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Muller, Cornelia Magrietha (Carla). „Facilitating young children’s understanding of Ubuntu using creative drama“. Diss., University of Pretoria, 2020. http://hdl.handle.net/2263/80487.
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In the Manifesto on Values (2001), Ubuntu is depicted as one of the ten democratic values and the Department of Education (DoE, 2001) portrays it as one of the most important values to promote citizenry. Ubuntu provides a sense of belonging to a wider community and encourages a child citizen to live as a responsible and constructive member.
Utilising a qualitative research mode of inquiry, with an action research approach enabled me to collaboratively design of a socially constructed learning experience, with subject specialists. We explored the value of creative drama to teach Ubuntu as an abstract concept to Grade 3 learners. The focus of this study was on conceptualisation and not the implementation. These learners were exposed to creative drama, however for this study they did not actively engage in any creative drama activities. The main data generation techniques that had been used in this study were semi-structured interviews with a panel of subject experts, after which they had also completed a rubric to convey the strengths and weaknesses of the designed learning experience. This was done in a cyclic manner; as embedded in action research to strengthen the idea of action research already mentioned.
From the study and the results of the study, it had become evident that creative drama could be used to strengthen school learners’ understanding of Ubuntu and to incorporate it in their everyday lives to become progressive child citizens and leaders within South Africa. By using the input and knowledge of expert participants, it had also become evident that learning could be made fun and would most likely then be more effective.Dissertation (MEd)--University of Pretoria 2020.
Early Childhood Education
MEd
Unrestricted
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Furman, Katherine Elizabeth. „Exploring the possibility of an Ubuntu-based political philosophy“. Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1002003.
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It is typically said that there are two questions that political philosophy seeks to address: ‘who gets what?’ and ‘who decides on who gets what?’ South Africa, along with much of the rest of the world, has answered the second question badly and currently ranks as one of the world’s most unequal societies. Counter-intuitively, South Africa maintains a social-political order that (re)produces this inequality along with great enthusiasm for ubuntu, an African ethic that at a minimum requires that we treat each other humanely. However, due to the view that ubuntu has been co-opted in support of South Africa’s unjust system, ubuntu has largely been ignored by radical thinkers. The aim of this thesis is therefore to explore the possibility of an ubuntu-based political philosophy, with the core assumption that political philosophy is rooted in ethical theory. Three tasks are therefore undertaken in this thesis. Firstly, ubuntu is articulated as an ethic. Secondly, it is compared to similar Western ethical theories in order to determine if there are distinguishing characteristics that make ubuntu a more appropriate founding ethic for South African political philosophy. Finally, whether ubuntu can find real-world applicability will be assessed by looking at the way ubuntu has been used in the law
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Colyn, Wendy May. „Action research : an exploration“. Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/15886.
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Dickens, Linda Neavel. „A theory of action perspective of action research /“. Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Ball, Dianne Lesley School of Industrial Relations & Organisational Behaviour UNSW. „Facilitation of action learning groups: an action research investigation“. Awarded by:University of New South Wales. School of Industrial Relations & Organisational Behaviour, 2004. http://handle.unsw.edu.au/1959.4/23407.
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The aim of this thesis is to better understand the role of the facilitator in action learning groups. In particular, it focuses on groups established within an organisation, in which the facilitator is a member of the organisation. The two central research questions are: (1) How did the facilitator influence problem solving and group interactions, and how did this vary over time and between each group, and (2) How did the facilitator's role in the organisation impact on the action learning groups? The methodology of action research and a number of principles of grounded theory are employed. The investigation was conducted within a large public teaching hospital over a two year period. Four groups volunteered to participate in the project. Two of these groups were already established and two were newly created for the purpose of the research project. The groups came from different departments and members represented a range of professional backgrounds. The size of the groups ranged from 5 to 12 participants. Each group identified a real and significant project to work through using an action learning approach. The researcher negotiated with each group what it wanted from a facilitator role, and then facilitated each meeting. All group meetings and individual interviews were audiotaped and the facilitator kept journal notes after each meeting or interview. Two potential methodological issues arose. The first related to the application of some of the principles of grounded theory to the action research investigation. The second was that the study was conducted in the researcher???s own organisation while the researcher was employed full-time, and this posed particular issues. Literature related to action learning, process consultation and small group facilitation was explored in the literature review. The purpose of this review was to critically evaluate different perspectives and approaches by frequently cited authors in these subjects, and to understand the uses and limitations of existing models. This gave the researcher an understanding of gaps in the literature related to (1) the role of the facilitator of action learning groups, and (2) conducting research in one???s organisation. Data were analysed for each group separately and then compared and contrasted in the final chapter. The objectives of the analysis were to (1) examine how the findings for each individual group address the research questions, (2) explore how the findings in each group change over time, and (2) examine how and why the findings in the groups were similar and different to each other. The findings across each of the groups have similarities and differences. There were seven interventions used by the facilitator that were common across the groups. The interventions changed over the duration of the project. Process skills were required to different degrees and at different times. Nine hypotheses were developed as the theory. Some key findings are as follows. First, it was found that groups that have not had prior experience in action learning do not understand the concept and process of facilitation and are unable to articulate in advance what they want from the facilitator. Second, the role of the facilitator cannot be separated from the skills, values and understandings of the individual facilitator. Third, a major role of the facilitator in this investigation was sharing knowledge of the organisation, the broader health care sector, and general management. In each group the facilitator performed both process and content roles, and a further role that can be called ????????????contextualising???. The findings show there is a distinction between the theoretical role and the role of an individual facilitator in practice. Further research opportunities are identified. These include (1) understanding how participants who have been involved in a facilitated action learning group may be able to apply their experience in a non-facilitated action learning group; (2) comparing the needs and expectations of participants in a facilitated action learning group within an organisation with action learning participants who are not part of an organisation; (3) understanding how facilitation of an action learning group within an organisation may change if the facilitator is in a management role, or in a peer position with participants.
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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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Hammick, Marilyn Rosemary. „Research supervision : process and relationship; an action research study“. Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361071.
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Crist, Angela R. „South African Ubuntu Theory in Cross Cultural Community Development Practice: An Autoethnographic Exploration“. Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1244121998.
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Struempf, Lawrence G. „Community college enrollment action research project“. [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/lstruempf2006.pdf.
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Masson, Susan. „Action research inquiries in elementary mathematics“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37587.pdf.
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Davidson, Adina O. Glazier Jocelyn. „Observing action research processes in practice“. Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2385.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.
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VIZZON, JANAINA SILVEIRA. „BUSINESS PROCESS REDESIGN: AN ACTION RESEARCH“. PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=36673@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
A melhoria dos processos de negócios é considerada importante para o suporte da competitividade e sustentabilidade das companhias, ganhando assim, destaque na comunidade acadêmica. Neste sentido, a obtenção de melhorias nos processos organizacionais pode ser obtida por meio do (re)desenho dos processos de negócios, o qual é considerado a etapa de maior valor agregado dos projetos de gestão de processos de negócios. Contudo, apesar da existência de uma literatura ampla a respeito da temática de (re)desenho de processos de negócios, as metodologias ou procedimentos estruturados que visam garantir o entendimento da transformação dos processos atuais as-is para futuros to-be ainda são escassos. Neste contexto, visando preencher esta lacuna presente na literatura, este estudo apresenta os achados empíricos e as lições apreendidas durante a realização de uma pesquisa ação com o objetivo de (re)desenhar os processos logísticos de uma empresa de produção cultural. O estudo empírico teve duração de nove meses. Um modelo conceitual de síntese de (re)desenho de processos de negócios organizacionais foi proposto a partir da literatura. Este modelo incorporou três camadas (i.e., organização, processos de negócios e implementação) e guiou a condução do estudo empírico. Diferentes fatores críticos de sucesso e barreiras foram identificados e analisados com foco nas dimensões organizacionais, sociais e técnicas, resultando em contribuições para pesquisadores da academia e para os especialistas da indústria em abordagens de (re)desenho de processos de negócios.
The improvement of business processes is considered important to support companies competitiveness and sustainability, therefore, being highlighted in the academic community. In this way, the improvement of the organizational processes can be achieved through the business processes redesign, which is considered the most value-added phase in a business process management (BPM) project. However, despite the existence of an extensive literature on the subject of business processes redesign, methodologies or structured procedures that aim to understand the transformation from the as-is to the desired to-be processes are still scarce. Within this context, in order to fill this gap in the literature, this study presents the empirical findings and the lessons learnt from an action research with the objective of redesigning the logistic processes of a cultural production enterprise. The empirical study lasted nine months. A synthesis conceptual model for redesigning organizational business processes was proposed based on the literature. This model incorporated three tiers (i.e., organization, business processes and implementation) and provided guidance for conducting the empirical study. Different critical success factors and barriers have been identified and analyzed with a focus on organizational, social, and technical dimensions, resulting in contributions to scholars and to practitioners in redesigning business process approaches.
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Brown, Beth Lynne. „Improving Teaching Practices through Action Research“. Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/26869.
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This study investigated teachersâ perceptions of the influences of action research on their thinking about instructional practices and the impact of this thinking on teaching practices. The four specific areas of investigation were teachersâ perceptions about (a) the overall teacher role, (b) teachersâ knowledge about teaching, (c) teaching practices, and (d) reflective practices. The data were collected from interviews with teacher researchers, informal classroom observations, and collection of teacher and student work and related artifacts. The data revealed that teachers perceived changes in the four areas of investigation. Engaging in the stages of action research provided teachers with a methodical structure for implementing and analyzing the teaching and learning process. This defined structure guided teachers through more systematic and conscious data collection, data analysis, and reflection.Ph. D.
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Winter, Richard John Edward. „Towards an epistemology for action-research“. Thesis, Goldsmiths College (University of London), 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252014.
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Action-research's epistemological problem is that it proposes an opposition to positivist forms of social inquiry while implicitly using a positivist epistemology to justify its own procedures. This work is an attempt to formulate an alternative epistemology for action-research. A selection of action-research writing is critically reviewed in order to show the lacunae and inconsistencies which necessitate a more thoroughly argued theoretical framework. This alternative epistemology is based on a reflexive theory of consciousness and language, and on a dialectical theory of the self-other relationship. In this way it proposes the possibility of a theorizing Subject, and in particular its specific autonomy in relation to theories of ideology and of societal and psychoanalytic determinism. The argument has the following stages. Chapter One introduces the general theme. Chapter Two analyzes the relationship between action and research, not as a process of evaluation or prescription, but as a dialectic of reflexive and critical questioning. Chapter Three critically considers theories of the self and of the unconscious in order to formulate the possibility of critical self-reflection. Chapter Four analyzes the social relationships of the research process, criticizing the Habermasian notion of -emancipation", and analyzing the relationship between criteria for the improvement of professional practice and the criteria for adequate research, including a consideration of how action-research might relate to the processes of professionalized institutions. This section involves an analysis of theories of professionalism and bureaucracy. In Chapter Five the argument turns more generally to the forms of validity to which action-research might aspire, criticizing such notions as "naturalistic theory" and "illumination", and formulating validity in terms of reflexivity and dialectics. In this context, also, action-research' attempts to invoke "aesthetic" modes of understanding are considered, and a contrast is drawn between action-research's reliance on forms of representational realism and reflexive theories of textual structure and response. Chapter Six, the conclusion, draws together the foregoing arguments in order to present six critical propositions, as a set of implications for the renewed practice of action-research
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Brown, Debbie. „Evaluation research in the workplace within an action research framework“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ32064.pdf.
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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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MacDonald, Denise C. „Action research : a catalyst for school improvement /“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq25862.pdf.
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Heinze, A. „Blended learning : an interpretive action research study“. Thesis, University of Salford, 2008. http://usir.salford.ac.uk/1653/.
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This study describes research on an undergraduate part-time blended learning programme within the former Information Systems Institute at the University of Salford. This research is based on the interpretive philosophical paradigm and examines four cycles of action research. The question being addressed in this research is: ‘How can blended learning be used to deliver a programme?’ In answering this question three overlapping perspectives were taken, as outlined below: 1) Concept of blended e-learning: This research suggests that a better term for ‘blended learning’ is ‘blended e-learning’. A Fine Structure of the Blended E-learning Concept comprising learning and learning context is proposed. This concept incorporates three nodes associated with learning: face-to-face facilitated learning, e-facilitated learning and selfstudy; and three nodes associated with the learning context: learner, pedagogic beliefs and the programme related issues. 2) Pedagogy in blended e-learning: This thesis identifies the three Key Issues of Blended Elearning Pedagogy, these are: communication, social interaction and assessment. Drawing on these issues, the thesis extends the Skeleton of Conversation to the Blended E-learning Skeleton of Conversation. 3) Pragmatic implications of blended e-learning: Building on the Fine Structure of the Blended E-learning Concept, three areas of pragmatic concern are identified as the Bermuda Triangle of Blended E-learning. These are the learning related nodes: face-to-face facilitated learning, e-facilitated learning and self-study. Both students and staff on blended e-learning programmes need to be aware of the Bermuda Triangle of Blended E-learning. For students, the awareness can be integrated in the learning to learn element within the Blended Elearning Skeleton of Conversation; for staff, the awareness can be achieved through staff development.
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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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Morton-Cooper, Alison. „Preceptorship via action research : a reflective account“. Thesis, University of Warwick, 1997. http://wrap.warwick.ac.uk/36300/.
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This thesis provides a reflective account of the introduction of a provisional model of transitional learning support (known as preceptorship) offered to newly qualified nurses via an action research project. 284 nurses took part in the project over a three year period. By a process of collaborative exploration, reflection and problem-solving, preceptor partnerships were established in the workplace in an attempt to uncover and articulate the learning and socialisation processes encountered at the beginning stages of a nurse's career. Data relating to the model's implementation was collected via eleven different methods, the most data-rich being that of values exploration and clarification using the dialectical technique of 'Socratic Questioning'. The data and relevant literature were then collaboratively analysed and interpreted by co-researchers using the principles of reflective practice. The emerging account of beginning practice in nursing was then synthesised and 'reconstructed' by the primary researcher, drawing on the theoretical and philosophical perspectives of Social Constructionism and Human Ecology. A practice based theory of preceptorship was developed and empirically tested through the project, and a description and reflective evaluation of the processes involved is provided here. Tentative recommendations are then offered for the future development of preceptorship in the workplace.
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Dadds, Marion. „Validity and award-bearing teacher action-research“. Thesis, University of East Anglia, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293229.
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Hutchinson, W. B. D. „Action research, educational change and professional development“. Thesis, University of Cambridge, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381565.
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Rudqvist, Anders. „Peasant struggle and action research in Colombia“. Uppsala, Sweden : Dept. of Sociology, Uppsala University, 1986. http://books.google.com/books?id=GvMsAAAAMAAJ.
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Mudd-Fegett, Kimberly N. „Exploration of child welfare through action research“. Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10144741.
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Frontline child welfare workers are routinely called to assist victims of child abuse, domestic violence, and violent crimes. The images these workers face are increasingly leading to psychological effects from traumatic events that extend beyond those directly impacted. Frontline child welfare workers are at an increased risk of facing secondary trauma as they are tasked with experiencing violence vicariously on a daily basis while expected to transform to the onerous administrative requirements of their positions. In an effort to develop deeper understanding of long-term exposure to the impact of secondary trauma, action research was conducted with 75 frontline child welfare workers currently and previously employed by the Cabinet for Health and Family Services. This mixed-method action research was conducted through an online questionnaire and face to face focus groups in which frontline workers participated in a partnership to seek positive change to improve the experiences and effectiveness of frontline child welfare workers. The goal of this research was to develop change through action research via a participatory, democratic research approach that encompassed the pursuit of practical knowledge. This research found that 66.70% of frontline child welfare workers in the region of study met the clinical diagnosis for posttraumatic stress disorder and these workers felt ill-equipped to address the traumas they faced. In partnership with frontline workers, data gathered through focus group discussions was used to develop online training to bring awareness, knowledge and focus to the imperative need to arm and safeguard child welfare workers against the devastating situations they face. It is clear through this study that frontline workers are often overlooked in the process of change and are left holding the negative consequences of the work they conduct with little appreciation for the sacrifices they make.
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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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Graham, Nicola Susan Jearey. „Dialogues of sexualities: An action research project“. Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1021271.
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Risky and abusive sexual behaviours, stemming largely from inequitable gendered norms, are a pervasive feature of the South African socio-sexual landscape. Literature shows that sexuality education programmes can be effective in reducing risky sexual practices, but South African school sexuality education has been shown to be largely inadequate. The question arises as to how to engage with high school learners about sexualities in meaningful ways. In an attempt to answer this, I implemented a dialogical sexuality action research project at a lower middle class urban high school. Freirian principles of critical consciousness and dialogical pedagogy were utilized, and these were infused with feminist post-structural understandings of a discursively constituted subject. The initial consultative process started in 2012 with two projects at the school. Data from these projects, and a further consultation with the school principal, provided baseline information on the gendered norms and the sexuality education in the school. I then instituted a dialogical sexuality intervention with a group of Grade 10 learners, aiming to bring gendered and sexual norms to visibility, to trouble them (thereby promoting participants’ critical consciousness around gendered norms), and to provide recognition for participants in a variety of subject positions. Ten sessions were conducted, with the focus of each session being planned by the group. The action research project attempted to promote understandings of the processes required to facilitate such aims. The dialogical format of the group generated curiosity and engagement, and there were suggestions that some participants were taking up safe-sex messages in a reflexive manner. A partial normalisation of some ‘hidden’ aspects of sex, particularly around issues pertaining to female sexuality, was enabled, and critical consciousness around the gendered inequities in ‘cheating’ was promoted. However, abstinence was relatively silenced, and male same-sex remained heavily stigmatised. No substantial action component beyond the group meetings was generated. Participant feedback indicated that they placed great value on the dialogical processes in the group, and that they enjoyed being able to talk about sexual and other personal aspects of their lives. I theorise that the value of the group was in the recognition that participants received as they were positioned in a variety of subject positions. Whilst dialogue was shown to be extremely valuable, there were suggestions that other, non-dialogical modes of recognition were also needed by participants.
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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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Gislén, Mikael. „Achieving Agile Quality : An Action Research Study“. Thesis, Blekinge Tekniska Högskola, Institutionen för kreativa teknologier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-13732.
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Johannes, Edgar Anthony. „Using collaborative action research to improve classroom discipline: an action research study at a secondary school in the Boland“. Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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This study focused on improving the learners behaviour through classroom management and the implementation of human rights awareness as an intervention strategy. The purpose of the research was to prevent learners from misbehaving through the implementation of different teaching strategies. Learners transgression will not stop completely and a second objective was to use the implementation of human rights awareness as an intervention strategy if the learners behaviour become unacceptable. The strategies the educators has to instigate were primarily considered to be those associated with classroom management.
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Rose, Janet. „The impact of action research on practitioners' thinking : a supporting case for action research as a method of professional development“. Thesis, Goldsmiths College (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247636.
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Smith, Rodney M. „Action research as a research method : new marketing approaches using digital telephony“. Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1397653.
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The purpose of this thesis is to explore the following research question: How does action research serve as a research method in the discipline of Communications? Specifically, this study will approach the question by analyzing existing literature on action research and also performing an action research trial of a new marketing approach using digital telephony. The study finds that action research has a combination of four characteristics that make it a discrete method of research. Action research involves collaboration, invokes change, requires a researcher's vested interest, and allows a kind of knowing that can only come from direct involvement in a change.Department of Telecommunications
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Babcock, Ruth C. A., und 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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Turnbull, Elwin Donald, of Western Sydney Hawkesbury University und Faculty of Agriculture and Rural Development. „Developing the Australian lamb industry using action research“. THESIS_FARD_XXX_Turnball_E.xml, 1993. http://handle.uws.edu.au:8081/1959.7/84.
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This document reports on the rationale for and results of using action research in order to facilitate development of the Australian lamb industry. The contexts of this research were: a lamb industry that had declining consumption; producers were slow to change to the production of new style of lamb which more closely aligned with consumer trends towards lower fat and convenience foods; and major changes in research funding criteria, towards projects with measurable impacts upon industries. The perspective taken in this research was that the production and marketing of lamb is essentially a human activity. Action research was effective in providing a methodology for working with extension and research officers using focus group meetings with lamb producers in South Eastern Australia. The key activity was the creation of an environment for a rich social discourse between industry people, focussing on establishing suitable processes and relationships within the industry. Valuable resources consisting of current industry skills, knowledge and institutions were utilised through this project for the benefit of the industry. This project illustrated a role for action research as an effective way of facilitating learning and communication in the lamb industry. The impact of the project was limited because the activities were confined to the production end of the marketing channel. The research helped the author to develop a deeper understanding of participatory action research and the close linkage between learning and self image. The experience of conducting the research validated the importance of the group dynamic in action research and the difficulty that individuals and groups have in matching actions with espoused theoryMaster of Science (Hons)
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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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35
Germann, Karl. „Teacher-librarians and technology, an action research study“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ56666.pdf.
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Hayward, Richard Pleydell Drury. „Action research on total quality education in a South African primary school“. 1998. http://hdl.handle.net/10500/16925.
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The principles of Total Quality Management (TQM) have been used
in the business, commercial and industrial sectors to improve
both product and service. In a limited number of schools
worldwide, there have been attempts to adapt TQM theory and
practice to the educational management of institutions.
In this thesis there has been an attempt to adapt the TQM
philosophy to the field of educational practice. Quality tools
and techniques used in TQM organisations have been studied to
ascertain their applicability in schools. During the course of
the study, the researcher discerned the need to give TQM a
distinct identity within the domain of educational management.
In the management of schools, there are philosophies and
practices which are different from those encountered in noneducational
settings. The concept Total Quality Education (TQE)
was used to acknowledge this reality.
Action research was done over a three-year period at a South African co-educational public primary school. During the four
research cycles of looking, thinking and acting, TQE principles
were implemented in the school. Stakeholders such as parents,
learners and teachers identified areas for improvement of the
quality of education. Areas identified included the curriculum,
physical resources, extramural activities, staff development,
learning and financial management of the school. Quality tools
and techniques were applied by all stakeholders to effect the
desired improvements. In the fourth and last cycle of the
research a questionnaire was given to a sample of the parent
community. Progress made in the improvement of the quality of
education provided was noted and areas to be improved further
were identified.
The researcher submits that TQE can be meaningfully applied in South African schools. The various stakeholders can make
contributions to the betterment of schools. Through the
application of the principles of the TQE philosophy, it is
possible to transform South African schools into institutions where all learners can experience education of true quality.Educational Leadership and Management
D. Ed. (Educational Management)
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March, Charmaigne Caroline. „Ubuntu in action : towards the empowerment of state-appointed social workers in the Limpopo Province“. Thesis, 2010. http://hdl.handle.net/10500/3615.
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Poverty, violence, unemployment, the high rate of HIV/Aids and a lack of resources are some of the issues the South African government is currently trying to address. Victims of crime and violence have special needs that require early intervention. Studies show that if left unattended, victims may show maladjustment in their social, marital and work environments; receiving assistance and support following victimisation therefore holds many benefits for the victim. The Victim Empowerment Programme (VEP) announced by government as part of the National Crime Prevention Strategy is meant to address these needs. The VEP is a comprehensive, multifaceted, intersectoral model that brings together integrated service delivery for victims of crime and violence. One of the mandates of the Department of Social Development as the lead department of the VEP is to provide services that empower and meet the needs of communities and individuals who are considered victims.
This study seeks to justify why it is beneficial to use a participatory learning approach when designing and conducting „in-service‟ continuing professional development training courses for state-appointed social workers working within the field of victim empowerment (VE) in South Africa. It also advocates for the theoretical approaches of experiential problem-based learning and psychosocial empowerment, and discusses the use of a crossover of theories from the different disciplines of mainstream psychology, community psychology and social work.
The vision of a new South Africa based on post-1994 ANC government policies is outlined and the history of the field of socio-economic development and community development is discussed. Mainstream psychology‟s contribution to community development, and the tenets of community psychology, participation and empowerment, are applied in the design of an „in-service‟ short course.
The primary focus of the study is on the range of skills and abilities needed to initiate and maintain successful VE services. These include the following: skills in group process facilitation; skills in intersectoral collaboration (referral and networking) with other governmental departments and other healthcare professionals; knowing how to establish and maintain forums; an understanding of the principles and tools of participatory learning and action; skills required for designing, organising and
presenting workshops; project management, and the monitoring and evaluation of VE projects.
This study elucidates how critical the „in-service‟ training of VE social workers is within the new social development paradigm in South Africa, and offers key considerations and recommendations regarding future „in-service‟ training programmes/short courses for state-employed social workers involved in VE services.Psychology
D. Litt. et Phil. (Psychology)
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HSIEN, HUANG MAU, und 黃邁賢. „The Action Research of Language Teaching Strategyin KindergartenThe Action Research of Language Teaching Strategyin KindergartenThe Action Research of Language Teaching Strategy“. Thesis, 2008. http://ndltd.ncl.edu.tw/handle/76bxx2.
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碩士國立臺東大學
幼兒教育學系碩士班
97
The Action Research of Language Teaching Strategy in Kindergarten Abstract The study adoptes the action research approach.The research participants include 16 children, and the researcher who is a kindergarten teacher. All researchers are in the kindergarten attached to a primary school of Kaohsiung County. The research purposes are as the following: (a) the changes in the language teaching, and (b) the reflection in developing the professional knowledge language teaching in kindergarten. The findings of the study are summarized as follows: First: Language Teaching Strategy As solving the difficulties in language teaching, the researcher applies four teaching strategies (1) drills for language, (2) experimental teaching of recognizing Chinese, (3) storybook reading, and (4) learning form the activity - the principle of Whole Language Method. Second: Teacher's Professional development To increase the effect of language teaching strategy, the researcher experience four developmental stages: (1) the researcher of this study ignored the importance of children' language learning, (2) the researcher realized the importance of children' language learning, (3) the researcher noticed the children' innate language learning ability, (4) understanding how children acquired language. Pedagogical recommendations for the use of peer evaluation in EFL classrooms are provided in the end. Keywords: Teacher's Profession Development Whole Language Method
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Lin, Ya-Wen, und 林雅文. „Social Action Research at Research Center C“. Thesis, 2006. http://ndltd.ncl.edu.tw/handle/68618171537657015555.
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碩士國立中央大學
資訊管理學系碩士在職專班
94
The problems that organizations face have become more complex and only could be solved by collaboration among members. As such, collaboration becomes the key to sustained organizational performance in modern organizations. In the knowledge era, one of the most difficult challenges for organizations is how to promote the collaboration in their social system. Because formal command and control is probably irrelevant to the dynamic, self-organizing social system, it only depends on members within the system to cooperate in a reciprocal manner. This study adopted the Social Action Research approach to investigate the social interactions within the target organization, Research Center C. Research Center C has made great achievements in the area of space science and remote sensing for the past two decades, and is well recognized to the leader of remote sensing research in Taiwan. Based on the Social Action Research approach, we derived at a social network of learning through listen to employees, who were asked to explain how the accomplishment of the project “Land Use Monitoring Program” was achieved. Moreover using social network mapping helps managers to see the composition of a team, and how everyone contributed to the success of this project. Since social network is intuitive, managers only need to create the reflection environment to accelerate collaborative action. Finally, employees would organize themselves to improve performance and then social capital would be expanded for the organization. Collaboration is our natural social order, so without understanding how value is created, we might diminish social capital. The incident that Mandy, a very important member of the social network, was fired during the time of this study, provides good evidence for this. The manager did not realize the full picture of the collaborative network, so he separated Mandy from the network resulted in disruption in value creation by disconnecting employees who were collaborating. As the result of this research, there was a fourfold increase of the network members without any formal command or control, but simply out of the manager’s own reflection. Furthermore, the research also finds out some gaps in this social network, so we suggest that the social network should be extended to involve more members such as related researchers and users into this project, such that social capital woulde be effectively improved by collaboration. Based on the findings of this research, managerial actions were proposed to the management of Research Center C, so that it can distribute the resources more efficiently to secure the leading position of space and remote sensing research in the future.
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DAR--TSAI, MING, und 蔡明達. „Action Research of Cooperative Learning“. Thesis, 2003. http://ndltd.ncl.edu.tw/handle/47897812285792179405.
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碩士國立彰化師範大學
科學教育研究所在職進修專班
91
Action Research of Cooperative Learning in the vocational high school Mathematics Classroom Abstract The purpose of this study was to use the cooperative learning method in the mathematics classroom. The effective ways of instruction, problems that may be encountered, solutions to the problems and the students'' achievements were also explored in this research. The researcher chose forty students from his own class as subjects. An action research and the deep situational teaching method were conducted. In the first stage, the researcher helped students to get used to the teaching method of cooperative learning and analyzed the problems. After that, a revision was offered and went into the next stage called as revision stage. Based on the evaluation of the effects of front stages, the stage of formal experiment was carried out. The researcher''s diary, students''weekly learning reports, the records of the interviews with students, questionnaires and the relevant documents were gathered. The results of the research were as follows :In the process of adopting cooperative learning method, the researcher confronted some difficulties. Such as “It is difficult for teachers to follow the teaching schedule.”, “Students did not do well in their tests.”, “Students just chatted with each other and didn''t concentrate on their learning materials ” When facing the aforementioned difficulties, the researcher found out that it will improve students grades if teachers can design appropriate teaching activities, and encourage students to be more active in their learning. Team competitions are the effective ways to inspire the students'' motivation and participation in class. It also changed the students'' attitudes toward math. Through the change of teaching method, both students and teachers enjoyed math class more.
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sanbao-liu und 劉三寶. „Action Research on Running a Teacher Action Study Virtual Community“. Thesis, 2005. http://ndltd.ncl.edu.tw/handle/51283771559333971783.
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碩士臺中師範學院
自然科學教育學系碩士班
94
Action Research on Running a Teacher Action Study Virtual Community Abstract This research aims to explore how to run a successful Teacher Action Study Virtual Community (TASVC) in the domain of Science and Life Technology. When actively participating in the TASVC, teachers are believed to make great progress in their professional field by incessantly interacting with each other, inclusive of finding out the difficulties they face in the course of good interaction and providing themselves with the strategies to solve the problems, accordingly. Adopting the method of action research, the researcher has conducted this study for about two years since August, 2003. During that period, the researcher plays the role of a participatory observer who collects such data as Q and A survey, interviewee’s information, and web literature. By taking the qualitative analysis, the researcher reaches the key outcomes as follows: 1. This research makes use of xoops as the web platform for TASVC members to operate. With its complete in-built functions, the xoops is characterized by compatible elasticity and easy manipulation. Thanks to the very features in xoops, those teachers interested in TASVC are accessible to there where they can foster their professional growth. And the result the exercise of xoops brings about is both substantial and appreciable. 2. When exercised practically, TASVC is inevitably faced with such difficulties as most members reluctant to go webbing, the subjects for discussion too academic, members lacking common experiences, and all the unfavorable factors existing within each member. 3. The effective strategies in running TASVC are composed of sifting competent TASVC members, finding out the members who have experiences in common, exhuming the members who are willing to send TASVC messages,searching for those enthusiastic panel anchors, coordinating the real activities with the virtual ones, and selecting those suitable topics for discussion. 4. The TASVC runners are obliged to hasten the intimate interaction between all the TASVC members by using such tactics as promptly renewing website information, offering feedback and assistance to the members, deepening the friendship and trust between all the members, adding more opportunities for all the TASVC members to express their own opinions, and providing abundant resources for the members to use . 5. Adopting the way of action research, the researcher gains inspiring professional growth in the process of unceasing contemplation and rectification. Knowing how to run and administer TASVC, understanding how to enhance the researcher’s action study ability, and learning how to encourage and help teachers to take part in TASVC are all most valuable and unforgettable experiences the researcher has had in running a TASVC. Keyword: Virtual community, Teachers' professional growth , Action Research.
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Twinomurinzi, Hossana. „Facilitating policy implementation using ICT in a development context : a South African ubuntu approach“. Thesis, 2010. http://hdl.handle.net/2263/26103.
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The road of development through e-government is covered with deep potholes and dead ends. This is because Information and Communication Technologies (ICT) are adopted and e-government policies are developed with a blind focus on the ICT tools and with little reflection on the contribution of ICT to development (Heeks and Bailur, 2007, p. 243, Avgerou, 2009, p. 14). To assist with this reflection Information Systems (IS) researchers are increasingly calling for the development of local contextual theory or a framework in ICT for Development (ICT4D) (Avgerou, 2009, p. 14, Madon et al., 2007, Walsham, 2003, Walsham, 1997). This thesis responds to that call by investigating the role of e-government towards development within the South African context. The means of inquiry was a three year ethnographic immersion in a longitudinal research project. The aim of the longitudinal research project was to investigate how a specialised type of ICT (Group Support Systems) can enable interaction between government and citizens in attaining specific human rights. The research project centred on creating an awareness among the public in South Africa of a newly enacted Act, the Promotion of Administrative Justice Act No 3 of 2000 (PAJA). The rich data collected was analysed using Grounded Theory, resulting in a substantive theory that suggests that within the South African context e-government could contribute to development if it is used to facilitate policy implementation within the spirit of Ubuntu. The thesis delineates the journey up to the emergence of the substantive theory. The substantive theory has important implications for IS theory and IS practice. For IS theory, the substantive theory demonstrates that research on ICT4D in Africa could usefully be undertaken by following an action research strategy within a critical-interpretive paradigm. The substantive theory also suggests the importance of taking into account the contextual collaborative nature of African culture in the spirit of Ubuntu when conducting such research. For practice, the substantive theory proposes a potential framework where ICT could provide the collaborative environment or shared space in the spirit of Ubuntu for policy implementation towards development. Checked against implementation requirements on the South African policy on entrepreneurship, the substantive theory framework proves to be equally valuable.Thesis (PhD)--University of Pretoria, 2010.
Informatics
unrestricted
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„Observing action research processes in practice“. THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3354496.
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Fang, John, und 方先仁. „An Action Research of Telemedical Implement“. Thesis, 1997. http://ndltd.ncl.edu.tw/handle/83453526258203128561.
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Hsuan, Yu, und 盧昱璇. „Action research of App development process“. Thesis, 2013. http://ndltd.ncl.edu.tw/handle/64144839331762033673.
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碩士國立中山大學
資訊管理學系研究所
102
Since the rise of mobile applications lead to new types of market business model, how the explosion of mobile applications to retain users, has become all the urgent concerns of developers, product design, in response to this problem, derivatives of the so-called "user experience", through the user experience design approach, the design of user-centered nature of return, and thus improve product quality and increase the user''s level of use. In this study, the first to collect and analyze relevant information and user experience literature and interviews with domestic companies through practical methods of operation, summarized the actions match the user experience of the application development process, followed by action research as a research method, try to verify from the practice processes, with the aim of how to "user experience" design principles apply to mobile application development process, and in addition, the proposed mobile application development process that can provide future mobile applications reference design.
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Ripamonti, S., L. Galuppo, M. Gorli, G. Scaratti und Ann L. Cunliffe. „Pushing Action Research Toward Reflexive Practice“. 2015. http://hdl.handle.net/10454/11347.
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NoManagers today increasingly find themselves facing unexpected problems, needing to learn how to cope with complex environments and to take action in an often chaotic flow of events. This paper discusses how researchers can engage managers in a form of dialogical action research, capable of nurturing meaningful knowledge and facilitating change. This is achieved by creating space for collaborative dialogue between managers and researchers, and supplementing it with the integration of a reflexive writing practice that can be used to create ‘generative moments’ for learning within experience. The paper first presents methodological reflections related to the challenges of sustaining management practice through action research. Second, we explicate dialogical action research and illustrate the reflexive writing practice through two vignettes, which provide opportunities to reflexively explore “how things work” in managers’ organizational contexts. This forms the basis for sustaining participation and learning at individual and collective levels. Finally, we identify and discuss the specific conditions and limits of such an approach.
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JU, LU SHU, und 呂淑如. „Action Research on children camping activities“. Thesis, 2011. http://ndltd.ncl.edu.tw/handle/7zxyu5.
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碩士國立臺東大學
幼兒教育學系碩士班
99
The purpose of the present study is to investigate the results of implementing an adventure-educational camping activity by real action which is carried out by an on-site kindergarten teacher. Improvement and modification of the teaching strategy will be achieved by investigating the effect of the adventure camping activity on preschool kids; analyzing preschool kid’s social interaction and breakthrough in courage and confidence. Thirty 4 to 5 year-old preschool children are chosen from the students, who are taught by the investigator, to participate the three-step camping activities which include indoor overnight camping, outdoor overnight camping, and outdoor camping. Qualitative information can be collected through interview and observation 1. The kindergarten adventure camping activity is a teaching process which is designed to be from simple to complex, from indoor to outdoor and from overnight camping to outdoor camping. 2. The staged designed camping activity is able to enhance confidence and social interaction ability of the preschool children, also, helping them to overcome fear by increasing their courage. Parent’s risky concerns about the adventure camping activity can be reduced as well. 3. Action research is a continuously developing dynamic process; reviews after finishing each stage of the activity should be done. 4. The support from school administration towards the camping activities has influence on the confidence of teachers to carry out innovative teaching and the process of implementation. Teachers and children’s parents should have close communication to seek for full support and cooperation. Suggestions related to adventure camping activity about the school administration, program performer, collaboration of children’s parent and future research direction are provided based on the aforementioned conclusions.
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YI, SHEN PEI, und 沈佩誼. „An Action Research on Young Children“. Thesis, 2011. http://ndltd.ncl.edu.tw/handle/ffdjh5.
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Li, Chia-Ting, und 李佳婷. „An Action Research on Meditative Cosmetology“. Thesis, 2015. http://ndltd.ncl.edu.tw/handle/11620648287234420502.
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碩士國立東華大學
課程設計與潛能開發學系
103
Abstract This study uses action research to develop “meditative cosmetology", and also explore the skills of leading meditative cosmetology. The conclusions of this study are summarized as follows.The meditation techniques that are suitable for meditative cosmetology are: head scaning, mindfulness of breathing meditation, fragrance meditation, and music meditation. 1. The key points of leading meditative cosmetology include: the contents of the leading words, the exquisite and richness of the leading words, the speed of the leading words, the timing of the leading words, and the flexibility of the leading words. 2. The tips in leading meditative cosmetology include: 1.The beautician had better simultaneously stay in meditative state together with the client. 2. The beautician should keep learning more and more about meditation. 3. The key points of interacting with the clients are: mutual trusts, rhythms, deepening, and gratitude. 4. Compared with traditional cosmetology, meditative cosmetology goes with gentler massage and slower rhythm. And it also helps calm the emotions and release the pressure. After learning the skill of meditation, the clients can practice by themselves. What’s more, the clients learn the skills of meditation. The clients experience the purification of body-mind-spirit and manifestation of spiritual beauty. They also feel the improvement of life quality. 5. The attitudes and interests of the participants in this research changed in the following sequence: strangeness, acceptance, getting used to it, enjoyment, and put it into their daily lives. 6. The benefits of meditative cosmetology for beauticians include: 1. Promotion of the quality of cosmetology. 2. Becoming the instructor of meditation. 3. Putting meditation into work and life. 4. Making oneself beautiful both physically and spiritually. Key words: meditation, cosmetology, meditative cosmetology,
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Chen, HuiMin, und 陳慧敏. „Action Research On Green Consumption Teaching“. Thesis, 2012. http://ndltd.ncl.edu.tw/handle/56813748675248379944.
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碩士環球科技大學
環境資源管理所
100
A method of action research was adopted in this study. The green-consumption courses designed by the researcher aimed to explore the promotion of the second-grade elementary school students’ cognition of the green consumption issues and their behavior changed by the courses. The result analyzed by using the questionnaire statistics showed that there were significant promotion of the experimental students about the overall concept of green consumption. The average score 82.63 of the post-test was increased compared with the average score 73.07 of the pre-test. The post-test scores of the questionnaire compared with the pre-test scores had a significant increase of 13.08%. It showed that the preliminary effectiveness of teaching were obtained after a period of related teaching about green consumption courses. To make the research process more rigorous, the researcher collected qualitative data such as records of classroom observations, teaching feedback questionnaires, student interviews and so on. At last the researcher summarized the qualitative data analyses to obtain more objective results. The results showed that students were increasingly able to examine the needs of shopping after a period of greenconsumption related teaching. Likewise, they were increasingly able to reduce the purchase of multiple packaging stationery. Besides, they were increasingly able to reduce the frequency of drinking bottled drinks. They were also increasingly able to bring their own tableware made of stainless steel. Furthermore, they could take the initiative to switch off the power unused when class bell rang. They were also could exchange books and toys with others and so on. According to the findings and the spirit of action research ,conclusions of the study were as follows: First, students could enhance awareness and sensitivity to the environment after the green-consumption teaching courses. Second, students could enhance the environmental action skills after the green-consumption teaching courses. Third, students could implement the green consumption behavior in their daily lives after the green-consumption teaching courses. Fourth, the teachers' professional growth was enhanced at the moment of the green-consumption teaching.