Teacher Training for Teachers of Aborigines

1976 ◽  
Vol 4 (5) ◽  
pp. 28-32
Author(s):  
J. Binnion
Keyword(s):  
Secondary Education ◽  
Action Research ◽  
Teacher Training ◽  
Secondary Students ◽  
Aboriginal Education ◽  
Action Research Project ◽  
Research Project ◽  
Parent Communication ◽  
Number Of Factors

In Vol. 4 No. 1, Ms Binnion discussed teacher-parent communication with particular reference to the Action Research Project into Secondary Education for Aborigines which was initiated in S.A. in 1972. During the course of the Action Research Project teachers in many other schools with Aboriginal secondary students were asked, via a questionnaire, for their opinions about a large number of factors relating to Aboriginal education. Consequently, this article reports the opinions of teachers in both the project schools and other schools with numbers of Aboriginal secondary students.

Teacher-Parent Communication

1976 ◽  
Vol 4 (1) ◽  
pp. 3-12 ◽  
Author(s):  
J.E. Binnion
Keyword(s):  
High Schools ◽  
Secondary Education ◽  
Action Research ◽  
Secondary School ◽  
Secondary Students ◽  
South Australia ◽  
Main Task ◽  
Action Research Project ◽  
Parent Communication ◽  
Aboriginal Students

An Action Research Project into Secondary Education for Aboriginals in South Australia was initiated in 1972, and the appointment of five research teachers (project teachers) was approved by the Minister of Education at the end of 1972. In February 1973 the five project teachers took up their positions at Ceduna, Maitland and Meningie Area Schools and Glossop and Port Augusta High Schools. (In South Australia, “Area” schools cater for both primary and secondary students and “High” schools cater for secondary students only.) Those five schools were chosen because they had the highest percentage of Aboriginal students enrolled when the project began. Project teachers were appointed for a period of two years and their main task was to develop suitable strategies for increasing the achievement and motivation of Aboriginal students in secondary school.

scholarly journals Gaining understanding of different perspectives in Virgil's Aeneid through creative writing: an action research project with a sixth form Classical Civilisation class in a mixed comprehensive

2021 ◽  
Vol 22 (43) ◽  
pp. 29-37
Author(s):  
Eleanor Lucas
Keyword(s):  
Secondary Education ◽  
Action Research ◽  
Teacher Training ◽  
Creative Writing ◽  
Teaching Strategy ◽  
School Experience ◽  
Action Research Project ◽  
Research Project ◽  
Potential Impact ◽  
Sixth Form

Creative writing is a teaching strategy employed increasingly less frequently as students progress through their secondary education. From my own school experience and observing other teachers, many such tasks are set in Year 7 but then later give way to the pressure of preparing students for exams. In the first Professional Placement of my postgraduate teacher training, I observed a Classical Civilisation teacher set her sixth form students to write a poem about Hector or Andromache from the Iliad Book 6. Although there was some initial reluctance, students largely engaged with the task and we were both impressed by the results. This prompted me to carry out my own research project to explore further the potential impact of creative writing, following the argument that one way into a text is to understand the characters within it.

scholarly journals Teacher-developed materials for the integration of content and language: An action research project in Argentina

2012 ◽  
Vol 45 (3) ◽  
pp. 400-401 ◽  
Author(s):  
Dario Luis Banegas
Keyword(s):  
Secondary Education ◽  
Action Research ◽  
Foreign Language ◽  
Action Research Project ◽  
Research Project

This action research project explores the principles that teachers follow when developing their own materials for lessons aimed at integrating content and language in English as a Foreign Language (EFL) lessons in state secondary education.

Exploring the Fourth Order

2019 ◽  
Vol 2 (1) ◽  
Author(s):  
Barend KLITSIE ◽  
Rebecca PRICE ◽  
Christine DE LILLE
Keyword(s):  
Action Research ◽  
Fourth Order ◽  
Subject Matter ◽  
Action Research Project ◽  
Research Project ◽  
Building Trust ◽  
Current Business

Companies are organised to fulfil two distinctive functions: efficient and resilient exploitation of current business and parallel exploration of new possibilities. For the latter, companies require strong organisational infrastructure such as team compositions and functional structures to ensure exploration remains effective. This paper explores the potential for designing organisational infrastructure to be part of fourth order subject matter. In particular, it explores how organisational infrastructure could be designed in the context of an exploratory unit, operating in a large heritage airline. This paper leverages insights from a long-term action research project and finds that building trust and shared frames are crucial to designing infrastructure that affords the greater explorative agenda of an organisation.

Wonder-inspired leadership: Cultivating ethical and phenomenon-led healthcare

2021 ◽  
pp. 096973302199079
Author(s):  
Finn Th Hansen ◽  
Lene Bastrup Jørgensen
Keyword(s):  
Action Research ◽  
Healthcare System ◽  
Ethical Leadership ◽  
Authentic Leadership ◽  
Theoretical Perspective ◽  
Action Research Project ◽  
Research Project ◽  
New Type ◽  
Danish Hospital ◽  
Sense Of Wonder

Three forms of leadership are frequently identified as prerequisites to the re-humanization of the healthcare system: ‘authentic leadership’, ‘mindful leadership’ and ‘ethical leadership’. In different ways and to varying extents, these approaches all focus on person- or human-centred caring. In a phenomenological action research project at a Danish hospital, the nurses experienced and then described how developing a conscious sense of wonder enhanced their ability to hear, to get in resonance with the existential in their meetings with patients and relatives, and to respond ethically. This ability was fostered through so-called Wonder Labs in which the notion of ‘phenomenon-led care’ evolved, which called for ‘slow thinking’ and ‘slow wondrous listening’. For the 10 nurses involved, it proved challenging to find the necessary serenity and space for this slow and wonder-based practice. This article critiques and examines, from a theoretical perspective, the kind of leadership that is needed to encourage this wonder-based approach to nursing, and it suggests a new type of leadership that is itself inspired by wonder and is guided by 10 tangible elements.

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