Re: [xmca] Action Research: Generalisable learning

From: jose david herazo <jherazo4 who-is-at>
Date: Tue Aug 14 2007 - 12:39:41 PDT

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


>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.
>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?
> >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: 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
> >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
> >compromisso político - mapeando o pós-moderno. Porto Alegre: Artes
> >- 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
> >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
> >1993. Vygotsky - Revolutionary Scientist).
> > Ana
> >
> >Mike Cole escreveu:
> > This is an ongoing discussion the the action research list that ought
> >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
> >Kevin Eames' narrative of his action research in one school from 1991:
> >
> >
> >This chapter deals with another aspect of my practice as an action
> >researcher, and moves beyond my own classroom to my work with colleagues
> >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:
> >
> >
> >
> >into Jacqueline Delong's action research between 1996-2002 into her work
> >a Superintendent of Schools in Ontario, generating a culture of inquiry
> >support of teacher action research in a whole school board in her
> >of her"
> >
> >
> >at
> >
> >
> >
> >
> >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:
> >
> >
> >
> >
> >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
> >an idea of generalisability when I see that ideas generated in one
> >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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Received on Tue Aug 14 12:41 PDT 2007

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