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2. Creating Sustainable Assessment through Collaboration: A National Program Reveals Effective Practices. Occasional Paper #31
- Author
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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
- Author
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Martinez, Joseph P.
- Abstract
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. Winona State University Graduate Education Learning Community, Rochester, Minnesota 2005-2006. Anthology of K-12 Action Research Papers. [Volume 4]
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Winona State Univ., MN. and Winona State Univ., MN.
- Abstract
These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this volume include: (1) Does Gesturing Increase Students' Language Learning in a Spanish II Class? (Kelly Marin); (2) Does Having Students Formally Write down Notes, Using the Classic Projector, Transparency, and Screen Method, Aid Middle Level Students in the Learning of Basic Historical Ideas and Facts? (Michael Matiash); (3) Will Journaling While Going through the Executive Processes Improve Students' Performance in Mathematical Problem Solving? (Brian Menk); (4) Will the "Read Naturally" Program Produce Better Results among Elementary-Aged Students when Comparing Word Per Minute Fluency Probes than a Multi-Sensory, Phonetic Approach to Reading? (Carrie Miller); and (5) Goal Setting Will Increase Student Scores in Recall of Multiplication Facts (Melissa Mortellito). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]
- Published
- 2005
5. Winona State University Graduate Education Learning Community Rochester, Minnesota 2005-2006. Anthology of K-12 Action Research Papers. [Volume 1]
- Author
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Winona State Univ., MN. and Winona State Univ., MN.
- Abstract
These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this document include: (1) Increasing Students Visual Aesthetics through the Critical Analysis of Western Masterpiece Artworks (Colin Atkinson); (2) Will Ability Grouping the Seventh Grade Students in Math Positively Impact Their BST Scores When They Take The Test in Eighth Grade? (C. J. Boerger); (3) Will Assigning Math Bags in High School Mathematics Classes Increase the Amount of Time that Parents Spend Doing Math With Their Child? (Becky Breeser); (4) When Incorporating a Parental Contact Commitment Form Will Students Show a Decrease in Their Missing Assignments each Semester? (Amanda Bremer); and (5) Can Evidence be Provided to Support the Practice of Using Targeted Homework Activities to Improve Reading Performance? (Jeffery Cole). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]
- Published
- 2005
6. Winona State University Graduate Education Learning Community, Rochester, Minnesota 2005-2006 Anthology of K-12 Action Research Papers. [Volume 6]
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Winona State Univ., MN., Sherman, Thomas F., Klees, Heather, Moertel, Cheryl, Weibel, John, Sherman, Thomas F., Klees, Heather, Moertel, Cheryl, Weibel, John, and Winona State Univ., MN.
- Abstract
These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this volume include: (1) Will the Implementation of Individualized Self-Paced Instruction via the Accelerated Math Software Program Improve Math Competency for Target math Students? (William Theisen); (2) Will the Ongoing Practice of Presidential Physical Fitness Skills Help Students to Improve Their Fitness Testing Scores throughout Eight Weeks? (Jacob Tietje); (3) Will Teaching Eighth Grade Reading through Fiction or Nonfiction Produce Greater Achievement on Diagnostic Testing? (Benjamin Volker); (4) Does Student Academic Achievement Increase when Parents Have Online Access to Grades? (Andrew Wieme); (5) Will Earlier Exposure to High-Frequency Words, Compared to Gradual Exposure, Increase Students' Mastery of These Words? (Kelly Yolch); and (6) Does Timed Practice versus Not Timed Practice Affect the Mastery of Multiplication Facts (Erika Youlden). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]
- Published
- 2005
7. Winona State University Graduate Education Learning Community, Rochester, Minnesota 2005-2006. Anthology of K-12 Action Research Papers. [Volume 3]
- Author
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Winona State Univ., MN. and Winona State Univ., MN.
- Abstract
These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this volume include: (1) Teaching with a Logical-Mathematical Style Ensures Higher Science Test Scores in Physical Science Students (Emily Hagg); (2) The Effects of Differentiated Instruction Reading Comprehension Homework on Northwest Evaluation Association Reading Assessment Performance of Second Grade Students (Ryan Haraldson); (3) The Effect of the Accelerated Math Program on the Minnesota Basic Skills Test Scores of Ninth Graders (Margarret Hongerholt); (4) Children's Behavior Will Be Affected in a Positive Manner by Going from a Mixed Gender Classroom to a Same Gender Classroom (Michael Kesler); and (5) Does the Use of a Word of the Day to Teach High-Frequency Words Help Students Read and Write the Word More Successfully? (Saundra Lovelace). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]
- Published
- 2005
8. Winona State University Graduate Education Learning Community, Rochester, Minnesota 2005-2006 Anthology of K-12 Action Research Papers. [Volume 5]
- Author
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Winona State Univ., MN., Sherman, Thomas F., Klees, Heather, Moertel, Cheryl, Weibel, John, Sherman, Thomas F., Klees, Heather, Moertel, Cheryl, Weibel, John, and Winona State Univ., MN.
- Abstract
These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this volume include: (1) Will Listening to Different Genres of Music in the Learning Environment Decrease the Levels of Stress for Students? (Chris Otterness); (2) Will Maintaining a Vocabulary List in Social Studies Improve Writing Levels of High School Seniors? (John Pittenger); (3) Will a Support Math Class for a Semester Help Low-Ability Eighth Grade Students Raise Their Scores on the Minnesota Basic Skills Test? (Nicole Pittenger); (4) Will Gradual Movement from Extrinsic to Intrinsic Reinforcers Decrease a Student's Dependence on Extrinsic Rewards? (Ryan Raabe); (5) Does the Use of Flash Cards Increase Comprehension and Retention of Vocabulary Terms for Middle School Science Students? (John Rud); and (6) Implementing Math Skills Games into the Classroom on a Daily Basis Will Improve Students' Performance on Computation Assessments in Math (Mindy Scheel). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]
- Published
- 2005
9. Winona State University Graduate Education Learning Community, Rochester, Minnesota 2005-2006. Anthology of K-12 Action Research Papers. [Volume 2]
- Author
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Winona State Univ., MN. and Winona State Univ., MN.
- Abstract
These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licensure areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this volume include: (1) Will the Use of Grade Trackers in the Orchestra Classroom Improve Sectional Attendance and Overall Grades? (Julianne Dahlin); (2) Will Listening to Classical Music Before and During Tests Help Students Improve Their Test Scores? (Craig Erickson); (3) Will Studying for Spelling Tests Increase Scores if Time is Spent in Class Studying in Entertaining Ways? (Jane Erickson); (4) Do Speedskins[TM] Increase Student Typing Speed and Accuracy? (Chris Fernholz); and (5) Repeated Oral Reading and the Effects on Reading Fluency of First Grade Students (Molly Fernholz). (Individual papers contain references.) [Abstract modified to meet ERIC guidelines.]
- Published
- 2005
10. Winona State University Anthology of K-12 Action Research Papers
- Author
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Winona State Univ., Rochester, MN., Sherman, Thomas F., Lundquist, Margaret, Sherman, Thomas F., Lundquist, Margaret, and Winona State Univ., Rochester, MN.
- Abstract
These papers are partial fulfillment of the requirements for the Master of Science Degree in Education at Winona State University in Winona, Minnesota. The cohort included a variety of licenser areas that represent most levels and content areas of K-12 education. The students were encouraged to keep their questions and hypothesis directed at specific issues in their teaching environment. The papers follow American Psychological Association (APA) format. Papers in this document include: (1) Will Including High School Content Area Teachers in The Library Collection Updating Process Increase Circulation of Materials? (Erin Foster); (2) Will Applying Direct Instruction Improve Student Scores? (Carrie Johnson); (3) Will A Morning Check-In Time With Each Student, Along With A Charting Program Requiring A Parent Signature, Improve The Students' Success With Homework Completion? (Melissa Klapperich); (4) Does The Format of A Test Increase or Decrease the Average Performance Level Achieved By Students? (Janelle Lund); (5) How Does A Level System That Includes Having Students With Emotional or Behavioral Disabilities Graph Their Individual Education Plan Goals Increase Progress towards Their Goals? (Nicole Meyer); (6) Will Student-Led Conferences Increase Student Accountability? (Susan Munroe); (7) Will Students' Long-Term Retention of Spanish Vocabulary Improve if The Words Are Presented To Them in A Manner That Is Experiential, Comprehensible, Enjoyable, And Free Of Assessment Related Stress? (Anne Simon); (8) Will Smart Centers Allow Kindergartners To Learn Independently And Stay On Task? (Michelle Spitzack); (9) Does Spending The Ninth Grade in A Small, Alternative, Educational Setting Improve Student Performance Academically? (Molly Thorson); and (10) Will The Transition Training Manual and Transition Training Session Increase The Special Education Teacher's Ability To Write IEPs That Meet Current Law Requirements Under IDEA '97? (Annie Thompson). (Individual papers contain references.) [ERIC abstract modified to meet ERIC guidelines.]
- Published
- 2004
11. Invited Paper: Bridging the Gap between IS Education and IS Research--What Can Be Done to Help?
- Author
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Lee, Allen S.
- Abstract
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
12. Considerations of Learning in the Workplace in Quebec: Pulp and Paper Students' Perspectives.
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Savoie-Zajc, Lorraine and Dolbec, Andre
- Abstract
A study identified students' perspectives on quality and nature of learning achieved in a vocational program using a cooperative learning approach. The theoretical framework for analysis of the implementation of a vocational program included Lave and Wenger's (1991) concept of situated learning and the Guile and Griffiths' (2001) model of work experience. A 1997-2001 action research study focused on dynamics as collaborations between schools and businesses were implemented, including how collaboration evolves; the nature and type of collaboration in relationship to the size of organizations; and implementation of partnerships in a vocational training program. The context was a new, high-school-level vocational program to train specialized workers for the pulp and paper sector. Questionnaire and interview data indicated first experiences of cooperative education in the sector were filled with challenges that vocational centers and mills overcame; large majorities of students were satisfied with training and confident of finding a job; and the practicum was not a good example of successful integration in the pulp and paper community of practice. Mills appeared to play the role of a demonstration environment. Many students reported limited access to job operations; mills engaged in training with a focus on productivity; work supervisors saw their role mainly as adapting to the vocational centers' demands rather than being more active; and degree of work autonomy conferred on students was very variable. (YLB)
- Published
- 2002
13. Paper Copters and Potential: Leveraging Afterschool and Youth Development Trainers to Extend the Reach of STEM Programs
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Lingwood, Stephanie A. and Sorensen, Jennifer B.
- Abstract
October 6, 2012: 109 adults simultaneously threw their heads back and shouted "I discovered!" at the top of their lungs. Slightly mangled bright-green paper helicopters littered the floor. The class was six minutes into a daylong journey of discovery, during which this group of volunteer trainers would learn to facilitate a curriculum that uses inquiry-based science to teach youth development concepts. What would it take to increase the number of youth-serving volunteers who can competently lead science, technology, engineering, and math (STEM) activities? This question has guided the authors work in the Inquiry in the Community project, launched in 2008. Along with Girl Scout staff colleagues and many dedicated volunteers, the authors have created a system for embedding inquiry-based science into a youth development organization. They achieved this goal by training staff and volunteers on inquiry facilitation techniques and then building support networks to reinforce these new skills. When co-author Stephanie was accepted into the National Afterschool Matters STEM Practitioner Fellowship, the authors decided to use the action research component of the fellowship to dive deeper into a facet of Inquiry of the Community they hadn't yet been able to investigate: the experience of volunteers participating in the project's train-the-trainer program. The lessons learned in the resulting action-research project can apply to other train-the-trainer efforts in afterschool and youth development. Stephanie takes over the story in this article to describe how she and co-author Jen Sorensen implemented the program and how Stephanie's action research examined the volunteers' experience.
- Published
- 2014
14. Annual Proceedings of Selected Research and Development Papers Presented at the Annual Convention of the Association for Educational Communications and Technology (36th, Anaheim, California, 2013). Volume 1
- Author
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Association for Educational Communications and Technology and Simonson, Michael
- Abstract
For the thirty-sixth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Anaheim, California. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. (Individual papers contain references.) [For Volume 2, see ED546878.]
- Published
- 2013
15. Assessment: A Qualitative Umbrella Shared by Action Research and Institutional Research. AIR 2000 Annual Forum Paper.
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Howard, Richard D. and Borland, Kenneth W.
- Abstract
This paper presents a conceptual model of assessment that defines six sequential, iterative steps: purpose identification; outcomes identification; measurement and evaluation design; data collection; analysis and evaluation; and decision making/action. The conceptual model of assessment closely parallels systematic scientific inquiry, especially the portion of inquiry that corresponds to qualitative research. Therefore, the paper argues that the conduct of assessment based on this model is qualitative research that often takes the form of both action research and institutional research. The paper reviews quantitative and qualitative research paradigms and defines assessment, action research, and institutional research. The conceptual model explains assessment in higher education at all levels of the academy and in regard to all of the academy's ends. Within the parameters of this conceptual model and the purposes of assessment, three primary foci of assessment (classroom assessment, program review, and institutional impact) are discussed. The paper posits that action research and institutional research are the forms of systemic inquiry that support the institution's internal information management and planning needs and the need to meet accountability mandates from external constituencies. It also discusses generalizability, suggesting that generalization is the responsibility of the reader and not the institutional researcher. (Contains 11 references.) (SM)
- Published
- 2000
16. Linking Flexible Delivery and Community Development: The Wugularr Story. Occasional Paper
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National Centre for Vocational Education Research and Anderson, Stuart
- Abstract
Building the research capacity of the vocational education and training (VET) sector is a key concern for the National Centre for Vocational Education Research (NCVER). To assist with this objective, NCVER supports an academic scholarship program, whereby VET practitioners are sponsored to undertake university study at honours', master's or doctorate level. The author received an academic scholarship in 2008 to assist with his Master's of Education at Charles Darwin University. He is a Lecturer and Course Coordinator in Alcohol and Other Drugs, Youth Work at Charles Darwin University. His research investigates the flexible delivery of VET in Wugularr, a remote Indigenous community near Katherine in the Northern Territory. As part of its core business, Charles Darwin University offers a range of VET training programs to Wugularr. One of these programs is the Sunrise Health Service's youth worker training program. This paper evaluates the program from the community's perspective. The lessons learned, which are applicable to the wider VET sector, are also identified. (Contains 1 table and 2 figures.) [Funding for this document was provided through the Department of Education, Employment and Workplace Relations.]
- Published
- 2009
17. Annual Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology (29th, Dallas, Texas, 2006). Volume 2
- Author
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Association for Educational Communications and Technology, Washington, DC., Simonson, Michael, and Crawford, Margaret
- Abstract
For the twenty-ninth year, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the National AECT Convention in Orlando, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 2 contains papers primarily dealing with instruction and training issues. (Individual papers contain references, figures, and tables.) [For Volume 1, see ED499964.]
- Published
- 2006
18. Compilation of Action Research Papers in English Education.
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Sherman, Thomas F., Lundquist, Margaret, Sherman, Thomas F., and Lundquist, Margaret
- Abstract
This action research compilation contains two research projects: "Increasing Student Appreciation of Poetry through the Use of Contemporary Music" by Paul G. Senjem and "Are Men and Women Created Equal? Gender in the Classroom" by Jennifer Joyce Plitzuweit. The researcher/author of the first paper states that his goal was to make exposure to poetry more pleasant for his 78 high school sophomore students by including contemporary music in the poetry unit plan. The paper explains that as part of a 3-week unit he set up a data collection process before and after the poetry unit; the data collection tool was a pre- and post-form. It states that after data collection responses were tabulated and converted into a mean, mode, and median. Includes data; contains 9 references. The researcher/author of the second paper divided her two eighth-grade classes by gender for three quarters of the school year (16 consistent female participants and 20 consistent male participants) to see if this would affect learning. According to the paper, she journaled about similarities and differences and documented grade increases and decreases. The paper's researcher/author feels that it was worth splitting the classes by gender and that the students were more successful academically. Contains a 6-item bibliography and attached data. (NKA)
- Published
- 2003
19. Winona State University: Compilation of K-12 Action Research Papers in Science Education. 2000-2002 Learning Community Masters in Education.
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Lundquist, Margaret and Sherman, Thomas F.
- Abstract
This report contains five action research papers in science education. Papers include: (1) "Does Classroom Size in an Industrial Technology Laboratory Affect Grades and Success in Class?" (Chad Bruns); (2) "The Effects of Project Based Learning on Students' Engagement, Independence, and Interest in Physical Geology Class" (Jill Dahl); (3) "Will an Interactive Lab Safety Program Create a Safer Laboratory Environment for Students in Biology Class?" (Laura Espeset); (4) "Will Random Sampling of Science Terms Increase Students' Long-Term Recall?" (Ann Miller); (5) "Using Rubrics to Improve Student Independence in Active Scientific Inquiry" (Tony McGee). (KHR)
- Published
- 2003
20. Compilation of K-12 Action Research Papers in Language Arts Education.
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Sherman, Thomas F., Lundquist, Margaret, Sherman, Thomas F., and Lundquist, Margaret
- Abstract
The papers in this compilation are the result of K-12 action research projects and were submitted in partial fulfillment for a variety of degrees from Winona State University (Minnesota). The compilation contains the following nine papers: "Will Playing Background Music in My Classroom Help Increase Student Spelling Scores?" (Jonathan L. Wright); "Using Writers' Workshop to Improve Writing Skills" (Margaret M.F. Kraske); "The Effects of the 'Read Naturally Program' on Middle School Students' Oral Reading Fluency and Reading Comprehension Skills in a Residential Treatment Setting" (Julie Swannette Onken); "Effects of Visual Phonics to Improve Reading Fluency and Decrease Reading Error Rate in a Remedial Reading Program" (Michelle Breitsprecher); "Will Incorporating the Building Blocks Reading and Writing Approach into a Kindergarten Curriculum Increase Literacy Assessment Scores?" (Karmen Beyer); "Literature Circles" (Colleen Hansen Egle); "Will Students Be Able to Obtain Information More Quickly and Accurately from a Hard Copy of 'USA Today' or Its Internet Site?" (Todd Francis Gasner); "Will Students Benefit from Spending More Class Time on Spelling and Spending More Class Time on Varied Approaches to Learning Spelling Words in Class throughout the Week?" (Jeffrey Michael Anderson); and "Using an Author's Chair in a Kindergarten Classroom" (Tara Bradford). (NKA)
- Published
- 2002
21. Texas Papers in Foreign Language Education, Fall 2002.
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Texas Univ., Austin. Foreign Language Education Program.
- Abstract
Articles are divided into two sections. Section 1, "Research and Theory, includes: "The Influence of Pronunciation Instruction on the Pronunciation of English Word-Final Consonants by Brazilian Learners" (Roseanne Silveira); "Perceptions, Interactions and Immersion: A Cross-Comparative Case Study of African-American Students' Experiences in a French Immersion Class and a Regular French Class" (Michelle Haj-Broussard); "Teachers Studying Abroad: An Analysis of Changes in Linguistic and Cultural Knowledge and Attitudes toward Spanish Culture and the Effects of Ethnographic Interviews" (Greg Thompson); "Motivation in Foreign/Second Language Learning: Some Problems and Implications" and "Learning to Teach Spanish" (Gloria Velez-Rendon). Section 2, "Teaching Tips," includes: "Dialogic Construction and Reflective Practice: A Teacher Educator's Action Research Study of Teacher as Learner" (Marjorie Haley and Sabrina Wesley-Nero); "Creating an Innovative English as a Second Language in the Workplace Program" (David Schwarzer, Clarena Loretta, and Vyacheslav Zub); "Heretical Method for Teaching Foreign Languages" (Zev Bar-Lev); and "Professional Organizations: A Comprehensive Resource List" (Felicia Rader). (Papers contain references.) (SM)
- Published
- 2002
22. Evaluating Impact. Education Research Paper.
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Department for International Development, London (England)., McKay, Veronica, Treffgarne, Carew, McKay, Veronica, Treffgarne, Carew, and Department for International Development, London (England).
- Abstract
Papers in this collection address issues related to participatory approaches to assessing impact. The first section, "What Is an Impact Study and How Should We Do It?" contains: (1) "Participatory Impact Assessment" (John Shotton); (2) "Participatory Action Research as an Approach to Impact Assessment" (Victoria McKay); (3) "Participatory Approaches to Impact Studies" (Sasidhara Rao); and (4) "Evaluation vs. Impact Studies" (N. V. Varghese). The second section, "The Role of Baseline Studies in Impact Assessment," contains: (5) "School Focused Baseline Assessments as a Catalyst for Change" (Carol Moloney); (6) "A General Framework for Evaluating Educational Programmes" (Samir Guha Roy); and (7) "Issues To Consider When Planning a Baseline Study" (Tony Luxon). Section 3,"Stakeholder Perspectives," contains: (8) "Identifying Stakeholders" (Dermot F. Murphy and Pauline Rea-Dickins); (9) "Considering the Audience an Important Phase in Project Evaluations" (Dermot F. Murphy and Clara Ines Rubiano); and (10) "Impact Studies and Their Audiences" (Coco Brenes and Tony Luxon). Section 4, "Relationship between National and External Researchers," contains: (11) "A Note on a Participatory Impact Study in Eritrea: Exploring the Relations between National and External Researchers" (Tefsai Bariaghaber); (12) "The Relationship between National Researchers and External Researchers" (Harvey Smith with Paul Bernell); (13) "Impact Studies: The Role of an Insider/Outsider" (Mohammed Melouk); and (14) "Impact Assessment in Educational Projects: Some Perspectives on the'Insider-Outsider' Debate" (Dave Allan). Section 5, "Training Teachers as Researchers," contains: (15) "Helping Teachers To Develop Competence Criteria for Evaluating Their Professional Development" (Alan Peacock); and (16) "Combining the Teaching of Research Methods with an Assessment of Project Impact" (Elijah Sekgobela). Section 6, "Topicality vs. Sustainability," contains: (17) "A Consideration of Project Assessment: Topicality vs. Sustainability" (Jeff Samuelson and Sarah Harrity); and (18) "Topicality vs. Sustainability in the Evaluation of the South African Book Aid Project" (Cleaver Ota). Section 7, "Impact Assessment and Sustainability," considers; (19) "Background to the MAPP Evaluation" (Carew Treffgarne); (20) "Sustaining Impact: The Mexican Advanced Professionalisation Project" (Keith Morrow); (21) "Assessing the Impact of Sector Wide, Institutional and Policy Outcomes" (Kora Basich); and (22) "Determining the Unanticipated Outcomes and Using These as Benchmarks for Future Projects" (Jorge Anguilar Rodrigues). The final section, "Anticipated/Unanticipated Outcomes," contains: (23) "Anticipated and Unanticipated Project Benefits" (Mfanwekonsi Malaza); (24) "The PROSPER Impact Study: A Consideration of Sector-Wide Outcomes" (Mirela Bardi and Roy Cross); (25) "Research and Evaluation in DPEP: A Review of Current Practices and Future Strategies in Impact Assessment" (Roopa Joshi); and (16) "Concluding Comments from the DFID Education Division" (Carew B. W. Treffgarne). (Contains 126 references.) (SLD)
- Published
- 1999
23. Learning Languages in a Digital World. Selected Papers from the 2007 Central States Conference
- Author
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Central States Conference on the Teaching of Foreign Languages (CSCTFL), Moeller, Aleidine J., and Theiler, Janine
- Abstract
The title of this volume, "Learning Languages in the Digital Age," focuses on the integration of technology to promote authentic and interactive communication within and outside the walls of the language classroom. Major innovations have shifted Internet use from a consumer to a participatory model; that is, previously, Internet users were placed in the role of consumers who had access to materials and information (this phase of Internet integration is commonly referred to as Web 1.0). Now Internet users can become producers of resources themselves (Web 2.0 is a term used to describe this shift in Internet use from a consumer model to a participatory model). While traditional consumer and communication applications continue, widespread participation as producers of resources has jumped dramatically. Blogging, podcasting, Wikis, and other forms of democratized media are all examples of applications that promise to challenge traditional systems and roles and to enhance the nature of language teaching and learning. This shift from consumer to producer allows language learners to take a more active role in the learning process, participate in authentic communication and create products that can serve as authentic assessment of language production. This volume provides the theoretical foundation for effective language teaching and learning while providing practical applications for the language classroom. Each of the three sections represents an important aspect of language education designed to promote best practices and to increase student achievement: (1) Embracing Technology: Tools Teachers Can Use to Improve Language Learning; (2) Teacher Education and Professional Development: Agents of Change; and (3) Teaching Culture through Divergent Paths.
- Published
- 2007
24. A Comparison of Spelling Drill and Practice: Computer versus Paper and Pencil Activities.
- Author
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Darling, Diane Lind
- Abstract
A teacher in a small Christian school noticed that many of her third grade students found the A Beka spelling drill rather tedious. Many Christian schools use the A Beka spelling curriculum with lessons based upon special phonetic sounds. The students are introduced to alphabetical order and dictionary skills. These skills seem appropriate and necessary for good spelling instruction. The classroom had several Apple IIe computers with "Spellevator" software. A study was conducted to see if the drill on the computer would work as well or better than the paper and pencil spelling drill. The computer provided immediate feedback on whether or not a word was spelled correctly. Students moved up levels in the program based on their knowledge of spelling words as well as the definitions to these words. Since the class was very small, a quasi-experimental approach was used. All the students participated in both kinds of spelling drill. The study lasted eight weeks. The students received four weeks of instruction alternating weeks in each kind of drill. The first week was the paper and pencil drill. The second week was computer drill. Students were given a posttest each Friday. The scores for the computer drill were compared to the scores of the paper and pencil drill using a t-test. The mean score for the computer drill was slightly higher than that of the paper and pencil drill. However, no significant difference was found. When the students were asked to vote on the kind of drill they preferred, all voted to practice with the computer. Findings determined that computer drill can work at least as well as paper and pencil drill. (Contains 23 references.) (Author/RS)
- Published
- 2000
25. Higher Education Research at the Millennium: A Study of Current State and Future Prospects. ASHE Annual Meeting Paper.
- Author
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Kezar, Adrianna J.
- Abstract
This study compared the ideas of researchers with those of practitioners in higher education regarding what is considered significant and useful literature in terms of content, methodology, and format. The findings were interpreted in terms of theories of action research and the quality movement. Data were compiled using focus groups of researchers and practitioners meeting at five major national conferences and a survey completed by focus group participants and individuals who responded to a posting on the Web, for a total of 82 responses. Data analysis suggested three major themes: (1) both practitioners and researchers agreed there were few memorable pieces in the higher education literature, that more meaning was to be found outside higher education literature, and that dissemination was ineffective; (2) practitioners and researchers differed as to the content and format they found useful and in their standards for assessing quality; and (3) practitioners' and researchers' viewpoints diverged most when discussing significant issues to study, gaps in the literature, future directions, and improving the higher education literature. Possible reasons for this gap are discussed, including paradigmatic assumptions; different cultures or roles; professional field or discipline; disciplinary differences; tenure, promotion, and socialization factors; and seeing a false dichotomy between theory and practice. (Contains 31 references.) (DB)
- Published
- 1998
26. Evolution of a 5-Year Action Research Project: Results and Implications for Empowering School Improvement. Short Paper.
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Romance, Nancy and Vitale, Michael R.
- Abstract
This paper presents an overview of the findings and implications of an ongoing 5-year collaborative action research project conducted by university faculty and classroom teachers in a large urban school district in the southeastern United States. Based on the premise that participation in research empowers teachers to take action to improve schools, the project both supports and encourages the involvement of practicing classroom teachers in research projects. The document provides a framework for examining: (1) the development of a teacher-mentor model that offers a foundation for school improvement by enhancing teachers' research interests; and (2) the capability of teachers to conduct and do research (an analysis of requirements). A prototype model for developing the capability of teachers to do research is described. The model advocates some form of apprenticeship and focuses on the means through which a collegial relationship (teacher-researcher) can evolve into a type of apprenticeship relationship (apprentice-mentor) through which teachers can pursue the substantive knowledge and research tools they need to become colleagues as practicing researchers in the field of science education. (LL)
- Published
- 1993
27. Early Years--Research. Papers from New Zealand Council for Educational Research Seminars on Early Childhood (December 13, 1993 and April 27, 1995).
- Author
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New Zealand Council for Educational Research, Wellington., Podmore, Valerie N., and Swann, Fay
- Abstract
This report contains six papers presented at 1993 and 1995 seminars conducted by the New Zealand Council for Educational Research. It also includes the schedules of the two seminars and a summary of a general discussion on future directions in research in early childhood education and care conducted at the 1995 seminar. They include: (1) "Working with Children before They Start School: Some Findings from Swedish Early Childhood Centres" (Ingrid Pramling); (2) "Creating Learners Who Want To Know: An Action Research Project Following a College-Based Teaching Experience" (Anne Meade and Lynne Bruce); (3) "Meeting Their Needs: Educational/Training Implications of a Collaborative Study of Playcentre Children Aged Under 2 1/2 Years" (Valerie Podmore and Liz Depree); (4) "Fitting, Not Flitting: Schema Development Seen in Some Children in the Competent Children Project" (Anne Meade); (5) "Early Childhood Teacher Education: Findings from a Longitudinal Study" (Margery Renwick and Sally Boyd); and (6) "Families, Work, and Early Childhood Education: Experiencing Change and Diversity" (Valerie N. Podmore). Each paper contains a reference list. (MDM)
- Published
- 1995
28. Liberal Adult Education--Perspectives and Projects. A Discussion Paper in Continuing Education. Number 4.
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Warwick Univ., Coventry (England). Dept. of Continuing Education., Duke, Chris, Duke, Chris, and Warwick Univ., Coventry (England). Dept. of Continuing Education.
- Abstract
This document contains 14 papers on the purposes and traditions, challenges and dilemmas, and new approaches and issues in liberal adult education. The following papers are included: "Introduction" (Duke); "Decus et Tutamen: Liberal Adult Education" (Thomas); "Tradition in British University Adult Education and the WEA [Workers' Educational Association]" (Fieldhouse); "The WEA and Liberal Adult Education" (Ross); "Liberal Adult Education as Catalyst for Change: Everett Dean Martin and the American Association for Adult Education" (Day); "Liberal Adult Education and the Liberation of Adults" (Shimada); "Vocationalism, Competence and Dewey's Liberalism" (Hyland); "Contractualism: The Modern Alternative to Liberal Adult Education in the Australian University" (Bagnall); "The Liberal Tradition: How Liberal? Adult Education, the Arts and Multiculturalism" (Jones); "Accreditation: The Dilemma of Liberal Adult Education" (Benn); "Women's Education in Japan" (Yamamoto); "Liberal Adult Education: A Contemporary Approach" (McIntosh); "Adult Education from Below: Notes from a Participatory Action Research Project" (Schratz); "Lifelong Education a Necessity" (Gestrelius); and "Postscript--The Wadham Conversation" (Duke). (MN)
- Published
- 1992
29. Encouraging Inquiry in a Seventh-Grade Mathematics Class. Working Paper.
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TERC, Cambridge, MA. and Tierney, Cornelia
- Abstract
This paper describes a teacher-researcher's efforts to reshape students' attitudes and assumptions about mathematics in concert with the national mathematics standards. Changes as well as the ways students clung to traditional classroom roles are described. Mathematics formats and types of activities that were successful--and unsuccessful--for engaging students in mathematics inquiry are presented. Initiatives are proposed to move students further toward inquiry, and the supports teachers need to make these changes are identified. (Contains 13 references.) (MM)
- Published
- 1997
30. Systems Thinking and Participatory Research and Extension Skills: Can These Be Taught in the Classroom? Occasional Papers in Rural Extension, No. 10.
- Author
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Guelph Univ. (Ontario). Dept. of Rural Extension Studies., Jiggins, Janice, and Roling, Niels
- Abstract
Over the last decade, there have been rapid developments in field methodologies within participatory approaches to rural and agricultural development. At the same time, the use of "soft systems" methodologies for bringing potentially conflictual or disparate actors together for action has spread from the business world to other applications. These new methodologies are based on the ideas that: (1) action for change and impossible as a voluntary process without a commitment to change and that participation is a necessary condition for commitment, and (2) complex decisions in conditions of uncertainty and immediacy are best handled from a systems perspective. Information about and competence in using and adapting these methodologies remain largely in the store of "craft knowledge" of professionals. Academic institutions have been slow to train students in the emerging professionalism of systems management and participatory research and extension, and have tended to view such professional work practices and skills as best developed in the field. This paper outlines reasons why such a view is no longer viable; outlines principles and goals for training and practice in rural development, agricultural research, and extension; describes efforts of a few universities worldwide to address these training needs; and examines questions about whether the needed skills can be taught in the classroom. Two university innovations in this area are described: systems-based curricula at the University of Western Sydney (Australia) emphasizing experiential learning, student reflection, and problem solving; and an intensive 3-week course on participatory research and extension at Guelph University (Ontario). Contains over 100 references. (SV)
- Published
- 1994
31. Skills Needs Assessment Process To Support Economic Development. HRD & ALL Research Series. Paper 90-01.
- Author
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Colorado State Univ., Ft. Collins. Office for Applied Research., Geroy, Gary D., and Kaman, Vickie
- Abstract
The purpose of skills-training needs-assessment is to identify what type of skills and knowledge are needed to support economic strategies and, as a result, improve organizational decisionmaking related to training investments and general work force development. This paper presents findings of 11 skills-retraining, needs-assessment, action-research studies, which were conducted from 1987 to 1989. The studies sought to gather information about skills-needs-assessment processes, their supporting theoretical bases, and work force training and deployment-decision paradigms. The studies involved six organizations, two industries, and two regional planning efforts. The paper describes a set of interactive issues that relate to locus and type of control, purposes, and type of needs-assessment intervention. It also identifies decision-making paradigms to support work force training and redeployment. Four hypotheses were supported, which conclude that a skills-assessment process should: (1) be client-centered, pragmatic, and focused on utility outcomes; (2) have generalizable, practical outcomes; (3) be grounded in economic, research, and systems theories; and (4) show a relationship between the data and decisions to support work force training. Five figures are included. Appendices contain case-study profiles of the 11 organizations and commonly used decision-making paradigms. (LMI)
- Published
- 1990
32. Technology and Meteorology. An Action Research Paper.
- Author
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Taggart, Raymond F.
- Abstract
Meteorology, the science of weather and weather conditions, has traditionally been taught via textbook and rote demonstration. This study was intended to determine to what degree utilizing technology in the study of meteorology improves students' attitudes towards science and to measure to what extent technology in meteorology increases higher-level thinking skills. Two groups, treatment (n=120) and traditional (n=126), of sixth-grade science students were presented meteorology using differing technologies, activities, and methods. The traditional method of lecture, notes, reading, answering textbook questions, demonstrations, and activities were presented to the traditional group. Instruction and practice using technology was given to the treatment group. Both groups were measured by a chapter test and an attitude survey. The data suggested that technology properly infused in the setting in which it was administered improves attitude and increases understanding. An appendix contains treatment group lesson plans. Contains 25 references. (MKR)
- Published
- 1994
33. Teachers as Researchers: A Review of the Literature. Occasional Paper No. 142.
- Author
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Michigan State Univ., East Lansing. Inst. for Research on Teaching. and Hollingsworth, Sandra
- Abstract
This article summarizes the breadth, diversity, and significance of the international movement to recognize, prepare, and learn from teachers as researchers from three interrelated standpoints: curriculum improvement, professional critique, and societal reform. A derivative of action research, teacher research from a curriculum improvement stance seeks to improve practice in social settings by trying out curricular ideas as both a means of increasing knowledge of the situation and improving it. Teacher research from the standpoint of professional critique intends to improve the structures and social conditions of practice. The focus of teachers as researchers relative to societal reform is on how schools and teaching are shaped in society and what epistemological views are important for their transformation. The cumulative effect of this work has been to influence the manner in which teachers are perceived as professional curriculum developers and agents of social change. It has also influenced current collaborative research models and school restructuring plans which emphasize "teacher empowerment." Finally, this review suggests that the concept of teachers as researchers is at the center of international attention to reform in wide areas across the educational enterprise: research, teaching, the profession, its moral purpose, and its impact on societies. Forty selected references complete the document. (Author)
- Published
- 1992
34. Can Global Learning Raise Standards within Pupils' Writing in the Primary Phase? Research Paper No. 16
- Author
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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.
- Published
- 2016
35. Case report papers guidelines: Recommendations for the reporting of case studies or action research in Business Management
- Author
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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.
- Published
- 2022
- Full Text
- View/download PDF
36. '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
- Full Text
- View/download PDF
37. Studies in Teaching: 2016 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, Jun 30, 2016)
- Author
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McCoy, Leah P.
- Abstract
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. ]
- Published
- 2016
38. Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 1
- Author
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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
39. Some Considerations on Research Dissemination with Particular Reference to the Audience and the Authorship of Papers. Viewpoints
- Author
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Odena, Oscar
- Abstract
This paper suggests that some refinements might need to be considered to current codes of ethics for dissemination of research. The growth of research in music education over the last decade is reviewed, with examples from new journals, conferences and professional associations. It is argued that nowadays researchers have to address a multidisciplinary number of audiences and this should be taken into account in the regulations for conferences and publications with the incorporation of guidelines for contributors to address their specific audience and to explain any previous dissemination. The authorship of papers is also considered, in particular issues arising from multiple authorship, as well as the research participants' contribution to the final report. Some of these issues are discussed with reference to studies focussed on a particular topic (creativity in music education) within the context of music education research, but it is acknowledged that the discussion also applies to other fields of the humanities and social sciences.
- Published
- 2004
40. Studies in Teaching: 2015 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 25, 2015)
- Author
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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
41. Culture in Education and Development Principles, Practice and Policy. Bristol Papers in Education
- Author
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Stephens, David and Stephens, David
- Abstract
There is increasing recognition of the important role culture plays in the framing and delivery of education and development in the South. Whether this is in the reciprocal and synergistic relationship between theory and practice or the links between research and policy, it is clear that at the heart of successful educational development is a recognition of the importance of culture. This book critically reviews the relationships of culture, education and development both from a theoretical and methodological perspective and also from the perspective of the teacher, researcher and policy maker on the ground. The importance of context is stressed throughout with a series of case studies of educational developments drawn from a range of national settings. Issues such as education and poverty elimination, local and global knowledge transfers, and the role and discourse of development assistance to education are examined from the perspective of culture and context. Of particular value to the education researcher and policy maker, whether working in the North or South, this book provides a timely reminder of the importance of culture in the development of education. Following an introduction, the book is divided into three parts. Part I, Principles, includes: (1) Culture in Education and Development; and (2) Researching Culture, Education and Development. Part II, Practice, includes: (3) Girls and Basic Education in Ghana: Gender and Schooling within the Domains of Home, Economy and School; (4) Children and Health Education in Uganda: Issues of Culture, Language and Curriculum; (5) Schooling and Cultural Values in South Africa: Building Cultural Capital?; (6) Primary Education in Indonesia: Issues of Culture and the Aid Process; (7) Teachers and Cultural Identity: Critical Dialogues with Self--A Case Study of Student Teachers in South Africa; (8) Exploring the Backgrounds and Shaping of Beginning Student Teachers in Ghana: Toward Greater Contextualisation of Teacherducation; and (9) Action Research and Teachers in Laos: Issues of Knowledge, Research and Culture. Part III, Policy, concludes with: (10) Culture and Educational Development: Policy Implications and Ways Forward.
- Published
- 2007
42. OFLEBO, an Online Teacher-Training Programme for Teachers of French in Botswana as an Example of Professionalisation
- Author
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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
43. Conducting Democratic Class Meetings. School Violence and Conflict Programs, Paper Presentation.
- Author
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Gathercoal, Paul
- Abstract
Students need democratic models operating in their daily lives and opportunities to exercise their democratic rights and responsibilities. From 1995-1997 an action research project studied the effect "Judicious Discipline," a democratic citizenship model for school and classroom management, had on students, educators, and parents. "Judicious Discipline" is the only model for school/classroom management that is based on principles of democracy and operates at the principled level of moral development. Students and educators in two southwest Minnesota schools, an elementary school with 425 students, and a middle school with 300 students participated in the project. Quantitative data were collected through a questionnaire administered to all students in both schools at three separate times throughout the 1995-96 school year. Instruction was by the school principal, counselors, and other resource staff. The importance of conducting democratic class meetings emerged from the action research project findings. A different questionnaire was used to determine stages of social development at which students in various home rooms operated. Two teachers in the middle school conducted democratic class meetings and 10 teachers did not. A comparison of survey results indicated that the two teachers who conducted democratic class meetings generated a class climate that was more aligned with autonomous social development than did the 10 teachers with no meetings. Democratic class meetings have certain key elements that the model calls for, such as determining who can call a meeting, setting ground rules, having the teacher lead the meetings, writing down goals, and not coercing student participation. (Contains 3 tables and 15 references.) (BT)
- Published
- 2000
44. Standing Conference on University Teaching and Research in the Education of Adults (SCUTREA). Papers from the Annual Conference (16th, Hull, England, 1986).
- Author
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Standing Conference on Univ. Teaching and Research in the Education of Adults., Leeds Univ. (England). Dept. of Adult and Continuing Education., and Zukas, Miriam
- Abstract
The main theme of the conference was the politics of adult education research. The following papers from the conference are included in this compilation, following the opening address (Nisbet): "Some Tension Points in Adult Education Research" (Bryant and Usher); "Key Issues in Adult Education Research" (Gerver); "Some Issues in Adult Education Research" (Jones); "Key Issues in Adult Education Research" (McIntosh); "Key Issues in Adult Education Research" (Oglesby); "Political Repression of Adult Education in the U.S., 1919-1920" (Hellyer); "Discipline-Based Research: Briefing Paper" (Squires); "Changing Perceptions of the Philosophy of Education and Adult Education" (Lawson); "A Researchable Politics of Adult Education?" (Griffin); "The Study of Adult Education, the Subject Specialist and Research" (Bright); "The Theory-Practice Problem and Psychology as a Foundation Discipline in Adult Education" (Usher); "Subject-Based Research" (Forester); "Evaluation Research in Adult and Continuing Education: An Introduction" (Percy); "Evaluation in Adult Education: Some Points for Discussion" (Jones); "Political Perspectives on Adult Education Research with Particular Reference to Methodology" (Alexander); "Called to Account: Accountability and Objectivity" (Armstrong); "Education and Older Adults--A 'Mapping Exercise'" (Withnall); "The Use of Computers in Course Programme Evaluation: A Discussion Paper" (Thomas); "Evaluation of Learning Activity in Voluntary Organisations" (Barnes); "Evaluation Research in Adult and Continuing Education: A Postscript" (Percy);"Workshop on Action/Participatory Research" (Miller); "Workshop Report" (Brown); "Conceptualizing International Adult Education as a Field of Study and Practice" (Boucouvalas); "International Adult Education: Comparative Analysis of the Younger Adult" (Haffenden), "Education for Change: Some Issues in International Comparative Adult Education" (McIntosh); and "Report of the Kellogg Fellows to the International and Comparative Adult Education Forum" (McIntosh). Conference participants are listed. (MN)
- Published
- 1986
45. Research Needs for Educational Uses of Information Technology, Occasional Paper, ITE/9/86, Edition 1 [and] Research in Progress, May 1986, Occasional Paper, ITE/10/86.
- Author
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Economic and Social Research Council, Lancaster (England)., Lancaster Univ. (England). Dept. of Psychology., Ridgway, Jim, and Lewis, R.
- Abstract
The first of two reports in this document identifies research topics relevant to the introduction of information technology (IT) into schools. A discussion of general issues in IT points out the need for detailed empirical evaluation for the implementation of IT; the need to overcome barriers to innovation; and the need to support and encourage the growth of research teams with a wide mixture of skills. Immediate needs for the facilitation of constructive innovation are identified as robust software; guidelines for managing IT in schools and for local education agencies (LEAs) on the introduction of IT; and materials for inservice teacher education. The second report describes individual research projects supported by the Economic and Social Research Council in the United Kingdom. These projects address several facets of knowledge-based systems, student interaction with computers, penetration and effectiveness of IT in teacher education, students' intuitive ideas about science, use of microcomputers in primary schools, expert system tools in education, group interactive processes and pupil understanding, social interaction and the child's representation of computing devices, novices' problems with the Prolog authoring package, a knowledge-based approach to computer assisted learning, software design for teaching arithmetic, developing microworlds for secondary mathematics, and policies and practices in the integration of IT into the curriculum. References are provided for both reports. (DJR)
- Published
- 1986
46. Collaborating with Teachers on Research: Pioneering Efforts at the Institute for Research on Teaching. Occasional Paper No. 105.
- Author
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Michigan State Univ., East Lansing. Inst. for Research on Teaching. and Porter, Andrew C.
- Abstract
This paper reports on the characteristics of one specific form of collaborative research: that was developed by faculty from research institutions of higher education collaborating with teachers in K-12 schools on the conduct of research on teaching. Eighteen teachers have participated in this research with faculty from Michigan State University under the direction of the Institute for Research on Teaching (IRT). Typically, teachers teach in the morning and are with IRT in the afternoon. Research time is paid for by the IRT to the school district, including benefits. The contributions teachers make to a research program change and improve as they become familiar with research agendas and requirements. Teachers have defined research programs in the areas of: (1) classroom strategies; (2) integrating the teaching of language arts into the teaching of other subjects; (3) the design of empirical investigations; (4) the staying power of changes in teaching practice; and (5) replication of work across many school settings. A description is given of how the teachers and faculty members work together and their perceptions of the benefits of the work. The costs of collaborative research, both institutional and personal, are also discussed. Brief descriptions are given of alternative forms of collaborative arrangements to illustrate the concept's breadth and potential power. (JD)
- Published
- 1986
47. The International Society for the Social Studies Annual Conference Proceedings (Orlando, Florida, February 27-28, 2014). Volume 2014, Issue 1
- Author
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International Society for the Social Studies (ISSS) and Russell, William Benedict, III
- Abstract
The "International Society for the Social Studies (ISSS) Annual Conference Proceedings" is a peer-reviewed professional publication published once a year following the annual conference. The following papers are included in the 2014 proceedings: (1) Legal Profession in the Technological Era with Special Reference to Women Lawyers in Coimbatore District of Tamil Nadu, India (G. Barani and S. Pavithra); (2) Proof in the Pudding: A Mix of Integrative and Interactive Strategies in Middle School Literacy (Ruth S. Busby, Todd Stork, and Nathaniel Smith); (3) History Teachers as Historian: Conducting Historical Research (Hayden Call); (4) Using the Library of Congress to Create DBQ's and Book Backdrops (Daniel A. Cowgill, II.); (5) Crowdsourcing for Digital Social Science Learning Companions: A Theory, Model, & Explanation (Charles Cummings); (6) Altering Student Perceptions of Research Practices through Wikipedia: Report on Action Research (Charles Cummings); (7) Teacher Created Prescriptive Interactive Content (TCPIC), SAMR, and Modernizing Remediation in Social Science Education (Charles Cummings); (8) Using Inquiry & Literacy Strategies to Investigate Climate Change (James S. Damico and Mark Baildon); (9) College Readiness for Rural Youth Initiative: Creating a Climate for Success (Jason Hedrick, Mark Light, and Jeff Dick); (10) Pedagogy of oppression: Reconstruction narratives in Mississippi history text books 1887-1976 (Kenneth V. Anthony); (11) Blending of Social Studies in Digital Age (Lakhwinder Jit Kaur); (12) Preparing Global Citizens to Lead and Serve: Positive Youth Development in Online Environments (Mark Light, Jason Hedrick, and Jeff Dick); (13) Instructional Strategies to Use with Primary Sources: A Practical Teaching Workshop (Karen Larsen Maloley); (14) Junior Achievement in Middle Level Education (Leisa A. Martin); (15) "History's Actually Become Important Again." Early Perspectives on History Instruction in the Common Core. (Paul B. McHenry); (16) Learning to Collaborate: Exploring Collective and Individual Outcomes of Special and General Educators (Anthony Pellegrino, Margaret P. Weiss, Kelley Regan, and Linda Mann); (17) Choosing to Break the Bubble: P-12 Teachers, Curricular Development and the Modern Civil Rights Movement (Anthony Pellegrino, Katy Swalwell, and Jenice View); (18) Heritage and Regionalisation in Portugal: Monuments and Community Identity (Fernando Magalhs); (19) Knowing the ROPES: Building Community and Citizenship Dispositions (Deb Sheffer and Barbara Swanson); (20) Relevance of Social Studies and Digital Era (Devinder Singh); (21) Preservice Social Studies Teachers' Conceptions of and Experiences with Discussion as a Pedagogical Tool (Rory Tannebaum); (22) Social Justice in Social Studies Teacher Education: What is our Message? (Juan Walker, Ann Marie Smith, Andrew L Hostetler, Sean M Lennon, and Laura Rychly); (23) Theoretical Cognitive Principles Applied in the Social Studies Classroom: Procedure of Primary Sources (Juan Walker, William B. Russell, III., and John Pagnotti); (24) The History of the Handshake: Its Place in the Classroom in the Digital Age (Beau Michael Whitsett); (25) International Reductions in Compulsory Geography Education and Teacher Preparation: A Multi-national Pilot Study (Patrick C. Womac); (26) Creating a Space for Social Justice through Dialogic Interactions in a Writing Workshop (Elsie L. Olan and Jeffery Kaplan); and (27) Writing Workshop Fostering Social Justice through Creative Writing and Dialogic Interactions (Jeffery Kaplan and Elise L. Olan). (Individual papers contain references.) [For the 2013 proceedings, see ED545197.]
- Published
- 2014
48. Teacher Behavior and Its Effects. Occasional Paper No. 25.
- Author
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Michigan State Univ., East Lansing. Inst. for Research on Teaching. and Brophy, Jere E.
- Abstract
Research on linkages between teacher behavior and student learning is examined. Present and possible future process-outcome research is assessed with an emphasis on methodological considerations. Compilation of detailed normative data about classrooms, including explication and integration of process-process as well as process-outcome relationships, is argued for. It is suggested that large field studies addressed to classroom instruction "in general" will give way to studies designed with particular contexts in mind, using measures of both processes and outcomes (especially short-term outcomes) appropriate to these contexts. (Author/JD)
- Published
- 1979
49. Teacher and Learner Well-Being in Collaborative Classroom Research
- Author
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Annamaria Pinter
- Abstract
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.
- Published
- 2024
- Full Text
- View/download PDF
50. Supporting WFN Collective Social Entrepreneurship through Social Movement Learning and Critical Participatory Action Research
- Author
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Sarah M. Ray, Jessica Hinshaw, Chitvan Trivedi, and Gayatri Malhotra
- Abstract
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.
- Published
- 2024
- Full Text
- View/download PDF
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