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Isaacs, Sarah Elizabeth. "The Pop-Up Project: Participatory Action Research Exploring the Pop-Up Museum Concept." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1483536528677311.
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Dashora, Pushpanjali. "Empowering Homeless Youth: An Evaluation of a Participatory Action Research Based Program." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1267458035.
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Lee, Jae Hyun Julia. "Experiencing Community through the Asian American Lens: A Qualitative Study of Photovoice Participants." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/psych_diss/89.
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The purpose of this study was to understand why there is such lack of citizen participation among Asian Americans, despite the exponential growth of Asian American population in the state. Based on the literature on sense of community, citizen participation, and psychological empowerment, it was speculated that how individuals experience community may influence their motivation to participate. With the goal to understand and document how Asian Americans define community and experience sense of community, a sample of Asian Americans were interviewed. These individuals were participants of the Photovoice project conducted by a local community-based organization. The second aim of the study was to explore if and how a project like Photovoice enhanced the sense of community among participants. The findings suggested that Asian Americans defined various types and multiple communities. Also, it was suggested that because Asian American community is an imposed community of people of diverse Asian background, Asian Americans may not necessarily define it as a community or experience sense of community within the community. Based on the experiences of the participants, Photovoice seem to have great potential in bringing such diverse group as Asian Americans together as a community. Limitations of the study and future directions are discussed.
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Klein, Linda Ann Public Health & Community Medicine Faculty of Medicine UNSW. ""I know where you can find out more": The role of peer educators in promoting quality use of medicines among seniors." Publisher:University of New South Wales. Public Health & Community Medicine, 2008. http://handle.unsw.edu.au/1959.4/42648.
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Improving the quality use of medicines (QUM) among seniors, particularly those using multiple medicines, is a national priority. The National Prescribing Service??s Seniors QUM Program was developed in collaboration with consumers to address seniors?? medicines information needs. Seniors are trained as peer educators to convey QUM messages to other seniors in a single group session. However, there is a dearth of research assessing peer education for seniors about medicines, and little understanding of what peer educators do in practice. This research investigated how peer educators empower seniors toward the quality use of their medicines. A participatory action research inquiry was undertaken nationally with organisational leaders and locally with peer educators. The design was a nested case study with multiple sites, where the Seniors Program was the overarching case containing eight disparate local sites. The participatory inquiry engaged peer educators from each local site. Qualitative data were collected through participant observation and interviews. Data were analysed using grounded theory methods and findings were triangulated with other data sources. Peer educators demonstrated five main functions in the program ?? one primary function within QUM sessions and four support functions outside of sessions. The primary function of facilitating peer learning comprised 10 elements. A model depicts these elements in the context of varying session conditions and consequences. Educators?? lived experience as seniors and lay persons was an overarching contributor to peer learning, used strategically through storytelling to assist other elements. Sharing QUM outside of sessions occurred frequently, but requires development to reach isolated seniors. Peer educators exceeded expectations in getting QUM messages to seniors, applying unique skills to the information exchange within sessions. Their status as lay persons tackling the complex topic of QUM reflected an understanding of the disempowerment seniors may feel when seeking information about medicines. Peer educators?? ability to model an active partner role by applying their lived experience through storytelling in an interactive, mutually sharing session challenged seniors to rethink their medicines management and interactions with health professionals. As the population ages and medicines use increases, understanding and using seniors effectively as educators has great potential.
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Alazemi, Sami. "Evaluation of the effects of participatory methods in the teaching of ecological thinking in design in Kuwait." Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/54490bc5-da20-4a15-9688-37f46c1021a1.
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In a world that faces global warming and other major environmental challenges, it is essential that students learn about the principles of sustainability so that they can apply these principles in their future lives and careers. This is particularly so in fields such as interior architecture and design, which will impact how well humans can move toward a sustainable way of life. The aim of the present study was to evaluate a participatory teaching approach for students of interior design that incorporates ecological thinking. It is particularly intended for use at universities and other places of higher education where such contexts are not currently available and, furthermore, where the teaching has been primarily of a didactic, teacher-centred form. The teaching approach was developed and tested through the involvement of students and staff at a technical institute in Kuwait – a country with severe environmental problems in which teaching at all levels has traditionally been rigidly didactic. A review was carried out of literature on learning theories, design principles, and sustainability paradigms that bore upon the research aim. Following this, a method was chosen, based on action research that involved running different types of workshops, in order to measure the impact of the teaching styles that are ideal to deliver ecological knowledge.
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Dickman-Burnett, Victoria L. "Comprehensive Sexual Violence Prevention: An Interdisciplinary Dissertation in Four Papers." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin157357369049335.
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O'Shea, Susan Mary. "The art worlds of punk-inspired feminist networks : a social network analysis of the Ladyfest feminist music and cultural movement in the UK." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/the-art-worlds-of-punkinspired-feminist-networks--a-social-network-analysis-of-theladyfest-feminist-music-and-cultural-movement-in-the-uk(5d20bada-4101-47be-9442-c58cefe18e4d).html.
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Riot Grrrl, Girls Rock camps and Ladyfest as social movements act as intermediaries in cultural production spaces, where music focused artefacts are made, collaborations forged, distribution networks established and reception practices enacted to create new conventions which can be understood as feminist art worlds. The growing literature on gender and cultural production, particularly in music communities such as Riot Grrrl, frequently speak of networks in qualitative narrative terms and very little is known about Ladyfest as a feminist movement and as a distribution network. This thesis offers an original contribution to cultural sociology by: employing a novel participatory action research approach to gathering social network data on translocal feminist music based cultural organisations; exploring how these networks can challenge a gendered political economy of cultural production in music worlds; understanding who participates and why; investigating how network structures impact the personal relationships, participation and collaboration opportunities for those involved. Engaging with Howard Becker’s Art Worlds theory as a framework, this thesis explores how music and art by women is produced, distributed and received by translocal networks. It takes into account contemporary issues for feminist music-based communities as well as the historical and international context of these overlapping and developing social movements. The literature suggests that one of the most pressing tasks for a sociology of the arts is to understand how organisational structures negotiate the domains of production, distribution and reception, with distribution modes being the most the most under-researched of the three. By focusing on UK Ladyfest festivals as case study sites, this research serves to address these gaps. Primary data sources include on-line social media, surveys, documents, focus groups and multi-mediainterviews. Findings indicate that those involved with Ladyfest tend to be motivated by a desire to challenge gender inequalities at a local level whilst drawing on local and international movements spanning different time periods and drawing on the works of feminist musicians. Homophily and heterophily both have important roles to play in the longitudinal development of Ladyfest networks. Participants show an awareness of intersecting inequalities such as ethnicity, class and disability with sexuality playing an important underlying role for the development of relationships within the networks. For some, Ladyfest involvement is a gateway into feminist activism and wider social and cultural participation, and for many it leads to lasting friendships and new collaborative artbased ties.
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Reppun, Frederick A. W. L. "Invasive Marine Algae as a Soil Amendment for Island Farmers: Agronomic and Ethnographic Assessment of Implications for Nutrient Management." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462555252.
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Quiedeville, Sylvain. "Ex-post assessment of impacts of research on innovations for organic farming : issues, methods, tools and instruments." Thesis, Montpellier, SupAgro, 2017. http://www.theses.fr/2017NSAM0038/document.
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Cette thèse a pour objet d’évaluer, de développer et de tester différentes méthodes qualitatives et manières d’évaluer ex-post les impacts et la contribution de la recherche sur les processus d’innovations et la société, par rapport à la transition à l’agriculture biologique.Nous avons réalisé deux cas d’études traitant de la transition à l’agriculture biologique. Le premier est le cas camarguais (en France) englobant un ensemble d’innovations techniques. Le second concerne le développement du produit biologique Ecostop pour protéger les abeilles contre la maladie de la varroatose en Bulgarie.Nous évaluons le potentiel d’une approche globale basée sur l’analyse participative du chemin de l’impact (PIPA) mais adaptée et complémentée par de nombreuses autres méthodes (premier article, partie 4), ainsi que le potentiel de l’analyse du réseau social (SNA) (deuxième article, partie 5) et de la théorie de l’acteur réseau (ANT) (troisième article, partie 6) pour l’évaluation ex-post des impacts et de la contribution de la recherche. Nous étudions les impacts de la recherche en Camargue et la manière dont ils ont été générés. Le cas Bulgare est seulement utilisé pour évaluer le potentiel d’ANT (avec le cas camarguais).L’approche basée sur PIPA permet d’évaluer avec succès les impacts et la contribution de la recherche. Nous avons pu mettre en évidence que la recherche a contribué au changement en Camargue à travers le développement d’interactions de co-apprentissage avec les producteurs bien que cela ne se soit pas avéré crucial pour le succès de l’innovation dans son ensemble. Les politiques agricoles, facteurs économiques, tests conduits indépendamment par les agriculteurs, et le cadre institutionnel, ont été les facteurs les plus importants et ayant eu le plus d’effets. En ce qui concerne SNA, il est apparu utile pour valider les dires des parties prenantes sur les relations entre acteurs ainsi que leurs implications sur la transition à l’agriculture biologique. Par exemple, le rôle grandissant joué par l’INRA (Institut National de la Recherche Agronomique) au sein du réseau d’acteurs a été confirmé de même que sa contribution à la transition vers l’agriculture biologique. Quant à l’approche ANT, elle permet de mettre en avant les relations interpersonnelles d’acteurs et leurs effets sur le développement de l’innovation. Nous soulignons en particulier l’importance des leaders d’opinion au cours des phases d’implémentation et de diffusion ; et montrons également l’importance de problématiser les questions devant être traitées afin d’améliorer le succès des programmes de rechercheThis thesis intends to evaluate, develop and test different qualitative methods and ways of ex-post assessing the impacts and contribution of the research on innovation processes and the society, in relation to the transition to organic agriculture.We have conducted two case studies focusing on the transition to organic farming. First is the Camargue case (in France) that encompasses a broad range of technical innovations. Second is on the development of the organic product Ecostop to protect bees against the varroatosis disease in Bulgaria.We evaluate the potential of a broad approach based on the Participatory Impact Pathway Analysis (PIPA) and adapted & complemented by several other methods (first article, part 4), as well as the potential of the Social Network Analysis (SNA) (second paper, part 5) and of the Actor Network Theory (ANT) (third paper, part 6), in evaluating ex-post the impacts and contribution of the research. We study the impacts of the research in the Camargue and how they were generated. The Bulgarian case is only used to evaluate the potential of ANT (together with the Camargue case).The approach based on PIPA allows assessing successfully the impacts and contribution of the research. We could show that the research contributed to change in the Camargue by developing co-learning interactions with farmers although this was not critical to the success of the innovation as a whole. The agricultural policies, economic factors, the testing conducted independently by farmers, and the institutional framework, were the most important and influential factors. With respect to SNA, it was of interest to validate stakeholders’ views on actors’ relationships and their implications on the transition to organic farming. For example, the growing role played by INRA (National Research Agronomic Institute) within the actor network was confirmed as well as its contribution to the transition. As to ANT, it allows highlighting interpersonal actors’ relationships and their effects on the innovation development. We particularly underline the importance of opinion leaders in the phases of implementation and diffusion; and also show the importance of problematizing the issues to be tackled in order to increase the success of research programs
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Ruzow, Holland Ann Hope. "Participatory Planning for a Promised Land: Citizen-Led, Comprehensive Land Use Planning in New York’s Adirondack Park." Antioch University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1292545997.
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Detzer, Ariel Danlys. "Neurodiversity in the Classroom: Pilot of a Training Resource for Teachers Educating Autistic Inclusion Students in a General Education Setting." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1503604209741393.
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Challis, S. "Maximising impact : connecting creativity, participation and wellbeing in the qualitative evaluation of creative community projects." Thesis, Coventry University, 2014. http://curve.coventry.ac.uk/open/items/53a3eb2f-401e-40bc-b530-115428d1b7d6/1.
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The evaluation of creative participatory community projects remains a controversial issue in politics, policy and the arts, its focus sharpened by the reality or rhetoric of austerity. Despite the recent plethora of policy documents and reviews there is little consensus about how projects should be evaluated or what constitutes good evidence about the impact on individual and collective wellbeing of ‘being creative’. This research set out to develop and trial feasible and effective evaluations for small to medium sized projects in the West Midlands of the UK based on field research into how impact is produced. Through mainly qualitative research in diverse contexts it was able to identify a range of conditions in projects reflecting the interrelationship of creativity and participation in which positive impact could be maximised. The research sought to theorise the impact of these conditions using elements of Actor Network Theory and Freire’s concept of praxis, concluding that impact is likely to be incremental, partial and non-linear. Central to this theorisation was the synthesis of evidence about the impact of creativity and embodied making on thinking, affect and a sense of agency, with ideas about how people change, producing a new evidence-based theory of change. In a practice-led approach, new creative methods were trialled in which data produced by participants had aesthetic as well as communicative value and the evaluation process itself contributed to positive impact. While it was possible to evaluate aspects of this impact through episodic interventions, field trials showed that it was more effective to develop a systemic evaluation strategy. Such a strategy needed to be participatory and integrated into project planning, in order to respond to the stochastic systems creativity inevitably provokes. This proved to offer two advantages: the potential to engage many stakeholders, not just as respondents but also as agents actively defining and measuring evaluation outcomes; and the potential for reflection about impact as process rather than outcome. These findings were then implemented in a number of projects, including trials of the Arts Council UK’s developmental Children and Young People’s Quality Principles. The method has been identified as ‘improving the conversation’ amongst partners, stakeholders and artists who can re-position themselves as active agents of evaluation rather than mere respondents, using the tropes, practices and materials of their own professional practices.
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Petersson, Pia. "Att göra abstrakta begrepp och komplexa situationer konkreta : en avhandling om deltagarbaserad aktionsforskning i svensk vård och omsorg." Doctoral thesis, Högskolan Kristianstad, Sektionen för hälsa och samhälle, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-7141.
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This dissertation covers the subject of how abstract concepts and complex situations can be concretized through research together with practitioners. The dissertation is based on four empirical studies. The researcher role, the practitioner participation and the methods for data collection and analysis have varied. In study I the concept ‘Närsjukvård’ was explored to understand how practitioners, managers and politicians in hospitals, primary health care and municipalities interpreted the concept. The researcher acted as consultant who collected data by interviews and questionnaires. Practitioners’ participation was limited. ‘Närsjukvård’ was interpreted as accessibility to hospital beds, accessibility to primary health care, collaboration between care providers and continuity and developed home care. Study II aimed to explore how people experienced leg ulcer care. The researcher acted as a consultant who performed the interviews and analysed the data. Although the informants experienced their encounters with the nurses as satisfying, the study illuminated low participation in the care and low practitioner involvement in issues about daily living with the leg ulcer. The findings were brought back to the informants and the practitioners. The project did not proceed towards development and change. In study III the aim was to explore the Swedish concept ‘trygghet’ by using stories from daily life. Four older women were interviewed and the Story Dialogue method was used together with assistant nurses and registered nurses who participated in data collection and analysis. Two themes emerged: Sense of Security and factors strengthening the Sense of Security. Together with the assistant nurses, areas for improvements were identified. Study IV aimed to explore the discharge planning situation in order to generate ideas for development. Members from a discharge planning network participated in the whole research process. Conditions for a successful coordinated discharge planning situation were a system including: the participation of the patient, the competence of the staff and the support from the organisation. The group arranged a workshop about communication and interdisciplinary collaboration. The findings resulted in a form with self-evaluation questions. In conclusion, this thesis illustrates that it is possible to clarify abstract concepts and complex situations together with practitioners. To do this successfully, sense making activities and to start from practitioners’ experiences and their own context are key factors. The studies illuminate that building trust, relationship and sense of participation are essential in health and social care in general and specifically in the participatory action research process.
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Townsend, Andrew James. "Educational action research networks as participatory interventions." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3805/.
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In 2002, the National College for School Leadership launched what was regarded as the largest educational networking programme in the world. This brought together groups of schools to collaborate over developing agreed areas of their work. This thesis outlines a research project aimed at networks who were members of this programme and whose main activity had been action research conducted by network members. This research was intended to examine, and to understand, the participatory aspects of networks of this sort. Five overarching themes were drawn from the literature on participatory interventions and related to educational networks and to action research. The interaction of these three areas of literature provided the background against which the empirical aspects of this thesis were conducted. Based around an interpretive argument emphasising the contextual uniqueness of these networks, a case study methodology was adopted to study three networks. These three networks were those who had agreed to participate of a total of 18 that had matched the profile for selection and who had been invited to participate. The conduct of these three case studies used a mixed method approach examining documents produced by these networks as well as collecting data through the use of a questionnaire and semi-structured interviews. From these three case studies overarching themes were identified in the ways that these networks related to participatory interventions. These themes specifically concerned: the approaches that these networks had taken to action research; the ways in which they had perceived and involved communities in their work; the nature of collaborative relationships in the networks; the relationship between the operation of the networks and principles of voluntarism and finally the roles of leadership in the networks. Overall, these networks presented a model by which individuals could collectively work together for a common aspiration, whilst retaining the flexibility to be relevant to local contexts.
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Kanchana, Manohar Arthi. "Participatory action research for emotionally meaningful stories." Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/b87e9215-e617-4144-9508-c64ee5950be4.
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In this thesis, I developed an empirically and theoretically grounded understanding of participatory action research (PAR). My aim was to develop and explore PAR methods within three culturally different fishing communities located in India, Portugal and the UK in order to generate emotionally meaningful stories. The work was conducted as part of the practice-led TOTeM research project and aspires to be associated with such works that have been able to make a methodological contribution by introducing theoretical insights, innovative methods and analytical concepts. In this study, the key finding is revealing the importance of the preliminary activities that helped design the innovative methods. I assess how my PAR methods, such as story interviews, digital storytelling workshops and story kits, helped me to gather participants’ personal experiences within the three chosen communities. Photographs and ‘objects’ provided a medium through which to identify stories that were emotionally meaningful to the participants. These stories gathered from the three chosen communities were analysed through a story narrative analysis method. Each method evoked strong, emotionally meaningful responses from the participants with regard to human relationships and demonstrated the vital role of objects in identifying stories that illustrate the participants’ intimate relationships. The collective findings from the three communities established that the methods utilised provided a new way of synthesising storytelling with digital technologies. The findings reinforce the role played by the participants as co-creators in collaboratively designing the methods, enabling me to craft a better way to gather stories. Upon critical reflection of the methods, supporting evidence was found that storytelling serves as an invaluable technique in providing participants with opportunities to explore their cultural identity through uniquely self-reflecting narratives and shared moments. I present the three stages of the participatory methods as my story culture framework and the findings and challenges as my original contribution to knowledge. I propose that this transferable framework will support designers as they engage with various settings to elicit information from user and stakeholder participants, develop their own experiential and critical perspectives and utilise their intuitive and expressive expertise to establish, manage and sustain productive human-centred design relationships.
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Baker, Jack David. "Interdisciplinary Evaluation of Youth Participatory Action Research." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1538816180877824.
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Bruck, Demaree K. "Engaging Teenagers in Suicide Research through Youth Participatory Action Research." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504799248601175.
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Babcock, Ruth C. A., and University of Lethbridge Faculty of Education. "Participatory action research with the German speaking Mennonites." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1998, 1997. http://hdl.handle.net/10133/82.
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German-speaking Mennonite people from Mexico are moving into Southern Alberta. They are mainly employed as farm labourers. Their low level of income makes it difficult to provide for the needs of their large families.
Many also encounter difficulties because of their lack of English and literacy, unfamiliarity with Canadian ways and laws, and a lack of understanding and trust in the helping agencies and school system. By using the
Participatory Action Research approach and te principles of Community Development, representatives of community health services were able to enter into a unique partnership with the Mennonite people to work toward meeting their identified needs. A family-centred approach was used, with special attention being given to cultural and religious traditions and values. Programs that were developed addressed the needs of the Mennonite people including English as a Second Language, literacy, nutrition, health, safety, dental, socialization, education, and German literacy for the children. A key finding of the research study was that a participatory action research approach did allow the Mennonite people in this study to find more effective ways of making the transition from life in Mexico to life in southern Alberta. Participants did take steps towards their goal of a better quality of life. As well, agency people found new ways of working with the Mennonite people and with each other. Finally, this study shows that as Mennonite people adapt to life in Canada changes do occur in their ways of interacting with each other and with the broader community.vii, 167 leaves : ill. ; 28 cm.
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Babcock, Ruth C. A. "Participatory action research with the German-speaking Mennonites." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0002/MQ38443.pdf.
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Fahmi, Kamal Hanna. "Participatory action research (PAR) : a view from the field." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84506.
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The phenomenon of street children is world-wide and on the increase despite numerous programs aiming at its eradication. The failure to adequately address this complex and very diverse phenomenon is the result of conceptual confusion with respect to defining who a street child is. The dominant discourse on street children defines them as victims or deviants to be rescued and rehabilitated. As such, the capacity of many of these children for human agency is occluded by excluding them from participation in the construction of solutions to their problems. I argue that, far from being mere victims and deviants, these kids, in running away from alienating structures and finding relative freedom in the street, often become autonomous and are capable of actively defining their situations in their own terms. They are able to challenge the roles assigned to children, make judgements and develop a network of niches in the heart of the metropolis in order to resist exclusion and chronic repression. I further argue that for research and action with street kids to be emancipatory, it is necessary to acknowledge and respect the human agency the kids display in changing their own lives and to capitalize on their voluntary participation in non-formal educational activities as well as in collective advocacy.The thesis draws on a participatory action research (PAR) methodology spanning eight years of fieldwork with street kids in Cairo, which eclectically combined street ethnography, street work and action science. I critically review the historical development of these methodologies, and I argue for a conception of PAR as an open-ended process of action and reflective participatory research incorporated into everyday activities and work with excluded, marginalized and oppressed groups such as street kids. As such, I pay special attention to the ethical dilemmas that arise in day-to-day PAR practice.
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Dickson, Geraldine. "Participatory action research and health promotion, the grandmothers' story." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24012.pdf.
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Burn, Geoffrey R. H. "Using participatory action research to develop an organization's strategy." Thesis, University of Brighton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.511627.
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The research was undertaken with the primary aim of answering the following five main research questions. Can PAR provide a cohesive way to give those who want it an authoritative voice in shaping their own future and that of their whole organization? Can a 'creative' strategy-making process be used as the vehicle for capturing that voice and institutionalizing it as a blueprint for the future? Can Participatory Action Research (PAR) be used to research these operational processes in detail and in real time? Can an insider researcher who is also a top manager facilitate the intervention without having one role overpower the other? Can the strategizing role boundary be shifted without disenfranchising those previously responsible for strategizing, and without the process being derailed by them? PAR was selected as the organization development (OD) methodology for this intervention because, consistent with these questions, it aims to precipitate transformational change intended to correct perceived systemic disadvantage. At the same time it recognizes the need for accommodations regarding the extant disposition of power and related role enactment. And PAR is especially well suited as a methodology for researching a social change process dependent on power transfer, because it empowers the people in the system as co-researchers in an ethical framework. Consistent with the PAR methodology, the participants were the main research instrument, utilizing self reports as the main tool. This `human instrument' was augmented by the objective input of a team of non-participant observers. The research was significant because it indicates that PAR can be an effective OD methodology for giving those people who want it an authoritative voice in shaping their future and that of their whole organization - and that a creative strategizing model built on components advocated in the literature can be used as the vehicle for capturing that voice. In the process, it demonstrates that the strategizing role boundary can be shifted without resistance from the elites who are required to relinquish it. Furthermore, it shows that PAR is an appropriate methodology for researching all these processes in real time. Finally, it demonstrates that an insider researcher who is also a member of the elite can facilitate the OD and research processes without the inherent role conflict becoming unmanageable.
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Weaver, Zupko Barbara. "Participatory action research learning involving women who have developmental challenges." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0021/MQ44827.pdf.
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Shaw, Barbara Ann Carleton University Dissertation Geography. "Ecodevelopment and local action: feminist participatory research in Goa, India." Ottawa, 1992.
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Rasquinha, Prabhu Sandhya Miriam. "Developing counselling practice in south India : a participatory action research." Thesis, University of Leeds, 2016. http://etheses.whiterose.ac.uk/16356/.
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Professional counselling in India is an emerging field where current practice is largely influenced by Western models of counselling. These methods are integrated with methods of Indian holistic healing. There is limited research and reviewed literature in this field in India. Most mental health research is based on psychiatry and social work. The aim of this study is to explore practitioner experiences in the social reality of their practice using a culturally sensitive, strengths perspective. These strengths stem from the individual’s core and develop within the influence of culture. This study will examine current personal and professional experiences of trained practising psychological counsellors, create awareness about strengths and develop a goal for the emancipation of professional counsellors in the given cultural context. This qualitative research has a Participatory Action Research (PAR) design with seven participants in a PAR group setting. The data collected over 10 meetings across 8 months was recorded and transcribed by me. The data was analysed using a non-interpretive, recursive, reflexive analysis. The major findings are the realities of practice and effects of socio-cultural influences on the professional counsellor, for instance: age, gender, spirituality, language, cultural expectations and strengths. The transformative outcome was professional awareness of being instruments of change and to enable change in social reality. It also led to the development of a support group for practising counsellors. The research process was emancipatory as it directed participants to acknowledge their value as Indian counsellors, voice their need for professional recognition and begin a process of liberation by implementing their own growth and awareness socially and in practice. The methodological approach, findings and outcome of the study are intended to be disseminated through publications in counselling, educational peer reviewed journals and presentation of papers at conferences. This aims to impact counselling training, research and practice. It will also enhance the limited body of existing knowledge in psychological counselling in India.
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Saxen, Colleen Q. "A Participatory Action Research Study with One Emancipatory School Garden." Wright State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wright1607604443577643.
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Chukwu, Gosim. "Participatory evaluation : an action research intervention to improve training effectiveness." Thesis, University of Liverpool, 2015. http://livrepository.liverpool.ac.uk/2011780/.
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Background: The managers of Zenith Medical Centre, a Nigerian hospital, desired to experiment a change to a process of evaluation that could improve training effectiveness for all stakeholders. Concern about evaluating training for effectiveness is not new. The past 50 years have witnessed a growing number of evaluation methods developed by scholars and practitioners to provide human resource development (HRD) professionals with alternatives for measuring training outcomes. However, investigation on the uses of evaluation data to improve training outcomes from the perspectives of divergent stakeholders is limited. Participatory evaluation (PE) through action research (AR) intervention was particularly considered as a viable means of improving training effectiveness by increased use of evaluation data. Aims of the Investigation: The aims of the intervention were to deepen insight and understanding of PE from the perspectives of stakeholders, practically implement a change of the evaluation system and produce new knowledge for the action research community. Design/Methodology/Approach: The action research approach was used from a social constructionist perspective to engage training stakeholders in the organization as participants. This perspective required working in the participatory action research (PAR) mode. Therefore, the project followed a cyclical process model (CPM) of the AR iterative process of constructing, planning, acting and evaluating. The CPM model was to accommodate the quality principles for using theory to both guide issue diagnosis and reflection on the intervention. Data on participatory evaluation were generated through focus groups and one-on-one interviews and analyzed using template analysis. Findings: By identifying and discussing their stakes, contributions and inducements in training, participants were able to reflect on their own learning, gain insight into their own work situation by sharing experiences and these facilitated peer and management support. The results were deeper insight into training evaluation; change in behavior and perceptions; and the use of quality data to improve training design, delivery and participation. The participatory process also enabled participants to learn self-direction and self-management by becoming aware of discussing problems or issues of concern to them in the workplace, group coherence and social support. Profoundly, all levels of stakeholders tried actively to change their working conditions by participating in action research activities. Implications: The study has implications for research and practice in three perspectives: First-person implications of deepening the researcher’s understanding and knowledge and providing professional development for his practice; second-person implications of deepening understanding and knowledge and providing improved day-to-day practice for the participants, practical solutions to the issue and organizational learning for the client; and third-person implication of providing specific knowledge for the wider action research community. Limitations: The research does not cover the political implications of the findings and opportunities they create for further research. It is limited to evaluation process while leaving out organizational decision making which is another factor affecting the utilization of evaluation data. Future studies should consider the question of what happens if the process of evaluation is right but the organizational politics or decision making structures hinders evaluation use.
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Hayes, Melanie Johnson. "Experiences in parenting 2e children| A participatory action research approach." Thesis, Saint Mary's College of California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10101058.
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The purpose of this study was to investigate and report the lived experiences of parents of twice exceptional (2e) children, utilizing participatory action research (PAR) methods. The primary question this study sought to answer was how parents of 2e children feel about parenting their children. A total of 20 parents participated in a PAR group and conducted research through telling their own stories, participating in a one-on-one interview, conducting a parenting survey, and developing artifacts for educating others about the characteristics and needs of 2e persons. The duration of this study was 12 months, during which time, the PAR members met monthly for three to four hours per meeting.
Key findings of this study indicate: 2e persons see themselves as a distinct special needs group; there are common characteristics and behaviors among 2e persons; 2e persons are a marginalized community; there is a lack of knowledge about 2e persons among academic, medical, and therapeutic professionals, consequently, parents of 2e children do not feel they can rely on them for support; parents of 2e children feel their children are often rejected and ostracized by others; they struggle to find ways to help their children be accepted by their extended family, community, and society at large; parents of 2e children experience high levels of stress as they work to mitigate societal barriers to their children's success; forming a community of like-minded parents offered the best form of support; while the PAR group realities were different from the idealized model, it offered an appropriate method for gathering data on parenting 2e children, as members felt comfortable researching with their community, rather than being objects of research; PAR group members saw themselves as activists and developed strategies for advocating for 2e persons.
These findings have implications for parents, educators, and medical/therapeutic practitioners, as they serve to illuminate characteristics, issues, and possible solutions for advocating and serving the needs of 2e persons. This study may also serve as a model for further PAR research, as it discusses the reality of the members' PAR experiences, compared with the suggested ideal PAR methods found in the literature.
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Innes, Sacha Kenward. "A family literacy initiative using participatory action research in Manila, Philippines." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0019/MQ47949.pdf.
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Goodyear, Victoria A. "Participatory action research : challenging the dominant practice architectures of physical education." Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/297585.
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Research shows that the dominant pedagogical practices of physical education are irrelevant to young people in the 21st century, and that physical education currently exists in a time of innovation without change. Subsequently, physical education as a curriculum subject is at risk of becoming extinct unless the 'talked' about pedagogical innovations that provide authentic, relevant and transferable learning experiences can become sustainable 'actioned' futures. Therefore, the purpose of this thesis was to explore how a pedagogical innovation, the Cooperative Learning model, could be used over an enduring period of time. Participatory action research (PAR) was used as the methodology to scaffold the inquiry and to support eight secondary school physical education teachers' learning and use of Cooperative Learning during an academic year. This thesis considers how PAR enabled teachers to break the dominant practice architectures of physical education and how PAR supported teachers‘ use of an emergent pedagogical approach within and beyond the honeymoon period of implementation. In other words, how PAR facilitated teachers' ability to work beyond the dominant pedagogical practices of physical education and the practices endorsed by the school as an institution. Furthermore, how PAR sustained teachers' engagement with, and use of, the Cooperative Learning model. Indeed, Cooperative Learning was firstly immersed within the milieu of the practice architectures. Yet through the use of PAR the teachers were motivated to move beyond the honeymoon period and began to use the model within, with and then against the mess of the practice architectures. Subsequently, Cooperative Learning was emerging as the dominant pedagogical approach. However, this only occurred for some teachers where social connectivity and an emerging community of practice were significant variables in sustaining and adapting the use of Cooperative Learning. The contribution to knowledge is therefore the methodological processes of how to move beyond dominant pedagogical practices and facilitate innovation with change. In order for a pedagogical innovation to become a sustainable 'actioned' future its use is context dependent and PAR facilitates its sustainability. Furthermore, teacher learning should be advanced and teachers should be encouraged to create communicative spaces with colleagues and researcher facilitators.
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Roberts, Michelle S. "Assessing participatory action research : a case study from the Lao PDR /." Ohio : Ohio University, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1090938622.
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Roberts, Michelle. "Assessing Participatory Action Research: A Case Study from the Lao PDR." Ohio University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1090938622.
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Schwartz, Tammy Ann. "“Write Me”: A Participatory Action Research Project with Urban Appalachian Girls." University of Cincinnati / OhioLINK, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1022875361.
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Lindquist-Grantz, Robin. "Youth Participatory Action Research as a Strategy for Adolescent Suicide Prevention." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin149131648280023.
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Mosher, Heather Irene. "Participatory Action Research with Dignity Village: An Action Tool for Empowerment Within a Homeless Community." PDXScholar, 2010. https://pdxscholar.library.pdx.edu/open_access_etds/36.
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With homelessness continuing to rise over the past two decades, disenfranchised unhoused people have sparked a national movement to build for themselves democratically governed communities of affordable housing. Dignity Village, in Portland Oregon, is one of the longest running and most organized self-help housing communities in the nation. This paper presents a theoretical systems-based model of a developmental pathway out of homelessness in the U.S. that has as one of its key steps membership and participation in humane and dignified "self-help micro-housing"; communities such as Dignity Village. This research involved working collaboratively with Dignity Village on a participatory action research (PAR) project aimed at understanding and facilitating processes for mobilizing community and socio-political engagement. The research process involved a team of up to 24 co-researchers (nine attended meetings regularly) working once weekly over 15 months, with consultation from the broader Village community throughout. The research followed a systems approach to creating five action tools as multiple points of leverage to create long-term positive change within the community. One point of leverage utilized participatory video methodology to co-create a video action tool as an orientation video for newcomers, intended to build cooperative relationships and facilitate empowerment within the community. The impact of the research process was documented on multiple levels in the community using multiple data sources. Data were analyzed using an inductive approach to identify key themes and processes that influenced participation and empowerment in the community. The predominant themes suggested three paradoxical tensions that were creating barriers to change in the community. This PAR process attempted to create movement beyond these barriers. Findings suggested that four main changes occurred in the community during and after the research: a) an increase in collaborative participation, b) enhanced engagement and sense of community, c) an emergence of critical consciousness, and d) changes in the organizational leadership/power structure. These findings are critically examined and discussed with respect to the effectiveness of utilizing this PAR process to facilitate community empowerment. A portion of this dissertation (Results section) was created in video format to enhance report accessibility for community partners and other non-academic audiences.
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Thomas, Jill C. "FACILITATING CITIZENSHIP THROUGH TEACHING ACTION RESEARCH: AN UNDERGRADUATE COURSE AS AN ACTION RESEARCH INTERVENTION." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1151511852.
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Bhattacharyya, Sriya. "Muslim Women Resist: An Arts-informed Participatory Qualitative Inquiry." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108937.
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Thesis advisor: M. Brinton LykesEvery day Muslim women in the United States wake up to a harsh political world that attacks their identities, communities, and freedom. In this context, Muslim women endure immense psychological tolls on their sense of identity, safety, and relationships. For many of them, walking out the door and claiming their Muslim identity is an act of political resistance. Despite the disempowerment they may experience, many engage in social actions to resist these oppressive forces. Yet, Muslim women activists have received strikingly little attention in the psychological literature. To date, no research has explored the psychosocial experiences of Muslim women who engage in activism, nor the meanings they make of these engagements or their trajectories of resistance. Using a participatory research approach informed by art-based inquiry techniques, this inductive qualitative study explored 10 Muslim women activists’ trajectories into and experiences of engaging in social action. A constructivist theoretical model of Muslim women activists' processes of resistance and community liberation was developed through qualitative inductive analyses of in-depth interviews and participants’ illustrations. Eight “clusters” have been configured to map a model that represents both processes and outcomes of how these 10 women engaged, experienced, and made meaning of their activism. They include: (1) living in a post 9/11 sociopolitical context; (2) navigating the Muslim community context; (3) internal experiences of being a Muslim woman; (4) guiding ideals toward activism journey; (5) development of political analyses; (6) resistance actions toward social change; (7) burdens and benefits of engagement in resistance; and (8) supportive forces in the process of resistance. Although only representative of 10 participants, the model is sufficiently theorized to suggest that life in a multiply traumatizing context shapes Muslim women activists’ experiences, precluding and contributing to their persistence and resistance throughout and during their engagement in social change work. Political analyses and ideals are vital in their descriptions of their trajectories of becoming activists. Benefits and burdens that are inevitable in social change work include both the thrill and fun of engaging in activism as well as the costs to relationships and conflicts inherent in such work. Finally, encouragement by other Muslims and allies is discussed as a valuable source of support to Muslim women activists. Limitations are discussed and implications are proposed to inform possibilities for future healing centered research and action
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Nakanishi, Aki. "Facilitating youth participatory action research : reflections, strategies, and applications at the institute for community research." [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0002862.
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Marshall, Joanne Kay. "Family-professional collaboration for positive behavioral support, a participatory action research project." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0007/MQ41810.pdf.
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Bester, Alte. "A participatory action research approach to programme evaluation in a rural society." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52686.
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Thesis (MA)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: Recently, Participatory action research (PAR) has become a common approach to social programmes in South Africa. This tendency has created a need to evaluate this kind of programmes to determine if it really achieves what it sets out to do. The purpose of this study was to evaluate an entrepreneurial skills training programme in a rural community where a participatory action research approach was followed. A literature review was undertaken to present an in-depth look into the body of literature that surrounds the study. Programme evaluation was discussed as a research design, including types and stages of evaluation. The concept of empowerment was investigated. The review also included a study of literature on PAR, especially the definitions, context and process of PAR. The role of entrepreneurship in rural development was also investigated as well as the evaluation of entrepreneurial skills training programmes. An entrepreneurial skills training programme was implemented in the rural town of Darling on the West Coast of South Africa. The PAR approach was followed in the implementation of the study that was conducted over a period of 15 months. Participants joined the programme that included different projects, voluntarily. The participants were divided into three groups according to their period of participation in the programme. The researcher facilitated actions as well as reflection meetings with the group of participants before and after the entrepreneurial skills training course. The researcher made field notes during the implementation of the programme. The participants' empowerment status was measured with a standardized questionnaire using a pre-test-post-test design. The participants' application of the entrepreneurial skills that were taught in the course was measured during semi-structured interviews at the end of the research perico. four case studies document the extremes of the respective outcomes of the programme, namely empowerment and entrepreneurship. Statistical analysis showed statistically significant improvements in the micro, macro and total empowerment scores of the total group. Looking at the three groups separately, group one showed statistically significant improvements on the micro and interface levels and group two on the micro level. Even though group three showed small improvements on all three levels, none of them were statistically significant. Data from the field notes wer:e analyzed according to the PAR concepts of participation, action and reflection. Participation mostly had a collaborative nature; action was aimed at economical change and reflection aimed at practical problem solving. The interviews revealed that 20 of the 24 participants had micro baking businesses at the end of the research period and they succeeded in the short-term goal of applying the skills that were taught in the course. The case studies showed no correlation between the participants' application of entrepreneurial skills and the changes in their empowerment status. The findings of the study suggest that the longer participants participate in a PAR programme, the bigger the improvement in their empowerment status will be. Monitoring of the implementation revealed that the study fell short of the "ideal type" of PAR, since participation was not yet collegiate. Actions were only effective in economic change and not in social transformation. Reflection resulted in limited critical self-awareness among the participants. The PAR approach has proven to be successful in the attainment of the short-term goals of an entrepreneurial skills training programme. The long-term sustainability of the entrepreneurs' businesses will have to be followed-up by further research.
AFRIKAANSE OPSOMMING: Die afgelope tyd is deelnemende aksie navorsing (DAN)'n algemene benadering tot sosiale intervensie programme in Suid-Afrika. Hierdie tendens het 'n behoefte laat ontstaan om hierdie tipe programme te evalueer om te bepaal of dit werklik die program doelwitte bereik. Die doel van hierdie studie was om 'n entrepreneursvaardighede opleidingsprogram in 'n landelike gemeenskap waar die DAN-benadering gevolg is, te evalueer. 'n Literatuuroorsig is onderneem om die konseptueie raamwerk wat vir die studie saamgestel is, te kan beredeneer. Programevaluering, insluitende tipes and stadia van evaluering, is bespreek as 'n navorsingsontwerp. Die konsep van bemagtiging is ook bestudeer. Die oorsig het 'n ook studie van literatuur oor DAN ingesluit, veral definisies, die konteks en die proses van DAN. Die rol van entrepreneurskap in landelike ontwikkeling is 00~ ondersoek sowel as die evaluering van opleidingsprogramme gemik op die ontwikkeling van entrepreneursvaardighede. 'n Entrepreneursvaardighede opleidingsprogram is in 'n landelike dorpie, Darling, aan die Weskus van Suid-Afrika geïmplementeer. Oor 'n periode van 15 maande is die DAN-benadering in die implementering van die program gevolg. Deelnemers het vrywillig by die program wat uit verskillende projekte bestaan het, aangesluit. Die deelnemers is na aanleiding van hul tydperk van deelname in die program in drie groepe verdeel. Die navorser het aksies sowel as refleksie byeenkomste met die groep deelnemers voor en na die entrepreneursvaardighede opleidingskursus gefasiliteer. Die navorser het veldnotas tydens die implementering van die program gemaak. Die deelnemers se bemagtigingstatus is gemeet met 'n gestandaardiseerde vraelys terwyl 'n voor-en-na-toets ontwerp gevolg is. Die deelnemers se toepassing van die entrepreneursvaardighede wat in die kursus geleer is, is tydens semigestruktureerde onderhoude aan die einde van die navorsingsperiode gemeet. Vier gevallestudies dokumenteer die uiterstes van die onderskeidelike uitkomste van die program, naamlik bemagtiging en entrepreneurskap. Statistiese analise het statisties betekenisvolle verbeteringe in die mikro, makro en totale bemagtigingsvlakke van die totale groep getoon. Afsonderlik gesien, het groep een statisties betekenisvolle verbeteringe op die mikro en tussenvlak getoon en groep twee net op die mikrovlak. Alhoewel groep drie klein verbeteringe op al drie vlakke getoon het, was geen van die verbeteringe statisties betekenisvol nie. Data van die veldnotas is volgens DAN konsepte, naamlik deelname, aksie en refleksie geanaliseer. Die deelnemers en die fasiliteerder se deelname het meestal In samewerkende aard gehad, aksie was gemik op ekonomiese verandering en refleksie was gemik op praktiese probleemoplossinq. Die onderhoude het aangetoon dat 20 van die 24 deelnemers aan die einde van die navorsingsperiode In mikro bakbesigheid gehad het en dat hulle daarin geslaag het om die korttermyn doelwit, naamlik die toepassing van die vaardighede wat in die kursus geleer is, te bereik. Die gevallestudies het geen korrelasie getoon tussen die deelnemers se toepassing van entrepreneursvaardighede en die veranderinge in hulle bemagtigingstatus nie. Die studie se bevindinge dui daarop dat hoe langer deelnemers aan In DAN-program deelneem, hoe groter sal die verbetering in hulle bemagtigingstatus wees. Die monitering van die implementering van die program het laat biyk dat die studie tekort skiet in vergelyking met die "ideaaltipe" van DAN, want die deelname was nog nie korporatief nie. Aksies was net suksesvol in ekonomiese verandering en nie in sosiale transformasie nie. Refleksie het tot beperkte kritiese "selfbewustheid" by die deelnemers gelei. Dit blyk dat die DAN-benadering suksesvol was om die korttermyn doelwitte van In entrepreneursvaardighede opleidingsprogram te bereik. Die langtermyn volhoubaarheid van die entrepreneurs se bakbesighede sal met verdere navorsing opgevolg moet word.
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Tsang, Woo Che-moy Betty. "A participatory action research : the effectiveness of a health education/promotion programme." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438758.
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Gibson, Michelle. "A forum to minister to wives of pastors using participatory action research." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p090-0369.
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Távara, Vásquez María Gabriela. "“Reclaiming Our Hands”: Feminist Participatory Action Research With Andean Women of Peru." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108124.
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Thesis advisor: M. Brinton LykesDuring the last two decades of the 20th century the Peruvian internal armed conflict affected thousands of Quechua-speaking campesinos [peasants], including those in the community of Huancasancos. The pre-existing socioeconomic conditions strongly informed the conflict’s origins and help us to understand how its legacies have unfolded. This feminist participatory action research (PAR) dissertation was conducted with Andean women knitters from Huancasancos. Through this process the participants and I explored how organizing through a women’s knitting association could be one way to identify and face challenges in their community, including the social and emotional legacies of the armed conflict as well as ongoing structural gender and racial violence. Through participatory workshops we collectively analyzed topics related to the research focus, and the knowledge that we co-constructed was the primary dissertation data. These collective reflections were subsequently analyzed using a constructivist grounded theory approach (Charmaz, 2014) and were complemented by 16 individual interviews and field notes. The major findings of this dissertation reflect the urgency that Andean women feel about confronting material poverty. Also prevalent were Andean women’s experiences of gender racialized violence, experiences that limit their capacity to face their material poverty and improve their living conditions. Finally, these findings also confirm that the concept of “organizing-as-women” has been introduced into rural Andean towns by outsiders. As ideas from outside of the community, they typically fail to incorporate ways of organizing that already exist in these communities. Similarly, transitional justice and its mechanisms are experienced as having been introduced from outside the community and as disconnected from Andean people’s lived experiences of the armed conflict and its wake. The findings of this study yield important implications for professionals interested in working in transitional justice settings, particularly those working in cultural contexts different from one’s own. The study has additional implications for those who work with Andean and other indigenous women who have experienced the violence of armed conflict and continue to experience ongoing gender and racial marginalization
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
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Parsons, Gareth. "Using a learning community to manage pain : a participatory action research study." Thesis, University of South Wales, 2014. https://pure.southwales.ac.uk/en/studentthesis/using-a-learning-community-to-manage-pain(b2ff7fea-94e5-4f95-bf6e-1f3f1fe3a919).html.
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This participatory action research study evaluated whether, bringing people who have chronic pain together in collaborative learning communities can have an impact upon the way they manage their chronic pain. Participatory action research has been used with other patient groups, but not with people who have chronic pain. People who have chronic pain are often marginalised and restricted from playing a fuller role in society. In this thesis, I consider these processes to be indicators that people with chronic pain may be experiencing a form of social oppression. This justifies the use of participatory action research methods with this group, as these methods are intended to promote wellness and produce liberation from social oppression. A Dionysian inquiry was established in order to promote consciousness-raising among participants in learning communities. Three learning communities were initiated and two were sustained. Nine participants fully immersed in the learning communities. They reported feelings of liberation, identified ways in which their involvement in the learning community had caused them to change their attitudes and acted to improve their situation. This is my original contribution to knowledge, as this demonstrates that the generation of learning communities using PAR, with a Dionysian approach among people who have chronic pain is feasible. This has not been previously published in the literature. Three action cycles have been identified and are discussed in this thesis. These demonstrate the consciousness-raising and individual action that characterised transformation as a result of collaboration. In participatory action research, the production of an action cycle is viewed as the generation of new emergent knowledge, when viewed through the lens of critical theory. Although this knowledge is limited to the learning community and in this study is participant specific. Subsequent findings that emerge from this inquiry, identify that lived experience of chronic pain may be a product of civilised oppression, from which participants might become liberated using consciousness-raising techniques. These findings are significant, as the articulation of chronic pain as an oppressive force and the possible structures by which this is enacted, has seldom occurred in the literature. Without a discussion around oppression and pain and considering ways to raise awareness, people who experience chronic pain are unlikely to overcome these obstructions and attain empowerment.
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Zambrano, Nelly. "CHILD ABUSE PREVENTION IN RURAL SOUTHERN CALIFORNIA: A PARTICIPATORY ACTION RESEARCH PROJECT." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/722.
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This research project examines resources and services to prevent families and children from entering the child welfare system in a rural town in Southern California. There is constant struggle to get the adequate services, resources and trained staff in this rural area because it is isolated and it takes about two hours’ travel time to get to the metropolitan cities. The literature review discusses child welfare services challenges, strengths and social capital to support families and children as well as the child welfare system itself in rural areas. Constructivism is the appropriate framework for this research project, because the goal of this study will be based on an exchange of understanding and ideas; therefore, the nature of the study is subjective. The engagement stage was an important stage for the constructivist approach. The researcher analyzed transcripts from the interviews and group meetings using thematic analysis to examine participants’ concerns and their perceptions of the community’s resources. Further, the participants, guided by the researcher, worked together to develop a strategic action plan to address child abuse and neglect in this community. This project encouraged community leaders to discuss the community’s strengths and main concerns related to child abuse and neglect. Interestingly, these strengths and concerns often mirror one another. Participants’ perceptions and recommendation are about safety, connectedness, human services access and child welfare of the focused rural town.
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Carstens, L. (Lizette). "Exploring participatory action research during the initial phases of the design process." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/41570.
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Gibson, Jennifer E. "When Youth Take the Lead: Youth Participatory Action Research as Bullying Prevention." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1312397798.
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Valentine, Michael. "Influencing Behavior During Planned Culture Change: A Participatory Action Research Case Study." Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1477515899946831.
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Kok, Mandie. "Enabling autism educators to identify and address challenges using participatory action research." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/7881.
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Teachers in the field of autism education encounter multiple professional challenges in their roles as educators. Autism spectrum disorder presents with a broad range of symptoms, which places additional demands on the teacher expected to meet all the learners' needs. Insufficient teacher education and training, coupled with limited access to resources and a lack of support from the Department of Basic Education can lead to teachers feeling overwhelmed and powerless to adequately address work-related challenges. This study employed a participatory action research methodology and sought to identify challenges and develop solutions in the field of autism education. Furthermore, the goal of this study was to find ways of making use of existing resources to better meet the teachers' needs, as well as reconsidering the classroom environment in order to better meet the learners' needs. The cyclical nature of a participatory action research approach allowed the participants to renegotiate the research goals throughout the study. Data were generated through the use of open-ended group interviews, observation and written critical self-reflections. From the data, six themes emerged. First, the participants reported feeling empowered as a result of creating and sharing their personal reflections. Next, they identified the lack of support for teachers as a professional challenge. The participants also indicated that more flexible teaching strategies were required in the field of autism education. Another challenge was that teachers were uncertain of their legal rights within the field of ASD education. Poor communication between parents and teachers was identified as an important issue. Finally, it emerged that the classroom environment had a significant impact on the learners' behaviour. These findings led to the conclusion that teachers in the field of autism education should be supported and the challenges they face acknowledged and addressed by their employers as well as by the Department of Basic Education and the institutions responsible for educating and training new teachers. Finally, recommendations for possible solutions and further research were presented, based on the data generated during the study.
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Siemens, Douglas T. "Boys’ achievement gap and the ethic of care: a participatory action research study." Diss., Wichita State University, 2012. http://hdl.handle.net/10057/5367.
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Achievement of boys in school is falling behind girls nationally and internationally. Fewer boys are enrolling in honors and advanced placement classes and fewer of them are going on to college. In fact when compared to girls, boys earn lower grades, are suspended and expelled more often, and more of them drop out. Research is inconclusive on attempts to correct the problem through the use of single-sex schools or recruitment of more male teachers. This participatory action research project created an opportunity for pre-k--12 collaboration to study the phenomenon of boys’ underachievement to consider how Noddings (1984) care theory and relationships might be used to close the gap. Six themes came from the research: differences between boys and girls, care through responsive teaching, care through building relationships, power of parents, stress and pressure in education, and taking action and trust. Each of the first five themes was seen by teachers to positively or negatively influence the degree to which boys succeed in school. Teachers understand the need to take time to be seen as a person and to also take time to learn something about the student. Teachers understand the need to build and maintain relationships over time. Teachers’ understanding of how they care for boys shapes their role as a teacher as they focus on building relationships in which the teacher is present or in the moment with the student and maintains high standards for academics and conduct. The sixth theme taking action and trust revealed a challenge within the district involving trust and the nature of participatory action research.Thesis (Ed.D.)--Wichita State University, College of Education, Dept. of Educational Leadership