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Articoli di riviste sul tema "Action research in education"

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Autore: Grafiati

Pubblicato: 4 giugno 2021

Ultima modifica: 27 luglio 2024

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1

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

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2

Barnes, Yvonne. "Action research in education". Educational Action Research 23, n. 2 (27 marzo 2015): 306–7. http://dx.doi.org/10.1080/09650792.2015.1020705.

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3

Foster, Anna. "Action research in education". Action Learning: Research and Practice 11, n. 1 (2 gennaio 2014): 106–9. http://dx.doi.org/10.1080/14767333.2013.874780.

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4

Oranga, Josephine, e Billiah Gisore. "Action Research in Education". OALib 10, n. 07 (2023): 1–10. http://dx.doi.org/10.4236/oalib.1110306.

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5

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

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6

Zuber-Skerritt, Ortrun. "The action research planner: doing critical participatory action research". Educational Action Research 24, n. 1 (2 gennaio 2016): 150–54. http://dx.doi.org/10.1080/09650792.2015.1132591.

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7

Carter, Philip D. "Building purposeful action: action methods and action research". Educational Action Research 10, n. 2 (giugno 2002): 207–32. http://dx.doi.org/10.1080/09650790200200180.

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8

Noaparast, Khosrow Bagheri, e Mohammad Zoheir Bagheri Noaparast. "Action-Oriented Research in Education". American Journal of Islamic Social Sciences 29, n. 2 (1 aprile 2012): 43–63. http://dx.doi.org/10.35632/ajiss.v29i2.324.

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Abstract (sommario):

Comparative studies among cultures, particularly Western and Eastern ones, are vital and necessary. In this essay, we are presenting a comparison between Western and Islamic views. The focus of this study is on action-oriented educational research based on Charles Clark’s view as a more recent action-oriented view on educational research. The comparison between Clark’s view and the one we suggest that is inspired by the Islamic view of human action and shows that there are considerable commonalities between the two views as both of them avoid the mechanistic orientation and take human action into account. There are also differences between the two views regarding the distinction between fact and value, as well as the relation between means and ends in research.

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9

Noaparast, Khosrow Bagheri, e Mohammad Zoheir Bagheri Noaparast. "Action-Oriented Research in Education". American Journal of Islam and Society 29, n. 2 (1 aprile 2012): 43–63. http://dx.doi.org/10.35632/ajis.v29i2.324.

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Abstract (sommario):

Comparative studies among cultures, particularly Western and Eastern ones, are vital and necessary. In this essay, we are presenting a comparison between Western and Islamic views. The focus of this study is on action-oriented educational research based on Charles Clark’s view as a more recent action-oriented view on educational research. The comparison between Clark’s view and the one we suggest that is inspired by the Islamic view of human action and shows that there are considerable commonalities between the two views as both of them avoid the mechanistic orientation and take human action into account. There are also differences between the two views regarding the distinction between fact and value, as well as the relation between means and ends in research.

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10

Walsh, Paddy. "Philosophy, Education and Action Research". Educational Action Research 1, n. 1 (gennaio 1993): 189–91. http://dx.doi.org/10.1080/0965079930010112.

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11

Conway, Colleen M., e James Borst. "Action Research in Music Education". Update: Applications of Research in Music Education 19, n. 2 (marzo 2001): 3–8. http://dx.doi.org/10.1177/87551233010190020102.

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12

Boulmetis, John. "Action Research is Adult Education". Adult Learning 11, n. 3 (giugno 2000): 2. http://dx.doi.org/10.1177/104515959901100301.

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13

Prevots, Naima. "Action Research and Dance Education". Journal of Dance Education 9, n. 2 (aprile 2009): 39–40. http://dx.doi.org/10.1080/15290824.2009.10387384.

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14

Kitchen, Julian, e Dianne Stevens. "Action research in teacher education". Action Research 6, n. 1 (marzo 2008): 7–28. http://dx.doi.org/10.1177/1476750307083716.

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15

Squires, Garry. "Action research in special education". Educational Psychology in Practice 27, n. 3 (settembre 2011): 313–14. http://dx.doi.org/10.1080/02667363.2011.603575.

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16

Fain, James A. "Diabetes Education: Research in Action". Diabetes Educator 25, n. 4 (luglio 1999): 499. http://dx.doi.org/10.1177/014572179902500401.

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17

Koivula, U. M., e T. Tittonen. "Interprofessional entrepreneur education – action research". Physiotherapy 101 (maggio 2015): e1520. http://dx.doi.org/10.1016/j.physio.2015.03.1506.

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18

Helskog, Guro Hansen. "Justifying action research". Educational Action Research 22, n. 1 (12 dicembre 2013): 4–20. http://dx.doi.org/10.1080/09650792.2013.856769.

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19

Toomey, Ron. "Transformative action research". Educational Action Research 5, n. 1 (marzo 1997): 105–21. http://dx.doi.org/10.1080/09650799700200022.

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20

Mcmurray, Adela J. "Teaching action research". Active Learning in Higher Education 7, n. 1 (marzo 2006): 37–50. http://dx.doi.org/10.1177/1469787406061146.

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21

Kyle,, William C. "Editorial: Action research". Journal of Research in Science Teaching 34, n. 7 (settembre 1997): 669–71. http://dx.doi.org/10.1002/(sici)1098-2736(199709)34:7<669::aid-tea1>3.0.co;2-k.

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22

Oberg, Antoinette. "Methods and meanings in action research: The action research journal". Theory Into Practice 29, n. 3 (giugno 1990): 214–21. http://dx.doi.org/10.1080/00405849009543457.

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23

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

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Abstract (sommario):

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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24

Ferland, Tara. "Action research communities: professional learning, empowerment, and improvement through action research". Educational Action Research 27, n. 5 (8 marzo 2019): 815–16. http://dx.doi.org/10.1080/09650792.2019.1589994.

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25

Postholm, May Britt. "The complementarity of formative intervention research, action research and action learning". Educational Research 62, n. 3 (2 luglio 2020): 324–39. http://dx.doi.org/10.1080/00131881.2020.1793684.

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26

Gonzalez, Carmen Beatriz de, Teresa Hernandez, Jim Kusch e Charly Ryan. "Planning as action research". Educational Action Research 12, n. 1 (marzo 2004): 59–76. http://dx.doi.org/10.1080/09650790400200239.

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27

Lewis, Rolla E., Courtney Herb, Erin Mundy-Mccook e Natalie Capps-Jenner. "Lifescaping action research pedagogy". Educational Action Research 27, n. 1 (21 ottobre 2018): 75–90. http://dx.doi.org/10.1080/09650792.2018.1535446.

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28

Maria Lee. "Action Research on Community Organizing Education". Korean Journal of Social Welfare 70, n. 2 (maggio 2018): 115–44. http://dx.doi.org/10.20970/kasw.2018.70.2.005.

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29

Posch, Peter. "I: Action Research in Environmental Education". Educational Action Research 1, n. 3 (gennaio 1993): 447–55. http://dx.doi.org/10.1080/0965079930010309.

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30

Udvarhelyi, Éva Tessza. "Participatory action research as political education". Action Learning: Research and Practice 17, n. 1 (2 gennaio 2020): 24–33. http://dx.doi.org/10.1080/14767333.2020.1712839.

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31

Thorne, Christine, e Wang Qiang. "Action research in language teacher education". ELT Journal 50, n. 3 (luglio 1996): 254–62. http://dx.doi.org/10.1093/elt/50.3.254.

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32

Misra, Sanchit. "Action research on education in Ayurveda". Journal of Ayurveda and Integrative Medicine 8, n. 4 (ottobre 2017): 283–84. http://dx.doi.org/10.1016/j.jaim.2017.09.003.

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33

Morin, Francine. "Action Research, Education, and the Arts". Canadian Journal of Action Research 22, n. 2 (7 febbraio 2022): 1–4. http://dx.doi.org/10.33524/cjar.v22i2.599.

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34

Elliott, John. "Research on teachers' knowledge and action research". Educational Action Research 2, n. 1 (gennaio 1994): 133–37. http://dx.doi.org/10.1080/09650799400200003.

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35

Otto, Alice, e S. Nkanga. "Doing Educational Research: an action research approach". Educational Action Research 3, n. 3 (gennaio 1995): 279–86. http://dx.doi.org/10.1080/0965079950030303.

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36

Perry, Chad, e Ortun Zuber-Skerritt. "Action research in graduate management research programs". Higher Education 23, n. 2 (marzo 1992): 195–208. http://dx.doi.org/10.1007/bf00143646.

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37

Hardy, Ian, Karin Rönnerman e Christine Edwards-Groves. "Transforming professional learning: Educational action research in practice". European Educational Research Journal 17, n. 3 (1 febbraio 2017): 421–41. http://dx.doi.org/10.1177/1474904117690409.

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Abstract (sommario):

This article seeks to extend current understandings of educational action research, particularly how teachers’ actions, talk and ongoing relatings can serve as a vehicle for transforming their learning, including under current global conditions of more performative accountability. The research is grounded in Noffke’s (2009) understandings of the nature of the personal, professional and political dimensions that characterize action research. While validating Noffke’s (2009) dimensions, we also argue that specific instances of action research help provide insights into not just how action research might be currently understood, but details about how it has actually transformed teachers’ learning practices. To do so, we draw upon recent theorizing into the nature of educational practice, and an example of action research in one school in Australia. Specifically, and drawing upon Kemmis et al. (2014), we reveal the particular ‘doings’ (actions), ‘sayings’ (talk) and ‘relatings’ (relationships) that characterize specific instances of teachers’ learning during part of an action research cycle in this school, under current policy conditions. By indicating how this learning came about, we reveal how the personal, professional and political dimensions (Noffke, 2009) in action research settings are enacted, leading to transformed practice through specific doings, sayings and relatings under current conditions.

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38

Curtis, Susan M. "Pathway to Reform: Developing Action Research Capacity in Accounting Education". Issues in Accounting Education 32, n. 3 (1 settembre 2016): 51–79. http://dx.doi.org/10.2308/iace-51586.

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ABSTRACT Outside of accounting education, action research is widely considered crucial for supporting broad reforms. Action research integrates theory with action to solve problems, improve practices, and address issues together with those who experience them. Yet the body of action research in accounting education remains very small. Historically, efforts to reform accounting education have led to pockets of innovation but have not systematically addressed impediments that inhibit widespread continuous improvement. Lack of available formal training inhibits development of the action research capacity needed to support broad reform in accounting education. This paper provides a conceptual action research framework that includes two ontologies to classify different types of action research. One type, emancipated action research, involves taking strategic action to change or eliminate structural impediments that limit improvement achievable through other types, often earlier phases, of action research. The paper reports an action research project that involved two strategic actions, investigation of an action research reflection practice and use of an educative case to report the project. The case illustrates how action research can support reform in accounting education and demonstrates a generalizable approach accounting educators and education researchers can use to develop action research capacity.

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39

Harrington, Keneisha, e Robin Phelps-Ward. "The Action Research Collective: Using Participatory Action Research to Support Graduate Student Development". Journal of College Student Development 62, n. 6 (dicembre 2021): 736–40. http://dx.doi.org/10.1353/csd.2021.0070.

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40

Capobianco, Brenda M., e Allan Feldman. "Promoting quality for teacher action research: lessons learned from science teachers’ action research". Educational Action Research 14, n. 4 (dicembre 2006): 497–512. http://dx.doi.org/10.1080/09650790600975668.

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41

Nichols, Ralph. "Action research in health care: the collaborative action research network health care group". Educational Action Research 5, n. 2 (giugno 1997): 185–92. http://dx.doi.org/10.1080/09650799700200032.

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42

Schubert, Marsha. "Research in brief: Using participatory action research". Roeper Review 18, n. 3 (febbraio 1996): 232–33. http://dx.doi.org/10.1080/02783199609553746.

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43

Andrews, Jane. "Action research". System 31, n. 1 (marzo 2003): 125–27. http://dx.doi.org/10.1016/s0346-251x(02)00077-5.

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44

Hadfield, Mark. "Knowledge producing, its management and action and action research". Educational Action Research 13, n. 2 (giugno 2005): 301–12. http://dx.doi.org/10.1080/09650790300200281.

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45

Arnold, Douglas E. "Action Research in Action: Curricular Articulation and Integrated Instruction". NASSP Bulletin 82, n. 596 (marzo 1998): 74–78. http://dx.doi.org/10.1177/019263659808259613.

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46

Aisyah, Iis, Ayu Prameswari Kusuma Astuti, Heri Ridwan, Sri Wulan Lindasari e Dini Saraswati Handayani. "Strengthening Caring Character Education for Prospective Nurses: An Action Research in Nursing Education". International Journal of Learning, Teaching and Educational Research 23, n. 2 (28 febbraio 2024): 478–509. http://dx.doi.org/10.26803/ijlter.23.2.24.

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Abstract (sommario):

Caring is an essential factor of a nurse's character. Therefore, it is necessary for nursing educational institutions to integrate caring values into their curriculum. This study investigated the process of formulating a structured approach to instil caring values as a foundational component of nursing education. To achieve the research objectives, action research was employed as research design by delineating three research stages. First, pre-action analysis was undertaken to map out the caring character problem; second, action implementation was carried out to implement actions to achieve what is desired, and third, action evaluation was done to assess all actions taken to achieve the desired goal. The study involved 30 nursing students from a prominent university in West Java Province, Indonesia. Data collection was carried out using survey techniques, observations and semi-structured interviews, while the data were analysed using two approaches, namely quantitative and qualitative. The findings resulted in a comprehensive framework consisting of seven stages for nurturing the caring character, encapsulated in the acronym "PELOPOR" (Promoting, Elaborating, Learning, Organizing, Project Learning, Observing, Reflecting). This study concludes that these seven stages have a significant impact on enhancing the caring character of aspiring nursing professionals. In addition, this study adds valuable insights to the creation of effective learning approaches for prospective nurses by focusing on the cultivation of a caring character. It suggests further investigations to extend the seven identified steps in this study towards crafting learning models applicable to various health professions.

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47

Pedretti, Erminia, e Derek Hodson. "From rhetoric to action: Implementing sts education through action research". Journal of Research in Science Teaching 32, n. 5 (maggio 1995): 463–85. http://dx.doi.org/10.1002/tea.3660320505.

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48

Howell, Faith. "Action Learning and Action Research in Management Education and Development". Learning Organization 1, n. 2 (agosto 1994): 15–22. http://dx.doi.org/10.1108/09696479410060955.

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49

PAPASTEPHANOU, MARIANNA. "Philosophical Research and Educational Action Research". Journal of Philosophy of Education 40, n. 2 (maggio 2006): 187–203. http://dx.doi.org/10.1111/j.1467-9752.2006.00506.x.

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50

Feldman, Allan. "Existential approaches to action research". Educational Action Research 10, n. 2 (giugno 2002): 233–52. http://dx.doi.org/10.1080/09650790200200183.

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