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You and Your Action Research Project
Abstract
This book gives practical guidance on doing an action research project. Written for practitioners across professions who are studying on work-based learning programmes and award-bearing courses, this book is packed full of useful advice and takes the reader through the various stages of a project, including: Starting your action research project. Monitoring and documenting the action. Techniques for dealing with the data. Making claims to knowledge and validating them. Legitimating your research. Making your research public. Creating your living educational theory. The book's practical approach will appeal to practitioners and will encourage them to try out new strategies for improving their work. It will also be essential reading for those resource managers in schools, colleges and higher education institutions who are responsible for providing courses and support. This third edition of the best-selling book has been thoroughly updated and improved by a number of features, with new case studies from a wide range of disciplines, extracts from validated dissertations and theses (with information on how to access more examples via the Internet), points for reflection, checklists of reflective questions, and up-to the-minute information on current debates and ideas.
... As suggested in the introductory paragraph, this study makes meaning of the findings from a Participatory Action Research (PAR) project in a rural school in Kavre, Nepal. This PAR project aimed to develop knowledge and practice grounded in the participants ' context, mainly inspired by Kemmis and McTaggart (2005) and McNiff and Whitehead (2010). The PAR team included 2 PhD. ...
... It challenged the power structures in school where the researcher, the headteacher, teachers, and student representatives equally participated in reflective dialogues and decision-making. We encouraged such democratic participation to ensure a few fundamentals of PAR, like autonomy, empowerment, sustainability, and ownership (see Kemmis & McTaggart, 2005;McNiff & Whitehead, 2010). Drawing on the interdependence principle of the school as a living system, the PAR team remained open to manifold unintended and unanticipated contextual moves that would arise during the PAR process. ...
... I triangulated my reflective observations with the thoughtful comments of the co-participants, which they shared in the workshop, the meetings, and the debriefing sessions. Also, following the suggestion by McNiff and Whitehead (2010), I ensured the trustworthiness through member checking, where I shared and solicited feedback from research participants after the entire interpretation and meaning-making process was complete. ...
The dominant schooling design of the schools in Nepal celebrates Western-modern ideals of indoor schooling structure. The indoor design has continuously separated school education from the 'living' world. It has also constrained pedagogical innovations for outdoor teaching and learning. As textbook-based indoor teaching and learning has been culturally established as the standards of school education, despite several trainings and capacity development programs for headteachers and teachers, many schools in Nepal have not been able to address the intent of local curriculum for outdoor teaching and learning. Against this background, evidenced through the lessons learned from a Participatory Action Research (PAR) project for contextualized teaching and learning in a rural-located school in Nepal, this study portrays how the initiations for the local curriculum has been sandwiched in the limited space of linearly designed indoor pedagogical structure of the school. It argues the need to discover the ecological implications of the local curriculum. Following the transformative sustainability principles, the ecological implications suggest local curriculum practitioners revisit indoor schooling design and make it flexible to embrace community lifeworld as teaching and learning resources
... These wellorganised cycles allowed me to investigate the classes stepwise. The flexibility of involving participants' views and reflection is likely to be the most effective aspect of action research to allow me to understand the phenomenon in a better way (Kemmis & McTaggart, 1988;Elliot, 1991;McNiff & Whitehead, 2010). The views and suggestions from students did not influence the course of my research, but rather guided me to take the proper decisions while changing/improving the cycle and re-implementing it. ...
... Schön, 1995). Reflection is a cornerstone of the action cycle (Mckernan, 1991;Elliot, 1991;McNiff & Whitehead, 2010), as it enables researchers to assess the effectiveness of their practices. According to Elliott (1991), continuous reflection is essential for improving professional practices. ...
In this paper I show how I have used a Living Educational
Theory approach to improve my teaching and literature
students’ learning, as I generate knowledge whilst exploring the
question, “How do I improve what I am doing?” I report a
classroom-based Living Educational Theory Research study
conducted in a university in Pakistan, where I teach English
literature classes. I aim to improve students’ motivation to
learn and develop their cognitive abilities, with the
implementation of two cooperative learning strategies in a
fourth (final) year class. Two cooperative learning strategies
were implemented throughout a semester through actionresearch
cycles. Data was collected through lesson-feedback
forms, interview and class observation, and analysed
thematically. My understanding is that the methodology of
Living Educational Theory Research can be a very effective
approach for identifying practitioners’ living contradictions in
their practice, which leads to their research focus. It also
clarifies the values they embody in their practice and which
they draw on as their explanatory principles and standards of
judgement. Hence, the use of Living Educational Theory
Research may assist teachers in their own educational
professionalism and also student motivation to learn literature
and develop their cognitive abilities with English literature
learning.
... Also suggested in the introductory paragraph, this study makes meaning of the findings from a Participatory Action Research (PAR) project in a rural located school of Kavre, Nepal. Particularly inspired by Kemmis and McTaggart (2005) and McNiff and Whitehead (2010), the objective of initiating this PAR project was to develop knowledge and practice grounded in the participants' context. The PAR team included 2 Ph.D. researchers, 12 school teachers, the headteacher, SMC/ PTA members, 16 student representatives (two from each class starting from class 1 to class 8), and 6 community advisors (to represent the community voice). ...
... and student representatives equally participated in reflective dialogues and decision-making. We encouraged such democratic participation to ensure a few fundamentals of PAR like autonomy, empowerment, sustainability, and ownership (see Kemmis & McTagart, 2005;McNiff & Whitehead, 2010). Also, drawing on the interdependence principle of the school as living systems, the PAR team remained open to manifold unintended and unanticipated contextual moves that would arise during the PAR process. ...
The dominant schooling design of the schools in Nepal celebrates Western-Modern ideals of indoor schooling structure. The indoor design has continuously separated school education from the living world. Also, it has constrained pedagogical innovations for outdoor teaching and learning. It might be a reason that despite several trainings and capacity development programs for head teachers and teachers, many schools in Nepal have not been able to implement the local curriculum policy provision of the Nepal government. Against this background, evidenced through the lessons learned from a Participatory Action Research (PAR) project for contextualized teaching and learning in a rural-located school of Nepal, this study explores how the initiations for the local curriculum were sandwiched in the limited space of linearly designed indoor pedagogical structure of the school. From there, it argues the need to discover the ecological implications of the local curriculum. Following the transformative sustainability principles of authenticity, rationality, and ethical responsibility, the ecological implications suggest local curriculum practitioners to revisit indoor schooling design and make it flexible enough to embrace community life world as teaching and learning resources.
... To answer these questions, we adopt action research methodology (McNiff and Whitehead, 2009), taking the view of practitioners in corporate sustainability working collaboratively with key stakeholders and collaborators to identify relevant ESG decision challenges to be tackled, structuring the problem definitions, and building MCDA models in an iterative and interactive manner. In what follows, we explain how we tested the application of MCDA decision support models via 'use cases' at two organisations and evaluated their ability to progress more balanced outcomes towards decision making by comparing them to traditional decision-making methods (Fig. 1). ...
... Action research is a critical participatory method enabling practitioners to improve learning and practice to meet the needs of changing times and circumstances (Kemmis et al., 2014), distinct from traditional research methods in that it seeks to drive continuous improvement or change through learning, employing and testing practical solutions to problems in an iterative manner (McNiff and Whitehead, 2009). Learning is shaped by the actions and interactions of the researcher in the organisational context, and assessed in large part through critical self-reflection, but can be augmented with feedback from participants in the study. ...
Achieving the Sustainable Development Goals (SDG) Agenda 2030 requires accelerated reorientation and investment towards social and environmental goals, with sophisticated methods to resolve inherent trade-offs across goals and improvement on how companies define, measure and pursue social and environmental value. We use action research to test and evaluate the ability of an integrated assessment tool to support balanced assessments and decision-making across economic and environmental goals in two large corporations. Following characterisation of Environmental, Social and Governance practices, Multi Criteria Decision Analysis (MCDA) was applied to three use cases and the process evaluated and compared to business-as-usual decision-making processes. MCDA was intuitive, widely understood, models were easily developed by working with relevant staff to identify alternative options for ranking, appropriate criteria, measures, and parameters. MCDA was effectively applied to a wide range of decision problems related to materiality ranking, investment, and capability prioritisation. The process drove broader stakeholder engagement, revealed and challenged implicit assumptions and preferences on cost minimisation, improved robustness and transparency of decision-making, and, through integration of non-economic criteria, shifted favoured alternatives in all use cases. We pinpoint challenges and opportunities for broad-scale adoption of MCDA.
... We consider outdoor sport and practical activities as fundamental to the educational process, and that these are always 'more than activities' (Leather & Nicholls, 2016). The idea of living our values in our professional practice is, according to McNiff (2016), "at the heart of debates about demonstrating and judging quality and validity in action research" (p. 26). ...
... Action research is a cyclical process and involves a cycle or spiral of planning, action, monitoring and reflection (see e.g., Elliott,1991;Kemmis and McTaggart, 1982;McNiff, 2016;Mertler, 2019). It is a research approach that seeks to both take action and generate knowledge or theory regarding that action as it happens (Coghlan, 2019). ...
This paper explores the educational opportunities of a pedagogy of place based on an action research project, investigating a course at the University of Iceland in the field of leisure studies. The aim was to identify what gave students an understanding of a sense of place and to find out what meanings emerged for them. Following the fieldwork course, qualitative data was collected from participants using photo-elicitation, a focus group, and a documentary analysis of student writing. The findings highlighted the need of acknowledging the location's cultural, social, historical, and political past. Additionally, effectively translating the language used in this educational approach was found to be essential. An experiential pedagogy was valued by students when exploring and developing their sense of place. However, educators need to be aware that it takes extended, immersive experiences in nature to create opportunities for authentic, aesthetic, embodied experiences to generate deep conversations and dialogue between tutors and students. The study suggests that greater emphasis is needed on the place-responsive process, involving more opportunities for reflection, empowering students to actively apply place-responsive activities themselves, and raising, and addressing, global issues such as the climate crisis, and environmental and social justice. This action research study provided the authors continued opportunities to develop their pedagogy of place.
... This approach emphasises continuous inquiry and reflection to address practical challenges, treating lecturers as scholars actively engaged in improving educational practices. Unlike traditional reforms that restrict teacher autonomy, action research promotes educator-driven innovation (McNiff, 2016). In this study, the researcher uses action research to explore students' perceptions of the quality of podcasts and vodcasts in teaching academic writing skills at a distance HEI. ...
First-year students in open distance e-learning institution often encounter challenges in academic writing. These difficulties contribute to higher dropout rates, increased failure rates, and delayed qualification completion. Key obstacles include inadequate adherence to academic writing conventions, difficulties generating appropriate content, issues with citation and referencing, and deficiencies in writing style. To address these issues, podcasts and vodcasts were introduced as supplementary support tools aimed at reducing transactional distance and increase collaborative teaching and learning interactions. The study involved 30,000 students from diverse socioeconomic and cultural backgrounds. A qualitative research approach was employed, gathering data through online evaluation questions and focus group discussions. The findings revealed several challenges: poor sound quality resulting from weak voice projection, lecturers speaking too quickly, complex language usage, excessively long multimedia files, and information overload, all of which hindered comprehension. Based on students' feedback, a set of guidelines was developed to support both current and future lecturers in creating high-quality podcasts and vodcasts. These guidelines aim to enhance the academic writing skills of first-year students and promote a community of practice among lecturers. Key recommendations include maintaining a calm, audible, and neutral tone of voice, limiting the duration of podcasts and vodcasts to 15 minutes, using plain and straightforward language, simplifying module content, and providing transcriptions. By implementing these strategies, multimedia resources can become more effective and accessible, ultimately improving students' academic performance and retention.
... Engaging in educational research (plan-act-observe-reflect to foster values) (McNiff, 2009) allows educators to explore status quo (particularly in their academic domain) and best teaching methods that provides opportunity to exchange innovative, contextresponsive pedagogical new insights to the broader field of education. The compartmentalized approach may not be fruitful for educational practitioners as knowledge discourse and construction best occurs in a rich interdisciplinary environment (Rijal, 2020). ...
Continuous professional transformation among teacher educators is generally regarded as an ongoing process and often taken for granted in both discussion and research. The purpose of this reflective paper is to explore strategies for continuous professional transformation among teacher educators. For it, we (authors) employed a longitudinal qualitative research design, reflective research approach. We relied on qualitative data generated from 2022 to 2024 based on our, six authors’ professional reflective experiences, discussions, observations, and programs. We generated data texts from written reflections, documents, and meeting minutes. Adapting thematic data analysis approach we explored nine themes of continuous professional transformation among teacher educators such as engaging in critical collaborative inquiry, nurturing diverse learners, sharing success and sad stories, fostering intellectual growth and ethics, conducting research, monitoring and mentoring, problem solving, pedagogical innovation, and continuous reflective practices. The findings of our study revealed the collaborative inquiry, self-reflection, and lifelong learning are essential for professional growth, enabling educators to refine their practices in response to evolving educational needs. The study also revealed the chief strategies for continuous professional development as taking responsibility of given tasks, making contributions in collaborative tasks and taking self-initiation. Our study recommends the potential implications of these strategies as significant to the early career teacher educators who aspire for continuous professional transformation in their university contexts.
... To fulfil the objective of creating an EAPP syllabus tailored for pharmacy students, this study was structured as first-person (Reason & Bradbury, 2008) and practical (Creswell, 2005) action research. According to McNiff et al. (1996), the goal of first-person/practical action research is to transform one's thoughts, actions, and attitudes toward a specific issue, thereby enhancing professional practices within this area of influence. As for the current study, the teacher-researcher felt the need to design an EAPP syllabus for pharmacy students and fulfilled this intention by engaging in action research with the stakeholders in the context. ...
Developing an English for Specific Purposes [ESP] course necessitates a focused approach during the needs analysis phase, as it aims to address the specific language skills required by a particular community of practice. This study conducted a targeted needs analysis to support the development of an English for Pharmaceutical Purposes [EPP] course within an EFL context. As a part of an action research project, the researchers identified learning outcomes derived from this preliminary phase of ESP course design. To achieve this, semi-structured interviews were conducted with faculty members at a pharmacy faculty, alongside a document analysis of existing EPP syllabi from Turkish universities and pharmacy-specific English coursebooks. The findings from interviews reveal that, given the EFL context, certain English for Academic Purposes [EAP] skills are critical in addition to the language competencies needed for pharmaceutical contexts such as pharmacy stores, pharmaceutical companies, international collaborations, international hospitals, and pharmaceutical laboratories. Additionally, the context-driven learning outcomes identified through document analysis can assist ESP practitioners in selecting domain-specific topics and tasks for EPP syllabus design, while also integrating them with interview-based learning outcomes. Recognizing the context-specific nature of ESP, the proposed learning outcomes aim to provide ESP practitioners with a practical framework for designing tailored courses.
... Nor is this to diminish the theoretical dimension of action research; on the contrary, theory building is conceived as an integral aspect of constructing practical knowledge through action. The form of theory generated through action research has been called 'living theory' (McNiff, et al., 1996); by sharing living theory with colleagues, practitionerresearchers aim to contribute to the knowledge base of their professional community. However, whilst action research involves theory building, its main purpose is the improvement of personal educational understandings and practices, and the wider situations that impact on these. ...
The purpose of this Symposium is to explore critically ideas concerning knowledge construction and on-line environments. Three papers are offered which raise some general issues grounded in particular contexts These papers are addressing three overarching questions: what do we mean by knowledge construction? do we have a sound foundation for believing that knowledge construction takes place in on-line environments? and, what constitutes evidence for knowledge construction? The first question leads us to review attempts to theorise about knowledge creation through on-line discussion. These accounts derive from broadly social constructivist theories of learning and often place particular emphasis on communities of practice. They have a particular relevance in a 'late modern age' when professional knowledge is subject to rapid change and more open to contestation. A common point of reference in this Symposium is the distinction between propositional knowledge and 'practical' knowledge or 'know-how'. We ask how far this distinction is helpful in our consideration of constructing knowledge within and about the on-line learning community. The second question leads us to explore specific examples of online learning and the judgements we have reached about their effectiveness. We recognise the value of on-line learning in giving learners opportunities to share knowledge; to provide peer support; to enable a more measured and reflective type of discourse. At the same time we are aware of the constraints of time and access in the forums we have evaluated and the reticence of some learners to take part. Our experience of evaluating on-line working leads to our third question concerning the evidence of knowledge construction. We have conventional means to evalauting on-line working, such as questionnaires surveys, learners diaries and interviews, as well as new possibilities including dialogues within on-line forums and access to on-line discussion transcripts. We have worked within broadly action research perspectives that have given rise to particular issues concerning the purposes and politics of research and the validation of findings in the experience of learners. Our research poses particular ethical problems to of accountability, confidentiality and permission. Writing about such research, there is a need to acknowledge the personal nature of knowledge and the issues that arise from the researcher's construction of case 'narratives'. Our attempts to consider professional knowledge creation within on-line forums bring us back to considering how we ourselves create our own professional knowledge. Papers: Discourses on collaborative networked learning Catherine Edwards Construction of Professional Knowledge within an On-line Environment: the Case of Teacher On-line Forums Michael Hammond Researching Networked Learning and Teaching: a Case Study in Practitioner Knowledge Construction Philippa Levy
... Adopting a social justice lens in postgraduate supervision recognizes the potential of research to drive positive social change (McNiff, 2016). It empowers students to become active agents of change. ...
This paper explores the interconnectedness of postgraduate research and supervision in South African higher education, highlighting its impact on innovation, teaching, and learning. Effective supervision is crucial for fostering critical thinking, problem-solving, and intellectual curiosity. If done properly, effective supervision can potentially lead to groundbreaking discoveries and enriched academic landscapes. However, challenges like poor communication and moral dilemmas can hinder the research supervision process, emphasising the need for clear roles and a strong working relationship between students and supervisors. Drawing from Social Constructivism and a university-funded study, this paper argues that acknowledging and cultivating this symbiotic relationship is crucial for driving progress in research, teaching, and social justice agendas. The findings, based on insights from novice and seasoned research supervisors and their students, contribute to the literature on research supervision and its role in unleashing student potential. This paper is purely theoretical and it aims to enhance the quality of postgraduate research and its impact on higher education, ultimately strengthening institutions as centres of learning and innovation.
... The collective of teachers that constitutes Learning Lab Overvecht forms a community of inquiry that questions and researches its own educational practice by means of first person action research (Coghlan, 2019;Mcniff and Whitehead, 2010). In the modality of action research that we adopt, we use action research as an emergent inquiry process which is simultaneously concerned with bringing about change in the educational setting, developing self-help competencies of ourselves and adding to scientific knowledge (Coghlan, 2019). ...
In this short paper, Peter Linde and Thea van Lankveld describe how a collective of teachers forms a community of inquiry that questions and researches its own educational practice by means of first person journaling, second person co-investigation and going through several action research cycles, and third person contribution to science.
... La RAF associe chercheurs et praticiens pour résoudre des problèmes vécus dans la pratique et produire des savoirs scientifiques (McNiff et Whitehead, 2010). Les objectifs de cette recherche participative s'articulent autour de trois pôles : 1) le pôle Action vise l'amélioration de la capacité des élèves à réguler leurs émotions et leurs comportements 2 ; 2) le pôle Formation cible le perfectionnement des habiletés des intervenants à soutenir les élèves en ce sens; 3) le pôle Recherche comporte plusieurs objectifs. ...
Les formes moins conventionnelles d’intervention psychosociale obtiennent de plus en plus d’attention dans la perspective de soutenir les adolescents présentant des difficultés d’adaptation socioémotionnelles et comportementales pour qui l’école devient trop souvent source de méfiance, voire de souffrance. Cet article découle d’une recherche-action-formation réalisée en partenariat avec une école secondaire dans le but de soutenir des adolescents présentant d’importantes difficultés d’adaptation socioémotionnelles et comportementales par le biais d’une programmation d’intervention psychosociale par la nature et l’aventure (IPNA). Afin de dégager les retombées du programme d’intervention ainsi que les facteurs pouvant influencer ces dernières, nous avons cherché à répondre aux questions suivantes : quelles sont les aspects du projet les plus signifiantes pour les jeunes et qu’est-ce qui y contribue ? Quelles sont les retombées perçues du projet d’IPNA ? Accordant une grande valeur à la voix des jeunes encore trop peu représentée dans la recherche, nous avons réalisé des entrevues individuelles avec dix adolescents âgés de 15 à 18 ans et avons procédé à des analyses descriptives inductives. Pour ces populations vulnérables, les résultats dévoilent le rôle important du plaisir, de la mise à distance du quotidien difficile et du soutien du groupe devenu catalyseur de relations plus positives et nourrissantes. Leurs propos mettent en lumière que certains défis vécus et surmontés perturbent l’image négative qu’ils ont d’eux-mêmes et constituent des leviers à la (re) prise de confiance en leurs capacités.
... Collaborative action research allows teachers to explore what is meaningful to them and in doing so, share their journey of exploration (McNiff & Whitehead, 2010). ...
This study investigates teachers’ perspectives on the use of a mathematical argumentation teaching strategy in elementary mathematics in which students disprove mathematical statements they already know to be false. Mathematical argumentation is a process through which students develop an argument about a mathematical concept and rationalize its truth or untruth through mathematical reasoning but is if often underused in mathematics. In this study we focused on a argumentation tasks which involved providing students with number statements which they already knew to be false, and inviting them to argue, using visuals, numeric notation, and/or written explanations, why it was false. Through practical action research, seven teachers from two different schools implemented this approach in their mathematics programs to one hundred and thirty-one students over the course of five months. Findings indicate this approach was easy to implement, improved student engagement, supported learners who struggled and deepened students’ mathematical knowledge. We believe that this approach can be used as a precursor to more formal proofs and provide more access for teachers and students in exploring mathematical proofs in elementary classrooms.
... In this study, I use Action Research (AR) as a framework to transform my practices around teaching and learning skills towards becoming a more ethical coach. AR is often used by coach researchers to increase self-awareness through iterative cycles of planning, action and reflection (McNiff & Whitehead, 2016). To help me transform my coaching practices, I employ a new pedagogical approach (kinesio-cultural exploration or KCE). ...
Rhythmic gymnastics (RG) is a sport that combines complex technical movements with hand-held apparatus, which, in turn, is used as an extension of the body’s movement. Therefore, coaching RG requires specialized knowledge for the athletes to successfully develop the required technical skills. In Canada, RG coach education is primarily delivered through formalized courses and informal learning of coach mentoring, experiential learning as a gymnast within a club setting, and copying examples from top international coaches. Traditionally, RG coaching has followed authoritarian coaching practices with the coach dictating the training to focus specifically on repetition of RG specific skills. These coaching practices can have unintended harmful, long-term consequences. In this study, I develop my own practice as an RG coach to consider more ethical coaching. To do this, I employ Action Research to implement a novel approach to skill learning, kinesio-cultural exploration (KCE), that requires me to reconceptualize skill development in a competitive RG setting and challenges the traditional authoritarian relationship between coach and gymnast.
... It is often collaborative and involves a continuing cyclical process of planning, acting, observing, and reflecting. Learn more about action research and read several case studies (see Altrichter, Posch & Somekh, 1993;Atweh, Kemmis & Weeks, 1998;Hollingsworth, 1997;Hopkins, 1993;Kemmis & McTaggart, 1988;McNiff, Lomax, & Whitehead, 1996;McTaggart, 1997;Noffke & Stevenson, 1995;Wallace, 1998). Query colleagues to determine whether there is interest in forming an action research support group and begin to develop a community of researchers committed to investigating classroom practices and teacher effectiveness. ...
It has been a quarter of a century since the passing of Title IX (1972) which barred sex discrimination in educational programs receiving federal funding. This federal action, combined with an interest in determining to what extent education reproduces gender inequality, prompted a number of studies and intervention programs. Ten years after Title IX, a disturbing report revealed how subtle and consistent acts by college faculty left women at a distinct disadvantage (Hall, 1982). This was further supported by the Sadkers’ research, which found that the students least likely to receive attention were minority females (Sadker & Sadker, 1994). This suggests that female ESL students are potentially the most vulnerable to sexism in education. This paper provides a brief survey of research on sexism in education, reviews studies that focus on gender in ELT, and offers five recommendations to facilitate the recognition and reduction of sexism in ELT.
... Action research is about finding ways to improve practice, where practice is understood as both action and research [20]. In this research design, the reflexive approach plays an important role, which is achieved at the level of self-critical reflection and the reflection of critical friends [21]. ...
... Furthermore, it can be an ongoing process during their professional career, since doing action research in the teaching profession is recognised as a very important aspect of teachers' professional development. Namely, action research with its main phases [plan, act, observe, reflect] enables teachers to think critically and creatively about their educational theories and teaching practice and to continuously improve it [71]. Reflection on key educational issues is needed in order for one to understand the determined aim of education and learning outcomes, their nature and relation to holistic personality development and the choice of curricular contents, learning and teaching strategies that will enable their achievement as well as evaluation that will establish whether determined aim and learning outcomes are achieved [18]. ...
Teachers' educational philosophies have a great influence on teachers' actions in the classroom. They are partly influenced by the dominant pedagogical paradigm expressed in the strategic educational documents, but there are also some other factors that influence teachers' educational philosophies. This research aimed to determine secondary school teachers' educational philosophies and whether they differ in relation to a teacher's work experience, type of school, and educational program. A total of 355 secondary school teachers in Split-Dalmatia County in the Republic of Croatia participated in the research. The philosophy preference assessment scale consisting of two subscales (traditional and contemporary educational philosophies), was applied. The results showed that: secondary school teachers generally agreed more with contemporary than traditional educational philosophies; grammar school teachers agreed more with contemporary and vocational school teachers with traditional educational philosophies; the education program was a significant factor only for the subscale of traditional educational philosophies; and years of work experience was not a significant factor for either subscale. The results are discussed in the context of the relationship between teachers' educational philosophies, values, beliefs, and teaching experiences and the need for teachers to raise awareness of their educational philosophies and continuously compare and harmonise them with their educational practice.
... Démarche méthodologique, recueil et analyse des données 7 La présente étude s'inscrit dans le cadre de la recherche-action (Carr & Kemmis, 1986 ;Macaire, 2007) et notamment dans la recherche-action collaborative (Bonny, 2015 ;McNiff & Whitehead, 2010). Elle entre aussi en résonance avec l'ethnographie qui facilite la compréhension des comportements des élèves et de leurs enseignants, en particulier dans des situations d'acquisition des savoirs qui se font à travers le langage (Farmer & Labrie, 2008). ...
Cet article se focalise sur les apports des approches plurielles dans la formation continue des enseignants dans le contexte éducatif grec. Plus précisément, il examine les représentations des enseignants sur l’exploitation de ces approches en classe lors de l’expérimentation d’un dispositif de formation hybride portant sur le plurilinguisme. L’attention est ainsi focalisée sur les entretiens avec les enseignants réalisés lors de la formation en présentiel, qui ont été enregistrés et par la suite transcrits. L’analyse des données a révélé que les professionnels de l’éducation saisissent les bénéfices de la mise en œuvre des approches plurielles en classe à la fois pour eux-mêmes et pour leurs élèves. Ils n’hésitent pas à exprimer leurs idées sur la conception de projets basés sur leur approche préférentielle et anticipent les articulations entre les approches qui peut dépendre des besoins de leur classe. Les résultats mettent en exergue l’appropriation de postures plus inclusives et réflexives chez les professionnels.
... Focus groups were chosen as according to Maykut (1994) and McNiff (2003) one of the aims of interviews is to allow the participants an opportunity to listen to and contribute to the group which can bring new insights and allows individuals to develop and articulate their own experiences better. There is also the opportunity for the researcher to probe further any ideas, concepts or experiences discussed. ...
in partial fulfilment of the requirements for the degree of Master of Information Studies (LIBS) Feb 2011 i Abstract There is a large body of work on the barriers that Māori, other indigenous peoples and minorities encounter at educational institutions, there is also research into the barriers that these groups encounter within the health sector and a smaller body of work pertaining to these same barriers within public and school libraries. This research combines the findings from these bodies of literature with the results from two focus groups of university students to explore the possibility that there are barriers which they may have encountered at their university library. The results showed that there were barriers within the university library, and like other barrier research these were many and varied and were dependant on a number of factors including, institution (library system) size, and individual expectations of the student. These findings are discussed in terms of the implications that they have for Māori university students, and suggestions are made for further research, as well as ways that these barriers may be countered.
... The term "action research" was first coined by Lewin (1946), denoting a research method in which actions performed in the study generate knowledge and create meaningful long-term changes. According to McNiff (2016), action research has different approaches. However, they are all commonly characterized by the active involvement of the researchers as part of a team that strives to improve the general process, which includes the planning, implementation, and examination of the action. ...
... The researcher was concerned whether challenges at client organization could be solved by improving an effective business process to support IT DR activities. The Action Research (AR) approach provides the means to answer suitably this type of research question (Dick, 2004(Dick, , 2011McNiff, 2003McNiff, , 2013. The AR approach is categorized as a qualitative research method. ...
Research gap are being perceived on Knowledge Management (KM) and Protection Motivation Theory (PMT) in the outlook of Disaster Recovery (DR) in Information Technology (IT) organizations. Preliminary interviews with the organization implied that the organization facing two main challenges in the context of DR, namely (i) absence of centralized lesson learned database, and (ii) lesson learned is not being safeguarded during DR test activity. We found that IT organization can benefit from the inclusion of KM concept within the process improvement to support its Disaster Recovery activities. On the other hand, PMT model will help researcher to look into the motivation elements that will safeguard valuable information or lesson learned during DR test activities. This research is an Action Research (AR) to improve DR process in a client organization which is one of the IT Multinational Company (MNC) in Malaysia. Mixed method approach will be used as to obtain some variation in data collection which will lead to greater validity. Our aim is to fill the theoretical gap in KM and PMT for DR in IT organizations. This paper presents the result of the first stage in canonical action research which is Problem Diagnosis. The proposition of this research is that an improvised process can successfully support disaster recovery activities in IT organizations. 1.0 Introduction Disaster Recovery (DR) is a process focused on the improvement of a Disaster Recovery Plan (DRP) to recover IT infrastructure components from disaster, it was distinguished as knee-jerk and focuses only on recovery of infrastructure components (Herbane, Elliott, and Swartz, 2004). The DRP process outlines strategies that will support the resumption of business critical operations and functions of an organization (Chow, Wings, and Ha, 2009). DR activities require accurate information and preserve valuable knowledge in order to safeguard IT components. This knowledge can significantly support disaster activities (Davenport and Prusak, 1998). Lesson learned and best practices entries are changes in processes made throughout the organization that have led to improved processes (O'Leary, 1998; Alavi and Leidner, 2001). Infusion of KM elements into a DR process especially in IT organization is still unavailable. In this study, the selected client is one of the many other IT MultiNational Companies (MNC) in Malaysia. During the preliminary interview with client organization, researcher understood that lesson learned database to capture all lesson learned from each DR test appears to be absent. However the information is being captured in post-test report separately after each DR test. Mohanty et. al., (2006) indicate that knowledge on disaster management approaches are materialize to be fragmented and emphasized an apparent gap in information harmonization, which is true in the case of client organization. Two pain points were observed during the preliminary interview with DR Team, first is some of the lesson learned could not be remembered during post-test report write-up and second is the quick reference on all best practices are not obtainable from one centralized database. Innovative stakeholders will be extraordinary because they will be able to learn from lessons, and put into practice in the future disaster activities, this is an additional role criteria for a stakeholder (Moe, Gehbauer, Sentz, and Mueller, 2007; Seneviratne, 2015; Pathirage,
... Action research is the creation of knowledge by analysing one's own practice and the improvement of one's practice by using this knowledge (McNiff & Whitehead, 2010). The purpose of action research is to solve problems in a program, organisation, or community (Patton, 2014). ...
This action research involves the use of Grossman's representation, decomposition and approximation framework in field experience and how pre-service teachers can use digital tools in literacy instruction. The analysis of the data revealed that pre-service teachers' participation in this action research had an impact on their self-efficacy beliefs towards literacy teaching (SEB-TL) and microteaching skills, and that the participants felt that teaching a field experience-based literacy instruction course (LIC) integrating the use of digital tools contributed positively to their professional development. Based on the research findings, the need to integrate digital tools into literacy instruction in teacher education in the 21st century was discussed. In addition, the importance of simultaneous implementation of field experience and theory in literacy instruction was discussed by bringing an alternative perspective to teacher education programs, in which theoretical courses are given first and then theory and practice are combined.
... A reconnaissance exercise was embarked upon to understand the current state of play in executive education as represented by 14 of the world's top business schools ranked by the Financial Times. According to McNiff, Whitehead and Lomax (2003), reconnaissance refers to those activities that can help a researcher to determine 'where I was at, what I hoped to achieve and how I thought that I would get there' or, 'where I was starting from in my real-world situation' (p.35). ...
This paper presents a conceptual instructional design (ID) model for executive education derived from business school good practice and education theory. A review of executive education literature finds that today’s executive education offerings are required to be real-world oriented, closely aligned with the demands of the post-pandemic workplace, attuned to the changing needs and circumstances of adult learners and sufficiently able to deliver immersive learning. A reconnaissance investigation of 14 top-ranked business schools identifies the most frequently adopted teaching and learning approaches in executive education considered as good practice for the sector. These include experiential learning, collaborative learning, and technology-enabled learning. The proposed conceptual instructional design model is rooted in these approaches alongside three key principles that underpin experiential learning, namely authenticity, reflection and collaboration. Moreover the model proposes ADDIE supported teaching approaches to ensure the realisation of these principles within an appropriate constructive learning environment (CLE). Informed by activity theory, an ‘activity system’ is presented as the outer shell of the model to ensure that an executive education-oriented CLE is informed by learner needs and authentic context.
... Ως ερευνητική, παιδαγωγική διαδικασία η έρευνα δράσης έχει τόσο συµµετοχικό χαρακτήρα όσο και σαφή κοινωνικό προσανατολισµό (Βλαχάκη, 2019). Ειδικότερα κατά τη διάρκεια 2017-2018 στο 23 ο ∆ηµοτικό Σχολείο Καλαµαριάς υλοποιή θηκε µία παραγωγική έρευνα δράση στο πρότυπο του µοντέλου της J. McNiff (2010McNiff ( . 1995, σύµφωνα µε το οποίο παρέχεται η δυνατότητα στον ερευνητή και στην ερευνήρια να προσεγγίσουν περισσότερα από ένα ζητήµατα. ...
Tο αρχείο που λειτουργεί κατά τα δύο τελευταία χρόνια στο 23ο Δημοτικό Σχολείο Καλαμαριάς περιλαμβάνει ηχητικές και φωτογραφικές μαρτυρίες από τις ιστορικές περιόδους Β ́Παγκόσμιος Πόλεμος: ελληνοϊταλικός πόλεμος και Κατοχή στη Θεσσαλονίκη, Δικτατορία 1967-1974, η Θεσσαλονίκη αλλάζει τη δεκαετία του ́50 και του ́60, Προσφυγιά και Μετανάστευση: σύγχρονες και παλιότερες προσφυγικές και μεταναστευτικές ροές. Η λειτουργία του αρχείου εξυπηρετεί τους στόχους της σύγχρονης ιστορικής εκπαίδευσης που αφορούν στην ανάπτυξη δημοκρατικής και συμμετοχικής κουλτούρας στο σχολείο, όπως η αποδοχή κι ο σεβασμός της ετερότητας, η κριτική γνώση του εαυτού και του κόσμου, η εξοικείωση με εναλλακτικές, πολυφωνικές προσεγγίσεις του παρελθόντος, η διαπολιτισμική ευαισθητοποίηση, η ανάπτυξη των αξιών της ισότητας της δικαιοσύνης και του διαλόγου.///
The historical archive of the 23rd Primary School of Kalamaria-Greece, which was created two
years ago, comprises narrations and photos of informants related to four historical periods. In
specific: Second World War: Greco-Italian and Nazi occupation in Thessaloniki, the period of Dictatorship
1967-1974, Thessaloniki changes in the 50s and 60s, Refugee and Migration movements
a²er the Asia Minor Catastrophe and nowadays. The archive has been created due to the
collaboration of teachers, pupils and their parents who come from different cultural backgrounds.
It promotes democratic and participative culture at school and conduces to the development of
competences such as critical understanding of the self and the world, tolerance of ambiguity
and different aspects of the past, intercultural sensitivity openness to cultural otherness, valuing
equality, justice and dialogue. The archive also fosters the development of historical skills, critical
thinking and creativity. It constitutes a new memory space, by which the individual experiences
and memories are being recognized. At the same time it contributes to the shaping of the collective
memory and has a unifying impact on the school community.
Keywords: Oral testimonies, school archive, democratic culture.
Action research (AR) has emerged as a preferred methodology among practice-based doctoral candidates, particularly in education. In conjunction, having a thorough understanding of AR methodology in doctoral studies is a must. Thus, this article investigated the methodology of AR used in doctoral studies within the education disciplines from January 2013 to October 2024. The study included eight ProQuest doctoral dissertations and twelve articles from the Scopus database, selected based on relevance to AR methodology, focus on education disciplines, and methodological rigour. This study focuses on theoretical frameworks, AR models and types, data collection methods, sampling techniques, and sample sizes employed by action researchers. The findings revealed that Grounded Theory was the most commonly utilised theoretical framework, supporting iterative theory development to address complex educational challenges. The flexibility of AR models allows researchers to adapt methodologies to specific contexts, enhancing study efficacy and responsiveness. Traditional AR methods remain widely used due to their seamless integration into professional practices. The duration of AR projects varied, but at least one AR cycle was needed to tailor timelines to issue complexity. Interviews emerged as the primary data collection method, supplemented by questionnaires and focus groups. Most studies employed convenience sampling, with quantitative samples ranging from 25 to 275 participants and qualitative cohorts comprising eight to eleven individuals. This approach aligns with AR’s focus on addressing practical problems and fostering self-improvement, ensuring researchers balance data collection with meaningful insights. Although AR findings are not widely generalisable, their adaptability enables researchers to develop context-specific interventions tailored to the unique needs of educational settings. The iterative nature of AR fosters evidence-based improvements, reflective practice, participatory engagement, and real-time problem-solving. Future research should integrate structured frameworks, adopt mixed-methods approaches, and engage stakeholders to enhance the credibility and applicability of findings, contributing to a deeper understanding and more effective implementation of AR in educational research.
Introducción: Este estudio explora la integración de chatbots que representan roles corporativos en un proyecto transversal de un grado en diseño digital en línea, buscando complementar las labores docentes, crear una sensación de comunidad y acercar al alumno a un contexto empresarial simulado. Metodología: Se aplicó una investigación-acción con un diseño metodológico teórico-práctico, apoyado en entrevistas a profesores y alumnos, y en el análisis de las interacciones alumno-chatbot. También se realizaron encuestas a los alumnos voluntarios. Resultados: Los chatbots proporcionaron retroalimentación especializada y fluida, simulando un contexto laboral de manera realista. Discusión: La integración de la IA en el entorno académico mejora la experiencia de aprendizaje y la autonomía de los estudiantes. La mayoría de los estudios consultados apoyan la inclusión de estas tecnologías, resaltando su capacidad para simular interacciones profesionales y mejorar habilidades prácticas y sociales. Conclusiones: Los chatbots asistenciales son útiles en la educación en diseño gráfico en línea, preparando mejor a los estudiantes para el mundo laboral.
Los planes y programas de estudio en México señalan que las niñas y los niños disponen de los dos primeros años de educación primaria para consolidar la adquisición de la lectura y escritura, sin embargo, al concluir el primer grado e ingresar a segundo grado no consiguen leer con total autonomía, principalmente en el proceso cognitivo de la fluidez lectora. Por ello, se considera necesario incluir en el proceso de enseñanza y aprendizaje diferentes actividades que la fortalezcan, por ejemplo, diseñar estrategias didácticas inclusivas que fortalezcan la lectura garantizando el proceso de atención a la diversidad. El objetivo general de este trabajo fue presentar una propuesta didáctica de estrategias didácticas inclusivas que fortalezcan la lectura en los estudiantes que cursan el segundo grado de educación primaria “Álvaro Aguilar Curmina” de la ciudad de Champotón, Campeche, durante el segundo trimestre del ciclo escolar 2023-2024. El enfoque de este trabajo es cualitativo, tipo de investigación-acción participativa, la población muestra está integrada por los 30 estudiantes que cursan el segundo grado de educación primaria. Los instrumentos para la recolección de datos fueron listas de cotejo y guías de observación. Los resultados finales fueron que se mejoró el desarrollo del lenguaje, la alfabetización y la conciencia fonológica y, por tanto, la lectura como la fluidez lectora no se limitaron a la codificación ni a la reproducción literal, sino a un proceso de interpretación y construcción de significados siendo así, una lectura con mayor autonomía.
The NHS faces increasing pressures to deliver higher quality service and care with
diminishing budgets and cost-saving requirements year-on-year. This research
explores attitudes towards models of CPD and CPD activity of NHS educators and
the levels of engagement of individuals in their professional learning. Models of
professional learning in the NHS in England continue to be a source of heated
debate, particularly in relation to the currency and relevance of the knowledge and
skills expected of staff responsible for programmes of professional learning
development in the sector. At the same time, the teaching profession in general
continues to undergo constant change as political and social landscapes shift.
Increasing pressures are being placed on the finances of individuals and
organisations regarding budgets for Continuing Professional Development (CPD).
Preoccupations with ensuring value for money are high on the managerial agenda.
Many qualified educators working in non-standard education settings such as the
NHS see themselves as teachers whose subject specialism is the discipline and
practice of Education. No more, no less. While others regard themselves as ‘dual
professionals,’ for example, clinicians who also teach. In the case of the latter group,
emphasis is often placed more upon their development of their professional
knowledge in their original discipline or subject, rather than upon their professional
knowledge of the discipline of Education. A consequence of this, is often that the
engagement in professional learning and CPD of NHS staff who teach can differ in
remarkably diverse ways and to varying degrees.
This research begins with a detailed account of several narrative accounts in
professional practice encountered in the context of my own work as an educator and supporter of professional learning and CPD for NHS staff. It examines concepts of professional practice, professional learning, professional knowledge, and knowledge ‘transfer’ in the context of the NHS. Through personal accounts gathered by conducting individual qualitative interviews, the research addresses the ways in
which professionals in the NHS in roles like mine attribute value and purpose to their
own professional learning and CPD activity in this context. It also considers the ways these individuals make sense of their professional practice as both educators and subject specialists. Finally, this thesis offers insights into where responsibility is
currently seen to reside in relation to professional learning and the provision of CPD in relation to the individual, the employer or both. The consequences of current
models of CPD are critically examined and discussed in relation to contributions from relevant literature in this field of study in Chapter 2 and in subsequent chapters of this thesis. The findings of this research contribute to discussions around the value of educational practice in NHS organisations, as reported by managerial teams and by the practitioners engaged in professional learning and development across the sector.
Kvalitetna povratna informacija omogućuje učeniku usmjeriti se na cilj nastave i biti svjestan odgovornosti za svoj uspjeh. Ona ne treba predstavljati kritiku ni pohvalu, već obuhvaća set informacija koje će ga uputiti kako popraviti pogreške i učiti. Povratna informacija pozitivno utječe na učenje učenika (Voerman et al., 2012) i ključan je čimbenik u povećanju postignuća iz matematike (Clarke, 2001). Svrha ovog akcijskog istraživanja je unaprijediti početnu nastavu matematike davanjem povratnih informacija. Analizom videozapisa nastave utvrđeno je da prevladavaju povratne informacije usmjerene na provjeru razumijevanja i postignuća učenika. Osim toga, učenici su dobivali povratne informacije o zadatku. Ostvarivanjem planiranih aktivnosti uočena je povećana kontrola nad vlastitim učenjem i učeničko zadovoljstvo nastavom matematike. Pokazalo se kako je moguće unaprijediti nastavu matematike uvođenjem promjena koje su primjerene mogućnostima i interesima učenika. Pritom je važno da učitelj poznaje učinkovite nastavne metode koje mora prilagoditi odgojnom i obrazovnom kontekstu u kojemu radi.
Global challenges faced by teacher researchers outside of Japan are related to theoretical, practical knowledge, research methodology, success and sustainability of adapted lesson study (LS) projects. These issues highlight the necessity of in-depth theoretical research of authentic Japanese lesson study (JLS) approach. The purpose of the article is to explore LS theorization through theoretical analysis of multifaceted structure of JLS components and integration of action research (AR) methodology in JLS to make LS evidencebased and comprehensible. The main idea is theorization of LS through modeling, evaluation checklist and conceptualization of LS philosophy. As a result of comparative, analysis and synthesis, structured analysis and modeling research methods, multi cyclical LS model integrated with AR methodology, evaluation checklist used as assessment tool for model realization and LS philosophy were developed. The model and checklist are used to describe 4 LS as AR stages (pre-diagnostic, intervention, post-diagnostic and knowledge construction) and 37 components. The model is significant to get theoretical knowledge acquisition, the evaluation checklist is crucial in practice as self-correction, self-assessment and self-regulation tool. They can be utilized by teachers throughout LS process. The research findings contribute to developing LSmethodology with a set of assessment criteria to make LS scientifically grounded research.
The aim of this action research was to make significant changes to mathematics teaching in a combined second and third primary school class based on the characteristics of high-quality mathematics teaching. A further aim was to improve student satisfaction with the lessons. The changes in teaching were systematically monitored and reflected upon during the study. The recorded lessons were analyzed using the classroom observation protocol. The changes to the lessons contributed to the students' independence, cooperation, and active participation in the teaching process. The students found the lessons, in which they were able to solve mathematical problems, evaluate the results of their learning independently and express their creativity, interesting and motivating. This study shows that changes in teaching depend primarily on the personal commitment, perseverance and motivation of the teacher.
The justification for incorporating Stanislavski’s System and the associated research becomes evident when considering its effectiveness in enhancing writing skills for Chinese as Second Language students (CSL). Hence, as demonstrated in this chapter, the case study presented herein possesses a wider value for the field of CSL research, extending beyond its specific context. In the context of Hong Kong, the presence of a rising population of ethnic minority students has led to an increased need for acquiring Chinese as a second language after the language policy change in 1997. This chapter centres around a case study that examines the application of Stanislavski’s System in addressing challenges encountered in Chinese narrative writing among students learning Chinese as a Second Language in a local secondary school in Hong Kong. The study’s theoretical framework consists of three main pillars: (1) the second language acquisition theories, specifically the Input Hypothesis Model proposed by Krashen (The input hypothesis: issues and implications. Longman, 1985), and the Interactive Hypothesis put forth by Long (Long MH. Input and second language acquisition theory. In: Gass SM, Madden CG (eds) Input in second language acquisition. Newbury House, pp 377–393, 1985, The role of the linguistic environment in second language acquisition. In Ritchie WC, Bhatia TK (eds) Handbook of second language acquisition. Academic, pp 413-468, 1996); (2) Stanislavski’s System (Creative work with actors: a discussion on directing. In: Cole T, Chinoy H (eds) (1976). Directors on directing. Macmillan, 1936, An actor’s work. Routledge, 2008); and (3) the genre theories regarding narrative writing, which are based on Halliday’s Systemic Functional Grammar (Introduction to functional grammar, 1st edn. Arnold, 1985). The research participants in this study consisted of a Chinese language teacher and her class of Form 2 ethnic minority students (N = 9). The collaboration between the practitioner-as-researcher and the schoolteacher involved the application of Stanislavski’s System (Stanislavski K. Creative work with actors: a discussion on directing. In: Cole T, Chinoy H (eds) (1976). Directors on directing. Macmillan, 1936, Stanislavski K. An actor’s work. Routledge, 2008) within the context of a Chinese narrative writing class over a period of one year. The analysis of students’ writings was conducted employing Halliday’s Systemic Functional Grammar (Halliday MAK, Matthiessen CMIM. An introduction to functional grammar, 3rd edn. Routledge, 2004, Halliday MAK, Matthiessen CMIM. Halliday’s introduction to functional grammar, 4th edn. Routledge, 2013). The study hired a pre-experimental research design to assess the efficacy of Stanislavski’s System in improving the Chinese narrative writing skills of non-native Chinese speaking (NCS) students. The findings indicated enhancements in the overall writing performance. As a result of the discovery of more emotive lexicons, the students’ capacity to convey their emotions through the written form of Chinese improved as well.
Technological advancement has made a significant positive impact on the field of medicine. It has changed the traditional way of treatment and diagnosis of diseases. The advanced methodologies and methods of treatment using technology prevent the escalation of diseases and improve the efficiency of treatments. The robots used in surgeries precisely perform the operations with micro-level consciousness. The robotic arms are designed according to human arms to facilitate easy movement in the surgical field. Technologies such as nanotechnology, telemedicine, and 3D printing have become useful in the field of medicine. Technology has widely impacted the efficiency of treatments, detecting the diseased organs within a short period of time. Advanced treatments ensure patients with chronic diseases live a longer and healthier life.
Teaching drama in Brunei presents unique challenges for educators. This study explores the need for a balanced strategy that respects cultural norms and gender roles while encouraging students’ involvement. Through a qualitative analysis of researcher and educator experiences, the study highlights the impact of student participation and engagement, with boys and girls often approaching activities differently. The study suggests that tailoring activities to diverse learning styles, creating safe spaces for open conversation and encourage teamwork and respect are crucial in helping students find their voice and develop essential life skills. This paper emphasizes the importance of cultural sensitivity, an open mind and a readiness to adapt in creating transformative drama approaches. By meeting students where they are approaching the activities with an open mind, educators can empower students to discover their strength, explore new perspectives and gain a deep understanding of themselves and the world around them. The study discusses the importance of achieving this balance to maximize the impact of drama experiences in Brunei classroom.
Welcome to the exciting world of Extension Education and Communication
Management! This textbook is designed to serve as a comprehensive guide for
students, educators, practitioners, and researchers interested in understanding
the dynamic fields of extension education and communication management.
Extension education is a vital component of agricultural, rural and community
development efforts worldwide. It plays a crucial role in disseminating
knowledge, fostering sustainable practices, and empowering individuals and
communities to improve their livelihoods. Meanwhile, communication
management serves as the cornerstone for effective outreach, facilitating the
exchange of information, ideas, and innovations among diverse stakeholders.
In this textbook, we delve into the fundamental principles, theories, methods,
and practices that underpin extension education and communication
management. Drawing from interdisciplinary perspectives, we explore topics
such as community development approaches, behavior change strategies,
participatory methodologies, ICTs (Information and Communication
Technologies) in extension, and strategic communication planning.
Teacher professional development (TPD) is crucial for enhancing the quality of education and fostering effective teaching practices. This review paper aims to explore effective strategies and evaluation methods for TPD, providing a comprehensive understanding of the current landscape. The research synthesizes findings from various studies and reports to identify key elements that contribute to successful professional development programs. Effective TPD strategies include collaborative learning communities, where teachers engage in peer-to-peer learning and share best practices, and ongoing, job-embedded training that is directly relevant to their classroom experiences. Additionally, integrating technology in TPD, such as through online courses and virtual workshops, has shown to increase accessibility and engagement. Personalized professional development plans, which cater to the individual needs and career goals of teachers, are also highlighted as a significant factor in promoting teacher growth and retention. The evaluation of TPD programs is equally critical to ensure their effectiveness and sustainability. This paper reviews various evaluation methods, including formative assessments, feedback surveys, and longitudinal studies, which track teacher performance and student outcomes over time. The importance of using a mixed-methods approach to gather both quantitative and qualitative data is emphasized, as it provides a more holistic view of the impact of TPD. Ethical considerations in TPD research are discussed, with a focus on ensuring confidentiality, informed consent, and the respectful treatment of participants. The review concludes by offering recommendations for policymakers and educational leaders on how to design, implement, and evaluate TPD programs that not only improve teaching practices but also enhance student learning outcomes. Through this comprehensive review, the paper aims to contribute to the ongoing dialogue on effective teacher professional development and its pivotal role in educational improvement.
En el Plan 2022, México, las emociones son consideradas como parte de la formación escolar de los estudiantes, por ello, los juego recreativos pueden ser una alternativa para fortalecer la inteligencia emocional en los alumnos que cursan la educación primaria debido a que no saben expresarla ni tampoco regularla. El objetivo general fue presentar una propuesta de juegos recreativos como estrategia para fortalecer la inteligencia emocional, tuvo un enfoque cualitativo, investigación-acción, los intrumentos de recolección de datos fueron la guía de obervación, la lista de cotejo y el test Mesquite cuyas siglas en inglés Emotional Intelligence Pre-Saber Test(tm) (MSCEIT). Los resultados demostraron que los juegos recreativos si fortalecieron la inteligencia emocional ya que ayudaron a los estudiantes a establecer relaciones de convivencia con sus compañeros del aula, es decir, el juego les permitió ser una alternativa de expresión, porque se les dio el espacio para procesar emociones como el miedo e inseguridad.
Bilgi iletişim teknolojisinin hızlı gelişimi tüm alanlarda olduğu gibi eğitimde de yeni yaklaşımlar ortaya koymuştur. Günümüz öğretim uygulamalarında sınıf dışı teknoloji destekli en yaygın kullanım olan çevrimiçi öğrenmenin, sınıflardaki yüz yüze işbirlikli gruplarda fen bilimleri öğretimi ile aynı niteliklerde sağlanabilmesi için yoğun çalışmalar yürütülmektedir. Bu çalışmanın temel amacı, çevrimiçi öğrenme ortamlarında mentorluk temelli işbirlikli gruplarda fen bilimleri öğretimi sağlanması sürecinde karşılaşılan problemler belirlenerek çözüm önerileri geliştirmektir. Nitel araştırma yöntemi kapsamında uygulama-işbirliği temelli eylem araştırması modeli kullanılmıştır. Araştırmanın örneklemini, araştırmacının 12 yıl fizik öğretmenliği yaptığı bir lisedeki 31 öğrenci oluşturmaktadır. Açık uçlu sorular, dereceli puanlama anahtarı ve yarı yapılandırılmış görüşme formları yardımı ile elde edilen veriler içerik analizi ve betimsel analiz ile değerlendirilmiştir. Çevrimiçi fen öğretiminde lise öğrencileri deney ve simülasyonlarda yüksek, yaşam temelli problemlerin çözümlerinde orta ve yaşam temelli derinleştirme araştırmaları ve analoji haritası süreçlerinde düşük düzeylerde işbirliği sergilemektedirler. Eylem araştırmacıları rehberliğinde öğrencilerin ihtiyaçları ve öğretim programlarındaki kazanımlar da dikkate alınarak çevrimiçi ortamlarda işbirlikli öğretime uygun yeni öğretmen rehber materyallerinin geliştirilmesi ihtiyaç olarak karşımıza çıkmaktadır.
This project researched defining and developing a bass and voice duet performance practice, reviewed its application and incidence, identified current practitioners, and explored their performance style and practice methods, and placed my work in a musical and social context with other performance, practice, and theory. I designed research cycles to guide my inquiry and comprehensively journaled my practice sessions, lessons, and discoveries. I undertook improvements to my practice to enable better arranging, rearranging, and performance of bass and voice duets of popular songs. I proposed and executed changes to my practice that led to improvements in my abilities, a deeper understanding of chordal structure, a practical application to performing new chord shapes and where I could use substitutions, and what chord structures worked and did not work on my instruments for this material. I critically evaluated how well I implemented these changes and documented how gains made were leveraged for further improvements and opportunities.
The practical goal I had was to advance my practice so that I can arrange and perform engaging music on my primary instrument with vocal collaborators consistent with my professional musical brand. This unique approach to popular music accompaniment creates a niche opportunity for bass performance and the non-traditional use of the bass as the primary accompaniment instrument also presented an advanced challenge for my practice. Through feedback and reflection, I uncovered learnings and new questions that influenced subsequent cycles and brought expected and unexpected conclusions. Meeting my research outcomes resulted in new knowledge to share with other aspiring or performing bass accompanists.
Can students teach their professors? The purpose of this study was to determine if students provided more immediate feedback to the professor on what engaged them and what distanced them in their learning and if the professor made changes to course delivery based on that feedback, would students become more engaged in their learning. In this action research study, a cohort of thirteen teacher education students responded biweekly using Critical Incident Questionnaires identifying what engaged them and what distanced them in the course. The sooner, rather than later, feedback to their professor allowed the professor to make changes to course delivery throughout the semester and thus helped students become more engaged in their own learning. The study found that the use of Critical Incident Questionnaires helped the professor assess her own teaching, make adjustments to class delivery based on student feedback to engender greater student engagement, and encourage future teachers to engage in the process of self-reflection.
Gifts, Talents and Education: A Living Theory Approach is a practical guide for teachers on how to help all their pupils to enhance their gifts and talents in the classroom. Examples reveal how teachers can transform the way education is understood in schools, by relating stories of how they learned about their own gifts and talents. The book explains recent key developments in multimedia representations of social and emotional aspects of learning. These permit the multi-sensory gifts and talents of individual learners to be recognised and developed within a process that enhances the emotionally literate space of enquiring classrooms. Gifts, Talents and Education assumes a capability approach to human development which rests on enabling individuals to realise their gifts and talents within a co-created sense of the common good. The book offers values, skills and understanding as concepts that retain a direct connection with practice. The stories are grounded in the lives of practitioner researchers who show the lived meanings of these ideas as they are realised in practice, asking questions such as 'how do I improve what I am doing?' and 'how do I live my values more fully in practice?'.
Issues within the educational research community concern the correct relation between research and practice, the status of various sorts of research-based knowledge, and methodological squabbles between practitioners of different research traditions. These issues reflect the intrinsic difficulty of knowing in complex domains. In this article, child language development is taken as a (neutral) field in which to contemplate the nature of knowledge, and three generalizations about knowledge are formulated and exemplified from data on language acquisition: (1) Becoming knowledgeable about any complex domain requires a balance between going beyond the known and being constrained by what experts have already discovered; (2) In the right environment, one can perform quite skillfully despite quite low levels of autonomous competence; nonetheless, skilled performance is typically poorer than one’s level of knowledge about how to perform would predict; (3) The capacity to reflect on and analyze one’s knowledge emerges only after considerable knowledge has been accumulated and embedded into practice. The reflections of skilled practitioners in any field deserve to be systematized so that personal knowledge can become publicly accessible and subject to analysis.
The aim of this article is to present a form of curriculum theorising that is grounded in the living educative relationships, theories, practices and disciplined enquiries of a professional educator. It shows how the living curricular theories of professional educators constitute a discipline of education.
Answers to this question depend on what you and I are looking for and the contextual influences in our ways of seeing. Each
reader could be looking for something different. My gaze is focused on evidence from the self-studies of teacher education
practices that show contributions to the growth of educational knowledge. These contributions include my own self-study ‘How
do I improve what I am doing?’ as a teacher-educator and educational researcher at the University of Bath between 1973–2003.
I will undoubtedly bring some of my biases as a white, middle-class male, working in the Academy, into this enquiry. However,
I have learnt much about my own biases from the enquiries of others who work with different perspectives to my own. My analysis
of this learning is focused on the evidence of five kinds of contribution to the growth of educational knowledge. These contributions
are to educational theories, to educational standards of judgement, to educational research methodologies, to the logic of
educational enquiries and to understandings of educational influence. The evidence of understanding educational influence
is considered in the education of the s-step researcher, in the education of others, and in the education of social formations.
The increasing demand for research‐based evidence in the development of policy and practice presents the research community with new opportunities and challenges. We are still troubled by accusations of poor quality and lack of impact. A national research policy, designed to respond to these criticisms, has emerged recently which promotes a ‘big science’ model of research. This increasingly silences other approaches and opens up unhelpful divisions; a particular problem is the re‐emergence of epistemological divisions—the paradigm wars. A ‘big science’ policy for research is also inappropriate in a world where practitioners increasingly want and need to engage in research themselves as a key strategy in ‘knowledge transfer’. The paper concludes by arguing that we need to defend a rich and diverse range of approaches to research, promoting debate about quality within different sub‐communities and encouraging open discussion across epistemological and methodological boundaries.
This paper stems from my practical involvement as Course Director for a Masters programme that supports teacher action research within the general area of school management. My starting point was the seeming contradiction between the need to apply criteria to make judgements about higher degree worthiness and my belief that the evaluative criteria and assessment procedures of academia should not take precedence over teachers' insights that were grounded in a rigorous examination of their own practice. This paper outlines my values as a facilitator of action research within the programme and explores possible criteria for judging success. Several possible standards of judgement are considered: to do with ethics, rigour, logic, the ‘practical’ and aesthetics. The paper also suggests criteria that might apply to different stages of the action research process and raises the question concerning ‘competence to judge’ action research.