A Cognitive-Developmental Approach to Collaborative Action Research with Teachers

Oja, Sharon Nodie; Ham, Maryellen C.

doi:10.1177/016146818408600101

Cited by 8 publications

(3 citation statements)

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“…This study involves the development and implementation of an educational design project in an attempt to build graduate students' knowledge, skills and capabilities in deploying normcritical gender lenses in their design practice and questions how these perspectives are perceived, received and implemented in design processes by students, to explore the challenges and opportunities observed by the authors, external experts, and the students. The process involved working on the problems the authors identified, continuous self-evaluation, and bringing various stakeholders (e.g., instructors, researchers, and collaborators) together to improve pedagogical practice and contribute to educational theory with an action research approach (Oja and Smulyan, 1989;McKernan, 2007). Accordingly, the authors first developed the theory-informed project structure and syllabus 4 in collaboration with the Çankaya GE Unit (Stage 1 Planning), deployed this structure in the Graduate Design Studio course (Stage 2 Action), and analyzed the design processes and outcomes (Stage 3 Analysis).…”

Section: Methodsmentioning

confidence: 99%

Dis/re-orienting design through norm-critical gender lenses: an educational case in Turkey

Yetiş,

Bakırlıoğlu

2024

Front. Sociol.

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Design, as a practice of developing solutions beyond products, and increasingly services and policies, inevitably poses an impact on gender (in)equality which remains largely unrecognized by design practitioners. This paper advocates the urgent need for adopting gender lenses in design education for sustainable cultural transformation through proper recognition of the complexity of any societal and cultural issue, power relations and inequalities, and introduces an initial attempt through a graduate-level educational design project. Throughout the project, students critically reflected on existing orientations in designing to develop norm-critical gender lenses, contained the resultant disorientation emerging from the contrast between their critical approaches and local contexts, and explored novel directions as reorientation to address four different societal and cultural issues and develop 11 design outcomes aiming at gender equality, social justice-oriented empowerment, and cultural transformation. The authors analyzed the design processes and outcomes to reveal opportunities and challenges for developing and deploying norm-critical gender lenses in tackling complex, intersecting socio-cultural and political issues, under three themes: gender stereotypes, norms, expectations, and roles; intersectional power relations and inequalities embedded in the social structure; and social justice-oriented empowerment beyond the market-oriented individualistic neoliberal order. A shift in the perceptions of the role of designers, from creator/problem-solver to facilitator/participant, and design outcomes, from absolute solutions to intermediaries of sociological and political imaginations, is found crucial in this endeavor, which requires safe spaces for future designers to reflect on existing orientations, contain disorientation with negative capability, and explore novel ways through reorientation.

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Section: Methodsmentioning

confidence: 99%

Dis/re-orienting design through norm-critical gender lenses: an educational case in Turkey

Yetiş,

Bakırlıoğlu

2024

Front. Sociol.

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“…Some scholars refer to research on one's own teaching as collaborative action research (Oja & Smulyan, 1989) or practical inquiry (Richardson, 1996). Here, I use the label self-study because ''self-study is about the learning from experience that is embedded within teachers creating new experiences for themselves and those whom they teach'' (Russell, 1998, pp.…”

Section: Methodsmentioning

confidence: 99%

Preparing Teachers for Diverse Classrooms: Creating Public and Private Spaces to Explore Culture through Poetry Writing

Rosaen

2003

Teachers College Record: The Voice of Scholarship in Education

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Teachers and teacher educators are faced with an urgent responsibility to transform curriculum, teaching, and assessment practices to support the learning of an increasingly diverse cultural and linguistic student population who come to school with a range of experiences and abilities. This article relates my efforts as a teacher educator to transform my own curriculum, teaching and assessment practices to better prepare beginning teachers for diverse classrooms. The article presents research findings from a study of one of the pedagogical approaches taken in a literacy methods course. I used poetry as a site for teacher candidates to explore aspects of their own culture and share their knowledge with one another. I also wanted them to consider ways in which poetry can be explored by making connections with their personal lives and other texts they have read or have written to support meaningful learning. I describe teacher candidates’ perceptions of the poetry writing activity and their learning in four areas: curriculum, pedagogy, multicultural competence, and social justice. I conclude with a discussion of insights gained and future directions for further course and program development.

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“…I have used the term collaborative action research and/or inquiry in my writings to depict the investigations that I and my partners conducted in a partnership setting (e.g., Catelli, 1995Catelli, , 2002. Characterized by a systematic and cyclical method of operation (e.g., identification of a problem, data collection and analysis, implementation of an action plan and evaluation), action research has been seen by numerous educators as a viable means to educational reform and improvement (e.g., Hollingsworth, 1997;Holly, 1991;Lieberman, 1986;Oja & Smulyan, 1989;Pine,1986Pine, , 2000Somekh & Zeichner, 2009). I turn now to Tunks's (2011) chapter, which examines the status of action research in PDS partnership settings.…”

Section: Self-assessment and Renewalmentioning

confidence: 99%

Response to Section III: What's Needed Now

Catelli

2011

Teachers College Record: The Voice of Scholarship in Education

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I once asked a member of the New York State Board of Regents if the board would partner with a college and a school to advance the professional development school (PDS) model as an innovative reform measure for improving education in the state. He answered, "Linda, the board does not partner with institutions in such matters but rather leverages to effect change." His response caused me to pause and reflect more deeply on the status of PDS partnerships between schools and universities in the current political and economic climate. Those of us involved in the PDS effort have arrived at a time in our brief history when PDS partnerships can break the status quo and become contemporary laboratories of innovation for ushering in change and a new era of PK-12 education integrated with teacher education. In this chapter, I appreciate the opportunity to comment on the chapter essays, "Self-Assessment, Program Evaluation, and Renewal" by Bernard Badiali (2011), and "Action Research as Primary Vehicle for Inquiry in the Professional Development School" by Jeanne Tunks (2011). Each author has effectively provided us with potent reviews and information to direct our future research in and on PDS partnerships as transformative entities. My approach to writing this chapter is to comment first on the two essays and then provide readers with my personal history intertwined with my own perspective and recommendations for the future. My history and past experiences with action research in school-university partnership settings and with schools as self-renewing institutions have dramatically shaped my perspective on PDS as leverage for education change,

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A Cognitive-Developmental Approach to Collaborative Action Research with Teachers

Cited by 8 publications

References 0 publications

Dis/re-orienting design through norm-critical gender lenses: an educational case in Turkey

Dis/re-orienting design through norm-critical gender lenses: an educational case in Turkey

Preparing Teachers for Diverse Classrooms: Creating Public and Private Spaces to Explore Culture through Poetry Writing

Response to Section III: What's Needed Now

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