Bibliografías temáticas / Action research

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Literatura académica sobre el tema "Action research"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 19 de abril de 2025

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Artículos de revistas sobre el tema "Action research"

Melin, Ulf y Karin Axelsson. "Action in action research". Journal of Systems and Information Technology 18, n.º 2 (9 de mayo de 2016): 118–47. http://dx.doi.org/10.1108/jsit-10-2015-0074.

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Purpose The purpose of this paper is to elaborate on the concept of action by addressing actions and roles in the practice of action research, illustrated by dilemmas in an action research project on information systems development in public sector. The main ambition with action research is being able to solve organisational problems through intervention and to contribute to scientific knowledge. The main emphasis has so far been on the “research part”. Here the authors focus on the “action part” of action research to generate rigorous research, to solve local problems and to deal with evident dilemmas in action research. Design/methodology/approach This is a qualitative case study. The empirical illustrations of this paper originate from an action research project that focused the two e-service development initiatives analysed below. The analysis is structured using key aspects and phases proposed by Avison et al. (2001). As a result of the analysis, the concept of action is elaborated. The action elements action, actor, motive, space and time are analysed together with different roles. This goes beyond the existing action research literature. Findings The conclusions show that there is a need to understand actions and roles within action research projects – not separating action from research. Research is also seen as action. The practice of action research is also discussed as context-bounded interactive social action: action research as a recurrent, interactive and dynamic activity. It is also identified that the understanding of roles, actions and interaction can help handle dilemmas in action research. Research Limitations/implications The authors contribute to the body of knowledge concerning action research in the information systems research field and in general by exploring the need to study the concept of action (e.g. situations and elements), to be explicit concerning the different phases, roles and responsibilities and management of different dilemmas in action research. A limitation of this study is that the inter-organisational development character in this study adds an extra dimension into the practice of actions research only partially highlighted. Another limitation is focus on public agencies. However, this is not critical for the results on action elements and the action research dilemmas that are studied. Practical Implications The understanding of roles, actions and interaction can solve the dilemmas and challenges linked to the practice of action research in the information systems field, but such understanding can help discover and handle dilemmas in action research. Originality/value The originality in this research is an illustration of and a perspective of action research as a context-bounded interactive social action: action research as a recurrent, interactive and dynamic activity. The value is that this knowledge can help handle dilemmas in action research.

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Barbarino, Robert. "Vom Participatory Action Research lernen?" Berichte Geographie und Landeskunde 94, n.º 4 (2021): 335. http://dx.doi.org/10.25162/bgl-2021-0017.

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Toulmin, Stephen. "Is Action Research Really 'Research1?" Concepts and Transformation 1, n.º 1 (1 de enero de 1996): 51–61. http://dx.doi.org/10.1075/cat.1.1.05tou.

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The case of Action Research drives a wedge between two opposite views of research methodology: an 'exclusive ' (Platonic/theoretical) one which insists that only objective and quantitative inquiries (as in physics) are genuine scientific research, and an 'inclusive ' (Aristotelian/practical) one that recognizes a need to adapt the research methods of different inquiries to the nature of their problems. The latter approach involves seeing issues of methodology as dependent on half-a-dozen contextual factors, which are crucial to Action Research, yet which the former approach ignores.

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Watt, Molly Lynn y Daniel Lynn Watt. "Teacher Research, Action Research: the Logo Action Research Collaborative". Educational Action Research 1, n.º 1 (enero de 1993): 35–63. http://dx.doi.org/10.1080/0965079930010104.

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Sebanz, Natalie y Günther Knoblich. "Progress in Joint-Action Research". Current Directions in Psychological Science 30, n.º 2 (29 de enero de 2021): 138–43. http://dx.doi.org/10.1177/0963721420984425.

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Humans have a striking ability to coordinate their actions with each other to achieve joint goals. The tight interpersonal coordination that characterizes joint actions is achieved through processes that help with preparing for joint action as well as processes that are active while joint actions are being performed. To prepare for joint action, partners form representations of each other’s actions and tasks and the relation between them. This enables them to predict each other’s upcoming actions, which, in turn, facilitates coordination. While performing joint actions, partners’ coordination is maintained by (a) monitoring whether individual and joint outcomes correspond to what was planned, (b) predicting partners’ action parameters on the basis of familiarity with their individual actions, (c) communicating task-relevant information unknown to partners in an action-based fashion, and (d) relying on coupling of predictions through dense perceptual-information flow between coactors. The next challenge for the field of joint action is to generate an integrated perspective that links coordination mechanisms to normative, evolutionary, and communicative frameworks.

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Dampier, Sally. "Action research". Nurse Researcher 16, n.º 2 (enero de 2009): 4–6. http://dx.doi.org/10.7748/nr2009.01.16.2.4.c6758.

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Rauch, Franz. "Action Research". Action Research and Innovation in Science Education 1, n.º 2 (1 de noviembre de 2018): 1–2. http://dx.doi.org/10.51724/arise.8.

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This is the second issue of the newly launched journal ARISE. In the first part of this editorial some light will be shet on the characteristics of Action Research and Educational Action Research which makes it attractive in the field of science education and beyond. In the second part the three contributions in this issue will be shortly characterised.

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Groundwater‐Smith, Susan. "Action research". Educational Action Research 17, n.º 3 (septiembre de 2009): 479–81. http://dx.doi.org/10.1080/09650790903088037.

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Ramasamy, Krishanan. "Action Research". Journal of Indian Studies 8, n.º 1 (1 de junio de 2003): 90–99. http://dx.doi.org/10.22452/jis.vol8no1.7.

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Bradbury, Hilary y Peter Reason. "Action Research". Qualitative Social Work: Research and Practice 2, n.º 2 (junio de 2003): 155–75. http://dx.doi.org/10.1177/1473325003002002003.

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Tesis sobre el tema "Action research"

Lee, Chung Chuen Gabriel. "Theatre directing as Action Research: testing the Action Research model". Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/23024.

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Theatre directors need to solve numerous problems during the process of production, from their discussion of ideas with designers during pre-production, to their bargaining with producers to achieve a vision that does not exceed the budget. Then during rehearsal, directors may be faced with a cast drawn from different backgrounds of training and with various levels of experience. This thesis poses practical questions for directors: What should they do to make suitable decisions in a complex situation? And can the use of the action research framework help them make the best choice? Action research is an interactive inquiry process that integrates the implementation of a plan by developing an understanding of its effectiveness. As distinct from many forms of conventional academic research (Kemmis and McTaggart 1988, McNiff and Whitehead 2011), those actively employing action research – such as education and nursing professionals - participate in an ongoing testing and monitoring of improvements through its practice. Having acknowledged that they have found it to be a successful tool to assess, change and produce practical knowledge, this investigation seeks to determine if it can also be of benefit to the creative world of the theatre director. This thesis also reviews ethnographic fieldwork technique as a means of augmenting the ‘observation’ stage in the action research framework. Drawing on my (observer-participant) observation of the production Three Brothers, I describe how the directorial process shares some of the features of action research, even though the director is not consciously deploying them. Then, appointed as director of Principle, I am given the opportunity to work as decision-maker at rehearsals which normally take place behind doors closed to the public. This enables me to reveal the many complexities faced by the director. In both cases, they reveal the way directors can benefit from applying action research themselves.

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Dickens, Linda Neavel. "A theory of action perspective of action research /". Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.

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Colyn, Wendy May. "Action research : an exploration". Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/15886.

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Ball, Dianne Lesley School of Industrial Relations &amp Organisational Behaviour UNSW. "Facilitation of action learning groups: an action research investigation". Awarded by:University of New South Wales. School of Industrial Relations & Organisational Behaviour, 2004. http://handle.unsw.edu.au/1959.4/23407.

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The aim of this thesis is to better understand the role of the facilitator in action learning groups. In particular, it focuses on groups established within an organisation, in which the facilitator is a member of the organisation. The two central research questions are: (1) How did the facilitator influence problem solving and group interactions, and how did this vary over time and between each group, and (2) How did the facilitator's role in the organisation impact on the action learning groups? The methodology of action research and a number of principles of grounded theory are employed. The investigation was conducted within a large public teaching hospital over a two year period. Four groups volunteered to participate in the project. Two of these groups were already established and two were newly created for the purpose of the research project. The groups came from different departments and members represented a range of professional backgrounds. The size of the groups ranged from 5 to 12 participants. Each group identified a real and significant project to work through using an action learning approach. The researcher negotiated with each group what it wanted from a facilitator role, and then facilitated each meeting. All group meetings and individual interviews were audiotaped and the facilitator kept journal notes after each meeting or interview. Two potential methodological issues arose. The first related to the application of some of the principles of grounded theory to the action research investigation. The second was that the study was conducted in the researcher???s own organisation while the researcher was employed full-time, and this posed particular issues. Literature related to action learning, process consultation and small group facilitation was explored in the literature review. The purpose of this review was to critically evaluate different perspectives and approaches by frequently cited authors in these subjects, and to understand the uses and limitations of existing models. This gave the researcher an understanding of gaps in the literature related to (1) the role of the facilitator of action learning groups, and (2) conducting research in one???s organisation. Data were analysed for each group separately and then compared and contrasted in the final chapter. The objectives of the analysis were to (1) examine how the findings for each individual group address the research questions, (2) explore how the findings in each group change over time, and (2) examine how and why the findings in the groups were similar and different to each other. The findings across each of the groups have similarities and differences. There were seven interventions used by the facilitator that were common across the groups. The interventions changed over the duration of the project. Process skills were required to different degrees and at different times. Nine hypotheses were developed as the theory. Some key findings are as follows. First, it was found that groups that have not had prior experience in action learning do not understand the concept and process of facilitation and are unable to articulate in advance what they want from the facilitator. Second, the role of the facilitator cannot be separated from the skills, values and understandings of the individual facilitator. Third, a major role of the facilitator in this investigation was sharing knowledge of the organisation, the broader health care sector, and general management. In each group the facilitator performed both process and content roles, and a further role that can be called ????????????contextualising???. The findings show there is a distinction between the theoretical role and the role of an individual facilitator in practice. Further research opportunities are identified. These include (1) understanding how participants who have been involved in a facilitated action learning group may be able to apply their experience in a non-facilitated action learning group; (2) comparing the needs and expectations of participants in a facilitated action learning group within an organisation with action learning participants who are not part of an organisation; (3) understanding how facilitation of an action learning group within an organisation may change if the facilitator is in a management role, or in a peer position with participants.

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Thomas, Jill C. "FACILITATING CITIZENSHIP THROUGH TEACHING ACTION RESEARCH: AN UNDERGRADUATE COURSE AS AN ACTION RESEARCH INTERVENTION". Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1151511852.

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Hammick, Marilyn Rosemary. "Research supervision : process and relationship; an action research study". Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361071.

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Swepson, Pamela Joyce. "Guidelines for good research: either action research or science". Thesis, Griffith University, 1999. http://hdl.handle.net/10072/366200.

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The theoretical literature to support good research practice, either action research or science, appears to lack practical guidelines for conducting systematic inquiry, within the contingencies of a given research context. I suggest this lack is due to some misconceptions about the nature of good research. In order to re-dress this lack and to enhance the practices of both methods of inquiry, I wish to challenge what I believe to be some wrong assumptions about good research. I will base my challenge on the empirical evidence of 22 case studies of acknowledged good research in both action research and agricultural science and on the understanding of knowledge as defined by the philosophical sceptics, ie that the ideal of ‘true and certain knowledge’ is unattainable. The assumptions about good research that I wish to challenge are: that there is one scientific or action research method, that prescriptive theoretical literature provides a basis for sound practice, that research is a search for truth, that participation is the defining feature of action research and that action research and science are incommensurable. On the basis of my argument that action research and science are not incommensurable, I will suggest guidelines for the practice of rigorous systematic inquiry which are relevant to both methodologies. If those guidelines are acceptable to all researchers, they can provide a basis for collaborative research between action researchers and scientists which can improve the quality of research results for clients. Such collaboration can also improve the practice of the researchers by enabling them to learn methods of systematic inquiry from each other’s processes. I will demonstrate an application of these guidelines with a case study of a collaborative and participative research project conducted by myself and an agricultural scientist colleague.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
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Struempf, Lawrence G. "Community college enrollment action research project". [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/lstruempf2006.pdf.

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Masson, Susan. "Action research inquiries in elementary mathematics". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37587.pdf.

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VIZZON, JANAINA SILVEIRA. "BUSINESS PROCESS REDESIGN: AN ACTION RESEARCH". PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=36673@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
A melhoria dos processos de negócios é considerada importante para o suporte da competitividade e sustentabilidade das companhias, ganhando assim, destaque na comunidade acadêmica. Neste sentido, a obtenção de melhorias nos processos organizacionais pode ser obtida por meio do (re)desenho dos processos de negócios, o qual é considerado a etapa de maior valor agregado dos projetos de gestão de processos de negócios. Contudo, apesar da existência de uma literatura ampla a respeito da temática de (re)desenho de processos de negócios, as metodologias ou procedimentos estruturados que visam garantir o entendimento da transformação dos processos atuais as-is para futuros to-be ainda são escassos. Neste contexto, visando preencher esta lacuna presente na literatura, este estudo apresenta os achados empíricos e as lições apreendidas durante a realização de uma pesquisa ação com o objetivo de (re)desenhar os processos logísticos de uma empresa de produção cultural. O estudo empírico teve duração de nove meses. Um modelo conceitual de síntese de (re)desenho de processos de negócios organizacionais foi proposto a partir da literatura. Este modelo incorporou três camadas (i.e., organização, processos de negócios e implementação) e guiou a condução do estudo empírico. Diferentes fatores críticos de sucesso e barreiras foram identificados e analisados com foco nas dimensões organizacionais, sociais e técnicas, resultando em contribuições para pesquisadores da academia e para os especialistas da indústria em abordagens de (re)desenho de processos de negócios.
The improvement of business processes is considered important to support companies competitiveness and sustainability, therefore, being highlighted in the academic community. In this way, the improvement of the organizational processes can be achieved through the business processes redesign, which is considered the most value-added phase in a business process management (BPM) project. However, despite the existence of an extensive literature on the subject of business processes redesign, methodologies or structured procedures that aim to understand the transformation from the as-is to the desired to-be processes are still scarce. Within this context, in order to fill this gap in the literature, this study presents the empirical findings and the lessons learnt from an action research with the objective of redesigning the logistic processes of a cultural production enterprise. The empirical study lasted nine months. A synthesis conceptual model for redesigning organizational business processes was proposed based on the literature. This model incorporated three tiers (i.e., organization, business processes and implementation) and provided guidance for conducting the empirical study. Different critical success factors and barriers have been identified and analyzed with a focus on organizational, social, and technical dimensions, resulting in contributions to scholars and to practitioners in redesigning business process approaches.

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Libros sobre el tema "Action research"

Centre, Regional Language, ed. Action research in action. Singapore: SEAMEO Regional Language Centre, 2003.

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Gregory, Hadley y SEAMEO Regional Language Centre, eds. Action research in action. Singapore: SEAMEO Regional Language Centre, 2003.

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Greenwood, Davydd J., ed. Action Research. Amsterdam: John Benjamins Publishing Company, 1999. http://dx.doi.org/10.1075/dowi.8.

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Costello, Patrick J. M. Action Research. London: Continuum, 2003.

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Boyarsky, Nicholas. Action research. [London]: Black Dog, 1998.

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Mcniff, Jean. Action Research. London: Taylor & Francis Inc, 2002.

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1948-, Edge Julian, ed. Action research. Alexandria, Va: Teachers of English to Speakers of Other Languages, 2001.

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Klein, Sheri R., ed. Action Research Methods. New York: Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9781137046635.

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Almekinders, Conny, Leni Beukema y Coyan Tromp, eds. Research in action. The Netherlands: Wageningen Academic Publishers, 2008. http://dx.doi.org/10.3920/978-90-8686-681-6.

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Whyte, William. Participatory Action Research. 2455 Teller Road, Thousand Oaks California 91320 United States: SAGE Publications, Inc., 1991. http://dx.doi.org/10.4135/9781412985383.

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Capítulos de libros sobre el tema "Action research"

Skinner, Heather. "Action Research". En Formative Research in Social Marketing, 11–31. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-1829-9_2.

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Humphries, Beth. "Action research". En Social Work Research for Social Justice, 69–86. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-137-02172-4_5.

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Hayes, John. "Action research". En The Theory and Practice of Change Management, 332–43. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-28902-5_17.

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Dukes, Frank. "Action Research". En Conflict: Readings in Management and Resolution, 288–98. London: Palgrave Macmillan UK, 1990. http://dx.doi.org/10.1007/978-1-349-21003-9_16.

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Maltby, Hendrika. "Action Research". En Encyclopedia of Quality of Life and Well-Being Research, 11–14. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_15.

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Fourali, Chahid E. "Action Research". En Encyclopedia of Sustainable Management, 1–3. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-02006-4_143-1.

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Coghlan, David. "Action Research". En The Palgrave Encyclopedia of the Possible, 1–8. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-98390-5_180-1.

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Hearn, Greg, Dan Swan y Kathryn Geels. "Action Research". En The Palgrave Handbook of Methods for Media Policy Research, 121–39. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16065-4_7.

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McComas, William F. "Action Research". En The Language of Science Education, 3. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_3.

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Hohmann, Ulrike y Karen Wickett. "Action Research". En Early Childhood Studies: An Introduction to the Study of Children's Lives and Children's Worlds, 279–86. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications, Inc., 2014. http://dx.doi.org/10.4135/9781473922310.n20.

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Actas de conferencias sobre el tema "Action research"

Benabderrahmane, Yacine, Godefroy Clair, Jérémy Dufourmantelle y Claire Ky. "Deep Active Inference with Generative Actions and Diversity-Based Action Choice". En 2025 9th International Conference on Mechanical Engineering and Robotics Research (ICMERR), 153–63. IEEE, 2025. https://doi.org/10.1109/icmerr64601.2025.10950010.

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Rosenblatt, Rebecca. "Participatory Action Research in Physics Education Research". En 2024 Physics Education Research Conference, 367–72. American Association of Physics Teachers, 2024. http://dx.doi.org/10.1119/perc.2024.pr.rosenblatt.

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Castaneda, Delio y Camilo Ramirez. "INNOVATIONAL LEADERSHIP IN ACTION". En 17th annual International Conference of Education, Research and Innovation, 1380. IATED, 2024. https://doi.org/10.21125/iceri.2024.0411.

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Doherty, Erin, Daniel Gillis y Rene Van Acker. "FRAMEWORK IN ACTION: INNOVATION TOOLKIT". En 17th annual International Conference of Education, Research and Innovation, 10616–24. IATED, 2024. https://doi.org/10.21125/iceri.2024.2752.

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Laux, Katie. "Dialogic Collaborative Action Research: A Sustainable Form of Teacher Action Research". En 2024 AERA Annual Meeting. Washington DC: AERA, 2024. http://dx.doi.org/10.3102/2104738.

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Cîmpean, Marika-Emese, Vasilica-Augusta Găzdac y Mușata-Dacia Bocoș. "ACTION RESEARCH WITHIN ERASMUS+". En 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.2210.

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Greeff, Marde y Louis Coetzee. "Using action research for complex research initiatives". En 2009 2nd International Conference on Adaptive Science & Technology (ICAST 2009). IEEE, 2009. http://dx.doi.org/10.1109/icastech.2009.5409703.

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SCUTARU, Albina y Diana ANTOCI. "Pedagogical action research: findings and perspectives". En "Higher education: traditions, values, perspectives", international scientific conference, 171–78. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.27-28-09-2024.p171-178.

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The present article theoretically approaches the concept of action research through the prism of the opinions of native and foreign researchers and reviews the current meanings of the given notion, the perspectives of analysis and exploration. In the context of contemporary educational policies, we note the innovativeness of the concept without which it would be impossible to appreciate the activity of teachers and researchers in the field of education. Emerging from the given statement, an important directive is the identification of the specifics of action pedagogical research for teaching staff in the contemporary educational system. The article highlights experimental particularities of pedagogical action research (PAR) of teachers based on the eight components of PAR: the potential of teachers to conceptualize PAR, the ability of teachers to organize research actions, the ability of teachers to evaluate research results, the teachers’ ability to make critical reflections, the ability of teachers to implement changes in practice, the potential of teachers to innovate the educational process, professional development validated in a pedagogical context, replanning. The analysis of the experimental results allowed us to establish the need for the approach and continuous development of the PAR. In perspective, the approach to pedagogical action research can constitute an innovative link in research, a guarantee of the progress of the national economy in the medium and long term, or action pedagogical research can have a decisive role in the sustainable evolution of society, being essential for personality development. In this context, the promotion of training activities by and for PAR represents a primary task of both higher education and a contemporary school in a society that is constantly changing based on knowledge.

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Soares, Vanessa, Rejane Figueiredo, Elaine Venson, Laís de Araújo y Rafael Queiroz. "Inventorying Systems: An Action Research". En 19th International Conference on Enterprise Information Systems. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0006336602960303.

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Ralph, Paul. "Lab-based action design research". En ICSE '14: 36th International Conference on Software Engineering. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2591062.2591110.

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Informes sobre el tema "Action research"

Million, Flore. Youth-Led Participatory Action Research Guides. Oxfam-Québec, junio de 2022. http://dx.doi.org/10.21201/2022.9819.

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Participatory research challenges the academic tradition in which the scientist is at the center of decisions in the research process. Inspired by popular education, this approach allows members of the community to question their living conditions and develop solutions to improve them from a social justice perspective. These guides were developed and tested as part of two participatory action research projects carried out by Oxfam-Québec with young people (18–30 years old). The two guides provide the key steps to carry out research, build a questionnaire, develop a collective action plan and measure the impacts of the actions implemented.

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Brattman, Marian y Aidan Waterstone. Research Strategy. Tusla: Child and Family Agency, febrero de 2015. http://dx.doi.org/10.52516/rs0001.

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The Tusla Research Strategy sets out a long term action plan for active engagement within the context of the Tusla Corporate Plan and a sector wide strategic approach to knowledge about children’s lives.

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Barlow, Tim y Olivia Cairns. Idling Action Research - Review of Emissions Data. TRL, marzo de 2021. http://dx.doi.org/10.58446/csjk8557.

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TRL were commissioned by City of London to undertake research into the vehicle emissions emitted whilst idling. Across all 32 London Boroughs, campaigns have been launched to raise public awareness of the impact of idling on environmental air quality and human health. These campaigns use a combination of education, training and enforcement. Historically, the key strapline that has been used in campaigns UK-wide is that an idling car can fill up to 150 balloons with harmful exhaust emissions every minute. However, the reliability and applicability of this statement to the vehicles in London today has recently been called into question. This project aimed to provide an updated, evidence-based conclusion to support the upcoming anti-idling campaign planned for launch in February 2021.Through analysis of real-world data, TRL have quantified the emissions and associated costs from idling events, taking into account NO2, NOx, NO and CO2 emissions from petrol and diesel cars and vans. TRL have then compared the outputs to tangible constructs so the impact of idling can be easily understood by a wide audience.

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Mosher, Heather. Participatory Action Research with Dignity Village: An Action Tool for Empowerment Within a Homeless Community. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.36.

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Zhang, Ling. Action Research in Apparel Design Using Digital Textile Printing Technology. Ames (Iowa): Iowa State University. Library, enero de 2019. http://dx.doi.org/10.31274/itaa.8378.

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Willcuts, Meredith H. Scientist-Teacher Partnerships as Professional Development: An Action Research Study. Office of Scientific and Technical Information (OSTI), abril de 2009. http://dx.doi.org/10.2172/974989.

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Selin, Steven, Lee K. Cerveny, Dale J. Blahna y Anna B. Miller. Igniting research for outdoor recreation: linking science, policy, and action. Portland, OR: U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 2020. http://dx.doi.org/10.2737/pnw-gtr-987.

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Mercer, Elaine. The Potential of Participatory Video Action Research in WASH Programming. Sanitation Learning Hub, Institute of Development Studies, octubre de 2024. http://dx.doi.org/10.19088/slh.2023.016.

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Sanitation and hygiene issues often deal with uncomfortable, hidden and sometimes taboo areas of life, which people don’t want to talk about publicly, let alone look at. It can be profoundly powerful to get people to face unpleasant challenges if done in a way that is respectful. This is where the creativity encouraged by visual methods, such as participatory video, can be very useful. Participatory video is a powerful group-work method for people whose needs and priorities are often overlooked. Through the process, barriers faced by the group can be explored, helping gain a deeper understanding of how certain people experience, understand and respond to their realities. This paper outlines key elements within a participatory video process and how this process can be valuable to the sanitation and hygiene research and programming.

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CLARISSA. Relationship Building Among the Employers for Collective Action. Institute of Development Studies, agosto de 2024. http://dx.doi.org/10.19088/clarissa.2024.017.

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The Child Labour: Action-Research-Innovation in South and South-Eastern Asia (CLARISSA) programme uses Action Research (AR) to understand the dynamics which drive the worst forms of child labour (WFCL), and to generate participatory innovations which help to shift these underlying dynamics and mitigate their worst effects. Through 13 Action Research Groups (ARGs) in Bangladesh and 12 groups in Nepal, the programme is generating a rich understanding – particularly through children’s lived experiences – of the complex underlying drivers of harmful work and working children and their employers are themselves defining, piloting and evaluating their own innovative actions that aim to increase children’s options to avoid WFCL. This group worked on the theme 'Relationship building among the employers for collective action'.

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