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New May 7, 2014
How has Living-Theory research transformed my life and influenced the world around me?
Presentation at the Barn Sharing Session
May 12, 2014
Bluewater District School Board Head Office
First, let me start with some history as an administrator, doctoral student, professor and Educational Consultant involved in Living Theory research. Second, I would like to set this Bluewater Action Research Network in the broader context of national and international events and finally, conclude with some reflections on my experiences here over that last 6 months.
NEW April 1, 3014
Whitehead, J. & Delong J. (2014) Self-study contributions to a history of S-STEP, A presentation at the 2014 Annual Conference of the American Educational Research Association, Philadelphia, 4th April, 2014.http://www.actionresearch.net/writings/aera14/jwjdaera2014paperok.pdf
JUNE 28, 2013:
JEN VICKERS-MANZIN AND JAN JOHNSTON'S MED PROJECT: documents/brock_vickers-manzin_jen_-and-_johnston_jan_2013.pdf
This paper captured our joint journey to create a living educational theory of knowledge translation (KT). The failure to translate research knowledge to practice is identified as a significant issue in the nursing profession. Our research story takes a critical view of KT related to the philosophical inconsistency between what is espoused in the knowledge related to the discipline of nursing and what is done in practice. Our inquiry revealed “us” as “living contradictions” as our practice was not aligned with our values. In this study, we specifically explored our unique personal KT process in order to understand the many challenges and barriers to KT we encountered in our professional practice as nurse educators. Our unique collaborative action research approach involved cycles of action, reflection, and revision which used our values as standards of judgment in an effort to practice authentically. Our data analysis revealed key elements of collaborative reflective dialogue that evoke multiple ways of knowing, inspire authenticity, and improve learning as the basis of improving practice related to KT. We validated our findings through personal and social validation procedures. Our contribution to a culture of inquiry allowed for co-construction of knowledge to reframe our understanding of KT as a holistic, active process which reflects the essence of who we are and what we do.
Transforming educational knowledge through making explicit the embodied knowledge of educators for the public good.
Jacqueline Delong, Brock University, Ontario, Canada
Jack Whitehead, Liverpool Hope University, UK.
A paper presented at the 2011 American Educational Research Association Conference in New Orleans, USA, 9th April 2011.
This paper focuses on making explicit the embodied knowledge of educators using a living theory methodology and inciting the social imagination to create educational research for the public good. Using evidence from international contexts, the meanings of the energy-flowing values that educators use to explain their educational influences in their own learning and in the learning of others, are becoming more explicit. The evidence includes the living educational theories of professional educators, educational leaders and students as they study their practice in improving practice and creating cultures of inquiry. The authors study their practice in their own contexts building on learning from each other and from critiques of AERA presentations in improving the interpretation of multimedia data to represent and generate knowledge. Visual narratives are used to bring practitioner knowledges into the Academy with living standards of judgment.
Tawnya Schlosser is a second year student in the Brock University Master of Education program in the Bluewater cohort. In the following paper as she explores a reading program called PALS, she finds that her young students are becoming action researchers along with her.
How can I use the PALS (Peer-assisted learning strategies) program to improve the reading skills of primary emergent readers?