Experiencing action evaluation’s cyclic process: partnering conflict, reflection, and action.
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| Title: | Experiencing action evaluation’s cyclic process: partnering conflict, reflection, and action. |
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| Authors: | Burrows, Andrea C.1 (AUTHOR) aburrow1@uwyo.edu, Harkness, Shelly Sheats2 (AUTHOR) |
| Source: | Educational Action Research. Dec2016, Vol. 24 Issue 4, p460-478. 19p. |
| Subject Terms: | *Action research, *Conflict management, *Higher education, Social science research, Management |
| Abstract: | In this article, the authors describe experiences in and offer suggestions from a course entitled ‘Educational Innovation for Excellence Through Action Research, Conflict Resolution, and Organizational Learning’ – an action evaluation (AE). The class was taught using the principles of action research and AE. The authors explore the impact that the course had on the their personal perceptions and classmates’ perceptions of AE, grapple with the criteria for what constituted a shared definition of ‘success’ in the course, and offer a critical lens for viewing educational evaluation as a means to continued self-reflection or reflexivity. The theoretical framework utilized is symbolic interactionism and critical pedagogy. The process of AE, including resonance, positive disruptions, reflexivity, and conflict resolution, is discussed within the authors’ narratives. Action evaluation is revealed as the complex process of joining sometimes apparently disjointed participants as unlikely partners to create change. This study helps to fill a gap of enriching action research with narratives, by exploring AE through reflection, and by creating discussion regarding critical pedagogy and social change. Implications for a wide audience include suggested conflict resolution strategies and examples of evaluation uses for instructors in numerous classes. Recommendations for AE implementation and strategies to promote social change – including core values of democratic participation, community empowerment, and social justice – are also presented. [ABSTRACT FROM PUBLISHER] |
| Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| FullText | Links: – Type: pdflink Text: Availability: 1 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 118731614 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Experiencing action evaluation’s cyclic process: partnering conflict, reflection, and action. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Burrows%2C+Andrea+C%2E%22">Burrows, Andrea C.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> aburrow1@uwyo.edu</i><br /><searchLink fieldCode="AR" term="%22Harkness%2C+Shelly+Sheats%22">Harkness, Shelly Sheats</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+Action+Research%22">Educational Action Research</searchLink>. Dec2016, Vol. 24 Issue 4, p460-478. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Action+research%22">Action research</searchLink><br />*<searchLink fieldCode="DE" term="%22Conflict+management%22">Conflict management</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Social+science+research%22">Social science research</searchLink><br /><searchLink fieldCode="DE" term="%22Management%22">Management</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: In this article, the authors describe experiences in and offer suggestions from a course entitled ‘Educational Innovation for Excellence Through Action Research, Conflict Resolution, and Organizational Learning’ – an action evaluation (AE). The class was taught using the principles of action research and AE. The authors explore the impact that the course had on the their personal perceptions and classmates’ perceptions of AE, grapple with the criteria for what constituted a shared definition of ‘success’ in the course, and offer a critical lens for viewing educational evaluation as a means to continued self-reflection or reflexivity. The theoretical framework utilized is symbolic interactionism and critical pedagogy. The process of AE, including resonance, positive disruptions, reflexivity, and conflict resolution, is discussed within the authors’ narratives. Action evaluation is revealed as the complex process of joining sometimes apparently disjointed participants as unlikely partners to create change. This study helps to fill a gap of enriching action research with narratives, by exploring AE through reflection, and by creating discussion regarding critical pedagogy and social change. Implications for a wide audience include suggested conflict resolution strategies and examples of evaluation uses for instructors in numerous classes. Recommendations for AE implementation and strategies to promote social change – including core values of democratic participation, community empowerment, and social justice – are also presented. [ABSTRACT FROM PUBLISHER] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational Action Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=118731614 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/09650792.2015.1108211 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 460 Subjects: – SubjectFull: Action research Type: general – SubjectFull: Conflict management Type: general – SubjectFull: Higher education Type: general – SubjectFull: Social science research Type: general – SubjectFull: Management Type: general Titles: – TitleFull: Experiencing action evaluation’s cyclic process: partnering conflict, reflection, and action. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Burrows, Andrea C. – PersonEntity: Name: NameFull: Harkness, Shelly Sheats IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2016 Type: published Y: 2016 Identifiers: – Type: issn-print Value: 09650792 Numbering: – Type: volume Value: 24 – Type: issue Value: 4 Titles: – TitleFull: Educational Action Research Type: main |
| ResultId | 1 |
