Kurt Lewin: groups, experiential learning and action research contents: introduction · life · field theory · group dynamics · democracy and groups · t-groups, facilitation and experience · action research · conclusion · further reading and references · links. see, also : the groupwork pioneers series Kurt Lewin’s (1890-1947) work had a profound impact on social psychology and, more particularly for our purposes here, on our appreciation of experiential learning, group dynamics and action research. On this page we provide a very brief outline of his life and an assessment of his continuing relevance to educators. Kurt Lewin was born on September 9, 1890 in the village of Mogilno in Prussia (now part of Poland). He was one of four children in a middle class Jewish family (his father owned a small general store and a farm). They moved to Berlin when he was aged 15 and he was enrolled in the Gymnasium. The University of Iowa remained Kurt Lewin’s base until 1944. Field theory Group dynamics Interdependence of fate. Task interdependence. Gordon W.
Supported Experiments - Geoff PettyGeoff Petty Supported Experiments or Action Research are excellent ways to improve your teaching, and that of your team. Indeed experimenting with something new to you is arguably the only way to improve student achievement. You can’t improve without changing! Each Proposal has a bit of theory, and then some very practical ways of implementing the approach. Don’t just copy the ideas in these Proposals. Are you are a manager trying to improve learning and teaching? Many colleges are using Supported Experiments, here is a link to Woodhouse college in London who have done some brilliant experiments, perhaps some in your subject. Hundreds of colleges in the UK make use of Supported Experiments. Zoya Galzie an ICT teacher at West Thames College wrote this account of an experiment on the ‘One Minute Paper’. Here are some proposals for Supported Experiments.
An Introduction to Action Research I feel that we need to make a greater effort to involve teachers in Action Research. Teachers already know much about teaching--more than many of us do. But many are waiting to be invited to participate in research studies in which they examine students' preconceptions, or effective teaching strategies. Dorothy Gabel Presidential Address National Association for Research in Science Teaching (NARST) San Francisco, April 24, 1995 Action Research (AR) represents a growing field of educational research whose chief identifying characteristic is the recognition of the pragmatic requirements of educational practitioners for organized reflective inquiry into classroom instruction. Action research has been described as an informal, qualitative, formative, subjective, interpretive, reflective and experiential model of inquiry in which all individuals involved in the study are knowing and contributing participants (Hopkins, 1993). Action Research Design The Role of Communication References:
Beginners' guide to action research A beginner's guide to action research 1 This is a resource file which supports the regular public program "areol" (action research and evaluation on line) offered twice a year beginning in mid-February and mid-July. For details email Bob Dick bdick@scu.edu.au or bd@uq.net.au ... in which action research is briefly described, and the simultaneous achievement of action (that is, change) and research (that is, understanding) is discussed Contents Action research consists of a family of research methodologies which pursue action and research outcomes at the same time. It therefore has some components which resemble consultancy or change agency, and some which resemble field research. plan --> act --> observe --> reflect (and then --> plan etc.) The reflection leads on to the next stage of planning. In summary, I assume that action research is true to label: it pursues action and research outcomes. Copyright (c) Bob Dick, Ron Passfield, Paul Wildman 1995-2000.
Overview of Action Research Methodology “If you want it done right, you may as well do it yourself.” This aphorism may seem appropriate if you are a picky housekeeper, but more and more people are beginning to realize it can also apply to large corporations, community development projects, and even national governments. Such entities exist increasingly in an interdependent world, and are relying on Action Research as a means of coming to grips with their constantly changing and turbulent environments. This paper will answer the question “What is Action Research?” Definition Action research is known by many other names, including participatory research, collaborative inquiry, emancipatory research, action learning, and contextural action research, but all are variations on a theme. "Action research...aims to contribute both to the practical concerns of people in an immediate problematic situation and to further the goals of social science simultaneously. Several attributes separate action research from other types of research.
tion Research in Education Search RESINED Home Beginning Research | Action Research | Case Study | Interviews | Observation Techniques | Education Research in the Postmodern Evaluation Research in Education | Narrative| Presentations | Qualitative Research | Quantitative Methods | Questionnaires | Writing up Research Action Research in Education Currently overseen by Maureen McGinty Originally prepared by Dr Stephen Waters-Adams © S Waters-Adams, Faculty of Education, University of Plymouth, 2006 Part One: Introduction Part Two: A Theoretical Underpinning for Action Research in Education Part Three: Doing Action Research Part Four: Limitations and Criticisms of Action Research Part Five: Tasks Part Six: Further Reading 1 Why should I use action research? Because you want to change your practice. 2 How does this qualify as research? Because the act of finding your solution makes you understand your practice better – not only what you are doing, but also the factors that affect what you do. 3 What do we mean by practice? by using
Evaluating and Improving our Practice: A Paradigm Shift Everything we think we know is up for grabs.. Is this an Einstein quote? No. In the last week, a series of events and meetings at my school signalled collectively that we’ve turned a corner with our view of some key processes. How we evaluate and improve the quality of teaching overall.The role of lesson observationsThe way we regard our action research activities as a feature of self-evaluation and CPD within a broader evidence-based professional culture The major changes in our thinking include the following: To some extent, these changes have been developing at KEGS for some time. Economics AS Lesson Study in action. As I outline in this post ‘How I do know how good my teachers are? Well, things are changing. Interestingly, during the week I had a tutorial session with one of my Y13 students, discussing Thomas Kuhn’s ideas about scientific revolutions and their relevance in the 21st century. These are the events last week: Monday SLT meeting : We decided to abandon grading of lessons.
Lawrence Stenhouse Lawrence Stenhouse (29 March 1926-1982) was a British educational thinker who sought to promote an active role for teachers in educational research and curriculum development. He was a founder member of the Centre for Applied Research in Education (CARE) at the University of East Anglia. He was educated at St Andrews University in Scotland. Stenhouse was particularly influential during the 1960s and 1970s. He helped to develop innovative classwork for secondary school pupils through the Schools Council Humanities Project. He also served as the President of the British Educational Research Association (BERA). Works[edit] An Introduction to Curriculum Research and Development (1975)Authority, Education and Emancipation (1983)Research as a Basis for Teaching: Readings from the Work of Lawrence Stenhouse (1985) References[edit]
Practitioner-led Action Research 2014 | Summary of the Education and Training...