Conceptualizing indicator domains for evaluating action research

Piggot-Irvine, Eileen; Rowe, Wendy; Ferkins, Lesley

doi:10.1080/09650792.2015.1042984

Cited by 26 publications

(33 citation statements)

References 34 publications

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“…They all have in common that in this kind of research both theory and practice are involved. Piggot-Irvine, Rowe, and Ferkins (2015) noted that the term chosen is dependent on the situation in which the research takes place. In this study, the term 'teacher research' is used as all research central to this study is conducted by secondary education teachers.…”

Section: Teacher Researchmentioning

confidence: 99%

“…This characteristic refers to the practice-oriented base of teacher research. The educational practice in which teacher research is conducted is dynamic with its many participants in a continuous changing setting (Piggot-Irvine et al, 2015). Two other characteristics are that teacher research must be carried out systematically in order to contribute to the primary aim of improving practice (Piggot-Irvine & Zornes, 2016;Somekh & Zeichner, 2009).…”

Section: Teacher Researchmentioning

confidence: 99%

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A Mixed Methods Study Into the Development of Teacher-Researchers’ Research Knowledge

Leuverink¹,

Aarts²

2019

IJLD

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This article reports on a mixed methods study into the development of research knowledge of secondary education teachers conducting research in the context of a professional development program. 26 teachers of 12 schools in the Netherlands participated in the study. Data were collected by using questionnaires, interviews, concept maps, oral tests and logbooks. Findings show a positive research knowledge development in teacher-researchers after following a one-year course in teacher research. This development was not only found in teachers’ self-reports, but was also measured by tests. In the process of research knowledge development, teacher-researchers mainly have difficulties with formulating research questions, developing research instruments, and reporting about their research.

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Section: Teacher Researchmentioning

confidence: 99%

Section: Teacher Researchmentioning

confidence: 99%

A Mixed Methods Study Into the Development of Teacher-Researchers’ Research Knowledge

Leuverink¹,

Aarts²

2019

IJLD

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“…The authors of this paper are members of an international team of researchers working on the meta‐evaluation of the impact of AR called the Evaluative Study of Action Research (ESAR) project that aimed to explore—via an examination of process and outcomes of approximately 170 AR studies implemented in varied contexts globally—whether and how the often‐touted espousals of individual, community, organizational and/or societal impact of AR are actually realized; and advance knowledge and understanding of the elements of AR that enhance outputs, outcomes and impact (Piggot‐Irvine et al ., ; Piggot‐Irvine and Zornes, ; Piggot‐Irvine et al ., ). …”

Section: Introductionmentioning

confidence: 99%

“…• explore-via an examination of process and outcomes of approximately 170 AR studies implemented in varied contexts globallywhether and how the often-touted espousals of individual, community, organizational and/or societal impact of AR are actually realized; and • advance knowledge and understanding of the elements of AR that enhance outputs, outcomes and impact (Piggot-Irvine et al, 2015;Piggot-Irvine and Zornes, 2016;Piggot-Irvine et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Developmental Progress in Conducting Action Research

2017

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Action research is widely acknowledged as an effective framework of empowerment and emancipation to improve a social situation or condition—an intent that appeals to leaders wishing to create improvement, particularly in low socioeconomic and disadvantaged communities. Validity of such espousals has been substantially unexplored, and where evaluations have occurred, they have been focused more on process than impact. A group of international researchers were engaged in an evaluative study of more than 100 action research initiatives, using a variety of methods, tools and conceptual frameworks. The maturity model for action research is one of the conceptual frameworks adopted in this Evaluative Study of Action Research. Maturity models have their origins in the capability maturity model developed to address the poor performance of software projects delivered to the US Department of Defence in the 1980s. The purpose of the capability maturity model was to help contractors increase capability to improve their software engineering processes from an ad hoc state to a more formal and repeatable state and, eventually, to optimize the processes to deliver consistent outcomes. Maturity models have now found their way into many other organizational contexts, such as project management, knowledge management, process management and research capability. However, the term ‘maturity model’ is usually associated with business jargon and quantitative research. Therefore, the authors of this article felt the concept could be made more palatable to action researchers by rephrasing it as ‘maturity profile’ to improve the ways in which they manage their projects to deliver sustainable outcomes. This resulted in the development of the maturity profile described in this article. Copyright © 2017 John Wiley & Sons, Ltd.

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“…" The organization of indicators formed part of a conceptual explanatory model which was based on a logic model (Kellogg Foundation, 2001) showing a research to impact progression (for a comprehensive outline, see Piggot-Irvine, Rowe, & Ferkins, 2015).…”

Section: Definition Of Outcomes From Change; and Wadsworth's (2011) Imentioning

confidence: 99%

Developing a Framework for Research Evaluation in Complex Contexts Such as Action Research

Piggot-Irvine

Zornes

2016

Sage Open

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Early investigation led the Evaluative Study of Action Research (ESAR) team to conclude that the complexity of a global, large scale study (evaluation of more than 100 highly diverse action research [AR] projects) called for an overarching research evaluation framework that differed from traditional frameworks. This article details the flexible, rigorous, Evaluative Action Research (EvAR) framework developed to meet the complex demands of the diverse AR projects and the intent to conduct high engagement research evaluation. The EvAR fulfilled multiple overarching needs to: authentically collaborate, engage, and enhance ownership from the ESAR team and the AR project participants and boundary partners evaluated; be informed in decision making via strong reference support; be responsive and flexible yet meet accountability demands to track, demonstrate, and measure process, outcomes, and impacts of projects; use mixed-method data collection to enhance rigor of findings; and utilize a highly reflective and reflexive approach to the evaluation. Many of the latter needs align with underpinning principles and values in AR itself; that is, it is collaborative, consultative, democratic, reflective, reflexive, dialogical, and improvement oriented. Rationale for the framework is provided alongside full details of phases and implementation elements using the ESAR as an example. Throughout the article, features are highlighted that distinguish this new EvAR framework from others. The advantages of adopting a flexible framework, which aims to enhance engagement of those evaluated, are highly relevant to contexts beyond AR if ownership of evaluation outcomes is a goal.

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Conceptualizing indicator domains for evaluating action research

Cited by 26 publications

References 34 publications

A Mixed Methods Study Into the Development of Teacher-Researchers’ Research Knowledge

A Mixed Methods Study Into the Development of Teacher-Researchers’ Research Knowledge

Developmental Progress in Conducting Action Research

Developing a Framework for Research Evaluation in Complex Contexts Such as Action Research

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