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2. Creating Sustainable Assessment through Collaboration: A National Program Reveals Effective Practices. Occasional Paper #31
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National Institute for Learning Outcomes Assessment, Malenfant, Kara J., and Brown, Karen
- Abstract
Meaningful and sustained assessment is best achieved when a campus unit takes a collaborative leadership role to work with other departments, offices, and groups. Simply developing and implementing assessment in isolation and for the unit itself is not enough. While the value of collaboration among diverse campus constituents is widely recognized, it is not easily achieved. This occasional paper synthesizes the results of the program Assessment in Action: Academic Libraries and Student Success (AiA) by the Association of College and Research Libraries, which involved over 200 campus teams led by librarians. Five particularly compelling AiA findings are the positive connections documented between various functions of the library and aspects of student learning and success: (1) Students benefit from library instruction in their initial coursework; (2) Library use increases student success; (3) Collaborative academic programs and services involving the library enhance student learning; (4) Information literacy instruction strengthens general education outcomes; and (5) Library research consultations boost student learning. These findings emerged from an assessment process grounded in collaborative planning, decision-making, and implementation. In this paper, we describe the collaborative practices advanced by the AiA program and explain how these practices promote assessment aligned with institutional priorities, encourage common understanding among stakeholder groups about attributes of academic success, produce meaningful measures of student learning, create a unified campus message about student learning and success, and focus on transformative and sustainable change. This paper asserts that the AiA experience serves as a framework for designing assessment approaches that build partnerships and generate results for improving student learning and success through action research, and that the program results demonstrate how libraries contribute to fostering broad student outcomes essential to contemporary postsecondary education. The assessment practices that emerged from the AiA projects can be implemented in a variety of institutional settings and with varying campus priorities. [Foreword by Lisa Janicke Hinchliffe.]
- Published
- 2017
3. New Mexico's Academic Achievement Gaps: A Synthesis of Status, Causes, and Solutions. A White Paper
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Martinez, Joseph P.
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The Center for Positive Practices (CPP) conducted an analysis and synthesis of K-12 educational achievement gaps in New Mexico. The white paper was requested by the New Mexico based Coalition for the Majority, which includes various institutions, organizations and individuals supporting the New Mexico English Learner Teacher Preparation Act. The purpose of this paper is to review and synthesize some current research preferably conducted in New Mexico regarding the achievement gap faced by two academically lower-achieving ethnic sub-groups: Hispanic/Latino and Native American students. These ethnic populations account for about 60 percent and 10 percent respectively of the state public education system. Based on NAEP results, New Mexico school children have for more than 20 years performed lower than the national average in what are often considered the fundamental subjects of mathematics, reading, writing, and science. With just a few exceptions, New Mexico frequently ranks near the bottom across grades and academic subjects when compared to all 50 U.S. states. When disaggregated both nationally and within-state, results show that the studied ethnic groups consistently perform at lower levels. Because of the multivariate nature of achievement gaps in education, the author finds that there is no one-size-fits-all approach that would solve the equity issues across the state's many districts and schools. Current national and statewide strategies are not producing adequate solutions for reducing the gaps. CPP suggests that schools need to combine in-school action research with external guidance to find solutions at the school level. The state system should also increase relevant training and supports in action research strategies for the stream of future leaders and emerging experts we place into education. Doing so will improve their performance capabilities for their respective roles as active researchers, analysts, strategists and evaluators (i,e. experts) in their specific contexts, which includes the classroom level. Also included is Appendix A: Legislative History.
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- 2017
4. Invited Paper: Bridging the Gap between IS Education and IS Research--What Can Be Done to Help?
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Lee, Allen S.
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This article is a written version of the remarks delivered in a keynote address given at the 2018 joint conference of EDSIGCON and CONISAR. The article examines the problem of the gap between information systems education and information systems research. I cover what the problem looks like, three causes of the gap, three ways to bridge the gap, and three long-term strategies.
- Published
- 2019
5. Can Global Learning Raise Standards within Pupils' Writing in the Primary Phase? Research Paper No. 16
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University College London (UCL), Institute of Education (IOE), Alcock, Hilary L., and Ramirez Barker, Linda
- Abstract
This study was primarily undertaken by teachers for teachers, and focuses on the potential contribution of global learning and development education (DE) methodologies to a core aspect of curriculum provision, namely writing. The aim of the study is to explore whether using global learning and DE methodologies can have an impact on pupils' achievement within writing at the primary phase. We also want to show how a school can build its own understanding, knowledge and skill base in global learning and DE methodologies in order to embed this work within the curriculum in a sustainable way. The study uses an action research methodology in one Primary school. In 2013 the school had received an Ofsted Inspection rating as Requires Improvement (RI), with a particular need to improve pupils' writing. The project aimed to see if global learning and DE methodologies could support this. An outside facilitator was used to carry out interventions to support teachers' ability to use global learning and development education to support children's writing. As a result, teachers made changes to lesson planning, teaching and the classroom environments. Impacts can be seen through reviewing staff self-evaluations of CPD, lesson observations, pupils' work, topic evaluations and progress/attainment data in relation to national age related expectations. In 2015 the school was re-inspected by Ofsted and graded as Good. "Rapid school improvement" was noted and within writing the majority of pupils were judged to be making good progress. The Ofsted inspector noted: "the school uses global learning (global education themes) very effectively" with the result that learning was "more relevant and interesting" with "pupils able to apply their knowledge and skills to real-life problems" (Ofsted, 2015: 4, 6). The inspection also reaffirmed that the school "promotes pupils" spiritual, moral, social and cultural development and British Values well. Pupils are valued and supported as individuals, while also being helped to see themselves as part of a diverse community' (Ofsted, 2015: 4). Appended to the report are: (1) Session outlines for staff meetings; and (2) Topic plans.
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- 2016
6. Case report papers guidelines: Recommendations for the reporting of case studies or action research in Business Management
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Juan A. Marin-Garcia, Jose P. Garcia-Sabater, and Julien Maheut
- Subjects
case report ,case study ,action research ,grounded theory ,reporting guidelines ,operations management ,human resources management ,evidence-based management ,Management. Industrial management ,HD28-70 ,Personnel management. Employment management ,HF5549-5549.5 - Abstract
Objective: To provide a working guide which facilitates the accuracy, transparency, and usefulness for academics and practitioners of case report papers as an article type which are fit for publishing in impact journals. In this way, we aim to increase the use and dissemination of recommendations in aid of the writing and publication of case study and action research. Theoretical framework: A case report paper presents a story in narrative form and includes current individual or organisational concerns, situational diagnoses, interventions, outcomes including adverse events, and follow-up. The narrative should include a discussion of the rationale for any conclusions and lessons learned. Method: We analysed the prevalence of these type of articles in publications as indexed in Web of Science (WOS) and in Scopus; we explain how we customised the case report guidelines (CAse REport or CARE) to optimise them for the scientific field of Management focussing particularly on Operations Management and Human Resources Management. We shared for discussion and feedback the adapted proposal among a group of academics and professionals in the field of Management. Outcomes/Implications: Robust reporting guidelines help to improve research performance, reduce bias risk, provide information on the implementation of management practices, support the training of management professionals, and enable informed editorial decisions by journal editors and reviewers.
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- 2022
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7. 'Why Don't They Just Move Closer?': Adolescent Critical Consciousness Development in YPAR about Food Security
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Amy J. Anderson, Hannah Carson Baggett, Carey E. Andrzejewski, and Sean A. Forbes
- Abstract
The aim of this paper is to explore high school students' critical consciousness development in the context of youth participatory action research (YPAR) focused on food security at an alternative school in Alabama. The YPAR project took place in an elective agriscience class with 10 students (Seven Black, two white, one Latino) who were in the 10th to 12th grades. Utilizing data from researcher notes, classroom observations, and archival classroom documents, we present students' YPAR project outcomes to share their research-driven solutions to food insecurity in their community. Vignettes of classroom dialogue are also constructed to illustrate moments of reflection in the YPAR context about food security. We present three "critical moments," or instances of social analysis, to illustrate how students' individual-level attributions occurred alongside teacher dialogue and student-led investigation of structural inequities in the community. Findings illustrate how students' nonlinear critical consciousness development consisted of reliance on individual-level attributions in classroom dialogue co-occurring with systems-thinking activities and other YPAR project outcomes. This paper has implications for research on the imperfect and wavering nature of adolescent critical consciousness development in YPAR.
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- 2024
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8. Studies in Teaching: 2016 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, Jun 30, 2016)
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McCoy, Leah P.
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This document presents the proceedings of the 21st Annual Research Forum held June 30, 2016, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 11 action research papers: The Use of Mexican Folk Art to Develop Oral and Written Language Ability and Cultural Awareness in the Secondary Spanish Classroom (Antonio Alanis), The Effect of Writing on Achievement and Attitudes in Mathematics (Andrew Boudon), History Teaches Us to Hope: Integrating Hope Theory into Secondary Social Studies (Joshua T. Campbell), Teaching the 2016 Presidential Election through News Media Literacy and the Liberating Education Model (Ali Chohan), Using Social Justice Education to Develop Literacy and Global Awareness in the Secondary French Classroom (Kate McCrea), Integrating Francophone Cinema into the High School French Class (Jordan Rowell), The Effect of Intelligent Tutoring Systems on Student Attitudes and Achievement (Sarah A. Smith), Instructional Strategies to Build Higher-Order Thinking Skills and Develop Language Ability in the Secondary Spanish Classroom (Sarah Henion Smith), Multimedia and Historical Empathy in the Social Studies Classroom (Matthew Stran), Impact of Narrative Readings on Student Achievement and Interest in U.S. History Classrooms (Jake Thornton), Exploring the Effect of Social Studies Simulations on Student Engagement in the Secondary Classroom (Stacey Walker). [Individual papers contain references, tables, and figures. For the 2015 Research Digest, see ED559718. ]
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- 2016
9. Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 1
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Kalin, Jana, Hilton, Gillian, Ogunleye, James, and Niemczyk, Ewelina
- Abstract
Papers from the proceedings of the 14th Annual Conference of the Bulgarian Comparative Education Society was submitted in two volumes. Volume 1 contains papers submitted at the conference held in Sofia, Bulgaria, June 14-17, 2016. Volume 2 contains papers submitted at the 4th International Partner Conference of the International Research Centre (IRC) "Scientific Cooperation," Rostov-on-Don, Russia. The overall conference theme was "Education Provision to Every One: Comparing Perspectives from Around the World" and included six thematic sections: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education; and (6) Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research. The book contains a Preface: "Bulgarian Comparative Education Society: 25 Years of Being International" (Nikolay Popov); an Introduction: "Education Provision to Everyone: Comparing Perspectives from Around the World" (Lynette Jacobs) and papers divided into the respective thematic sections. Part 1: "Comparative Education & History of Education": (1) Jullien: Founding Father of Comparative and International Education Still Pointing the Way (Charl Wolhuter); (2) Presentation of Marc-Antoine Jullien's Work in Bulgarian Comparative Education Textbooks (Teodora Genova & Nikolay Popov); (3) "Teach Your Children Well": Arguing in Favor of Pedagogically Justifiable Hospitality Education (Ferdinand J. Potgieter); (4) Theory for Explaining and Comparing the Dynamics of Education in Transitional Processes (Johannes L. van der Walt); (5) Nordic Internationalists' Contribution to the Field of Comparative and International Education (Teodora Genova); (6) International Research Partners: The Challenges of Developing an Equitable Partnership between Universities in the Global North and South (Karen L. Biraimah); (7) Providing Books to Rural Schools through Mobile Libraries (Lynette Jacobs, Ernst Stals & Lieve Leroy); (8) South African Curriculum Reform: Education for Active Citizenship (Juliana Smith & Agnetha Arendse); (9) Universities Response to Oil and Gas Industry Demands in South Texas (USA) and Tamaulipas (Mexico) (Marco Aurelio Navarro); (10) Goals That Melt Away. Higher Education Provision in Mexico (Marco Aurelio Navarro & Ruth Roux); (11) How the Issue of Unemployment and the Unemployed Is Treated in Adult Education Literature within Polish and U.S. Contexts (Marzanna Pogorzelska & Susan Yelich Biniecki); (12) Contribuciones de un Modelo Multiniveles para el Análisis Comparado de Impactos de Políticas Educativas en la Educación Superior (Mirian Inés Capelari) [title and paper are provided in Spanish, abstract in English]; and (13) Internationalization, Globalization and Relationship Networks as an Epistemological Framework Based on Comparative Studies in Education (Amelia Molina García & José Luis Horacio Andrade Lara). Part 2: "Pre-service and In-service Teacher Training & Learning and Teaching Styles": (14) The Goals and Conditions of Qualitative Collaboration between Elementary Schools and Community -- A Challenge for the Professional Development (Jana Kalin & Barbara Šteh); (15) South African Heads of Department on Their Role in Teacher Development: Unexpected Patterns in an Unequal System (André du Plessis); (16) Do Teachers, Students and Parents Agree about the Top Five Good Teacher's Characteristics? (Marlena Plavšic & Marina Dikovic); and (17) Personality Traits and Learning Styles of Secondary School Students in Serbia (Gordana Djigic, Snežana Stojiljkovic & Andrijana Markovic). Part 3: "Education Policy, Reforms & School Leadership": (18) Routes into Teaching: Does Variety Aid Recruitment or Merely Cause Confusion? A Study of Three Different Programmes for Teacher Training in England (Gillian Hilton); (19) The Status of Teaching as a Profession in South Africa (Corene de Wet); (20) Initial and Continuing Professional Development of Adult Educators from an Educational - Policy Perspective: Rethinking from Croatia (Renata Cepic & Marijeta Mašic); (21) Educational Reform from the Perspective of the Student (Claudio-Rafael Vasquez-Martinez, Felipe Gonzalez-Gonzalez, Jose-Gerardo Cardona-Toro, MaríaGuadalupe Díaz-Renteria, Maria-Ines Alvarez, Hector Rendon, Isabel Valero, Maria Morfin, Miguel Alvarez); (22) Leadership and Context Connectivity: Merging Two Forces for Sustainable School Improvement (Nylon Ramodikoe Marishane); (23) Approaches to In-servicing Training of Teachers in Primary Schools in South Africa (Vimbi P. Mahlangu); (24) Social Justice and Capacity for Self-development in Educational Systems in European Union (Bo-Ruey Huang); (25) Social Justice and Capacity for Self-Development in Educational System in Japan (Yu-Fei Liu); and (26) Emotions in Education Generated by Migration (Graciela Amira Medecigo Shej). Part 4: "Higher Education, Lifelong Learning & Social Inclusion": (27) Ambivalent Community: International African Students in Residence at a South African University (Everard Weber An); (28) Internationalization of Higher Education Institutions in Latvia and Turkey: Its Management and Development during the Last Decade (Sibel Burçer & Ilze Kangro); (29) Lifelong Learning: Capabilities and Aspirations (Petya Ilieva-Trichkova); (30) Where Have All the Teachers Gone: A Case Study in Transitioning (Amanda S. Potgieter); (31) An Overview of Engineering Courses in Brazil: Actual Challenges (Alberto G. Canen, Iara Tammela & Diogo Cevolani Camatta); (32) Multiculturalism and Peace Studies for Education Provision in Time of Diverse Democracies (Rejane P. Costa & Ana Ivenicki); (33) Social Inclusion of Foreigners in Poland (Ewa Sowa-Behtane); (34) An Autistic Child Would Like to Say "Hello" (Maria Dishkova); (35) Research Approaches for Higher Education Students: A Personal Experience (Momodou M Willan); (36) Social Networks Use, Loneliness and Academic Performance among University Students (Gordana Stankovska, Slagana Angelkovska & Svetlana Pandiloska Grncarovska); and (37) The Personal Characteristics Predictors of Academic Success (Slagana Angelkoska, Gordana Stankovska & Dimitar Dimitrovski). Part 5: "Law and Education: Legislation and Inclusive Education, Child Protection & Human Rights Education": (38) An Exploration of the Wider Costs of the Decision by the Rivers State Government in Nigeria to Revoke International Students' Scholarships (Elizabeth Achinewhu-Nworgu & Queen Chioma Nworgu); (39) Strategies for Improving the Employability Skills and Life Chances of Youths in Nigeria (Elizabeth Achinewhu-Nworgu, Steve Azaiki, Shade Babalola & Chinuru Achinewhu); (40) Examining the Role, Values, and Legal Policy Issues Facing Public Library Resources in Supporting Students to Achieve Academic Success (Elizabeth Achinewhu-Nworgu, Steve Azaiki & Queen Chioma Nworgu); (41) Peer Exclusion at Physical Education (Gorazde Sotosek); (42) Exclusion and Education in South Africa: An Education Law Perspective of Emerging Alternative Understandings of Exclusion (Johan Beckmann); and (43) Educational and Social Inclusion of Handicapped Children. Polish Experiences (Anna Czyz). Part 6: "Research Education: Developing Globally Competent Researchers for International and Interdisciplinary Research": (44) Observations about Research Methodology during 15 Years of Presenting Capacity-Building Seminars (Johannes L. van der Walt); and (45) Using a Play-Based Methodology in Qualitative Research: A Case of Using Social Board to Examine School Climate (Anna Mankowska). Following the presentation of the complete conference papers, the following abstracts are provided: (1) Project-Based Learning in Polish-American Comparative Perspective (Marzanna Pogorzelska); (2) Teaching and Researching Intervention and Facilitation in a Process of Self-reflection: Scrutinity of an Action Research Process (Juliana Smith); (3) Investigating Perceptions of Male Students in Early Childhood Education Program on Learning Experiences (Ayse Duran); (4) Teacher Professional Development and Student Achievement in Turkey: Evidence from TIMSS 2011 (Emine Gumus & Mehmet Sukru Bellibas); (5) The Usage of CBT and Ayeka Approach at the Kedma School (Yehuda Bar Shalom & Amira Bar Shalom); (6) Factors Affecting Turkish Teachers' Use of ICT for Teaching: Evidence from ICILS 2013 (Mehmet Sukru Bellibas & Sedat Gumus); (7) Application of Big Data Predictive Analytics in Higher Education (James Ogunleye); (8) The Pursuit of Excellence in Malaysian Higher Education: Consequences for the Academic Workplace (David Chapman, Sigrid Hutcheson, Chang Da Wan, Molly Lee, Ann Austin, Ahmad Nurulazam); (9) Challenging the Value and Missions of Higher Education: New Forms of Philanthropy and Giving (Pepka Boyadjieva & Petya Ilieva-Trichkova); (10) The Effects of Major-changing between Undergraduates and Postgraduates on the Major Development of Postgraduates (Jinmin Yu & Hong Zhu); (11) Spotlight on Canadian Research Education: Access of Doctoral Students to Research Assistantships (Ewelina Kinga Niemczyk); (12) Regulation or Freedom? Considering the Role of the Law in Study Supervision (J. P. Rossouw & M. C. Rossouw); (13) The Subjectivity-Objectivity Battle in Research (Gertrude Shotte); and (14) Interdisciplinary Approach to Teaching Chemistry: Electrochemical Biosensors Case Study (Margarita Stoytcheva & Roumen Zlatev). A Name Index is included. (Individual papers contain references.) [For Volume 2, "Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 2" see ED568089.]
- Published
- 2016
10. Studies in Teaching: 2015 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 25, 2015)
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Wake Forest University, Department of Education and McCoy, Leah P.
- Abstract
This document presents the proceedings of the 20th Annual Research Forum held June 25, 2015, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 21 action research papers: (1) History Lives! The Use of Simulations in a High School Social Studies Classroom (Lydia Adkins); (2) Using Francophone Music in the High School French Class (Virginia Browne); (3) Fostering Public Speaking through Pecha Kucha in the High School English Classroom (Robert Ciarrocca); (4) Choosing to Read: Scaffolding Pre-Choice, Choice, and Post-Choice Reading of Student-Selected Texts (Quentin Collie); (5) Supporting Students to Ask Scientific Questions in a Biology Project-Based Learning Unit (Alexandria Packard Dell'Aringa); (6) Using Hispanic Music in the Secondary Spanish Classroom (Sarah DeMatte); (7) American Girl Rising: The Effects of Incorporating Inspirational Video into the Secondary Mathematics Classroom (Thomas Flood); (8) History as a Pathway to Social Justice Engagement (Brandon Hubbard-Heitz); (9) Constructing Explanations: How Teachers Can Support Students in Extracting Scientific Evidence from Documentaries (Rachel Key); (10) The Long and Short of It: The Effects of Sudden Fiction in the Secondary English Classroom (Rachel Koval); (11) Reflecting on Revision: Student Reflection and Metacognitive Awareness in the Writing Process (Stephen Langford); (12) Culturally Relevant Pedagogy in a Public Secondary Social Studies Class (Jacob D. Leonard); (13) Solving with Reflection: The Use of Writing in a Secondary Mathematics Course (Austin J. Love, III); (14) Problem Posing in the High School Mathematics Classroom (Jennifer Mastin); (15) Oral Presentations and the Writing Process: Improving Students' Confidence through Sharing Writing (Julia Means); (16) Exploring the Relationship between Student Filmmaking Projects and Motivation Levels in a History Classroom (Cody Puckett); (17) The Influence of Student Constructed Historical Fiction Narratives on Student Engagement and Understanding of History (John A. Reynolds, II); (18) Use of Pre-Reading Strategies in Facilitating Reading Comprehension of Authentic Texts in the Secondary Spanish Classroom (Dara Rosenkrantz); (19) The Effects of Introversion and Extroversion on Whole-Class Discussion (Lindsay Schneider); (20) Use of Authentic Film in a Secondary Spanish Classroom to Develop Language Ability and Cultural Knowledge (Spencer A. Willis); and (21) Inquiry before Instruction: How the Use of Mathematical Questioning before Presenting Methodology Affects Student Attitude and Performance (Kalyn A. Wyckoff). (Individual papers contain references, tables, and figures.) [For the 2014 Research Digest, see ED545622.]
- Published
- 2015
11. OFLEBO, an Online Teacher-Training Programme for Teachers of French in Botswana as an Example of Professionalisation
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Kaome, Boingotlo Winnie and Foucher, Anne-Laure
- Abstract
Technology has influenced not only our everyday lives, but our education systems and the opportunities for teacher development. The introduction of information and communications technology has presented new training platforms to respond to the needs of the workforce. While traditional institutions have greatly impacted teachers, there are now other viable outlets through which many of the required 21st century skills, such as professionalism, can be satisfied. Our project "OFLEBO" is one such example, an online training tool targeting the teaching of oral skills for in-service teachers of the French language in Botswana. This area was chosen because of the teachers' admission on finding teaching oral skills a challenging task. This paper therefore aims to study the professionalisation of teachers through the "OFLEBO" project. Professionalisation as a process is continuous, and practice is its focus, therefore the aim is to inspire the evolution of classroom practices concerning the teaching of oral skills. [For the complete volume, "CALL and Professionalisation: Short Papers from EUROCALL 2021 (29th, Online, August 26-27, 2021)," see ED616972.]
- Published
- 2021
12. Teacher and Learner Well-Being in Collaborative Classroom Research
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Annamaria Pinter
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This paper focuses on Seligman's (2011) PERMA components (positive emotion, engagement, relationships, meaning, and accomplishment) of well-being. Teachers' reflection data have been analysed deductively to identify components of PERMA as relevant to themselves as well their perceptions of their learners' well-being during and after a longitudinal classroom action research project in India. The original British Council study was not focused on well-being but instead on exploring the feasibility of working with children in partnership in classroom research. Teachers reported positive emotions, high levels of engagement, closer relationships with learners in their classes, and they also felt that their work became more meaningful and purposeful. Researching classrooms in partnership with children has the potential to promote many benefits for both learners and teachers, including increased levels of well-being. The paper argues therefore that working in partnership with learners may be an excellent starting point to promote well-being in any classroom.
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- 2024
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13. Supporting WFN Collective Social Entrepreneurship through Social Movement Learning and Critical Participatory Action Research
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Sarah M. Ray, Jessica Hinshaw, Chitvan Trivedi, and Gayatri Malhotra
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The purpose of this conceptual paper is to explore the complexities and connections between women, femme, and nonbinary (WFN) collective social entrepreneurs, social movement learning (SML), and critical participatory action research (CPAR) within the fields of adult education (AE) and human resource development (HRD). WFN collective social entrepreneurship serves as a reaction and solution to system failures, by creating supportive learning environments. We discuss the potential of social movement learning (SML) in these collectives, offering marginalized learners opportunities for skill development, knowledge sharing, and social impact efforts. This paper proposes using CPAR as a research approach to support social movements and amplify marginalized voices. CPAR can illuminate the development and learning networks of WFN social entrepreneur collectives and emphasize the importance of inclusive and intersectional approaches in entrepreneurial education and research within AE/HRD.
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- 2024
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14. Teaching Sprints: Action Research Led by School Mathematics Teacher Leaders. Supporting the Leadership of Mathematics in Schools. [Symposium]
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Mathematics Education Research Group of Australasia (MERGA), Vale, Colleen, and Delahunty, Carmel
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Action research is a means for teachers and researchers to develop evidence-based practices. This paper reports the process and outcomes of "teaching sprints," an approach to action research, conducted by secondary school mathematics leaders as part of a professional learning program. Mathematics leaders consistently reported the value of developing collaborative practices throughout the planning, enacting and reflection of the teaching sprint.
- Published
- 2022
15. Action Research in Under-Graduation Teacher Program: Case of Lebanese University
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Samar Tfaili
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Action research, one of the requirements in undergraduate program in education, is a systematic approach that enables teachers to solve problems they face in their classes on a daily basis. Participants in this study are students in their final semester of a three-year teacher preparation program and graduates in their first-year teaching. The study discusses mathematics and science preservice teachers and novice teachers' beliefs and thoughts about their benefits of action research as a means of professional growth and teaching skills. It reports feedback from the two groups about the impact of doing action research on: (a) their learning about action research, (b) their thinking and problem-solving skills, (c) their professional growth, (d) their self-efficacy, (e) their outcome efficacy, (f) their beliefs about whether or not action research is applicable to their future as teachers. Participants views are studied and compared by the mean of a questionnaire that measures the previously mentioned categories. Scores for the six categories were computed by using descriptive statistics for each one of them. [For the full proceedings, see ED652261.]
- Published
- 2023
16. Let's Talk: Critical Participatory Action Research and Improvement Science-Guided Research Comparing Our Approaches to Improve Education
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Howard, Joy, Colson, Tori, and Derk, Kim
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The purpose of this paper is to identify key characteristics and forms that both research approaches use within the applied field of education. In this paper, we ask--how are CPAR and IS-GR similar and different? And, can tools or propositions from each be used in tandem within a research project? We invite readers to consider useful frameworks created to address problems of practice. Drawing strength from our diverse backgrounds (fields of study and professional roles), we aim to identify clear overlaps and divergent perspectives between the two approaches to aid scholarly practitioners in making informed decisions about the research frameworks they choose to take up to address pressing problems of practice in education.
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- 2023
17. Students Transitioning from Primary to Secondary Mathematics Learning: A Study Combining Critical Pedagogy, Living Theory and Participatory Action Research
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Jo Matiti
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The connections between critical pedagogy, living theory and participatory action research (PAR) are discussed to explore their combined strength for empowering students, positively impacting on their attitudes towards their mathematics learning and creating social change in their primary-secondary mathematics transitions. This transition is recognised as creating social inequalities which existing transition research has failed to resolve. The interpretation of critical pedagogy, living theory and PAR are described before a summary of their application in a small scale, two-year study in a British curriculum school in Muscat, Oman. Critical pedagogy combined with living theory and PAR provides the theoretical and methodological framework to empower the students epistemologically. This paper gives an example of how PAR with students was conducted within the framework of critical pedagogy theory and living theory methodology. This account provides a valuable reference for participatory action researchers. The paper concludes that the combination of critical pedagogy, living theory and PAR can empower students to create social change.
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- 2024
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18. Wickedity in Onboarding to High-Stress Social Work: An Action Research Study
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Anne Stouby Persson and Line Revsbaek
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Purpose: This paper aims to answer report how mentors who onboard newcomers to a high-stress social work organization can learn about their onboarding practice by treating onboarding as a wicked problem that escapes definitive formulation and final solutions. Design/methodology/approach: The authors follow an action research approach with three iterations of learning about onboarding with mentors in a Danish social work organization struggling with an employee turnover exceeding 30%. Findings: The authors unfold the authors' emerging sensitivity to wickedity over the iterations of learning about onboarding with the mentors. As the authors foreground the wickedity of the authors onboarding in the last iteration, three lessons learned could be derived: it warrants the mentors' continuous inquiry; opens inquiry into the ambivalence of mentoring; and convenes responsibility for inquiry to a community of mentors. Research limitations/implications: This study of problematic onboarding to high-stress social work shows the value of fore-grounding wickedity instead of hiding it with a positive framing. This wickedity rests on situated grounding and is only transferrable to other organizations with the utmost caution. Practical implications: High-stress social work organizations without the capacity to systematically sustain best practices for onboarding may, instead, increase attention to the wickedity of onboarding as a motivation for continuous inquiry by a broader community of mentors. Originality/value: To the best of the authors' knowledge, this paper is the first to present an action research study of problem wickedity to motivate mentors' inquiry into onboarding newcomers to high-stress social work.
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- 2024
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19. 'It Gives Meaning and Purpose to What You Do': Mentors' Interpretations of Practitioner Action Research in Education
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Robert Henthorn, Kevin Lowden, and Karen McArdle
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This paper explores the experience of three mentors working with a group of 12 practitioner action researchers; practitioners who were recipients of an Action Research Grant (ARG) in a programme initiated and managed by the Educational Institute of Scotland (EIS). The EIS is a trade union, which represents over 80% of Scotland's teaching professionals. The paper draws on these experiences, the views of participants and the research literature, to illustrate how action research, particularly that which is mentored by experienced colleagues, can empower teachers and enhance their practice to make positive difference to their learners and beyond and so becomes participatory action research (PAR).
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- 2024
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20. Translating Buddhist Mindfulness into Action: Engaging Older Thai Adults in Participatory Action Research
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Nuntiya Doungphummes, Sirintorn Bhibulbhanuvat, and Theeraphong Boonrugsa
- Abstract
Purpose: The purpose of this paper is to illustrate and discuss the application of mindfulness practices rooted in Buddhism as the methodological praxis in implementing participatory action research (PAR) projects with older Thai adults. Design/methodology/approach: The paper draws on the researchers' reflexive accounts of participatory action conducted with older Thai participants in a series of four PAR projects in the five senior schools located in the northern, southern, northeastern and central regions of Thailand. Findings: The paper demonstrates the translation of Buddhist mindfulness into a PAR methodological approach and shares actual practices of mindfulness in each stage of the research process. Originality/value: This paper provides practical implications for researchers to incorporate the mindfulness methodology to unlock presuppositions and attachments to pre-existing PAR frameworks and open new ways of knowing that emerge out of the lived experience at the present contextual moment.
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- 2024
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21. Pedagogies of Well-Being: A Narrative Perspective to Explore Two English Student-Teachers' Experiences
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Diego Ubaque-Casallas
- Abstract
This article reports on a series of narrative events extracted from an action research methodology that explores teaching practices and pedagogical experiences to foster well-being in English language student-teachers. Although the study adopted an action research methodology, it does not account for the implementation of the pedagogical process per se. Instead, it resorts to its stages (i.e., planning, reflecting, and acting) to situate the narrative events regarding well-being. The study was conducted in a public university in Bogotá, Colombia, exploring the experiences of two student-teachers at the practicum stage. The purpose was to document narrative events concerning teaching practices and pedagogical experiences implemented to foster well-being. These experiences reveal that student pteachers engage in thought-affective pedagogies or pedagogies of well-being that coexist with traditional language pedagogy, although they are not cognitive-oriented pedagogies. Interestingly, student-teachers could engage in more human pedagogical practice to see the other not as a learning object but as someone who feels and requires attention and care.
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- 2024
22. Enhancing Postgraduate Learning and Development: A Participatory Action Learning and Action Research Approach through Conferences
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Wood, Lesley, Louw, Ina, and Zuber-Skerritt, Ortrun
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As supervisors who advocate the transformational potential of research both to generate theory and practical and emancipatory outcomes, we practice participatory action learning and action research (PALAR). This paper offers an illustrative case of how supervision practices based on action learning can foster emancipatory and lifelong learning within a university context that is becoming ever more focused on throughput of students, rather than on the quality of their learning. Conference attendance offers an excellent opportunity for postgraduate students to develop as researchers and lifelong learners, yet anxiety often prevents them from making the most of the learning experience. We explain how we encouraged the development of capabilities in students through a PALAR support programme that assisted postgraduate students prepare for a conference to make overall participation, presenting a paper and subsequent publication a true learning experience. We generated and analysed data from the written reflections of 11 postgraduate students who participated in the programme. The findings suggest that action learning, specifically PALAR, can be used to enable a rich learning experience for postgraduate students attending conferences through fostering relationships, building trust, a supportive environment, collaboration, communication and competence among them. Postgraduate students who experienced our PALAR support programme developed not only skills, knowledge, confidence and deeper appreciation of learning opportunities through conferences, but also understanding of the principles of PALAR that apply not just to the conference context but across all aspects of learning and research and life at large.
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- 2017
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23. Studies in Teaching: 2022 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 30, 2022)
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Wake Forest University, Department of Education and McCoy, Leah P.
- Abstract
This document presents the proceedings of the 26th Annual Research Forum held June 30, 2022, at Wake Forest University in Winston-Salem, North Carolina. Included are the following ten action research papers: (1) Historical Empathy, Primary Sources, and Subjectivity in History (Camron Alten-Dunkle); (2) Cultivating Classroom Science Outdoors (Sophia Dorsey); (3) "A Good Debate Is One Where I Win": Utilizing Debate as an Instructional Strategy in Secondary Social Studies (Jennifer Griffin); (4) Can Current Events Influence Student Interest in a High School Social Studies Classroom? (Sam Hudson); (5) Art History used in Standard History Courses (Alexis King); (6) Hip-hop Meets Mathematics: The Effects of Teaching Upper Elementary Mathematics Concepts Through the Lens of Hip-hop on Student Engagement, Attitude, and Achievement (Jessica Logan); (7) Impact of Specials on Elementary School Student Engagement (Yuval Solomon); (8) Educational Digital Games (Molly Sugarman); (9) The Influence of Sentence-Combining on Students' Attitude toward Writing (Jenna Whitener); and (10) The Effect of Reflective Practice on Student Mathematics Learning Attitude (Yiming Zhang). Individual papers contain references, tables, and figures. [For the 2021 Research Digest, see ED615309.]
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- 2022
24. A Multi Case Study on the Challenges of Completing Action Research Paper of Master Teachers in Sta. Cruz Elementary School.
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Aranda, Serlita Francia, Miranda, Luisa V., and Romasanta, Maria Riza V.
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MASTER teachers ,ACTION research ,ELEMENTARY schools ,RESEARCH personnel ,INQUIRY-based learning ,EDUCATION research - Abstract
The Department of Education relies on research to make functional decisions that can affect educational practices and resolve significant issues and problems. In addition, the education sector encourages all the teachers to conduct inquiries into their own practices in order to improve teaching and learning, practices and policies through action research. Based on the results of the survey which was answered by the teacher-respondents through the Google Form, the following findings were drawn. Most of the teacher-respondents clearly expressed their insights about action research. They have common perceptions that action research is an initiative which the teachers undertake to seek solutions in the existing problems that the school is experiencing. Likewise, they believe that through action research, the school diagnoses difficulties, and limitations with the goal of addressing the gaps which eventually lead to the improvement of the learners, the teacher, and the whole school community. With regard to the challenges which the teacher-respondents experienced in drafting and completing action research, the three common. The researchers developed an innovation on how to address the challenges of teacher respondents on making an Action Research. It is a workshop entitled CAFE MARS (Capacitate Fellow Educator, More of Action Research Studies). It is a capacity building workshop solely for inquiries about Action Research. This was delivered virtually. After gathering data on the survey, all the controllable factors that were reflected were summarized per category. From these categories, workshop schedule was crafted as to address the variety of circumstances of Master Teachers in making an Action Research. [ABSTRACT FROM AUTHOR]
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- 2024
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25. The Benefits of Involving Undergraduate University Students in Creative Practice-Led Research Projects
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Dahdal, Sohail
- Abstract
This paper examines the involvement of sixteen undergraduate students across four disciplines in a practice-led research project to create the "Once Upon a Time in Palestine" XR documentary by exploring how they performed when given complex challenges, to create this novel and complex practice-led research project. The students were trained and mentored but also were trusted to work under minimal supervision. This created a high level of engagement with the expectation of high-quality output and presented the students with opportunities not afforded to them within the rigid structure of their academic programs. This paper examines the engagement of the students, and their willingness to learn new technologies and apply this learning to produce high quality output under tight deadlines with minimal supervision and the value of interdisciplinary collaboration across multiple fields of study. The paper concludes that while there was a steep learning curve, the students were able to achieve high-level engagement and produce professional results within the specified deadlines, using the latest technological advances in the field, while learning new skills outside their academic program and also enhancing the outcome of the successful project.
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- 2023
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26. Preparing Energy Providers’ Knowledge Base for Going Digital : Introduction of the EPOS Procedure
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Reck, Fabian, Kolloch, Michael, Fliaster, Alexander, Rannenberg, Kai, Editor-in-chief, Sakarovitch, Jacques, Series editor, Goedicke, Michael, Series editor, Tatnall, Arthur, Series editor, Neuhold, Erich J., Series editor, Pras, Aiko, Series editor, Tröltzsch, Fredi, Series editor, Pries-Heje, Jan, Series editor, Whitehouse, Diane, Series editor, Reis, Ricardo, Series editor, Furnell, Steven, Series editor, Furbach, Ulrich, Series editor, Winckler, Marco, Series editor, Rauterberg, Matthias, Series editor, Derksen, Christian, editor, and Weber, Christoph, editor
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- 2017
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27. Imagining New Worlds Together: Leveraging Technology to Decolonize Transcultural Learning
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Kirshner, Jean, Blair, Debbie, Castillo, William, and Tzul, Ofni
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This paper describes the work of teachers from United States and Belize, who took the opportunity that COVID's challenges presented to collaborate in building professional development for teachers in both locations. Leveraging both technology and relationships, educators representing a variety of skill sets, schools, and positions in Belize and in the United States, co-created seminars that were live, interactive and responsive to teacher needs in real time. We sought feedback during this professional development in real time as we have continued to follow up with participants regarding the strengths and barriers of this work. We believe the meeting of our minds and screens during these times of COVID is testimony to the power of collective struggle and triumph through our shared vision, our desire to continuously improve our teaching practice, and our commitment to collaborate as we build an increasingly knowledgeable and united teaching coalition that will continue to shape our shared future. [For the full proceedings, see ED625421.]
- Published
- 2021
28. From words to action (research): a new generation of workplace training
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Harikkala-Laihinen, Riikka, Fäldt, Sanna, and Bäckman, Erik
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- 2024
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29. From novice to expert: advancing step-by-step simulation guideline for urban logistics with an open-source simulation tool
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Baalsrud Hauge, Jannicke and Jeong, Yongkuk
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- 2024
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30. Leading impactful research: applying platform thinking to drive collaborative inquiry in the innovation field
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Trabucchi, Daniel, Bellis, Paola, Buganza, Tommaso, Canterino, Filomena, Shani, Abraham B. (Rami), Verganti, Roberto, and Press, Joseph
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- 2024
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31. Illuminating the trans-mediation process: an eye-tracking study of sketching to light painting in design education
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Sahasrabudhe, Keyur, Prakash, Gagan, Gaikwad, Sophia, and Shah, Vijay
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- 2024
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32. Six sigma project generation and selection: an action research study
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Condé, Giovanni Cláudio Pinto, Toledo, José Carlos, and Martens, Mauro Luiz
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- 2024
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33. Co-creation solutions and the three Co’s framework for applying Co-creation
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Pearce, Gemma and Magee, Paul
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- 2024
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34. Modularization for Mastery Learning in CS1: A 4-Year Action Research Study
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Claudio Alvarez, Maira Marques Samary, and Alyssa Friend Wise
- Abstract
Computer programming is a skill of increasing importance in scientific and technological fields. However, in introductory computer science (CS1) courses in higher education, approximately one in every three students fails. A common reason is that students are overwhelmed by an accelerated and inflexible pace of learning that jeopardizes success. Accordingly, in the computer science education literature it has been suggested that the pedagogical philosophy of 'mastery learning,' which supports students progressing at their own pace, can improve academic outcomes of CS1 courses. Nevertheless, few extended mastery learning implementations in CS1 have been documented in the literature, and there is a lack of guidance and best practices to foster its adoption. In this paper, we present a four-year action research study in which a modular mastery-based CS1 course was designed, evaluated and improved in successive iterations with cohorts of engineering freshmen in a Latin American research university (N = 959). In the first year of the intervention, only 19.3% of students passed the course in their first semester attempting it. In successive iterations, the instructional design, teaching and learning activities, course content, and course management were iteratively improved such that by the fourth year of offering 77.1% of students passed the course in their first semester. Over this period, course attrition was reduced from 25.0% to 3.8% of the cohort, and students' mean time spent in the course decreased from 23.2 weeks (SD = 7.38) to 14.9 (SD = 3.64). Results indicate that modularization for mastery learning is a viable approach for improving academic results in a CS1 course. Practical considerations towards successful implementation of this approach are presented and discussed.
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- 2024
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35. Teacher-Composed Cases of Practice as and for Dissemination, Reflection and Data
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Bronwen Cowie, Suzanne Trask, and Frances Edwards
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The need to make evidence and implications of educational research widely available has prompted a burgeoning interest in knowledge mobilisation, which is a set of strategies supporting the active and intentional dissemination of research knowledge. For this, it is important to consider who might be the intended audience and end-users of this knowledge, as this impacts decisions throughout the research process. Researcher-teacher collaborations are effective contexts for knowledge-building and sharing, where both partners have different but equally valuable roles and contributions to make to the conduct, analysis and dissemination of research. This paper illustrates the value and uses of teacher-composed written and video cases of colleague coaching. The cases were generated as part of the Zooming project, a seven-school, 3-year research-practice partnership focused on developing teachers' data literacy and capacity to coach colleagues in this. To craft the cases, the teachers reflected on their coaching practices and relationships and identified what would be most useful for new coaches to know. The cases proved to be engaging tools for research dissemination, especially to a professional audience. In addition, the case writing challenged teachers to reflect on and analyse their coaching actions and the assumptions they brought to collegial coaching. The cases as data also provided researchers with a deeper level of insights into what teachers viewed as salient when coaching colleagues in data use. Teacher case composition offers a useful approach to knowledge co-production and a pathway to research dissemination by and for teachers and researchers.
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- 2024
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36. Critical Feminist Pedagogy in English Language Education: An Action Research Project on the Implementation of Feminist Views in a German Secondary School
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Kimberly Granger and David Gerlach
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Based on an action research project, this paper provides innovative teaching approaches for ELT to ensure gender equality through critical pedagogy. The qualitative study focuses on the reconstruction of students' perceptions through the analysis of group/peer talk allowing for the display of changing viewpoints after having dealt with feminist issues in class. Given the still limited representation of multiple individuals not only in society but also in secondary ELT coursebooks, critical educational practices have been concerned with the transformation of exclusionary schooling practices for the purpose of ensuring a just and equal future. Critical language education has been known to promote students' autonomy and sense of responsibility when it comes to the abolition of oppression and marginalization. Likewise, feminist approaches have the goal of fostering feminist principles and ethics of gender equality. The study, conducted in a German secondary school, reveals that the majority of learners welcome an exploration of feminist matters in the ELT classroom, because they recognize the significant connection between language learning and the exploration of societal issues. The implementation of critical and feminist ethics helped students become aware of prevailing gender inequalities; and their willingness for societal transformation highlights a visible increase in learner autonomy.
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- 2024
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37. Action Research in Integration of Immigrant Students in the Classrooms of Torreblanca Secondary School
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Ferreras-Listán, Mario, Pineda Alfonso, José Antonio, León-Sánchez, Mario, and Sevillano-Monje, Verónica
- Abstract
Thanks to the intercultural training of secondary school teachers, it has been possible to improve the inclusion of immigrant students in school classrooms. Reality shows that greater attention to this type of student by teachers, as well as by other colleagues, considerably improves their academic success. It also favours greater personal development within the socio-environmental context in which they live. The Erasmus + Quammelot project, after planning and executing a specific training course for Secondary Education teachers, includes the results obtained in several Spanish schools, among them the IES Torreblanca. These results have been obtained attending to the personal and academic needs of immigrant students. This work gathers the main results obtained in three of the didactic interventions developed along the eight modules that compose the training of the participating teachers. Throughout these three didactic proposals, information units have been collected referring to the learning of the attitudinal dimension at an initial moment (M1) and at the end of each proposal (M2). After the analysis of the information obtained, it has been possible to verify that the motivation, interest and participation of the students improves notably, regardless of whether or not they are immigrant students. [Paper presented was presented at the ERPA International Congresses on Education (April 10-12, 2020).]
- Published
- 2020
38. 'So Close, yet so Different' -- Reflections on the Multicultural Course of Slavic Languages
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Kyppö, Anna
- Abstract
The complexity of language learning may be expanded to learning the languages belonging to the same language family, for example, Slavic languages. This paper reports on the reflection-on action research aimed at the increase of learners' multicultural competence and enhancement of critical thinking at the interdisciplinary, blended course of Slavic languages and cultures. The course organized in modules is implemented in Moodle. Course content is designed by the teacher; however, Slavic languages are presented by native speakers of these languages. Learners have an opportunity to get familiar with Slavic languages, history, and culture from the presenters' perspective, what generally results in the increase of learners' multicultural competence and enhancement of critical thinking. Learning experience is intensified through reflective learner logs, which serve as a knowledge-sharing medium and cognitive learning. [For the complete proceedings, see ED600837.]
- Published
- 2019
39. Video Assessment Module: Self, Peer, and Teacher Post-Performance Assessment for Learning
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Cotter, Matthew and Hinkelman, Don
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Assessing student presentations can be made more reliable with video-recording and post-performance rating. Further, self assessment and peer assessment can aid in the learning process by students when using specific, easy-to-understand rubrics. A ten-year action research study involved video-recorded performance assessment tasks using a free, open-source Moodle module developed by Sapporo Gakuin University. The Video Assessment Module (VAM) allowed teachers to video record English presentations and upload them to the module for students for self and peer assessment on specific rubrics using qualitative and quantitative criteria. When compared to paper rubrics, the VAM reduced teacher management time and students could use out-of-class time to assess asynchronously without time pressure. Results showed that there was a higher difference in teacher variance for self assessment when compared to teacher variance with peer assessment. Qualitative and quantitative results reported value in using the tool by both students and teachers. This study also showed that students can be trained to use online rubrics to score presentations efficiently, giving further validity for using and developing online modules for video assessment. [For the complete proceedings, see ED600837.]
- Published
- 2019
40. Action learning in public administration education: learning (evidence) from an action research case study
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Venturini, Karen, Capaldo, Guido, Palazzi, Federica, Amatori, Chiara, and Capicchioni, Amos
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- 2024
- Full Text
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41. The Manifesto Assignment: Study with Women Prisoners
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Moore, Lisa Jean
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Lisa Jean Moore describes a class assignment for her Social and Cultural Change course in which she was required to accommodate the material limitations of teaching within a highly regulated and restricted environment. This assignment, carried out in a women's prison, could be adapted for traditional college settings and travel abroad programs, but Moore designed the assignment outside of her traditional classroom and was thus only able to create it and realize its potential within that particular context. She explains how the assignment was innovated and refined by the prison environment, which demanded deep reflection and expressive sociological production. Contrary to the author's preconceived notions, she found that prison does not preclude pedagogy but actually opens up unanticipated spaces and forms. Moore writes that beyond her grandest expectations, this assignment, the result of wrestling with the limitations of teaching in a maximum-security prison, produced a sensational and moving experience of sociological pedagogy for both the students and herself.
- Published
- 2016
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42. Scaling for social impact: understanding social innovation through local empowerment strategies
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Rado, Istvan and Nuchpiam, Prapin
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- 2024
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43. Literacy and Transformation: Shedding of Spoilt Identities
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Duckworth, Vicky and McNamara, Marie
- Abstract
This paper shares my former literacy learner and friend - Marie's journey - and my own. We explore critical approaches to education and beyond and how they offer a potential space for transformation not just for the learner but for the teacher. The ripple impact has supported us on our journey across nearly two decades. Our relationship was forged by a learner driven, and socially empowering model (Freire, 1993; Barton et al 2003; Duckworth, 2013, 14; Duckworth and Smith 2017, 2018) which takes into consideration the cultural, psychological and educational factors related to the Learners and their lives and driven by creating critical spaces for organic transformative tools for consciousness-raising (Freire 1995) and a caring space where hope can act as a change agent that fuelled our life. In this paper we argue that the aforementioned encourages dialogic communication between teachers and literacy learners whereby learners, teachers and communities can share stories, ask questions, analyse and subsequently work through effective and meaningful strategies to take agency over their lives, enhancing their situation and empowering them in the public and personal domains of their journeys.
- Published
- 2021
44. An exposition of the constructive research approach: a tactical treatise for addressing methodological and practical issues in organisational research
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Jones, Ollie, Gold, Jeff, and Claxton, Julia
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- 2023
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45. Action Research as Teacher Inquiry: A Viable Strategy for Resolving Problems of Practice
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Mertler, Craig A.
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Teacher inquiry is the process of applying action research to educational problems of practice, carried out by educational practitioners. The value of teacher inquiry--and all applications of action research--is that the research is being conducted by insiders, those who work directly with the problem being studied. It is based upon critical reflection and investigation into one's own professional practice. This paper presents discussion of teacher inquiry as a viable approach to resolving practitioner-based problems of practice in a process that also affords teachers the operation to generate their own knowledge about classroom practices. The process of conducting action research, along with its applications and benefits, are reviewed and contextualized within the work of classroom teachers. Perspectives held by educators regarding teacher inquiry are also discussed. The paper closes with a discussion of ways in which teacher inquiry can be highly beneficial as a means of professional growth during and following the COVID-19 global pandemic and includes a concrete example of teacher inquiry during the pandemic.
- Published
- 2021
46. A Dynamic Map Design for Global Awareness in Social Studies Teaching
- Author
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Ineç, Zekeriya Fatih
- Abstract
In this study, the stages of creating a dynamic map in Microsoft Excel with the rapid prototyping instructional design model developed by Tripp and Bichelmeyer are explained to support and improve students' global awareness in social studies lessons in Turkey. The dynamic map was created in four general stages in the study, in which the waterfall design model was adopted. First, the needs and content analysis of the study were conducted for this aim. In the second stage, an algorithm was created in line with the determinations of the first stage, and, within this framework, the prototype of the dynamic map was designed in Microsoft Excel. In the third stage, the working status of the dynamic map was checked, the design process was completed, and the distortions on the coordinate system were eliminated. In the last stage, the dynamic map was evaluated by three experts, and the final prototype was created based on their feedback. The study was conducted using action research, the reflections of the acquisitions in the dynamic map are evaluated descriptively, and the opinions about the dynamic map are evaluated with content analysis. According to the obtained results, the dynamic map can reflect the acquisitions, concretize the content, and increase students' map literacy levels, but it also requires teacher support. In addition, the map also supports the competencies in teaching programs with mathematics and learning skills. Suggestions based on these results are also provided for educators and researchers. [This study was presented at the 3rd International Turkish World Congress of Educational and Social Sciences held in Ankara, Turkey on 10-12 November 2020.]
- Published
- 2021
47. Studies in Teaching: 2021 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 30, 2021)
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Wake Forest University, Department of Education and McCoy, Leah P.
- Abstract
This document presents the proceedings of the 25th Annual Research Forum held June 30, 2021, at Wake Forest University in Winston-Salem, North Carolina. Included are the following eighteen action research papers: (1) Using Modern Events to Teach United States History (Charles Ahern); (2) "We Are All ESL Teachers": Culturally and Linguistically Relevant Vocabulary Instruction for Spanish Speaking Elementary School Students (Elizabeth McKenzie Bell); (3) The Effects of Ability-Based Peer Partners on Student Achievement in Elementary Mathematics (Mary Hallet Culbreth); (4) The Effect of Online Presentations on Reading Comprehension and Attitudes (Anna-Dixon Harkey); (5) The Impact of Mindfulness Education on Students' Mental Wellbeing and Engagement (Benjamin Hill); (6) Science Outdoors! (Rebecca Hill); (7) Dialogic Reading Practices (Jane Isherwood); (8) The Influence of Kinesthetic Revision Strategies on Students' Metacognitive Awareness of the Revision Process (Elizabeth Kennard); (9) Second Grade Students' Perspective on Influences over Wellbeing and Attitude Toward School (Caroline Kenney); (10) Visual Arts Integration, Student Engagement, and Reader Response Journals (Natalie Lett ); (11) Whispering and Thundering Witness: Studying the Effects of Textual Primary Sources on Affective Historical Empathy (Matt McCoy); (12) Do Cultural Children's Literary Materials Affect Attitudes in Elementary School Students? (Tilah McDowell); (13) Media Use in the Secondary Social Studies Classroom and its Impact on Student Engagement and Achievement (Kyle Nanney); (14) Turning Practice into Theory: Identifying a Theoretical Framework Through Which to Understand and Replicate the Success of the University of Southern California's Neighborhood Academic Initiative Program (Logan Philon); (15) Influence of Reading and Writing Activist Poetry on Students' Attitude Toward Poetry (Sydney Schaedel); (16) The Effect of Analytical Writing through a Study of Sports Analysis (Abby Scoresby); (17) Visual Arts Pedagogy and Student Engagement with Poetry (Elijah Shalaway); and (18) Identifying Bias and Perspective in News Related Tweets (Dustin Smith). Individual papers contain references, tables, and figures.
- Published
- 2021
48. Innovative Language Teaching and Learning at University: A Look at New Trends
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Research-publishing.net (France), Becerra, Nelson, Biasini, Rosalba, Magedera-Hofhansl, Hanna, Reimão, Ana, Becerra, Nelson, Biasini, Rosalba, Magedera-Hofhansl, Hanna, Reimão, Ana, and Research-publishing.net (France)
- Abstract
The present volume collects papers from InnoConf18 [Innovative Language Teaching and Learning at University Conference], which took place at the University of Liverpool in June 2018. The theme of the conference was "New trends in language teaching and learning at university." The contributions collected here aim to reflect on best practice in the sector while at the same time capturing state-of-the-art language teaching and learning methodologies. The short papers in this peer-reviewed selection display examples of active learning and student empowerment across all levels of learning and demonstrate the benefits of maximising engagement through a creative and inspiring learning environment. We believe this volume will be of use to language teachers and practitioners in higher education and beyond. [The University of Liverpool's School of Histories, Languages, and Cultures (HLC) and the Centre for Teaching Excellence in Language Learning (CTELL) financially contributed to the publication of this volume. Additional sponsors include Sanako, Hueber, and European Schoolbooks.]
- Published
- 2019
49. Harnessing the Affordances of Action Researchers to Address the Challenges of the COVID-19 Pandemic: Educational Leaders Take Action Research Online
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Brydon-Miller, Mary, Hicks-Hawkins, Rebecca, Johnson, Michele, Jones, Victoria M., Wade, Carrie, and Woolridge, EricaR
- Abstract
The unique affordances of Action Research, including flexibility, playfulness, accessibility, and a focus on practical problem solving provided crucial strategies for generating knowledge and developing solutions to the challenges created by the COVID-19 pandemic. The move to online research settings, in particular, required action researchers to find ways to adapt existing research methods and to devise new approaches. This article describes the work of a group of doctoral students in an Educational Leadership program and their instructor in carrying out action research methods in both synchronous and asynchronous online settings. If the months of the pandemic have taught us nothing else, it is that flexibility and willingness to innovate, which are central to action research, are valuable assets in times of uncertainty. The unique affordances of Action Research include creativity, playfulness, accessibility to multiple participants and audiences, transferability of findings, and a focus on the generation of knowledge designed to be pragmatic and problem-focused. These qualities can be harnessed to address the multiple challenges we have encountered during the pandemic including health equity and access, poverty and unemployment, and the interruption of education for vulnerable student populations. They also offer us hope that action research can continue to contribute to addressing the challenges we are sure to face in the future. As students in an educational leadership doctoral program, we focus on examining problems of practice in our schools and districts through action research. As we adapted to online learning in our own schools, we were able to bring these skills to bear in our doctoral studies by developing strategies for conducting these action research methods in both synchronous and asynchronous online settings. This paper describes some of the approaches we developed in the hope that this will enable other action researchers to implement these methods in their own schools, organizations, and communities. The specific action research methods described in this paper are Future Creating Workshops, Citizens' Juries, World Café, Nominal Group Technique, and Digital Storytelling.
- Published
- 2023
50. Helping Language Teachers in Lithuania Take Their First Action Research Steps during the COVID-19 Pandemic: An Online Strategy
- Author
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Gallagher-Brett, Angela and Lechner, Christine
- Abstract
This paper reports on the experiences of the authors teaching action research workshops as professional development for language teachers in Europe during the COVID-19 pandemic. It describes work carried out for Action Research Communities for Language Teachers, which is funded under the Training and Consultancies programme of the European Centre for Modern Languages of the Council of Europe as part of its aim to promote quality language education in Europe. The paper focuses on the necessary pivot from face-to-face to online action research workshops and project development in a difficult global context for a group of teachers in Lithuania. It outlines the challenges experienced by the authors and teacher participants, the lessons learned in online teaching of action research, and the positive outcomes for language teachers in setting out on their action research journeys. The paper contributes to the literature on action research in language education and professional development during COVID-19.
- Published
- 2023
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