Action Research in Doctoral Coursework:  Perceptions of Independent Research Experiences

Vaughan, Michelle; Boerum, Christopher; Whitehead, Lizzy

doi:10.20429/ijsotl.2019.130106

Cited by 7 publications

(1 citation statement)

References 10 publications

(14 reference statements)

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“…It is not only a scientific way of producing knowledge but a systematic way of solving problems [4]. The advantage of this kind of research compared to the other kinds of traditional researches, aside from its simplicity, is its potential to create meaningful and authentic change for those involved, whether in a classroom or community [5]. In the Philippines, teachers of private and public sectors are enjoined to conduct action researches which can improve their teaching practices and learning outcomes of students.…”

Section: Introductionmentioning

confidence: 99%

An analytic hierarchy process for quality action researches in education

Barcelona¹

2020

IJERE

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Teachers are expected to engage in the praxis of educational reform, and one of the resurgent interests in the field of education is the conduct of action researches. In the Philippines and in many parts of the world, teachers are encouraged to perpetuate a culture of conducting action researches to improve the teaching and learning process. Considering the scant literature towards evaluation criteria for quality action researches, this exploratory-sequential mixed method study aims to determine the qualities that research experts perceive to be useful in evaluating action researches. Using Analytic Hierarchy Process, which is a multiple decision-making algorithm, research experts asserted that among the identified evaluation criteria, quality action researches should underscore its contribution to theory and practice, and require actionability and reflexivity among researchers and participants. The findings of this study may be of considerable interest and use to teachers, research authorities, and organizations who would like to ensure that teachers produce quality action research to improve educational practices.

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Section: Introductionmentioning

confidence: 99%

An analytic hierarchy process for quality action researches in education

Barcelona¹

2020

IJERE

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Fostering Participatory Action Research in Higher Degree Research Settings through a Transdisciplinary Peer-mentoring Collaborative

Pratt,

Heggart,

Christensen

et al. 2024

Preprint

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In this paper we take inspiration from Levin’s (2003) provocation “can universities ever become a greenhouse for education in action research?” His assertion that creating action research learning opportunities within universities is possible becomes particularly relevant in the context of a changing Higher Degree Research (HDR) landscape, notably in Australia. The increasing emphasis on industry-focused doctorates and the demand for post-doctoral career pathways beyond academia necessitates a deeper understanding of supporting engaged and impact-oriented research training. To address these challenges, we present a reflexive discussion centred around the HDR Participatory Action Research (PAR) Collaborative—a year-long peer-learning initiative designed to cultivate a community of practice on transdisciplinary participatory research among graduate researchers at the [Institution]. This was conducted as a participatory action research project, with a systems-thinking orientation. We articulate lessons learned around the blockers and enablers for training HDR candidates engaged in participatory research to tackle wicked problems and ways to enhance HDR researcher development in this area, including the prototyping of new peer learning and mentoring approaches. Through aligning with Levin's emphasis on practical and useful knowledge, we highlight the importance of curriculum design for synchronous and asynchronous hybrid delivery, collective peer learning practices, and transdisciplinary orientations to research as crucial factors for success in action research programs within the academic context. By addressing the evolving needs of HDR training and research cultures, our study contributes to the ongoing dialogue on holistic and integrative research approaches and ways to support them within higher education.

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Action Research as Pre-Service Teacher Inquiry Physical Education

Ryan¹

2021

IJAR

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The newest Canadian Elementary Health and Physical Education (2019) provincial curricula promotes inquiry as a pedagogical mode. AR complements this inquiry mode of instruction with its grounding in experience and practice which infuses educational roles. AR as practice-based inquiry helps new educators identify and reveal resolutions; however, first a need to want to improve needs to be identified, before next steps are taken. AR has the potential to open doors of perception, trigger new insights, and cultivate teacher development within teacher training and beyond while in-service. Admittedly, teachers change, no matter how incrementally, which permeates professional development, as witnessed in over 100 years of action research drawn upon herein. Extant AR literature is grounded in the educational development of participants as they teach. Development in AR is not actually a problem needing investigation; instead it remains a possibility that needs recursive attention to ensure it exists within the training of educators globally. Herein AR is illustrated via narrative accounts that reflect experiences while teacher training in an Ontario Faculty of Education programme.

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Action Research in Doctoral Coursework: Perceptions of Independent Research Experiences

Cited by 7 publications

References 10 publications

An analytic hierarchy process for quality action researches in education

An analytic hierarchy process for quality action researches in education

Fostering Participatory Action Research in Higher Degree Research Settings through a Transdisciplinary Peer-mentoring Collaborative

Action Research as Pre-Service Teacher Inquiry Physical Education

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