Teacher participatory action research (TPAR): A methodological framework for political teacher research

Stapleton, Sarah Riggs

doi:10.1177/1476750317751033

Cited by 25 publications

(20 citation statements)

References 13 publications

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“…PAR involves participants actively engaging in a cycle of identifying, acting and reflecting to develop 'practical knowing in the pursuit of worthwhile human purposes' (Reason and Bradbury, 2001, p. 4), and in this research the researchers co-developed the interventions and overall project with participants. The rationale for actively engaging participants in this process is to encourage social change through critical self-reflection and transformative action (MacDonald, 2012;McIntyre, 2007;Stapleton, 2018).…”

Section: Methodsmentioning

confidence: 99%

“…In PAR, there is an emphasis on whose voices are being heard and how practical actions can be implemented (James et al, 2008;Kemmis and McTaggart, 2007;Stapleton, 2018). The implementation of research findings occurs in a non-hierarchical and usually confidential setting within a workplace situation, where participants make informed decisions to activate social change through specific actions based on their own knowledge alongside the evidence (James et al, 2008;MacDonald, 2012).…”

Section: Methodsmentioning

confidence: 99%

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The role of leadership in establishing a positive staff culture in a secondary school

Morris¹,

Lummis²,

Lock³

et al. 2019

Educational Management Administration & Leadership

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This Australian case study explored the implementation of strategies to support the development of a positive school culture among whole school staff. A participatory action research approach was used to involve leadership staff in the development of a mixed method assessment of the school organisation. Baseline data from the School Organisational Health Questionnaire (n ¼ 28) and qualitative data from focus groups (n ¼ 15) were collected and presented to the leadership team who identified four foci for the study: appraisal and recognition, participative decisionmaking, professional growth and supportive leadership. After a range of interventions, findings from both post-test surveys (n ¼ 22) and qualitative data (n ¼ 30) suggested a change in leadership style was a key factor of school cultural change across all factors. The case study highlights a number of visible strategies that were employed to increase morale and improve staff wellbeing.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

The role of leadership in establishing a positive staff culture in a secondary school

Morris¹,

Lummis²,

Lock³

et al. 2019

Educational Management Administration & Leadership

View full text Add to dashboard Cite

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“…These works describe the critical importance and need to acknowledge and create a safe, communicative space (Kemmis & McTaggart, 2005), to create and value respectful spaces where conversation with youth can thrive (Caraballo & Lyiscott, 2018), and to make space for youth to embrace varying perspectives and envision their community's potential (Carl & Ravitch, 2018). We share, also, examples of how teachers working with marginalized youth hold space together to offer support and intervention when needed while still privileging local knowledge (Stapleton, 2018). Opening ourselves up to initiating safe spaces for growth and communication thrusts our relationships forward and provides greater opportunities for our transformation as researchers and practitioners (Call-Cummings et al, 2019;Caraballo & Lyiscott, 2018;Stapleton, 2018).…”

Section: Redefining Spacementioning

confidence: 96%

A charge to educational action researchers

2020

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We conceive of education broadly and see it occurring in a diverse set of places and spaces, in classrooms and communities. We want to challenge our educational researcher colleagues to leverage the power of action research to better effect change within their schools and communities. We will point to constructive steps for this new way of working in the papers of the special issue we introduce. We call on action researchers to engage in reflexive practice, to critically assess their intentions about creating opportunities to yield power to co-participants, and to share the messy details of their often imperfect learning process so that others may see themselves in the processes. We therefore invite practicing and emergent action researchers to continue what the authors in this themed issue have begun. In the following papers you see action researchers engaging in democratization of power and knowledge, welcoming risk, redefining spaces for learning, prioritizing reflexivity, and illuminating their practice through publishing. We want and need to see more of this. In other words, we invite and incite education action researchers to learn from one another as we reimagine and redesign the learning spaces we create with students. We acknowledge the challenging barriers to conducting research in schools. Working with youth in ways that go beyond a structured or required curriculum is a challenge. Teachers, teacher researchers, youth, youth researchers and communities can, however, leverage the power of action research to transform educational spaces within and outside of schools to breathe new life into education by transforming relationships. From that basis the transformation of curriculum, assessment, ways of being, learning can grow. Ours is a call for a shift in education research to empower youth, educators, researchers, and community members so that collectively our efforts can support a sustainable relationship with the systems that support teaching and learning in all settings, all communities, and for all populations. This includes our beautiful planet. As we think about the transformational potential of action research, sometimes referred to as participatory action research, we urge action researchers to consider how to operate within the curriculum and influence hierarchy and power in a school research site. In the sections that follow, we outline our vision for transforming education with youth and educators through action research.

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“…Qualitative research includes a range of analytical methods applicable in various contexts. Those that appear to be adopted most often include phenomenographic analysis, phenomenological analysis, grounded theory (GT), case studies [32], narrative analysis [31], content analysis [33][34][35], participatory action research [36][37][38], aboriginal research [39][40][41], discourse analysis [42][43][44][45], and systematic analysis [46,47]. Criteria 1.…”

Section: Applications Of Qualitative Researchmentioning

confidence: 99%

Thematic Analysis in Social Work: A Case Study

Labra¹,

Castro²,

Wright³

et al. 2020

Global Social Work - Cutting Edge Issues and Critical Reflections

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The article aims to provide a step-by-step description of how thematic analysis was applied in a study examining why men choose to undertake social work as an area of study. Participants in the study came from the University of Concepción in Chile and the University of Quebec in Abitibi-Témiscamingue in Canada. The six phases of the thematic analysis are described in detail to provide students and novice social work researchers with a guide to this method of analysis. Thematic analysis offers a flexible, yet rigorous approach to subjective experience that is highly applicable to research in social work as a means of promoting social justice and combating inequalities.

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Teacher participatory action research (TPAR): A methodological framework for political teacher research

Cited by 25 publications

References 13 publications

The role of leadership in establishing a positive staff culture in a secondary school

The role of leadership in establishing a positive staff culture in a secondary school

A charge to educational action researchers

Thematic Analysis in Social Work: A Case Study

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