scholarly journals Teaching for autonomy: what do the students think?

2010 ◽  
pp. 107 ◽  
Author(s):  
Ruth Wilkinson
Keyword(s):  
Action Research ◽  
Lessons Learned ◽  
Current Paper ◽  
Action Research Project ◽  
Research Project ◽  
La Mancha ◽  
Second Year ◽  
The University

The following paper describes an action research project which was carried out with a class of second-year students following the Degree of English Philology at the University of Castilla la Mancha. The aim of the project was to raise students’ awareness of the need to be less dependent on their teachers and to provide the reflective and interactive scaffolding necessary to enable them to take greater responsibility for their own learning. The current paper describes the measures taken, and how students reacted to this process. It concludes by examining the lessons learned and by proposing a number of guidelines to be taken into account when attempting to promote autonomy in a similar context.

scholarly journals The ‘present-tense’ experience of failure in the university: Reflections from an action research project

2020 ◽  
Vol 37 ◽  
pp. 100719
Author(s):  
Rebecca Whittle ◽  
Liz Brewster ◽  
Will Medd ◽  
Hilary Simmons ◽  
Rob Young ◽  
...  
Keyword(s):  
Action Research ◽  
Action Research Project ◽  
Research Project ◽  
Present Tense ◽  
The University

scholarly journals Course design, action research and the use of computers: challanges in an ESP course

2011 ◽  
Vol 11 (4) ◽  
pp. 913-934 ◽  
Author(s):  
Silvia Matravolgyi Damião
Keyword(s):  
Action Research ◽  
Course Design ◽  
First Year ◽  
Action Research Project ◽  
Research Project ◽  
Professional Needs ◽  
Collaborative Construction ◽  
New Directions ◽  
Second Year

This paper presents the results of an action research project that focused on the design and teaching of an ESP course and on the collaborative construction and development of a website. In the first year of the study, the course plan was modified due to the feedback given by the students and the same happened to the site, which was uploaded and modified according to the students' productions within the period. The course plan was reformulated in the second year of the study based on the experience acquired in the first year, and tasks were introduced to fulfill the students' academic and future professional needs. At the end of the second year of the study, it was possible to confirm that the course plan, with the modifications that were introduced, was adequate, and that the site reflected the tasks prepared by the students within the period, therefore reaching the objectives proposed at the beginning of the study. It was also possible to propose new directions for ESP teaching at the Institution where the research was carried out.

scholarly journals There is an alternative: A report on an action research project to develop a framework for co-operative higher education

2017 ◽  
Vol 10 (1) ◽  
pp. 87-105 ◽  
Author(s):  
Mike Neary ◽  
Joss Winn
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Social Science ◽  
Public Funding ◽  
Participatory Action ◽  
Action Research Project ◽  
Dual Roles ◽  
Research Project ◽  
Science Centre ◽  
The University

This report provides an interim account of a participatory action research project undertaken during 2015–16. The research brought together scholars, students and expert members of the co-operative movement to design a theoretically informed and practically grounded framework for co-operative higher education that activists, educators and the co-operative movement could take forward into implementation. Our dual roles in the research were as founding members of the Social Science Centre, Lincoln, an autonomous co-operative for higher education constituted in 2011 (Social Science Centre 2013), and as professional researchers working at the University of Lincoln. The immediate context for the research was, and remains, the ‘assault’ on universities in the U.K. (Bailey and Freedman 2011), the ‘gamble’ being taken with the future of higher education (McGettigan 2013), and the ‘pedagogy of debt’ (Williams 2006) that has been imposed through the removal of public funding of teaching and the concurrent tripling of tuition fees (Sutton Trust 2016).

scholarly journals Illustrating the Intercultural in Portuguese Secondary School Foreign Language (FL) Classrooms

e-TEALS ◽  
2016 ◽  
Vol 7 (1) ◽  
pp. 40-69
Author(s):  
Carla Ulisses ◽  
Nic Hurst
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Foreign Language ◽  
Cultural Awareness ◽  
Small Scale ◽  
Action Research Project ◽  
Research Project ◽  
Cultural Mediator ◽  
The University

Abstract This article reports on a small-scale action research project developed in the context of the practicum of a Teacher Education Masters course at the Faculty of Letters, the University of Porto. The project was focussed on the importance of visual stimuli in the foreign language teaching classroom (English and Spanish), within the context of an intercultural approach. Different strategies, activities and materials were employed with the general aim of helping the learners to develop their critical cultural awareness. The learners played a central role, participating actively, by bringing into the classroom their own knowledge of the world. Simultaneously, the role of the teacher was not without importance in this action research project, presenting herself as an example of a cultural mediator.

Action Research - A Valuable Teaching/Learning Strategy

1988 ◽  
Vol 16 (2) ◽  
pp. 44-52
Author(s):  
Alison Searle
Keyword(s):  
Action Research ◽  
Middle Childhood ◽  
Learning Strategy ◽  
Action Research Project ◽  
Research Project ◽  
James Cook ◽  
Cultural Perspectives ◽  
Second Year ◽  
Teaching Learning

This article is a follow-up to “Utilizing a Research Project as a Teaching/Learning Strategy : The Joys and Fears of Childhood” which appeared in Vol.15 No.3, 1987. In both projects the students contributed significantly.In Semester II, 1987, a group of Aboriginal and Islander students in their second year of the Diploma of Teaching (ECE) at James Cook University conducted an action research project entitled “Cross-cultural Perspectives on Children’s Friendships in Middle Childhood”.

From contracts to culture: Exploring how to leverage local, sustainable food purchasing by institutions for food systems change

2019 ◽  
Vol 6 (1) ◽  
pp. 8-21
Author(s):  
Jennifer Reynolds ◽  
Beth Hunter
Keyword(s):  
Action Research ◽  
Critical Mass ◽  
Food Service ◽  
Systems Change ◽  
Service Operations ◽  
Lessons Learned ◽  
Action Research Project ◽  
Research Project ◽  
Sustainable Food ◽  
Food Procurement

In recent years, certain hospitals, schools, and campuses across Canada have shown that they can transform their practices to serve more local and sustainable food. These changes have often been led by visionary champions, and in some cases aided by supportive public policies or programs. Yet the presence of these isolated success stories has so far not proven sufficient to tip a critical mass of institutions towards sustainability. There is great potential in leveraging institutional foodservices, with an estimated $8.5 billion market sales in Canada in 2016 (fsStrategy, 2016), to shift systems towards greater sustainability. In 2014, Food Secure Canada and the McConnell Foundation launched an action-research project and embarked on a learning journey to explore two key questions: how can food service operations and procurement practices be changed to increase local, sustainable institutional procurement; and how can this work be scaled. In 2014–2016, eight institutional food projects across Canada came together as a national Learning Group. Drawing from their experiences working in different contexts and scales, our action research project identified program and policy innovations to leverage systems change. This article explores how institutions currently buy food, and reveals the systemic barriers to increasing local, sustainable food procurement. We share lessons learned about the interplay of menus, food service operations, contracts, institutional demand, and food culture that helped to overcome these barriers. We identify enabling, peer-based learning and support as particularly relevant in a national context for the scaling out, up, and deep of local, sustainable food procurement.

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