Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/5678
Title: Individually-Based Capacity Building: Using action research in a two-stage reform model internationally
Contributor(s): Maxwell, Thomas W (author)
Publication Date: 2009
Handle Link: https://hdl.handle.net/1959.11/5678
Abstract: Educational reform demands human capacity building. Action research (AR), the capacity building process discussed here, has been used over a decade as the key process underpinning capacity building in (a) a longitudinal project in Bhutan and (b) an international leadership development project in teacher education. Both projects used a similar two stage model: (a) learning about AR, and (b) implementing a self-chosen AR project. Key features of this model are (1) learning taking place over time, (2) individual choice of project and (3) pressure and support. Overall, the findings indicate that the use of the individualised model has built capacity. The paper discusses some key issues from this re-analysis including the key components of the model, capacity building and reform, individually-based capacity building, being culturally sensitive, and system development. The individually-based capacity model is presented as a complementary model to those centrally determined and enacted reforms.
Publication Type: Conference Publication
Conference Name: ANZCIES 37th Annual Conference, Armidale, Australia, 24th - 27th November, 2009
Source of Publication: Entering the Age of an Educational Renaissance: Ideas for unity of purpose or further discord? Proceedings of the ANZCIES 37th Annual Conference, p. 147-159
Publisher: ANZCIES: Australia and New Zealand Comparative and International Education Society
Place of Publication: Armidale, Australia
Field of Research (FOR): 130313 Teacher Education and Professional Development of Educators
Peer Reviewed: Yes
HERDC Category Description: E1 Refereed Scholarly Conference Publication
Other Links: http://www.anzcies.org/conference.php
http://trove.nla.gov.au/work/28896763
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Appears in Collections:Conference Publication
School of Education

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