Exploring The Natural Match Between Communicative And Cooperative Learning Strategies: An Action Research Study On The Impact Of Cooperative Learning In Fostering Libyan University Students' Outcomes

2018 ◽  
pp. 1
Author(s):  
Najla Ali Suweekar
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
University Students ◽  
Learning Strategies ◽  
Research Study ◽  
Action Research Study ◽  
The Impact

scholarly journals Exploring the Impact of a TPSR Program on Transference of Responsibility Goals within a Preschool Setting: An Action Research Study

2020 ◽  
Vol 17 (24) ◽  
pp. 9449
Author(s):  
Fernando Santos ◽  
Jacinta Miguel ◽  
Paul M. Wright ◽  
Cesar Sá ◽  
Linda Saraiva
Keyword(s):  
Preschool Children ◽  
Action Research ◽  
Research Study ◽  
Structured Interviews ◽  
Program Leader ◽  
The North ◽  
Action Research Study ◽  
Personal And Social Responsibility ◽  
The Impact ◽  
Preschool Setting

The teaching personal and social responsibility (TPSR) model has been extensively used in a vast array of settings. However, few TPSR studies have focused on preschool settings. The purpose of this action research study was to analyze the experiences of a program leader, her preschool children, and their parents throughout a TPSR program focused on transference of responsibility model goals. The participants were 25 preschool children, six parents, and a program leader involved in a preschool setting located in the north of Portugal. Data were collected through reflexive journaling, participant observations, semi-structured interviews, and focus group interviews. Findings suggest the TPSR model could be a useful instructional model for preschool teachers focused on providing social and emotional learning opportunities to their students. In order to foster transference, parents played a pivotal role in this process and were included in the intervention, which appeared to enhance life skill transfer.

scholarly journals DEVELOPMENT OF EFL TEACHERS´ PEDAGOGICAL CONTENT KNOWLEDGE THROUGH ACTION RESEARCH IN A MASTER’S PROGRAM

2020 ◽  
Vol 78 (4) ◽  
pp. 533-552
Author(s):  
Julio Cesar Gomez
Keyword(s):  
Action Research ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Research Study ◽  
Theoretical Framework ◽  
Master's Program ◽  
Pedagogical Content ◽  
Action Research Study ◽  
The Impact

This longitudinal, 2-year study explored the experience of a cohort of seven in-service teachers in an English Language Teaching master’s program as they carried out action research studies to determine the impact of the stages of the research process on the various components of their pedagogical content knowledge. The research design followed a qualitative multiple case study model. Data were gathered through semi-structured interviews, written reflections, and participant observation journal notes. Main findings highlight the way specific components of the thesis linked to stages of the action research study contributed to developing certain types of knowledge integral to pedagogical content knowledge. Knowledge of the students was highly impacted by the needs analysis and the design and implementation of the intervention. In terms of pedagogical knowledge, building the state of the art and theoretical framework along with the intervention clarified and further developed knowledge of teaching methodologies and strategies. Subject matter knowledge was highly impacted by the theoretical framework and the socialization opportunities. Establishing the setting of the study contributed to further understand the constraints and affordances of their teaching contexts. Overall, this action research study became an insightful experience that helped participants promote effective classroom practices to address their students’ needs. Keywords: action research, longitudinal case study, master’s thesis, pedagogical content knowledge, second language teacher education.

scholarly journals An ethnographic action research study to investigate the experiences of Bindjareb women participating in the cooking and nutrition component of an Aboriginal health promotion programme in regional Western Australia

2015 ◽  
Vol 18 (18) ◽  
pp. 3394-3405 ◽  
Author(s):  
Caroline Nilson ◽  
Karrie-Anne Kearing-Salmon ◽  
Paul Morrison ◽  
Catherine Fetherston
Keyword(s):  
Health Promotion ◽  
Action Research ◽  
Western Australia ◽  
Research Study ◽  
Community Action ◽  
Community Control ◽  
Historical Factors ◽  
Action Research Study ◽  
Nutrition Component ◽  
The Impact

AbstractObjectiveTo investigate the experiences of women participating in a cooking and nutrition component of a health promotion research initiative in an Australian Aboriginal regional community.DesignWeekly facilitated cooking and nutrition classes were conducted during school terms over 12 months. An ethnographic action research study was conducted for the programme duration with data gathered by participant and direct observation, four yarning groups and six individual yarning sessions. The aim was to determine the ways the cooking and nutrition component facilitated lifestyle change, enabled engagement, encouraged community ownership and influenced community action.SettingRegional Bindjareb community in the Nyungar nation of Western Australia.SubjectsA sample of seventeen Aboriginal women aged between 18 and 60 years from the two kinships in two towns in one shire took part in the study. The recruitment and consent process was managed by community Elders and leaders.ResultsMajor themes emerged highlighting the development of participants and their recognition of the need for change: the impact of history on current nutritional health of Indigenous Australians; acknowledging shame; challenges of change around nutrition and healthy eating; the undermining effect of mistrust and limited resources; the importance of community control when developing health promotion programmes; finding life purpose through learning; and the need for planning and partnerships to achieve community determination.ConclusionsSuggested principles for developing cooking and nutrition interventions are: consideration of community needs; understanding the impact of historical factors on health; understanding family and community tensions; and the engagement of long-term partnerships to develop community determination.

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