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Journal articles on the topic 'Collaborative action research'

Author: Grafiati

Published: 4 June 2021

Last updated: 21 February 2023

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1

Curry, Katherine A., Jackie Mania-Singer, ED Harris, and Shawna Richardson. "Teacher Collaborative Action Research." Journal of School Leadership 28, no. 2 (March 2018): 173–201. http://dx.doi.org/10.1177/105268461802800202.

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This qualitative case study utilized distributed leadership theory and Capobianco and Feldman's (2006) conceptualization of conditions for collaborative action research (CAR) to describe the implementation of CAR as professional development (PD) and school improvement strategy in two educational contexts, one alternative school and one rural, in a Midwestern state. Findings indicate that distributed leadership facilitates CAR as a powerful PD tool and results in development of action plans for school improvement; however, conditions are necessary for CAR to effect professional practice.

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2

Watt, Molly Lynn, and Daniel Lynn Watt. "Teacher Research, Action Research: the Logo Action Research Collaborative." Educational Action Research 1, no. 1 (January 1993): 35–63. http://dx.doi.org/10.1080/0965079930010104.

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Carlarne, John. "Collaborative action research and peacebuilding." International Peacekeeping 4, no. 4 (December 1997): 79–85. http://dx.doi.org/10.1080/13533319708413693.

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Middel, Rick, David Coghlan, Paul Coughlan, Louis Brennan, and Tim McNichols. "Action research in collaborative improvement." International Journal of Technology Management 33, no. 1 (2006): 67. http://dx.doi.org/10.1504/ijtm.2006.008192.

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Sandberg, A., L. Pareto, and T. Arts. "Agile Collaborative Research: Action Principles for Industry-Academia Collaboration." IEEE Software 28, no. 4 (July 2011): 74–83. http://dx.doi.org/10.1109/ms.2011.49.

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Titchen, Angie, and Alison Binnie. "Research partnerships: collaborative action research in nursing." Journal of Advanced Nursing 18, no. 6 (June 1993): 858–65. http://dx.doi.org/10.1046/j.1365-2648.1993.18060858.x.

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7

Thompson, Bradley C. "Collaborative Action Research In Academic Administration." West East Journal of Social Sciences 8, no. 3 (October 17, 2019): 227–52. http://dx.doi.org/10.36739/wejss.2019.v8.i3.30.

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This research involved a study exploring the changes in an academic institution expressed through decision-making in a shifting leadership culture. Prior to the study, the school was heavily entrenched in authoritarian and centralized decision-making, but as upper-level administrators were exposed to the concept of collaborative action research, they began making decisions through a reflection and action process. Changing assumptions and attitudes were observed and recorded through interviews at the end of the research period. The research team engaged in sixteen weekly cycles of reflection and action based on an agenda they mutually agreed to and through an analysis of post-research interviews, weekly planning meetings, discussions, and reflection and action cycles. Findings revealed experiences centering around the issues of:  The nature of collaboration- it created discomfort, it created a sense of teamwork, it created difficulty.  The change of environment in the process- team members began to respect each other more, and the process became more enjoyable.  The freedom and change in the process- freedom to voice opinions and to actively listen, the use of experience to lead elsewhere in the school.  How issues of power are better understood by working together- the former process was less collaborative, politics will always be part of the process. As a result of this study, members have started using this decision-making methodology in other areas of administration.

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Platteel, Tamara, Hans Hulshof, Petra Ponte, Jan van Driel, and Nico Verloop. "Forming a collaborative action research partnership." Educational Action Research 18, no. 4 (December 2010): 429–51. http://dx.doi.org/10.1080/09650792.2010.524766.

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9

Locke, Terry, Noeline Alcorn, and John O’Neill. "Ethical issues in collaborative action research." Educational Action Research 21, no. 1 (March 2013): 107–23. http://dx.doi.org/10.1080/09650792.2013.763448.

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Cook, Tina. "Collaborative Action Research within Developmental Evaluation." Evaluation 12, no. 4 (October 2006): 418–36. http://dx.doi.org/10.1177/1356389006071293.

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Rowell, Lonnie. "Collaborative Action Research and School Counselors." Professional School Counseling 9, no. 1 (October 2005): 28–36. http://dx.doi.org/10.5330/prsc.9.1.x6302t28qp670x65.

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12

Smulyan, Lisa. "Collaborative action research: A critical analysis." Peabody Journal of Education 64, no. 3 (March 1987): 57–70. http://dx.doi.org/10.1080/01619568709538559.

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Rowell, Lonnie L. "Collaborative Action Research and School Counselors." Professional School Counseling 9, no. 1 (October 2005): 2156759X0500900. http://dx.doi.org/10.1177/2156759x0500900111.

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Collaborative action research is an effective tool for helping school counselors to strengthen the link between practice and research. Action research methods for school counselors are summarized, and a model for collaborative action research linking counselor training and school counselor practitioners is presented. The model is based on ongoing action research projects currently being carried out in several school districts. Examples of action research projects based on this model are illustrated.

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14

Hill, Lynda. "Collaborative research interest group in action." Clinical Psychology Forum 1, no. 86 (December 1995): 6–7. http://dx.doi.org/10.53841/bpscpf.1995.1.86.6.

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Hadna, Agus Heruanto, and Nasrulhaq Nasrulhaq. "Collaborating Local Government Agencies to Prevention Adolescent Reproductive Health in Makassar, Indonesia." Otoritas : Jurnal Ilmu Pemerintahan 9, no. 1 (May 31, 2019): 12–27. http://dx.doi.org/10.26618/ojip.v9i1.2025.

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Collaboration is an approach and concept of managing public policy in Makassar, Indonesia. Recently, the municipality of Makassar has capitalized on the collaboration of local government agencies regarding public affairs to prevent issues of Adolescent Reproductive Health (ARH). ARH is a strategic issue for local government so that it is solved collaboratively. The collaborating governmental organization comprises the Department of Education, Health, Family Planning, and all of the Urban Villages. This research employed a qualitative method focusing on the analysis of collaborative phenomena of local government agencies in Generation Planning Program through Adolescent Counseling Information Center (ACIC) and Adolescent Families Development (AFD) in Makassar. Data were obtained and analyzed in an orderly and structured manner with general qualitative approach. Based on the field research, the local government agencies collaborate in two ways. The first collaboration deals with the sectoral term which is the involvement of the government agencies related to adolescent reproductive health policy. The second collaboration deals with the regional term including the involvement of the Sub-District and Urban Villages in Makassar as grassroots bureaucracy. Collaborative themes and relations are the main findings in this article. An interesting theme in the idea of collaboration is mutual interdependence, while an exciting theme in the implementation of collaborative action is joint interaction. Organizational relationships in collaboration between local government agencies are coordination, consolidation, consultation, and command. This study concluded that sectoral and regional collaboration is proper in bringing a solution to public health affairs that are very complex.

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Smith-Stoner, Marilyn, and Mary E. Molle. "Collaborative Action Research: Implementation of Cooperative Learning." Journal of Nursing Education 49, no. 6 (June 1, 2010): 312–18. http://dx.doi.org/10.3928/01484834-20100224-06.

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Downes, John M., Penny A. Bishop, Meredith Swallow, Mark Olofson, and Susan Hennessey. "Collaborative action research for middle grades improvement." Educational Action Research 24, no. 2 (August 7, 2015): 194–215. http://dx.doi.org/10.1080/09650792.2015.1058169.

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Fernández-Díaz, Elia, Lorea Fernández-Olaskoaga, and Prudencia Gutiérrez-Esteban. "Collaborative action research through technologically mediated agoras." Educational Action Research 25, no. 1 (February 15, 2016): 56–70. http://dx.doi.org/10.1080/09650792.2016.1141107.

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Messiou, Kyriaki. "Collaborative action research: facilitating inclusion in schools." Educational Action Research 27, no. 2 (February 11, 2018): 197–209. http://dx.doi.org/10.1080/09650792.2018.1436081.

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20

Avgerinou, Maria D. "Blended Collaborative Learning for Action Research Training." Ανοικτή Εκπαίδευση: το περιοδικό για την Ανοικτή και εξ Αποστάσεως Εκπαίδευση και την Εκπαιδευτική Τεχνολογία 4, no. 1 (June 9, 2008): 17. http://dx.doi.org/10.12681/jode.9727.

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This action research study investigated the application and use of a blended collaborative learning model as a vehicle for developing in-service teachers’ action research skills in afield-based Master’s program. It also explored the roles of the instructor through the lens of the ‘four hats’ metaphor (Bonk et al., 2001). Research results endorsed the tremendous potential of both the collaborative and blended aspects of the selected instructional approach towards the creation of an interactive community of learners, as well as the development of deeply reflective thinking skills. From the course design perspective, this instructional approach facilitated the transformation of an action research training course to what Laurillard (2002) calls the “reflective practicum”. For this transition to occur, three highly significant conditions need be in place and work in parallel, namely the students’ own motivation and drive to achieve professional growth as opposed to those students that just wanted to complete the degree; as well as a positive student-instructor relationship, and the instructor’s continuous support, input and guidance.Key words: Blended Learning, Action Research, CMC, Collaborative Learning, Higher Education

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21

Argyropoulos, Vassilios S., and Magda A. Nikolaraizi. "Developing inclusive practices through collaborative action research." European Journal of Special Needs Education 24, no. 2 (May 2009): 139–53. http://dx.doi.org/10.1080/08856250902793586.

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22

Clift, Renée, Mary Lou Veal, Marlene Johnson, and Patricia Holland. "Restructuring Teacher Education Through Collaborative Action Research." Journal of Teacher Education 41, no. 2 (March 1990): 52–62. http://dx.doi.org/10.1177/002248719004100207.

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23

Fazio, Xavier, and Wayne Melville. "Science teacher development through collaborative action research." Teacher Development 12, no. 3 (August 2008): 193–209. http://dx.doi.org/10.1080/13664530802259222.

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24

Tait, K. J., and G. M. Boulton-Lewis. "Collaborative action research in early mathematics education." Australian Educational Researcher 20, no. 1 (April 1993): 65–75. http://dx.doi.org/10.1007/bf03219536.

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25

Ham, Maryellen C. "Enhancing supervisory effectiveness through collaborative action research." Peabody Journal of Education 64, no. 3 (March 1987): 44–56. http://dx.doi.org/10.1080/01619568709538558.

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26

Whitehead, Joan E. "In‐Service Education As Collaborative Action Research." British Journal of In-Service Education 13, no. 3 (September 1987): 142–48. http://dx.doi.org/10.1080/0305763870130307.

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27

Canterino, Filomena, Abraham B. (Rami) Shani, David Coghlan, and Massimo S. Brunelli. "Collaborative Management Research as a Modality of Action Research." Journal of Applied Behavioral Science 52, no. 2 (April 20, 2016): 157–86. http://dx.doi.org/10.1177/0021886316641509.

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28

Amir, Muhammad Yusran, Moh Thahir Haning, Nurdin Nara, Muhammad Yunus, Muh Akmal Ibrahim, Gita Susanti, and Badu Achmadi. "Role of Kalla Group in Collaborative Governance Implementation of Covid-19 Management in Makassar City." Journal of Health and Nutrition Research 1, no. 3 (November 30, 2022): 185–92. http://dx.doi.org/10.56303/jhnresearch.v1i3.92.

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This research is to analyze the dynamics of collaboration, and collaborative actions of the Kalla Group with the Makassar city government in tackling COVID-19. This research method is qualitative research that focuses on examining the phenomena that occur in the dynamics of collaboration, and collaborative actions between the government and the private sector in the implementation of the COVID-19 response in Makassar City. Data collection techniques were carried out through in-depth interviews, observation and document review, namely collecting and studying relevant data and supporting research, literature, lecture materials, expert theories, and documents or archives that support this research. The informants from this study were 6 key informants selected purposively. The results of the study show that the Kalla Group has very good collaboration with the Makassar City Government in tackling COVID-19 in Makassar city. The role of the Kalla Group is in 2 stages, namely 1) Collaborative Dynamics, and 2) Collaborative Actions. There are 3 aspects in the dynamics of collaboration, namely the mobilization of shared principles, building shared motivation, and the capacity to take joint action. The Kalla Group carries out various collaborative actions so as to have an impact on the health, economy, and education sectors. The conclusion is that the Kalla Group Company has very good collaboration in Collaborative Governance for handling COVID-19 with the City Government of Makassar.

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Watkins, Karen E., Aliki Nicolaides, and Victoria J. Marsick. "Emerging Action Research Traditions." International Journal of Adult Vocational Education and Technology 7, no. 3 (July 2016): 71–81. http://dx.doi.org/10.4018/ijavet.2016070107.

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The authors argue here that contemporary use of action research shares the exploratory, inductive nature of many qualitative research approaches—no matter the type of data collected—because the type of research problems studied are set in complex, dynamic, rapidly changing contexts and because action research is undertaken to support social and organizational change that requires buy-in from many stakeholders affected by the research problem. Action research serves as a critique and alternative to more traditional views of social science. In this article, the authors first describe action research as defined by Kurt Lewin, its originator. They show how two variants of action research—Action Science and Collaborative Developmental Action Inquiry—advance insight into how action research can be used to develop personal capability to address system changes that action research seeks to unveil. By using the example of an innovative action research approach to doctoral research, the authors illustrate the context-rich, exploratory nature of action research that both generates knowledge for and in change, and developmentally engages collaborating researchers and participants. They conclude with reflections on criteria for rigor and relevance in action research in today's post-modern, complex world.

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30

Nichols, Ralph. "Action research in health care: the collaborative action research network health care group." Educational Action Research 5, no. 2 (June 1997): 185–92. http://dx.doi.org/10.1080/09650799700200032.

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31

Skyhar, Candy. "Teacher-Directed Collaborative Action Research as a Mediating Tool for Professional Learning in Rural Contexts." Australian and International Journal of Rural Education 31, no. 1 (March 24, 2021): 12–29. http://dx.doi.org/10.47381/aijre.v31i1.264.

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Through a single-case study design, the research study described in this article examined one rural Canadian school divisionâ€™s use of teacher-directed collaborative action research as a mediating tool for teacher learning within a professional development (PD) initiative known as the Numeracy Cohort. The PD initiative brought together a dozen K-12 teachers from across a very small (but geographically distanced) school division in Manitoba, Canada. In addition to learning about several strategies for teaching mathematics and improving student numeracy skills, the teachers in the Numeracy Cohort engaged in collaborative action research projects, designing materials and implementing new strategies in their unique, often multi-grade, rural classrooms. In addition to the changes and improvements noticed by teachers through their collaborative action research, findings from the study illustrated several strengths of teacher-directed collaborative action research, including the autonomy it afforded teachers to engage in work directly related to their classroom contexts, its ability to foster collaboration between colleagues, and its ability to build connections across schools within a diverse rural context. Findings from the study also suggested that consideration should be given to both ways of supporting the action research process, and the complexities of leadership in rural settings if teacher-directed collaborative action research is to be used as a mediating tool for learning.

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Day-Duro, Emma, Guy Lubitsh, and Gillian Smith. "Understanding and investing in healthcare innovation and collaboration." Journal of Health Organization and Management 34, no. 4 (April 4, 2020): 469–87. http://dx.doi.org/10.1108/jhom-07-2019-0206.

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PurposeTo understand the partnership between clinicians and academics who come together to provide high-quality care alongside research and innovation, identifying challenges and productive conditions for innovation and collaboration across multi-disciplinary teams.Design/methodology/approachAn explorative action research methodology was adopted. Semi-structured interviews were conducted with 15 clinical, academic and executive leads at a large metropolitan tertiary care hospital with an academic health services portfolio in the UK.FindingsClinical leaders recognise the division of limited resource, restrictive employment contracts and the divergent priorities of each organisation as challenges hindering the collaborative process and derailing innovation. Developing a culture of respect, valuing and investing in individuals and allowing time and space for interaction help facilitate successful innovation and collaboration. Successfully leading collaborative innovation requires a combination of kindness, conviction and empowerment, alongside the articulation of a vision and accountability.Research limitations/implicationsAction research continues at this site, and further enquiry into the experiences, challenges and solutions of non-leaders when collaborating and innovating will be captured to present views across the organisation.Practical implicationsClinical and academic collaboration and innovation are essential to the continued success of healthcare. To ensure hospitals can continue to facilitate this in increasingly challenging circumstances, they must ensure longevity and stability of teams, devote time and resource to research and innovation, nurture interpersonal skills and develop kind and empowering leaders.Originality/valueThis work uniquely focuses on a real-time collaborative and innovative development. By employing action research while this development was happening, we were able to access the real time views of those at the centre of that collaboration. We offer insight into the challenges and effective solutions that consultant-level clinical leaders encounter when attempting to innovate and collaborate in practice.

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33

Adugu, Emmanuel. "Contextualizing Action Research." International Journal of Adult Education and Technology 12, no. 2 (April 2021): 31–46. http://dx.doi.org/10.4018/ijaet.2021040103.

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

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McNeill, Fergus, and Alison Urie. "Collaboration before collaborative research: The development of ‘Distant Voices’." Methodological Innovations 13, no. 2 (May 2020): 205979912093727. http://dx.doi.org/10.1177/2059799120937270.

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In this article, we explore the origins and early development of the ongoing collaborative action research project ‘Distant Voices – Coming Home’. We begin by explaining why and how our somewhat different backgrounds and interests came to be connected in Distant Voices. We then go on to explore the project’s first two development stages. In discussing the first phase (Distant Voices 1), we focus on how and why we developed creative processes and practices as modes of communication, knowledge exchange and public engagement. In discussing the second phase (Distant Voices 2), we reflect upon how and why these practices came to be seen as constitutive of sites of personal and community development and of knowledge generation. In conclusion, we reflect briefly on the challenges of formalising Distant Voices in its current form – as a large-scale, collaborative research project.

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35

Durante, Princess Gerbie C. "STRENGTHENING COLLABORATIVE RESEARCH PRACTICES IN ACADEMIA: FACTORS, CHALLENGES, AND STRATEGIES." Problems of Education in the 21st Century 80, no. 4 (August 25, 2022): 531–46. http://dx.doi.org/10.33225/pec/22.80.531.

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This mixed-method research sought to identify the factors, challenges and strategies that enable and strengthen collaborative research practice in academia. Participants of the study are purposively chosen, self-selected faculty and students from an external campus and a unit in the main campus of a state university in Bulacan, Philippines, who have successfully completed collaborative research writing projects, presented collaborative research projects in conferences and symposia, or published said collaborative research projects. Data were gathered using a researcher developed instrument, validated, and checked for reliability. Analysis of results using principal components analysis led to the development of the DRREAM (Diversity, Role assignment, Relationship-building and peer interdependence, Ergonomic, flexible and adaptable processes, Acquisition of knowledge, skills and expertise, Motivation consideration) model, a conceptual framework on factors that strengthen effectual collaborative research writing; while the use of thematic analysis enabled the formulation of IPP (Individual, Professional and Personal) model, a conceptual framework on strategies to overcome challenges faced by collaborators in a collaboration research project. Finally, an Action Plan Framework for Effectual Collaborative Research Writing is proposed to promote the culture of collaborative research practices among the members of the academia. Keywords: collaborative research writing, research collaboration factors, research collaboration challenges and strategies, research culture in academia

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Shaw, Rajib, Yukiko Takeuchi, R. R. Krishnamurthy, Krishna S. Pribadi, and Rekha Nianthi. "Collaborative Post Tsunami Action Research: Lessons and Reflections." Asian Journal of Environment and Disaster Management (AJEDM) - Focusing on Pro-active Risk Reduction in Asia 01, no. 01 (2009): 13. http://dx.doi.org/10.3850/s179392402009000064.

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Lee, Soo-Young, and Ji-Hi Bae. "Collaborative Action Research on Safety Education for Infants." Early Childhood Education Research & Review 23, no. 2 (April 30, 2019): 277–309. http://dx.doi.org/10.32349/ecerr.2019.4.23.2.277.

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38

Plummer, Gill, Kerry Newman, and Richard Winter. "Exchanging Letters: a format for collaborative action research?" Educational Action Research 1, no. 2 (January 1993): 305–14. http://dx.doi.org/10.1080/0965079930010209.

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Feldman, Allan. "The role of conversation in collaborative action research." Educational Action Research 7, no. 1 (March 1999): 125–47. http://dx.doi.org/10.1080/09650799900200076.

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40

Bleicher, Robert E. "A collaborative action research approach to professional learning." Professional Development in Education 40, no. 5 (November 18, 2013): 802–21. http://dx.doi.org/10.1080/19415257.2013.842183.

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41

Enomoto, Ernestine K. "Book Review: How to Conduct Collaborative Action Research." International Journal of Educational Reform 3, no. 3 (July 1994): 361–63. http://dx.doi.org/10.1177/105678799400300314.

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42

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

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Schruijer, Sandra G. L. "Developing collaborative interorganizational relationships: an action research approach." Team Performance Management: An International Journal 26, no. 1/2 (February 12, 2020): 17–28. http://dx.doi.org/10.1108/tpm-11-2019-0106.

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Purpose This paper aims to address the group dynamics that evolve when representatives from various organizations come together to develop and work on a joint goal. Its aim is to share the author’s learnings when it concerns the understanding of the group dynamics of interorganizational relationships and the development of collaboration between these organizations. Design/methodology/approach The perspective taken draws on social and organizational psychology, systems psychodynamics and organization development. Findings The paper concludes with reflections on generic learnings about collaboration, its dynamics and its development. Originality/value Various action research projects are presented that have been conducted in different sectors.

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44

Ayalon, Aram. "Collaborative Action Research: A Graduate Culminating Experience Project." Teaching Education 7, no. 1 (January 1995): 21–32. http://dx.doi.org/10.1080/1047621950070106.

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Ho, Belinda. "Carrying Out Collaborative Action Research in a Practicum." TESOL Journal 4, no. 2 (December 5, 2012): 295–311. http://dx.doi.org/10.1002/tesj.59.

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46

Somekh, Bridget. "The Collaborative Action Research Network: 30 years of agency in developing educational action research." Educational Action Research 18, no. 1 (March 2010): 103–21. http://dx.doi.org/10.1080/09650790903484566.

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47

Neethling, Marinda, and Mirna Nel. "Addressing a theory-practice gap in teacher education by using a participatory action learning and action research (PALAR) approach." South African Journal of Education 41, no. 4 (November 30, 2021): 1–12. http://dx.doi.org/10.15700/saje.v41n4a1942.

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In this article we combine Boyer’s 4 domains of scholarship with Hutchings’ 4 types of questions and Ghaye, Melander-Wikman, Kisare, Chambers, Bergmark, Kostenius and Lillyman’s (2008) reflective learning framework using a Participatory Action Learning and Action Research (PALAR) method to explore the perceived gap in in-service teachers’ experience in classroom contexts. Qualitative data were collected in an action learning set (ALS) consisting of distance learning in-service teachers enrolled in a learning support programme through purposeful discussions, reflective diaries, observations, and open-ended reflective learning questionnaires. In the research reported on here we found that collaborative partnerships initiated scholarly thoughts and actions when sharing and evaluating insights during the research process, which resulted in building on learning that has been gained together. The findings point to the need for collaboration between lecturers and students to develop an awareness to not only take knowledge from one another to create theories about how they should deal with problems but rather to jointly become reflective collaborative scholars to address the theory-practice gap.

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Guan, Lina. "Investigation into Improvement of Teacher Autonomy and Student Autonomy through Collaborative Action Research." Theory and Practice in Language Studies 11, no. 1 (January 1, 2021): 76. http://dx.doi.org/10.17507/tpls.1101.09.

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Teacher autonomy and student autonomy are interrelated and can’t be divided. Collaborative action research can improve EFL teachers’ professional development; renew their conception about the collaboration and change their fixed conception about teaching and learning.

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Kramer-Roy, Debbie, Denise Hashim, Nighat Tahir, Areeba Khan, Asma Khalid, Nasira Faiz, Rabeea Minai, et al. "The developing role of occupational therapists in school-based practice: Experiences from collaborative action research in Pakistan." British Journal of Occupational Therapy 83, no. 6 (January 24, 2020): 375–86. http://dx.doi.org/10.1177/0308022619891841.

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Introduction Occupational therapists around the world increasingly seek to support the participation of children with disabilities and special educational needs in mainstream education. Contemporary school-based occupational therapy practice is progressing from an individual, impairment focus towards collaborative, universal interventions at the whole class and whole school level. Participation-focused practice and collaboration is particularly important, but uncommon, in low-resource contexts such as Pakistan. Methods This article reports on collaborative action research that developed the role of occupational therapy in inclusive education in Karachi, Pakistan. A research team consisting of occupational therapists and teachers worked with five local primary schools, using the action research cycles of plan–implement–observe–reflect to develop practical strategies, materials and inclusive lesson plans to facilitate the participation of all children in all school-based occupations. Findings Support from school management and interdisciplinary collaboration were crucial for implementing change. In addition, strategies like inclusive lesson planning were found to benefit all children in class. Collaborative action research led to increased professional confidence in the teachers and occupational therapists, and skill development through developing a resource guide, running workshops and presenting at (inter)national conferences. Conclusion Collaborative action research was an effective means to develop the occupational therapy role in inclusive education practices in Pakistan, develop culturally appropriate educational resources, and upskill local therapists and teachers.

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McPhaul, Kate, and Jane Lipscomb. "Participatory Action Research: A Protective Research Design." NEW SOLUTIONS: A Journal of Environmental and Occupational Health Policy 15, no. 1 (May 2005): 53–59. http://dx.doi.org/10.2190/u0f6-h37l-ww59-lmt4.

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This commentary briefly reviews the ethical considerations for protection of workers participating in research. We argue that many IRBs may not fully understand the nature of collaborative and participatory research methods; consequently, this may delay IRB approval or worse, reduce the effectiveness of IRB oversight. A U.S. workplace participatory action research (PAR) project with which we are involved illustrates how researcher-worker-employer teams can navigate human subject oversight procedures (IRB approval). By design, successful and effective PAR projects incorporate, and often exceed the ethical principles espoused by current IRB principles.

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