming a collaborative action research partnership." Educational Action Research 18, no. 4 (December 2010): 429–51. http://dx.doi.org/10.1080/09650792.2010.524766.

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Locke, Terry, Noeline Alcorn, and John O’Neill. "Ethical issues in collaborative action research." Educational Action Research 21, no. 1 (March 2013): 107–23. http://dx.doi.org/10.1080/09650792.2013.763448.

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11

Cook, Tina. "Collaborative Action Research within Developmental Evaluation." Evaluation 12, no. 4 (October 2006): 418–36. http://dx.doi.org/10.1177/1356389006071293.

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Rowell, Lonnie. "Collaborative Action Research and School Counselors." Professional School Counseling 9, no. 1 (October 2005): 28–36. http://dx.doi.org/10.5330/prsc.9.1.x6302t28qp670x65.

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13

Smulyan, Lisa. "Collaborative action research: A critical analysis." Peabody Journal of Education 64, no. 3 (March 1987): 57–70. http://dx.doi.org/10.1080/01619568709538559.

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Rowell, Lonnie L. "Collaborative Action Research and School Counselors." Professional School Counseling 9, no. 1 (October 2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900111.

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Collaborative action research is an effective tool for helping school counselors to strengthen the link between practice and research. Action research methods for school counselors are summarized, and a model for collaborative action research linking counselor training and school counselor practitioners is presented. The model is based on ongoing action research projects currently being carried out in several school districts. Examples of action research projects based on this model are illustrated.

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Hill, Lynda. "Collaborative research interest group in action." Clinical Psychology Forum 1, no. 86 (December 1995): 6–7. http://dx.doi.org/10.53841/bpscpf.1995.1.86.6.

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16

Clausen, Kurt W. "Collaborative Action Research: An Inevitable Outcome?" Canadian Journal of Action Research 22, no. 1 (March 1, 2021): 1–3. http://dx.doi.org/10.33524/cjar.v22i1.571.

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Bongcayao, Anafe A. "Capacitating Teachers’ Research Skills Through Collaborative Action Research Buddies." International Journal of Multidisciplinary: Applied Business and Education Research 4, no. 4 (April 21, 2023): 1137–42. http://dx.doi.org/10.11594/ijmaber.04.04.11.

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Action research is a valuable tool for personal and professional development. It allows teachers to assess their teaching practices, reflect on learning outcomes, and generate practical ways of improving their pedagogical competence. Consequently, it results in positive educational impact, such as increased academic performance and school effectiveness. Hence, this action research study aimed to capacitate the teachers of Kinan-oan Elementary School, Trinidad II District, Trinidad, Bohol S.Y. 2021-2022 through Collaborative Action Research Buddies – an approach that aimed to empower, retool, train, and foster action research skills. As an intervention to the difficulties encountered by teachers in conducting research, the researchers conducted a Capacity Building on Enhancing Teachers’ Action Research Skills through Collaborative Action Research Buddies among the thirteen (13) teachers of the said school. This study employed descriptive statistics and individual interview to track the improvement of the teachers before and after undergoing the said intervention. The results showed an improvement in their capacity to undertake a research project, as shown by the increased number of teachers who could craft an action research proposal based on required standards. Interestingly, all participants were able to carry out their action research proposals and had produced completed action research manuscripts. Based on the participants’ narratives, they attributed this success to the intensive training they underwent that targeted their weaknesses and deficiencies in research writing. This result implies that Collaborative Action Research Buddies, as a strategy, could enhance teachers’ action research skills through its facilitative effect on their cognitive and affective domains. Hence, it is recommended that Collaborative Action Research Buddies be implemented in Trinidad II District to help the teachers from other schools improve their competence in crafting a research proposal and conducting it based on a specified timeline. However, further research is needed to identify other factors that could motivate and help teachers improve their competence in undertaking classroom-based action research.

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Almeida, Evelyn, and Andrea Rosero. "Action research." Kronos – The Language Teaching Journal 4, no. 2 (September 1, 2023): 86–94. https://doi.org/10.29166/kronos.v4i2.5286.

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This research study is an action research project done by two EFL teachers and a group of 10 university students who have taken English as a requirement in college. This project aimed to promote participation, accuracy, and fluency in speaking ESL students. The researchers used four strategies: Collaborative Group Work, Input Strategy, Interactive Activities, and Corrective Feedback in a seven-week course. In the end, students showed more confidence and more fluency in expressing their opinions and feelings and sharing their comments with their classmates. The researchers also observed that they reduced their pronunciation mistakes when talking about specific topics.

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Putri, Theresia Febi Amanda, and Fidelis Chosa Kastuhandani. "Improving Students’ Motivation to Collaborate Using Instagram: An Action Research in SMAN 1 Depok Yogyakarta." International Journal of English Education and Linguistics (IJoEEL) 5, no. 2 (January 6, 2024): 251–63. http://dx.doi.org/10.33650/ijoeel.v5i2.7188.

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This research aimed to show how Instagram could be used to improve students' motivation to collaborate and how discussing with friends could influence their motivation to be involved in collaborating. This research was conducted knowing that the students’ low motivation in collaboration impacted their activeness in class participation, work results, and low quality of social interactions. This study was classroom action research in two Grade 11 classes as the actual action sites. To collect the data, the researchers interviewed six students in both classes. The ARCS Model by Keller (2023) was used as a framework to answer the research questions: ‘How can Instagram be used to enhance students' collaboration motivation in an interactive online discussion forum? and ‘How can discussions with friends on social media influence student motivation and involvement in collaborative English language learning? The framework was chosen because it was designed to increase students' learning motivation and focused on attention, relevance, confidence, and satisfaction. This study found that Instagram could improve students’ motivation to collaborate in online discussion forums. Further, the platform transformed passive participants or shy students into active participants to were involved in class collaborations.

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Blagojević, Marija, and Marjan Milosević. "Collaboration and Learning Styles in Pure Online Courses: an Action Research." JUCS - Journal of Universal Computer Science 19, no. (7) (April 1, 2013): 984–1002. https://doi.org/10.3217/jucs-019-07-0984.

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Collaboration provides numerous possibilities for realisation of active learning/teaching concepts in e-learning. For this reason it is recomendable to determine the optimal way in which to develop collaborative activities, with the possibility of adapting the appropriate modules' use in accordance with learners' characteristics. The paper presents a description of a behaviour pattern analysis, which deals with learners with different learning styles using collaborative modules. An action research was conducted using data from Master degree program that is conducted purely online. The research goals were to find out if there was a potential for improvement of collaborative modules usage, utilizing students' preferences and produce recommendations for module future usage. The results showed that there was no difference among learners with different styles regarding either the frequency of access to collaborative modules or the frequency of different actions performed on these modules. Based on these results, a recommendation emerged to keep using these modules in similar way as before and put effort in finding additional data that could be used in further adaptation construct.

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Rohwedder, Jan, and Søren Frimann. "What are the potentials of interorganizational collaborative management research in mobilizing leadership agency?" Academic Quarter | Akademisk kvarter, no. 29 (December 25, 2024): 81–97. https://doi.org/10.54337/academicquarter.i29.9901.

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Interorganizational collaborative management research (ICMR) offers new insight into action research, reflexivity, and collaboration in research practice. The article develops the research area especially in terms of uniting managers from different organizations with researchers, and outlines how ICMR creates a psychologically safe learning and development space. Our study introduces an interorganizational learning and development space, where managers from diverse organizations collaborate to develop their leadership capabilities and perform actions in heir own organizational systems, supported by a systematic research design collecting qualitative data. We provide a description of ICMR as a research approach, outline our methodology for ICMR and illustrate the outcomes of an ICMR project, discussing learning mechanisms, strengths, challenges, and opportunities for future development in the field.

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Smith-Stoner, Marilyn, and Mary E. Molle. "Collaborative Action Research: Implementation of Cooperative Learning." Journal of Nursing Education 49, no. 6 (June 1, 2010): 312–18. http://dx.doi.org/10.3928/01484834-20100224-06.

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Downes, John M., Penny A. Bishop, Meredith Swallow, Mark Olofson, and Susan Hennessey. "Collaborative action research for middle grades improvement." Educational Action Research 24, no. 2 (August 7, 2015): 194–215. http://dx.doi.org/10.1080/09650792.2015.1058169.

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Fernández-Díaz, Elia, Lorea Fernández-Olaskoaga, and Prudencia Gutiérrez-Esteban. "Collaborative action research through technologically mediated agoras." Educational Action Research 25, no. 1 (February 15, 2016): 56–70. http://dx.doi.org/10.1080/09650792.2016.1141107.

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Messiou, Kyriaki. "Collaborative action research: facilitating inclusion in schools." Educational Action Research 27, no. 2 (February 11, 2018): 197–209. http://dx.doi.org/10.1080/09650792.2018.1436081.

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26

Avgerinou, Maria D. "Blended Collaborative Learning for Action Research Training." Ανοικτή Εκπαίδευση: το περιοδικό για την Ανοικτή και εξ Αποστάσεως Εκπαίδευση και την Εκπαιδευτική Τεχνολογία 4, no. 1 (June 9, 2008): 17. http://dx.doi.org/10.12681/jode.9727.

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This action research study investigated the application and use of a blended collaborative learning model as a vehicle for developing in-service teachers’ action research skills in afield-based Master’s program. It also explored the roles of the instructor through the lens of the ‘four hats’ metaphor (Bonk et al., 2001). Research results endorsed the tremendous potential of both the collaborative and blended aspects of the selected instructional approach towards the creation of an interactive community of learners, as well as the development of deeply reflective thinking skills. From the course design perspective, this instructional approach facilitated the transformation of an action research training course to what Laurillard (2002) calls the “reflective practicum”. For this transition to occur, three highly significant conditions need be in place and work in parallel, namely the students’ own motivation and drive to achieve professional growth as opposed to those students that just wanted to complete the degree; as well as a positive student-instructor relationship, and the instructor’s continuous support, input and guidance.Key words: Blended Learning, Action Research, CMC, Collaborative Learning, Higher Education

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Argyropoulos, Vassilios S., and Magda A. Nikolaraizi. "Developing inclusive practices through collaborative action research." European Journal of Special Needs Education 24, no. 2 (May 2009): 139–53. http://dx.doi.org/10.1080/08856250902793586.

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Clift, Renée, Mary Lou Veal, Marlene Johnson, and Patricia Holland. "Restructuring Teacher Education Through Collaborative Action Research." Journal of Teacher Education 41, no. 2 (March 1990): 52–62. http://dx.doi.org/10.1177/002248719004100207.

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Fazio, Xavier, and Wayne Melville. "Science teacher development through collaborative action research." Teacher Development 12, no. 3 (August 2008): 193–209. http://dx.doi.org/10.1080/13664530802259222.

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Tait, K. J., and G. M. Boulton-Lewis. "Collaborative action research in early mathematics education." Australian Educational Researcher 20, no. 1 (April 1993): 65–75. http://dx.doi.org/10.1007/bf03219536.

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Ham, Maryellen C. "Enhancing supervisory effectiveness through collaborative action research." Peabody Journal of Education 64, no. 3 (March 1987): 44–56. http://dx.doi.org/10.1080/01619568709538558.

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Whitehead, Joan E. "In‐Service Education As Collaborative Action Research." British Journal of In-Service Education 13, no. 3 (September 1987): 142–48. http://dx.doi.org/10.1080/0305763870130307.

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Hadna, Agus Heruanto, and Nasrulhaq Nasrulhaq. "Collaborating Local Government Agencies to Prevention Adolescent Reproductive Health in Makassar, Indonesia." Otoritas : Jurnal Ilmu Pemerintahan 9, no. 1 (May 31, 2019): 12–27. http://dx.doi.org/10.26618/ojip.v9i1.2025.

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Collaboration is an approach and concept of managing public policy in Makassar, Indonesia. Recently, the municipality of Makassar has capitalized on the collaboration of local government agencies regarding public affairs to prevent issues of Adolescent Reproductive Health (ARH). ARH is a strategic issue for local government so that it is solved collaboratively. The collaborating governmental organization comprises the Department of Education, Health, Family Planning, and all of the Urban Villages. This research employed a qualitative method focusing on the analysis of collaborative phenomena of local government agencies in Generation Planning Program through Adolescent Counseling Information Center (ACIC) and Adolescent Families Development (AFD) in Makassar. Data were obtained and analyzed in an orderly and structured manner with general qualitative approach. Based on the field research, the local government agencies collaborate in two ways. The first collaboration deals with the sectoral term which is the involvement of the government agencies related to adolescent reproductive health policy. The second collaboration deals with the regional term including the involvement of the Sub-District and Urban Villages in Makassar as grassroots bureaucracy. Collaborative themes and relations are the main findings in this article. An interesting theme in the idea of collaboration is mutual interdependence, while an exciting theme in the implementation of collaborative action is joint interaction. Organizational relationships in collaboration between local government agencies are coordination, consolidation, consultation, and command. This study concluded that sectoral and regional collaboration is proper in bringing a solution to public health affairs that are very complex.

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Canterino, Filomena, Abraham B. (Rami) Shani, David Coghlan, and Massimo S. Brunelli. "Collaborative Management Research as a Modality of Action Research." Journal of Applied Behavioral Science 52, no. 2 (April 20, 2016): 157–86. http://dx.doi.org/10.1177/0021886316641509.

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Amir, Muhammad Yusran, Moh Thahir Haning, Nurdin Nara, Muhammad Yunus, Muh Akmal Ibrahim, Gita Susanti, and Badu Achmadi. "Role of Kalla Group in Collaborative Governance Implementation of Covid-19 Management in Makassar City." Journal of Health and Nutrition Research 1, no. 3 (November 30, 2022): 185–92. http://dx.doi.org/10.56303/jhnresearch.v1i3.92.

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This research is to analyze the dynamics of collaboration, and collaborative actions of the Kalla Group with the Makassar city government in tackling COVID-19. This research method is qualitative research that focuses on examining the phenomena that occur in the dynamics of collaboration, and collaborative actions between the government and the private sector in the implementation of the COVID-19 response in Makassar City. Data collection techniques were carried out through in-depth interviews, observation and document review, namely collecting and studying relevant data and supporting research, literature, lecture materials, expert theories, and documents or archives that support this research. The informants from this study were 6 key informants selected purposively. The results of the study show that the Kalla Group has very good collaboration with the Makassar City Government in tackling COVID-19 in Makassar city. The role of the Kalla Group is in 2 stages, namely 1) Collaborative Dynamics, and 2) Collaborative Actions. There are 3 aspects in the dynamics of collaboration, namely the mobilization of shared principles, building shared motivation, and the capacity to take joint action. The Kalla Group carries out various collaborative actions so as to have an impact on the health, economy, and education sectors. The conclusion is that the Kalla Group Company has very good collaboration in Collaborative Governance for handling COVID-19 with the City Government of Makassar.

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Watkins, Karen E., Aliki Nicolaides, and Victoria J. Marsick. "Emerging Action Research Traditions." International Journal of Adult Vocational Education and Technology 7, no. 3 (July 2016): 71–81. http://dx.doi.org/10.4018/ijavet.2016070107.

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The authors argue here that contemporary use of action research shares the exploratory, inductive nature of many qualitative research approaches—no matter the type of data collected—because the type of research problems studied are set in complex, dynamic, rapidly changing contexts and because action research is undertaken to support social and organizational change that requires buy-in from many stakeholders affected by the research problem. Action research serves as a critique and alternative to more traditional views of social science. In this article, the authors first describe action research as defined by Kurt Lewin, its originator. They show how two variants of action research—Action Science and Collaborative Developmental Action Inquiry—advance insight into how action research can be used to develop personal capability to address system changes that action research seeks to unveil. By using the example of an innovative action research approach to doctoral research, the authors illustrate the context-rich, exploratory nature of action research that both generates knowledge for and in change, and developmentally engages collaborating researchers and participants. They conclude with reflections on criteria for rigor and relevance in action research in today's post-modern, complex world.

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Nichols, Ralph. "Action research in health care: the collaborative action research network health care group." Educational Action Research 5, no. 2 (June 1997): 185–92. http://dx.doi.org/10.1080/09650799700200032.

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Skyhar, Candy. "Teacher-Directed Collaborative Action Research as a Mediating Tool for Professional Learning in Rural Contexts." Australian and International Journal of Rural Education 31, no. 1 (March 24, 2021): 12–29. http://dx.doi.org/10.47381/aijre.v31i1.264.

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Through a single-case study design, the research study described in this article examined one rural Canadian school divisionâ€™s use of teacher-directed collaborative action research as a mediating tool for teacher learning within a professional development (PD) initiative known as the Numeracy Cohort. The PD initiative brought together a dozen K-12 teachers from across a very small (but geographically distanced) school division in Manitoba, Canada. In addition to learning about several strategies for teaching mathematics and improving student numeracy skills, the teachers in the Numeracy Cohort engaged in collaborative action research projects, designing materials and implementing new strategies in their unique, often multi-grade, rural classrooms. In addition to the changes and improvements noticed by teachers through their collaborative action research, findings from the study illustrated several strengths of teacher-directed collaborative action research, including the autonomy it afforded teachers to engage in work directly related to their classroom contexts, its ability to foster collaboration between colleagues, and its ability to build connections across schools within a diverse rural context. Findings from the study also suggested that consideration should be given to both ways of supporting the action research process, and the complexities of leadership in rural settings if teacher-directed collaborative action research is to be used as a mediating tool for learning.

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McNeill, Fergus, and Alison Urie. "Collaboration before collaborative research: The development of ‘Distant Voices’." Methodological Innovations 13, no. 2 (May 2020): 205979912093727. http://dx.doi.org/10.1177/2059799120937270.

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In this article, we explore the origins and early development of the ongoing collaborative action research project ‘Distant Voices – Coming Home’. We begin by explaining why and how our somewhat different backgrounds and interests came to be connected in Distant Voices. We then go on to explore the project’s first two development stages. In discussing the first phase (Distant Voices 1), we focus on how and why we developed creative processes and practices as modes of communication, knowledge exchange and public engagement. In discussing the second phase (Distant Voices 2), we reflect upon how and why these practices came to be seen as constitutive of sites of personal and community development and of knowledge generation. In conclusion, we reflect briefly on the challenges of formalising Distant Voices in its current form – as a large-scale, collaborative research project.

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Adugu, Emmanuel. "Contextualizing Action Research." International Journal of Adult Education and Technology 12, no. 2 (April 2021): 31–46. http://dx.doi.org/10.4018/ijaet.2021040103.

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This article focuses on designing and conducting action research in diverse settings. Action research is a collaborative approach to problem solving. It involves consultative problem identification, reflects context, encourages reflexive examination, and ultimately encourages and empowers beneficiaries for desirable change. In that regard, it puts all stakeholders at the core of the change process. The process of change from research project conceptualization to analysis and policy implications is thus made more understandable and meaningful to community actors (beneficiaries). The chapter features three empirical models from diverse parts of the world. These are Model 1: Photo-voice as a form action research depicting an underused footbridge in Barbados; Model 2: DANIDA Community Water and Sanitation Project, Ghana; and REACH After School Enrichment Program, USA.

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Shaw, Rajib, Yukiko Takeuchi, R. R. Krishnamurthy, Krishna S. Pribadi, and Rekha Nianthi. "Collaborative Post Tsunami Action Research: Lessons and Reflections." Asian Journal of Environment and Disaster Management (AJEDM) - Focusing on Pro-active Risk Reduction in Asia 01, no. 01 (2009): 13. http://dx.doi.org/10.3850/s179392402009000064.

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42

Lee, Soo-Young, and Ji-Hi Bae. "Collaborative Action Research on Safety Education for Infants." Early Childhood Education Research & Review 23, no. 2 (April 30, 2019): 277–309. http://dx.doi.org/10.32349/ecerr.2019.4.23.2.277.

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43

Plummer, Gill, Kerry Newman, and Richard Winter. "Exchanging Letters: a format for collaborative action research?" Educational Action Research 1, no. 2 (January 1993): 305–14. http://dx.doi.org/10.1080/0965079930010209.

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Feldman, Allan. "The role of conversation in collaborative action research." Educational Action Research 7, no. 1 (March 1999): 125–47. http://dx.doi.org/10.1080/09650799900200076.

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Bleicher, Robert E. "A collaborative action research approach to professional learning." Professional Development in Education 40, no. 5 (November 18, 2013): 802–21. http://dx.doi.org/10.1080/19415257.2013.842183.

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46

Enomoto, Ernestine K. "Book Review: How to Conduct Collaborative Action Research." International Journal of Educational Reform 3, no. 3 (July 1994): 361–63. http://dx.doi.org/10.1177/105678799400300314.

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47

SeoKyoungHye. "An Action Research on Preservice Teachers' Collaborative Inquiry." Journal of Korean Teacher Education 29, no. 2 (June 2012): 49–76. http://dx.doi.org/10.24211/tjkte.2012.29.2.49.

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Schruijer, Sandra G. L. "Developing collaborative interorganizational relationships: an action research approach." Team Performance Management: An International Journal 26, no. 1/2 (February 12, 2020): 17–28. http://dx.doi.org/10.1108/tpm-11-2019-0106.

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Annotation:

Purpose This paper aims to address the group dynamics that evolve when representatives from various organizations come together to develop and work on a joint goal. Its aim is to share the author’s learnings when it concerns the understanding of the group dynamics of interorganizational relationships and the development of collaboration between these organizations. Design/methodology/approach The perspective taken draws on social and organizational psychology, systems psychodynamics and organization development. Findings The paper concludes with reflections on generic learnings about collaboration, its dynamics and its development. Originality/value Various action research projects are presented that have been conducted in different sectors.

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49

Ayalon, Aram. "Collaborative Action Research: A Graduate Culminating Experience Project." Teaching Education 7, no. 1 (January 1995): 21–32. http://dx.doi.org/10.1080/1047621950070106.

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50

Ho, Belinda. "Carrying Out Collaborative Action Research in a Practicum." TESOL Journal 4, no. 2 (December 5, 2012): 295–311. http://dx.doi.org/10.1002/tesj.59.

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