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Journal articles on the topic 'Action research in education – Namibia'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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1

Jellenz, Moritz, Vito Bobek, and Tatjana Horvat. "Impact of Education on Sustainable Economic Development in Emerging Markets—The Case of Namibia’s Tertiary Education System and its Economy." Sustainability 12, no. 21 (October 23, 2020): 8814. http://dx.doi.org/10.3390/su12218814.

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The research’s fundamental investigation elaborates on interactions between tertiary educational factors and Namibia’s sustainable economic development. Sequential mixed-research-method guides the investigation towards its results: A quantitative statistical data analysis enables the selection of interrelated educational and economic factors and monitors its development within Namibia’s last three decades. Subsequent qualitative interviews accumulate respondents’ subjective assessments that enable answering the fundamental interaction. Globally evident connections between a nation’s tertiary education system and its economic development are partially confirmed within Namibia. The domestic government recognizes the importance of education that represents a driving force for its sustainable economic development. Along with governmental NDP’s (National Development Program) and its long-term Vision 2030, Namibia is on the right track in transforming itself into a Knowledge-Based and Sustainable Economy. This transformation process increases human capital, growing GDP, and enhances domestic’s living standards. Namibia’s multiculturalism and its unequal resource distribution provoke difficulties for certain ethnicities accessing educational institutions. Namibia’s tertiary education system’s other challenges are missing infrastructures, lacking curricula’ quality, and absent international expertise. The authors’ findings suggest that, due to Namibia’s late independence, there is a substantial need to catch up in creating a Namibian identity. Socioeconomic actions would enhance domestic’s self-esteem and would enable the development of sustainable economic sectors. Raising the Namibian tertiary education system’s educational quality and enhancing its access could lead to diversification of economic sectors, accelerating its internationalization process. Besides that, Namibia has to face numerous challenges, including corruption, unemployment, and multidimensional poverty, that interact with its tertiary education system.

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Arpiainen, Riitta-Liisa, and Päivi Tynjälä. "Introducing Team Learning in a Developing Economy: Students’ Experiences of Experiential Entrepreneurship Education in Namibia." Journal of Enterprising Culture 25, no. 02 (June 2017): 179–210. http://dx.doi.org/10.1142/s0218495817500078.

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Entrepreneurship is considered to be a driving force behind nations’ economic development, and entrepreneurship education’s role is essential in shaping entrepreneurial attitudes, skills and culture. The objective of this study was to investigate students’ experiences of entrepreneurship education in a developing economy, especially as regards learning in and through teams. The research project was conducted in Namibia, where the challenges to breaking out of poverty are huge. Methodologically, the study was based on qualitative thematic analysis of semi-structured interviews (2009–2014) of higher education students ([Formula: see text]) taking part in an action-based, experiential entrepreneurship programme. In the analysis of students’ teamwork experiences, five main themes related to learning in and through teams emerged — the first three relating to individuals, the fourth to the team, and the fifth to wider social relations: (i) psychological safety, (ii) tolerance of uncertainty, (iii) strengthening of self-efficacy, (iv) strengthening of team-efficacy, and (v) understanding of others and other cultures. The outcomes may be utilised in establishing, developing and planning similar entrepreneurship education programmes across different cultural settings in developing economies.

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Iilonga, Amalia, Amalia Iilonga, Daniel Opotamutale Ashipala, and Nestor Tomas. "Challenges Experienced by Students Studying through Open and Distance Learning at a Higher Education Institution in Namibia: Implications for Strategic Planning." International Journal of Higher Education 9, no. 4 (May 19, 2020): 116. http://dx.doi.org/10.5430/ijhe.v9n4p116.

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Online learning remains one of the most powerful enablers and accelerators for realising higher education studies by enhancing teaching by means of innovative technologies and pedagogies. However, the success rate of students studying through Open and Distance Learning (ODL) remains very low. Therefore, institutions of higher learning in Namibia should continuously establish and assess the challenges affecting the students who opt to study via distance mode to devise strategies required to address such challenges. The objective of this study was to understand the challenges experienced by students studying through ODL at Higher Education Institution (HEI) in Namibia and establish the challenges they face. A qualitative, phenomenological, explorative, descriptive and contextual research strategy was employed in this study to explore and describe challenges experienced by students’ studying through ODL at HEI’ satellite campus in Namibia. A purposive sampling was utilised in the selection of participants. Data were collected from participants using semi-structured interviews with nine participants. Three themes were identified, namely, the reasons why students chose to study through ODL programme, challenges experienced by students studying through ODL and mechanisms for improvement. The findings of this study call for well-articulated plans and actions to address the challenges faced by students studying in the distance e-learning mode. The study recommended that both Lecturers and ODL programme Administrators should undergo refresher training on distance education annually to ensure that they are aware and can address the challenges faced by their students.

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O’Sullivan, Margo C. "Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia." Teaching and Teacher Education 18, no. 5 (July 2002): 523–39. http://dx.doi.org/10.1016/s0742-051x(02)00014-8.

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Nakakuwa, Justina, Daniel Opotamutale Ashipala, Esther Kamenye, Alice Lifalaza, Marian Sankombo, and Laura Uusiku. "Factors Contributing to Poor Environmental Hygiene in Kehemu location, Rundu, Namibia." Global Journal of Health Science 11, no. 7 (June 25, 2019): 176. http://dx.doi.org/10.5539/gjhs.v11n7p176.

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Solid waste management in Rundu, Namibia, is a major challenge, resulting in significant environmental health hazards. The purpose of this study was therefore to identify and describe the factors contributing to poor environmental hygiene specifically in Kehemu location in Rundu, while the objectives were to explore the factors contributing to poor environmental hygiene in the area. A qualitative approach was employed comprising an explorative and descriptive design. The research population for this particular study consisted of residents of Kehemu location and a sample was drawn from this population using purposive sampling. Data were collected from focus group discussions conducted with 15 (fifteen) residents. The transcribed interviews and narratives from the research notes were organised into codes, main themes and sub-themes. The results from this study revealed, among other things, that the methods used by most households for disposing of waste included digging holes, burning the waste and dumping it in open areas. In addition, factors contributing to poor environmental hygiene in Kehemu location include a lack of dumping sites, dustbins and refuse removal services. The findings of this study call for well-articulated actions to address the factors identified as being associated with poor environmental hygiene in Kehemu. The study recommends that the town council should empower the community by providing dustbins, initiating clean-up campaigns and providing education and awareness-raising as some measures for curbing problems related to environmental health.

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Nuuyoma, Vistolina. "The Group-based Assessment Approach in Nursing Education: The Perspective of Nursing Students on Group-based Assessment Process at a Namibian University." International Journal of Higher Education 6, no. 3 (May 25, 2017): 91. http://dx.doi.org/10.5430/ijhe.v6n3p91.

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Group-based assessments used in the Bachelor of Nursing Science (clinical) Honours programme at a public university in Namibia are usually in the form of assignments and projects. Completing tasks in groups helps students to develop important skills like critical thinking and debating. In addition, it prepares them to work in the health-care environment where collaboration with others is required. That said, nursing students lack cooperation during the process of completing their group assignments or projects. A classroom-based research was conducted using action research as the design. The objectives were to: explore what is causing lack of cooperation during group-based assessment as perceived by nursing students, and to propose, implement and evaluate measures to improve cooperation during group-based assessment task completion. Themes that emerged as factors contributing to a lack of cooperation are: student motivation, student personal characteristics, lack of planning to approach the allocated task, student learning approaches, communication-related issues, and group composition and allocation procedures. The proposed measures of students to ensure cooperation are: selection of group leaders, determining lecturer roles in facilitating group assessment, improving communication, and involvement of students in the allocation procedures of group members.All suggestions were successfully implemented. Evaluation of measures to ensure cooperation revealed that students appreciated the group-based approach strategy given its very positive impact on their learning.

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Sasikala, A. "Emancipation of New Women in Namita Gokhale’s Paro: Dreams of Passion." Shanlax International Journal of English 8, no. 3 (June 2, 2020): 34–36. http://dx.doi.org/10.34293/english.v8i3.3195.

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The purpose of this research is to study new women in the novel of Namita Gokhale, so taking into account the complexity of life, different histories, cultures, and different structures of values, the woman’s question, despite basic solidarity, needs, to be tackled about the socio-cultural situation. Women under the patriarchal pressure and control are subjected to too much more burns and social ostracism. They are more discriminated against and are biased instead of their sex. The lives women live and struggle under the oppressive mechanism of a closed society are reflected in the writings of Namita Gokhale. We see the budding of new women in Namita Gokhale’s heroines, who do not want to be rubber dolls for others to move as they will? Defying patriarchal notions that enforce women towards domesticity, they assert their individuality and hope self-reliance through education. They nurture the desire to be independent and lead lives of their own. They want to shoulder responsibilities that go beyond a husband and children. They are not silent rebels but are bold, outspoken, determined, and action-oriented.

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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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Groundwater‐Smith, Susan. "Action research." Educational Action Research 17, no. 3 (September 2009): 479–81. http://dx.doi.org/10.1080/09650790903088037.

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Foster, Anna. "Action research in education." Action Learning: Research and Practice 11, no. 1 (January 2, 2014): 106–9. http://dx.doi.org/10.1080/14767333.2013.874780.

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Barnes, Yvonne. "Action research in education." Educational Action Research 23, no. 2 (March 27, 2015): 306–7. http://dx.doi.org/10.1080/09650792.2015.1020705.

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Zuber-Skerritt, Ortrun. "The action research planner: doing critical participatory action research." Educational Action Research 24, no. 1 (January 2, 2016): 150–54. http://dx.doi.org/10.1080/09650792.2015.1132591.

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Carter, Philip D. "Building purposeful action: action methods and action research." Educational Action Research 10, no. 2 (June 2002): 207–32. http://dx.doi.org/10.1080/09650790200200180.

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Kyle,, William C. "Editorial: Action research." Journal of Research in Science Teaching 34, no. 7 (September 1997): 669–71. http://dx.doi.org/10.1002/(sici)1098-2736(199709)34:7<669::aid-tea1>3.0.co;2-k.

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Mcmurray, Adela J. "Teaching action research." Active Learning in Higher Education 7, no. 1 (March 2006): 37–50. http://dx.doi.org/10.1177/1469787406061146.

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Helskog, Guro Hansen. "Justifying action research." Educational Action Research 22, no. 1 (December 12, 2013): 4–20. http://dx.doi.org/10.1080/09650792.2013.856769.

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Toomey, Ron. "Transformative action research." Educational Action Research 5, no. 1 (March 1997): 105–21. http://dx.doi.org/10.1080/09650799700200022.

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Kristanto, Wisnu. "Javanese Traditional Songs for Early Childhood Character Education." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (April 30, 2020): 169–84. http://dx.doi.org/10.21009/141.12.

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Character education in early childhood is not new, and character education is also not just a transfer of knowledge, but something that needs to be built early on through various stimula- tions. This study aims to develop the character of early childhood through audio-visual media with traditional Javanese songs. Using educational design-based research to develop audio-visual media from traditional songs, this media was tested in the field with an experimental design with a control group. Respondents involved 71 kindergarten students from one experimental class in one control class. The data revealed that character education in children shows the average value of the experi- mental class is higher than the control group, this means character education in children can be built through traditional songs. Further research can be done to improve the character of early childhood through a variety of media that interests children. Keywords: Early Childhood, Character Education, Javanese Traditional Songs Media References: Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16–25. https://doi.org/10.3102/0013189X11428813 Bates, A. (2016). The management of ‘emotional labour’ in the corporate re-imagining of primary education in England. International Studies in Sociology of Education, 26(1), 66–81. https://doi.org/10.1080/09620214.2016.1175959 Bates, A. (2019). Character education and the ‘priority of recognition.’ Cambridge Journal of Education, 49(6), 695–710. https://doi.org/10.1080/0305764X.2019.1590529 Battistich, V., Schaps, E., Watson, M., Solomon, D., & Lewis, C. (2000). Effects of the Child Development Project on students’ drug use and other problem behaviors. Journal of Primary Prevention, 21(1), 75–99. https://doi.org/10.1023/A:1007057414994 Berkowitz, M. W. (1933). The Science of Character. 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The role of the school among youth in Nelemnoe (Yakutia). Sibirica, 4(1), 63–73. https://doi.org/10.1080/13617360500070731 Dick, W., & Carey, L. (2009). The Systematic Design of Instruction. New Jersey: Pearson Education. Ecclestone, K. (2012). From emotional and psychological well-being to character education: Challenging policy discourses of behavioural science and “vulnerability.” Research Papers in Education, 27(4), 463–480. https://doi.org/10.1080/02671522.2012.690241 Fleer, M., & Hedegaard, M. (2010). Children’s development as participation in everyday practices across different institutions. Mind, Culture, and Activity, 17(2), 149–168. https://doi.org/10.1080/10749030903222760 Goodman, J. F. (2019). Searching for character and the role of schools. Ethics and Education, 14(1), 15–35. https://doi.org/10.1080/17449642.2018.1537989 Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopathology, 7(1), 117–136. https://doi.org/10.1017/S0954579400006374 Hanna, W. (2014). A Reggio-Inspired Music Atelier: Opening the Door Between Visual Arts and Music. Early Childhood Education Journal, 42(4), 287–294. https://doi.org/10.1007/s10643-013-0610-9 Harahap, N., Kahar, I. A., & Nasution, L. H. (2018). Preservation of lullabies songs in forming character based on local wisdom. International Journal of Linguistics, Literature and Culture, 5(1), 32–42. https://doi.org/10.21744/ijllc.v5n1.479 Hariswari, K. P., & Iswidayanti, S. (2019). Catharsis : Journal of Arts Education Gending Rare : Its Potential As A Character Education Media Based on Local Authority in Denpasar City. 8(3), 352–362. Hariyadi, S., Tamalene, M. N., & Hariyono, A. (2019). Ethnopedagogy of the osing tribe folk song: exploration and formation of biology learning character. Biosfer, 12(2), 258–276. https://doi.org/10.21009/biosferjpb.v12n2.258-276 Hendrix, R. E., Palmer, K. Z., Tashis, N., & Winner, M. G. (2013). The incredible flexible you: A social thinking curriculum for the preschool and the early elementary years. San Jose: CA: Think Social. Herliyana, & Rosmiati. (2018). Developing the Nationalism Character of Young Learners by Using Songs and Traditional Dances of Indonesia. Proceedings of the International Conference on the Roles of Parents in Shaping Children’s Characters (ICECED), 287–292. Hidayati, I., Handini, M. C., & Karnadi. (2018). Character education on Dendang saluang ( Traditional song Minangkabau ) in Nagari Saribu Rumah. International Journal of Advanced Education and Research, 3(3), 01–05. Ilari, B. (2018). Scaramouche Goes to Preschool: The Complex Matrix of Young Children’s Everyday Music. Early Childhood Education Journal, 46(1), 0. https://doi.org/10.1007/s10643-017-0842-1 Jeynes, W. H. (2019). A Meta-Analysis on the Relationship Between Character Education and Student Achievement and Behavioral Outcomes. Education and Urban Society, 51(1), 33–71. https://doi.org/10.1177/0013124517747681 Kotsonis, A. (2020). What can we learn from Plato about intellectual character education? Educational Philosophy and Theory, 52(3), 251–260. https://doi.org/10.1080/00131857.2019.1631157 Kurniawati, Y., Pranoto, S., & Hong, J. J. (2014). Developing Early Childhood’s Character Through Javanesenese Traditional Game. Indonesian Journal of Early Childhood Education Studies, 3(1), 68–72. https://doi.org/10.15294/ijeces.v3i1.9477 Lee, A. (2016). Implementing character education program through music and integrated activities in early childhood settings in Taiwan. International Journal of Music Education, 34(3), 340–351. https://doi.org/10.1177/0255761414563195 Lee, G. L. (2013). Re-emphasizing Character Education in Early Childhood Programs: Korean Children’s Experiences. Childhood Education, 89(5), 315–322. https://doi.org/10.1080/00094056.2013.830907 Lickona, T., Schaps, E., & Lewis, C. (2007). CEP ’ s of Effective Character Education Effective Character Education : Character Education Partnership. Mang, E. (2005). The referent of children’s early songs. Music Education Research, 7(1), 3–20. https://doi.org/10.1080/14613800500041796 Mans, M. (2002). Playing The Music- Comparing Perfomance of Children’s Song and dance in Traditional and Contemporary Namibian Education. In The Arts in Children’s Live (pp. 71–86). Netherlands: Kluwer Academic Publishers. Marshall, P. J., Bouquet, C. A., Thomas, A. L., & Shipley, T. F. (2010). Motor contagion in young children: Exploring social influences on perception-action coupling. Neural Networks, 23(8–9), 1017–1025. https://doi.org/10.1016/j.neunet.2010.07.007 MENTERI PENDIDIKAN NASIONAL. STANDAR PENDIDIKAN ANAK USIA DINI. , PERATURAN MENTERI PENDIDIKAN NASIONAL REPUBLIK INDONESIA NOMOR § (2009). Mullen, G. (2017). More Than Words: Using Nursery Rhymes and Songs to Support Domains of Child Development. Journal of Childhood Studies, 42(2), 42. https://doi.org/10.18357/jcs.v42i2.17841 Mutema, F. (2008). Shona Traditional Children ’ s Games and Play : Songs as Indigenous Ways of Knowing. English, 2(4), 189–203. Nakashima, D., Prott, L., & Bridgewater, P. (2000). Tapping Into the World’s Wisdom. UNESCO Sources, 1–24. Nyota, S., & Mapara, J. (2008). Shona Traditional Children ’ s Games and Play : Songs as Indigenous Ways of Knowing. English, 2(4), 189–203. Rogoff, B., Moore, L., Najafi, B., Dexter, A., Correa-Chávez, M., & Solís, J. (2007). Children’s development of cultural repertoires through participation in everyday routines and practices. Handbook of socialization (In J. E. G). New York: Guilford Press. Selasih, N. N., & Sudarsana, I. K. (2018). Education Based On Ethnopedagogy In Maintaining And Conserving The Local Wisdom: A Literature Study. Jurnal Ilmiah Peuradeun, 6(2), 293–306. Sizer, T. R., & Sizer, N. F. (1999). The students are watching: Schools and the moral contract. Boston: Beacon. Smeyers, P., Smith, R., & Standish, P. (2010). The therapy of education: Philosophy, happiness and personal growth. Basingstoke: Palgrave Macmillan. Sukoyo, J. (2016). The Development of Javanesenese Songs Containing Character Values as a Learning Medium of Early Childhood Education. Widyaparwa, 44(1), 1–9. Yang, L. H., Kleinman, A., Link, B. G., Phelan, J. C., Lee, S., & Good, B. (2007). Culture and stigma: Adding moral experience to stigma theory. Social Science and Medicine, 64(7), 1524–1535. https://doi.org/10.1016/j.socscimed.2006.11.013 Zeidler, Dana L; Keefer, M. (2003). the Role of Moral Reasoning on Socioscientific Issues and.

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Oberg, Antoinette. "Methods and meanings in action research: The action research journal." Theory Into Practice 29, no. 3 (June 1990): 214–21. http://dx.doi.org/10.1080/00405849009543457.

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Noaparast, Khosrow Bagheri, and Mohammad Zoheir Bagheri Noaparast. "Action-Oriented Research in Education." American Journal of Islamic Social Sciences 29, no. 2 (April 1, 2012): 43–63. http://dx.doi.org/10.35632/ajiss.v29i2.324.

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Comparative studies among cultures, particularly Western and Eastern ones, are vital and necessary. In this essay, we are presenting a comparison between Western and Islamic views. The focus of this study is on action-oriented educational research based on Charles Clark’s view as a more recent action-oriented view on educational research. The comparison between Clark’s view and the one we suggest that is inspired by the Islamic view of human action and shows that there are considerable commonalities between the two views as both of them avoid the mechanistic orientation and take human action into account. There are also differences between the two views regarding the distinction between fact and value, as well as the relation between means and ends in research.

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Koivula, U. M., and T. Tittonen. "Interprofessional entrepreneur education – action research." Physiotherapy 101 (May 2015): e1520. http://dx.doi.org/10.1016/j.physio.2015.03.1506.

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Boulmetis, John. "Action Research is Adult Education." Adult Learning 11, no. 3 (June 2000): 2. http://dx.doi.org/10.1177/104515959901100301.

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Kitchen, Julian, and Dianne Stevens. "Action research in teacher education." Action Research 6, no. 1 (March 2008): 7–28. http://dx.doi.org/10.1177/1476750307083716.

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Fain, James A. "Diabetes Education: Research in Action." Diabetes Educator 25, no. 4 (July 1999): 499. http://dx.doi.org/10.1177/014572179902500401.

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Squires, Garry. "Action research in special education." Educational Psychology in Practice 27, no. 3 (September 2011): 313–14. http://dx.doi.org/10.1080/02667363.2011.603575.

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Prevots, Naima. "Action Research and Dance Education." Journal of Dance Education 9, no. 2 (April 2009): 39–40. http://dx.doi.org/10.1080/15290824.2009.10387384.

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Walsh, Paddy. "Philosophy, Education and Action Research." Educational Action Research 1, no. 1 (January 1993): 189–91. http://dx.doi.org/10.1080/0965079930010112.

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Conway, Colleen M., and James Borst. "Action Research in Music Education." Update: Applications of Research in Music Education 19, no. 2 (March 2001): 3–8. http://dx.doi.org/10.1177/87551233010190020102.

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Noaparast, Khosrow Bagheri, and Mohammad Zoheir Bagheri Noaparast. "Action-Oriented Research in Education." American Journal of Islam and Society 29, no. 2 (April 1, 2012): 43–63. http://dx.doi.org/10.35632/ajis.v29i2.324.

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Comparative studies among cultures, particularly Western and Eastern ones, are vital and necessary. In this essay, we are presenting a comparison between Western and Islamic views. The focus of this study is on action-oriented educational research based on Charles Clark’s view as a more recent action-oriented view on educational research. The comparison between Clark’s view and the one we suggest that is inspired by the Islamic view of human action and shows that there are considerable commonalities between the two views as both of them avoid the mechanistic orientation and take human action into account. There are also differences between the two views regarding the distinction between fact and value, as well as the relation between means and ends in research.

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Postholm, May Britt. "The complementarity of formative intervention research, action research and action learning." Educational Research 62, no. 3 (July 2, 2020): 324–39. http://dx.doi.org/10.1080/00131881.2020.1793684.

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Ferland, Tara. "Action research communities: professional learning, empowerment, and improvement through action research." Educational Action Research 27, no. 5 (March 8, 2019): 815–16. http://dx.doi.org/10.1080/09650792.2019.1589994.

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Gonzalez, Carmen Beatriz de, Teresa Hernandez, Jim Kusch, and Charly Ryan. "Planning as action research." Educational Action Research 12, no. 1 (March 2004): 59–76. http://dx.doi.org/10.1080/09650790400200239.

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Lewis, Rolla E., Courtney Herb, Erin Mundy-Mccook, and Natalie Capps-Jenner. "Lifescaping action research pedagogy." Educational Action Research 27, no. 1 (October 21, 2018): 75–90. http://dx.doi.org/10.1080/09650792.2018.1535446.

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Elliott, John. "Research on teachers' knowledge and action research." Educational Action Research 2, no. 1 (January 1994): 133–37. http://dx.doi.org/10.1080/09650799400200003.

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Otto, Alice, and S. Nkanga. "Doing Educational Research: an action research approach." Educational Action Research 3, no. 3 (January 1995): 279–86. http://dx.doi.org/10.1080/0965079950030303.

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Perry, Chad, and Ortun Zuber-Skerritt. "Action research in graduate management research programs." Higher Education 23, no. 2 (March 1992): 195–208. http://dx.doi.org/10.1007/bf00143646.

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Andrews, Jane. "Action research." System 31, no. 1 (March 2003): 125–27. http://dx.doi.org/10.1016/s0346-251x(02)00077-5.

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Capobianco, Brenda M., and Allan Feldman. "Promoting quality for teacher action research: lessons learned from science teachers’ action research." Educational Action Research 14, no. 4 (December 2006): 497–512. http://dx.doi.org/10.1080/09650790600975668.

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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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Maria Lee. "Action Research on Community Organizing Education." Korean Journal of Social Welfare 70, no. 2 (May 2018): 115–44. http://dx.doi.org/10.20970/kasw.2018.70.2.005.

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Udvarhelyi, Éva Tessza. "Participatory action research as political education." Action Learning: Research and Practice 17, no. 1 (January 2, 2020): 24–33. http://dx.doi.org/10.1080/14767333.2020.1712839.

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Posch, Peter. "I: Action Research in Environmental Education." Educational Action Research 1, no. 3 (January 1993): 447–55. http://dx.doi.org/10.1080/0965079930010309.

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Thorne, Christine, and Wang Qiang. "Action research in language teacher education." ELT Journal 50, no. 3 (July 1996): 254–62. http://dx.doi.org/10.1093/elt/50.3.254.

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Misra, Sanchit. "Action research on education in Ayurveda." Journal of Ayurveda and Integrative Medicine 8, no. 4 (October 2017): 283–84. http://dx.doi.org/10.1016/j.jaim.2017.09.003.

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Arnold, Douglas E. "Action Research in Action: Curricular Articulation and Integrated Instruction." NASSP Bulletin 82, no. 596 (March 1998): 74–78. http://dx.doi.org/10.1177/019263659808259613.

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Hadfield, Mark. "Knowledge producing, its management and action and action research." Educational Action Research 13, no. 2 (June 2005): 301–12. http://dx.doi.org/10.1080/09650790300200281.

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PAPASTEPHANOU, MARIANNA. "Philosophical Research and Educational Action Research." Journal of Philosophy of Education 40, no. 2 (May 2006): 187–203. http://dx.doi.org/10.1111/j.1467-9752.2006.00506.x.

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O'Brien, John. "Action research through stimulated recall." Research in Science Education 23, no. 1 (December 1993): 214–21. http://dx.doi.org/10.1007/bf02357063.

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Glasgow, Jacqueline N. "Action Research Changes Cultural Attitudes." Teaching Education 6, no. 2 (December 1994): 41–48. http://dx.doi.org/10.1080/1047621940060207.

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Wood, Patricia. "Action Research: a field perspective." Journal of Education for Teaching 14, no. 2 (January 1988): 135–50. http://dx.doi.org/10.1080/0260747880140203.

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