Academic literature on the topic 'Whole Brain® Participatory Action Research'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Whole Brain® Participatory Action Research.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Whole Brain® Participatory Action Research"
1
Calhoun, Karen D., Kent Key, E. Yvonne Lewis, Susan J. Woolford, E. Hill DeLoney, Jennifer Carerra, Joe Hamm, et al. "3572 The Flint Community’s Action Plan to Rebuild Trust and Encourage Resiliency During the Post Water Crisis Phase." Journal of Clinical and Translational Science 3, s1 (March 2019): 96. http://dx.doi.org/10.1017/cts.2019.219.
Full textAbstract:
OBJECTIVES/SPECIFIC AIMS: o To review the community’s recommendations on how to rebuild trust in the Flint community. o To review effective community engagement strategies utilized with the Flint Special Projects for project conceptualization, participant recruitment, data analysis, project oversight, and dissemination. METHODS/STUDY POPULATION: The study population includes nearly two hundred residents representing seniors, youth and diverse ethnicities recruited to participate in eleven focus group meetings. The population also represents the general public who attended informational meetings in Flint, Michigan to learn about the crisis and allow residents to voice their opinions and concerns during the onset of the crisis. The project is a mixed methods community based participatory research effort that utilized community decision making in all phases of the effort such as pre-conception, implementation, dissemination and advocacy to encourage the community’s recommendations are adopted at policy and institutional responsiveness levels. It includes three community engaged research efforts: (project 1) A qualitative analysis of community sentiment provided during 17 recorded legislative, media and community events, and (projects 2-3) two mixed methods efforts utilizing purposive sampling of stakeholders whose voice may not have been heard. RESULTS/ANTICIPATED RESULTS: The project presents a qualitative analysis of the community’s voice during the onset of the man-made disaster when the community first became aware of the emergency manager’s plans to switch the water source. It also reflects current perspectives of community voice since the projects are scheduled to end late February 2019. Findings from a trust measure administered to nearly two hundred residents will be presented, along with a qualitative analysis of focus group findings among segments of the population (seniors, youth, and diverse ethnicities) who may have been left out of narratives on the water crisis. Finally, the project will compare empowerment and resiliency approaches being utilized in Flint, Michigan to recover from the disaster with other approaches grounded in literature and theory. DISCUSSION/SIGNIFICANCE OF IMPACT: Communities of color often experience social determinants of health which negatively impact their health, well-being and human rights. Some Flint citizens are experiencing negative health consequences (i.e., rashes, brain and behavioral sequelle, fertility, etc.) as a result of the disaster, and are uncertain of health outcomes in the future. This is the first project to rigorously document and analyze levels of trust and mistrust in the city of Flint since the water disaster occurred. The qualitative research will guide future clinical research that will benefit this traumatized community experiencing high levels of mistrust (i.e., government, elected officials, etc.). The community engaged methodology involved residents and study participants in all phases of the project including project oversight, validating and analyzing data, and dissemination. This methodology will contribute to existing literature and theory on community based participatory research, community engaged research, team science and citizen science. The approaches empowered a call to action among residents, for example, seniors who attended two senior focus group sessions shared “they are hopeful and have a purpose,” resulting in the creation of a council (with officers) at their housing complex to advocate for the well-being of seniors during the recovery process. Recruitment methodologies were extremely successful due to resident level trust in community leaders and community partner organizations. Finally, the project’s examination of approaches encouraging empowerment and resiliency will provide lessons learned for other communities challenged with crisis.
2
Correa, Daniel J., Churl-Su Kwon, Susan Connors, Brandy Fureman, Vicky Whittemore, Nathalie Jetté, Gary W. Mathern, and Solomon L. Moshé. "Applying participatory action research in traumatic brain injury studies to prevent post-traumatic epilepsy." Neurobiology of Disease 123 (March 2019): 137–44. http://dx.doi.org/10.1016/j.nbd.2018.07.007.
Full text
3
True, Gala, Jessica Wyse, Laura Lorenz, Raymond Facundo, John Marmion, and Sarah Ono. "Therapeutic Effects of Participatory Action Research for Veterans and Caregivers Living With Brain Injury." Archives of Physical Medicine and Rehabilitation 100, no. 10 (October 2019): e135. http://dx.doi.org/10.1016/j.apmr.2019.08.411.
Full text
4
Kušová, Drahomíra, and Jan Těšitel. "Action Research in Landscape Ecology (Šumava Biosphere Reserve, Czech Republic Case Study )." Ekológia (Bratislava) 36, no. 4 (December 20, 2017): 323–38. http://dx.doi.org/10.1515/eko-2017-0026.
Full textAbstract:
Abstract Current landscape ecological research applies trans-disciplinarity as a principle when considering the study of landscape as a multifunctional entity. The principle can be practically applied by use of participatory action research. The paper reports on the use of participatory action research in the process of step-by-step institutionalization of the Šumava Biosphere Reserve, as a complement to the state-conducted nature conservation, which took place in the period 1991−2016. To briefly summarize the main findings, we can suggest that the present institutional model of the Šumava Biosphere Reserve emerged primarily thanks to the ‘permanent jointly conducted experiment’ that followed the spiral scheme of action research, in which outputs of one implementation project served as a starting point to formulate, and subsequently realize the follow-up projects(s). The local community was engaged in the whole process, hence lessons learned became a part of local social and cultural capital, which since can be considered important endogenous developmental potential of the region.
5
Barbaros, Claudia. "Professional development of teachers through involvement in action Research." Homo et Societas 5 (2020): 129–40. http://dx.doi.org/10.4467/25436104hs.20.009.13242.
Full textAbstract:
Towards the end of the twentieth century in education appeared three functional concepts, which are based on the participatory approach to research: action research, participatory research, participatory-action research. It seems that these types of research would be of great use to teachers in the classroom. Several educational policy documents stipulate the idea of lifelong learning. Starting with 1996, the European Year of Lifelong Learning, the Lifelong Learning Strategy is formulated, which talks about the need to develop the professional potential of each person and the teaching / learning methods. But professional development is an ongoing process and requires a huge effort from teachers and the whole community. At the same time, teachers are always concerned with finding solutions to overcome students’ learning problems, avoid school failure, reduce functional illiteracy, etc. In this article we propose some suggestions for the development of literacy and research skills in students, which we consider more important in the instructional process. We would like to mention that there is currently an increasing emphasis on transdisciplinary or integrated training. Only through a constructive collaboration with colleagues from all school subjects will we be able to carry out valuable research and change the precarious situation in the direction of obtaining performance. In the 21st century, the teacher appears as an agent of change, which implies that he will be the basic element of educational reforms. Rozwój zawodowy nauczycieli poprzez zaangażowanie w badania naukowe Pod koniec XX wieku w edukacji pojawiły się trzy koncepcje funkcjonalne, które opierają się na partycypacyjnym podejściu do badań: badania w działaniu, badania partycypacyjne, badania w działaniu partycypacyjnym. Wydaje się, że tego typu badania byłyby bardzo przydatne w pracy nauczycieli. W artykule przedstawiono kilka sugestii dotyczących rozwoju umiejętności czytania i pisania wśród uczniów w kontekście rozwoju zawodu nauczyciela. W teksie zauważono, iż tylko dzięki konstruktywnej współpracy nauczycieli z kolegami ze szkoły jest się w stanie przeprowadzić wartościowe badania.
6
Thomas, P. "Increasing Capacity for Innovation in Bureaucratic Primary Care Organizations: A Whole System Participatory Action Research Project." Annals of Family Medicine 3, no. 4 (July 1, 2005): 312–17. http://dx.doi.org/10.1370/afm.309.
Full text
7
Aulina, Choirun Nisak. "Penerapan Metode Whole Brain Teaching dalam Meningkatkan Motivasi Belajar Anak Usia Dini." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 2, no. 1 (June 10, 2018): 1. http://dx.doi.org/10.31004/obsesi.v2i1.1.
Full textAbstract:
The aims of this research are to improve children's learning motivation through the implementaion of Whole Brain Teaching and to describe the improvement of children's learning motivation through the implementation of Whole Brain Teaching. This research is a classroom action research, then research subjects consisted of 18 students at TK Aisyiyah 1 Tanggulangin, especially group A. The location of this research is in TK Aisyiyah 1 Tanggulangin. Data collection technique is done by observation. The results show that the implementation of Whole Brain Teaching method can improve the learning motivation of students at TK Aisyiyah 1 Tanggulangin. It can be seen from the improvement of children's learning motivation from the state of the 33% grade completeness score in the pre cycle, up to 56% in cycle I, then 83% grade mastery score in cycle II. So in accordance with the level of completeness of the action that the score of 75% -100% is in very good qualifications and the implementation of the action declared successful
8
Ragan, Doug, and Clarissa Wilkinson. "Growing Up with Expectations. Better Understanding the Expectations of Community Partners in Participatory Action Research Projects." Les ateliers de l'éthique 4, no. 1 (April 11, 2018): 127–39. http://dx.doi.org/10.7202/1044589ar.
Full textAbstract:
This paper challenges the assumption that youth and youth agencies are in a condition of equality when entering a participatory action research (PAR). By asserting that it is not a state of equality that practitioners nor youth should assume nor be immediately striving for, but a consistently equitable process, this article draws from and reflects on the relationship between young people and researchers who have used a PAR methodology in action oriented projects. Using the UNESCO Growing up in Cities Canada project as a case example, this review extrapolates from and reflects on challenges faced by the project as a whole. Using semi-structured interviews to explore the roles of adults and youth, a number of strategies are highlighted as the techniques used to overcome these challenges. The discussion concludes with further reflection on the complexities of equality and equity, recommending a number of actions that have the potential to create an equitable environment in PAR projects similar to the one examined.
9
Koumpouros, Y., K. Antonopoulou, A. Pappa, K. Tsekoura, N. Malliou, M. Salamaliki, E. Oikonomoula, and S. Makri. "POS0064-PARE DESIGN OF AN INNOVATIVE MHEALTH SOLUTION FOR FIGHTING STIGMA ASSOCIATED WITH CHRONIC PAIN." Annals of the Rheumatic Diseases 80, Suppl 1 (May 19, 2021): 238.2–239. http://dx.doi.org/10.1136/annrheumdis-2021-eular.2398.
Full textAbstract:
Background:Pain is associated with a plethora of diseases. The statistics reveal that chronic pain affects around 100 million people across Europe and is closely associated with high unemployment rates, depression, substance abuse & social exclusion. Stigma is a significant and persistent problem for those with chronic pain. Lack of public awareness & stigma associated with pain affect not only patients but also society.Objectives:The present research proposes a holistic solution to combat stigma using the latest technological developments. A mobile health application has been designed in order to serve the various stakeholders (patients, families, community) in the field under study. The objective of the final “StigmApp” solution is 4-fold:(i) to facilitate pain management, (ii) to aware the general public, (iii) to educate all different parties & (iv) to facilitate actions & research to combat stigma. Another innovative feature is that it delivers the required information to each party in a highly automated, personalized & digestible way making the whole experience enjoyable, while ensuring user engagement.Methods:A multidisciplinary team was formed at the beginning of the project in order to ensure the desired outcome. Two patient organizations from Cyprus & Greece, two behavioral scientists, three physicians, one psychologist, ten citizens, ten patients, two marketeers and two experts in mobile health applications participated. A participatory design methodology was followed in order to capture & address the whole user experience.Results:An iterative process was followed bringing & different end-users on board. The different parties evaluated and assessed all modules implemented providing appropriate feedback. It currently runs only on Android operating system and supports: (i) pain management (intense &points of pain, medications used, underlying diseases, life style, etc.),(ii) raise awareness & education (through information nuggets & bite-sized learning), (iii) “Share your story” option to inspire others, (iv) fund raising using crowd-funding techniques, (v) become a volunteer, (vi) organize an inspiring event, (vii) networking, (viii) automatic creation of infographics on how pain affects peoples’ lives. It has been awarded the first prize by BMP Innovation Grant.Conclusion:StigmApp has been designed to support the ecosystem around chronic pain regardless of the underlying disease. Our main concern is to raise awareness in order to fight stigma associated with pain & make life easier for patients & their families. The involvement of all different potential actors in the design guarantees a product/service that could meet their needs & can be applied in real life. In the next months the final solution will be piloted by a number of different end users in order to assess it under real life conditions.References:[1]Fayaz A, Croft P, Langford RM, Donaldson LJ, Jones GT. Prevalence of chronic pain in the UK: a systematic review & meta-analysis of population studies. BMJ Open 2016 Jun 20;6(6):e010364. DOI:10.1136/bmjopen-2015-010364. PMID:27324708; PMCID: PMC4932255.[2]Koumpouros Y, Georgoulas A. A systematic review of mhealth funded R&D activities in EU. Trends, technologies and obstacles, Informatics for Health&Social Care. 2020;45(2):168-187. DOI:10.1080/17538157.2019.1656208. Epub2019 Nov 19. PMID:31743060.[3]Lalloo C, Jibb LA, Rivera J, Agarwal A, Stinson JN. There’s a Pain App for That: review of patient-targeted smartphone applications for pain management.Clin J Pain.2015;31(6):557–63. DOI:10.1097/AJP.0000000000000171.[4]De Ruddere, Liesa, Craig, Kenneth D. Understanding stigma & chronic pain:a-state-of-the-art review,PAIN:August 2016-Volume 157-Issue 8-p1607-1610, doi:10.1097/j.pain.0000000000000512Acknowledgements:The project is funded by the Brain, Mind, and Pain, Patient-Centred Innovation Grant.Many thanks to the two patient organizations Hellenic League Against Rheumatism & Cyprus League Against Rheumatism for their valuable contribution in the project.Disclosure of Interests:None declared.
10
Higgins, A. J., M. A. Haynes, R. C. Muchow, and D. B. Prestwidge. "Developing and implementing optimised sugarcane harvest schedules through participatory research." Australian Journal of Agricultural Research 55, no. 3 (2004): 297. http://dx.doi.org/10.1071/ar03172.
Full textAbstract:
The Australian sugar industry saw opportunities for increasing productivity and hence whole- of-industry profitability through optimising the harvest date of sugarcane, accounting for geographical and crop differences in cane yield and the sugar content of cane for different harvest dates throughout the harvesting season. Research scientists engaged in participatory research with 3 case-study mill regions to construct the models needed to produce these optimised harvest schedules. Average potential gains of up to AU$119/ha at a sugar price of AU$250/t were shown and the case study regions were keen to pilot the schedules. This paper focusses on the development of a pathway to pilot implementation and evaluation through collaboration with growers, harvester contractors, and millers collectively. We developed: strategies to overcome implementation barriers; the design of the pilot scheme; software tools; and an evaluation strategy of pilot study results to provide proof-of-concept and encourage further uptake. With the development of this pathway, pilot implementation took place during the 2000 and 2001 harvest seasons for about 200 farms. Action learning methodologies were applied to improve the scheme for the 2001 season. Most growers and millers who followed the optimised schedules closely, achieved gains of up to AU$200/ha, with the Maryborough Sugar Factory estimating a gain of AU$34 000 for their crop. Although optimised harvest schedules were implemented by only a small percentage of growers in each of the case study regions, there is growing adoption throughout the sugar industry.
Dissertations / Theses on the topic "Whole Brain® Participatory Action Research"
1
Smit, Tanya. "Self-regulated professionalism : a Whole Brain® Participatory Action Research design in a pre-service teacher mentoring context." Thesis, University of Pretoria, 2002. http://hdl.handle.net/2263/78495.
Full textAbstract:
During Work Integrated Learning, pre-service mentoring helps to prepare final-year
education students for the workplace. For the purpose of this study, seven pre-service
teachers and their mentor teachers formed scholarly communities of practice. Selfregulated
professionalism was initiated by implementing the principles of self-regulated
learning using a constructivist Whole Brain® Thinking mix as epistemological grounding.
Participatory action research was enriched and a Whole Brain® Participatory Action
Research Design was used to contribute to the scholarship of mentoring in the
education context and the new meaning-making of our current understanding of what
action research entails.
A baseline study was conducted ten months prior to the commencement of the Whole
Brain® Participatory Action Research study. The responses from the Senior and FET
Phase pre-service teachers and their mentor teachers in the two online surveys
provided an information base for the participatory action research process.
The rationale for using Whole Brain® Participatory Action Research was that no
scholars have examined a collaborative perspective on pre-teachers, mentor teachers
and a university faculty. This particular research design has never before been used in
the context of pre-service teacher education. The Herrmann Brain Dominance
Instrument® was initially completed by the participants and myself as the principal
researcher to inform reflective practice and to create awareness of our thinking
preferences. Action research was conducted by the pre-service teachers in their
classroom practice and executed by the mentor teachers in their mentorship practice. I
employed action research during the scholarly communities of practice sessions with
the participants. Peer mentoring, Whole Brain® Mentoring and blended mentoring were
innovatively introduced in the mentor teachers’ and my own mentoring practice as an
essential part of the self and the we becoming agent(s) of transformation. The
development of a Comprehensive Whole Brain® Mentoring Model for the education
context is shared as an outcome of this study.Thesis (PhD)--University of Pretoria, 2020.
Humanities Education
PhD
Unrestricted
2
De, Jager Tanya. "Professional development of beginner teachers : an action research approach to mentoring." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/27242.
Full textAbstract:
This research investigates the use of action research and Whole Brain Teaching© for beginner teachers’ professional development through the use of peer mentoring. Five beginner teachers formed part of a peer mentoring group. Whole brain learning and action research provided the theoretical framework for the informal mentoring project. It was used as content for professional learning and as core theories for the research design. Action research principles were applied by the mentor and the participants. In the first instance action research was used by the beginner teachers to consider their own teaching practice, while Whole Brain Teaching© was implemented as an innovative idea to consider its effect on whole brain learning and classroom management. The mentees were empowered to transform their teaching practice by implementing the principles of whole brain learning as a means to acting out the role of facilitator; and to take responsibility for developing scholarship of teaching as it is aligned with the role of scholar and lifelong learning. The practical mentoring sessions with the beginner teachers and the effect of the programme were evaluated both quantitatively and qualitatively. As part of collecting quantitative data, the Hermann Whole Brain Instrument (HBDI) was used. The instrument was used to determine the learning styles of the peer mentor and the mentees. The brain profiles were used as baseline data. Qualitative data were collected during and after the five mentoring sessions conducted over a period of two months. It included feedback questionnaires, observations and video en photographic evidence. The findings indicate that the peer mentoring programme contributed successfully to the professional development of the beginner teachers.Dissertation (MEd)--University of Pretoria, 2011.
Curriculum Studies
MEd
unrestricted
3
Goode, Heather A. "Using the Herrmann whole brain® model for mentoring academic staff." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/45935.
Full textAbstract:
My research provides an account of evaluating my mentoring practice using an Action Research design complemented by a mixed methods approach and the Hermann Whole Brain® Model (Herrmann, 1995). I explored how I can transform my mentoring practice using the principles of Whole Brain® thinking and how I can contribute to enriching the professional development of academic staff. My research has proceeded from an innovative idea and existing practice as an asset-based approach (Du Toit, 2009).
By utilising an Action Research design my research articulates the construction of my understanding of mentoring of other academic staff in their professional practice. I followed a constructivist approach as used by Piaget (1952, 1970) that is considered an appropriate epistemological underpinning of Action Research. My research design shows thinking style flexibility as an action researcher in that I have drawn on each quadrant of the Whole Brain® Theory as developed by Herrmann (1995). This enabled me to construct meaning with my peer mentees through the assessing of practice-based evidence, engagement and reflection. As my goal in mentoring is to assist in developing independent reflexive practitioners, I have chosen to use the constructs contribute to and catalyse to express my awareness that responsibility for professional development remains with the individual and that a mentor is not the only source of professional development in the context of a Private Higher Education Institution.
I have found that my peer mentees have differing thinking style preferences and varying professional experiences that required of me to engage with each in distinct ways to support the development of their professional practices. I position Whole Brain® Mentoring as a practice of mentoring that utilises multiple strategies for professional learning, both formal and non-formal, to engage the thinking preferences and disinclinations of mentees to catalyse the professional development of both the mentor and mentees. Many of my peer mentees perceive themselves as mentors, both of students and, in some cases, of other academic staff (our peers) as well. There is evidence that I utilise multiple strategies to facilitate professional learning and contribute to the professional development of peer mentees and that they have contributed to mine. My research provides evidence that I have become a more reflective practitioner, able to transform my Whole Brain® Mentoring Practice.Dissertation (MEd)--University of Pretoria, 2014.
tm2015
Humanities Education
MEd
Unrestricted
4
Scheepers, Hannelie. "Mentoring academic staff at a higher education institution : a whole brain approach." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40392.
Full textAbstract:
As the Head of Department, Department of Tourism at Centurion Academy, I identified an innovative idea to transform my mentoring practice. The Advanced Diploma in Tourism Management is offered at two campuses – the main campus in Centurion and the campus situated in Klerksdorp. I was based on the main campus and served as a peer mentor for my mentee, who was based on the Klerksdorp campus. The concept of blended mentoring that focuses on face-to-face mentoring and e-mentoring was opted for, due to the distance between my mentee and me.
The purpose of the mentoring was to facilitate my mentee’s professional development by adapting a whole brain® approach. My mentee, on the other hand, transformed her teaching practice by means of facilitating whole brain® learning in the Accounting module. We were both responsible for presenting the Accounting module – I was the examiner and followed a whole brain® approach (derived from previous study) and it was my mentee’s second year of lecturing Accounting. Adapting a whole brain® approach empowered us to transform our respective practices.
Whole brain® learning focuses on the theoretical framework of the metaphorical Herrmann whole brain® model. The Hermann Brain Dominance Instrument (HBDI®), which quantifies the degree of an individual’s preference for specific thinking modes, was used to assess my mentee, my mentee’s students who were enrolled for the Accounting module and my own thinking style preference. The data derived from the HBDI® served as baseline data for the study. An action research design was followed by both my mentee and me. We both followed our own action research spiral, which overlapped. My action research cycle commenced with a face-to-face mentoring session in Pretoria with my mentee. The study included two visits by me to the Klerksdorp campus. During these visits I observed learning opportunities presented by my mentee. Quantitative and qualitative data, a part from the HBDI®, was gathered during the study. Quantitative data included a feedback questionnaire that my mentee’s students had to complete after the completion of each Accounting theme and included the students’ marks. Qualitative data that was gathered included interviews with my mentee and her students, field notes from observations, audio-visual material from my mentee’s learning opportunities and personal documents.
The findings indicate that a whole brain® approach to mentoring and a whole brain® approach to facilitating learning in a teaching practice contributed to my and my mentee’s professional development. Other additional aspects that can be incorporated in a mentoring and teaching practice to ensure lifelong learning and a continuous transformation of one’s practice were identified during the final reflection on the action research cycle that was recorded.Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Humanities Education
unrestricted
5
Scott, Margaret M. "The efficacy of holistic learning strategies in the development of church leaders in Mozambique : an action research approach." Thesis, 2006. http://hdl.handle.net/2263/29452.
Full textAbstract:
This Participatory Action Research (PAR) project focused on “holistic learning” which includes “social” and “spiritual” learning and “whole-brained” learning. Broadly interpreting and applying the four-quadrant brain model of Herrmann (1994), and other models of the brain, my study seeks to understand whether, to what extent and how learning can be advanced by deliberately employing holistic learning strategies to narrow the gap between theory and practice, between left-brain and right-brain learning, and between cognition and emotion. I introduced tri-dimensional (3-D) practice as the combination of using holistic learning strategies in cooperative learning groups within spiritual learning environments. The site of this PAR study was the network of cooperative learning groups in Mozambique within the educational system of the Church of the Nazarene. Facilitators were trained to use six specific “holistic learning strategies”: group discussions of various types, praxis (as reflection-dialogue-action), teamwork, rehearsing integrity, singing-for-learning and classical spiritual disciplines within cooperative learning groups, also a holistic learning strategy. These aspects are typical of the widely used model of Theological Education by Extension (TEE), refined in this study. According to data gathered in a large hybrid survey, 97% of the 595 respondents to this question responded favourably in terms of the skills of these facilitators even though the average number of years of their formal schooling, 7.7, would normally be considered “minimal”. The study generates findings to support the position that holistic learning strategies enhance the quality of adult learning, at least in settings like those in Mozambique in which the facilitation of learning was 1) bilingual (Portuguese and maternal language), 2) focused on learners who are leaders-in-training, 3) deliberate in spiritual content and ambient, and 4) conducted by minimally-schooled facilitators in cooperative learning groups. The findings, from the responses recorded in qualitative phases of the research, corroborated by descriptive statistics, indicate that the efficacy of holistic learning strategies is related to certain modes of mental activity like whole-making, categorising, and others. This PAR project was conducted within an original research framework, Arboric Research, which takes into account the dynamic, fluid and organic nature of human systems, recognising that infrastructures in which the research takes place are different at the end of the study than at the beginning, like observing the “sap” within a growing grapevine or a tree.Thesis (PhD (Curriculum Studies))--University of Pretoria, 2006.
Curriculum Studies
unrestricted
6
Lyiscott, Jamila. "How Broken English Made Me Whole: Exploring Race, New Literacies, and Social Justice Within a Youth Participatory Action Research Framework." Thesis, 2015. https://doi.org/10.7916/D82B8X43.
Full textAbstract:
This critical ethnographic study investigated an afterschool Youth Participatory Action Research (YPAR) space that seeks to develop New Literacies and academic literacies in urban youth between the ages of 13-19. Utilizing a sociocultural lens, which asserts that literacy is a social practice (Gee, 1991), I examined the racial and literate identities of research participants who self-identify as Black and explored the potential of this participatory space to develop their literate identities and to broaden their critical meta-awareness. My findings suggest that prioritizing the Social Dimension of literacy is urgent for Black students in the classroom, that culturally sustaining literacies can have a powerful iterative relationship with academic literacies in the classroom, and that YPAR instruction must more intentionally attend to the role of literacy in youth qualitative inquiry.
7
Fringe, Jorge Jaime dos Santos. "Promoting critical reflection for academic professional development in higher education." Thesis, 2013. http://hdl.handle.net/2263/32952.
Full textAbstract:
Higher Education lecturers in Mozambique are witnessing a chain of transformations within this sub-system including expansion of institutions, diversity of offered courses, huge admission of students resulting in more diverse student populations and the need to introduce new methods of facilitating learning and research as response. These changes, along with the rapid increase of the body of knowledge, challenge lecturers to improve themselves as academics. Contemporaneous models of professional development view this process as a constructive and situated endeavour, which should be practice-, problem-, value- and evidence-based and have reflection as its essential element. Having considered these aspects, I formulated the following research question: How can we promote critical reflection on innovative practice contributing to professional development of academic staff in Mozambican Higher Education Institutions? In order to address this research question, I adopted action research complemented by a mixed-methods approach. Therefore I carried out a baseline study entailing the administration of semi-structured interviews and questionnaires on innovative practices of lecturers. This baseline study aimed at mapping the field concerning practices to promote professional development, employment of Learning Style Flexibility (LSF) and the adoption of tools for reflection by lecturers. LSF is an approach to facilitating learning drawn from the whole-brain model of Ned Herrmann. It calls for adopting strategies of facilitating learning associated with the entire brain, not relying solely on the promotion of left brain learning. I adopted action research to monitor my practice of facilitating learningshops as an experimental professional development intervention and animated mentoring sessions to support and assist lecturers’ professional learning. Such professional learning consisted of lecturers implementing LSF within their practice of facilitating learning and monitoring this process by means of their small-scale action research. In this way I was putting into practice a synchronous model. As data collection techniques I employed the Herrmann Brain Dominance Instrument (HBDI), photography and audio- and video-recording of learningshops and mentoring sessions. Audio-recording the sessions I could collect the lecturers’ reflections. Later on, I analysed such reflections as nested within the lecturers brain profiles, pursuing a model of Learning Style Flexible Reflection (LSFR).
Findings of the baseline study show the need to have a more organised and functional model of professional development in Mozambique, the need to explore the potential for scientific research through the adoption of a number of measures, as well as the need to promote lecturers’ reflection, deepening the use of tools already being employed in the context. Apart from this, this baseline information showed that the principles of LSF are not employed in a balanced and consistent manner since most lecturers indicated to facilitate student learning through strategies linked to the left brain. The action research findings show that the learninghops that I promoted with my hybrid group appeared to be effective in promoting lecturers’ critical reflection. In involving lecturers in this experimental professional development programme I promoted the possibility for them to account for what they were doing in their lecturing practice in a scholarly way. Therefore action research appeared to be the appropriate process to follow within the context of my mentorship. Moreover, action research proved to be the self-reflective inquiry lecturers can employ in pursuit of explanations for their transformative lecturing practices in the pursuit of ways to show that they are successfully working according to their values, and that their efforts are useful to improve their situations and institutions, since they are grounded within the idea of promoting reflection on one’s practice. All these aspects were evident from the lecturers’ case studies reported in this study. One of the main findings of the study is that the analysis of lecturers’ reflections, as nested within their brain profiles, and informed by the literature review, showed the emergence of LSFR, where lecturers could present different patterns of reflection associated with the different brain quadrantsThesis (PhD)--University of Pretoria, 2013.
gm2013
Humanities Education
unrestricted
8
Ngozo, Boesman Petrus. "Dynamics of learning style flexibility in teaching and learning." Diss., 2012. http://hdl.handle.net/2263/29629.
Full textAbstract:
This study examines the significance of understanding learners’ learning styles in relation to an educator’s learning style. The study explores the extent to which an educator and learners make provision for learning style flexibility by knowing and understanding their learning styles. There were reasons for being actively involved in the study. I wanted to know my learning style and to know and understand the learning styles of my learners. Action research was used to focus on the significance of learning style flexibility in my teaching practice, with the aim to developing myself as a professional and improving my teaching practice. Action research develops through a selfreflective spiral, consisting of cycle, each with its own steps of planning, acting, observing, reflecting and planning again for further implementation. Action research was critical in helping me to enhance my competencies and the competencies of learners who participated in my study and enabled me to improve in an ongoing, cyclical fashion. The use of qualitative and quantitative research methods helped me to learn and understand my learning style and learners’ learning styles. Herrmann’s Whole Brain Dominance Instrument (HBDI) was used to identify my learning style. To identify learners’ learning styles I used a simplified questionnaire that helped me to understand learners’ thinking preferences according to the four quadrants of Herrmann’s model. Learners’ profiles were identified and indicated that they have didderent profiles. Feedback questionnaires for learners and lecturers were used to dtermine feedback on how I facilitate learning and accommodate learners according to their learning styles, and improve myself professionally. Learning style flexibility is an approach that enhances teaching and learning, including the achievement of complex learning outcomes that includes attitudes and personality traits. Educators should move away from a content-driven learning approach to learner-driven approaches that allow learners to discover and construct knowledge on their own. Learning style flexibility and educational change complement each other. Learning style flexibility is significant in teaching and learning and the professional development of educators. CopyrightDissertation (MEd)--University of Pretoria, 2012.
Humanities Education
unrestricted
Book chapters on the topic "Whole Brain® Participatory Action Research"
1
Jansson, Maria, and Christina Mörtberg. "A Cup of Coffee." In Advances in Healthcare Information Systems and Administration, 253–71. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-177-5.ch011.
Full textAbstract:
The area of homecare is not normally associated with the use of Information and Communication Technology (ICT). Today ICT and mobile ICT are being implemented within homecare practice to make the job of caring more effective and attractive. This chapter focuses attention on the human aspects when an automatic planning system and a handheld computer were implemented in a homecare practice. The aim of the chapter is to explore care workers’ experiences of how these technologies supported and facilitated their day-to-day work, but also how they affect daily work in practice. The authors’ findings indicate that some of the wants and needs for ICT of the homecare team regarding their work practice were met. The integration of principles from Participatory Action Research (PAR) in the Participatory Design (PD) process made it possible for staff to participate during the full development process, take part in the design process and make decisions during the whole trial.
Conference papers on the topic "Whole Brain® Participatory Action Research"
1
Lee, Yuk Yee Karen, and Kin Yin Li. "THE LANDSCAPE OF ONE BREAST: EMPOWERING BREAST CANCER SURVIVORS THROUGH DEVELOPING A TRANSDISCIPLINARY INTERVENTION FRAMEWORK IN A JIANGMEN BREAST CANCER HOSPITAL IN CHINA." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact003.
Full textAbstract:
"Breast cancer is a major concern in women’s health in Mainland China. Literatures demonstrates that women with breast cancer (WBC) need to pay much effort into resisting stigma and the impact of treatment side-effects; they suffer from overwhelming consequences due to bodily disfigurement and all these experiences will be unbeneficial for their mental and sexual health. However, related studies in this area are rare in China. The objectives of this study are 1) To understand WBC’s treatment experiences, 2) To understand what kinds of support should be contained in a transdisciplinary intervention framework (TIP) for Chinese WBC through the lens that is sensitive to gender, societal, cultural and practical experience. In this study, the feminist participatory action research (FPAR) approach containing the four cyclical processes of action research was adopted. WBC’s stories were collected through oral history, group materials such as drawings, theme songs, poetry, handicraft, storytelling, and public speech content; research team members and peer counselors were involved in the development of the model. This study revealed that WBC faces difficulties returning to the job market and discrimination, oppression and gender stereotypes are commonly found in the whole treatment process. WBC suffered from structural stigma, public stigma, and self-stigma. The research findings revealed that forming a critical timeline for intervention is essential, including stage 1: Stage of suspected breast cancer (SS), stage 2: Stage of diagnosis (SD), stage 3: Stage of treatment and prognosis (ST), and stage 4: Stage of rehabilitation and integration (SRI). Risk factors for coping with breast cancer are treatment side effects, changes to body image, fear of being stigmatized both in social networks and the job market, and lack of personal care during hospitalization. Protective factors for coping with breast cancer are the support of health professionals, spouses, and peers with the same experience, enhancing coping strategies, and reduction of symptom distress; all these are crucial to enhance resistance when fighting breast cancer. Benefit finding is crucial for WBC to rebuild their self-respect and identity. Collaboration is essential between 1) Health and medical care, 2) Medical social work, 3) Peer counselor network, and 4) self-help organization to form the TIF for quality care. The research findings are crucial for China Health Bureau to develop medical social services through a lens that is sensitive to gender, societal, cultural, and practical experiences of breast cancer survivors and their families."