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Index: Action

Action Learning (2001)

Page Contents

B D G K M S V W Z

B

Beaty, L. (1999). Consultation Through Action Learning. Theme issue: "Using Consultants to Improve Teaching.". Describes action learning as a potentially powerful peer-based approach to teaching consultation at the college level and offers a case study of its use at Coventry University (England). Explains how action learning supports teaching improvement through reflective practice and peer dialog in group consultations about specific concerns (such as developing teaching portfolios). (DB) EJ595276

Beaty, L., & Others, A. (1993). Action Learning: Reflections on Becoming a Set Member. Management Education and Development, 24, 4, 350-67 Win. Explores attitudes, values, and behavior needed to be an effective member of an action learning team, including group process skills and problem-solving approaches. (SK) EJ473883

Book-Lab Inc. (1969). Math lab materials. Brooklyn, N.Y.: Book-Lab. "Particularly valuable for motivating students who do not succeed with abstract approaches"--Catalog.

Botham, D., & Vick, D. (1998). Action Learning and the Program at the Revans Centre. Special Issue: Follow-on Issue on Action Learning. Describes the Revans Centre for Action Learning and Research based at the University of Salford (United Kingdom). Topics include collaborations between practitioners and academics, organizational and professional development, change and human learning processes, interdisciplinary teamwork, action learning interfacing with research; and degrees offered. (Author/LRW) EJ593575

Bresser, R., & Others, A. (1996). Math in Action. Learning to Divide and Conquer. Instructor, 105, 5, 50-51 Jan-Feb. Presents literature-based activities that take division off the workbook pages and place it in situations to which children can relate. The activities help students understand division, devise strategies, and solve problems in context. Both activities involve reading stories then using division to solve real-life problems for story characters. (SM) EJ528607

Brooks, A., & Watkins, K. E. (1994). A New Era for Action Technologies: A Look at the Issues. New Directions for Adult and Continuing Education, 63 p5-16. Disillusionment with professional/scientific knowledge and trust in practitioner knowledge have led to renewed interest in action technologies. Action research, action learning, participatory research, popular education, and collaborative inquiry can bridge the gap between theory and practice. (SK) EJ494199

D

Dennis, J. R., & Kansky, R. J. (1984). Instructional computing: an action guide for educators. Glenview, Ill.: Scott Foresman.

Dilworth, R. L. (1998). Action Learning at Virginia Commonwealth University: Blending Action, Reflection, Critical Incident Methodologies, and Portfolio Assessment. Special Issue: Follow-on Issue on Action Learning. Explains the development of action-learning approaches incorporated into the Adult Education and Human Resource Development master's degree program at Virginia Commonwealth University. Discusses the linkage between action and reflection, the questioning of underlying assumptions, self-assessment of critical incidents, and incorporation of portfolio-assessment techniques. (Author/LRW) EJ593576

G

Graham, I. W. (1995). Reflective Practice: Using the Action Learning Group Mechanism. Available from Churchill Livingstone Journals, Longman Group Ltd., PO Box 77, Harlow, Essex M19 5BQ, England. The Action Learning Group is a strategy used in a nursing diploma/degree program to bridge the theory-practice gap. Techniques of reflective learning through group discussion allow students to become aware of the sources of their experience and beliefs and to move toward accountability and responsibility. (SK) EJ500743

K

Kember, D. (1998). Action Research: Towards an Alternative Framework for Educational Development. Distance Education, 19, 1, 43-63. Questions the suitability of instructional design as a framework for educational development; proposes action research (collaboration, participation, democratic decision making, critical self examination) as an alternative approach; and presents the Action Learning Project (Hong Kong) as an example of how action research can be put into practice. Discusses the role of the teaching-learning specialist. (PEN) EJ572222

M

Marsick, V. J., & Watkins, K. E. (1996). Adult Educators and the Challenge of the Learning Organization. Adult Learning, 7, 4, 18-20 Mar-Apr. A learning organization supports learning at three levels: (1) individual, through continuous opportunities, inquiry, and dialog; (2) team, through action learning and collaboration; and (3) organizational, through systems that capture learning, empower participants, and link to the environment. Leaders who model and support learning at all three levels are essential. (SK) EJ519299

S

Sand, G. A. (1996). Intercultural Action Learning within a Business Context. International Journal of Educational Reform, 5, 3 p310-17 Jul. Describes an intercultural program adapted to international marketing requirements by GLOBALTEAM, a marketing consultancy. GLOBALTEAM aims to increase sales by introducing corporate managers and workers to merchandising principles and standards. Training stresses goal setting, appropriate change atmosphere, task-force organization, operational decisions, action-learning workshops, team organization, and commitment to goals. (17 references) (MLH) EJ530620

Solomon, M. Z. (1999). The diagnostic teacher: constructing new approaches to professional development. New York: Teachers College Press.

Solomon, P. G. (1998). The curriculum bridge: from standards to actual classroom practice. Thousand Oaks, Calif.: Corwin Press.

Svenson, O., & Maule, A. J. (1993). Time pressure and stress in human judgment and decision making. New York: Plenum Press.

V

Vince, R., & Martin, L. (1993). Inside Action Learning: An Exploration of the Psychology and Politics of the Action Learning Model. Management Education and Development, 24, 3, 205-15 Fall. The rationally based model of action learning limits learning and change. Adding a psychological component (emotional experiences that promote or discourage learning) and a political component (effects of institutional and personal power relations on learning) broadens understanding of individual and organizational development. (SK) EJ469978

W

Wallace, M. (1990). Can Action Learning Live Up to Its Reputation? Management Education and Development, 21, 2, 89-103 Sum. Addresses the coherence of the principles of action learning, the consequences of employing certain variants in school management courses, the implications for action learning of research into effective training, and the need for thorough evaluation. (Author) EJ409817

Watkins, K. E., & Brooks, A. (1994). A Framework for Using Action Technologies. New Directions for Adult and Continuing Education, 63 p99-111. Compares action technologies on eight dimensions: purpose, primary focus, theoretical foundations, ideological focus, key strategies, facilitator role, research aim, and validity criteria. The technologies are action learning, action research, action science, popular education, participatory action research, and collaborative inquiry. (SK) EJ494206

Williams, R. L. (1992). Social Advocates and Action Learning: The Discontent Dancing with Hope. New Directions for Adult and Continuing Education, 53 p37-50. Action learning often challenges existing rules, experiments with truth, questions the efficacy of mediating institutions, and leads to significant personal and social change. Examples are found in the behavior of different people with widely varying backgrounds and motivations who embarked on paths of action learning that led them to change. (JOW) EJ446775

Wilson, V. (1999). Action Learning: A "Highbrow Smash and Grab" Activity? Career Development International, 4, 1, 5-10. An action learning process in which medical directors planned and reflected on their own actions worked best when specific, time-limited actions were involved. Despite overlap between action research and action learning, they are clearly different. Action learning helps clinicians gain insights into their own work behavior. (SK) EJ578931

Z

Zuber-Skeriit, O. (1993). Improving Learning and Teaching through Action Learning and Action Research. Higher Education Research and Development, 12, 1, 45-58. A theoretical framework for action learning and action research is presented, as a basis for better understanding college instruction and learning. Action research is viewed as a philosophy, theory of learning, research methodology, and teaching technique. It is argued that action research both increases knowledge and improves teaching. (Author/MSE) EJ467184