Struggling to achieve desired results from your AR projects? Insights from the Evaluative Study of Action Research may help

Robinson, Fiona; Irvine, Eileen Piggot; Youngs, Howard; Cady, Phil

doi:10.1080/09650792.2018.1544916

Cited by 5 publications

(7 citation statements)

References 22 publications

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“…Following completion of case studies, a 'short' MM survey was issued to 195 AR project participants globally (174 responded) in order to extend findings in evaluating AR. The comprehensive findings from that survey are reported in Robinson et al (2018), as is the mixed methods action research (MMAR) design. Briefly, the ESAR team employed an MMAR approach to enable qualitative and quantitative strand data to be collected and analysed.…”

Section: Methodology Methods Participantsmentioning

confidence: 99%

“…Briefly, the ESAR team employed an MMAR approach to enable qualitative and quantitative strand data to be collected and analysed. As noted in Robinson et al (2018), our rationale for using MM was to allow for methodological triangulation of the data sources to ensure the breadth and depth of the study and enhancing the study validity (Ivankova, 2015).…”

Section: Methodology Methods Participantsmentioning

confidence: 99%

“…It has been variously described as a paradigm, a methodology and a method. AR is utilized in many contexts at individual, team, organization, community and societal levels (Piggot-Irvine, Rowe, & Ferkins, 2015;Robinson, Piggot-Irvine, Youngs, & Cady, 2018). Reason and Bradbury (2008) have suggested that AR falls within an emergent participatory worldview drawing from the interpretivist-constructivist research paradigm (Denzin & Lincoln, 2011).…”

Section: Action Researchmentioning

confidence: 99%

“…Elements within AR are extensive and widely reported (see de Brúne et al, 2017;Liu & Wang, 2017;Piggot-Irvine, 2012;Rowe, Graf, Agger-Gupta, Piggot-Irvine, & Harris, 2013;Snoeren, Niessen, & Abma, 2012). Common elements include design and data collection processes extensively integrated with an agenda encompassing change, action and theory development (Coghlan & Shani, 2014;Piggot-Irvine et al, 2015;Robinson et al, 2018). As Zuber-Skerritt (2011) reported, 'There is no separation between, but instead integration of, theory and practice, research and development ' (p. 6).…”

Section: Action Researchmentioning

confidence: 99%

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Leadership within action research: Surfacing the collective nature of leadership

2020

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This article shares specific leadership findings from the evaluative study of action research AR (ESAR). Few studies have examined the leadership dynamic within action research (AR), and fewer still across multiple projects.Leadership surfaced as a critical element in the ESAR as we sought to examine processes, outcomes and impacts of AR at a meta level. Evidence was collected from six AR case study projects via interviews, survey, goal attainment scaling and documentary analysis, followed by a survey issued to 195 projects internationally (174 responded), that is, all of the projects recruited and compiled in our 'Directory' at the beginning of the ESAR. The findings revealed that leadership was more collaborative than hierarchical though there was evidence that a single key person leading was pivotal to enhancing processes, outcomes and impacts of the AR projects. In this article, we offer new thinking about leadership elements that enhance AR as well as contribute to the growing conversation about shared, collective and relational approaches to leadership situated within AR systems.

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Section: Methodology Methods Participantsmentioning

confidence: 99%

Section: Methodology Methods Participantsmentioning

confidence: 99%

Section: Action Researchmentioning

confidence: 99%

Section: Action Researchmentioning

confidence: 99%

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Leadership within action research: Surfacing the collective nature of leadership

2020

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“…Her insecurity about her expertise and position in the new institution led to her searching for structure first, and then inviting feedback. She, like many other PRs, had read extensively on how to conduct an educational action research project with others but its implementation was more complex (Robinson et al, 2018). A consequence hereof was the unsuitability of the first set of texts she chose, which did not reflect the life worlds of the students.…”

Section: A Retrospective Forward-looking Stancementioning

confidence: 99%

The Academentia of ECAs: Navigating Academic Terrain Through Critical Friendships as a Life Jacket

Rademeyer

2020

Educ. res. soc. change.

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In this paper, the authors report on the process of designing and implementing an academic support programme using peer tutors at a newly established rural university. The need for support for the development of first-year preservice student teachers' English language academic proficiency motivated the programme. In educational action research mode, the authors tracked changes and improvements to the programme and its implementation over a four-year period. Data in the form of questionnaires, interviews, video recorded lessons, and observations were generated in four cycles to inform reflections and new actions. The data were analysed using procedures associated with content analysis, and interpreted through the lens of cultural historical activity theory. The results show that competing tensions and a lack of focus on a shared object initially led to a delay in building shared knowledge in the beginning of the project. The authors interpret the results from a CHAT perspective and show the value of these tensions for identifying levers of change in a developmental process in the project. In this respect, the missteps of the researchers led to multiple iterations of reflection and action in order to arrive at a shared object, while defining the legitimacy of mediating tools, organisation of division of labour, and effective rules in a higher education programme.

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Impact of action research in Norwegian religious education

Husebø

Johannessen

Skeie

2022

British Journal of Religious Education

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Struggling to achieve desired results from your AR projects? Insights from the Evaluative Study of Action Research may help

Cited by 5 publications

References 22 publications

Leadership within action research: Surfacing the collective nature of leadership

Leadership within action research: Surfacing the collective nature of leadership

The Academentia of ECAs: Navigating Academic Terrain Through Critical Friendships as a Life Jacket

Impact of action research in Norwegian religious education

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