Relevant bibliographies by topics / Action inquiry

Academic literature on the topic 'Action inquiry'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Action inquiry.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Action inquiry"

1

Donahue, Eugene L. "Action Inquiry." Proceedings of the International Association for Business and Society 5 (1994): 145–56. http://dx.doi.org/10.5840/iabsproc1994514.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Harbour, Kristin E., Karen S. Karp, and Amy S. Lingo. "Inquiry to Action." TEACHING Exceptional Children 49, no. 2 (November 2016): 126–33. http://dx.doi.org/10.1177/0040059916673310.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Bell, Gordon H. "Using Action Inquiry." British Journal of In-Service Education 14, no. 1 (December 1987): 34–42. http://dx.doi.org/10.1080/0305763870140108.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Nicolaides, Aliki, and Leanne Dzubinski. "Collaborative Developmental Action Inquiry." Journal of Transformative Education 14, no. 2 (November 6, 2015): 120–38. http://dx.doi.org/10.1177/1541344615614964.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Chandler, Dawn, and Bill Torbert. "Transforming Inquiry and Action." Action Research 1, no. 2 (October 2003): 133–52. http://dx.doi.org/10.1177/14767503030012002.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Jatko, Beverly Porter. "Action Research and Practical Inquiry." Journal for the Education of the Gifted 19, no. 1 (December 1995): 83–105. http://dx.doi.org/10.1177/016235329501900106.

Full text
Abstract:
The identification of children from low-income populations for participation in talented and gifted programs has been problematic for the field of gifted education. An action research approach was used to evaluate the effectiveness of a nontraditional identification technique for economically disadvantaged students known as the “whole classroom tryout technique.” Fourth-grade students from three socioeconomically diverse schools were selected for participation in Future Problem Solving (FPS), one component of this teacher's talented and gifted curriculum. The students selected by the tryout technique competed in Future Problem Solving against students selected by traditional means. Data were collected: (a) to chart the progress of individual teams, (b) to compare the performance of teams within each school based on the mode of selection, and (c) to compare the teams as a competitive sample. The analysis showed that the whole classroom tryout can be an effective means to identify economically disadvantaged students for a talented and gifted program and could be used in combination with traditional techniques.
APA, Harvard, Vancouver, ISO, and other styles
7

Walsh, Kate, and Dalmar Fisher. "Action inquiry and performance appraisals." Learning Organization 12, no. 1 (February 1, 2005): 26–41. http://dx.doi.org/10.1108/09696470510574241.

Full text
Abstract:
PurposeIntroduces the primary concepts behind the practice of action inquiry. Then, examines what current literature suggests about components of the performance appraisal process and identifies areas where applying action inquiry concepts can add a new dimension to our current understanding.Design/methodology/approachApplies action inquiry, a concept from the organizational learning and change literatures, to suggest ways to infuse meaning and mutuality into appraisal discussions to help organizational leaders and members learn and develop. Ways to do so are demonstrated through a review and discussion of seven principal research streams in the current appraisal literature.FindingsAn action inquiry approach can address many of the limitations inherent in the appraisal process and refocus appraisals as developmental tools. Potentially, appraisals can act as forums to open dialogue, invite participation and build relationships around re‐visioning one's work and career. The process can become instrumental to continual quality improvement and organizational growth suggests that a rich opportunity exists to make the performance appraisal process developmentally meaningful for individuals and potentially transformative for organizations.Originality/valueDiscusses seven themes addressed in performance appraisal research and poses new possibilities that emerge when these themes are examined through an action inquiry lens.
APA, Harvard, Vancouver, ISO, and other styles
8

Dorn, Robert C. "Inquiry. Performance problems: Taking action." Leadership in Action 2, no. 3 (July 6, 2007): 6–7. http://dx.doi.org/10.1002/lia.4070020302.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Koro-Ljungberg, Mirka, and Gaile S. Cannella. "Critical Qualitative Inquiry." International Review of Qualitative Research 10, no. 4 (February 1, 2017): 327–39. http://dx.doi.org/10.1525/irqr.2017.10.4.327.

Full text
Abstract:
This introduction to the special issue does not only introduce the content of the issue, it also generates connections among histories, traditions, theories, thinkers, thoughts, actions, and power. We propose that critical qualitative inquiry that would further expand theoretically informed, engaged activism is of greater importance than ever as we experience unprecedented technological change, violence against living beings that are not labeled human (through experimentation, industrialization, and medicine), the plundering of the Earth, and increasing gaps between the privileged and the marginalized (whether rich/poor, human/nonhuman). Critical qualitative inquiry must be continuously rethought, repurposed, reinvigorated, and envisioned as always already leading to a justice-oriented action.
APA, Harvard, Vancouver, ISO, and other styles
10

Hung, Lillian, Alison Phinney, Habib Chaudhury, Paddy Rodney, Jenifer Tabamo, and Doris Bohl. "Appreciative Inquiry." International Journal of Qualitative Methods 17, no. 1 (April 18, 2018): 160940691876944. http://dx.doi.org/10.1177/1609406918769444.

Full text
Abstract:
Purpose: In this action study, researchers worked with a team of interdisciplinary practitioners to co-develop knowledge and practice in a medical unit of a large urban hospital in Canada. An appreciative inquiry approach was utilized to guide the project. This article specifically focuses on examining the research experiences of practitioners and their accounts on how the research influenced their practice development to enact person-centered care. Method: The project took place in the hospital’s medical unit. A total of 50 staff participants attended focus groups including nursing staff, allied health practitioners, unit leaders, and physicians. One senior hospital administrator was interviewed individually. In total, 36 focus groups were conducted to bring participants together to co-vision and co-develop person-centered care. Results: Analysis of the data produced three themes: (a) appreciating the power of co-inquiry, (b) building team capacity, and (c) continuous development. Furthermore, 10 key enablers for engaging staff in the research process were developed from the data. A conceptual tool, “team Engagement Action Making” (TEAM) has been created to support others to do similar work in practice development. Conclusion: An appreciative inquiry approach has the potential to address gaps in knowledge by revealing ways to take action. Future research should further investigate how the appreciative inquiry approach may be used to support bridging research and practice.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Action inquiry"

1

Froggatt, Bert. "An action inquiry into negotiated learning." Thesis, Sheffield Hallam University, 1991. http://shura.shu.ac.uk/19210/.

Full text
Abstract:
This study employed action inquiry, since its aim was to improve both understanding and practice in the area of classroom negotiation between pupils and teachers, Action inquiry entails practitioner observation, practitioner interaction and practitioner intervention; in this study it was supplemented by an attempt at a phenomenological description of the essential features of negotiation, against which classroom experience could be weighed. Information about classroom interaction was gathered, by the lone practitioner-researcher, both by participant observation and video-recording ('practitioner observation'). The model of classroom negotiation which emerged was tested against the views of other teachers ('practitioner interaction'). Alternative practices, thought by the informants to be effective, were used to make small-scale interventions in classroom practice ('practitioner intervention'). The understanding of negotiation developed in this way was finally interrogated in the light of a separate phenomenological description of negotiation. A key aspect of the phenomenology of negotiation is the dynamic involving communication, strategies of interaction, participation and learning within which people are willing to examine their differences. This was found to be true of classroom negotiation: Pupil and teacher learned of the differences which existed between them in the context of an ongoing interaction in which both participated. However, classroom interaction involves an inevitable disparity of power, which must be recognised and prevented from subverting negotiation. The validity and ethics of the framework developed are discussed, as are the implications of the findings for the classroom teacher and for teacher training.
APA, Harvard, Vancouver, ISO, and other styles
2

Park, Hun-Joon. "An inquiry into managerial action : performative and reflexive managerial action." Connect to resource, 1990. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1263043747.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Vergara, Mariana Ines. "Mindfulness into action| Transformational learning through collaborative inquiry." Thesis, Teachers College, Columbia University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10013911.

Full text
Abstract:

This action research exploratory study sought to learn how to better develop my practice by using grounded theory. It explored the apparent cognitive transformational experience of nine participants over a period of four weeks after the implementation of an intervention called Mindfulness into Action. The informal intervention was used with the Kichwa community in the Amazon rainforest and three additional formal interventions were conducted in the United States, Ecuador, and Norway over six years, in each case supported by higher education institutions. Using grounded theory methodology, the researcher found that participants were in the initial “reactive” state in Phase 1, experiencing conflict, resistance, stress, and victim identity. These characteristics were unknown to participants who were just reacting to everyday life experiences. In Phase 2, participants became aware of their behaviors, but could not stop non-beneficial behaviors. In Phase 3, they could observe their unknown behaviors and then change their sabotaging behaviors. Other salient characteristics from Phase 3 were happiness, being at peace with themselves, tolerance, and effectiveness.

There is a tendency to believe that change does not come easily, especially for adults, because our mental models rule our lives (subconsciously). However, participants were all adults from distinct walks of life who observed their unknown assumptions and reported change in their lives and in perceptions of their world. Furthermore, this intervention helped participants manage dissonance in their lives and produce changes specific and relevant to each individual, i.e., adults in the Kichwa community changed their assumptions and got rid of the mining company without violence. Moreover, the students who conducted research in the Amazon rainforest changed their research approach from top-down (doing research on people) to human development co-creation (doing research with people). Lastly, students in the academic institutions changed their way of interacting with their environment and others, and most importantly observed and changed behaviors that were sabotaging their efforts to succeed in life. They overcame their assumption of “knowing” and became more open to others’ perspectives. Each change was specific to the individual, resulting in the betterment of their lives.

APA, Harvard, Vancouver, ISO, and other styles
4

Meiers, Matthias. "Narrative inquiry as a form of teacher action research." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63945.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hall, Virginia Kaufman, of Western Sydney Hawkesbury University, of Health Humanities and Social Ecology Faculty, and School of Social Ecology. "Women transforming the workplace : collaborative inquiry into integrity in action." THESIS_FHHSE_SEL_Hall_V.xml, 1996. http://handle.uws.edu.au:8081/1959.7/438.

Full text
Abstract:
This collaborative research is an account of the recent lived experience of twelve women who bring about transformations in their own workplaces. The work integrates feminist theory with the social ecology focus of studying interactions between people and their environments. The study is multidisciplinary including psychological as well as social aspects and applies critical social research to workplace situations. The research group informed each other primarily by stories which narrated: social and family context; work situations; particular situations and specific strategies. Reflexive and archetypal meanings emerged from recounting ancient myths to help understand complex and difficult work structures which constrain the participants' creativity. This inquiry is a fresh approach to a range of workplace problems by engaging many women’s preferred working styles and applying this creative response: pro-active strategies which are demonstrated, are indeed, highly effective.
Doctor of Philosophy (PhD)(Social Ecology)
APA, Harvard, Vancouver, ISO, and other styles
6

Kaufman, Hall Virginia. "Women transforming the workplace : collaborative inquiry into integrity in action /." View thesis View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030610.123935/index.html.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Dyer, Brenda Lee. "Learning mindfulness : dialogue and inquiry from an action-theoretical perspective." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/39848.

Full text
Abstract:
The processes of learning mindfulness were explored in this case study by analyzing the transcripts of teacher-student interactions in the Dialogue and Inquiry periods of a Mindfulness-Based Stress Reduction (MBSR) course. The following research questions guided the inquiry: What is the process of learning mindfulness through Dialogue and Inquiry of an MBSR course? How does the social learning of mindfulness in Dialogue and Inquiry construct the experience of mindfulness? The qualitative “action-project method” was used to collect and analyse the data which were comprised of class dialogues, self-confrontation interviews (video process-recall interviews) and weekly logs gathered over nine weekly sessions. The analysis of these multi-perspectival data offered a comprehensive insight into the mindfulness-teacher and students’ internal cognitive, emotional and somatic processes in learning (and teaching) mindfulness, their individual and joint goals concerning mindfulness, behavioural manifestations of mindfulness, and lastly, the social meanings of mindfulness. The action processes identified and described in the findings of this study suggest that, while the mindfulness project was the super ordinate class joint project, it was embedded in and constituted by a concurrent relationship project made up of teacher-student, student-student, and self connections. The mindfulness curriculum was to a large part embodied by the teacher, who initiated many of the actions in the dialogue in a teacher-led inquiry, drawing the students into joint sub-ordinate projects of noticing (attention), describing (language) and understanding (insight). Further, the joint projects of helping (compassion) and relating (connection), often implicit and spontaneous, informed both the mindfulness and relationship projects. The findings offered theoretical, pedagogical and clinical implications for the teaching and learning of mindfulness. The study also shifted the gaze from mindfulness as an individual cognitive phenomenon to a dynamic relational process.
APA, Harvard, Vancouver, ISO, and other styles
8

Watt, Linda. "Living management : an action research inquiry into a modernising role." Thesis, University of the West of England, Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417842.

Full text
Abstract:
This action research inquiry is a reflexive examination of a corporate 'Modernising' role in a local authority in England, during the period 2000 - 2002. The researcher is the manager who carried out that corporate role prior to, and during the period of the research process and thus the Inquiry significantly involves first person critical reflection on 'self in role'. The inquiry draws on second and third tier managerial experience in a unitary local authority undergoing managerialist reforms. The dynamic of central/local relations in the context of the New Labour Modernisation agenda was a major influence for local government managers, in the context of developments in local governance, with the accompanying intensification of 'New Public Management' practices and controls. This action research inquiry has deployed multiple research methods to explore the implications of centralised direction and controls and related issues for the experience of 'self and organisation'. The research methodologies were a programme of interactive interviewing, involving fifteen managerial colleagues in differentiated functions, autobiographical exploration and use of a reflective journal as a data source. The research findings include a reflection on the research process itself as being a vital aspect of the knowledge generated during the inquiry. The thesis incorporates a critical theoretical review, drawing on relevant theoretical sources particularly in relation to theories of the state, with reference to forms of control in central/local relations, management theories with reference to managerialism including the gendered impact of managerialism and theories of the self with reference to self identity and self governance. Relevant academic comment is integrated throughout the thesis. The research findings highlight the impacts of centralised control on local authorities as institutions of governance and the effects of developments in the means of control, for managers and 'managing' in the context of central/local relations.
APA, Harvard, Vancouver, ISO, and other styles
9

Bhattacharyya, Sriya. "Muslim Women Resist: An Arts-informed Participatory Qualitative Inquiry." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108937.

Full text
Abstract:
Thesis advisor: M. Brinton Lykes
Every day Muslim women in the United States wake up to a harsh political world that attacks their identities, communities, and freedom. In this context, Muslim women endure immense psychological tolls on their sense of identity, safety, and relationships. For many of them, walking out the door and claiming their Muslim identity is an act of political resistance. Despite the disempowerment they may experience, many engage in social actions to resist these oppressive forces. Yet, Muslim women activists have received strikingly little attention in the psychological literature. To date, no research has explored the psychosocial experiences of Muslim women who engage in activism, nor the meanings they make of these engagements or their trajectories of resistance. Using a participatory research approach informed by art-based inquiry techniques, this inductive qualitative study explored 10 Muslim women activists’ trajectories into and experiences of engaging in social action. A constructivist theoretical model of Muslim women activists' processes of resistance and community liberation was developed through qualitative inductive analyses of in-depth interviews and participants’ illustrations. Eight “clusters” have been configured to map a model that represents both processes and outcomes of how these 10 women engaged, experienced, and made meaning of their activism. They include: (1) living in a post 9/11 sociopolitical context; (2) navigating the Muslim community context; (3) internal experiences of being a Muslim woman; (4) guiding ideals toward activism journey; (5) development of political analyses; (6) resistance actions toward social change; (7) burdens and benefits of engagement in resistance; and (8) supportive forces in the process of resistance. Although only representative of 10 participants, the model is sufficiently theorized to suggest that life in a multiply traumatizing context shapes Muslim women activists’ experiences, precluding and contributing to their persistence and resistance throughout and during their engagement in social change work. Political analyses and ideals are vital in their descriptions of their trajectories of becoming activists. Benefits and burdens that are inevitable in social change work include both the thrill and fun of engaging in activism as well as the costs to relationships and conflicts inherent in such work. Finally, encouragement by other Muslims and allies is discussed as a valuable source of support to Muslim women activists. Limitations are discussed and implications are proposed to inform possibilities for future healing centered research and action
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
APA, Harvard, Vancouver, ISO, and other styles
10

Grant, Suzanne Lisa Parker. "A paradox in action? A critical analysis of an appreciative inquiry." The University of Waikato, 2006. http://hdl.handle.net/10289/2583.

Full text
Abstract:
A journey comprised of three paths is the metaphor through which I i) reflect and report on my involvement with four New Zealand primary school Boards of Trustees (BOTs) investigating the emancipatory potential that applications of information and communication technologies (ICTs) may have on their governance processes, ii) analyse appreciative inquiry through application(s) of critical theory, with specific reference to the investigation above so as to deepen understanding of the research method, and iii) reflect on my personal development, as achieved through my engagement with participants and the research process. Stemming from an interest in improving school governance I was keen to identify current use of ICTs by BOTs and to work with them to identify potential applications. Appreciative inquiry with its focus on enhancing existing positive organisational attributes seemed to provide an appropriate structure for my investigation. At the back of my mind however, a concern was formulating: Does this method of research deliver the benefits the literature espouses? What influence would the positive orientation have on the research process and on the power dynamics within the research environment? Complementary streams of critical thinking and reflexivity were invoked to assist my analysis. Applications of ICTs which may appear 'helpful' to BOT governance processes are identified in this report. However, uncritical uptake of these applications may not necessarily be consistent with the emancipatory intentions I aspire to. Framed within Habermas' theory of communicative action, the potential colonisation of the BOT lifeworld by the system is considered. Domesticating influences may potentially constrain democratic processes at local school and societal levels. The participatory action research process undertaken facilitated a deepened understanding of governance for all involved. Identification of time and funding constraints indicates BOTs may be prevented from reaching their true potential. Attempts to enhance governance through additional applications of ICTs will be of minimal effect unless efforts are made to better understand and resource the governance efforts of Trustees. Purported empowerment of the community as mandated in the Education Act 1989 comes with a heavy cost, for schools and individuals. Care must be taken to ensure that 'efficiency' gains are not made at the expense of democratic processes. Critical analysis of appreciative inquiry as a research method highlights the influences of power and language use within the research process. Appreciative inquiry should be seen as a process for, rather than a master of change. The contribution of appreciative inquiry to organisational and personal transformation may be drawn from the ontological basis of the approach rather than from the technicalities of a specific form of implementation. I suggest the focus on what is 'good' be made more complex, to recognise that appreciation may also mean 'to know, to be conscious of, to take full and sufficient account of'. Application of an enhanced definition of appreciation has deepened my understanding of not only the situation under investigation but also the research process itself. Through my enhanced concept of 'appreciation' embedded and sometimes obscured influences were highlighted, better understood, and at times transformed to serve the emancipatory aspirations of participants. In keeping with the reflexivity mandated by my commitment to critical theory and action research, I applied this enhanced definition of appreciation to my personal development during my engagement with participants and the research process. My struggles to apply my chosen social constructionist and critical theory lenses to this work are evident in my attempts to work with the largely functionalist literature in this field and the influence of my undergraduate education. Recognising the theoretical and personal developments I gained as I travelled the three paths of my PhD journey, the scene is now set for me to challenge the predominance of functionalist, mechanistic metaphors which dominate organisational literature. In doing so, I seek an alternative approach to understanding organisational activity; and a new vocabulary through which I might extend my understanding, and negotiate new and emancipatory meaning(s) with others.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Action inquiry"

1

Scientific inquiry in action: Chemical reaction! New York: PowerKids Press, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Sherman, Francine T., and William R. Torbert, eds. Transforming Social Inquiry, Transforming Social Action. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4403-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Cooperrider, David L. Appreciative inquiry handbook. 2nd ed. Brunswick, OH: Crown Custom Publishing, Inc., 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

David, Rooke, Torbert William R. 1944-, and Fisher Dalmar, eds. Personal and organisational transformations: Through action inquiry. 3rd ed. Boston: Edge\Work, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Office, Home. Stephen Lawrence Inquiry: Home Secretary's action plan. London: Home Office, 2000.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

1947-, Daniels Harvey, ed. Comprehension and collaboration: Inquiry circles in action. Portsmouth, NH: Heinemann, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Office, Home. Stephen Lawrence Inquiry: Home Secretary's action plan. London: Home Office, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Maniotes, Leslie K. Guided inquiry design in action: Middle school. Santa Barbara, CA: Libraries Unlimited, 2015.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

H, Bell Gordon, and Colbeck Brian, eds. Experiencing integration: The Sunnyside Action Inquiry Project. London: Falmer Press, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Lila: An inquiry into morals. New York: Bantam Books, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Action inquiry"

1

Beach, Richard, Ashley S. Boyd, Amanda Haertling Thein, and Allen Webb. "Justice, Inquiry, and Action." In Teaching to Exceed in the English Language Arts, 3–20. 3rd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003177364-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Langran, Elizabeth, and Janine DeWitt. "Place-Based Inquiry in Action." In Navigating Place-Based Learning, 117–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55673-0_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kegels, Guy, and Bruno Marchal. "Realist inquiry and action research." In Community Sport and Social Inclusion, 127–44. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429340635-10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Grimwood, Bryan S. R. "Participatory Action Research." In Fostering Social Justice through Qualitative Inquiry, 196–217. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003216575-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bradbury, Hilary. "Action Research – Participative Self in Transformative Action." In The SAGE Handbook of Participatory Research and Inquiry, 185–96. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2021. http://dx.doi.org/10.4135/9781529769432.n14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Arnell, Malin. "In the Beginning There Is an End." In Cultural Inquiry, 151–59. Berlin: ICI Berlin Press, 2022. http://dx.doi.org/10.37050/ci-21_16.

Full text
Abstract:
In this fifteen-minute lecture-performance, Malin Arnell presents her dialogue with the work of French-Italian artist Gina Pane (1939–1990). Oriented around textual and visual traces of Pane and Arnell’s historical intra-action, this ongoing dialogue explores performance art documentation and historical narratives. The project interrogates the operations of archives, asking: ‘How do queer feminist performance archives make you vulnerable, how do they make you feel, act, react?’ ‘Whose bodies remain present, and which bodies are lost?’ The framework of the work — its repetition with variations and its artistic and queer feminist methodologies — enables an exploration of history, documentation, and bodily epistemology as an attempt to take responsibility for what is not known by doing, through action — through performance.
APA, Harvard, Vancouver, ISO, and other styles
7

Reimer, Bo. "Tools for Action: Media Research as Collaborative Action Research." In The SAGE Handbook of Participatory Research and Inquiry, 579–91. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2021. http://dx.doi.org/10.4135/9781529769432.n41.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Nordenfelt, Lennart. "On Ability, Opportunity and Competence: An Inquiry Into People’s Possibility for Action." In Contemporary Action Theory Volume 1: Individual Action, 145–58. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-0439-7_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Bu, Yuhua. "Faith and Action." In Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools, 259–87. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61085-2_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Sherman, Francine T., and William R. Torbert. "Engaging New Forms of Social Inquiry and Social Action." In Transforming Social Inquiry, Transforming Social Action, 1–9. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4403-6_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Action inquiry"

1

Seng, Su Lin, and Helena Hong Gao. "Conceptual Knowledge of Bilingual Preschoolers An Inquiry into Hand Action Verbs." In 6th Annual International Conference on Language, Literature and Linguistics (L3 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-3566_l317.124.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Bylica, Kelly. "Practicing Border-Crossing Pedagogy: Policy, Inquiry, and Action in Collaborative Research." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573228.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Cooper, Amanda. "Moving Knowledge Into Action With Co-Production and Arts-Informed Inquiry." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1888011.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Manfra, Meghan. "Action Research and the Shift to Inquiry in the Social Studies." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1689996.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bylica, Kelly. "Practicing Border-Crossing Pedagogy: Policy, Inquiry, and Action in Collaborative Research." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1679751.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Raider-Roth, Miriam. "Building an Online Relational Learning Community for Educational Leaders: An Action Research Inquiry." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580795.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Menendez Alvarez-Hevia, David, Janet Lord, and Steven Naylor. "Being there? A Collaborative Inquiry into Attendance." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7899.

Full text
Abstract:
There is a growing concern among universities over the levels of student absenteeism at teaching activities. Attendance is an increasingly important issue in the UK, but also internationally, for its impact on the student experience, academic performance and engagement. This article explores the topic of poor attendance in one of the larger universities in the UK, through a collaborative action research methodology that includes Education Studies lecturers and students as research partners. Initial findings suggest that attendance is conceptualised in different ways by different actors. We found that a key theme in understanding attendance and engagement was that students’ identities are multi-layered and complex, and that their identities as students are often interwoven. We also found that technology and the virtual world play a fundamental role in understanding practices and conceptualising attendance and engagement. Concerning this, the way that a Virtual Learning Environments is approached in our study illustrates how physical attendance is challenged (but also supported) as a privileged form of getting access to the knowledge presented in taught sessions.
APA, Harvard, Vancouver, ISO, and other styles
8

Flannery, Michael. "EVALUATING MULTI-USER VIRTUAL ENVIRONMENT TECHNOLOGY FOR VISUAL ARTS INQUIRY USING ACTION CASE RESEARCH." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2255.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Jackson, Dan. "What legal design could be: Towards an expanded practice of inquiry, critique, and action." In DRS2022: Bilbao. Design Research Society, 2022. http://dx.doi.org/10.21606/drs.2022.1083.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Sutherland, Danielle. "Action Research as Induction Support: A Case Study of Teacher Residents' Experiences With Inquiry." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442584.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Action inquiry"

1

Shaw, Kristi Lee, and Geoff Bridgman. Creating Appreciation and Community Support for Mothers Caring for a Child with an Anxiety Disorder. Unitec ePress, February 2023. http://dx.doi.org/10.34074/mono.097.

Full text
Abstract:
This research examined a unique approach to anxiety disorder, one of the most prevalent and growing mental health concerns internationally. It uncovered the mostly invisible and challenging experiences of mothers caring for a child with an anxiety disorder and the value of their reciprocal relationships with their children for both their health and wellbeing. In addition, it explored social identity in making meaningful connection using a generative action-oriented social approach to address anxiety in the community. An appreciative inquiry, using social constructionist theory, and underpinned by elements of kaupapa Māori values, was utilised to explore the research questions. The data was collected via paired interviews, focus groups and small questionnaires with three to four mothers, after which thematic analysis was undertaken to identify important themes.There were four key themes discovered in the findings: (1) the mothers’ ongoing and challenging experiences of being silenced and isolated on the fringes, navigating the quagmire of social and institutional systems to help them help their children; (2) the mothers’ learning to cope by creating calm in the home, the child, and in themselves, often requiring them to ‘suspend’ their lives until their children become more independent; (3) the mothers employing a mother as advocate identity to face the challenges, and co-creating a mother as advocate group identity to continue to face those challenges to design a collective initiative;and (4) the value of freedom that the mothers experienced participating in the appreciative inquiry process with other mothers facing similar challenges and sharing their stories.This study demonstrates how appreciative inquiry is aligned with and supports the value of social identity theory and creating meaningful connections to help position and address anxiety disorder in the community. A key insight gained in this study is that our current social and institutional systems create disconnection in many facets of Western life, which contributes to the generation and perpetuation of stigmatisation, isolation and anxiety disorder. Within a Western capitalistic and individualistic culture, mental illness has become predominantly pathologised and medicated, positioning anxiety disorder within the child, and relegating the social dimension of the biopsychosocial approach as almost irrelevant. As mothers in this system spend valuable energy advocating for more support for their children, they put their own mental health at risk. There is no one solution; however, this study demonstrates that when mothers are supported through an appreciative inquiry process, strengthening their personal and social identities, there is the potential for health and wellbeing to increase for them, their children and the community.
APA, Harvard, Vancouver, ISO, and other styles
2

McNabb, David, and David Kenke. Thesis Review: Creating Appreciation and Community Support for Mothers Caring for a Child with Anxiety Disorder by Kristi Shaw. Unitec ePress, May 2022. http://dx.doi.org/10.34074/thes.revw5412.

Full text
Abstract:
Kristi Shaw has completed an exceptional piece of research, providing critical analysis and originality in her dissertation Creating appreciation and community support for mothers caring for a child with anxiety disorder. She has completed a substantial dissertation that would achieve the goal of a thesis at a higher credit level. Shaw’s inside knowledge of caring for a child with anxiety disorder has been applied to this project. The research involves an ambitious application of appreciative inquiry to the task of supporting a group of mothers to take action on the needs of their children with high anxiety. She has made a strong case for addressing the problem of people globally experiencing increasing levels of anxiety and targeting the unique challenges for parents who have children living with the ‘invisible’ impairment of anxiety.
APA, Harvard, Vancouver, ISO, and other styles
3

Hunter, Matthew, Laura Miller, Rachel Smart, Devin Soper, Sarah Stanley, and Camille Thomas. FSU Libraries Office of Digital Research & Scholarship Annual Report: 2020-2021. Florida State University Libraries, July 2021. http://dx.doi.org/10.33009/fsu_drsannualreport20-21.

Full text
Abstract:
The Office of Digital Research and Scholarship partners with members of the scholarly community at FSU and beyond to engage with and act on innovative ideas in teaching, research, and creative activity. We privilege marginalized voices and unique contributions to scholarly discourse. We support interdisciplinary inquiry in our shared pursuit of research excellence. We work with scholars to explore and implement new modes of scholarship that emphasize broad impact and access.Our dream is to create an environment where our diverse scholarly community is rewarded for engaging in innovative modes of research and scholarship. We envision a system of research communication that is rooted in open, academy-owned infrastructure, that privileges marginalized voices, and that values all levels and aspects of intellectual labor. In addition to the accomplishments related to our core work areas outlined in this report, we also developed an Anti-Racist Action Plan in 2020 and continue to work on enacting and periodically revising and updating the goals outlined therein.
APA, Harvard, Vancouver, ISO, and other styles
4

Mahat, Marian, Vivienne Awad, Christopher Bradbeer, Chengxin Guo, Wesley Imms, and Julia Morris. Furniture for Engagement. University of Melbourne, February 2023. http://dx.doi.org/10.46580/124374.

Full text
Abstract:
The aim of the study was to explore the impact of furniture and spatial settings on teachers and students. Drawing on a case study action research approach involving surveys, two primary schools (Frangipani and Jasmine Primary School) within the Sydney Catholic Schools were involved as case study sites. This report provides a summary of the findings of the impact of furniture and spatial settings on teacher efficacy, teacher mind frames, student learning and student engagement as well as perceptions of students on the furniture and spatial settings. In summary, teachers’ perceptions of their mind frames, student learning and engagement increased after the introduction of furniture in the prototype learning environment. For one teacher, the perception of their efficacy did not improve after the implementation of the prototype space and furniture. In terms of students’ perceptions of the furniture, a large proportion of students agreed that they enjoyed learning and are more motivated to learn because of the new furniture. At Jasmine Primary School, a fifth of students felt that they were not motivated to learn because of the new furniture. Further in-depth study is required to find out the underlying reasons for this. Key themes that emerged from the qualitative data on the furniture and spatial settings focus on characteristics of furniture that afforded comfort, improved concentration and auditory qualities, supported collaboration, and capacity for choice. These are important considerations to drive decisions in school designs and furniture purchases. The importance of good furniture in a learning space cannot be underestimated. New learning environments and furniture demand and create new possibilities for teacher practices and student learning. The findings of the study, whilst limited in its scale, provides three crucial considerations relating to the importance of prototyping, professional learning and longitudinal data. These carry ramifications for wider understanding and future research. Future inquiry in these three key areas can provide the much-needed evidence to support schools’ transition into new learning environments.
APA, Harvard, Vancouver, ISO, and other styles
5

Thorsen, Dorte, and Roy Maconachie. Children’s Work in West African Cocoa Production: Drivers, Contestations and Critical Reflections. Institute of Development Studies (IDS), April 2021. http://dx.doi.org/10.19088/acha.2021.005.

Full text
Abstract:
Cocoa farming in West Africa has a long history of relying on family labour, including children’s labour. Increasingly, global concern is voiced about the hazardous nature of children’s work, without considering how it contributes to their social development. Using recent research, this paper maps out the tasks undertaken by boys and girls of different ages in Ghana and how their involvement in work considered hazardous has changed. We show that actions to decrease potential harm are increasingly difficult and identify new areas of inquiry.
APA, Harvard, Vancouver, ISO, and other styles
6

HIV/AIDS, TB and Nutrition: Scientific Inquiry into the Nutritional Influences on Human Immunity with Special Reference to HIV Infection and Active TB in South Africa. Academy of Science of South Africa (ASSAf), 2007. http://dx.doi.org/10.17159/assaf/0037.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Action inquiry' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography