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

Ottawa Charter – Word cloud

Website: Wordle http://www.wordle.net/

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/