Action Research A Methodology for Change and Development

More documents

Recommendations

Info

ACTION RESEARCH AND INNOVATIVE PEDAGOGIES WITH ICT 195 cam-corders and editing software. ICT in PELRS classrooms was overwhelmingly a positive experience in which teachers experimented with new ICTs and new pedagogies and children responded with enjoyment and real engagement. At the time of going to press, towards the end of the second year of PELRS work, I am confident that there will be substantive knowledge outcomes from our research partnership including models of successful innovative teaching and learning with ICT.
9 Reflections on the Process of Writing this Book and its Purposes When we turn to look back, like Orpheus looking back at Eurydice, experience ceases to become the thing it was before we looked. […] The point is that life continues to unfold in the accounting of it, and the account-making is, in that sense, always a new event, a new experience. (Davies and Davies 2005: 3–4) This quotation is taken from a paper on the nature of experience in the social sciences, given by Bronwyn Davies at a seminar I attended while I was finalizing work on this book. It encapsulates the problems and the fascinations I have experienced in re-presenting the action research I carried out as a teacher and writing about six subsequent research projects spanning a period of 17 years. What exactly is the nature of my remembered experiences? The experiences themselves slip back to second, third, fourth remove, on each revisiting; but the very act of looking back on the past from a quite different present, re-creates the memories and turns them into something new. And this contradiction is mirrored in the two parts of the quotation. The negative connotations of loss in Davies’ Orpheus and Eurydice image are balanced by the emphasis on making new meanings and gaining new insights in the second half of the quotation, taken from the end of the same paragraph. The meta-reflective process of immersing myself in the data of each of these projects in turn gave me new ideas for writing their stories. In a very real sense the data took me back into the past, conjuring up strong visual images and replaying long-gone emotions. So it would not be right to say that this writing is based on memories alone; in each case the impetus to write the chapters has been fuelled by new ideas. From the start there were so many decisions to be made. What kind of text would be most in line with the eight methodological principles for action research I had set out in the Introduction? What should be the balance between personal narrative and the ‘red thread’ of an intellectually engaging line of argument? (The ‘red thread’ is a metaphor commonly used
Page 1 and 2:
ACTION RESEARCH A methodology for c
Page 4 and 5:
Action Research: a Methodology for
Page 6:
For Robert
Page 10:
Acknowledgements I would like to th
Page 13 and 14:
2 ACTION RESEARCH action research d
Page 15 and 16:
4 ACTION RESEARCH research involvin
Page 17 and 18:
6 ACTION RESEARCH groups. An import
Page 19 and 20:
8 ACTION RESEARCH Action research i
Page 22 and 23:
1 Agency, Change and the Generation
Page 24 and 25:
AGENCY, CHANGE AND THE GENERATION O
Page 26 and 27:
Page 28 and 29:
Page 30 and 31:
Page 32 and 33:
Page 34 and 35:
Page 36 and 37:
Page 38 and 39:
Page 40 and 41:
Page 42 and 43:
2 Doing Action Research Differently
Page 44 and 45:
DOING ACTION RESEARCH DIFFERENTLY 3
Page 46 and 47:
Page 48 and 49:
Page 50 and 51:
Page 52 and 53:
Action research in health, social c
Page 54 and 55:
Page 56 and 57:
Page 58 and 59:
Page 60 and 61:
Page 62 and 63:
Page 64 and 65:
Page 66 and 67:
Page 68 and 69:
Page 70 and 71:
Page 72 and 73:
Page 74 and 75:
ACTION RESEARCH FROM THE INSIDE: A
Page 76 and 77:
Page 78 and 79:
Page 80 and 81:
Page 82 and 83:
Page 84 and 85:
Page 86 and 87:
Page 88 and 89:
Page 90 and 91:
Page 92 and 93:
Page 94 and 95:
Page 96 and 97:
Page 98 and 99:
Page 100 and 101:
4 Action Research and Radical Chang
Page 102 and 103:
ACTION RESEARCH AND RADICAL CHANGE
Page 104 and 105:
Page 106 and 107:
Developing support strategies ACTIO
Page 108 and 109:
Page 110 and 111:
est professional discussion I ever
Page 112 and 113:
Page 114 and 115:
Page 116 and 117:
Page 118 and 119:
Page 120 and 121:
Page 122 and 123:
Page 124 and 125:
ACTION RESEARCH FOR ORGANIZATIONAL
Page 126 and 127:
Page 128 and 129:
Page 130 and 131:
Page 132 and 133:
Page 134 and 135:
Page 136 and 137:
Page 138 and 139:
Page 140 and 141:
Page 142 and 143:
ACTION RESEARCH IN A PARTNERSHIP 13
Page 144 and 145:
Page 146 and 147:
Page 148 and 149:
Page 150 and 151:
Research issues for the COMEX centr
Page 152 and 153:
Page 154 and 155:
Page 156 and 157: ACTION RESEARCH IN A PARTNERSHIP 14
Page 164 and 165: 7 Action Research in the Evaluation
Page 166 and 167: ACTION RESEARCH IN THE EVALUATION O
Page 186 and 187: 8 Action Research and Innovative Pe
Page 188 and 189: ACTION RESEARCH AND INNOVATIVE PEDA
Page 208 and 209: REFLECTIONS ON THE PROCESS OF WRITI
Page 210 and 211: REFLECTIONS ON THE PROCESS OF WRITI
Page 212 and 213: REFERENCES 201 Berge, B-M. and Ve,
Page 214 and 215: REFERENCES 203 Elliott, J. (1976) D
Page 216 and 217: REFERENCES 205 Groundwater-Smith, S
Page 218 and 219: REFERENCES 207 McClellend, D. (1978
Page 220 and 221: REFERENCES 209 Somekh, B. (1983) Tr
Page 222 and 223: REFERENCES 211 Taylor, F.W. (1992)
Page 224 and 225: Index academic-administrator tensio
Page 226 and 227: communicative validation 29-30, 78
Page 228 and 229: Freire, P. 33, 34, 39, 43, 50, 60 F
Page 230 and 231: James, A. 189 Jessel, J. 114 John R
Page 232 and 233: National Writing Project in England
Page 234 and 235: esearch question 96-7 residential t
Page 236 and 237: Thaler, M. 29, 149 themed framework
Page 238 and 239: Conducting Educational Research ser
Page 240: THE MORAL FOUNDATIONS OF EDUCATIONA
show all

Action Research A Methodology for Change and Development

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?