Action Research for the 21st Century

This chapter presents an example of STEM and English language teaching integration. In this study, it was aimed to improve students' English language skills and increase their engagement with the appliance of STEM. In this descriptive study, a way of integrating STEM into the language teaching process was explained with an applied example. The research is of qualitative design with the implementation of action research method. As a result, the implementation improved students' language skills and gave students the chance of using knowledge of other disciplines in English courses while increasing their engagement. Additively, the implementation developed students' 21st century skills. It is thought this study can be an inspiration for English teachers to apply various approaches in their teaching processes. In addition, the study can be accepted as an example of the contribution of STEM to English language teaching process. Moreover, the study is a representation of teacher research, and this research can be assessed as an inspiration for teachers to turn their practices into research.

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Los retos de la Educación Física en el Siglo XXI (Challenges of Physical Education in XXI Century)

Retos ◽

10.47197/retos.v0i29.42552 ◽

2015 ◽

pp. 182-187

Author(s):

Víctor Manuel López Pastor ◽

Dario Pérez Brunicardi ◽

Juan Carlos Manrique Arribas ◽

Roberto Monjas Aguado

Keyword(s):

Action Research ◽

Physical Education ◽

21St Century ◽

Point Of View ◽

Collaborative Groups ◽

The Past ◽

Comprehensive Education ◽

Specific Proposal ◽

Competencias Profesionales ◽

Contemporary School

Este artículo aporta una serie de reflexiones y consideraciones sobre los retos a los que se tienen que enfrentar la Educación Física (EF) en estas primeras décadas del Siglo XXI. Desde nuestro punto de vista, los principales retos que tiene la EF actualmente en nuestro país son los siguientes: (1) plantearse de forma reflexiva y sistemática qué queremos que aprenda nuestro alumnado en EF; (2) tener razones claras y poderosas sobre lo que puede aportar la EF a la educación integral de las personas; y, (3) superar definitivamente algunos problemas de profesionalidad entre los docentes que venimos reproduciendo durante los últimos 30 años. Realizamos una propuesta concreta para poder avanzar sobre estos retos. Durante las tres últimas décadas han surgido en España muchas propuestas innovadoras en EF que pueden ser muy útiles para ir dando una respuesta educativamente valiosa a estos retos. La mayor parte de dichas propuestas han sido generadas por el profesorado de EF a través de dinámicas de investigación-acción e investigación en el aula. En la mayoría de los casos han sido generadas de forma grupal, en base a grupos colaborativos de maestros, aunque también podemos encontrar algunas individuales. Terminamos el artículo con una primera aproximación a las relaciones que parecen existir entre las competencias profesionales del profesorado de EF y los retos de la EF en la sociedad y la escuela actual. Abstract. This paper seeks to contribute some thoughts and considerations on the challenges that Physical Education (PE) has to face in these early decades of the 21st century. From our point of view, the main challenges that PE must currently face in our country are: (1) considering thoughtfully and systematically what we want our students to learn in PE; (2) have clear and powerful reasons about what PE can bring to the comprehensive education of people; and (3) overcome some problems of professionalism among teachers we have been recreating for the past 30 years. We make a specific proposal to move forward on these challenges. During the past three decades many innovative proposals in PE that can be very useful for giving an educationally valuable response to these challenges have arisen in Spain. Most of these proposals have been generated by PE teachers through dynamic action research and research in the classroom. In most cases they have been generated as a group, based on collaborative groups of teachers, but we can also find some individual proposals. We ended the article with a first approach to relationships that seem to exist between the professional skills of PE teachers and PE challenges in society and in contemporary school.

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Strategic Leadership

Encyclopedia of Strategic Leadership and Management ◽

10.4018/978-1-5225-1049-9.ch115 ◽

2017 ◽

pp. 1655-1666

Author(s):

Marcus Paul Howell ◽

Ellen H. Reames

Keyword(s):

Elementary School ◽

Action Research ◽

Best Practices ◽

Teacher Leadership ◽

21St Century ◽

Low Cost ◽

Strategic Leadership ◽

Student Centered ◽

School Faculty ◽

Strategic Skills

Windham Elementary School underwent a wholesale shift towards student and teacher leadership, student centered instruction, and the adoption of Science, Technology, Engineering and Math (STEM) based best practices. The use of strategic leadership was instrumental in facilitating the changes undergone at Windham. This article explored how strategic leadership was used to facilitate the development of the Chromebook Initiative. The six essential skills of strategic leadership: anticipation, challenging, interpreting, deciding, aligning and learning were used to lead school faculty through planning, implementation and evaluation of the initiative (Schoemaker, Krupp, & Howland 2013). Anticipation, challenging and interpreting, brought about faculty utilizing action research to uncover the fact that low cost Google Chromebooks would provide an easily managed, electronic environment. Using the essential strategic skills of deciding, aligning and learning, Windham Elementary established an educational account and implemented a 1:1 Google Chromebook initiative in grades 3-6 to meet the collaborative 21st century needs of students and faculty.

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Fostering Intercultural Competence in Higher Education

Advances in Higher Education and Professional Development - Examining Social Change and Social Responsibility in Higher Education ◽

10.4018/978-1-7998-2177-9.ch009 ◽

2020 ◽

pp. 116-126

Author(s):

Eika Auschner

Keyword(s):

Higher Education ◽

Action Research ◽

21St Century ◽

Group Work ◽

Intercultural Competence ◽

Business Students ◽

Action Research Project ◽

Ongoing Process ◽

Double Degree ◽

Individual Self

Within the ongoing process of globalization, intercultural competence has been identified as one of the key competences of the 21st century. Universities need to prepare their graduates for working across countries and cultures and have been focusing on the international and intercultural aspect of their programs. Research has shown, however, that the development of intercultural competence in students does not happen automatically but needs to be fostered and supported. Within an action research project, an intercultural group work was designed to foster the development of intercultural competence of business students in an international double-degree program. The analyses of individual self-reflections after the group work suggested that the group work provided students with international working experiences, and that the reflection process has to be structured and supported to foster the development of intercultural competence in students.

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Assessment of 21st Century Skills

10.4018/978-1-7998-8310-4.ch010 ◽

2022 ◽

pp. 202-221

Author(s):

Garima Basnal

Keyword(s):

Action Research ◽

21St Century ◽

21St Century Skills ◽

Student Understanding ◽

Line Graphs ◽

Student Work ◽

Verbal Descriptions ◽

Story Writing ◽

Data Plotting

This chapter describes an action research in which creative story writing was used to assess student understanding of graph construction. Students were encouraged to write stories involving motion and visually depict verbal descriptions of stories in the form of tables and line graphs. Student work revealed several misconceptions held by students vis-à-vis writing motion-based stories, tabulation of data, plotting of graphs, and establishing congruence between stories and graphs. This study suggests several feedback measures that can be used by teachers to rectify these misconceptions.

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METODE BOOK TALK UNTUK MENUMBUHKAN KETERAMPILAN BERPIKIR KRITIS DAN KOMUNIKASI EKSPRESIF VERBAL PADA ANAK USIA 3-4 TAHUN

Jurnal Pendidikan ◽

10.33830/jp.v20i2.943.2019 ◽

2019 ◽

Vol 20 (2) ◽

pp. 111

Author(s):

Niko Sudibjo ◽

Lia Ratna Sagita Tondok

Keyword(s):

Critical Thinking ◽

Action Research ◽

Data Collection ◽

21St Century ◽

Thinking Skills ◽

21St Century Learning ◽

Critical Thinking Skills ◽

Research Subjects ◽

Expressive Communication ◽

Book Talk

The 21st century learning trends carry several skills that need to be developed, one of which is critical thinking. The purpose of this study was to analyze the use of the Book Talk method in order to foster critical thinking skills and communicate verbally expressive students aged 3-4 years using Indonesian-themed animal books. This Classroom Action Research was conducted in the Nursery class of Rainbow Victory Plus Bekasi school with the number of research subjects as many as 14 students. Data collection was carried out in 3 cycles held in May 2018. The results of this study showed tha Book Talk method was able to increase critical thinking skills and verbal expressive communication of students. However, it was also found that Book Talk was not suitable for certain types of students. Pembelajaran abad ke-21 menuntut keterampilan berpikir kritis dan melakukan komunikasi efektif sebagai syarat keberhasilan. Kemampuan ini perlu dilatih dan diajarkan sejak usia dini. Tujuan penelitian ini adalah untuk menganalisis penggunaan metode Book Talk dalam rangka menumbuhkan keterampilan berpikir kritis dan berkomunikasi ekspresif verbal siswa usia 3-4 tahun dengan menggunakan buku cerita berbahasa Indonesia bertema hewan. Penelitian Tindakan Kelas ini dilakukan di kelas Nursery Rainbow sekolah Victory Plus Bekasi dengan jumlah subjek penelitian 14 siswa. Pengambilan data dilakukan dalam 3 siklus yang dilakukan pada Mei 2018. Hasil penelitian ini menunjukan bahwa metode Book Talk dapat meningkatkan keterampilan berpikir kritis dan berkomunikasi ekspresif verbal siswa. Meskipun demikian, ditemukan juga bahwa Book Talk kurang cocok untuk beberapa tipe siswa tertentu.

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Improving Critical Thinking Skills of Early Childhood through Inquiry Learning

Jurnal Obsesi Jurnal Pendidikan Anak Usia Dini ◽

10.31004/obsesi.v5i2.1168 ◽

2021 ◽

Vol 5 (2) ◽

pp. 2241-2249

Author(s):

Nita Priyanti ◽

Jhoni Warmansyah

Keyword(s):

Early Childhood ◽

Critical Thinking ◽

Action Research ◽

21St Century ◽

Research Method ◽

Inquiry Learning ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Problem Finding ◽

Group B

21st-century skills that children must have, namely the ability to collaborate, create, communicate and think critically. This study aims to improve critical thinking skills in children to adapt to their time. This research was conducted in group B of the Kindergarten in Madinah Pamulang, South Tangerang with a total of 20 children. The research method uses classroom action research with 2 cycles. Collecting data by means of observation, interviews, documentation and the data obtained were analyzed using quantitative and qualitative. The results showed that the children's critical thinking skills increased by 18.4% in cycle I and cycle 2 by 45% after research and corrective action were carried out. The results of the action in the second cycle of 45% prove that the children's critical thinking skills have increased significantly. Improvement occurs through simple experimental activities with the stages of problem finding, exploration, creation, and reflection. The conclusion of this study is that critical thinking skills in early childhood can be improved through inquiry learning.

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METODE BOOK TALK UNTUK MENUMBUHKAN KETERAMPILAN BERPIKIR KRITIS DAN KOMUNIKASI EKSPRESIF VERBAL PADA ANAK USIA 3-4 TAHUN

Jurnal Pendidikan ◽

10.33830/jp.v20i2.251.2019 ◽

2019 ◽

Vol 20 (2) ◽

pp. 111-125

Author(s):

Niko Sudibjo ◽

Lia Ratna Sagita Tondok

Keyword(s):

Critical Thinking ◽

Action Research ◽

Data Collection ◽

21St Century ◽

Thinking Skills ◽

21St Century Learning ◽

Critical Thinking Skills ◽

Research Subjects ◽

Expressive Communication ◽

Book Talk

The 21st century learning trends carry several skills that need to be developed, one of which is critical thinking. The purpose of this study was to analyze the use of the Book Talk method in order to foster critical thinking skills and communicate verbally expressive students aged 3-4 years using Indonesian-themed animal books. This Classroom Action Research was conducted in the Nursery class of Rainbow Victory Plus Bekasi school with the number of research subjects as many as 14 students. Data collection was carried out in 3 cycles held in May 2018. The results of this study showed tha Book Talk method was able to increase critical thinking skills and verbal expressive communication of students. However, it was also found that Book Talk was not suitable for certain types of students. Pembelajaran abad ke-21 menuntut keterampilan berpikir kritis dan melakukan komunikasi efektif sebagai syarat keberhasilan. Kemampuan ini perlu dilatih dan diajarkan sejak usia dini. Tujuan penelitian ini adalah untuk menganalisis penggunaan metode Book Talk dalam rangka menumbuhkan keterampilan berpikir kritis dan berkomunikasi ekspresif verbal siswa usia 3-4 tahun dengan menggunakan buku cerita berbahasa Indonesia bertema hewan. Penelitian Tindakan Kelas ini dilakukan di kelas Nursery Rainbow sekolah Victory Plus Bekasi dengan jumlah subjek penelitian 14 siswa. Pengambilan data dilakukan dalam 3 siklus yang dilakukan pada Mei 2018. Hasil penelitian ini menunjukan bahwa metode Book Talk dapat meningkatkan keterampilan berpikir kritis dan berkomunikasi ekspresif verbal siswa. Meskipun demikian, ditemukan juga bahwa Book Talk kurang cocok untuk beberapa tipe siswa tertentu.

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Peningkatan Kemampuan Mengajar Berbasis Keterampilan Abad 21 Melalui Supervisi Akademik Metode Pemodelan Teman Sejawat Bagi Guru SD Gugus I Kecamatan Rappocini Kota Makassar

JIKAP PGSD Jurnal Ilmiah Ilmu Kependidikan ◽

10.26858/jkp.v5i1.16832 ◽

2021 ◽

Vol 5 (1) ◽

pp. 105

Author(s):

Tamrin Tamrin

Keyword(s):

Action Research ◽

21St Century ◽

21St Century Skills ◽

Lesson Plans ◽

Average Score ◽

Teaching Skills ◽

Research Subjects ◽

Average Ability ◽

Peer Modeling ◽

Modeling Methods

The main objective of this research is to improve the skills-based teaching skills of the 21st century through academic supervision of peer modeling methods for teachers of SD Gugus I, Rappocini District, Makassar City. In accordance with the objectives, in this school action research, 24 research subjects were selected who were intervened in the academic supervision of peer modeling methods in the form of action research. Based on the results of the data analysis above, it can be understood that both the ability to design lesson plans and the ability to carry out 21st-century skills-based learning activities from pre, cycle I, to cycle II have increased, namely the average score in making pre-cycle lesson plans is 2.171, cycle I increase to 3.02, and the second cycle 3,734. Whereas the ability to implement 21st-century skills-based learning the average score in the pre-cycle was 2.84, the first cycle increased to 3.30, and the second cycle was 3.53. If you look at the predetermined criteria, the average ability to design RPP is categorized as good. Likewise, the ability to carry out 21st-century skills-based learning is also categorized as good. Based on these data, it can be concluded that the teaching ability of 21st-century skills-based teachers in Cluster I, Rappocini District, Makassar City, especially for 24 people, has increased after the application of peer modeling-based academic supervision.

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