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Action Research: A Guide for the Teacher Researcher
... Thus, teachers are considered highly proficient if they can use research to enhance their understanding of content and pedagogy (PPST 1.2.3). This implies that teacher education institutions (TEIs) must prepare students to conduct CBAR, training them in the use of systematic procedures used by educators to collect information and improve their teaching and student learning (Creswell 2017;Mertler 2013;Mills 2011) to address classroom issues encountered during FS and PT. PSTs reflect on these issues, gather and analyze data, and implement changes based on their findings, aiming to develop selfcreated interventions to enhance teaching and learning processes (Mertler 2013). ...
... A document review was conducted to analyze PSTs' CBARs. Following the standards of educational research (Bloomberg and Volpe 2022;Creswell 2017;Leuverink and Aarts 2018;Mills 2011), detailed feedback was provided for each CBAR. Through content analysis, comments were categorized into recurring themes, identifying common areas where PSTs experienced difficulties. ...
... The lack of a solid theoretical basis renders the CBAR intervention insubstantial, as it lacks the necessary theoretical grounding to justify its approach. This absence of a clear, theory-driven foundation contradicts the core purpose of CBAR, which is to enhance teaching and learning processes through the implementation and evaluation of researchbased methods (Creswell 2017;Mertler 2013;Mills 2011). ...
... Several authors have pointed out the gap between educational research and classroom practice. An action research methodology is often recommended by educational researchers to facilitate the classroom application of instructional programs (Mertler, 2024(Mertler, , 2021Mills, 2000;Young et al., 2010). Action research is a collaborative and introspective approach that encompasses a repetitive cycle of planning, executing, observing, and reflecting. ...
... Authors argue for the benefits of action research in translating educational research into practical applications. For example, Mills (2000) discusses how action research serves as a bridge between theory and practice, enabling teachers to implement and assess educational strategies derived from research, highlighting the role of action research in fostering reflective practice and continuous professional development. Mertler (Mertler, 2024(Mertler, , 2021 also argues that this methodology allows educators to adapt research-based methods to their specific classroom settings, leading to improved teaching and learning outcomes. ...
... Considering that the instructional program was relatively short (12 training activities over three weeks), it is reasonable to conclude that collaboration with the teachers on the details of the classroom application had a significant impact on the effectiveness. This research highlights the importance of involving teachers in the final design of research-based school improvement programs, as suggested by previous researchers (Mertler, 2021;Mills, 2000;Young et al., 2010), a process for which action research provides an appropriate framework. ...
Educational programs aimed at developing metacognitive skills usually focus on students, neglecting the development of teachers by teaching metacognitively aware instructional methods. The effectiveness of such development programs is well-established, but there is a gap between research findings and their application in schools. A framework for a training program was developed in the context of an international partnership project aimed at enhancing the metacognitive abilities of both children and teachers. The final form of classroom activities was developed at the country level using action research methods with the involvement of teachers. After implementing a 3-week educational program involving 35 experimental and 19 control groups from Romanian public schools, a comparison of pre- and post-test scores indicated a significant increase in the number of children in the experimental group with improved efficiency in metacognitive monitoring in reading. Teachers’ metacognitive awareness significantly improved after the Teacher Training Program, as indicated by a comparison of the pre- and post-training results of the Metacognitive Awareness Inventory for Teachers (MAIT). No correlation was found between teachers’ development scores (as expressed by differences between pre- and post-intervention MAIT results) and the number of students from their classes whose progress in metacognitive monitoring significantly increased. The cyclical process of the action research methodology proved to be useful for increasing the efficiency of the intervention program. However, due to methodological limitations, the results are primarily interpretable within a local context. The results confirm expert recommendations aimed at integrating the targeted development of metacognitive teaching skills into both pre-service and in-service teacher training programs.
... Action research is effective in promoting student-centered learning environments. Teachers can directly involve students in identifying challenges and potential improvements, leading to more meaningful and engaging classroom experiences (Mills, 2014). However, action research often relies on qualitative data, such as observations and interviews, which can lead to subjective interpretations and biases (Burns, 2010). ...
... However, action research often relies on qualitative data, such as observations and interviews, which can lead to subjective interpretations and biases (Burns, 2010). Mills (2014) highlights that generalizability is a limitation in action research, as it focuses on specific, localized challenges within a classroom or institution. Rather than producing universally applicable results, action research aims for applicability within its immediate context, prioritizing improvements and relevance for participants. ...
... Rather than producing universally applicable results, action research aims for applicability within its immediate context, prioritizing improvements and relevance for participants. Mills (2014) suggests that findings from action research are best viewed as valuable insights for similar contexts rather than broadly generalizable conclusions. ...
This action research examines the transition from audio- to video-based tasks in the final Medical Hungarian exam for international medical students, aiming to better align assessment with real-life language needs and enhance student motivation. Conducted at a Hungarian medical university with 61 second-year students, the study uses a mixed-methods approach. Quantitative data from a questionnaire and qualitative insights from focus group interviews reveal students’ experiences with the video-based exam tasks and preparatory materials. The results indicate a positive reception of the Practice Test Book and the new video exam format, with visual cues like body language aiding in comprehension and engagement. Students found that the video-based tasks closely mirrored clinical interactions, strengthening the relevance of language skills in professional contexts. Preparatory materials, including lead-in exercises, were well-received by students and seen as effective in improving readiness for the exam. The study suggests that the shift from audio- to video-based assessment can bridge classroom learning with real-world application, potentially serving as a model for other non-traditional study abroad settings in Languages Other Than English (LOTEs), especially as purely audio-based communication has become less prevalent in today’s world.
... To "maximize consumer protection outcomes, maintain public confidence....raising the quality of building and construction standards, improved safety," the construction sector implemented mandatory CPD in 2004. [34]. The NSW Office of Fair Trading authorized an independent assessment of the CPD system in 2006 at its implementation. ...
... Studies conducted for CPD in the real estate industry also established the significance of pertinent themes within particular businesses. [4], [5], [37][38][39][40], [17], [18], [24], [32][33][34][35][36]. Consequently, CPD offers the information and resources needed to develop sound decision-making abilities. ...
... Through action research, researchers and practitioners work together to research and learn [43]. Moreover, CPD was summarized by [43], [34] as measurable professional learning, and [44] concluded, based on action research, that learning is voluntary and learner-directed. ...
All occupations require lifelong learning to advance and remain committed to their fields. This guarantees the professional's upkeep and competence in doing their obligations with competence while upholding consumer protection and responsibility. With the advent of Continuous Professional Development (CPD), which bridges the gap between formal education and practice via professional socialization, foundational courses in education offer information and abilities that are swiftly becoming outdated. Concerns concerning the pertinent and significant subjects, substance, and delivery of the educational curriculum are also brought up by the introduction of CPD. Construction, project management, property agency, valuation, engineering, and architecture are all included in the built environment profession. Every Australian state and territory has a variety of professional groups and regulatory authorities to oversee and enforce licensing and compliance regarding CPD education needs. This study explores whether the objectives of mandatory CPD for professionals working in the built environment have been achieved. For this comparison analysis, three occupations are chosen: property agency, project management, and construction. The study explores the fundamental distinctions between these professions and highlights several CPD-related concerns between professional groups, regulatory authorities, and individuals in the field. The claim made in this study that the goals and purposes of the mandatory CPD have not been fully met is supported by statistical and descriptive data about CPD. Recommendations for improving the present system for the chosen built environment professions are included in the conclusion.
... In 2017, while teaching English to speakers of other languages (ESOL) at a high school and Spanish at a local community college in the United States, I discovered AR through Burns's (2010) and Mills's (2007) books. From the moment I read these two books, I recognised that AR, a type of research conducted by and for teachers (Burns, 2010), was the opportunity I was looking for to make my research efforts meaningful for my students and me. ...
... Mills, G. E. (2007). Action research: A guide for the teacher researcher (3rd ed.). ...
Over three decades ago, Richards (1987) posited that ‘research or theory which deals with the nature of second language teaching per se is scant in our professional literature’ (p. 210). Although the field has experienced a blossoming of research since then exploring issues connected to language teaching and learning, the reality is that research conducted by teachers (i.e., teacher research), such as action research (AR), remains a minority activity to this day (Borg, 2013; Dikilitaş & Mumford, 2016). More specifically, even though AR has become increasingly common in lan- guage education (Banegas & Consoli, 2019; Burns, 2010), academic gatekeepers continue to resist acknowledging its legitimacy, leading to fewer AR studies being published in the field – especially in top-tier journals.
In this chapter, I provide an overview and reflect on the AR studies I have engaged in as a lan- guage teacher in K-12 and at the university level, as well as a language teacher educator in Poland and the United States. Also, I discuss, in practical terms, specific lessons learned from these AR studies for my teaching practice and scholarship. Keeping in mind the potential of AR as a tool for professional development in language classrooms (Pentón Herrera, 2018), I encourage readers to consider it in their practice by critically reflecting on my own experiences with conducting and publishing AR studies. I end the chapter with a brief overview of ongoing engagements in AR studies that I am conducting in Poland and the United States, and a call for the field of language education field to become more embracive of AR in practice and in research publications.
... Bunlar; planlama, harekete geçme ve davranışın sonuçlarına yönelik gerçekleri ortaya çıkartmadır (Akt: Acker & Miller, 2002). Eylem araştırması, öğrenme-öğretme ortamında araştırmacı olarak yöneticiler, okul danışmanları, öğretmenler veya başka bireyler tarafından öğrencilerin hangi durumlarda iyi öğrenebilecekleri, öğretim şeklinin nasıl olduğu, okullarının işleyiş süreci konusunda bilgi sağlama gayesiyle yapılır (Mills, 2011). Bir problemi çözmek ya da bir uygulama hakkında bilgi elde etmek için kişisel ya da grup şeklinde yapılan bir araştırma biçimidir (Fraenkel & Wallen, 2003). ...
... • Öğretmenler eylem araştırmasında öğrenen konumundadır. Eğitim vizyonları ve uygulamalar boyutunda boşluğun azalmasına olanak tanır (Mills, 2011). ...
... In action research, it is possible to use qualitative and quantitative data collection tools to answer the main question of the research (Ekiz, 2003;Frankel & Wallen, 2008;Mertler, 2012;Mills, 2007). In this direction, in the research, the development of 21st century skills was measured by the "Comprehensive 21st Century Skills Scale". ...
... Eylem araştırmasında araştırmanın temel sorusunun yanıtlanabilmesi için nitel ve de nicel veri toplama araçlarını kullanmak mümkündür (Frankel & Wallen, 2008;Mertler, 2012;Mills, 2007). Bu doğrultuda araştırmada 21. yüzyıl becerileri ve bu becerilerdeki gelişim durumu Kalemkuş ve Bulut Özek (2022) tarafından hazırlanan ''Kapsamlı 21. ...
It is known that the use of technology within the scope of teaching activities offers significant benefits in terms of the development of various skills of students. This research aimed to contribute to the development of students' 21st century skills through activities based on the use of Web 2.0 tools in the social studies course. The research is based on action research, one of the qualitative research designs. The 21st century skills of the study group and the development of these skills were measured by the "Comprehensive 21st Century Skills Scale". In the other dimension of the research, face-to-face interviews were made to obtain participants' opinions on the implementations. The research was conducted in the fall semester of the 2022-2023 academic year with 7th-grade students of a public secondary school in Izmir. It was carried out with a total of 22 students over 10 weeks. Libraries in Python programming language were used to analyze the quantitative data collected using the scale. The content analysis method was used to analyze the qualitative data obtained through the interview form. At the end of the research, it was seen that the activities based on Web 2.0 tools contributed to develop participants' 21st century skills such as critical thinking and problem-solving, creativity and innovation, information, communication and technology literacy, entrepreneurship, and self-management skills. Participants' opinions on implementations were positive regarding their contribution to skill development, retention of what was learned, and making lessons more fun. In line with the results of the research, suggestions for educators and researchers on the use of Web 2.0 tools were presented.
... For this, it aims to generate knowledge on shared values. development of democratic attitudes in decision-making processes and individual teacher development through collaborative and social participation (Mills, 2014). Johnson (2012, p.20) lists the main characteristics of action research as follows: ...
... Teachers who engage in action research will increase their knowledge of curriculum development, authentic assessment and classroom management techniques and teaching methods. Most importantly, such activities will help teachers embrace change (Mills, 2014) Johnson (2012, p. 44) lists the steps of action research as follows: ...
... Educational action research is a well documented, suitable research approach for and in education (Elliott, 1991;Mills, 2011) used for improving educational practice, involving action, evaluation and reflection and situating teachers as researchers and agents of change in their classrooms and educational practice. Thus, through a spiral process that started with problem identification, the teacher-researcher 2 could 'observe, plan, act, reflect' (Altrichter et al., 2002) in a series of three research cycles, which included a set of plurilingual activities, in which the students were actively engaged with working in parallel on six languages. ...
... Thus, through a spiral process that started with problem identification, the teacher-researcher 2 could 'observe, plan, act, reflect' (Altrichter et al., 2002) in a series of three research cycles, which included a set of plurilingual activities, in which the students were actively engaged with working in parallel on six languages. The students played and experimented with different languages while the teacher-researcher could also observe, reflect on the data, moving flexibly from one cycle to the other in order to redesign and 'feed' into the next stage (Mills, 2011). The research tools used to collect the research data included observation with the use of field notes, group interviews and discussions with the children and the students' language portraits. ...
This study refers to an empirical study that was conducted in a Greek public preschool class, implementing activities within the Awakening to Languages approach (Candelier, 2017), aiming at developing language and intercultural awareness as well as positive attitudes towards languages and cultures among preschool learners. The study, following an educational critical action research, actively engaged children in an intervention with a series of multiple plurilingual activities, including and utilizing in parallel six languages (Greek, English, German, Albanian, Chinese, and Arabic). The research data was collected with the use of qualitative tools such as observation and field notes, class discussions and students’ language portraits. After presenting part of the activities implemented, which employ creativity in working cross-linguistically with six languages, the research findings are outlined, which involve raising language, multilingual and cultural awareness as well as developing understanding of and openness to diversity. Implications are discussed in relation to the use of pluralistic approaches in education, with a focus on early childhood education.
... Due to the dire state many preschool programs are currently in, I would advocate future researchers also: (2) Take up an action research model [19] for future examination of programs. Action research allows for more collaborative and solution-focused research strategies meaning participants could have more agency addressing their communities needs within the study [31]. ...
Preschool teachers are frontline workers to the mental health crisis, and commonly have very little to no training in identifying students with trauma symptoms. This qualitative case study examined the State Change trauma training program located in Vermont in the United States. This study explored how this program trained preschool teachers during the COVID-19 pandemic. Observational data of the training and three semi-structured interviews were recorded and analyzed. Deductive and axial coding were completed to create categories: Initial changes in COVID, Continued Absence of Support, Training in the Private Sphere, and Making Trainings Accessible. The findings highlighted larger systemic issues (low staff attrition, high burnout rates, etc.) and other training concerns (over pathologizing students, need for clear terminology). Recommendations for future trainings and tactics in researching these types of professional development trainings were also discussed.
... Bu araştırma, matematik öğretmen adaylarının ders planı hazırlama becerileri ve mesleki yeterliliklerinin geliştirilmesinde klinik danışmanlık modelinin etkisini incelemek amacıyla eylem araştırması desenine göre yürütülmüştür. Eylem araştırması, eğitimciler gibi uygulamacıların kendi uygulamalarını geliştirmek, sorunlara çözüm bulmak ve değişim yaratmak için kullandıkları bir araştırma yaklaşımıdır (Mills, 2011). Bu yaklaşım, araştırmacının aktif bir şekilde sürece katılarak, problemleri belirlemesini, çözüm stratejileri geliştirmesini, uygulamalar yapmasını ve sonuçları değerlendirmesini sağlar (Kemmis ve McTaggart, 2005). ...
Bu eylem araştırması, klinik danışmanlık modelinin matematik öğretmen adaylarının 5E öğrenme modeline dayalı ders planı hazırlama becerileri ve mesleki yeterlikleri üzerindeki etkisini incelemiştir. Araştırmaya, bir devlet üniversitesinin ilköğretim matematik öğretmenliği programında öğrenim gören 12 öğretmen adayı katılmıştır. Klinik danışmanlık modeli, yedi hafta boyunca uygulanmış ve bu süreçte öğretmen adaylarına ders planı hazırlama ve uygulama konusunda rehberlik edilmiştir. Araştırma verileri, ders planı değerlendirme rubriği, öğrenme-öğretme süreci değerlendirme dereceli ölçeği, mesleki yeterlik ölçeği, yarı yapılandırılmış görüşmeler ve araştırmacı günlüğü ile toplanmıştır. Araştırma sonuçları, klinik danışmanlık modelinin öğretmen adaylarının 5E öğrenme modeline dayalı ders planı hazırlama becerilerini ve mesleki yeterliklerini geliştirmede etkili olduğunu göstermiştir. Öğretmen adayları, klinik danışmanlık süreci sonunda ders planlarında kazanımlara uygun öğretim materyalleri, ölçme-değerlendirme araçları ve öğretim yöntemlerini daha etkili bir şekilde seçebilmişlerdir. Ayrıca, 5E öğrenme modelinin aşamalarını daha iyi anlamış ve ders planlarını bu modele uygun olarak daha düzenli bir şekilde hazırlamışlardır. Araştırmada öğretmen adaylarının mesleki yeterliklerinin geliştiği, alan ve pedagojik bilgilerinin derinleştiği sonucuna ulaşılmıştır. Bu araştırma, öğretmen yetiştirme programlarında klinik danışmanlık modelinin kullanımının yaygınlaştırılması ve öğretmen adaylarının mesleki gelişimlerinin desteklenmesi için önemli bilgiler sunmaktadır.
... This study utilizes an action research design strategy and qualitative methodology, which aligns well with the research objectives and questions. Action research is implemented within a teacher's own educational settings to enhance the teacher's practices, and ultimately, student learning (Mills, 2014). It aims to develop reciprocal relationships between teaching, research, professional development, and student learning. ...
Excellent childcare should be one of our leaders' deepest concerns since children who receive high-quality education and nurturing in their early years should be prepared for elementary school rigor. Unfortunately, the early childhood educator turnover rate has been high over the past decade. The focus of this study investigated childcare educator job satisfaction and the motivation of early childhood educators. The Self-Determination Theory was used as the theoretical framework underlying the investigation. Four major themes were revealed: the motivation for being a childcare teacher, a community of collegiality, a definition of childcare teacher job satisfaction, and the inspiration for becoming a childcare teacher. Evidence also showed that the participants would recommend the early childhood profession to other potential childcare teachers because of their job satisfaction and their love for children despite the low wages and lack of recognition. The study expounded an organic voice of the childcare teacher profession.
... This also aimed to critically interpret the pre-service teachers' experiences with 4Cs and the relation between 4Cs and ESD through their own accounts and interactions in a reflective and dialogic setting. Action research has been associated with qualitative methods, but the aim of the study may require the researcher to use quantitative and qualitative data collection tools if there is a need to use statistical data for the augmentation of the qualitative data (Mills, 2011). ...
Teacher education programs have a vital role in meeting needs of the global education community. Given the recent emphasis on education for sustainable development, several countries have attempted to reform their education policies and upgrade teacher education programs to promote sustainable education. Likewise, embedding critical and creative thinking, communication and collaboration skills (4Cs) into practicums has become an aim of professional development in pre-service teacher education programs for sustainability. With this regard, this study aimed at examining whether embedding 4Cs skills into teacher education programs through a systemic approach to professional development would help pre-service teachers to develop 4Cs skills and competencies associated with those required for education in the field of education for sustainable development (ESD). This study applied a mixed-methods case study that used critical interpretive research approaches to understand pre-service teachers’ experiences with the 4Cs and the connection between the 4Cs and ESD skills and competencies such as critical thinking. The results revealed that pre-service teachers developed the 4Cs as indicated by the Partnership for 21st Century Skills (Partnership, 2019). We concluded that the 4Cs skills that were implemented and developed by pre-service teachers were strongly connected with the ESD skills and competencies for sustainability defined by UNESCO.
... However, she had utilized TBLT in her classroom in the previous two years, based on what she had learned about it from her studies, attending TBLT training workshops, and speaking with teachers with hands-on experience with task-based teaching. The researcher's experience in the classroom provides contextual knowledge, allowing a better understanding of learners' needs, behaviors, and students' learning processes (Mills, 2014). To address the issue of biases in this teacher-researcher's role, various strategies (e.g. ...
Writing skills have always been perceived as difficult for English as a Foreign Language (EFL) learners in higher education. Studies (Vo, 2021; Huang, 2018; Zhang, 2016) have found that EFL students often commence tertiary education with an elementary level of English, which contributes to these challenges. In addition, a lack of confidence in writing results in demotivation in learning English. In line with recent empirical scholarship on EFL, Task-based Language Teaching (TBLT) is proposed as an effective approach that facilitates both the teaching of communicative skills and engagement through the use of the target language and tasks in an authentic and context-sensitive manner for EFL. Specifically, this study critically explores how adapting such a teaching method can help teachers and students nurture and improve their writing skills in English. Drawing on a quasi-experimental design involving 60 learners, it examines the extent to which TBLT can help improve writing skills for non-English major students at a Vietnamese university. The findings indicate that the implementation of TBLT tasks in writing lessons resulted in significant improvements in students' writing performance. The study discusses participants' statements in the experiment to better understand the perceptions of the effectiveness of this pedagogical approach.
... • Video recordings allow the researcher to confirm observation notes and describe the implementation process in detail (Mills, 2003). In this study, I videotaped the implementation process by positioning the camera on student lockers at the back of the classroom. ...
... The action research process was based on Mills' "dialectical action research spiral," comprising four main stages: indentify an area of focus, data collecting, analyze and interpret data, and develop an action plan ( Figure 4) (Gürgür, 2017;Mills, 2003). The specific action steps undertaken in the research are outlined below: (Mills, 2003, p. 19) Identify an area of focus: The focus area of the research was determined through a 10-week observation of 6 students enrolled in the Graphic Design Workshop V course within the Art and Craft Education Department of the Faculty of Education. ...
... doğabilecek sorunları an aza indirilmesini sağlamaktadır (Aksoy, 2003;Mills, 2011). Bu anlamda çalışma teorik ve pratik arasında rasyonel bir bağ kuran bir praksis olarak ortaya çıkmaktadır. ...
It has been a matter of discussion whether history lessons can be held with young age groups. In general terms, although Piaget has alleged that this was not possible, names such as Vygotsky and Bruner have claimed otherwise. History education for young age groups is possible with the help of methods and approaches that are intently related to their pedagogical development. Thus, the Reggio Emilia approach, which is oriented toward young age groups, is utilised in history education for early childhood. The research was structured with respect to the action research model in qualitative research. The participants of the research were selected in accordance with purposive sampling, and the research took place in the 2019 Spring semester, throughout April and May. The study group involved 18 students enrolled in a private school that practices the Reggio Emilia education approach, ages ranging from 78 to 89 months. Through four activities done with the children, chronological thinking, historical comprehension, historical analysis and commentary, and the way children acquire historical thinking skills within a context of historical imagination were investigated. These events are built on a process that deals with the home and neighbourhood life of historical Istanbul. In the activities, first hand historical resources that were adapted to the age groups of the students were used extensively. Data was collected through unstructured interviews and observations throughout the research. Data obtained from activity results were also evaluated. The collection of data was analysed by means of descriptive and content analyses. The findings have been evaluated within the scope of chronological thinking, historical concept, historical analysis and interpretation, historical imagination and interpreted separately under each heading. As a result of the study, it is understood that history education can be provided with appropriate techniques and methods with the help of Reggio Emilia approach for children in young age groups.
... Penelitian Tindakan Kelas (Classroom Action Research) dapat dilakukan untuk menyelesaikan bermacam-macam permasalahan yang muncul di dalam kelas atau sekolah (Depdiknas, 2000). Mills (2003) Teknik analisis data yang digunakan adalah teknik analisis data deskriptif. ...
Abstrak Tujuan penelitian ini adalah untuk meningkatkan kemampuan peseerta didik dalam mengidentifikasi teks drama dengan menerapkan metode problem based learning (PBL). Subjek penelitiannya adalah peserta didik kelas VIII A SMPN 11 Kota Bengkulu yang berjumlah 32 peserta didik. Jenis penelitian ini merupakan penelitian tindakan kelas yang terdiri dari dua siklus. Setiap siklus terdiri dari 4 tahapan yaitu (1) perencanaan, (2) pelaksanaan, (3) evaluasi, (4) refleksi. Pelaksanaan pembelajaran mengidentifikasi teks drama menggunakan model Problem Based Learning (PBL) mengalami peningkatan dengan nilai rata-rata 66,7 dengan persentase ketuntasan 46,8% meningkat dengan nilai rata-rata 80,1 dengan persentase 75% pada siklus II. Berdasarkan hasil tersebut, dapat disimpulkan bahwa implementasi PBL dapat meningkatkan kemampuan peserta didik dalam mengidentifikasi unsur drama di kelas VIII A SMPN 11 Kota Bengkulu.
... Det kan tenkes at dersom skolene får en mer aktiv rolle i utvikling og gjennomføring av forskningsprosjekter, vil dette kunne medføre et styrket eierskap og opplevelse av relevans i forskningen, noe som igjen kan legge til rette for høyere anvendelse av forskning i praksis. Tiltak for å tette dette gapet bør prioriteres i fremtidig empirisk forskning på faget, og aksjonsforskning kan tenkes å vaere en aktuell metodisk tilnaerming i dette arbeidet (60). Våre funn viser også at majoriteten av den empiriske forskningen på faget er skrevet på engelsk, og det kan tenkes at engelskspråklig forskning med et akademisk språk oppleves som en barriere for praksisfeltet sin anvendelse av forskningen. ...
Målet med denne artikkelen er å lage en systematisk oversikt over empirisk forskning på det norske skolefaget mat og helse i perioden 2006-2023. Hensikten er å undersøke omfang, karakteristiske trekk, tema og funn, samt om forskningen bidrar med kunnskap som kan anvendes i praksisfeltet. Data ble innhentet ved hjelp av et systematisk litteratursøk i syv ulike kanaler. Studien oppsummerer funn i 26 publikasjoner. Analysen viser at majoriteten av empirien er hentet fra grunnskolen generelt, lærere er hovedkilden til data og kvalitative forskningsmetoder er dominerende. Majoriteten av studiene fokuserer på undervisningspraksis, og det helsefremmende perspektivet er fremtredende. Funnene indikerer at mat- og helsefaget befinner seg i «et spenn» mellom det som er lovpålagt i læreplanen og det lærerne selv mener er sentralt å undervise om. Forskningen som er identifisert i denne oversiktsstudien bidrar i stor grad med kunnskap som er anvendbar i praksisfeltet. Samtidig ser det ut til å være et potensial i at praksisfeltet i større grad involveres som aktiv samarbeidspart i fremtidig forskning på mat- og helsefaget.
... flfrys wjOdkh fhduq lrñka o;a ; /ia lrhs (Pierre, 2012) ' Burns and Grove ^2009& ola jk mßÈ .= Kd;a ul m¾fha IK hkq udkj ffoks l Ôú;fha w;a oelS ï bia u;= ls Íug iy meyeÈ,s ls Íug iy ta jdg ;jÿrg;a ks is w¾:hla ,nd §ug m¾fha IK l% uhla jYfhka Ndú;d l<yels l% udkq l+ , m% fõYhls ' Mills (2003) ola jk mßÈ ñks iq ka f,da lh w;a ú¢k wdldrh f;a reï .ekS ug .= ...
Observation is a fundamental method of gathering information by carefully watching, listening, or noticing phenomena, behaviors, or interactions in their natural context. It allows for a deeper understanding of patterns, relationships, and dynamics that may not be immediately evident through other research methods. Observations can be structured, using predefined criteria, or unstructured, relying on open-ended exploration. This technique is widely used in disciplines such as sociology, anthropology, and psychology to capture authentic insights and enrich qualitative or quantitative analysis.
... AR aims to identify challenges, explore solutions, and propose alternatives to improve learners' performance and refine pedagogical approaches (Mills, 2003). This framework provided the foundation for addressing the specific challenge of enhancing basic vocabulary acquisition among young EFL learners. ...
A vast body of literature highlights the benefits of Extensive Reading (ER) in second language acquisition (SLA). ER is a pedagogical strategy that involves reading a large number of level-appropriated and engaging texts. Its benefits have been widely documented for its effectiveness in fostering language development, principally vocabulary acquisition. This study aimed to investigate the impact of ER facilitated through a virtual library, created on Edmodo, and supplemented with visual strategies on young English as a Foreign Language (EFL) learners’ vocabulary growth. The research was conducted with 21 seventh-graders from a public primary school. A mixed-method research design was followed to systematically measure the effects of ER on young students’ vocabulary acquisition. Data collection involved administering a pretest to set a baseline of participants' vocabulary previous knowledge. At the end of the experimental phase, a posttest to assess learners’ vocabulary growth was administered. Findings revealed a considerable positive impact, with a Cohen’s d effect size of 3.35, indicating a significant improvement in participants’ vocabulary development. Results highlight the efficacy of ER as a strategy for enhancing young learners’ lexicon. Combining ER methodology with digital libraries and incorporating visual aids can address diverse learning styles and maximize language engagement. These findings contribute to the growing body of evidence that supports the integration of ER, technology, and visual aids into EFL teaching practices, particularly in contexts where access to physical texts might be limited. In conclusion, ER appears to be a highly effective strategy for promoting vocabulary acquisition among young EFL learners.
... The students' inability to communicate effectively and meaningfully in English due to their limited knowledge and understanding of vocabulary was explored as a classroom problem, which I experienced during my teaching for non-English specialised students. CMMPAR is an effective design to provide a comprehensive assessment of the problem, make a solid and effective plan, and conduct rigorous evaluation of the intervention(s) for the improvement of the students through the integration of quantitative and qualitative data (Mills, 2011;Ivankova, 2015;Ivankova, 2017). The results of quantitative data provide a base for qualitative data to explore deeper information and an adequate solution to the problem. ...
Knowledge of vocabulary is an essential aspect of language development. Most of the non-English specialised students feel hesitation in communicating in English due to limited vocabulary. Effective vocabulary teaching and learning can be aided by multimodal glosses. In this rationale, this mixed methods participatory action research is intended to investigate the effect of multimodal glosses in improving the English vocabulary of non-English specilised EFL students in a public university in Nepal. The study was conducted in a three-month intervention experiment for an intact class of 60 non-English specilised undergraduates. The data were collected from tests (pre-test, progress-test, and post-test), and interviews. The data were analysed using quantitative statistics (mean, standard deviation, and T-test), and the data from the unstructured interview were analysed descriptively. The overall results revealed that the use of multimodal glosses led to significant improvements in students’ English vocabulary and its use. The findings suggest that the study’s intervention, the use of multimodal glosses, was effective in improving non-English specialised undergraduates’ ability to develop, comprehend, and use English vocabulary. Thus, students and teachers are to be aware of using multimodal glosses contextually to increase, understand, and adopt English vocabulary appropriately.
... In this study, the CAR adopted a mixed-method design (Mills, 2007) where qualitative data from class observations and the results of the pre-test and post-test were used to know the extent to which Undercover Game could improve students' vocabulary mastery. Apart from the main goal of CAR, to try new class practices for better learning, the application of CAR in this study was also attributed to the popularity of CAR in the field of games and vocabulary. ...
This study aimed to investigate the extent to which the use of the Undercover Game could improve Indonesian English course students’ vocabulary mastery. The study involved eight senior high school students enrolled in an English course at an institution in Yogyakarta, Indonesia. A Classroom Action Research (CAR) design was employed, consisting of three cycles, each of which included planning, acting and observing, and re-planning phases, with an observation checklist and field notes used as data collection instruments. Pre-tests and post-tests were conducted before Cycle 1 and after Cycle 3, respectively. Based on the observations, using the Undercover Game helped students find and practice English vocabulary in a fun and engaging way. However, the results of a paired sample t-test indicated that there was no significant difference in these students' vocabulary mastery before and after using the game. These findings highlight the importance of tailoring instructional game rules, designs, and implementations to fit classroom conditions, including adjusting the difficulty level of the games and providing necessary support during gameplay. Future studies could investigate the use of the Undercover Game over a longer period to obtain more comprehensive findings.
... Pengamatan dilakukan untuk mencatat efektivitas tindakan yang diambil, serta mencatat respons guru terhadap pendekatan supervisi yang diterapkan. Sebagaimana diungkapkan oleh Mills (2011), observasi dalam PTK bertujuan untuk mengumpulkan data empiris yang relevan untuk mengevaluasi keberhasilan tindakan. ...
Penelitian ini bertujuan untuk meningkatkan kompetensi pedagogik dan profesional guru melalui penerapan supervisi akademik yang terstruktur dan kolaboratif. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) dengan dua siklus, yang melibatkan perencanaan, pelaksanaan tindakan, pengamatan, dan refleksi. Subjek penelitian adalah guru-guru di jenjang pendidikan menengah atas. Hasil penelitian menunjukkan bahwa supervisi akademik yang dilakukan secara kolaboratif mampu meningkatkan kompetensi pedagogik guru, seperti perencanaan pembelajaran yang lebih terstruktur, pemilihan metode pengajaran yang relevan, dan penggunaan media pembelajaran digital. Selain itu, kompetensi profesional guru, seperti penguasaan materi dan evaluasi pembelajaran, juga mengalami peningkatan yang signifikan. Pendekatan kolaboratif dalam supervisi memberikan dampak positif terhadap motivasi guru, mendorong keterbukaan terhadap saran perbaikan, dan menciptakan hubungan yang konstruktif antara supervisor dan guru. Penelitian ini menyimpulkan bahwa supervisi akademik yang kolaboratif tidak hanya meningkatkan kompetensi teknis guru tetapi juga memberikan dampak psikologis yang mendukung pengembangan profesional secara berkelanjutan
... Penelitian ini sejalan dengan pandangan Mills (2011), yang menekankan pentingnya PTK sebagai alat untuk memperbaiki praktik pengajaran dan memberikan solusi nyata bagi permasalahan yang dihadapi guru di kelas. ...
Penelitian ini bertujuan untuk meningkatkan pemahaman siswa terhadap teks deskriptif melalui penggunaan media interaktif dalam pembelajaran Bahasa Inggris di SMP Al-Falah. Latar belakang penelitian menunjukkan bahwa siswa mengalami kesulitan dalam memahami teks deskriptif karena keterbatasan kosakata, pemahaman struktur teks, serta kurangnya motivasi belajar. Metode Penelitian Tindakan Kelas (PTK) digunakan dalam penelitian ini, dengan melibatkan 25 siswa kelas VII dalam dua siklus tindakan. Setiap siklus meliputi tahap perencanaan, pelaksanaan, observasi, dan refleksi. Hasil penelitian menunjukkan bahwa penggunaan media interaktif secara signifikan meningkatkan pemahaman siswa terhadap teks deskriptif. Persentase siswa yang mencapai Kriteria Ketuntasan Minimal (KKM) meningkat dari 40% sebelum tindakan menjadi 85% setelah siklus kedua. Selain itu, siswa menunjukkan motivasi dan keterlibatan yang lebih tinggi dalam pembelajaran. Guru juga merasakan manfaat berupa efisiensi waktu dan variasi metode pengajaran yang lebih menarik.Kesimpulannya, media interaktif terbukti efektif dalam meningkatkan hasil belajar dan motivasi siswa dalam pembelajaran Bahasa Inggris. Penelitian ini merekomendasikan integrasi teknologi dalam strategi pembelajaran untuk menciptakan pengalaman belajar yang lebih dinamis dan adaptif.
... Hence, the initial findings became the baseline of the intervention plan coined as Individual Excellence Program, followed by its implementation and evaluation, and improvement of the process as the cycle goes on. Accordingly, within learning, the key objective of this action research was to decide ways to enrich the lives of the learners (Mills, 2011). ...
This action research explored the origin of underdeveloped work values among young adult learners. With the aim of designing appropriate intervention, the researcher anchored on Plan-Act-Reflect Paradigm, and gathered qualitative data using observation and interview among 20 young adult learners enrolled in technical vocational education and training (TVET) institution. Qualitative analysis revealed that perceived limitations and hopeless mindset characterized by lack of agency and pathways thinking interfere with the development and demonstration of positive work values. Grounding on Hope Theory, an intervention was designed to incorporate hope-fostering activities to personality development course, locally termed as Individual Excellence Program. Analysis of post-intervention evaluation through participants' reflective writing indicates heightened self-awareness and reframed perspective. The theme, gratitude, also emerged as potential factor to foster desirable work values. Integration of positive psychology concepts in education and TVET curriculum is therefore suggested to educators, policy-makers and school counselors.
... Action research, as described by Cochran-Smith and Lytle (2009, p. 142), involves systematic questioning, data collection, strategy testing, assessment, and reflection to drive future actions. It can be individual or collaborative and aims to enhance teaching, student performance, and lecturers' empowerment (Mills, 2017). It emphasises ongoing inquiry and reflection to tackle practical issues, treating lecturers as scholars. ...
First-year students in a distance learning institution face academic writing challenges arising from inadequate writing skills developed in high school, the need to adapt to new writing standards, and limited language proficiency. These challenges could potentially lead to higher dropout’ rates, increased failures, and delayed qualification completion. Specific writing challenges include producing suitable academic content, adhering to academic writing conventions, using one’s own voice, citation and referencing, and style. To aid these students, podcasts and vodcasts were introduced for a student body of approximately 30,000. Transactional Distance Theory and Community of Inquiry framework underpinned the study. In addition, the study collected data using online open-ended evaluation questions and focus group discussions. Vodcasts gained preference due to their visual-auditory approach, aligning with tech-savvy students’ preferences. Vodcasts effectively improve academic writing by demonstrating concepts visually. Vodcasts reduced transactional distance between students and lecturers, encouraging collaborative learning and reducing the isolation factor. While podcasts were less preferred, they enhanced listening skills and sparked interest in the subject matter. Based on the findings, the study proposed guidelines for impactful vodcast creation, showing vodcasts’ effectiveness in addressing distance learning writing issues, enhancing engagement, collaboration, and understanding.
... Moreover, only authentic reading materials from platforms like IELTS by the British Council were used. Mills (2011) points out that 'action researchers don't need to worry about the generalizability of findings because they are not seeking to define the ultimate truths' (p. 118). ...
Reading is an essential skill for academics. Through reading, learners can enhance other language skills as well. In Pakistan, English is taught as a second language other than the native language: Urdu. English also holds the status of official language in Pakistan. Despite the fact, people are not fluent in English language. One reason for producing less-proficient language learners could be the teaching methods used in the context. Therefore, the present study used teacher modelling as a tool for promoting reading skills in an undergraduate EFL classroom. Using one intervention cycle, action research was employed within a qualitative research paradigm. Six undergraduate students, who were studying English as a compulsory subject, were selected using purposive sampling. The participants achieved lower grades in pre-reading tests which helped identify the low proficient readers. The final performances were compared after the implementation of the intervention cycle. Three data collection instruments were used: researcher's diary, students’ feedback and pre and post-test results. The study's findings revealed that teacher modelling promotes reading skills in learners.
... In addition to conducting interviews, observations were carried out as part of the data collection process. In this study, we employed participant observation methodology described by Mills (2014). Observations focused on in-class interaction including the questions exchanged, the responses from both parties, and the strategies the lecturers use when the content is not understood. ...
The integration of English into the education domain continues to expand steadily. Language policies in educational institutions are shaped according to the English requirements of respective countries. With the recognition of English as a lingua franca, it has taken on a significant role as the medium of instruction (EMI) in Turkish universities, with an increasing number of programs now being offered in English. For higher education institutions aiming to improve their rankings, establish a strong reputation, and enhance visibility, English is a critical factor. As a result, many opt to provide undergraduate programs in English. This study aims to determine the attitudes of lecturers toward full EMI programs. A qualitative research design was employed, with data gathered through semi-structured interviews with lecturers and classroom observations. The sample was selected using purposive sampling to ensure that participants had substantial experience with EMI. Thematic analysis was used to analyze the data, identifying key themes and patterns. Despite the inherent challenges of EMI, the findings revealed that lecturers hold positive attitudes towards EMI. Additionally, they emphasized the need for short-term, context-specific professional development opportunities focused on both language proficiency and pedagogical skills for EMI. These findings offer valuable insights for improving the overall quality of EMI and for guiding university policies to better meet the evolving needs of EMI programs.
... This study is an action research which applied quantitative instruments for data collection. According to Mills (2000), action research is a study of a problem where a researcher collects data through instruments and analyzes it to solve the problem. The instruments considered in this study were a checklist, pre-and post-test, rubric, and a survey. ...
This study was carried out in an International Baccalaureate (IB) class of a public school from the coastal region of Ecuador. It aimed at improving format and message of formal letters using peer feedback facilitated by blogs. The IB program demands writing documents in several formats, one of those is letters. However, students were not writing formal letters successfully. The present action research used quantitative methods. It was conducted for six weeks and there were 17 participants. The quantitative instruments were a checklist, a pre- and post-test, a rubric, and a survey. At the end of the innovation, there was an improvement in the mean in the post-test compared to the pre-test. This determined a large effect size of 0.75. This innovation had a positive impact on students’ formal letters writing. Participants also improved the organization of ideas, addressed the prompt, content, spelling, and capitalization. The proper application of the writing process for educational purposes was evident. Awareness of the importance of peer feedback in a collaborative environment was also raised. This study is addressed to people involved in education such as authorities, teachers, and researchers who want to improve writing in their classes.
... AR involves using data from multiple sources to understand the nature of the problem and identify potential solutions (Creswell, 2012;Mills, 2011). Quantitative data can come from surveys, tests, information systems, and structured observations. ...
In recent decades, governments have encouraged universities to conduct research that positively affects economic growth and social development. This has led to business and engineering researchers increasingly engaging with practitioners, for example, through industrial PhD projects. To achieve the ambition of creating useful knowledge for practitioners, action research (AR) represents a possible path. There are, however, challenges associated with this research approach. Specifically, AR combines elements of traditional research approaches with participation in real-world projects aimed at producing change. Consequently, researchers become highly involved in the study context instead of being detached observers. This poses challenges to research rigor, which may partly explain the relatively low number of AR studies in business and engineering journals as compared to, for example, case studies. To support future AR studies, this chapter defines five research strategies for increasing the rigor of AR. We argue that by using these strategies, researchers can achieve a level of rigor that may even exceed that of case studies. The AR approach may thereby become a more attractive alternative to more popular research approaches.
... Validity requires, for example, a thorough presentation of the data collected and an explanation of the researcher's methodology (Yıldırım & \imşek, 2013). According to Mills (2003), validity and dependability are concepts exclusive to quantitative research and are incompatible with the core principles and paradigm of qualitative research. "Intercoder consensus" is the goal of content analysis in data analysis (Creswell, 2020). ...
This study aims to investigate the opinions of aspiring Turkish language and literature teachers about the curriculum components of the 2018 program. Using a case study design, a qualitative research methodology was used to perform the study. 37 teacher candidates enrolled in a Turkish university's faculty of education's Turkish Language and literature teaching department served as the study's participants. The participants' opinions of the elements of the educational program were gathered using a semi-structured interview form with five open-ended questions. The study's conclusions indicate that most teacher candidates have a “sufficient” degree of knowledge regarding the educational program's goals, subject matter, teaching-learning methodology, and evaluation components. Their level of understanding of these components is sufficient, mostly as a result of the Turkish language and literature teaching program course and other pertinent courses. It was found, nevertheless, that compared to the other three aspects, there is less awareness of the “evaluation” element. Furthermore, teacher candidates have put out several recommendations to raise awareness of the program's components. These recommendations include developing the curriculum, prioritizing it, planning seminars and conferences, emphasizing pedagogical formation, emphasizing experiential learning, using technology, setting up a suitable learning environment, increasing activity and practice hours, and developing the curriculum. Moreover, suggestions are given for structuring the course material, encouraging a passion for the field in the classroom, upholding professional ethics, and emphasizing the useful features. It is anticipated that this study would significantly advance program development and help comprehend how teacher candidates for Turkish language and literature view the course.
... This research used a Classroom Action Research (CAR) approach that allowed teachers to be directly involved in improving learning practices and student learning outcomes (Mills, 2014). Classroom action research was a collaborative reflective process conducted by educational practitioners (such as teachers) to improve learning practices and student learning outcomes. ...
The Speaking is a complex language skill that involves not only articulating words and sentences but also expanding and expressing ideas meaningfully. This study investigates how using Disney's "Moana" as a teaching tool improves speaking skills in second-grade students at SMPN 1 Biboki Selatan, focusing on pronunciation, vocabulary, grammar, and fluency. Employing Classroom Action Research (CAR) and mixed methods, the study involved 16 students from class VIIIA. Initial speaking test scores averaged 59.06%, with only 37.5% meeting the KKM (75%). After Cycle 1, scores rose to 73.12% with 56.25% meeting the KKM, and in Cycle 2, scores further increased to 86.25%, with all students meeting the KKM. Observations indicated that student activity improved from 72.72% in Cycle 1 to 83.63% in Cycle 2, demonstrating increased engagement. These findings show significant improvements in students' speaking skills and participation, validating the effectiveness of using English movies in language learning. The consistent score increases and enhanced student engagement highlight the success of the CAR approach, making further cycles unnecessary as all students achieved high mastery levels by the end of Cycle 2.
... We conducted the evaluation using the "Group-based Expert Walkthrough" methodology [Følstad 2007]. This methodology involved creating realistic usage scenarios of the tool that were executed by the experts, who in this case were the subjects of the action research [Mills 2014]. It's worth highlighting that we decided to choose this usability evaluation method after analyzing a large repository of UX During the execution of these scenarios, the experts identified and discussed potential usability issues. ...
Due to Resolution Nº 7 of 2018 by the National Council of Education (CNE) of Brazil, outreach curricularization is mandatory since 2023. This study aims to evaluate the usability of our tool, which is designed to support the management of academic outreach activities, projects and programs. A Groupbased Expert Walkthrough was conducted with potential users from our university’s academic community. The goal is present our proposal web-based tool as well as how we evaluating the usability in our tool, while allowing subjects to offer suggestions for improvements and new ideas. Valuable qualitative feedback was obtained, guiding the development of the tool, prioritizing and validating requirements. The usability evaluation provided insights to enhance the tool’s learnability and user-friendliness for the academic community.
... Penelitian ini mengadopsi metode kualitatif sebagaimana dijelaskan oleh Geoffrey E. Mills, Action Research: A Guide for the Teacher Researcher dengan pendekatan partipasi terlibat (Participant Observation) (Mills, 2020), yang menerangkan secara terperinci mengenai kegiatan dalam proses pendampingan pelatihan Penelitian Tindakan Sekolah (Action Research) untuk para guru dan Kepala Sekolah di Yayasan Permata Sari, Jakarta (Aqib & Amrullah, 2017Ghani, 2014;Mulyasa, 2009;Spaulding & Falco, 2013;Suyadi, 2012;Warso, 2016). Secara umum bentuk pelaksanaan kegiatan pendampingan yang telah dilakukan adalah sebagai berikut: a. Kegiatan pelatihan dengan penyampaian konsep PTS dengan contoh-contoh kontekstual oleh tim pendampingan. ...
The research was conducted by providing assistance to improve School Action Research (PTS) skills at the Permata Sari Foundation in Jakarta, which has approximately 30% of teachers with a pure science background, and 40% of young teachers have not received Teacher Professional Education (PPG). The condition of the teachers is a problem for the development of education at the foundation, so training is needed to conduct PTS. This assistance aims to provide knowledge and insight into 21st Century learning as a basis for teachers and Principals to plan PTS, so that they can improve the learning that is their responsibility. The assistance method is carried out by providing in-depth study of 21st Century learning materials, PTS theory, and providing guidance to teachers in planning PTS proposals. The assistance activities carried out by the Team from Indraprasta PGRI University were to increase insight and direct practice for teachers and Principals to prepare PTS Proposals. The assistance method was implemented by providing intensive training and practice in compiling PTS Proposals. The results of the study showed that teachers were able to plan PTS with the concept of 21st Century learning. There are five teachers who plan research in the realm of learning models, two teachers are interested in conducting PTS in the field of learning methods, two teachers plan PTS in improving learning media, and two teachers are interested in conducting action research in the field of attitudes and motivation. This study concludes that intensive and periodic mentoring with continued practice in a planned manner through online communication so that the PTS that have been made can be implemented by teachers and the Principal at the Permata Sari Foundation Jakarta, so that they can produce written works in the form of good articles.
The aims of this research are to explore and enhance the reading skills of students who are facing difficulties in reading at Noakhali Bangla Bazar Government Primary School. The research focuses on identifying the challenges faced by the learners and recommend targeted initiatives to enhance their reading skills. Mixed-method research was conducted to had a comprehensive understanding of the students' needs and progress. This study explored the levels of reading and understanding also declared that the participant was frustrated in the fifth, fourth, and third grade readings, and instructive in the second-grade book. Students, teachers & parents were selected as sample through random and purposive sampling. Classroom observations were conducted to examine the initial level of students reading skill. Survey & questionnaires were used to collect data from students and interviews were taken to teachers & parents. Assessments revealed significant reading challenges, including poor phonemic awareness, limited vocabulary, and lack of comprehension skills. A series of structured instructional strategies were designed and implemented over a six-month period. Interventions included phonics-based instruction, vocabulary enrichment activities, and reading comprehension exercises, supported by continuous teacher training and parental involvement. The results indicated a marked improvement in the reading abilities of the participating students. Quantitative data showed a significant increase in reading fluency and comprehension scores, while qualitative feedback from teachers and parents highlighted enhanced student engagement and confidence in reading. The study concludes that targeted, systematic interventions can effectively address reading difficulties and recommends ongoing support and monitoring to sustain these improvements.
In this qualitative action research case study, the participants were graduate students who were practicing teachers taking a literacy methods hybrid course. Participants were assigned weekly literature circles roles as a way of engaging with textbook reading in an online discussion forum. In exploring the use of literature circles as a form of critical language pedagogy, three themes were discovered. First, participants found the use of literature circles, even non-fiction textbook roles, biotherapeutic in nature. Second, participants found the use of literature circles empowering, frequently relating course content to social justice causes, and discovering agency in their teaching, especially in articulating new curriculum ideas for their students. Third, participants cited how by participating in literature circles themselves, they in turn saw the benefits and genuinely wished to employ it in their own workplaces.
Successful interaction between family and preschool is crucial in the early stages of bilingual development. Traditionally, a Finnish–Russian preschool brings together children from Finnish-speaking, Russian-speaking, and bilingual families. Educators communicate with children and parents in different languages, using specific translanguaging strategies to develop both languages. The study explores how educators interact with parents and how children interact with each other without a common language. Reflective interviews with teachers explore various aspects of their professional activities, emphasizing the expert use of different languages to expand children’s language skills and foster appreciation. Teachers’ attitudes can shift upon reflection, underscoring the need for partnerships with parents. Additionally, the study analyzes educators’ opinions about play without a common language among children with diverse languages. The longitudinal case study within a bilingual Finnish–Russian preschool thematically groups answers from 18 interviews, focusing on the dynamic relationship between teachers and parents, crucial for creating a supportive learning environment for children’s holistic development. The results show that educators, when reflecting on their role in bilingual education, emphasize a wide range of positive examples of interactions with parents, from constructive professional relationships to long-lasting friendships. They believe that while they cannot replace family interactions, they can develop the child’s abilities within their group of peers. Specifically, play without a common language allows children to communicate with peers in different languages.
The study contemplated importance of the role of teacher as a constructor of music
instruction and also investigated concept of professional knowledge of music teaching as practical knowledge and its formation within the music teaching process. On theoretical
perspective teaching professionality means intensified ability of delivering knowledge to
students which includes knowledge of teaching strategies, knowledge about students, content
knowledge of subject, and knowledge of teaching environment. Professional knowledge of
music teaching surely requires same kind of knowledges for education in general, also
demands specific knowledge for music teaching like musical knowledge, skills for musical
expression, executing music teaching strategies. 8 of elementary school teachers participated
in qualitative investigation applying grounded theory. From the results, this study found most
of knowledge factors that main theories suggested, and it can be possibly interpreted that teacher s valuation of music and willness for ‘good teaching are also critical factors for self-development of teaching professionality. For future discussion, this study suggests teachers inner orientation toward value of music for education.
Το άρθρο αναφέρεται σε έρευνα δράσης που πραγματοποιήθηκε στο Σχολείο του 18 Άνω για να διερευνήσει την επίδραση του Θεάτρου-Ντοκουμέντο ως μέσου για την καλλιέργεια της «ιδιότητας του πολίτη» των ενήλικων μαθητών του σχολείου. Για τον σκοπό αυτό, σχεδιάστηκε ένα πρόγραμμα δώδεκα παρεμβάσεων που βασίστηκε σε τεχνικές του Θεάτρου Ντοκουμέντο και του Εκπαιδευτικού Δράματος και εφαρμόστηκε σε 11 μαθητές του σχολείου κατά το σχολικό έτος 2022-2023. Ακολουθήθηκε μεικτή ερευνητική προσέγγιση, με στόχο τη σφαιρικότερη προσέγγιση των ερευνητικών ερωτημάτων. Η ανάλυση των ποσοτικών δεδομένων έδωσε ενδείξεις βελτίωσης της «ιδιότητας του πολίτη» της πειραματικής ομάδας, δεν κατέδειξε όμως στατιστικά σημαντικές διαφοροποιήσεις πριν και μετά τις παρεμβάσεις. Αντίθετα, η ανάλυση των ποιοτικών δεδομένων υπέδειξε βελτίωση των «πολιτειακών» δεξιοτήτων (συνεργασία, κριτική ανάλυση), των στάσεων (συμμετοχής και προς τη διαφορετικότητα), αλλά και του ενδιαφέροντος και της προσωπικής συμμετοχής, και μάλιστα η βελτίωση αυτή σχετίζεται με τις τεχνικές του Θεάτρου Ντοκουμέντο.
Most humans experience fear of death. When people realize their last moment is approaching, they might start to review their life. If their life review is full of passiveness and regrets, death becomes unbearable and unacceptable, especially there is no time to change anything about it. On the other hand, if the life review and related conversation are carried out when people are still healthy and able to take actions, death and anxiety can be driving forces in life. However, death is not a very easy topic to talk or think about in many countries or culture, and we do not want to talk about death until the last minute. Consequently, it might need an effective and comfortable way to facilitate the conversation and actions. Today, service design that emphasizes holistic, multi-disciplinary, and integrative characteristics has become a useful methodology for interactional and experience journey creation. In addition, LEGO ® Serious Play ® is a tool which does not only support the hand-mind connection, but enable the users to define, express, and visualize the tacit ideas and perspectives as well. Through participatory action research with design workshops, this study first explored four main fears of death. Secondly, we made three crucial reflections as design insights. Finally, this study provides a conceptual service design model for the practical application of old life review and planning, which could enhance the imagination and conversation for death.
Students and future employers value practical work experience to connect theory with practice and build relationships within the library community. One way that candidates meet this ideal is through participation in an internship. Within the developed, required internship in our LIS program, students complete an independent project on-site at their internship location. Using Elliot's (1991) steps of action research, the students in the internship course identify an issue, collect or use data to inform action, analyze the findings, and reflect on the results. An initial needs assessment is conducted. Students implement a hands-on response to the identified need within the information setting during the internship. Completion of the research project allows for an in-depth, independent learning experience while providing student engagement with the community at the internship site. This exploratory case study provides an overview of the action research project. It also highlights projects conducted by students, showcasing the broad range of experiences and depth of work undertaken by interns across a variety of information settings. These projects showcase the benefits and challenges presented while building community relationships through an action research model.
Penelitian ini bertujuan untuk meningkatkan keterampilan berpikir kritis siswa dalam pembelajaran Akidah Islam melalui penerapan teknik diskusi kelompok di kelas X Madrasah Aliyah Al-Falah. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) dengan dua siklus yang melibatkan tahap perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek penelitian adalah 30 siswa kelas X. Hasil penelitian menunjukkan bahwa teknik diskusi kelompok mampu meningkatkan keterampilan berpikir kritis siswa secara signifikan, dari 35% siswa yang memenuhi kriteria berpikir kritis sebelum tindakan, menjadi 85% setelah siklus kedua. Selain itu, teknik ini meningkatkan partisipasi aktif siswa dalam pembelajaran, dengan lebih dari 90% siswa terlibat dalam diskusi kelompok. Respon siswa terhadap metode ini juga sangat positif, di mana 95% siswa menyatakan bahwa diskusi kelompok membantu mereka memahami materi Akidah Islam dengan lebih baik. Penelitian ini menegaskan bahwa teknik diskusi kelompok tidak hanya efektif dalam meningkatkan keterampilan berpikir kritis, tetapi juga membantu siswa mengaitkan konsep Akidah Islam dengan kehidupan nyata, menjadikan pembelajaran lebih relevan dan bermakna.
This study investigated the effectiveness of ThingLink, a digital storytelling tool, in enhancing the geography skills of eighth-grade students. Existing research has shown that students of various grade levels and abilities often encounter challenges in comprehending geography concepts. The primary goal of this research was to determine whether ThingLink can serve as a valuable resource for improving geography education in the classroom. Employing a mixed-methods action research approach, this study utilized pre- and post-tests, questionnaires, and students' written reflections to assess the impact of ThingLink on eighth-grade geography skills. The findings suggest a significant enhancement in geography content knowledge and a positive impact on students' perceptions of ThingLink's effectiveness in improving their geography skills. The results of this study can contribute to the understanding of the potential benefits of ThingLink in geography education.
This study explores the relationship between leadership styles, school culture, and the academic achievement of secondary-level students in Kailali, Nepal. The primary objectives are to analyze the impact of different leadership styles on student achievement, evaluate the role of school culture in shaping educational outcomes, and investigate the interplay between leadership and school culture in influencing student performance. A qualitative method research was adopted to ensure a comprehensive analysis. Data were collected from a sample of secondary schools in Kailali using surveys, structured interviews, and academic performance records. Data from interviews were thematically analyzed to capture nuanced insights. The findings indicate that transformational leadership styles positively influence student achievement by fostering a collaborative and motivating school environment. Additionally, a strong, positive school culture characterized by shared values, high expectations, and effective communication enhances academic outcomes. The study also highlights the synergistic effect of leadership and school culture, emphasizing that the two factors together significantly improve student performance compared to their independent effects. The research underscores the importance of capacity-building programs for school leaders and initiatives to strengthen school culture. These findings provide actionable insights for policymakers and educators aiming to improve secondary education outcomes in similar contexts.
Professional development programs are essential for supporting STEM teachers in improving their teaching practices by creating engaging and effective learning experiences for students. One of the professional development programs referred to is their participation in action research training. However, while there is a growing number professional development program relating to it, there is no substantial amount of reports regarding its impact toward developing teachers' action research attitude, knowledge, and skills. In this regard, this study aims to empirically investigate the influence or impact of training programs on the development of STEM teachers' action research skills, knowledge, and attitude. Driven by Evans' (2014) concept of professionalism and professional development as a guiding framework, a structural model was proposed and validated using a quantitative cross-sectional survey design. There were 214 STEM teachers who participated in an online survey. Results revealed that from five hypotheses proposed in the structural model, four are supported except the causal path between training and action research skills. The paths between training to action research knowledge and attitude are supported as well as the paths between action research knowledge and attitude to skills. This indicates that teachers' action research knowledge and attitude fully mediate the causal path between training and action research skills. The findings of this study imply that the focus of the training programs should go beyond the mechanical aspects or skills development of teachers but on developing their knowledge and shaping a positive attitude toward action research. Over time, both provide an enabling environment to practice and develop action research skills. The finding also offers a new perspective or guiding framework as to how teacher training programs particularly action research can be evaluated.
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