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Froggatt, Bert. "An action inquiry into negotiated learning". Thesis, Sheffield Hallam University, 1991. http://shura.shu.ac.uk/19210/.
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This study employed action inquiry, since its aim was to improve both understanding and practice in the area of classroom negotiation between pupils and teachers, Action inquiry entails practitioner observation, practitioner interaction and practitioner intervention; in this study it was supplemented by an attempt at a phenomenological description of the essential features of negotiation, against which classroom experience could be weighed. Information about classroom interaction was gathered, by the lone practitioner-researcher, both by participant observation and video-recording ('practitioner observation'). The model of classroom negotiation which emerged was tested against the views of other teachers ('practitioner interaction'). Alternative practices, thought by the informants to be effective, were used to make small-scale interventions in classroom practice ('practitioner intervention'). The understanding of negotiation developed in this way was finally interrogated in the light of a separate phenomenological description of negotiation. A key aspect of the phenomenology of negotiation is the dynamic involving communication, strategies of interaction, participation and learning within which people are willing to examine their differences. This was found to be true of classroom negotiation: Pupil and teacher learned of the differences which existed between them in the context of an ongoing interaction in which both participated. However, classroom interaction involves an inevitable disparity of power, which must be recognised and prevented from subverting negotiation. The validity and ethics of the framework developed are discussed, as are the implications of the findings for the classroom teacher and for teacher training.
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Park, 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.
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Vergara, Mariana Ines. "Mindfulness into action| Transformational learning through collaborative inquiry". Thesis, Teachers College, Columbia University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10013911.
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This 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.
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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.
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Hall, 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.
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This collaborative research is an account of the recent lived experience of twelve women who bring about transformations in their own workplaces. The work integrates feminist theory with the social ecology focus of studying interactions between people and their environments. The study is multidisciplinary including psychological as well as social aspects and applies critical social research to workplace situations. The research group informed each other primarily by stories which narrated: social and family context; work situations; particular situations and specific strategies. Reflexive and archetypal meanings emerged from recounting ancient myths to help understand complex and difficult work structures which constrain the participants' creativity. This inquiry is a fresh approach to a range of workplace problems by engaging many women’s preferred working styles and applying this creative response: pro-active strategies which are demonstrated, are indeed, highly effective.Doctor of Philosophy (PhD)(Social Ecology)
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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.
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Dyer, Brenda Lee. "Learning mindfulness : dialogue and inquiry from an action-theoretical perspective". Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/39848.
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The processes of learning mindfulness were explored in this case study by analyzing the transcripts of teacher-student interactions in the Dialogue and Inquiry periods of a Mindfulness-Based Stress Reduction (MBSR) course. The following research questions guided the inquiry: What is the process of learning mindfulness through Dialogue and Inquiry of an MBSR course? How does the social learning of mindfulness in Dialogue and Inquiry construct the experience of mindfulness? The qualitative “action-project method” was used to collect and analyse the data which were comprised of class dialogues, self-confrontation interviews (video process-recall interviews) and weekly logs gathered over nine weekly sessions. The analysis of these multi-perspectival data offered a comprehensive insight into the mindfulness-teacher and students’ internal cognitive, emotional and somatic processes in learning (and teaching) mindfulness, their individual and joint goals concerning mindfulness, behavioural manifestations of mindfulness, and lastly, the social meanings of mindfulness. The action processes identified and described in the findings of this study suggest that, while the mindfulness project was the super ordinate class joint project, it was embedded in and constituted by a concurrent relationship project made up of teacher-student, student-student, and self connections. The mindfulness curriculum was to a large part embodied by the teacher, who initiated many of the actions in the dialogue in a teacher-led inquiry, drawing the students into joint sub-ordinate projects of noticing (attention), describing (language) and understanding (insight). Further, the joint projects of helping (compassion) and relating (connection), often implicit and spontaneous, informed both the mindfulness and relationship projects. The findings offered theoretical, pedagogical and clinical implications for the teaching and learning of mindfulness. The study also shifted the gaze from mindfulness as an individual cognitive phenomenon to a dynamic relational process.
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Watt, 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.
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This action research inquiry is a reflexive examination of a corporate 'Modernising' role in a local authority in England, during the period 2000 - 2002. The researcher is the manager who carried out that corporate role prior to, and during the period of the research process and thus the Inquiry significantly involves first person critical reflection on 'self in role'. The inquiry draws on second and third tier managerial experience in a unitary local authority undergoing managerialist reforms. The dynamic of central/local relations in the context of the New Labour Modernisation agenda was a major influence for local government managers, in the context of developments in local governance, with the accompanying intensification of 'New Public Management' practices and controls. This action research inquiry has deployed multiple research methods to explore the implications of centralised direction and controls and related issues for the experience of 'self and organisation'. The research methodologies were a programme of interactive interviewing, involving fifteen managerial colleagues in differentiated functions, autobiographical exploration and use of a reflective journal as a data source. The research findings include a reflection on the research process itself as being a vital aspect of the knowledge generated during the inquiry. The thesis incorporates a critical theoretical review, drawing on relevant theoretical sources particularly in relation to theories of the state, with reference to forms of control in central/local relations, management theories with reference to managerialism including the gendered impact of managerialism and theories of the self with reference to self identity and self governance. Relevant academic comment is integrated throughout the thesis. The research findings highlight the impacts of centralised control on local authorities as institutions of governance and the effects of developments in the means of control, for managers and 'managing' in the context of central/local relations.
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Bhattacharyya, Sriya. "Muslim Women Resist: An Arts-informed Participatory Qualitative Inquiry". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108937.
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Thesis advisor: M. Brinton LykesEvery 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
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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.
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A journey comprised of three paths is the metaphor through which I i) reflect and report on my involvement with four New Zealand primary school Boards of Trustees (BOTs) investigating the emancipatory potential that applications of information and communication technologies (ICTs) may have on their governance processes, ii) analyse appreciative inquiry through application(s) of critical theory, with specific reference to the investigation above so as to deepen understanding of the research method, and iii) reflect on my personal development, as achieved through my engagement with participants and the research process. Stemming from an interest in improving school governance I was keen to identify current use of ICTs by BOTs and to work with them to identify potential applications. Appreciative inquiry with its focus on enhancing existing positive organisational attributes seemed to provide an appropriate structure for my investigation. At the back of my mind however, a concern was formulating: Does this method of research deliver the benefits the literature espouses? What influence would the positive orientation have on the research process and on the power dynamics within the research environment? Complementary streams of critical thinking and reflexivity were invoked to assist my analysis. Applications of ICTs which may appear 'helpful' to BOT governance processes are identified in this report. However, uncritical uptake of these applications may not necessarily be consistent with the emancipatory intentions I aspire to. Framed within Habermas' theory of communicative action, the potential colonisation of the BOT lifeworld by the system is considered. Domesticating influences may potentially constrain democratic processes at local school and societal levels. The participatory action research process undertaken facilitated a deepened understanding of governance for all involved. Identification of time and funding constraints indicates BOTs may be prevented from reaching their true potential. Attempts to enhance governance through additional applications of ICTs will be of minimal effect unless efforts are made to better understand and resource the governance efforts of Trustees. Purported empowerment of the community as mandated in the Education Act 1989 comes with a heavy cost, for schools and individuals. Care must be taken to ensure that 'efficiency' gains are not made at the expense of democratic processes. Critical analysis of appreciative inquiry as a research method highlights the influences of power and language use within the research process. Appreciative inquiry should be seen as a process for, rather than a master of change. The contribution of appreciative inquiry to organisational and personal transformation may be drawn from the ontological basis of the approach rather than from the technicalities of a specific form of implementation. I suggest the focus on what is 'good' be made more complex, to recognise that appreciation may also mean 'to know, to be conscious of, to take full and sufficient account of'. Application of an enhanced definition of appreciation has deepened my understanding of not only the situation under investigation but also the research process itself. Through my enhanced concept of 'appreciation' embedded and sometimes obscured influences were highlighted, better understood, and at times transformed to serve the emancipatory aspirations of participants. In keeping with the reflexivity mandated by my commitment to critical theory and action research, I applied this enhanced definition of appreciation to my personal development during my engagement with participants and the research process. My struggles to apply my chosen social constructionist and critical theory lenses to this work are evident in my attempts to work with the largely functionalist literature in this field and the influence of my undergraduate education. Recognising the theoretical and personal developments I gained as I travelled the three paths of my PhD journey, the scene is now set for me to challenge the predominance of functionalist, mechanistic metaphors which dominate organisational literature. In doing so, I seek an alternative approach to understanding organisational activity; and a new vocabulary through which I might extend my understanding, and negotiate new and emancipatory meaning(s) with others.
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Jung, Yusun. "A Dialogic Action Perspective on Open Collective Inquiry in Online Forums". Case Western Reserve University School of Graduate Studies / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=case1327699379.
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Mueller, Monica Elizabeth. "An inquiry into the relationship between thought and action interpreting phronesis /". Diss., Online access via UMI:, 2009.
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Bosworth, Susan Lovegren. "Disaster, Action, and Order: A Substantive Inquiry of Weber and Durkheim". W&M ScholarWorks, 1985. https://scholarworks.wm.edu/etd/1539625327.
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Arthur, Debbie. "THE EFFECT OF INQUIRY-BASED INSTRUCTION ON STUDENTS' PARTICIPATION AND ATTITUDES IN A THIRD GRADE SCIENCE CLASSROOM". Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3660.
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The National Science Education Standards (1996) support inquiry-based instruction. According to the National Science Education Standards. When children or scientists inquire into the natural world they: ask questions, plan investigations and collect relevant data, and organize and analyze collected data. The purpose of this study was to investigate the effects of inquiry-based instruction on third-grade students' attitudes and participation in an elementary science classroom. Students were encouraged to ask and answer their own questions. In this study, analysis of data gathered form: pre and post survey, student journals, teacher field notes, and student interviews were triangulated to provide the support for findings reported in this study. Findins showed that inquiry-based science experiences positively affected students' attitudes in science and their participation. In addition, student worked collaboratively, made connections to other experiences, and demonstrated confidence in their ability to ask and answer their own questions through inquiry-based experiences.M.Ed.;
Department of Educational Studies
Education
K-8 Mathematics and Science Education
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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
Full Text
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Schmidt, Tanya. "The collaborative action process a qualitative inquiry into processes, practices, and perceptions /". College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2342.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.Thesis research directed by: Special Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Lawrence, Josette Kimlon. "Developing relational leadership within a civil service entity : an action research inquiry". Thesis, University of Liverpool, 2017. http://livrepository.liverpool.ac.uk/3026141/.
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The research draws on relational leadership theory to explore and understand leadership within a departmental context, situated in a wider civil service setting. The underlying premise was to understand how leaders could become more relational and to explore the resultant outcomes of this relationship. In particular, how this relationship is developed and sustained, and what aspects emerge as a result. The research explored the power of conversations or dialogue and how this helps to build relations, in addition to understanding how power works within relational dynamics. As background, the role of the civil service leader is becoming challenging amid internal and external pressures. There is a renewed interest in leadership as it is viewed that developing leaders could help the organisation achieve its objectives. The relational dynamics with citizens are changing since they are becoming increasingly involved in the decision making processes. The conventional top-down approach to leadership is no longer viable and it calls for alternative ways of thinking about leadership. The method used fell under the umbrella of action research, namely Participatory Action Research (PAR). This involved co-researchers within a participatory and collaborative framework to explore the research area, and as such a Collaborative Inquiry Team was formed within the department. Data collection included face to face interviews and visual methods such as having participants draw a diagram of what they thought a leader is and explain the image. Results from interviews were analysed and incorporated into planned action interventions to understand what happens to relational theory when it is applied to practice. The planned interventions were conducted in real time situations, which helped to inform other action interventions to a point of saturation. The findings revealed a disparity between how leadership is conceptualised by upper and middle management. There is a relational disconnect which fuels on-going frustrations, in particular, the lack of genuine conversations between the two groups. Data revealed reverberations from public sector reform has impacted both groups, and barriers to leadership were identified as being an overly bureaucratic system. Tensions are being felt from power distance relationships, resulting in attitudinal outcomes. Content analysis of drawings captures self-disclosures of participants' conceptualised leadership through metaphorical representations, such as a ship on a rescue mission, a sphere of connectivity, an ant colony, and so forth. These models point to some relational leadership activity between members. The research adds value to practice as a better understanding is gained of how conversations can be used to create shared meaning and facilitate collective leadership activities, while reducing power distant relationships. It extends understanding of how leadership can be sustained and reciprocated through daily dialogue, in addition to using positioning within conversations. The limitations of the research include generalisability of findings, given that the research was conducted in a single entity within a local public sector context, and may not be relevant to all public sector institutions. Findings of this research should be approached as a source of inquiry, and as an opportunity to engage in further discussions on public sector leadership.
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Gross, S. "Predictors of sales performance in B2B hybrid organisations : an action research inquiry". Thesis, University of Liverpool, 2016. http://livrepository.liverpool.ac.uk/3003481/.
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This action research thesis is about the predictors of sales performance within organisations, which are shifting from a manufacturer of goods towards a hybrid company, supplementing their goods offerings with services, or a pure service company. The objectives of this research have been to identify the key criteria that characterise successful sales organisations or salespeople within these types of companies and what differences exist between the sales approaches and salespeople’s behaviour. This research has further aimed to explore how people in sales organisations are recruited and developed within the context of such a change initiative. The latter aim is particularly important, since this study was conducted as an action research inquiry within the context of an interim management provider, who help their clients on these topics through external support. The author has adopted pragmatism as a theoretical position to reach a better understanding of the scope of the problems. This has generated actionable knowledge relevant for sales organisations transitioning from a goods-dominant business towards a hybrid or service-dominant business. A literature review has been conducted to get a better understanding of the drivers and forces beyond servitization and sales within a business-to-business (B2B) context. The first research action cycle was based on the problem definition and initial literature review. Qualitative and quantitative research methods were then applied as elements of the action research process. Qualitative research was a part of cycle one and quantitative research methods were applied in cycle two. Based on the existing literature and the interviews that were conducted, the role of technical and product knowledge, as well as customer and industry knowledge was investigated. Additionally, the relevance of adapting sales approaches to varying customer demands, the role of internal collaboration as a moderating factor for sales success and the role of sales control systems, with a particular focus on reward systems, were a part of further research within cycle two. Sixteen hypotheses were developed and tested by means of an electronic survey. This survey thus identified the differences between sales organisations with an industrial background (goods-dominant) and those with a background in IT and telecommunications (hybrid or service-dominant). In regard to most of the hypotheses presented here, this study found no evidence of significant differences between Industrial and IT sales organisations. As factors that significantly influence the performance of sales organisations within hybrid and servicedominant businesses, this study has identified reward systems and, in particular, the extent to which organisations use incentive compensation as a means for motivation, as well as the extent to which salespeople are rewarded for their results. Moreover, qualitative and quantitative research provided several interesting insights for sales organisations coping with change driven by servitization. As conducted within the scope of this thesis, an action research project aims at improving a problem faced by an organisation. The assumptions made to address the underlying problem and a potential resolution did – during cycle one – not turn out as suitable, so that the initial problem could not be addressed as initially planned. Instead of personality traits, differences between Industrial and IT sales organisations were identified based on knowledge, behaviour and control. This did also address the problem and improve the situation, even if it was not initially intended in this way.
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Moore, Rita. "Reflective action research through classroom inquiry : seven workplace teachers examine their teaching beliefs /". free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9717180.
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Ng, Cheuk Wing Margaret. "Is action learning an effective means of implementing CPD in inquiry-based learning?" Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.559072.
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This study investigated to what extent was Action Learning CPD (Continuous Professional Development) Implementation was an effective method to facilitate teachers in carrying out Inquiry-Based Learning. As a kind of experiential learning cycle, Action Learning CPD assists teachers in understanding the effectiveness of conducting Inquiry-Based Learning. This learning approach aims at encouraging students to make their own inquiries and developing their independent learning capabilities throughout the process of doing projects. In this study, Action Learning CPD is for teachers' professional development and Inquiry-Based Learning and Project-Based Learning are for student learning. The investigation was conducted in the three phases of ORIENTATION, PROBLEM-CENTRED, and WRITE-UP AND CONSOLIDATION over one academic year. It was guided by three research questions: (a) Why secondary school teachers need. CPD in conducting Inquiry-Based Learning? (b) Why Action learning might be a suitable CPD method for teachers to develop, implement and evaluate a student-oriented Inquiry-Based curriculum? (c) What are the implications for CPD found through investigating the implementation of Action Learning in conducting Inquiry-Based Learning? Since the main focus was to explore the extent to which teachers and students had changed in their perception and experience of Inquiry-Based Learning during and after Action Learning CPD Implementation, their perception and experience in developing, implementing and evaluating Inquiry-Based curricula were examined throughout the Action Learning Cycle of Experience-Understanding-Planning-Action, with reference to the pretest posttest comparisons of interviews and questionnaires evaluating both students and teachers' experiences during the Cycle. This study of school cases was also cyclical that observational data were collected throughout the one-year school-based support (09-10), with the researcher reflecting on it and making changes during the year. The data were classroom observations; year plans, records of meeting (agenda, minutes, and school visit reports) between her and individual teacher team; documents prepared by schools or co-developed with the officer (the said researcher) (e.g. curricula, teaching materials, assessment rubrics); samples of students' assignments; samples of documented teacher reflections in meetings and after workshops. A total number of 20 teachers and 317 students participated in this study. In the phase of ORIENTATION, there were three major pretest findings found in pre-CPD practice of conducting Inquiry-Based curricula: (a) - the segregation of Inquiry-Based Learning from the school-based curricula when developing the curricula; (b) in implementing the curricula - the lack of understanding of Inquiry-Based Learning as a learning process; and (c) in evaluating the curricula - the absence of educative purpose in using assessment rubrics for student learning process. Furthermore, there were significant discrepancies between teachers' and students' in their perceptions of Inquiry-Based Learning and discrepancies between teachers' ideology and practices of Inquiry-Based Learning. In the phase of PROBLEM-CENTRED where Inquiry Based learning took place, Action Learning CPD Implementation was therefore adopted: (a) to develop curricula with more focused study areas and conceptual frameworks; (b) to implement in class the learning objectives of concept formation, inquiry goal formulation, and textual inquiry; and (c) to evaluate curricula with educative assessment rubrics and students' self-assesment mechanism. In the WRITE-UP AND CONSOLIDATION phase where teachers and students and teachers finish and grade students' reports of their findings, the school teams and researcher concluded that: (a) curricula developed with more focused study areas and conceptual frameworks enabled students to construct knowledge and concepts; (b) curricula implemented in class with clear learning objectives enabled students to distinguish inquiry goals and collect and analyze information; and (c) curricula evaluated against prescribed learning outcomes enabled students to assess their own learning progress. It was evident that Action Learning Implementation would facilitate teachers in carrying out Inquiry-Based Learning but cautions were underscored in this study including cognitive overload, affective overload and time demands. The investigation shed light on how Action Learning could be implemented for future research in facilitating teacher teaching and student learning.
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Cardenas, Alda Roxana. "From inquiry to action in complex situations : a sociotechnical approach to interactive management". Thesis, City University London, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312908.
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Brook, Cheryl. "Action learning in the UK NHS : an inquiry into its development and practice". Thesis, Lancaster University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.547957.
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Gray, Jennie. "Living with a label: an action oriented feminist inquiry into women's mental health". Thesis, Curtin University, 2006. http://hdl.handle.net/20.500.11937/1833.
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Dorothy Smith (1987) says investigations often begin with ‘a feeling of uneasiness’. Smith’s insistence of the importance of starting with women’s standpoint, to redress the way in which women’s lives have been negated or neglected in research, informs the methodological premise of this inquiry. The unease that prompted this project emerged in conversations I had with women diagnosed with a psychiatric disorder whilst working as a practitioner at a women’s health centre. The frequency with which the discourses of biomedicine figured in these women’s narrated experiences engendered a collective commitment to make problematic ‘living with a label’. Loosely connected as mental health service recipients, the women I researched with are often positioned as ‘subject’ to an objective medical gaze. Disrupting dichotomies that these women are accustomed to in clinical settings, and destabilising notions of neutral and detached research, our investigations were contingent, reflexive and relational. Recognising that all were intrinsic to the knowledge production processes, this project was cast in the feminist ‘with’, rather than the ‘on’. Together we explored how women read and respond to a psychiatric diagnosis in their daily lives, to generate understandings that can be used by the women who joined this project. This included close consideration of social relations shaping the lived actualities these women described, and their agency in sustaining and unsettling these.Acknowledging these women’s capacity to have expertise not only as reporters, but as theorists too, experience and analysis were conflated in our explorations of ‘living with a label’. Congruent with feminist philosophy, our methodology had a praxis orientation as well, ‘to produce different knowledge and to produce knowledge differently’ as Patti Lather (2001) suggests. The attendant opportunities to research the process of researching and contemplate how we might participate in change-oriented activities were thus integral to this project. Our experience of researching together, and allowing the ‘researched’ room to know and act, produced possibilities, and also created conundrums, perhaps less frequently encountered in more conventional research – all of which gave rise to celebration!
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Gray, Jennie. "Living with a label: an action oriented feminist inquiry into women's mental health". Curtin University of Technology, School of Social Work and Social Policy, 2006. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16963.
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Dorothy Smith (1987) says investigations often begin with ‘a feeling of uneasiness’. Smith’s insistence of the importance of starting with women’s standpoint, to redress the way in which women’s lives have been negated or neglected in research, informs the methodological premise of this inquiry. The unease that prompted this project emerged in conversations I had with women diagnosed with a psychiatric disorder whilst working as a practitioner at a women’s health centre. The frequency with which the discourses of biomedicine figured in these women’s narrated experiences engendered a collective commitment to make problematic ‘living with a label’. Loosely connected as mental health service recipients, the women I researched with are often positioned as ‘subject’ to an objective medical gaze. Disrupting dichotomies that these women are accustomed to in clinical settings, and destabilising notions of neutral and detached research, our investigations were contingent, reflexive and relational. Recognising that all were intrinsic to the knowledge production processes, this project was cast in the feminist ‘with’, rather than the ‘on’. Together we explored how women read and respond to a psychiatric diagnosis in their daily lives, to generate understandings that can be used by the women who joined this project. This included close consideration of social relations shaping the lived actualities these women described, and their agency in sustaining and unsettling these.Acknowledging these women’s capacity to have expertise not only as reporters, but as theorists too, experience and analysis were conflated in our explorations of ‘living with a label’. Congruent with feminist philosophy, our methodology had a praxis orientation as well, ‘to produce different knowledge and to produce knowledge differently’ as Patti Lather (2001) suggests. The attendant opportunities to research the process of researching and contemplate how we might participate in change-oriented activities were thus integral to this project. Our experience of researching together, and allowing the ‘researched’ room to know and act, produced possibilities, and also created conundrums, perhaps less frequently encountered in more conventional research – all of which gave rise to celebration!
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Adams, David Martin. "When being professional means becoming myself : towards integrity and presence in practice". Thesis, University of Bath, 2011. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538551.
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This thesis seeks to elaborate the inner qualities of integrity and presence in professional practice. It is offered as a contribution to the growing body of literature that shifts the emphasis in professional development from the transfer of skills and knowledge to the transformation of practice. Professional education has been viewed as the acquisition of the knowledge and skills required to address the presenting problems of daily practice. It has been assumed that the answers to these problems can be identified, codified and passed on to others, resulting in a kind of professionalism by protocol. But, as Dreyfus & Dreyfus (2005) have pointed out, there is a qualitative shift in the practice of experts when compared to novices and beginners. The expert evidences a deliberative skill that does not rely on the application of protocols but on extensive case by case experience. Indeed professionalism may be understood as the quality of practice that is evident at the very moment when protocols no longer apply (Coles 2002).Professional practice is not a simple concept as Kemmis (2006) has shown. The thesis contributes to this field by suggesting that professionalism is acquired through prolonged inquiry into the contingencies of quotidian practice and that this shapes the inner qualities the practitioner brings to their practice. It is offered as a first person inquiry (Reason 2001) that probes fractals of my own professional practice over a five year period. In telling my personal story, I give an account of an emergent methodology that engages with action research and narrative inquiry. A narrative mode of knowing (Bruner 1986) notices the complex, many sided and sometimes conflicting stories of professional life resulting, not in a set of propositional claims, but in an account that provides the reader with the imaginal space to enter the process and participate, with me, in making sense of professional practice.
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Cobb, Maggie Colleen. "Songwriting as Inquiry and Action: Emotion, Narrative Identity, and Authenticity in Folk Music Culture". Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6208.
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This dissertation can broadly be summarized as an examination of the construction and maintenance of a specific type of “authentic” American identity through the lens of folk music. Drawing from interpretive perspectives within the sociology of culture and social psychology, social constructionism and symbolic interactionism in particular, I combine ethnographic research with 61 interviews at two different “folk musicians’ festivals” (festivals where attendees, not hired professionals, produce the music).
My principal focus at these festivals concerns the various practices and stories surrounding the creation and performance of original folk music. I use the empirical platform of musicians’ festivals, where folk songwriters are plenty, combined with the theoretical synthesis of music and narrative, to examine how such practices and stories shape, and are shaped by, culture, emotion, and identity. Specifically, I am interested in the cultural “work” accomplished by the interrelationships among music and narrative at festivals, around songwriting, and in songs, particularly as such “work” relates to the (re)production and reception of folk and festival culture, participants’ emotional experiences, the construction and maintenance of participants’ personal and collective identities, and the purposeful evocation of social change.
In attending to the importance of process and meaning-making, I examine the process through which one accomplishes authenticity as a folk and festival member, the creative process of songwriting, and the process through which listeners experience and interpret “good songs.” I offer the concepts (and processes) of songwriting as inquiry and songwriting in action to account for how these interrelationships “work” for songwriters and listeners, but also for sociologists, particularly in terms of including the (mostly neglected) lived and embodied dimensions of emotional experience. Throughout, I explore how stories and practices in and around the process of musical production and performance are largely influenced by broader cultural narratives that circulate in and around folk music culture, particularly as they relate to the notion of “authentic identity” through emotionality, creativity, and social justice.
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Adelaine, Addy. "Participatory Inquiry in Practice [PIP] : NGO accountability, action research and urban youth in Kampala". Thesis, De Montfort University, 2015. http://hdl.handle.net/2086/12101.
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Globally Non-Governmental Organisations (NGOs) wield a tremendous amount of political and resource power. The nature and underlying values of these organisations often lead them to work with marginalised and vulnerable individuals, in some of the world’s most challenging environments. Yet, increasingly their work is contested and disputed by multiple actors. Accountability is a term which broadly refers to how these organisations ensure and demonstrate responsible action. Informed by the concepts of social action and Deweyan pragmatism, this study utilised a unique multi-dimensional approach to action research to explore the subject of NGO accountability. Utilising cycles of action and reflection, three separate dimensions of action research were run concurrently. The first-dimension of the inquiry captures the experience of a researcher-practitioner attempting to address the subject of accountability within their work in Uganda. The second-dimension of the action research facilitated a weekly group process of action and reflection. The third, youth-led, dimension of the action research refers to 96 group session held with 20 young women from the slums of Kampala. A practice model known as Participatory Inquiry in Practice (PIP) was designed, piloted and evaluated throughout this inquiry. Over the period of a year, urban youth from Kampala, known as PIP group members, selected a subject of inquiry and subsequently designed, implemented and analysed their own research. Three separate surveys with over 500 participants were undertaken. By utilising collective power, the groups were able to acquire new insights into their selected issues, whilst working in exceptionally challenging environments. The PIP group members' youth-led research led to an advocacy campaign on urban crime and the establishment of a youth-led business. The self-reflective and collaborative practitioner-based action research led to the development of a theoretically informed practice model, designed to enhance NGO accountability. The inquiry contributes to evident gaps in knowledge by providing a rare account of the experience of NGO practitioners trying to manage accountability in an authentic practice-based setting. From this experience, the complexity of accountability was highlighted. The inquiry identifies functional ways to enhance NGO accountability and evidences the importance of the human dimension of accountability. The study concludes by recognising the potential for complexity theory to enhance NGO accountability. A methodological contribution to knowledge is also offered, by detailing the action research process and by highlighting the significance of Dewey's pragmatic approach as a means to address complex practical problems.
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Maina, Faith. "Placing culture at the centre of the Kenyan curriculum : a participatory action research inquiry". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34585.pdf.
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Chan, San-wing Frederick. "Developing inquiry based learning in secondary geography education topic weather forecast : an action research /". Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B3984870X.
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Clint, Frank Anthony. "Appreciative Inquiry Of Texas Elementary Classroom Assessment| Action Research For A School-Wide Framework". Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3538841.
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This qualitative, action-research study used themes from appreciative interviews of Texas elementary teachers to recommend a framework for a school-wide assessment model for a Texas elementary school. The specific problem was that the Texas accountability system used a yearly measurement that failed to track progress over time and failed to accurately provide elementary classroom teachers with information about student performance in ways to guide instructional decision making. Appreciative interviews of 22 participants were analyzed using open coding and thematic analysis. Findings revealed teachers valued teacher-made assessments, consistency and alignment, multiple assessment measures, multiple assessment formats, student-centered assessment, and data-centered assessment for classroom use. Themes were triangulated with literature and public testimony of Texas teachers. Recommendations were made for educational leaders and global leadership. The research method used in this study was an Appreciative Inquiry generative research approach within a larger continuous improvement change management cycle. This is significant for global leadership as a method for implementing a process of change in an organization.
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Jenkinson, Ian. "An action inquiry into bullying, name calling and tolerance in a Sheffield primary school". Thesis, Sheffield Hallam University, 1997. http://shura.shu.ac.uk/19872/.
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The Government does not intend to legislate against bullying in schools but the DfE supported and funded an anti-bullying project in Sheffield from 1991 until 1993. Since then, with less support from Local Education Authorities [LEAs] schools and governors are being left to deal with the problem. Despite the threat of legal proceedings and an increased number of claims against individual schools, some still do little or nothing to counter bullying. A recent claim by a victim led a school to pay him £30,000 damages but without liability. Experts agree that every school in Britain is affected in some way by bullying. A few teachers are bullies. In legal terms the authority of teachers to physically separate pupils who fight and bully is vague. Unless there is a dramatic change in the Government view, many more schools will succumb to legal claims about bullying. As yet, there is no case law. Baden Road School was part of a Sheffield Project and results in 1992 indicated that bullying among pupils was getting worse. Unfortunately, bullying among pupils is usually covert and tends not to affect teachers in the same way that disruptive behaviour does. Despite the introduction of an anti-bullying policy little was done by the school to alter the trend. Curriculum has been at the forefront of planning and evaluation in school and the issue of bullying has failed to be reviewed. Teachers were already burdened trying to implement the 1991 National Curriculum orders when, with Government pressure to cut costs, the LEA closed a local primary school and class sizes increased by at least 10%.In the same year the junior school amalgamated with the infants to form Baden Road Primary School with a 3+ to 10+ age range and where the number more than doubled from 220 to over 500 pupils. In a second attempt to persuade the school that something must be done about bullying, case study was a useful way to collect more evidence. While experts cannot agree on a standard definition of bullying, as children are the real experts of what happens, the pupils at Baden Road School found the task easy providing a basis for other data about bullying to be analysed. The case study then gave rise to action research which examined closely appropriate preventative and interventionist methods. Name-calling emerged as the most common form of non-physical bullying in school. Language was found to be critical as a way by which children determine who is bullied and who is not and as a solution to bullying behaviour. While the language used by Baden Road pupils is not representative of any other school it served to demonstrate connections between teasing, bullying, toleration and their effect on pupils. A model hypothesis arose from the question of what determines offensive and tolerable name-calling. The evidence suggests that Baden Road School needs to change to planned routine ways of preventing bullying and intervening in the cases which develop. First though, teachers have to believe that the issue of bullying needs reviewing and evaluating. The success of this study is in the effect it has on facilitating any changes which will promote further awareness, a permanent anti-bullying ethos and better uniform ways victims and bullies are helped in school. Teacher support, as in any school, is critical to the degree of success or failure of this initiative.
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Ashworth, Gwendolyn Baugh. "Exploring The Interaction Between Appreciative Inquiry And Student Academic Optimism: An Action Research Study". W&M ScholarWorks, 2020. https://scholarworks.wm.edu/etd/1593091835.
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The study's purpose was to examine the degree and manner in which students have experienced a climate of academic optimism in the setting. The study was intended to provide a means for student participants to reflect on the structures currently in place within the setting through the Appreciative Inquiry (AI) process. The study investigated three research questions. How does participation in the AI process influence students' perceptions of features of school climate, as measured by shifts in Student Academic Optimism (SAO) and outputs generated during the AI process in the school selected for the study? What themes emerged from participants in the Inquire phase of the AI process that support SAO? What action plans emerged based on the themes and provocative propositions created related to SAO during and in the 2 months following the AI process? The study utilized a convergent parallel mixed methods design to collect data from a quantitative survey on SAO, a qualitative survey on the AI process, and physical artifacts and audio recordings generated during the AI process. The study's findings revealed that: (a) the results of the survey on SAO were non-significant; (b) the AI process influenced student participants' perceptions of features of school climate, indicated through a myriad of outputs; (c) themes related to academic press were most common, followed by student trust in teachers, general school climate, and student identification with school; and (d) design statements and action plans related to academic press and student identification with school were generated.
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Varner, Donna. "Inside teamwork : an inquiry into the communication and action of self-directed work teams". Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261484538.
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Scott, Ian R. "Coaching for gravitas : an action research inquiry into the development of gravitas in leadership". Thesis, Oxford Brookes University, 2016. https://radar.brookes.ac.uk/radar/items/cbb34c4e-3b89-4d28-a3ac-71283a685312/1/.
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This study aims to develop a theoretical and practical model of coaching for gravitas in a business leadership context. Gravitas is described as a psychological phenomenon and concept used frequently, but not well researched and understood. While leadership practitioners frequently refer to gravitas as a desirable quality, there have been no specific empirical studies into gravitas as either a leadership quality or more general phenomenon. A review of the literature specifically associates gravitas with the leadership concepts of authenticity and charisma, which are often discussed together with the concepts of power and authority. The role of followers is described as important in all leaders’ qualities, but the context of a leader’s organisation is a frequent omission in typical studies. A collaborative action research approach was adopted with six practising leaders and 12 of their followers from one organisation. An initial model of coaching for gravitas was developed and four cycles of action research were conducted over a 12-month period. The first action research cycle used a conceptual encounter method to create a conceptual model of gravitas that was specific for the six leaders coached during the next three cycles of research. The evolved conceptual model described gravitas through four dimensions of confidence, courage, communication, and control. Under each dimension, potentially coachable elements were identified and explored in action with the participants over subsequent research cycles. Specific coaching methods were used to develop these elements. A wide range of data was collected and analysed using thematic analysis. The findings suggested that situational forces on individual gravitas constantly moved and that the model of an individual’s gravitas was therefore always changing. The leaders learned how to recognise these forces and use them for focusing their attention. In spite of individual differences, the embodied reactions of leaders to the reported feelings of gravitas showed significant similarities. A weight and stillness of the body and mind was connected to the ability to see clearly in changing situations involving complex forces in action. Recognition of these feelings enabled an active use of them in practice. Participants described reflective processes within the action research as the most informative part of the coaching process. The journey of the participants and researcher was translated into a mapped process allowing development of a model of gravitas useful for recognition in themselves and others. The study concludes with a number of implications for leadership theory and practice, suggesting that coaching can contribute to the development of leadership gravitas.
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Gonzales, Carol Kernitzki. "Eliciting User Requirements Using Appreciative Inquiry". Scholarship @ Claremont, 2010. http://scholarship.claremont.edu/cgu_etd/1.
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Many software development projects fail because they do not meet the needs of users, are over-budget, and abandoned. To address this problem, the user requirements elicitation process was modified based on principles of Appreciative Inquiry. Appreciative Inquiry, commonly used in organizational development, aims to build organizations, processes, or systems based on success stories using a hopeful vision for an ideal future. Spanning five studies, Appreciative Inquiry was evaluated for its effectiveness with eliciting user requirements. In the first two cases, it was compared with traditional approaches with end-users and proxy-users. The third study was a quasi-experiment comparing the use of Appreciative Inquiry in different phases of in the software development cycle. The final two case studies combined all lessons learned using Appreciative Inquiry, with multiple case studies to gain additional understanding for the requirements gathered during various project phases. Each study evaluated the requirements gathered, developer and user attitudes, and the Appreciative Inquiry process itself. Requirements were evaluated for the quantity and their type regardless of whether they were implemented or not. Attitudes were evaluated for process feedback, as well as requirements and project commitment. The Appreciative Inquiry process was evaluated with differing groups, projects, and project phases to determine how and when it is best applied. Potentially interceding factors were also evaluated including: team effectiveness, emotional intelligence, perceived stress, the experience of the facilitator, and the development project type itself. Appreciative Inquiry produced positive results for the participants, the requirements obtained, and the general requirements eliciting-process. Appreciative Inquiry demonstrated benefits to the requirements gathered by increasing the number of unique requirements as well as identifying more quality-based (non-functional) and forward-looking requirements. It worked well with defined projects, when there was time for participants to reflect on the thought-provoking questions, structured questions and extra time to facilitate the extraction and translation of requirements, and a knowledgeable interviewer. The participants (end-users and developers) expressed improved vision and confidence. End-users participated consistently with immediate buy-in and enthusiasm, especially those users who were technically-inhibited. Development teams expressed improved confidence, and improved user communication and understanding.
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Silva, Goncalves Juliana. "A behavioural economics inquiry into inequality in education: Three empirical essays". Thesis, Queensland University of Technology, 2015. https://eprints.qut.edu.au/84649/1/Juliana_Silva%20Goncalves_Thesis.pdf.
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This thesis investigates behavioural processes for inequality in education and solutions to mitigate such effects, applying conceptual and methodological insights from behavioural and experimental economics. It explores relative age differences in economic preferences of young individuals, the influence of stereotypes and positive discrimination on performance, and evaluates a program that offers strong encouragement for educational achievement of indigenous high school students.
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Georgiou, Mary. "Intercultural competence in foreign language teaching and learning : action inquiry in a Cypriot tertiary institution". Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/11866/.
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This study explores the potential of teaching intercultural competence in foreign language courses through the example of a pedagogical experience in a higher education institution. Language research increasingly acknowledges the intercultural dimension of foreign language education and foreign language teachers’ social and moral responsibilities. Successful intercultural interactions presuppose unprejudiced attitudes, hence learners’ intercultural competence: tolerance and understanding of other cultures as well as cultural self-awareness. Intercultural communicative competence can therefore be considered as one of the central aims of foreign language education so that learners can successfully communicate with people from different linguistic and cultural worlds. However, there have been few empirical studies which illustrate intercultural competence with a view towards assisting its integration into classrooms. The main purpose of this investigation is the increased understanding of my practice in order to reconceptualise it as one of a social justice educator, which entails the construction of an understanding of intercultural competence teaching and learning in the foreign language classroom. The study incorporates insights from critical pedagogy, critical multiculturalism, and intercultural competence theories and examines the ways in which the research process has influenced and reshaped my practice, paving the way forward to further improvements for the future. During a classroom-based study over two academic semesters, I created an intercultural syllabus for my teaching of an English writing course which aimed to facilitate new understandings and insights around cultural diversity and contribute to learners’ responsible citizenship in a democratic society. Participants included all students who were enrolled in these two university classes. Using an action inquiry methodology, the project was a study of my educational practice which addressed five broad research questions. Qualitative data collection and analysis endeavoured to answer these questions by investigating student perceptions of cultural diversity and assessing their response to the syllabus; hence by focusing on the enhancement of students’ intercultural competence, the study sought to identify successful strategies for teaching intercultural competence. Data collection methods included student interviews, student essays, and my reflective diary. Findings reveal that most learners construct cultural differences as problematic, resort to negative stereotyping, and reproduce essentialised images of the self and of otherness; however, analysis also surfaced a more fluid and ambiguous understanding which portrays cultural others in more positive ways. Additionally, greater and deeper student understanding of intercultural issues is evidenced with reflection on the concept of culture and on migration, increased cultural self-awareness, expression of empathy and solidarity, acknowledgement of heterogeneity within national cultures, and awareness that insufficient knowledge of cultural groups may lead to misconceptions. The identification of ineffective strategies has assisted me in revising the intervention, while the self-reflective process brought to light my own biases towards otherness, assumptions which inform my practice, and ethical dilemmas involved in transformative teaching. Implications include the significance of affective learning, of student agency in the knowledge production process, and the connection of the educational experience to their lives. They point to the empowering experience for teachers of shaping the curriculum and living out their values in their practice but also to the challenges involved in transformative practices, teaching values, and assessing intercultural competence.
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Oljemark, Kicki. "An appreciative inquiry into leadership sense-making and possibilities : a story of values in action". Thesis, University of Bedfordshire, 2014. http://hdl.handle.net/10547/552500.
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The first question you might ask yourself when you start reading this thesis could possibly be: what is it that makes this research important, interesting, and worth reading? The answer could only be found in the eyes of the beholder and when you join in on the journey you will discover your own meaning. My wish is to contribute with views and a space for reflection that can inspire leaders to look at and act on possibilities within leadership. In many ways this research might challenge traditional ways of thinking and doing research with its aim to contribute with the uniqueness of how sense-making can be developed through the perspective of systemic practice research. In systemic practice research my own practice and development becomes very important. This includes how I understand and interpret issues related to the research question and how my understanding emerges during the research process. Ways to develop systemic practice in general for the future also becomes important. The thesis explores stories leaders tell about how they make sense of leadership and possibilities they see. This also includes me and how I have made sense. Systemic practice could be described as a reflexive and reflecting practice. This means that I will share my own reflections through the whole thesis. My learnings from this research journey could also be seen as emerging through the reflections I have made during the process. The method is inspired by systemic and social constructionist perspectives related to practice research and also grounded theory. The sense I have made and express in this thesis is inevitably intertwined with experiences from past and present but also with hopes for the future, issues I would like to address for the future. The learning is partly influenced by interviews with leaders from different fields. Their sense-making has been summarised in themes that are explored and connected with and complemented with theoretical perspectives. The thesis highlights leaders’ personal and professional development as intertwined in an infinite process. The research also casts light on exploring aspects connected to values and ethics. From this journey a conceptualising of a leadership relational ethical compass and an organisational relational ethical compass has been developed. It shows that if we are grounded in values we also can be guided by these values in our leadership. But our values also need to be transformed in a meaningful and useful way to our employees and in relation to the mission we have. Leadership possibilities that arise could be seen as the aesthetics of leadership and how leadership is noticed and experienced. Often, small actions make a huge difference; how we think, communicate, and the words we use all create worlds and invite people into different patterns and meaning making conversations that are more or less helpful. The thesis highlights the importance of being comfortable with oneself and the mission as a leader. The thesis pays interest to how leaders’ self-development is intertwined with the potential of the organisation. Leaders can always increase their ability to interact with others in a meaningful and constructive way. This also shows that the mind-set we have as leaders plays an important role in how we experience our mission and the possibilities we see. The thesis is built on the idea of different domains. The introduction and methodology part represents what we can call the production domain. After this you will be invited to my personal domain and stories from my life that has influenced my sense-making. The next part will show some of the results and reflections that have arisen from interviews and will from this view take part of the production domain combined with reflections. The last chapter could be seen as my reflexive domain; how I have interwoven learning from the whole and come to certain hypotheses. The aesthetical domain could be seen as the overall how; how I have put it all together, the language and approach I have used, and how I have lived my values. This thesis and the research could also be seen as built on four parts: My professional development which is my systemic leadership practice. Developing systemic leadership practice in general. Focus on conducting systemic practice research which could be seen as in its birth. Interviews with leaders and connection to their understanding to increase aspects of leadership, sense-making and possibilities.
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Alford, Philip. "A communicative model for stakeholder consultation : towards a framework for action inquiry in tourism I.T". Thesis, University of Bedfordshire, 2007. http://hdl.handle.net/10547/561263.
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This thesis focuses on an under-researched area of tourism -the multi stakeholder, inter organisational business to business Tourism IT domain which exhibits a marked rate of failure. A critical review of B2B case studies reveals that this failure is in large part due to the primacy afforded to technical problem solving approaches over human centred ones. The main purpose of the research is therefore stated as: "how do we ensure that, as technological solutions are implemented within this domain, due consideration is given to human-centred issues?" In order to tackle this research problem an interdisciplinary approach is taken and a communicative model for stakeholder consultation is developed. At the centre of the model lies an innovative method for deconstructing and reconstructing stakeholder discourse. A Co-operative Inquiry research methodology was used and a significant number of stakeholders were engaged in an Open Space event sponsored by two major Tourism IT companies who wanted to investigate the issues and opportunities connected with travel distribution and technology. This was followed up with face to face interviews and live discussions over the internet. In addition stakeholder discourse was captured via the Travelmole tourism discussion site. The discourse between stakeholders was reconstructed and the normative and objective claims analysed in depth. The presentation of these reconstructions in textual, tabular and diagrammatic formats captures the complexity of stakeholder interactions, revealing that although IT is an important tool, what really lies at the core of multi stakeholder projects are the normative positions to which participants subscribe. The model provided a practical means for critiquing stakeholder discourse, helping to identify stakeholders both involved and affected by the issue; juxtaposing the 'is' against the 'ought'; and enabling critical reflection on the coercive use of power. The review of the tourism literature revealed that these issues are as important in general B2B tourism partnerships as in Tourism IT and in this respect the model provides a practical tool for critique and for enabling the formation of a shared normative infrastructure on which multi stakeholder projects can proceed. In addition, while borrowing from Management Science, this thesis also makes a contribution to it, specifically in the area of boundary critique, through the way in which Habermas' ideal speech criteria arc practically implemented.
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Bruce, Bertram C. "Inquiry as Both Action and Understanding". 2006. http://hdl.handle.net/10150/106189.
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There are many approaches to fostering authentic inquiry in educational settings and communities, but many suffer from the inconsistency inherent in top-down approaches. What happens when users are not merely recipients of a design for inquiry, but take an active role in creating that design? This presentation examines three examples: (1) Chickscope, a K-12 science education project, (2) Paseo Boricua, a community in Chicago, and (3) Ethnography of the University, a project in which undergraduates research the lived experiences within the university.
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Ting, Su-Wen, i 丁素雯. "An action research of inquiry instruction influencing students' inquiry competency and motivation". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/63925700260076935986.
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碩士國立彰化師範大學
科學教育研究所
96
An action research of inquiry instruction influencing students' inquiry competency and motivation Su Wen Ting Abstract The purpose of this action research was to investigate the change of inquiry competency and motivation of 8th graders after incorporated Nested Inquiry-Based Instruction Model (NIBIM) in science classes for two years. This study used a scientific inquiry scoring guide for the inquiry competency scoring (α=0.79). It was translated from Teaching and Learning to Standards in Science (Oregon Department of Education, [ODE], 2002). The scoring guide contained four facets: 1) forming a question, 2) designing an experiment, 3) collecting and presenting data, and 4) analyzing and interpreting results. An analysis of repeated measures and the Tukey method were used for the changes in pretest, midtest and posttest of scientific inquiry scores.The results showed a significant increase in the four facets; the means of four increased gradually in midtest and posttest, and the “designing an experiment” facet showed a significant increase. This study used the Student Motivation Towards Science Learning questionnaire (SMTSL, Tuan, Chin & Shieh, 2005, α=0.82) to measure students’ motivation. An analysis of repeated measures and the Tukey method were used for the motivation changes in the 3 circles and 6 tests. The results showed a significant increase in the scales:「SLV」, 「NPG」, 「AG」, 「LES」, 「Total」and a significant difference in「LES」.The analysis of results showed students’ scientific inquiry competency and motivation improved significantly after incorporating inquiry instructions for two years. Keywords: inquiry instruction, inquiry competency, scientific inquiry scoring guide, learning motivation
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Huang, Se-Yun, i 黃瑟芸. "An action research of inquiry instruction on 8th students’epistemology and inquiry competency". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/82568393674002094819.
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碩士國立彰化師範大學
科學教育研究所
97
The purpose of this action research was to investigate the changes of epistemology and inquiry competency of 8th graders after being incorporated Nested Inquiry-Based instruction Model in science classes for one year. Tools used for data collection was the“Investigation of Scientific Epistemology”(Tsai, Tuan ＆ Lin, 2006) and “The inquiry competency scoring”. In addition, the researcher collected classroom taping and recording, open questionnaires, learning sheets and interview records to collect research data. This study concluded that inquiry instruction do promote students’epistemology and inquiry competency. As for students’scientific epistemology, the results of the inquiry instruction substantially promote students’understanding of the following features of epistemology: creativity, applicability, temporality and regularity. In students’ inquiry competency, the results also showed the same positive promotions in forming a question, designing an experiment , collecting and presenting data, and analyzing and interpreting results, and all of 4 factors achieved a significant increase in statistics results. After processing Pearson’s correlation analysis on students’epistemology and inquiry competency, there were 12 out of 16 factors found to remain in low range tendency. Analysis of the data indicated that the results of both students’epistemology and inquiry competency were colsely influence each other. In other words, inquiry instruction enhance students’epistemology in present knowledge and promotes inquiry competency; and both the students’epistemology and inquiry competency indicated positive throughout the study.
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Haung, Shu-Ching, i 黃淑卿. "Using inquiry teaching to promote 7th grade students’science inquiry abilities-An Action Research". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/87726037657736519114.
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碩士國立彰化師範大學
科學教育研究所在職進修專班
92
The purpose of this action research was to explore the process of implementing inquiry teaching with cooperative learning and to assess its influence on 7th grade students’ learning. The subjects include thirty-five 7th grade students in my class of the “nature and life technologies.” The instructional topics covered three units: “Discover the World of Life”, “Plant Response to its Environment”, and “Nutrition production of the Plant.” The instruments used in this study include “Questionnaire of Attitude toward Inquiry Learning“,”Questionnaire on Inquiry Abilities”, working sheets, and after classes inquiry learning notes. I also did the classroom video and audio tape recording of my teaching and interviewed with my students and my colleagues. Constant comparison and triangulation methods were used for data analysis. The findings of the study as follows: 1. It is promising do to inquiry teaching with small group cooperative learning by action research. Through the process of the action research, teacher can revise inquiry teaching strategies after the actions. 2. Most students express positive attitudes toward inquiry learning. Small group cooperative learning can be a good strategy used in facilitating inquiry teaching. However, students’ learning interests varied according to the contents of learning, the teacher shall guide students timely and arranges suitable experiments according to students’ needs. 3. Inquiry teaching can promote students’ inquiry abilities under inquiry situations. Especially in parts of forming questions, predict the results, controlling variables, designing an experiment, and sharing the presentation. In addition, the inter actions between teacher and students under such ways of inquiry teaching raised. The more open-end the experiment is, the students may have more active thinking 4.The difficulties I found during the process of implementing inquiry teaching are as follows: the teaching time, the learning habits of students, the individual differences of students, the pressures of using diverse evaluations, and the rigid schedules of school curriculum.
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Meier, Matthias. "Narrative inquiry as a form of teacher action research". 2001. http://hdl.handle.net/1993/2589.
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This thesis is an action research project in the sense that I inquire into experiences that have contributed to the formation of my professional subjectivity as a public school teacher. These experiences are constructed in research narratives. In the first chapter, I describe in narrative how I first came to action research in the course of a series of reflective conversations with a colleague. In the second chapter, I theorize action research as a reflective and transformative conversation about pedagogical actions or forms of action. This conversation occurs within a research collective. Chapters three, four, and five document the reading-responses of a group of teachers to three research narratives. These responses are interpreted and placed into the context of my pedagogical concerns and educational values. Discussion of how the members of the research collective may have transformed their practice lies outside the scope of this study. Chapter six examines how the textual maneuvers of the research narratives represent action research.
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(Madad‧Faol), Chi-Hung Chen, i 陳祈宏. "My Indigenous Identity─Madad‧Faol's Identity and Action-Narrative Inquiry". Thesis, 2017. http://ndltd.ncl.edu.tw/handle/s2fwnj.
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碩士國立東華大學
民族事務與發展學系
105
Ethnic identity is the concern of most modern indigenous youth when they are growing up. In a multicultural society like Taiwan, different circumstances affect everyone’s growing and development. It seems that no one can choose the environment they live in, but through learning, participation, adaptation and practice, they can develop regconition of their own ethnic identity. In this study, from my person perspective and through the process of action and narrative, I explore my own way of searching for my ethnic identity, through living with different tribes, having education and work experiences, and other activities such as baptism to sketch out different roles of mine under the realization of the indigenous identity. This paper aims to show how to learn culture through retrospective history of action, from the perspective of the Ami youth, to clarify their own framework of culture, and to reflect the current situation of the narrative and analysis of action. The main questions in this paper are the following three: First, how I can enter various cultural fields in different ethnic groups. Second, in the course of action, the kinds of difficulties and problems I encountered and how I solved them. Third, how I change in terms of thinking after the action. After experiencing the practice and action of the long-term cultural field, I have found that ethnic identity can penetrate into different cultural fields through various modes of actions and strengthen the construction of ethnic identity. Also, the process of regconizing ethnic identity changes with different actions. I having constructed my own ethnic identity, I keep adapting, learning and changing to better understand my own ethnic culture. At the same, by engaging in the indigenous ethnic affairs, I have developed a stronger sense of identity and purpose and recognized my indigenous identity. More importantly I expect to recover indigenous culture as an Amis with confidence.
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Yi-Ching, Tsai, i 蔡佾靜. "Climbing --- Action-Narrative Inquiry into My Teacher-Pupil Relationship". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/07616299279306684846.
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碩士國立臺北教育大學
國民教育學系碩士班
97
Teacher -pupil relationship is the focus of this inquiry. There were three research goals: First of all, as a primary school teacher, I would like to explore the problems of my own teacher-pupil relationship. Secondly, I tried to picture the development of my teacher-pupil relationship in order to rewrite the story. Thirdly, a new version of teacher-pupil relationship story has been constructed as the end product of this inquiry. The progress of this study was like climbing a mountain. During the beginning of this climbing I faced up with the narrowness of my eyesight. The oscillation between effort of self-exposure and the pursuit of self-actualization is the main theme of the journey. There were two parts in my thesis, one was my life story and the other was the relationship between me and my pupils. In the first place, I looked back upon how my family influenced me through the perspective of power and structure. Then I identified the effects and influences of the Chinese culture. Secondly I identified the problems faced up with my teacher-pupil relationship. I revisited my growing experiences in my family and got insights to rewrite my own teacher-pupil relationship by loosening up rules, changing frames of viewing. Finally, I integrated the past, present and future to further transform my teacher-pupil relationship. In addition, the interpretation and re-interpretation of my own teacher-pupil relationship has been offered. This thesis recorded the progress of my self-discovering, healing and learning. It also represented my understanding and discoveries of myself, teacher-pupil relationship in the past two years.
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CHEN, MEI-HUI, i 陳美惠. "The Action Approach of Theme Inquiry in Integrated Curriculum". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/92151442392640290830.
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碩士國立臺中教育大學
語文教育學系碩士班
95
Abstract The purpose of this study was to investigate the effect of experimental teaching about theme inquiry in integrated curriculum. This study is specially conducted on the researcher’s students, who are instructed to engage in practical theme inquiry activities. This research is divided into 2 recurring phases, and there are 12 weeks for each phase. The inquiry models in this study are Beane’s concept integrated model and Harste, Woodward & Burkes’authoring circle. In this research, the action research was adopted. By the aid of practical interview, document analysis and observing the changes on students’ abilities and their reaction to the theme inquiry., this study is to understand the experiences and difficulties of implementing “ Theme inquiry in integrated curriculum” in totally 19 months. The major purposes of this study are: 1.) exploring the situations of the theme inquiry in integrated curriculum on teaching site by the researcher , 2.)understanding the issues to be improved, designing and implementing new courses to improve the above issues, 3.)exploring the students’ point of view about the strategies that were held by the researcher 4.) exploring the influences on students’ language abilities of implementation of theme inquiry in integrated curriculum , 5.) concluding the findings of the study to make conclusions and providing suggestions as reference of elementary school teachers in theme inquiry model. Based on the above study purposes and approaches, we obtain the following conclusions: 1. Theme inquiry in integrated curriculum supplies a whole and practical learning experience. 2. The pupils have higher learning interest in the theme inquiry. 3. Theme inquiry in integrated curriculum helps the students develop the learning model of mutual assistance with peers. 4. The pupils could have more confidence about themselves when the pluralistic abilities assessment was used. 5. As for pupils, theme inquiry in integrated curriculum could develop their abilities in listening, speaking, reading and writing. 6. The implement of theme inquiry in integrated curriculum could prompt the teaching knowledge and abilities of teachers. According to the above results, the research discusses some suggestions for future research. Keywords ： theme inquiry , integrated curriculum, authoring circle, mandarin language field, action approach, the students of third and forth grade
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Wang, Chin-Fun, i 王慶豐. "Remedy Unified Civil Service Adverse Action of the Inquiry". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/75678676020932489149.
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Shivambu, Elizabeth. "An action research inquiry into a bereavement project in Giyani". Thesis, 2012. http://hdl.handle.net/10210/7186.
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M.Ed.The research was done in Sections A, DI, D2 and E, Giyani Township, in the Northern Province. The main participants were mothers who had lost their adult children in fatal traffic accidents. Other members of the community were also interviewed to find out about their attitudes towards traffic fatalities of young people in Giyani. The research methods used were interviews, questionnaires and observations. These three methods were found to be appropriate in the elicitation of the data. The main purpose of the research was to find out what the views of bereaved parents were with regard to an awareness campaign in road safety. After the analysis of data, it was found that people in Giyani do really need a solution to the said problem, but they would most probably prefer a support group whereby people would be offered assistance after traumatic experiences - not necessarily only when confronted with fatal traffic experiences, but all types of trauma. The opinion of a support group was that people believed traffic fatalities are unpredictable and unavoidable.
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Huang, Chih-Huang, i 黃智皇. "ACTION RESEARCH FOR 10TH GRADERS THROUGH INQUIRY-BASED MATHEMATICS TEACHING". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/54479902264728758859.
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碩士國立彰化師範大學
科學教育研究所
96
This is an action research on implementing inquiry-based instruction into a 10th grade high school mathematics classroom, and analysing student’s self-efficacy on mathematics learning and teacher’s professional development. The research subjects were the forty-two 10th graders taught by the first author. The research period was from September, 2007 to January, 2008. The data collection included qualitative data which were obtained by a questionnaire adapted from Ho (2005) containing 31 items from the five constructs of “Insistence on Efforts”, “Verbal Persuasion”, “Goal-Achievement”, “Emotional Inspiration”, and “Willingness of Learning”, and quantitative data, such as the assessment paper of mathematic ability, the inquiry of teaching work sheet, the inquiry of reflection questionnaire, informal interviews, class videotaping, and teaching diary. According to the study, we can find that cooperation in solving problems, presentation, and mutual interaction between teacher and students really have positive impact on students’ self-efficacy in insistence on efforts and willingness of learning. Inquiry-based instruction can promote student’s ability of mathematic representations and help student develop the habit of examining the solutions. The open environment of exploring mathematics is beneficial to students in their productive dispositions to learn mathematics because the design can be combined with the experiences of our daily life, and the students were aware that answers are not fixed or contained to only “one” correct answer. In exploring the teaching process, we are impressed by many students’ unique thoughts and unexpected situations. This study not only improves the researcher’s cognition of the nature of mathematics but also elevates the researchers professional knowledge.