Hello Joan,
I enjoyed reading your essay and I was so impressed with the thoughtful student comments. You must feel proud of their adoption of a teaching and learning approach that was probably very foreign to them. I look forward to reading the article one day.
The research you have done reminds me of our own nursing program curriculum where we actively promote a community of learning and later a community of practice for our students. I am always excited when our teachers and learners co-construct the curriculum and come from a place of unknowing. There seems to be so much more learning which occurs on the part of the student and the teacher.
As I am new to Living Theory (which I think I might live through may daily reflective practice as a practitioner and teacher) could you help me understand the separation between program evaluation and evaluative research.
For instance did your institutional ethics committee consider a research proposal or would this be considered program evaluation
Thanks again for the article which reinforces my own beliefs about teaching and learning.
----- Original Message -----
From: Joan Walton <[log in to unmask]>
Date: Friday, June 11, 2010 4:58 am
Subject: Re: living theory research
To: [log in to unmask]
> Hi Juin Ee,
>
> I have not long completed an essay on taking a living
> theory approach to my
> teaching of a group of second year undergraduate
> students. I sent it off
> list to Brendan and Geisha, but as there seem to be a number of
> people with
> similar queries, you and others may also find it useful.
>
> Best wishes,
>
> Joan
>
> 2010/6/10 Juin Ee Teo <[log in to unmask]>
>
> >
> > Hi Brendan (and hello everyone),
> >
> > Like you I'm new to a living theory approach to action
> research. And I've
> > found Jean McNiff and Jack Whitehead's websites very helpful
> for exploring
> > what it is, how it looks, what intellectual, philosophical
> roots it grows
> > from...
> >
> > http://www.jeanmcniff.com/
> > http://www.actionresearch.net/
> >
> > There are examples of living theory theses which I have
> downloaded but have
> > not gotten into yet. So like you, a big piece that's missing
> for me right
> > now, is what it looks like in a written form that's different
> from a
> > traditional essay - I plan to get into this once I finish with my
> > assignments (I'm a doctoral student in Melbourne :) I have
> learnt that one
> > way it looks different is the inclusion of visual
> representations of
> > knowing/knowledge e.g. videos which for me is a very powerful
> means for
> > demonstrating that knowing/knowledge is 'living' and embodied.
> I learn much
> > more from the inclusion of videos with written text, so for
> me, the
> > limitations of words on paper as the dominant mode of
> publication is
> > evident. I learnt this from "reading" Jack's article in
> educational journal
> > of living theories http://ejolts.net/node/80
> >
> > For my research proposal, I have found Jack and Jean's
> scaffolding of
> > questions helpful for journalling and problem posing, even
> though I don't
> > fully understand living theory approach and didn't know how to
> answer some
> > of the questions:
> >
> > (from Jean McNiff, 2007, pp. 309-310 'My story is my living
> educational> theory' chapter 12 of Handbook of Narrative Inquiry
> edited by Jean
> > Clandinin )
> >
> > · What is my
> concern?>
> > · Why am I
> concerned?>
> > · What kind of
> experiences can I describe to show the reasons for
> > my concerns?
> >
> > · What can I
> do about it? What will I do about it?
> >
> > · How do I
> evaluate the educational influence of my actions?
> >
> > · How do I
> demonstrate the validity of the account of my
> > educational influence in learning?
> >
> > · How do I
> modify my concerns, ideas, and actions in the light of
> > my evaluation?
> >
> >
> >
> >
> > These questions might be one way for beginning to structure a
> written> 'living theory' account.
> >
> > Reflecting on my process of learning about and with action
> research, I
> > started with a mindset expecting that I need to find a 'model'
> for action
> > research that I can follow or that 'fits' with my research
> context. And that
> > I need to be able to name/label and defend 'which approach to action
> > research is most appropriate for my doctoral thesis'. I've
> moved away from
> > thinking like that, influenced by the appreciation for a
> diversity of
> > approaches within what many authors call 'the family of action
> research'.>
> > I'm very comfortable now with the on-going, in-process nature
> of my
> > learning and have realised that a more naturalistic mindset is
> to 'think
> > with' action researchers and their writings, to be free to say
> how I am
> > learning but that I am not able to converge and label 'my
> approach' because
> > 'what action research will look like in my doing of research'
> is an open
> > question that is also part of the inquiry. I now think in terms
> > of bringing action researchers' language, ideas, principles,
> images to bear
> > on my understanding of my context. To explore thinking with
> their concepts
> > and to observe how different 'lenses' and approaches to action
> research> help me to imagine my research situation differently.
> I learn much more in
> > this way as compared with trying to 'fit' my thinking into one
> > model/approach.
> >
> > So instead of writing my proposal with the initial linear and
> > convergent headings of 'what is action research?', 'why action
> research?',> 'which form of AR will be used', I have found a way
> to communicate more
> > honestly, the in-process, emergent nature of 'thinking with'
> action research
> > literatures. So I have sections entitled 'thinking with AR',
> 'problem posing
> > with a living theory approach', 'conceptualising practice-
> changing research
> > with Kemmis & McTaggart's (2005) participatory AR' - and have
> realised that
> > I will only be able to 'evaluate' to what extent my enacting
> of AR is
> > 'participatory' or 'critical' or whatever else...only as I
> live through the
> > doing of action research...there are commitments which I can
> only articulate
> > from a place of experience.
> >
> > Thinking with action research in my view, should be a process of
> > encouraging learners to reflect on what they are learning from
> the various
> > theories/models, how the different language/concepts advocated by
> > different proponents create different research
> situations/approaches, views
> > of the world and having learners voice the questions/issues
> that emerge as
> > they interact with the different writings. I also believe
> learners give new
> > meanings to the language, concepts they encounter because
> every person's
> > situation is unique. For me, this is part of becoming a
> particular kind of
> > researcher that values the process of 'becoming' and it's a process
> > that doesn't reduce to wearing/converging on a label that
> identifies just
> > one way of doing AR.
> >
> > Best thoughts,
> > Juin Ee
> >
> > ------------------------------
> > Date: Wed, 9 Jun 2010 13:39:15 -0700
> > From: [log in to unmask]
> >
> > Subject: Re: living theory research
> > To: [log in to unmask]
> >
> >
> > Alan,
> >
> > Can I either get you to add it (preferred) or have your
> permission to add
> > this strategy for framing questions to the "develop
> questions<http://ccar.wikispaces.com/Develop+Question>"> section of the interact wiki <http://ccar.wikispaces.com/> of the Center
> > for Collaborative Action Research
> <http://cadres.pepperdine.edu/ccar>. s<http://ccar.wikispaces.com/Develop+Questions>
> >
> > Research Questions
> >
> > I do something very similar but more problem-based to
> get students to
> > generate a research question in the form of ....
> >
> > If I..........<characterization of the action>......how
> will <the effect
> > or outcome do I plan to study>.
> >
> > If I use a set of collaborative tools to change the way
> students work, how
> > will this affect student engagement and the quality of
> student work.
> >
> > At the website, I show how you can start with some general
> questions and
> > values. How do I improve student collaboration, or I
> value collaborative
> > and critical problem solving. and move to a cycle
> question in this format I
> > just described.
> >
> > Learning Circles (like critical friends) supports action
> research>
> > Similar to learning critical friends but different in
> important ways, we
> > use learning circles
> <http://sites.google.com/site/onlinelearningcircles>to support action
> >
> research.<http://sites.google.com/site/onlinelearningcircles/Home/action-research-learning-circles>
> >
> >
> >
> > Thanks for sharing your ideas. I hope you will post them
> center... it will
> > help others who are starting to teach action research.
> >
> > And others who are out there and have great ideas of how to
> support some
> > part of the process, feel free to add you ideas and strategies.
> >
> > Margaret
> >
> >
> > On Wed, Jun 9, 2010 at 12:34 PM, Alan Markowitz
> <[log in to unmask]>wrote:>
> > Hi Margaret,
> >
> > Jack and I had a conversation in Croatia about our different
> model of
> > action research. In our model, students keep a reflective,
> personal journal
> > for several weeks to determine an emerging pattern that
> results in their
> > issue. we hold reflective inteviews to ensure that students
> have identified
> > the core of the issue. Once that piece is done, they formulate
> a data
> > collection plan that addresses issues of validity,
> reliability and
> > triangulation for the research questions related to their
> issue. Our model
> > is an adaptation of the work of Sagor and Stringer and is not quite
> > connected to Living Research Theory. However, it has been well
> accepted in
> > our College. The feedback students receive is primarily
> through a set of
> > "critical friends" who utilize reflective thinking and
> collegial exchanges.
> > I am attaching a sample issues statement for your thoughts. I
> think that a
> > dialogue on the two models would greatly help me in my work
> here. Your
> > feedback would be greatly appreciated.
> > Alan
> >
> >
> > Dr. Alan Markowitz
> > Director, Graduate Programs in Education
> > (973) 290-4328
> >
> >
> >
> > On Wed, Jun 9, 2010 at 2:54 PM, Margaret Riel
> <[log in to unmask]>wrote:>
> > Hi all,
> >
> > I wonder if it makes sense to write in different ways for
> different parts
> > of the work. The description of the problem and the
> final reflection are in
> > the first person for sure. The analysis of data
> collected on the ways that
> > others react to the action can be in in more in the third
> person as it is
> > the action fo others, the cycle reflection is the place to
> bring it back to
> > personal. I don't have too much trouble with the first
> person, but I find
> > it hard to get some students to know the difference between
> formal academic
> > writing and casual conversational talk. I try to get
> them to see the
> > difference and some get it right away, others struggle the
> whole time.
> >
> > Here is my question to you... what kind of feedback have you
> found most
> > increases student writing skills. I have shared my
> thinking on this at
> >
> > http://ccar.wikispaces.com/evaluating+students+writing
> >
> > The main issue for me is ... is it better to rewrite their
> text so that
> > they can see the difference (pro..models are helpful, con they
> just push
> > accept changes and move on)
> > or is it better to explain the problem (pro they have to solve
> the problem,
> > con takes longer and may not result in any improvement.)
> >
> > I wonder how the rest of you deal with giving students feedback.
> >
> > Margaret
> >
> > On Wed, Jun 9, 2010 at 9:31 AM, geisha rebolledo
> <[log in to unmask]>wrote:>
> > Hi Brendan, Marie, Jack and all,
> >
> > Thank you so much for this topic discussion. Yesterday I gave
> a talk on LT
> > to the Doctorate Students here at the Pedagogic University
> UPEL in Caracas.
> > Venezuela. (Our language is spannish) . The same question was
> rised by the
> > group. They enquired if you write in first person
> . The I. According to
> > the University Regulations following APA International it is
> not allowed,
> > they mentioned. In addition the narrative metodological
> scheme is not
> > registered in these normatives.
> > From the pregraduate Action Research seminar I am also finding
> > difficulties in how to help them to learn to write narrations and
> > reflections. When they narrate it looks too coloquial .....
> > Thanks for your help, greetings, geisha
> >
> >
> >
> >
> >
> >
> >
> >
> >
> >
> > ------------------------------
> > Date: Wed, 9 Jun 2010 12:27:12 +0000
> > From: [log in to unmask]
> >
> > Subject: Re: living theory research
> > To: [log in to unmask]
> >
> > Hi Marie,
> > Thanks for all your ideas. Could you help me a bit more
> please? I am not
> > sure how writing my work up as living theory would be
> different from writing
> > a traditional essay. How would it look? How is it
> different?>
> > Thanks,
> >
> > Brendan
> >
> > --- On *Mon, 7/6/10, Marie Huxtable
> <[log in to unmask]>* wrote:
> >
> >
> > From: Marie Huxtable <[log in to unmask]>
> > Subject: Re: living theory research
> > To: [log in to unmask]
> > Date: Monday, 7 June, 2010, 14:30
> >
> > Hi Brendan
> >
> > I have seen a number of people beginning their living theory
> research with
> > Jack and he usually suggests they begin with some
> autobiographical writing
> > that helps someone (and that someone can be the researcher
> themselves) to
> > understand why they are doing what they are doing in
> their professional
> > practice - that is, the values that motivate them to do what
> they do. This
> > writing is not necessarily made public or is directly used in
> the final
> > account but it seems a very important step and many people
> have only really
> > begun to recognise the values that are at the root of their
> practice in the
> > process of writing this. Have a go and see what emerges - you
> have nothing
> > to loose. There is no need to say anything that is private in
> public or you
> > may choose to share your narrative with just a few close
> associates to help
> > you to decide what might be your next narrative or step.
> >
> > I really appreciate you sharing your journey like this which
> allows others,
> > including me, to learn more about living theory research as a
> rigorous,> organic and creative process.
> >
> > Hope life is smiling
> > Marie
> >
> >
> > ------------------------------
> > *From:* BRENDAN CRONIN <[log in to unmask]>
> > *To:* [log in to unmask]
> > *Sent:* Mon, 7 June, 2010 1:44:43
> > *Subject:*
> >
> > Thanks Marie, for all the recommended writings
> which I will look up. I
> > am very interested in what you say about writing in the form
> of living
> > theory research rather than as a traditional essay.
> Would you have any
> > initial guidance on how to do this?
> >
> > Thanks,
> >
> > Brendan
> >
> > --- On *Sun, 6/6/10, Marie Huxtable
> <[log in to unmask]>* wrote:
> >
> >
> > From: Marie Huxtable <[log in to unmask]>
> > Subject:
> > To: [log in to unmask]
> > Date: Sunday, 6 June, 2010, 12:37
> >
> > Hi Brendon
> > The question you pose, of an educator researching to improve
> their values
> > based practice given the constraints and demands of their
> institution or
> > organisation, is one that the teachers and headteachers who
> have worked with
> > Jack on the Masters programme have been creating their
> responses to. Have a
> > look at some of the accounts on
> > http://www.actionresearch.net/writings/mastermod.shtml. This
> one might
> > resonate with you particularly, Amy Skuze, 'How have my
> experiences of Year
> > 2 SAT's influenced my perceptions of assessment in teaching
> and learning?'.
> > Each is unique and evolving.
> >
> > I find the accounts in EJOLTs similarly inspiring This one
> might by Martina
> > Clerkin, 'How can I use Irish language e-portfolios in the
> assessment for
> > learning approach in my primary classroom?' access from
> > http://ejolts.net/node/132, might be one to start with as
> Martina is a
> > class teacher working within demands not disimilar to your own.
> >
> > You might want to think about this as an opportunity to
> develop and share
> > your living theory research rather than as a traditional
> essay. I suggest
> > this as the creation of a living theory account is an integral
> part of your
> > research rather than a report about research. Your living
> theory research
> > account might be focussed intially by a question
> something like:
> >
> > How do I live and work better according to my personal and
> educational> values as I engage with the creative curriculum and
> prepare my pupils for
> > the demands of the optional Y3 SAT tests?
> >
> > This might not be your final question any more than the
> narratives you
> > begin to create will necessarily be included in your final
> account but it
> > might be something to start with. I am hoping Jack might help
> suggest where
> > you might begin creating your narratives that will help you in
> this stage of
> > your research.
> >
> > Many thanks for sharing your values based improving practice
> research story
> > as it begins
> > Hope you feel an appreciative smile
> > Marie
> >
> > ------------------------------
> > *From:* BRENDAN CRONIN <[log in to unmask]>
> > *To:* [log in to unmask]
> > *Sent:* Sun, 6 June, 2010 11:26:37
> > *Subject:*
> >
> > Hi everyone,
> >
> > I am writing an essay about how I can live and work better
> according to my
> > personal and educational values but which involves following
> the values of
> > the creative curriculum but also preparing the children for
> the demands of
> > the optional SAT tests (I teach Year 3 children). Has
> anyone got any ideas
> > on this?
> >
> > Thanks,
> >
> > Brendan
> >
> >
> > ------------------------------
> > Hotmail: Trusted email with Microsoft’s powerful SPAM
> protection. Sign up
> > now. <https://signup.live.com/signup.aspx?id=60969>
> >
> >
> >
> >
> > --
> > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
> > Margaret Riel <[log in to unmask]>
> > Sr. Researcher, Center for Technology in Learning SRI-International
> > Co-Chair M. A in Learning Technologies Pepperdine University
> > Phone: (760) 618-1314
> > http://faculty.pepperdine.edu/mriel/office
> > BLOG: http://mindmaps.typepad.com/
> > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
> >
> >
> >
> >
> >
> > --
> > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
> > Margaret Riel <[log in to unmask]>
> > Sr. Researcher, Center for Technology in Learning SRI-International
> > Co-Chair M. A in Learning Technologies Pepperdine University
> > Phone: (760) 618-1314
> > http://faculty.pepperdine.edu/mriel/office
> > BLOG: http://mindmaps.typepad.com/
> > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
> >
> >
> > ------------------------------
> > Hotmail: Powerful Free email with security by Microsoft. Get
> it now.<https://signup.live.com/signup.aspx?id=60969>
> >
>
>
>
> --
> Dr Joan Walton
> Faculty of Education
> Liverpool Hope University
> Hope Park
> Liverpool
> L16 9JD
>
> Phone: 0151 291 2115
> Email: [log in to unmask]
>
Dan Woodrow
Comox BC CA
As when the golden sun salutes the morn,
And, having gilt the ocean with his beams,
Gallops the zodiac in his glistening coach,
And overlooks the highest-peering hills.
Shakespeare
