Participatory Action Research with Youth: Lessons Learned from a Project with Fifth Grade Students

2009 ◽  
Author(s):  
Jennifer L. Elfstrom ◽  
Holli E. Sink ◽  
Christopher J. Reiger ◽  
Paul Flaspohler
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Lessons Learned ◽  
Fifth Grade ◽  
Participatory Action ◽  
Fifth Grade Students

We are women! We are ready! Amplifying women’s voices through feminist participatory action research

2021 ◽  
Vol 21 (2) ◽  
pp. 85-100
Author(s):  
Tracy Mcdiarmid ◽  
Alejandra Pineda ◽  
Amanda Scothern
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Women's Leadership ◽  
Lessons Learned ◽  
Women's Movements ◽  
Transformative Change ◽  
Women's Development ◽  
Participatory Action ◽  
Women's Voices

Gender equality requires incremental and transformative change which occurs over generations. Strengthening women’s movements through collective action and learning is a key strategy in achieving such change. Capturing those changes in the voices of diverse women is critical to ethical, feminist, participatory evaluation. The purpose of this article is to explore the strengths, benefits and challenges in using Feminist Participatory Action Research (FPAR) to evaluate a women’s leadership programme. This article demonstrates the rationale and context for FPAR providing a brief overview of feminist approaches to evaluation and an outline of the key elements of FPAR that have influenced recent evaluative activities by the International Women’s Development Agency (IWDA). The case study of the Women’s Action for Voice and Empowerment (WAVE) programme is then presented to demonstrate the application of FPAR. Findings indicate the potential of this framework to influence evaluation design to strengthen the capacity of diverse women as co-evaluators; build on and generate knowledge as a resource of and for the women who create, own and share it; and, design evaluative spaces that promote authentic and inclusive forms of evidence. This article discusses insights from the findings, reflections and the lessons learned on using a FPAR framework.

scholarly journals Lessons learned from participatory action research in WAFFI

2019 ◽  
Author(s):  
Evans K. ◽  
Cronkleton P. ◽  
Addoah T. ◽  
Zida M. ◽  
Basefeli S. ◽  
...  
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Lessons Learned ◽  
Participatory Action

scholarly journals Participation in Higher Education Curricula Development in Armenia and Possible Effects for the Labour Market—The Case of an “Organic Agriculture” Master’s Program

2021 ◽  
Vol 10 (9) ◽  
pp. 331
Author(s):  
Hasmik Hovakimyan ◽  
Milena Klimek ◽  
Bernhard Freyer ◽  
Stefan Vogel
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Participatory Action Research ◽  
Organic Agriculture ◽  
Development Process ◽  
Stakeholder Participation ◽  
Lessons Learned ◽  
Master's Program ◽  
Participatory Action ◽  
Participation In Higher Education

Weak or unstructured stakeholder participation in higher education curricula development still remains a problem in Armenia. Change in outdated curricula development processes is needed, as they often do not meet students’ needs; do not adopt innovative teaching methods or tools; and do not fit the labour market’s demand. This paper traces the evolution of the participatory curriculum development process of the Organic Agriculture Master’s program at the Armenian National Agrarian University (ANAU). Prioritizing mainly qualitative methods of research, five relevant stakeholder groups with approximately 10–12 members each at varying levels were involved in this action research. Additionally, paper-based and online surveys were conducted with 290 ANAU students. The results focus on the conceptual mapping of the process of participatory action research, bridging its relevance to the Armenian labour market’s needs. Moreover, the results highlight lessons learned from the process—shaping them around significant theories for participatory action research—and underline the possibilities of the Organic Agriculture Master’s development process as a model program at ANAU and perhaps elsewhere.

scholarly journals Evaluating the effectiveness of care coordination interventions designed and implemented through a participatory action research process: Lessons learned from a quasi-experimental study in public healthcare networks in Latin America

PLoS ONE ◽  
2022 ◽  
Vol 17 (1) ◽  
pp. e0261604
Author(s):  
María-Luisa Vázquez ◽  
Andrea Miranda-Mendizabal ◽  
Pamela Eguiguren ◽  
Amparo-Susana Mogollón-Pérez ◽  
Marina Ferreira-de-Medeiros-Mendes ◽  
...  
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Organizational Factors ◽  
Lessons Learned ◽  
Future Research ◽  
Public Healthcare ◽  
Participatory Action ◽  
Intermediate Outcomes ◽  
Quasi Experimental

Background Despite increasing recommendations for health professionals to participate in intervention design and implementation to effect changes in clinical practice, little is known about this strategy’s effectiveness. This study analyses the effectiveness of interventions designed and implemented through participatory action research (PAR) processes in healthcare networks of Brazil, Chile, Colombia, Mexico and Uruguay to improve clinical coordination across care levels, and offers recommendations for future research. Methods The study was quasi-experimental. Two comparable networks, one intervention (IN) and one control (CN), were selected in each country. Baseline (2015) and evaluation (2017) surveys of a sample of primary and secondary care doctors (174 doctors/network/year) were conducted using the COORDENA® questionnaire. Most of the interventions chosen were based on joint meetings, promoting cross-level clinical agreement and communication for patient follow-up. Outcome variables were: a) intermediate: interactional and organizational factors; b) distal: experience of cross-level clinical information coordination, of clinical management coordination and general perception of coordination between levels. Poisson regression models were estimated. Results A statistically significant increase in some of the interactional factors (intermediate outcomes) -knowing each other personally and mutual trust- was observed in Brazil and Chile INs; and in some organizational factors -institutional support- in Colombia and Mexico. Compared to CNs in 2017, INs of Brazil, Chile, Colombia and Mexico showed significant differences in some factors. In distal outcomes, care consistency items improved in Brazil, Colombia and Uruguay INs; and patient follow-up improved in Chile and Mexico. General perception of clinical coordination increased in Brazil, Colombia and Mexico INs. Compared to CNs in 2017, only Brazil showed significant differences. Conclusions Although more research is needed, results show that PAR-based interventions improved some outcomes regarding clinical coordination at network level, with differences between countries. However, a PAR process is, by definition, slow and gradual, and longer implementation periods are needed to achieve greater penetration and quantifiable changes. The participatory and flexible nature of interventions developed through PAR processes poses methodological challenges (such as defining outcomes or allocating individuals to different groups in advance), and requires a comprehensive mixed-methods approach that simultaneously evaluates effectiveness and the implementation process to better understand its outcomes.

Developing Scholarly Dispositions While Becoming a Participatory Action Researcher

2021 ◽  
pp. 192-211
Author(s):  
Crystal Dail Rose
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Novice Teacher ◽  
Lessons Learned ◽  
Participatory Action ◽  
Action Researcher ◽  
Doctoral Candidates ◽  
Dissertation Chair

Participatory action research can be difficult to enact, especially as a novice researcher. The tensions between remaining true to the heart of PAR while also reconceptualizing her own identity as a student, novice, teacher, scholar proved challenging. This feat was accomplished with a thorough understanding of participatory action research; the scholarly dispositions needed to engage in this work; and the guidance, support, and careful questioning of a dissertation chair and committee. This chapter includes an overview of the methodology, participatory action research with photovoice; the possibility of unique scholarly dispositions needed by doctoral candidates interested in action-oriented methodologies; the author's own dissertation experiences; and concludes with lessons learned throughout the dissertation. Although a framework for the scholarly dispositions specifically for action-oriented methodologies is yet to be determined, the dissertation journey shared in this chapter could be a launching point for such work to occur.

Key Lessons in Using Participatory Action Research to Build a Union Health and Safety Program

2005 ◽  
Vol 15 (1) ◽  
pp. 41-45
Author(s):  
Jonathan Rosen
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Workplace Violence ◽  
New York State ◽  
Health And Safety ◽  
Lessons Learned ◽  
Specific Work ◽  
Participatory Action ◽  
Workplace Issues ◽  
Safety Program

Participatory action research (PAR) has been beneficial in building an occupational health and safety program. This article focuses on the lessons learned by the New York State Public Employees Federation (PEF) Health and Safety Department. PEF's department has mobilized members to design and implement preventive programs that address key hazards. Members' key priority areas have been identified as workplace violence prevention, infectious disease control, ergonomics, and indoor air quality. We have documented hazards and feasible interventions in specific work environments and the research provides a model that can be implemented elsewhere. PAR also can help reduce a difficult barrier for researchers interested in workplace issues—access. Using PAR is different than traditional quantitative research methods; some differences are considered.

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