Download Action Learning, Action Research by Kember PDF

By Kember

This quantity units out to supply experience-based instruments for these desiring to evaluate and enhance educating and studying caliber. It offers an in depth framework explaining what motion studying and examine is with details on the best way to perform an motion studying undertaking.

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Extra resources for Action Learning, Action Research

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Action research projects, though, do at least provide a mechanism for perspective transformation through regular meetings of participants. In these sessions participants reflect upon their experiences with respect to the project topic, which is an aspect of the participants’ teaching that they select as being of particular interest or concern. Through discourse within the meetings the perspective of both individuals and the group as a whole can be transformed. As true action research projects need at least two cycles of planning, action, observation and reflection, there is time for perspective transformation to take place.

However, there are standard forms available for marking responses to typical closed-response questions. The numbered questions are given to the students on one piece of paper. They mark their responses in the numbered positions on the grid of the standard form. The data from closed-response questionnaires are normally analysed with statistics packages such as SPSS or SAS. Often action learning projects require little more than means and frequencies. Action learning and action research 38 Student learning inventories Student learning inventories are examples of empirically derived closed questionnaires.

However, shortening the timeframe and resorting to controlled conditions renders the experiment open to the charge of dubious relevance. The validity of findings from artificial laboratory-type experiments for the complex classroom environment has been severely questioned (eg Parlett and Hamilton, 1976). It is paradoxical that the more the innovation is controlled to enhance experimental reliability the greater becomes the discrepancy from the normal classroom setting. A further criticism of experiment/control designs is that the necessity for keeping conditions constant between treatment groups acts to prohibit the adaptive processes and fine-tuning which usually occur when innovations are implemented (Parlett and Hamilton, 1977:241–42).

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