Re: [xmca] Action Research: Generalisable learning

Dear Ana,
if your read Rene Barbier about action research you will have
a different approach. this research methodology shows us how to be
objective and to be integrated. his "sensible listening" is very helpful.
maria
----- Original Message -----
From: "Ana Paula B. R. Cortez" <apbrcortez@yahoo.com.br>
To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
Sent: Wednesday, August 15, 2007 10:48 AM
Subject: Re: [xmca] Action Research: Generalisable learning

> Dear Jose and the group,
> I personally find it more comfortable to be disassociated from it (by
using the third person), even though I'm part of the research as well. I
believe it helps me confront what I think (and feel) as an individual with
what has been discussed by other theorists. Maybe it is something I have to
discuss in therapy () or simply the way I beliveve my action research needs
to be conducted. I truly believe (by reading other action research papers)
that there's a tendency of being detached from the work in order to have a
panorama of the whole. Of course, I'm open to discussions and, maybe,
changing methods. Can anyone help me?
> Ana
>
> jose david herazo <jherazo4@hotmail.com> escreveu:
>
> Thank you very much Ana for your comments. In our discussion of Action
> Research at my University we are trying to arrive to an agreement about
how
> our teacher-to-be students should hand in their final action research
> reports, which they do as part of their practicum. We have agreed that
this
> should be done as an ongoing narrative of self-reflection, improvement
and,
> hopefully, transformation. However, as we are just starting on this arena,
> we would like to read examples of the way it could be done, and thus
enrich
> our discussion. I would be very grateful If you, or anyone else on this
> discussion could help us with that.
>
> Thanks again
>
> JOSÉ DAVID
>
> >From: "Ana Paula B. R. Cortez"
> >Reply-To: "eXtended Mind, Culture, Activity"
> >To: "eXtended Mind, Culture, Activity"
> >Subject: Re: [xmca] Action Research: Generalisable learning
> >Date: Fri, 10 Aug 2007 08:13:55 -0300 (ART)
> >
> >Dear José-David,
> >I report findings as if the teacher of the study were a completely
> >different individual, but me. I use third person only ("the teacher",
"she
> >did this or that"...) to completely disassociate my feelings from the
> >research. I believe we tend to soften or simplify things when they're
about
> >ourselves and that's the richness of the action research, to give us the
> >opportunity to look at ourselves as different subjects.
> >Hope you find it useful.
> >Regards,
> >Ana
> >
> >jose david herazo escreveu: All the reflections
> >about Action Research you have made have given me light
> >to improve my role as researcher. I have a question to ask,maybe one of
you
> >could give me still more light! In my work as an amateur action
researcher
> >I very often find it difficult to report action research findings, How do
> >you usually report them?
> >
> >Thanks
> >
> >José-David
> > >From: "Ana Paula B. R. Cortez"
> > >Reply-To: "eXtended Mind, Culture, Activity"
> > >To: mcole@weber.ucsd.edu, "eXtended Mind, Culture, Activity"
> > >
> > >Subject: Re: [xmca] Action Research: Generalisable learning
> > >Date: Wed, 8 Aug 2007 22:02:48 -0300 (ART)
> > >
> > >Very interesting, indeed! I personally find this kind of research
> > >fascinating, not only because there's an opportunity to look at the
> >school
> > >environment being part of it, but also as "an outsider", from a
different
> > >perspective. I tend to analyse collected data as if the person teaching
> > >those lessons were another one, but myself. It's a way of solving
> > >teaching-learning practice problems, reflecting upon approaches and
> > >methodologies and, above all, finding ways to transform realities. In
my
> > >opinion, it's a great chance of coming up with alternatives to overcome
> > >social barriers (now quoting Kincheloe, 1993. A formação do professor
> >como
> > >compromisso político - mapeando o pós-moderno. Porto Alegre: Artes
> >Médicas
> > >- sorry, I only have the reference in Portuguese).
> > > Besides, I include students in the analysis as well: I show them video
> > >taped classes for us to debate so that they also get to know a bit
about
> > >the theory and they can criticize what they see (isn't that our
intention
> > >to educate students to become critical citizens? So why not actively
> > >including them in the study?). In this way, the multiplicity of voices
> > >generating conflict and discussion enriches the analysis and expand the
> > >activity itself. I mean, in my case, teaching EFL in a Brazilian
> >bilingual
> > >school, this is the ultimate opportunity to transform the language as a
> > >tool for a result into a tool and result (as defined by Newman and
> >Holzman,
> > >1993. Vygotsky - Revolutionary Scientist).
> > > Ana
> > >
> > >Mike Cole escreveu:
> > > This is an ongoing discussion the the action research list that ought
> >to
> > >be
> > >of interest to several of us.
> > >mike
> > >
> > >---------- Forwarded message ----------
> > >From: Jack Whitehead
> > >Date: Aug 7, 2007 3:28 AM
> > >Subject: Re: [arlist-l] Generalisable learning
> > >To: Action research list
> > >
> > >
> > >
> > >
> > >[ Converted to plain text. -- B. ]
> > >
> > >
> > >
> > >On 6 Aug 2007, at 23:35, David Tripp (by way of Bob Dick) wrote:
> > >
> > >However, as the purpose of action research is improved practice,
> > >when- and where-ever improved practice is achieved and others get
> > >to know about it, they tend to try it too, and so the practice is
> > >generalised as it moves from "it happened once here" to "it
> > >happens, here, there and everywhere!" and that's so much more
> > >relevant and important in terms of the method than categorical
> > >generalisation of other kinds of research.
> > >
> > >I do like the idea that practice is generalised as it moves is the way
> > >David
> > >describes above. You can follow this kind of generalisation from
Chapter
> >6
> > >Kevin Eames' narrative of his action research in one school from 1991:
> > >
> > >CHAPTER SIX - ACTION RESEARCH AS A FORM OF PROFESSIONAL KNOWLEDGE IN A
> > >WHOLE-SCHOOL SETTING
> > >
> > >This chapter deals with another aspect of my practice as an action
> > >researcher, and moves beyond my own classroom to my work with
colleagues
> >at
> > >Wootton Bassett School. In contrast to the two preceding chapters, the
> > >focus
> > >has shifted back to my own practice, although at the time of writing,
in
> > >the
> > >autumn of 1991, I had been seconded to work with the advisory service
of
> > >Wiltshire LEA. The account I give here, therefore, is not concerned
with
> > >the
> > >current advisory work in which I was involved, but with events which
had
> > >taken place some time before.
> > >
> > >at:
> > >
> > >http://people.bath.ac.uk/edsajw/KEVINPHD/kechap6.pdf
> > >
> > >into Jacqueline Delong's action research between 1996-2002 into her
work
> >as
> > >a Superintendent of Schools in Ontario, generating a culture of inquiry
> >in
> > >support of teacher action research in a whole school board in her
> >narrative
> > >of her"
> > >
> > >HOW CAN I IMPROVE MY PRACTICE AS A SUPERINTENDENT OF SCHOOLS AND CREATE
> >MY
> > >OWN LIVING EDUCATIONAL THEORY?
> > >
> > >at
> > >
> > >
> > >http://people.bath.ac.uk/edsajw/delong.shtml
> > >
> > >and into Moira Laidlaw's action research between 2000-2006 in China's
> > >Experimental Centre for Educational Action Research in Foreign
Language's
> > >Teachers, hosted by Ningxia Teachers University, at:
> > >
> > >
> > >http://people.bath.ac.uk/edsajw/moira.shtml
> > >
> > >When David describes ' the purpose of action research is improved
> > >practice',
> > >I'm not sure if knowledge-creation is included in what is meant by
> > >'improved
> > >practice'. I tend to make a distinction between the questions I ask in
> > >researching to improve my educational influences with my students in
> > >questions such as, 'How do I improve my practice?' and the educational
> > >knowledge I generate as I explain my educational influences in my own
> > >learning, in the learning of others and in the learning of the social
> > >formations in which I live and work. I stress the importance in action
> > >research of both improving my practice and of enhancing the educational
> > >knowledge-base through my contributions to educational theory. In my
> > >understandings of generalisability in action research I use the idea
that
> > >practice is generalised as it moves in the way David describes, I also
> >use
> > >an idea of generalisability when I see that ideas generated in one
> >context
> > >by an action research are being acknowledged as !
> > >of use in the narrative of another action research who is working and
> > >researching in a different context.
> > >
> > >Love Jack.
> > >
> > >
> > >
> > >_______________________________________________
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> > >arlist-l@lists.scu.edu.au
> > >http://lists.scu.edu.au/mailman/listinfo/arlist-l
> > >_______________________________________________
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Received on Wed Aug 15 08:17 PDT 2007