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2. Creating Sustainable Assessment through Collaboration: A National Program Reveals Effective Practices. Occasional Paper #31
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National Institute for Learning Outcomes Assessment, Malenfant, Kara J., and Brown, Karen
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Meaningful and sustained assessment is best achieved when a campus unit takes a collaborative leadership role to work with other departments, offices, and groups. Simply developing and implementing assessment in isolation and for the unit itself is not enough. While the value of collaboration among diverse campus constituents is widely recognized, it is not easily achieved. This occasional paper synthesizes the results of the program Assessment in Action: Academic Libraries and Student Success (AiA) by the Association of College and Research Libraries, which involved over 200 campus teams led by librarians. Five particularly compelling AiA findings are the positive connections documented between various functions of the library and aspects of student learning and success: (1) Students benefit from library instruction in their initial coursework; (2) Library use increases student success; (3) Collaborative academic programs and services involving the library enhance student learning; (4) Information literacy instruction strengthens general education outcomes; and (5) Library research consultations boost student learning. These findings emerged from an assessment process grounded in collaborative planning, decision-making, and implementation. In this paper, we describe the collaborative practices advanced by the AiA program and explain how these practices promote assessment aligned with institutional priorities, encourage common understanding among stakeholder groups about attributes of academic success, produce meaningful measures of student learning, create a unified campus message about student learning and success, and focus on transformative and sustainable change. This paper asserts that the AiA experience serves as a framework for designing assessment approaches that build partnerships and generate results for improving student learning and success through action research, and that the program results demonstrate how libraries contribute to fostering broad student outcomes essential to contemporary postsecondary education. The assessment practices that emerged from the AiA projects can be implemented in a variety of institutional settings and with varying campus priorities. [Foreword by Lisa Janicke Hinchliffe.]
- Published
- 2017
3. New Mexico's Academic Achievement Gaps: A Synthesis of Status, Causes, and Solutions. A White Paper
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Martinez, Joseph P.
- 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. Challenges Emerged During an Action Research Approach Applied in a Schoolgarden Project: Reflections and Revisions
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Christodoulou, Anthi, Korfiatis, Konstantinos, Hammann, Marcus, Series Editor, Yarden, Anat, Series Editor, Ergazaki, Marida, Founding Editor, Kampourakis, Kostas, Founding Editor, Zabel, Jörg, Editorial Board Member, Korfiatis, Constantinos, Editorial Board Member, Jimenez Aleixandre, Maria Pilar, Editorial Board Member, Harms, Ute, Editorial Board Member, Reiss, Michael, Editorial Board Member, Gericke, Niklas, Editorial Board Member, El-Hani, Charbel Nino, Editorial Board Member, Dawson, Vaille, Editorial Board Member, Nehm, Ross, Editorial Board Member, McComas, William, Editorial Board Member, Passmore, Cynthia, Editorial Board Member, Grace, Marcus, Editorial Board Member, Knippels, Marie Christine, Editorial Board Member, and Korfiatis, Konstantinos, editor
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- 2024
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5. Fostering Development of Information Literacy Skills in Early School-Age Children
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Grgić, Mihaela, Martinović, Ivana, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Kurbanoğlu, Serap, editor, Špiranec, Sonja, editor, Boustany, Joumana, editor, Ünal, Yurdagül, editor, Şencan, İpek, editor, Kos, Denis, editor, Grassian, Esther, editor, Mizrachi, Diane, editor, and Roy, Loriene, editor
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- 2024
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6. Invited Paper: Bridging the Gap between IS Education and IS Research--What Can Be Done to Help?
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Lee, Allen S.
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This article is a written version of the remarks delivered in a keynote address given at the 2018 joint conference of EDSIGCON and CONISAR. The article examines the problem of the gap between information systems education and information systems research. I cover what the problem looks like, three causes of the gap, three ways to bridge the gap, and three long-term strategies.
- Published
- 2019
7. Can Global Learning Raise Standards within Pupils' Writing in the Primary Phase? Research Paper No. 16
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University College London (UCL), Institute of Education (IOE), Alcock, Hilary L., and Ramirez Barker, Linda
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This study was primarily undertaken by teachers for teachers, and focuses on the potential contribution of global learning and development education (DE) methodologies to a core aspect of curriculum provision, namely writing. The aim of the study is to explore whether using global learning and DE methodologies can have an impact on pupils' achievement within writing at the primary phase. We also want to show how a school can build its own understanding, knowledge and skill base in global learning and DE methodologies in order to embed this work within the curriculum in a sustainable way. The study uses an action research methodology in one Primary school. In 2013 the school had received an Ofsted Inspection rating as Requires Improvement (RI), with a particular need to improve pupils' writing. The project aimed to see if global learning and DE methodologies could support this. An outside facilitator was used to carry out interventions to support teachers' ability to use global learning and development education to support children's writing. As a result, teachers made changes to lesson planning, teaching and the classroom environments. Impacts can be seen through reviewing staff self-evaluations of CPD, lesson observations, pupils' work, topic evaluations and progress/attainment data in relation to national age related expectations. In 2015 the school was re-inspected by Ofsted and graded as Good. "Rapid school improvement" was noted and within writing the majority of pupils were judged to be making good progress. The Ofsted inspector noted: "the school uses global learning (global education themes) very effectively" with the result that learning was "more relevant and interesting" with "pupils able to apply their knowledge and skills to real-life problems" (Ofsted, 2015: 4, 6). The inspection also reaffirmed that the school "promotes pupils" spiritual, moral, social and cultural development and British Values well. Pupils are valued and supported as individuals, while also being helped to see themselves as part of a diverse community' (Ofsted, 2015: 4). Appended to the report are: (1) Session outlines for staff meetings; and (2) Topic plans.
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- 2016
8. Case report papers guidelines: Recommendations for the reporting of case studies or action research in Business Management
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Juan A. Marin-Garcia, Jose P. Garcia-Sabater, and Julien Maheut
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case report ,case study ,action research ,grounded theory ,reporting guidelines ,operations management ,human resources management ,evidence-based management ,Management. Industrial management ,HD28-70 ,Personnel management. Employment management ,HF5549-5549.5 - Abstract
Objective: To provide a working guide which facilitates the accuracy, transparency, and usefulness for academics and practitioners of case report papers as an article type which are fit for publishing in impact journals. In this way, we aim to increase the use and dissemination of recommendations in aid of the writing and publication of case study and action research. Theoretical framework: A case report paper presents a story in narrative form and includes current individual or organisational concerns, situational diagnoses, interventions, outcomes including adverse events, and follow-up. The narrative should include a discussion of the rationale for any conclusions and lessons learned. Method: We analysed the prevalence of these type of articles in publications as indexed in Web of Science (WOS) and in Scopus; we explain how we customised the case report guidelines (CAse REport or CARE) to optimise them for the scientific field of Management focussing particularly on Operations Management and Human Resources Management. We shared for discussion and feedback the adapted proposal among a group of academics and professionals in the field of Management. Outcomes/Implications: Robust reporting guidelines help to improve research performance, reduce bias risk, provide information on the implementation of management practices, support the training of management professionals, and enable informed editorial decisions by journal editors and reviewers.
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- 2022
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9. Utilizing Computational Thinking in Programming to Reduce Academic Dishonesty and Promote Decolonisation
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van der Linde, Suné, Liebenberg, Janet, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Prates, Raquel Oliveira, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Leung, Wai Sze, editor, Coetzee, Marijke, editor, Coulter, Duncan, editor, and Cotterrell, Deon, editor
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- 2022
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10. Building the MSR Tool Kaiaulu: Design Principles and Experiences
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Paradis, Carlos, Kazman, Rick, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Scandurra, Patrizia, editor, Galster, Matthias, editor, Mirandola, Raffaela, editor, and Weyns, Danny, editor
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- 2022
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11. '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
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The aim of this paper is to explore high school students' critical consciousness development in the context of youth participatory action research (YPAR) focused on food security at an alternative school in Alabama. The YPAR project took place in an elective agriscience class with 10 students (Seven Black, two white, one Latino) who were in the 10th to 12th grades. Utilizing data from researcher notes, classroom observations, and archival classroom documents, we present students' YPAR project outcomes to share their research-driven solutions to food insecurity in their community. Vignettes of classroom dialogue are also constructed to illustrate moments of reflection in the YPAR context about food security. We present three "critical moments," or instances of social analysis, to illustrate how students' individual-level attributions occurred alongside teacher dialogue and student-led investigation of structural inequities in the community. Findings illustrate how students' nonlinear critical consciousness development consisted of reliance on individual-level attributions in classroom dialogue co-occurring with systems-thinking activities and other YPAR project outcomes. This paper has implications for research on the imperfect and wavering nature of adolescent critical consciousness development in YPAR.
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- 2024
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12. Studies in Teaching: 2016 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, Jun 30, 2016)
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McCoy, Leah P.
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This document presents the proceedings of the 21st Annual Research Forum held June 30, 2016, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 11 action research papers: The Use of Mexican Folk Art to Develop Oral and Written Language Ability and Cultural Awareness in the Secondary Spanish Classroom (Antonio Alanis), The Effect of Writing on Achievement and Attitudes in Mathematics (Andrew Boudon), History Teaches Us to Hope: Integrating Hope Theory into Secondary Social Studies (Joshua T. Campbell), Teaching the 2016 Presidential Election through News Media Literacy and the Liberating Education Model (Ali Chohan), Using Social Justice Education to Develop Literacy and Global Awareness in the Secondary French Classroom (Kate McCrea), Integrating Francophone Cinema into the High School French Class (Jordan Rowell), The Effect of Intelligent Tutoring Systems on Student Attitudes and Achievement (Sarah A. Smith), Instructional Strategies to Build Higher-Order Thinking Skills and Develop Language Ability in the Secondary Spanish Classroom (Sarah Henion Smith), Multimedia and Historical Empathy in the Social Studies Classroom (Matthew Stran), Impact of Narrative Readings on Student Achievement and Interest in U.S. History Classrooms (Jake Thornton), Exploring the Effect of Social Studies Simulations on Student Engagement in the Secondary Classroom (Stacey Walker). [Individual papers contain references, tables, and figures. For the 2015 Research Digest, see ED559718. ]
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- 2016
13. Education Provision to Every One: Comparing Perspectives from around the World. BCES Conference Books, Volume 14, Number 1
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Bulgarian Comparative Education Society (BCES), Popov, Nikolay, Wolhuter, Charl, Kalin, Jana, Hilton, Gillian, Ogunleye, James, and Niemczyk, Ewelina
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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.]
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- 2016
14. Revolutionizing Master’s Thesis Success: A Scientific Paper Mentoring Model
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Widayanto, Budi, Senjawati, Nanik Dara, Rini, Wulandari Dwi Etika, Utami, Heni Handri, Striełkowski, Wadim, Editor-in-Chief, Black, Jessica M., Series Editor, Butterfield, Stephen A., Series Editor, Chang, Chi-Cheng, Series Editor, Cheng, Jiuqing, Series Editor, Dumanig, Francisco Perlas, Series Editor, Al-Mabuk, Radhi, Series Editor, Scheper-Hughes, Nancy, Series Editor, Urban, Mathias, Series Editor, Webb, Stephen, Series Editor, Ku, Hyeyun, editor, Sobirov, Bobur, editor, Sugandini, Dyah, editor, and Multazam, Mochammad Tanzil, editor
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- 2023
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15. Studies in Teaching: 2015 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 25, 2015)
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Wake Forest University, Department of Education and McCoy, Leah P.
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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
16. OFLEBO, an Online Teacher-Training Programme for Teachers of French in Botswana as an Example of Professionalisation
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Kaome, Boingotlo Winnie and Foucher, Anne-Laure
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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
17. Teacher and Learner Well-Being in Collaborative Classroom Research
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Annamaria Pinter
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This paper focuses on Seligman's (2011) PERMA components (positive emotion, engagement, relationships, meaning, and accomplishment) of well-being. Teachers' reflection data have been analysed deductively to identify components of PERMA as relevant to themselves as well their perceptions of their learners' well-being during and after a longitudinal classroom action research project in India. The original British Council study was not focused on well-being but instead on exploring the feasibility of working with children in partnership in classroom research. Teachers reported positive emotions, high levels of engagement, closer relationships with learners in their classes, and they also felt that their work became more meaningful and purposeful. Researching classrooms in partnership with children has the potential to promote many benefits for both learners and teachers, including increased levels of well-being. The paper argues therefore that working in partnership with learners may be an excellent starting point to promote well-being in any classroom.
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- 2024
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18. Mob Programming and Simultaneous Style Pair Programming in the Development of a Battle Royale Game: An Action Research
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Kattan, Herez Moise, Barbosa, Simone Diniz Junqueira, Editorial Board Member, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Kotenko, Igor, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Meirelles, Paulo, editor, Nelson, Maria Augusta, editor, and Rocha, Carla, editor
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- 2019
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19. Lessons Learned from an Action Research Study on the Use of Cloud Computing in Undergraduate Computer Science Courses
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da Silva Filho, Heleno Cardoso, de Figueiredo Carneiro, Glauco, Barbosa, Simone Diniz Junqueira, Editorial Board Member, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Kotenko, Igor, Editorial Board Member, Yuan, Junsong, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Damiani, Ernesto, editor, Spanoudakis, George, editor, and Maciaszek, Leszek A., editor
- Published
- 2019
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20. Teaching Sprints: Action Research Led by School Mathematics Teacher Leaders. Supporting the Leadership of Mathematics in Schools. [Symposium]
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Mathematics Education Research Group of Australasia (MERGA), Vale, Colleen, and Delahunty, Carmel
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Action research is a means for teachers and researchers to develop evidence-based practices. This paper reports the process and outcomes of "teaching sprints," an approach to action research, conducted by secondary school mathematics leaders as part of a professional learning program. Mathematics leaders consistently reported the value of developing collaborative practices throughout the planning, enacting and reflection of the teaching sprint.
- Published
- 2022
21. Teachers’ Critical Thinking Dispositions Through Their Engagement in Action Research Projects: An Example of Best Practice
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Dimitriadou, Catherine, Vrantsi, Agapi, Lithoxoidou, Angeliki, Seira, Evangelia, Barbosa, Simone Diniz Junqueira, Editorial Board Member, Filipe, Joaquim, Editorial Board Member, Ghosh, Ashish, Editorial Board Member, Kotenko, Igor, Editorial Board Member, Yuan, Junsong, Editorial Board Member, Zhou, Lizhu, Editorial Board Member, Tsitouridou, Meni, editor, A. Diniz, José, editor, and Mikropoulos, Tassos A., editor
- Published
- 2019
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22. AgileTL: A Framework for Enhancing Teaching and Learning Practices Using Software Development Principles
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Leung, Wai Sze, Barbosa, Simone Diniz Junqueira, Series Editor, Filipe, Joaquim, Series Editor, Kotenko, Igor, Series Editor, Sivalingam, Krishna M., Series Editor, Washio, Takashi, Series Editor, Yuan, Junsong, Series Editor, Zhou, Lizhu, Series Editor, Ghosh, Ashish, Series Editor, Kabanda, Salah, editor, Suleman, Hussein, editor, and Gruner, Stefan, editor
- Published
- 2019
- Full Text
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23. Action Research in Under-Graduation Teacher Program: Case of Lebanese University
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Samar Tfaili
- Abstract
Action research, one of the requirements in undergraduate program in education, is a systematic approach that enables teachers to solve problems they face in their classes on a daily basis. Participants in this study are students in their final semester of a three-year teacher preparation program and graduates in their first-year teaching. The study discusses mathematics and science preservice teachers and novice teachers' beliefs and thoughts about their benefits of action research as a means of professional growth and teaching skills. It reports feedback from the two groups about the impact of doing action research on: (a) their learning about action research, (b) their thinking and problem-solving skills, (c) their professional growth, (d) their self-efficacy, (e) their outcome efficacy, (f) their beliefs about whether or not action research is applicable to their future as teachers. Participants views are studied and compared by the mean of a questionnaire that measures the previously mentioned categories. Scores for the six categories were computed by using descriptive statistics for each one of them. [For the full proceedings, see ED652261.]
- Published
- 2023
24. Let's Talk: Critical Participatory Action Research and Improvement Science-Guided Research Comparing Our Approaches to Improve Education
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Howard, Joy, Colson, Tori, and Derk, Kim
- Abstract
The purpose of this paper is to identify key characteristics and forms that both research approaches use within the applied field of education. In this paper, we ask--how are CPAR and IS-GR similar and different? And, can tools or propositions from each be used in tandem within a research project? We invite readers to consider useful frameworks created to address problems of practice. Drawing strength from our diverse backgrounds (fields of study and professional roles), we aim to identify clear overlaps and divergent perspectives between the two approaches to aid scholarly practitioners in making informed decisions about the research frameworks they choose to take up to address pressing problems of practice in education.
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- 2023
25. Supporting WFN Collective Social Entrepreneurship through Social Movement Learning and Critical Participatory Action Research
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Sarah M. Ray, Jessica Hinshaw, Chitvan Trivedi, and Gayatri Malhotra
- 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.
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- 2024
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26. Doing Critical Participatory Action Research with 3rd-5th Grade Children in the United States
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Hania Korte Mariën
- Abstract
Critical Participatory Action Research is a form of research where community members and researchers collaborate to plan and carry out a research project on an issue they identify together (Cammarota & Fine, 2008; Mirra, Garcia & Morrell, 2016). While most CPAR projects engage adolescents, an emerging body of research focuses on CPAR with children. Notable gaps exist in our understanding of 1) how to scaffold the CPAR process for children 2) parts of CPAR that may be particularly difficult for children; and 3) how to address those challenges. This dissertation begins to address this gap through three papers guided by the overarching question of how to do CPAR with children. Paper 1 dives into this question through practice and arts-based self study. In this paper, I focus on my, and my co-researchers' reflections as educators striving to achieve and uphold the commitments of CPAR in a virtual context. I narrow in on one skill that is especially important in CPAR, but that proved to be challenging to scaffold: power analysis, or the ability to engage with power and how it shapes our lives and societies (Brion-Meisels & Alter, 2018). Paper 2 co-authored with my collaborator, Anna Lucia Kirby, builds from here to share a methodological and pedagogical tool we developed to introduce children to power analysis in the context of CPAR: The Power Rainbow. This paper discusses the creation of The Power Rainbow, how it was used, and the self-study that helped us understand both its strengths and limitations. The Power Rainbow was a useful tool, but we were still left with questions about how other out-of-school-time educators explore power with 3rd-5th graders, and how they link power and identity. Paper 3 explores these questions through an interview study with out-of-school time educators across the United States, and offers insights into how adults can support upper elementary aged children in power analysis. The findings of my research identify power analysis as a foundational skill to doing CPAR with children, and provide methodological and practical examples of how out-of-school time educators can engage in power analysis with this age group in CPAR and beyond. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
- Published
- 2024
27. Students Transitioning from Primary to Secondary Mathematics Learning: A Study Combining Critical Pedagogy, Living Theory and Participatory Action Research
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Jo Matiti
- Abstract
The connections between critical pedagogy, living theory and participatory action research (PAR) are discussed to explore their combined strength for empowering students, positively impacting on their attitudes towards their mathematics learning and creating social change in their primary-secondary mathematics transitions. This transition is recognised as creating social inequalities which existing transition research has failed to resolve. The interpretation of critical pedagogy, living theory and PAR are described before a summary of their application in a small scale, two-year study in a British curriculum school in Muscat, Oman. Critical pedagogy combined with living theory and PAR provides the theoretical and methodological framework to empower the students epistemologically. This paper gives an example of how PAR with students was conducted within the framework of critical pedagogy theory and living theory methodology. This account provides a valuable reference for participatory action researchers. The paper concludes that the combination of critical pedagogy, living theory and PAR can empower students to create social change.
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- 2024
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28. Wickedity in Onboarding to High-Stress Social Work: An Action Research Study
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Anne Stouby Persson and Line Revsbaek
- Abstract
Purpose: This paper aims to answer report how mentors who onboard newcomers to a high-stress social work organization can learn about their onboarding practice by treating onboarding as a wicked problem that escapes definitive formulation and final solutions. Design/methodology/approach: The authors follow an action research approach with three iterations of learning about onboarding with mentors in a Danish social work organization struggling with an employee turnover exceeding 30%. Findings: The authors unfold the authors' emerging sensitivity to wickedity over the iterations of learning about onboarding with the mentors. As the authors foreground the wickedity of the authors onboarding in the last iteration, three lessons learned could be derived: it warrants the mentors' continuous inquiry; opens inquiry into the ambivalence of mentoring; and convenes responsibility for inquiry to a community of mentors. Research limitations/implications: This study of problematic onboarding to high-stress social work shows the value of fore-grounding wickedity instead of hiding it with a positive framing. This wickedity rests on situated grounding and is only transferrable to other organizations with the utmost caution. Practical implications: High-stress social work organizations without the capacity to systematically sustain best practices for onboarding may, instead, increase attention to the wickedity of onboarding as a motivation for continuous inquiry by a broader community of mentors. Originality/value: To the best of the authors' knowledge, this paper is the first to present an action research study of problem wickedity to motivate mentors' inquiry into onboarding newcomers to high-stress social work.
- Published
- 2024
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29. 'It Gives Meaning and Purpose to What You Do': Mentors' Interpretations of Practitioner Action Research in Education
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Robert Henthorn, Kevin Lowden, and Karen McArdle
- Abstract
This paper explores the experience of three mentors working with a group of 12 practitioner action researchers; practitioners who were recipients of an Action Research Grant (ARG) in a programme initiated and managed by the Educational Institute of Scotland (EIS). The EIS is a trade union, which represents over 80% of Scotland's teaching professionals. The paper draws on these experiences, the views of participants and the research literature, to illustrate how action research, particularly that which is mentored by experienced colleagues, can empower teachers and enhance their practice to make positive difference to their learners and beyond and so becomes participatory action research (PAR).
- Published
- 2024
- Full Text
- View/download PDF
30. Translating Buddhist Mindfulness into Action: Engaging Older Thai Adults in Participatory Action Research
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Nuntiya Doungphummes, Sirintorn Bhibulbhanuvat, and Theeraphong Boonrugsa
- Abstract
Purpose: The purpose of this paper is to illustrate and discuss the application of mindfulness practices rooted in Buddhism as the methodological praxis in implementing participatory action research (PAR) projects with older Thai adults. Design/methodology/approach: The paper draws on the researchers' reflexive accounts of participatory action conducted with older Thai participants in a series of four PAR projects in the five senior schools located in the northern, southern, northeastern and central regions of Thailand. Findings: The paper demonstrates the translation of Buddhist mindfulness into a PAR methodological approach and shares actual practices of mindfulness in each stage of the research process. Originality/value: This paper provides practical implications for researchers to incorporate the mindfulness methodology to unlock presuppositions and attachments to pre-existing PAR frameworks and open new ways of knowing that emerge out of the lived experience at the present contextual moment.
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- 2024
- Full Text
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31. Why Teachers Integrate YPAR in Their Teaching: Cultivating Youth Wellbeing, Student Voice, and Social Justice
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Mary Frances Buckley-Marudas, Rosalinda Godínez, Karmel Abutaleb, Gray Cooper, Margaret Rahill, Drew Retherford, Sarah Schwab, Taylor Zepp, and Adam Voight
- Abstract
In this article, the authors share what they learned from considering a collection of narrative reflections written by six high school educators, all co-authors, who have integrated youth participatory action research (YPAR) into their instructional practice. Taken together, the written reflections shed light on teachers' reasons not only for pursuing YPAR but also for persisting with YPAR in their particular school context. The authors found that all teachers shared a commitment to social justice, yet their individual purposes for engaging with YPAR varied. Drawing on the teachers' written reflections, the authors delve into teachers' motivations for integrating YPAR into their teaching practice in order to conceptualize teachers' reasons for facilitating YPAR in school.
- Published
- 2024
32. Pedagogies of Well-Being: A Narrative Perspective to Explore Two English Student-Teachers' Experiences
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Diego Ubaque-Casallas
- Abstract
This article reports on a series of narrative events extracted from an action research methodology that explores teaching practices and pedagogical experiences to foster well-being in English language student-teachers. Although the study adopted an action research methodology, it does not account for the implementation of the pedagogical process per se. Instead, it resorts to its stages (i.e., planning, reflecting, and acting) to situate the narrative events regarding well-being. The study was conducted in a public university in Bogotá, Colombia, exploring the experiences of two student-teachers at the practicum stage. The purpose was to document narrative events concerning teaching practices and pedagogical experiences implemented to foster well-being. These experiences reveal that student pteachers engage in thought-affective pedagogies or pedagogies of well-being that coexist with traditional language pedagogy, although they are not cognitive-oriented pedagogies. Interestingly, student-teachers could engage in more human pedagogical practice to see the other not as a learning object but as someone who feels and requires attention and care.
- Published
- 2024
33. Enhancing Postgraduate Learning and Development: A Participatory Action Learning and Action Research Approach through Conferences
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Wood, Lesley, Louw, Ina, and Zuber-Skerritt, Ortrun
- Abstract
As supervisors who advocate the transformational potential of research both to generate theory and practical and emancipatory outcomes, we practice participatory action learning and action research (PALAR). This paper offers an illustrative case of how supervision practices based on action learning can foster emancipatory and lifelong learning within a university context that is becoming ever more focused on throughput of students, rather than on the quality of their learning. Conference attendance offers an excellent opportunity for postgraduate students to develop as researchers and lifelong learners, yet anxiety often prevents them from making the most of the learning experience. We explain how we encouraged the development of capabilities in students through a PALAR support programme that assisted postgraduate students prepare for a conference to make overall participation, presenting a paper and subsequent publication a true learning experience. We generated and analysed data from the written reflections of 11 postgraduate students who participated in the programme. The findings suggest that action learning, specifically PALAR, can be used to enable a rich learning experience for postgraduate students attending conferences through fostering relationships, building trust, a supportive environment, collaboration, communication and competence among them. Postgraduate students who experienced our PALAR support programme developed not only skills, knowledge, confidence and deeper appreciation of learning opportunities through conferences, but also understanding of the principles of PALAR that apply not just to the conference context but across all aspects of learning and research and life at large.
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- 2017
- Full Text
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34. A Demonstration of Evidence-Based Action Research Using Information Dashboard in Introductory Programming Education
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Matsuzawa, Yoshiaki, Tanaka, Yoshiki, Kitani, Tomoya, Sakai, Sanshiro, Rannenberg, Kai, Editor-in-chief, Sakarovitch, Jacques, Series editor, Goedicke, Michael, Series editor, Tatnall, Arthur, Series editor, Neuhold, Erich J., Series editor, Pras, Aiko, Series editor, Tröltzsch, Fredi, Series editor, Pries-Heje, Jan, Series editor, Whitehouse, Diane, Series editor, Reis, Ricardo, Series editor, Furnell, Steven, Series editor, Furbach, Ulrich, Series editor, Winckler, Marco, Series editor, Rauterberg, Matthias, Series editor, and Webb, Mary, editor
- Published
- 2017
- Full Text
- View/download PDF
35. Case report papers guidelines: Recommendations for the reporting of case studies or action research in Business Management.
- Author
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Marin-Garcia, Juan A., Garcia-Sabater, Jose P., and Maheut, Julien
- Subjects
PERSONNEL management ,INFORMATION resources management ,OPERATIONS management ,ACTION research ,EVIDENCE-based management - Abstract
Copyright of Working Papers on Operations Management is the property of Editorial UPV and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2022
- Full Text
- View/download PDF
36. PENINGKATAN KEMAMPUAN MENULIS PERMULAAN ANAK MELALUI MEDIA SAND PAPER ALPHABET DI KELOMPOK B TK NURSA BANDAR LAMPUNG
- Author
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siti Kurniasih
- Subjects
Descriptive statistics ,Mathematics education ,Sand-paper ,Data verification ,Qualitative property ,Action research ,Alphabet ,Female students ,Mathematics ,Research model - Abstract
This study is aimed at exploring the writing ability improvement process of g roup B students in TK Nursa and investigating to what extend the processing result of writing ability can be improved through sand paper alphabet . This study was a classroom action research using Kemmis and Mc. Taggart research model. This study was conducted in 2 cycles with 6 meetings in each cycle where every cycle consisted of the following steps: planning, action and observation, reflection. The sample of this study was 1 2 Group B students comprissing of 5 male students and 7 female students. The instruments used in this study was observational sheet of students activities using sand paper alphabet . The data in this study were quantitative and qualitative data. Quantitative data were analyzed by using descriptive statistic to compare the result from the first and second cycle. While qualitative data from field notes and interview were analyzed through the following steps: data reduction, data display and data verification. The results of this study show that there is the improvement of writing ability through sand paper alphabet , proven by the writing ability mean score in pre-cycle which was 50,17 % improve to 67,15 % in cycle I and keep increasing becoming 76,04 % in cycle II.
- Published
- 2020
37. Story-Telling and Narrative: Alternative Genres Linking IS Publication and Practice
- Author
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Ghezzi, Antonio, Lavezzari, Eileen, van der Aalst, Wil M.P., Series editor, Mylopoulos, John, Series editor, Rosemann, Michael, Series editor, Shaw, Michael J., Series editor, Szyperski, Clemens, Series editor, Hammoudi, Slimane, editor, Maciaszek, Leszek A., editor, Missikoff, Michele M., editor, Camp, Olivier, editor, and Cordeiro, José, editor
- Published
- 2017
- Full Text
- View/download PDF
38. Preparing Energy Providers’ Knowledge Base for Going Digital : Introduction of the EPOS Procedure
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Reck, Fabian, Kolloch, Michael, Fliaster, Alexander, Rannenberg, Kai, Editor-in-chief, Sakarovitch, Jacques, Series editor, Goedicke, Michael, Series editor, Tatnall, Arthur, Series editor, Neuhold, Erich J., Series editor, Pras, Aiko, Series editor, Tröltzsch, Fredi, Series editor, Pries-Heje, Jan, Series editor, Whitehouse, Diane, Series editor, Reis, Ricardo, Series editor, Furnell, Steven, Series editor, Furbach, Ulrich, Series editor, Winckler, Marco, Series editor, Rauterberg, Matthias, Series editor, Derksen, Christian, editor, and Weber, Christoph, editor
- Published
- 2017
- Full Text
- View/download PDF
39. Imagining New Worlds Together: Leveraging Technology to Decolonize Transcultural Learning
- Author
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Kirshner, Jean, Blair, Debbie, Castillo, William, and Tzul, Ofni
- Abstract
This paper describes the work of teachers from United States and Belize, who took the opportunity that COVID's challenges presented to collaborate in building professional development for teachers in both locations. Leveraging both technology and relationships, educators representing a variety of skill sets, schools, and positions in Belize and in the United States, co-created seminars that were live, interactive and responsive to teacher needs in real time. We sought feedback during this professional development in real time as we have continued to follow up with participants regarding the strengths and barriers of this work. We believe the meeting of our minds and screens during these times of COVID is testimony to the power of collective struggle and triumph through our shared vision, our desire to continuously improve our teaching practice, and our commitment to collaborate as we build an increasingly knowledgeable and united teaching coalition that will continue to shape our shared future. [For the full proceedings, see ED625421.]
- Published
- 2021
40. From words to action (research): a new generation of workplace training
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Harikkala-Laihinen, Riikka, Fäldt, Sanna, and Bäckman, Erik
- Published
- 2024
- Full Text
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41. From novice to expert: advancing step-by-step simulation guideline for urban logistics with an open-source simulation tool
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Baalsrud Hauge, Jannicke and Jeong, Yongkuk
- Published
- 2024
- Full Text
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42. Leading impactful research: applying platform thinking to drive collaborative inquiry in the innovation field
- Author
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Trabucchi, Daniel, Bellis, Paola, Buganza, Tommaso, Canterino, Filomena, Shani, Abraham B. (Rami), Verganti, Roberto, and Press, Joseph
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- 2024
- Full Text
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43. Illuminating the trans-mediation process: an eye-tracking study of sketching to light painting in design education
- Author
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Sahasrabudhe, Keyur, Prakash, Gagan, Gaikwad, Sophia, and Shah, Vijay
- Published
- 2024
- Full Text
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44. Modularization for Mastery Learning in CS1: A 4-Year Action Research Study
- Author
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Claudio Alvarez, Maira Marques Samary, and Alyssa Friend Wise
- Abstract
Computer programming is a skill of increasing importance in scientific and technological fields. However, in introductory computer science (CS1) courses in higher education, approximately one in every three students fails. A common reason is that students are overwhelmed by an accelerated and inflexible pace of learning that jeopardizes success. Accordingly, in the computer science education literature it has been suggested that the pedagogical philosophy of 'mastery learning,' which supports students progressing at their own pace, can improve academic outcomes of CS1 courses. Nevertheless, few extended mastery learning implementations in CS1 have been documented in the literature, and there is a lack of guidance and best practices to foster its adoption. In this paper, we present a four-year action research study in which a modular mastery-based CS1 course was designed, evaluated and improved in successive iterations with cohorts of engineering freshmen in a Latin American research university (N = 959). In the first year of the intervention, only 19.3% of students passed the course in their first semester attempting it. In successive iterations, the instructional design, teaching and learning activities, course content, and course management were iteratively improved such that by the fourth year of offering 77.1% of students passed the course in their first semester. Over this period, course attrition was reduced from 25.0% to 3.8% of the cohort, and students' mean time spent in the course decreased from 23.2 weeks (SD = 7.38) to 14.9 (SD = 3.64). Results indicate that modularization for mastery learning is a viable approach for improving academic results in a CS1 course. Practical considerations towards successful implementation of this approach are presented and discussed.
- Published
- 2024
- Full Text
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45. Studies in Teaching: 2022 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 30, 2022)
- Author
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Wake Forest University, Department of Education and McCoy, Leah P.
- Abstract
This document presents the proceedings of the 26th Annual Research Forum held June 30, 2022, at Wake Forest University in Winston-Salem, North Carolina. Included are the following ten action research papers: (1) Historical Empathy, Primary Sources, and Subjectivity in History (Camron Alten-Dunkle); (2) Cultivating Classroom Science Outdoors (Sophia Dorsey); (3) "A Good Debate Is One Where I Win": Utilizing Debate as an Instructional Strategy in Secondary Social Studies (Jennifer Griffin); (4) Can Current Events Influence Student Interest in a High School Social Studies Classroom? (Sam Hudson); (5) Art History used in Standard History Courses (Alexis King); (6) Hip-hop Meets Mathematics: The Effects of Teaching Upper Elementary Mathematics Concepts Through the Lens of Hip-hop on Student Engagement, Attitude, and Achievement (Jessica Logan); (7) Impact of Specials on Elementary School Student Engagement (Yuval Solomon); (8) Educational Digital Games (Molly Sugarman); (9) The Influence of Sentence-Combining on Students' Attitude toward Writing (Jenna Whitener); and (10) The Effect of Reflective Practice on Student Mathematics Learning Attitude (Yiming Zhang). Individual papers contain references, tables, and figures. [For the 2021 Research Digest, see ED615309.]
- Published
- 2022
46. Architectural Pattern for Inter-Organizational Middleware Systems
- Author
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Jrad, Radhouane B. N., Sundaram, David, Akan, Ozgur, Series editor, Bellavista, Paolo, Series editor, Cao, Jiannong, Series editor, Coulson, Geoffrey, Series editor, Dressler, Falko, Series editor, Ferrari, Domenico, Series editor, Gerla, Mario, Series editor, Kobayashi, Hisashi, Series editor, Palazzo, Sergio, Series editor, Sahni, Sartaj, Series editor, Shen, Xuemin Sherman, Series editor, Stan, Mircea, Series editor, Xiaohua, Jia, Series editor, Zomaya, Albert Y., Series editor, Vinh, Phan Cong, editor, and Barolli, Leonard, editor
- Published
- 2016
- Full Text
- View/download PDF
47. Business Modeling Toward Competitiveness and Ciborra’s Criticism: Results from an IT-Business Strategic Alignment via an Action-Research
- Author
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Zaguir, Nemer Alberto, de Mesquita Spinola, Mauro, Laurindo, Fernando José Barbin, Rannenberg, Kai, Editor-in-chief, Sakarovitch, Jacques, Series editor, Goedicke, Michael, Series editor, Tatnall, Arthur, Series editor, Neuhold, Erich J., Series editor, Pras, Aiko, Series editor, Tröltzsch, Fredi, Series editor, Pries-Heje, Jan, Series editor, Whitehouse, Diane, Series editor, Reis, Ricardo, Series editor, Furnell, Steven, Series editor, Furbach, Ulrich, Series editor, Winckler, Marco, Series editor, Rauterberg, Matthias, Series editor, Nääs, Irenilza, editor, Vendrametto, Oduvaldo, editor, Mendes Reis, João, editor, Gonçalves, Rodrigo Franco, editor, Silva, Márcia Terra, editor, von Cieminski, Gregor, editor, and Kiritsis, Dimitris, editor
- Published
- 2016
- Full Text
- View/download PDF
48. METODOLOGIA A3: APLICAÇÃO, VANTAGENS, DESVANTAGENS E DIFICULDADES A PARTIR DO ESTUDO EM UMA FÁBRICA DE PAPEL.
- Author
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Pascoal, Erik Telles, Iamaguti, Bruna Hiroko, and Bernardes, Pedro Henrique Vilela
- Subjects
CONTINUOUS improvement process ,PAPER mills ,INDUSTRIAL costs ,QUALITY of service ,ACTION research - Abstract
Copyright of Revista Producao Online is the property of Associacao Brasileira de Engenharia de Producao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2021
49. 'So Close, yet so Different' -- Reflections on the Multicultural Course of Slavic Languages
- Author
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Kyppö, Anna
- Abstract
The complexity of language learning may be expanded to learning the languages belonging to the same language family, for example, Slavic languages. This paper reports on the reflection-on action research aimed at the increase of learners' multicultural competence and enhancement of critical thinking at the interdisciplinary, blended course of Slavic languages and cultures. The course organized in modules is implemented in Moodle. Course content is designed by the teacher; however, Slavic languages are presented by native speakers of these languages. Learners have an opportunity to get familiar with Slavic languages, history, and culture from the presenters' perspective, what generally results in the increase of learners' multicultural competence and enhancement of critical thinking. Learning experience is intensified through reflective learner logs, which serve as a knowledge-sharing medium and cognitive learning. [For the complete proceedings, see ED600837.]
- Published
- 2019
50. Video Assessment Module: Self, Peer, and Teacher Post-Performance Assessment for Learning
- Author
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Cotter, Matthew and Hinkelman, Don
- Abstract
Assessing student presentations can be made more reliable with video-recording and post-performance rating. Further, self assessment and peer assessment can aid in the learning process by students when using specific, easy-to-understand rubrics. A ten-year action research study involved video-recorded performance assessment tasks using a free, open-source Moodle module developed by Sapporo Gakuin University. The Video Assessment Module (VAM) allowed teachers to video record English presentations and upload them to the module for students for self and peer assessment on specific rubrics using qualitative and quantitative criteria. When compared to paper rubrics, the VAM reduced teacher management time and students could use out-of-class time to assess asynchronously without time pressure. Results showed that there was a higher difference in teacher variance for self assessment when compared to teacher variance with peer assessment. Qualitative and quantitative results reported value in using the tool by both students and teachers. This study also showed that students can be trained to use online rubrics to score presentations efficiently, giving further validity for using and developing online modules for video assessment. [For the complete proceedings, see ED600837.]
- Published
- 2019
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