Collaborative action research and project work: Promising practices for developing collaborative inquiry among early childhood preservice teachers

2007 ◽  
Vol 23 (4) ◽  
pp. 418-431 ◽  
Author(s):  
Mary Jane Moran
Keyword(s):  
Preservice Teachers ◽  
Early Childhood ◽  
Action Research ◽  
Collaborative Inquiry ◽  
Collaborative Action Research ◽  
Project Work ◽  
Promising Practices ◽  
Collaborative Action

scholarly journals Growing-and-Giving Mindset Intervention in Early Childhood Education: A Collaborative Action Research

2021 ◽  
Author(s):  
Fumiko Masaki
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Early Childhood Education ◽  
Self Regulation ◽  
Collaborative Action Research ◽  
Constructivist Approach ◽  
Childhood Education ◽  
Target Behaviors ◽  
Collaborative Action ◽  
Mindset Intervention

In childhood education, a behaviorist approach (a mixture of praise and punishment) has been used for student target behaviors; however, the results have not been consistent. This study investigated how a constructivist approach would work in the same setting. The participant was a four-year-old student who showed target behaviors with negative attention-seeking and avoidance of self-regulation; three teachers and the author worked with him on collaborative action research. We treated him using the behaviorist approach in the first cycle of intervention. It seemed to work on the surface but was not helping him become autonomously self-regulated; his surroundings learned to remove the antecedents. We took the constructivist approach for the second cycle of intervention, wherein the student was provided opportunities to build puzzle pictures and give them to his teachers or friends. The teacher’s scaffolding helped him complete the task, perceive his competence, and aim for even bigger challenges. Through his efforts, he experienced making others happy, and as the growing-giving mindset was fostered, the target behaviors were decreased.

scholarly journals Improving early childhood teachers’ formative assessment practices: Transformative role of collaborative action research

2019 ◽  
Vol 9 (2) ◽  
pp. 221-240
Author(s):  
Selda Aras
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Formative Assessment ◽  
Early Childhood Teachers ◽  
Collaborative Action Research ◽  
Assessment Practices ◽  
Systematic Observation ◽  
Collaborative Action ◽  
Children's Development ◽  
Children’S Development

The aim of this study is to investigate the change process of early childhood teachers’ formative assessment practices via collaborative action research. Formative assessment contributes to children’s development and learning process and also guides teachers on instructional decisions. Although research emphasizes the importance of formative assessment, teachers encounter difficulties while implementing it in their classrooms. Three early childhood teachers participated in this qualitative study, and the data were gathered through interviews and observations. The findings about the teachers’ change processes revealed that despite the difficulties experienced; teachers began to conduct systematic observation, document children’s development and learning, and use assessment data for their further plans. The transformative power of action research in changing teachers’ practices is highlighted in this study.

scholarly journals "Literate Playing”—An Oral Language Empowerment Strategy for Underprivileged Children

2017 ◽  
Vol 19 (2) ◽  
pp. 33
Author(s):  
Gisela Wajskop
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Early Childhood Education ◽  
Professional Learning ◽  
Oral Language ◽  
Research Study ◽  
Collaborative Action Research ◽  
Childhood Education ◽  
Collaborative Action ◽  
Quality Program

This article describes an ongoing collaborative action research study, and presents initial observations of the outcomes of teachers’ interventions in early childhood education centres in a major Brazilian city. Designed as a professional development initiative, the action research is based on a view of a quality program being one that offers both play-based learning and linguistically enriching experiences for children and opportunities for professional learning of its professionals to support those same programs in a personal, self-confident, and collective manner. It presents initial observations of the outcomes of teachers’ interventions in four non-governmental early childhood education centres, and some implications the results can suggest for the NOW Play Project. 

Mission Impossible

2011 ◽  
Vol 4 (2) ◽  
pp. 231-251
Author(s):  
Marion Jones ◽  
Grant Stanley
Keyword(s):  
Conflict Resolution ◽  
Action Research ◽  
Collaborative Inquiry ◽  
Collaborative Action Research ◽  
Democratic Values ◽  
Action Research Project ◽  
Research Project ◽  
Collaborative Action ◽  
Irrational Behaviour ◽  
Insight Into

This paper reports the reflective journey we undertook as the leaders of a collaborative action research project involving education practitioners and our navigation through a complex web of cooperation, conflict resolution, bargaining and defection. Drawing on these experiences, we seek to make explicit the cocktail of tensions and disordering of research contexts and practices that have remained largely disregarded both in the literature and in everyday self-accounting. By interweaving the plot-lines of ‘game,’ ‘ritual’ and ‘real’ we seek to gain an insight into the rational/irrational behaviour of the various players involved in this ethno-drama, including ourselves. Finally, we posit the claim that educational action research conceived as a ‘critical and (self-critical) collaborative inquiry’ (Zuber-Skerritt, 1996, p.85) has surrendered its democratic values to an all pervading performativity culture and conclude that collaborative action research conducted in the politicised educational contexts of today cannot be true to its ideal.

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