The “University” is under pressure to address both local and general requirements from society towards a phenomenon called globalisation. In Brazil, the Ministry of Education has tried, without success, to promote institutional change. Confronted by this situation a process initiated by an internal change agent and based upon the introduction of Action Research was itself the subject of this AR Study by the change agent. This thesis draws upon the findings of that AR and uses it to critically examine the potential to foster change within the higher education context in Brazil using AR. The research was designed in two synchronous processes taking place at two different levels. The first is the facilitation of the uptake of Action Research by a group of academic staff, and the second is the research into that process as a piece of Action Research in its own right by the change agent/facilitator. Facilitation of change has been described as taking place in three phases: a) Mobilization; b) Implementation; and c) Continuation. Throughout such phases in this case data were systematically gathered by the use of five instruments of data collection: 1) Observation; 2) Diary; 3) Questionnaires; 4) Interviews; and 5) Sociogram. Results show my personal learning in facilitating this process of change and two main contributions to knowledge. The first is one which, though local and specific, may nevertheless speak to the challenges faced by other practitioners. Exemplified in this study by the critical exploration of the ‘Daisy Model’ of introducing AR that led to its modification into the ‘Flower Model’. The second is that new knowledge which appears to be more generalisable and for which a case can be made for its wider applicability. Again exemplified in the continuous and disruptive process of change that unfolded to reveal a suitable framework for the use of Action Research as a vehicle of change in a rural university in Brazil where all actions were based on four central principles that emerged from the research: neutrality, voluntary participation, time and motivation. The future success and sustainability of the change processes begun are contingent upon the reaction of the current management of the institution. Five scenarios are examined and a second phase for this AR project is suggested that attempts to address the issues raised.

published_or_final_version / abstract / Education / Master / Master of Education

This study uses an action research methodology to create, implement, evaluate, and improve a professional development workshop for early childhood educators. The purpose of the workshop was to provide training in art education for practicing teachers in a childcare center. The workshop was intended to enable teachers to lead art discussions in the early childhood classroom derived from museum education teaching strategies. As a museum educator and early childhood teacher, the researcher was compelled to develop the workshop based on her experience in the field. Realizing that professional development opportunities in art education topics other than art making are not readily available to educators, the researcher used the existing, state mandated annual training requirement to address this void in early childhood teacher education. The learning potential within art discussions is addressed to make a case for the inclusion of these teaching strategies in early childhood classrooms. The findings of this study identify successful elements of professional development workshops for early childhood educators and make suggestions for other teacher-educators designing and leading such workshops. / text

Šio darbo tikslas – sukurti tyrimais bei autoritetingų teoretikų įžvalgomis paremtą džiazinės vokalinės interpretacijos gebėjimų ugdymo teorinį modelį ir veiklos tyrimo metu patikrinti modelio efektyvumą. Pirmiausia buvo siekiama apžvelgti mokslinę literatūrą, susijusią su atlikimo interpretacija, išskirti atskirus interpretacijai reikalingus gebėjimus. Remiantis atlikta analize buvo sukurtas džiazinės vokalinės interpretacijos gebėjimų ugdymo teorinis modelis bei parengtos juo grįstos praktinės užduotys. Galiausiai, buvo patikrintas modelio pagrįstumas bei praktinių užduočių efektyvumas. Veiklos tyrimas buvo atliekamas 2010 metų Sausio–kovo mėn. Džiazo ir bliuzo dainavimo studijoje pravesti 22 užsiėmimai. Tyrime dalyvavo 12 studijos narių. Modelio efektyvumas veiklos tyrimo metu ištirtas trianguliaciniu būdu: interviu (individualus giluminis interviu, grupinė diskusija ir nominalinės grupės metodas); stebėjimu (vedamas stebėjimo dienoraštis); mišraus tipo anketomis (atlikta studentų anketinė apklausa). Pagrindinė atlikto tyrimo išvada yra ta, jog modelio panaudojimas buvo naudingas, ugdant tiriamųjų interpretacinius gebėjimus: patobulėjo studentų gebėjimas susikoncentruoti ties dainos turiniu, psichotechnikos valdymas, pasitikėjimas savimi. Surinkti duomenys parodė, jog pačios naudingiausios buvo užduotys, skirtos dainos teksto analizei. Be to, paaiškėjo, jog itin svarbios ir reikalingos buvo praktinės užduotys, ugdančios pasitikėjimą savimi... [toliau žr. visą tekstą] / The purpose of this thesis was to create a research-based theoretical model for developing vocal jazz interpretation competencies and to examine its effectiveness through action research. The first aim was to write a literature review concerning music performance interpretation and its pedagogy. A subsequent aim was to define the specific competencies needed for vocal jazz interpretation. A practical application lesson was created for each of the determined competencies. Finally, the efficacy of the model and the effectiveness of the practical tasks were examined. The qualitative action research study was conducted from January to March, 2010 at The Jazz and Blues Vocal Studio in Kaunas during twenty-two group vocal sessions. The research data consisted of a triangulation of sources: interviews (in-depth interviews, collective discussions, nominal group technique); direct observation, during which a research diary was kept; and data gathered via a questionnaire. Twelve participants took part in the action research. The overall conclusion was that use of the model had a positive impact on the students’ vocal jazz interpretation competencies: the ability to concentrate on the content of the song, and the management of psycho-technique. Data analysis revealed that it is extremely important to boost students’ self-confidence, and improvisational theater games were judged to be the best way of achieving this goal. All respondents stated that... [to full text]

This thesis is based on practitioner and action research by the author. A series of iterative case studies identified factors that contributed towards a group of low ability and disaffected pupils being engaged in learning in design and technology. The findings of each case study were analysed and conclusions used to frame the subsequent case study. Findings from these case studies were then used to develop an action research project. Discussion of the relationship between pupils' perceived relevance of an activity and their levels of engagement has appeared on the UK educational agenda, (Ofsted 2005:51-52, Davies et al, 2004:147, Daniels et al 1998:5.5, Denton, 1992), but not with the frequency which might be expected. Initial research at the school found that a group of low ability and disaffected pupils had a very positive perception of the “relevance” of design and technology. In contrast the literature reviewed suggested that pupils in their samples had a low perception of the “relevance” of design and technology. Qualitative methodology was used. This included interviewing teachers and pupils and the development of a semi-structured interview schedule. Analysis of this data was aided by the use of a Likert, (1932) rating scale. A "summated" scale, Trochim, (2006) supported the interpretation of data. Observations were used to record classroom interactions. A Delphi group (Toffler, 1970:462) explored issues emerging during the research and to limit the danger of single observer bias. Pupil understanding of the term “relevance” was explored. The findings identified strategies employed to promote the relevance of the subject. These strategies were developed into an action research project that tested the strategies in three other schools. One school, with a relatively inexperienced teacher, found the strategies had a positive impact on teaching and learning.

Investigating Potential for New Media & New Technologies in Design & Technology Undergraduate Education This research explores potential for New Media and New Technology (NM & NT) in the Design School at Loughborough University. Using action research to investigate potential, this research develops a new way of managing inquiry based on Susman and Evered s five cycles of action research (Susman and Evered, 1978). In particular, it extends the double- helix metaphor (Dick, 2000) for action research. This new way of conducting action research looks at educational and IT- based aspects; in particular, developing strategies, guidelines and materials for implementing video podcasting (Vodcasting) and Really Simple Syndication (RSS) into Design School undergraduate modules. In looking at potential, the research involved 6 lecturer s interviews and thematic analysis. Findings suggest that limitations to the current uses of NM & NT related to lecturers lack of skills in NM & NT and scepticism about what the benefits might be. Some recognised potential for NM & NT to manage module administration. One lecturer wanted to stop students using dubious sources from the Internet for assessment on a Sustainable Design module. This led to using RSS to resolve this problem in a mobile learning scenario. In this research, 98 D and T students were surveyed to identify current uses of mobile technology. Results suggested that students would like module content streamed to their mobile device. Lecturers too could see benefits for NM & NT, if they stopped lecturers from having to repeat themselves to students. This led to using Vodcasting to resolve this problem in a mobile learning scenario. Video observational data was collected from 6 students using RSS to perform mobile learning tasks for a Sustainable Design module. The findings suggested that the technology at the time of study was not quite up to the task, although some NM & NT learning resources relating to Sustainable Design were found by students using RSS. Similarly, video observation data was collected from 4 students using Vodcasts to design electronic circuits. Findings showed more technological competence with this technology and students suggested future modules where this type of NM & NT would have further educational potential. Through exploring potential, this research develops new strategies, guidelines and materials for design and technology educators. This research reveals the educational benefits of Vodcasting and RSS in labs and workshops, and concludes that there is potential for NM & NT in D and T education.

Retaining high-value and profitable customers is a major strategic objective for many companies. In mature mobile phone markets where growth has slowed, the defection of customers from one network to another has intensified and is strongly fuelled by poor Customer Experience. Trends in the service economy suggest that experience can be exploited as a means of supplying the basis of a new economic offering, ignited in part by the shift that is taking place in the analysis of people’s interaction with digital products. In this light, the research describes a strategic approach to the use of Information Systems as a means of improving Customer Experience. Using Action Research in a mobile telecommunications operator, a Customer Experience Monitoring and Action Response model (CEMAR) is developed that evaluates disparate customer data, residing across many systems, builds experience profiles and suggests appropriate contextual actions where experience is poor. The model provides value in identifying issues, understanding them in the context of the overall Customer Experience (over time) and dealing with them appropriately. The novelty of the approach is the synthesis of data analysis with an enhanced understanding of Customer Experience which is developed implicitly, in real-time and in advance of any instigation by the customer.

This thesis interweaves two strands of inquiry, one educational, the other philosophical. The educational inquiry is seeded by the need to understand both embodiment and learning within experiences of place in education. The second strand is prompted by Evernden’s insight that the environmental crisis is a ‘crisis of being’ (1985). Evernden argues that our perceived separation from the world is at the root of the environmental issues we face. Highlighting the role that ‘place’ might have in both these inquiries, I examine the educational and philosophical debates around place, drawing especially on place-based education (Gruenewald & Smith, 2008), and phenomenology (Merleau-Ponty, 1968). Arguments from within these literatures indicate that experiences of, and in, place hold the potential to reexamine what it means to be part of the world, here, now. Three key research questions emerge from my examination of the literature: 1 – what role do experiences of place have in education? 2 – what is the ontology of place? and 3 – how does place affect thinking and learning? This third question is the meeting point of the philosophical and educational threads of the inquiry, and also reflects back on the process of the inquiry itself. Given the focus of these questions on the lived experience of place, phenomenology is chosen as a suitable methodology. However, I argue that the full potential of phenomenological research can only be met through a more participative and experiential approach. Drawing on literature on participative research, grouped under the term ‘action research,’ (Reason & Bradbury, 2001), a series of collaborative phenomenological research workshops were run in 2009 and 2010 with two groups of practicing educators. Descriptions of experiences of place and place-based education, from within the workshops and the participants’ workplaces, were distilled into themes by the groups. These themes served two purposes: the first was to explore the possibilities of place-based education in various working contexts, an inquiry which was completed during the workshops. The second was to seed a phenomenological investigation into the ontology of place, exploring questions from the philosophical debate on place. This second part of the inquiry was completed by myself. Both groups felt place-based education revealed aspects of place taken for granted or un-explored. This was summed up by one participant in the phrase ‘bringing place to life.’ The participants’ understandings of the different aspects of placebased education including the pedagogy involved, and the possible outcomes, show how place-based education was understood and applied in different contexts. The phenomenological analysis which builds on the participants’ understandings, describes a contrast between un-examined place and the intimate and immersive experience that can occur when place is ‘brought to life.’ The final part of the thesis explores in further depth the role of the mind in ‘bringing place to life,’ putting forward the idea of mind as a phenomenon which can adopt different scales. When learning and thinking on the same scale as the body, the mind is brought to place, and the dualism between mind and body breaks down. ‘Thinking in place’ is put forward as a way of understanding both the experience of learning in context, and the phenomenological immersion of both body and mind in place. The conclusions explore the implications of this research for the various fields touched on in the study: educational approaches such as environmental education, philosophical approaches to place, and research methodologies.

This research aims to explore the effective use of modern technology and the encouragement of learner autonomy in support of English language teaching and learning at a university in Northeastern China in order to address a number of learning and teaching problems, in particular, the so-called “time-consuming, low efficiency” and “deaf and dumb English” problems. Action research was employed as a research methodology in this study. The action research project consisted of three cycles: the teaching time of each cycle was six weeks, with two teaching hours each week in each class. The 102 research participants were the second-year undergraduate non-English major students who had (or had nearly) reached an intermediate level in terms of English proficiency. Research methods included questionnaires, pre-testing and post-testing, interviews, classroom observation, learning diaries and research journal. All the data were analyzed using qualitative and quantitative techniques as appropriate. SPSS (Statistical Package for the Social Sciences) was used for statistical analysis. The research findings from the qualitative and quantitative data analysis show that the students made greater progress and improvements within a very short time (6 weeks) in each cycle in terms of listening and speaking skills by the effective use of modern technologies such as computers and the internet, which were used in ways designed to promote learner autonomy and effective learning strategies. More importantly, a more novel and more effective approach to teach listening from the intermediate level to the advanced level has been discovered from this project and a new teaching model using CALL (Computer Assisted Language Learning) environments in a Chinese context has come into being. On the whole, the students benefitted a great deal from autonomous learning by using modern technologies, dependent upon the quantitative data such as test score changes and qualitative data such as interview and learning diaries. In the meantime, the student learning experiences, my “teacher as researcher” teaching experience, and my professional development have been improved. This study is of great significance, particularly in the Chinese context, in contributing to the current literature on English teaching and learning research, CALL research and applications such as the novel listening teaching approach and the new teaching model using the CALL environments mentioned above. Finally, pedagogical implications are discussed and some suggestions on further research are also proposed.

The purpose of this action research study was to improve the education of Indigenous students enrolled at an inner-city urban alternative high school for adolescent mothers and/or mothers-to-be. Seven adult students agreed to participate in this study, as did the English Language Arts teacher who facilitated the critical literacy classroom activities. The study investigated the impact that critical mathematics and critical literacy activities had on developing students’ critical consciousness (Freire, 2000), which is a key component of transformative learning (Mezirow, 1997). The findings indicate that the cumulative effect of the critical curricular activities enacted during this study led to critical consciousness development in students, and thereby contributed to a more transformative learning experience for them. The findings also indicate that action research was integral to changing the mathematics and English Language Arts classroom practices in this study. / February 2017