In our research we focus on shared processes of interpretation, knowledge development and innovation in education, developing non-hierarchical research relationships between researchers. Our work is informed by a critical stance towards the current practice in Dutch education where teachers are struggling with student diversity and students with disabilities are excluded from mainstream schools. For the project we present in this book we combined critical discourse analysis, participatory action research and an emergent research design. We worked with teachers and students, supporting and stimulating them to develop a more just and inclusive practice in their schools, where all students get a fair deal. Starting point were the narratives of the teachers involved. Their stories, their struggle and their views were important. Interpretation became a process of shared meaning making at all stages of the research process, systematically integrating insiders’ and outsiders’ perspectives. Thus, the teachers and their students developed contextually-relevant and innovative solutions to the challenges they encountered in their practice, for example regarding power relations in the classroom and managing diversity, making use of the strengths of individual students and those of the group. The researchers involved brought in their knowledge and experience regarding practice-oriented research and introduced a theoretical framework for analysing and understanding current practices. In: Smeyers P., Bridges D., Burbules N., Griffiths M. (eds) International Handbook of Interpretation in Educational Research. Springer International Handbooks of Education. Springer, Dordrecht
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From the article : "In this paper the implications of different research approaches and methods are illustrated by using two projects of the authors. Both projects take place in the same context: exploring participatory innovation within Small-to-Medium sized Enterprizes (SMEs). The main aspects coming forward when comparing the research characteristics of both projects are the importance of time and momentum, the structural set up of the project, people or participants and the abilities of the people involved. The research goal and the background of the researcher are main determinants for the chosen research methods. We hope with this paper to make researchers aware of the implications of the research methods and approach on the results of the project."
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Deze casestudie geeft inzicht in verschillende soorten kennis die kenmerkend zijn voor applied design research. Er wordt onderscheid gemaakt tussen kennis over de huidige situatie, over wenselijke alternatieven en over effectieve oplossingen om daar te komen. Ofwel, kennis hoe het is, kennis over hoe het kan zijn en kennis over hoe het zal zijn als we effectieve oplossingen toepassen. Elk van deze soorten kennis heeft andere kwaliteitscriteria.
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This study provides an illustration of a research design complementary to randomized controlled trial to evaluate program effects, namely, participatory peer research (PPR). The PPR described in current study was carried out in a small sample (N = 10) of young adults with mild intellectual disabilities (MID) and severe behavioral problems. During the PPR intervention, control and feedback to individuals is restored by training them to become participant-researchers, who collaborate in a small group of people with MID. Their research is aimed at the problems the young adults perceive and/or specific subjects of their interest. The study was designed as a multiple case study with an experimental and comparison group. Questionnaires and a semistructured interview were administered before and after the PPR project. Results of Reliable Change Index (RCI) analyses showed a decrease in self-serving cognitive distortions in the PPR group, but not in the comparison group. These results indicate that PPR helps to compensate for a lack of adequate feedback and control, and in turn may decrease distorted thinking and thereby possibly later challenging behavior.
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Background: Community learning is one approach to promote research competencies and to involve nurses and nursing students in research. This study examines the impact of community learning according to participants-both those inside and outside the community-in a joint nursing research project at a hospital. Method: A qualitative design was se-lected using a participatory approach. Data were col-lected through semistructured interviews, reflections, conversations, and patient input during 2 academic years. Results: Thematic analysis showed 11 themes, which were organized into three clusters: realization, transformation, and influencing factors. Participants perceived changes in practice and described how their perspectives have changed on care, education, and research. Reconsiderations led to some new or revised strategies, and influencing factors were associated with the contemporary context, degree of in-volvement, and design/facilitation. Conclusion: The impact of community learning emerged and extended beyond community boundaries, and the indicated influencing factors must be taken into account.
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The constantly growing tourism sector does not only bring economic well-being to host communities but also raises environmental and social questions. Communities increasingly experience negative impacts that strain their social, cultural, and ecological living environments. We investigate the potential of a more relational, action-oriented research approach for tourism: Participatory Action Research (PAR). Results show that PAR has the potential to actively involve tourism-affected communities in the decision-making processes that impact their living environments and facilitate them in co-creating community-specific initiatives for sustainable change. Yet, the current role of conventional research approaches hinders PAR in developing its full potential.
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Hoe kan je met studenten onderwijskwaliteit versterken met behulp van de methodiek participatief actieonderzoek? In deze rapportage lees je hoe studenten van verschillende opleidingen in domein Gezondheid Sport en Welzijn van Hogeschool Inholland hun onderwijs ervaren, met welke acties ze hun onderwijs zouden willen verbeteren, hoe de methode participatief actieonderzoek dit proces vormt en welke kansen en uitdagingen deze methode hierbij biedt. Participatief actieonderzoek; PAO; PAR; participatory action research; student als partner; onderwijskwaliteit; kwaliteitscultuur; studentparticipatie.
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Over the last two decades, institutions for higher education such as universities and colleges have rapidly expanded and as a result have experienced profound changes in processes of research and organization. However, the rapid expansion and change has fuelled concerns about issues such as educators' technology professional development. Despite the educational value of emerging technologies in schools, the introduction has not yet enjoyed much success. Effective use of information and communication technologies requires a substantial change in pedagogical practice. Traditional training and learning approaches cannot cope with the rising demand on educators to make use of innovative technologies in their teaching. As a result, educational institutions as well as the public are more and more aware of the need for adequate technology professional development. The focus of this paper is to look at action research as a qualitative research methodology for studying technology professional development in HE in order to improve teaching and learning with ICTs at the tertiary level. The data discussed in this paper have been drawn from a cross institutional setting at Fontys University of Applied Sciences, The Netherlands. The data were collected and analysed according to a qualitative approach.
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Participation has been of ongoing interest in the field of action research and the New Health Promotion movement, but it is not without tensions and problems. This article presents the challenge of containing the conflicting demands of personal empowerment, practical advancement and theory building in a community-based participatory action research project Aspiring to Healthy Living in The Netherlands. A Participatory Action Research (PAR) methodology was chosen because of its contribution to empowerment of the community of older people, which was one of the project goals. Besides that, the project aimed at the development of an intervention program for encouraging healthy living amongst older people in The Netherlands and contributing to the knowledge base on healthy living, by analyzing narratives from the participants. However, when time pressure rose, the empowerment goal started to collide with academic and practical aims, and the dialogue within the project team became obstructed leading to a return to the traditional routine of applied research and the accompanying power relationships, with implications for the learning in and about the project.
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Aims and objectives: To describe the process of implementing evidence-based practice (EBP) in a clinical nursing setting. Background: EBP has become a major issue in nursing, it is insufficiently integrated in daily practice and its implementation is complex. Design: Participatory action research. Method: The main participants were nurses working in a lung unit of a rural hospital. A multi-method process of data collection was used during the observing, reflecting, planning and acting phases. Data were continuously gathered during a 24-month period from 2010 to 2012, and analysed using an interpretive constant comparative approach. Patients were consulted to incorporate their perspective. Results: A best-practice mode of working was prevalent on the ward. The main barriers to the implementation of EBP were that nurses had little knowledge of EBP and a rather negative attitude towards it, and that their English reading proficiency was poor. The main facilitators were that nurses wanted to deliver high-quality care and were enthusiastic and open to innovation. Implementation strategies included a tailored interactive outreach training and the development and implementation of an evidence-based discharge protocol. The academic model of EBP was adapted. Nurses worked according to the EBP discharge protocol but barely recorded their activities. Nurses favourably evaluated the participatory action research process. Conclusions: Action research provides an opportunity to empower nurses and to tailor EBP to the practice context. Applying and implementing EBP is difficult for front-line nurses with limited EBP competencies. Relevance to clinical practice: Adaptation of the academic model of EBP to a more pragmatic approach seems necessary to introduce EBP into clinical practice. The use of scientific evidence can be facilitated by using pre-appraised evidence. For clinical practice, it seems relevant to integrate scientific evidence with clinical expertise and patient values in nurses’ clinical decision making at the individual patient level.
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