ALARj Action Learning and Action Research Journal
Not a member yet
180 research outputs found
Sort by
Action learning, action research: Towards greater collaboration amongst networks
No full textRecent conversations with a variety of action learning and action research practitioners around the world have identified a growing desire for collaboration between networks. “Collaboration” in these cases could mean a variety of arrangements, including sponsorship, joint activities and formal agreements about development activities. Effective collaboration amongst action learning and action research networks may well be the idea whose time has finally come
ALARA Membership and Submission Guidelines
No full textDetails of ALARA membership, and submission guidelines for the ALARj
Distancing when undertaking first person action inquiry: two devices
No full textIn the context of doctoral study and seeking to explore how art-based pedagogies may empower educational practice, the desired outcome of action and change involving social work practitioners made action inquiry a clear choice for the author. A process of self-examination is integral to the author’s inquiry as a means of contextualising professional practice in terms of social, cultural and political dynamics, and to appreciate the journeys of participants in the author’s inquiry. In this article the author discusses distancing, a process of estrangement, as a means of exploring and analysing personally generated data. Two devices are developed to enhance distancing in self-inquiry, particularly when the data is challenging because it is ‘too close’ to the inquirer. The first is a visual Johari Window (Luft and Harrington 1955), involving a series of self-portraits and collaged images related to the author’s educational journey in life. The second is a dramatic device inspired by the work of Dorothy Heathcote (Heathcote and Bolton 1995) that involves the development of a fictitious character who presents the work of the author and provides opportunities for transformative reflection. The character of William Loveday is developed during a number of educational events using an iterative spiral of planning, performance, evaluation and further performance
Developing a Functional Framework to Teach and Learn Science at the Three Conceptual Levels of Understanding: An Action Research Approach
No full textMany educators advocate that the teaching and learning of science should be done at three conceptual levels – the macroscopic, sub-microscopic and symbolic levels. Although there are simple resources available to provide learning experience at these levels, the pedagogical guidance for educators to link and deliver concepts effectively at these three conceptual levels of understanding is inadequate. Using the action research cycle of planning, acting, observing and reflecting as a research methodology, we developed a lesson design framework to address this concern effectively. The framework was aptly applied to design lessons for abstract concepts that are perceived to be difficult to learn by secondary school students such as the strength of acids and the precipitation of salts. The efficacy of this framework is evident from the direct feedback garnered through interviews of participating students as well as the positive teaching outcome based on the qualitative and quantitative data collected. We leveraged on the data and feedback gathered after each implementation to refine our framework and plan for the next cycle of action. This paper not only seeks to illustrate an effective pedagogical model for all science educators, but also exemplifies how action research may be used as a methodological approach to address gaps in teaching practices
Education for sustainability: teachers conceptualize their new role by participatory action research
No full textEducation for sustainability calls for a change in the frame of reference towards the world and therefore a profound change of the conventional education approach is required. This article presents a process of change in teachers' paradigmatic conception of their role: from knowledge-agents to moderators who encourage learning processes in their classroom, by developing a curriculum using action research. Analyzing teachers' reflection meetings revealed the introspection process they went through, as a result of listening to their students. It highlights the unique contribution of the action research approach to position the person as an integral part of the social-ecological system; a conception which is a foundation of education for sustainability
A School’s Own Adaptation of Action Learning: From a Traditional Action Learning Project, to a Whole School Action Learning Project, to a Professional Learning Culture.
No full textAction Learning finds its basis in experimental learning theory. For the staff at Western Public school Action Learning and experimental learning underpin their success of the use of Action Learning within their school. This article reports on their, with the partnership of Brian Cambourne, implementation of a Traditional Action Learning Project within a small group of teachers throughout the school; to the development a Whole School Action Learning Program, delivered to the whole staff; as well as their journey onwards to the development of a Professional Learning Culture within the school. This report finishes with a discussion of the implications for other schools wishing to enact similar Action Learning processes.
Action Research about Good Practice by Aboriginal Hospital Liaison Officers and Social Workers in Hospitals in Victoria.
No full textThis article describes the methodology developed for a PhD study to explore the perceptions of Aboriginal Hospital Liaison Officers (AHLOs)and non-Aboriginal social workers about what they understand to be good practice in their work that leads to the best possible outcomes for Aboriginal patients in hospitals in Victoria. A methodology that would facilitate building relationships and trust with Aboriginal and non-Aboriginal people in a short time and within the structured setting of hospitals was essential. Integral to the action research study design was the involvement of research informants and other Aboriginal and non-Aboriginal people with knowledge about supporting Aboriginal patients in hospitals in the scoping, data analysis, and presentation of findings. The sustained contribution of an Aboriginal Critical Reference Group was a critical factor for guiding the research to support implementation of Indigenous research principles and meeting NHMRC ethical guidelines for Indigenous health research Ethical considerations, the theoretical position and values of the researcher, and an explanation of the research design to address the question are outlined with the aim of sharing a practice example of action research. Participants shared experiences of working with Aboriginal people across general, specialist, urban, and regional hospitals in Victoria. The diverse narratives of good practice confirmed that there is a specific sociocultural practice with Aboriginal people in hospitals across Victoria. Focussing on the strengths reported in the practice of AHLOs and social workers, principles for good practice with Aboriginal patients, their families, and their communities, were drawn from the study and are briefly summarised at the end of the article to indicate what the action research methodology facilitated
Reflections for postgraduate students on writing an action research thesis
No full textThe prospect of conducting action research as part of formal academic study can seem quite daunting for many. The academy, often dominated by a positivist approach, does not always appreciate the value and quality of research that is qualitative, action-oriented and involves participants as co-inquirers.In this article, the concept of ‘messiness’ in action research is introduced and the author shares seven insights gleaned through the process of writing two doctoral theses in different institutions using participatory action research. The intent is to share this knowledge in the hope it may be useful to other researchers starting their learning journey
Work-Applied Learning for Organisational Change: A Comparative Assessment Against Other Change Approaches
No full textAbstractBased on nearly three decades of consultancy and research, the Work-Applied Learning (WAL) model has been proven to be an effective change method for the development of managers and teams, while at the same time, creating organisational learning and change Abraham (2015). Regardless of the proven track record the question remains, why choose Work-Applied Learning for organisational change over other change approaches? This paper moves towards answering this question, by building an assessment framework which provides a normalised approach to compare Work-Applied Learning against other change approaches. This comparison revealed that Work-Applied Learning is the most compatible change approach for organisational change based on the steps and characteristics identified by the writer as being necessary for organisational change