NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ973905
Record Type: Journal
Publication Date: 2012
Pages: 14
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-0965-0792
Reflections on a Collaborative Adult Literacy and Numeracy Action Enquiry
McKim, Anne; Wright, Noeline
Educational Action Research, v20 n3 p353-366 2012
This paper reports and reflects on a collaborative and multi-layered action enquiry project in the New Zealand polytechnic sector. In the context of widespread national professional development centred on adult literacy and numeracy teaching and learning in vocational educational institutions, an action enquiry methodology was piloted with vocational tutors in certificate and diploma programmes at nine polytechnics and institutes of technology. Most participating tutors had not previously carried out formal research, and few had worked with university researchers as external change agents before. A key aim of the overarching project was to investigate the effects and value of an action enquiry approach for embedding literacy and numeracy in vocational programmes. Reflection emerged as an important component in both the individual action enquiries undertaken by participating small teams and the meta-action enquiry project overlaying all of the projects. We conclude by considering the external agent role in building collaborative enquiry and relationships.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand