Community research for participation : from theory to method
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Part One: Theoretical and methodological issues ~ Community research: opportunities and challenges ~ Lisa Goodson and Jenny Phillimore A critical communicative perspective on community research: Reflections on experiences working with Roma in Spain ~ Aitor Gomez and Terese Sorde Marti Authenticity and validity in community research: Looking at age discrimination and urban social interactions in the UK ~ Andrew Clark, Caroline Holland and Richard Ward Community research with Gypsies and Travellers in the UK: Highlighting and negotiating compromises to reliability and validity ~ Philip Brown, Lisa Scullion and Pat Niner Involving community researchers in refugee research in the UK~ Gaby Atfield, Kavita Brahmbhatt, Hameed Hakimi and Therese O'Toole Universities as agents in the empowerment of local communities in Germany, Finland and Russia ~ Patricia Bell, Melinda Madew, Tony Addy and Sakari Kainulainen Data analysis and community research: Capturing reality on housing estates in Bradford, UK ~ Heather Blakey, EJ Milne and Louise Kilburn Participation in community research: Experiences of community researchers in HIV/AIDS research in South Africa ~ Maretha Visser Part Two: Ethics, power and emotion ~ Power and participation in community research: Community profilinh in Italy ~ Terri Mannarini The pedagogy of community research: Moving out of the ivory tower and into community organisations in Canada ~ Karen Schwartz, Adje van de Sande and Ann Marie O'Brien Engaging community researchers in evaluation: Looking at the experiences of community partners in school based projects in the US ~ Jenifer Cartland, Holly Ruch-Ross and Maryann Mason Are we recovery orientated? An Australian encounter of learning from people with lived experience ~ Lisa Brophy, Melissa Petrakis, Liam Buckley, Matthew Scott, Jayne Lewis, Nadine Cocks, Michael Stylianou and Kieran Halloran Ethics in community research: Reflections from ethnographic research with First Nations people in the US ~ Barbara Kawulich and Tamra Ogletree Avoiding best being the enemy of good: using peer interviewer methods for community research in place-based settings in Australia ~ Deborah Warr, Rosey Mann and Richard Williams Part Three: Managing the research process ~ Mental health service users and carers as researchers: reflections on a qualitative study of citizens' experiences of compulsory mental health laws in Northern Ireland ~ Damien Kavanagh, Gavin Davidson, Jim Campbell, Martin Daly and Moira Harper Community organisation and community research: Women's struggle for food security in India ~ Janki Andharia Community researchers in an adolescent risk reduction intervention in Botswana: Challenges and opportunities ~ Bagele Chilisa and Rapelang Chilisa Recruitment and capacity building challenges in participatory research involving young people in Northern Ireland ~ Claire McCartan, Dirk Schubotz and Stephanie Burns Translating lives: Cross language community research with Polish migrants in the UK ~ Bogusia Temple and Katarzyna Koterba Mentoring refugee community researchers in the UK: An empowerment tool? ~ Patricia A. Jones and Ricky Joseph.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.016 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.004 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.003 |
| Insufficient payload (model declined to judge) | 0.002 | 0.002 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it