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Smulyan, Lisa. "Collaborative action research: A critical analysis." Peabody Journal of Education 64, no. 3 (1987): 57–70. http://dx.doi.org/10.1080/01619568709538559.
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Caraballo, Limarys, and Jamila Lyiscott. "Collaborative inquiry: Youth, social action, and critical qualitative research." Action Research 18, no. 2 (2018): 194–211. http://dx.doi.org/10.1177/1476750317752819.
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Youth participatory action research is part of a revolutionary effort in educational research to take inquiry-based knowledge production out of the sole purview of academic institutions and include those who most directly experience the educational contexts that scholars endeavor to understand. Seeking to extend the robust legacy of participatory action research in schools and communities, in this article, we focus on the pedagogical contributions of youth participatory action research collaborations for the teaching of critical qualitative research. We discuss strategies developed and implemented in an after-school youth participatory action research seminar in order to highlight how collaborative educational spaces can contribute to teaching and engaging in critical qualitative research. We also reflect, in our role as educators and researchers, on the possibilities and limitations of teaching qualitative research critically and reflexively, particularly at the intersection of qualitative action research, critical literacies, and youth social action. We conclude with a discussion of the broader implications of collaborative inquiry for the teaching of qualitative research in education and beyond.
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Aspland, Tania, Ian Macpherson, Christine Proudford, and Letitia Whitmore. "Critical Collaborative Action Research as a Means of Curriculum Inquiry and Empowerment." Educational Action Research 4, no. 1 (1996): 93–104. http://dx.doi.org/10.1080/0965079960040108.
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Jones, Marion, and Grant Stanley. "Mission Impossible." International Review of Qualitative Research 4, no. 2 (2011): 231–51. http://dx.doi.org/10.1525/irqr.2011.4.2.231.
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This paper reports the reflective journey we undertook as the leaders of a collaborative action research project involving education practitioners and our navigation through a complex web of cooperation, conflict resolution, bargaining and defection. Drawing on these experiences, we seek to make explicit the cocktail of tensions and disordering of research contexts and practices that have remained largely disregarded both in the literature and in everyday self-accounting. By interweaving the plot-lines of ‘game,’ ‘ritual’ and ‘real’ we seek to gain an insight into the rational/irrational behaviour of the various players involved in this ethno-drama, including ourselves. Finally, we posit the claim that educational action research conceived as a ‘critical and (self-critical) collaborative inquiry’ (Zuber-Skerritt, 1996, p.85) has surrendered its democratic values to an all pervading performativity culture and conclude that collaborative action research conducted in the politicised educational contexts of today cannot be true to its ideal.
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Avci, Bülent. "Collaborative learning within critical mathematics education." Beta: Jurnal Tadris Matematika 13, no. 1 (2020): 1–13. http://dx.doi.org/10.20414/betajtm.v13i1.366.
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[English]: This article investigates ways in which collaborative learning in critical mathematics education can promote critical citizenship and democracy to counter neoliberal hegemony in education. Drawing on critical participatory action research in a U.S. high school classroom, the article argues that collaborative learning in critical mathematics education is a coherent alternative to neoliberal approaches to collaborative learning to promote justice based participatory democracy. 
 Keywords: Critical mathematics education, Collaborative learning, Neoliberal pedagogy, Citizenship, Democracy
 [Bahasa]: Artikel ini menyelidiki bagaimana pembelajaran kolaboratif dalam pendidikan matematika kritis dapat mendorong terwujudnya demokrasi dan sikap warga negara yang kritis untuk melawan hegemoni neo-liberal dalam pendidikan. Merujuk pada penelitian tindakan kelas berbasis partisipasi kritis di kelas sekolah menengah atas di Amerika Serikat, artikel ini menunjukkan bahwa pembelajaran kolaboratif dalam pendidikan matematika kritis merupakan alternatif yang koheren terhadap pendekatan neo-liberal dalam pembelajaran kolaboratif untuk mendorong partisipasi demokratis berbasis keadilan. 
 Kata kunci: Pendidikan matematika kritis, Pembelajaran kolaboratif, Pedagogi neo-liberal, Kewarganegaraan, Demokrasi
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Trott, Carlie D. "Reshaping our world: Collaborating with children for community-based climate change action." Action Research 17, no. 1 (2019): 42–62. http://dx.doi.org/10.1177/1476750319829209.
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This paper documents a collaborative, multi-site participatory action research project in collaboration with children to act on climate change within local community settings. The project was an after-school program that combined hands-on climate change educational activities with photovoice, a participatory action research method that uses digital photography as the basis for problem identification, group dialogue, and social change action. Grounded in transformative sustainability learning theory and integrated with an arts-based participatory action research methodology, the program was designed to strengthen children’s climate change awareness and sense of agency through youth-led action projects. After describing the program, this article details the collaborative action projects designed and carried out by 10- to 12-year-olds in each community (e.g., policy advocacy, tree-planting, community garden) as well as how the program facilitated children’s constructive climate change engagement through children’s enjoyment and agentic action. The critical importance of participatory process and collaborative action in strengthening children’s sense of agency is discussed.
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Smith, Laura, Kathryn Davis, and Malika Bhowmik. "Youth Participatory Action Research Groups as School Counseling Interventions." Professional School Counseling 14, no. 2 (2010): 2156759X1001400. http://dx.doi.org/10.1177/2156759x1001400206.
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Youth participatory action research (YPAR) projects offer young people the opportunity to increase their sociocultural awareness, critical thinking abilities, and sense of agency within a collaborative group experience. Thus far, however, such projects have been primarily the province of educators and social psychologists, and not substantively explored as a basis for school counseling interventions. This article suggests the initiation of such exploration within the framework of existing ecological and social justice models for school counseling practice, and presents an overview of a year-long, school-based YPAR project to exemplify this idea.
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Powell, Daryl John, and Paul Coughlan. "Rethinking lean supplier development as a learning system." International Journal of Operations & Production Management 40, no. 7/8 (2020): 921–43. http://dx.doi.org/10.1108/ijopm-06-2019-0486.
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PurposeThis paper investigates developing a learning-to-learn capability as a critical success factor for sustainable lean transformation.Design/methodology/approachThis research design is guided by our research question: how can suppliers learn to learn as part of a buyer-led collaborative lean transformation? The authors adopt action learning research to generate actionable knowledge from a lean supplier development initiative over a three-year period.FindingsDrawing on emergent insights from the initiative, the authors find that developing a learning-to-learn capability is a core and critical success factor for lean transformation. The authors also find that network action learning has a significant enabling role in buyer-led collaborative lean transformations.Originality/valueThe authors contribute to lean theory and practice by making the distinction between learning about and implementing lean best practices and adopting a learning-to-learn perspective to build organisational capabilities, consistent with lean thinking and practice. Further, the authors contribute to methodology, adopting action learning research to explore learning-to-learn as a critical success factor for sustainable lean transformation.
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Avisca, Keke Citra Wahyu, Mawardi Mawardi, and Suhandi Astuti. "PENINGKATAN CRITICAL THINKING DAN COLLABORATIVE SKILL MATEMATIKA MELALUI MODEL GROUP INVESTIGATION BERBANTUAN MAGIC BALL." NATURALISTIC : Jurnal Kajian Penelitian Pendidikan dan Pembelajaran 2, no. 2 (2018): 129–38. http://dx.doi.org/10.35568/naturalistic.v2i2.204.
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Abstract
 The problem in the mathematics learning process at SD Negeri Panjang 03 Ambarawa is that Critical Thinking and Collaborative skills are still low and have an impact on the students' learning outcomes that have not been satisfactory. Based on these problems it is necessary to conduct classroom action research conducted in two cycles, each cycle consists of five stages: planning, action implementation, observation, evaluation, and reflection. The purpose of this research is to improve Critical Thinking and Collaborative skill through application of Group Investigation model assisted Magic Ball media. The data collection instrument used questionnaires to measure Critical Thinking and Collaborative and observation sheets to obtain data on learning activities. Data analysis techniques using quantitative and comparative descriptive techniques. The results showed that the improvement of Critical Thinking and Collaborative skills was evident from the increase in total score of learners per cycle. Percentage improvement of Critical Thinking skill by 35% in cycle I. After improved the learning design in cycle II succeeded to increase by 64%. The increase also occurred in Collaborative skill, which is 29% in cycle I and 68% in cycle II. Based on the above description it can be concluded that the application of Group Investigation model assisted Magic Ball media is effective in improving Critical Thinking and Collaborative skills.
 Keyword:
 Group Investigation; Magic Ball; Critical Thinking; Collaborative
 
 Abstrak
 Permasalahan dalam proses pembelajaran matematika di SD Negeri Panjang 03 Ambarawa adalah bahwa keterampilan Critical Thinking dan Collaborative masih rendah dan berdampak pada hasil belajar siswa yang belum memuaskan. Berdasarkan permasalah tersebut maka perlu dilakukan penelitian tindakan kelas yang dilakukan dalam dua siklus, masing-masing siklus terdiri dari lima tahap yaitu perencanaan, pelaksanaan tindakan, observasi, evaluasi, dan refleksi. Tujuan dari penelitian ini adalah untuk meningkatkan keterampilan Critical Thinking dan Collaborative melalui penerapan model Group Investigation berbantuan media Magic Ball. Instrumen pengumpulan data menggunakan kuisioner untuk mengukur Critical Thinking dan Collaborative dan lembar observasi untuk memperoleh data tentang aktivitas pembelajaran. Tehnik analisis data menggunakan teknik deskriptif kuantitatif dan komparatif. Hasil penelitian menunjukkan adanya peningkatan keterampilan Critical Thinking dan Collaborative terlihat dari peningkatan total skor peserta didik setiap siklus. Persentase peningkatan keterampilan Critical Thinking sebesar 35% pada siklus I. Setelah diperbaiki rancangan pembelajarannya pada siklus II berhasil meningkat sebesar 64%. Peningkatan juga terjadi pada keterampilan Collaborative, yaitu sebesar 29% pada siklus I dan sebesar 68% pada siklus II. Berdasarkan uraian di atas dapat disimpulkan bahwa penerapan model Group Investigation berbantuan media Magic Ball efektif dalam meningkatkan keterampilan Critical Thinking dan Collaborative.
 Kata Kunci:
 Group Investigation; Magic Ball; Critical Thinking; Collaborative
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Hemment, Julie. "Public Anthropology and the Paradoxes of Participation: Participatory Action Research and Critical Ethnography in Provincial Russia." Human Organization 66, no. 3 (2007): 301–14. http://dx.doi.org/10.17730/humo.66.3.p153144353wx7008.
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This article contributes to discussions of a public anthropology by bringing participatory action research (PAR) into dialogue with anthropology. PAR appears uniquely compatible with the goals of critical ethnography. Deeply concerned with global/structural inequality, it is also attentive to the power relations inherent within the research encounter; its point of departure is the kind of collaboration that the new (critical) ethnography proposes. However, despite these obvious affinities, few anthropologists have engaged PAR. At a time when more and more anthropologists are advocating forms of collaborative research practice, I argue that these two approaches to research can offer each other a great deal and that juxtaposing them is productive. Tracing the stages of her own fieldwork in post-Soviet Russia, the author argues that PAR offers the ethnographer a stance, or a framework to affect public anthropological engagement in the field. Further, it offers a means by which we can bring critical anthropological insights to collaborative projects for social change.
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Cebrián, Gisela. "A collaborative action research project towards embedding ESD within the higher education curriculum." International Journal of Sustainability in Higher Education 18, no. 6 (2017): 857–76. http://dx.doi.org/10.1108/ijshe-02-2016-0038.
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Purpose This paper aims to present a collaborative action research project conducted at the University of Southampton with the aim to promote curriculum and professional development in education for sustainable development (ESD) and learn from everyday practices of academics. Design/methodology/approach An action research approach guided by participatory and emancipatory approaches was used. An interdisciplinary group of five academic staff members from different subject areas (education; archaeology; electronics and computer sciences; biology; and health sciences) was created with the aim to support the group’s critical reflection and action towards embedding ESD in their teaching practice. Findings The main outcomes of delivery of sustainability teaching achieved through the project and evidences of the impact of the facilitator role are outlined. The facilitator role has enabled reflection and action, together with the identification of specific needs of academics and the factors influencing their engagement and action. Originality/value This research demonstrates the potential of using action research to rethink current practice in embedding ESD and to lead to new practices and actions of communities of practice. The facilitator role and second-order action research can contribute to better decision-making of sustainability as it questions practice, current assumptions and worldviews.
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Hsu, Yi-Chu. "An Action Research in Critical Thinking Concept Designed Curriculum Based on Collaborative Learning for Engineering Ethics Course." Sustainability 13, no. 5 (2021): 2621. http://dx.doi.org/10.3390/su13052621.
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(1) Background: Critical thinking, CT, contributes to success in both career and higher education, and may be more important than professional content knowledge. Nevertheless, it is challenging to cultivate CT in a standalone course, especially for the engineering students who think less critically than those in other colleges. (2) Methods: This research incorporated CT concept into 18 weeks curriculum of Engineering·ethics and Society course, with the assistance of collaborative learning process for formative assessment and problem-based learning for summative assessment, in addition to 3 questionnaires to evaluate the progress in CT and collaboration. (3) Results: Both measurements in CT and collaboration improved significantly. In general, the participants enjoyed the course materials and thought these CT and values infused course activities were helpful to the learning. On the other hand, CT was also the most noticeable problem. About one over every five participants lacked the habit to think, while 17% of participants were afraid of complex questions to think. In addition, 10% doubted their CT skills. It concludes that total 46% participants thought CT is their most crucial shortage. (4) Conclusions: the pretest demonstrated the CT of the participants was below the college norm; fortunately, the assistance of the social interaction, including team work practices, peer evaluation, and pressure to push individuals work harder and think deeper, did promote their CT cognitive development.
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Cabral, Sandro, and Dale Krane. "Civic festivals and collaborative governance." International Review of Administrative Sciences 84, no. 1 (2016): 185–205. http://dx.doi.org/10.1177/0020852315615196.
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Civic festivals offer an exceptional laboratory for the study of collaborative governance because these events are ubiquitous and are characterized by public and private partners engaged in joint activity. Using the Carnival festival of Salvador, Brazil, as an example, we analyze the current models of collaborative governance to determine whether they apply to the context of large civic festivals. Drawing primarily on Ansell and Gash’s (2008) model, our qualitative analysis shows that some constructs of collaborative governance models are present. However, our results uncover other factors affecting the collaboration process such as informal relationships and the basis of decision-making. Our results also suggest that trust, a factor commonly argued as necessary to collaborative action, may be less critical than received theories suggest. Points for practitioners Large civic festivals are a unique laboratory for studying inter-organizational collaboration because these events normally involve a myriad of public and private actors working in an interdependent fashion. Our study reveals some factors not covered by previous research that influence the dynamics of collaboration. We observe that repeated interactions between technical experts can foster informal (and effective) networks of collaboration and circumvent the problems generated by political disputes. The bases on which decisions are taken are also important factors to enhance collaboration. We found that trust, a factor commonly argued as necessary to collaborative action, may be less critical than received theories suggest.
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Gonzalez-Herrera, Ana Isabel, and Yolanda Márquez-Domínguez. "Career Education and Integrated Curriculum." International Journal of Research in Business and Social Science (2147-4478) 7, no. 3 (2018): 18–35. http://dx.doi.org/10.20525/ijrbs.v7i3.878.
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The article presents an action research process for the improvement of Vocational Guidance and Career Education in a school center in Santa Cruz de Tenerife (Canary Islands). The research perspective, from a collaborative and critical work, responds to the need to improve the teaching-learning practice. Priority is given to the ulterior need to improve learning for all students and increase the impact of their journey through school by means of an educational attention and guidance based on a curriculum project with an integrated and global Career Education and Guidance. Finally, results, process and conclusions are displayed of the two years of critical action research carried out by the different educational agents participating.
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Czerwonogora, Ada, and Virginia Rodés. "PRAXIS: Open Educational Practices and Open Science to face the challenges of critical Educational Action Research." Open Praxis 11, no. 4 (2019): 381. http://dx.doi.org/10.5944/openpraxis.11.4.1024.
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The paper presents the findings from PRAXIS, an educational action research project developed within academic professional learning communities (PLC) in the context of public higher education in Uruguay. As a strategy towards fostering teaching innovation, we explored the potential and benefits of academic PLC for the reflection and transformation of teaching practices, and the integration of digital technologies in a meaningful way into teaching. The approach was based on Open Science (OS) and Open Educational Practices (OEP) as foundational frameworks to face the challenges of critical Educational Action Research. Key findings of the project emphasise the impact of PRAXIS framework combining OEP, OS, and academic PLC, as well as collaborative and participatory technologies for the transformation of teaching and educational research practices.
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Lambrou, Marina. "The pedagogy of stylistics: Enhancing practice by flipping the classroom, using whiteboards and action research." Language and Literature: International Journal of Stylistics 29, no. 4 (2020): 404–23. http://dx.doi.org/10.1177/0963947020968665.
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This article describes how teaching in a second-year undergraduate stylistics workshop was transformed in my attempt to increase student attendance and engagement, and the strategies that were put in place to achieve this outcome. The personal account describes how I changed my teaching pedagogy to facilitate learning through collaborative strategies and how I evaluated the impact this had on student learning using action research (Bradbury, 2015 (ed) The SAGE Handbook of Action Research. London: SAGE) as the investigative approach. Using the model of Plan-Act-Observe-Reflect process (Kemmis and McTaggart, 1988 The Action Research Planner. 3rd edn. Geelong: Deakin University Press) and with data from a short questionnaire given to students, I was able to gain a deeper understanding of the value of the activities as perceived by students. The flipped classroom, where materials were given to students in advance to prepare, became critical for participation in the workshop and allowed for classroom time to be optimised for discussion and feedback. This article also presents photographs of the stylistic analysis produced on whiteboards as part of the collaborative activities with a summary of responses by students to the questionnaire which evaluated the impact that this approach to teaching had on their learning, confidence and preparation for the assessment.
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Patterson, Nicola. "Developing inclusive and collaborative entrepreneuring spaces." Gender in Management: An International Journal 35, no. 3 (2020): 291–302. http://dx.doi.org/10.1108/gm-10-2019-0191.
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Purpose The call for more women to start up and grow businesses as a vehicle for economic vibrancy is a prevailing discourse in the UK. There have been calls for greater co-ordination between research, policy and practice to create collaborative spaces whose focus is to influence and shape structures and processes beyond the individual or community level to a macro level of enterprise policy. However, calls have not specifically focussed on the issues of gender or other categories of social difference. This study aims to understand how such co-ordinations can be established to enable progress within the women’s entrepreneurship space through the development of collaborative spaces fusing research, policy and practice and how they should be structured to ensure inclusion through the process as well as enabling greater inclusion as part of the collaborative space outcome. Design/methodology/approach Taking a critical feminist perspective, the study draws from extant literature on women and minority networks research from the women in leadership, diversity and inclusion fields as a lens through which to frame the analysis of women’s enterprise policy in the UK, research and practice. Findings The study highlights the importance of collective feminist action drawing upon post-feminist sensibilities and an Engaged–Activist Scholarship approach. Such collective feminist action appreciates the importance of the micro as an enabler to progressive action at the macro level to enact structural and system change within the entrepreneurial ecosystem. A framework for inclusive and collaborative entrepreneuring space development is offered. Practical implications This paper offers policymakers, researchers and practitioners a framework as a practical way forward to ensure efforts are progressive and enable structural and systemic change. Originality/value The paper offers a framework for developing inclusive and collaborative entrepreneuring spaces to ensure progression by lifting the focus to a macro level of change to enable inclusion as part of the process and outcome of such collaborative spaces.
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Beckmann, Jennifer, and Peter Weber. "Cognitive presence in virtual collaborative learning." Interactive Technology and Smart Education 13, no. 1 (2016): 52–70. http://dx.doi.org/10.1108/itse-12-2015-0034.
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Purpose The purpose of this study is to introduce a virtual collaborative learning setting called “Net Economy”, which we established as part of an international learning network of currently six universities, and present our approach to continuously improve the course in each cycle. Design/methodology/approach Using the community of inquiry framework as guidance and canonical action research (CAR) as the chosen research design, the discussion forum of the online course is assessed regarding its critical thinking value. We thereby measure critical thinking with the help of the according model provided by Newman et al. (1995), which differentiates 40 indicators of critical thinking from 10 different categories. Findings The calculated critical thinking ratios for the analyzed two discussion threads indicate a strong use of outside knowledge, intensive justification and critical assessment of posts by the students. But at the same time, there are also weak spots, like manifold repetitions. Based on these results, we derive changes for the next course cycle to improve the critical thinking of the students. Originality/value A comparison of the results after the next course cycle will then allow us to assess the effects of the implemented changes, which would not be possible without a critical thinking diagnosis approach.
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Coles‐Ritchie, Marilee, and Jennifer Lugo. "Implementing a Spanish for Heritage Speakers course in an English‐only state: a collaborative critical teacher action research study." Educational Action Research 18, no. 2 (2010): 197–212. http://dx.doi.org/10.1080/09650791003741061.
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Smith, Simon, Vicky Ward, and Jiří Kabele. "Critically evaluating collaborative research: Why is it difficult to extend truth tests to reality tests?" Social Science Information 53, no. 3 (2014): 374–402. http://dx.doi.org/10.1177/0539018414525292.
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We argue that critical evaluation achieves the reflexivity needed to facilitate collaboration by proposing boundary-negotiating artefacts to configure a joint action domain. Those objects become mediators for innovation by triggering controversies, conceived preventatively via an organized extension of what Boltanski calls ‘truth tests’ to ‘reality tests’ so that they dynamize ongoing affairs. However, critical evaluation must also anticipate actors’ reappropriation of boundary-negotiating artefacts in the effort to protect their rights, stakes or room for manoeuvre. Three scenarios commonly arise: avoidance or utopian projecting, enactment of inverted reality tests, and disavowal through role exchange. The article develops these propositions through the reconstruction of a modified theory-based evaluation of a collaborative research programme. The programme set out to explore how evidence from health research could be used rapidly and effectively in the context of practical problems and organizational challenges, so an internal evaluation was set up to facilitate learning during the process. What ensued, however, was a loss of trust between partners, resolved only by repositioning the evaluation as a reflective academic study, reducing its reflexive capacity to intervene on the level of activity and organizational integration. We conclude that doing successful critical evaluation and, more generally, achieving political pertinence for social scientific discourses depends on creating the conditions in which actors are able to take the risks and share the costs associated with the enhanced level of reflexivity necessary to engage in collective action as well as knowledge production.
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Billies, Michelle. "PAR Method." International Review of Qualitative Research 3, no. 3 (2010): 355–75. http://dx.doi.org/10.1525/irqr.2010.3.3.355.
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The work of the Welfare Warriors Research Collaborative (WWRC), a participatory action research (PAR) project that looks at how low income lesbian, gay, bisexual, transgender, and gender nonconforming (LG-BTGNC) people survive and resist violence and discrimination in New York City, raises the question of what it means to make conscientization, or critical consciousness, a core feature of PAR. Guishard's (2009) reconceptualization of conscientization as “moments of consciousness” provides a new way of looking at what seemed to be missing from WWRC's process and analysis. According to Guishard, rather than a singular awakening, critical consciousness emerges continually through interactions with others and the social context. Analysis of the WWRC's process demonstrates that PAR researchers doing “PAR deep” (Fine, 2008)—research in which community members share in all aspects of design, method, analysis and product development—should have an agenda for developing critical consciousness, just as they would have agendas for participation, for action, and for research.
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Chernova, Sonia, Nick DePalma, and Cynthia Breazeal. "Crowdsourcing Real World Human-Robot Dialog and Teamwork through Online Multiplayer Games." AI Magazine 32, no. 4 (2011): 100–111. http://dx.doi.org/10.1609/aimag.v32i4.2380.
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We present an innovative approach for large-scale data collection in human-robot interaction research through the use of online multi-player games. By casting a robotic task as a collaborative game, we gather thousands of examples of human-human interactions online, and then leverage this corpus of action and dialog data to create contextually relevant, social and task-oriented behaviors for human-robot interaction in the real world. We demonstrate our work in a collaborative search and retrieval task requiring dialog, action synchronization and action sequencing between the human and robot partners. A user study performed at the Boston Museum of Science shows that the autonomous robot exhibits many of the same patterns of behavior that were observed in the online dataset and survey results rate the robot similarly to human partners in several critical measures.
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Nutti, Ylva Jannok. "Decolonizing Indigenous teaching: Renewing actions through a Critical Utopian Action Research framework." Action Research 16, no. 1 (2016): 82–104. http://dx.doi.org/10.1177/1476750316668240.
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This article describes experiences formed in connection with a case study in Sámi schools. The Sámi people live in the northern part of the North Calotte region and among the world’s Indigenous peoples. The development of culture-based education aims to diminish the dominance of the national curricula. The aim of this article is to understand factors that influence teachers’ views and how teachers experience culture-based education in terms of a decolonizing process. The case study was conducted in a Critical Utopian Action Research framework with future workshops. The future workshops began as collaborative self-criticism and dreaming of education and then moved to the implementation of Indigenous culture-based teaching activities in local teaching practices. The teachers expressed that they felt trapped between demands made by the national curricula and their desire to implement culture-based teaching, but they nevertheless had many ideas for themes via which culture could be linked to teaching. Through knowledge exchange between the participants in the case study, the teachers ‘rediscovered’ knowledge and reinterpreted that knowledge in a teaching setting. The teachers’ autonomy was strengthened and the teachers’ active efforts empowered them.
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Julia, Julia, Tedi Supriyadi, and Prana Dwija Iswara. "Improving Prospective Primary School Teachers’ Skill in Playing Gamelan Degung: An Action Research in Indonesia." Harmonia: Journal of Arts Research and Education 18, no. 2 (2019): 117–30. http://dx.doi.org/10.15294/harmonia.v18i2.15698.
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Prospective primary school teachers had low skill in playing gamelan degung (Indonesian Gamelan). To improve skills in playing gamelan degung correctly, prospective primary school teachers need to be taught techniques of ringing, muffling (menengkep), and memorizing the compositions. Therefore, this research seeks to improve students in playing gamelan degung. The action research report presented in this article exemplified the work of the involved collaborative team in making reflective-critical steps to change the students’ ability from their initial state of being unable to play gamelan degung properly to be able to play gamelan composition properly. The results of the action had shown changes in the ability of students in playing gamelan degung with 97.6% skill change level of the students and 57.15% success rate of students improving from the inept category to the adept category in playing gamelan degung. As a result, the skills of prospective primary school teachers in playing gamelan degung can be improved through some development steps in action research.
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Anderson, Jami L., Becky Reamey, Emily Levitan, Alia Tunagur, and Michael J. Mugavero. "73061 The UAB COVID-19 Collaborative Outcomes Research Enterprise (CORE): Developing a Learning Health System in Response to the Global Pandemic." Journal of Clinical and Translational Science 5, s1 (2021): 128. http://dx.doi.org/10.1017/cts.2021.728.
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ABSTRACT IMPACT: Interdisciplinary networks represent critical components of translational science and learning system development. Our work impacts translational research by presenting an evidence-based approach to developing interdisciplinary networks in response to the COVID-19 pandemic; the approach presented may have broad applications within other academic institutions and medical centers. OBJECTIVES/GOALS: As a local response to the COVID-19 pandemic, we established the University of Alabama at Birmingham COVID-19 Collaborative Outcomes Research Enterprise (CORE) as an interdisciplinary learning health system (LHS) to achieve an integrated health services and outcomes research response amid the pandemic. METHODS/STUDY POPULATION: We adapted a learning system framework, based upon a scoping review of the literature and the Knowledge to Action Framework for implementation science. Leveraging this framework, we developed an institutional-level collaborative network of extant expertise and resources to rapidly develop an interdisciplinary response to COVID-19. The network was designed to quickly collect newly published or clinical information related to COVID-19, to evaluate potential usefulness of this information, and to disseminate the new knowledge throughout the interdisciplinary network; we strove to engage a wide variety of expertise and skills in the network. Thus, we subsequently used social network analysis to examine the emergence of informal work patterns and diversified network capabilities based on the LHS framework. RESULTS/ANTICIPATED RESULTS: We identified three principal characteristics of institutional LHS development including: 1.) identifying network components; 2.) building the institutional collaborative network; and 3.) diversifying network capabilities. Seven critical components of LHS were identified including: 1.) collaborative and executive leadership, 2.) research coordinating committee, 3.) oversight and ethics committee, 4.) thematic scientific working groups, 5.) programmatic working groups, 6.) informatics capabilities, and 7.) patient advisory groups. Evolving from the topical interests of the initial CORE participants, three scientific working groups (health disparities, neurocognition, and critical care) were developed to support the learning network. DISCUSSION/SIGNIFICANCE OF FINDINGS: Interdisciplinary collaborative networks are critical to the development of LHS. The COVID-19 CORE LHS framework served as a foundational resource that may support further institutional-level efforts to develop responsive learning networks. The LHS approach presented may have broad applications within other academic institutions and centers.
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Zuber-Skerritt, Ortrun, and Selva Abraham. "A conceptual framework for work-applied learning for developing managers as practitioner researchers." Higher Education, Skills and Work-Based Learning 7, no. 1 (2017): 35–50. http://dx.doi.org/10.1108/heswbl-05-2016-0037.
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Purpose The purpose of this paper is to introduce a conceptual framework for work-applied learning (WAL) that fosters the development of managers and other professionals as lifelong learners and practitioner researchers – through reflective practice, action research, action learning and action leadership, for positive organisational change. Design/methodology/approach The theoretical framework is designed from a holistic, affective-socio-cognitive approach to learning, teaching, research and development. It is based on a phenomenological research paradigm and informed by aspects of various theories, including experiential learning theory, strengths-based theory, grounded theory and critical theory/realism. Findings Based on classical and recent literature and the authors’ extensive experience, the WAL model presented here is an effective and practical approach to management education, research and development. It is useful for present and future requirements of business, industry, government and society at large in this twenty-first century, and in pursuit of a world of equality, social justice, sustainable development and quality of life for all. This is because of the nature of the research paradigm, particularly its collaborative and emancipatory processes. Originality/value This paper provides a theoretical, pedagogical and methodological rationalisation for WAL. This model is particularly useful for developing individual, team and organisational learning and for cultivating managers – or professional learners generally – as practitioner researchers. These researchers may act as role models of collaborative action leadership in their organisations with a cascading effect. This paper therefore advances an incipient literature on practitioner researchers as action leaders.
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Idris, Khalid Mohammed, Samson Eskender, Amanuel Yosief, Berhane Demoz, and Kiflay Andemicael. "Exploring Headway Pedagogies in Initial Teacher Education Through Collaborative Action Research into Processes of Learning: Experiences from Eritrea." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 3-4 (2020): 139–56. http://dx.doi.org/10.7577/njcie.3746.
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Engaging prospective teachers in collaborative inquiry into their own processes of learning was the driving intention of the collaborative action research (CAR) course which was part of a teacher education program at a college of education in Eritrea in the academic year of 2018/2019. The course led by the first two authors was collaboratively designed and developed by the authors who were closely and regularly working as passionate learning community of educators who are committed to enact change in their own practices for the past seven years. Embracing the complexity of learning teacher educating we align with the notion of inquiry as a stance in learning to live up to the complexity. Accordingly, we engaged in an intentional collaborative self-study into our own practices of facilitating a course on inquiry. The aim of this paper is to articulate key experiences of committed collaborative learning in facilitating a course of inquiry. Employing a self-study methodology, we were engaged in individual and team reflections documented in our shared diary, regular meetings to discuss and develop the CAR process, and analyzing written feedbacks given by our student teachers (STs). In this article we attempt to explore headway pedagogies while we were collaboratively learning to facilitate and support a senior class of prospective teachers (n-27) carry out their CAR projects into their own processes of learning for four months. We argue that those experiences have critical implications in developing professional identity of prospective teachers, creatively overcome the theory-practice conundrum in teacher education by developing essential experiences that prospective teachers could creatively adapt in their school practices.
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Wiebe, Sarah Marie. "Decolonizing Engagement? Creating a Sense of Community through Collaborative Filmmaking." Studies in Social Justice 9, no. 2 (2016): 244–57. http://dx.doi.org/10.26522/ssj.v9i2.1141.
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The visual medium has the potential to be a creative avenue for enhancing awareness, critical thought and social justice. Through the prism of collaborative filmmaking, academic-activists can enrich textual analyses while creating what Jacques Rancière calls a “sense of community” among participants. This article reflects on the process of co-producing an Indigenous youth-driven documentary film, Indian Givers, which is publicly available on YouTube. It discusses the applied practice of engaging in a collaborative process with the aim of countering Western models of knowledge. The film and this article each draw into focus the experiences and stories of Indigenous youth who live in a highly polluted place commonly referred to as Canada’s “Chemical Valley.” Informed by Chantal Mouffe’s notion of agonism, I contend that collaborative filmmaking contributes to anti-oppressive and community engaged scholarship by facilitating intercultural dialogue, offering a reflexive and relational approach to research, co-creating knowledge and contributing to social action. This paper reflects on some of the challenges of collaborative filmmaking in order to contribute to academic-activist research. As an anti-oppressive research tool, collaborative filmmaking provides a forum for resistance to dominant colonial discourses while creating space for radical difference in pursuit of decolonization.
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Steffen, Heather. "Inventing Our University: Student-Faculty Collaboration in Critical University Studies." Radical Teacher 108 (May 31, 2017): 19–27. http://dx.doi.org/10.5195/rt.2017.370.
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In this article, Heather Steffen reflects on her recent participation in a student-faculty collaborative research project, All Worked Up: A Project about Student Labor, and her experience teaching critical university studies. She considers the questions: What does critical university studies offer to students? What can students contribute to critical university studies? And how might such exchanges lead us beyond scholarship, enable us to build solidarity, and empower us to invent a new university, our university, that serves students, scholar-teachers, and its diverse publics rather than the imperatives of neoliberal capital? Because critical university studies has both scholarly and social justice goals, Steffen argues, we must continually look for ways to connect our research and writing to collective action. Research collaborations involving students, faculty, staff, and community members are not only important sites for learning and teaching, but also for creating the personal relationships, networks, knowledge base, and skills required to build solidarity and enact change in higher education.
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Ortega, Yecid. "Using Collaborative Action Research to Address Bullying and Violence in a Colombian High School EFLClassroom." Íkala 25, no. 1 (2020): 35–54. http://dx.doi.org/10.17533/udea.ikala.v25n01a04.
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This paper describes how a collaborative action research project implemented in an underprivileged high school in Bogotá helped an English teacher and her students discuss issues of social justice with a special focus on bullying. It also discusses how the English teacher used her class to connect global and local issues to sensitize students to their own social inequalities. To do this, the teacher used social justice, critical peace education, and globalization as a framework that guided her research and practices. The students, the teacher, and I, as a researcher, collaborated to cocreate lessons whereby students were conscientized about normalized aggression in the school. The findings of this research suggest the following (a) students became more sensitive to and aware of the violent culture that existed in the school, (b) the activities empowered them to become advocates for social change, and (c) the actions taken translated into the community becoming central as praxis. I conclude that the English classroom has the capacity for social transformation as it allows for alternative pedagogical approaches targetting the students’ needs.
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Farrant, Brad M., Carrington C. J. Shepherd, Carol Michie, et al. "Delivering Elder- and Community-Led Aboriginal Early Childhood Development Research: Lessons from the Ngulluk Koolunga Ngulluk Koort Project." Children 6, no. 10 (2019): 106. http://dx.doi.org/10.3390/children6100106.
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Elder- and community-led research processes are increasingly being acknowledged as critical for successful Aboriginal health and wellbeing research. This article provides an overview of the methodologies, methods and progress of the Ngulluk Koolunga Ngulluk Koort (Our Children, Our Heart) project—an Elder- and community-led research and research-translation project focused on the early childhood development of Australian Aboriginal children in an urban context (Perth, Western Australia). We describe the application of a participatory action research methodology that is grounded in Aboriginal worldview(s), from the collaborative development of the original idea to the post-funding processes of co-design and implementation, data collection, analysis, interpretation and translation.
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Contreras León, Janeth Juliana, and Claudia Marcela Chapetón Castro. "Transforming EFL Classroom Practices and Promoting Students’ Empowerment: Collaborative Learning From a Dialogical Approach." PROFILE Issues in Teachers' Professional Development 19, no. 2 (2017): 135–49. http://dx.doi.org/10.15446/profile.v19n2.57811.
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This study investigates the impact of implementing collaborative learning from a social and dialogical perspective on seventh graders’ interaction in an English as a foreign language classroom at a public school in Bogotá, Colombia. Thirty students participated in this action research where field notes, questionnaires, semi-structured interviews, and artifacts of students’ work were used to collect data during a complete academic year. Results show that taking a critical approach to language education and understanding collaborative learning as a social construction of knowledge can ignite opportunities for changing traditional teaching and learning practices where both the teacher and students take different roles, thus balancing classroom relations and interaction among participants and also promoting students’ empowerment.
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Godfrey, David M. "From peer review to collaborative peer enquiry: Action research for school improvement and leadership development." London Review of Education 18, no. 3 (2020): 373–89. http://dx.doi.org/10.14324/lre.18.3.04.
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School peer reviews are increasingly part of the evaluation and school improvement landscape for school leaders and teachers in a number of countries. This article describes the growth of peer review, particularly in England, and its emergence elsewhere (for example, Australia, across Europe and in Chile). While these approaches provide a useful form of professional and moral accountability, this article identifies ways in which they could go further to empower practitioners through the use of an enquiry approach, combining formal academic knowledge with practitioner knowledge and school-based data. The term collaborative peer enquiry (CPE) is suggested as a way to explore this potential. The article sets out a typology of action research as a form of professional learning (type 1), practical philosophy (type 2) or as a form of critical social science (type 3). Four examples are given of different peer review models, two of them CPE approaches, and these are analysed using the above typology. A distinction is made between some peer review models that mimic external inspections and err towards self-policing, and others that encourage open enquiry and learning. In particular, the CPE models show the potential as forms of type 2 and type 3 action research. The role of peer review and CPE in the accountability system, in leadership development, and challenges for these models are explored in the discussion.
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Bills, Andrew, Jennifer Cook, and David Giles. "Negotiating second chance schooling in neoliberal times: Teacher work for schooling justice." Teachers' Work 12, no. 1 (2015): 78–95. http://dx.doi.org/10.24135/teacherswork.v12i1.49.
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The purpose of this paper is to reflect upon our work as two insider teacher researchers using action research methodology with teacher colleagues, marginalised young people and community stakeholders to develop a sustainable and socially just senior secondary ‘second chance’ school for young people who had left schooling without credentials. Twelve years after our beginning developmental work, the Second Chance Community College (SCCC) continues with over 100 students enrolled in 2015. It has catered for over 1000 students since its development. Through pursuing critical forms of action research, enriched through active participation within a university led professional learning community, we became ‘radical pragmatic’ educators. This called us into collaborative, tactical and critical teacher work to navigate through constraining neoliberal logic with students and colleagues, reassembling our professional selves and radically changing the SCCC design from the design logics of conventional secondary schools. The research demonstrated that teachers can build a socially just school for marginalised young people and as a consequence make a significant difference to the lives of young people no longer involved in schooling.
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Reese, LeRoy E., Glenda Wrenn, Shemeka Dawson, Sharon Rachel, and Yvonne Kirkland. "Commentary: Collaborative Action on Child Equity: Lessons from the Field." Ethnicity & Disease 29, Supp2 (2019): 365–70. http://dx.doi.org/10.18865/ed.29.s2.365.
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The Collaborative Action on Child Equity (CACE) pursued child-focused program and policy research through the Morehouse School of Medicine’s Transdisciplinary Collaborative Center (TCC). CACE engaged with partners representing 13 states in the United States to implement the Smart and Secure Children Parent Leadership Program (SSC) and to develop local child-focused Policy Action Plans. The objectives of SSC are to support the development of parental agency and leadership in order to achieve positive health and academic readiness among school-aged children. Of the 13 partners, 9 were able to successfully implement SSC, with more than 350 parent-peer learners completing the program. Additionally, several partners were able to successfully develop Policy Action Plans. We discuss our efforts to bring SSC to scale in a national replication effort and to build policy development, implementation and evaluation capacity in organizations serving children and families. We highlight lessons learned in this replication effort and consider their implications for revisions to our training protocols, recruitment and implementation strategies, methods for providing technical assistance and evaluation models. SSC has demonstrated encouraging efficacy results, was developed using community-based participatory research methods and, as such, the lessons learned are critical for how we engage diverse communities to advance positive child development and academic success.Ethn Dis.2019;29(Suppl 2):365-370. doi:10.18865/ed.29.S2.365
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Riedlinger, Michelle, Luisa Massarani, Marina Joubert, Ayelet Baram-Tsabari, Marta Entradas, and Jennifer Metcalfe. "Telling stories in science communication: case studies of scholar-practitioner collaboration." Journal of Science Communication 18, no. 05 (2019): N01. http://dx.doi.org/10.22323/2.18050801.
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Reflecting on the practice of storytelling, this practice insight explores how collaborations between scholars and practitioners can improve storytelling for science communication outcomes with publics. The case studies presented demonstrate the benefits of collaborative storytelling for inspiring publics, promoting understanding of science, and engaging publics more deliberatively in science. The projects show how collaboration between scholars and practitioners [in storytelling] can happen across a continuum of scholarship from evaluation and action research to more critical thinking perspectives. They also show how stories of possible futures and community efficacy can support greater engagement of publics in evidence-informed policymaking. Storytelling in collaborations between scholars and practitioners involves many activities: combining cultural and scientific understandings; making publics central to storytelling; equipping scientists to tell their own stories directly to publics; co-creating stories; and retelling collaborative success stories. Collaborative storytelling, as demonstrated in these case studies, may improve the efficacy of science communication practice as well as its scholarship.
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Liao, Wei. "Using Collaborative Video-Cued Narratives to Study Professional Learning: A Reflective Analysis." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692094933. http://dx.doi.org/10.1177/1609406920949335.
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This paper proposes the collaborative video-cued narrative (CVN) as an alternative methodological approach to studying professional learning. The CVN approach conceptualizes professional learning as a process in which teachers and students of professional education work collaboratively as “co-inquirers” to understand and enhance professional learning in practice. Aligned with this epistemological stance, CVNs capitalize on the advantages of three existing methodologies (i.e., video-cued ethnography, narrative inquiry, and action research) and cyclically use five key steps to study and improve professional learning, including 1) making video-recordings of learning activities, 2) identifying critical learning incidents, 3) cutting video clips of critical learning incidents, 4) using video clips to cue narrative reflections and develop action plans, and 5) taking action to improve learning in practice. In this paper, I first review the major epistemological and methodological issues in the existing literature on professional learning. Then, I elaborate on the theoretical and methodological grounds of CVNs and why, in theory, it can be a powerful alternative approach to studying professional learning. Next, drawing on interviews with eight students and my own reflective teaching journals in a doctoral course context, I analyze my experience in using CVNs to study professional learning in the context of teacher educator preparation. The analysis results suggest that CVNs seem effective in elevating students’ consciousness of professional learning, empowering their agency in enquiring into professional learning, and creating extended space and materials for professional learning. However, CVNs may cause ethical issues, such as coerced participation or “faked” learning, if a trustworthy relationship is not yet established and then sustained throughout the research process. In conclusion, I discuss how future studies can take on and further develop CVNs to pluralize the research approaches to studying professional learning.
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Yudhanta, Vinsensius Willy, Maria Ika Susanti, and Maria Indarti Rustamti. "THE IMPLEMENTATION OF STAD–TYPE COPERATIVE LEARNING MODEL TO IMPROVE STUDENTS’ CRITICAL THINKING AND COLLABORATIVE SKILLS." JURNAL PAJAR (Pendidikan dan Pengajaran) 5, no. 4 (2021): 1019. http://dx.doi.org/10.33578/pjr.v5i4.8441.
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The purposes of this study were: (1) To describe efforts to improve students' critical thinking and collaborative skills in the science subject at grade V SD Kanisius Kalasan in the even semester academic year 2020/2021; (2) To improve the students’ critical thinking skills through STAD-type cooperative learning model; (3) To improve the collaboration ability of grade V students through STAD-type cooperative learning model in science subject, especially the material of theobject’s shape changes. This research was a Classroom Action Research, conducting in two cycles following the stages of planning, implementing, observing, and reflecting. Data were collected through interviews, observation, and tests. Then, the data were analyzed by using quantitative and qualitative analysis. The results showed: (1) the efforts to improve students 'critical thinking and collaboration, (2) STAD-type cooperative learning model improved students' critical thinking skills; the mean score of the students’ critical thinking in the pre-cycle was 68.80; the score in cycle I was 76; and it increased to 79.36 in cycle II, (3) STAD-type cooperative learning model improved students' collaboration skills; the mean score in pre-cycle was 69.36; it increased to 84.46 in cycle I and increased to 86.25 in cycle II.
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Casey, Colleen, Jianling Li, and Michele Berry. "Interorganizational collaboration in public health data sharing." Journal of Health Organization and Management 30, no. 6 (2016): 855–71. http://dx.doi.org/10.1108/jhom-05-2015-0082.
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Purpose The purpose of this paper is to analyze the institutional and social forces that influence collaborative data sharing practices in cross-sector interorganizational networks. The analysis focusses on the data sharing practices between professionals in the transportation and public health sectors, areas prioritized for collaborative action to improve public health. Design/methodology/approach A mixed methods design is utilized. Electronic surveys were sent to 57 public health and 157 transportation professionals in a large major metropolitan area in the USA (response rate 39.7 percent). Focus groups were held with 12 organizational leaders representing professionals in both sectors. Findings The application of the institutional-social capital framework suggests that professional specialization and organizational forces make it challenging for professionals to develop the cross-sector relationships necessary for cross-sector collaborative data sharing. Research limitations/implications The findings suggest that developing the social relationships necessary for cross-sector collaboration may be resource intensive. Investments are necessary at the organizational level to overcome the professional divides that limit the development of cross-sector relationships critical for collaborative data sharing. The results are limited to the data sharing practices of professionals in one metropolitan area. Originality/value Despite mandates and calls for increased cross-sector collaboration to improve public health, such efforts often fail to produce true collaboration. The study’s value is that it adds to the theoretical conceptualization of collaboration and provides a deeper understanding as to why collaborative action remains difficult to achieve. Future study of collaboration must consider the interaction between professional specialization and the social relationships necessary for success.
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Talianni, Katerina. "The soundscape of Anthropocene." Airea: Arts and Interdisciplinary Research, no. 2 (October 7, 2020): 63–76. http://dx.doi.org/10.2218/airea.5037.
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Recently, much attention has been paid to the many different forms of collaborative or participatory practice both within, and out with the academy; from practice-based research to theoretical contributions and artistic experimentations. In terms of acoustemology as described by Steven Feld, the creative processes of collaborative soundscaping practices, developed as dialogic editing, produce theories of sound as knowledge production. Within this trend of doing anthropology in sound, sound art works aim to reconnect communities to the environment and indicate the emergence and presence of an ecological and aesthetic co-evolution. Such projects, in fostering interdisciplinary approaches, allow the development of hybrid types of knowledge through dialogic exchanges, and engage multiple agents by developing audile techniques. They also raise interesting questions within collaborative and interdisciplinary creative practice, in relation to the critical examination of the instrumentality of collaboration. By focusing on field recordings and soundscape compositions this paper discusses ecological sound art works that use collaborative creativity, new technologies, and phenomenological listening, to produce dialogic and collaborative forms of epistemic and material equity. These sound art works are the result of complex expressions of creative processes that involve multiple agents, while successfully voice their authorial presence. The interdisciplinary, collaborative and open-ended nature of these projects brings forward the social and political dimension of sound and listening, which could figure in more collaborative forms of knowledge production and inspire climate action.
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Ripoll Gonzalez, Laura, and Fred Gale. "Combining participatory action research with sociological intervention to investigate participatory place branding." Qualitative Market Research: An International Journal 23, no. 1 (2020): 199–216. http://dx.doi.org/10.1108/qmr-02-2018-0028.
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Purpose Place branding research has recently focused on developing more inclusive models to better capture the co-creation of place identities. This paper aims to investigate stakeholder communication interactions in place branding processes to inform alternative, participatory, network governance models of stakeholder engagement. Design/methodology/approach The literature on stakeholder engagement in place branding processes is sparse. Through a regional case study of the Australian island state of Tasmania, the paper combines participatory action research (PAR) with the method of sociological intervention (SI) to investigate how participants individually and collectively reflect on their practices and patterns of engagement. Findings By combining PAR with SI, participants were enabled to gain a greater appreciation of how cooperation and collective self-reflection enhance effective place branding practices. Furthermore, by facilitating participants to compile a list of impediments to collaboration, the research informs efforts to develop more inclusive governance models for place branding. Finally, the PAR/SI method itself served as a practical tool to encourage enhanced stakeholder engagement in applied settings. Research limitations/implications The approach is based on a single case study in a particular regional context and the findings require replication in other jurisdictions. Practical implications PAR/SI is a practical tool to achieve greater stakeholder engagement and enhance collaborative social action through a process of collective, critical reflection in applied settings. Originality/value The paper advances understanding of ways to operationalize participatory place branding through more inclusive, multistakeholder governance arrangements.
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Nugent, Kristen L. "Exploring the teaching of culture in the foreign language classroom within the context of collaborative professional development: a critical participatory action research study." Educational Action Research 28, no. 3 (2019): 497–517. http://dx.doi.org/10.1080/09650792.2019.1577148.
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Armstrong, Kate, Alain Benedict Yap, Sioksoan Chan-Cua, et al. "We All Have a Role to Play: Redressing Inequities for Children Living with CAH and Other Chronic Health Conditions of Childhood in Resource-Poor Settings." International Journal of Neonatal Screening 6, no. 4 (2020): 76. http://dx.doi.org/10.3390/ijns6040076.
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CLAN (Caring and Living as Neighbours) is an Australian-based non-governmental organisation (NGO) committed to equity for children living with chronic health conditions in resource-poor settings. Since 2004, CLAN has collaborated with a broad range of partners across the Asia Pacific region to improve quality of life for children living with congenital adrenal hyperplasia (CAH). This exploratory case study uses the Knowledge to Action (KTA) framework to analyse CLAN’s activities for children living with CAH in the Asia Pacific. The seven stages of the KTA action cycle inform a systematic examination of comprehensive, collaborative, sustained actions to address a complex health challenge. The KTA framework demonstrates the “how” of CLAN’s approach to knowledge creation and exchange, and the centrality of community development to multisectoral collaborative action across a range of conditions, cultures and countries to redressing child health inequities. This includes a commitment to: affordable access to essential medicines and equipment; education, research and advocacy; optimisation of medical management; encouragement of family support groups; efforts to reduce financial burdens; and ethical, transparent program management as critical components of success. Improvements in quality of life and health outcomes are achievable for children living with CAH and other chronic health conditions in resource-poor settings. CLAN’s strategic framework for action offers a model for those committed to #LeaveNoChildBehind.
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Abouchedid, Kamal. "The pedagogy of inquiry and deliberation in higher education in the Arab region." Contemporary Arab Affairs 10, no. 2 (2017): 207–27. http://dx.doi.org/10.1080/17550912.2017.1311600.
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This paper examines the extent to which the official discourse of 36 institutions of higher education in 15 Arab countries pronounces four meanings depicted in the extant literature on the pedagogy of inquiry and deliberation: cooperative/collaborative learning; problem-solving; critical thinking; and discussion/debate. Results derived from the discourse analysis showed a weak emphasis on cooperative learning and discussion/debate while problem solving comprised the highest number of sentences in the discourse followed by critical thinking. Information analysed from interviews and course syllabi provided a portrait of how teaching might be carried out in the universities surveyed. However, for a complete picture of pedagogy of inquiry and deliberation to be drawn, research emphasis should be shifted into action research and observational case studies that tend to yield an in-depth account of teaching and learning in higher education.
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Hersted, Lone. "Reflective Role-Playing in the Development of Dialogic Skill." Journal of Transformative Education 15, no. 2 (2017): 137–55. http://dx.doi.org/10.1177/1541344616686765.
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Whether an organization prospers depends importantly on the relationships among its participants, and central to the success of relationships is the process of dialogue. This article describes an action-based educational practice for enhancing dialogical and relational skills among members of an organization. The effort draws on concepts of participatory research, collaborative learning, and dramatic acting. Specifically, the practice combines collaborative role-playing, polyphonic reflection, goal articulation, and facilitator cooperation to achieve educational ends. The project was carried out together with approximately 60 organizational members over a period of 18 months. Results suggest that this combination of practices enhanced dialogic, relational, and reflective skills among leaders and employees of the organization. Among the various results, particular attention is here paid to the outcomes of reflective role-playing for acquiring bodily awareness, changing and expanding perspectives, developing critical self-reflection, and enhancing relational consciousness.
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Ismail, Ismail, and Ramadhan Ramadhan. "Improving the students’ writing proficiency through collaborative writing Method." MAJESTY JOURNAL 1, no. 1 (2019): 63–76. http://dx.doi.org/10.33487/majesty.v1i1.56.
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Purposes: The objective of the research was intended to know the improvement of the students’ proficiency in writing through collaborative writing method at second year students’ of SMA Muhammadiyah Kalosi, Enrekang regency. Methodology: The method of this research is classroom action research consisted of two cycles. The population of this research is all students grade eight at Senior high school; they were 350 students and as a sample of this research consist of ten percent from the population. There were two kinds of data on this research namely qualitative and quantitative. Qualitative data showed that students’ interest in writing descriptive because they can write collaboratively, knowledge sharing and critical thinking in teaching and learning process. Quantitative data showed us the improvement from the first up to the last test, the improvement occurred continuously. Findings: The finding of the research was students’ improvement in cycle I of content was17.25% became 19.37%. The students’ improvement of organization was 19.71% in cycle 1 and it became 20.42% in cycle 2. The students’ improvement of vocabulary was 13.54% in cycle 1 and it became 14.09% in cycle 2. The students’ improvement of language use was 14.71% in cycle 1 and it became 16.63% in cycle 2, and the students’ improvement of mechanics was 3.42% in cycle 1 and it became 3.72% in cycle 2. Implication: It describes us that there was an improvement on students’ proficiency by implementing collaborative writing method.
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Urquhart, Lisa, Leanne Brown, Kerith Duncanson, Karen Roberts, and Karin Fisher. "A Dialogical Approach to Understand Perspectives of an Aboriginal Wellbeing Program: An Extension of Habermas’ Theory of Communicative Action." International Journal of Qualitative Methods 19 (January 1, 2020): 160940692095749. http://dx.doi.org/10.1177/1609406920957495.
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This article will aim to demonstrate how we applied a collaborative dialogical research approach to understand perspectives of an Aboriginal wellbeing program by extending Habermas’ Theory of Communicative Action to respect Australian Aboriginal ways of knowing, being and doing. This process aims to disrupt the colonizing discourse by bridging the disconnect between Indigenous decolonizing methods and Western knowledges, toward a dialogical, respectful, appropriate and reciprocally beneficial research project. We discuss how layers of reflexivity (self, interpersonal and collective) have a role in communicative relationality (trust and shared decision making). We propose cross-cultural communicative relationality is strengthened by three key researcher actions; inner listening, relational actions beyond discourse and collective knowledge, along with Habermas criteria for discerning the motivations of action (communicative vs strategic). This article provides researchers from a variety of disciplines a way to respectively research in the critical paradigm while considering Aboriginal ways toward building a relationship that is mutually beneficial.
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Cook, Amy L., Ian Levy, and Anna Whitehouse. "Exploring Youth Participatory Action Research in Urban Schools: Advancing Social Justice and Equity-Based Counseling Practices." Journal for Social Action in Counseling and Psychology 12, no. 1 (2020): 27–43. http://dx.doi.org/10.33043/jsacp.12.1.27-43.
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Youth Participatory Action Research (YPAR) is emerging as a group counseling practice that focuses on topics that are of personal interest to youth and aims to promote social change. Although YPAR has been found to facilitate critical consciousness, assist with youth self-identity development, and promote social change, few researchers have examined its application in counseling. The present study explored six school counselor trainees’ perceptions of YPAR as a therapeutic intervention and its impact on counseling skill development and how it relates to multicultural and social justice counseling competencies. The themes that resulted from the Interpretative Phenomenological Analysis for YPAR as a counseling practice were: (1) fun, interactive, youth-centered approach, not like counseling or therapy, (2) implementation of challenges requiring planning, time, and commitment, (3) collaborative supports to step out of comfort zone, overcome initial hesitancy, and welcome new learning experience, (4) development of counseling skills and confidence as a counselor, and (5) understanding differences and increasing self-awareness and advocacy skills. Discussion and implications for school counseling practice are provided.
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Vera, Elizabeth M., and Suzette L. Speight. "Multicultural Competence, Social Justice, and Counseling Psychology: Expanding Our Roles." Counseling Psychologist 31, no. 3 (2003): 253–72. http://dx.doi.org/10.1177/0011000003031003001.
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The construct of multicultural competence has gained much currency in the counseling psychology literature. This article provides a critique of the multicultural counseling competencies and argues that counseling psychology's operationalization of multicultural competence must be grounded in a commitment to social justice. Such a commitment necessitates an expansion of our professional activities beyond counseling and psychotherapy. While counseling is one way to provide services to clients from oppressed groups, it is limited in its ability to foster social change. Engaging in advocacy, prevention, and outreach is critical to social justice efforts, as is grounding teaching and research in collaborative and social action processes.
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McEvoy, Darryn, Usha Iyer-Raniga, Serene Ho, David Mitchell, Veeriah Jegatheesan, and Nick Brown. "Integrating Teaching and Learning with Inter-Disciplinary Action Research in Support of Climate Resilient Urban Development." Sustainability 11, no. 23 (2019): 6701. http://dx.doi.org/10.3390/su11236701.
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The capital cities of the South Pacific are experiencing rapid urbanisation pressures as increasing numbers of people migrate to the primary cities either in search of employment and greater access to healthcare and education, or as a consequence of environmental ‘push’ factors. However, the limited capacity of municipal Governments to respond to the scale and pace of change is leading to a growth of informal settlements in peri-urban locations. Factors of exposure, sensitivity, and adaptive capacity combine to make these informal settlements the most vulnerable areas to natural hazards. In response to this critical urban resilience agenda, this paper looks at how participatory action research is providing inter-disciplinary scientific support for the implementation of urban resilience and climate actions in Honiara, Solomon Islands. Adaptation measures involve a combination of hard and soft actions; as well as activities designed to strengthen local capacity to respond to contemporary resilience challenges. Addressing the adaptive capacity component, this paper also highlights the opportunities for Australian universities to integrate teaching and learning with action research to achieve a substantive real-world impact in the Pacific region, as well as illustrating the capacity strengthening benefits that can be achieved through sustained engagement and collaborative partnerships with local organisations.