Дисертації з теми "Action research"
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1
Lee, Chung Chuen Gabriel. "Theatre directing as Action Research: testing the Action Research model." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/23024.
Анотація:
Theatre directors need to solve numerous problems during the process of production, from their discussion of ideas with designers during pre-production, to their bargaining with producers to achieve a vision that does not exceed the budget. Then during rehearsal, directors may be faced with a cast drawn from different backgrounds of training and with various levels of experience. This thesis poses practical questions for directors: What should they do to make suitable decisions in a complex situation? And can the use of the action research framework help them make the best choice? Action research is an interactive inquiry process that integrates the implementation of a plan by developing an understanding of its effectiveness. As distinct from many forms of conventional academic research (Kemmis and McTaggart 1988, McNiff and Whitehead 2011), those actively employing action research – such as education and nursing professionals - participate in an ongoing testing and monitoring of improvements through its practice. Having acknowledged that they have found it to be a successful tool to assess, change and produce practical knowledge, this investigation seeks to determine if it can also be of benefit to the creative world of the theatre director. This thesis also reviews ethnographic fieldwork technique as a means of augmenting the ‘observation’ stage in the action research framework. Drawing on my (observer-participant) observation of the production Three Brothers, I describe how the directorial process shares some of the features of action research, even though the director is not consciously deploying them. Then, appointed as director of Principle, I am given the opportunity to work as decision-maker at rehearsals which normally take place behind doors closed to the public. This enables me to reveal the many complexities faced by the director. In both cases, they reveal the way directors can benefit from applying action research themselves.
2
Dickens, Linda Neavel. "A theory of action perspective of action research /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
3
Colyn, Wendy May. "Action research : an exploration." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/15886.
4
Ball, Dianne Lesley School of Industrial Relations & Organisational Behaviour UNSW. "Facilitation of action learning groups: an action research investigation." Awarded by:University of New South Wales. School of Industrial Relations & Organisational Behaviour, 2004. http://handle.unsw.edu.au/1959.4/23407.
Анотація:
The aim of this thesis is to better understand the role of the facilitator in action learning groups. In particular, it focuses on groups established within an organisation, in which the facilitator is a member of the organisation. The two central research questions are: (1) How did the facilitator influence problem solving and group interactions, and how did this vary over time and between each group, and (2) How did the facilitator's role in the organisation impact on the action learning groups? The methodology of action research and a number of principles of grounded theory are employed. The investigation was conducted within a large public teaching hospital over a two year period. Four groups volunteered to participate in the project. Two of these groups were already established and two were newly created for the purpose of the research project. The groups came from different departments and members represented a range of professional backgrounds. The size of the groups ranged from 5 to 12 participants. Each group identified a real and significant project to work through using an action learning approach. The researcher negotiated with each group what it wanted from a facilitator role, and then facilitated each meeting. All group meetings and individual interviews were audiotaped and the facilitator kept journal notes after each meeting or interview. Two potential methodological issues arose. The first related to the application of some of the principles of grounded theory to the action research investigation. The second was that the study was conducted in the researcher???s own organisation while the researcher was employed full-time, and this posed particular issues. Literature related to action learning, process consultation and small group facilitation was explored in the literature review. The purpose of this review was to critically evaluate different perspectives and approaches by frequently cited authors in these subjects, and to understand the uses and limitations of existing models. This gave the researcher an understanding of gaps in the literature related to (1) the role of the facilitator of action learning groups, and (2) conducting research in one???s organisation. Data were analysed for each group separately and then compared and contrasted in the final chapter. The objectives of the analysis were to (1) examine how the findings for each individual group address the research questions, (2) explore how the findings in each group change over time, and (2) examine how and why the findings in the groups were similar and different to each other. The findings across each of the groups have similarities and differences. There were seven interventions used by the facilitator that were common across the groups. The interventions changed over the duration of the project. Process skills were required to different degrees and at different times. Nine hypotheses were developed as the theory. Some key findings are as follows. First, it was found that groups that have not had prior experience in action learning do not understand the concept and process of facilitation and are unable to articulate in advance what they want from the facilitator. Second, the role of the facilitator cannot be separated from the skills, values and understandings of the individual facilitator. Third, a major role of the facilitator in this investigation was sharing knowledge of the organisation, the broader health care sector, and general management. In each group the facilitator performed both process and content roles, and a further role that can be called ????????????contextualising???. The findings show there is a distinction between the theoretical role and the role of an individual facilitator in practice. Further research opportunities are identified. These include (1) understanding how participants who have been involved in a facilitated action learning group may be able to apply their experience in a non-facilitated action learning group; (2) comparing the needs and expectations of participants in a facilitated action learning group within an organisation with action learning participants who are not part of an organisation; (3) understanding how facilitation of an action learning group within an organisation may change if the facilitator is in a management role, or in a peer position with participants.
5
Thomas, Jill C. "FACILITATING CITIZENSHIP THROUGH TEACHING ACTION RESEARCH: AN UNDERGRADUATE COURSE AS AN ACTION RESEARCH INTERVENTION." Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1151511852.
6
Hammick, Marilyn Rosemary. "Research supervision : process and relationship; an action research study." Thesis, University of Bristol, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361071.
7
Swepson, Pamela Joyce. "Guidelines for good research: either action research or science." Thesis, Griffith University, 1999. http://hdl.handle.net/10072/366200.
Анотація:
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
8
Struempf, Lawrence G. "Community college enrollment action research project." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/lstruempf2006.pdf.
9
Masson, Susan. "Action research inquiries in elementary mathematics." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ37587.pdf.
10
VIZZON, JANAINA SILVEIRA. "BUSINESS PROCESS REDESIGN: AN ACTION RESEARCH." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2017. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=36673@1.
Анотація:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCOORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
A melhoria dos processos de negócios é considerada importante para o suporte da competitividade e sustentabilidade das companhias, ganhando assim, destaque na comunidade acadêmica. Neste sentido, a obtenção de melhorias nos processos organizacionais pode ser obtida por meio do (re)desenho dos processos de negócios, o qual é considerado a etapa de maior valor agregado dos projetos de gestão de processos de negócios. Contudo, apesar da existência de uma literatura ampla a respeito da temática de (re)desenho de processos de negócios, as metodologias ou procedimentos estruturados que visam garantir o entendimento da transformação dos processos atuais as-is para futuros to-be ainda são escassos. Neste contexto, visando preencher esta lacuna presente na literatura, este estudo apresenta os achados empíricos e as lições apreendidas durante a realização de uma pesquisa ação com o objetivo de (re)desenhar os processos logísticos de uma empresa de produção cultural. O estudo empírico teve duração de nove meses. Um modelo conceitual de síntese de (re)desenho de processos de negócios organizacionais foi proposto a partir da literatura. Este modelo incorporou três camadas (i.e., organização, processos de negócios e implementação) e guiou a condução do estudo empírico. Diferentes fatores críticos de sucesso e barreiras foram identificados e analisados com foco nas dimensões organizacionais, sociais e técnicas, resultando em contribuições para pesquisadores da academia e para os especialistas da indústria em abordagens de (re)desenho de processos de negócios.
The improvement of business processes is considered important to support companies competitiveness and sustainability, therefore, being highlighted in the academic community. In this way, the improvement of the organizational processes can be achieved through the business processes redesign, which is considered the most value-added phase in a business process management (BPM) project. However, despite the existence of an extensive literature on the subject of business processes redesign, methodologies or structured procedures that aim to understand the transformation from the as-is to the desired to-be processes are still scarce. Within this context, in order to fill this gap in the literature, this study presents the empirical findings and the lessons learnt from an action research with the objective of redesigning the logistic processes of a cultural production enterprise. The empirical study lasted nine months. A synthesis conceptual model for redesigning organizational business processes was proposed based on the literature. This model incorporated three tiers (i.e., organization, business processes and implementation) and provided guidance for conducting the empirical study. Different critical success factors and barriers have been identified and analyzed with a focus on organizational, social, and technical dimensions, resulting in contributions to scholars and to practitioners in redesigning business process approaches.
11
Brown, Beth Lynne. "Improving Teaching Practices through Action Research." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/26869.
Анотація:
This study investigated teachersâ perceptions of the influences of action research on their thinking about instructional practices and the impact of this thinking on teaching practices. The four specific areas of investigation were teachersâ perceptions about (a) the overall teacher role, (b) teachersâ knowledge about teaching, (c) teaching practices, and (d) reflective practices. The data were collected from interviews with teacher researchers, informal classroom observations, and collection of teacher and student work and related artifacts. The data revealed that teachers perceived changes in the four areas of investigation. Engaging in the stages of action research provided teachers with a methodical structure for implementing and analyzing the teaching and learning process. This defined structure guided teachers through more systematic and conscious data collection, data analysis, and reflection.Ph. D.
12
Winter, Richard John Edward. "Towards an epistemology for action-research." Thesis, Goldsmiths College (University of London), 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252014.
Анотація:
Action-research's epistemological problem is that it proposes an opposition to positivist forms of social inquiry while implicitly using a positivist epistemology to justify its own procedures. This work is an attempt to formulate an alternative epistemology for action-research. A selection of action-research writing is critically reviewed in order to show the lacunae and inconsistencies which necessitate a more thoroughly argued theoretical framework. This alternative epistemology is based on a reflexive theory of consciousness and language, and on a dialectical theory of the self-other relationship. In this way it proposes the possibility of a theorizing Subject, and in particular its specific autonomy in relation to theories of ideology and of societal and psychoanalytic determinism. The argument has the following stages. Chapter One introduces the general theme. Chapter Two analyzes the relationship between action and research, not as a process of evaluation or prescription, but as a dialectic of reflexive and critical questioning. Chapter Three critically considers theories of the self and of the unconscious in order to formulate the possibility of critical self-reflection. Chapter Four analyzes the social relationships of the research process, criticizing the Habermasian notion of -emancipation", and analyzing the relationship between criteria for the improvement of professional practice and the criteria for adequate research, including a consideration of how action-research might relate to the processes of professionalized institutions. This section involves an analysis of theories of professionalism and bureaucracy. In Chapter Five the argument turns more generally to the forms of validity to which action-research might aspire, criticizing such notions as "naturalistic theory" and "illumination", and formulating validity in terms of reflexivity and dialectics. In this context, also, action-research' attempts to invoke "aesthetic" modes of understanding are considered, and a contrast is drawn between action-research's reliance on forms of representational realism and reflexive theories of textual structure and response. Chapter Six, the conclusion, draws together the foregoing arguments in order to present six critical propositions, as a set of implications for the renewed practice of action-research
13
Davidson, Adina O. Glazier Jocelyn. "Observing action research processes in practice." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2385.
Анотація:
Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education." Discipline: Education; Department/School: Education.
14
Brown, Debbie. "Evaluation research in the workplace within an action research framework." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ32064.pdf.
15
Bruck, Demaree K. "Engaging Teenagers in Suicide Research through Youth Participatory Action Research." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504799248601175.
16
Scott, Fiona Marie. "Action-reflection-learning in a lean production environment /." St. Lucia, Qld, 2002. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17167.pdf.
17
Gislén, Mikael. "Achieving Agile Quality : An Action Research Study." Thesis, Blekinge Tekniska Högskola, Institutionen för kreativa teknologier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-13732.
18
MacDonald, Denise C. "Action research : a catalyst for school improvement /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq25862.pdf.
19
Heinze, A. "Blended learning : an interpretive action research study." Thesis, University of Salford, 2008. http://usir.salford.ac.uk/1653/.
Анотація:
This study describes research on an undergraduate part-time blended learning programme within the former Information Systems Institute at the University of Salford. This research is based on the interpretive philosophical paradigm and examines four cycles of action research. The question being addressed in this research is: ‘How can blended learning be used to deliver a programme?’ In answering this question three overlapping perspectives were taken, as outlined below: 1) Concept of blended e-learning: This research suggests that a better term for ‘blended learning’ is ‘blended e-learning’. A Fine Structure of the Blended E-learning Concept comprising learning and learning context is proposed. This concept incorporates three nodes associated with learning: face-to-face facilitated learning, e-facilitated learning and selfstudy; and three nodes associated with the learning context: learner, pedagogic beliefs and the programme related issues. 2) Pedagogy in blended e-learning: This thesis identifies the three Key Issues of Blended Elearning Pedagogy, these are: communication, social interaction and assessment. Drawing on these issues, the thesis extends the Skeleton of Conversation to the Blended E-learning Skeleton of Conversation. 3) Pragmatic implications of blended e-learning: Building on the Fine Structure of the Blended E-learning Concept, three areas of pragmatic concern are identified as the Bermuda Triangle of Blended E-learning. These are the learning related nodes: face-to-face facilitated learning, e-facilitated learning and self-study. Both students and staff on blended e-learning programmes need to be aware of the Bermuda Triangle of Blended E-learning. For students, the awareness can be integrated in the learning to learn element within the Blended Elearning Skeleton of Conversation; for staff, the awareness can be achieved through staff development.
20
Townsend, Andrew James. "Educational action research networks as participatory interventions." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3805/.
Анотація:
In 2002, the National College for School Leadership launched what was regarded as the largest educational networking programme in the world. This brought together groups of schools to collaborate over developing agreed areas of their work. This thesis outlines a research project aimed at networks who were members of this programme and whose main activity had been action research conducted by network members. This research was intended to examine, and to understand, the participatory aspects of networks of this sort. Five overarching themes were drawn from the literature on participatory interventions and related to educational networks and to action research. The interaction of these three areas of literature provided the background against which the empirical aspects of this thesis were conducted. Based around an interpretive argument emphasising the contextual uniqueness of these networks, a case study methodology was adopted to study three networks. These three networks were those who had agreed to participate of a total of 18 that had matched the profile for selection and who had been invited to participate. The conduct of these three case studies used a mixed method approach examining documents produced by these networks as well as collecting data through the use of a questionnaire and semi-structured interviews. From these three case studies overarching themes were identified in the ways that these networks related to participatory interventions. These themes specifically concerned: the approaches that these networks had taken to action research; the ways in which they had perceived and involved communities in their work; the nature of collaborative relationships in the networks; the relationship between the operation of the networks and principles of voluntarism and finally the roles of leadership in the networks. Overall, these networks presented a model by which individuals could collectively work together for a common aspiration, whilst retaining the flexibility to be relevant to local contexts.
21
Morton-Cooper, Alison. "Preceptorship via action research : a reflective account." Thesis, University of Warwick, 1997. http://wrap.warwick.ac.uk/36300/.
Анотація:
This thesis provides a reflective account of the introduction of a provisional model of transitional learning support (known as preceptorship) offered to newly qualified nurses via an action research project. 284 nurses took part in the project over a three year period. By a process of collaborative exploration, reflection and problem-solving, preceptor partnerships were established in the workplace in an attempt to uncover and articulate the learning and socialisation processes encountered at the beginning stages of a nurse's career. Data relating to the model's implementation was collected via eleven different methods, the most data-rich being that of values exploration and clarification using the dialectical technique of 'Socratic Questioning'. The data and relevant literature were then collaboratively analysed and interpreted by co-researchers using the principles of reflective practice. The emerging account of beginning practice in nursing was then synthesised and 'reconstructed' by the primary researcher, drawing on the theoretical and philosophical perspectives of Social Constructionism and Human Ecology. A practice based theory of preceptorship was developed and empirically tested through the project, and a description and reflective evaluation of the processes involved is provided here. Tentative recommendations are then offered for the future development of preceptorship in the workplace.
22
Dadds, Marion. "Validity and award-bearing teacher action-research." Thesis, University of East Anglia, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293229.
23
Hutchinson, W. B. D. "Action research, educational change and professional development." Thesis, University of Cambridge, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381565.
24
Mudd-Fegett, Kimberly N. "Exploration of child welfare through action research." Thesis, Capella University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10144741.
Анотація:
Frontline child welfare workers are routinely called to assist victims of child abuse, domestic violence, and violent crimes. The images these workers face are increasingly leading to psychological effects from traumatic events that extend beyond those directly impacted. Frontline child welfare workers are at an increased risk of facing secondary trauma as they are tasked with experiencing violence vicariously on a daily basis while expected to transform to the onerous administrative requirements of their positions. In an effort to develop deeper understanding of long-term exposure to the impact of secondary trauma, action research was conducted with 75 frontline child welfare workers currently and previously employed by the Cabinet for Health and Family Services. This mixed-method action research was conducted through an online questionnaire and face to face focus groups in which frontline workers participated in a partnership to seek positive change to improve the experiences and effectiveness of frontline child welfare workers. The goal of this research was to develop change through action research via a participatory, democratic research approach that encompassed the pursuit of practical knowledge. This research found that 66.70% of frontline child welfare workers in the region of study met the clinical diagnosis for posttraumatic stress disorder and these workers felt ill-equipped to address the traumas they faced. In partnership with frontline workers, data gathered through focus group discussions was used to develop online training to bring awareness, knowledge and focus to the imperative need to arm and safeguard child welfare workers against the devastating situations they face. It is clear through this study that frontline workers are often overlooked in the process of change and are left holding the negative consequences of the work they conduct with little appreciation for the sacrifices they make.
25
Kanchana, Manohar Arthi. "Participatory action research for emotionally meaningful stories." Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/b87e9215-e617-4144-9508-c64ee5950be4.
Анотація:
In this thesis, I developed an empirically and theoretically grounded understanding of participatory action research (PAR). My aim was to develop and explore PAR methods within three culturally different fishing communities located in India, Portugal and the UK in order to generate emotionally meaningful stories. The work was conducted as part of the practice-led TOTeM research project and aspires to be associated with such works that have been able to make a methodological contribution by introducing theoretical insights, innovative methods and analytical concepts. In this study, the key finding is revealing the importance of the preliminary activities that helped design the innovative methods. I assess how my PAR methods, such as story interviews, digital storytelling workshops and story kits, helped me to gather participants’ personal experiences within the three chosen communities. Photographs and ‘objects’ provided a medium through which to identify stories that were emotionally meaningful to the participants. These stories gathered from the three chosen communities were analysed through a story narrative analysis method. Each method evoked strong, emotionally meaningful responses from the participants with regard to human relationships and demonstrated the vital role of objects in identifying stories that illustrate the participants’ intimate relationships. The collective findings from the three communities established that the methods utilised provided a new way of synthesising storytelling with digital technologies. The findings reinforce the role played by the participants as co-creators in collaboratively designing the methods, enabling me to craft a better way to gather stories. Upon critical reflection of the methods, supporting evidence was found that storytelling serves as an invaluable technique in providing participants with opportunities to explore their cultural identity through uniquely self-reflecting narratives and shared moments. I present the three stages of the participatory methods as my story culture framework and the findings and challenges as my original contribution to knowledge. I propose that this transferable framework will support designers as they engage with various settings to elicit information from user and stakeholder participants, develop their own experiential and critical perspectives and utilise their intuitive and expressive expertise to establish, manage and sustain productive human-centred design relationships.
26
Graham, Nicola Susan Jearey. "Dialogues of sexualities: An action research project." Thesis, Rhodes University, 2016. http://hdl.handle.net/10962/d1021271.
Анотація:
Risky and abusive sexual behaviours, stemming largely from inequitable gendered norms, are a pervasive feature of the South African socio-sexual landscape. Literature shows that sexuality education programmes can be effective in reducing risky sexual practices, but South African school sexuality education has been shown to be largely inadequate. The question arises as to how to engage with high school learners about sexualities in meaningful ways. In an attempt to answer this, I implemented a dialogical sexuality action research project at a lower middle class urban high school. Freirian principles of critical consciousness and dialogical pedagogy were utilized, and these were infused with feminist post-structural understandings of a discursively constituted subject. The initial consultative process started in 2012 with two projects at the school. Data from these projects, and a further consultation with the school principal, provided baseline information on the gendered norms and the sexuality education in the school. I then instituted a dialogical sexuality intervention with a group of Grade 10 learners, aiming to bring gendered and sexual norms to visibility, to trouble them (thereby promoting participants’ critical consciousness around gendered norms), and to provide recognition for participants in a variety of subject positions. Ten sessions were conducted, with the focus of each session being planned by the group. The action research project attempted to promote understandings of the processes required to facilitate such aims. The dialogical format of the group generated curiosity and engagement, and there were suggestions that some participants were taking up safe-sex messages in a reflexive manner. A partial normalisation of some ‘hidden’ aspects of sex, particularly around issues pertaining to female sexuality, was enabled, and critical consciousness around the gendered inequities in ‘cheating’ was promoted. However, abstinence was relatively silenced, and male same-sex remained heavily stigmatised. No substantial action component beyond the group meetings was generated. Participant feedback indicated that they placed great value on the dialogical processes in the group, and that they enjoyed being able to talk about sexual and other personal aspects of their lives. I theorise that the value of the group was in the recognition that participants received as they were positioned in a variety of subject positions. Whilst dialogue was shown to be extremely valuable, there were suggestions that other, non-dialogical modes of recognition were also needed by participants.
27
Ryan, Elizabeth M. "Boys in education: An action research project." Thesis, Australian Catholic University, 1996. https://acuresearchbank.acu.edu.au/download/2a67488cb90148ead923fb24fa5c908a9c01224d798bfa934f6a5512569473ba/15030540/Ryan_1996_Boys_in_Education_an_Action_Research.pdf.
Анотація:
Gender roles, and the construction of gender, are under scrutiny in our society. Many questions are being asked about the roles of men in light of the successful emergence of feminism (Connell, 1989). There is a "crisis of masculinity" (Salisbury & Jackson, 1996) which has resulted in a bombardment of literature surrounding the issue and this, in turn, has filtered through to schools responsible for the education of boys. The purpose of this particular study is to contribute both to the theory and the practice of boy's education. It endeavours to identify the issues surrounding boy's education and to support the involvement of a small group of teachers in a school based curriculum development to bring about improvement in the area.
The site of the study was a Catholic, boy's boarding school which is unique for its isolation and for its high percentage of Aboriginal students and those from Papua New Guinea. The research focused on the work of four teachers who were responsible for one Year 8 class . These teachers, together with the researcher, formed a community of learners in the context of this study.
The purpose of this study was to contribute to both the theory and the practice of boys' education and its aims were to identify the issues surrounding boys' education and to support the teachers engaged in school based curriculum development in the area of boys' education. At the outset of the study, two major questions were asked; - What are the key issues surrounding boys' education?
- Would a curriculum intervention program support the personal development of adolescent boys?
The method of research considered most appropriate to the aims of this study was a qualitative model called action research. Action research is a form of self reflective enquiry that supports the involvement of not only teachers, but also the researcher in the improvement of practice (Kemmis & McTaggert, p.5).
Moments of observing, reflecting, planning and acting within five action research cycles led the researcher and the participants to make three major conclusions: - that a whole school approach is the most effective way to communicate messages affecting behaviour and attitudes of boys
- that an intervention, curriculum program has a beneficial but limited effect on the process of communicating concepts affecting adolescent boys
- that the participants involved in this action research project grew in awareness of the issues surrounding boy's education and in their own personal development.
28
Baker, Jack David. "Interdisciplinary Evaluation of Youth Participatory Action Research." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1538816180877824.
29
Rudqvist, Anders. "Peasant struggle and action research in Colombia." Uppsala, Sweden : Dept. of Sociology, Uppsala University, 1986. http://books.google.com/books?id=GvMsAAAAMAAJ.
30
Stewart, Glenn. "Emancipating IT leadership : an action research program." Thesis, Queensland University of Technology, 2001.
31
Bartolommeoni, Giulia <1987>. ""ACTION RESEARCH ZERO" Una ricerca sul campo." Master's Degree Thesis, Università Ca' Foscari Venezia, 2017. http://hdl.handle.net/10579/9441.
Анотація:
La domanda fondamentale che ci si è posti durante la scrittura di questa tesi è stata: “Guardando ciò che agli studenti viene insegnato dalle grammatiche e a lezione e ciò che autonomamente sono stati portati ad utilizzare durante la prima settimana di workshop, la struttura dei libri e delle lezioni coincidono con quello di cui hanno bisogno gli studenti per potersi esprimere?”.
Il laboratorio è stato fondato sul concetto di ricerca-azione, per il quale si instaura un rapporto di collaborazione e di confronto fra ricercatori e partecipanti. La ricerca-azione viene definita da Elliott come “lo studio di una situazione sociale con lo scopo di migliorare la qualità dell'azione al suo interno. In altre parole, essa mira a introdurre una valutazione pratica in situazioni concrete; la validità delle "teorie" o ipotesi che essa genera dipende non tanto da verifiche "scientifiche" della verità, quanto dalla loro utilità nell'aiutare le persone ad agire in modo più intelligente e abile. Nella ricerca-azione le "teorie" non sono convalidate indipendentemente e poi applicate alla pratica. Esse sono convalidate attraverso la pratica.” (J. Elliott, A. Giordan, C. Scurati, 1993). In questo elaborato la ricerca-azione è stata considerata come parte di una “comunità di pratica”, creata all'interno del workshop sotto la guida congiunta della Professoressa Ichishima Noriko (Università di Akita - Università Ca' Foscari Venezia) e della Dr.ssa Marcella Mariotti (Università Ca' Foscari Venezia) e con la supervisione del professor Hideo Hosokawa dell’università giapponese Waseda. I partecipanti, principianti assoluti, con il supporto di tutor e dei professori, si sono incontrati per tre mesi sviluppando il loro tema e discutendone in piccoli gruppi e con tutta la classe.
Il laboratorio si è svolto da fine settembre, per 5 giorni consecutivi nei quali il professor Hosokawa era presente fisicamente e ha condotto personalmente il workshop, a metà dicembre, con cadenza settimanale, per un totale di 17 incontri, alternativamente condotti dalle professoresse Ichishima e Mariotti, con la costante presenza di 4/5 tutor.
Seguendo le teorie di H. Hosokawa, per il quale “il punto focale dell’attività comunicativa è l’espressione personale del parlante”, e la didattica umanistico affettiva, ci si è concentrati in particolare sulla prima settimana di "Action Research Zero" e sono stati esaminati i progressi degli studenti.
L’obiettivo di questo lavoro è capire se ci sia bisogno di un cambiamento, analizzando i compiti a casa (temi) e le trascrizioni delle prime cinque lezioni, osservando cosa i partecipanti abbiano usato autonomamente per esprimersi e se ciò che è stato utilizzato sia lo stesso dei testi e delle lezioni di giapponese che gli studenti si trovano ad affrontare all’inizio del percorso di studi.
32
Johannes, Edgar Anthony. "Using collaborative action research to improve classroom discipline: an action research study at a secondary school in the Boland." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Анотація:
This study focused on improving the learners behaviour through classroom management and the implementation of human rights awareness as an intervention strategy. The purpose of the research was to prevent learners from misbehaving through the implementation of different teaching strategies. Learners transgression will not stop completely and a second objective was to use the implementation of human rights awareness as an intervention strategy if the learners behaviour become unacceptable. The strategies the educators has to instigate were primarily considered to be those associated with classroom management.
33
Williamson, Zoè Claire. "What is it like to be a Chartered Teacher doing action research?" Thesis, University of Edinburgh, 2010. http://hdl.handle.net/1842/5851.
Анотація:
Action research has become a widely accepted and popular form of teacher professional development/learning, within the UK and internationally, and forms part of the professional actions of the Scottish Chartered Teacher. Whilst action research may be a valuable form of professional development supported through awardbearing courses (such as the Scottish Chartered Teacher programmes), funded projects or partnerships with university colleagues, it is questionable to what extent this is continued or even valued by teachers beyond the parameters of CPD courses. If Chartered Teachers are to engage meaningfully in action research then it is vital we understand how they perceive the nature and purpose of such activities and explore the opportunities and limitations they may face. This is not just an issue for Chartered Teachers in Scotland but one that may concern any teacher attempting to engage in action research as part of their practice. To explore teachers’ lived experience of engaging in post-award non-funded action research a case-study approach was adopted. The case study comprised six qualified Chartered Teachers with this thesis focusing on the stories from three of the teachers. In-depth loosely structured interviews were held with participants at three intervals over the course of a year to discuss their current and ongoing action research work. In addition visual data was created by participants to explore, share, (re)present and negotiate their understandings of action research. Documentary data was also collected. A broadly inductive approach to the analysis was taken, coding both within and across cases. A thematic narrative analysis of the individuals’ stories was also undertaken because I believe teachers’ individual stories are critically important and was keen not to reduce these to ‘codes’ and ‘categories’. Emerging from the data are three significant themes - the importance of understanding the nature and purpose of action research; the teachers’ evolving identities as Chartered Teachers/action researchers; and the need to develop and promote a Third Space – creating a conceptually different way of being a teacher. The data shows that traditional notions of research are influencing these teachers’ understanding of action research and this limits their action research work. How teachers understand the nature and purpose of action research is deeply interrelated with their identity as a teacher/Chartered Teacher/action researcher. Their identity(ies), I suggest, is/are a site of struggle, contestation and negotiation and Chartered Teachers are, arguably, in an in-between space: they are simultaneously teacher and researcher, yet they are neither one nor the other. It is possible, then, to understand Chartered Teacher as a hybrid identity and I draw upon Third Space theory as a heuristic to understand Chartered Teacher as a distinctly different way of being a teacher. I argue that a more complex view is needed that promotes the dynamic and fluid nature of action research. The insights drawn from this study offer some understandings that may help us to (re)consider and (re)frame the way in which we understand the teacher as researcher.
34
Rensburg, Cheryl Dawn. "Facilitating alumni support for a low-resourced high school using a participatory action research approach." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/14167.
Анотація:
South African public schools in disadvantaged areas are experiencing serious levels of under resourcing which negatively impact the educational experiences of learners. Attempts to lessen such negative impact include involving alumni who know the school‟s context, history and ethos. Unfortunately, the concept of alumni support in terms of mentoring and motivating learners is not the norm in many under resourced schools. This research focuses on fostering partnerships with alumni using participatory action research (PAR), because it is holistic, relationally driven and inclusive. Embedded in complexity theory that views the school community as a nonlinear system of different interacting parts functioning to improve the school context, the research follows actionreflection cycles of a group of ten past pupils and five educators from various backgrounds, levels of education and expertise collaborating with and mobilizing other alumni. Data were generated using drawings, photo voice and interviews. Thematic data analysis was used to build patterns and form categories. The following themes emerged namely, the importance of establishing a collective vision for sustained alumni engagement for alumni‟s personal and professional aspirations to serve the vision of the school, the importance of creating an alumni culture that reinforces the concept of „paying it forward‟. Lastly, establishing a sustainable alumni association through sustained actions and interactions and by creating an organisation of excellence The newly developed alumni structure as a „resource fountain‟ generating and cascading energy around the school emerged as an anchor for sustainability. The cascaded energy evolved into a structured „Alumni Week‟ providing ongoing motivation for current learners to sustain alumni engagement.
35
Tatsui, Timothy Takashi. "Transforming aspirations to actions in early readiness programs action research in early college outreach /." Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1264617891&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
36
Furman, Thomas L. "Improving key performance indicators for distribution facilities through action research." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/TFurman2006.pdf.
37
Rose, Janet. "The impact of action research on practitioners' thinking : a supporting case for action research as a method of professional development." Thesis, Goldsmiths College (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247636.
38
Smith, Rodney M. "Action research as a research method : new marketing approaches using digital telephony." Virtual Press, 2008. http://liblink.bsu.edu/uhtbin/catkey/1397653.
Анотація:
The purpose of this thesis is to explore the following research question: How does action research serve as a research method in the discipline of Communications? Specifically, this study will approach the question by analyzing existing literature on action research and also performing an action research trial of a new marketing approach using digital telephony. The study finds that action research has a combination of four characteristics that make it a discrete method of research. Action research involves collaboration, invokes change, requires a researcher's vested interest, and allows a kind of knowing that can only come from direct involvement in a change.Department of Telecommunications
39
King, Warren. "Epistemic action and language : a cross-linguistic study." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/10641.
Анотація:
Includes bibliographical references (leaves 106-113).Epistemic actions are physical actions which increase the speed, accuracy, and/or robustness of internal computation by allowing cognitive work to be off-loaded to the environment, thus simplifying internal computation. Previous studies on epistemic action are limited in that they demonstrate that epistemic actions may only improve task performance within tasks which are inherently spatial in nature. In this regard, a cross-linguistic replication of an experiment by Maglio et al. (1999) which required participants to produce as many words as possible within five minutes from a string of seven random letters was performed in order to investigate epistemic actions in a verbal task domain.
40
Turnbull, Elwin Donald, of Western Sydney Hawkesbury University, and Faculty of Agriculture and Rural Development. "Developing the Australian lamb industry using action research." THESIS_FARD_XXX_Turnball_E.xml, 1993. http://handle.uws.edu.au:8081/1959.7/84.
Анотація:
This document reports on the rationale for and results of using action research in order to facilitate development of the Australian lamb industry. The contexts of this research were: a lamb industry that had declining consumption; producers were slow to change to the production of new style of lamb which more closely aligned with consumer trends towards lower fat and convenience foods; and major changes in research funding criteria, towards projects with measurable impacts upon industries. The perspective taken in this research was that the production and marketing of lamb is essentially a human activity. Action research was effective in providing a methodology for working with extension and research officers using focus group meetings with lamb producers in South Eastern Australia. The key activity was the creation of an environment for a rich social discourse between industry people, focussing on establishing suitable processes and relationships within the industry. Valuable resources consisting of current industry skills, knowledge and institutions were utilised through this project for the benefit of the industry. This project illustrated a role for action research as an effective way of facilitating learning and communication in the lamb industry. The impact of the project was limited because the activities were confined to the production end of the marketing channel. The research helped the author to develop a deeper understanding of participatory action research and the close linkage between learning and self image. The experience of conducting the research validated the importance of the group dynamic in action research and the difficulty that individuals and groups have in matching actions with espoused theoryMaster of Science (Hons)
41
Babcock, Ruth C. A. "Participatory action research with the German-speaking Mennonites." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0002/MQ38443.pdf.
42
Germann, Karl. "Teacher-librarians and technology, an action research study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ56666.pdf.
43
HSIEN, HUANG MAU, and 黃邁賢. "The Action Research of Language Teaching Strategyin KindergartenThe Action Research of Language Teaching Strategyin KindergartenThe Action Research of Language Teaching Strategy." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/76bxx2.
Анотація:
碩士國立臺東大學
幼兒教育學系碩士班
97
The Action Research of Language Teaching Strategy in Kindergarten Abstract The study adoptes the action research approach.The research participants include 16 children, and the researcher who is a kindergarten teacher. All researchers are in the kindergarten attached to a primary school of Kaohsiung County. The research purposes are as the following: (a) the changes in the language teaching, and (b) the reflection in developing the professional knowledge language teaching in kindergarten. The findings of the study are summarized as follows: First: Language Teaching Strategy As solving the difficulties in language teaching, the researcher applies four teaching strategies (1) drills for language, (2) experimental teaching of recognizing Chinese, (3) storybook reading, and (4) learning form the activity - the principle of Whole Language Method. Second: Teacher's Professional development To increase the effect of language teaching strategy, the researcher experience four developmental stages: (1) the researcher of this study ignored the importance of children' language learning, (2) the researcher realized the importance of children' language learning, (3) the researcher noticed the children' innate language learning ability, (4) understanding how children acquired language. Pedagogical recommendations for the use of peer evaluation in EFL classrooms are provided in the end. Keywords: Teacher's Profession Development Whole Language Method
44
Lin, Ya-Wen, and 林雅文. "Social Action Research at Research Center C." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/68618171537657015555.
Анотація:
碩士國立中央大學
資訊管理學系碩士在職專班
94
The problems that organizations face have become more complex and only could be solved by collaboration among members. As such, collaboration becomes the key to sustained organizational performance in modern organizations. In the knowledge era, one of the most difficult challenges for organizations is how to promote the collaboration in their social system. Because formal command and control is probably irrelevant to the dynamic, self-organizing social system, it only depends on members within the system to cooperate in a reciprocal manner. This study adopted the Social Action Research approach to investigate the social interactions within the target organization, Research Center C. Research Center C has made great achievements in the area of space science and remote sensing for the past two decades, and is well recognized to the leader of remote sensing research in Taiwan. Based on the Social Action Research approach, we derived at a social network of learning through listen to employees, who were asked to explain how the accomplishment of the project “Land Use Monitoring Program” was achieved. Moreover using social network mapping helps managers to see the composition of a team, and how everyone contributed to the success of this project. Since social network is intuitive, managers only need to create the reflection environment to accelerate collaborative action. Finally, employees would organize themselves to improve performance and then social capital would be expanded for the organization. Collaboration is our natural social order, so without understanding how value is created, we might diminish social capital. The incident that Mandy, a very important member of the social network, was fired during the time of this study, provides good evidence for this. The manager did not realize the full picture of the collaborative network, so he separated Mandy from the network resulted in disruption in value creation by disconnecting employees who were collaborating. As the result of this research, there was a fourfold increase of the network members without any formal command or control, but simply out of the manager’s own reflection. Furthermore, the research also finds out some gaps in this social network, so we suggest that the social network should be extended to involve more members such as related researchers and users into this project, such that social capital woulde be effectively improved by collaboration. Based on the findings of this research, managerial actions were proposed to the management of Research Center C, so that it can distribute the resources more efficiently to secure the leading position of space and remote sensing research in the future.
45
DAR--TSAI, MING, and 蔡明達. "Action Research of Cooperative Learning." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/47897812285792179405.
Анотація:
碩士國立彰化師範大學
科學教育研究所在職進修專班
91
Action Research of Cooperative Learning in the vocational high school Mathematics Classroom Abstract The purpose of this study was to use the cooperative learning method in the mathematics classroom. The effective ways of instruction, problems that may be encountered, solutions to the problems and the students'' achievements were also explored in this research. The researcher chose forty students from his own class as subjects. An action research and the deep situational teaching method were conducted. In the first stage, the researcher helped students to get used to the teaching method of cooperative learning and analyzed the problems. After that, a revision was offered and went into the next stage called as revision stage. Based on the evaluation of the effects of front stages, the stage of formal experiment was carried out. The researcher''s diary, students''weekly learning reports, the records of the interviews with students, questionnaires and the relevant documents were gathered. The results of the research were as follows :In the process of adopting cooperative learning method, the researcher confronted some difficulties. Such as “It is difficult for teachers to follow the teaching schedule.”, “Students did not do well in their tests.”, “Students just chatted with each other and didn''t concentrate on their learning materials ” When facing the aforementioned difficulties, the researcher found out that it will improve students grades if teachers can design appropriate teaching activities, and encourage students to be more active in their learning. Team competitions are the effective ways to inspire the students'' motivation and participation in class. It also changed the students'' attitudes toward math. Through the change of teaching method, both students and teachers enjoyed math class more.
46
sanbao-liu and 劉三寶. "Action Research on Running a Teacher Action Study Virtual Community." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/51283771559333971783.
Анотація:
碩士臺中師範學院
自然科學教育學系碩士班
94
Action Research on Running a Teacher Action Study Virtual Community Abstract This research aims to explore how to run a successful Teacher Action Study Virtual Community (TASVC) in the domain of Science and Life Technology. When actively participating in the TASVC, teachers are believed to make great progress in their professional field by incessantly interacting with each other, inclusive of finding out the difficulties they face in the course of good interaction and providing themselves with the strategies to solve the problems, accordingly. Adopting the method of action research, the researcher has conducted this study for about two years since August, 2003. During that period, the researcher plays the role of a participatory observer who collects such data as Q and A survey, interviewee’s information, and web literature. By taking the qualitative analysis, the researcher reaches the key outcomes as follows: 1. This research makes use of xoops as the web platform for TASVC members to operate. With its complete in-built functions, the xoops is characterized by compatible elasticity and easy manipulation. Thanks to the very features in xoops, those teachers interested in TASVC are accessible to there where they can foster their professional growth. And the result the exercise of xoops brings about is both substantial and appreciable. 2. When exercised practically, TASVC is inevitably faced with such difficulties as most members reluctant to go webbing, the subjects for discussion too academic, members lacking common experiences, and all the unfavorable factors existing within each member. 3. The effective strategies in running TASVC are composed of sifting competent TASVC members, finding out the members who have experiences in common, exhuming the members who are willing to send TASVC messages,searching for those enthusiastic panel anchors, coordinating the real activities with the virtual ones, and selecting those suitable topics for discussion. 4. The TASVC runners are obliged to hasten the intimate interaction between all the TASVC members by using such tactics as promptly renewing website information, offering feedback and assistance to the members, deepening the friendship and trust between all the members, adding more opportunities for all the TASVC members to express their own opinions, and providing abundant resources for the members to use . 5. Adopting the way of action research, the researcher gains inspiring professional growth in the process of unceasing contemplation and rectification. Knowing how to run and administer TASVC, understanding how to enhance the researcher’s action study ability, and learning how to encourage and help teachers to take part in TASVC are all most valuable and unforgettable experiences the researcher has had in running a TASVC. Keyword: Virtual community, Teachers' professional growth , Action Research.
47
"Observing action research processes in practice." THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3354496.
48
Chen, HuiMin, and 陳慧敏. "Action Research On Green Consumption Teaching." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/56813748675248379944.
Анотація:
碩士環球科技大學
環境資源管理所
100
A method of action research was adopted in this study. The green-consumption courses designed by the researcher aimed to explore the promotion of the second-grade elementary school students’ cognition of the green consumption issues and their behavior changed by the courses. The result analyzed by using the questionnaire statistics showed that there were significant promotion of the experimental students about the overall concept of green consumption. The average score 82.63 of the post-test was increased compared with the average score 73.07 of the pre-test. The post-test scores of the questionnaire compared with the pre-test scores had a significant increase of 13.08%. It showed that the preliminary effectiveness of teaching were obtained after a period of related teaching about green consumption courses. To make the research process more rigorous, the researcher collected qualitative data such as records of classroom observations, teaching feedback questionnaires, student interviews and so on. At last the researcher summarized the qualitative data analyses to obtain more objective results. The results showed that students were increasingly able to examine the needs of shopping after a period of greenconsumption related teaching. Likewise, they were increasingly able to reduce the purchase of multiple packaging stationery. Besides, they were increasingly able to reduce the frequency of drinking bottled drinks. They were also increasingly able to bring their own tableware made of stainless steel. Furthermore, they could take the initiative to switch off the power unused when class bell rang. They were also could exchange books and toys with others and so on. According to the findings and the spirit of action research ,conclusions of the study were as follows: First, students could enhance awareness and sensitivity to the environment after the green-consumption teaching courses. Second, students could enhance the environmental action skills after the green-consumption teaching courses. Third, students could implement the green consumption behavior in their daily lives after the green-consumption teaching courses. Fourth, the teachers' professional growth was enhanced at the moment of the green-consumption teaching.
49
HSIANG-YI, HUANG, and 黃湘怡. "Action Research On Early Creative Teaching." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/30617402308542491904.
Анотація:
碩士國立新竹教育大學
幼兒教育學系幼稚園教師教學碩士班
102
The purpose of this study was to improve teaching skills and to motivate preschoolers in my teaching site. Through action research of “knowledge, action and reflection”, examine the process and the results of incorporating creative teaching into classroom. The research questions are such that how was the overall appearance of creative teaching? What strategies did I adopt? And what was the situation of implementing creative teaching and its coping strategies? The action research of creative teaching can be divided into three stages: germination stage, implementation stage, and integration stage. It is generally a co-constructed thematic curriculum based on children's interest. Most importantly, there are ten action strategies formulated after reviewing the literature and reflecting on my teaching situation. For the aspect of “contents of teaching”, it has two strategies: one is the activity of fun, challenging and creative representation. The other is integrated content co-constructed by teacher and children. For the aspect of “teaching method”, it has five strategies: providing situation and chances to explore and solve problems, developing curriculum by the scaffolding of language and situation, seeking diversity of activities and renovation of teaching methods, guiding thinking by using open and convergent questions, encouraging children to make elaboration through continual exploration, presentation and dialogue. In the aspect of “teaching environment”, it has three strategies: creating a positive atmosphere of democracy and growth to represent confidently, providing general material and then additional material, and providing multiple choice and application of the space. By applying these ten strategies, the overall teaching appearance reflects the characteristics of creative teaching. As to the overall learning appearance, firstly, children initiated to explore and were motivated by curiosity. Secondly, children expressed themselves freely through imagination. Thirdly, children’s idea and work were unique and flexible. After applying strategies of creative teaching, there were three situations encountered and thereby coped. First, after applying strategy of “developing curriculum by the scaffolding of language and situation”, as facing the situation that preschoolers "had been getting attention and plunge into topic", in order to keep children construct knowledge and encourage creativity, the copying strategy gradually increased other kinds of scaffolding besides language and situation framework. And then the strategy was modified as “applying multiple scaffolding.” Second, after applying the strategy of “guiding thinking by using open and convergent questions”, as facing the situation that children were able to focus on the topic, the coping strategy became “gradually add more open questions.” And then in order to inspire children and make improvement the strategy was modified as “mainly on open questions.” Third, after applying the strategy of “providing general material and then additional material”, as facing the situations that classroom was disorder and defocus because of the new material, the coping strategy became “besides general material, successively add new materials”. And then in order to help children to think the ways of applying materials and show their creativity, the strategy was modified as “providing diverse materials and giving the opportunity for experiencing and for thinking how to apply the materials ” Finally, providing suggestions on the practice of creative teaching and future research.
50
Feng-Ju, Tasi, and 蔡峰如. "Action research of elderly empowerment group." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/49743644688609008463.
Анотація:
碩士國立暨南國際大學
社會政策與社會工作學系
95
Title of Thesis： action research of elderly empowerment group Student Name： Tasi Feng-Ju Advisor Name：Chan Yi-chang Abstract This paper aims to empowerment perspectives, attempts to take the action research on elderly empowerment group in practical works, and evaluates the influence of this empowerment group whether increases to the elders empower. Elderly empowerment group are collected together have six samples averages 80 year-old elders, the researcher penetrates the literature to choose the strategy of empower nothing more than penetration again limits question perhaps the important matter start which recognized from the member. Therefore in the beginning the group defines the improvement of meals concerned in the day-care center by the process of discussing together as the course of action of the elderly empowerment group. The author penetrates participant observation as well as intensity interviews discovered that six members individual empower penetrate this meal action produces seven positive influence, including as follows: The self-value elevation, reviewing the experience in lifetime, learning the new way of problem-solving, comparatively dares to express the personal opinion/ suggestion, the transformation in meal manner, the critique increase, the expression experience duplicates, in addition mechanism of regular meeting to operate. These may correspond with Gutierrez Parson Cox (1998) thought that empowerment of four positive characteristics: to affect individual life experience, the ability and livelihood to work together with others in controlling the public affairs, capable of approaching or participating public decision-making mechanism). Moreover the researcher auxiliary by Empowerment Scale discovered carries on from four around measures the elder, after some two elders measured the total score has the progress, some although the total score has not changed, but discovered from the meter content, this member has the manner transformed in the empowerment of phase in individual self-esteem and self- efficiency. Through researcher's observation and interview, discovers the elder has changes in cognitive modes despite of the meter score without progress. Its cognition takes advantage of this also truly affirmed that positive achievement is helpful to increasing individual empowerment. Speaking of the adult day-care institutes, the researcher discovers the issue in meals concerned with the elders together, truly may attract the most elders attention, also in the short time obtains the majority elders sympathetic responses, but achievement for improving the meals, to the members said is a most concrete encouragement and the reward, truly help to the elder empowerment elevated. Key words：elder、empowerment group、action research