Consumers as Collaborators in Research and Action

This paper focuses on the development of a model of research and professional development which aims to bring about transformations in classroom practice in situations that have previously proved resistant to change. We explore reasons why conventional models have failed to address one such situation, the continuing predominance of teacher-centred pedagogies in mathematics classrooms. We draw on findings from the Visible Mathematics Pedagogy research project to highlight how a critical model of participatory action research can be refined to enhance its potential to bring about changes in classroom practice. We report on research tools and processes that were developed, distinct from those commonly used in research, including the organisation of research team meetings around participatory principles, the active involvement of teachers in designing and employing data collection tools, and in generating protocols associated with video-stimulated reflection. We demonstrate how these research tools and processes enhanced collaboration and teacher agency, the trustworthiness of the research findings and teachers’ critical reflection on existing practice. We argue that our refined model of participatory action research can inform and support teachers and researchers wishing to transform classroom practice, especially in situations analogous to many mathematics classrooms, in which conventional models have had limited impact.

The digitalisation of higher education has versatile potential for students and especially for pre-service teachers. Unfortunately, this potential is insufficiently used in higher education institutions. This article displays a project focusing on developing university teacher education with digital media. For this purpose, the applied model of Participatory Action Research for Higher Education will be illustrated, reflected, and discussed to share the findings and experiences of the process and facilitate future development projects. Furthermore, conditions for success, challenges, and recommendations based on this project will be provided.

In the past decades, society in general has become strongly diverse. This change also affects schools. As a result, learning groups cannot be seen as homogeneous and taught in this way. One of the challenges is students' linguistic skills. Dealing with different linguistic competencies should not only be a focus of formal education in schools but supported by non-formal education such as student laboratories. Thus, there is a need for practical examples that are effective for teaching and learning of diverse groups of students and enables them to be an active part of the learning process. At the Ludwigsburg University of Education, learning settings for student laboratories that enable active participation for all students irrespective of their linguistic competencies are developed and implemented following the model of Participatory Action Research in three cycles. In a cyclical approach, language-sensitive and language-supportive learning materials are developed, implemented, and evaluated focusing on different chemical contents. Qualitative data are collected during the experimentation phase using a semi-structured observation sheet. In three phases, we evaluated semi-structured observations of eight learning groups of different grade levels and school types with a total of 163 students. The observations are analyzed using inductive qualitative content analysis. The results show an optimal composition of approved methods, tools, and activities as succesful examples. Furthermore, interdependence between different factors could be identified that have positive relations with active participation of all students.

This chapter presents the major historical steps in the development of clinical sociology in Quebec, the Canadian province that has a majority of French-speaking Canadians. The foundations of the clinical approach in Quebec first came from U.S. influences in sociological and psychosocial works, mainly from the Chicago School and the human relations movement in the 1950s and 1960s. A second phase is characterized by European influences, mostly from France; these were theories based on post-Marxist critical sociology and what was called the psycho-sociological approach, a mix of sociology and psychoanalysis. Those theoretical dimensions supported new fields of social practice: the planning of change in the US and social analysis in Europe. Organizational development and community development are good illustrations of the Participatory Action Research (PAR) model that serves as the main reference of those practices. Then, in the 1980s, came the idea of clinical sociology to Canada with an international network reinforcing that orientation. In recent years, in Quebec, a clinical perspective in organizational settings and in community groups focusing on healthy work strategies has been developed. Alongside the overall PAR model, a specific methodology of life narratives or life stories in small groups or community groups gained in importance.KeywordsClinical sociologyClinical approachSociologyPsycho-sociologyLife storiesQuébec, Canada

This study examines strategies and methods that aim to reduce the ongoing problem of bullying in a Brisbane primary school. The present research followed Dick's (1991) participatory action research model, which roughly corresponds to the stages of goal setting, situation analysis, action planning and evaluation implemented within ongoing cycles. Participatory methods of data collection, interpretation, action and evaluation were employed, as well as the application of cyclic and self-evaluative processes, in an attempt to make the resulting anti-bullying program on-going and self renewing. Thus the present research aimed to evaluate not only the intervention strategies employed by the school, but the participatory action research processes themselves. The conclusions presented in this study can be placed into two main categories, strategic and methodological conclusions. It was concluded that the most effective intervention policy to deal with bullying is multidimensional, incorporating both preventative and responsive intervention strategies implemented within a whole-school approach to planning, implementation and evaluation. Methodological conclusions supported the use of a participatory action research approach to managing bullying in a primary school, although problematic issues regarding parental participation and ongoing implementation by the school community were highlighted. Implications for further action research within the school highlighted the need to ensure full participation and commitment by the school community to the change practices adopted.

Introduction Mo Hom, an indigo–dyed cotton traditionally worn in northern and northeastern Thailand, embodies local identity, hand‑crafted skill, and cultural memory. Yet, many producer groups still offer only the classic “farmer shirt,” limiting their customer base to middle‑aged buyers and local tourists. The Anongmohom Group in Mueang District, Nong Bua Lamphu Province, faced exactly this challenge: a narrow product line, dated aesthetics, and stagnant sales despite a growing national appetite for culture‑infused fashion. The research project described here therefore sought to transform the group’s design capability, diversify its product portfolio, and equip members with business and digital‑marketing skills—while preserving the authentic Mo Hom look and the distinctive khit (weft‑float) motifs that distinguish local cloth. Methodology A five‑step action‑research process, framed by the participatory action research (PAR) model, guided implementation: 1) Needs analysis and capacity mapping: Twenty group members analysed internal strengths—hand‑loom skill, natural‑dye mastery, community cohesion—and weaknesses such as limited design experience, outdated patterns, and lack of brand story. External opportunities (growing demand for eco‑craft fashion) and threats (intense regional competition) were also recorded. 2) Design and product‑development training: Professional fashion designers delivered sequential workshops on trend research, mood‑board creation, pattern sketching, prototype sewing, and costing. A parallel stream covered business planning, online branding, and social‑media merchandising to ensure that design innovations could reach target customers. 3) Prototype creation: Guided by workshop outputs, members produced three women’s‑wear prototypes—a sleeveless dress, a relaxed work blouse, and tapered trousers—each blending Mo Hom indigo with cotton‑khit panels. Emphasis was placed on flattering urban cuts, precise sizing, and discreet but recognisable local motifs. 4) Market testing and iterative refinement: Prototypes were displayed in a local boutique, at a provincial craft fair, and on a dedicated Facebook page. Structured questionnaires captured feedback on fit, style, fabric feel, and perceived uniqueness from 120 respondents aged 18‑45. Dress and blouse designs scored highest (mean satisfaction = 4.6/5) on craftsmanship and overall appeal; suggested price points were roughly 25 % above the group’s older garments. Comments then fed into a second design round that adjusted neckline depth, pocket placement, and colour accents. 5) Scaling up and knowledge diffusion: A production run of 60 dresses, 80 blouses, and 50 pairs of trousers was completed for broader launch. Digital promotion through an upgraded Facebook page and provincial OTOP fairs widened exposure. Monthly review meetings documented sales data, trouble‑shooting, and skill gaps—creating a feedback loop for continuous improvement. Results Design and technical skills—All members can now read and modify commercial patterns, match Mo Hom panels with khit in complementary hues, and use industrial sewing machines for clean finishing. Product diversity—The collection expanded from two basic shirts to at least six SKUs, including the new women’s line and a unisex overshirt, providing greater choice and enabling bundle offers. Economic impact—Average profit margins rose by 25 % on dresses, 33 % on blouses, and 25 % on trousers. Online enquiries and craft‑fair orders climbed so rapidly that the dress line went into back‑order, prompting plans to train additional seamstresses from the village. Market reach—Sales channels now span three retail outlets in Nong Bua Lamphu, a Facebook shop with nationwide shipping, and regular booths at regional trade fairs, giving the brand steady visibility. Environmental stewardship—Fabric offcuts are up‑cycled into sachets and small gifts, reducing waste and reinforcing an eco‑friendly brand message aligned with consumer expectations for sustainable craft. Social sustainability—Youth inclusion has become explicit policy: daughters and sons of existing members manage social‑media content and learn cutting and stitching, ensuring inter‑generational transfer of skills. Community identity—By weaving khit stripes into modern silhouettes, the group maintains a tangible link to local heritage even as it courts new, younger consumers. Discussion Key success factors include: (1) anchoring innovation in the authentic idiom of Mo Hom and khit, avoiding superficial “modernisation”; (2) coupling design workshops with business‑planning modules to translate creativity into income; (3) using rapid market‑test loops so designs evolve with real consumer data; and (4) retaining a participatory ethos so every member feels ownership of the new direction. Challenges remain. Production capacity must rise without diluting quality; consistent natural‑dye batches require tighter process control; and brand storytelling across digital channels needs refinement to stand out in a saturated slow‑fashion market. The group therefore plans a micro‑studio for colour testing, a shared online calendar for production scheduling, and quarterly photo‑shoots to refresh content. Conclusion The Anongmohom Group’s journey illustrates how indigenous textile enterprises can thrive by marrying traditional craft with contemporary design and market intelligence. Through participatory training, iterative prototyping, and strategic branding, the group moved from a stagnant two‑product offering to a versatile collection that commands higher prices and attracts new demographics. The approach—rooted in local wisdom, enriched by expert input, and driven by systematic market validation—provides a replicable model for similar craft communities seeking relevance in today’s fashion landscape while safeguarding their cultural essence.

La lectura juega un papel importante en el desarrollo
\nintegral de los educandos, fortaleciendo
\ny potenciando sus capacidades de interpretación,
\ncomprensión y habilidades comunicativas básicas
\npara un buen desempeño escolar. El estudio busco
\nfortalecer la lectura y comprensión lectora mediante
\nlas Tecnologías de la Información y Comunicación
\n(TIC) en educación básica. Con un diseño metodológico
\nde tipo cualitativo bajo el modelo de investigación
\nAcción Participativa (IAP), las técnicas de
\nrecolección de datos utilizadas fueron la observación
\nparticipante y el diario de campo. Se contó con ciento
\nveintinueve (129) participantes de la institución
\neducativa Francisco de Paula Santander, sede José
\nMaría Córdoba. Los resultados de la observación
\nevidenciaron falencias en los procesos de lectura
\ny comprensión lectora, omitiendo y confundiendo
\nletras, poca fluidez verbal y desinterés por la lectura,
\npara lo cual los docentes diseñaron estrategias
\npedagógicas basadas en las TIC para dar solución
\na dicha problemática.

Education has many elements and dimensions that refer to learning media as a determining factor for the success of learning activities. The use of media in its implementation, of course, has the aim of helping the learning process run more optimally and structured. The media determines the success or failure of the learning process. ESP learning at Al Mujtama Pamekasan Islamic High School, needs to be developed using Website-based learning media. The implementation of this service applied the Participatory Action Research (PAR) method and model. This activity lasted for three days, namely on 4, 5 and 6 April 2022 which was carried out offline with theoretical and practical concepts to all lecturers at STAI Al Mujtama.Pamekasan. There were some activities done covering the introduction, delivery of service stages, and socialization of the use of Webs-based ESP learning media. The results obtained from this service, namely lecturers are able to convey subject matter well, lecturers are easier to convey material to students, improve the quality of learning outcomes, learning is more directed, learning is more concrete and feels better understood. Internal audits are conducted twice per semester by stakeholders affiliated with the Quality Assurance Institution (LPM). This is done as a way to control the performance of teachers at Madrasah Al Mujtama Pamekasan. It is hoped that the next service will be developed in the development of very relevant materials and outputs in the form of the English for Specific Purposes (ESP) book according to the knowledge at STAI Al Mujtama Pamekasan.

This paper discusses the emergence of Participatory Action Research (PAR), and its use with individuals with cognitive disabilities. A brief history of PAR is given, with a focus on its uses for empowerment and self-determination for persons with disabilities. Using literature-based standards for participatory, action and emancipatory research approaches, a 3-year research project with goals of increasing community participation by adults with developmental disabilities is described and evaluated. The "Transition into Community Life" project used an adapted form of the "Farmer-back-to-Farmer" PAR model (Rhoades & Booth, 1982), and the article discusses the successes and challenges of the model in a context quite different from how it was originally designed. The author describes lessons learned concerning the use of PAR with people with developmental disabilities. The article concludes with a brief discussion of the feasibility of PAR with individuals with cognitive challenges.

This paper presents the results of a participatory learning and action research (PLAR) model analysis of factors determining integrated soil fertility management among subsistence smallholders in central highlands of Kenya. The data was collected during three days PLAR model guided focus group discussions in Mukanduini village of Central division of Kirinyaga district in Kenya. The objectives of the study were: (i) to guide farmers through participatory identification and ranking of key socio-economic and bio-physical factors that influence integrated soil fertility management (ISFM), and (ii) to guide farmers through participatory identification and ranking of probable solutions to identified problems.

Commentary

Article 7: Opening the “Black Box”: The Content and Process of Brain Injury Rehabilitation From a Learning Perspective

Paralleling the broadening of scientific thought occasioned by the human genome project, calls have been sounded to expand research ethics to include a principle of ‘respect for community’ in genetic research. The principle is responsive to a history of genetic research that has harmed some groups. The principle recognises that communities hold dignitary interests, values and rights. For such reasons, it has gained recognition in national and international health research ethics norms. To help translate respect for community into research practice, we identify selected ethics elements and research approaches, including: collaborative community research; jointly defining research priorities and questions; informed consent; joint interpretation and dissemination of results; community ethics deliberations and fair benefit sharing. Implementing such elements presents challenges that merit interdisciplinary study, pluralistic debate and analysis. With such work, we project a future with fuller recognition of respect for community as an ethical principle and duty in human research ethics. Key Concepts: Evolving research ethics requires protection of communities, in addition to protection of individuals – this also applies to genetic research. Protection of communities supports the ethical concept of respect for communities. National and international research ethics guidelines support these concepts. Respect for communities can be achieved through researchers using collaborative research with communities. Collaborative research uses principles and practice from both participatory research and community‐engaged research. Collaborative research maximises benefits and minimises harms for communities and groups within the communities. Collaborative research impacts researchers, communities, institutional and community ethics boards and those publishing the results.

The intrinsic hierarchies between a researcher and her research participants in the daily business of fieldwork are often a ground for unease among academics. This unease has brought about a myriad of collaborative and participatory research methods that attempt to flatten out these power imbalances. However, constraints in the scope of academic research or uncritical good intensions bring with them the danger of a collaborative project being little more than tokenistic. It is therefore important to critically reflect on, and communicate about, our collaborative research projects. Various research participants asked me to conduct research together with them during my first fieldwork in Timor-Leste. This resonated with me as I am convinced that research should consist of an exchange of knowledge rather than an extraction of it. Consequently, I set up a collaborative research group with students from the National University of Timor-Leste as part of my doctoral fieldwork. This article is based on diary entries, field notes, and reflections written during the process of planning, implementing, and finally dismantling that collaborative research group. I explore four successive affective stages of the project: excited and expectant, inspired and energized, dispirited and disappointed, and accepting and adjusting. While discussing the methodological adjustments I made throughout these phases I reflect on the intricately related affective dimensions of this attempt at a collaborative research project.

Model for collaborative research among international transport researchers