Action Research for Teachers
... Also, AR aligns with the pragmatic position, which as well as focusing on the lived experience of participants, advocates development through action while seeing agency and being as inseparable. The last point highlights the potential power of AR as demonstrated by McNiff (2002) in the following quote. The quote demonstrates AR's suitability as a method for a study that aimed to encourage individual and universal change: ...
... …Interventionist AR also recognises educational environments as potential places of power and politics and cultural reproduction. This highlights the need for an intervention, to change this way of teaching to transform culture (McNiff 2002). This type of change aligns with the aims of the research, to avoid methods of implementation that might be accused of indoctrination, which are discussed in Section 2.5.5 and Section 2.8.5. ...
... AR also gives merit to failure and perceives it to be an important part of the development process (McNiff 2002), giving a workable parameter within which to develop a process. The iterative nature of both AR and design reflects the acceptance of failure as part of the process and reflects the importance of the process in creative disciplines as highlighted by Dewey and Martin (1934). ...
It is largely recognised that professional disciplines, such as Graphic Communication Design (GCD), must become more responsible for society and the environment to survive and flourish. This requires transformation. Graphic Communication Design Education (GCDE) is well placed to contribute to this change, but there is minimal evidence to suggest that it has theoretical and evidence-based processes by which to do so. The aim of the thesis was to encourage core (meaning personal and ethical) and responsible design in GCDE—to foster responsible graduates. The objectives were to develop a process of core thinking and doing for GCDE, to evaluate the process for effect in relation to core and responsible design in GCDE to explore the broader impact implementation might have outside GCDE.
The thesis describes how I undertook an in-depth investigation of relevant literature, to evaluate past and current efforts to advocate for responsibility in GCDE and other areas of design education. It describes the research methodology which supports the investigation. It also explains the five cycles of Action Research (AR) I conducted between 2016 and 2018 to develop and evaluate Croí the resulting process, and a study I did to gauge the impact of Croí one year after implementation in 2019. Participant groups comprised design students and educators. Thematic analysis was used to analyse the information collected.
The thesis results in a process of core thinking and doing for GCDE—Croí, suggestions on how it should be implemented; what it can accomplish in the context of core and responsible design and what it can accomplish more broadly in GCDE and other areas. Croí is shown to encourage core thinking and doing. It is also shown to directly lead to responsible thinking. It is less clear whether it leads to responsible doing directly. But indications are that it can, the main signifier being core design itself. I also suggest a new framework for GCDE—The Core Curriculum. Continued use of Croí as part of The Core Curriculum could embed core design and provide a framework to educate for these new ways of designing. Both Croí and The Core Curriculum can also help GCDE to resolve current issues of overcrowded curricula, whilst increasing confidence in students and successfully advancing the field.
... Rubin and Rubin (2005) explain that an interview is a conversation between partners that may be extended in order to seek in-depth information about a certain topic or subject; it also gives people the opportunity to express their feelings (Weiss, 1994). In other words, interviews are used to gather participants' perspectives on what is happening in relation to a particular phenomenon (McNiff & Whitehead, 2005). However, it should be noted that the interview is not used solely for data collection, but also for assessing an individual or individuals, and for testing hypotheses (Cohen et al., 2011;. ...
... In second language learning contexts, diaries can provide useful data on various aspects, including "…individual learners' and instructors' insights into their own learning and teaching process, their self-and other-comparisons, decision-making processes, the process of development (or not) over time, attitudes towards classroom learning and teaching, the use of strategies, and the recognition and use of feedback" (Mackey & Gass, 2005: 204). They are used to record both the action and the learning (McNiff & Whitehead, 2005), and can be used in a piece of action research to collect data related to the research questions (McNiff & Whitehead, 2005). Hopkins (2008) and Koshy (2005) explain that teachers can see their development through these "fascinating biographical records" (Hopkins, 2008: 105). ...
... In second language learning contexts, diaries can provide useful data on various aspects, including "…individual learners' and instructors' insights into their own learning and teaching process, their self-and other-comparisons, decision-making processes, the process of development (or not) over time, attitudes towards classroom learning and teaching, the use of strategies, and the recognition and use of feedback" (Mackey & Gass, 2005: 204). They are used to record both the action and the learning (McNiff & Whitehead, 2005), and can be used in a piece of action research to collect data related to the research questions (McNiff & Whitehead, 2005). Hopkins (2008) and Koshy (2005) explain that teachers can see their development through these "fascinating biographical records" (Hopkins, 2008: 105). ...
Although many researchers have explored the use of Peer Feedback (PF) in writing (e.g., Hu & Lam, 2010), several have reported concerns with this technique, such as a tendency to shift most of the attention to micro features (e.g., mechanics, vocabulary) while giving little attention to macro features such as organisation and coherence (e.g., Van Steendam et al., 2010), even though macro features can be argued to be a highly important aspect of good writing (Truscott, 1996). This is one of the factors that have led researchers (e.g., Gielen et al., 2010b) to propose forms of this technique in which emphasis is placed on particular aspects of the PF process. This study introduces one such form of PF technique which requires learners to focus on macro features in writing and the teacher to focus on micro features, in order to give learners more time to critique essays at a macro level while receiving micro level FB from a reliable source. The study investigates the impact of the introduced form on: learners’ motivation to use PF and to learn writing; learners’ attitudes towards PF and towards writing; learners’ linguistic progress, and learners’ preference for giving and receiving macro and/or micro level feedback when practising PF technique. The research was conducted on 41 Saudi Arabian undergraduate students in their final year of an English degree course. An action research approach was adopted using a one-group design, with the PF activities divided into two consecutive phases. During the first phase, subjects practised the conventional use (i.e, providing PF on macro and micro features) of this technique (T1), while during the second phase they practised the new form of the technique (T2). The data were gathered over 15 weeks from pre-, mid- and post-tests; pre-, mid- and post-questionnaires; mid- and post-interviews; field notes; documentary evidence, and recording of several verbal protocol sessions. The findings suggest that both treatments can have a significant impact on the overall quality of learners’ writing, with the second treatment resulting in significantly better quality. Despite these findings, the learners showed a strong preference for conventional PF, suggesting they have difficulty in accepting the prohibition from providing PF on micro features owing to a negative transfer effect from their previous experience of approaches to teaching writing, which placed a great emphasis on the importance of micro features. It is likely that this transfer effect may be found in other contexts with a similar approach to teaching writing; further research is needed in order to test this hypothesis. In addition, in this study, the participants did not have the chance to see how much better they performed in their post-test, which raises the question of whether or not their views would have changed if they had.
... An essential part of my study was collecting data and implementing the project to evidence impact. Using an action research approach (McNiff & Whitehead, 2005;Pine, 2009), I used quantitative and qualitative data collection tools. Firstly, I used the Junior Oral Screening Tool (JOST): The JOST measures development in vocabulary, pragmatics (social language) and grammar and is a recommended, nationally used assessment tool in New Zealand. ...
... The methodology I implemented was Action Research. Action research encourages self-reflection and collaborative learning (McNiff & Whitehead, 2005). As Gerald Pine (2008) ...
C9P Symposium 12th July 2023 How can the creation and implementation of a Digital Play Framework develop the digital fluency and capabilities in a play-based learning environment? Áine Connaughton Enhancing Higher Order Thinking Skills Through Problem Based Learning Bridget Wylie Using Skills Development to Raise Self-Efficacy and Achievement Carolyn Milne Place-Based Learning - Improving knowledge construction through real-world learning experiences in the local community Claire Defire Improving Oral Language in Year 2 Using Project-Based Learning Heather Lindsay Connecting the Dots: Growing transdisciplinary project-based inquiry teaching and learning Jacqueline Stenson Improving Student Engagement in a Year 12 Economics Class Using Project-Based Learning Joanne Ellis-Smith Discovering how self-determined learning enables confidence when designing digital learning Jocelyn Tuia Personalised learning using digital technologies in a Year 7 / 8 Food Tech class Natalie Makeef From participation to engagement Michael Bucksmith Developing Digital Skills and Capabilities Through Project-Based Learning Bex Thompson Using personalised learning to develop self-regulated learning strategies in ākonga Scott Charles Lemon Towards self-regulation for environmental sustainability Sumandana Fostering Self-Regulation in Learners Tina Maclean Shifting the balance from assessment to learning in senior secondary school Tracy Bowker Developing Collaboration Skills through Project-Based Learning in a Year 7 and 8 Tongan Bilingual Class Vasiti Latu Increasing Student Engagement Through Personalised Learning Guy Blanchard Turangawaewae Sheryl West Using Play-Based Learning to Help Develop Self and Co-Regulation Skills in Tamariki Displaying Symptoms of Trauma Greta Van Zyl Self-Regulated Learning in Web-based Environments Devan Ganess Careers Mahi – Engaging Junior Students in Career Planning Lindsay Knipe
... Ko te āhua kohikohinga taunakitanga e ai ki te āhuareka o ngā ākonga, rā runga hangarau matihiko, pēnei i te Kahoot!, ngā uiui Kūkara me ngā whakaotinga panahiko ā-rōpū. E rua ngā hurihanga kohikohi raraunga hei whakamātau i te awenga o te kaiako, me te pakaritanga o ngā ākonga e ai ki ngā whāinga ako, arā, mā te taunga-wāhiako e urupare kaha ake ai ngā toronga reo Māori, tikanga Māori, mātauranga Māori ki tōna whenua ake (McNiff, Whitehead, 2005). ...
C10F Symposium 18th January 2023 Kāinga tahi, kāinga rua: Place-based learning - transitioning new students Alexia Jacobs Hokianga-Nui-A-Kupe Ao Haka: Engaging Successful Māori Outcomes Ani Tapene A culturally responsive personalised programme for a New Entrants class Annabelle Ash Ma te Huruhuru - Personalised Learning Supported Within a Hapu Structure Bodean Peita ‘The Create and Curate Collective’: Using arts-based pedagogy in a primary school classroom as a way of connecting, creating & collaborating for increased student engagement and teacher confidence delivering the arts Cat Rowllings Ko Te Tairāwhiti - tō tātou kainga, mō tātou katoa: Culturally responsive, inclusive, and sustaining pedagogy (CRISP) to maintain engagement amidst the prevailing pandemic Cherie Te Rore Tino Rangatiratanga, a Journey of Discovery Deborah I. Nolan A Project-based Learning Approach for the Enhancement of Engagement and Digital Capabilities in and Authentic Context Eleanor Rook Establishing a powerful place for Pasefika learners Heather Muir Keep it Real Julie Hill Cultural Identity is Salient to Student Engagement Lanna Aliifaalogo Enabling student agency through effective feedback Lori Mravicich Moving forward with sustainability education Marian Hanson “I’m a Sinking Ship” - Teacher Wellbeing in Aotearoa Maryanne Manuyag Karanga Hokianga: Re-Frame, Re-Claim, Re-Write, Re-Right - a Decolonising Approach Mina Pomare-Peita Ngā arōmatawai i toitū te Rangatiratanga Nadine Scally Ki te taiao, mō te taiao, hei oranga mō tōku tuakiri Peata Leef Implementing the T3 Technology Framework to enhance the quality of student learning Sam Smaill Positive teacher student relationships are fundamental in engaging learning Shirley Frost Developing Learning Partnerships through Professional Learning Programmes for Teachers and Families Marissa Vermeulen
... This research adopts these principles, where the researcher is directly involved in the development and implementation of the MOOC-based intervention as well as in the evaluation of the results obtained. The researcher begins this investigation from a position of knowledge, which according to Whitehead and McNiff, is essential to achieving a deeper understanding of the phenomenon under study (McNiff & Whitehead, 2012). ...
This study examines the impact of the Frater learning approach through Massive Open Online Courses (MOOCs) in enhancing the reading comprehension skills of philosophy students tackling English-language philosophical texts. By integrating pre-tests, post-tests, and qualitative feedback, the research highlights how MOOCs address challenges in understanding dense and complex philosophical material. The findings reveal a significant 11% improvement in reading comprehension after MOOC participation, emphasizing its effectiveness in breaking down intricate concepts into manageable components. Key elements contributing to this success include segmented video content, which facilitates focused learning, and interactive assessments that reinforce comprehension in real time. This research underscores the potential of the MOOC-based Frater approach as an innovative solution for bridging language and content barriers in the study of philosophy.
... First, it is situated in social practice; second, it requires the participation of both the researcher and the stakeholders; and third, continuous refinement of the design process is needed to achieve an optimised conclusion. According to both Swann (2002) and McNiff and Whitehead (2012) action research follows a cyclical, four-step research process consisting of planning, action, observation, and reflection. ...
With society rapidly evolving alongside digital technology and pan-entertainment, there is a notable decline in appreciation and understanding of Sichuan Opera among China’s Generation Z (Gen Z). This study aims to develop and evaluate the potential of innovative illustration as a tool to promote the cultural content and emotional elements of Sichuan Opera arts among China’s Gen Z. This qualitative participatory action-based research was guided by an iterative cycle of planning, acting, observing, and reflecting. This study comprised three stages. In the pre-design stage, nine (9) experts were selected through purposive and snowball sampling to explore their views on the cultural content and emotional elements of Sichuan Opera arts. Thematic analysis with NVivo 12 yielded six (6) cultural content, i.e., a form of expression, performance occasions, performance techniques and dance movements, performance repertoire, character roles, costumes and make-up. The emotional elements encompassed the emotions expressed within Sichuan Opera itself (such as the characters’ roles and personalities and traditional morals and philosophies), as well as people’s emotions towards Sichuan Opera (including their yearning for its sentiment and their awareness of the need to protect traditional culture). These content and elements were visually expressed through three (3) innovative illustrations in the design stage. In the post-design stage, a sample of 25 China’s Gen Z from Chengdu was conveniently selected to evaluate the effectiveness of the illustrations. The use of innovative illustrations as a medium to promote the dissemination of the art of Sichuan Opera among China’s Gen Z has successfully merged traditional culture with modern aesthetics.
... Participatory action research is a form of participatory research that challenges dominant positivist paradigms and involves three types of change: (1) critical consciousness; (2) development of researchers and participants; (3) improvement of lives of those participating in research, and transformation of relationships and societal structures (MacDonald 2012;McNiff and Whitehead 2012). PAR is considered emancipatory and supports participants and active co-researchers to release themselves from the constraints in which they are situated. ...
Child-led research is growing globally, yet there are still limitations for children’s leadership in all phases of research. This article, co-written with adult and child researchers, examines child-led research undertaken online with 9 children from Ontario and Quebec over a one-year period. The article explores the process of participating in and collaborating on an online peer-to-peer participatory action research project from the brainstorming stage to recruitment, design, data collection, analysis, and dissemination of knowledge. While much literature exists on older children and youth leading research, this research provides a unique contribution to the literature on the possibilities of creating space for children ages 11 to 14 to lead research. This article finds that the child researchers most valued: (1) Play and fun; (2) Engaging in new experiences; and (3) Learning. The article concludes that child-led research is feasible, and it can create better research and provide a transformative opportunity for child and adult researchers.
... What is the evidence to address the issue? (McNiff & Whitehead, 2012). Action research can shape the practice through collecting and interpreting data as evidence -such as tests, written essays etc.-to make conclusions about teaching and students' learning in a cyclical process. ...
This action research study was conducted in a physics education class focusing on electricity and magnetism. The instructor aimed to integrate three-dimensional learning into curriculum, lesson planning, and instruction to understand successes and challenges of teaching through a new approach and students’ perceptions of their learning process. The data collection included instructor’s lesson planning, pre- and post-lesson reflections, student artifacts, and students’ reflections. The qualitative data were analyzed through constant comparative method to identify theory-driven and data-driven codes, determine their frequency to categorize and construct themes. The results were provided with three themes: (1) the instructor’s integration of three-dimensional learning, (2) the strengths and challenges of the implementation, and (3) students’ experiences. These findings suggested the need for focusing on developing teachers’ knowledge in different domains connected to each other such as scientific practices, crosscutting concepts, subject matter knowledge, and nature of science for student conceptions and instructional strategies.
... Among its many benefits, Hensen (1996) argues that action research has many benefits for teachers because 1. it improves critical teaching and thinking, 2. it improves teachers' pedagogical repertoire, 3. it promotes learning new things and continuous professional development, 4. and it helps teachers get first-hand information about their classrooms. McNiff and Whitehead (2005) offer an eight-step model of the action research process; ...
Saraç, H. S., Zorba, M. G., & Arikan, A. (2015). What happens when pre-service English language teachers are in action and researchers are recording? In K. Dikilitaş, R. Smith & W. Trotman (Eds.), Teacher-researchers in action (pp. 399-417). Kent, UK: IATEFL.
... Secara keseluruhannya, kajian ini telah menambah baik dan mengubah kaedah pengajaran saya melalui pembangunan pendekatan kata pandang (McNiff & Whitehead, 2012). Sebagai Guru Pendidikan Khas, saya menyedari bahawa pentingnya untuk sentiasa memahami cara murid-murid pendidikan khas belajar dan mengenal pasti masalah pembelajaran mereka. ...
In this action research study, a sight word approach was developed for teaching English to pupils with Down syndrome in a Special Education Integrated Programme (PPKI) in Perak, Malaysia, during the pandemic. This approach integrated contextual picture sight words, sign language prompts, enrichment activities using word wheels, and a reward system through a word bank. The research methodology harnessed qualitative data collection techniques, and the acquired data was meticulously subjected to narrative analysis. This process yielded three distinct vignettes, each representing the unique learning journey of the three pupils involved in the study. The success of this approach hinged on repeated application, adequate pause intervals, and clear, succinct teacher instructions. Abstrak Kajian tindakan ini membangunkan pendekatan kata pandang untuk kaedah pengajaran bahasa Inggeris terhadap murid sindrom Down di Program Pendidikan Khas Integrasi Pembelajaran (PPKI) di Perak, Malaysia semasa pandemik. Pendekatan ini menggabungkan kata pandang kad bergambar kontekstual, kata pandang bahasa isyarat, aktiviti penguatkuasaan dengan menggunakan roda perkataan, dan sistem ganjaran melalui bank perkataan. Metodologi kajian melibatkan teknik pengumpulan data kualitatif, dan data yang diperoleh dianalisis dengan menggunakan analisis naratif. Proses ini menghasilkan tiga vignet yang utama, setiap satu mewakili perjalanan pembelajaran unik bagi tiga murid yang terlibat dalam kajian. Pelaksanaan pendekatan ini bergantung pada proses pengulangan, selang waktu yang sesuai, serta arahan guru yang jelas dan ringkas.
... The design, development, implementation and evaluation of the proposed e-learning package was based on the action research approach (McNiff & Whitehead, 2005). ...
The study is concerned with generating recommendations for the development of e-learning strategy at the School of Engineering at Tripoli University in Libya. They are based on the identified barriers to the successful e-learning implementation in the institution after the quantitative and qualitative analysis of the questionnaires developed using SmartSurvey software package. The barriers were classified in three main categories: technical, cultural and mismanagement. These barriers were compared with those from Middle East and North Africa (MENA) countries (as close culture) and UK (as international culture and developed country).
Then a SWOT (Strengths, Weaknesses, Opportunities, and Threats) model for the diagnostic of the current stage of e-learning performance in the institution is developed. The user-centred design and action research approach are used for the design, development and implementation of an e-learning package for a module studied by Year 4 students from School of Engineering at Tripoli University. The e-learning packages played a supporting role in the delivery of the chosen module therefore the blended learning approach contributed to the improvement of the quality for the teaching and learning processes.
A novel I-CUBE model which can be used for the development of teaching and learning activities in a digital era is proposed. The sources of information for the proposed model are: quantitative and qualitative analysis of the stakeholders answers; conclusions for the (SWOT) analysis; researcher’s reflections of the design, development and implementation of the e-learning package, study of the relevant educational publications and researcher’s personal experience. There are several common opinions about the factors influencing the successful e-learning implementation so it is possible to make correlations between the stakeholders’ points of view and to construct the surfaces which are included in the I-CUBE model.
A set of institutional, pedagogical and technological recommendations for the development of e-learning strategy in the School of Engineering at Tripoli University are formulated. These are derived from the analysis of barriers and SWOT model related to the successful e-learning implementation in Libyan Higher Education Institutes (LHEIs). Also the aspects included in the proposed novel I-CUBE model for the development of teaching and learning activities, the researcher’s personal experience as a student and lecturer at Tripoli University and as a PhD student at the University of Huddersfield in UK are also considered. The implementation of these recommendations will enable the enhancement of students’ learning experience and staff satisfaction through technology-based education addressing the flexible and diverse learning community’s needs.
... The credibility of the researcher is crucial in qualitative studies since the researcher is the major instrument of data collection and analysis [63]. Based on the steps of conducting action research [64], the author of this study also provided a research diary for this project in the Appendix A. To start with, one of the authors, who was previously a kindergarten teacher, shared with the teachers one of the photographs that she had taken as well as her thoughts on that photograph. Then, we used the critical incident technique [65] to ask the participants to recall a personal incident that stood out in their minds for any reason. ...
The previous literature has strongly emphasized the professional aspects of teacher identity in terms of knowledge and pedagogical matters. However, teachers' emotions have also been academically discussed in recent decades. The voices of kindergarten teachers are critical for reflecting on professional identities within the community of kindergarten teachers. Regrettably, in Hong Kong, kindergarten teachers have become an oppressed professional community due to the marketization of kindergartens in this neoliberal city. Therefore, this arts-based participatory study aimed to investigate teachers' identities by discovering kindergarten teachers' emotional characteristics in Hong Kong. Teachers' voice has been collected through photo narratives. Twelve in-service kindergarten teachers participated in this study; all of them worked in local kindergartens in Hong Kong. The teachers were invited individually to take a photo of an object in their daily lives and share their own stories. Altogether 1080 min of interview data were recorded. Through a series of oral narratives by members of this marginalized professional community, this study unlocked the emotions and voices of kindergarten teachers in Hong Kong. Through a photovoice approach, the findings revealed how the teachers' personal aspects were a neglected but important part of their teacher identity.
... Se planteó una investigación con enfoque cualitativo mediante un diseño observacional para lo cual se empleó el método etnográfico, según las citas de (Hernández, 2014) los diseños etnográficos pretenden explorar, examinar y entender sistemas sociales (grupos, comunidades, culturas y sociedades) (Creswell, 2013;Murchison, 2010;McNiff & Whitehead 2005), así como producir interpretaciones profundas y significados culturales (LeCompte & Schensul, 2013;Maanen, 2011), desde la perspectiva o punto de vista de los participantes o nativo. Además (Hernández, 2014) cita a Jurgenson (2003) quien considera que el propósito de la investigación etnográfica es describir y analizar lo que las personas de un sitio, estrato o contexto determinado hacen usualmente. ...
Extracción del hielo en el nevado Chimborazo en Ecuador: un trabajo que transciende en la historia Ice extraction in the Chimborazo in Ecuador: A job that transcends history GARCÍA-GARCÍA, Yadira M. 1 SÁNCHEZ-CHÁVEZ, Germán P. 2 ARCOS-BOSQUEZ, Verónica M. 3 TORRES-CADENA, Juan P. 4 Resumen En la presente investigación, a través del método etnográfico utilizando entrevistas semiestructuradas, se describió la escena y se caracterizó a los personajes que se dedican a la actividad de la extracción del hielo, en el nevado Chimborazo en Ecuador. El principal objetivo es sin duda evidenciar y reconocer el noble trabajo de esta población olvidada en los Andes ecuatorianos y que sirva como legado para generaciones futuras. Concluyendo de esta manera con la identificación de su forma de vida y las condiciones que les exigían realizar esta actividad, estar al tanto de su realidad económica, el uso, significado, materiales, herramientas que utilizan en la extracción de hielo, así permitirá valorar este patrimonio cultural además de considerar replicar este proceso con fines turísticos. Palabras clave: extracción de hielo, turismo, chimborazo. Abstract Through the present investigation using the ethnographic method through semi-structured interviews, describe the scene and characterize the characters dedicated to the activity of ice extraction on the Chimborazo mountain in Ecuador. The main objective is undoubtedly to demonstrate and recognize the noble work of this forgotten population in the Ecuadorian Andes and that serves as a legacy for future generations. Concluding in this way with the identification of their way of life and the conditions that forced them to carry out this activity, taking into account their economic reality, the use, the meaning, the materials and the tools they used in the extraction of ice, allow us to evaluate this cultural heritage and also achieve that we will agree to replicate this process with tourist purposes.
... Action research offers a robust framework to analyse phenomena that occur in complex environments by providing an "opportunity to look at a phenomenon while it is evolving" (Phelps & Hase, 2002, p. 4). It is a dynamic process that offers a lens through which to view classroom practice, and allows theories to evolve based on a rigorous cycle of observation and reflection grounded in social context (Johnson, 2012;McNiff & Whitehead, 2005). The first cycle observed how students employ executive function in response to the environment, the second used audio recordings gathered through Otter, and the third explored how teacher interactions can support executive functioning in the play-based environment. ...
This project examines how executive function is exercised in a New Zealand primary school. This project aimed to bring together two fields of research: current conceptions of executive functioning and the features of high-quality play-based environments, to uncover the executive functioning skills of children in play and the supports teachers employ in their development. To implement the project, consideration was given to creating an environment that demonstrated quality play practices to support the development of executive functioning. The action research design was undertaken in three iterations that included 16 Year 1 and 2 student participants. The first two iterations focused on capturing student behaviours using researcher observations and audio recordings, and the third used third-party observations to capture teacher behaviour. An observational tool developed by Moreno et al., (2017) was adopted to analyse student and teacher behaviours for markers of executive function. The findings of the project suggested that executive function primarily occurs as conversations outside the play itself as it sets the rules that allow a suspension of reality and push the narrative forward. To maximise executive function in guided play, teachers can use a range of verbal supports to support students' executive functioning and provide many opportunities for children to organise their cognition in self-directed and guided play with an intentional adult. These findings are significant because they support current research trends to place executive functions back into the contexts in which they are embedded (Doebel, 2020). To ground these findings in practice, several classroom-ready resources were created. A reflective questionnaire to support teachers to stocktake their current play practices and shift them towards promoting student executive function. A questioning prompt linked to the items in the observational tool. An executive function checklist to determine strengths and areas of support for executive functioning adapted from Stowell (2018). Future research would focus on how classroom practitioners could use these resources in everyday Year 0–2 classrooms to support teachers wanting to develop executive functioning skills in a play-based environment.
... El concepto de investigaciónacción fue propuesto por Kurt Lewin (1946) y desarrollado por Stenhouse (1987), Carr (1990) y Kemmis (2010). Según Whitehead y McNiff (2005), la investigación-acción es un proceso abierto que se inicia con una idea que, con el tiempo, se va desarrollando, transformando y tomando nuevos caminos. Este enfoque permitió concretar una investigación nómada en el pensamiento, ya que en él se entrelazaba un conjunto de experiencias, espacios y contextos singulares, que narraban una historia (Kemmis, 2010): la del devenir una metodología docente surgida en el contexto universitario; en concreto, en el grado de Educación Social -en las materias de Geografía e Historia-y en el de Ingeniería Industrial -en la materia de Automatización Industrial-. ...
Los medios de comunicación (MM.CC.) han afrontado su proceso de transformación digital en medio de una crisis de confianza por parte de los usuarios. Ante este panorama, las empresas y los profesionales del periodismo tienen ante sí el reto de recuperar el crédito perdido y revertir ese sentimiento de desafección y alejamiento de los ciudadanos. En este contexto algunos MM.CC. están empezando a utilizar blockchain para, entre otros objetivos, potenciar el periodismo de calidad, elemento básico para recuperar la confianza de los usuarios e invertir la actual dinámica.
Los expertos afirman que los beneficios que esta nueva tecnología puede aportar al periodismo son múltiples, en la medida en que blockchain promete democratizar los mercados aún más que internet y avanzar hacia entornos más colaborativos y descentralizados. Ante un contexto informativo cada vez más marcado por la proliferación de fake news, blockchain puede contribuir a garantizar una mayor veracidad y transparencia de las informaciones ya que una de las características básicas es su trazabilidad al poder conocerse el origen de todas las informaciones, incluso las falsas.
... This method acknowledges that people who have personal experience of an issue have the knowledge that is critical to designing workable solutions to it (Chouinard & Milley, 2016;McCormack & Dewing, 2012). Action research participants engage in a cycle of planning, acting, reflecting and adapting (Cardno, 2003;McNiff & Whitehead, 2012). The study adapted an action research methodology, the Breakthrough Series Collaborative, that was first developed in health settings and then utilized in the context of child welfare practice in the United States to bridge the research-to-practice gap (Miller & Ward, 2008). ...
Social distancing due to COVID‐19 forced changes to contact with birth relatives for children in out‐of‐home care. This required a shift to using technologies, which was previously underutilized and viewed as risky. In an action research study, 33 caseworkers in New South Wales, Australia, reflected upon adapting their practices. Three key themes characterized the changes in caseworker practices and how these impacted upon social interactions between children and their birth and carer families: communication, not location; shared not separate spaces and spontaneous not restricted interaction. First, caseworkers described how contact via technologies involved fewer logistical arrangements, shifting the focus on interactions among children and their two families and encouraging these to be flexible and child‐centred. Second, caseworkers discussed how spending time together virtually could build trust, as carers and birth relatives could forge relationships around shared commitment to the child's wellbeing. Third, caseworkers noted that technology‐facilitated communication enabled greater choice and control for children while requiring renegotiating boundaries. The findings reflect a shift in caseworker perceptions of technology‐facilitated contact from a risk to opportunity framework as a result of COVID‐19 conditions, consistent with social shaping of technology theory. Beyond the pandemic, contact with birth relatives can be enhanced through technology.
... Pragmatism is based on the proposition that the methodological approach which works best for particular research problems being investigated should be employed, and justifies the methodological inventiveness used in this study. Action research is the process of acquiring knowledge of and improving a real-world situation while pursuing trustworthiness or establishing the 'truth claim'(McNiff & Whitehead, 2012). In this study, the widely used four-phase which are: Plan, Act, Observe and Reflect, have been employed. ...
Yearly in Mauritius, only a few Special Educational Needs (SEN) and especially Deaf and Hard of Hearing (DHH) students manage to get a passing mark in French language at elementary level. As at date, literature suggests that there is hardly any French language learning tools connected with pedagogical knowledge and technological tools suitable for those children. The rationale behind this paper is to show how gamification of French learning resources can positively affect SEN and especially DHH students’ understanding and level of achievement in the language. Research questions were posed about the difficulties faced when students of that specific group learn to read and write in French, about how the gamification of textual resources can be used to improve the students’ learning, and the impact the games have on the students. The aim of this research is to embed gamification in the teaching and learning process of French language. Advocating for both qualitative and quantitative methods, the project based itself on the pragmatic paradigm while the theoretical framework is based on action research. Using my methodological inventiveness, data was gathered using techniques such as surveys, interviews, observations and focus group discussions through the lenses of narrative inquiry. On average, most students already did quite well when subjected to their teachers’ teaching methods only and showed a slight improvement for some students when games were added as learning aid.
... The term AR was initially introduced by Kurt Lewin whose first publication "Action Research and Minority Problems" was published in 1946 and promoted democracy and reform. McNiff and Whitehead (2012) explain that Lewin wanted to understand and change social practices through a cycle of planning, fact-finding, and execution or a cycle of planning, acting, observing, and reflecting. In educational settings, as noted by seminal theorist Carr and Kemmis (1986), AR engages educators in the self-reflective inquiry of their teaching practices to better understand and improve the justification for the practices. ...
Implementing collaborative action research (CAR) is recognized as an effective strategy for transforming professional practice through evidence-based methods. How can CAR be carried out online, and how is data collected through digital methods? This case study will address these aspects in the context of a CAR, international professional development (PD) project, which was designed to be implemented in a face-to-face setting in Jamaica but was redesigned to be conducted online due to the COVID-19 pandemic. The three lead researchers/professional development facilitators, two from Canada and one from Jamaica, present a CAR framework for online professional development and discuss the methodological and practical challenges experienced during the virtual implementation of the CAR. The goal of the project was to support university faculty who were teacher educators enhance their teaching practices. The PD supported them to incorporate inquiry-based learning in teaching, and they were provided with guidelines for conducting action research on personal teaching practice. The case study provides insights into the affordances and limitations of digital technologies for conducting CAR online and collecting data, and it sheds light on some of the ethical considerations and dilemmas encountered during the study.
... On the other hand, McNiff (2017) emphasises the importance of critical friends (or validators) in action research studies. Action research aims to make a knowledge claim, specifically that the teacher-researcher has learned how to improve his/her/their practice (McNiff & Whitehead, 2012). This fundamental claim can be seen as an individual opinion, as in action research, knowledge claims are grounded in subjective experience (McNiff, 2017). ...
The primary purpose of action research carried out by teachers is to improve their own educational and pedagogical practices in a specific context. However, teachers need to develop a more critical stance on their practice to interrogate and validate their action research systematically. Literature suggests that action research can be strengthened through the involvement of critical friends who can ask provocative questions, provide data to be examined through another lens, and offer a critique of a person’s work as a friend. This narrative review paper seeks to emphasize the role of critical friends and propose a critical friend framework that can be integrated into action research studies. It extensively reviews the role of critical friends in action research with illustrations from previous studies. It offers a critical friend’s protocol according to the action research process of self-reflective cycles, namely reconnaissance, planning, action and observation, and reflection. It is therefore suggested that teachers should consider the incorporation of critical friends into their action research studies.
... This study is an example of classroom action research underpinned by living theory (McNiff and Whitehead, 2005), in which I as a researcher research my own beliefs and practice. Participants were 42 Grade 12 students at a public school in Bangkok, Thailand. ...
Argument skills play a crucial role in fostering students’ scientific literacy. Students who possess such skills can employ reason and evidence to make decisions. This classroom action research was aimed at investigating the best practices for teaching chemistry to promote argument skills through socioscientific issues (SSI). The participants were 46 Thai students in Grade 12 (students aged approximately 17 years old) studying petroleum chemistry in the first semester of the 2014 academic year. To research my own teaching, I collected data from classroom observation, my reflective journals, the students’ reflective journals, and an argument skill questionnaire (ASQ). Debating on petroleum-related issues helped the students to practice and improve their reasoning skills, and it showed them the importance of using evidence to formulate a reliable argument. The competition to answer questions in class also allowed students to practice reasoning. Finally, the ASQ results indicate that teaching through SSI can improve students’ argument skills. The implication of the pedagogy of argumentation in science classroom is discussed.
LaunchED Anna Taylor Developing student engagement through personalised learning and project-based learning Ashok Kumar Place-based learning, does it make a difference to struggling learners in a mathematical context? Cassey Prentice Using a Place-based Learning Programme to Develop Student Agency in a Secondary School Setting Emma Talbot Developing student agency through a purpose-built curriculum incorporating elements drawn from STEM, heutagogy, and place-based Learning Fiona Mair Growing Independent Learners - Agency, Voice, and Capabilities Judith McCone Roberts Teacher professional development to develop student agency through personalised learning in a primary school setting Juliet Vickers Integration of collaboration, project-based learning, and knowledge construction in a junior classroom Kelly Collins MABS - My Agency Bot System: AI to enhance engagement Laura Wheeler Cultivating self-managing learners in a digital Math programme Lovinia Chapman Implementing and Embedding Two Key Competencies through Project-Based Learning Mel Brooks Increasing Engagement through Project Based Learningand Virtual EOTC Experiences Rachel Diack Place-Based learning to enable student agency Teresa Capon
KIA MAU KI TE AKA MATUACindy Pile-Wetere KO WAI AU, NŌ HEA AU?Ernest Karl Harris HE KĀKANO AHAU I RUIA MAI I RANGIĀTEAJune Paratene TOI TE KUPU, TOI TE MANA, TOI TE WHENUAMonica Pile-Marsters DEVELOPING STUDENT AGENCY THROUGH A PURPOSE-BUILT CURRICULUM INCORPORATING ELEMENTS DRAWN FROM STEM, HEUTAGOGY, AND PLACE-BASED LEARNINGPoko Kirkwood ESTABLISHING WHANAU RELATIONSHIPS TO IMPROVE STUDENT SUCCESS THROUGH A COOKING CONTEXTPriscilla Tooley IMPROVE LITERACY SUCCESS FOR MĀORI LEARNERS THROUGH A CULTURAL LENSAna Kawenga COLLABORATIVE WRITING FOR SELF-REGULATING WRITERSBeverley Steward STRENGTHENING STUDENT ENGAGEMENT THROUGH PROJECT-BASED LEARNINGDonna Murphy STAFF CONFIDENCE, COMFORT, AND COLLABORATION IN A FLEXIBLE LEARNING ENVIRONMENTJohanna Wrack TE AKO O PŪMANAWATANGA: DIGITAL FLUENCY TO SUPPORT SCHOOL CULTURERosalie Stevens PERSONALISED EPORTFOLIO TO STRENGTHEN HOME-SCHOOL PARTNERSHIPTracey Brownlee PERSONALISED LEARNINGBernard Horne PLACE-BASED EDUCATION AS A MEANS FOR IMPROVING SENSE OF PLACE AND TANGATAWHENUATANGABrendon Shaw 21ST CENTURY SKILLS: COLLABORATION AND COMMUNICATION IN A YEAR FOUR AND FIVE CLASSBronwyn Clegg COMPUTATIONAL THINKING THROUGH REAL-WORLD PROJECT-BASED LEARNINGChristopher Clapham IMPLEMENTING PLACE-BASED LEARNING TO STRENGTHEN THE LOCAL CURRICULUMDavinia O’Callaghan ENHANCING ENGAGEMENT LEVELS THROUGH LEARNER AGENCY AND PROJECT-BASED LEARNINGJotika Devi STUDENT VOICE IN TRANSITIONKellie WallerTHE EFFECTS OF GAMIFICATION ON THE WRITING OF CHILDREN IN A YEAR 5 AND YEAR 6 CLASSKylie Fullerton RAISING LITERACY THROUGH INTEGRATED LEARNINGLinda Rubens DELIVERING AN AGENTIC TECHNOLOGY CLASSROOM USING METACOGNITIONMarty Richter HOW TO GLOCALISE, PODCASTERISE AND OTHERWISE SUPERSIZE YOUR INQUIRY UNITSShannon Watson A RESEARCH REPORT INTO THE PROFESSIONAL DEVELOPMENT OF TEACHERS IN TEACHING ETHICSStephen Woodnutt TEACHER APPRAISAL THROUGH A MULTIFARIOUS LENSTeresa Hannard TECH CLUB: COLLABORATIVE LEADERSHIP FOR DIGITAL EQUITY AND SUSTAINABILITYYvonne MacKinnon
Enhancing paragraph writing skills among second-year Ghanaian university student-teachers is essential for their academic and professional growth. Proficient academic writing demands mastery of cognitive processes involved in transforming ideas into coherent written discourse. Challenges such as grammatical errors, organisational deficiencies, and content generation issues are prevalent among student-teachers. This proposed study seeks to develop and implement a pragmatic paragraph writing model tailored specifically to the needs of second-year student-teachers in a Ghanaian university. The model integrates structured classroom teaching with a comprehensive guide aimed at simplifying the paragraph writing process and enhancing students' writing proficiency. Employing the pragmatic paradigm, the study employs a sequential exploratory mixed methods design. Action research guides the iterative development and refinement of the paragraph writing model. Pre-and post-intervention tests and semi-structured interview qualitatively measures errors, knowledge, challenges, and improvements in students' paragraph writing skills. Additionally, questionnaires quantitatively explore students' knowledge, perceptions, and experiences with the model, providing insights into its effectiveness and usability. The significance of this study lies in its potential to address gaps in writing instruction within Ghanaian teacher education programmes. By equipping student-teachers with essential writing skills in their academic journey, the study aims to enhance their ability to communicate effectively in educational contexts. The development of a practical paragraph writing model aims to empower educators with a structured approach to teaching writing skills, fostering academic excellence among student-teachers, hence improving their paragraph writing skills. DOI 335 INTRODUCTION Writing is an essential skill that students must develop for both academic success and personal growth (Graham et al., 2020). Effective writing demands extensive knowledge and profound cognitive processes to craft words, sentences, and paragraphs while adhering to the principles of English grammar. This involves using correct grammar, selecting appropriate vocabulary, employing proper punctuation, and organising information coherently (Ratnaningsih, 2020). Engaging in writing enhances students' English proficiency and fosters critical thinking, playing an important role in both professional and personal development. However, many students face significant challenges in composing scientific writing, regardless of whether they are native or non-native speakers (Nuruzzaman et al., 2018). In a second or foreign language, writing is particularly difficult due to the need to produce syntactically accurate, semantically acceptable, and culturally appropriate written work (Alsamadani, 2018). This complexity is compounded by the necessity of balancing multiple elements such as content, organisation, grammar, purpose, target audience, vocabulary, and mechanics (Ramasamy & Aziz, 2018). University-level academic writing demands a scientific approach characterised by intricate formatting and style requirements. One critical aspect that demands particular focus is the organisation of ideas into well-structured paragraphs. Effective communication in writing hinges on the ability to craft coherent and cohesive paragraphs as mastery of paragraph writing extends to essays and other writing assignments. Hussen (2015) highlights the importance of honing paragraph writing skills, which transcend the mere construction of sentences, phrases, or individual words. A well-structured paragraph consists of a topic sentence, supporting details, and a concluding sentence that brings the paragraph's sentences together (Raudatus, 2020). A such, the attainment of a well-structured paragraph hinges on the judicious selection of a topic sentence, an art that students should master to arrange their information logically. The sentences within a paragraph must have a clear and cohesive structure, with unity and coherence being essential attributes. The importance of paragraph writing is emphasiseed by its role as a fundamental unit of academic writing. Effective paragraph construction is a prerequisite for composing coherent essays and research papers. Hyland (2013) emphasises that university activities are fundamentally rooted in specialised forms of academic literacy. Addressing writing issues among university students is crucial to ensuring their academic success (Jurianto et al., 2015). From personal observations and discussions with colleagues in the teaching industry, it is evident that many students struggle with paragraphing skills, leading to weak academic performance. As a practicing academic instructor, I have identified weak paragraph skills as a significant factor contributing to students' poor academic outcomes. Teaching and assessing students across various educational levels in Ghana, I have noticed a lack of conceptual understanding of paragraphing. This requires improving students' understanding of the concept and helping them improve their writing performance. Discussions with colleagues confirm that students' weaknesses in paragraph construction are a major challenge in academic writing. Among second-year students at the Department of Basic Education, University of Education, Winneba, a persistent issue is the lack of fundamental competence in crafting effective paragraphs. Many students struggle with paragraph organisation, formulation of clear topic sentences, provision of supporting details, and seamless transitions. These deficiencies negatively impact the overall credibility of their writing. The challenges of writing paragraphs have been extensively studied, but most research focus on non-Ghanaian students (Hussen, 2015; Al-Zahrani, 2018; Wati, 2023). Research on Ghanaian students has primarily concentrated on theoretical aspects without offering practical strategies to aid students in overcoming writing challenges (Owusu, 2020; Sarfo-Adu, 2015). This study therefore aims to explore strategies and interventions to develop a model for improving paragraph writing among second-year university student-teachers in Ghana. The study seeks to answer the following research questions: 1. What are the common errors in second-year university student teachers' paragraph writing? 2. What challenges do second-year university student-teachers encounter in writing paragraphs? 3. How do strategies/approaches assist second-year university student-teachers in improving their paragraph writing skills? 4. How does the practical paragraph improvement model enhance second-year university student-teachers' paragraph writing skills?
La Investigación-Acción Educativa es un proceso colaborativo en el que docentes e investigadores trabajan juntos para identificar problemas y encontrar soluciones prácticas y sostenibles en el ámbito educativo. La presente investigación es de tipo documental, basada en la idea de que los cambios significativos en la enseñanza y el aprendizaje se logran mediante la reflexión profunda sobre la práctica docente y la implementación de acciones concretas. En este contexto, los docentes desempeñan un papel fundamental como agentes de cambio. Son quienes conocen las estrategias didácticas y están en contacto directo con los estudiantes. La innovación pedagógica surge cuando los docentes se involucran activamente en la mejora de su práctica, identificando fortalezas, oportunidades, debilidades y amenazas en su entorno educativo. La Investigación-Acción Educativa implica un proceso de deconstrucción, donde se cuestionan las prácticas habituales y se buscan alternativas. La participación de toda la comunidad escolar es esencial para lograr resultados significativos. Además, la alineación con la misión y visión institucional guía las acciones y contribuye al éxito en términos de logros académicos. Se asume una concepción ontoepistémica sociocrítico, de la realidad social, debido a que la Investigación-Acción Educativa es una herramienta poderosa para transformar la educación, promoviendo la reflexión, la colaboración y la mejora constante en las aulas.
В статье рассматривается метод «Исследование действием» / «Исследование в действии» (Action research) с позиции возможностей его применения в российском дошкольном образовании для развития компетентности дошкольных педагогов и повышения качества дошкольного образования как способ демократизации организационной культуры детского сада и школы. Проведен теоретический анализ зарубежных источников, представляющих как методологические основы, так и современные исследования об использовании метода в социальной практике, в том числе в образовании. Представлены результаты пилотного исследования запроса московских дошкольных педагогов на личностно-профессиональное развитие. Теоретическое и эмпирическое исследования обосновывают предложения авторов по разработке концепции развития практики исследования в действии в условиях московского дошкольного образования. Статья может быть полезна: для дошкольных педагогов — с точки зрения применения метода для индивидуализированной работы с детьми; для старших воспитателей и методистов дошкольных групп — с точки зрения повышения качества методического сопровождения педагогов и совершенствования организационной культуры; для исследователей в области образования — с точки зрения изучения возможностей метода; для представителей управленческих структур — с точки зрения развития региональных систем дошкольного образования.
The article discusses the Action Research method from the perspective of its application in Russian preschool education to develop the competence of preschool teachers and improve the quality of preschool education, as a way to democratize the organizational culture of kindergartens and schools. A literature review is carried out, representing both the methodological foundations and modern research on the use of the method in social practice, including education. The results of a pilot study of the perspective of Moscow preschool teachers to their personal and professional development are presented. Theoretical and empirical studies substantiate the authors’ proposals for developing a concept for the development of the practice of Action Research in the conditions of Moscow preschool education. The article may be useful for preschool teachers — in terms of applying the method for individualized work with children, for senior teachers and methodologists of kindergartens — in terms of improving the quality of methodological support for teachers and improving organizational culture, for researchers in the field of education — in terms of exploring opportunities method, for representatives of management structures — from the point of view of the development of regional systems of preschool education.
Action research represents a distinct approach to research that differs from traditional research methods. Instead of solely focusing on describing and explaining phenomena, action research aims to enhance practice in the real world. This means it focuses on identifying issues in practice, developing and testing interventions to address these issues, and ultimately evaluating the effects of these interventions. The research problem is the motivation of preschool teachers to engage in action research to improve educational practice. The aim of the research is directed towards determining the significance of action research that would contribute to the development of knowledge, skills, and abilities to improve the work of preschool institutions. The results have shown that preschool teachers have developed an awareness of the importance of action research and reflective practice, as the results obtained through the t-test indicate statistically significant changes in the respondents’ attitudes at the level of p=.000. Preschool teacher are motivated to enhance collaboration with cultural institutions through their own thinking and actions (p=.000), and it is important to them that preschool institutions establish collaboration with cultural institutions (p=.000).
While Content and Language Integrated Learning (CLIL) has been widely employed in Europe for about 30 years to teach content using an additional language, its extensive implementation in Kazakhstan began only recently. Its introduction was driven by the educational reform in Kazakhstani secondary schools, including the promotion of trilingual education, which involved teaching some subjects in English. For this reform to be effective, secondary schools require teachers to demonstrate high proficiency in the target language as well as knowledge of how to teach using that language. This pressing need raises the question of how to educate CLIL teachers and design effective continuing professional development (CPD) programmes. This chapter reviews current CPD policies and goals in the Kazakhstani CLIL context. It also presents effective CPD practices designed for CLIL teachers in one private secondary school in West Kazakhstan. These practices cover a personalized professional development trajectory scheme, action research and lesson study courses, and a curriculum mapping procedure. Major CPD challenges in the Kazakhstani CLIL context are briefly discussed and suggestions made for improving the existing situation.
As the world becomes more technology-driven, organizations are identifying and assessing technological opportunities and threats in order to stay relevant. These routines are what we refer to as technology forecasting. However, there is still a need for a method that fits the pace of technological advancements. To provide better guidance, we investigate current technology forecasting methods and execute an action research project in which we integrate scenario planning and text mining as a technology forecasting method. We provide the procedures for integrating scenario planning and text mining and offer a template for executing technology forecasting workshops based on our proposed method. Despite the barriers, such as the complexity of text mining or differences in experience among the participants, we found that our proposed technology forecasting method is perceived as a fast, in-depth, and repeatable approach.
There is an increased interest in whether online arts interventions support mental health and social connections. This study explored eight weeks of online group dance as support for young people (aged 16–24) living with anxiety. The applicability of the ‘social cure’ theoretical framework to the novel context of an online dance class was sought. The study utilised an embedded QUAL+quan design, incorporating participatory focus group discussions (n = 3 groups; n = 11 participants) and one-on-one interviews (n = 2 participants), creative reflections (n = 16 participants) and ethnographic fieldnotes, and a repeated measures design with surveys at three timepoints (week 1, n = 27; week 4, n = 18; week 8, n = 14). Thematic analysis identified two overarching themes demonstrating how the dance classes (i) provided the opportunity to co-construct a meaningful shared identity and (ii) supported holistic wellbeing. The quantitative findings supported this, suggesting lower anxiety, depression, and loneliness and higher wellbeing, self-esteem, self-efficacy, and group closeness. This study expands the social cure to its application to an online dance context for the first time.
This classroom-based action research study in the Malaysian secondary school context outlines the integrative approach used to incorporate mobile learning (M-Learning) into the delivery of a communication skills course for Peer Mentoring Group (PRS) participants during the Covid-19 pandemic. M-Learning refers to the use of mobile devices for the purpose of delivering educational content or learning experiences. Apps such as WhatsApp and Google Forms were harnessed as part of the strategy. Guided by Hendricks’ (2016) action research process, the study incorporated reflection, action, and evaluation phases. Data were qualitatively accrued from course presentation documents, student notebooks, and video recordings, then analysed and presented in a narrative format. This study not only enhanced PRS participants’ verbal and non-verbal communication skills but also provided a unique opportunity for educators to enhance their technology skills in a novel context. Abstrak Kajian tindakan berasaskan bilik darjah dalam konteks Sekolah Menengah di Malaysia ini menggariskan pendekatan integrasi untuk melaksanakan M-Pembelajaran bagi menjalankan kursus kemahiran komunikasi kepada Pembimbing Rakan Sebaya (PRS) sewaktu pandemik COVID-19. M-Pembelajaran merujuk kepada penggunaan peranti mudah alih untuk tujuan penyampaian kandungan pendidikan atau pengalaman pembelajaran. Aplikasi seperti WhatsApp dan Google Forms telah digunakan sebagai strategi M-Pembelajaran. Proses kajian tindakan Hendricks (2016) telah diadaptasi dengan merangkumi fasa refleksi, tindakan dan penilaian. Data dikumpulkan secara kualitatif melalui dokumen penyampaian kursus komunikasi, buku catatan murid, dan rakaman video. Kemudian, data tersebut dianalisis dan dipersembahkan secara naratif. Kajian ini bukan sahaja meningkatkan kemahiran komunikasi verbal dan bukan verbal PRS, tetapi juga memberikan peluang kepada guru untuk meningkatkan kemahiran teknologi mereka dalam konteks baharu.
Teacher inquiry is a way of enabling teachers to develop their knowledge, beliefs, and practices of teaching through reflection and understanding underlying issues that help them make informed decisions. Teachers are encouraged to inquire their teaching practices and beliefs about teaching, which in turn helps them develop personally and professionally. Such practical and cognitive inquiries can be carried out through different forms of research such as exploratory practice, reflective practice, and action research, each requiring different stages or cycles through which teachers can conduct research for professional development. These three forms of research are central to doing inquiry‐based professional development. Though each form of research by teachers is carried out following different procedures, they all have one common characteristic: helping teachers develop their profession through an inquiry‐based approach.
For over 30 years, literacy has been recognized as a key concern in Special Education Needs (SEN) and especially in Deaf and Hard of Hearing (DHH) education. No different in Mauritius, these children struggle to get passing marks in French language at elementary level. Addressing this concern, literature has been reviewed in the context of games for SEN and DHH education. Taking advantage of the potential of gamification, simple letter games have been developed using LiveCode. The games were administered to a sample of 14 SEN and DHH elementary students using the underlying action research theoretical framework. To assess the effectiveness of the games, the students' level of motivation after using the games was measured using the Instructional Materials Motivation Survey (IMMS) based on Keller's (2010) ARCS motivation model. The results demonstrated the potential of using LiveCode to develop timely serious games to support SEN and DHH students' literacy skills.
Teacher’s action research is one of the most powerful means of continual professional development (CPD) for English language teaching (ELT) professionals. It is an action-based research which is initiated, conducted and monitored systematically by individual/group of teacher-researchers. It is a method which involves teachers in the assessment and development of their teaching practices. The study aims to elicit whether English teachers working in engineering colleges of Telangana State have necessary support and opportunities for continuous professional development. It intends to understand the kind of training they have had in designing tailored materials and using appropriate methods in their classroom. Additionally, it investigates whether the use of teacher action research helps teachers in overcoming their problems and to contribute for their professional effectiveness. The research was conducted in two phases i.e. preliminary study and main study. Preliminary study was an attempt to explore problems and challenges faced by the teachers working in professional colleges through structured questionnaires and semi structured interviews. It reveals findings such as limited opportunities for professional development, unsure of designing tailored material and using appropriate methods. These findings led to designing main study where teacher participants were offered two week training on teacher action research. This phase encouraged teachers to identify problems in their texts. prepare model course material to strengthen their texts and test out the material for their effectiveness. The results of the study indicate that TAR has primarily developed their teaching practices (analysing their teaching systematically, taking feedback for improvement, planning remedial measures collaboratively etc). Secondly, it has enhanced their research skills (searching for required information, reviewing various integrated task types, designing a model course material, publishing classroom research experiences etc). Finally, it has developed awareness of their teaching profession and learners’ problems besides helping them to learn and grow personally and professionally.
A new framework curriculum of early childhood education in Bosnia and Herzegovina “Common core curriculum for preschool education”, published by Agency for preschool, primary and secondary education B&H (2018), will be presented in the paper. It aims to become the basis for a specific curriculum system in B&H, with comprehensive assumption to support the every child’s development, as well as, social, educational, and personal characteristics and needs, but on the other hand, the development of preschool practice and pedagogical science in early childhood
The BERA initiative on promoting Close‐to‐Practice (CtP) research raises new challenges for action research, particularly as uncertainties about the standing and rigour of action research were expressed in the report of the education panel for the 2015 Research Excellence Framework (REF) in the United Kingdom. The work of tackling these challenges is essential in advancing CtP research, and it discloses, in turn, new possibilities. In this paper we review some pioneering developments in action research and analyse the difficulties it has experienced in securing parity of standing with other forms of research. We argue that action research is more than, and sometimes other than, a social science. We seek to show that if action research is to be recognised by credentials that are its own, and judged by criteria that are proper to it, not only does it lose any lower standing. Rather, it becomes a major pathway, with deep roots in the critical traditions of Western practical philosophy, through which the defining purposes of education itself, as a distinctive human practice, are ascertained and affirmed, pursued and appraised.
Background:
Work-system participation and factors are associated with occupational vocal health for vocally reliant workers, such as sports coaches. However, there is limited use of systems approaches and worker collaboration to address occupational voice.
Objective:
The current research aimed to cooperatively consider coaches' vocally reliant systems participation, including addressing vocal ergonomic factors that can create barriers for occupational vocal health and voice use.
Methods:
Collaborative action inquiries explored vocal ergonomics with coaches (n = 24) from nine professional basketball teams. Across three basketball seasons, coaches and a subject matter expert identified what influenced coaches' voices and trialed approaches to optimize vocally reliant coaching participation. Nine action inquiry methods were used, including search conferences, ergonomic approaches to enhance systems participation, and focus groups. Multi-level analyses were also undertaken.
Results:
Participants cooperatively generated, implemented, and evaluated different strategies. A cumulative total of 57 strategies were explored within teams (team mean = 6.33, SD = 3, range = 4-14). Cross-case analysis identified 25 different strategy types. Overall, participants appraised 31.58% (18/57) strategies as supportive (i.e., enhanced facilitators for voice), 61.40% (35/57) strategies as somewhat supportive (i.e., some enhanced facilitators and some ongoing barriers), and 7.02% (4/57) strategies as unsupportive (i.e., pervasive ongoing barriers not mitigated by strategies). Further, factors across coaches' work-systems continued to influence coaches' voices in dynamic and complex ways.
Conclusions:
Collaboration with coaches enriched vocal ergonomic approaches by providing novel, context-anchored insights. Collaboration should form 'part' of broader mechanisms to support coaches' voice use and vocal health at work.
W badaniach pedagogicznych odwołujemy się do konkretnych teorii, które wyjaśniają sens sformułowanych problemów oraz hipotez, uzasadniają dobór metod, technik i narzędzi badawczych do określonego przedmiotu badań. Problematyka artykułu dotyczy procesu uczenia się muzyki poprzez audiację, który ma formę badań akcji, koncepcyjnie rozumianych jako dociekania podejmowane przez praktyków nad ich własną edukacją w celu jej usprawnienia. Program studiów na kierunku pedagogika wczesnoszkolna z modułem muzycznym realizowany przez kilkanaście lat w Uniwersytecie Kazimierza Wielkiego w Bydgoszczy umożliwiał podejmowanie w badaniach problemów traktowanych jako zastosowanie teorii uczenia się muzyki. W niniejszym tekście przedstawiono opinie studentów na temat włączenia do programu nauczania treści metodologicznych niezbędnych do prowadzenia badań w zakresie edukacji muzycznej. Rozważania dotyczyły audiacyjnego modelu edukacji, obejmującego proces rozwoju muzykalności człowieka od urodzenia do dorosłości. Zaprezentowane opinie świadczą o pozytywnym nastawieniu do badań z edukacji muzycznej i uświadamiają, że konieczna jest umiejętna analiza reguł, jakimi kierują się uczniowie, kiedy uczą się muzyki.
In this article, I report a two-year study of working closely with science teachers and examining perceptions of Year 9 (12–13 year olds) students in 13 New Zealand secondary schools. The Constructivist Learning Environment Survey (CLES) was used. The questionnaire was administered to 327 students in the first year and 362 students in the second year to find out their perceptions of their preferred learning environments in order to compare this with their perceptions of the actual situation. The data were used to plan improvements in learning environments through a teacher professional learning process by redesigning programmes and encouraging changes in students’ classroom behaviours. Co-constructive learning strategies and reshaping of lessons to include current topics were used as tools to encourage students’ expression of opinions, personal relevance and shared control in their learning. After each subsequent year-long intervention, the CLES was re-administered to reveal that there had indeed been an improvement. The research is distinctive because it is a learning environment study in New Zealand schools examining students’ psychosocial perceptions related to their first-year experiences of science at the secondary level.
There is a substantial body of literature related to action research in all its various forms. A small contribution to that work within a UK setting, this paper reflects on the early evolution of a state-led initiative designed to develop teachers in Wales as professional enquirers. Launched in 2018 and ongoing at the time of writing, the National Professional Enquiry Project (NPEP) is a genuinely collaborative effort involving schools, universities and the regional education consortia as key delivery partners. Whilst other attempts at building research capacity within the nation’s teaching workforce have been made, the project is unique in the Welsh context as it requires different parts of the education system to work in lockstep under the same banner. The paper explores one university’s emancipatory approach to professional enquiry, and provides insight into the ‘lived experience’ from the perspective of lead enquirer, university researcher and regional facilitator. Drawing on its authors’ privileged access as active participants, it uses autoethnography to crystalise what is learnt from these experiences into five guiding principles – foundational skills development, stakeholder coherence, dedicated time, professional autonomy and shared vulnerability – upon which a fruitful collaborative approach to developing teachers as professional enquirers should be founded.
Learning how to perform the clinical breast examination (CBE) as an undergraduate medical student is an important though complex activity, due to its intimate nature. A Physical Exam Teaching Associate (PETA) - based teaching session addresses this issue and is well founded in literature, though detailed information regarding its development is missing. In this study, we address this gap by providing a comprehensive description of the design and development of a PETA-based session for teaching the CBE. A qualitative study according to the principles of action research was done in order to develop the teaching session, using questionnaires and focus groups to explore participants' experience. PETAs were recruited, trained and deployed for teaching the CBE to medical students in a small-scale, consultation-like setup. Next, the session was evaluated by participants. This sequence of actions was carried out twice, with evaluation of the first teaching cycle leading to adjustments of the second cycle. Students greatly appreciated the teaching setup as well as the PETAs' immediate feedback, professionalism, knowledge and attitude. In this study, we successfully designed a PETA-based session for teaching the CBE to undergraduate medical students. We recommend using this strategy for teaching the CBE.
The fields of Holocaust Education and Holocaust Studies almost exclusively foreground the voices of professional academics. Practitioners are often the subjects of research, or the anticipated audience for it. The collection of papers gathered in this Special Edition aims to go some way to address this imbalance through foregrounding the voices of practitioner researchers (specifically teachers of students aged 11–18). The papers present good examples of practice, to offer an important contribution to the conversations that take place (or should take place) between the academy and practice, for their mutual benefit and the benefit of young learners.
During the COVID-19 pandemic, the practitioner and author of this practice in action took the initiative to carry out a piece of action research, by running a bakery sales project with Semai indigenous students. She found that running this project online and remotely was less successful than anticipated, due to the lack of physical proximity and issues with internet connectivity. Thus, in this practice in action, the resulting action research is discussed qualitatively and narratively, asking the following question: how can the practitioner enhance her practice as a special education teacher of Specific Vocational Skills (Bread Making), to improve the employability of Semai indigenous students through a bakery sales project? The bakery sales project not only exposed students to the work environment, but also enabled the practitioner to improve her content knowledge and pedagogy, especially with regard to developing meaningful lessons during the COVID-19 pandemic.
The challenges of contemporary education and teaching profession have resulted in an increased demand for the appropriate professional advancement and practice-based research. The action research is an approach that encourages teachers to manage and control their own work. This research was conducted with the purpose of being primarily beneficial for primary and secondary school teachers. The empirical research presented in this paper was based on the factor analysis, by which the research factors were extracted, as well as on the examination of the teachers’ attitudes towards methodological education, cognition and metacognition in teaching, reflexive practice, science education and lifelong learning in the context of the action research. The method used was descriptive together with the scaling technique and the five-level Likert scale (AISE) consisting of 29 items. The research was realized in 2020, and then retested in 2021. The number of 1021 teachers from the Republic of Serbia participated in this research. The research results showed statistically significant differences in the respondents’ responses related to the independent research variables: education cycle, teaching experience and the number of professional development seminars attended. The significance of action researches is reflected in the fact that the problems are resolved by the teachers themselves, not the scholars or academics who are not directly involved in teaching. Therefore, this research contributes to a greater motivation and support of teachers to raise their classroom activities and accomplishments to the level of a scientific research.
Action research in education
“Tendencias en la Investigación Universitaria. Una visión desde Latinoamérica”, es una obra de producción científica de la Colección Unión Global, adscrita al Fondo Editorial Universitario Servando Garcés de la Universidad Politécnica Territorial de Falcón Alonso Gamero (UPTAG). Es una publicación internacional, seriada, continua, arbitrada con apertura a todas las áreas del conocimiento, de acceso abierto. En el volumen XI, ofrece XV capítulos de alta calidad intelectual y científica generados por diversos investigadores que muestran los resultados del quehacer académico, científico, tecnológico y humanístico desarrollado en los diferentes escenarios de la sociedad. En este sentido el volumen XI del libro Tendencias, consciente de la complejidad e incertidumbre de las realidades que enfrenta la ciencia, presenta una diversidad temática orientada a dar respuestas a las necesidades de la sociedad actual que se encuentran inmersas en una acelerada dinámica de cambios y transformaciones debido a la gran circulación de información mediante el uso de las Tecnologías de Información y Comunicación TIC que evidentemente son de mayor utilidad en estos momentos de pandemia que cubre al mundo, puesto que se han desarrollado una serie de herramientas y métodos que permiten hacer eficiente y eficaz las actividades académicas, investigativas y laborales en todos los ámbitos del desarrollo humano por lo cual los académicos e investigadores se ven obligados a responder al entorno e interactuar en redes de investigación de manera más activa, participativa y colaborativa, a través de las mediaciones virtuales
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