scholarly journals Video Recording as a Method for Swedish Preschool Teachers to Analyze Multilingual Strategies

2020 ◽  
Vol 7 (1) ◽  
pp. p109
Author(s):  
Martina Norling
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Preschool Teachers ◽  
Action Learning ◽  
Video Recording ◽  
Preschool Education ◽  
Analysis Tool ◽  
Participatory Action ◽  
Starting Point ◽  
Didactic Strategies

This participatory action research study draws attention to how fifteen preschool teachers develop didactic strategies by using video recording as a method for performing critical and didactic analyses. The overall aim is to develop didactic strategies and knowledge to support multilingual children’s emergent literacy development in Swedish preschools. The starting point for a participatory action research, is action learning and a pragmatic orientation. The approach focuses on human development in an organization where action research is a tool for learning. This study employs a mixed-methods design where qualitative data were analyzed and derived from the preschool teachers’ written reflections related to their video-recorded activities and support of the analysis tool Social Language Environment-Domain, SLE-D (Norling, 2015a). The results show didactic strategies that are related to multilingual children’s interests, strategies that support multilingual children’s empowerment and strategies that challenge multilingual children’s reading and writing processes.Continuing research suggests paying attention to the conditions of multilingual children in preschool education. This entails a long-term effort where action research engages preschool teachers to develop their beliefs into sustainable knowledge, in which video recording can serve as a method for preschool teachers to analyze multilingual strategies.

Getting beneath the surface in program planning, monitoring and evaluation: Learning from use of participatory action research and theory of change in the CGIAR Research Program on Aquatic Agricultural Systems

2016 ◽  
Vol 15 (1) ◽  
pp. 15-34 ◽  
Author(s):  
J Marina Apgar ◽  
Will Allen ◽  
Joelle Albert ◽  
Boru Douthwaite ◽  
Rodrigo Paz Ybarnegaray ◽  
...  
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Research Program ◽  
Agricultural Research ◽  
Program Planning ◽  
Theory Of Change ◽  
Agricultural Systems ◽  
Participatory Action ◽  
Development Interventions ◽  
Starting Point

Many rural poor and marginalized people strive to make a living in social-ecological systems that are characterized by multiple and often inequitable interactions across agents, scale and space. Uncertainty and inequality in such systems require research and development interventions to be adaptive, support learning and to engage with underlying drivers of poverty. Such complexity-aware approaches to planning, monitoring and evaluating development interventions are gaining strength, yet, there is still little empirical evidence of what it takes to implement them in practice. In this paper, we share learning from an agricultural research program that used participatory action research and theory of change to foster learning and support transformative change in aquatic agricultural systems. We reflect on our use of critical reflection within participatory agricultural research interventions, and our use of theory of change to collectively surface and revisit assumptions about how change happens. We share learning on the importance of being strengths-based in engaging stakeholders across scales and building a common goal as a starting point, and then staging a more critical practice as capacity is built and opportunities for digging deeper emerge.

Radicalising Community Development within Social Work through Popular Education—A Participatory Action Research Project

2019 ◽  
Vol 49 (8) ◽  
pp. 2207-2225 ◽  
Author(s):  
Peter Westoby ◽  
Athena Lathouras ◽  
Lynda Shevellar
Keyword(s):  
Social Work ◽  
Action Research ◽  
Community Development ◽  
Participatory Action Research ◽  
Action Learning ◽  
Popular Education ◽  
Research Approach ◽  
Participatory Action ◽  
Action Research Project ◽  
Action Research Approach

AbstractThis article reports upon the efforts of three social work/social science academics in partnership with social and community practitioners, at radicalising community development (CD) within social work. The project was motivated by painful political events and processes unfolding around the world in 2017 and led to the design of a participatory action research approach with thirty-three practitioners. Engaging in several cycles of research (pre- and post questionnaires, observation, focus groups and interviews) and action learning (a popular education knowledge exchange day, a community of practice day and prototyping new projects) several new initiatives were implemented, including the formation of a new Popular Education Network. Reflections and discussion consider the implications of radicalising CD within social worker practice through combining education, organising and linking to progressive social movements. The article overall makes the case that popular education could be a crucial element in enabling the radicalisation of CD within social work.

scholarly journals Reflections on the potential (and limits) of action research as ethos, methodology and practice: A case study of a women’s empowerment programme in the Middle East

2018 ◽  
Vol 17 (2) ◽  
pp. 162-185 ◽  
Author(s):  
Suzanne Hammad ◽  
Alice Alunni ◽  
Tamara Alkhas
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Theory And Practice ◽  
Coalition Building ◽  
Research Approach ◽  
Evidence Based ◽  
Participatory Action ◽  
Action Research Approach ◽  
Starting Point

This paper argues that an evidence-based approach to advocacy led by and targeting women could amplify women’s positioning in the political and economic realms. Participatory Action Research is examined as a process for mobilisation, coalition-building and evidence-based advocacy and action, through a case study of a multi-country British Council supported programme that incorporated an action research approach. 1 Drawing from the experiences and perceptions of its participants, it offers reflective insights into the theory and practice of action research and its empowerment potential. The findings confirm a widespread support for the use of Participatory Action Research as a starting point for stronger advocacy work, showing its positive transformative effects on individuals, groups and coalition. Participatory Action Research contributes to evidence-based advocacy that is more relevant and inclusive, and arguably empowering for women advocates.

scholarly journals Action Research in Landscape Ecology (Šumava Biosphere Reserve, Czech Republic Case Study )

2017 ◽  
Vol 36 (4) ◽  
pp. 323-338
Author(s):  
Drahomíra Kušová ◽  
Jan Těšitel
Keyword(s):  
Action Research ◽  
Participatory Action Research ◽  
Local Community ◽  
Biosphere Reserve ◽  
Lessons Learned ◽  
Participatory Action ◽  
Developmental Potential ◽  
Whole Process ◽  
Starting Point ◽  
Institutional Model

Abstract Current landscape ecological research applies trans-disciplinarity as a principle when considering the study of landscape as a multifunctional entity. The principle can be practically applied by use of participatory action research. The paper reports on the use of participatory action research in the process of step-by-step institutionalization of the Šumava Biosphere Reserve, as a complement to the state-conducted nature conservation, which took place in the period 1991−2016. To briefly summarize the main findings, we can suggest that the present institutional model of the Šumava Biosphere Reserve emerged primarily thanks to the ‘permanent jointly conducted experiment’ that followed the spiral scheme of action research, in which outputs of one implementation project served as a starting point to formulate, and subsequently realize the follow-up projects(s). The local community was engaged in the whole process, hence lessons learned became a part of local social and cultural capital, which since can be considered important endogenous developmental potential of the region.

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