Changing teaching and learning relationships through collaborative action research: learning to ask different questions

Teacher autonomy and student autonomy are interrelated and can’t be divided. Collaborative action research can improve EFL teachers’ professional development; renew their conception about the collaboration and change their fixed conception about teaching and learning.

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IMPROVING STUDENTS� SPEAKING SKILL BY USING PICTURE STRIP STORY

Indonesian EFL Journal ◽

10.25134/ieflj.v2i2.642 ◽

2017 ◽

Vol 2 (2) ◽

pp. 100

Author(s):

Odi Kosdian

Keyword(s):

Action Research ◽

Learning Process ◽

Teaching And Learning ◽

Collaborative Action Research ◽

Collaborative Action ◽

Speaking Skill ◽

Asking Questions ◽

Field Notes ◽

The Subject ◽

Teaching Learning

This research is aimed at improving students� speaking skill by using picture strip story in class XI IPA 1 of Senior High School 1 Luragung. The problems in this research are the low of students� skill in speaking. This research was applied through collaborative action research which was conducted in two cycles. The subject of this research was English subject in class XI IPA I with total number of students 34. The result of the research showed that picture strip story could improve students� speaking skill. The result of test I was 62.69, test II was 68.83 and test III was 74.22. The students who passed the Minimum Mastery Criterion (KKM) were 22 students or 64.71%. In addition, the result of field notes showed that the classroom situation during teaching learning process by using picture strip story created the positive atmosphere. In cycle 1, there were no students who chatted and played handphone during the teaching and learning process by using picture strip story, all of students in a group did the task together and discussed it each other, the students could answer teacher�s question, and all of students spoke in English while expressing their ideas. In cycle 2, the classroom situations were completed with students asking questions to the teacher.Keywords: speaking skill, picture strip story, improve, collaborative action research

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Collaborative Action Research In Academic Administration

West East Journal of Social Sciences ◽

10.36739/wejss.2019.v8.i3.30 ◽

2019 ◽

Vol 8 (3) ◽

pp. 227-252

Author(s):

Bradley C. Thompson

Keyword(s):

Decision Making ◽

Action Research ◽

Collaborative Action Research ◽

Team Members ◽

Academic Administration ◽

Leadership Culture ◽

Collaborative Action ◽

Working Together ◽

Upper Level ◽

Action Process

This research involved a study exploring the changes in an academic institution expressed through decision-making in a shifting leadership culture. Prior to the study, the school was heavily entrenched in authoritarian and centralized decision-making, but as upper-level administrators were exposed to the concept of collaborative action research, they began making decisions through a reflection and action process. Changing assumptions and attitudes were observed and recorded through interviews at the end of the research period. The research team engaged in sixteen weekly cycles of reflection and action based on an agenda they mutually agreed to and through an analysis of post-research interviews, weekly planning meetings, discussions, and reflection and action cycles. Findings revealed experiences centering around the issues of:  The nature of collaboration- it created discomfort, it created a sense of teamwork, it created difficulty.  The change of environment in the process- team members began to respect each other more, and the process became more enjoyable.  The freedom and change in the process- freedom to voice opinions and to actively listen, the use of experience to lead elsewhere in the school.  How issues of power are better understood by working together- the former process was less collaborative, politics will always be part of the process. As a result of this study, members have started using this decision-making methodology in other areas of administration.

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Design of the Tool (web) EMAeHealth supporting decision-making during pregnancy and postpartum: Collaborative Action Research Study. (Preprint)

10.2196/preprints.25421 ◽

2020 ◽

Author(s):

Isabel Artieta-Pinedo ◽

Carmen Paz-Pascual ◽

Paola Bully ◽

Maite Espinosa ◽

Keyword(s):

Action Research ◽

Maternal Education ◽

Monitoring And Evaluation ◽

Research Process ◽

Collaborative Action Research ◽

Public Healthcare ◽

Self Assessment ◽

Collaborative Action ◽

Patient Decision ◽

Pregnancy And Postpartum

BACKGROUND Background: Despite the benefit it can give women, Maternal Education needs new tools that increase its effectiveness and scope OBJECTIVE To develop a multifunctional, personalized eHealth platform aimed at the self-management of health in relation to maternity METHODS The International Patient Decision Aid Standards (IPDAS) were applied. A website prototype was developed for implementation in the public health system using a collaborative action research process in which experts and patients participate, with qualitative research techniques as well as prioritization and consensus techniques. RESULTS A website is proposed which includes (1) systematically updated information related to clinical practice guidelines, (2) interaction between peers and users/professionals, (3) instruments for self-assessment of health needs as a basis for working on counseling, agreement on actions, help in the search for resources, monitoring and evaluation of results and (4) access for women to their clinical data and the option of sharing them with other health agents. These components, with different access requirements, would be permanently reviewed through iterative cycles depending on the frequency and effectiveness resulting from their use and would be accessible from any digital device CONCLUSIONS This public healthcare website would facilitate use, maintenance and effectiveness to increase quality of care without increasing costs. The participation of professionals and users in the creation of new tools will result in greater satisfaction with their use, with the decisions made, and with the decision process itself.

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Improving mathematics learning of geometry through the concrete-pictorial-abstract (CPA) approach: collaborative action research

Journal of Physics Conference Series ◽

10.1088/1742-6596/1663/1/012046 ◽

2020 ◽

Vol 1663 ◽

pp. 012046

Author(s):

M Salimi ◽

S Suhartono ◽

R Hidayah ◽

L E W Fajari

Keyword(s):

Action Research ◽

Mathematics Learning ◽

Collaborative Action Research ◽

Collaborative Action

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The developing role of occupational therapists in school-based practice: Experiences from collaborative action research in Pakistan

British Journal of Occupational Therapy ◽

10.1177/0308022619891841 ◽

2020 ◽

Vol 83 (6) ◽

pp. 375-386

Author(s):

Debbie Kramer-Roy ◽

Denise Hashim ◽

Nighat Tahir ◽

Areeba Khan ◽

Asma Khalid ◽

...

Keyword(s):

Action Research ◽

Occupational Therapy ◽

Inclusive Education ◽

Primary Schools ◽

Occupational Therapists ◽

Collaborative Action Research ◽

School Level ◽

Collaborative Action ◽

School Based

Introduction Occupational therapists around the world increasingly seek to support the participation of children with disabilities and special educational needs in mainstream education. Contemporary school-based occupational therapy practice is progressing from an individual, impairment focus towards collaborative, universal interventions at the whole class and whole school level. Participation-focused practice and collaboration is particularly important, but uncommon, in low-resource contexts such as Pakistan. Methods This article reports on collaborative action research that developed the role of occupational therapy in inclusive education in Karachi, Pakistan. A research team consisting of occupational therapists and teachers worked with five local primary schools, using the action research cycles of plan–implement–observe–reflect to develop practical strategies, materials and inclusive lesson plans to facilitate the participation of all children in all school-based occupations. Findings Support from school management and interdisciplinary collaboration were crucial for implementing change. In addition, strategies like inclusive lesson planning were found to benefit all children in class. Collaborative action research led to increased professional confidence in the teachers and occupational therapists, and skill development through developing a resource guide, running workshops and presenting at (inter)national conferences. Conclusion Collaborative action research was an effective means to develop the occupational therapy role in inclusive education practices in Pakistan, develop culturally appropriate educational resources, and upskill local therapists and teachers.

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