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Artykuły w czasopismach na temat „Collaborative action research”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 25 lipca 2025

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1

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

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

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

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

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

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

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

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

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This research sought to understand lived experiences of master teachers in creating collaborative classroom-based action research in Silago District in the school year 2023-2024 to develop a policy brief. This study adopted descriptive phenomenology where purposive sampling was used targeted eight qualified master teachers with at least three years teaching experience and prior participation in collaborative classroom-based action research. Semi-structured interviews focused on questions that elicit detailed narratives and views on their difficulties and practice. The study engaged Braun &

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

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This research involved a study exploring the changes in an academic institution expressed through decision-making in a shifting leadership culture. Prior to the study, the school was heavily entrenched in authoritarian and centralized decision-making, but as upper-level administrators were exposed to the concept of collaborative action research, they began making decisions through a reflection and action process. Changing assumptions and attitudes were observed and recorded through interviews at the end of the research period. The research team engaged in sixteen weekly cycles of reflection an

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

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

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

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

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

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

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

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16

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

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

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Action research is a valuable tool for personal and professional development. It allows teachers to assess their teaching practices, reflect on learning outcomes, and generate practical ways of improving their pedagogical competence. Consequently, it results in positive educational impact, such as increased academic performance and school effectiveness. Hence, this action research study aimed to capacitate the teachers of Kinan-oan Elementary School, Trinidad II District, Trinidad, Bohol S.Y. 2021-2022 through Collaborative Action Research Buddies – an approach that aimed to empower, retool, t

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18

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

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

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19

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

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This research aimed to show how Instagram could be used to improve students' motivation to collaborate and how discussing with friends could influence their motivation to be involved in collaborating. This research was conducted knowing that the students’ low motivation in collaboration impacted their activeness in class participation, work results, and low quality of social interactions. This study was classroom action research in two Grade 11 classes as the actual action sites. To collect the data, the researchers interviewed six students in both classes. The ARCS Model by Keller (2023) was

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20

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

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Collaboration provides numerous possibilities for realisation of active learning/teaching concepts in e-learning. For this reason it is recomendable to determine the optimal way in which to develop collaborative activities, with the possibility of adapting the appropriate modules' use in accordance with learners' characteristics. The paper presents a description of a behaviour pattern analysis, which deals with learners with different learning styles using collaborative modules. An action research was conducted using data from Master degree program that is conducted purely online. The research

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21

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

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

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

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

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

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This action research study investigated the application and use of a blended collaborative learning model as a vehicle for developing in-service teachers’ action research skills in afield-based Master’s program. It also explored the roles of the instructor through the lens of the ‘four hats’ metaphor (Bonk et al., 2001). Research results endorsed the tremendous potential of both the collaborative and blended aspects of the selected instructional approach towards the creation of an interactive community of learners, as well as the development of deeply reflective thinking skills. From the cours

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

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

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

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

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

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

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

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Interorganizational collaborative management research (ICMR) offers new insight into action research, reflexivity, and collaboration in research practice. The article develops the research area especially in terms of uniting managers from different organizations with researchers, and outlines how ICMR creates a psychologically safe learning and development space. Our study introduces an interorganizational learning and development space, where managers from diverse organizations collaborate to develop their leadership capabilities and perform actions in heir own organizational systems, support

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33

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

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

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Collaboration is an approach and concept of managing public policy in Makassar, Indonesia. Recently, the municipality of Makassar has capitalized on the collaboration of local government agencies regarding public affairs to prevent issues of Adolescent Reproductive Health (ARH). ARH is a strategic issue for local government so that it is solved collaboratively. The collaborating governmental organization comprises the Department of Education, Health, Family Planning, and all of the Urban Villages. This research employed a qualitative method focusing on the analysis of collaborative phenomena o

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

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This research is to analyze the dynamics of collaboration, and collaborative actions of the Kalla Group with the Makassar city government in tackling COVID-19. This research method is qualitative research that focuses on examining the phenomena that occur in the dynamics of collaboration, and collaborative actions between the government and the private sector in the implementation of the COVID-19 response in Makassar City. Data collection techniques were carried out through in-depth interviews, observation and document review, namely collecting and studying relevant data and supporting researc

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

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

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The authors argue here that contemporary use of action research shares the exploratory, inductive nature of many qualitative research approaches—no matter the type of data collected—because the type of research problems studied are set in complex, dynamic, rapidly changing contexts and because action research is undertaken to support social and organizational change that requires buy-in from many stakeholders affected by the research problem. Action research serves as a critique and alternative to more traditional views of social science. In this article, the authors first describe action rese

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

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Through a single-case study design, the research study described in this article examined one rural Canadian school divisionâ€™s use of teacher-directed collaborative action research as a mediating tool for teacher learning within a professional development (PD) initiative known as the Numeracy Cohort. The PD initiative brought together a dozen K-12 teachers from across a very small (but geographically distanced) school division in Manitoba, Canada. In addition to learning about several strategies for teaching mathematics and improving student numeracy skills, the teachers in the Numeracy Coho

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

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In this article, we explore the origins and early development of the ongoing collaborative action research project ‘Distant Voices – Coming Home’. We begin by explaining why and how our somewhat different backgrounds and interests came to be connected in Distant Voices. We then go on to explore the project’s first two development stages. In discussing the first phase (Distant Voices 1), we focus on how and why we developed creative processes and practices as modes of communication, knowledge exchange and public engagement. In discussing the second phase (Distant Voices 2), we reflect upon how

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

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

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

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

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

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

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

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

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

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

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

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Smiles, Tracy. "Connecting Literacy and Learning through Collaborative Action Research." Voices from the Middle 15, no. 4 (2008): 32–39. http://dx.doi.org/10.58680/vm20086614.

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A teacher-researcher describes how collaborative inquiries with students into literacy has the potential to develop metacognitive awareness of language and literacy practices, inform practice, and provide opportunities for students to use literacy in meaningful and authentic ways. Drawing upon a teacher-research study into the use of argument during literature discussions she provides an example of how teachers can enlist students as co-researchers to explore understandings of literacy and who they are as literate people.

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