Bringing action research to the curriculum development process

Nason, Pamela Nuttall; Whitty, Pam

doi:10.1080/09650790701314916

Cited by 7 publications

(7 citation statements)

References 14 publications

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“…In light of changes, such as a new curricular framework requiring home-based educators to take on new understandings of emergent curriculum and documentation, central questions revolved around professionalism, legitimacy, and networking. Through their collaborations, these four educators sought mentorship from one another as they also began to take on mentorship roles within a growing community of practice (Wenger, 1998), a goal also set forth by Nason and Whitty (2007).…”

Section: Resultsmentioning

confidence: 99%

“…(NBCF, 2008, p. 3) W ith this purpose in mind, the New Brunswick Curriculum Framework for Early Learning and Child Care -English (NBCF) sought to design "an emergent and engaging curriculum for children from birth to five, one that [would] encourage optimum development in an atmosphere of trust, security and respect" (p. 3). While the design and implementation of the curriculum framework has been explored elsewhere (Nason & Whitty, 2007;Whitty, 2009;Rose & Whitty, 2010), the goal of this article is to highlight the stories of four Canadian early childhood educators working in home-based daycares. From its onset, the NBCF recognized the distinctness of homebased settings and aimed to create a framework that was "suited for home-based and centre-based care" (NBCF, 2008, p. 3).…”

Section: Introductionmentioning

confidence: 99%

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Portraits of Home: Working in Community Daycare Homes in New Brunswick

Scheffel

2013

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Part of a larger project involving the design and implementation of a first-time curriculum framework for early childhood care and learning in New Brunswick, this paper highlights the stories of Canadian early childhood educators working in home-based daycares. In particular, a common theme of "sense of place" is discussed in relation to four portraits that are presented in this article: (1) Home as Survival, (2) Transition to Home, (3) Home as Transition, and (4) Coming Home. Through each portrait, the role of life changes and transitioning towards new beginnings is discussed, along with possibilities and constraints for ongoing discussion and reflection.

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Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Portraits of Home: Working in Community Daycare Homes in New Brunswick

Scheffel

2013

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“…• Using action research to develop an exemplary childcare curriculum for children from birth to age five in the province of New Brunswick, Canada (Nason & Whitty, 2007).…”

Section: The Idea Of Curriculum Development Through Action Researchmentioning

confidence: 99%

Eylem araştırması aracılığıyla program geliştirme: Uygulayıcılar için bir model önerisi

Şaban

2021

pegegog

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“Eylem araştırması” ile “program geliştirme” süreçleri arasında benzerliklerin bulunduğu düşüncesinden hareketle gerçekleştirilen bu çalışmada, uygulayıcıların pratikteki eğitim programını anlamak ve iyileştirmek amacıyla kullanabilecekleri bir modelin geliştirilmesi amaçlanmıştır. Bu genel amaç doğrultusunda, çalışmada öncelikle “eğitim programı”, “program geliştirme”, “eylem araştırması” ve “eylem araştırması aracılığıyla program geliştirme” olguları kapsamlı bir biçimde incelenmiş, alanyazında yer alan eylem araştırması modelleri derinlemesine analiz edilmiş ve seçmeci bir yaklaşımla her iki süreci de harmanlayan bir model önerilmiştir. Daha sonra, önerilen modelin program geliştirme açısından sonuçları tartışılmıştır. Son olarak, çalışmada uygulanan model geliştirme sürecine ilişkin uzman görüşleri sorgulanmış ve elde edilen geribildirimler doğrultusunda da gerekli değişiklikler yapılmıştır. Çalışmada önerilen model, birbiriyle ilişkili altı aşamadan oluşan döngüsel bir problem çözme süreci olarak kavramsallaştırılmıştır. Modelde yer alan aşamalar şunlardır: (a) odaklanılacak alanın belirlenmesi, (b) ihtiyaç analizinin gerçekleştirilmesi, (c) eylem planının geliştirilmesi, (d) eylem planının uygulanması, (e) sürecin değerlendirilmesi ve (f) sürece ilişkin yansıtmanın yapılması. Ayrıca, önerilen modelin program geliştirme açısından sonuçları şunlardır: (1) program geliştirme uygulama temelli bir süreçtir, (2) program geliştirme problem çözme odaklı bir süreçtir, (3) program geliştirme süreklilik arz eden (gelişim odaklı) bir süreçtir ve (4) program geliştirme bağlam temelli bir süreçtir.

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“…AR has been used to improve the syllabus (McKernan, 1991). Evidence of curriculum improvement has been provided by Nason and Whitty (2007) The two interviews with the groups of participants revealed that practitioners believed the project had a positive impact over the language syllabus and it helped to improve it in some areas; for instance, in the content. Two participants confirmed that:…”

Section: Action Research Can Help Improve the Syllabusmentioning

confidence: 99%

Language Teachers Improving Their Practice and Generating Knowledge through Action Research

Peralta-Castro¹,

Mayoral-Valdivia²

2018

GRHE

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<em>This study aims to investigate a group of language teachers who seek to improve their general English syllabus through action research. Action research offers practitioners possibilities to address syllabus issues through thoughtful inquiry. Because the study requires the researcher to comprehend the subject of study, research techniques allowing participants express their beliefs, and opinions about the syllabus are entirely appropriate. Thus, it is unlikely that other research methods allow action researchers understand the contextual reality as qualitative methods do. Interviews are conducted as they are widely used in action research studies and are suitable techniques to gain insights into the practitioners’ collective reflective enquiry. The study shows that action research is a valuable tool to improve a language syllabus, an additional element action research offers to the process of syllabus improvement is that teachers can take responsibility for themselves and their actions thus by improving the syllabus they follow, they are able to emancipate themselves from the controlled situation they can find themselves in. </em>

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Bringing action research to the curriculum development process

Cited by 7 publications

References 14 publications

Portraits of Home: Working in Community Daycare Homes in New Brunswick

Portraits of Home: Working in Community Daycare Homes in New Brunswick

Eylem araştırması aracılığıyla program geliştirme: Uygulayıcılar için bir model önerisi

Language Teachers Improving Their Practice and Generating Knowledge through Action Research

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