The action in action research: mediating and developing inclusive intentions
The action in action research: mediating and developing inclusive intentions
复制标题
行动研究中的行动：调解和发展包容性意图
DOI：
10.1080/09650790400200247
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发表时间：
2004
期刊：
影响因子：
--
通讯作者：
P. Farrell
中科院分区：
文献类型：
--
作者：
A. Howes;J. Frankham;M. Ainscow;P. Farrell
摘要本文的作者反映了他们作为行动研究网络的促进者的经验，旨在为参与学校提供一个背景，以确定和解决学生学习和参与的障碍。在网络内，行动研究被认为对学校内和学校之间的个人有不同的意义，在个人，团体和机构层面的行动，数据和变化之间的关系。然而，在研究中的几乎所有学校中，它都重要地标志着在一个外部议程强烈强加的时代，对发展方向的自主权。行动研究的过程和价值观与包容性之间的关系进行了探讨与学校一级的数据的使用，并通过关注在学校发展的行动进行解释。这些行动的一些后果进行了描述，有意和无意的，并建议在学校内部和之间的发展修辞的可能意义。文章的结论是，行动研究中所描述的这个网络可能会持续发展的更具包容性的学校，通过创造批判性的反思价值观和实践之间的关系的可能性机构。
Abstract The authors of this article reflect on their experiences as facilitators of an action research network aiming to provide a context for participating schools to identify and address barriers to pupils' learning and participation. Within the network, action research is seen to have different meanings for individuals within and between schools in terms of the relationship between action, data and changes at the personal, group and institutional levels. In nearly all schools in the study, however, it importantly signifies a measure of autonomy over the direction of development, in an era of strongly imposed external agendas. The relationship between the action research process and the values associated with inclusion is explored with the use of school-level data, and interpreted through attention to the actions developing in the schools. Some of the consequences of these actions are described, both intentional and unintentional, and the possible significance of developing rhetoric within and between schools is suggested. The article concludes that action research as described in this network may sustain the development of more inclusive schools, by creating possibilities for critical reflection on the relationship between values and practice within the institution.