scholarly journals Action Research

2021 ◽  
Author(s):  
Linda Gibson-Langford
Keyword(s):  
Action Research ◽  
Risk Taking ◽  
Significant Risk ◽  
World Views ◽  
Learning And Teaching ◽  
Craft Knowledge ◽  
Collaborative Cultures

Teachers need to rigorously and systematically reflect on their practice and such reflection can be most effective within collaborative cultures. Within the context of action research, centred on how literature can enrich students’ world views, this paper offers an observation on collaboration as intense professional enrichment. The action research gave clear evidence that literature can shape and enrich boys’ understandings of masculinities. It also highlighted the power of collaboration in learning and teaching. As a consequence of this research, the teacher librarian and the Head of English developed trust and appreciation of each others’ craft knowledge and engaged in significant risk-taking, through creating, sharing and using their knowledge.

scholarly journals How being appreciative creates change – theory in practice from health and social care in Scotland

2017 ◽  
Vol 16 (2) ◽  
pp. 223-243 ◽  
Author(s):  
Cathy Sharp ◽  
Belinda Dewar ◽  
Karen Barrie ◽  
Julienne Meyer
Keyword(s):  
Action Research ◽  
Risk Taking ◽  
Positive Attitude ◽  
Social Care ◽  
Social Systems ◽  
Change Theory ◽  
Theory And Practice ◽  
Home Life ◽  
Health And Social Care ◽  
Design And Testing

This paper develops understanding of appreciative action research that generates curiosity and motivation as a better platform for collaborative change. Blending theory and practice it draws on the example of the My Home Life leadership programme in Scotland that explores the concepts and approaches of ‘Caring Conversations’ and ‘playful provocation’ in care homes for older people. The paper shows how they expand notions of appreciation and help people to deepen inquiry, explore values, acknowledge and express emotion without dispute or judgement, articulate tacit knowledge and give voice to things previously thought to be ‘unsayable’. We explore how these generative approaches act as a powerful positive ‘disruption’ that brings existing relationships to life, supports a positive attitude to risk-taking and helps to devise new approaches to the local design and testing of approaches to problems. Ultimately these approaches play an important part in developing understanding of how to do appreciative action research to enhance relationships and more strengths or assets-based and collaborative ways of working and so, to develop new possibilities for changing social systems and a more future-making orientation to action research.

scholarly journals Kompetensi Profesional bagi Seorang Guru dalam Manajemen Kelas

2020 ◽  
Vol 12 (1) ◽  
pp. 1-15
Author(s):  
Sudjoko S
Keyword(s):  
Action Research ◽  
Teacher Learning ◽  
Research Method ◽  
Lesson Plan ◽  
The Other ◽  
Learning Approaches ◽  
Good Program ◽  
Learning And Teaching ◽  
Class Management ◽  
Management Functions

For a profesional teacher should master a class-management, especially, knows about the management functions. There are as follows; planning, directing, acting, organizing and controlling. Planning consists of curriculum, educational callender, learning schedule, semester program, and lesson plan, and they are mastered by a profesional teacher. Learning directing should succeed and pass a scoring target, mastering all of materials, learning methods, strategy and learning approaches. After finishing all of learning and teaching processes, then it is to evaluate and analysis to make a good program on the other time. The objective of this research is how to improve compentence teacher in classes management by using discussing method in this research. The research method uses of the classroom action research; it concists of two cycles, and each cycle uses four steps. They are planing, acting, actuating and reflecting.

Quiltmakers’ meaning-making in Aotearoa New Zealand: Social interactions, embodied experiences and material mediation

2021 ◽  
Vol 12 (1) ◽  
pp. 51-78
Author(s):  
Linda Claire Warner ◽  
Pirita Seitamaa-Hakkarainen ◽  
Kai Hakkarainen
Keyword(s):  
New Zealand ◽  
Informal Learning ◽  
Meaning Making ◽  
Qualitative Content Analysis ◽  
Community Context ◽  
The Body ◽  
Learning And Teaching ◽  
Craft Knowledge ◽  
Aotearoa New Zealand ◽  
Embodied Experiences

The research study focuses on the phenomenon of informal learning and teaching, as it materializes through the quiltmakers’ engagement in idiosyncratic community practices. The present study considers the construction of craft knowledge from a sociocultural perspective, focusing on social and material mediation, and embodiment as a form of meaning-making for quiltmakers. The ethnographic data were collected from two quilting communities in Aotearoa New Zealand and in total 66 quilters volunteered to participate. The fieldwork extended over an eight-month period with data consisting of interviews, observations, fieldnotes and reflective diaries including the visualization of interactive happenings in situ. Chronological content logs were created, and data were analysed by qualitative content analysis. The primary interest was on the verbal (i.e. social), non-verbal (i.e. embodied) and material (inter)actions that were central to the quilters’ meaning-making processes. This praxis and process of informal learning usually make it invisible because it is a ubiquitous element embedded in the quilting community context. Identifying different aspects of multimodal making foregrounds how the quilters’ learning is socially interactive, with ‘hands on’ and ‘minds on’ processes tied to their bodily experiences and material world. This study demonstrates the significance of the ongoing communicative (inter)actions for meaning-making, highlighting the role of the body, mind and environment in shaping quilting practices and appropriating craft knowledge.

Nauczyciel – badacz. O zastosowaniu badania w działaniu przez nauczycieli i przyszłych nauczycieli języków obcych

2021 ◽  
Vol 1 (23) ◽  
pp. 125-139
Author(s):  
Magdalena Witkowska
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Research Method ◽  
Practical Knowledge ◽  
Classroom Teaching ◽  
Teaching Skills ◽  
Theoretical Knowledge ◽  
Teaching Activities ◽  
Learning And Teaching ◽  
Teacher Trainees

Action research (AR) as a research method has been recommended in the process of educating foreign language (FL) teachers as well as developing their teaching skills for decades. Many teacher education experts, including Elliott (1991) are of the opinion that the method contributes to teachers’ professional develpoment as they can extend their theoretical knowledge of the processes of learning and teaching through gaining the practical knowledge. Moreover, action research evokes the need for reflection upon one’s teaching activities. One may wonder whether FL teacher-practitoners apply AR in their teaching and how, if at all, it influences their classroom teaching. In order to learn about it, the author of the article conducted a questionnaire which provides interesting information about FL teachers’ attitude towards AR. The article aims at promoting AR as well as encouraging FL teachers and teacher-trainees to use the method in their work.

Using Asynchronous Computer Conferencing to Support Learning and Teaching in a Campus-Based HE Context

2011 ◽  
pp. 51-70 ◽  
Author(s):  
Pat Jefferies ◽  
Roy Seden
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Best Practice ◽  
Learning Task ◽  
Computer Conferencing ◽  
Online Discussions ◽  
Professional Issues ◽  
Learning And Teaching

This chapter details research into the use of asynchronous computer conferencing (ACC) within a campus-based higher education (HE) environment. Drawing from the literature, the chapter will firstly highlight some of the issues impacting implementation. It will then go on to outline some of the findings from a piece of action research that was conducted over a period of five years with final-year undergraduates studying ethics/professional issues in computing. The main objective of this research was to investigate and subsequently develop Salmon’s (2000) five-stage strategy forimplementing ACC. Finally, the chapter will not only develop the Salmon (2000) model but will also challenge the necessity for e-moderating online discussions within a campus-based HE environment. As such, it will give practitioners a greater understanding of how the learner, the learning task, and a particular technology (ACC) interact within a campus-based HE context and will provide guidelines for developing best practice.

How Does Crossing Roads with Friends Impact Risk Taking in Young Adolescents and Adults?

2019 ◽  
Vol 44 (6) ◽  
pp. 726-735 ◽  
Author(s):  
Elizabeth E O’Neal ◽  
Yuanyuan Jiang ◽  
Kathryne Brown ◽  
Joseph K Kearney ◽  
Jodie M Plumert
Keyword(s):  
Risk Taking ◽  
Road Safety ◽  
Significant Risk ◽  
Peer Influences ◽  
Young Adolescents ◽  
Movement Timing ◽  
The Road ◽  
Adolescents And Adults ◽  
Impact Risk ◽  
Road Crossing

Abstract Objective The goal of this investigation was to examine how crossing roads with a friend versus alone affects gap decisions and movement timing in young adolescents and adults. Methods Ninety-six 12-year-olds and adults physically crossed a single lane of continuous traffic in an immersive pedestrian simulator. Participants completed 30 crossings either with a friend or alone. Participants were instructed to cross the road without being hit by a car, but friend pairs were not instructed to cross together. Results Pairs of adolescent friends exhibited riskier road-crossing behavior than pairs of adult friends. For gaps crossed together, adult pairs were more discriminating in their gap choices than adult solo crossers, crossing fewer of the smaller gaps and more of the larger gaps. This pattern did not hold for 12-year-old pairs compared to 12-year-old solo crossers. To compensate for their less discriminating gap choices, pairs of 12-year-olds adjusted their movement timing by entering and crossing the road more quickly. For gaps crossed separately, both adult and 12-year-old first crossers chose smaller gaps than second crossers. Unlike adults, 12-year-old first crossers were significantly less discriminating in their gap choices than 12-year-old second crossers. Conclusions Compared to adults, young adolescents took riskier gaps in traffic when crossing virtual roads with a friend than when crossing alone. Given that young adolescents often cross roads together in everyday life, peer influences may pose a significant risk to road safety in early adolescence.

Melakukan Penelitian Tindakan Kelas

2019 ◽  
Vol 9 (1) ◽  
pp. 49-60
Author(s):  
Agung Prihantoro ◽  
Fattah Hidayat
Keyword(s):  
Action Research ◽  
Research Methodology ◽  
Quality Of Education ◽  
Research Methodologies ◽  
Research Framework ◽  
Learning And Teaching ◽  
Kurt Lewin ◽  
Classroom Action Research

The paper explores the classroom action research as one of research methodologies. This kind of research methodology aims to solve learning and teaching problems and improve the quality of education. There are four models of classroom action research, namely Kurt Lewin model, Stephen Kemmis and Robyn McTaggart model, Margaret Riel model, and Robert P. Pelton model. To make the models easy to apply, the authors show an example of classroom action research framework.

scholarly journals The Potential of Reflective Journals in Studying Complexity 'In Action'

2005 ◽  
Vol 2 (1) ◽  
Author(s):  
Renata Phelps
Keyword(s):  
Action Research ◽  
Initial Conditions ◽  
Real Life ◽  
External Control ◽  
Learning And Teaching ◽  
Reflective Journals ◽  
Information And Communication ◽  
Learning And Change ◽  
The Impact

As educators embrace theories of complexity to inform their teaching and research practice, theoretically relevant methods will be required to appropriately conduct and study complexity-based approaches to education. Action research has been identified as offering significant potential for studying complexity, acting as a form of ‘real life modeling’ for learning and teaching. In this paper it is argued that reflection, a key aspect of action research, can be a productive method for both studying and working with complexity in educational contexts. Reflective journals, more specifically, provide scope not only for gathering research data but also for promoting learning and change. As a teaching approach, reflective journals can reduce the impact of external control while providing opportunities to promote and document instability and disequilibrium. Reflective journals allow for documentation of emergence and bifurcation and embrace participants’ involvement in interpretation of data in inherently non-linear ways. Reflective journals assist to build up an holistic picture of the interplay between individuals’ histories and their current and emergent ‘state’, thus providing insight into ‘sensitivity to initial conditions’. This paper illustrates these theoretical ideas through a case study derived from a course in information and communication technology (ICT) for practicing teachers.

scholarly journals Is there hope for action research in a ‘directed profession’?

2020 ◽  
Vol 18 (3) ◽  
pp. 339-355
Author(s):  
Caroline Daly ◽  
Linda Davidge-Smith ◽  
Chris F. Williams ◽  
Catherine E. Jones
Keyword(s):  
Action Research ◽  
Teacher Educators ◽  
Cognitive Conflict ◽  
Research Projects ◽  
Meaningful Change ◽  
Learning And Teaching ◽  
Early Stages ◽  
Pedagogical Models ◽  
Research Questions ◽  
Critical Perspectives

In this conceptual article, we explore the idea that neo-liberalism has created a ‘directed profession’ with consequences for action research. There are dominant discourses of compliance and performativity which have diminished teachers’ capacity to ask research questions that are disruptive of existing orthodoxies and restricted curriculum and pedagogical models. The article explores the implications of this for teachers as they reflect on practice and wish to make meaningful change to learning and teaching. It has been written from the perspective of four teacher educators who have first-hand experience of developing inquiry-based projects with teachers. First, we consider how action research has been appropriated by policymakers and is in many cases a long way from emancipatory traditions. We explore the importance of dialogue in generating ‘cognitive conflict’ and ‘values–practice dissonance’ among action researchers. Finally, we discuss a ‘dialogic framework’ as a protocol that can help to generate critical perspectives among teachers. We highlight the ‘incubation phase’ of action research, and we suggest that such a protocol has a role in the early stages of thinking about a focus for action research projects. It may help to reclaim action research from bending to the pressures of accountability and performativity in what it sets out to change.

scholarly journals PORTFOLIO ASSESSMENT OF TPACK APPROACH-BASED MATHEMATICS SUBJECTS IN PRIMARY SCHOOLS

2021 ◽  
Vol 2 (2) ◽  
pp. 359-365
Author(s):  
Sri Gianti ◽  
Rochmiyati Rochmiyati ◽  
Nurhanurawati Nurhanurawati
Keyword(s):  
Action Research ◽  
Primary Schools ◽  
Portfolio Assessment ◽  
Clear Understanding ◽  
Learning And Teaching ◽  
Teacher Surveys ◽  
Learning Progress ◽  
Attitude Surveys

Assessing students' knowledge and success during and after learning and teaching is an ingrained part of education because it offers the most important specifics for teachers. This action research aims to determine the influence of portfolio assessment in TPACK-based mathematics subjects. The two methods used include student portfolio attitude surveys and teacher surveys. It found that most students had a clear understanding of how portfolios were created and recognized that portfolios could help them in learning maths better in many aspects. Likewise, most teachers consider portfolios practical especially in pointing out student problems and monitoring their learning progress.

Sign in / Sign up

Export Citation Format

Share Document