School–University Action Research: Impacts on Teaching Practices and Pupil Learning

2015 ◽  
Vol 15 (2) ◽  
pp. 313-330 ◽  
Author(s):  
Iiris Attorps ◽  
Eva Kellner
Keyword(s):  
Action Research ◽  
Teaching Practices ◽  
Pupil Learning ◽  
Research Impacts

scholarly journals An Action Research of Co-Teaching Practices at the School of Foreign Languages, Thai Nguyen University

2019 ◽  
Vol 16 (4) ◽  
pp. 1385-1395
Author(s):  
Loan Thi Minh Nguyen ◽  
◽  
Ngoc Thi Bich Nguyen ◽  
Mui Thi Phi
Keyword(s):  
Action Research ◽  
Teaching Practices ◽  
Foreign Languages

scholarly journals Humanization through Action Research as Methodology

2016 ◽  
Author(s):  
Jeffrey Radloff ◽  
Cole Joslyn ◽  
Brenda Capobianco
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Graduate Students ◽  
Teaching Practices ◽  
Critical Reflection ◽  
Research Study ◽  
Effective Means ◽  
Teacher Educator ◽  
Self Awareness ◽  
Action Strategies

The purpose of this action research study was to critically examine the use of action research as a mechanism to enhance graduate students’ development as emerging qualitative researchers. Although action research has been recognized as an effective means of transforming teaching practices, studies examining its use among graduate students learning to become qualitative researchers are lacking. Participants profiled in this study include two graduate students and one teacher educator. The context of the study was a graduate level course on action research where all three participants identified starting points, employed distinct action strategies, engaged in sustained, critical reflection, and developed metaphors representing their living educational theories of their practice. Results from this study indicate that each participant gained a deeper self-awareness and understanding of enacting qualitative research and furthermore, recognized action research as a powerful humanizing agent.

Are Teaching Practices Suitable for Classes of Six-Year-Old Children?

2016 ◽  
pp. 183-195
Author(s):  
Gisela Wajskop
Keyword(s):  
Elementary Schools ◽  
Action Research ◽  
Public Education ◽  
Young Children ◽  
Education System ◽  
Teaching Practices ◽  
Basic Education ◽  
Preschool Education ◽  
Pedagogical Practices ◽  
Teacher Students

The present study is the result of an investigation carried out for eight months, from March to October 2006, comprises Grade 1 classes at the São Paulo Public Education System, Brazil. Forty teacher students performing literacy activities during their pre-service activities simultaneously conducted this action research in 40 Grade 1. Six-year-old children were moved from preschool education to elementary schools since 2006 in order to respect the legal determinations defined by the Lei de Diretrizes e Bases da Educação Nacional (Brasil, 1996), which expanded basic education from 8 to 9 years. Such democratic governmental action, however, has raised issues concerning the way very young children are taught in a typically school-like context. From this perspective, our study enables us to raise sociocultural problems regarding the non-inclusive pedagogical practices in use. Results show non-inclusive pedagogical practices, as well some paths to change this educational setting.

scholarly journals Student-centred approach to teaching large classes: friend or foe?

2015 ◽  
Vol 23 (2) ◽  
pp. 222-246 ◽  
Author(s):  
Marina Kirstein ◽  
Rolien Kunz
Keyword(s):  
Action Research ◽  
South African ◽  
Research Methodology ◽  
Teaching Practices ◽  
Accounting Education ◽  
Content Type ◽  
Large Classes ◽  
Class Environment ◽  
Residential University ◽  
Single Field

Purpose – The aim of this paper is to report on the development and implementation of two student-centred teaching approaches, not usually thought to be appropriate for large group situations. These projects involved adapting teaching methods to facilitate a move away from the conventional lecturer-centred approach (the “chalk-and-talk” of earlier generations) and to respond to an environment challenged by the perpetually changing requirements of professional bodies, increasingly large classes and high student-staff ratios. Design/methodology/approach – Two student-centred projects were implemented at a South African residential university in the discipline of auditing, and the topic of general controls in the information technology (IT) environment was addressed. This study reports on two cycles of the development and implementation of the projects following an action research methodology. Findings – It was found that “non-standard” teaching practices can be implemented successfully and that active student involvement, even in a large class environment, is achievable and is therefore recommended, not least because this could positively impact on students’ overall skills development. The action research methodology was successfully used to incorporate changes, enforced by the challenges accounting academics are faced with. Research limitations/implications – Limitations associated with this study are that it was conducted at only one South African university, and that it was in a specific and technical topic within the single field of auditing. The study also did not measure whether deep or surface learning had taken place. As various factors contribute to learning, it was also not possible to report on whether positive changes to students’ normal learning processes have been achieved as a result of the initiatives. Originality/value – The contribution this study makes is twofold. First, it adds to the field of accounting education research by indicating that student-centred projects can successfully address the abovementioned challenges faced by accounting academics. Second, it demonstrates that action research, as a methodology for examining and developing accounting education, can be used effectively by academics to improve their teaching practices.

scholarly journals Unlearning to Be the Teacher: Findings From an Action Research Study

2015 ◽  
Vol 8 (2) ◽  
pp. 95-110
Author(s):  
Gail Casey
Keyword(s):  
Action Research ◽  
New Media ◽  
Teaching Practices ◽  
Research Study ◽  
Participatory Media ◽  
Action Research Study ◽  
Student Relationship

As the practitioner-researcher, the author integrated social and participatory media into her classes. Action research was used to explore how such media might enhance learning. The study found that the unique qualities of new media could be used to develop an active environment; students learned a lot from each other. Many complexities and tensions emerged and a shift in the teacher-to-student relationship occurred resulting in the need for the author to unlearn many past teaching practices.

Faculty Development for Online Teaching as a Catalyst for Change

2012 ◽  
Vol 16 (2) ◽  
Author(s):  
Carol A. McQuiggan
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Faculty Development ◽  
Teaching Practices ◽  
Online Teaching ◽  
Learning To Teach ◽  
Faculty Professional Development ◽  
Face To Face ◽  
Individual Interviews ◽  
Beliefs About Teaching

This action research study explored the change in face-to-face teaching practices as a result of faculty professional development for online teaching. Faculty’s initial teaching model is typically born from that of their own teachers, and they teach as they were taught. However, few have any online experience as a student or a teacher. Learning to teach online may be a catalyst for faculty to reflect on and evaluate their current teaching practices. Data was collected through three rounds of action research that included individual interviews, participants’ reflective journalling activities, researcher’s journal and field notes, and classroom observations. The qualitative data analysis steps included data reduction, data display, and conclusion drawing/verification. The results of the study indicated that learning to teach online has the potential to transform faculty’s assumptions and beliefs about teaching, changing their face-to-face teaching practices. The identification of the aspects of professional development activities that were most effective in helping faculty to reflect on and question their previously held assumptions and beliefs about teaching will assist administrators and faculty development specialists move from one-size-fits-all programs to a redesign within an adult learning framework that supports opportunities for change.

Second Language Creative Writing: Learner Development in the Shinhaiku Pedagogy

2021 ◽  
Vol 2 (1) ◽  
pp. 71-96
Author(s):  
Jared Kubokawa
Keyword(s):  
Second Language ◽  
Action Research ◽  
Creative Writing ◽  
Teaching Practices ◽  
Student Work ◽  
Research And Teaching ◽  
Poetry Writing ◽  
Literary Journal ◽  
Meaningful Literacy ◽  
Accessible Form

This article will address the place of second language creative writing (L2CW) in EFL curricula by first providing an updated understanding of L2CW and the Japanese form shinhaiku—a nontraditional haiku. Shinhaiku differs from traditional haiku in that it does not utilize the 5-7-5 syllable form. Secondly, the article will consider misconceptions as well as pedagogical implications of L2CW and thirdly, offer a classroom approach to L2CW (poetry writing) utilizing Hanauer’s (2012) meaningful literacy framework. The approach was developed from action research and teaching practices, underpinned by Spiro’s (2014) reading-to-writing cycle where learners 1) choose L2CW poems that they admire from an EFL literary journal; 2) articulate reasons for appreciation of said poems; 3) apply these ideas to their L2CW; and 4) reflect on the process. The article will also provide examples from student work as well as present a case for why shinhaiku is an accessible form in the Japanese context. この論文は、EFLの履修に於ける第二言語のクリエイティブライティング(L2CW)の位置付けについて述べたものである。第一に、L2CWの最新の解釈と日本語の形式として新俳句（従来型ではない俳句）を提示する。新俳句は形式として五七五の音節を使わないという点で、従来の伝統的な俳句とは異なる。次に、L2CWの誤認と教育法への影響について考察する。続いて、Hanauer (2012)による「意味を持つ読み書き能力の教育法」を通してL2CWの授業での取り組み（詩の創作）について述べる。この考え方はSpiro (2014) のreading-to-writing cycle (2014)に実証された行動研究と教育方法を発展したものである。その方法では、学習者は、1) EFL literary journal から彼らが良いと感じるL2CWの詩を選ぶ 2)前述の詩を良いと思う理由を明確化させる 3) その考えを自分のL2CWに応用させる 4)その過程を振り返り考察する。そして、学生の作品を例示し、新俳句が日本において利用し易い形式である理由を論証する。

Recovering disembodied spirits: teaching movement to musicians

2009 ◽  
Vol 26 (2) ◽  
pp. 153-172 ◽  
Author(s):  
Kathryn Woodard
Keyword(s):  
Action Research ◽  
Music Education ◽  
Teaching Practices ◽  
The Body ◽  
Embodied Experience ◽  
Theoretical Underpinning ◽  
Physical Movement ◽  
Anatomical Structures ◽  
Body Map

Understanding physical movement is an integral part of learning to make music. This article presents the action research that the author has pursued while teaching movement to musicians. The narrative provides a theoretical underpinning for the teaching practices discussed. It provides examples of musicians’ movement with analyses of the anatomical structures involved, and it discusses the influences of bodily perception on observing and learning movement (e.g. the body map). The implications of the study are to provide a somatic foundation for music education and thereby to enhance the understanding of music as embodied experience.

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