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Zeitschriftenartikel zum Thema „Action research“

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Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 30. Juli 2024

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1

Melin, Ulf, und Karin Axelsson. „Action in action research“. Journal of Systems and Information Technology 18, Nr. 2 (09.05.2016): 118–47. http://dx.doi.org/10.1108/jsit-10-2015-0074.

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Purpose The purpose of this paper is to elaborate on the concept of action by addressing actions and roles in the practice of action research, illustrated by dilemmas in an action research project on information systems development in public sector. The main ambition with action research is being able to solve organisational problems through intervention and to contribute to scientific knowledge. The main emphasis has so far been on the “research part”. Here the authors focus on the “action part” of action research to generate rigorous research, to solve local problems and to deal with evident dilemmas in action research. Design/methodology/approach This is a qualitative case study. The empirical illustrations of this paper originate from an action research project that focused the two e-service development initiatives analysed below. The analysis is structured using key aspects and phases proposed by Avison et al. (2001). As a result of the analysis, the concept of action is elaborated. The action elements action, actor, motive, space and time are analysed together with different roles. This goes beyond the existing action research literature. Findings The conclusions show that there is a need to understand actions and roles within action research projects – not separating action from research. Research is also seen as action. The practice of action research is also discussed as context-bounded interactive social action: action research as a recurrent, interactive and dynamic activity. It is also identified that the understanding of roles, actions and interaction can help handle dilemmas in action research. Research Limitations/implications The authors contribute to the body of knowledge concerning action research in the information systems research field and in general by exploring the need to study the concept of action (e.g. situations and elements), to be explicit concerning the different phases, roles and responsibilities and management of different dilemmas in action research. A limitation of this study is that the inter-organisational development character in this study adds an extra dimension into the practice of actions research only partially highlighted. Another limitation is focus on public agencies. However, this is not critical for the results on action elements and the action research dilemmas that are studied. Practical Implications The understanding of roles, actions and interaction can solve the dilemmas and challenges linked to the practice of action research in the information systems field, but such understanding can help discover and handle dilemmas in action research. Originality/value The originality in this research is an illustration of and a perspective of action research as a context-bounded interactive social action: action research as a recurrent, interactive and dynamic activity. The value is that this knowledge can help handle dilemmas in action research.
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2

Barbarino, Robert. „Vom Participatory Action Research lernen?“ Berichte Geographie und Landeskunde 94, Nr. 4 (2021): 335. http://dx.doi.org/10.25162/bgl-2021-0017.

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3

Toulmin, Stephen. „Is Action Research Really 'Research1?“ Concepts and Transformation 1, Nr. 1 (01.01.1996): 51–61. http://dx.doi.org/10.1075/cat.1.1.05tou.

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The case of Action Research drives a wedge between two opposite views of research methodology: an 'exclusive ' (Platonic/theoretical) one which insists that only objective and quantitative inquiries (as in physics) are genuine scientific research, and an 'inclusive ' (Aristotelian/practical) one that recognizes a need to adapt the research methods of different inquiries to the nature of their problems. The latter approach involves seeing issues of methodology as dependent on half-a-dozen contextual factors, which are crucial to Action Research, yet which the former approach ignores.
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4

Watt, Molly Lynn, und Daniel Lynn Watt. „Teacher Research, Action Research: the Logo Action Research Collaborative“. Educational Action Research 1, Nr. 1 (Januar 1993): 35–63. http://dx.doi.org/10.1080/0965079930010104.

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5

Dampier, Sally. „Action research“. Nurse Researcher 16, Nr. 2 (Januar 2009): 4–6. http://dx.doi.org/10.7748/nr2009.01.16.2.4.c6758.

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6

Rauch, Franz. „Action Research“. Action Research and Innovation in Science Education 1, Nr. 2 (01.11.2018): 1–2. http://dx.doi.org/10.51724/arise.8.

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This is the second issue of the newly launched journal ARISE. In the first part of this editorial some light will be shet on the characteristics of Action Research and Educational Action Research which makes it attractive in the field of science education and beyond. In the second part the three contributions in this issue will be shortly characterised.
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7

Groundwater‐Smith, Susan. „Action research“. Educational Action Research 17, Nr. 3 (September 2009): 479–81. http://dx.doi.org/10.1080/09650790903088037.

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8

Ramasamy, Krishanan. „Action Research“. Journal of Indian Studies 8, Nr. 1 (01.06.2003): 90–99. http://dx.doi.org/10.22452/jis.vol8no1.7.

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9

Bradbury, Hilary, und Peter Reason. „Action Research“. Qualitative Social Work: Research and Practice 2, Nr. 2 (Juni 2003): 155–75. http://dx.doi.org/10.1177/1473325003002002003.

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10

Avison, David E., Francis Lau, Michael D. Myers und Peter Axel Nielsen. „Action research“. Communications of the ACM 42, Nr. 1 (Januar 1999): 94–97. http://dx.doi.org/10.1145/291469.291479.

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11

Grubenmann, Stephanie. „Action Research“. Digital Journalism 4, Nr. 1 (04.12.2015): 160–76. http://dx.doi.org/10.1080/21670811.2015.1093274.

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12

Andrews, Jane. „Action research“. System 31, Nr. 1 (März 2003): 125–27. http://dx.doi.org/10.1016/s0346-251x(02)00077-5.

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13

Forrest, Margaret E. S. „Action research“. Health Information and Libraries Journal 24, Nr. 3 (September 2007): 222–26. http://dx.doi.org/10.1111/j.1471-1842.2007.00725.x.

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14

Sands, G. „Action Research“. Australian Journal of Indigenous Education 16, Nr. 5 (November 1988): 35–50. http://dx.doi.org/10.1017/s0310582200015601.

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There is a growing body of literature of teachers’ accounts of their attempts to implement improvement and change in classrooms and schools. This literature is evidence that Australian teachers are thinking more reflectively and critically about their work than ever before.This paper will attempt to define action research, and explore its characteristics and the epistemological and theoretical framework that has grown out of it.
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15

Schoen, Sharon Faith, und Jen Nolen. „Action Research“. TEACHING Exceptional Children 37, Nr. 1 (September 2004): 26–29. http://dx.doi.org/10.1177/004005990403700103.

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16

Bargal, David. „Action Research“. Small Group Research 39, Nr. 1 (Februar 2008): 17–27. http://dx.doi.org/10.1177/1046496407313407.

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17

Malekoff, Andrew. „Action Research“. Health & Social Work 19, Nr. 1 (Februar 1994): 46–53. http://dx.doi.org/10.1093/hsw/19.1.46.

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18

Neves, Josélia. „Action research“. Target. International Journal of Translation Studies 28, Nr. 2 (04.08.2016): 237–47. http://dx.doi.org/10.1075/target.28.2.05nev.

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Abstract In this article Action Research (AR) is addressed to determine its limitations and affordances as a research approach in audiovisual translation studies. A specific case of Participatory Action Research (PAR) is presented in the context of a Museum Project in Portugal – the MCCB project –, serving as a focus for the discussion of the main characteristics of AR: planning, putting into action, reflecting upon and starting anew, in spiralling continuums that start with the AR project itself but that go beyond it to spin off into new research and development projects.
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19

Greenwood, Davydd J. „Action research“. Concepts and Transformation 7, Nr. 2 (26.09.2002): 117–39. http://dx.doi.org/10.1075/cat.7.2.02gre.

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This article examines how and why the academically-based social sciences, both pure and applied, have lost their relevance to practical human affairs (praxis) and links this discussion to the reasons why action research is a marginal activity in the academic and policy worlds. It also contains a harsh critique of action research practice focused on action researchers’ combined sense of moral superiority over conventional researchers and general complacency about fundamental issues of theory, method, and validity. The central argument is that “doing good” is not the same as “doing good social research” and that we action researchers need to hold ourselves accountable to higher standards, not only to compete with conventional social research but for the benefit of the non-academic stakeholders in action research projects.
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20

Almeida, F. H. Eduardo. „Action research“. Concepts and Transformation 9, Nr. 1 (27.05.2004): 61–73. http://dx.doi.org/10.1075/cat.9.1.05alm.

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This is a personal Latin American perspective on action research, as my contribution to the debate promoted by Werner Fricke on the subject. My discussion follows the main issues outlined by Davydd Greenwood in his article (CAT 7(2): 2002), which laid the ground for our exchanges. I argue that it is too early to dismiss all contributions from conventional research to the social sciences, and that action research’s main contribution is to really involve ordinary people in building knowledge, an endeavor that is not easy to achieve. In relation to unfulfilled promises and unmet challenges I discuss such issues by referring to my own practice.
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21

Arnkil, Robert. „Action Research“. Concepts and Transformation 9, Nr. 1 (27.05.2004): 75–84. http://dx.doi.org/10.1075/cat.9.1.06arn.

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22

Greenwood, Davydd J. „Action research“. Concepts and Transformation 9, Nr. 1 (27.05.2004): 85–92. http://dx.doi.org/10.1075/cat.9.1.07gre.

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23

Sebanz, Natalie, und Günther Knoblich. „Progress in Joint-Action Research“. Current Directions in Psychological Science 30, Nr. 2 (29.01.2021): 138–43. http://dx.doi.org/10.1177/0963721420984425.

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Humans have a striking ability to coordinate their actions with each other to achieve joint goals. The tight interpersonal coordination that characterizes joint actions is achieved through processes that help with preparing for joint action as well as processes that are active while joint actions are being performed. To prepare for joint action, partners form representations of each other’s actions and tasks and the relation between them. This enables them to predict each other’s upcoming actions, which, in turn, facilitates coordination. While performing joint actions, partners’ coordination is maintained by (a) monitoring whether individual and joint outcomes correspond to what was planned, (b) predicting partners’ action parameters on the basis of familiarity with their individual actions, (c) communicating task-relevant information unknown to partners in an action-based fashion, and (d) relying on coupling of predictions through dense perceptual-information flow between coactors. The next challenge for the field of joint action is to generate an integrated perspective that links coordination mechanisms to normative, evolutionary, and communicative frameworks.
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24

Metcalfe, Fiona, und Cathy Humphreys. „Fostering Action Research and Action Research in Fostering“. Qualitative Social Work: Research and Practice 1, Nr. 4 (Dezember 2002): 435–50. http://dx.doi.org/10.1177/14733250260620856.

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25

Wilson, Virginia. „Research Methods: Action Research“. Evidence Based Library and Information Practice 11, Nr. 1(S) (04.03.2016): 63. http://dx.doi.org/10.18438/b8g906.

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26

Wilson, Virginia. „Research Methods: Action Research“. Evidence Based Library and Information Practice 8, Nr. 4 (12.12.2013): 160. http://dx.doi.org/10.18438/b8kc7g.

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27

Zuber-Skerritt, Ortrun. „The action research planner: doing critical participatory action research“. Educational Action Research 24, Nr. 1 (02.01.2016): 150–54. http://dx.doi.org/10.1080/09650792.2015.1132591.

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28

Carter, Philip D. „Building purposeful action: action methods and action research“. Educational Action Research 10, Nr. 2 (Juni 2002): 207–32. http://dx.doi.org/10.1080/09650790200200180.

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29

Lomax, Pam. „Action Researchers’ Action Research: A Symposium“. British Journal of In-Service Education 13, Nr. 1 (Dezember 1986): 42–50. http://dx.doi.org/10.1080/0305763860130111.

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30

SUWA, Koichi. „Citizens' Research as Action Research“. Proceedings of the Annual Convention of the Japanese Psychological Association 74 (20.09.2010): 2AM149. http://dx.doi.org/10.4992/pacjpa.74.0_2am149.

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31

Yong-Hwan Jo. „Field Research and Action Research“. Journal of Anthropology of Education 18, Nr. 4 (Dezember 2015): 1–49. http://dx.doi.org/10.17318/jae.2015.18.4.001.

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32

Eden, Colin, und Chris Huxham. „Action Research for Management Research“. British Journal of Management 7, Nr. 1 (März 1996): 75–86. http://dx.doi.org/10.1111/j.1467-8551.1996.tb00107.x.

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33

Adugu, Emmanuel. „Contextualizing Action Research“. International Journal of Adult Education and Technology 12, Nr. 2 (April 2021): 31–46. http://dx.doi.org/10.4018/ijaet.2021040103.

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This article focuses on designing and conducting action research in diverse settings. Action research is a collaborative approach to problem solving. It involves consultative problem identification, reflects context, encourages reflexive examination, and ultimately encourages and empowers beneficiaries for desirable change. In that regard, it puts all stakeholders at the core of the change process. The process of change from research project conceptualization to analysis and policy implications is thus made more understandable and meaningful to community actors (beneficiaries). The chapter features three empirical models from diverse parts of the world. These are Model 1: Photo-voice as a form action research depicting an underused footbridge in Barbados; Model 2: DANIDA Community Water and Sanitation Project, Ghana; and REACH After School Enrichment Program, USA.
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34

Chien, Chih-Feng, und Zahra Moghadasian. „An Action Research“. International Journal of Online Pedagogy and Course Design 2, Nr. 4 (Oktober 2012): 1–19. http://dx.doi.org/10.4018/ijopcd.2012100101.

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This article reports an action research, conducted in an undergraduate course, Second Language Acquisition and Development, in a 3-way blended learning (BL) environment—face-to-face (F2F), an online learning system (eLearning), and Second Life (SL). The study was the result of a joint project between a university in America and one in Hong Kong. Data collected from the American students were included in this study. The purposes of this action research is to: 1) monitor BL course and provide suggestions for future courses, and 2) investigate if students’ time spent in eLearning and the number of discussion posts impact students’ achievement. This action research provides suggestions for improving application of 3-way BL in future courses in terms of course design, instructor preparation and online grading.
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35

Bruyère, Susanne M. „Participatory Action Research“. Journal of Vocational Rehabilitation 3, Nr. 2 (1993): 62–68. http://dx.doi.org/10.3233/jvr-1993-3213.

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36

McPhee, Chris, und Magnus Hoppe. „Editorial: Action Research“. Technology Innovation Management Review 9, Nr. 4 (29.04.2019): 6. http://dx.doi.org/10.22215/timreview/1228.

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37

McPhee, Chris, Magnus Hoppe und Erik Lindhult. „Editorial: Action Research“. Technology Innovation Management Review 9, Nr. 5 (30.05.2019): 3–5. http://dx.doi.org/10.22215/timreview/1236.

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38

McArdle, Karen. „Action research essentials“. Educational Action Research 21, Nr. 4 (Dezember 2013): 619–20. http://dx.doi.org/10.1080/09650792.2013.833788.

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39

Helskog, Guro Hansen. „Justifying action research“. Educational Action Research 22, Nr. 1 (12.12.2013): 4–20. http://dx.doi.org/10.1080/09650792.2013.856769.

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40

Toomey, Ron. „Transformative action research“. Educational Action Research 5, Nr. 1 (März 1997): 105–21. http://dx.doi.org/10.1080/09650799700200022.

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41

McGrath, Mary Ann, und William Foote Whyte. „Participatory Action Research“. Journal of Marketing Research 29, Nr. 2 (Mai 1992): 273. http://dx.doi.org/10.2307/3172578.

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42

Carter, Lewis F., und William Foote Whyte. „Participatory Action Research.“ Contemporary Sociology 21, Nr. 3 (Mai 1992): 411. http://dx.doi.org/10.2307/2076338.

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43

Krimerman, Leonard. „Participatory Action Research“. Philosophy of the Social Sciences 31, Nr. 1 (März 2001): 60–82. http://dx.doi.org/10.1177/004839310103100104.

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44

Whyte, William Foote. „Participatory Action Research“. Nursing Research 41, Nr. 4 (Juli 1992): 235. http://dx.doi.org/10.1097/00006199-199207000-00009.

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45

CHAFFIN, MARK. „Research in Action“. Journal of Interpersonal Violence 9, Nr. 2 (Juni 1994): 224–37. http://dx.doi.org/10.1177/088626094009002006.

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46

Baum, F. „Participatory action research“. Journal of Epidemiology & Community Health 60, Nr. 10 (01.10.2006): 854–57. http://dx.doi.org/10.1136/jech.2004.028662.

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47

Popkin, Gabriel. „Research in action“. Nature 551, Nr. 7681 (November 2017): 529–31. http://dx.doi.org/10.1038/d41586-017-07260-2.

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48

Ozanne, Julie L., und Bige Saatcioglu. „Participatory Action Research“. Journal of Consumer Research 35, Nr. 3 (Oktober 2008): 423–39. http://dx.doi.org/10.1086/586911.

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49

Reeb, Roger N. „Community Action Research“. Journal of Prevention & Intervention in the Community 32, Nr. 1-2 (26.07.2006): 1–3. http://dx.doi.org/10.1300/j005v32n01_01.

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50

Mcmurray, Adela J. „Teaching action research“. Active Learning in Higher Education 7, Nr. 1 (März 2006): 37–50. http://dx.doi.org/10.1177/1469787406061146.

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