Examining what we mean by<i>collaboration</i>in collaborative action research: a cross-case analysis

Bruce, Catherine D.; Flynn, Tara; Stagg-Peterson, Shelley

doi:10.1080/09650792.2011.625667

Cited by 74 publications

(53 citation statements)

References 14 publications

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“…These findings challenge those claimed in the literature that small groups can minimise the risk of incompatibility between team members and social idleness (Butterfield & Pendegraft, 1996;Guerin, 2003). Bruce, Flynn, and Stagg-Peterson (2011) found that the team members in their action research study felt that they would have a greater sense of satisfaction if they had worked in the same school in which communication and formal meetings would have encouraged collaboration. The findings of my study suggest that proximity does not necessarily guarantee the effectiveness of a collaborative project, and it appeared to be "taken for granted" in this study.…”

Section: Discourses Of Collaborationcontrasting

confidence: 56%

“…Although I am aware of other kinds of action research such as emancipatory action research and participatory action research, the kind of action research I intended to implement in my study was collaborative research. Through such collaborative work, mutually beneficial relationships are created between teachers as practitioners and external researchers with research expertise (Bruce, Flynn, & Stagg-Peterson, 2011). In this collaborative work, equal partnerships are highly valued (Ross, Rolheiser, & Hogaboam-Gray, 1999) in order to limit teachers' lack of ownership and resistance in the research process (Frankham & Howes, 2006).…”

Section: Reflectmentioning

confidence: 99%

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The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

Hajar¹

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Despite almost a decade since the introduction as a professional learning model for teachers in Indonesia, the growth of Classroom-Based Action Research (CBAR) is very limited. The CBAR process in Indonesia has relied heavily on one-off-top-down and non-school based professional development.This study was conducted in a small town in the Eastern Flores regency of the East Nusa Tenggara province, Indonesia. The study involved English as a Foreign Language (EFL) teachers at one public secondary school in a rural and disadvantaged context who worked with the researcher to attempt to implement a school based approach to CBAR. Four phases of the study were conducted: Getting started; Workshops; CBAR in action; and Post CBAR through an imagined, intended and enacted methodological structure. In this study I adopted a Foucauldian approach as a theoretical perspective, as well as applying Foucauldian theories to the data analysis.Drawing on a variety of data sources including: meetings and interviews; workshop sessions and classroom visits; and reflective journals and field notes, the study identified three major discourses circulating within the CBAR project. These three discourses are used to explore understandings of reflective practice, subject positionings, and collaboration.The Foucauldian approach to analysis focused on discourses and the idea that individuals have multiple identities as a result of multiple subject positionings, and their relationships are influenced by the discourses that operate within a specific context. These discourses create the nexus between power and knowledge and impact on how the CBAR worked in this context, how the participants positioned me and themselves, how they positioned themselves and their colleagues, and were positioned by their colleagues, in their effort to implement the CBAR project.Through the exploration of the discourses of reflective practice, it was found that being a critical practitioner was not easily translated into a remote and disadvantaged context in Indonesia.An analysis of the discourses of subject positionings indicates the participants' multiple constructions of me and my multiple constructions of them continued throughout the study due to the complexities of the situation. There were often 'pull and push' subject positionings where I attempted to get the teachers to do research but their limited abilities, autonomy, and resources as well as their practice/tradition rooted in the mandates/policy from the central government created problems. There were also tensions and struggles in their inability to complete research without my ii assistance and constant request for help, and my tensions and struggles to avoid providing and giving more assistance.Through the investigation of the discourses of collaboration, it was found that the implementation of the project as a collaborative work is a site of tension for both the participants and myself caused in part by the multiple identities that we took up. There were tensions and struggles between the partic...

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Section: Discourses Of Collaborationcontrasting

confidence: 56%

Section: Reflectmentioning

confidence: 99%

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

Hajar¹

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“…I observed how the teacher participants translated and enacted the instructional strategies introduced in the workshop into learning experiences relevant to their students' situation (Van Driel & Berry, 2012). Cognizant of implementing an alternative model posing a considerable threat (Kubanyiova, 2006), I lent myself to the participants as teacher mentor (Widodo, 2015) and co-teacher (Bruce, Flynn, & Sheley, 2011) who provided specific input or support whenever needed (Van Driel & Berry, 2012). This meant at times I had to respond to the teacher participants' queries or teach a certain point of the lesson and therefore it was difficult for me as an observer to capture all important events in the class.…”

Section: Methodsmentioning

confidence: 99%

“…Following this, the next aim is to gauge to what extent the project impacted on the students' learning outcomes. In this respect, I collaboratively worked with the teacher participants in designing and executing the learning experiences for the students throughout the iteration of action research cycle (Bruce, Flynn, & Sheley, 2011).…”

Section: Methodsmentioning

confidence: 99%

From Storytelling to Story Writing: The Implementation of Reading to Learn (R2l) Pedagogy to Teach English as a Foreign Language in Indonesia

Damayanti

2017

Indonesian J. Appl. Linguist

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It is widely acknowledged that the use of stories supports the development of literacy in the context of learning English as a first language. However, it seems that there are a few studies investigating this issue in the context of teaching and learning English as a foreign language. This action-oriented case study aims to enhance students' written narrative achievement through a pedagogical intervention that incorporates oral story sharing activities. In this paper, the intervention will be briefly described and the preliminary findings from the students' written texts will be presented. This study which was conducted in a lower secondary school in Bandung Barat region, Indonesia implemented the intervention within eight learning periods. The intervention comprised the following stages: (1) preparing before reading (stories), (2) detailed reading, (3) joint rewriting, and (4) individual rewriting. Before and after the intervention, students' narrative texts were collected and analysed in terms of how each text achieved its purpose, how it moved through stages and phases of meaning, the control of field, relationship with the reader and its coherence. The preliminary findings indicate that there is a shift in students' ability from writing fragmented and spoken-like language to more literate written narratives. It is expected that this study which implemented R2L pedagogy in the Indonesian context will contribute to English language teaching in EFL contexts.

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“…Although practitioner research has enjoyed phenomenal growth as a form of teacher professional learning (Bruce, Flynn & Stagg-Peterson, 2011;Campbell & McNamara, 2009;Cochran-Smith & Lytle, 2009) some of this popularity may be explained by administrators using it as a practice to achieve their own educational reforms (Somekh & Zeichner, 2009). …”

Section: Introductionmentioning

confidence: 99%

The Challenges of Practitioner Research: A Comparative Study of Singapore and NSW

Ellis¹,

Loughland²

2016

AJTE

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Examining what we mean bycollaborationin collaborative action research: a cross-case analysis

Cited by 74 publications

References 14 publications

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

From Storytelling to Story Writing: The Implementation of Reading to Learn (R2l) Pedagogy to Teach English as a Foreign Language in Indonesia

The Challenges of Practitioner Research: A Comparative Study of Singapore and NSW

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