Bibliografías temáticas / Collaborative action research

Literatura académica sobre el tema "Collaborative action research"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 21 de febrero de 2023

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Artículos de revistas sobre el tema "Collaborative action research"

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Curry, Katherine A., Jackie Mania-Singer, ED Harris y Shawna Richardson. "Teacher Collaborative Action Research". Journal of School Leadership 28, n.º 2 (marzo de 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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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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Carlarne, John. "Collaborative action research and peacebuilding". International Peacekeeping 4, n.º 4 (diciembre de 1997): 79–85. http://dx.doi.org/10.1080/13533319708413693.

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Middel, Rick, David Coghlan, Paul Coughlan, Louis Brennan y Tim McNichols. "Action research in collaborative improvement". International Journal of Technology Management 33, n.º 1 (2006): 67. http://dx.doi.org/10.1504/ijtm.2006.008192.

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Sandberg, A., L. Pareto y T. Arts. "Agile Collaborative Research: Action Principles for Industry-Academia Collaboration". IEEE Software 28, n.º 4 (julio de 2011): 74–83. http://dx.doi.org/10.1109/ms.2011.49.

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Titchen, Angie y Alison Binnie. "Research partnerships: collaborative action research in nursing". Journal of Advanced Nursing 18, n.º 6 (junio de 1993): 858–65. http://dx.doi.org/10.1046/j.1365-2648.1993.18060858.x.

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Thompson, Bradley C. "Collaborative Action Research In Academic Administration". West East Journal of Social Sciences 8, n.º 3 (17 de octubre de 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 y Nico Verloop. "Forming a collaborative action research partnership". Educational Action Research 18, n.º 4 (diciembre de 2010): 429–51. http://dx.doi.org/10.1080/09650792.2010.524766.

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Locke, Terry, Noeline Alcorn y John O’Neill. "Ethical issues in collaborative action research". Educational Action Research 21, n.º 1 (marzo de 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, n.º 4 (octubre de 2006): 418–36. http://dx.doi.org/10.1177/1356389006071293.

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Tesis sobre el tema "Collaborative action research"

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Levinger, Joshua Sable. "Boycott Toolkit : collaborative research for collective economic action". Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/62119.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2010.
Cataloged from PDF version of thesis.
Includes bibliographical references.
Many modern social movements advocate boycotts as a mechanism to pursue social change. However, these campaigns are often broad in scope and limited to committed activists as potential adherents. This thesis describes a web-based platform to organize highly targeted boycotts, perform collaborative research, and disseminate information through social networks. The approach differs from current boycott lists by allowing for community contributed content and by linking specific geographic contexts with potential individual actions. To better understand the needs of a real-world boycott campaign, the author traveled to Israel and the West Bank to meet with human rights advocates, international aid workers, journalists and activists. This field work suggested an appropriate structure in which a better boycott could be developed. After fully developing a tool that addressed these needs and constraints, the tool was broadened to demonstrate wider applications. The Boycott Toolkit was deployed to an international network of activists with seven campaigns that follow several major ongoing boycotts of today. These focused on a diverse set of issues: immigrant rights, environmental justice, marriage equality, reactionary media, and the ongoing Israel-Palestine conflict. The project was released to media attention, and a user survey indicated an appreciation for the careful differentiation between targets, revealing an enthusiastic, though small, set of active contributors.
by Joshua Sable Levinger.
S.M.
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Ng, Heung Sang Anita. "Creating an art education website through collaborative action research". Thesis, University of East Anglia, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439859.

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Johannes, Edgar Anthony. "Using collaborative action research to improve classroom discipline: an action research study at a secondary school in the Boland". Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

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This study focused on improving the learners behaviour through classroom management and the implementation of human rights awareness as an intervention strategy. The purpose of the research was to prevent learners from misbehaving through the implementation of different teaching strategies. Learners transgression will not stop completely and a second objective was to use the implementation of human rights awareness as an intervention strategy if the learners behaviour become unacceptable. The strategies the educators has to instigate were primarily considered to be those associated with classroom management.
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Babcock, Denise A. "Reconstructing my teaching through collaborative-interactive learning, an action research study". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0005/MQ54687.pdf.

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Dunstan-Lewis, Nicola Louise. "Collaborative excellence support with elite student-athletes : an action research study". Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340159.

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Banegas, Dario Luis. "Teachers developing language-driven CLIL through collaborative action research in Argentina". Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/57142/.

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CLIL (Content and Language Integrated Learning) is an umbrella term for the integration of content and second/foreign language learning through different models. As in a continuum, these models range from content-driven to language-driven explorations. Such a broad learning approach may be European in origin and driving aims but its influence has reached other diverse contexts outside Europe. As a teacher-researcher working in collaboration with three colleagues, I investigated the beliefs, motivations, and overall experiences of a group of teachers and learners who adopted an indigenous language-driven CLIL version in a secondary school in southern Argentina. In the year 2009, we started to include curricular content in our EFL lessons. Although these were isolated episodes, I noted the potential of content and language integration and decided to research and improve our own practices through a collaborative action research project from March to November 2011. The action research comprised three cycles over the 2011 school year. Each cycle included three stages: action (teachers developed their materials), intervention (teachers taught with those materials; lessons were audio-recorded) and evaluation (student surveys and group interview with teachers and students). Data analysis focused on a thematic approach using inductive coding as categories emerged from the data themselves. The experience revealed (1) higher levels of motivation and participation among learners and teachers, (2) teachers’ professional development through collaborative materials development and research instruments such as group interviews, (3) a rise in teachers’ autonomy, (4) reconfiguration of teachers’ identity, (5) an interest in combining a grammar-based coursebook with teacher’s materials, (6) the belief that CLIL is an approach to be adopted after students have been exposed to a more traditional language learning approach for a number of years, (7) syllabus negotiation, and (8) the development of teacher-derived principles which may constitute the backbone of CLIL didactic transposition. This action research project indicates that language-driven CLIL experiences need to create spaces for equal participation and autonomy in syllabus planning which includes lessons and materials. Furthermore, CLIL in EFL contexts may offer significant outcomes if contents are truly context-responsive.
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Bruce, Catherine Diane. "Collaborative action research on enhancing student communication in mathematics, building a teacher-researcher community". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62980.pdf.

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Gilbourne, David. "Collaborative research involving the sport psychologist within sports injury settings : action research themes and processes". Thesis, University of Brighton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245933.

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Wilkinson, Deborah. "The use of questions in primary science : a collaborative action research study". Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/403920/.

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Science education research and policy highlight the importance of children being able to ask questions and engage in discussions in order to develop their conceptual understanding (Ofsted, 2013; Kim and Tan, 2011; Scott and Mortimer, 2003). However, ‘teacher talk’ and tightly controlled questioning sequences often dominates classroom exchanges and does little to develop children’s understanding of concepts(Yip, 2004). To challenge this practice, there is a need to understand the variables that support or prevent teachers from reflecting upon and changing their practices. This research, therefore, focuses on qualitative case studies to explore how two primary school teachers engaged in a collaborative action research project designed to advance questioning skills. Using periodic video recordings of lessons and interviews I examine the variables that contributed to a modification in questioning skills over the duration of two academic terms. The teachers chose different teaching approaches to achieve this: puppets or Thinking Cubes. Analysis of the data revealed that changing practice is complex. The choices teachers make when delivering science lessons are dependent upon an amalgam of variables such as level of subject knowledge, subject specific pedagogy, and the curriculum aims, as well as personal attributes and contextual issues relating to the school. However, the choice of teaching approach is important and may enable a teacher to modify their practice within a shorter time frame than expected. Previous research identified that change often takes more than a year (Postholme, 2012; Loughran, 2002). However, the teacher who used a puppet was able to plan his questioning sequences and the structure of his lessons strategically so that children actively problem-solved and raised questions. The implications of the study suggest that to support teacher development, there is a need to understand the individual biography of each teacher so that support can be personalised as well as supporting them to use a teaching approach that develops problem-solving and discussion.
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Trent, Allen W. "Community : a collaborative action research project in an arts impact elementary school /". The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu148819623491133.

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Libros sobre el tema "Collaborative action research"

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Network, Classroom Action Research. Collaborative action research. Cambridge: Cambridge Institute of Education, 1986.

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Oja, Sharon Nodie. Collaborative action research: A developmental approach. London: Falmer Press, 1989.

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How to conduct collaborative action research. Alexandria, Va: Association for Supervision and Curriculum Development, 1992.

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Sagor, Richard. How to conduct collaborative action research. Alexandria, Va: Association for Supervision and Curriculum Development, 1992.

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Cunningham, Diane. Improving teaching with collaborative action research. Alexandria, Va: ASCD, 2011.

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Goodnough, Karen. Taking Action in Science Classrooms Through Collaborative Action Research. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-583-3.

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Sagor, Richard. Collaborative action research for professional learning communities. Bloomington, IN: Solution Tree Press, 2010.

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Collaborative action research for professional learning communities. Bloomington, IN: Solution Tree Press, 2010.

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1948-, Gordon Stephen P., ed. Collaborative action research: Developing professional learning communities. New York: Teachers College Press, 2008.

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Canadian Association for Teacher Education. Invitational Conference (3rd 1989 Université Laval [Montréal, Qué.]). Collaborative action research in Canadian teacher education. [Vancouver, BC: Canadian Association of Teacher Educators, 1991.

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Capítulos de libros sobre el tema "Collaborative action research"

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Werkman, Renate, Jolanda van den Berg, Annemarie van Paassen y Bette Harms. "What is collaborative landscape research about?" En Knowledge in action, 41–56. Wageningen: Wageningen Academic Publishers, 2011. http://dx.doi.org/10.3920/978-90-8686-724-0_2.

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Reimer, Bo. "Tools for Action: Media Research as Collaborative Action Research". En The SAGE Handbook of Participatory Research and Inquiry, 579–91. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2021. http://dx.doi.org/10.4135/9781529769432.n41.

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Mutimukuru-Maravanyika, T., Elias Madzudzo y M. M. Songe. "Researcher collaboration complexities in participatory action research". En Adaptive Collaborative Management in Forest Landscapes, 62–85. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003197256-5.

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Airaud, Manon, Laurent Tezenas, Gala Moreno, Laurent Dagorn y Jefferson Murua. "Action Research in Tropical Tuna Purse Seine Fisheries: Thoughts and Perspectives". En Collaborative Research in Fisheries, 193–212. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-26784-1_12.

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Karseras, Annette. "CoLeARN: Collaborative Learning and Action Research Networkommunications". En Computer Supported Cooperative Work, 197–207. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0411-7_18.

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Loughran, J. "Reflection Through Collaborative Action Research and Inquiry". En Handbook of Reflection and Reflective Inquiry, 399–413. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-0-387-85744-2_20.

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Whyte, Shona. "Collaborative Action Research and Communities of Practice". En Implementing and Researching Technological Innovation in Language Teaching, 35–66. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137470348_3.

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Wakefield, Sarah. "A collaborative Action Research project within a data-driven culture". En Action Research for Inclusive Education, 113–23. Description:Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9781351048361-11.

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Nassaji, Hossein. "7. Collaborative Output: A Review of Theory and Research". En Perspectives on Language as Action, editado por Mari Haneda y Hossein Nassaji, 119–32. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788922944-010.

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Goodnough, Karen. "Creating Learning Spaces". En Taking Action in Science Classrooms Through Collaborative Action Research, 3–10. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-583-3_1.

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Actas de conferencias sobre el tema "Collaborative action research"

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Messiou, Kyriaki. "Children Becoming Researchers Through Collaborative Action Research". En AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1885087.

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Messiou, Kyriaki. "Children Becoming Researchers Through Collaborative Action Research". En 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1885087.

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Lai-Chung Lee y Whei-Jane Wei. "Action research on collaborative design : A case study". En in Design (CSCWD). IEEE, 2008. http://dx.doi.org/10.1109/cscwd.2008.4536966.

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Sigurdardottir, Ingibjorg. "Preschool Teachers' Professional Development Through Collaborative Action Research". En 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1572627.

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Sigurdardottir, Ingibjorg. "Constructing the Researcher's Role in Collaborative Action Research". En 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1679986.

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Messiou, Kyriaki. "Children Becoming Researchers: Empowering Individuals Through Collaborative Action Research". En 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1581264.

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Bylica, Kelly. "Practicing Border-Crossing Pedagogy: Policy, Inquiry, and Action in Collaborative Research". En 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573228.

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Bylica, Kelly. "Practicing Border-Crossing Pedagogy: Policy, Inquiry, and Action in Collaborative Research". En 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1679751.

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Chan, Rosanna Yuen-Yan y Yuming Zhang. "Collaborative Learning in Engineering Students under Social Distancing: An Action Research". En 2020 IEEE Frontiers in Education Conference (FIE). IEEE, 2020. http://dx.doi.org/10.1109/fie44824.2020.9274005.

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Cortes, Dino Paolo y Voltaire Mistades. "Improving Collaborative Teaching Practices in Grade 10 Science Through Action Research". En 2021 2nd SEA-STEM International Conference (SEA-STEM). IEEE, 2021. http://dx.doi.org/10.1109/sea-stem53614.2021.9668003.

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Informes sobre el tema "Collaborative action research"

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Chambers, Jeanne C., Nora Devoe y Angela Evenden. Collaborative management and research in the Great Basin - examining the issues and developing a framework for action. Ft. Collins, CO: U.S. Department of Agriculture, Forest Service, Rocky Mountain Research Station, 2008. http://dx.doi.org/10.2737/rmrs-gtr-204.

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Carpenter, Jan. Negotiating Meaning with Educational Practice: Alignment of Preservice Teachers' Mission, Identity, and Beliefs with the Practice of Collaborative Action Research. Portland State University Library, enero de 2000. http://dx.doi.org/10.15760/etd.395.

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Levkoe, Charles Z., Peter Andrée, Patricia Ballamingie, Nadine A. Changfoot y Karen Schwartz. Building Action Research Partnerships for Community Impact: Lessons From a National Community-Campus Engagement Project. Community First: Impacts of Community Engagement Project, 2023. http://dx.doi.org/10.22215/fp/cfice/2023.12701.

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While many studies have addressed the successes and challenges of participatory action research, few have documented how community campus engagement (CCE) works and how partnerships can be designed for strong community impact. This paper responds to increasing calls for ‘community first’ approaches to CCE. Our analysis draws on experiences and research from Community First: Impacts of Community Engagement (CFICE), a collaborative action research project that ran from 2012-2020 in Canada and aimed to better understand how community-campus partnerships might be designed and implemented to maximize the value for community-based organizations. As five of the project’s co-leads, we reflect on our experiences, drawing on research and practice in three of CFICE’s thematic hubs (food sovereignty, poverty reduction, and community environmental sustainability) to identify achievements and articulate preliminary lessons about how to build stronger and more meaningful relationships. We identify the need to: strive towards equitable and mutually beneficial partnerships; work with boundary spanners from both the academy and civil society to facilitate such relationships; be transparent and self-reflexive about power differentials; and look continuously for ways to mitigate inequities.
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Hilbrecht, Margo, David Baxter, Alexander V. Graham y Maha Sohail. Research Expertise and the Framework of Harms: Social Network Analysis, Phase One. GREO, diciembre de 2020. http://dx.doi.org/10.33684/2020.006.

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In 2019, the Gambling Commission announced a National Strategy to Reduce Gambling Harms. Underlying the strategy is the Framework of Harms, outlined in Measuring gambling-related harms: A framework for action. "The Framework" adopts a public health approach to address gambling-related harm in Great Britain across multiple levels of measurement. It comprises three primary factors and nine related subfactors. To advance the National Strategy, all componentsneed to be supported by a strong evidence base. This report examines existing research expertise relevant to the Framework amongacademics based in the UK. The aim is to understand the extent to which the Framework factors and subfactors have been studied in order to identify gaps in expertise and provide evidence for decision making thatisrelevant to gambling harms research priorities. A social network analysis identified coauthor networks and alignment of research output with the Framework. The search strategy was limited to peer-reviewed items and covered the 12-year period from 2008 to 2019. Articles were selected using a Web of Science search. Of the 1417 records identified in the search, the dataset was refined to include only those articles that could be assigned to at least one Framework factor (n = 279). The primary factors and subfactors are: Resources:Work and Employment, Money and Debt, Crime;Relationships:Partners, Families and Friends, Community; and Health:Physical Health, Psychological Distress, and Mental Health. We used Gephi software to create visualisations reflecting degree centrality (number of coauthor networks) so that each factor and subfactor could be assessed for the density of research expertise and patterns of collaboration among coauthors. The findings show considerable variation by framework factor in the number of authors and collaborations, suggesting a need to develop additional research capacity to address under-researched areas. The Health factor subcategory of Mental Health comprised almost three-quarters of all citations, with the Resources factor subcategory of Money and Debt a distant second at 12% of all articles. The Relationships factor, comprised of two subfactors, accounted for less than 10%of total articles. Network density varied too. Although there were few collaborative networks in subfactors such as Community or Work and Employment, all Health subfactors showed strong levels of collaboration. Further, some subfactors with a limited number of researchers such as Partners, Families, and Friends and Money and debt had several active collaborations. Some researchers’ had publications that spanned multiple Framework factors. These multiple-factor researchers usually had a wide range of coauthors when compared to those who specialised (with the exception of Mental Health).Others’ collaborations spanned subfactors within a factor area. This was especially notable forHealth. The visualisations suggest that gambling harms research expertise in the UK has considerable room to grow in order to supporta more comprehensive, locally contextualised evidence base for the Framework. To do so, priority harms and funding opportunities will need further consideration. This will require multi-sector and multidisciplinary collaboration consistent with the public health approach underlying the Framework. Future research related to the present analysis will explore the geographic distribution of research activity within the UK, and research collaborations with harms experts internationally.
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Hammond, Kay y Catherine Powell. Entry-level tertiary student perceptions of challenges when using a wiki: Trust and peer teaching. Unitec ePress, septiembre de 2017. http://dx.doi.org/10.34074/ocds.12017.

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Wikis are widely used in blended learning educational settings with varying degrees of success. Scholarly attention increasingly regards student perceptions and experiences of using wikis as part of ongoing development. Students in entry-level education often belong to high-needs target groups who particularly require positive experiences for a successful transition into tertiary education. This paper reports action research exploring the use of a wiki by certificate-level students at a tertiary institution. The results showed most students did not engage with the wiki. Qualitative student feedback revealed valuable insight into two major social challenges when interacting online: trust and difficulties with peer-teaching. Recommendations are made regarding these social challenges that should be considered by educators aiming to use a wiki or other collaborative online learning and teaching spaces for entry-level education.
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Mahat, Marian y Vivienne Awad. The 2022 Sophia Program. University of Melbourne, febrero de 2023. http://dx.doi.org/10.46580/124373.

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The Sophia Program is a one year professional learning program established by Sydney Catholic Schools in collaboration with the University of Melbourne. The professional learning program is unique, in that it not only involves the acquisition of knowledge and theory of school learning environments but also action-oriented evidence-based research within a professional learning community where groups of educators work collaboratively at the school- and system-level to improve student outcomes. Thirty five participants from six Sydney Catholic Schools participated in the 2022 program. This report provides a summary of aggregated findings around teacher efficacy, teacher mind frames, student learning and student engagement, perceptions of students on the prototype learning environments and furniture, as well as overall evaluation of the program by participants in the inaugural cohort. Lessons learnt from the Sophia Program have found seven important characteristics of effective professional learning. In summary, effective professional learning is one that is: ● contextualised, i.e. aligned with school goals, priorities and values, and addresses the learning needs of staff and students. ● includes the engagement of a strong leader with a committed group of educators. ● is longer in duration, reinforced over a longer period of time. ● includes establishing a prototype that enables educators and students to test and evaluate both design and pedagogy. ● includes multiple forms of active learning. ● includes forms of action research that enable evidence-based improvements. ● can be delivered virtually and face-to-face. In essence, the world-first Sophia program illustrates what a high-quality professional learning could look like—one that is ongoing, connected to both content knowledge and teacher practice, incorporates active learning and research-based practices, and encourages networking, collaboration, mentoring and time for practice, feedback, and reflection. The report concludes with directions for future practice that provides important school- and system-level implications.
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7

Dalglish, Chris y Sarah Tarlow, eds. Modern Scotland: Archaeology, the Modern past and the Modern present. Society of Antiquaries of Scotland, septiembre de 2012. http://dx.doi.org/10.9750/scarf.09.2012.163.

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The main recommendations of the panel report can be summarised under five key headings:  HUMANITY The Panel recommends recognition that research in this field should be geared towards the development of critical understandings of self and society in the modern world. Archaeological research into the modern past should be ambitious in seeking to contribute to understanding of the major social, economic and environmental developments through which the modern world came into being. Modern-world archaeology can add significantly to knowledge of Scotland’s historical relationships with the rest of the British Isles, Europe and the wider world. Archaeology offers a new perspective on what it has meant to be a modern person and a member of modern society, inhabiting a modern world.  MATERIALITY The Panel recommends approaches to research which focus on the materiality of the recent past (i.e. the character of relationships between people and their material world). Archaeology’s contribution to understandings of the modern world lies in its ability to situate, humanise and contextualise broader historical developments. Archaeological research can provide new insights into the modern past by investigating historical trends not as abstract phenomena but as changes to real lives, affecting different localities in different ways. Archaeology can take a long-term perspective on major modern developments, researching their ‘prehistory’ (which often extends back into the Middle Ages) and their material legacy in the present. Archaeology can humanise and contextualise long-term processes and global connections by working outwards from individual life stories, developing biographies of individual artefacts and buildings and evidencing the reciprocity of people, things, places and landscapes. The modern person and modern social relationships were formed in and through material environments and, to understand modern humanity, it is crucial that we understand humanity’s material relationships in the modern world.  PERSPECTIVE The Panel recommends the development, realisation and promotion of work which takes a critical perspective on the present from a deeper understanding of the recent past. Research into the modern past provides a critical perspective on the present, uncovering the origins of our current ways of life and of relating to each other and to the world around us. It is important that this relevance is acknowledged, understood, developed and mobilised to connect past, present and future. The material approach of archaeology can enhance understanding, challenge assumptions and develop new and alternative histories. Modern Scotland: Archaeology, the Modern past and the Modern present vi Archaeology can evidence varied experience of social, environmental and economic change in the past. It can consider questions of local distinctiveness and global homogeneity in complex and nuanced ways. It can reveal the hidden histories of those whose ways of life diverged from the historical mainstream. Archaeology can challenge simplistic, essentialist understandings of the recent Scottish past, providing insights into the historical character and interaction of Scottish, British and other identities and ideologies.  COLLABORATION The Panel recommends the development of integrated and collaborative research practices. Perhaps above all other periods of the past, the modern past is a field of enquiry where there is great potential benefit in collaboration between different specialist sectors within archaeology, between different disciplines, between Scottish-based researchers and researchers elsewhere in the world and between professionals and the public. The Panel advocates the development of new ways of working involving integrated and collaborative investigation of the modern past. Extending beyond previous modes of inter-disciplinary practice, these new approaches should involve active engagement between different interests developing collaborative responses to common questions and problems.  REFLECTION The Panel recommends that a reflexive approach is taken to the archaeology of the modern past, requiring research into the nature of academic, professional and public engagements with the modern past and the development of new reflexive modes of practice. Archaeology investigates the past but it does so from its position in the present. Research should develop a greater understanding of modern-period archaeology as a scholarly pursuit and social practice in the present. Research should provide insights into the ways in which the modern past is presented and represented in particular contexts. Work is required to better evidence popular understandings of and engagements with the modern past and to understand the politics of the recent past, particularly its material aspect. Research should seek to advance knowledge and understanding of the moral and ethical viewpoints held by professionals and members of the public in relation to the archaeology of the recent past. There is a need to critically review public engagement practices in modern-world archaeology and develop new modes of public-professional collaboration and to generate practices through which archaeology can make positive interventions in the world. And there is a need to embed processes of ethical reflection and beneficial action into archaeological practice relating to the modern past.
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Atkinson, Dan y Alex Hale, eds. From Source to Sea: ScARF Marine and Maritime Panel Report. Society of Antiquaries of Scotland, septiembre de 2012. http://dx.doi.org/10.9750/scarf.09.2012.126.

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The main recommendations of the panel report can be summarised under four headings: 1. From Source to Sea: River systems, from their source to the sea and beyond, should form the focus for research projects, allowing the integration of all archaeological work carried out along their course. Future research should take a holistic view of the marine and maritime historic environment, from inland lakes that feed freshwater river routes, to tidal estuaries and out to the open sea. This view of the landscape/seascape encompasses a very broad range of archaeology and enables connections to be made without the restrictions of geographical or political boundaries. Research strategies, programmes From Source to Sea: ScARF Marine and Maritime Panel Report iii and projects can adopt this approach at multiple levels; from national to site-specific, with the aim of remaining holistic and cross-cutting. 2. Submerged Landscapes: The rising research profile of submerged landscapes has recently been embodied into a European Cooperation in Science and Technology (COST) Action; Submerged Prehistoric Archaeology and Landscapes of the Continental Shelf (SPLASHCOS), with exciting proposals for future research. Future work needs to be integrated with wider initiatives such as this on an international scale. Recent projects have begun to demonstrate the research potential for submerged landscapes in and beyond Scotland, as well as the need to collaborate with industrial partners, in order that commercially-created datasets can be accessed and used. More data is required in order to fully model the changing coastline around Scotland and develop predictive models of site survival. Such work is crucial to understanding life in early prehistoric Scotland, and how the earliest communities responded to a changing environment. 3. Marine & Maritime Historic Landscapes: Scotland’s coastal and intertidal zones and maritime hinterland encompass in-shore islands, trans-continental shipping lanes, ports and harbours, and transport infrastructure to intertidal fish-traps, and define understanding and conceptualisation of the liminal zone between the land and the sea. Due to the pervasive nature of the Marine and Maritime historic landscape, a holistic approach should be taken that incorporates evidence from a variety of sources including commercial and research archaeology, local and national societies, off-shore and onshore commercial development; and including studies derived from, but not limited to history, ethnology, cultural studies, folklore and architecture and involving a wide range of recording techniques ranging from photography, laser imaging, and sonar survey through to more orthodox drawn survey and excavation. 4. Collaboration: As is implicit in all the above, multi-disciplinary, collaborative, and cross-sector approaches are essential in order to ensure the capacity to meet the research challenges of the marine and maritime historic environment. There is a need for collaboration across the heritage sector and beyond, into specific areas of industry, science and the arts. Methods of communication amongst the constituent research individuals, institutions and networks should be developed, and dissemination of research results promoted. The formation of research communities, especially virtual centres of excellence, should be encouraged in order to build capacity.
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Czajka, Leo, Florence Kondylis, Bassirou Sarr y Mattea Stein. Data Management at the Senegalese Tax Authority: Insights from a Long-term Research Collaboration. Institute of Development Studies, diciembre de 2022. http://dx.doi.org/10.19088/ictd.2022.020.

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As they increasingly adopt digital infrastructure, public administrations worldwide are increasingly collecting, generating and managing data. Empirical researchers are, at the same time, collaborating more and more with administrations, accessing vast amounts of data, and setting new research agendas. These collaborations have taken place in low-income countries in particular, where administrative data can be a valuable substitute for scarce survey data. However, the transition to a full-fledged digital administration can be a long and difficult process, sharply contrasting the common leap-frog narrative. Based on observations made during a five-year research collaboration with the Senegalese tax administration, this qualitative case study discusses the main data management challenges the tax administration faces. Much progress has recently been made with the modernisation of the administration’s digital capacity ,and adoption of e-filling and e-payment systems. However, there remains substantial scope for the administration to enhance data management and improve its efficiency in performing basic tasks, such as the identification of active taxpayers or the detection of various forms of non-compliance. In particular, there needs to be sustained investment in human resources specifically trained in data analysis. Recently progress has been made through creating – in collaboration with the researchers – a ‘datalab’ that now works to improve processes to collect, clean, merge and use data to improve revenue mobilisation.
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Haysom, Gareth, Jane Battersby, Jane Weru, Luke Metelerkamp y Nomonde Buthelezi. Integrating food sensitive planning and urban design into urban governance actions. TMG Research gGmbH, octubre de 2022. http://dx.doi.org/10.35435/2.2022.9.

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TMG’s Urban Food Futures programme closes its scoping phase with a series of reports summarising the main insights lying the foundation for the next phase of action research. This working paper, written in collaboration with partners African Centre for Cities (ACC), FACT and Muungano AMT, argues that for the progressive realization of the right to food in urban settings, food sensitive planning and urban design must be integrated into urban governance actions. Findings from Ouagadougou, Nairobi, and Cape Town indicate the necessary steps that need to be taken toward more food-sensitive planning: clearly defining the mandate to govern urban food systems by national and local governments; drawing from community knowledge and experience for strategic thinking around food systems, and politicising urban food system issues to create the momentum needed in holding relevant authorities accountable.
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