ALARj Action Learning and Action Research Journal
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Transforming university biochemistry teaching using collaborative learning and technology by Penny J. Gilmer
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Facilitated action research: enhancing the teaching of classroom drama
No full textThis paper argues for facilitated action research as an effective way of supporting teacher professional learning in drama. It also recognises that the need for support identified in a past study remains current resulting in the facilitated action research process still being relevant. Facilitated action research is advocated as a way of engaging with individual needs, beliefs and experiences of teachers resulting in a positive change in pedagogical understanding and drama practice. Consideration of two separate research studies, five years apart, reveal the growth of the facilitated action research process and highlight the significance of personal or contextual factors in facilitating or constraining the use of drama in primary school classrooms
Breaking down barriers in building teacher competence
No full textTeachers may well be made, not born, and appointments to academic positions are often made without regard to the appointee’s prior experience or competence in teaching. In most New Zealand universities, compulsory teaching development is not required. Furthermore, enrolment in opportunities to help teachers to develop further, frequently do not attract high numbers. How can those of us who work in staff development work effectively with resistant staff? How can we ensure that what we offer has optimal value in diverse areas? This paper reflects on an action research process currently under way in a New Zealand university, which seeks to investigate the usefulness of current and new staff development initiatives and to maximise benefits to staff. The work was presented at the recent ALARA conference and reflections from this presentation are interspersed with accounts of the work. I have used italics to highlight the ‘process’ parts of the work as it was presented at ALARA
Cuckoo – using action research to record oral history
No full textObjective: To describe use of the Action Research stages of Planning, Action and Reflection as a valuable framework for an artist when developing new work. Approach: Artists generally work intuitively in an Action Research model. This paper demonstrates this process over a number of years from the inception of a creative enquiry to the final development the audio piece Cuckoo. Conclusion: Careful thought and planning can coexist with the intuitive creative process delivering an artist to a conclusion otherwise not anticipated. The cycles of action research led me to delve deeper and question family history and it's relationship to power structures and institutions
Using Gamma knowledge sharing as a decolonising approach to conference planning and facilitation
No full textThis paper discusses how the 2007 Action Learning Action Research Association ALARA conference was purposefully planned and facilitated with the intention of creating a safe space for Indigenous and non-Indigenous people to come together to share knowledge and understandings. Concepts of Ganma (knowledge sharing) and Dadirri (deep listening) were used as a theoretical framework for both the conference planning, and the conference event. This collaborative approach enabled the planning team (Team SA) to ensure that Indigenous voices and preferences were fully heard and centrally positioned, rather than placed at the margins of decision making. The prevention of Western dominance and silencing of Aboriginal voices was a purposeful act of decolonisation. We explain how the planning process and teamwork ensured a suitable venue, affordable registrations and inclusive program. We then discuss the conference proceedings and how Ganma and Dadirri were central to our facilitation process. Finally we use the participant and planning team evaluations to highlight the challenges and benefits of this approac
While we are together this is how we see it
No full textTwo Action Research practitioners, one of Maori descent and one of Anglo descent, are collaborating as participatory facilitators in a contracted partnership with Aboriginal and Islander co-researchers in a publicly funded Participatory Action Research (PAR) project. The research explores a policy area that is key to Aboriginal and Torres Strait Islander life quality and expectancy. The issue of decolonisation has become core to both the policy area under exploration as well as the form of Action Research that is developing to carry out the inquiry. The meaning of this term, ”decolonisation” is unfolding and discussed in the paper. It is continually explored in the discourses between the participants, and in the instance of this paper, between the two facilitators