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Communicative Elements of Action Research
... In general, however, AR is an iterative cyclical process consisting of four main stages, which are: planning, implementation, observation, and reflection (Mamlok-Naaman and Eilks, 2011). During these stages, there is "sustained, strategic, and systematic attention to a problem/issue and… [there is a] need to collect and interpret data in a variety of ways via many forms of action including communicative actions" (Ryan, 2013;3). The data gathered and interpreted is meant to assist the teacher researchers to move forward through data-based decisions (Hase, 2011) that usually demonstrate enhanced understanding of their practice and also of their selves as professionals (Ryan, 2011). ...
... Reflection, as explained by Schon (1983), needs to happen both "inaction' (e.g. when teaching or during some activity) and "on-action" (i.e. after the activity). By doing both, the researcher "…increases awareness, grows, and can change in ways that may have been missed in the non-reflective mode" (Ryan, 2013;5). This is due to the fact that reflection allows the practitioner to think of different strategies that help "bring things out into the open and frame appropriate and incisive questions never asked before" (Ryan, 2013;5). ...
... By doing both, the researcher "…increases awareness, grows, and can change in ways that may have been missed in the non-reflective mode" (Ryan, 2013;5). This is due to the fact that reflection allows the practitioner to think of different strategies that help "bring things out into the open and frame appropriate and incisive questions never asked before" (Ryan, 2013;5). Reflection also provides relatively safe and confidential ways to explore and express experiences, which helps serve very well the teachinglearning process, as concluded by Dewey (1933) and Schon (1983). ...
As a part of realizing its Economic Vision 2030, the Kingdom of Bahrain is currently undergoing a number of large scale educational reforms. These reforms focus, among other things, on the development of schools and their operations, in order for them to measure up to what are considered as international best practices. In the process, schools are being expected to function in accordance with specific quality assurance requirements and teachers and school leaders are being trained in ways that help guarantee them greater empowerment. One significant type of
... However, educational language can cause misunderstanding and require a great deal of probing via clarifying questions of self and others to realize meaning. Eventually, meaning becomes clearer, shared, understood, and leads to deep reflection and communal best praxes (Ryan, 2013b). ...
... It could be argued that any DR process is not only an opportunity to share, it is a chance to participate and enhance professional motivation while boosting the self-esteem of participants. This is a reasonable position, since "teaching is a profession that is typically driven by ethical motives or intrinsic desire" (Sahlberg, 2009, p. 6 Clear feedback (communication) is one of the traits required in the SEF (OME, 2008) that can heighten self-reflection, self-knowledge, and self-efficiency (Ryan, 2013b). It is a daily task to communicate effectively with others, something that infuses a current "view that the most effective strategy for improving countries' educational performances is to improve the day-to-day work of schools" (Masters, 2012, p. 1). ...
This report covers the following topics in School Effectiveness and School Effectiveness Research: Edification in Education: Best Practices, Effectiveness & Improvement; International Trends in Educational Effectiveness Research; School Improvement and School Effectiveness Models; Contextual Understanding of the Ontario School Effectiveness Framework; and Conclusion and Recommendations.
... Na pozadí všeobecného presvedčenia, že akčný výskum pomáha učiteľom hlbšie chápať zákonitosti vyučovacieho procesu, sa takmer na celom svete stala táto metóda v priebehu posledného štvrťstoročia integrálnou súčasťou univerzitnej prípravy budúcich učiteľov. Akčný výskum sa tiež často zaraďuje do kurzov celoživotného vzdelávania učiteľov, pretože ide o mimoriadne efektívny prostriedok, ktorý praxujúcim učiteľom pomáha vnímať a analyzovať pedagogické problémy a zlepšiť svoju pedagogickú prax tým, že si kladú dôležité otázky, zbierajú dáta a potrebné informácie a interpretujú ich, aby dokázali na dané otázky odpovedať (Kostaris et al., 2017;Ryan, 2013;Smith, Connelly & Robolledo, 2014). V prílohe 1 prinášame príklad zadania a kritérií hodnotenia akčného výskumu pre učiteľov jazyka na Univerzite Williama Petersona (Hong & Lawrence, 2011). ...
Didaktický akčný výskum je osobitným typom aplikovaného výskumu, ktorý sa zameriava na riešenie konkrétnych problémov v tesnom prepojení na učiteľskú prax. Na mnohých kvalitných univerzitách a inštitúciách venujúcich sa vzdelávaniu učiteľov na celom svete sa realizácia vlastného akčného výskumu stala súčasťou záverečnej kvalifikačnej skúšky učiteľa. Univerzity a inštitúcie preto ponúkajú svojim frekventantom kurzy akčného výskumu, aby ich na túto časť skúšok pripravili. Metóde pedagogického akčného výskumu sa na Slovensku dosiaľ venovala len epizodická pozornosť, väčšinou v podobe niekoľkých viet alebo odstavcov v učebniciach pedagogickej metodológie. Táto príručka má slúžiť ako úvod do problematiky akčného výskumu pre budúcich a praxujúcich učiteľov anglického jazyka, z potrieb ktorých vychádza. Tomu je prispôsobený výber obsahu, ilustračných materiálov, odporúčaných postupov a modelových výskumných aktivít, ale aj jazyk publikácie. V prvej kapitole predstavujeme pôvodne sociologickú metódu akčného výskumu, jej miesto a funkcie v trojakom kontexte: v pedagogickom výskume, vo vzdelávaní učiteľov a v didaktike anglického jazyka. V druhej kapitole sa zameriavame na vymedzenie akčného výskumu ako výskumnej metódy so špecifickými charakteristikami a jej porovnaniu s tradičnými metódami pedagogického výskumu. Tretia kapitola približuje morfológiu akčného výskumu a osobitosti jeho špirálovej organizácie. Vo štvrtej kapitole čitateľ nájde podrobný návod a odporúčania pre realizáciu vlastného akčného výskumu. V poslednej, piatej kapitole sa venujeme mimoriadne dôležitým etickým aspektom akčného výskumu, pretože pri ňom dochádza k priamemu kontaktu s respondentmi a k ich ovplyvňovaniu. Predkladaná publikácia bude nápomocná všetkým budúcim učiteľom alebo učiteľom zpraxe, ktorí sa rozhodnú pre neľahkú cestu učiteľa - výskumníka.
... Over the decades, action research has been recognized as one of the ways to increase professional development in both pre-service and in-service teacher education programs (James & Augustin, 2018;Kostaris, Sergis, Sampson, Giannakos, & Pelliccione, 2017;Ryan, 2013;Ryan, Young, & Kraglund-Gauthier, 2017). The action research student teachers carried out during teaching practice has also The 3E 115 supported the reflective component in terms of engaging, empowering, and emancipating student teachers in learning how to teach. ...
... Action Research (AR) has been recognized for decades as an effectual means within pre-service and in-service education to professionally develop while teaching and operating in the classroom, school, and educational community (Kostaris, Sergis, Sampson, Giannakos, & Pelliccione, 2017;Ryan, 2013). Historically, this position can be traced back to Lewin's (1948) four action research phases, namely, planning, acting, observing, and reflecting, within a role, occupation, or professional capacity. ...
This chapter delves into the significance of action research on the professional growth of English as a foreign language (EFL) teachers. The chapter begins by defining action research and distinguishing it from traditional research designs. The chapter further explores a variety of action research models, which these models are presented not just as theoretical constructs but as practical tools that EFL teachers can use to enhance their teaching practices. Finally, the chapter addresses the practical challenges and limitations associated with implementing action research in the EFL teaching context. It acknowledges that while action research offers a robust framework for teacher development and pedagogical improvement, there are hurdles in terms of understanding, selecting, and applying the most appropriate model. The chapter also recognizes its own limitations, notably its lack of comprehensive, step-by-step guidelines for action research application, and its focus on overarching concepts rather than detailed problem-solving strategies.
This work explains the rise and evolution of an occupational group in its efforts to professionalize, and offers an interpretive analysis of the factors that have historically shaped and influenced public school supervision.
This paper describes the application of learner-centred learning techniques in the conduct of short to medium term training programs in organisations. The approach is underpinned by action learning and heutagogy or self-determined learning. It involves the full engagement of participants in developing, delivering and ensuring the flexibility and relevance of the curriculum. The theoretical basis for the approach is discussed in detail as are the techniques involved in conducting the training, it’s implications and reactions of participants. Some readers may need to take very slow, deep breaths while reading this paper.
Action research has been used in many areas where an understanding of complex social situations has been sought in order to improve the quality of life. Among these are industrial, health and community work settings. Kurt Lewin, often cited as the originator of action research, used the methodology in his work with people affected by post- war social problems. Action research approaches to educational research were adopted in the late 60s and early 70s by the teacher- researcher movement in the secondary education sector. This sought to bring the practising classroom teacher into the research process as the most effective person to identify problems and to find solutions.
We believe that an action research approach can contribute very positively to activity within the tertiary sector concerned with teaching quality issues, and with national Teaching Quality Assessment initiatives. As 'reflective practitioners', we can achieve greater ownership of the evaluative process by becoming systematically self-assessing, alongside, and feeding into, external assessment processes.
Reflective practice is key to the meaningfulness, effectiveness and personal and professional satisfaction of the therapeutic endeavour. Expressive and explorative writing offers a swift, dynamic, and challenging route to reflective practice. This paper draws upon my experience running groups for therapists, counsellors, clinical psychologists and other clinicians. The processes of writing, and making reflective use of that writing, are examined.
What are values? Where do our values come from? How do our values make a difference in education? For educational leaders to achieve distinction in their practice, it is vital to establish clear personal values rather than reacting to the implicit values of others. This engaging book guides readers in considering the values they bring to their task and the values they intend to promote. Values for Educational Leadership promotes critical thought and constructive analysis about underlying values that involve: Aims and moral purpose in education Individual qualities in educational leadership Vision in education School ethos and culture Schools as an educational communitiesInviting reflection using valuable case studies and work-through activities, this resource is ideal for anyone working toward professional qualifications such as NPQH and is invaluable for educators aspiring to excellence in educational leadership.
The present article reports on a case study into the influence and impact of action research carried out by teachers in a special school. The action research was an important component of the two‐year, post‐initial, in‐service course in special educational needs, provided by Fontys University of Applied Sciences, Department of Inclusive and Special Education. From the outset the case study was based on the premise that action research can be seen as a strategy for teacher leadership. Not only was it expected to help teachers to get to grips with their own work in the classroom, it was anticipated that their action research would also have an impact on the work of others in the school. We found that this was indeed the case, provided certain conditions were met.
In recent years, considerable attention has been focused on the need to develop effective and efficient strategies and procedures for the assessment of students’ laboratory work, on the assumption that only when practical aspects of doing science are rewarded through allocation of marks and grades will teachers give these activities the curriculum priority that many believe they should have. There is no doubt that examinations do exert a significant influence on the curriculum, and can promote or hinder the adoption of particular classroom activities. So, in one sense, the Ontario Ministry of Education's statement in 1987 that assessment of laboratory work should constitute 15% of the final mark in “all Intermediate and Senior Division science courses”, is to be welcomed. So, too, is the growing interest in the assessment of laboratory work in the USA, Australia and New Zealand, and the renewal of interest in the United Kingdom, where such assessment has a long history. Increasingly, however, the emphasis for such assessment seems to be shifting towards a skills‐based approach. In my view, this represents an undesirable trend – one that should be strenuously resisted by teachers. It is my contention that the skills‐based approach is philosophically unsound (because it is not based on a valid model of science), educationally worthless (because it trivialises learning), pedagogically dangerous (because it encourages bad teaching), professionally debasing (because it de‐skills teachers) and socially undesirable (because of powerful hidden messages concerning control and compliance). Instead of skills‐based testing, an approach that recognises the holistic and idiosyncratic nature of scientific inquiry, and affords teachers a more active, decision‐making role, is advocated.
Quality performance of the increasingly important professional role of the teacher requires a continued learning and professional growth of every individual. Action research represents one of the important factors in teachers’ professional development, in particular when it is designed as a collaborative process involving teachers and researchers. This dimension of cooperation has been developed as part of the project “Partnership between Faculties and Schools”, which also included an empirical study presented in this article. The survey has shown that among teachers, newcomers and experienced teachers are the most willing to participate in research work. Irrespective of the stage of their professional development, teachers are mainly prepared to be involved in introducing the findings and improvements into school practices, while communicating research results to wider public, preparing techniques and instruments for data collection and writing research reports rank among the least interesting activities for teachers’ involvement.
Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.
Incl. index, bibliographical references
Rollo May (1909-1994), psicoterapeuta norteamericano y célebre exponente de la psicología existencialista, plantea en la presente obra una visión penetrante de las dificultades que enfrenta el hombre en las sociedades modernas posteriores a 1945, así como alternativas para orientarlo a redescubrir su personalidad y lograr su integración como persona, de cara a su realización trascendente.
An overview from a longitudinal ethnographic study illustrates the transformative nature that action research played in the lives of the teachers and the children they taught to read and write. Teacher vignettes from action research reports provide trend data that describe the transformative nature of action research as job-embedded professional development and the impact derived from this form of learning. The data document how teachers were empowered to produce unprecedented gains in student achievement, through the context of learning in their own classrooms, by greater depth of content knowledge, and by new insights into results-based instructional practices. Teacher engagement with action research resulted in authentic learning that transformed teaching and improved student achievement.
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