DEDU - Parte ou Capítulo de um Livro / Part of Book or Chapter of Book
URI permanente para esta coleção:
Navegar
Percorrer DEDU - Parte ou Capítulo de um Livro / Part of Book or Chapter of Book por assunto "Action Research"
A mostrar 1 - 2 de 2
Resultados por página
Opções de ordenação
- Is action research necessarily collaborative? Changing mutuality within a projectPublication . Sousa, FranciscoThis chapter reports a study on collaboration within an action research project that was conducted by university researchers and elementary school teachers in the Azores, Portugal. More specifically, it examines how different kinds of of participants worked together in different phases of the project. The notion of mutuality (i.e., the relative status of the participants and their ownership of the project) was especially critical for understanding changes in collaboration within the prject. However, mutuality cannot be fully understood if important aspects of the geographical and cultural context in which a project of that kind takes place are not taken into consideration. In this particular case, it is important to consider the fact that local policy is devoid of incentives for elementary school teachers' participation in research projects.
- Using action research and an imported conceptual framework to study the individual dimension of curriculum relevancePublication . Sousa, FranciscoCurriculum relevance has not been presented as a priority topic in Curriculum Studies. Nevertheless, some researchers within this filed have addressed that same topic in ways that suggest that there is much work to be done in its conceptualization. Interestingly, potential contributions to such conceptualization can be found in other fields, within the wider field of Education. For example, some research on both Mathematics Education and Science Education has addressed issues of content relevance in these specific contexts. The conceptual frameworks that directed the studies can be considered in the context of Curriculum Studies in general, although the above-mentioned researchers do not usually call for such generalization. Accordingly, the chapter starts out by examining how Curriculum Studies have addressed relevance and by proposing a framework for the study of curriculum relevance in general, which was adapted from literature on Science Education. The proposal considers three dimensions of relevance: societal, vocational, and individual. Then the text narrows the focus to the individual dimension and presents some notes related to its meaning. The chapter proceeds with a discussion on the importance of action research in the study of the individual dimension of curriculum relevance. Finally, an action research project, which was focused on students' acknowledgement of curriculum relevance, is presented. The project took place in the Azores Islands, Portugal, and was carried out by a team that included researchers from the only University located in the region, as well as teachers of elementary schools from that same region. The problem that prompted the emergence of the project was some teachers' complaints about some students' alleged lack of interest for the school and the curriculum. Action research allowed the team to deepen the participants' understanding of the problem, which, in turn, facilitated the design of instructional methods that took the students' views of curriculum relevance into consideration. Data reveal a tendency towards both future relevance and extrinsic aspects of relevance. Nevertheless, the outcomes of the project include evidence of improvements in the students' acknowledgment of both present relevance and intrinsic aspects of relevance.