Efnisyfirlit

• Cover Page
• Half Title page
• Title Page
• Copyright Page
• Contents
• Contributors
• Illustrations
• Abbreviations
• Introduction About CARN (Collaborative Action Research Network)
• Coming of age: 70 years of action research
• The scope of this book: an overview of contemporary action research
• Notes
• References
• 1 Innovation in education through action research
• Introduction
• Innovative teaching in educational research
• The move from a transmission view to a construction view of teaching and learning
• Constructive use of feedback
• Innovating teaching through performance standards and data feedback
• Promoting reflective teaching – features and examples
• Action research and innovation in in-service education
• Lesson studies as school-based initiative
• Conclusion
• Notes
• References
• 2 Thirty years of educational reform through action research Traces in the Austrian school system
• Introduction
• Theoretical framework
• Action research
• Constructivism
• Systems theory
• Four dimensions of teacher professional development
• Trace one: the university course “Pedagogy and subject didactics” (PFL)
• Evaluation outcomes
• Research findings
• Trace two: the master course “Professionalization in the teaching profession” (ProFiL)
• Evaluation measures and research findings
• Trace three: the support program “Innovations Make Schools Top” (IMST)
• An example: the regional network in the federal province of Styria
• A steering committee emerges
• A successful launch
• Exemplary network activities
• Evaluation outcomes
• Research findings
• Resume – lessons learnt
• 1 Reform projects need both visible challenges and visible success
• 2 Reform projects need both individual and organizational efforts
• 3 Reform projects need both flexible plans and the use of windows of opportunity
• 4 Reform projects need active insistence and resilience as well as patience
• 5 Reform projects need both accepting and allocating responsibility
• References
• 3 Addressing end-of-life issues through peer education and action research
• Introduction
• Problem identification
• Objectives and principles of action research
• Action 1 Introduction of a personal portfolio
• Examination of end-of-life issues
• Search for information and resources
• Review resources
• Design and structure the portfolio template
• Use the portfolio
• Reflection 1 Revise the portfolio
• Share portfolios with others
• Action 2 Public workshops
• Reflection 2 Revise the portfolio
• Evaluation
• The extent to which worthwhile practical purposes are addressed
• Levels of democracy and participation
• The different forms of knowledge engaged with during the study
• The extent to which the research has been and continues to be responsive and developmental
• Reassessment and conclusions
• Personal reflective postscript
• Acknowledgements
• References
• 4 The International Collaboration for Participatory Health Research Legitimating the science and ensuring quality
• Participatory research in a health context
• Examples of participatory health research
• Promoting the participation of vulnerable groups in preventing disease
• Improving health services through user involvement
• Understanding the health needs of homeless women
• The need for collaboration in participatory health research
• The defining characteristics of PHR
• The distinctive scientific contribution of PHR to health research
• Setting standards for scientific quality in PHR
• Structure and goals of the ICPHR
• Issues and challenges
• Identifying the primary goal of the collaboration
• Building on current practice
• What’s in a name? Finding the best term
• The conflict between a participatory ethic and setting standards
• The relationship between theory and results
• Avoiding the dominance of one language, country or region
• Conclusion
• Notes
• References
• 5 Research as empowerment Blending PAR with community development
• A tale of two villages … and of community development
• The responsibilities of the research consultant
• Reflection about my own ambitions … and finding my research question
• Research questions about community issues
• Choosing the research methods
• Challenges faced in the research process
• Findings from the community research
• My additional action research project: ‘Research as Empowerment’
• Empowerment: what does it mean?
• Reflections about Participatory Action Research (PAR)
• Is PAR empowering? Results from the secondary research
• Conclusion and consequences
• Outlook
• References
• 6 Empowering young care leavers through peer research
• Introduction and overview
• Concept and framework of the peer research project
• Aspects of the peer research methodology
• Stages of the project development
• Young peer researchers’ empirical findings
• Lessons learnt 1 Young peer researchers’ recommendations for policy makers
• Lessons learnt 2 How did our peer research make a difference?
• Using young people for peer research addressed power relations
• Both peer researchers and respondents felt the power of empathy
• We achieved a greater depth and insight into the subject of leaving care
• Peer researchers had the opportunity to acquire research and life skills
• Young people became active in national and international advocacy
• Lessons learnt 3 General criteria for successful peer research
• Challenges and concluding considerations
• Acknowledgements
• Note
• References
• 7 Powerful partnership in a schools–university research collaboration
• Introduction
• The SUPER partnership
• Theoretical framework: Bourdieu’s concepts and Bhabha’s third space theory
• Qualitative methodology (based on grounded theory)
• Gill
• Helen
• Findings
• Evidence of learning
• Gill
• Helen
• Facilitating learning
• Illuminating the cases
• Notes
• References
• 8 Camera, action! Teaching documentary video as a tool for empowering weak students
• Background: a difficult classroom situation
• A new and risky idea, its objectives and hypothesis: why teach documentary video?
• Research methods: investigating my own teaching
• Action: realization of the project and how things developed
• Evaluation: the students’ feedback
• Reflection: lessons to be learnt
• Summary and conclusions
• Acknowledgements
• References
• 9 Reflective processes in action research and in psychoanalytic observational studies Two approaches for teaching professionals
• Introduction
• Reflecting upon reflection
• Phases of reflection
• Reflection in action research
• Reflection in psychoanalytic observational studies
• Benefits of reflective processes in teaching
• Example I
• Example II
• Biographical reflection and learning
• Conclusion
• References
• 10 Learning to guide open inquiry From self-experience to transfer into teaching
• Introduction
• Theoretical background
• The learning environment “Lernwerkstatt Science”
• Pedagogical Content Knowledge (PCK)
• Action research and reflective practice
• Rationale
• Course model
• Objective and research questions
• Methodology
• Participants and data
• Analysis
• Findings
• Discussing teachers’ professional development
• Summary
• Outlook
• References
• 11 Action research in science education From general justifications to a specific model in practice
• Justifying action research in science education
• Interpretations of action research in science education
• The model of Participatory Action Research in science education
• An illustrative case taken from lower secondary school chemistry education
• Ten years of Participatory Action Research in science education
• Lessons learnt from Participatory Action Research in science education
• Conclusions
• References
• 12 Action research with chemistry teachers in Israel
• Introduction
• The design and implementation of the action research workshops
• Description of a case study within the action research workshop
• The stages of the action research (Towns et al. 2000)
• Collecting and analyzing data (Stage 3)
• Implementing: teaching a topic while focusing on a variety of strategies (Stage 4)
• Collecting and analyzing data (Stage 5)
• Evaluating and reflecting (Stage 6)
• A follow-up study one year later
• Discussion and summary
• References
• 13 Critical action research and the challenge of postmodernism Perspectives and limitations
• The urgent need to reconceptualize educational action research in our times
• The postmodern challenge for critical action research
• Defining the terms
• The perspectives of postmodernism for critical action research
• Enriching AR with postmodern methods
• The potential contribution of postmodernism to AR
• Integrating methodological tensions: limitations and conditions
• References
• 14 What is good action research? Reflections about quality criteria
• Some characteristics of action research – and their justification
• Practical and ethical criteria for action research
• 1 Good action research pursues worthwhile practical purposes
• 2 Good action research is collaborative/participatory
• 3 Good action research is responsive and developmental
• 4 Good action research connects theory and praxis
• Epistemological criteria for action research
• Controversies about quality and rigour in action research
• Conclusion and outlook
• Notes
• References
• Index