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Journal articles on the topic 'Action research strategy'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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1

Kogi, Kazutaka. "Action-oriented research strategy of industrial fatigue." Japanese journal of ergonomics 33, Supplement (1997): 60–61. http://dx.doi.org/10.5100/jje.33.supplement_60.

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2

Searle, Alison. "Action Research - A Valuable Teaching/Learning Strategy." Aboriginal Child at School 16, no. 2 (1988): 44–52. http://dx.doi.org/10.1017/s0310582200015340.

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This article is a follow-up to “Utilizing a Research Project as a Teaching/Learning Strategy : The Joys and Fears of Childhood” which appeared in Vol.15 No.3, 1987. In both projects the students contributed significantly.In Semester II, 1987, a group of Aboriginal and Islander students in their second year of the Diploma of Teaching (ECE) at James Cook University conducted an action research project entitled “Cross-cultural Perspectives on Children’s Friendships in Middle Childhood”.

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3

Titchen, Angie, and Alison Binnie. "A Unified Action Research Strategy in Nursing." Educational Action Research 1, no. 1 (1993): 25–33. http://dx.doi.org/10.1080/0965079930010103.

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4

Cross, Jeremy. "Exploring Listening Strategy Instruction Through Action Research." ELT Journal 70, no. 2 (2016): 231–32. http://dx.doi.org/10.1093/elt/ccw009.

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5

Ramos, Carlos Frank Viga, Raimunda da Costa Araruna, Charlene Maria Ferreira de Lima, Carmen Lúcia Albuquerque de Santana, and Luiza Hiromi Tanaka. "Education practices: research-action with nurses of Family Health Strategy." Revista Brasileira de Enfermagem 71, no. 3 (2018): 1144–51. http://dx.doi.org/10.1590/0034-7167-2017-0284.

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ABSTRACT Objective: to identify the factors that determine the implementation of educational practices of health promotion and to construct proposals to implement the educational actions of the nurses of the Family Health Units (FHU). Method: research-action in which individual interviews and focus group were conducted, with 17 nurses from 12 FHU in the city of Cruzeiro do Sul, Acre state, Brazil. The results were organized by the thematic analysis method. Results: the thematic units emerged from the analysis: dichotomy between knowledge and doing in the production of care and health; the nurs

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6

Ragsdell, Gillian. "Participatory action research: a winning strategy for KM." Journal of Knowledge Management 13, no. 6 (2009): 564–76. http://dx.doi.org/10.1108/13673270910997196.

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7

Curry, Katherine A., Jackie Mania-Singer, ED Harris, and Shawna Richardson. "Teacher Collaborative Action Research." Journal of School Leadership 28, no. 2 (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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8

Rodriguez, Rachel. "Action Research as a Strategy for Teaching an Undergraduate Research Course." Journal of Nursing Education 51, no. 2 (2011): 102–5. http://dx.doi.org/10.3928/01484834-20111216-02.

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9

Gratton, Robert. "Professional development through action research." Management in Education 17, no. 5 (2003): 13–15. http://dx.doi.org/10.1177/08920206030170050501.

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10

Field, Richard H. G. "Book Review: Participatory Action Research." Journal of Management 18, no. 1 (1992): 173. http://dx.doi.org/10.1177/014920639201800114.

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11

Sousa, Maria José. "Dynamic Knowledge: An Action Research Project." International Journal of Knowledge, Culture, and Change Management: Annual Review 10, no. 1 (2010): 317–32. http://dx.doi.org/10.18848/1447-9524/cgp/v10i01/49914.

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12

Suparman, Lalu. "The Teachers’ Strategy on Students’ Communicative Ability Action Research." PALAPA 6, no. 2 (2018): 145–54. http://dx.doi.org/10.36088/palapa.v6i2.72.

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The study aimed to find out the students’ communicative ability and how far the students’ improvement in communicative ability after getting the teaching and learning by using the appropriate teachers’ strategy. It was the communicative strategy to solve the problem of how is the communicative ability and how does the communicative strategy improve the communicative ability of the students. The research was designed in a classroom action research which was done on three cycles. The practicum was performed in class eight grade 8B of MTs.Yaqin 2 Pemondah which had 34 learners. During the practic

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13

Malterud, Kirsti. "Action research—a strategy for evaluation of medical interventions." Family Practice 12, no. 4 (1995): 476–81. http://dx.doi.org/10.1093/fampra/12.4.476.

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14

Stevens, Kelline W. "Collaborative action research: An effective strategy for principal inservice." Theory Into Practice 25, no. 3 (1986): 203–6. http://dx.doi.org/10.1080/00405848609543226.

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15

McIntyre‐Mills, Janet, Susan Goff, and Dawn Hillier. "Systemic action research: a strategy for whole system change." Educational Action Research 19, no. 2 (2011): 245–51. http://dx.doi.org/10.1080/09650792.2011.569137.

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16

Hart, Elizabeth. "Action research as a professionalizing strategy: issues and dilemmas." Journal of Advanced Nursing 23, no. 3 (1996): 454–61. http://dx.doi.org/10.1111/j.1365-2648.1996.tb00006.x.

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17

Titchen, Angie, and Alison Binnie. "Action research: A strategy for theory generation and testing." International Journal of Nursing Studies 31, no. 1 (1994): 1–12. http://dx.doi.org/10.1016/0020-7489(94)90002-7.

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18

HALL, JULIE E. "Professionalizing action research - a meaningful strategy for modernizing services?" Journal of Nursing Management 14, no. 3 (2006): 195–200. http://dx.doi.org/10.1111/j.1365-2934.2006.00584.x.

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19

Eden, Colin, and Chris Huxham. "Action Research for Management Research." British Journal of Management 7, no. 1 (1996): 75–86. http://dx.doi.org/10.1111/j.1467-8551.1996.tb00107.x.

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20

Tian, Zai Ke, Suo Chang Yang, De Long Feng, and Yun Zhi Yao. "Research on Pulse Jet Action Angle Optimization." Applied Mechanics and Materials 401-403 (September 2013): 1628–31. http://dx.doi.org/10.4028/www.scientific.net/amm.401-403.1628.

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To determine the action angle of is the important topics on Trajectory Correction technology.The pulse force action angle and residual impact point deviation were theoretically analyzed on the basis of traditional control strategy of pulse jets. It has been found that there may be a large residual impact point deviation when the correction ability is different. An optimization strategy for the pulse force action angle control was presented, and the method was verified by the 6-degrees of freedom trajectory simulation.

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21

Styhre, Alexander, and Mats Sundgren. "Action Research as Experimentation." Systemic Practice and Action Research 18, no. 1 (2005): 53–65. http://dx.doi.org/10.1007/s11213-005-2459-3.

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22

Bowes, Alison. "‘Evaluating an Empowering Research Strategy: Reflections on Action-Research with South Asian Women’." Sociological Research Online 1, no. 1 (1996): 30–45. http://dx.doi.org/10.5153/sro.1310.

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Anti-racist sociology, feminist sociology and action-research share a concern with empowerment of ‘the researched’. A review and critique of the concept of empowerment in anti racist, feminist and action research is used to argue for the use of Strauss's ‘paradigm’ for study of the negotiation of power in the research process. Power negotiations are discussed in relation to a reflexive case study of an action- research project which worked alongside South Asian women in Glasgow. The case focuses on the project set up, which was aimed at intrinsic empowerment, then on the community action which

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23

Dick, Bob. "Action research literature." Action Research 2, no. 4 (2004): 425–44. http://dx.doi.org/10.1177/1476750304047985.

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24

Babüroglu, Oguz N., and Ib Ravn. "Normative Action Research." Organization Studies 13, no. 1 (1992): 019–34. http://dx.doi.org/10.1177/017084069201300104.

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25

WANG, CAROLINE C. "Photovoice: A Participatory Action Research Strategy Applied to Women's Health." Journal of Women's Health 8, no. 2 (1999): 185–92. http://dx.doi.org/10.1089/jwh.1999.8.185.

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26

Chen, Zuoning, Bohu Li, Xudong Chai, et al. "The Overall Development Strategy Research of “Internet Plus” Action Plan." Chinese Journal of Engineering Science 20, no. 2 (2018): 1. http://dx.doi.org/10.15302/j-sscae-2018.02.001.

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27

Midkiff, Robert Mckinley, and Joy Patricia Burke. "An action research strategy for selecting and conducting program evaluations." Psychology in the Schools 24, no. 2 (1987): 135–44. http://dx.doi.org/10.1002/1520-6807(198704)24:2<135::aid-pits2310240207>3.0.co;2-y.

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28

Peak, Daniel A., Carl S. Guynes, Victor R. Prybutok, and Chenyan Xu. "Aligning Information Technology With Business Strategy: An Action Research Approach." Journal of Information Technology Case and Application Research 13, no. 1 (2011): 16–42. http://dx.doi.org/10.1080/15228053.2011.10856200.

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29

Snell, Patricia, Nola Miguel, and Jean East. "Changing directions: participatory action research as a parent involvement strategy." Educational Action Research 17, no. 2 (2009): 239–58. http://dx.doi.org/10.1080/09650790902914225.

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30

HAGGARTY, LINDA, and KEITH POSTLETHWAITE. "Action Research: a strategy for teacher change and school development?" Oxford Review of Education 29, no. 4 (2003): 423–48. http://dx.doi.org/10.1080/0305498032000153016.

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31

Sullivan, Elise, Karen Francis, and Desley Hegney. "Action research—A strategy of empowerment in a turbulent environment." Australasian Emergency Nursing Journal 10, no. 4 (2007): 190. http://dx.doi.org/10.1016/j.aenj.2007.09.005.

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32

Jainal, Norafiah Haji, and Masitah Shahrill. "Incorporating Jigsaw Strategy to Support Students’ Learning through Action Research." International Journal on Social and Education Sciences 3, no. 2 (2021): 252–66. http://dx.doi.org/10.46328/ijonses.75.

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The study explored the use of cooperative learning strategy in students’ learning of Marketing for Tourism subject. The sample of this study consisted of 19 final year Diploma students from the Travel and Tourism services course. The study utilizes an action research approach, which involves the process of improving the method of teaching and students’ learning through several repetitive cycles. The aim of the research is to investigate the use of cooperative learning by adopting the Jigsaw strategy in order to enhance students’ understanding of the subject. The objectives of the study were ac

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33

de Oliveira, Rui A. F., Jorge Lopes, and Maria I. Abreu. "Insights from a project procurement strategy through an action research." Procedia Computer Science 181 (2021): 1002–10. http://dx.doi.org/10.1016/j.procs.2021.01.275.

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34

Coelho, Camila Malgarin, Mara Caino Teixeira Marchiori, Carla Lizandra de Lima Ferreira, Francisca Georgina Macedo de Sousa, Kerstin Hämel, and Dirce Stein Backes. "Implementation of the São-Borjense Mother-Baby Strategy: Action research." Avances en Enfermería 39, no. 2 (2021): 188–97. http://dx.doi.org/10.15446/av.enferm.v39n2.86471.

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Objetivo: descrever o processo de concepção e implementação da Estratégia Mãe-Bebê São-Borjense. Materiais e método: trata-se de uma pesquisa-ação, desenvolvida entre março de 2018 e outubro de 2019, a partir de uma amostragem aleatória simples que contou com a participação de 5 gestores, 27 profissionais da saúde e 23 gestantes da rede de atenção à saúde materno-infantil do município de São Borja, Rio Grande do Sul, Brasil. O grupo focal guiou a identificação e o levantamento dos dados, e a análise de conteúdo temática permitiu a categorização dos dados. Resultados: a partir de um plano si

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35

Shotter, John. "Situated Dialogic Action Research." Organizational Research Methods 13, no. 2 (2009): 268–85. http://dx.doi.org/10.1177/1094428109340347.

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36

Coghlan, David, Paul Coughlan, and Louis Brennan. "Organizing for Research and Action: Implementing Action Researcher Networks." Systemic Practice and Action Research 17, no. 1 (2004): 37–49. http://dx.doi.org/10.1023/b:spaa.0000013420.00711.95.

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37

Rolfsen, Monica, Arild Johnsen, and Gaute Knutstad. "Action Engagement: Improving Researchers’ Involvement in Action Research Projects." Systemic Practice and Action Research 20, no. 1 (2006): 53–63. http://dx.doi.org/10.1007/s11213-006-9049-x.

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38

Heller, Frank. "Book Review: Participatory Action Research." Journal of General Management 17, no. 4 (1992): 84–86. http://dx.doi.org/10.1177/030630709201700410.

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39

Coghlan, David, and Rosalie Holian. "Editorial: insider action research." Action Research 5, no. 1 (2007): 5–10. http://dx.doi.org/10.1177/1476750307072872.

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40

Quinlan, Elizabeth. "New action research techniques." Action Research 8, no. 2 (2009): 117–33. http://dx.doi.org/10.1177/1476750309335204.

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41

Fuller-Rowell, Thomas E. "Multi-site action research." Action Research 7, no. 4 (2009): 363–84. http://dx.doi.org/10.1177/1476750309340942.

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42

Meadows, Jack. "Review Article: Prospects: a strategy for action." Library and Information Research 22, no. 72 (2013): 5–10. http://dx.doi.org/10.29173/lirg342.

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43

Chia, Robert, and Robin Holt. "Strategy as Practical Coping: A Heideggerian Perspective." Organization Studies 27, no. 5 (2006): 635–55. http://dx.doi.org/10.1177/0170840606064102.

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What strategic actors actually do in practice has become increasingly the focus of strategy research in recent years. This paper argues that, in furthering such practice-based views of strategy, we need a more adequate re-conceptualization of agency, action and practice and how they interrelate. We draw from the work of the continental philosopher Martin Heidegger to articulate a relational theory of human agency that is better suited to explaining everyday purposive actions and practices. Specifically, we argue that the dominant ‘building’ mode of strategizing that configures actors (whether

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44

Bradbury, Hilary, Kent Glenzer, Marina Apgar, et al. "Action Research Journal’s seven quality choicepoints for action oriented research for transformations." Action Research 18, no. 1 (2020): 3–6. http://dx.doi.org/10.1177/1476750320904562.

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45

Jansen, Bram, Ellen Reehorst, and Rudy Delhaas. "Action Research Networking and Environmental Education in the Netherlands: a challenging and successful action research strategy for educational reform." Educational Action Research 3, no. 2 (1995): 195–209. http://dx.doi.org/10.1080/0965079950030206.

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46

Reid, Colleen, Allison Tom, and Wendy Frisby. "Finding the ‘action’ in feminist participatory action research." Action Research 4, no. 3 (2006): 315–32. http://dx.doi.org/10.1177/1476750306066804.

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47

Levin, Morten. "Ph.D. programs in action research." Concepts and Transformation 8, no. 3 (2003): 219–38. http://dx.doi.org/10.1075/cat.8.3.03lev.

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Can universities ever become a greenhouse for education in Action Research? Would it be possible to create Ph.D. programs in Action Research that are loyal to the genuine characteristics of Action Research? The hegemony of conventional researcher education has dominated university activities. Action Research has inherent characteristics that break radically with the academic tradition. The core challenge is to assess whether high-level training in Action Research can find a home in universities. Training action researchers in conventional academic institutions will in itself be an action resea

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48

Willis, C. D., J. K. Greene, A. Abramowicz, and B. L. Riley. "Strengthening the evidence and action on multi-sectoral partnerships in public health: an action research initiative." Health Promotion and Chronic Disease Prevention in Canada 36, no. 6 (2016): 101–11. http://dx.doi.org/10.24095/hpcdp.36.6.01.

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Introduction The Public Health Agency of Canada’s Multi-sectoral Partnerships Initiative, administered by the Centre for Chronic Disease Prevention (CCDP), brings together diverse partners to design, implement and advance innovative approaches for improving population health. This article describes the development and initial priorities of an action research project (a learning and improvement strategy) that aims to facilitate continuous improvement of the CCDP’s partnership initiative and contribute to the evidence on multi-sectoral partnerships. Methods The learning and improvement strategy

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49

Meesuk, Parinya, Banleng Sramoon, and Angwara Wongrugsa. "Classroom Action Research-based Instruction: The Sustainable Teacher Professional Development Strategy." Journal of Teacher Education for Sustainability 22, no. 1 (2020): 98–110. http://dx.doi.org/10.2478/jtes-2020-0008.

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AbstractThe purposes of this research were to study the current situation and to compare the consequences of the Child Development Centre teachers on classroom action research-based instruction. The sample was 81 teachers of the Child Development Centre of the Local Administrative Organisation, derived from multi-stage random sampling. The instruments were the semi-structured interview form, and the measurement form of learning management outcomes, which the validity was between 0.80-1.00 and reliability was 0.968. The data were analysed by percentage, mean, standard deviation, content analysi

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50

Bull, Richard J., and Joseph A. Cottruvo. "Research strategy for developing key information on bromate's mode of action." Toxicology 221, no. 2-3 (2006): 135–44. http://dx.doi.org/10.1016/j.tox.2005.10.007.

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