scholarly journals Action Research on Meaning‐Making at Residents' Meetings for Local Disability Policy

2021 ◽  
Author(s):  
Masakuni Tagaki
Keyword(s):  
Action Research ◽  
Meaning Making ◽  
Disability Policy

Accessing Pedagogical Territories That Can't Be Put into Words: Using Video to Build Understandings of Children's Multimodal Meaning-Making

2011 ◽  
Vol 12 (4) ◽  
pp. 385-398 ◽  
Author(s):  
Maggie Haggerty
Keyword(s):  
Early Childhood ◽  
New Zealand ◽  
Action Research ◽  
Research Study ◽  
Meaning Making ◽  
Early Years ◽  
Dramatic Play ◽  
Video Recordings ◽  
Shape Learning ◽  
Early Childhood Settings

This article outlines ways in which video can further our understanding of how different modes of communication and meaning-making shape learning and learners in the early years. It focuses on a dramatic play and writing episode videoed during a three-year action research study investigating children's use of different semiotic modes in the curriculum of a New Zealand kindergarten. It highlights the capacity of video to enable closer attention to be paid to the pedagogical significance of modes such as the visual, gestural, mimetic, spatial and kinaesthetic as well as the verbal. It explores how differences in media (e.g. computer, video, book, screen) interact with differences in mode, and the ways in which the collaborative viewing of video recordings of ‘everyday’ episodes in early childhood settings, by teachers, researchers and parents, can serve as a platform for inquiry about children's meaning-making processes.

scholarly journals A Developmental Step in the Right Direction: The Case for Concept-Based Instruction in the Omani ESP Classroom

2021 ◽  
Author(s):  
Amer Ahmed ◽  
Iryna Lenchuk
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Cognitive Development ◽  
University Students ◽  
Sociocultural Theory ◽  
Current Practice ◽  
Meaning Making ◽  
Pedagogical Approach ◽  
Based Instruction ◽  
The Right

This article reports on the results of action research conducted in a university ESP classroom in Oman. The impetus for this research was the practitioner’s dissatisfaction with the current practice of introducing the grammatical concept of the English passive and its subsequent results. Framed within the sociocultural theory of cognitive development, this paper investigates the effectiveness of concept-based instruction (CBI). As a pedagogical approach, CBI targets a learner’s internalization of the concept of a language constituent that assists the learner with the meaning making abilities of sentences where the English passive is used. Twenty-two university students enrolled in an ESP course participated in the study. The data was collected through the teacher’s observations, students’ artifacts, and students’ feedback on the effectiveness of CBI. Data analysis reveals the effectiveness of CBI in heightening learner awareness of the concept of a language constituent, developing learner knowledge of the English passive, and improving their meaning-making abilities at the phrasal and sentential levels.

scholarly journals Drawing Gender Equality: A Participatory Action Research Project with Educators in Northern Uganda

2019 ◽  
Vol 5 (2) ◽  
pp. 135-160
Author(s):  
Shelley Jones
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Gender Equality ◽  
Meaning Making ◽  
Written Language ◽  
Engaged Scholarship ◽  
Participatory Action ◽  
Action Research Project ◽  
Research Project ◽  
Multiple Materials

This paper reports upon an arts-based participatory action research project conducted with a cohort of 30 teachers in rural Northwest Uganda during a one-week professional development course. Multimodality (Kress & Jewitt, 2003; Kress & van Leeuwen, 2001) was employed as a “domain of inquiry” (Kress, 2011) for social semiotics (meaning-making within a social context) within which the participants both represented gender inequality as well as imagined gender equality. Multimodality recognizes the vast communicative potential of the human body and values multiple materials resources (such as images, sounds, and gestures) as “organized sets of semiotic resources for meaningmaking” (Jewitt, 2008, p. 246). Providing individuals with communicative modes other than just spoken and written language offers opportunities to include voices that are often not heard in formal contexts dominated by particular kinds of language, as well as opportunities to consider topics of inquiry from different perspectives and imagine alternative futures (Kendrick & Jones, 2008). Findings from this study show how a multimodal approach to communication, using drawing in addition to spoken and written language, established a democratic space of communication. The sharing and building of knowledge between the participants (educators in local contexts) and facilitator (university instructor/researcher) reflected a foundational tenet of engaged scholarship which requires “…not only communication to  public audiences, but also collaboration with communities in the production of knowledge” (Barker, 2004, p. 126).

scholarly journals A Developmental Step in the Right Direction: The Case for Concept-Based Instruction in the Omani ESP Classroom

2020 ◽  
Vol 11 (4) ◽  
pp. 15-30
Author(s):  
Amer Ahmed ◽  
Iryna Lenchuk
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Cognitive Development ◽  
University Students ◽  
Sociocultural Theory ◽  
Current Practice ◽  
Meaning Making ◽  
Pedagogical Approach ◽  
Based Instruction ◽  
The Right

This article reports on the results of action research conducted in a university ESP classroom in Oman. The impetus for this research was the practitioner’s dissatisfaction with the current practice of introducing the grammatical concept of the English passive and its subsequent results. Framed within the sociocultural theory of cognitive development, this paper investigates the effectiveness of concept-based instruction (CBI). As a pedagogical approach, CBI targets a learner’s internalization of the concept of a language constituent that assists the learner with the meaning making abilities of sentences where the English passive is used. Twenty-two university students enrolled in an ESP course participated in the study. The data was collected through the teacher’s observations, students’ artifacts, and students’ feedback on the effectiveness of CBI. Data analysis reveals the effectiveness of CBI in heightening learner awareness of the concept of a language constituent, developing learner knowledge of the English passive, and improving their meaning-making abilities at the phrasal and sentential levels.

scholarly journals Developing Attitudes towards Human Rights through Socioscientific Issues in Science Courses: An Action Research

2017 ◽  
Vol 7 (3) ◽  
pp. 253 ◽  
Author(s):  
Ahmet Doğanay ◽  
Ayşe Öztürk
Keyword(s):  
Human Rights ◽  
Statistical Analysis ◽  
Action Research ◽  
Qualitative Data ◽  
Meaning Making ◽  
Socioscientific Issues ◽  
Attitude Scale ◽  
Third Generation ◽  
Science Courses ◽  
8Th Grade

This study, aiming at developing attitudes towards human rights through socioscientific issues in science courses, was designed as an action research. The study covers 28-week implementation on 26 8th grade students. Data were collected through printed documents, human rights attitude scale (HRAS), unstructured observation, and teacher and student diaries. Qualitative data of the study were analyzed via content analysis. Statistical analysis was carried out for the change in HRAS scores. Study findings indicated that students developed understanding and attitude towards many human rights within the scope of first, second and third generation rights in science courses through practices based on socioscientific issues. HRAS scores increased at a significant rate as well. Moreover, it was also stated that problems of meaning-making, suggesting ideas which do not comply with human rights and insisting were encountered. 

scholarly journals Therapeutic creativity and the lived experience of grief in the collaborative fiction film Lost Property

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Lesel Dawson ◽  
Jimmy Hay ◽  
Natasha Rosling
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Lived Experience ◽  
Meaning Making ◽  
Multiple Roles ◽  
Embodied Experience ◽  
Participatory Action ◽  
Collaborative Project ◽  
Disciplinary Boundaries ◽  
Narrative Images

This collaborative project aimed to represent the embodied experience of grief in a fiction film by drawing on research, and on the personal and professional experience of all involved: academics; an artist; bereavement therapists and counsellors; and professional actors, cinematographers, sound engineers and other film crew. By representing grief in a more phenomenologically minded manner, the project sought to capture the lived experience of loss on screen while contributing meaningfully to the discourse on practice-as-research. Hay, Dawson and Rosling used a collaborative fiction film and participatory action research to investigate whether storying loss, and representing it through narrative, images and embodied movement, is therapeutic. Participatory action research was beneficial in facilitating changes in the co-researchers’ thinking, feeling and practice, and in enabling participants to inhabit multiple roles in a manner that expanded their disciplinary boundaries. However, while the project’s effect on some of the participants demonstrated the ways that creativity and meaning making can support adaptive grieving, it also revealed the risks of using participatory action research and fiction film to investigate highly emotive topics such as grief.

scholarly journals Mini Research of Mandarin Oriental Singapore’s Commercial Text among New Students: A Commercial Material Development

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Lilik Istiqomah
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Small Group ◽  
Meaning Making ◽  
Class Discussion ◽  
Participatory Action ◽  
Material Development ◽  
New Students ◽  
Whole Class Discussion ◽  
Whole Class

<p class="05IsiAbstrak">This article mainly explores Mandarin Oriental Singapore’s Commercial Text among New Students: A Commercial Material Developments. This study uses participatory action research (PAR). The result indicates that</p><p class="05IsiAbstrak">commercial texts in the classroom student had autonomy in making a decision on particular lexico-grammatical resources they need to learn more or discuss with their pair, small group, and whole class discussion. They learn not only by locally produced materials but also commercial materials. These commercial materials drove them drawing on observation and reflective data, as the students engaged in meaning-making activities, they analyzed a variety of texts they read and shared the outcome of the analysis with their peers. This meaning-making engagement allowed them to understand and interpret texts in new and varied ways (Hodgson-Drysdale, 2014) so that relationship between content and language was evident.</p>

scholarly journals Applying Constant Comparative Method with Multiple Investigators and Inter-Coder Reliability

2016 ◽  
Author(s):  
Joel Olson ◽  
Chad McAllister ◽  
Lynn Grinnell ◽  
Kimberly Gehrke Walters ◽  
Frank Appunn
Keyword(s):  
Grounded Theory ◽  
Data Analysis ◽  
Action Research ◽  
Qualitative Study ◽  
Meaning Making ◽  
Comparative Method ◽  
Step Method ◽  
Constant Comparative Method ◽  
Constant Comparative ◽  
The Impact

Building on practice, action research, and theory, the purpose of this paper is to present a 10-step method for applying the Constant Comparative Method (CCM) of grounded theory when multiple researchers perform data analysis and meaning making. CCM is a core qualitative analysis approach for grounded theory research. Literature suggests approaches for increasing the credibility of CCM using multiple researchers and inter-coder reliability (ICR), but documentation of methods for collaboration on CCM data analysis is sparse. The context for developing the10-step CCM approach was a qualitative study conducted to understand the impact of webcams on a virtual team. To develop a methodology for the study, the researchers reviewed grounded theory literature to synthesize an approach for conducting CCM with multiple researchers. Applying action research, an integration of literature and practical experience conducting the qualitative study resulted in a model for using CCM with multiple researchers performing data analysis. The method presented in this paper provides practical guidance for applying CCM collaboratively and shares the researchers’ perspectives on the value of ICR.

Sign in / Sign up

Export Citation Format

Share Document