Why Action Research
TL;DR: In this paper, members of the editorial board of Action Research responded to the question, ''Why action research?" Based on their responses and the authors' own experiences as action researchers, they examined common themes and commitments among action researchers as well as exploring areas of disagreement and important avenues for future exploration.
Abstract: Members of the editorial board of Action Research responded to the question, `Why action research?' Based on their responses and the authors' own experiences as action researchers, this article examines common themes and commitments among action researchers as well as exploring areas of disagreement and important avenues for future exploration. We also use this opportunity to welcome readers of this new journal and to introduce them to members of the editorial board.
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Book•
15 Nov 2021
TL;DR: A core textbook for all modules in change management, John Hayes examines and applies all of the key theories on change to organisational settings as mentioned in this paper, allowing students to identify change and experience various outcomes based on real-world scenarios.
Abstract: A core textbook for all modules in Change Management, John Hayes examines and applies all of the key theories on change to organisational settings. Diagnostic tools and immersive learning exercises enable students to identify change and experience various outcomes based on real-world scenarios. The unique experiential learning exercises allow students to reflect on their own experiences of change.
Hayes strikes a balance between theory and practice by examining the key theories on change and applying those theories to organisational settings to demonstrate how organisations can develop practical tools to help implement change.
Key Features
? Blend of theory and practice
? Breadth of coverage
? Experiential learning exercises - allow students to play the role of a consultant and diagnose a need for change
? Case studies
? Diagnostic tools to help students grasp the practical techniques
? Accessible - especially for those with no prior knowledge of change management theory
? A comprehensive companion website
NEW for the 3rd Edition
? 2 colour design
? 5 new chapters covering the latest developments
? New thinking assignments
? 12 new cases from a range of countries including Denmark, The Netherlands, India, China, USA, Germany and from a range of sectors (NGOs, not-for-profit, large and small companies, multi-national organisations, public and private sector)
? New chapter on sustainability addresses how to make change 'stick' and how to 'spread' good practice through the organisation
? Increased depth
? Improved signposting and cross-referencing helps link the material together making it easier for students to see how everything fits together
461 citations
TL;DR: A literature review paper as mentioned in this paper discusses the proper use of qualitative research methodology to discuss several aspects of the research for the improvement of the skill of the readers, and analyzes the design of the qualitative research giving some methodological suggestions to make it explicable.
Abstract: This literature review paper discusses the proper use of qualitative research methodology to discuss several aspects of the research for the improvement of the skill of the readers. During the last few decades, the use of qualitative research has been increased in many institutions. It can be used to explore several areas of human behavior for the development of organizations. The purpose of this study is to provide inspirations to the new researchers for the development of their qualitative articles. The paper analyzes the design of qualitative research giving some methodological suggestions to make it explicable to the reader. In this paper an attempt has been taken to study the background of the qualitative research methodology in social sciences and some other related subjects , along with the importance, and main features of the study.
399 citations
TL;DR: In this article, the authors explore a variety of strategies devised by researchers to map social research onto spatial terrain, and suggest ways of studying social phenomena that take place on a vast terrain from a stationary position.
Abstract: Through the work of constructing a field site, researchers define the objects and subjects of their research. This article explores a variety of strategies devised by researchers to map social research onto spatial terrain. Virtual networked field sites are among the recent approaches that are challenging conventional thinking about field-based research. The benefits and consequences of one particular configuration, the field site as a network that incorporates physical, virtual, and imagined spaces, will be explored in detail through a case study. The author focuses in particular on the logistical issues involved and practical steps to constructing such a field site. This article includes suggestions for ways of studying social phenomena that take place on a vast terrain from a stationary position.
235 citations
01 Jan 2018
TL;DR: In this article, the authors explore key issues related to ESD policy and practice with the aim of helping to accelerate the reorientation of education towards achieving a sustainable and resilient world.
Abstract: Education for Sustainable Development (ESD) is acknowledged as an important driver of change, empowering learners to take the decisions and actions needed to build a just and economically viable society respectful of both the environment and cultural diversity. This type of education addresses learning content and outcomes, innovative pedagogy and 'learning by doing', and uses a whole-school approach to engage communities in achieving sustainable change. This publication explores key issues related to ESD policy and practice with the aim of helping to accelerate the reorientation of education towards achieving a sustainable and resilient world. Topics include key ESD competencies and themes, policy, changes in the learning environment, teacher training, youth as lead actors, scaling-up action, and the monitoring of progress towards Target 4.7 of Sustainable Development Goal 4. ESD is explicitly mentioned in this target, which aims to ensure that all learners acquire the knowledge and skills needed to promote sustainable development and is understood as an important means to achieve all the other 16 SDGs.
212 citations
TL;DR: The notion of teachers studying their own practice and working with students and community partners to address issues of inequality in schooling is the radical root of many forms of educational practitioner inquiry as discussed by the authors. But this emancipatory foundation of practitioner inquiry is currently under threat by efforts to limit the focus of this engaged form of knowledge generation to narrowly defined and decontextualized problems.
Abstract: The notion of teachers studying their own practice and working with students and community partners to address issues of inequality in schooling is the radical root of many forms of educational practitioner inquiry. But this emancipatory foundation of practitioner inquiry is currently under threat by efforts to limit the focus of this engaged form of knowledge generation to narrowly defined and decontextualized problems, disconnected from critiques of unjust and inequitable social conditions. Participatory action research (PAR) provides a framework for recapturing the potential of practitioner inquiry to bring about meaningful change. PAR expands the notion of researcher to include a range of stakeholders who collaboratively engage in all phases of the action–reflection cycle. The intentional focus on collaborative research, action for social change, and participant education shifts inquiry from an individual to a collective endeavor, intentionally aimed at transformative personal, organizational, and str...
189 citations
Cites background from "Why Action Research"
...…of action research a common set of values: ‘a respect for people and for the knowledge and experience they bring to the research process, a belief in the ability of democratic processes to achieve positive social change, and a commitment to action’ (Brydon-Miller, Greenwood, and Maguire 2003, 15)....
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References
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01 Jan 2012
TL;DR: The postcolonial and the post-modern: The question of agency as discussed by the authors, the question of how newness enters the world: Postmodern space, postcolonial times and the trials of cultural translation, 12.
Abstract: Acknowledgements, Introduction: Locations of culture, 1. The commitment to theory, 2. Interrogating identity: Frantz Fanon and the postcolonial prerogative, 3. The other question: Stereotype, discrimination and the discourse of colonialism, 4. Of mimicry and man: The ambivalence of colonial discourse, 5. Sly civility, 6. Signs taken for wonders: Questions of ambivalence and authority under a tree outside Delhi, May 1817, 7. Articulating the archaic: Cultural difference and colonial nonsense, 8. DissemiNation: Time, narrative and the margins of the modern nation, 9. The postcolonial and the postmodern: The question of agency, 10. By bread alone: Signs of violence in the mid-nineteenth century, 11. How newness enters the world: Postmodern space, postcolonial times and the trials of cultural translation, 12. Conclusion: 'Race', time and the revision of modernity, Notes, Index.
18,201 citations
"Why Action Research" refers background in this paper
...’ There is also work to be done in articulating inclusive theoretical foundations that build more extensively on indigenous knowledge systems (see for example Hermes, 1999; Smith, 1999), feminist theories (Brydon-Miller, Maguire & McIntyre, in press; Morawski, 2001), postcolonial (Bhabha, 1994; McClintock, Mufti & Shohat, 1997) or critical race theories (Crenshaw, Gotanda, Peller & Thomas, 1995; Delgado & Stefancic, 2000; Parker, Deyhle & Villenas, 1999)....
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...…systems (see for example Hermes, 1999; Smith, 1999), feminist theories (Brydon-Miller, Maguire & McIntyre, in press; Morawski, 2001), postcolonial (Bhabha, 1994; McClintock, Mufti & Shohat, 1997) or critical race theories (Crenshaw, Gotanda, Peller & Thomas, 1995; Delgado & Stefancic, 2000;…...
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TL;DR: In this paper, Shulman observa la historia de evaluaciones docentes, noting that the evaluación docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preoccupaba por la pedagogia.
Abstract: Este articulo fue un discurso presidencial en la reunion de America Educational Research Association de Chicago el ano 1985. -- Curioso sobre el por que el publico a menudo tiene una baja opinion sobre el conocimiento de los profesores, Shulman observa la historia de evaluaciones docentes. En la segunda mitad del 1800, las evaluaciones para quienes deseaban ensenar se basaban casi por completo en contenido. Para el ano en que el autor escribe el articulo, en 1985, la evaluacion era completamente distinta. En lugar de enfocarse en contenido, se enfocaba en topicos como planificacion de clases, sensibilizacion cultural, y otros aspectos de la conducta docente. Mientras los topicos usualmente tenian raices en la investigacion, claramente no representan el amplio espectro de habilidades y conocimientos que un docente necesita para ser efectivo. Mas especificamente, para los anos 80', la evaluacion docente parecia preocuparse tanto por los conocimientos, como el siglo anterior se preocupaba por la pedagogia.
15,740 citations
Book•
01 Jan 1916
TL;DR: Dewey's "Common Sense" as mentioned in this paper explores the nature of knowledge and learning as well as formal education's place, purpose, and process within a democratic society, and it continues to influence contemporary educational thought.
Abstract: First published in 1916, this classic continues to influence contemporary educational thought. Considered one of the great American philosophers, Dewey grapples with the nature of knowledge and learning as well as formal education's place, purpose, and process within a democratic society.
15,527 citations
Book•
01 Jan 1994
TL;DR: The postcolonial and the post-modern: The question of agency as mentioned in this paper, the question of how newness enters the world: Postmodern space, postcolonial times and the trials of cultural translation, 12.
Abstract: Acknowledgements, Introduction: Locations of culture, 1. The commitment to theory, 2. Interrogating identity: Frantz Fanon and the postcolonial prerogative, 3. The other question: Stereotype, discrimination and the discourse of colonialism, 4. Of mimicry and man: The ambivalence of colonial discourse, 5. Sly civility, 6. Signs taken for wonders: Questions of ambivalence and authority under a tree outside Delhi, May 1817, 7. Articulating the archaic: Cultural difference and colonial nonsense, 8. DissemiNation: Time, narrative and the margins of the modern nation, 9. The postcolonial and the postmodern: The question of agency, 10. By bread alone: Signs of violence in the mid-nineteenth century, 11. How newness enters the world: Postmodern space, postcolonial times and the trials of cultural translation, 12. Conclusion: 'Race', time and the revision of modernity, Notes, Index.
14,727 citations
01 Jan 2005
TL;DR: Lee S. Shulman as mentioned in this paper builds his foundation for teachi ng reform on an idea of teaching that emphasizes comprension and reasoning, transformation and reflection, and argues that this emphasis is justified by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past.
Abstract: Lee S. Shulman builds his foundation for teachi ng reform on an idea of teaching that emphasizes comprension and reasoning, transformation and reflection. "This emphasis is justified" he writes, "by the resoluteness with which research and policy have so blatantly ignored those aspects of teaching in the past". To articulate and justify this conception, Shulman responds to four questions: What are the sources of the knowledge base for teaching? In what terms can these sources be conceptualized? What are the processes of pedagogical reasoning and action? And What are the implications for teaching policy and educational reform? The answers -informed by philosophy, psychology, and a growing body of casework based on young and experienced practitioners- go far beyond current reform assumptions and initiatives. The outcome for educational practitioners, scholars,
13,211 citations