Participatory Action Research for Educational Leadership: Using Data-Driven Decision Making to Improve Schools

James, E. Alana; Milenkiewicz, Margaret; Bucknam, Alan

doi:10.4135/9781483329369

Cited by 84 publications

(64 citation statements)

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“…PAR as a tool for teaching and professional development can empower teachers to document their successes and alter inefficient conditions (James et al 2008). It is a powerful instrument for understanding phenomena not taught in teacher preparation courses-changing conditions inside the classroom and the school settings (Bloodworth et al 2004;Milner 2003).…”

Section: Teacher Voice and Action Researchmentioning

confidence: 99%

A Case Study of Participatory Action Research in a Public New England Middle School: Empowerment, Constraints and Challenges

Phillips

Berg

Rodriguez

et al. 2010

American J of Comm Psychol

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PAR recognizes teachers and students as co-creators in a learning process that builds self-efficacy essential to long-term educational success. In enabling contexts, PAR projects also allow teachers to critically deconstruct societal power, examine how these dynamics are reproduced in the classroom, and work against the silencing of student voices. This case study describes the process of implementing an inquiry-based PAR model into a formal urban middle school program intended to reduce drop out rates. The anthropologist/researchers employed participant observation, interviews, and review of student work to explore the dynamics, challenges, and constraints confronted during the process. The intervention demonstrated the gap between practice and theory in a middle school environment marked by well-defined hierarchies and roles as well as high-stakes testing.

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Section: Teacher Voice and Action Researchmentioning

confidence: 99%

A Case Study of Participatory Action Research in a Public New England Middle School: Empowerment, Constraints and Challenges

Phillips

Berg

Rodriguez

et al. 2010

American J of Comm Psychol

View full text Add to dashboard Cite

show abstract

“…For example, James, Milenkiewicz, and Buckman (2008); Kindon, Pain, and Kesby (2009); state that the survey, phenomenological inquiry and participatory evaluation are some of the methods of PAR. These are explicitly and implicitly embraced in this study as follows.…”

Section: Methodsmentioning

confidence: 99%

Exploring Students’ Views on Orientations of Environmental Education at the University of Namibia

Kanyimba¹

2014

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This study explored the neo-classical or behaviourist, liberal-progressive and socially-critical educational orientations, from the perspective of the students at the University of Namibia. It is argued that educational orientations are important in environmental education, because they propound teaching methods, used to teach environmental education topics. Students urged educators to apply each of the educational orientations depending on the students' ability, previous experience and existing knowledge on the topic. The results show that the teaching methods propounded by these educational orientations contributed to behaviour development, because students were solicited to apply eco-management actions and persuaded others to address the environmental challenges in own settings. It is recommended that the institutions of higher education operationalises a multi-dimensional social ecology in which the solicited environmental actions are shared with the university community and the wider public using the institution's communication channels. In this way, change-oriented learning, which contributes to behaviour development necessary to address the environmental challenges, will be fostered.

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“…James, Milenkiewicz, and Bucknam (2008) mentioned how the PAR process in its iterative cycles encourages people to work collaboratively and seek democratically derived solutions to problems and produces new knowledge from personal and professional lessons learnt.…”

Section: Participatory Action Researchmentioning

confidence: 99%

Development of E-Collaborative Management Model for Teaching and Learning Activities: An Action Research in Malaysia

Lee¹,

Selamat²

2017

MOJEM

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The present study is using qualitative research method to develop a model for e-collaborative management on teaching and learning contents (TLC) for a private university college. The model operates on up-building and sustaining competitive niche for higher education institutions (HEI). Participatory action research (PAR) method is applied to fifteen participants across different faculties and academic supporting departments. Those participants are lecturers, department heads, deans and academic supporting colleagues. Advocating, adapting, and aligning are the three continuous revolving spiral improvement actions applied to reflect cycles employed to promote e-collaborative management on TLC. Data were obtained through participant observation, in-depth interviews, and document triangulation of data sources. The purpose was to construct, synthesize, develop, and justify the model. The findings shows "cooperative working behavior", "guidance collaborative process", "substantial reciprocal practice" and "conclusive common goals" as four motivating factors functioning as enablers, facilitators, mechanisms, and drivers respectively to inspire e-collaborative management on TLC process. These four factors consequently "foster collective action practices" and "work toward common objectives" to promote e-collaborative management on TLC. This study advances ideas on how to group the right profession, recruit right partner, catch right timing, and make right setting. The practical implications are the discovery of theoretical, personal, and workplace practical best practices in relation to e-collaborative management on TLC.

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Participatory Action Research for Educational Leadership: Using Data-Driven Decision Making to Improve Schools

Cited by 84 publications

References 0 publications

A Case Study of Participatory Action Research in a Public New England Middle School: Empowerment, Constraints and Challenges

A Case Study of Participatory Action Research in a Public New England Middle School: Empowerment, Constraints and Challenges

Exploring Students’ Views on Orientations of Environmental Education at the University of Namibia

Development of E-Collaborative Management Model for Teaching and Learning Activities: An Action Research in Malaysia

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