How can action learning contribute to social capital?

This paper explores the contribution that action learning can make to the formation of social capital via experiences of action learning projects in NHS Pathology Services in the UK. The paper describes the development of action learning practice in recent years, reviews the notion of social capital and considers how action learning might contribute to its formation. A case study of action learning in the development of a locally unified pathology service is used to illustrate the processes by which actions and learnings may be transferred and extended from sets to contribute to organisational learning in wider systems and networks.     

Action learning in ActionAid Nepal: a case study

This article describes an example of how action learning was used as a framework for an organisational intervention to fundamentally change the organisational culture over a period of time. It also identifies our learning over that period of time and what worked well (and not so well) in an International Non-Governmental Organisation in Nepal.     

论行动研究方法在实施素质教育中的作用

行动研究方法是著名心理学家勒温开创的一种社会科学研究方法。近年来广泛运用于教育研究领域。本文在剖析行动研究方法特点的基础上,认为行动研究方法在实施素质教育中有着重要的应用价值。文中论述了在素质教育中如何以行动研究方法来转变教育管理人员、教师、家长、学生的教育观念,并促进具体教育教学方法的改进。     

行动学习法与行动研究辨析

行动学习法和行动研究都是针对解决教师实际工作中遇到的问题,反思他们的经验,以促进教师专业发展的一种教师培训模式.本文概要描述了行动学习法与行动研究的内涵缘起及意义,分析了他们共同的特征,并从内涵与外延、主体活动的形式、目标的侧重点、内容、过程的运作方式等方面探讨了它们之间的区别.     

促进远程教育实践的行为研究方法

斯里兰卡开放大学教育学院通过远程模式提供PGDE课程（学位教师教育文凭课程,Po-stgraduate Diploma in Education）,目的在于提高在职教师的专业能力。这是该学院举办时间最久的和需求量最大的课程,很大程度地满足了大量新入校教师的培训要求。值得注意的问题有两个方面：一是该课程所需要的调整变化要与学院课程的修改、教学过程和教学评价体系的发展保持一致,要以提高教师的专业实践能力为目的以满足社会的需求。二是提高学院教师和学访教师的专业技能以满足课程变化的需要。因此,教育学院采用了可以同时解决上述两个问题的行为研究方法。课程主要由三个部分构成：日校、作业和教学实践以及讲课教师、学访教师和参与研究的学生。基于对改进课程现存状况的认识,行为研究包括了方案的设计、实施、观察、反思和再设计这样一个自我反思的螺旋式过程。我们能够提供许多的案例分析证明这项研究有助于培养思考型的就业者,证明他们有能力、有进取心、有责任心并且有专业素养。此外,我们还能够证明这个课程的质量已经达到了预期的水平。     

Becoming researchers: doctoral students' developmental processes

A key step in the development of skills to conduct independent research is the ability to develop topics of interest into research studies that examine problems of significance in a field of study. This qualitative interview study conducted in the USA examined how seven novice qualitative researchers who had taken course work in qualitative research methods selected topics for research and developed these into studies for dissertation research. Findings identify processes contributing to novice researchers' abilities to conceptualize their topics as significant. These processes include recognizing the need to integrate their interests in existing disciplinary fields, learning that occurred through the practice of fieldwork, applying guidance from advisors and committee members, and developing a deeper understanding of the relationship of their studies to existing research. The paper suggests points of tension for new scholars in the development of research topics, exploring how doctoral supervisors and instructors might assist students in learning how to design and conduct qualitative studies for doctoral research.     

如何激发学生学习动机和自主学习意识

1.My context:I was once greatly influenced by the traditionalteaching methodology applied by almost all my previousteachers,and my classroom teaching practice was quiteteacher-centered.As a college teacher,I placed a signifi-cant emphasis on bringingknowl…     

学习科学研究方法论创新的艰难之旅——安·布朗和阿伦·柯林斯的贡献及“基于设计的研究”的缘起、内涵与挑战

基于设计的研究是学习科学在研究方法论上的一个重大创新.本文以基于设计的研究的两大先驱及其经典研究为线索,追溯了其孕育与诞生的历史,并在此基础上从两大教育研究传统的碰撞与融合这一角度解读了基于设计的研究的基本特征、理论框架与关键范畴及其背后的工程学隐喻,最后展望了基于设计的研究要想成为一种成熟的教育研究方法论在未来发展中所面临的一些重大挑战.     

教育研究与设计的整合:欧美教育创新研究的范式革新

教育设计研究是当前欧美教育创新研究的一种新范式,强调在具体教学情境中,分析具有普遍性的教学问题,设计具有教学理论特征的教学干预,并通过不断应用、评估、修正的迭代与渐进过程来探索实际问题的解决方案和理论解释,是一个整合教育研究与设计的系统化过程。通过厘清教育设计研究的学术脉络,从比较的视野来阐释这一研究新范式的本质要义、价值归属、迭代过程与操作框架,将有助于推动教育设计研究这一新范式在教育研究领域的应用。     

课程行动研究：方法论视角的探讨

课程行动研究是伴随着教师即研究者运动重新兴起的一种研究方式，在实践中有多种表现形式。它有着与实证主义不同的方法论基础，深受现象学、解释学、批判理论等哲学思潮的影响，注重场地研究和实际问题的解决。这一研究方式对课程变革、教师专业能力的提升有重要意义。     

Integrating action learning in an organisational development process: facilitating members of an ‘expert culture’ in an industrial organisation in Germany

This account of practice will focus the different strategic steps to implement action learning (AL) in an industrial context where managers as experts are used to solve problems and not to ask questions. It will look at the experience of an AL facilitator working with a set of young engineers from different working groups who want to improve the cooperation within and between the groups.