Dissertations / Theses: 'Action research methodology'

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Wood-Harper, A. T. C. "Comparison of information systems definition methodologies : an action research, multiview perspective." Thesis, University of East Anglia, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235602.

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Bin, Awang ismail Zamhar Iswandono. "Action case for information systems research development in Malaysia." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/action-case-for-information-systems-research-development-in-malaysia(3e550cb0-b4ff-46d9-b8d7-75f149417374).html.

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This PhD attempts to study and learn about issues that influence Information Systems research development in Malaysia. An Action Case was conducted to learn about how to improve research in the author's institution in Malaysia. The action case included participatory activities to promote qualitative research in the author's institution and collecting information from qualitative interviews and discussions. This thesis is presented as a story from a first-person perspective and narrative of the researcher. The first person perspective was chosen because the author wanted to present his work from the his own perspective and for the reader to follow the research experience itself. The narrative also fits into many of the discussions in the thesis for action-based methods placing the researcher as the research tool and that the researcher is the 'hero' of the research story. This also ties into one of the main aspects of the thesis which is actuality. To improve IS research in Malaysia, those who conduct and administer research need to understand each other's actuality. The thesis suggests due to Malaysia's academic culture there are misunderstandings that cause IS research to be left behind in terms of research support. Despite the contextual difference of views among researchers and administrators, there are patterns of similarities that can be taken from government policies and university policies. The thesis proposes that by increasing understanding using these patterns and actuality, Malaysian IS research can be improved and developed further. The thesis proposes more Action Research in the future to improve this understanding. This thesis contributes by proposing theoretical aspects that discuss the issues related to IS research improvement. This thesis proposes the action case method as an approach for Malaysian-based IS research. And this thesis along with the author attempts to make a positive difference in improving IS research in the author's institution specifically, and Malaysia in general.

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Sotshangane, Nkosinathi Owen. "Working Towards Improved Facilitation of Research Capacity Development at Walter Sisulu University (WSU) Using Action Research (AR) Methodology." Thesis, Walter Sisulu University, 2015. http://hdl.handle.net/11260/901.

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This study was originally undertaken to change and improve the way I do my practice at Walter Sisulu University as a Research Associate whose responsibility is to facilitate research capacity development and research excellence within the University, amongst academics and postgraduate students. The success of the Research Resource Centre that I manage depends on the way I promote research culture and research productivity amongst academics and postgraduate students. According to Leedy and Ormrod (2013, p. 2), research is a systematic process that is used to collect, analyse, and interpret data in order to increase my understanding of the phenomenon about interest and concern about a given/identified phenomenon. In this case my own practice changed and improved for the better. The main objective of this study, therefore, was to examine the reasons behind the decline in research productivity in terms of research output and how this could be reversed through action research study intervention in order to enhance research productivity at Walter Sisulu University (WSU). The Department of Higher Education and Training’s (DHET) allocation of research output units for WSU indicated that there was a decline in research output from 2005 to 2010. The extent to which my practice improvement could contribute towards changing or improving research productivity was a question which this study addressed through a quantitative, qualitative and self-reflective action research cyclic inquiry. I organized sample strategies of this study as follows: For quantitative data, I used 120 lecturers as my respondents through questionnaires (females = 47 and males = 73) who were randomly selected; For qualitative data, I used 24 lecturers as respondents who were randomly selected with whom I conducted interviews; and For self-reflective action research cyclic inquiry I used 7 Transformative Education/al Studies (TES) project group members as my focus group. My research findings concluded that the heavy teaching workload at WSU was problematic and lecturers/academics could not devote time to do research. My recommendation is that research should be made compulsory so that academics become aware that at least one or two published articles are required from them, for the benefit of annual university research productivity. Some research participants also recommended that the Research Resource Centre must include programs that focus directly on active participation in research in order to increase the capacity of individual researchers so as to build a critical mass of competent researchers, perhaps by even including incentives as a reward for doing research. According to Koshy (2010), action research is a specific method of conducting research by professionals and practitioners with the ultimate aim of improving practice. My new knowledge, therefore, in respect of how a concerned Research Associate, from a Historically Disadvantaged Institution (HDI), provided the impetus to create a collaborative practice in a higher education institution which was forced to merge with two former technikons (which lacked understanding of what a university means by research productivity and research output). I consequently developed the Nkosinathi Sotshangane’s cyclic practice improvement model through self-reflective action research, from which I believed other research practitioners could learn by doing something similar in their own context.

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West, Simon. "Meaning and Action in Sustainability Science : Interpretive approaches for social-ecological systems research." Doctoral thesis, Stockholms universitet, Stockholm Resilience Centre, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-135463.

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Social-ecological systems research is interventionist by nature. As a subset of sustainability science, social-ecological systems research aims to generate knowledge and introduce concepts that will bring about transformation. Yet scientific concepts diverge in innumerable ways when they are put to work in the world. Why are concepts used in quite different ways to the intended purpose? Why do some appear to fail and others succeed? What do the answers to these questions tell us about the nature of science-society engagement, and what implications do they have for social-ecological systems research and sustainability science? This thesis addresses these questions from an interpretive perspective, focusing on the meanings that shape human actions. In particular, the thesis examines how meaning, interpretation and experience shape the enactment of four action-oriented sustainability concepts: adaptive management, biosphere reserves, biodiversity corridors and planetary boundaries/reconnecting to the biosphere. In so doing, the thesis provides in-depth empirical applications of three interpretive traditions – hermeneutic, discursive and dialogical – that together articulate a broadly interpretive approach to studying social-ecological complexity. In the hermeneutic tradition, Paper I presents a ‘rich narrative’ case study of a single practitioner tasked with enacting adaptive management in an Australian land management agency, and Paper II provides a qualitative multi-case study of learning among 177 participants in 11 UNESCO biosphere reserves. In the discursive tradition, Paper III uses Q-method to explore interpretations of ‘successful’ biodiversity corridors among 20 practitioners, scientists and community representatives in the Cape Floristic Region, South Africa. In the dialogical tradition, Paper IV reworks conventional understandings of knowledge-action relationships by using three concepts from contemporary practice theory – ‘actionable understanding,’ ‘ongoing business’ and the ‘eternally unfolding present’ – to explore the enactment of adaptive management in an Australian national park. Paper V explores ideas of human-environment connection in the concepts planetary boundaries and reconnecting to the biosphere, and develops an ‘embodied connection’ where human-environment relations emerge through interactivity between mind, body and environment over time. Overall, the thesis extends the frontiers of social-ecological systems research by highlighting the meanings that shape social-ecological complexity; by contributing theories and methods that treat social-ecological change as a relational and holistic process; and by providing entry points to address knowledge, politics and power. The thesis contributes to sustainability science more broadly by introducing novel understandings of knowledge-action relationships; by providing advice on how to make sustainability interventions more useful and effective; by introducing tools that can improve co-production and outcome assessment in the global research platform Future Earth; and by helping to generate robust forms of justification for transdisciplinary knowledge production. The interventionist, actionable nature of social-ecological systems research means that interpretive approaches are an essential complement to existing structural, institutional and behavioural perspectives. Interpretive research can help build a scientifically robust, normatively committed and critically reflexive sustainability science.

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Manuscript. Paper 4: Manuscript.

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Sade, Sarah. "The impact of collaborative action research as a methodology for building, knowledge for teaching : a case study." Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250220.

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Callo, Virgie, of Western Sydney Hawkesbury University, of Science Technology and Agriculture Faculty, and School of Agriculture and Rural Development. "Towards community development : exploring possibilities with the rural poor in the Philippines through participatory systemic action research." THESIS_FSTA_ARD_Callo_V.xml, 1997. http://handle.uws.edu.au:8081/1959.7/420.

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This thesis is about exploring possibilities for improving the situation of a rural community in the Philippines. The philosophy. theories and assumptions underlying are discussed. This research which fulfilled its primary intent of fostering change through action also served as a verification of the value and usefulness of a Participatory Systemic Action Research. The role of participation in an emancipatory process is highlighted. The research process, following the methodological framework of Soft Systems Methodology, is described. Based upon the experience of a participative research, a critique of the Soft Systems Methodology is forwarded. The emergent outcomes of the research are also discussed
University of Western Sydney

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Mbongwe, Bathsheba Basathu. "Power-sharing partnerships : teachers’ experiences of participatory methodology." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24127.

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I investigated the experiences of teachers as co-researchers in a long-term partnership with university researchers in an asset-based intervention project known as STAR1. The goal of STAR is to investigate how teachers can promote resilience in scare-resource and high need schools. To inform participatory research methodology, I explored and described how coresearchers (teachers) experience power relations. I conducted the participatory reflection and action (PRA) study by using feminist standpoint theory as guiding epistemological paradigm, Gaventa’s power cube as theoretical framework and participatory research as methodological paradigm. I conveniently chose two cohorts (schools) in the STAR project to partner as the unit of analysis. I thus applied convenience sampling to select information-rich cohorts. The schoolcohorts included a primary school in the Eastern Cape Province and a secondary school in a remote area in the Mpumalanga Province. I then purposefully selected participating coresearchers (n=15: 14 females, 1 male) from the participating schools. Over a two year period, I employed multiple PRA data generation techniques (observation, four focus groups and two semi-structured interviews) and documentation procedures (field notes, research journal, visual data and verbatim transcriptions). I used thematic analysis and categorical aggregation for data analysis, with three themes emerging. In terms of the nature of power in participatory partnerships, co-researchers expressed factors which influenced power and partnership in a participatory project. For co-researchers, these factors enabled them to experience a sense of power-sharing. Regarding the role of agency in relation to power and partnerships, co-researchers indicated that agency resulted from power-sharing and partnerships they had established. The agency meant that they took action through leadership to empower others in school-communities. Co-researchers’ meaning-making of power and partnerships culminated in their construction of power in a participatory project as both a way in which their working environment enabled them to do what they wanted to do, and also as a personal space where they felt capable and had initiative to coordinate project activities. Findings of this study correlate with existing literature where (i) power is seen as the ability of actors to express and act on desires, (ii) power can be redistributed as action for inclusive benefits, (iii) partnerships imply balancing time, and (iv) partnerships evolve over time, are dynamic and involve issues of trust and confidence. In contrast to existing knowledge on power in participatory research, I found that teachers did not view power as dominance or as exclusively owned. I developed a framework of power sharing partnerships to extend Gaventa’s power cube theory. This framework, and its five interrelated elements (leadership as power, identifying vision and mission, synergy, interdependent role of partners, and determination), provide insight into the way co-researchers shared their experiences of participatory research methodology. I posit an evidence-based conceptualisation of power as leadership where community partners play influential roles as co-researchers. I theorise power sharing partnerships as a complimentary platform hosting partners’ shared strengths, skills and experience, creating synergy in collaborative projects. I argue that synergy in power sharing partnerships relies on recognition, appreciation and mutual respect inherent in interdependent roles of partners. Furthermore, the power sharing partnership framework explains how power and partnership depends on determination amongst partners which manifests as agency to drive social change.
Thesis (PhD)--University of Pretoria, 2012.
Educational Psychology
unrestricted

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O'Donnell, Kathryn Mary. "Adult returners : action research methodology as an intervention tool to improve the learning experience of adult returners to formal education." Thesis, Brunel University, 2000. http://bura.brunel.ac.uk/handle/2438/5334.

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The present Labour Government is committed to "the era of learning through life". However, as the Kennedy Report (1997) into Widening Participation in Further Education argues, education is still an exclusion zone for an important minority of the population including women. If present policy, as set out in The Learning Age (DfEE, 1998a) is to work, further education colleges have an important role to play, becoming the vehicle for moving people "from unemployment through training to employment" (Smith, 1997:4). The present study initially sought to establish the nature of this role by exploring the impact of the current political climate on lifelong learning and the way in which local education authorities have interpreted the policy directives in this area. A detailed Institution Focused Study of one Local Education Authority and one Further Education College revealed a possible mismatch between provision and the needs of the population targeted under the lifelong learning initiative. It concluded that the initiative is likely to present a considerable challenge for institutions which, because of market forces, are increasingly viewing their client population in terms of funding units and academic output (Jarvis, 1998:220). The study subsequently adapted an action research approach to explore possible ways of meeting the lifelong learning challenge in the case of one group of female adults making a return to further education. A variety of data collection methods, including questionnaires, focus group techniques and reflective journals were employed throughout the two action cycles to record, in detail, the effects of the actions taken on students, lecturers, policy and practice. These provide the basis for an account of the characteristics of provision that could justifiably be described as a lifelong learning opportunity for adult females returning to education. The study concludes that an action research approach has the capacity for positively affecting lecturers' experience of teaching and the students' experience of learning within a further education environment.

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Goldenstein, Marlene Seica. "Produção de conhecimento e atividade formativa : uma proposta para educadores." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251721.

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Orientador: Newton Antonio Paciulli Bryan
Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Este trabalho trata do desenvolvimento de um projeto formativo que envolve os educadores participantes na produção do conhecimento social que interessa a sua atuação na realidade cotidiana. O projeto formativo tem origem numa vertente da pesquisa-ação participativa da década de 1970 e se fundamenta na concepção marxista de conhecimento e de desenvolvimento cognitivo. Analisamos três experiências que articulam produção de conhecimento e aprendizagem com a participação ativa de professores de escolas em zona rural; de coordenadores pedagógicos e de gestores da rede pública paulista. O trabalho pretende contribuir para novas práticas formativas de ensinantes e aprendentes dentro e fora da escola.
Abstract: This works deals with the development of a formative proposal involving educators on the production of a social knowledge relevant to their everyday activities. The formative proposal has its origins in the participatory actionresearch conducted during the nineteen seventies and is rooted in Vygostky's Marxist concept of knowledge and cognitive development. Instances of three different experiences are presented in which knowledge production is articulated through learning experiences: rural area school teachers, pedagogical coordinators from urban schools, and administrators from S. Paulo's public school system. The aim with this work is to contribute to the formation of new practices suitable for both instructors (lecturers) and learners inside and outside the classroom.
Doutorado
Politicas, Administração e Sistemas Educacionais
Doutor em Educação

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Rönkkö, Kari. "Making Methods Work in Software Engineering : Method Deployment - as a Social Achievement." Doctoral thesis, Ronneby : Blekinge Institute of Technology, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00264.

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The software engineering community is concerned with improvements in existing methods and development of new and better methods. The research approaches applied to take on this challenge have hitherto focused heavily on the formal and specifying aspect of the method. This has been done for good reasons, because formalizations are the means in software projects to predict, plan, and regulate the development efforts. As formalizations have been successfully developed new challenges have been recognized. The human and social role in software development has been identified as the next area that needs to be addressed. Organizational problems need to be solved if continued progress is to be made in the field. The social element is today a little explored area in software engineering. Following with the increased interest in the social element it has been identified a need of new research approaches suitable for the study of human behaviour. The one sided focus on formalizations has had the consequence that concepts and explanation models available in the community are one sided related in method discourses. Definition of method is little explored in the software engineering community. In relation to identified definitions of method the social appears to blurring. Today the software engineering community lacks powerful concepts and explanation models explaining the social element. This thesis approaches the understanding of the social element in software engineering by applying ethnomethodologically informed ethnography and ethnography. It is demonstrated how the ethnographic inquiry contributes to software engineering. Ethnography is also combined with an industrial cooperative method development approach. The results presented demonstrate how industrial external and internal socio political contingencies both hindered a method implementation, as well as solved what the method was targeted to do. It is also presented how project members’ method deployment - as a social achievement is played out in practice. In relation to this latter contribution it is provided a conceptual apparatus and explanation model borrowed from social science, The Documentary method of interpretation. This model addresses core features in the social element from a natural language point of view that is of importance in method engineering. This model provides a coherent complement to an existing method definition emphasizing formalizations. This explanation model has also constituted the underpinning in research methodology that made possible the concrete study results.

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Gibertoni, Daniela. "A contribuição da pesquisa-ação na construção do conhecimento científico na Engenharia de Produção brasileira." Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/3410.

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The main subject of this thesis is the action research and has as general objective describe the construction of knowledge in the action research field from the uses that Brazilian production engineers make of it, aiming to recognize its contributions, potential and limits. To achieve this goal, it was needed a literature review on national and international literature to later contrast with the national academic researches that use action research and show its uses to overcome the main obstacles faced. It´s shown the main features and currents of the action research, which emerged over the years, due to historical and cultural factors, and also to the practical needs arising from the research. Thus, there are characteristics that unify the action research, as well as differences. Identified these similarities and differences, a documentary research was carried out in academic papers published in National Meeting of Production Engineering (ENEGEP) from 1996 to 2010. 191 articles were analyzed, searching for the answer to the question: which use is made of the action research in Production Engineering in Brazil that allows to identifying the types of knowledge generated by it? The content analysis was the strategy used for the treatment of data, using NVivo software of the company QSR International. Through this software it was possible to do an analysis with a qualitative approach. With the analysis were identified some researchers who make use of action research very often in their researches. With these data, semi-structured interviews were made with seven researchers. It was noticed that in some sub-areas of Production Engineering there is a higher use, such as in the sub-area of information systems, product development and knowledge management. Even in other sub-areas we notice that the use of action research takes place mainly because it is a real study, combining theory and practice. This means, that the greatest knowledge that the researcher seeks to obtain when using the action research is the practical application in a given sector, promoting during the intervention the changing process and consequently the learning.
O tema principal desta tese é a pesquisa-ação e tem como objetivo geral descrever a construção do conhecimento no campo da pesquisa-ação a partir dos usos que os engenheiros de produção brasileiros fazem dela, visando reconhecer seus aportes, as suas potencialidades, e seus limites. Para conseguir atingir tal objetivo, fez-se um levantamento bibliográfico na literatura nacional e internacional para posteriormente contrastar com as pesquisas acadêmicas nacionais que usam pesquisa-ação e apresentar seus usos para a superação dos principais obstáculos encontrados. Para tanto, é apresentada as principais características e correntes da pesquisa-ação, que surgiram ao longo dos anos, em decorrência de fatores históricos, culturais e também em decorrência das necessidades práticas oriundas da pesquisa. Assim, existem características que unificam a pesquisa-ação, bem como diferenças. Identificadas estas semelhanças e diferenças, foi realizada uma pesquisa documental nos trabalhos acadêmicos publicados no ENEGEP Encontro Nacional de Engenharia de Produção no período que compreende 1996 a 2010. Foram analisados 191 artigos, buscando a resposta à questão: qual o uso que se faz da pesquisa-ação em Engenharia de Produção no Brasil que permite identificar os tipos de conhecimentos gerados por ela? A análise de conteúdo foi a estratégia utilizada para o tratamento dos dados, bem como foi utilizado o software NVivo, da empresa QSR International. Por intermédio deste software foi possível realizar uma análise com abordagem qualitativa. A partir da análise foram identificados alguns pesquisadores que fazem uso da pesquisa-ação com certa frequência em suas pesquisas. Com esses dados, foram realizadas entrevistas semiestruturadas com sete pesquisadores. O que se pode constatar é que algumas subáreas da Engenharia de Produção possui um uso maior, tais como a subárea de sistemas de informação, desenvolvimento de produto e gestão de conhecimento. Mesmo em outras subáreas o que se pode constatar é que o uso da pesquisa-ação se dá, principalmente, pelo fato de ser um estudo real, conjugando a teoria e a prática. Isto implica dizer, que o maior conhecimento que o pesquisador busca obter quando do uso da pesquisa-ação é a aplicação prática em um determinado setor, promovendo durante a intervenção o processo de mudança e consequentemente de aprendizagem.

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Nel, Johan Floris. "Information technology investment evaluation and measurement (ITIEM) methodology: A case study and action research of the dimensions and measures of IT - business -value in financial institutions." Queensland University of Technology, 2004. http://eprints.qut.edu.au/15983/.

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This study was motivated by the researcher's, as well as his superior's, concern that a fundamental area of business, information technology investment and evaluation, continues to be problematic for many organisations. The lack of an integrated and methodical approach to the problem, as well as the fragmented research done to date on the effective measurement of IT-business-value, amplified the need for this study. The main objective of this study was to propose a new, more comprehensive model of the dimensions constituting IT-business-value, as well as related measures. The resultant ITIEM model dimensions were designed into a practical and holistic ITIEM methodology, intended to aid practice with: * Demonstrating how IT investments can enable measurable IT business-value * Determining which IT investments will yield the most IT-business-value for the organisation; and * Ensuring that IT investments and business initiatives support each The study has also endeavoured to contribute to the growth of knowledge by raising new problems, mapping out a program for future research on ITIEM, and putting 1 "Dimensions" refers to "groupings" of IT-business-value measures. forward a benefits framework that is verifiable by empirical observation, with the use of both case studies as well as action research. The study design includes: 1) A literature survey to identify the dimensions of IT-business-value, to identify the measures of IT-business-value, and to identify a candidate starting ITIEM methodology that is most comprehensive, addressing the most relevant measures of IT-business-value. This information is used to produce a draft case study protocol. 2) A single, exploratory pilot case study of a South African bank and a resultant revised case study protocol. 3) A cross-case analysis of a multiple case study of five South African banks (including the pilot) yielding a draft ITIEM model. 4) A cross-case analysis of three Australian banks, further enhancing the draft ITIEM model; and a cross-country comparison of the South African and Australian banks. The multiple case studies within South Africa and within Australia represent literal replications, while the cross-country comparison represents theoretical replication. 5) The existing ITIEM methodology selected in (1) is revised to reflect the draft ITIEM model and a new hybrid ITIEM methodology is proposed. 6) This hybrid ITIEM methodology is implemented and revised with action research resulting in the final ITIEM methodology and final ITIEM model.

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Slavica, Ševkušić. "Dometi i ograniĉenja kvalitativnih istraţivanja u pedagogiji." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2008. http://dx.doi.org/10.2298/NS20081224SEVKUSIC.

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Cilj rada je da se ukaţe na prednosti i ograniĉenja kvalitativnih istraţivaĉkih pristupa u saznavanju i unapreĊivanju pedagoške stvarnosti, kao i da se ukaţe na mogućnosti i probleme kombinovanja kvalitativnih i kvantitativnih metoda u prouĉavanju odreĊenih pedagoških problema. U prvom delu rada, razmatraju se teorijske pretpostavke koje leţe u osnovi kvalitativnih istraţivaĉkih pristupa, predstavljajući ih kao kritiĉke i kao komplementarne kvantitativnim pristupima. Diskutujemo o posebnim pitanjima koja smatramo vaţnim za polje kvalitativnog pedagoškog diskursa: o kriterijumima nauĉnosti, strategijama formiranja uzorka i relevantnosti ovih istraţivanja za praksu i planiranje obrazovne politike. Detaljnije su razmotrena tri kvalitativna istraţivaĉka pristupa: studija sluĉaja, etnografski pristup i akciono istraţivanje, odnosno dometi i ograniĉenja primene ovih pristupa u prouĉavanju pedagoških fenomena. Na kraju prvog dela rada, raspravljamo o mogućnostima i ograniĉenjima istraţivaĉkih nacrta u kojima se kombinuju kvalitativne i kvantitativne metode. U drugom delu rada, na primeru našeg akcionog istraţivanja u osnovnoj školi ilustrujemo doprinos ovog pristipa saznavanju i menjanju pedagoške stvarnosti. Reĉ je o razvijanju i evaluaciji alternativnog programa razredne nastave, ĉija je jedna od osnovnih karakteristika primena grupno-istraţivaĉkog modela uĉenja. U istraţivaĉkom nacrtu kombinovani su kvalitativni i kvantitativni postupci i tehnike za prikupljanje podataka. Detaljnije je prikazan deo rezultata istraţivanja koji se odnosi na primenu grupno-istraţivaĉkog rada uĉenika u nastavi na tematski organizovanim nastavnim sadrţajima Poznavanja društva u ĉetvrtom razredu, kao ilustracija mogućnosti akcionog istraţivanja da doprinese lakšem uvoĊenju inovacija u pedagošku praksu. U tom smislu, kao poseban doprinos istraţivanja, dajemo predlog za izmene u programskim sadrţajima ovog predmeta i pristupima za njihovo izuĉavanje.
The goal of this paper is to point out to the advantages and limitations of qualitative research approaches in learning about and advancing the pedagogical reality, as well as to point out to the possibilities and problems of combining qualitative and quantitative methods in studying certain pedagogical problems. In the first part of the paper, we discuss theoretical assumptions underlying qualitative research approaches, presenting them as critical and complementary to quantitative approaches. We discuss special issues that we consider important for the field of qualitative pedagogical discourse: the criteria of scientific nature, the strategies for sample formation and relevance of these types of research for practice and planning of educational policy. Three qualitative research approaches have been considered in more detail: case study, ethnographic approach and action research, that is, the scope and limitations of application of these approaches in studying pedagogical phenomena. In the end of the first part of the paper, we discuss the possibilities and limitations of research designs that combine qualitative and quantitative methods. In the second part of the paper, on the example of our action research in primary school, we illustrate the contribution of this approach to learning about and changing the pedagogical reality. We are dealing with the development and evaluation of an alternative program of primary school, which has as one of its basic characteristics the application of group-investigation model of learning. This research design combines qualitative and quantitative procedures and data collection techniques. There is a more detailed presentation of that portion of research results that refers to the application of group-investigation work of pupils in class on topically organised teaching contents of Social Science in the fourth grade, as an illustration of the possibilities of action research to contribute to the easier introduction of innovations in educational practice. In that sense, as a special contribution of this research, we provide a suggestion for changes in program contents of this subject and approaches to their studying.

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Wright, Alan. "An evaluation of the University of the Witwatersrand refugee research programme : the impact of research findings on implementation of projects." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52109.

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Thesis (MPA)--University of Stellenbosch, 2001.
ENGLISH ABSTRACT: The viability of a research programme is dependent on its sustainability. The life span of a programme is determined by the sustainability achieved as a result of its activities. Within any successful research initiative, there is a progression from the research findings to the implementation of those findings. This study examines the effect that the implementation of research findings has on the initiation of new research projects within a research programme. The distinctions between academic research programmes and the implementation of the research findings were identified. By unobtrusively applying these definitions to a process of self-evaluation, a theoretical model was identified for the evaluation of the University of the Witwatersrand Refugee Research Programme and one of its projects. Advocacy research, which focused on policy intervention, was not seen as being sustainable as a programme output, as it is dependent on funding. Sustainability in advocacy is linked to research skills enabling pilot intervention. Pilot intervention in tum requires funding that research programmes sometimes use for their basic survival. This should not be interpreted as contributing to the sustainability of the research programme as funding activities are driven by the needs of the pilot intervention. This is significant as these needs can through demands from the funders of pilot intervention, contribute to changes in policies, goals and objectives of the research programme. It was found that the progression to implementation within a rural academic research programme does limit the initiation of new research proposals. Research initiatives tend to become tools of funding agencies with the focus being placed on the implementation of the research findings. This study recommends that the implementation of research findings should be limited to pilot projects, that there should be defined time frames for pilot implementation and, that there should be a clear division of responsibility between research activity and pilot implementation.
AFRIKAANSE OPSOMMING: Om lewensvatbaar te wees moet 'n navorsingsprogram gehandhaaf kan word. Die lewensduur van 'n program word bepaal deur sy handhawing as gevolg van sy aktiwiteite. Binne enige suksesvolle navorsingsinisiatief is daar 'n progressie van navorsingsbevindings tot die implementering van daardie bevindings. In hierdie studie word die effek van implementering van navorsingsbevindings op inisieëring van nuwe navorsingsprojekte binne 'n navorsingsprogram ondersoek. Die verskil tussen akademiese navorsingsprogramme en die implementering van navorsingsbevindings is geïdentifiseer. Deur op 'n onopvallende wyse hierdie definisies toe te pas op 'n proses van selfevaluasie is 'n teoretiese model geïdentifiseer wat gebruik is om die Universiteit van die Witwatersrand se Vlugteling Navorsingsprogram en een van sy projekte te evalueer. Voorspraaknavorsing wat fokus op beleidsintervensie is nie gesien as handhaafbaar in terme van programopbrengs nie aangesien dit afhanklik is van befondsing. Handhawing van voorspraak is gekoppel aan navorsingsbekwaamheid wat dit moontlik sal maak om intervensie te loods. Intervensie loodsing op sy beurt benodig befondsing wat soms deur navorsingsprogramme gebruik word vir hul eie oorlewing. Dit moet nie gesien word as bydraend tot die handhawing van die navorsingsprojek nie, want befondsingsaktiwiteite word gedryf deur die benodighede van die intervensie. Dit is belangrik aangesien hierdie behoeftes deur die eise van die befondsers van die intervensie kan bydra tot veranderinge in beleid en doelwitte van die navorsingsprogram. Dit is bevind dat die progressie tot implementering binne 'n landelik akademiese navorsingsprogram inisieëring van nuwe navorsingsvoorstelle beperk. Navorsingsinisiatiewe neig om middels van befondsingsagentskappe te word met die plasing van die fokus op die implementering van die navorsingsbevindings. Hierdie studie beveel aan dat die implementering van navorsingsbevindings tot loods projekte beperk moet word, dat daar 'n gedefinieerde tydraamwerk vir implementering van loodsprojekte moet wees en dat daar 'n duidelike verdeling van verantwoordelikheid tussen navorsingaktiwiteite en loodsprojek implementasie moet wees.

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Foth, Marcus. "Towards a design methodology to support social networks of residents in inner-city apartment buildings." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16655/.

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This PhD study is at the intersection of people, place and technology and pioneers innovative development approaches towards interactive social networking systems informed by community, social and urban studies and employs human-centred and participatory design methods. The project delivers a greater understanding of the potential for internet-based systems to support and facilitate social networks of urban residents and the role of those networks to foster neighbourhood identity and social capital. Departing from conventional notions that regard communities as collectives, this study builds upon more contemporary interpretations of community inherent in Castells’ and Wellman’s theories of the network society and networked individualism. The thesis challenges the view that a mere re-appropriation of applications used to support dispersed virtual communities of interest is adequate to meet the place and proximity-based design requirements that community networks in urban neighbourhoods pose. The overarching principal research aim of the study is to propose new ways of conceptualising the roles of social networks of urban residents to better inform the design of new technology facilitating urban neighbourhood developments. Addressing this aim requires a new understanding of the roles of social networks of urban residents. The study sets out to critique the implicit theories underlying technology design in this area and to propose a more appropriate theory based on recent developments in the field and empirical findings from the study. The key research questions are: 1. What theoretical model can better represent social interaction of residents in inner-city apartment buildings? 2. How can relevant research methods be adapted to take the network qualities of social interactions into account? 3. What are the implications of a new understanding of social networks for the design of technology that supports the growth of neighbourhoods? 4. What are the implications of a new understanding of social networks for an urban architecture that supports the growth of neighbourhoods? Within a framework of action research, the study follows a case study approach of three different inner-city residential apartment complexes in Brisbane. Research methods are mostly qualitative and ethnographic and include surveys, focus groups, participant observation and interviews, as well as participatory design. The study delivers innovative outcomes on three levels: 1. Theoretical innovation with an analytical translation of Wellman’s notion of networked individualism and a conceptualisation of the communicative ecology model into the context of system design that supports social networks of residents in inner-city apartment buildings; 2. Methodological innovation with the presentation of Network Action Research, an addition to the action research family which pays particular attention to the network quality of social formations in communities; 3. Empirical innovation with research findings which indicate that the key factors influencing the successful design and uptake of interactive systems to support social networks in urban neighbourhoods. They include the swarming social behaviour of urban dwellers, the dynamics of their existing communicative ecology, and the serendipitous, voluntary and place-based quality of interaction between residents on the basis of choice, like-mindedness, mutual interest and support needs. Findings are presented in three parts to audiences interested in people, technology and place. Drawing on social, urban and computer sciences, this research project delivers insights which will assist efforts to facilitate urban neighbourhood community building with new media and network ICTs. Understanding the issues and challenges as well as opportunities and strengths in forming a local meshwork of social networks will help Australians negotiate the complex web of daily choices, access a greater social safety net, and participate in the socio-cultural and socio-economic life of their city. This in turn will contribute to greater social inclusion, urban sustainability and healthier local economies.

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Hoss, Marcelo. "Soft Systems Methodology como forma de operacionalizar o processo de estruturação da transformação Lean sob a perspectiva da escola de pensamento evolucionária : uma pesquisa-ação." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/28878.

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A publicação do livro “The machine that changed the world” de Womack et al. (1990) tornou popular no mundo ocidental o termo Lean, que segundo os autores seria a forma generalizada do sistema Toyota de produção. Desde então, a academia tem se dedicado a estudar diversos aspectos envolvidos com o Lean. Apesar do conhecimento teórico gerado, poucas empresas têm conseguindo aplicar esta estratégia de manufatura apropriadamente e experimentar os supostos benefícios. Este é o caso, por exemplo, da siderúrgica AGR (nome fictício). Em 2004, a empresa iniciou um programa formal para transformação Lean e poucos anos depois os esforços foram descontinuados. Recentemente, novos direcionamentos na empresa conduziram à retomada destes esforços. Neste contexto específico, um questionamento foi realizado: como os esforços Lean podem ser retomados e organizados na AGR? Cabe ressaltar que implicitamente este questionamento desdobrou em uma revisão da literatura que identificou diferentes pontos de vista teóricos sobre o fenômeno Lean. Neste sentido, Fujimoto (1999), como pensador mais proeminente da escola de pensamento evolucionária – utilizando uma abordagem interpretativista – argumenta que a Toyota apresenta uma capacidade de aprendizagem evolucionária que permite a emergência de um novo sistema de manufatura ao longo do tempo. A provável ausência desta capacidade de aprendizagem em empresas que buscam se tornar Lean indicaria uma das razões pelas quais se tem dificuldade em alcançar e sustentar este sistema. Observando a descrição desta capacidade na Toyota, verifica-se que a mesma ocorre via construção social da realidade. Desta forma, uma aprendizagem similar poderia ser gerada ao operacionalizar-se a Soft Systems Methodology no processo de estruturação da transformação Lean. Uma pesquisa-ação foi conduzida para avaliar esta possibilidade na prática e ao mesmo tempo auxiliar a AGR com a situação problemática na retomada dos esforços Lean.
The term lean became popular in the Western world after publication of "The machine that changed the world" (Womack et al., 1990) which argues it is the generalized form of the Toyota Production System. Since then, the academy has been investigating several aspects about it. Despite theoretical knowledge contribution, few companies have been able to implement this manufacturing strategy properly and, therefore, have experienced the supposed benefits. This is the case of AGR (fictitious name) steelmaking facility. The company started a lean transformation program in 2004 and few years later the efforts were discontinued. Recently new directions led other attempt at lean efforts. In this particular context, an inquiry was made: how the lean efforts can be organized and reinitiate in AGR? It is noteworthy that this implicitly unfolded a literature review that identified different theoretical views on the lean phenomenon. Fujimoto (1999) as the most prominent thinker of evolutionary school of thought – using an interpretivist approach – argues that Toyota has an evolutionary learning capability that enables the emergence of a new manufacturing system over time. The absence of a similar learning capability in companies seeking lean practices indicates one possible reason why they are difficult to achieve and sustain. Fujimoto (1999) describes it operating at Toyota through social construction of reality. Thus, a similar learning could be generated applying the Soft Systems Methodology as the structuration process for lean transformation. An action research was conducted to evaluate this proposition in practice and at the same time to help AGR in the attempt at lean efforts.

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Rocha, Inês Carrinho. "Prática de ensino supervisionada em educação pré-escolar: educação e desenvolvimento sustentável na infância." Master's thesis, Universidade de Évora, 2013. http://hdl.handle.net/10174/10921.

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O presente relatório desenvolveu-se no âmbito da unidade curricular de prática de ensino supervisionada com a finalidade de obtenção do grau de mestre em educação pré-escolar. Este trabalho procurou compreender a) de que forma surgiu e se expandiu o conceito de “sustentabilidade” e “desenvolvimento sustentável”; b) como pode a educação pré-escolar contribuir para a sustentabilidade e c) em que se baseia a subescala da ECERS (Early Childhood Environment Rating Scale), relativa à sustentabilidade cultural e social, económica e ambiental para fazer a avaliação do ambiente educativo de uma sala de aula. Neste sentido, muitas pesquisas foram feitas para as duas primeiras questões. Relativamente à última, eu e a educadora cooperante começámos por preencher a subescala mencionada e através dos resultados obtidos tomámos medidas de forma a agir garantindo melhorias numa próxima avaliação. Este último processo foi apoiado pela metodologia da investigação-ação que é um processo complexo, que exige ao professor-investigador percorrer muitas etapas que o guiam numa posterior intervenção; ### ABSTRACTS: Education and Sustainable Development in Childhood This report was developed as part of the course unit of supervised teaching practice in order to obtain a Master's degree in preschool education. This study attempted to understand a) how the concepts of "sustainability" and "sustainable development" have emerged and expanded; b) how the preschool education can contribute to sustainability and c) the basis of the subscale of the ECERS (Early Childhood Environment Rating Scale) on the social, cultural, economic and environmental sustainability in order to assess the educational environment of a In this regard, a lot of research has been undertaken on the first two questions. As for the latter, the cooperating teacher and myself started by filling in the subscale mentioned earlier and, on the basis of the results obtained we have taken action in order to ensure improvements in the next evaluation. This process was supported by the research-action methodology which is a complex process, requiring the teacher-researcher to travel many steps which will guide him/her in subsequent interventions.

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Bernal, Vania Borges. "A formação de professores em educação ambiental por meio da educação a distância (EAD): registro crítico-analítico viabilizado pela pesquisa-ação em Mirassol D\'Oeste (MT)." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-26112012-102045/.

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A presente pesquisa verifica as possibilidades e limites da formação de professores em Educação Ambiental (EA) na perspectiva crítica, por meio da Educação a Distância (EAD) semipresencial. As análises estão baseadas na aplicação do curso Educação Ambiental: Rede Ambiência, promovido pelo Instituto Nacional de Análise do Risco Ambiental (INAIRA). As contribuições de autores do pensamento crítico em EA foram consideradas em torno da formação continuada dos educadores. Os princípios metodológicos da pesquisa-ação subsidiam este estudo. No processo, as interpretações da realidade observada e as possíveis ações transformadoras são objetos de discussão. A pesquisa prática ocorreu durante o ano de 2010, com um grupo de 42 educadores do município de Mirassol DOeste, no Mato Grosso. O percurso da formação pautou-se no conhecimento e na discussão das questões ambientais locais e na sensibilização dos educadores, para um efetivo trabalho de EA com os alunos. A metodologia de projetos foi a estratégia sugerida para o desenvolvimento da EA crítica com os estudantes, pois possibilita estudos do meio que estimulam as investigações das problemáticas locais. Como resultado, verificou-se que a EAD semipresencial pode ser utilizada na formação em EA crítica, desde que conte com as ferramentas interativas de comunicação - os fóruns virtuais, e com metodologias participativas que agucem o pensamento reflexivo. Quanto aos limites apresentados, a presença do formador para um melhor acompanhamento no momento da realização dos projetos revelou-se positiva, também um maior estímulo à participação dos educadores nos fóruns pode ser considerado fundamental para a melhoria da qualidade do processo.
This study assesses the opportunities and limits of the training of teachers in Environmental Education (EA) in critical perspective, conducted by Distance Education. The analyzes are based on the application of the course \"Environmental Education: Rede Ambiência\", sponsored by Instituto Nacional de Análise do Risco Ambiental (INAIRA). The contributions of authors of critical thinking in area, were considered around the training of educators. The methodological principles of action research are subsidizing this study. In the process, the interpretations of observed reality and the possible transformative actions are objects of discussion. The research practice occurred during the year of 2010, with a group of 42 educators in the town of Mirassol DOeste, Mato Grosso. The formation was prompted in knowledge and in the discussion of local problem affairs, for an effective work area with the students. The projects methodology has been the strategy suggested for the development of critical Environmental Education with the students, because it allows studies of the environment that stimulate the investigations of local problems. As a result, it was found that the EAD can be used in training in critical environmental education, with the interactive tools of communication - the forums, and participatory methodologies to develop the reflective thought. As to the limits shown, the presence of the advisor for a better follow-up at the moment of realisation of projects can be considered important, also a greater motivation of the educators in the forums it is fundamental to the improvement of the quality of the process.

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Eliote, Yvssa Carneiro Desmots. "Implanta??o e an?lise do framework scrum no desenvolvimento da plataforma aberta Nosso Exerc?cio." UFVJM, 2018. http://acervo.ufvjm.edu.br/jspui/handle/1/1817.

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Este estudo prop?e a implementa??o e an?lise do Framework Scrum no desenvolvimento de novas funcionalidade para o website Nosso Exerc?cio. Esta aplica??o web consiste em um dos projetos do Programa de Educa??o Tutorial, PET-UFVJM/Campus do Mucuri situada na cidade de Te?filo Otoni-MG e tem como finalidade o compartilhamento aberto de exerc?cios did?ticos de diversas ?reas do conhecimento. Por solicita??o de seus idealizadores, novas funcionalidades foram demandadas para o Nosso Exerc?cio, por?m, n?o existiam para este projeto metas claras nem um plano de trabalho a ser seguido, os requisitos n?o estavam formalizados e a equipe dispon?vel n?o estava madura nas tecnologias utilizadas. Levando-se em considera??o o desafio enfrentado na gera??o de software de qualidade e o limite de tempo dispon?vel para a realiza??o desta pesquisa, foi proposto o uso de um processo da Engenharia de Software com intuito de se obter maior controle e qualidade do produto final a ser desenvolvido. O m?todo ?gil Scrum foi o escolhido para gerenciar as atividades de desenvolvimento para este software. Assim, o objetivo geral desta pesquisa consistiu em buscar uma resposta para a seguinte pergunta-problema: Quais benef?cios e/ou dificuldades podem ser obtidas atrav?s da aplica??o do Framework Scrum na evolu??o do desenvolvimento da plataforma aberta Nosso Exerc?cio? Seguindo o modelo sugerido por Coughlan e Coghlan (2002), o m?todo de pesquisa-a??o foi utilizado para descrever a din?mica conduzida durante este trabalho. A implanta??o do Scrum no Nosso Exerc?cio ocorreu em duas etapas, a primeira, visou realizar uma capacita??o sobre o Scrum e as ferramentas tecnol?gicas utilizadas no desenvolvimento do Nosso Exerc?cio. J? a segunda, tratou do desenvolvimento das funcionalidades para este website. A an?lise dos resultados mostrou v?rios benef?cios obtidos com a implanta??o do Scrum neste projeto, como: o foco e compromisso do Time durante o seu trabalho, o atendimento ?s reais necessidades do cliente (Product Owner), a flexibilidade do framework em se ajustar ?s condi??es de ambiente e trabalho de cada Time criado; o aprendizado cont?nuo do software e do processo resultante das discuss?es feitas nas Reuni?es de Planejamento, Revis?o e Retrospectiva. O ponto cr?tico do trabalho deu-se sobre a imaturidade com as tecnologias utilizadas para o desenvolvimento do website. As li??es aprendidas com esta pesquisa indicam que ? poss?vel obter benef?cios com a implanta??o do framework Scrum que superem as suas dificuldades, desde que sejam feitas as devidas an?lises do ambiente em que o mesmo for adotado.
Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Tecnologia, Sa?de e Sociedade, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2018.
This study proposes na implementation and analysis of Scrum Framework in the development of new functionalities to ?Nosso Exerc?cio? (Our Exercise) website. This web application consists in one of the Tutorial Education Program Projects, PET-UFVJM/Mucuri Campus, located in Te?filo Otoni city, Minas Gerais state and it has as its objective the open share of teaching exercises of several knowledge areas. At the request of its creators, new functionalities were demanded to ?Nosso Exerc?cio? (Our Exercise), however, there were not clear goals for this project nor a work plan to be followed, the requirements were not formalised and the available team was not mature enough on the tecnologies applied. Considering the challenge faced on the generation of a good quality software and the time limit available for taking this research, the use of a software engineering was proposed aiming to get bigger quality control of the final Product to be developed. The agile method Scrum was the one chosen to manage the developing activities to this software. So, the general goal of this research consisted in searching for an answer to the following question-problem: Which benefits and/or difficulties can be obtained through the apllication of Scrum Framework on the evolution of the development of ?Nosso Exerc?cio? open plataforma? According to the model suggested by Coughlan and Coghlan (2002), the research-action method was used to describe a dinamic conducted during this work. The Scrum implantation on ?Nosso Exerc?cio? occurred in two stages, the first one, aimed to do a training about Scrum and the technological tools used in the development of ?Nosso Exerc?cio?. The second one, dealt with the development of functionalities to this website. The analyses of the results showed many benefits gotten with the implatation of Scrum in this project, like focus and commitment of ?Time? during its work, the attendance to the costumer?s real needs (Product Owner), the framework flexibility in adjusting to environment and work conditions of each ?Time? created, the continuous learning of the software and of the process resulting of the discussions taken on planning, reviewing and retrospecto meetings. The critical work point was about the immaturity with the technologies used for the website development. The learned lessons with this research indicate that it?s possible to get benefits with the implantation of Scrum Framework which overcome the difficulties, as long as the needed analysis of the enviroment where it was adopted be done.

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Mussi, Ana Paula Toledo Machado. "Mapeamento de competências com base no planejamento estratégico das organizações: proposta de metodologia." Universidade Tecnológica Federal do Paraná, 2011. http://repositorio.utfpr.edu.br/jspui/handle/1/1077.

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Em um ambiente globalizado e altamente competitivo, a definição de estratégias se torna um elemento indispensável ao sucesso das organizações. A gestão estratégica apresenta-se tão mais necessária quanto maior seja a complexidade das decisões que necessitam ser tomadas. A gestão e o planejamento estratégico apresentam íntima relação com a gestão por competências, tendo em vista que o atingimento das missões descritas nesses planejamentos está diretamente associado à capacidade dos recursos humanos. Dessa forma, para que uma empresa tenha sucesso, é necessário que os recursos humanos e o planejamento estratégico caminhem na mesma direção. A pesquisa, em sua parte conceitual, apresenta conceitos de competências e seu mapeamento e de planejamento estratégico. O trabalho de campo inicia-se pelo levantamento de competências e conhecimentos estratégicos para as organizações por meio da leitura de seus mapas/planejamentos estratégicos e apresenta uma alternativa para a construção de uma metodologia de mapeamento de competências individuais que vão ao encontro dos objetivos estratégicos das organizações. Esta pesquisa caracteriza-se como pesquisa-ação e o campo que a serviu foram as entidades que compõem o Sistema Federação das Indústrias do Estado do Paraná – FIEP, a saber Serviço Social da Indústria - SESI, Serviço Nacional de Aprendizagem Industrial - SENAI, Instituto Evaldo Lodi - IEL e Federação das Indústrias do Estado do Paraná - FIEP.
In a globalized and highly competitive environment, the definition of strategies becomes an indispensable element to the success of organizations. Strategic management presents more necessary the greater the complexity of decisions that need to be taken. The management and strategic planning are intimately related to the competency management, given that the achievement of the tasks described in these plans is directly related to human resources capacity. Thus, for a company to succeed, it is necessary that human resources and strategic planning to walk in the same direction. The survey, in its conceptual part, presents concepts of competences and their mapping and strategic planning. Field work begins with a survey of competences and strategic knowledge to organizations through reading their maps / strategic planning and aims to present an alternative that allows the construction of a model of mapping of individual competences to meet the strategic objectives of the organizations. This research is characterized as action research and the field served were the entities that make up the Federation of Industries of Paraná - FIEP, namely SESI, SENAI, IEL and FIEP.

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Armentano, Ana Luiza Teixeira 1958. "A tarefa 'dictogloss' : aspectos cognitivos e interacionais." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269443.

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Orientador: Linda Gentry El-Dash
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Esta pesquisa partiu da nossa observação que muitos aprendizes apresentam fluência, mas não precisão lingüística, em seu desempenho em contexto de aula comunicativo de inglês de nível intermediário como LE. Uma alternativa encontrada na literatura de ASL para promover a precisão lingüística é o uso de tarefas que promovam o esforço cognitivo de produzir e refletir sobre a produção, estendendo e indo além do nível de competência real do aprendiz, ou seja, uma produção mais exigente (pushed output) (Swain, 1985, 1995). A reflexão sobre a produção (output) pode estimular o aprendiz a perceber (notice) formas lingüísticas e fazer uma comparação cognitiva entre as formas de sua interlíngua e as formas de L2/LE (notice the gap), o que pode facilitar a re-estruturação de interlíngua. Nosso objetivo nesta pesquisa é investigar a tarefa dictogloss pelo seu potencial em promover uma produção mais exigente. Para tal levamos em conta aspectos cognitivos e interacionais. Sob a perspectiva cognitiva, nos apoiamos nos estudos sobre tarefas de Skehan (1996, 1998), o modelo de processamento de insumo de VanPatten (1996, 2002), a Hipótese da Produção de Swain (1985) e as diferenças individuais segundo Robinson (2002, 2005). Sob a perspectiva sócio-cultural, levamos em conta o construto do diálogo colaborativo de Swain (2000) e os padrões de interação de Storch (2002). Os instrumentos de pesquisa foram um mini-questionário, uma tarefa dictogloss, cujos procedimentos foram adaptados de Wajnryb (1990), e entrevistas semi-estruturadas com os sujeitos. Cinco pares de alunos universitários do nível intermediário de um centro de línguas de uma universidade pública paulista fizeram parte da pesquisa. Sem a intervenção da pesquisadora, as duplas reconstruíram uma passagem escutada por três vezes. Após a reconstrução em pares, os sujeitos receberam o texto por escrito e compararam as suas versões com a do original. Todas a interações foram gravadas em áudio. Dentre os aspectos cognitivos, os resultados das análises apontam para a complexidade da tarefa implementada em termos do código lingüístico, processamento cognitivo e o stress comunicativo. Observa-se que alguns pares abordaram a tarefa focando mais no significado eoutros na forma, sugerindo um efeito trade-off nos recursos de atenção. Nota-se grandes diferenças individuais entre os sujeitos, entre elas o nível de proficiência e habilidades cognitivas dos sujeitos, tais como a aptidão para notice the gap. Dentre os aspectos interacionais, constatamos que o padrão colaborativo prevalece nas interações, mas que com o decorrer da tarefa, algumas interações mudam para os padrões dominante/passivo, e outras para o padrão dominante/dominante, com alguns momentos de conflito. O diálogo colaborativo gerou construção de conhecimento nos padrões colaborativos mas demonstrou seus limites em outros padrões de interação, como no menos experiente/menos experiente, não geralmente relatado na literatura. Os depoimentos dos sujeitos sugerem que esses perceberam a complexidade da tarefa, mas que a consideram de potencial utilidade para a aprendizagem. Além disso, relataram que o trabalho em pares foi positivo
Abstract: In our teaching practice and within a communicative-oriented instruction of intermediate levelleamers of English as a foreign language, we have noticed that many leamers become fluent but lack accuracy. It has been suggested in SLA that in order to promote accuracy certain kinds of tasks can be used: those that encourage pushed output, defined as the cognitive effort to produce and reflect on production, stretching and going beyond the actual competence of the leamer. This reflection on production may encourage the leamer to notice linguistic form and make cognitive comparisons between their interlanguage form and the L2 form, i.e., notice the gap, which may encourage the restructuring of the interlanguage. Bearing this in mind, this research was designed to investigate cognitive and interactional factors involved in the implementation of the pedagogical task known as dictogloss. Five dyads of college students attending an intermediate leveI course in a language center in a state university in the state of São Paulo in Brazil took part of the experiment. The interaction of the dyads was audiotaped as they carried out the task. It required them to listen, take notes, and produce a written reproduction of the oral text with their partners. After that they received a copy of the written text, and went on to compare and notice differences between their versions and the original. From a cognitive perspective, the theoretical background comes from task-based research of Skehan (1996, 1998), the modeI of input processing of VanPatten (1996, 2002), the Output Hypothesis of Swain (1985, 1995) as well as the investigation of individual differences of Robinson (2002, 2005). From a socio-cultural perspective, the theoretical background comes from the collaborative dialogue proposed by Swain (2000) and the interaction pattems by Storch (2001, 2002). From a cognitive perspective, the findings suggest that the high complexity of the task produced a trade-off effect in attentional resources: attention was either allocated to the meaning or to the formoThe oral comprehension and production and the written comprehension and production revealed individual differences in the subjects' cognitive abilities, such as noticing the gap. From a socio-cultural perspective, the collaborative pattem of interaction prevails, but over time, some of the pairs changed to other pattems such as dominant/passive and dominant/dominant, indicating some conflict in their interactions. The collaborative dialogue shows the co-construction of knowledge, but this does not take place in all interaction pattems, such as novice/novice, which is rarely discussed in the literature. In follow-up interviews, the subjects reported that they found the task complex but useful and that working with a partner helped them perform the task
Mestrado
Lingua Estrangeira
Mestre em Linguística Aplicada

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Sosa, José Mário Brunelli. "Resolução de problemas – uma metodologia no primeiro período de um curso de administração: possibilidades e limitações na prática educativa em matemática." Universidade Federal de Juiz de Fora (UFJF), 2011. https://repositorio.ufjf.br/jspui/handle/ufjf/3473.

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Neste trabalho investigam-se as possibilidades e limitações da Metodologia de Ensino e Aprendizagem de Matemática através da Resolução de Problemas por meio da dinâmica das situações – problema. Utilizou-se exemplos e aplicações que simulassem a realidade da atividade profissional de um administrador, na prática educativa em Matemática, em uma turma do primeiro período do Curso de Administração, noturno, da Faculdade Machado Sobrinho em Juiz de Fora. A metodologia aplicada foi a pesquisa-ação, na qual o pesquisador deve orientar a linha de pesquisa em função da resolução de problemas ou de objetivos de transformação, através de uma ação. A estrutura da pesquisa-ação possibilita uma relação entre pesquisadores e pessoas da situação investigada de uma maneira participativa. Os resultados apontam para uma mudança na dinâmica da sala de aula. As aulas, sem dúvidas, tornam-se mais dinâmicas e mais envolventes. O aluno se sente mais valorizado, mais participante dos processos de ensino e de aprendizagem.
This work investigates the possibilities and limitations of the Methodology of Teaching and Learning Mathematics Through Problem Solving through the dynamics of problem-situations . We used examples and applications that simulate the reality of the professional activity of an administrator in Educational Mathematics practice, in the class of the first period of the Course of Administration at Machado Sobrinho Faculty in Juiz de Fora. The methodology used was action research, in which the researcher should guide the line of research according to the solution of problems or goals of transformation, through an action. The structure of action research provides a link between researchers and people in the investigated situation in a participatory manner. The results indicate a change in the dynamics of the classroom. The classes, without doubt, become involving and more dynamic. The student feels more valued, sharing the teaching and learning process.

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Silva, Diego Felipe dos Santos. "Formação de professores do ensino fundamental na cidade de Petrolina – PE : a abordagem do tema alimentação e nutrição no componente curricular de ciências." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/179925.

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Esta tese apresentou como objetivo geral investigar e capacitar professores na cidade de Petrolina-PE em parceria com a Secretaria Municipal de Educação, mediante uma proposta que levasse em consideração a realidade local para o ensino a respeito da temática alimentação e nutrição na disciplina Ciências, por meio de uma ação de oficinas temáticas, com base na perspectiva Ciência-Tecnologia-Sociedade (CTS). A pesquisa teve como proposta a de averiguar o perfil, os conhecimentos prévios e a percepção dos professores de ciências dos anos finais do Ensino Fundamental a respeito da importância do tema alimentação e nutrição, além de investigar como eles ensinam tal temática e que materiais pedagógicos utilizam. A pesquisa ocorreu entre os anos de 2015 e 2016 e apresenta caráter essencialmente qualitativo. Utilizamos a pesquisa-ação como metodologia, com vistas a interligar conhecimento e a ação, buscando informações sobre situações reais, e como método optamos por utilizar a Análise de Conteúdo, no intuito de melhor analisar o material coletado. Os professores investigados, apesar de reconhecerem a importância de ensinar temáticas relacionadas à alimentação e nutrição, poucos atuam de forma a construir e desenvolver atividades que acrescentem e melhorem o desenvolvimento dos estudantes Os resultados da pesquisa indicam que o tema da alimentação e nutrição merece maior destaque entre os conteúdos de ensino de ciências reservados para o nível fundamental da educação básica. Mediante a investigação realizada, pudemos observar como os professores, após a intervenção da pesquisa, construíram uma melhor compreensão e sentiram-se melhor capacitados para ministrar a temática sobre alimentação e nutrição abordada no curso. A partir dessa visão, ressaltamos que o incentivo dado ao profissional, ao perceber a discussão de temas sociocientíficos, utilizando a metodologia da pesquisa-ação e baseados na perspectiva CTS, fez com que as professoras e os professores despertassem a visão sobre a importância de se ter essas metodologias como aliadas no processo de ensino e de aprendizagem, o que colabora tanto em seu crescimento profissional quanto pessoal, e pode servir como estímulo para inúmeras possibilidades de ressignificação da sua prática pedagógica.
This thesis presented a general objective to investigate and train teachers in the city of Petrolina-PE in partnership with the Municipal Department of Education, by means of a proposal that takes into account the local reality for teaching about the theme of food and nutrition in the discipline of science , through an action of thematic workshops, based on the CTS perspective. The research had the purpose of investigating the profile, the previous knowledge and the perception of science teachers of the final years of Elementary School regarding the importance of the theme of food and nutrition, besides investigating how they teach this subject and what pedagogical materials use. The research occurred between 2015 and 2016 and is essentially qualitative. We use action research as methodology, with a view to linking knowledge and action, seeking information about real situations, and as a method we chose to use Content Analysis in order to better analyze the material collected. The teachers investigated, while recognizing the importance of teaching food and nutrition issues, few act in a way to build and develop activities that add to and improve student development The results of the research indicate that the theme of food and nutrition deserves greater prominence among the contents of science education reserved for the fundamental level of basic education. Through the research carried out we can observe how the teachers, after the intervention of the research, built a better understanding and felt better able to minister the thematic about food and nutrition addressed in the course. Based on this view, we emphasize that the incentive given to the professional, when perceiving the discussion of socio-scientific topics, using the methodology of action research and based on the CTS perspective, caused the teachers and teachers to raise the vision about the importance of having these methodologies as allies in the teaching and learning process, which collaborates both in their professional and personal growth, and can serve as a stimulus for numerous possibilities of reframing their pedagogical practice.

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Greenham, Felicity J. "How the New Labour Government Third Way policies (1998-2010) and the delivery of the New Deal for Communities (NDC) regeneration programme impacted on participation in health care in an area-based initiative. A longitudinal study using action-learning research methodology in a New Deal for Communities Area Based Initiative." Thesis, University of Bradford, 2018. http://hdl.handle.net/10454/16922.

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The research examines New Labour’s Third Way policies and the impact New Deal for Communities (NDC) regeneration programme had on participation in health care. This longitudinal study (1998-2007) explores participatory joint working, welfare state, social capacity, health inequalities, citizen involvement and community capacity. It captures the experiences of local community and front-line workers whilst delivering the Health Focus Group (HFG) in the NDC programme. Using action learning reflection techniques, the study analyses a purposeful sample of 15 from the local community, front-line workers, and strategic respondents involved in the NDC health programme. The research demonstrated the NDC did increase participation, joint working and involvement of local actors 1998–2003. The importance of communication, leadership and relationships was recognised as an important catalyst for developing community governance models. The new action learning spaces initiated, designed and delivered 19 new models of joint local clinical, community and complementary health and well-being projects. In 2001, New Labour introduced public private finance initiatives with the Primary Care Trust (PCT) which conflicted with the local actors’ involvement in the participatory joint decision-making. The reconfiguration of health and social care services and the new public health models introduced complex governance and monitoring models, further distancing the local actors from the process. Strategic staff changes in key governance positions also adversely affected the communication and trust established with local actors. The research concluded operational, tactical, and strategic alignment is necessary to maximise joint participation in decision-making.

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Tygel, Julia Zanlorenzi. "Etnomusicologia participativa : conceitos e abordagens em dois estudos de caso." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/284092.

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Orientador: Lenita Waldige Mendes Nogueira
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes
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entre outros nomes - tem suscitado grande interesse nas últimas décadas, e vem ganhando destaque em congressos e encontros científicos. Entretanto, ainda há poucas publicações que delineiem e discutam a área, o que dificulta sua aceitação dentro do paradigma científico, que continua a caracterizá-la como atividade extra-acadêmica, realizada de forma empírica pelos pesquisadores interessados. Esta pesquisa teve como objetivo delinear, a partir de referências dos campos da etnomusicologia, antropologia e metodologia da pesquisa-ação, alguns pontos teóricos sobre a etnomusicologia participativa, com base em dois estudos de casos bastante distintos: o Arquivo Musical Timbira, sediado em Carolina/Maranhão e gerido pela ONG Centro de Trabalho Indigenista entre as comunidades indígenas Timbira do Maranhão e Tocantins; e ações do Laboratório de Etnomusicologia, Antropologia e Audiovisual, sediado na cidade de Cachoeira, no Recôncavo Baiano, que abriga diversas tradições afrodescendentes. A pesquisa teve como base o estudo bibliográfico, a permanência em campo com a postura de observação participante e a realização de entrevistas. O ponto central deste trabalho consiste na reflexão sobre as metodologias adotadas por esses projetos de pesquisa e ação em etnomusicologia, no intuito de trazer contribuições para um aprofundamento no debate sobre a etnomusicologia participativa no Brasil, fortalecendo sua importância e colocando-a como alternativa para a realização de estudos acadêmicos, especialmente no âmbito da extensão universitária.
Abstract: The participative ethnomusicology - also called applied ethnomusicology, among other terms - has been concerning much interest on last decades, and is a spreading theme in scientific conferences and meetings. However, there are still few publications which delineate and discuss the field, what turns difficult its acceptation in scientific paradigm, which continues to characterize it as an extra-academic activity, empirically conducted by the interested researches. The main goal of this research was to delineate, based in references from ethnomusicology, anthropology and action-research methodologies fields, some theoretic concepts about participative ethnomusicology, focusing very different case studies: the Timbira Musical Archive, hosted in Carolina/Maranhão, Brazil, and supported by the NGO Centro de Trabalho Indigenista among the Timbira indigenous communities in Maranhão and Tocantins states; and the initiatives from the Laboratory for Ethnomusicology, Anthropology and Audiovisual, hosted in Cachoeira city, on an area of Bahia state called Recôncavo, which has many afro-descendants traditions. The research is based in bibliographic studies, fieldwork with participative observation posture and the collecting of interviews. The central point of this work consists on the reflection about the methodologies adopted by those projects of research and action in ethnomusicology, objectifying to add contributions to deepen the debate among participative ethnomusicology in Brazil, fortifying its importance and defining it as an alternative to the development of academic studies, especially concerning university outreach programs.
Mestrado
Musica
Mestre em Música

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Parra, González Luis Otto. "gestUI: a model-driven method for including gesture-based interaction in user interfaces." Doctoral thesis, Universitat Politècnica de València, 2017. http://hdl.handle.net/10251/89090.

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The research reported and discussed in this thesis represents a novel approach to define custom gestures and to include gesture-based interaction in user interfaces of the software systems with the aim of help to solve the problems found in the related literature about the development of gesture-based user interfaces. The research is conducted according to Design Science methodology that is based on the design and investigation of artefacts in a context. In this thesis, the new artefact is the model-driven method to include gesture-based interaction in user interfaces. This methodology considers two cycles: the main cycle is an engineering cycle where we design a model-driven method to include interaction based on gestures. The second cycle is the research cycle, we define two research cycles: the first research cycle corresponds to the validation of the proposed method with an empirical evaluation and the second cycle corresponds to the technical action research to validate the method in an industrial context. Additionally, Design Science provides us the clues on how to conduct the research, be rigorous, and put in practice scientific rules. Besides Design Science has been a key issue for organising our research, we acknowledge the application of this framework since it has helps us to report clearly our findings. The thesis presents a theoretical framework introducing concepts related with the research performed, followed by a state of the art where we know about the related work in three areas: Human-computer Interaction, Model-driven paradigm in Human-Computer Interaction and Empirical Software Engineering. The design and implementation of gestUI is presented following the Model-driven Paradigm and the Model-View-Controller design pattern. Then, we performed two evaluations of gestUI: (i) an empirical evaluation based on ISO 25062-2006 to evaluate usability considering effectiveness, efficiency and satisfaction. Satisfaction is measured with perceived ease of use, perceived usefulness and intention of use, and (ii) a technical action research to evaluate user experience and usability. We use Model Evaluation Method, User Experience Questionnaire and Microsoft Reaction cards as guides to perform the aforementioned evaluations. The contributions of our thesis, limitations of the tool support and the approach are discussed and further work are presented.
La investigación reportada y discutida en esta tesis representa un método nuevo para definir gestos personalizados y para incluir interacción basada en gestos en interfaces de usuario de sistemas software con el objetivo de ayudar a resolver los problemas encontrados en la literatura relacionada respecto al desarrollo de interfaces basadas en gestos de usuarios. Este trabajo de investigación ha sido realizado de acuerdo a la metodología Ciencia del Diseño, que está basada en el diseño e investigación de artefactos en un contexto. En esta tesis, el nuevo artefacto es el método dirigido por modelos para incluir interacción basada en gestos en interfaces de usuario. Esta metodología considera dos ciclos: el ciclo principal, denominado ciclo de ingeniería, donde se ha diseñado un método dirigido por modelos para incluir interacción basada en gestos. El segundo ciclo es el ciclo de investigación, donde se definen dos ciclos de este tipo. El primero corresponde a la validación del método propuesto con una evaluación empírica y el segundo ciclo corresponde a un Technical Action Research para validar el método en un contexto industrial. Adicionalmente, Ciencia del Diseño provee las claves sobre como conducir la investigación, sobre cómo ser riguroso y poner en práctica reglas científicas. Además, Ciencia del Diseño ha sido un recurso clave para organizar la investigación realizada en esta tesis. Nosotros reconocemos la aplicación de este marco de trabajo puesto que nos ayuda a reportar claramente nuestros hallazgos. Esta tesis presenta un marco teórico introduciendo conceptos relacionados con la investigación realizada, seguido por un estado del arte donde conocemos acerca del trabajo relacionado en tres áreas: Interacción Humano-Ordenador, paradigma dirigido por modelos en Interacción Humano-Ordenador e Ingeniería de Software Empírica. El diseño e implementación de gestUI es presentado siguiendo el paradigma dirigido por modelos y el patrón de diseño Modelo-Vista-Controlador. Luego, nosotros hemos realizado dos evaluaciones de gestUI: (i) una evaluación empírica basada en ISO 25062-2006 para evaluar la usabilidad considerando efectividad, eficiencia y satisfacción. Satisfacción es medida por medio de la facilidad de uso percibida, utilidad percibida e intención de uso; y, (ii) un Technical Action Research para evaluar la experiencia del usuario y la usabilidad. Nosotros hemos usado Model Evaluation Method, User Experience Questionnaire y Microsoft Reaction Cards como guías para realizar las evaluaciones antes mencionadas. Las contribuciones de nuestra tesis, limitaciones del método y de la herramienta de soporte, así como el trabajo futuro son discutidas y presentadas.
La investigació reportada i discutida en aquesta tesi representa un mètode per definir gests personalitzats i per incloure interacció basada en gests en interfícies d'usuari de sistemes de programari. L'objectiu és ajudar a resoldre els problemes trobats en la literatura relacionada al desenvolupament d'interfícies basades en gests d'usuaris. Aquest treball d'investigació ha sigut realitzat d'acord a la metodologia Ciència del Diseny, que està basada en el disseny i investigació d'artefactes en un context. En aquesta tesi, el nou artefacte és el mètode dirigit per models per incloure interacció basada en gests en interfícies d'usuari. Aquesta metodologia es considerada en dos cicles: el cicle principal, denominat cicle d'enginyeria, on es dissenya un mètode dirigit per models per incloure interacció basada en gestos. El segon cicle és el cicle de la investigació, on es defineixen dos cicles d'aquest tipus. El primer es correspon a la validació del mètode proposat amb una avaluació empírica i el segon cicle es correspon a un Technical Action Research per validar el mètode en un context industrial. Addicionalment, Ciència del Disseny proveeix les claus sobre com conduir la investigació, sobre com ser rigorós i ficar en pràctica regles científiques. A més a més, Ciència del Disseny ha sigut un recurs clau per organitzar la investigació realitzada en aquesta tesi. Nosaltres reconeixem l'aplicació d'aquest marc de treball donat que ens ajuda a reportar clarament les nostres troballes. Aquesta tesi presenta un marc teòric introduint conceptes relacionats amb la investigació realitzada, seguit per un estat del art on coneixem a prop el treball realitzat en tres àrees: Interacció Humà-Ordinador, paradigma dirigit per models en la Interacció Humà-Ordinador i Enginyeria del Programari Empírica. El disseny i implementació de gestUI es presenta mitjançant el paradigma dirigit per models i el patró de disseny Model-Vista-Controlador. Després, nosaltres hem realitzat dos avaluacions de gestUI: (i) una avaluació empírica basada en ISO 25062-2006 per avaluar la usabilitat considerant efectivitat, eficiència i satisfacció. Satisfacció es mesura mitjançant la facilitat d'ús percebuda, utilitat percebuda i intenció d'ús; (ii) un Technical Action Research per avaluar l'experiència del usuari i la usabilitat. Nosaltres hem usat Model Evaluation Method, User Experience Questionnaire i Microsoft Reaction Cards com guies per realitzar les avaluacions mencionades. Les contribucions de la nostra tesi, limitacions del mètode i de la ferramenta de suport així com el treball futur són discutides i presentades.
Parra González, LO. (2017). gestUI: a model-driven method for including gesture-based interaction in user interfaces [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/89090
TESIS

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Matta, Corrado. "A Field of Veiled Continuities : Studies in the Methodology and Theory of Educational Research." Doctoral thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-140475.

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Empirical educational research enjoys a methodological and theoretical debate that is characterized by a number of unresolved and lively debated controversies. This compilation thesis is an attempt to contribute to this debate using the toolbox of philosophy of science. The thesis consists of an introductory chapter and four essays. In the introductory chapter I identify three methodological and theoretical controversies that are discussed within the field of educational research. These are: 1) the controversy concerning the scientific status of educational research; 2) the controversy between cognitive and sociocultural theories of learning; and, 3) the controversy between realist and constructionist interpretations of theories of learning. I provide in the essays a critical assessment of the claims behind each of these controversies, and argue for an alternative reconstruction of these issues. In Essay I, I criticize a view about the interpretation of human action, labeled in the text as interpretivism. This view posits a sharp separation between the natural and social sciences, to the effect that the methods of the latter cannot be applied to the former. The first controversy seems to rest on this position. As I argue, the arguments in support of interpretivism are contradicted by actual research practice. I conclude that the interpretivistic claims lack support and that the general separation claim appears as problematic. A further debate has fueled the first controversy, that is, the supposed distinction between qualitative and quantitative methods. In Essay II, I argue against this distinction. More specifically, I discuss the concept of empirical support in the context of qualitative methods (for short, qualitative support). I provide arguments that although there are two specific and non-trivial properties of qualitative support, there is no methodological separation between quantitative and qualitative methods concerning empirical support. Considered together, the first two essays indicate two points of methodological continuity between educational research and other scientific practices (such as the natural sciences). I therefore conclude that the controversy concerning the scientific status of educational research rests in large part on unjustified claims. Essay III focuses on the second controversy. In this article I argue that Suárez’ inferential approach to the concept of scientific representation can be used as an account of scientific representation in learning, regardless of whether learning is understood as a cognitive or social phenomenon. The third controversy is discussed in Essay IV. Here, I discuss some ontological aspects of the framework of the actor-network theory. Reflecting on the use of this framework in the research field of Networked Learning, I argue that the assumption of an ontology of relations provides the solution for two puzzles about the ontology of networks. The relevance of my argument for the third controversy is that it suggests a point of connection between constructionist and realist interpretations of the ontology of learning. The last two essays suggest two points of continuities between theoretical frameworks that have been and still are argued to be incompatible.

At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: Manuscript.

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Freitag, Felipe. "ALUNOS AUTORES NO ENSINO MÉDIO: (RE) EDUCAÇÃO LINGUOLITERÁRIA NA TEORIA HOLÍSTICA DA ATIVIDADE E INSTRUMENTALIZAÇÃO DOCENTE ATRAVÉS DA PESQUISA-AÇÃO." Universidade Federal de Santa Maria, 2015. http://repositorio.ufsm.br/handle/1/9939.

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Fundação de Amparo a Pesquisa no Estado do Rio Grande do Sul
The parameterization study of a didactic instrumental of interdependent teaching of Language and Literature for the High School of the Basic Education runs through the sensitization and literary authorship as pilots of guidelines in the construction of an affective motivation for the learning. Bazerman (2011) enhances that the teachers can and must consider more the social and cultural forms which surround the life of the students, as well as their affective lives, investing in their specific capacities of contextual management (cognitive and affective) with knowledge. For this purpose, the workshops of sensitization (awareness) to Literature, Reading and Textual Production, performed over the school semester in a second year class from the High School of the Basic Education, in a school of the state public education in the city of Santa Maria, Rio Grande do Sul, proposed themselves as a framework able to the development of didactic tools that articulated themselves, inside the interactionist approach, methodological procedures centralized in the so called sensitization processes, that is, techniques similar to the pre-activities inside a same interactionist paradigm. This founds itself in the precepts of the communicative teaching, at the same time that tries to establish a Zone of Proximal Development (VYGOTSKY, 2003) permeated of reflexive-critical practices capable of deflagrate an emergency of metacognitive insights. By the theoretical propositions of the Holistic Theory of Activity (RICHTER, 2006; 2008; 2010; 2011, 2015c), the factors of mediation oriented the activities elaborated under a procedural organogram, once that, the development of didactic tasks concentrated in aspects of scripting and, subsequently of authorship, organized themselves according to resources, strategies and concepts. These three groups are the subdivisions of the factors of THA (Holistic Theory of Activity) mediation. The resources, first mediation factor, are the material means (educative artifacts) with which dispose the professional and the client. The strategies, according to the mediation factor, are concrete operations of compatible objects with the cognitive targets to be reached by the professional at school. Therefore, the concepts, third mediation factor, consist in the knowledge that founds the procedures and the professional mediation. The sensitization workshops, proposed in this project, had as methodological basis in a procedural chart, greatly, the Research-action (THIOLLENT, 1996), in which, teachers and students are professional pairs in the personalization of proper investigation style of the real necessities of the students, during and after the learning, the Dialogism problem-solving Freirean (FREIRE; FAUDEZ, 1985), on what the dialogue is designed as action and reflection in the world and on what the are active subjects and collaborative knowledge construction, the Assimilation Theory of Mental Actions by Steps (GALPERIN, 1975), on what knowledge is by chain: motivation, verbalization, interaction and internalization and dialogic interacion (BAKHTIN, 2003) as dynamic appreciation of human demand practice ball.The parameterization of this formative instrumental of teachers founded itself in criteria of mapping of viable design to the proposal raised here as study focus, in view of the fact that, we give priority to a design of didactic material that would take into account the profile and the particularized necessities of the costumers, that is, which would value the expression of the subjects. The results obtained suggest the viability of the format of the course denominated Storyline, as far as its tangible achievements (production of narratives in chapters) originated, mainly, the construction of characters, whose identities are emulations of real processes of the students, that is, their projections as sociocultural subjects, by rivalry game methodology. This projection of socio-cultural subjects identities, more specifically, from adolescence of research subjects students is dependent to the rivalry game methodology, which intersects with Theories of Games (FIANI, 2004; HUIZINGA, 1971), with Theories of Adolescence (CALLIGARIS , 2014) and Theories of Psychology (KLEIN, 1973), so that the professional paradigmed decision-making are allocated on a teaching framework. The teaching framework of the Holistic Theory of Activity, through the didactic alliance and the inseparability of thinking, doing and feeling points to a reasoned methodological approach in the convergence between educational training and human development (cognition and affect) and know-how adviser development literary and linguistic teaching methods.
O estudo da parametrização de um instrumental didático de ensino interdependente de Língua e de Literatura para o Ensino Médio da Educação Básica perpassa pela sensibilização e autoria literária como pilotos de diretrizes na construção de uma motivação afetiva para o aprendizado. Bazerman (2011) ressalta que os professores podem e devem considerar mais as formas sociais e culturais que circundam a vida dos alunos, bem como suas vidas afetivas, apostando nas suas capacidades específicas de manejo contextual (cognitivo e afetivo) com o conhecimento. Para tanto, as oficinas de sensibilização à Literatura, à Leitura e à Produção textual, realizadas ao longo de um semestre letivo em uma turma de 2º ano do Ensino Médio da Educação Básica, em uma escola da rede estadual de ensino da cidade de Santa Maria, Rio Grande do Sul, propôs-se como um enquadramento apto ao desenvolvimento de ferramentas didáticas que articularam, dentro da abordagem interacionista, procedimentos metodológicos centralizados nos assim chamados processos de sensibilização, ou seja, técnicas semelhantes às de pré-atividades dentro do mesmo paradigma interacionista. Este se alicerça nos preceitos do ensino comunicativo, ao mesmo tempo em que procura estabelecer uma Zona de Desenvolvimento Proximal (VYGOTSKY, 2003) permeada de práticas reflexivo-críticas capazes de deflagrar a emergência de insights metacognitivos. Mediante as proposições teóricas da Teoria Holística da Atividade (RICHTER, 2006; 2008; 2010; 2011, 2015c), os fatores de mediação orientaram as atividades elaboradas sob um organograma procedimental, uma vez que, o desenvolvimento de tarefas didáticas concentradas em aspectos de roteirização e, subsequentemente de autoria, organizaram-se segundo recursos, estratégias e conceitos. Esses três grupos são as subdivisões dos fatores de mediação da THA. Os recursos, primeiro fator de mediação, são os meios materiais (artefatos educativos) de que dispõe o profissional e o cliente. As estratégias, segundo fator de mediação, são operações concretas do profissional na escola de objetos compatíveis com os alvos cognitivos a serem alcançados. Por fim, os conceitos, terceiro fator de mediação, consiste no conhecimento que fundamenta os procedimentos e a mediação profissional. As oficinas de sensibilização, propostas nesse projeto, tiveram como bases metodológicas em um organograma procedimental, sobremaneira, a Pesquisa-ação (THIOLLENT, 1996), na qual, professor e alunos são pares profissionais na personalização de um estilo de investigação própria das necessidades reais dos alunos, durante e após o aprendizado, o Dialogismo problematizador freireano (FREIRE; FAUNDEZ, 1985), no qual o diálogo é concebido como ação e reflexão no mundo e em que os sujeitos são ativos e colaborativos na construção do conhecimento, a Teoria da Assimilação de Ações Mentais por Etapas (GALPERIN, 1975), em que o conhecimento se dá pela cadeia: motivação, verbalização, interação e interiorização e a interação dialógica (BAKHTIN, 2003) como dinâmica de valorização da esfera de prática humana da demanda. A parametrização desse instrumental formativo de professores fundamentou-se em critérios de mapeamento de design viáveis à proposta aqui levantada como foco de estudo, haja vista que, privilegiou-se um design de material didático que levasse em conta o perfil e as necessidades particularizadas da clientela, ou seja, que valorizasse a expressão dos sujeitos. Os resultados obtidos sugerem a viabilidade do formato de curso denominado storyline, na medida em que seus desdobramentos mais palpáveis (produção de narrativas em capítulos) originaram, sobretudo, a construção de personagens, cujas identidades são emulações de processos reais dos alunos, isto é, são suas projeções como sujeitos socioculturais, por meio da metodologia do jogo de rivalidades. Essa projeção de identidades de sujeitos socioculturais, mais especificamente, da adolescência dos educandos sujeitos de pesquisa é corolária à metodologia do jogo de rivalidades, que se intersecciona com Teoria dos Jogos (FIANI, 2004; HUIZINGA, 1971), com Teorias da Adolescência (CALLIGARIS, 2014) e com Teorias da Psicologia (KLEIN, 1973), de modo que as tomada de decisão paradigmatizados do profissional estejam alocadas em um enquadramento de trabalho docente. O enquadramento de trabalho docente da Teoria Holística da Atividade, através da aliança didática e da indissociabilidade do pensar, fazer e sentir aponta para um percurso metodológico fundamentado na convergência entre formação pedagógica e formação humana (cognição e afeto) e para um know-how assessorial de desenvolvimento de metodologias de ensino linguoliterário.

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Doyle, Rosemary. "Doing, describing and documenting : inscription and practice in social work." Thesis, St Andrews, 2009. http://hdl.handle.net/10023/766.

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Machado, Elaine Ferreira. "Os estudos observacionais de Maria Sibylla Merian: contribuições para o ensino dos insetos mediado por tecnologias da informação e comunicação." Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/1857.

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Acompanha: Guia de construção do insetário virtual
Esta dissertação apresenta uma pesquisa qualitativa investigando como os métodos observacionais de Maria Sibylla Merian (1647-1717) podem contribuir para o ensino de Biologia, mais especificamente, de um grupo de organismos fundamentais para a manutenção do equilíbrio biológico: os insetos, através da mediação dos smartphones e Instagram. Tratou-se de uma pesquisa-ação, desenvolvida em espiral reflexiva, com os estudantes de uma escola pública, situada na região metropolitana de Curitiba, PR. O principal objetivo da pesquisa foi investigar as contribuições dos métodos de estudo de Maria Sibylla Merian, artista e cientista renascentista, para o ensino-aprendizagem dos insetos, com a construção coletiva de um insetário virtual, mediado pelas TIC. No percurso da pesquisa, investigou-se a história e a filosofia dos trabalhos de Merian no estudo dos insetos e com os smartphones e Instagram, desenvolveu-se, com os estudantes da Escola Básica, uma experiência tecnológica capaz de potencializar a mediação das TIC. Foi realizado, nessa pesquisa, as seguintes etapas: desenvolvimento do “Guia de Construção do Insetário Virtual” com os estudantes do segundo ano do Ensino Médio, a gravação das aulas em áudio, anotações das aulas em diário de campo e questionário final. Após os resultados e tratando-se de uma pesquisa-ação com característicase metodologias próprias, discutimos o processo realizado conforme sugere a espiral auto reflexiva. A história e a filosofia dos trabalhos de Maria Sibylla Merian embasaram o planejamento das sequências didáticas com o intuito de construir coletivamente o insetário virtual. Essas sequências foram elaboradas seguindo os momento pedagógicos propostos por Demétrio Delizoicov, José André Angotti e Marta Maria Pernambuco: problematização, organização do conhecimento e aplicação do conhecimento, em uma metodologia problematizadora e dialógica proposta por Paulo Freire e, fundamentada na complexidade e racionalidade dos saberes de Edgar Morin, Jean Ladriere, Jacques Ardoino, além de Neil Postman e C. P. Snow como referencial de TIC. Os dados foram categorizados segundo a matriz investigativa. Os resultados mostraram que a obra de Maria Sibylla Merian, transposta para a relação de ensino-aprendizagem dos insetos contribui significativamente para a apropriação dos conhecimentos desses seres vivos pelos estudantes, permite a eles um olhar da ciência e da arte e, ainda, problematiza o papel das TIC na escola básica.Concluímos que o “Guia de Construção do Insetário Virtual”, produto dessa dissertação de mestrado proporciona um trabalho diferenciado nas aulas de Biologia e que outros trabalhos unindo a arte, a ciência e as TIC são possíveis em sala de aula, em uma relação dialógica, problematizadora e de iniciação à complexidade dos saberes.
This thesis presents a qualitative research exploring as the way observed by Maria Sibylla Merian (1647 – 1717) that can contribute to the learning of Biology, more especifically of a fundamental grupo of mobster for a maintance ofan equilibrium: the insects by the mediation of smartphones and Instagram. It was about an action research developed information in reflexive spiral with students of a public school, located in Curitiba - PR metropolitan zone. The main objective of the research was investigate the study methods contributions of Maria Sibylla Merian, renaissence artist and scientist, to the teaching and learning the insects with a collective built of a virtual insectarium mediated by TIC. In the way of the research,it was investigate the history and the philosophy about Merian’s works in study of insects and with smartphones and Instagram, it developed with students of basic school a technology experience able of empower the mediation of the TIC. It was made in the research the following stages: development of a built of a “ guide insectarium “ with the second grade of high school students, the recording classes in audio, classes annotation in a field diary and a final questionnaire. After the results, as if it is an action research with own methodology characteristics, we discussed the process realized according to suggest the reflective self-spiral. The history and the philosophy about Maria Sibylla Merianfound the planning of the didactic sequences with intention of the collectively built a virtual insectarium. These sequences were elaborated following the pedagogics moments offered by Demétrio Delizoicov, José André Angotti and Marta Maria Pernambuco: questioning, learning organization and learning aplication in a questioning methodology and a proposal dialogic by Paulo Freire and found in a complexity and rationality of the Knowledge of the Edgar Morin, Jean Ladriere, Jacques Ardoino beyond of Neil Postman and C. P. Snow as referencial of the TIC. The dates were categorized according with the investigate head office. The results present that the works Maria Sibylla Merian takes to a relation of the teaching and learning insects, contribute significantly to the appropriation of the learning these living being by students, allowing them a look at the science and art and even discuss the role of TIC in basic school. We concluded that the “construction of a virtual guide of an insectarium”, it provides differential work in Biology classes and that offered enjoyable art and science works and the TIC are possible in classes, in a dialogics relationchip, problematization and the complexity of Knowledges.

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Mullaney, Tara. "Thinking beyond the Cure : a constructive design research investigation into the patient experience of radiotherapy." Doctoral thesis, Umeå universitet, Designhögskolan vid Umeå universitet, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-116989.

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This constructive design research dissertation aims to understand how design can be used as part of a composite research approach to generate knowledge about how complex phenomena are composed through their interactions and relationships with various actors, both human and non-human. It has done this by investigating a single phenomenon, the patient experience of radiotherapy. Through the purposeful selection and application of methods, theories, and existing research from design, nursing, and STS, this thesis utilizes a mixed-method approach comprised of qualitative, quantitative methods, and design experimentation, across multiple research sites and patient populations, in three research projects – PERT, DUMBO, and POIS – to generate rich and layered knowledge of the patient experience. Experience prototypes are used to challenge, through intervention or provocation, the relationships between the various radiotherapy actors identified through the empirical methods. Together, the research generated in PERT, DUMBO, and POIS construct a map of the networked, interdependent actors which shape the patient’s emotional experience of radiotherapy: the staff, technology, information, environment, and institutions. It also calls attention to the problematic relationship between radiotherapy patients and the technologies used to treat them, which can lead to anxiety, worry, and fear. This thesis offers contributions related to both improving patient experience and designing for complex social issues. First, this research suggests that individuals, other than primary users, need to be acknowledged in the design of medical technologies. It proposes calling attention to patients by naming them as interactors in their relationships with the aforementioned technologies, removing them from the role of implicated actor. Second, this thesis problematizes treating the actors within a network as independent entities, which medical research and user-centered design often does, and calls for a new type of design practice which attends to these networked relationships. Third, this thesis suggests two ways in which design research practice should be shifted methodologically if it wants to engage with and design for complex social issues like patient experience; widening the researcher’s perspective on the issue through the use of a composite methodology, and having the researcher maintain this scope by remaining closely connected to their research context. The implications of this work concern how design research, design education, and design practice might shift their approaches to fully acknowledge and attend to the complexity of systems like healthcare.

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Milić, Marko, University of Western Sydney, College of Arts, and School of Psychology. "Psychosemiotics : communication as psychological action." 2008. http://handle.uws.edu.au:8081/1959.7/35214.

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The investigation of semiosis calls for an interdisciplinary approach. A realist logical framework emphasising the triadic nature of semiosis is the optimal foundation for critically examining and integrating aspects of quantitative psychology, the interpretative-qualitative tradition in the social sciences, structuralist semiotics, and functional-contextual semiotics. While several aspects of each of these fields can be successfully integrated into a psychosemiotic model, each also suffers from key conceptual flaws which need to be addressed as a prerequisite to an interdisciplinary approach. The structuralist school of semiotics—and the functionalist approaches that have evolved from it—show problematic tendencies to reduce the triadic relationship of semiosis to relationships within systems of signifiers. On the other hand, mainstream schools of psychology, with their narrow commitment to the operationalisation and quantification of variables, leave little room for the qualitative concept of semiosis. Moreover, the phenomenon of intentional action, which is crucial in understanding semiosis, is ignored or marginalised in both mainstream psychology and the qualitative-interpretative traditions of the social sciences. Mainstream psychology marginalises intentional action in favour of observable behaviour. The qualitative-interpretative tradition marginalises intentional action in favour of situational conventions governing action. In the psychosemiotic model that emerges from an engagement with these problems, semiosis is an intentional action that can be investigated in a scientific framework where the contextual factors of culture, social structure and social situation are taken into account. The descriptive and explanatory powers of the psychosemiotic model can be illustrated with analyses of specific cases of semiotic action in social and cultural contexts.
Doctor of Philosophy (PhD (Philosophy))

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Civallero, Edgardo. "Action-Research application in Evidence-Based practice for libraries." 2007. http://hdl.handle.net/10150/200627.

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Evidence Based Librarianship (EBL) seeks for and promotes the improvement of the librarian practice through the use of the best available evidence. Strongly used in medical contexts, Evidence Based Practice can be an important tool for the development of LIS, if practice is carefully thought and wisely combined with research and theoretical reflection. In order to achieve a state of equilibrium between theories and empirical studies, a qualitative method –action research- may be applied, as a dialogue between abstract ideas and the facts and signs provided by concrete experiences. Through action research, librarians can collect the evidence –using a series of qualitative tools- and use it for building theoretical knowledge in order to improve their work and their profession. From this viewpoint, after putting something into practice they will be able to know whether it worked as expected or not, make any change if it is necessary, and test the whole process again, searching more and new evidence. The method becomes a progressive helix that leads librarians to continuously evaluate their activities and services and improve them according of their final users’ needs. Fitting these ideas in the general context of “Library 2.0” new LIS model and in the particular situation of Social Sciences libraries, the conference briefly introduces some basic ideas on how action research should be employed for collecting and using evidence in LIS.

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Hsueh-Ju, Wu, and 吳雪如. "Teenagers'' traumas and the CAR trauma counseling methodology: Critical action research." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/96768195669758452822.

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碩士
國立臺灣師範大學
教育研究所
90
Teenagers’ traumas and the CAR trauma counseling methodology: Critical action research Wu Hsueh-Ju Abstract The three main focuses upon this research are: 1.The existence and distribution of one’s individual consciousness; 2.The relationship between trauma, personality development, behavior, and psychic energy; and 3.The effect and problem of trauma upon personal development. In hope from this research, these three goals will be achieved: 1.The investigation into the origin of human trauma; 2.The investigation of the relationship between traumas, personality, and behavior; 3.The establishment of trauma-counseling methodologies through a combination of critical thinking, art therapy, and relational-emotion behaviors therapy. I from the result of this research, it has show that the origin of human trauma evolves upon from the damages of love and power. If a person was traumatized before the full development of his/her personality, his/her development of personality may evolve into extreme conditions with extreme behaviors and introvert attacks. However, if he/she was traumatized after the development of personality, he/she will have different behaviors characteristics in accordance to his/her personality and have extrovert attacks. Secondly, childhood relationship with relatives will decide how an individual will react or relate to his/her family members as an adult later on. In addition, if the psychic demands of the individual were not fulfilled, even in reality, he/she may use extreme behaviors to make up the internal imbalance, including equality between sexes, control in emotion and more. Furthermore, if during the personality developed introverted characteristics or change oneself into an extrovert in hope to resolve the shadows within. Therefore, as a whole, the balance within an individual’s psychic energy cannot be tilted. Once one’s power has been threatened, his/her speech or behaviors will till toward resolving this imbalance. Thus, the CAR three-in-one trauma counseling methodology is targeted toward the counseling of traumas from love and power. From this research, many teenagers have shown problems within the relationship with their parents have evolved from the imbalance between power and the need love. It is very important within teenagers’ counseling to re-evaluate the relationship with their parents through its problems from love and power. Thus, the CAR three-in-one trauma counseling methodology is the main method used within this research, using art healing to show the darkness within the individuals, understanding self-control, developing potentials, acknowledging and treating relationships through critical thinking. In addition, CAR is used to help reaching self-balance, self-counseling, and self-evaluation. As counselor, one should use critical thought to conduct and achieve useful counseling methodologies, open up the patients’ heart, and assist the patients to increase one’s self-evaluation abilities Key words：Teenagers’trauma, Critical thinking, Art therapy, Relational-emotion behaviors therapy, the CAR three-in-one damages counseling methodology.

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Mao, Susan. "Exploring Participatory Action Research as a Vehicle for Social Justice Training." Thesis, 2018. https://doi.org/10.7916/D8087HW9.

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The field of counseling psychology has demonstrated a longstanding history to multiculturalism and social justice, which is reflected in the field’s professional standards of competence. Goodman et al. (2004) derived a set of social justice principles from feminist and multicultural counseling theories, which have served to guide counseling psychologists in social justice work. These six tenets include: ongoing self-examination, sharing power, giving voice, facilitating consciousness raising, building on strengths, and leaving clients with the tools to work toward social change. Graduate training has been identified as one essential component in the development of training social-justice oriented and competent counseling psychologists. Training programs have made attempts to address the training needs of the field of counseling psychology and its commitment to the development of social justice competencies in a variety of ways; however, there is lack of understanding regarding the efficacy of these approaches as well as an identified need for increased experiential training. Participatory Action Research (PAR) is an approach to research that has demonstrated potential as a tool for social justice training with its emphasis on collective participation, collaboration, empowerment, and positive social change. As such, the purpose of this study was to explore counseling psychology trainees’ experiences with PAR and the impact of these experiences on the development of social justice competencies. Data was collected through 12 semi-structured interviews with current and recently graduated doctoral- and masters-level trainees in the field of counseling psychology. Participant narratives were transcribed and then analyzed using Consensual Qualitative Research (CQR). Results illustrated participants’ understanding of social justice and PAR, descriptions of PAR projects, personal reasons for engaging in PAR as well as expectations and challenging experiences related to PAR. Participants also discussed the impact of PAR on clinical training and professional practice, specifically related to the development of social justice competencies and the development of their own self-awareness and multicultural identity development. Personal meaning and value of PAR experiences for participants as well community members engaged in PAR are also presented. Implications of the findings, limitations, and suggestions for future research are discussed.

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Stritch, Rohan Lea. "Be sugar in milk : local perspectives on volunteer tourism in India and Uganda." 2011. http://hdl.handle.net/10170/445.

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This research explores the ways in which volunteer tourism is perceived by local volunteer coordinators in communities in India and Uganda. It highlights the importance of forming a more nuanced understanding of local agency, particularly in relation to community-based tourism. Participants from Indian and Ugandan NGOs speak to what they perceive is the role, value, and purpose of hosting Western volunteers and illustrate some of the benefits and challenges. Postcolonial theory and equity theory are applied to evaluate what is still a highly inequitable global tourism structure, while alerting the reader to how some individuals are exercising control over this form of alternative tourism. By drawing on the link between development and tourism, this study explores the critical issues that participants reveal and closes with three design principles for Northern sending agencies, Southern host organizations, and volunteer tourists to consider in order that volunteer tourism may best benefit receiving communities. Key words: Alternative tourism, Volunteer tourism, India, Uganda, Development, Equity Theory, Postcolonial Theory

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Shivambu, Elizabeth. "An action research inquiry into a bereavement project in Giyani." Thesis, 2012. http://hdl.handle.net/10210/7186.

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M.Ed.
The research was done in Sections A, DI, D2 and E, Giyani Township, in the Northern Province. The main participants were mothers who had lost their adult children in fatal traffic accidents. Other members of the community were also interviewed to find out about their attitudes towards traffic fatalities of young people in Giyani. The research methods used were interviews, questionnaires and observations. These three methods were found to be appropriate in the elicitation of the data. The main purpose of the research was to find out what the views of bereaved parents were with regard to an awareness campaign in road safety. After the analysis of data, it was found that people in Giyani do really need a solution to the said problem, but they would most probably prefer a support group whereby people would be offered assistance after traumatic experiences - not necessarily only when confronted with fatal traffic experiences, but all types of trauma. The opinion of a support group was that people believed traffic fatalities are unpredictable and unavoidable.

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Bateman, Teresa. "Nursing team dynamics : communication, culture, collaboration." 2011. http://hdl.handle.net/10170/447.

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There is abundant evidence verifying that patients benefit when nurses communicate better; therefore improving team dynamics will positively impact patient care and improve nurse engagement resulting in many positive outcomes for teams. This applied action research study assessed the research question: “What is the experience of team work and team dynamics among members of a multidisciplinary nursing team from a Licensed Practical Nurse perspective?” The experiences of licensed practical nurses (LPNs) and key external leaders (KELs) are explored and analyzed drawing from current literature in the field of teams in health, organizational culture in health, and transformative learning in health. Historical and leading communication, organizational culture, and leadership theories guide this study. During focus groups and interviews, the researcher and participants were influenced to generate new knowledge and insight on team dynamics, through appreciative inquiry. Manifest and latent content analysis identified key themes within each of the subtopic themes, generating a number of recommendations for future action. Through the identification of similar and unique perspectives between the literature and participants in this study, the action research goals of empowerment and emancipation of team members was dynamically met for research participants. Keywords: nursing; team dynamics; communication; collaboration; culture; leadership

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Grigore, Vlad. "What results from a program designed to facilitate the reduction of the environmental footprint of the employees of an oil and gas company in Calgary, Alberta?" 2010. http://hdl.handle.net/10170/376.

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Employees at Statoil Canada participated in an action research, cooperative inquiry-based program that was designed to facilitate the reduction of their office environmental footprint. The program was designed using a combination of techniques that have been shown in previous studies to produce pro-environmental change. Almost 90% of participants that were offered the program opted to take part. During a 4-month period, participants set up individualized programs to reduce their environmental footprint in a manner of their own choosing. Results were collected both formally, through self-report data from a web-based Action Tracker, through 1 on 1 interviews and through a facilitated discussion and informally, through impromptu conversations, emails and observation. The data suggests that the program was effective in reducing environmental footprint, although it remains to be seen if the changes will be long lasting.

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Walters, Casey Jeannne. "A practise-based action research self-study : "how do I improve my practice as a bridal-gown designer in a highly-competitive market?"." Thesis, 2016. http://hdl.handle.net/10321/1548.

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Submitted in partial fulfillment for Masters in Fashion, Durban University of Technology, Durban, South Africa, 2016.
In my practise-based action research self-study I have developed ways in which to improve my practice as a bridal-gown designer in a highly-competitive and import-driven bridal-gown market. My earnest intent was to improve my practice using action research methods whilst simultaneously developing a solution through critical reflection and practice-based approaches as an economically-sustainable designer of bespoke, cost-effective, competitively-priced bridal gowns. I realised the potential for professional influence and positive economic growth through entrepreneurial thinking, not only for me but for others; it was this which cemented a sense of values in me as an action researcher. I have displayed a healthy marriage between equally important views of practice as theory and the theory as practice. I explored relevant literature that would validate my practice and aid in answering my critical questions, which became evident as validation chapters in my study. Carrying out internships with three bridal gown designers opened my eyes to the real world of business, a sense of theory as practice, where I could see, first-hand, the effects the import industry had on local designers and what they were doing to survive. The conceptualisation of foundational bridal blocks was a solution to save time in my own creative process so that I could produce cost-effective bridal gowns at a competitive price, in a sustainable manner. Once I had explored and created my own interpretation of the foundation block concept that transformed into a small collection of bridal gowns, I used the foundation blocks as a starting point to design bridal gowns for ‘real’ bridal clients. My study is personal in nature; by way of using self-study methods and also the personal ‘one-on-one’ connection I have with my ‘real’ bridal clients. I extended this ‘personal factor’ by holding a public exhibition to which I invited my friends, family, the public and my peers to view and give critical feedback on my work as a bridal gown designer.
M

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41

Harrison, Elaine Sonet. "Transformation of a service organisation through participatory action research." Diss., 2001. http://hdl.handle.net/10500/877.

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The research aimed to pro-activeiy embark in an internal transformation process, in order to improve efficiency of the Social Work Department of Gauteng Medical Command of the South African Military Health Service. Participatory action research as a qualitative research design was- used. The intervention identification process was implemented as a problem-solving technique to direct the process of transformation-change. The research was conducted by a research group often social workers from the South African National Defence Force. The results of the research were the implementation of interventions on identified systems, namely the service delivery system and the performance management system of the Social Work Department of Gauteng Medical Command. The use of particpatorv action research as a process to address problems in an organisation was confirmed. The contribution of the participatory action process to process outcomes, such as empowerment and learning, was also indicated in the findings.
Social Work
MA(SS) (Mental Health)

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42

Hussain, Anees, J. Eduardo Munive-Hernandez, and I. Felician Campean. "Developing a Discrete Event Simulation Methodology to support a Six Sigma Approach for Manufacturing Organization - Case study." 2019. http://hdl.handle.net/10454/17052.

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Yes
Competition in the manufacturing industry is growing at an accelerated rate due to globalization trend. This global competition urges manufacturing organizations to review and improve their processes in order to enhance and maintain their competitive advantage. One of those initiatives is the implementation of the Six Sigma methodology to analyze and reduce variation hence improving the processes of manufacturing organizations. This paper presents a Discrete Event Simulation methodology to support a Six Sigma approach for manufacturing organizations. Several approaches to implement Six Sigma focus on improving time management and reducing cycle time. However, these efforts may fail in their effective and practical implementation to achieve the desired results. Following the proposed methodology, a Discrete Event Simulation model was built to assist decision makers in understanding the behavior of the current manufacturing process. This approach helps to systematically define, measure and analyze the current state process to test different scenarios to improve performance. The paper is amongst the first to offer a simulation methodology to support a process improvement approach. It applies an action research strategy to develop and validate the proposed modelling methodology in a British manufacturing organization competing in global markets.

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43

Devey, Patrick L. "The e-volving practitioner : a heuristic formative evaluation of an online course based on an action research methodology." Thesis, 2002. http://spectrum.library.concordia.ca/1832/1/MQ72844.pdf.

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Teachers using traditional classroom methodologies have had the option to consult with vast amounts of literature and research, not to mention the diverse and extensive knowledge of their colleagues, when in need of inspiration for their courses. On the other hand, due to the fact that online instruction is still in its infancy, instructors who delve into e-Learning do not have the same luxury. The nominal amount of research in that field usually ends with recommendations and possible remedies to encountered problems, as opposed to practical solutions or "cures" to the identified issues. This thesis will make use of those limited studies, and combine that knowledge to the experience of practitioners in the field, as well as with the feedback from the participants in the e-Learning environment, in order to devise a set of successful practices for an undergraduate statistics course offered entirely online. In other words, this research aims to successfully implement practical procedures into a Web-based course in order to make it the best possible experience for everyone involved. In accomplishing these goals, this work could then serve as a resource for other practitioners in the field by providing them not just with recommendations for Web-based courses, but also with concrete, proven, and successful interventions in this particular environment.

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44

Dimond, Danielle Leigh. "Utilization of an Adaptable Wellness Program Model to Create a Stress Management Initiative Based Upon Action Research Methodology for Freshman Students." 2010. http://trace.tennessee.edu/utk_gradthes/698.

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The purpose of this study was to examine the effectiveness of two models, namely an adaptable wellness programming model and an action research model, when creating and administering a stress management initiative for campus recreation settings that will have a positive effect on freshmen participants at the University of Tennessee. Eight freshmen from the University of Tennessee (6 females, 2 males) volunteered to complete a five week stress management initiative entitled the FROSH! (FResh Out of Stress, & Healthy!) Program which was based upon action research methodology. Program participants completed an exit interview and exit interview questionnaire after the program to determine if their levels of perceived stress had changed and to measure the effect that the program had on each individual. The Perceived Stress Scale was also administered before and after the program to detect any changes in perceived stress levels that participants experienced, but the sample size was too small to detect any significant changes in perceived stress levels. E. T. Stringer’s Categorizing and Coding procedure was used to decode responses from all meetings as well as from the exit interviews. Results indicate that the FROSH! Program was rewarding in various ways for participants, and 86% of participants said that their stress levels had lowered by the conclusion of the program. All participants thought that setting weekly goals was helpful in lowering their stress levels. Furthermore, the revised adaptable program model was perceived to be successful in creating the stress management initiative. It is recommended to increase the number of participants for future programs, and also to test the success of such action research-based wellness programs in campus recreation centers.

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45

Campbell, Amanda Marie. "Investigation of the action of phosphatase of regenerating liver on PTEN using murine models." Thesis, 2014. http://hdl.handle.net/1805/6220.

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Indiana University-Purdue University Indianapolis (IUPUI)
The addition and removal of phosphate groups is a key regulatory mechanism for many cellular processes. The balance between phosphorylation and dephosphorylation is delicate and must be maintained in order for proper cell functions to be carried out. Protein kinases and phosphatases are the keepers of this balance with kinases adding phosphate groups and phosphatases removing them. As such, mutation and/or altered regulation of these proteins can be the driving factor in disease. Phosphatase of Regenerating Liver (PRL) is a family novel of three dual specificity phosphatases (DSPs) first discovered in the regenerating liver tissue of rats. PRLs have also been shown to act as oncogenes in cell culture and in animal models. However, the physiological substrate and mechanisms of the PRLs are not yet known. Recently, our lab has developed a PRL 2 knockout mouse and found several striking phenotypes all of which correspond to a significant increase in PTEN. We also found that PRL 2 is targetable by small molecular inhibitors that can potentially be used to disrupt tumor growth and spermatogenesis. Furthermore, a PTEN heterozygous mouse model crossed into our PRL 2 knockout line was generated to investigate the relevance of PRL interaction with PTEN in cancer.

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Smith, Bradley Jefferson. "Considerations for developing a sustainable agriculture research and education centre at Agua Blanca, El Salvador." 2009. http://hdl.handle.net/10170/401.

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This SSHRC and Pacific Leaders funded thesis summarizes participatory action research conducted in El Salvador between January 2008 and April 2009. This research resulted in a $355,000 proposal to the Canadian International Development Agency for a sustainable agriculture research and education centre in canton Agua Blanca, Morazán, El Salvador. The project is proposed by Canadian NGO, Rainbow of Hope for Children, in partnership with Salvadoran NGO, Fundahmer. Fundahmer owns 9.8 hectares of land in Agua Blanca. The researcher analysed practices at an existing Rainbow agriculture project in Izalco, and identified options for Agua Blanca by defining project goals and objectives, conducting a risk assessment, describing proposed centre activities, quantifying beneficiaries, assessing funding requirements, and developing performance measures. Funding was rejected, citing six sections that required additional information for second submission: sector and regional context, sustainability, gender, beneficiaries, performance measures, and environmental impacts. Seven recommendations are included to move project forward.

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Hsu, Chen-chia, and 徐振家. "When Chinese Martial Arts Meet Humanity – the Action Research on Infusing Jing-Si Aphorisms into Chinese Martial Arts Creative Teaching Methodology." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/42311515259594152324.

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碩士
慈濟大學
教育研究所
100
The main purposes of this study were: 1. to explore the goals of Martial Arts Club and how it operates at Tzu Chi High School. 2. Develop “The project of blending Jing Si Aphorisms into the teaching of Martial Arts” and analyze the implementation. 3. Analyze the opinions of students’ teachers and parents on their learning performance after they joined the Martial Arts Club at Tzu Chi High School. 4. Explore the awareness of the change of their behaviors of Martial Arts Club members at Tzu Chi High School. 5. The reflection of the researcher in the process of action study. This research is based on action research, targeting at 12 first-year students of Hua-Lian Tzu Chi University Secondary school. They received 10 weeks of Martial Arts classes blended in Jing Si Aphorisms. The data collected includes in researchers teaching reflection notes, students study notes, students interviews, teachers interviews and parents interviews. The results of this study is: 1. The main goals of Tzu Chi High School Martial Arts Club are noble morals, humble manners, decent practice, and masterly feats of Martial Arts. It assists teachers to adjust club systems and Martial Arts teaching. 2. In the designing of Jing Si Aphorisms blended in Martial Arts classes, depending on the needs of the study targets, there are ten weeks of teaching activities based on five-step fist blended in with Jing Si Aphorisms. 3. Teachers and parents all think that there are obvious results after the implement of Jing Si Aphorisms blended Martial Arts teaching. 4. There is obvious progress of students’ behavior and competition performance after the implement of Jing Si Aphorisms blended Martial Arts teaching. 5. The researcher discovers and grows a lot in the process of the implement of Jing Si Aphorisms blended Martial Arts teaching. Based on the conclusion of the study, the researcher proposed suggestions respectively to club members, Martial Arts coaches, parents, community and future researchers regarding Jing Si Aphorisms blended Martial Arts teaching Key words: Jing Si Aphorisms, Martial Arts teaching, Action Study

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Wei, Yun-Yung, and 魏雲詠. "The Action Research on Infusing Jing-Si Aphorisms into Physical Education Teaching Methodology to Improve Interpersonal Relationship of High School Students." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/13633939417492610706.

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碩士
國立東華大學
體育與運動科學系
103
Abstract This study aimed to combine Jing-Si Aphorisms into physical education teaching to enhance the senior high school students’ relationships. The study used the anction research to research the first grader of the senior high school students. To review and anlysis the data researcher used the literary reviews, collected the data, actual teaching and interactived between teacher and students. The following of the results: 1. Infused Jing-Si aphorisms into physical education teaching methodology to improve interpresonal relationship of high school students of strategy. （1）Jing-Shi aphorisms brings the positive power to senior high school students （2）By using “Basketball” and “Swim” different of features through cooperating and helping each other to improve their relationship strategy. 2. Implement Jin-Shi aphorisms to physical education teaching methodology to improve interpresonal relationship of high school students of effects. （1）Jin-Shi aphorisms to physical education teaching methodology to improve interpresonal relationship of high school students. （2）After conducting Jing-Shi aphorisms to physical education project, the students promoted their growth with happiness and assisted themselves. 3.The contemplation and growth of researcher （1）The professional growth of education In this action research, researchers willo continuously self evaluate and discuss what they have witenessed with their peers in order to induce clear thoughts and ideas bout the whole education process, and correct any details they might have overlooked in their observations of class. In this study, researchers will increase their professional capabilities and imporove their evaluation skills. （2）Evaluation of educational activties: Researcher has a deep understanding of this action research, and were able to successfully infuse Ji-Shi aphorisms into imphysical education to improve interpersonal relationships of high school students. Moreover, they were able to design lesson plans that solved students’ problems, which achieves the goal of edoution.

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Huang, Ting-Shuang, and 黃亭雙. "An Action Research on DFC Teaching Methodology Incorporated in Grade 4 Curriculums in Elementary Schools, with a Specialized Topic in Environmental Issues." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/f4tjkg.

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碩士
國立清華大學
環境與文化資源學系所
105
Flipped education has in recent years profoundly changed the traditional ways of teaching and learning. The trend of change also sees the up-coming 12-year compulsory education, which will be implemented in Taiwan soon. What is more, the teaching method, Design for Change (DFC), was devised for the purpose of educational reform during this tide of change. DFC is carried out in a series of steps, encouraging children to feel, to imagine, to do and to share. It provides students with hands-on experience and creates highly original curriculums, which allows flipped learning. This research was intended to increase students’ awareness of existing environmental problems in the school, help students realize the importance of environment, enhance learner autonomy as well as work out solutions to problems. DFC teaching approach was adopted in this interdisciplinary curriculum. Besides, students’ learning results were evaluated in the end. Moreover, the learning process was highly dynamic. This study was an action research, adopting DFC teaching method in elementary school grade 4 classes to examine environmental problems within the school. It was also aimed at finding out more about the implementation process of the specially designed curriculum, assessing the learning results, and, lastly, closely investigating the environmental issues. Furthermore, the lesson plans had been written down according to the feedbacks of the focus group by way of interviews. Lesson plan A was hence created. The teacher followed the four steps of DFC method to teach. After lesson plan A had been carried out, students’ learning results and teacher’s reflections were both collected and taken into considerations for the purpose of modification. Then, lesson plan B was written and completed, which was valuable in both theory and practice. The paper concluded with four categories of findings. First, about lesson plans and curriculum, it was easy to create the lesson plans that had discussions centered on school environments; the DFC teaching method featured an interdisciplinary curriculum; the curriculum design was so dynamic that it took into accounts feedbacks from both students’ and teachers’ focus groups. Second, about students’ learning outcome and development, students’ learning autonomy was enhanced; their critical thinking skills were bettered; their awareness of the existing problems of the surrounding environments was improved; trust among students was good because of the use of collaborative learning method; it was personal characters and attitudes, rather than test marks, which motivated students to learn; the learning results in the affective domain lasted for a fairly long period of time. Third, about teachers’ reflections and professional development, teachers were encouraged to challenge the existing administrative system; the role of a teacher transformed greatly; two versions of lesson plans were carefully designed; teaching and learning was no longer confined by conventional time frame and ways of evaluation. Fourth, about DFC teaching method and environmental education, students had achieved all of the objectives in areas of perceptual awareness, environmental knowledge and concept and environmental action; on the other hand, students had achieved only some of the objectives in environmental values, attitude and environmental action experiences. In all, the findings were expected to function as meaningful reference for teachers in practical teaching.

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50

"Prioritizing Phronesis: Theorizing Change, Taking Action, Inventing Possibilities with the Sudanese Diaspora in Phoenix." Doctoral diss., 2012. http://hdl.handle.net/2286/R.I.14909.

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abstract: This project draws on sociocognitive rhetoric to ask, How, in complex situations not of our making, do we determine what needs to be done and how to leverage available means for the health of our communities and institutions? The project pulls together rhetorical concepts of the stochastic arts (those that demand the most precise, careful planning in the least predictable places) and techne (problem-solving tools that transform limits and barriers into possibilities) to forward a stochastic techne that grounds contemplative social action at the intersection of invention and intervention and mastery and failure in real time, under constraints we can't control and outcomes we can't predict. Based on 18 months of fieldwork with the Sudanese refugee diaspora in Phoenix, I offer a method for engaging in postmodern phronesis with community partners in four ways: 1) Explanations and examples of public listening and situational mapping 2) Narratives that elucidate the stochastic techne, a heuristic for determining and testing wise rhetorical action 3) Principles for constructing mutually collaborative, mutually beneficial community-university/ community-school partnerships for jointly addressing real-world issues that matter in the places where we live 4) Descriptions and explanations that ground the hard rhetorical work of inventing new paths and destinations as some of the Sudanese women construct hybridized identities and models of social entrepreneurship that resist aid-to-Africa discourse based on American paternalism and humanitarianism and re-cast themselves as micro-financers of innovative work here and in Southern Sudan. Finally, the project pulls back from the Sudanese to consider implications for re-figuring secondary English education around phronesis. Here, I offer a framework for teachers to engage in the real work of problem-posing that aims - as Django Paris calls us - to get something done by confronting the issues that confront our communities. Grounded in classroom instruction, the chapter provides tools for scaffolding public listening, multi-voiced inquiries, and phronesis with and for local publics. I conclude by calling for English education to abandon all pretense of being a predictive science and to instead embrace productive knowledge-making and the rhetorical work of phronesis as the heart of secondary English studies.
Dissertation/Thesis
Ph.D. Curriculum and Instruction 2012

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Dissertations / Theses on the topic 'Action research methodology'

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