Lynn W Zimmerman, PhD
Sort the slips into the correct order
Title page Acknowledgements Table of contents Abstract Introduction Materials and Methods Results (Findings; Discussion) Conclusion Appendix References (bibliography)
Participatory research Collaborative inquiry Action learning Contextual action research Learning by doing ◦ Identify a problem ◦ Do something to resolve it ◦ See how successful it was ◦ Try again, if necessary
Aims to solve practical problems and furthering the goals of social science Twin goal ◦ To study a system and while collaborating with members of that system ◦ Co-learning Scientific study ◦ Systematic and theoretical study of the problem
Cyclical ◦ Plan ◦ Act ◦ Observe ◦ Reflect
Traditional Contextual Radical Educational
From Lewin’s work in organizations Conservative ◦ Generally maintaining the status quo with regards to organizational power structures
From Trist’s work on relations between organizations ◦ Focuses on relations between actors in a social environment ◦ Stresses that participants are designers and co-researchers
Roots in Marxian ‘dialectical materialism’ and praxis orientation of Gramsci Strong focus on overcoming power imbalances Participatory Action Research Strives for social transformation via an advocacy process to strengthen peripheral/marginal groups in society
Dewey – early 20 th century American educational philosopher Professional educators should become involved in community problem-solving Focus on the development of curriculum, professional development, and applying learning in a social context University-based action researchers usually work with primary and secondary school teachers and students on community projects
Holistic approach to problem solving Various methods ◦ Keeping a research journal ◦ Document collection and analysis ◦ Participant observation recordings ◦ Questionnaire surveys ◦ Structured and unstructured interviews ◦ Case studies
How would you document (collect data) for each of these case studies? ◦ Case Study 1: Comparison of test results after 2 types of vocabulary teaching strategies are used ◦ Case Study 2: Comparison of two teachers error-correction strategies ◦ Case Study 3: Students’ perceptions of a grammar lesson