Action Research and Policy

Foreman‐Peck, Lorraine; Murray, Jane

doi:10.1111/j.1467-9752.2008.00630.x

Cited by 16 publications

(20 citation statements)

References 29 publications

(39 reference statements)

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“…In this context, there is renovated interest in action‐research as a process of engagement of teachers, driving reform from below (McIntyre, ; Foreman‐ Peck & Murray, ). As reported by Gewirtz et al .…”

Section: Introductionmentioning

confidence: 99%

Evidence‐based practice and teacher action‐research: a reflection on the nature and direction of ‘change’

Colucci‐Gray

Das

Gray

et al. 2013

British Educational Res J

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This study was conceived as an opportunity to reflect on the place of action-research in the contested landscape of educational change in the UK where increasing emphasis has been put on the use of evidence to drive reform. In the context of a government-sponsored project in Scotland, this study looked at the impact of a scholarship initiative supporting classroom teachers to undertake action-research projects on a topic of their own choice with the assistance of a mentor. Data collected from interviews with teachers and analysis of teacher action-research reports pointed to a multi-faceted concept of practice unfolding from individual inquiry and dialogical conversations with colleagues and university mentors. The study argues for further analysis of the use of action-research as a means to develop teachers' knowledge and to recover the value of collective and creative engagements in education to guide reform.

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Section: Introductionmentioning

confidence: 99%

Evidence‐based practice and teacher action‐research: a reflection on the nature and direction of ‘change’

Colucci‐Gray

Das

Gray

et al. 2013

British Educational Res J

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“…A consistent finding identified in the action research literature is that action research combines well with critical theory as emancipatory action research, because the methodology encourages liberation from oppressive forces, and the methods and processes encourage critical analysis and exploration of behaviours and practices in hegemonic social situations (Hope & Waterman, 2003;Foreman-Peck & Murray, 2008;Taylor et al, 2006). For example, Charles and Ward (2007) claim that the values of feminism and action research match, as "the non-neutrality of the researcher and analysing power relations involved in the research process"…”

Section: Action Researchmentioning

confidence: 96%

Dying in a rural residential aged care facility: An action research and reflection project to improve end‐of‐life care to residents with a non‐malignant disease

Rowley

Taylor

2011

Int J of Nursing Practice

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Rowley, J 2010, 'Dying in a rural residential aged care facility: an action research and reflection project to improve end of life care to residents with a non-malignant disease ', PhD thesis, Southern Cross University, Lismore, NSW. THESIS DECLARATIONI certify that the work presented in this thesis is, to the best of my knowledge and belief, original, expect as acknowledged in the text, and the material has not been submitted, either in whole or in part, for a degree at this or any other University. Special thanks, is reserved for my husband Greg, whose loving, extensive support helped me to achieve completion. In addition, to our children Dylan and Amber, who lovingly supported me throughout this journey.This thesis is dedicated to the memory of my father, Donald Raymond Riley.iii ABSTRACT This qualitative research explored end of life care provided to people dying with a non malignant disease in two Australian rural, residential aged care facilities.Residential aged care facilities provide end of life care for many people dying from non malignant diseases. The illness trajectory in non malignant diseases can be difficult to predict and symptom management can be challenging.Further, as the Australian population ages, the demand for optimal end of life care for frail, older people is anticipated to increase. Therefore, this study aimed to explore issues as identified by nurses and relatives of residents dying from a non malignant disease in order to examine ways in which nurses can provide nursing care that maximises the likelihood of a good death, identify the barriers nurses perceive to prevent optimal end of life care to dying residents, and explore the relationships between nurses and relatives of the dying resident, with the intention of improving care.Following ethical clearance, 14 aged care staff overall within both facilities were recruited to the project. Participants included Registered Nurses, Enrolled Nurses, Assistants in Nursing and other aged care staff personnel, all of whom were in a carer relationship with a dying resident. In addition, eight relatives of dying residents were interviewed, using individual, face to face, semi structured interviews.Taylor's (2006) 13 step action research and reflection method was incorporated into five main phases, including foundation building, reflection on practice iv stories, identifying thematic concerns, action plan creation, implementation and critical reflection. In both facilities, group meetings were held weekly for up to 19 weeks. Data were gathered using combinations of reflective drawing, practice stories, interviews and surveys.Relatives' interview transcripts were incorporated into the nurses' group meetings, so that end of life care issues of importance to relatives were shared, with the intention of assisting the nurses to examine the nature of aged care nursing and relationships that occur with relatives of the dying resident. This project demonstrated that it is possible to establish a working relationship with aged care nurses, with no prio...

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“…For example, action research can employ a variety of data collection methods, such as various kinds of interview, classroom observations, field notes, visual data such as photographs or drawings, personal narratives, textual analyses, conversation analysis, various kinds of quantitative data. Action research can also employ different research methodologies (Foreman‐Peck and Murray, ; Noffke, 1977). Action researchers may mix quantitative and qualitative methods if appropriate (Foreman‐Peck and Winch, ).…”

Section: What We Take Issue Withmentioning

confidence: 99%

“…This is not, as Higgins would have it, an inferior sort of social science, or an ill‐considered experiment, nor a form of techne , since the outcomes are unknown. Rather it is a use of a formative assessment technique (technical action) for professional learning (Foreman‐Peck and Murray, ). Like all research, its findings, if they are positive and made public, should be held by others tentatively and teachers should use such studies as possible sources of inspiration for their own creative practices (ibid.).…”

Section: What We Take Issue Withmentioning

confidence: 99%

Does Action Research Have a Future? A Reply to Higgins

Foreman‐Peck¹,

Heilbronn²

2018

Journal of Philosophy of Education

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This paper presents a view of action research (AR) as a valuable way in which teachers can pose fertile questions and engage in inquiry with transformative possibilities. This counters claims of its being at best a sterile method of teacher research and at worst a perilous trap for teachers.Chris Higgins has argued that AR has lost its original intention of empowering teachers and sealing the theory practice divide. He claims that it has degenerated into a method devoid of thought. In its social science versions, it is harmful to the teacher-student relationship and teachers have been mislead into an impoverished idea of professional development. The impossible challenge for action research is to recover its original intention; impossible because the landscape of educational policy militates against it.The authors challenge Higgin's deep pessimism, his versions of AR and his negative account of the intellectual capacity of teachers. We argue that AR does empower teachers, integrates theory and practice and is alive and well, even though conditions in schools are not optimum. This argument is exemplified with numerous illustrations of actual AR projects, which evidence teachers' participatory and collaborative work, in which they engage in positive change. There is scope for teachers wishing to develop 'customised' AR projects of their own in current conditions which have transformative potential in changing the practice of the individual teacher. This in turn supports building and participating in a 'community of practice', which strengthens the communal endeavour to contribute to good teaching and good education.

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Action Research and Policy

Cited by 16 publications

References 29 publications

Evidence‐based practice and teacher action‐research: a reflection on the nature and direction of ‘change’

Evidence‐based practice and teacher action‐research: a reflection on the nature and direction of ‘change’

Dying in a rural residential aged care facility: An action research and reflection project to improve end‐of‐life care to residents with a non‐malignant disease

Does Action Research Have a Future? A Reply to Higgins

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