The Social Development of Leadership and Knowledge: A Reflexive Inquiry into Research and Practice
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The negotiated self: Employing reflexive inquiry to explore teacher identity. Of books, barns, and boardrooms: Exploring praxis through reflexive inquiry 2nd ed. Rotterdam, NL: Sense Publishers. At the intersection of selves and subject: Exploring the curricular landscape of identity. Wiebe, S. Ways of being in teaching: Conversations and reflections.
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Of books, barns, and boardrooms: Teaching and learning across contexts. Refereed Chapters Lyle, E. Engaging self-study to untangle issues of identity. Lyle Ed. Fostering a relational pedagogy: Self-study as transformative praxis. Leiden, NL: Brill Sense, pp. Place and pedagogy. Wiebe, E.
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Lyle, K. Dark, P. McLarnon Eds. Toronto, ON: Sense Publishers, Autoethnographic approaches to an identity-conscious curriculum. Rotterdam, NL: Sense Publishers, Brooks, F. Watson Eds. Women, leadership, and education as change. Racially and ethnically diverse women leading education: A worldview. Bingley, UK: Emerald Publishing, pp. Overcoming disconnectedness: Reflexive narrative inquiry as it informs the development of an adult learning centre.
Teaching and learning for critical consciousness: An adult education perspective. Learning from horses: A creative expression of join-up in organizations.
Knowles Eds. Arts in Organizational Research: Creative explorations in the workplace. Archives, aesthetic dimensions, and academic identity. Sinner Eds. Artwork Histories: Transnational perspectives in Art Education. Illumination: Teacher education and the aesthetic encounter. Maarhuis and AG Rud Eds.
Imagining Dewey: Artful works and dialogue about art as experience. Fostering space for the teaching and learning self. Guest blog. Photographic cover credit.
A Reflexive Inquiry into Research and Practice
Montreal, QC: CreateSpace. Arts in organizational research: Creative explorations of the workplace. City of light. Chamber Journal Atlantic A long way from the road: The wit and wisdom of Prince Edward Island. Saltscapes Canada Post.
Saskatoon, SK. Ottawa, ON.
London, UK. Charlottetown, PE. June April Banff, AB. May Transformative learning and horses as teachers. January Gender bias in Canadian military leadership training: A case study. October July March August November September Leveraging technology across disciplines. February 8. John, NB. Master of Education. Yorkville University, Fredericton, NB. Master of Technology Entrepreneurship and Innovation. As researchers, they seek evidence from multiple sources to help them analyze reactions to the action taken.
They recognize their view as one perspective and seek to develop their understanding of the events from multiple perspectives. The action researcher uses data collected from interactions with others to characterize the forces in ways that can be shared with other practitioners. Data analysis leads to a reflective phase in which the action researchers formulates new plans for action during the next cycle.
Over time, action researchers develop a deep understanding of how a variety of social and environmental forces interact to create complex patterns. This diagram illustrates the process of action research through time. The subject s of action research are the actions taken, the resulting change, and the transformation thinking, acting, and feeling by the persons enacting the change.
While the design of action research may originate with an individual, the process of change is always social. Over time, the action researcher often extends the arena of change to a widening group of stakeholders.
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The goal is a deeper understanding of the factors of change which result in positive personal, professional, and organizational change. This form of research then is an iterative, cyclical process of reflecting on practice, taking action, reflecting, and taking further action. Therefore, the research takes shape while it is being performed. Greater understanding from each cycle points the way to improved practice Riel and Rowell, Action researchers differ in the weight that they put on different factors or dimensions of action research for more discussion and examples, see Rowell, Riel and Polush, Each action researcher evolves his or her approach to doing action research as the conditions and support structures are unique.
To understand how action research varies, I describe two points, A, and B, along six dimensions.
Reflective Practice: Models and Process - guislimsiobeki.ml
When someone engages in action research, they or others make choices that place them at some point along the continuum for each dimension. Some will argue that side A, or B, or a perfect balance between them, is ideal, or even necessary, to call the process action research. Most will have compellling arguments for why all action research should be done in the way they advocate. The dialogue is healthy and helps us each understand the value of the positions we take.
By understanding the boundaries, we develop a deeper understanding of the process. If you click on the continuum, you can make your own choices and compare them with hundreds of thousands of other responders. Theory from Practice - Using practices to generate theories beginning with values, needs, and knowledge of human interaction B.
Theory into Practice - Using social science findings to inform patterns of change. Inside Expertise - Action researchers are empowered to locate problems of practice and develop methods to improve them B. Outside Expertise - Action researchers form partnerships with outside experts to guide the process. Individual Process - Action researchers select their own questions to investigate B.
rctoydepot.com/3468-instagram-spy.php Group Process - A group of action researchers select a common question or set of questions to investigate. Problem-Based Approach - Action Researchers locate problems and engage in progressive problem-solving in cycles B. Inquiry-Based Approach - Action Researchers explore effective practices to better understand and perfect them through multiple cycles. Identity Transformation - The primary outcome of action research is to change to the way the action researcher thinks, acts and feels B. Social Change -The primary outcomes of action research is the shift in the social context where people collectively change how they act, think and feel.
Shared Practices - Action Researchers share what they have learned informally at their site B. Shared Knowledge- Action Researchers share their findings in more formal context s.