Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/38952
Title: Action Research Design for an International Boundary Crossing Study to improve student and teacher participation in school processes and practices to improve learning and learning outcomes.
Authors: Taysum, Alison
Arar, Khalid
First Published: 2016
Publisher: The European Forum on Educational Administration
Citation: European Studies in Educational Management, 2016, 3 (1a)
Abstract: This special edition journal of European Studies in Educational Management focuses on the dissemination of the first stage of an international pilot action research project. The research focuses on improving teacher and student participation in institutional processes and practices to improve learning and learning outcomes. The research team includes professional researchers from Higher Education Institutions working in partnership with secondary schools. The pilot is to test the quality dimensions of the research design to inform a larger research project for which the team is seeking funding. This paper focuses on the research design, shared aims, and methodologies that were developed and applied by the research team for all the cases in this journal including: England, India, Israel, Kazakhstan, Nigeria, Northern Ireland, Republic of Ireland and Russia. The paper also reveals some tentative findings. Overall, the findings that are important for education leaders and managers reveal committed pedagogical relationships require participation and commitment of all agents in the rehearsal of power sharing and the politics of democracy. However, within an agenda of performativity and standardised curriculums there is little time for developing pedagogical relationships. The evidence also reveals that the characteristics that participants most valued regarding their relationships within their community and of their institutions included trust, respecting the self and the other, agreeing to disagree or resolving conflict peacefully, and recognising diversity through inclusive practices. Further research is required to establish proof of concepts and further develop the tool box for end users that will include participation analysis tools, and tools for improving participation. The fuller project will also consider if sustained community participation can underpin improved learning, and improved learning outcomes that will enable students to achieve desired life styles. Further the research will reveal if participation rehearses students’ future adult engagement in cultural, economic, and political systems of production and exchange within globalised European communities.
Links: https://efea-network.eu/publications/journals/
http://hdl.handle.net/2381/38952
Embargo on file until: 1-Jan-10000
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © 2016, The European Forum on Educational Administration.
Description: The file associated with this record is under embargo while permission to archive is sought from the publisher. The full text may be available through the publisher links above.
Appears in Collections:Published Articles, School of Education

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