Literaturnachweis - Detailanzeige
| Autor/in | Reilly, Rosemary C. |
|---|---|
| Titel | Improving Cohort Functioning: Arts-Based Methods as Data Collection and Intervention in a Higher Education Action Research Project |
| Quelle | In: Canadian Journal of Action Research, 22 (2022) 3, S.69-90 (22 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Grouping (Instructional Purposes); Intervention; Higher Education; Action Research; Student Attitudes; Graduate Students; Art Activities; Group Dynamics; Dialogs (Language); Reflection |
| Abstract | Cohorts are student groups who begin and complete a course of study together over time. Though cohorts have been linked to positive outcomes, researchers note that many students report negative experiences, including scapegoating, irreconcilable conflicts, and strained relationships resulting in unlearning. This paper describes using arts-based research (ABR) within an action research framework to illuminate toxic dynamics over four cohorts. Findings suggest that ABR illuminated these negative patterns, permitting students to honestly engage in critically reflective conversations. These conversations then afforded an opportunity for them to intervene into their cohort's harmful dynamics in order to move towards healthier learning relationships. (As Provided). |
| Anmerkungen | Canadian Association for Action Research in Education. 260 Dalhousie Street Suite 204, Ottawa, ON KIN 7E4, Canada. Tel: 705-474-3450; Fax: 705-474-1947; e-mail: cjar@nipissingu.ca; Web site: http://journals.nipissingu.ca/index.php/cjar/issue/archive |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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