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Journal articles on the topic 'Action inquiry'

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Published: 4 June 2021
Last updated: 20 February 2023

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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.

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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.

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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.

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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.

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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.

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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.

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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.
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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.

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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.
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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.

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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.

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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.
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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.

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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.
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11

Allen, Daniel. "RCN threatens action over Allitt inquiry." Nursing Standard 7, no. 38 (June 9, 1993): 5. http://dx.doi.org/10.7748/ns.7.38.5.s2.

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12

Rogers, Melvin L. "Action and Inquiry in Dewey's Philosophy." Transactions of the Charles S. Peirce Society: A Quarterly Journal in American Philosophy 43, no. 1 (January 2007): 90–115. http://dx.doi.org/10.2979/tra.2007.43.1.90.

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13

Nandi, Roopa. "Revolutionary learning - appreciative inquiry in action." International Journal of Intelligent Enterprise 3, no. 3/4 (2016): 232. http://dx.doi.org/10.1504/ijie.2016.078634.

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14

Cochran-Smith, Marilyn, and Susan L. Lytle. "Interrogating Cultural Diversity: Inquiry and Action." Journal of Teacher Education 43, no. 2 (March 1992): 104–15. http://dx.doi.org/10.1177/0022487192043002004.

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15

Doane, Gweneth Hartrick, Janet Storch, and Bernie Pauly. "Ethical nursing practice: inquiry-in-action." Nursing Inquiry 16, no. 3 (September 2009): 232–40. http://dx.doi.org/10.1111/j.1440-1800.2009.00447.x.

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16

Rossman, Gretchen B., and Sharon F. Rallis. "Critical inquiry and use as action." New Directions for Evaluation 2000, no. 88 (2000): 55–69. http://dx.doi.org/10.1002/ev.1191.

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17

Gergen, Mary M., and Kenneth J. Gergen. "Narratives in action." Narrative Inquiry 16, no. 1 (August 29, 2006): 112–21. http://dx.doi.org/10.1075/ni.16.1.15ger.

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In various professional fields today, a profusion of practices are inspired by or draw sustenance from narrative inquiry; similarly, narrative inquiry must attend to these practices as they are vital to its future. Ultimately a full fledged dialogue between scholars and practitioners is to be sought. We review three major domains in which narratives are in action: psychotherapy, organizational change, and conflict reduction. We conclude by taking up theoretical issues raised by these practices. Of particular concern are questions of why narratives are effective in social change, and what theoretical orientations are most adequate to the challenge of practice.
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18

Kakabadse, Nada K., Andrew P. Kakabadse, and Kalu N. Kalu. "Communicative Action through Collaborative Inquiry: Journey of a Facilitating Co-Inquirer." Systemic Practice and Action Research 20, no. 3 (January 31, 2007): 245–72. http://dx.doi.org/10.1007/s11213-006-9061-1.

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19

Utami, Fitri. "Penerapan model problem based learning untuk meningkatkan hasil belajar matematika dipembelajaran tematik pada siswa." Jurnal Pendidikan Profesi Guru 1, no. 3 (December 31, 2020): 183–90. http://dx.doi.org/10.22219/jppg.v1i3.14525.

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Tujuan dari penelitian ini adalah untuk mengetahui Peningkatan pemahaman konsep menggunakan Model Pembelajaran Inquiri terbimbing. Jenis penelitian yang digunakan merupakan class action research (PTK). Metode yang digunakan peneliti melalui tahap observasi nilai hasil belajar peserta didik selanjutnya Menyusun perangkat beserta instrument yang akan digunakan untuk mengambil data. Tindakan pertama yakni memberikan perlakuan berupa sintaks inkuiri terbimbing secara general saat pembelajaran berlangsung dengan materi simetri lipat bangun datar persegi Panjang. Tindakan kedua diberikan perbedaan perlakuan berupa sintaks inkuiri terbimbing pada setiap muatan mata pelajaran. Subjek penelitian ini terdiri dari 18 peserta didik kelas III SDN 1 Pringgodani Kec, Bantur Kab, Malang. Hasil penelitian menunjukan bahwa terdapat peningkatan pemahaman konsep peserta didik terhadap skor yang diterima pada Tindakan pertama dan kedua (dibandingkan data awal). Secara general tindakan yang diberikan peneliti berupa sintaks model inkuiri terbimbing telah menunjukan peningkatan hasil belajar (pemahaman konsep) dan Tindakan kedua pemberikan perlakuan disetiap muatan maple juga mengalami peningkatan tetapi hasil belajar (pemahaman konsep). Hasil dari penelitian ini dapat digunakan untuk masukan bagi guru dalam memberikan referensi model pembelajaran kepada peserta didik. Application of activities and learning outcomes of folding symmetry material using guided inquiry learning model for class III students of SDN I Pringgodani. The purpose of this study was to determine the increasing understanding of concepts using Guided Inquiry Learning Model. This type of research is class action research (PTK). The method used by researchers through the observation stage of the value of student learning outcomes then Arrange the tools and instruments that will be used to retrieve data. The first action is to provide treatment in the form of guided inquiry syntax in general when learning takes place with the material of rectangular folding symmetry. The second action was given a different treatment in the form of guided inquiry syntax for each subject load. The subjects of this study consisted of 18 students of class III SDN 1 Pringgodani The results showed that there was an increase in students' conceptual understanding of the scores received in the first and second actions (compared to initial data). In general, the actions given by researchers in the form of guided inquiry model syntax have shown an increase in learning outcomes (concept understanding) and the second action giving treatment in each subject matter has also increased but learning outcomes (concept understanding). The results of this study can be used as input for teachers in providing reference to learning models to students.
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Maruapey, Ibnu Fairuz. "Penerapan aktivitas dan hasil belajar materi simetri lipat menggunakan model pembelajaran inquiri terbimbing pada peserta didik kelas III SDN I Pringgodani." Jurnal Pendidikan Profesi Guru 1, no. 3 (December 31, 2020): 178–82. http://dx.doi.org/10.22219/jppg.v1i3.21412.

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Tujuan dari penelitian ini adalah untuk mengetahui Peningkatan pemahaman konsep menggunakan Model Pembelajaran Inquiri terbimbing. Jenis penelitian yang digunakan merupakan class action research (PTK). Metode yang digunakan peneliti melalui tahap observasi nilai hasil belajar peserta didik selanjutnya Menyusun perangkat beserta instrument yang akan digunakan untuk mengambil data. Tindakan pertama yakni memberikan perlakuan berupa sintaks inkuiri terbimbing secara general saat pembelajaran berlangsung dengan materi simetri lipat bangun datar persegi Panjang. Tindakan kedua diberikan perbedaan perlakuan berupa sintaks inkuiri terbimbing pada setiap muatan mata pelajaran. Subjek penelitian ini terdiri dari 18 peserta didik kelas III SDN 1 Pringgodani Kec, Bantur Kab, Malang. Hasil penelitian menunjukan bahwa terdapat peningkatan pemahaman konsep peserta didik terhadap skor yang diterima pada Tindakan pertama dan kedua (dibandingkan data awal). Secara general tindakan yang diberikan peneliti berupa sintaks model inkuiri terbimbing telah menunjukan peningkatan hasil belajar (pemahaman konsep) dan Tindakan kedua pemberikan perlakuan disetiap muatan maple juga mengalami peningkatan tetapi hasil belajar (pemahaman konsep). Hasil dari penelitian ini dapat digunakan untuk masukan bagi guru dalam memberikan referensi model pembelajaran kepada peserta didik. Application of activities and learning outcomes of folding symmetry material using guided inquiry learning model for class III students of SDN I Pringgodani. The purpose of this study was to determine the increasing understanding of concepts using Guided Inquiry Learning Model. This type of research is class action research (PTK). The method used by researchers through the observation stage of the value of student learning outcomes then Arrange the tools and instruments that will be used to retrieve data. The first action is to provide treatment in the form of guided inquiry syntax in general when learning takes place with the material of rectangular folding symmetry. The second action was given a different treatment in the form of guided inquiry syntax for each subject load. The subjects of this study consisted of 18 students of class III SDN 1 Pringgodani The results showed that there was an increase in students' conceptual understanding of the scores received in the first and second actions (compared to initial data). In general, the actions given by researchers in the form of guided inquiry model syntax have shown an increase in learning outcomes (concept understanding) and the second action giving treatment in each subject matter has also increased but learning outcomes (concept understanding). The results of this study can be used as input for teachers in providing reference to learning models to students.
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21

Godden, Naomi Joy. "A co-operative inquiry about love using narrative, performative and visual methods." Qualitative Research 17, no. 1 (September 21, 2016): 75–94. http://dx.doi.org/10.1177/1468794116668000.

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Participatory researchers advocate using presentational arts-based methods to collectively inquire into a social phenomenon. In a co-operative inquiry in an Australian rural community, ten community workers inquired into the ‘love ethic’ in their community work practice using narrative, performative and visual methods to gather, analyse and interpret data within cycles of reflection and action. Group members collectively and democratically chose to use presentational inquiry tools such as storytelling, dialogical performance, gift-giving, drawing and other non-traditional approaches to explore the topic and generate collaborative knowledge. These methods were engaging and empowering, and supported group members to develop a love-based framework of community practice. The group’s final collective drawing depicts the roots, trunk, fruit and saplings of a tree representing the values, process, outcomes and cyclical nature of the love ethic in community work.
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22

Glennie, Sara, and John Cosier. "Collaborative inquiry: developing multidisciplinary learning and action." Journal of Interprofessional Care 8, no. 3 (January 1994): 255–63. http://dx.doi.org/10.3109/13561829409010426.

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23

Roberts, Cynthia. "LEAD at lunch: inquiry, learning, and action." Action Learning: Research and Practice 9, no. 1 (March 2012): 37–44. http://dx.doi.org/10.1080/14767333.2012.656889.

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24

Torbert, William R. "The Distinctive Questions Developmental Action Inquiry Asks." Management Learning 30, no. 2 (June 1999): 189–206. http://dx.doi.org/10.1177/1350507699302006.

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25

Dancy, Geoff. "Human rights pragmatism: Belief, inquiry, and action." European Journal of International Relations 22, no. 3 (July 26, 2016): 512–35. http://dx.doi.org/10.1177/1354066115600038.

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26

Beyer, Landon E., and George H. Wood. "Critical Inquiry and Moral Action in Education." Educational Theory 36, no. 1 (March 1986): 1–14. http://dx.doi.org/10.1111/j.1741-5446.1986.00001.x.

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27

St. John, Edward P., Jeffrey S. McKinney, and Tina Tuttle,. "Using action inquiry to address critical challenges." New Directions for Institutional Research 2006, no. 130 (2006): 63–76. http://dx.doi.org/10.1002/ir.180.

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28

Todd-Gibson, Christine. "An Examination Of How Middle School Science Teachers Conduct Collaborative Inquiry And Reflection About Students’ Conceptual Understanding." Contemporary Issues in Education Research (CIER) 10, no. 2 (April 5, 2017): 169–78. http://dx.doi.org/10.19030/cier.v10i2.9933.

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This qualitative case study examined how middle school science teachers conducted collaborative inquiry and reflection about students’ conceptual understanding, and how individual teachers in the middle school science group acted and made reflections in response to their collaborative inquiry. It also examined external influences that affected the teachers’ ability to engage in collaborative inquiry. Observational, written, and interview data were collected from observations of teachers’ face-to-face meetings and reflections, individual interviews, a focus group interview, and online reflections. The results of this study revealed that collaborative inquiry is a form of professional development that includes answering curricular questions through observation, communication, action, and reflection. This approach was developed and implemented by middle school science teachers. The premise of an inquiry is based on a need with students. Middle school science teachers came to consensus about actions to affect students’ conceptual understanding, took action as stated, and shared their reflections of the actions taken with consideration to current and upcoming school activities. Activities involved teachers brainstorming and sharing with one another, talking about how the variables were merged into their curriculum, and how they impacted students’ conceptual understanding. Teachers valued talking with one another about science content and pedagogy, but did find the inquiry portion of the approach to require more development. The greatest challenge to conducting collaborative inquiry and reflection was embedding teacher inquiry within a prescribed inquiry that was already being conducted by the Sundown School District. Collaborative inquiry should be structured so that it meets the needs of teachers in order to attend to the needs of students. A conducive atmosphere for collaborative inquiry and reflection is one in which administrators make the process mandatory and facilitate the process by removing an existing inquiry.
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Mann, Jim, and Lillian Hung. "Co-research with people living with dementia for change." Action Research 17, no. 4 (July 20, 2018): 573–90. http://dx.doi.org/10.1177/1476750318787005.

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Research about patients with dementia in the context of acute care has been traditionally designed and carried out by researchers with little or no involvement of people with dementia. Moving away from the traditional way of conducting research on people with dementia, this study involved people with dementia as experts of lived experiences to co-develop knowledge for change. The paper presents our shared experiences (a person with dementia and a researcher) gained from an action research, titled Co-creating Person-Centred Care in Acute Care. We highlight our successes and possibilities for making real impacts on hospital care for patients with dementia by using an appreciative inquiry approach. The project was informed by the core principles of appreciative inquiry. The research involved seven patients with dementia together with a team of 50 interdisciplinary staff to inquire and take actions for improving dementia care in a medical unit. This article draws attention to a range of ethical responsibilities and challenges, which go beyond the traditional principles in University Research Ethics. The strengths and challenges of conducting action research with people living with dementia are discussed. We conclude by offering our learnings and practical tips to encourage more collaboration between researchers and people with dementia in undertaking action research to make social change.
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Kuntz, Aaron M., and Kelly W. Guyotte. "Inquiry on the Sly: Playful Intervention as Philosophical Action." Qualitative Inquiry 24, no. 9 (October 12, 2017): 664–71. http://dx.doi.org/10.1177/1077800417734566.

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As an ongoing practice, work can never be fully accounted for or described. Furthermore, the notion of play is often situated in opposition to work in Western cultures—as though work and play cannot occur simultaneously or even within the same location. In this article, we engage in a bit of a quandary—how to make our playful actions visible while resisting the foreclosure that visibility often entails. As an attempt at exploring this question (among others), we invoke de Certeau’s conception of la perruque (“the wig”) as a playful mechanism for “working inquiry.” We overlay Certeau’s work with a Deleuzian-inspired orientation toward the excessive capacity of becoming to articulate our central argument: Through playful excess, the work of inquiry intervenes in normative processes of knowing and being. Such a disruption makes possible an indeterminate space in which inquiry and social justice work (as inquiry) might be differently enacted. This is the sly and playful action necessary for reconceiving a methodology-of-the-past into methodologies-of-the-immanent-now.
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31

Reason, Peter. "Action research and the single case." Concepts and Transformation 8, no. 3 (December 31, 2003): 281–94. http://dx.doi.org/10.1075/cat.8.3.09rea.

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While welcoming Gustavsen’s exploration of issues of scale and wider influence in action research, which argues that we need to extend the relatively small scale of individual action research ‘cases’ and see action research as creating social movements and social capital, this article takes issue with the implication that this implies that less attention must be paid to the personal and interpersonal dimensions of action research. Issues of scale must be approached not only through distributive action research as Gustavsen advocates, but also by expanding the emancipatory inquiry space of face-to-face inquiry practices. The integration of the personal with the political is seen as absolutely central to this type of work; a range of examples is offered. The possibility that action research can never be part of mainstream science but rather runs fundamentally counter to mainstream Western culture is explored. It is argued that action research must be seen not as a form of social science producing knowledge or cases, but as a form of day to day inquiry integrated in the lives of individuals, small groups, organizations and society as a whole.
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MacKenzie, Ann Haley. "A Return to the Community: Inquiry in Action." American Biology Teacher 68, no. 9 (November 1, 2006): 518–19. http://dx.doi.org/10.2307/4452057.

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33

McDougall, Christine. "Inquiry and Participatory Action Research in Primary School." Caribbean Journal of Education 42, no. 1&2 (March 3, 2021): 157–205. http://dx.doi.org/10.46425/c642123197.

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In Jamaica, learner-centered instruction is commended for teaching a curriculum focused on environmental education and sustainable development. This study investigated the potential of participatory action research (PAR) as an inquiry-based instructional method in a sixth-grade Jamaican classroom. Mixed methods compared the academic performance of students between teacher-led and PAR-driven groups, and analyzed key attributes of sustainable development. Though practicing PAR had no significant effect on students’ academic performance, perceived collaboration skills, and interest in science, participants displayed leadership skills, such as self-confidence, commitment, and teambuilding. Moreover, the inquiry group conducted cross-curricular research towards place-based environmental improvement. These assets correspond to the Jamaican educational objective of integrating multiple disciplines and stakeholders in the equation for a sustainable future and warrant a further evaluation of PAR in Jamaican schools.
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Caine, Vera. "Visualizing community: understanding narrative inquiry as action research." Educational Action Research 18, no. 4 (December 2010): 481–96. http://dx.doi.org/10.1080/09650792.2010.524820.

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Nicolaides, Aliki, and David C. McCallum. "Inquiry in Action for Leadership in Turbulent Times." Journal of Transformative Education 11, no. 4 (October 2013): 246–60. http://dx.doi.org/10.1177/1541344614540333.

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36

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

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Nolan, Patrick. "From first-person inquiry to radical social action." Action Research 3, no. 3 (September 2005): 297–312. http://dx.doi.org/10.1177/1476750305056004.

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Cochran-Smith, Marilyn, and Boston College Evidence Team. "“Re-Culturing” Teacher Education: Inquiry, Evidence, and Action." Journal of Teacher Education 60, no. 5 (November 2009): 458–68. http://dx.doi.org/10.1177/0022487109347206.

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39

Ellis, John H. M., and Julia A. Kiely. "Action Inquiry Strategies: Taking stock and moving forward." Journal of Applied Management Studies 9, no. 1 (June 2000): 83–94. http://dx.doi.org/10.1080/713674360.

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40

Reason, Peter. "Integrating Action and Reflection Through Co-Operative Inquiry." Management Learning 30, no. 2 (June 1999): 207–25. http://dx.doi.org/10.1177/1350507699302007.

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Reason, Peter. "Extended Reviews: Action, Democracy and Mindfulness in Inquiry." Management Learning 30, no. 4 (December 1999): 487–93. http://dx.doi.org/10.1177/1350507699304006.

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Gabriel, Yiannis. "Extended Reviews: Action, Democracy and Mindfulness in Inquiry." Management Learning 30, no. 4 (December 1999): 493–97. http://dx.doi.org/10.1177/1350507699304007.

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Alexander, Ian. "Handbook of Action Research Participative Inquiry and Practice." European Journal of Information Systems 10, no. 3 (December 2001): 176–77. http://dx.doi.org/10.1057/palgrave.ejis.3000387.

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Fridberg, Marie, and Andreas Redfors. "Preschool Teachers’ Role in Establishing Joint Action During Children’s Free Inquiry in STEM." Journal of Research in STEM Education 5, no. 2 (December 31, 2019): 151–69. http://dx.doi.org/10.51355/jstem.2019.48.

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With science and digitalization emphasized further in the new Swedish preschool curriculum, there is a need to clarify teachers’ role in educating children in and about these areas. In the present study, the Joint Action Theory of Didactics has been used to analyze the didactic game taking place between teachers and children in two preschools during inquiry-based STEM activities, with and without the use of robots during programming. The results highlight different coaching strategies used by the teachers and how these strategies promote the joint actions during children’s STEM inquiry integrating programming and science. Interestingly, the joint action-strategies used by the teachers are similar and independent of whether the programming involves digital tools or not. Such strategies involve establishing a common ground of knowledge in the group and hands-on teaching. Both teachers start with teacher-scaffolded activities that develop into free inquiry and exploration through the children’s own ideas, coached by the teachers on both individual and collaborative levels. The findings add to the discussion about how teachers can coach preschool children’s learning and inquiry of programming and STEM – implications for preschool practice are discussed.
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Spires, Hiller, Marie Himes, Crystal Chen Lee, and Andrea Gambino. "“We Are the Future”: Critical Inquiry and Social Action in the Classroom." Journal of Literacy Research 53, no. 2 (May 10, 2021): 219–41. http://dx.doi.org/10.1177/1086296x211009283.

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This study explored how engaging in critical inquiry through Project-Based Inquiry (PBI) Global fostered social action with high school students. Drawing on theoretical perspectives from critical inquiry and social action and employing a collective case study approach, we focused on six diverse students from two of the 18 teams who participated in a PBI Global examining global water and sanitation over a two-month period. Data sources included semi-structured student interviews, students’ posts and uploads in a shared writing space, and students’ multimodal products of learning. Three themes emerged from the analysis across the data sources: synergistic collaboration, critical analysis and creation of multimodal texts, and understanding global and local interdependence to take social action. The discussion illuminates how students’ engagement in critical inquiry and social action ignite the emergence of Freire’s notion of critical consciousness.
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Call-Cummings, Meagan, and Melissa Hauber-Özer. "Participatory Action Research as/in Adult Education." International Journal of Adult Education and Technology 11, no. 4 (October 2020): 21–33. http://dx.doi.org/10.4018/ijaet.2020100103.

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Participatory action research (PAR) is an embodied form of inquiry that engages those most affected by an issue or problem in creating knowledge and developing solutions. PAR epistemology intersects with the critical approach to adult education, particularly the belief that programs, methods, and content must be relevant to learner needs and challenges and ought to lead to greater social justice. The purpose of this paper is to offer a review of three critical, participatory inquiry methods that are anchored in three concepts foundational to PAR and to present readers with a useful description of how to implement these methods in diverse contexts.
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Val Madin, Caroline, and Suyansah Swanto. "AN INQUIRY APPROACH TO FACILITATE REFLECTION IN ACTION RESEARCH FOR ESL PRE-SERVICE TEACHERS." TEFLIN Journal - A publication on the teaching and learning of English 30, no. 1 (July 30, 2019): 1. http://dx.doi.org/10.15639/teflinjournal.v30i1/1-21.

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Reflection is a significant skill in action research, but many practitioners still display unsatisfactory reflective thinking levels, especially among teachers. Pre-service teachers, in particular, have voiced issues concerning their reflections in action research. Although reflections are personal and have infinite forms, research has demonstrated that using an inquiry approach can build reflection skills. This study aimed to identify pre-service teachers’ and their respective lecturer-supervisors’ views on the use of an inquiry approach to facilitate the reflection aspect in action research. A question-structured checklist was provided to the research participants to guide their reflection in action research. Data were collected from twenty (n=20) English as a Second Language (ESL) pre-service teachers and five (n=5) lecturer-supervisors in an Institute of Teacher Education Malaysia campus through follow-up interviews and focused group discussions. Findings revealed the benefits of the inquiry approach used in guiding the pre-service teachers’ reflections in their action research and writing the final reports. Feedback from the lecturer-supervisors suggested that the use of the inquiry approach had guided the pre-service teachers’ reflections to be more organized and relevant to the focus in each section in the report. Future recommendations on the application of an inquiry approach are suggested.
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Gildersleeve, Ryan Evely. "Laziness in Postqualitative Inquiry." Qualitative Inquiry 24, no. 9 (January 9, 2018): 694–703. http://dx.doi.org/10.1177/1077800417744579.

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Laziness is commonly perceived as lethargy and carries a negative connotation. In this article, I argue to understand laziness as a political stance and suggest that lazy practices can become useful for postqualitative inquiry that seeks to disrupt normative explanations of the world. As political action, laziness, then provides postqualitative inquiry with an additional tool for contributing to social justice via social research. Laziness combats the neoliberal condition in which academic research is situated and might serve as a virtue of postqualitative inquiry.
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Mullen, Carol A. "Democracies in Action: A Changing Learning Community Landscape." LEARNing Landscapes 4, no. 2 (April 2, 2011): 215–31. http://dx.doi.org/10.36510/learnland.v4i2.397.

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Learning alongside others to effect transformation of community and self is a process of inquiry that guides theory and practice. My purpose as an author is to portray a balanced, realistic portrait of the promises and pitfalls of engaging in professional learning communities (PLCs). Herein I present the results of a democratic project that united 42 scholars and practitioners who made discoveries as collaborators within evolving communities of practice geared toward desirable change. I also draw upon the relevant literature to describe this trend and identify possibilities for renewal, reflection, and inquiry that arise out of PLCs.
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Murphy, James. "Apologies made at the Leveson Inquiry." (Co-)Constructing Interpersonally Sensitive Activities Across Institutional Settings 7, no. 4 (December 5, 2016): 595–617. http://dx.doi.org/10.1075/ps.7.4.04mur.

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This paper discusses apologies made by politicians at a recent UK public inquiry, the Leveson Inquiry into the Culture, Practices and Ethics of the Press. I use the freely available data from the Inquiry to explore how politicians apologise in this interactional setting, contrasting it with more usual monologic political apologies. Firstly, I identify the sorts of actions which may be seen as apologisable. I then take a conversation analytic (CA) approach to explore how the apologies can come as a result of an overt complaint and how the apologies are reacted to by counsel and the Inquiry chair. I show that, unlike in everyday conversation, apologies are not the first pair parts of adjacency pairs (cf. Robinson 2004), but rather form action chains (Pomerantz 1978) where the absence of a response is unmarked. I conclude with some observations on how apology tokens may be losing their apologetic meaning.
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