The Palgrave International Handbook of Action Research

Developing algebraic understanding through talk and writing: A pilot study

“…As a member of a team undertaking a collective case study, underpinned by a participatory action research ethos (Locke & Hawthorne, 2016), he planned his intervention in consultation with other PLC members.…”

“…Underpinning the "Culture of Writing" project was a conviction that all teachers need to see themselves as teachers of certain types of writing (Locke & Hawthorne, 2016). In the New Zealand context, however, recent research has indicated that mathematics teachers generally rate themselves as the least efficacious as teachers of writing compared to colleagues in other curriculum areas (Locke & Johnston, 2016).…”

“…Colleagues of Sam's from a range of disciplines (subject areas) had previously undergone intensive writing workshop professional learning in 2013 (as Group 1 teachers) as part of a two-year, participatory action research project being undertaken in his school entitled: "A culture of writing: Impacting on teacher and student performance across the curriculum" (for an overview see Locke & Hawthorne, 2016 A number of these teachers had already undertaken practitioner inquiry in their own classrooms (e.g. Hawthorne, Locke, & Tai, 2015).…”

Lessons Learned in Meaningful Collaboration With Justice Involved Young Adults

“…Through carefully negotiated processes and methods, we aimed to enable the young adults to "tell their story" and articulate their experiences of professional services as well as their needs. We recognize concerns regarding the exploitative potential of such activity, which is well-documented in the relevant literature (Janes, 2016;Rowell et al, 2017;Van Acker et al, 2021), but meticulous attention to our underpinning principles, meaningful engagement, and peer identification, (most students being similar in age to the young adults (Banks et al, 2013)) worked to mitigate against such factors. Multiple methods of qualitative data collection were employed to capture the young adults' experiences, including group-care tasks, joint activities, students' reflective logs, focus groups, and interviews.…”

Working at the Margin: Lessons Learned from School-Based Participatory Research

“…SBPR studies refer to school-situated and action-oriented collaborative inquiries in which those being researched are involved in part of or all phases of research processes as participants, decisionmakers, or co-researchers (McHugh & Kowalski, 2011;Ostmeyer & Scarpa, 2012;Reich et al, 2015;Wiebesiek, 2013). The approach is intended to be a form of critical research-that is, a research process for, with, and by students and school communities, placing their voices at the center of the research process (Atweh et al, 1998;Rowell et al, 2017). By democratizing the knowledge generation process, SBPR aims at producing and translating knowledge with the potential to offer transformative, relevant, and viable solutions to student-specific or school (system)specific matters (Malone et al, 2013;Rauch et al, 2014).…”