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Artykuły w czasopismach na temat "Action inquiry"
Donahue, Eugene L. "Action Inquiry". Proceedings of the International Association for Business and Society 5 (1994): 145–56. http://dx.doi.org/10.5840/iabsproc1994514.
Pełny tekst źródłaHarbour, Kristin E., Karen S. Karp i Amy S. Lingo. "Inquiry to Action". TEACHING Exceptional Children 49, nr 2 (listopad 2016): 126–33. http://dx.doi.org/10.1177/0040059916673310.
Pełny tekst źródłaBell, Gordon H. "Using Action Inquiry". British Journal of In-Service Education 14, nr 1 (grudzień 1987): 34–42. http://dx.doi.org/10.1080/0305763870140108.
Pełny tekst źródłaNicolaides, Aliki, i Leanne Dzubinski. "Collaborative Developmental Action Inquiry". Journal of Transformative Education 14, nr 2 (6.11.2015): 120–38. http://dx.doi.org/10.1177/1541344615614964.
Pełny tekst źródłaChandler, Dawn, i Bill Torbert. "Transforming Inquiry and Action". Action Research 1, nr 2 (październik 2003): 133–52. http://dx.doi.org/10.1177/14767503030012002.
Pełny tekst źródłaJatko, Beverly Porter. "Action Research and Practical Inquiry". Journal for the Education of the Gifted 19, nr 1 (grudzień 1995): 83–105. http://dx.doi.org/10.1177/016235329501900106.
Pełny tekst źródłaWalsh, Kate, i Dalmar Fisher. "Action inquiry and performance appraisals". Learning Organization 12, nr 1 (1.02.2005): 26–41. http://dx.doi.org/10.1108/09696470510574241.
Pełny tekst źródłaDorn, Robert C. "Inquiry. Performance problems: Taking action". Leadership in Action 2, nr 3 (6.07.2007): 6–7. http://dx.doi.org/10.1002/lia.4070020302.
Pełny tekst źródłaKoro-Ljungberg, Mirka, i Gaile S. Cannella. "Critical Qualitative Inquiry". International Review of Qualitative Research 10, nr 4 (1.02.2017): 327–39. http://dx.doi.org/10.1525/irqr.2017.10.4.327.
Pełny tekst źródłaHung, Lillian, Alison Phinney, Habib Chaudhury, Paddy Rodney, Jenifer Tabamo i Doris Bohl. "Appreciative Inquiry". International Journal of Qualitative Methods 17, nr 1 (18.04.2018): 160940691876944. http://dx.doi.org/10.1177/1609406918769444.
Pełny tekst źródłaRozprawy doktorskie na temat "Action inquiry"
Froggatt, Bert. "An action inquiry into negotiated learning". Thesis, Sheffield Hallam University, 1991. http://shura.shu.ac.uk/19210/.
Pełny tekst źródłaPark, Hun-Joon. "An inquiry into managerial action : performative and reflexive managerial action". Connect to resource, 1990. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1263043747.
Pełny tekst źródłaVergara, Mariana Ines. "Mindfulness into action| Transformational learning through collaborative inquiry". Thesis, Teachers College, Columbia University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10013911.
Pełny tekst źródłaThis action research exploratory study sought to learn how to better develop my practice by using grounded theory. It explored the apparent cognitive transformational experience of nine participants over a period of four weeks after the implementation of an intervention called Mindfulness into Action. The informal intervention was used with the Kichwa community in the Amazon rainforest and three additional formal interventions were conducted in the United States, Ecuador, and Norway over six years, in each case supported by higher education institutions. Using grounded theory methodology, the researcher found that participants were in the initial “reactive” state in Phase 1, experiencing conflict, resistance, stress, and victim identity. These characteristics were unknown to participants who were just reacting to everyday life experiences. In Phase 2, participants became aware of their behaviors, but could not stop non-beneficial behaviors. In Phase 3, they could observe their unknown behaviors and then change their sabotaging behaviors. Other salient characteristics from Phase 3 were happiness, being at peace with themselves, tolerance, and effectiveness.
There is a tendency to believe that change does not come easily, especially for adults, because our mental models rule our lives (subconsciously). However, participants were all adults from distinct walks of life who observed their unknown assumptions and reported change in their lives and in perceptions of their world. Furthermore, this intervention helped participants manage dissonance in their lives and produce changes specific and relevant to each individual, i.e., adults in the Kichwa community changed their assumptions and got rid of the mining company without violence. Moreover, the students who conducted research in the Amazon rainforest changed their research approach from top-down (doing research on people) to human development co-creation (doing research with people). Lastly, students in the academic institutions changed their way of interacting with their environment and others, and most importantly observed and changed behaviors that were sabotaging their efforts to succeed in life. They overcame their assumption of “knowing” and became more open to others’ perspectives. Each change was specific to the individual, resulting in the betterment of their lives.
Meiers, Matthias. "Narrative inquiry as a form of teacher action research". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ63945.pdf.
Pełny tekst źródłaHall, Virginia Kaufman, of Western Sydney Hawkesbury University, of Health Humanities and Social Ecology Faculty i School of Social Ecology. "Women transforming the workplace : collaborative inquiry into integrity in action". THESIS_FHHSE_SEL_Hall_V.xml, 1996. http://handle.uws.edu.au:8081/1959.7/438.
Pełny tekst źródłaDoctor of Philosophy (PhD)(Social Ecology)
Kaufman, Hall Virginia. "Women transforming the workplace : collaborative inquiry into integrity in action /". View thesis View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030610.123935/index.html.
Pełny tekst źródłaDyer, Brenda Lee. "Learning mindfulness : dialogue and inquiry from an action-theoretical perspective". Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/39848.
Pełny tekst źródłaWatt, Linda. "Living management : an action research inquiry into a modernising role". Thesis, University of the West of England, Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.417842.
Pełny tekst źródłaBhattacharyya, Sriya. "Muslim Women Resist: An Arts-informed Participatory Qualitative Inquiry". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108937.
Pełny tekst źródłaEvery day Muslim women in the United States wake up to a harsh political world that attacks their identities, communities, and freedom. In this context, Muslim women endure immense psychological tolls on their sense of identity, safety, and relationships. For many of them, walking out the door and claiming their Muslim identity is an act of political resistance. Despite the disempowerment they may experience, many engage in social actions to resist these oppressive forces. Yet, Muslim women activists have received strikingly little attention in the psychological literature. To date, no research has explored the psychosocial experiences of Muslim women who engage in activism, nor the meanings they make of these engagements or their trajectories of resistance. Using a participatory research approach informed by art-based inquiry techniques, this inductive qualitative study explored 10 Muslim women activists’ trajectories into and experiences of engaging in social action. A constructivist theoretical model of Muslim women activists' processes of resistance and community liberation was developed through qualitative inductive analyses of in-depth interviews and participants’ illustrations. Eight “clusters” have been configured to map a model that represents both processes and outcomes of how these 10 women engaged, experienced, and made meaning of their activism. They include: (1) living in a post 9/11 sociopolitical context; (2) navigating the Muslim community context; (3) internal experiences of being a Muslim woman; (4) guiding ideals toward activism journey; (5) development of political analyses; (6) resistance actions toward social change; (7) burdens and benefits of engagement in resistance; and (8) supportive forces in the process of resistance. Although only representative of 10 participants, the model is sufficiently theorized to suggest that life in a multiply traumatizing context shapes Muslim women activists’ experiences, precluding and contributing to their persistence and resistance throughout and during their engagement in social change work. Political analyses and ideals are vital in their descriptions of their trajectories of becoming activists. Benefits and burdens that are inevitable in social change work include both the thrill and fun of engaging in activism as well as the costs to relationships and conflicts inherent in such work. Finally, encouragement by other Muslims and allies is discussed as a valuable source of support to Muslim women activists. Limitations are discussed and implications are proposed to inform possibilities for future healing centered research and action
Thesis (PhD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
Grant, Suzanne Lisa Parker. "A paradox in action? A critical analysis of an appreciative inquiry". The University of Waikato, 2006. http://hdl.handle.net/10289/2583.
Pełny tekst źródłaKsiążki na temat "Action inquiry"
Scientific inquiry in action: Chemical reaction! New York: PowerKids Press, 2009.
Znajdź pełny tekst źródłaSherman, Francine T., i William R. Torbert, red. Transforming Social Inquiry, Transforming Social Action. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4403-6.
Pełny tekst źródłaCooperrider, David L. Appreciative inquiry handbook. Wyd. 2. Brunswick, OH: Crown Custom Publishing, Inc., 2008.
Znajdź pełny tekst źródłaDavid, Rooke, Torbert William R. 1944- i Fisher Dalmar, red. Personal and organisational transformations: Through action inquiry. Wyd. 3. Boston: Edge\Work, 2001.
Znajdź pełny tekst źródłaOffice, Home. Stephen Lawrence Inquiry: Home Secretary's action plan. London: Home Office, 2000.
Znajdź pełny tekst źródła1947-, Daniels Harvey, red. Comprehension and collaboration: Inquiry circles in action. Portsmouth, NH: Heinemann, 2009.
Znajdź pełny tekst źródłaOffice, Home. Stephen Lawrence Inquiry: Home Secretary's action plan. London: Home Office, 2001.
Znajdź pełny tekst źródłaManiotes, Leslie K. Guided inquiry design in action: Middle school. Santa Barbara, CA: Libraries Unlimited, 2015.
Znajdź pełny tekst źródłaH, Bell Gordon, i Colbeck Brian, red. Experiencing integration: The Sunnyside Action Inquiry Project. London: Falmer Press, 1989.
Znajdź pełny tekst źródłaLila: An inquiry into morals. New York: Bantam Books, 1991.
Znajdź pełny tekst źródłaCzęści książek na temat "Action inquiry"
Beach, Richard, Ashley S. Boyd, Amanda Haertling Thein i Allen Webb. "Justice, Inquiry, and Action". W Teaching to Exceed in the English Language Arts, 3–20. Wyd. 3. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003177364-2.
Pełny tekst źródłaLangran, Elizabeth, i Janine DeWitt. "Place-Based Inquiry in Action". W Navigating Place-Based Learning, 117–39. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55673-0_5.
Pełny tekst źródłaKegels, Guy, i Bruno Marchal. "Realist inquiry and action research". W Community Sport and Social Inclusion, 127–44. London: Routledge, 2021. http://dx.doi.org/10.4324/9780429340635-10.
Pełny tekst źródłaGrimwood, Bryan S. R. "Participatory Action Research". W Fostering Social Justice through Qualitative Inquiry, 196–217. Wyd. 2. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003216575-11.
Pełny tekst źródłaBradbury, Hilary. "Action Research – Participative Self in Transformative Action". W The SAGE Handbook of Participatory Research and Inquiry, 185–96. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2021. http://dx.doi.org/10.4135/9781529769432.n14.
Pełny tekst źródłaArnell, Malin. "In the Beginning There Is an End". W Cultural Inquiry, 151–59. Berlin: ICI Berlin Press, 2022. http://dx.doi.org/10.37050/ci-21_16.
Pełny tekst źródłaReimer, Bo. "Tools for Action: Media Research as Collaborative Action Research". W 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.
Pełny tekst źródłaNordenfelt, Lennart. "On Ability, Opportunity and Competence: An Inquiry Into People’s Possibility for Action". W Contemporary Action Theory Volume 1: Individual Action, 145–58. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-017-0439-7_8.
Pełny tekst źródłaBu, Yuhua. "Faith and Action". W Narrative Inquiry into Reciprocal Learning Between Canada-China Sister Schools, 259–87. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-61085-2_9.
Pełny tekst źródłaSherman, Francine T., i William R. Torbert. "Engaging New Forms of Social Inquiry and Social Action". W Transforming Social Inquiry, Transforming Social Action, 1–9. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/978-1-4615-4403-6_1.
Pełny tekst źródłaStreszczenia konferencji na temat "Action inquiry"
Seng, Su Lin, i Helena Hong Gao. "Conceptual Knowledge of Bilingual Preschoolers An Inquiry into Hand Action Verbs". W 6th Annual International Conference on Language, Literature and Linguistics (L3 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-3566_l317.124.
Pełny tekst źródłaBylica, Kelly. "Practicing Border-Crossing Pedagogy: Policy, Inquiry, and Action in Collaborative Research". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1573228.
Pełny tekst źródłaCooper, Amanda. "Moving Knowledge Into Action With Co-Production and Arts-Informed Inquiry". W 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1888011.
Pełny tekst źródłaManfra, Meghan. "Action Research and the Shift to Inquiry in the Social Studies". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1689996.
Pełny tekst źródłaBylica, Kelly. "Practicing Border-Crossing Pedagogy: Policy, Inquiry, and Action in Collaborative Research". W 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1679751.
Pełny tekst źródłaRaider-Roth, Miriam. "Building an Online Relational Learning Community for Educational Leaders: An Action Research Inquiry". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1580795.
Pełny tekst źródłaMenendez Alvarez-Hevia, David, Janet Lord i Steven Naylor. "Being there? A Collaborative Inquiry into Attendance". W Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7899.
Pełny tekst źródłaFlannery, Michael. "EVALUATING MULTI-USER VIRTUAL ENVIRONMENT TECHNOLOGY FOR VISUAL ARTS INQUIRY USING ACTION CASE RESEARCH". W International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.2255.
Pełny tekst źródłaJackson, Dan. "What legal design could be: Towards an expanded practice of inquiry, critique, and action". W DRS2022: Bilbao. Design Research Society, 2022. http://dx.doi.org/10.21606/drs.2022.1083.
Pełny tekst źródłaSutherland, Danielle. "Action Research as Induction Support: A Case Study of Teacher Residents' Experiences With Inquiry". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1442584.
Pełny tekst źródłaRaporty organizacyjne na temat "Action inquiry"
Shaw, Kristi Lee, i Geoff Bridgman. Creating Appreciation and Community Support for Mothers Caring for a Child with an Anxiety Disorder. Unitec ePress, luty 2023. http://dx.doi.org/10.34074/mono.097.
Pełny tekst źródłaMcNabb, David, i David Kenke. Thesis Review: Creating Appreciation and Community Support for Mothers Caring for a Child with Anxiety Disorder by Kristi Shaw. Unitec ePress, maj 2022. http://dx.doi.org/10.34074/thes.revw5412.
Pełny tekst źródłaHunter, Matthew, Laura Miller, Rachel Smart, Devin Soper, Sarah Stanley i Camille Thomas. FSU Libraries Office of Digital Research & Scholarship Annual Report: 2020-2021. Florida State University Libraries, lipiec 2021. http://dx.doi.org/10.33009/fsu_drsannualreport20-21.
Pełny tekst źródłaMahat, Marian, Vivienne Awad, Christopher Bradbeer, Chengxin Guo, Wesley Imms i Julia Morris. Furniture for Engagement. University of Melbourne, luty 2023. http://dx.doi.org/10.46580/124374.
Pełny tekst źródłaThorsen, Dorte, i Roy Maconachie. Children’s Work in West African Cocoa Production: Drivers, Contestations and Critical Reflections. Institute of Development Studies (IDS), kwiecień 2021. http://dx.doi.org/10.19088/acha.2021.005.
Pełny tekst źródłaHIV/AIDS, TB and Nutrition: Scientific Inquiry into the Nutritional Influences on Human Immunity with Special Reference to HIV Infection and Active TB in South Africa. Academy of Science of South Africa (ASSAf), 2007. http://dx.doi.org/10.17159/assaf/0037.
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