scholarly journals Stakeholders’ Perceptions over the Integration of CLIL and Museum Education and Methodological Implications

EL LE ◽  
2020 ◽  
Author(s):  
Fabiana Fazzi
Keyword(s):  
Action Research ◽  
Secondary Teachers ◽  
Museum Education ◽  
Shared Vision ◽  
Action Research Project ◽  
Upper Secondary ◽  
Teachers And Students ◽  
Successful Design ◽  
Museum Staff ◽  
Practical Implications

The aim of this article is to investigate stakeholders’ perceptions as regards the integration of CLIL and museum education and outline the main methodological implications. Lately, Italian museums have started offering CLIL learning programmes aimed at school groups. However, there is very little research on the affordances, issues and practical implications of integrating CLIL and museum-based pedagogies. To help fill this gap, an action research project was initiated, which involved university experts, museum staff and upper secondary teachers and students. This study focuses on the museum staff’s interview data, and reveals that successful design of CLIL museum programmes depends on different elements, such as a shared vision for CLIL and strong school-museum collaboration.

Constructing a Third Space

2015 ◽  
pp. 87-117 ◽  
Author(s):  
Pauline Millar ◽  
S. Joel Warrican
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Secondary School ◽  
Third Space ◽  
Communications Technology ◽  
Action Research Project ◽  
Secondary English ◽  
Literate Practices ◽  
Teachers And Students ◽  
The Creation

Burgeoning technologies are changing the global practices of youth to embrace a form of literacy which encompasses both skills and multimodal forms. In Barbados this has been perceived as disengagement from conventional literate practices and has caused concern in the wider Barbadian community. This view is reinforced by the seemingly ubiquitous engagement of youth with various forms of communications technology rather than traditional text. This chapter presents some insight, in the context of a Barbadian secondary school, into an action research project which sought to bridge the existing divide between traditional and semiotic literacies. This investigation confirmed that students were engaged in literate acts in diverse ways. The creation of third space required revised assumptions about the nature of literacy and redefined roles for teachers and students. This chapter concludes with recommendations for increased dialogue, collaboration and professional development among Barbadian secondary English teachers on issues related to literacy.

Exploring the complexities of validity claims in action research

2007 ◽  
Vol 30 (5) ◽  
pp. 381-390 ◽  
Author(s):  
Peter McInnes ◽  
Paul Hibbert ◽  
Nic Beech
Keyword(s):  
Action Research ◽  
Design Methodology ◽  
Research Process ◽  
Language Games ◽  
Research Setting ◽  
Action Research Project ◽  
Content Type ◽  
Validity Claims ◽  
Practical Implications

PurposeThe paper aims to explore the problematics of validity that are inherent to the conduct of an action research project because of the disparate language games of both practitioners and academics.Design/methodology/approachAn exploration is offered of the tensions between different understandings of a research setting at different stages of the research process.FindingsIn each phase of the research there are a number of tensions between different epistemological assumptions about the “reality” of the research setting. Validity is not, therefore, about capturing a singular objective picture of the organisation, but rather it is produced through the negotiation of a temporary intersection of language games.Research limitations/implicationsThe paper provides a framework for understanding the role of the researcher in the research process and the issues underlying validity claims made from different epistemological positions.Practical implicationsThe paper provides insights in to the mechanisms through which practitioners and academics come to understand each other and the limitations of this knowledge.Originality/valueThe article raises awareness of the different normative assumptions at play within a variety of action research contexts.

scholarly journals COLLABORATIVE ACTION RESEARCH TO IMPLEMENT SOCIAL-EMOTIONAL LEARNING IN A RURAL ELEMENTARY SCHOOL: HELPING STUDENTS BECOME “LITTLE KIDS WITH BIG WORDS”

2018 ◽  
Vol 19 (2) ◽  
pp. 26-47
Author(s):  
Donna M. San Antonio
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Gender Discrimination ◽  
Collaborative Action Research ◽  
Emotional Learning ◽  
Action Research Project ◽  
Social And Emotional ◽  
Teachers And Students ◽  
And Gender ◽  
Rural Elementary School

Research has shown that social and emotional learning (SEL) can benefit students in affective, interpersonal, communicative, and academic realms. However, teachers integrating SEL face a variety of logistical, pedagogical, and skill development challenges, including how to effectively facilitate classroom conversations on social justice and personal loss. This article draws from classroom observations, teacher conversations, interactive journals, and field notes to describe a seven-month-long university-school partnership to carry out an action research project in a high-poverty rural elementary school in the US. Teachers grappled with how to address race, immigration, and gender discrimination in a predominantly White community. Classroom vignettes, and teacher and author reflections, illustrate the iterative, developmental, and reciprocal aspects of learning between teachers and students, and between the university-based facilitator and teachers.

scholarly journals Strengthening the evidence and action on multi-sectoral partnerships in public health: an action research initiative

2016 ◽  
Vol 36 (6) ◽  
pp. 101-111 ◽  
Author(s):  
C. D. Willis ◽  
J. K. Greene ◽  
A. Abramowicz ◽  
B. L. Riley
Keyword(s):  
Public Health ◽  
Action Research ◽  
Grey Literature ◽  
Knowledge Exchange ◽  
Health Agency ◽  
Shared Vision ◽  
Learning Needs ◽  
Action Research Project ◽  
Improvement Strategy ◽  
Research Initiative

Introduction The Public Health Agency of Canada’s Multi-sectoral Partnerships Initiative, administered by the Centre for Chronic Disease Prevention (CCDP), brings together diverse partners to design, implement and advance innovative approaches for improving population health. This article describes the development and initial priorities of an action research project (a learning and improvement strategy) that aims to facilitate continuous improvement of the CCDP’s partnership initiative and contribute to the evidence on multi-sectoral partnerships. Methods The learning and improvement strategy for the CCDP’s multi-sectoral partnership initiative was informed by (1) consultations with CCDP staff and senior management, and (2) a review of conceptual frameworks to do with multi-sectoral partnerships. Consultations explored the development of the multi-sectoral initiative, barriers and facilitators to success, and markers of effectiveness. Published and grey literature was reviewed using a systematic search strategy with findings synthesized using a narrative approach. Results Consultations and the review highlighted the importance of understanding partnership impacts, developing a shared vision, implementing a shared measurement system and creating opportunities for knowledge exchange. With that in mind, we propose a six-component learning and improvement strategy that involves (1) prioritizing learning needs, (2) mapping needs to evidence, (3) using relevant datacollection methods, (4) analyzing and synthesizing data, (5) feeding data back to CCDP staff and teams and (6) taking action. Initial learning needs include investigating partnership reach and the unanticipated effects of multi-sectoral partnerships for individuals, groups, organizations or communities. Conclusion While the CCDP is the primary audience for the learning and improvement strategy, it may prove useful for a range of audiences, including other government departments and external organizations interested in capturing and sharing new knowledge generated from multi-sectoral partnerships.

Cooperative Learning in Italian Secondary School

2004 ◽  
Vol 143-144 ◽  
pp. 1-35
Author(s):  
Emilia Di Martino
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Secondary School ◽  
Secondary Level ◽  
Action Research Project ◽  
Research Project ◽  
Teaching Situation ◽  
Upper Secondary ◽  
Specific Teaching ◽  
Upper Secondary Level

This paper presents the results of an Action Research project aimed at exploring (1) the possibility of implementing Cooperative Learning and (2) the possible benefits of doing so in the author’s specific teaching situation at Upper Secondary level in Italy.

scholarly journals Classroom-based action research with secondary school students of English Literature

2017 ◽  
Vol 16 (1) ◽  
pp. 72-84 ◽  
Author(s):  
Audrey B. Wood
Keyword(s):  
Action Research ◽  
Educational Research ◽  
School Administrators ◽  
English Literature ◽  
Small Scale ◽  
Action Research Project ◽  
School Students ◽  
Content Type ◽  
Teacher Researchers ◽  
Teachers And Students

Purpose The purpose of this paper is to reflect on some of the professional and practical challenges which emerged during the process of carrying out a small-scale action research project into different approaches to teaching English Literature in a Year-9 secondary classroom, completed in part-fulfilment of the requirements for a higher degree. Design/methodology/approach The author narrates an account of some of the difficulties faced by one emergent researcher whilst carrying out educational research in a comprehensive school in England. Findings The author suggests that even within a research-supportive environment where “research” is encouraged or expected, there is often limited effort from management to articulate the practicalities or evaluate its effectiveness. Despite this, the author emphasises the benefits to teachers and students of undertaking small-scale action research projects into issues of contemporary professional concern in the classroom. The author argues for the involvement of school administrators and universities in supporting teacher-researchers. Originality/value The value of this research lies in acknowledging some of the challenges that emergent researchers might face in conducting research in the context of the classroom, which might enable other teacher-researchers to anticipate and avoid similar problems in their own research, and circumvent criticism from those who believe that educational research should not be carried out by teachers.

Case Study of Urban 4th/5th Grade Teachers and Students Engaged With E-Texts

2020 ◽  
pp. 79-99
Author(s):  
Sarita Belmont ◽  
Christine Woodcock
Keyword(s):  
Action Research ◽  
Full Advantage ◽  
Critical Literacy ◽  
Instructional Methods ◽  
Literacy Learning ◽  
Action Research Project ◽  
Teachers And Students ◽  
Text Features ◽  
5Th Grade

This qualitative action research project follows a case study format as a means of studying the effect of explicit student and teacher training in specific reading strategies designed for reading with e-texts. Teachers in the current study were trained in an instructional approach that took full advantage of e-text features, which complemented, and did not supplant, their existing literacy instructional methods. Results indicate that students exhibited an enhanced form of agency, consistently seeing new approaches in taking advantage of the e-text features, and regularly taking steps to independently enhance their literacy learning and share it with peers. Interviews with teachers and students indicated a discernable increase in access when using e-texts. There was an increased desire to use the e-texts in an engaged and sustained manner in the current study. The authors share strategic and tangible instructional approaches. Further, they address particular focus on participants' growing agency, access via critical literacy, and ways to sustain increased motivation and engagement.

scholarly journals Line Up Your Ducks! Teachers First!: Teachers and Students Learning With Laptops in a Teacher Action Research Project

2007 ◽  
Vol 1 (1) ◽  
pp. 199-220 ◽  
Author(s):  
Teresa Strong-Wilson ◽  
Manuela Pasinato ◽  
Kelly Ryan ◽  
Bob Thomas ◽  
Nicole Mongrain ◽  
...  
Keyword(s):  
Action Research ◽  
Student Engagement ◽  
New Technologies ◽  
Research Literature ◽  
Teacher Participation ◽  
First Year ◽  
Experienced Teacher ◽  
Action Research Project ◽  
Teacher Action Research ◽  
Teachers And Students

Teachers are increasingly expected to incorporate technology into their practices. However, they need experiences with using new technologies in their classrooms and support to talk about and reflect on those experiences. "Teachers first" was one of the main principles that Lankshear and Synder (2000) identified as key to teachers incorporating new technologies into their practice. To put this principle into place, you need to "line up your ducks": there needs to be a structure, sustained support for that structure, and opportunities for active teacher participation. This article links findings from the first year of the "Learning with Laptops" project by focusing on the most experienced "teacher learners" and connects it with the research literature on teacher and student engagement. The findings contribute support for the principle: teachers (as learners) first!

scholarly journals Lärares digitala kompetens före, under och efter covid-19

2020 ◽  
Author(s):  
Linnea Stenliden ◽  
Anna Martín Bylund ◽  
Lena Landkvist ◽  
Linda Ekström Lind ◽  
Susanna Kellgren Lundberg ◽  
...  
Keyword(s):  
Action Research ◽  
Secondary Teachers ◽  
Professional Knowledge ◽  
Contrastive Analysis ◽  
Digital Competence ◽  
Relational Processes ◽  
Upper Secondary ◽  
Different Dimensions

This study chrono-logically investigates teachers’ professional knowledge in relation to the digitally ‘boosted’ educational landscape caused by the COVID-19-pandemic. The aim is to describe how teachers employ their competences under extreme digitized circumstances compared to ordinary, to a greater extent analogically organized schooling. The study is inspired by action research where five secondary and upper secondary teachers document their work between March 19 and April 2020. A contrastive analysis highlights qualitative aspects of teachers’ (digital) competence when teaching is affected by digital “interferences” in its corporeal and material framing, a dissolved spatiality and “truncated” senses/sensuousness. Employing different dimensions of knowledge in terms of intellectus and ratio, the study argues that subjective, emotional and relational processes of teachers’ digital competence need to be prioritized in contrast to the easily measurable aspects that tend to overrun the discussions about educational digitalization and its knowledge in society.

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