Podcasts about Action research

The energy inefficiency in our homes is one of the biggest barriers to meeting our climate targets. Heating and electricity make up a huge portion of our greenhouse gas emissions, and those emissions are rising. At the same time, millions of people live in housing that's drafty, expensive to heat, unhealthy, or even unsafe. Could retrofitting homes at scale be a climate solution that also improves health, lowers energy costs, and promotes housing justice? We spoke with Abhi Kantamneni, the Director of Action Research with Efficiency Canada, an organization that studies the technology, governance, and business systems influencing Canada's energy future. Abhi has a decade of experience helping communities across US and Canada use clean and efficient energy to achieve local priorities including improving housing, increasing ‘good jobs' and reducing poverty. In this conversation, Abhi highlights how much energy is wasted in our homes — often without us realizing. From drafty windows to aging heating systems, many people only make upgrades when something breaks, often in moments of crisis. Abhi makes the case for a coordinated, government-led retrofit strategy that supports renters and homeowners alike — not just to reduce emissions, but to lower energy bills, improve health, and address poverty through climate action. Pullback is a proud member of the Harbinger Media Network Enjoy our work? Support us on Patreon!

In this episode, we welcome DSC alum Ashley Kempson (University of Gloucestershire), who is joined by our very own Oli Lum—this time taking the guest's chair. They discuss their paper published in the special edition of Sports Coaching Review, which explores their experiences conducting action research, particularly their reflections from being in the field. Besides discussing the origins of the paper, they dive into the reflections and experiences covered in the article.Enjoy! Article link: https://www.tandfonline.com/doi/full/10.1080/21640629.2024.2335058Follow us on our social media: https://linktr.ee/sportscoachinghub

Join Dr. Clancy and guest Katey Kooi for a discussion of the benefits of music therapy in palliative and end-of-life care. CME Credit Available:  https://uiowa.cloud-cme.com/course/courseoverview?P=0&EID=72842  Host: Gerard Clancy, MD Senior Associate Dean for External Affairs Professor of Psychiatry and Emergency Medicine University of Iowa Carver College of Medicine Guest: Katey Kooi, MT-BC Music Therapist, Supportive and Palliative Care University of Iowa Health Care Financial Disclosures:  Dr. Clancy, Ms. Kooi, and the members of the Rounding@IOWA planning committee have disclosed no relevant financial relationships. Nurse: The University of Iowa Roy J. and Lucille A. Carver College of Medicine designates this activity for a maximum of 1.0 ANCC contact hour. Pharmacist and Pharmacy Tech: The University of Iowa Roy J. and Lucille A. Carver College of Medicine designates this knowledge-based activity for a maximum of 1.0 ACPE contact hours. Credit will be uploaded to the NABP CPE Monitor within 60 days after the activity completion. Pharmacists must provide their NABP ID and DOB (MMDD) to receive credit. Pharmacist UAN: JA0000310-0000-25-039-H99-P Pharmacy Tech UAN: JA0000310-0000-25-039-H99-T Physician: The University of Iowa Roy J. and Lucille A. Carver College of Medicine designates this enduring material for a maximum of 1.0 AMA PRA Category 1 CreditTM. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Other Health Care Providers: A certificate of completion will be available after successful completion of the course. (It is the responsibility of licensees to determine if this continuing education activity meets the requirements of their professional licensure board.) References/Resources:  Gutgsell, Kathy Jo et al. (2013) Music Therapy Reduces Pain in Palliative Care Patients: A Randomized Controlled Trial. Journal of Pain and Symptom Management, Volume 45, Issue 5, 822 – 831. Gallagher, Ragman, Rybicki. (2018) Outcomes of Music Therapy Interventions on Symptom Management in Palliative care patients. American Journal of Hospice and Palliative Medicine Vol 35(2) 250-257. Hilliard R. E. (2003). The effects of music therapy on the quality and length of life of people diagnosed with terminal cancer. Journal of music therapy, 40(2), 113–137. https://doi.org/10.1093/jmt/40.2.113 Bradt J, Dileo C, Grocke D, Magill L. (2011) Music interventions for improving psychological and physical outcomes in cancer patients.Cochrane Database Syst Rev. Aug 10;(8) Ramesh B. (2024) Role of Music Therapy in Palliative Care—Methods and Techniques. Journal of Palliative Care. https://journals.sagepub.com/doi/10.1177/08258597241235110 Whitford, Kevin J. et al.Music Therapy Intervention to Reduce Caregiver Distress at End of Life: A Feasibility Study Journal of Pain and Symptom Management, Volume 65, Issue 5, e417 - e423 https://www.jpsmjournal.com/article/S0885-3924(23)00035-0/fulltext Sarah Kordovan, Pia Preissler, Anne Kamphausen, Carsten Bokemeyer, and Karin Oechsle. (2016)Prospective Study on Music Therapy in Terminally Ill Cancer Patients during Specialized Inpatient Palliative Care Journal of Palliative Medicine  19:4, 394-399. Lopez, G., Christie, A.J., Powers-James, C. et al. (2019). The effects of inpatient music therapy on self-reported symptoms at an academic cancer center: a preliminary report. Support Care Cancer 27, 4207–4212. https://doi.org/10.1007/s00520-019-04713-4 Brungardt A, Wibben A, Tompkins AF, Shanbhag P, Coats H, LaGasse AB, Boeldt D, Youngwerth J, Kutner JS, Lum HD.(2021) Virtual Reality-Based Music Therapy in Palliative Care: A Pilot Implementation Trial. J Palliat Med. May;24(5):736-742. Ghetti, C. M., Schreck, B., & Bennett, J. (2023). Heartbeat recordings in music therapy bereavement care following suicide: Action research single case study of amplified cardiopulmonary recordings for continuity of care. Action Research, 0(0). https://doi.org/10.1177/14767503231207993  

This session provides essential insights into managing employee performance and navigating organizational change effectively. It emphasizes frameworks, evaluation methods, and strategies to align organizational goals with individual contributions. Key Topics Covered Performance Management: Aligning goals, behaviors, and results through tools like Management by Objectives (MBO) and performance appraisals. Evaluation Methods: Techniques such as graphic rating scales, forced distribution, and behavioral observation scales to assess employee performance. Change Management Models: Frameworks like Lewin's Change Model, Kotter's Eight Steps, and Action Research for implementing and sustaining organizational change. Types of Change: Developmental (process enhancements), transitional (new systems), and transformational (radical overhauls). Team Dynamics: Leveraging Tuckman's stages of team formation and OD interventions to improve collaboration and resolve conflicts. Role Clarity: Using tools like the RACI Matrix to define responsibilities during change initiatives. This session equips HR professionals with actionable frameworks and techniques to foster performance excellence and effectively manage organizational transformations.

In this episode John talks to Catherine Walker, Newcastle University Academic Track Fellow in Human Geography. They discuss her background and a wide range of topics including: how you can become a geographer in different ways; travel; cultures and landscapes; geography through stories; social science; climate change and climate justice. Resources: Opportunities, complexities, and challenges in collaboration between school and university geography, GA Blog. Coffee and geography, episode 407 with Kit Rackley and Catherine Walker. Geogramblings website Young People at a Crossroads resources including the free book, teacher guide and more. Young People at a Crossroads — illustrations by Maisy Summer What role for geography in justice-focused climate change education? Geography, Volume 109, Issue 3 (2024)   Series 14 of GeogPod is kindly sponsored by Discover the World Education. 'As the only tour operator who is a strategic partner of the GA, we're big believers in supporting teachers both in and outside the classroom. From our unforgettable geography trips to our award-winning resources and accredited CPD sessions, for us there's nothing more rewarding than creating shared experiences that bring learning to life.'

Kerry McGawley is a professor in sports science at the Swedish Winter Sports Research Centre, part of Mid Sweden University. She is also the senior manager of the female athlete programme at Orreco (Fitrwoman). Kerry is passionate about supporting and developing women in sport and much of her research is conducted in collaboration with national and international sports organisations. In line with her research focus, Kerry leads a M.Sc. programme in Sports Performance and Athlete Health and she tutors on several high-performance sports coaching programmes. Kerry has published more than 50 peer-reviewed scientific articles and has written several book chapters. Outside of work, Kerry is a keen competitive triathlete and has won several World, European and National age-group championship titles.   Kerry can be found on X (Twitter) and Instagram under my name, @Kerry McGawley https://www.instagram.com/kerrymcgawley/ https://x.com/kerrymcgawley Topics covered: Improving menstrual health literacy (published paper): Six-stage recommendations for improving menstrual health literacy in sport Validation of a menstrual cycle knowledge questionnaire by PhD student, Katerina Fisher, with a large cohort of German athletes and coaches. PhD from Martina Höök on barriers to communication hindering female athletes and follow-up study (Höök et al. 2023) using Action Research with adolescent athletes and their coaches, to improve knowledge and communication around stigmatised health topics. Research/work on runners…A study comparing junior and senior female middle-distance runners. Current qual + quant data collection to investigate elite athlete menstrual cycle management strategies and hormonal cycle characteristics over repeated cycles. Advice: on accessing large cohorts, for early career researchers. Applied consultancy work with Orreco/Fitrwoman.

Hector Quiroga, an immigrant lawyer from Colombia, overcame numerous challenges to become a successful lawyer. Despite initial struggles with English and multiple LSAT failures, he persevered and founded the Quiroga Law Office. Hector emphasized the importance of immersion in learning English and facing personal challenges and childhood trauma. Hector also highlighted the significance of family support and the need for therapists to help address past traumas. Listen to his story and choose which action will help you get closer to your goal today!Action PrinciplesPick one to do this week:1. Step outside your comfort zone. Immersing yourself in situations outside your usual routine can help you learn quickly. ACTION: Take a learning opportunity even if it's not something you'd usually do.2. Don't be afraid to seek help. If you're seeing patterns of behavior that hold you back from success, therapy or a trained mentor could make a significant difference. ACTION: Research therapy or mentorships and schedule a session with someone who seems like a good fit. 3. View life as a test. If you continue to fail in a particular area, it's time to make changes to get different results. ACTION: Evaluate your actions and consider what you can do differently going forward. 4. Take a step. Focus on taking one step at a time to reach your goal. ACTION: Schedule time in your calendar to take the first step towards your goal.Guest ResourcesLearn more from Hector Quiroga, Sr. by following him on LinkedIn or visiting Quiroga Law Offices. Suggested LinkedIn Learning CourseMaking Big Goals AchievableDave Crenshaw develops productive leaders in Fortune 500 companies, universities, and organizations of every size. He has appeared in Time magazine, USA Today, FastCompany, and the BBC News. His courses on LinkedIn Learning have been viewed tens of millions of times. His five books have been published in eight languages, the most popular of which is The Myth of Multitasking—a time management bestseller. As an author, speaker, and online instructor, Dave has transformed the lives and careers of hundreds of thousands around the world. DaveCrenshaw.com

Dawn Jones' and team's research unexpectedly unveiled the use of scrapbooks as a new methodological approach to action research within practice as well as research studies. Dawn proposes that scrapbooks could provide a rich collection of documented evidence to support both the inspection framework and the EYFS outcomes.   Read Dawn's article here: https://thevoiceofearlychildhood.com/scrapbooks-as-a-methodological-and-practice-based-tool/   Listen to more: If you enjoyed this episode, you might also like to take a listen to and read Dawn's previous episodes and articles:   What do children have to say about their environment? -      https://thevoiceofearlychildhood.com/what-do-children-have-to-say-about-their-environment/   Problematising behaviour management systems -      https://thevoiceofearlychildhood.com/problematising-behaviour-management-systems/   Episode break down: 00:00 – Research context 09:00 – Scrapbooks as a listening tool 11:00 – Slowing down as a researcher and educator 14:00 – A collaborative tool for practice 21:00 – Empowering students to make an impact 25:00 – Scrapbooks as an analytical tool 30:00 – Scrapbooks for aiding inspection processes 32:30 – Collaborative tool and aiding joint observations 35:00 – Developmentally appropriate documentation 40:00 – Not having complete control as educator 44:00 – Slowing down, pondering and wallowing 46:30 – Accessibility of research   For more episodes and articles visit The Voice of Early Childhood website: https://www.thevoiceofearlychildhood.com

Decentering ELT (English Language Teaching), Action Research, and Artificial Intelligence and ELT were the main subjects me and my guest, Brazilian teacher Leonardo Lima spoke about on this show.

Guess what? It's summer, July 2024, and the team is distracted doing summer things. So we are taking a little break this month before we sit down and get back into recording conversations with our upcoming guests for the episodes ahead. We also realized that we are in our fourth season, and we can now do what seasoned podcasters do: look back and share with you one of our team's favorite past episodes. With more than 30 episodes under our belt, this episode stands out to us from our first season that we recorded back on November 5th, 2020, during the height of the pandemic lockdown. And summer is a great time for reflection. With that, we give you, once again, Adam and Joe in Season 1 Episode 6's discussion on “Reflexivity in Action Research with Dr. Lisa Starr”.Thanks for tuning in, and now, onto our hosts.—---------------------------------------In this episode reprise, Adam and Joe have a conversation with Dr. Lisa Starr about the role of reflexivity in action research. To understand this complex topic, they discuss two chapters Lisa wrote using reflexive and autoethnographic methods. It just so happens (or was it more than a coincidence?) that Adam is working on the chapter in his dissertation in which he reflexively discusses his positionality, so he asks Lisa to share her expertise (12:34) on how to approach reflexivity in Action Research (15:51). Later in the episode, Joe asks Lisa about the frameworks to reflexively understand one's identity in her chapters (25:11).If you are interested in the chapters mentioned in our podcast citations are below:Starr, L.J. & Mitchell C. (2020, accepted for Publication). Traveling in Circles Along Roads Less Traveled in Awe of Open Spaces. In Mitchell, C, Giritli Nygren, K, Moletsane, R. (eds.) Where am I in the Picture? Researcher Positionality in Rural Studies. Toronto, ON: University of Toronto PressStarr, L.J. (2019). Locating who (I am) in what (I) do: An autoethnography encounter with relational curriculum. In T. Strong-Wilson, C. Ehret, D. Lewkowich & S. Chang Kredl (Eds.), Making/Unmaking Curriculum through Provoking Curriculum Encounters (pp. 103-115). William Pinar/Routledge for the Studies in Curriculum Theory series. New York, NY: Routledge.

In this episode, Adam and Cory co-host while Joe joins as our guest alongside Dr. Catherine Potvin. We learn about Catherine's career as a biologist working on climate issues in solidarity with Indigenous communities. Together, Catherine and Joe explore their collaboration doing action research in both culturally grounded health care and education. First, [2:50] Catherine and Joe center relationship-building with the Emberá community at the heart of their collaborations in Panama: it's about persistence and long time presence. [5:02] Catherine shares an overview of her history working with Indigenous communities along with the deep shifts and re-orientations in her career: [6:24] “I realized I had everything wrong, like completely everything wrong. [...] I understood that if you want to keep the forest, you need to care for the people.” Adam and Cory ask [7:50] about the contexts that inform the focus on reforestation and community empowerment and [11:27] the role of social scientists in working alongside biologists in these collaborations. [12:02] Dr. Potvin talks about the notion of reflexivity as “a total social science thing” and the importance of researchers positioning themselves in the work they do. She also talks about how important it has been to look at reforestation from an economics and training perspective, what Joe calls “learning for capacity building”. Their collaboration also helped support [16:20] a community-based collective decision-making process, and Joe names a few examples of its outcomes. At this point, Joe [19:56] spends some time walking us through an understanding of culturally-grounded education and healthcare: It's a “phenomenological pragmatist perspective” that asks [20:53] “How do we start from who we are and our experience, and then identify what matters to us?” Potvin [23:02] shares a few anecdotes from her experiences over the years of learning to approach climate science from a more culturally grounded approach, and some of the colonial systemic barriers that students and community members face. Adam's last big question [29:45] asks our guests: “To what extent are you identifying or acknowledging economic empowerment for the communities that you're working with in Panama as a way to conserve and preserve the community's Indigenous lifestyles and knowledge?” Potvin discusses [33:37] the need to “find a number of different economical pathways for women, for men, for youth, for elders that will allow them to live a decent life.” Joe brings the reality of “using resources from outside of the community, but also thinking about how to do that in a way that's circular and self-directed.” They both offer examples of projects from recent years. Wrapping up, Cory and Adam share some takeaways and use the final moments to congratulate (and challenge) Potvin's upcoming retirement. To which she responds, and we wanted to quote at length…“You know, in ecology, when a tree falls, that's where the diversity of a forest gets recreated, right? Because there's all these new trees that will take the space of the old big tree, because the old big tree sucks up a lot of resources. And when it disappears, it creates opportunity for new trees, more adapted to the new reality to grow. So I think I see retirement that way, it's supporting and creating opportunities to go further than where I've been.” Thank you both for sharing your work with us, and congratulations Dr. Potvin on your retirement!. You can subscribe to our podcast on most major podcast distribution platforms, including Spotify and Apple Podcasts. Thanks for tuning in to this episode of the Action Research Podcast, created by Adam Stieglitz, Joe Levitan, Shikha Diwakar, Cory Legassic, and Vanessa Gold. How have you found yourself in the world of action research? Want to be interviewed or share one of your projects? Get in touch with...

Adam and Joe sit down with Dr. Lisa Levinger, an educator with over 30 years of experience at all instructional levels. She also completed her PhD at Northeastern University in May of 2023 doing action research around poverty-induced trauma (PIT) and literacy. She is currently acting as the Dean of Literacy at a Diversity by Design charter school in Queens, New York. To start, Adam and Joe spend some time getting to know Lisa [02:38] in our lightning round. We learn about a hidden talent, her connection to Adam, her recipe for good action research, and some quick advice for emerging grad action researchers. Next [07:42], Adam and Joe dive into learning about poverty-induced trauma and how Lisa approaches literacy and action research: the contexts, the challenges and the insights. A key question that drives her work [13:37] is, “How do I teach teachers about poverty-induced trauma?” She describes what collaboration and co-creation looked like during the height of Covid and walks us through the shifts and iterative cycles [16:14] of her research. Levinger's research focuses on helping teachers grapple with important questions that emerged in the action research process [16:47]:How do I think about poverty-induced trauma when I'm doing lesson plans? How do I select books that mirror the stories of the students in front of me? How do I plan for what I call pit stops—moments of reflection that ask, what's happening right now in your body? Have you ever felt this way before? Adam [17:35] asks Lisa to outline in more detail her action research design process. She describes the methods in each cycle [18:29] as “an iterative process just like an onion that kept getting peeled away [...] and at the same time, there were all these beautiful layers that just kept being added…” Lisa elaborates her TallTales framework [19:40]—Trauma Aware Literacy Lessons, Teaching and Learning for Equity and Success—and [21:15] how she brought this work into her position as Dean. She follows up by sharing [22:56] the two major findings from this ongoing work: (1) how important it is to engage teachers in learning about PIT, and (2) how to define the TallTale framework specifications. Finally, Joe [27:20] asks Lisa about the role of reflection and positionality in her research. She offers more advice: “If you're not in the kind of program that's asking you to reflect on your positionality for every course, just grab a journal and do it yourself, and think about who am I in this space, and what am I bringing to this story, and who are the people I'm selecting.” Lisa also circles back to earlier advice on how to keep the momentum going in your research and writing. She has the help of her [30:38] doctoral divas who cheerlead and check in on each other. Thanks Dr. Levinger for sharing your work with us. You can subscribe to our podcast on most major podcast distribution platforms, including Spotify and Apple Podcasts. Thanks for tuning in to this episode of the Action Research Podcast, created by Adam Stieglitz, Joe Levitan, Shikha De Walker, Cory Legasic, and Vanessa Gold. How have you found yourself in the world of action research? Want to be interviewed or share one of your projects? Get in touch with us. Here are citations related to this discussion: Levinger, L. (2023). For Teachers by Teachers: Cocreating a Literacy Framework with Educators to Serve Students with Poverty-Induced Trauma (Doctoral dissertation, Northeastern University).

Co-hosts Claudia Herrera-Montero and Kevin Hill speak with Christopher M. Hays about his new book,  Eight Million Exiles: Missional Action Research and the Crisis of Forced Migration (Eerdmans, 2024).  Christopher joined Scholar Leaders as President in 2022 after serving as a missionary and professor of New Testament at the Biblical Seminary of Colombia in Medellín. A Biblical scholar committed to the transformation of theological knowledge into missional practice, he has worked in projects ranging from authoring scholarly volumes to establishing church-based ministries to victims of forced migration. He holds degrees from Wheaton and Oxford. His most recent book in English is Eight Million Exiles. He and his wife Michelle have three children and live in North Carolina.

Hear the story of how Pam Perry became one of the most prolific PR agents in the world. She utilizes her award-winning communication skills to help her clients gain publicity in Essence magazine, Black Enterprise, CNN, PBS, CNBC, and NPR. In this episode, you'll learn how she turned her genuine love for making connections into a highly successful career helping her clients do the same. Listen to Pam's story, then choose the action to help you get closer to success.Action Principles Pick one to do this week: Be curious. Show genuine interest in others. Listen actively during conversations to build strong connections. ACTION: During your next conversation, make it a goal to pay closer attention and be genuinely curious about the person.Be a storyteller. Stories help create connections. It can be something that happened at work, the gym, or a memory from your past. ACTION: Take ten minutes to think of a moment from your day that you can turn into a story.Say no more often. Focus your time on things that ignite passion. Decline activities that take away from the valuable ones. ACTION: Choose one thing you do now that is low value and say no to it.Find your group. Stretch out of your comfort zone through groups that challenge you. You'll grow faster and be more successful. ACTION: Research local groups that share your career path or interests and choose one to join.Guest ResourcesLearn more about Pam Perry by visiting PamPerryPR.com.Suggested LinkedIn Learning CoursesTime Management FundamentalsDiscovering Your StrengthsFree Time Management CourseThanks to Dave Crenshaw's partnership with Microsoft and LinkedIn Learning, you can get free access to his full course, Time Management Fundamentals, at DaveGift.com.Dave Crenshaw develops productive leaders in Fortune 500 companies, universities, and organizations of every size. He has appeared in Time magazine, USA Today, FastCompany, and the BBC News. His courses on LinkedIn Learning have been viewed tens of millions of times. His five books have been published in eight languages, the most popular of which is The Myth of Multitasking—a time management bestseller. As an author, speaker, and online instructor, Dave has transformed the lives and careers of hundreds of thousands around the world. DaveCrenshaw.com

Gainesville, Florida's, Andrew Chadwick AKA Ironing, is an active figure within the Southern experimental music scene. He has an extensive catalog of 24 albums on his Bandcamp page. Andrew also engages in tours across the country, local performances, and curating over 155 Action Research events. Ironing's musical style encompasses a diverse range, including noise, bass drop EDM, pure pop, tape loops, and various other influences, all creatively amalgamated on his ironing board which is piled with tools in which he can use to manipulate his records and tapes. Andrew is currently on tour in the Northeast. Today(12/28/23) he played New York and should be in Philadelphia tomorrow.

Joining Christian in this latest episode of Developod are Claire Steele and Sarah Smith, Directors of Eltonix. They discuss the future of teacher development with a focus on 'bottom-up' teacher development, and in particular 'classroom-based inquiry' (or 'action research'), which they argue is both more teacher-centred and student-centred than most current forms of prescriptive professional development led by language school institutions.Information about Eltonix:Website: https://eltonix.com/Facebook Group: eltonix connects (a fund, friendly and international TD community)Previous related Developod episodes:Episode 36 Classroom-Based InquiryEpisode 18 Action ResearchEpisode 8 Creating a Culture of Teacher Development (with Silvana Richardson)

Hear the story of how Jason Wood developed a successful career as a research scientist while carving out time for family and fun. When Jason was accepted into Harvard, he took the brave step of moving across the country to pursue his goal. In this episode, you'll hear how Jason adapted to a new culture and why he transitioned from working for a university to the corporate world of science. Listen to his story, choose which action works best for you, and infuse a little of Jason's success into your life today!Action Principles Pick one to do this week: Take risks. Don't be afraid to try something new and leave your comfort zone. As long as the outcome could be incredible, give it a try. ACTION: Take the first action towards trying something you've wanted to do but have been putting off. Know your audience. Understanding your audience allows you to communicate more effectively. ACTION: Research the audience before addressing a group and tailor your message so they'll understand your message.Embrace community. A supportive community can push you to learn more and do better as a person. ACTION: Join a community that shares your values and interests. If you're already part of one, consider whether they encourage and support you to determine if it's the right fit.Reassess your values. From time to time, it's a good idea to sit down and evaluate your values. As you get older, it's normal for your values to change, as well as your priorities. ACTION: Schedule a regular time, say every five years,  to reassess your values. Guest ResourcesConnect with Jason on LinkedIn. Suggested LinkedIn Learning CoursesMaking Big Goals AchievableDave Crenshaw develops productive leaders in Fortune 500 companies, universities, and organizations of every size. He has appeared in Time magazine, USA Today, FastCompany, and the BBC News. His courses on LinkedIn Learning have been viewed tens of millions of times. His five books have been published in eight languages, the most popular of which is The Myth of Multitasking—a time management bestseller. As an author, speaker, and online instructor, Dave has transformed the lives and careers of hundreds of thousands around the world. DaveCrenshaw.com

Kevin Andrew Richards hosts another episode of Going Behind the Research, as recurring segment that seeks to humanize research by discussing the challenges, successes, and lessons learned through the research process. This episode features Carla Luguetti and Juliana Ryan who provide insight into the trust and radical openness required to conduct participatory action research in diverse teams.    Luguetti, C., Ryan, J., Eckersley, B., Howard, A., Craig, S., & Brown, C. (2023). “Everybody's talking about doing co-design, but to really truly genuinely authentically do it […] it's bloody hard”: Radical openness in youth participatory action research. Action Research. https://doi.org/10.1177/14767503231200982 --- Support this podcast: https://podcasters.spotify.com/pod/show/pwrhpe/support

Urban agriculture has a long and diverse history throughout the world. Its health, social, and economic benefits for communities have been the subject of many studies and advocacy efforts seeking recognition of urban food production as a legitimate use of city space and as “real” agriculture. In the US, the past decade has seen policy support for urban food production expand at multiple scales of governance. At the same time, new forms of high-tech, commercial urban agriculture have emerged, often funded through private investment and venture capital. Understanding the implications of these shifts for racial and economic inequity, within the broader US context of social inequality, is important in designing and implementing more socially just urban agriculture policies. In this talk, Kristin Reynolds discusses recent evolutions in urban agriculture practices and policy, their implications for racial and economic equity, and her current work to inform more socially just urban agriculture policy through her Food and Social Justice Action Research Lab. In addition to this audio, you can watch the video and read the full transcript of their conversation on Shareable.net – while you're there get caught up on past lectures. Sign up here for our next lecture on October 25th: "How to Fight a Mega-Jai" presented by Maya Singhal. Cities@Tufts Lectures explores the impact of urban planning on our communities and the opportunities to design for greater equity and justice with professor Julian Agyeman and host Tom Llewellyn.  Cities@Tufts Lectures is produced by Tufts University and Shareable.net with support from The Kresge Foundation, Barr Foundation and SHIFT Foundation. Lectures are moderated by Professor Julian Agyeman and organized in partnership with research assistants Deandra Boyle and Muram Bacare. Roame Jasmin is our producer, Robert Raymond is our audio editor, the original portrait of Kristin Reynolds and the graphic recording was illustrated by Anke Dregnet, and the series is produced and hosted by Tom Llewellyn.  “Light Without Dark” by Cultivate Beats is our theme song and Caitlin McLennon created this episode's graphic.

The Institute A membership that provides the structure and support needed to write your dissertation in 10 hours a week.  https://qual-scholars.mykajabi.com/offers/kusgRwSX    Finish Your Dissertation A private coaching program that provides the structure and support needed to finish your dissertation in 12 months or less. https://qualscholars.com/finish-your-dissertation/     Follow along on Instagram: https://www.instagram.com/qual_scholars/   Qual Scholars YouTube Channel https://www.youtube.com/channel/UCTNl-7Kuy-hDYkTDW4zxaqw     Terah J. Stewart, PhD (he/him) is an assistant professor of higher education and student affairs at Iowa State University. His research and writing focus on people and populations that are hypermarginalized and/or hyperstigmatized including: college students engaged in sex work, fat students on campus, and identity-based student activism. He also does conceptual and empirical work on antiblackness in non-black communities of color. His work often centers critical onto-epistemological frameworks and theories to destabilize dominant ways of knowing and being; including Black/endarkened feminist, womanist, and afropessimist perspectives. His research and writing has appeared in Action Research, Journal of Diversity in Higher Education, Journal of Student Affairs Research and Practice, and the Journal of College Student Development. Dr. Stewart is the co-author of Identity-Based Student Activism: Power and Oppression on College Campuses (2020, Routledge); and author of Sex Work on Campus (2022, Routledge).   @terahjay on all platforms  

On this Summer Friday, we've put together some of our favorite recent interviews, including: In light of Cornel West's third-party presidential bid, Eric Blanc, assistant professor of Labor Studies at Rutgers University, author of Red State Revolt: The Teachers' Strike Wave (Verso, 2019) and the newsletter laborpolitics.substack.com, and a member of NYC Democratic Socialists of America, discusses the state of the American left pre-2016, how its evolved over the last seven years, and his theory for how the left should build power moving forward. We look at the findings of a report that investigates why some teens and young adults in New York City carry guns. The study is by the Center for Justice Innovation based on interviews with more than 100 young people from Crown Heights. Study authors, Javonte Alexander and Basaime Spate, Community Research Coordinators at the Center for Justice Innovation, and Elise White, director of Action Research at the Center for Justice Innovation, walk us through their research. Fred Kaplan, Slate's War Stories columnist and the author of many books, including The Bomb: Presidents, Generals, and the Secret History of Nuclear War (Simon & Schuster, 2020), draws on his expertise in nuclear history to discuss whether Christopher Nolan's epic new film Oppenheimer is historically accurate - plus reveals a little-known political controversy within the other big new movie, Barbie. Katie Honan, senior reporter at The City, recently stumbled upon an artichoke parm sandwich (heretofore referred to as "the sandwich") she'd never seen on a menu before, at a small deli in Brooklyn. She talks about the history of the deli and how the sandwich came to be as listeners call in to share a hidden culinary gem. The beautiful work of West African hair braiders can be seen on the heads of many who wander New York City streets. While their work is highly visible, little is heard about the many occupational injuries hair braiders obtain on the job. Houreidja Tall, NYC based freelance journalist, shares her reporting on the often untold stories of hair braiders, their pain, and systemic lack of workplace protections.   These interviews were polished up and edited for time, the original versions are available here: The Left's Way Forward (Jul 10, 2023) Why Some Young People Carry Guns (Jul 26, 2023) The History Behind the New Movie 'Oppenheimer' (Jul 25, 2023) 'The Sandwich' and Other Hidden Culinary Gems (Jun 20, 2023) The Physical Toll of Hair Braiding (Jul 26, 2023)  

Learn how Perry Needham handles sharp turns, whether on the track or the office, and uses those skills to help others succeed in life. His natural ability to connect with others, and studying business in college, opened many doors of opportunity throughout his career.  In this episode, you'll learn how Perry combined his passions with his technical skills to build a highly successful career that allows him to lead a balanced lifestyle. Listen to Perry's story and pick the action that best suits your desired result.Action PrinciplesPick one to do this week:1. Do the little things. Small adjustments add up to big results. ACTION: Ask yourself, "What's one little habit I can incorporate into my schedule today to help me be more successful?" Then do it!2. Get a coach. A great coach will push you to reach your goals and hold you accountable. If you cannot afford a coach, find a mentor you look up to in your field of choice.  ACTION: Research and find a coach that best fits your personality and goals. 3. Get your reps in. Practicing a new skill or habit will improve your level of performance. ACTION: Schedule time to practice a new skill every day.4. Stay focused on your vision. Knowing where you want to go will help you stay on the right path.  ACTION: Create your vision and put it on paper. Guest ResourcesConnect with Perry on LinkedIn today! Suggested LinkedIn Learning CoursesDiscovering Your StrengthsCreating Lasting HabitsDave Crenshaw develops productive leaders in Fortune 500 companies, universities, and organizations of every size. He has appeared in Time magazine, USA Today, FastCompany, and the BBC News. His courses on LinkedIn Learning have been viewed tens of millions of times. His five books have been published in eight languages, the most popular of which is The Myth of Multitasking—a time management bestseller. As an author, speaker, and online instructor, Dave has transformed the lives and careers of hundreds of thousands around the world. DaveCrenshaw.com

In this episode, our team of hosts and producers debrief Season 3 of the Action Research Podcast. (2:33) Co-producers Shikha and Cory introduce themselves as students in different stages of their PhD work while working on this podcast and (5:09) discuss lessons from the podcast influencing their research—especially when it comes to the productive messiness of the AR process. (9:47) Adam and Joe reflect on the evolution of the podcast since Season 1 and the various formats the team has been developing. From basic introductions to key concepts, to guest hosts sharing the nuanced details of diverse AR projects, to the struggles of developing “Voices from the Field” segments, the podcast is an emerging process much like AR. Adam looks forward to “creating more formats and pushing the limits of how an academic podcast can be considered empirical work.” Joe talks about the importance of students working on air and behind the scenes “so that our podcast stays relevant.” (16:10) Shikha reflects on how important discussions on the podcast, such as the importance of relationship building in AR, are mirroring developing conversations in the field. (17:09) The debrief turns to a discussion of the role of podcasts in literature reviews and ways that podcasts can be recognized as legitimate academic media. In a “publish or perish type environment,” Joe discusses a “hierarchy of knowledge,” the gold standard of double-blind peer-viewed articles and the potential role of podcasts in contributing to much needed procedural knowledge. [22:55] “Podcasts are an excellent space for thinking through method, and [they] add to the pantheon of what it means to engage in knowledge construction.” So for Season 4, building on Season 3's theme of communication and action research, with an eye to increase engagement with podcast audiences, [29:27] Cory and Shikha suggest bringing on more students as guest hosts to engage with practitioners and scholars in the field, to dig in deeper to the messiness of AR cycles.A shout out to Vanessa Gold who was missing in this conversation, but whose hard work and insights have been invaluable to the growth of the podcast. Vanessa also set the bar for being a great student-host in Season 2 Episode 3 “Student Voice and Action Research with Marc I. Brasof”.

David's guest today is Dr Joan Walton, a researcher in the School of Education, Psychology and Language at York St John University, UK.  Joan has had an interest in consciousness studies from her early 20s, influenced initially by the work of Carl Jung, which led her to the work of other transpersonal psychologists, philosophers, scientists and writers about religions and spiritual traditions. Her focus has always been on the relevance of intellectual exploration for how we live our lives on a daily basis, and her working life in social work and education has reflected this. Passionate about the importance of early years, Joan's current research focuses on how to enhance the quality of intergenerational relating, with the aim of creating inclusive communities which encourage connection and compassion through the nurturing of mutually caring relationships across generations. Central to this is the idea of a participatory consciousness, in which everything and everyone is interconnected.  Joan is a member of the Board of Directors in the SMN, a member of the Galileo Commission Steering Group,  and Chair of the Executive Committee of the International Network for the Study of Spirituality.   Imaginal Inspirations is hosted by David Lorimer, Programme Director of the Scientific and Medical Network and Chair of the Galileo Commission, an academic movement dedicated to expanding the evidence base of a science of consciousness. Imaginal cells are responsible for the metamorphosis of the caterpillar into a butterfly, which is the Greek symbol for the soul. These cells are dormant in the caterpillar but at a critical point of development they create the new form and structure which becomes the butterfly.scientificandmedical.net galileocommission.orgbeyondthebrain.org Works and links mentioned: Publications by Joan Walton: https://ray.yorksj.ac.uk/view/author_id/1840.htmlhttps://www.wob.com/en-gb/books/p-w-martin/experiment-in-depth/9780710083937https://www.waterstones.com/book/the-psychology-of-consciousness/robert-ornstein/9781949358988https://spiritual-awakenings.net/ also available as a podcast https://redcircle.com/shows/spiritual-awakeningsProduction: Martin RedfernArtwork: Amber HaasMusic: Life is a River, by Magnus Moone

In this episode, our team follows up with Dr. Danny Burns and Dr. Marina Apgar who first joined us in Episode 4 to discuss systemic action research. Danny Burns is a Professorial Research Fellow at the Institute for Development Studies (IDS) a think tank affiliated with the University of Sussex in England. He has directed more than 25 action research projects and programmes. His work focuses on participatory learning for social change with a strong emphasis on systems thinking and complexity. Marina Apgar is Research Fellow in the Participation, Inclusion and Social Change cluster at IDS. She is a human ecologist with 20 years experience working in the research-practice divide with marginalized communities in international development supporting learning and change in complex systems.[02:38] Marina reminds listeners about their large-scale system-changing project called Child Labour: Action-Research-Innovation in South and South-Eastern Asia [CLARISSA]. Started in 2016, CLARISSA has a team of more than 150 members. In this episode, [06:13] Joe asks our guests to update on developments and any changes in light of shifts in pandemic policies. Danny and Marina describe in further depth the first phase of their work with children in the worst forms of child labor. They share experience of the team working with stakeholders in the sex industry (such as the employers of the children, business owners, parents and guardians). For Marina and Danny, action research can be an implementation modality that can help co-researchers respond to complex problems such as these. Our guests describe some of the ways the project went about understanding issues based on the lived experience of the children—starting with an extensive life story collection and analysis project. Through this process “the children actually themselves do a causal analysis of their experience, building a systemic picture of the issue of child labor. And then they decide what the intervention points are in the system.” [09:44] Danny describes children's involvement in mapping the streets and identifying where the businesses were, through a process called A Day in the Life. This work provided an important “evidential base” because it allowed them to challenge a lot of assumptions which proved to be critical to the starting point of 13 action research groups. In fact, [17:45] this process evidenced “ how children actually reflecting on an issue from their own experience can create a different narrative.” [20:19] Reflecting on procedural knowledge, Marina discusses how the work in this first phase is also providing evidence for other important and central questions in this program: How is trust built? How does participation work, and how can it be sustained? [25:57] Danny offers some thoughts on safeguarding and relevance, and [29:29] Marina reflects on the evolution of expected outputs in the process of this research. [32:37] Danny picks up on these points and talks about policy work, in the context of generalizable vs transferable knowledge. [35:17] Marina is thankful that “even in the evaluation community, we're moving much more to transferability as being a core criteria. And action research, like a lot of qualitative and case-based kind of methods, is really well placed to do that.” Towards the end of the podcast, [37:19] Danny and Marina reflect on the need for a participatory management to go with any large-scale participatory process.After some discussion among the podcast team, we were curious to follow up on some of the ethics approval process and finer details in some of the methods used in the Clarissa project. We look forward to continuing our discussion with Danny and Marina, and we encourage you to keep an eye on further resources we hope to add below. **If you have...

Action IS the point of Hilary's research and of her Action Research peers. A Zoom call connects Dave with Hilary in her home in Ireland for a conversation where you'll hear her joy in convening people to apply collective thinking and caring to understand better and solve world problems.   

Part 2 of this two part episode concludes the conversation between Adam, Joe and our guest Alfredo about the “what?” and “why?” of research in action research. Dr Alfredo Ortiz Aragón is an Action-Researcher and Associate Professor in the PhD Program at the Dreeben School of Education at the University of the Incarnate Word in San Antonio, Texas, and co-author of Action Research (Fifth Edition) with Ernie Stringer. In the last episode, Part 1, the conversation turned toward the ways theories bridge research and practice. In this episode, Part 2, Adam, Joe and Alfredo pick up the conversation by reflecting on the place of writing and reading in their own projects. We jump back in here with Adam who's reflecting on the audience of action research. Adam recently finished his dissertation and is thinking about his work outside of the context of PhD research. [03:03] Alfredo looks at how theorizing in some of his projects helps him appreciate the influence of storytelling and story-based knowledge outside of publishing research. [06:09] Joe situates the work of research and the role of theorizing in the contexts of procedural and declarative knowledge and begins making the case for the value of action research in generating procedural knowledge. [08:23] Alfredo agrees and, through reflecting on his experience editing journals and sharing more projects he's worked on, see this orientation toward procedural knowledge as an area of growth for action research: “Honoring people's expert knowledge, but turning it into a form that other people can see the expertise in it.” At this point, [13:33] Adam questions the role of the literature review in action research. [16:12] Alfredo makes the familiar case that literature reviews can be useful to action research projects, but argues that literature, and theories, should be at the service of the problems in “the real world,” and not the other way around. [20:04] Joe backs this up with his experiences doing action research with teachers in Peru. But… when do practitioners have time to do lit reviews? [23:50] Perhaps the controversial part of this episode, Joe and Alfredo explore division of labor, roles, and the suggestion that academics can provide a “knowledge service,” where “we come in, and help to document more of local practitioner knowledge, community knowledge literally as a service.” Wrapping up, [30:14] Alfredo insists that action research does really challenge dominant notions of research: “Research is working with people on the ground, hearing their stories, creating avenues for that processing, finding ways to turn them into creative visual form, turning stories into evidence… spending time with people.”If you are interested in Alfredo's work here are a few citations and links: Stringer, E. T., & Aragón, A. O. (2021). Action research (Fifth edition). Sage publications.Community-engaged participatory action research (PAR): Rewriting the script for equitable healthcare https://www.partners4healthequity.com/resource-library/community-engaged-participatory-action-research-par-rewriting-script-equitable**If you have your own questions about Action Research or want to share any feedback, contact us at ActionResearchPod@gmail.com.**

In this episode - Sean is joined by guest host Dr. Steven Weiner to lead a panel discussion around the challenges in changing the educational system and barriers to implementing change. The panel examines the reasons why high school is particularly difficult to change and explores potential solutions for overcoming these barriers. In this episode Steven and team highlight ongoing projects at Arizona State University that support educational systems change and proposes ways for researchers to better communicate their findings to policymakers and educators.Guest Information: Steven WeinerSteven Weiner is a research analyst at the Center on Reinventing Public Education, where he brings an interdisciplinary lens to understanding transformative change within educational systems.Ruth Wylie Ruth Wylie is the assistant director of the Center for Science and the Imagination and an associate research professor in the Mary Lou Fulton Teachers College.Lauren Katzman Executive Director of Urban Collaborative Center, and Associate Research Professor in the Mary Lou Fulton Teachers College at Arizona State UniversityJanice MakJanice is a clinical assistant professor, focused on the intersection of computer science education, policy, and systems changein the Mary Lou Fulton Teachers College at Arizona State University Meg AstudilloMeg is the Graduate Service Assistant for the Center on Reinventing Public Education Links & Information: Learning Future Collaborative: Designing the new American high schoolLearning Futures Podcast Episode 5, season 5: Designing the new American High School [listen on Simplecast - Apple Podcasts - Spotify]Reading Recovery programThe reading wars: Kim, J. S (2008). Research and the reading wars. In: Hess FM When Research Matters: How Scholarship Influences Education Policy. Cambridge, MA: Harvard Education Press.. pp. 89-111. [link to pdf]Action research: Clark, J. S; Porath, S; Thiele, J; and Jobe, M (2020). Action Research. New Prairie Press, Kansas State University Libraries. [link to pdf]ASU's EDD programBolman and Deal's four-frame modelParticipatory approachIEPs, individualized education programsRTI & MTSS, Response to Intervention & Multi-Tiered Systems of SupportUniversal design for learningZero Reject [link to Wikipedia]Manifestation Determination Reviews [link to AZ DOE policy]Section 504, civil rights legislationArizona STEM Acceleration ProjectSchools of Opportunity, from the National Education Policy CenterLauren's book: Effective Inclusive SchoolsLearning Labs in WisconsinCRPE report (2022): The State of the American StudentCRPE report (2014): Policy Barriers to School Improvement: What's Real and What's Imagined

In this episode, Adam and Joe speak again with Adam's close friend, professor, and mentor, Dr Alfredo Ortiz Aragón, an Action-Researcher and Associate Professor in the PhD Program at the Dreeben School of Education at the University of the Incarnate Word in San Antonio, Texas, and co-author of Action Research (Fifth Edition) with Ernie Stringer. This episode explores the “what?” and “why?” of research in action research. Adam, Joe and Alfredo all went into their PhDs already working as practitioners and the conversation steers first toward the specific impact of their PhDs on their practice. Adam [7:15] thinks about the process and impact of his literature review on his work and Alfredo [9:20] reflects on how his PhD process opened his eyes to new ways of thinking about practice. Listen to Alfredo elaborate on the PhD as a period of discovering “meaningful methodology” and “amazing theories” (e.g., soft systems theory) that would energize his work and speak directly to frustrations he was having with “linear ways of thinking” in the field. The conversation turns toward the ways theories bridge research and practice. Joe [15:45] picks up on research's ability to help practitioners “draw the curtains back” and help us see things more clearly. But it's not “a one-way street,” since the practitioner-researcher contributes back to developing theories. Alfredo [18:15] offers some tough love by challenging doctoral students who might use theories uncritically to validate their work rather than engage with them dynamically as tools in tension with other theories in their projects. He gives us an example of how the dynamic tension between soft system theory and complexity theory enriched his own work: “Those two theories don't like each other, but I needed both of them to be able to explain how the things that I was doing were helping or not.” Here, Joe [21:05] echoes Alfredo's argument by drawing insights from an article he wrote “The Danger of a Single Theory” on his work with youth in a student voice project.To close Part 1 of this conversation, Adam [22:35] asks Alfredo if he is still working with theories from his dissertation. Alfredo uses his work in The Community Health and Wellbeing Project and The Breastfeeding Women Project to bring back into focus the role of stakeholders in action research: “Whether or not you're bringing in a formal theoretical framework or not, we are treating people's experiences as a source of knowledge and evidence, and trying to get them involved in doing so. That is only happening because I learned something about action research.”We have more to say, so join us in our next episode “Part 2 with Alfredo” where we dig into more of the “what and why” of research in action research. If you are interested in Joe's article or Aldredo's (with Ernie Stringer) book on Action Research, the citations are below: Levitan, J. A. S. (2018). The danger of a single theory: Understanding students' voices and social justice in the Peruvian Andes. Teachers College Record, 120(2). WorldCat.org.Stringer, E. T., & Aragón, A. O. (2021). Action research (Fifth edition). Sage publications **If you have your own questionsabout Action Research or want to share any feedback, contact us atActionResearchPod@gmail.com.**

Aisha Canfield has worked in systems reform for the last decade. She began her career working as a case assistant in death row appeals for indigent prisoners in the state of California, served as a board member for the local chapter of a national organization to increase civic engagement amongst women, and later worked as a paralegal for a private civil rights litigation firm. Since receiving a master's degree in public policy from Mills College, she has largely focused on juvenile justice reform - partnering with communities and probation departments to prevent system-involvement for lesbian, gay, bisexual, transgender and gender nonconforming (LGB/GNCT) youth of color while improving outcomes for those already system involved. She has conducted national and statewide research on this topic and has published in numerous academic articles. She has trained and provided technical assistance to dozens of juvenile justice systems nationwide to implement SOGIE data collection systems and change culture for youth in secure facilities. Aisha has also served as an evaluator for community-based organizations that provide an alternative to incarceration for youth throughout the United States. Most recently Aisha has been hired to lead the implementation of federal standards that will architect the safety of 18,000 incarcerated adults and 1,000 detained youth in all of Los Angeles County detention facilities.

We are back again for another awesome conversation with a social worker using action research to make a big difference in the world. Introducing to you all… Associate Professor Tamara Blakemore from the University of Newcastle! Tamara is a social worker and researcher who is (along with her research team) rapidly changing the face of … Continue reading Episode 22 – The ‘Name Narrate Navigate Pathways Program’ (NNN), a trauma-informed and culturally-responsive action research project with Associate Professor Tamara Blakemore.

In this episode, Kent and Greg interview Data Specialist and famous author, Matthew B. Courtney, about tools for teachers to access and interpret the real data collected in the classroom. According to Matthew, "Working with data can be hard, but it doesn't have to be!" Join us for a deep dive into Matthew's website https://www.matthewbcourtney.com/tools and the easy-to-use data tools he offers for free. Get Your Copy of the Following Great Reads Greg's (the single guy) Book: Finding the Right Fit: Your Professional Guide to International Educator Recruiting Fairs and Amazing Stories of a Teacher Living Overseas by Gregory Lemoine Matthew's Published books: Adventure in Action Research https://www.matthewbcourtney.com/product-page/adventures-in-action-research Exploratory Data Analysis in the Classroom https://www.matthewbcourtney.com/product-page/exploratory-data-analysis-in-the-classroom Matthew's other recommended books: High Conflict: Why We Get Trapped and How We Get Out by Amanda Ripley The Data Detective: Ten Easy Rules to Make Sense of Statistics by Tim Harford Academia Obscura: The Hidden Silly Side of Higher Education by Glen Wright

On today's episode we hear about the work of the Domestic Violence Action Research Collective (DVARC). I speak with Dr. Nkiru Nnawulezi, Associate Professor in the UMBC Department of Psychology, and Liz Odongo, Director of Grants and Programs at the D.C. Coalition Against Domestic Violence.  Dr. Nkiru Nnawulezi Liz Odongo On today's Campus Connection, we hear about a UMBC dissertation from the Department of Psychology, written by doctoral graduate John Persampiere. Anger-Reactivity and Treatment Violence Among Court-Mandated Partner-Violent Men Check out the following links for more information on UMBC, CS3, and our host: The UMBC Center for the Social Sciences Scholarship The University of Maryland, Baltimore County Ian G. Anson, Ph.D. Retrieving the Social Sciences is a production of the UMBC Center for Social Science Scholarship.  Our podcast host is Dr. Ian Anson, our director is Dr. Christine Mallinson, our associate director is Dr. Felipe Filomeno and our production intern is Alex Andrews. Our theme music was composed and recorded by D'Juan Moreland.  Special thanks to Amy Barnes and Myriam Ralston for production assistance.  Make sure to follow us on Twitter, Facebook, Instagram, and YouTube, where you can find full video recordings of recent UMBC events.

Charles J. (Chuck) Palus, Ph.D., is an Honorary Senior Fellow at the Center for Creative Leadership (retired 2020). He studies, teaches, and develops leadership as a relational process within the context of the vertical transformation of leadership cultures.  He is co-founder of CCL Labs, a community-based innovation laboratory with a line of products including Visual Explorer™, Leadership Essentials™, Transformations™, and the Early Leadership Toolkit™. He is co-author of the award-winning book The Leader's Edge; and the papers: Making Common Sense: Leadership as Meaning-Making in a Community of Practice, and Evolving Leaders. His work appears in Leadership Quarterly, Harvard Business Review, the Harvard Business School Handbook for Teaching Leadership, the CCL Handbook of Leadership Development, the Handbook of Action Research, and the Change Handbook. John McGuire,  Principal of the McGuire Consultant Group, an Honorary Senior Fellow at the Center for Creative Leadership, co-founder and practice leader of CCL's Organizational Leadership Transformation practice, and an Action Inquiry Associate charter member.  He specializes in Vertical Leadership Culture as the core mechanism in his change leadership methodology for transforming executives, their teams, and organizations.  As an action-research practitioner, speaker, and author, John's innovation essentially reforms traditional change methods to be consciously driven toward senior leadership's culture, developing interdependent beliefs and practices. Since 2006 his publications comprise the book Transforming Your Leadership Culture, and articles in Leadership Quarterly, Forbes, and the Washington Post. John has assisted organizations across market sectors in transforming toward Interdependent Leadership Cultures and previously practiced vertical transformation through senior business management positions across industries.  He holds master's degrees from Harvard and Brandeis Universities.A Quote From This Episode"It's this underlying yin-yang idea of balance of things that seem very different, but they're, in fact, a unity. And that's what we want to emphasize."Resources Mentioned in This EpisodeMaking common sense: Leadership as meaning making in a community of practiceVertical Transformation of Leadership CultureBernoulli's Fallacy: Statistical Illogic and the Crisis of Modern Scienceby Clayton How Invention Begins by LienhardMore About Series Co-Host, Dr. Jonathan ReamsJonathan's WebsiteBook: Maturing Leadership: How Adult Development Impacts LeadershipArticle: A Brief Overview of Developmental TheoryAbout  Scott J. AllenWebsiteMy Approach to HostingThe views of my guests do not constitute "truth." Nor do they reflect my personal views in some instances. However, they are important views to be aware of. Nothing can replace your own research.About The International Leadership Association (ILA)The ILA was created in 1999 to bring together professionals interested in studying, practicing, and teaching leadership. 

In this episode, we welcome two guests, Patricia Canto andMiren Larrea, who recently published a paper together titled “Rethinking the Communication of Action Research: Can we Make it Dialogic?” Adam and Joe bring you an enriching conversation with the authors. Patricia Canto is a researcher at Orkestra-Basque Institute of Competitiveness. She holds a PhD in Social Sciences from University of Deusto. She investigates the role that communication plays in articulating academic knowledge in territorial development processes and international knowledge networks. Her research areas include the social impact of research, scholarly publishing and communication, and universities' role in regional socioeconomic development. Miren Larrea is a senior researcher at Orkestra. She began her professional career as a research assistant at the University of Deusto, where she wrote her doctoral thesis on the local production systems of the Basque Country. After a decade dedicated to teaching and research, she worked for six years at a local development agency, where she combined her experience as a regional development professional with her work as a university researcher.The episode starts with a “Lightning Round”, asking questions like, What is AR? What is the most important component of Action Research? What is a major consideration when communicating AR? What distinguishes AR from other forms of research? (4:15). Later in the episode, our guests share the story behind the collaboration that led to the article (6:46), along with discussion about some important themes highlighted in the paper such as: how do you hold true to AR principles like dialogue in the communication of your research findings (10:23)? Why do linear formats in AR communication reduce its potential to transform society (11:39)? How do we make action research dialogic and inclusive with all the stakeholders involved (21:01)? Tune in to listen! Links https://dgroups.org/groups/perfadtReferencesCanto-Farachala, P., & Larrea, M. (2022). Rethinking the communication of action research: Can we make it dialogic? Action Research, 20(2), 199–218**If you have your own questions about Action Research or want to share any feedback, contact us at ActionResearchPod@gmail.com.**

Welcome back to Part 2 of the episode; Ethical Relationship Building in Action Research with Joe. In this episode, we are continuing our conversation from last season on ethical relationship building based on an article that Joe published. If you haven't heard that one, it is episode 10 of season 2. It's great when friends of the podcast engage with our conversations, and in this episode, our good friend Alfredo Ortiz Aragon sent us some great insights about thinking through some of the implications of the ideas in the first episode and trying to find different ways to contextualize some points. Joe, Vanessa, & Adam start the conversation with responding to Ortiz's comments (2:13). They then carefully articulate their thoughts on themes such as role of emotions in research (8:11), how emotions can manifest in the field (11:25), how relationship building through reflexivity is both internal and external process (22:57), and how we can build ethical relationships while navigating the complexities in the AR process (29:01). Tune in to listen to this wholesome episode with our trio Joe, Vanessa and Adam. ReferencesLevitan, J.(2019). Ethical Relationship Building in Action Research: Getting Out ofWestern Norms to Foster Equitable Collaboration. The Canadian Journal of ActionResearch. 21 (1), 11-29.Levitan, J., & Johnson, K. M. (2020). Salir adelante: Collaboratively developing culturally grounded curriculum with marginalized communities. American Journal of Education, 126(2), 195-230.Levitan, J. (2018). The danger of a single theory: Understanding students' voices and social justice in the Peruvian Andes. Teachers College Record, 120(2), 1-36.**If you have your own questions about Action Research or want to share any feedback, contact us on Twitter@The_ARpod or write to us at ActionResearchPod@gmail.com.**

In this episode 1050 Bascom, we are happy to welcome back Gavin Luter, Managing Director of UniverCity Alliance at UW-Madison. UniverCity Alliance connects education, service and research activities across UW-Madison with cities and counties across Wisconsin. We asked Gavin about his work and interests in urban affairs at UnivCity Alliance as well as a course he teaches called “Welcome to Your Urban Future.” We also asked Gavin how students might get involved in on-the ground research and policy change at the local level, particularly as it relates to city planning and bettering our urban areas. We enjoyed our conversation with Gavin and learned so much. We hope you will too.

In this special episode, the AR Pod team discusses an amazing new book by our very own Joe Levitan and friend of the Podcast, Marc Brasof. The book, Student Voice Research: Theory, Methods, and Innovations from the Field, discusses the “how” of useful and quality student voice research to make schools better places to learn. The book has a lot of overlaps with Action Research.  This firsthand conversation by the editors of the book delves into why not only the theoretical understanding of student voice research is important but also practical knowledge from the field. Joe, Adam and Marc, bring highlights about the process of this collaboration, how this book came into existence, and some comments about the field. The book is not just relevant for students but also practitioners in action research who would like to include youth in change processes and research. Many of these paradigms, methodologies, or ways of thinking about information and decision-making need more of procedural knowledge which this book offers. Alright, no more spoilers, listen to the episode to know more about the book from editors themselves! Also, a special shout out to Vanessa Gold, co-producer of this podcast, who co-authored one of the chapters in this book! Here's the link to the book: https://www.amazon.com/Student-Voice-Research-Methods-Innovations/dp/0807767131 (https://www.amazon.com/Student-Voice-Research-Methods-Innovations/dp/0807767131) **If you have your own questions about Action Research or want to share any feedback, contact us on Twitter@The_ARpod or write to us at ActionResearchPod@gmail.com.**

Today's episode features guests Frances Rust, PhD and Roberta Schomburg, PhD.  In the late 1970s, the Carnegie Foundation began to explore the differences between a PhD and an EdD. All too often it seemed that teachers and administrators found the PhD to have little relevance to their world of practice. At the same time, those in the university were concerned that the results of research were not being integrated into practice.  These concerns gave rise to a question, “What can be done to make the EdD both scholarly and practically relevant?”  No one wants the EdD to be a PhD lite. At the same time, there doesn't seem to be a consensus on what substantive practitioner scholarship should look like. Dr. Rust and Dr. Schomburg bring their wealth of experience in working with students at the doctoral level to this conversation about the nature of doctoral study and the dissertation as part of doctoral work. 

In this special, first episode of season 3, Joe interviews our very own, newly "minted," *Dr.* Adam Stieglitz! The co-hosts discuss his Action Research dissertation and his experiences as a PhD student. Tune in to learn about the ups, downs, and adventures of Dr. Stieglitz! References Herr, K., & Anderson, G. L. (2014). The action research dissertation: A guide for students and faculty. Sage publications. Coghlan, D., & Brydon-Miller, M. (Eds.). (2014). The SAGE encyclopedia of action research. SAGE. Cousins, J. B., & Chouinard, J. A. (2012). Participatory evaluation up close: An integration of research based knowledge. Information Age Publishing, Inc. Coghlan, D. (2019). Doing action research in your own organization. London: SAGE. Stringer, E. T., & Aragón, A. O. (2020). Action research. Sage publications. **If you have your own questions about Action Research or want to share any feedback, contact us on Twitter@The_ARpod or write to us at ActionResearchPod@gmail.com.**

This week's guest, Jorge Valenzuela, shares his journey of how he was introduced to Emotional Intelligence in his personal life and how he used his action research to help districts implement sound SEL practices on their campuses.  In this episode, we discuss: “Learning Walks” to Provide Feedback  The Importance of Gathering Data for Action Research And his new podcast, SEL in Action Podcast! About Jorge Valenzuela: Jorge Valenzuela is an education coach, author, and advocate. He has years of experience as a teacher, curriculum specialist, and consultant. Using action research methodology, his work helps school leaders and teachers reach their unique success paths to innovation in school leadership, tiered instruction, project-based learning, computer science and STEM education, and social and emotional learning across the curriculum. Jorge is an adjunct professor at Old Dominion University and the lead coach at https://www.lifelonglearningdefined.com/ (Lifelong Learning Defined). He is an https://www.ascd.org/people/jorge-valenzuela (ASCD faculty) and consults for Corwin, Premiere Speakers Bureau, and Instructional Innovation Partners. His books https://my.iste.org/s/store#/store/browse/detail/a1w1U000004LpilQAC (Rev Up Robotics), https://my.iste.org/s/store?_ga=2.67223057.1075898379.1620058994-722878377.1584373163#/store/browse/detail/a1w1U0000040ko6QAA (Environmental Science for Grades 6-12), and jump-start guides are available from ISTE. His following book, which focuses on https://www.solutiontree.com/raising-equity-through-sel.html (SEL activation across the curriculum), is forthcoming from Solution Tree. Jorge is also the host of the https://www.bamradionetwork.com/genre/sel-in-action/ (SEL in Action) podcast on BAM Radio Network. Follow Jorge Valenzuela: Website: https://www.lifelonglearningdefined.com/ (https://www.lifelonglearningdefined.com/) Twitter: https://twitter.com/JorgeDoesPBL (https://twitter.com/JorgeDoesPBL) Instagram: https://www.instagram.com/jorgedoespbl/?hl=en (https://www.instagram.com/jorgedoespbl/?hl=en) Facebook: https://www.facebook.com/LifelongLearningDefined/ (https://www.facebook.com/LifelongLearningDefined/) Linkedin: https://www.linkedin.com/in/jorgedoespbl/ (https://www.linkedin.com/in/jorgedoespbl/) YouTube: https://www.youtube.com/channel/UCpFCeG0NRHLcReqg9cdZEjg/featured (https://www.youtube.com/channel/UCpFCeG0NRHLcReqg9cdZEjg/featured) Edutopia Articles: https://www.edutopia.org/profile/jorge-valenzuela (https://www.edutopia.org/profile/jorge-valenzuela) https://www.amazon.com/Raising-Equity-Through-SEL-Trauma-Informed/dp/1952812917?crid=2V30WKBBXSHA6&keywords=jorge+valenzuela+book&qid=1664047737&qu=eyJxc2MiOiIxLjQwIiwicXNhIjoiMC4wMCIsInFzcCI6IjAuMDAifQ%3D%3D&sprefix=jorge+valenzuela+book%2Caps%2C127&sr=8-3&linkCode=ll1&tag=aspirewebsite-20&linkId=05dcf69f7a6c3da05d64e9c78508cda4&language=en_US&ref_=as_li_ss_tl https://www.amazon.com/SEL-Action-Tools-Students-Learn/dp/1564849120?crid=2V30WKBBXSHA6&keywords=jorge+valenzuela+book&qid=1664047779&qu=eyJxc2MiOiIxLjQwIiwicXNhIjoiMC4wMCIsInFzcCI6IjAuMDAifQ%3D%3D&sprefix=jorge+valenzuela+book%2Caps%2C127&sr=8-4&linkCode=ll1&tag=aspirewebsite-20&linkId=407c560c2bce05d43d270c4eb7d455b3&language=en_US&ref_=as_li_ss_tl https://www.amazon.com/Environmental-Science-Grades-6-12-Project-Based/dp/1564849252?crid=2V30WKBBXSHA6&keywords=jorge+valenzuela+book&qid=1664047779&qu=eyJxc2MiOiIxLjQwIiwicXNhIjoiMC4wMCIsInFzcCI6IjAuMDAifQ%3D%3D&sprefix=jorge+valenzuela+book%2Caps%2C127&sr=8-5&linkCode=ll1&tag=aspirewebsite-20&linkId=1216af0b1bf0dcd9b4f9211b6b87b1e9&language=en_US&ref_=as_li_ss_tl Teach Better Conference: https://teachbetterconference.com/ (https://teachbetterconference.com/)  Use Code AspireTB2022 for $50 off your two day registration...

As a teacher, if you've ever been interested in pursuing research alongside your teaching practice but haven't known where to start, this episode's for you. Today, we're joined by Sarah Durack, a secondary Science and Mathematics teacher based in Sydney. Sarah has just finished her Honours thesis on the topic of school to university transition, which she completed part-time while working a full-time teaching job. As a teacher by day and researcher by night, Sarah tells us that while it wasn't easy, it was certainly rewarding. In this episode, she shares what it was like to juggle this workload, takes us through some of her research findings, and offers some tips for educators who may be interested in pursuing research themselves. Host: Zoe Kaskamanidis Guest: Sarah Durack Podcast supporter: Bank First (www.bankfirst.com.au)

Welcome to our last episode of season two where the host becomes the guest! For this season finale, we put Joe on the hot seat to discuss his amazing article published in 2019 on Ethical Relationship Building in Action Research. Vanessa, Shikha, and Cory, the production team of the podcast (and Joe's supervisees), take this opportunity to ask Joe some hard-hitting questions. The discussion opens with the lightning round (2:14): What is ethical relationship building? Why is ethical relationship building in action research important? What's the number one thing researchers can do to support ethical relationship building in their work? What's theoretical orthodoxy? Why is interrogating theoretical orthodoxy important in Action Research? Later in the episode, we start to dig deeper into Joe's responses to the lightning round questions. We ask: what are the major turns in the relationship building in the AR process? (5:22), how might Action Researchers build an ethical relationship with the diversity within a community? (15:10) how might an Action Researcher create a meaningful space for communicating difficult emotions? (20:29)? Tune in to listen more! Then, stay tuned for Season 3 of the Action Research Podcast coming out in September 2022! You will hear more about building ethical relationships in action research (Part 2 of this series), and hear more voices from the field!   References Levitan, J. (2019). Ethical Relationship Building in Action Research: Getting Out of Western Norms to Foster Equitable Collaboration. The Canadian Journal of Action Research. 21 (1), 11-29. Levitan, J., & Johnson, K. M. (2020). Salir adelante: Collaboratively developing culturally grounded curriculum with marginalized communities. American Journal of Education, 126(2), 195-230. Levitan, J. (2018). The danger of a single theory: Understanding students' voices and social justice in the Peruvian Andes. Teachers College Record, 120(2), 1-36. **If you have your own questions about Action Research or want to share any feedback, contact us on Twitter@The_ARpod or write to us at ActionResearchPod@gmail.com.**  

This episode brings you stories of action research from one of the most renowned authors in the field, Ernest T Stringer. He is the author of Action Research (Sage, 2007), Action Research in Education (Pearson, 2008), Action Research in Health (with Bill Genat; Pearson, 2004), and Action Research in Human Services (with Rosalie Dwyer; Pearson, 2005). Starting his career as a primary teacher and school principal, Ernie was a lecturer in education at the Curtin University of Technology in Australia. From the mid-1980s, based at Curtin's Centre for Aboriginal Studies, he worked collaboratively with Aboriginal staff and community people to develop a wide variety of innovative and highly successful education and community development programs and services.  This episode consists of a rich discussion around the story of Ernie Stringer and how he got involved with action research (3:33), as well as two of his more recent projects: the Breakfast Club, and the center for Aboriginal studies at Curtin University (13:02). The group then moves on to and the road ahead for action research (38:28). Later in the lightning round segment, Joe and Adam raised our all-time favorite questions around the what, how, and why of the action research (43:30). Tune in to listen to the full episode!   References Stringer, E. T., & Aragón, A. O. (2020). Action research. Sage publications. 5th ed. Stringer, E. T. (2014). Action research (4th edition). SAGE. Stringer, E. T. (2007). Action research (3rd edition). Sage Publications. Stringer, E. T. (2008). Action research in education. Upper Saddle River, NJ: Pearson Prentice Hall. **If you have your own questions about Action Research or want to share any feedback, contact us on Twitter@The_ARpod or write to us at ActionResearchPod@gmail.com.**  

In this episode, our team welcomes Dr. Meghan McGlinn Manfra (Ph.D.). She is an Associate Professor in the College of Education at North Carolina State University. She is the author of Action Research for Classroom, Schools, and Communities (Sage) and editor of the Handbook of Social Studies Research (Wiley Press). Joe and Adam open up the conversation with a lightning round (2:54) aiming to ask-what is action research? What does action research look like in education? What has been the greatest challenge for you using AR in your research? Why is it important for teacher professional development? Based on Meghan's response to some of the lightning round questions, Adam and Joe continue the conversation with Dr. Manfra to understand the process of integrating with the teacher community (8:48), building relationships and developing socially just power dynamics with teachers (10:21), and incorporating student voices in action research (17:39)? Tune in to listen more!  References https://drive.google.com/file/d/1Jj6dJKGLnaukNrfBwCKsolW3EhAzV4w6/view (Manfra, M.M. (2021). Action research for classrooms, schools, and communities. Thousand Oaks, CA: Sage. Reviewed in Teacher's College Record here {https://drive.google.com/file/d/1Jj6dJKGLnaukNrfBwCKsolW3EhAzV4w6/view}) Manfra, M. M. (2019). Action Research and Systematic, Intentional Change in Teaching Practice. Review of Research in Education, 43(1), 163–196. https://doi.org/https://doi-org.proxy3.library.mcgill.ca/10.3102/0091732X18821132 (10.3102/0091732X18821132)   **If you have your own questions about Action Research or want to share any feedback, contact us on Twitter@The_ARpod or write to us at ActionResearchPod@gmail.com.** CHECK THIS OUT- https://www.tcpress.com/student-voice-research-9780807767122 (https://www.tcpress.com/student-voice-research-9780807767122) Are you looking for an insightful resource to understand how to emphasize youth voice, specific conceptual tools to reflect on research bias, power dynamics, and relationship building in the meaning-making process? Marc Brasof and Joseph Levitan have developed a comprehensive must-have volume for anyone doing research about and with youth.  

In this IJC episode, Frank van Laerhoven has a conversation with Jim Sinner.   Together with Marc Tadaki, Edward Challies, Margaret Kilvington, Paratene Tane, and Christina Robb, Jim co-authored a recent IJC publication entitled Crafting Collective Management Institutions in Messy Real-World Settings: A Call for Action Research. The article deals with how we can give guidance to prospective, or would-be institutional crafters and collective management enablers. And in order to address that question the researchers apply an explicit action research approach with commoners not as subjects or respondents but as co-researchers. In the conversation we discuss some of the codes of conduct for commons researchers that are based on Jim's research, such the need to get alongside people on the ground, to engage with social identities, and to put social justice at the center of what we do. Jim's work aligns with other work that we have published in the International Journal of the Commons, work that engages with critical institutionalism, for example. If this topic interests you, you may want to check out the following titles, also: Cleaver, F., & De Koning, J. (2015). Furthering critical institutionalism. International Journal of the Commons, 9(1). Funder, M., & Marani, M. (2015). Local bureaucrats as bricoleurs. The everyday implementation practices of county environment officers in rural Kenya. International Journal of the Commons, 9(1). Ingram, V., Ros-Tonen, M., & Dietz, T. (2015). A fine mess: Bricolaged forest governance in Cameroon. International Journal of the Commons, 9(1). Jones, S. (2015). Bridging political economy analysis and critical institutionalism: an approach to help analyse institutional change for rural water services. International Journal of the Commons, 9(1). Marin, A., & Bjørklund, I. (2015). A tragedy of errors? Institutional dynamics and land tenure in Finnmark, Norway. International Journal of the Commons, 9(1). Saunders, F. (2014). The promise of common pool resource theory and the reality of commons projects. International Journal of the Commons, 8(2). Van der Kooij, S., Zwarteveen, M., & Kuper, M. (2015). The material of the social: the mutual shaping of institutions by irrigation technology and society in Seguia Khrichfa, Morocco. International Journal of the Commons, 9(1). Verzijl, A., & Dominguez, C. (2015). The powers of water-user associations: on multiplicity, fluidity, and durability in the Peruvian Andes. International Journal of the Commons, 9(1).  

“The idea of Action Research is taking action.” Linnea RademakerIn this episode, I speak with Dr. Linnea Rademaker about Action Research. Dr. Rademaker holds a PhD in Curriculum & Instruction from the University of Illinois at Urbana-Champaign and is a professor in the EdD Program in Organizational Leadership at Abilene Christian University. She also serves as the current (2020-2022) chair of the American Educational Research Association Action Research Special Interest Group (AERA AR SIG) and hosts a podcast called Action Research: Global Conversations.  What is Action Research? (taken from the AERA AR SIG website – link below)Action research seeks transformative change through the simultaneous process of taking action and doing research, which are linked together by critical reflection. Action research practitioners reflect upon the consequences of their own questions, beliefs, assumptions, and practices with the goal of understanding, developing, and improving social practices. This action is simultaneously directed towards self-change and towards restructuring the organization or institution within which the practitioner works.·      Action Researchers are often asking questions like How do I improve my practice?·      Action research is more than a “method” – it is a way of thinking, of viewing the world.  ·      Rather than being an “observer” researchers participating in Action Research are part of the research; it is personal.·      Action Research requires courage and commitment and leads to self-empowerment and positive change.·      If you are a doc student and you want to do this research, find someone who is familiar with IRB protocol early in the process. ·      If your questions lie in the contextual problem-solving arena, there's a good chance that Action Research will give you what you need to solve that problem. ResourcesAERA AR SIG Website: https://sites.google.com/view/aeraarsig/current-news Dr. Rademaker's Podcast: Action Research: Global Conversations Podcast Home: https://anchor.fm/linnea-rademakerAdditional resources available at: http://Expandyourhappy.com/storeHappy Doc Student Swag: https://www.bonfire.com/store/happy-doc-student-podcast-swag/Support this free content and keep Heather going with a yummy green tea: https://www.buymeacoffee.com/expandyourhappyGet the Happy Doc Student Handbook here: https://www.amazon.com/dp/0578333732