Action Research - Annotated Bibliography Example

Action Research Annotated Bibliography Action Research Annotated Bibliography Burchell, H. . Facilitating action research for curriculum development in higher education. Innovations in Education and Training International, 37(3), 263. This was a nationally funded action research project whereby a unique approach to curriculum development was tested within in radiography education. The focus was on the development of a competence based approach that could be used in clinical education, in particular relating to the assessment of student study radiography. The paper itself explores the role that the facilitator of an action research study takes in examining the concepts under investigation. It was discovered that there is a need to balance the desire to find pragmatic local solution with actual strategies that can be implemented in terms of education and training on a national level. Burnaford, G. (2014). Teacher action research: Inside an integrative curriculum. Middle School Journal, 26(2), 5. This action research study actually is divided into three distinct sections that revolve around the common theme of developing an integrative curriculum that can be implemented across disciplines and in a variety of educational settings. It looks at better involving teachers in the process, and works to motivate students as well by giving them a voice in the curriculum development process. The study shows some great progress towards involving all people working in education to create a curriculum that is more relevant and practical in the modern age. Cornett, J. (2010). Utilizing action research in graduate curriculum courses. Theory into Practice, 2993), 185-195. In consider curriculum development within the scope of higher education, it is important to consider the concepts taught at the graduate level. The focus of this action research is to explore various in-service opportunities that can enable a more comprehensive and robust curriculum in the future. On particular curriculum development model is discussed and various ideas are presented that one can use to more effectively implement this model into the design of curriculum at this level in the future. Ercetin, S. (2012). Action research, organizational intelligence, and curriculum development. Educational Research Quarterly, 26(1), 41. This particular action research study examines the concept of organizational intelligence. Such a concept is defined with the context of the project as a combination of the whole skills required and used by organizations to exist. As such, the study focuses on the need for educational institutions to be willing to adapt to changes in the world, and to so in a quick and decisive manner. In addition, educators need to be open minded and use their creativity in designing new curriculum that is reflective of the changing times. Hogan, K. (2013). Defining digital curriculum. Technology and Learning, 34(2), 50. With the modern technology available to schools today, it is becoming increasingly important to focus on the development of electronic resources that can be implemented within the curriculum development process. This includes the use of blogs, wikis, Twitter, various pieces of electronic journalism, video, audio, and the ability to collaborate in real time with others around the world. This action research study focuses on the development of a digital curriculum by focusing on the analysis of various school districts that have already made tremendous strides in this area. Huitt, W. (2013). Curriculum for global citizenship. The International Schools Journal, 33(1), 76. This action research study looks at curriculum development from a global perspective. Specifically, the study reveals the need to develop a series of holistic standards that can them serve as the foundation for creating a curriculum that encourages certain values for global citizenship. The paper serves as a springboard to begin discussing what the core values should be and how to implement them accordingly within the context of various school systems around the world in a uniform manner. Laidlaw, M. (2007). Bringing action research to the curriculum development process. Educational Action Research, 15(2), 271-281. This study focuses on a review of various pieces of research related to curriculum development that has recently been published. The goal and objective of the paper is to provide educators with a conceptual analysis that can be useful in the examination of the curriculum in use in elementary schools today and how this knowledge can be useful in determine the path that should be taken in the future. By exploring the various perceptions in action today, the hope is that it will lead to a more collaborative and productive curriculum development process. Nygaard, C., Hojit, T., and Hermansen, M. (2008). Learning-based curriculum development. Higher Education, 55(1), 33-50. This particular study was conducted and the paper written in hopes of inspiring curriculum developers to better focus their efforts on the actual learning process that students go through in school. The study itself aims to present a learning based paradigm for students of higher education that actually illustrates the close relationship that exists between the curriculum development and students’ learning processes. The article itself is divided into three sections focusing on the role of higher education institutions, contextual learning, and curriculum development in practice. Peidong, L. and Laidlaw, M. (2006). Collaborative enquiry, action research, and curriculum development in rural China: How can we facilitate a process of educational change? Action Research, 4(3), 333-350. These authors present two different educators, one from China and one from the United Kingdom, who are working together at a Teacher’s College in the northwest region of China. The study focuses on how educators can work to facilitate change with an educational setting by focusing on professional development and the redesign of curriculum. In this case, the focus in on the curriculum for teachers of English as a send language, and the findings can be applied accords settings as educators look for ways to better align curriculum with the needs of a globalized world. Riding, P., Fowell, S., and Levy, P. (2012). An action research approach to curriculum development. Information Research: An International Electronic Journal, 1(2), 2. This study focuses on how better to use technology in approaching curriculum development. By collaborating with other educators around the globe, it is possible to design new teaching methodologies that are more relevant and applicable to students today. Much of the curriculum in use today in old and lack innovation, while the need is increasingly evident to create a more modern and practical educational environment for students in school today. Shapiro, D. (2013). Facilitating holistic curriculum development. Assessment and Evaluation in Higher Education, 28(4), 423-434. Up to this point in the system of education, many schools seem to approach the curriculum process from the perspective of a series of independent courses that must be taken to fulfill one overarching objective. This action research study presents a case study whereby the curriculum development process is viewed from a holistic perspective, whereby every course builds upon the next to provide a more integrative and relevant approach to education that can be applied globally to promote a set of core values that will be most useful moving forward. Shawer, S. (2010). Classroom-level curriculum development: EFL teachers as curriculum developers, curriculum makers and curriculum transmitters. This was an action research study based on a qualitative study that explores how various approaches to the teacher curriculum process, and that strategies attached to each approach, work to influence the curriculum that is taught in schools. Secondary objectives of the study also forces on teacher development, curriculum implementation, and student learning. The author worked with teachers of English as a foreign language and their college students from a mixed of different nationalities in order to formulate reliable and valid conclusions. Stephenson, M. E. (2012). Curriculum development in action. Nurse Education Today, 6(6), 263-269. This particular paper details an action research study that aimed to trace the development of a new curriculum. The desire was to create a process that facilitated a more progressive and modern approach to education that could be adopted by nursing schools globally. This study followed the development of one specific nursing education center in the country of Wales. A thematic approach to the design of curriculum is discussed at length in this paper. Sun, H. (2012). Curriculum matters. The Elementary School Journal, 113(2), 215-229. This study focuses on a review of various pieces of research related to curriculum development that has recently been published. The goal and objective of the paper is to provide educators with a conceptual analysis that can be useful in the examination of the curriculum in use in elementary schools today and how this knowledge can be useful in determine the path that should be taken in the future. By exploring the various perceptions in action today, the hope is that it will lead to a more collaborative and productive curriculum development process. Tarc, A. (2011). Reparative curriculum. Curriculum Inquiry, 41(3), 350-372. This is a unique study that looks to support the public’s perception of traumatic histories of mass human violence by working to develop and sustain certain reparative relations that can be implement across various segments of society. The author of this study works to look at ways that reparative learning can be implement into modern day curriculum. The example is used of how teachers approach the trauma that is evident in Aboriginal history and how this can be used to enable the public to better understand their historical plight. Read More