Action Research in the Classroom: A Process that Feeds the Spirit of the Adolescent

Brown, Hillary
April 2004
International Journal of Qualitative Methods;Apr2004, Vol. 3 Issue 1, p25
Academic Journal
Through action research the question "What nourishes the spirit of the adolescent in the classroom" was subjected to an inventive strategy. The inquiry centered around student-driven questions inserted into a holistic intrapersonal curriculum. Recognition of the penury of literature in adolescent self and spirituality led the researcher to formulate the question, to organize and implement sessions with engaged students in a fluid way, to create an appropriate environment, to collect the data, and to analyze the data along thematic lines. Ultimately, the concept that interconnected components such as competence, encouragement, confidence, and self-esteem allow holistic teaching to flourish when creativity, choice, imagination, and constructivism nourish the adolescent spirit in the classroom. A theory clearly rises from the research. Teaching from a holistic perspective, a teacher can offset the solely outcome-based curriculum directives. The teacher and the adolescents committed to learning can continue to regard outcomes while focusing our commitment to process. To nourish the spirit is key. It is an ongoing process of infinite proportions capable of unleashing the energies of all stakeholders in education: teachers, students, parents, officials. The process, if pursued in a determined and mindful way, will witness the establishment of a civil society, one that endures in a renewable way at all levels: home, school, and community.


Related Articles

  • Insights into Attempts at using Action Research in a Collaborative Work in a Policy Review Exercise in Botswana. Koosimile, Anthony Tsatsing // Qualitative Report;Jul2011, Vol. 16 Issue 4, p1081 

    In this paper I embrace the thinking that writing on one's experiences in the use of qualitative educational research strategies and principles could potentially contribute to furthering knowledge in the field. In adopting an action research framework to guide collaborative work in a policy...

  • Research round-up. Coryton, Monty // Education (14637073);3/26/2004, Issue 137, p4 

    Presents the of the journal "Educational Action Research." Topics covered by the journal.

  • ACTION RESEARCH: Goes to School. Goldblatt, Patricia // Multicultural Review;Mar2001, Vol. 10 Issue 1, p28 

    This article focuses on methodologies used in educational researches. Some years ago, the research meant trudging downtown to a stonefaced edifice, securing a dimly lit carrel and lugging a massive tome of literary materials on the researcher's desk. Somewhere in musty books and ponderous...

  • Grounded theory, mixed methods, and action research. Lingard, Lorelei; Albert, Mathieu; Levinson, Wendy // BMJ: British Medical Journal (International Edition);8/23/2008, Vol. 337 Issue 7667, p459 

    The article presents an overview of grounded theory, mixed methods and action research, which are three commonly used approaches which are found in qualitative research. A discussion of the appropriate uses, key characteristics and features of each approach, and of when the methods are...

  • Infusing Qualitative Traditions in Counseling Research Designs. Hays, Danica G.; Wood, Chris // Journal of Counseling & Development;Summer2011, Vol. 89 Issue 3, p288 

    Research traditions serve as a blueprint or guide for a variety of design decisions throughout qualitative inquiry. This article presents 6 qualitative research traditions: grounded theory, phenomenology, consensual qualitative research, ethnography, narratology, and participatory action...

  • Participation as Enactment of Power in Dialogic Organizational Action Research -- Response to Werner Fricke. Kristiansen, Marianne; Bloch-Poulsen, J�rgen // International Journal of Action Research;2011, Vol. 7 Issue 3, p389 

    The authors respond to the comments made on their article about participation as enactment of power in dialogic, organisational action research. They apologize for the confusion they have made for using the concept of enactment. They say that they are not interested in who possesses power but...

  • Practitioner action research. McKee, Anne // Work Based Learning in Primary Care;Nov2004, Vol. 2 Issue 4, p323 

    The article focuses on the concept of practitioner research, which is an internationally established discipline. Dorothy Craig, a senior teacher trainer based in a College of Education, Tennessee, is conducting a practitioner research workshop. Like many teacher trainers, he uses practitioner...

  • Contemporary Qualitative Research. White, Julie // Qualitative Research Journal (RMIT Training Pty Ltd trading as R;Jun2011, Vol. 11 Issue 1, p1 

    An introduction is presented in which the editor discusses various reports within the issue on topics including hope in people with HIV/AIDS, data collection in ethnographic research and involving indigenous communities in rural mental health services.

  • The Inviting Professional Educator: A Reflective Practitioner and Action Researcher. Smith, Kenneth H. // Journal of Invitational Theory & Practice;2010, Vol. 16, p5 

    This article calls for all educators (teachers, administrators, counselors, supervisors) to implement systematic reflection and action research in their day-to-day professional activities. Additionally, it invites readers to go one step beyond to publish - thus making their findings public....


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics