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Senior Health EducationAction research framework
Hugh Shannon | HPE Lecturer QUT
ACHPER QueenslandBrisbane HPE Conference 2014
Overview
• Principles of action research
• Action research framework (ARF)
• Curriculum alignment
• Focussed projects and learning from others
• Professional networks and resources
Assessment techniques
Research assessment
Supervised written assessment
• Action research project (ARP)
• Research report
• Analytical exposition (article or research assignment)
• Journal
• Essay under examination conditions
Categories
Health Education Senior Syllabus (QSA, 2010): pp. 15 - 20
Action research
• Situational improvement
• Context specific implementation
• Project based and process driven
• New knowledge via inquiry and critical reflection
Action research projects
• Opportunity for unique insights
• Potential to be highly motivating and engaging
• Sound conceptual understanding is necessary for teachers and students
QCAA Subject weights 2016
Health Education
• Field A (rating 5) — extended written expression involving complex analysis and synthesis of ideas
• Field C (rating 3) — basic numeracy involving simple calculations, and graphical and tabular interpretation
Source: https://www.qcaa.qld.edu.au/downloads/senior/subject_weights_2016.pdf
Lewin’s action research model
Plan
Act
Observe
Reflect
• Cyclical process
• Still the dominant model however variations exist: micro-cycles, spirals, consecutive cycles and flow diagrams
Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34-46.
Action research framework (ARF)
Action research framework (ARF)
• Graphic/visual organiser
• Purpose: understanding, structuring and sequencing action research
• Foundation and structure > Application
• Modifiable for context specificity
Unpacking the ARF
• Inquiry process phases (syllabus pp. 6 & 7)
• Inputs, action research phases and outputs
Curriculum alignment
Bloom’s taxonomy of learning – Cognitive domain
• General objectives 1 to 3 (syllabus pp. 3 & 4)
• Three assessable dimensions (syllabus pp. 24 & 25)
Critical thinking and engagement
BT – Cognitive domain BT – Affective domainSynthesis and evaluation
Critiquing, judging, appraising, planning, designing, creating, generating & producing.
Internalising values (characterisation)
Integrating values, advocacy, enabling, influencing & philosophical positioning.
Application and analysis
Comparing, contrasting, executing, implementing, differentiating, organising & attributing.
Valuing and organisation
Prioritising, initiating, endorsing, proposing, appreciating, assuming responsibility & behavioural adaptation.
Knowledge and understanding
Recognising, recalling, interpreting, classifying, summarising, inferring, comparing & explaining.
Receiving and responding to phenomena
Observing, acknowledging, attending, responding, cooperating, considering, participating, exploring, engaging & contributing.
Shannon, H., & Brown, M. (2009). From surfboard wax to salient healthy inequity: School programs to develop globally aware and active citizens. 26th ACHPER International Conference, Brisbane.
URL: http://eprints.qut.edu.au/27987/
Curriculum alignment
Bloom’s taxonomy of learning – Affective domain
• General objective 4 (syllabus p. 4)
• GO4 Attitudes and values should be high priority
• Genuine engagement and characterisation
Critical thinking and engagement
BT – Cognitive domain BT – Affective domainSynthesis and evaluation
Critiquing, judging, appraising, planning, designing, creating, generating & producing.
Internalising values (characterisation)
Integrating values, advocacy, enabling, influencing & philosophical positioning.
Application and analysis
Comparing, contrasting, executing, implementing, differentiating, organising & attributing.
Valuing and organisation
Prioritising, initiating, endorsing, proposing, appreciating, assuming responsibility & behavioural adaptation.
Knowledge and understanding
Recognising, recalling, interpreting, classifying, summarising, inferring, comparing & explaining.
Receiving and responding to phenomena
Observing, acknowledging, attending, responding, cooperating, considering, participating, exploring, engaging & contributing.
Shannon, H., & Brown, M. (2009). From surfboard wax to salient healthy inequity: School programs to develop globally aware and active citizens. 26th ACHPER International Conference, Brisbane.
URL: http://eprints.qut.edu.au/27987/
Realistic ARP foci
• Depth vs breadth
• Time to work through inquiry process phases
• ‘Small wins’ concept* - Scaling down foci to manageable tasks
*Weick, K. E. (1984). Small wins: Redefining the scale of social problems. The American Psychologist, 39(1), 40-49.
• Example: What is behavioural change often preceded by?Attitude, intentions to change & self-efficacy
Activities
• Individual thinking time (ARF applications)
• Group activity – Rainbow rabble
• Group discussion
– 1. ARF applications (teachers and students)
– 2. What constitutes good practice for ARPs?
Conference theme: Making a difference by learning from others
ARF digital copy
• Will be available soon via QUT ePrints
• Add your name and email address to the list if you would like access to a digital copy of the ARF
Networks
• Health Education Network – EQ discussion list Refer to the registration guide provided by Shane Roberts
• QUT Health Education Teacher Network – CommuniqueSend me an email if you would like to join
Questions and correspondence
Hugh ShannonHPE Lecturer – Queensland University of Technology
Email h.shannon@qut.edu.au
Phone 3138 3577
@Hugh_Shannon
au.linkedin.com/pub/hugh-shannon/65/a61/791/
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