scholarly journals Making a Lecture Course Student Centered: Steps and Issues

2020 ◽  
Vol 2019 (1) ◽  
pp. 332
Author(s):  
Amanda Gillis-Furutaka
Keyword(s):  
Educational Psychology ◽  
Collaborative Action Research ◽  
Student Feedback ◽  
Action Research Project ◽  
Student Centered ◽  
Collaborative Action ◽  
Video Recordings ◽  
Wide Range ◽  
English Speaking ◽  
Delivery Style

The purpose of this paper is to describe the process of changing the delivery style of a teacher-led, English-medium university lecture course (Culture and Literature of English-Speaking Areas) into a student-centered, active-learning course. This process began as a collaborative action research project (Burns, 1999, 2009a). In this paper, the original course and the reasons for making changes are discussed, and then the measures taken to make the course student-centered are presented and examined. These measures include the addition of pre-class activities, such as the viewing of video recordings of short lectures, that are subsequently used in a wide range of in-class activities. The underpinning theory supporting the changes introduced is derived from findings in the fields of educational psychology and neuroscience. Finally, student feedback regarding outcomes and ongoing issues, such as in-class and out-of-class study and the composition of groups for in-class activities, is summarized and evaluated. 本稿では、教師主導の英語を媒介とする大学の講義（英語圏の文化と文学）を、コンテンツに基づき受講生中心のアクティブラーニングコースに変更した過程について説明する。このプロセスは、共同アクションリサーチプロジェクト（Burns, 1999, 2009a）の一環として始まった。最初に、元々どのような授業内容だったのかと変更が必要だった理由について述べる。次に、いかに講義を学生中心にしたかについて述べる。その方法の一つとして、学生に予習（講義前に授業内容の短い動画を視聴させるなど）をさせ、そのコンテンツを応用した様々なアクティビティーに講義中に取り組ませたことが挙げられる。これらの変更に至った理論は、教育心理学および神経科学に裏付けられている。最後に、学生によるこの授業の評価と学生の著しい成績向上など改善が見られた点、授業外で求められる講師の役割と受講生の予習など現在直面している問題について触れる。

scholarly journals A Reflexive Eye on a Collaborative Action Research Project in School

2016 ◽  
Author(s):  
Kitt Lyngsnes
Keyword(s):  
Action Research ◽  
Teaching Practice ◽  
Collaborative Action Research ◽  
Action Research Project ◽  
Research Project ◽  
Collaborative Action ◽  
Teacher Researcher ◽  
Teachers Professional Development ◽  
Reflexive Analysis

This article presents a reflexive analysis of a collaborative action research project based on the “Nordic tradition” of action research. In this project I, in the role of researcher, worked with a team of four teachers in a Norwegian primary/lower secondary school to develop teaching practice focused on students’ learning. I have retrospectively analysed data from my research diary, meetings and interviews. The article describes how the collaboration and the relationship between the teacher team and the researcher developed, and how this process contributed to the teachers’ professional development. The results shed light on the complexity of teacher- researcher- relationships, and demonstrate the importance of engaging in reflexivity in collaborative action research.

“Getting ready to teach”: using photovoice within a collaborative action research project

2020 ◽  
pp. 1-6
Author(s):  
Sally Wai-Yan Wan ◽  
Carson Ki-Wing Chu ◽  
Angus Ho-Hei Cheng ◽  
Elim Sein-Yue Hui ◽  
Ken Chun-Kit Fung ◽  
...  
Keyword(s):  
Action Research ◽  
Collaborative Action Research ◽  
Action Research Project ◽  
Research Project ◽  
Collaborative Action

scholarly journals The Influence of a Recess Intervention on Children’s Sense of Belonging and Enjoyment

2018 ◽  
Vol 13 (2) ◽  
Author(s):  
Lauren McNamara ◽  
Jenny Gibson ◽  
Yana Lakman ◽  
Natalie Spadafora ◽  
Ken Lodewyk ◽  
...  
Keyword(s):  
School Improvement ◽  
Sense Of Belonging ◽  
Collaborative Action Research ◽  
Social Climate ◽  
Action Research Project ◽  
Collaborative Action ◽  
The Social ◽  
Bad Weather ◽  
Future Work

School climate has long been understood to influence student success, yet the social climate and playspace of recess is often overlooked in overall school improvement efforts. The Recess Project is a collaborative action research project that aims to improve the social climate of recess through fostering a sense of belonging and enjoyment. We report a mixed-methods exploratory evaluation of the project based on survey data from 784 students in grades 4-8. Quantitative analysis compared scores for belonging and enjoyment between children who attended Recess Project (RP) schools and those who did not NRP. The RP group reported more enjoyment than the NRP group, while sense of belonging was not significantly different between groups. Belonging and positive affect were positively associated with enjoyment scores in both groups, however, these associations were stronger in the RP group. Qualitative analyses revealed children enjoyed recess for the opportunity to socialise and to have autonomy over their activities. Children who did not enjoy recess reported boredom, bad weather and experiences of victimisation. We discuss the implications for future work on improving the quality of the social climate of recess.

A collaborative action research project towards embedding ESD within the higher education curriculum

2017 ◽  
Vol 18 (6) ◽  
pp. 857-876 ◽  
Author(s):  
Gisela Cebrián
Keyword(s):  
Action Research ◽  
Teaching Practice ◽  
Collaborative Action Research ◽  
Research Approach ◽  
Action Research Project ◽  
Research Project ◽  
Content Type ◽  
Collaborative Action ◽  
Action Research Approach ◽  
The Impact

Purpose This paper aims to present a collaborative action research project conducted at the University of Southampton with the aim to promote curriculum and professional development in education for sustainable development (ESD) and learn from everyday practices of academics. Design/methodology/approach An action research approach guided by participatory and emancipatory approaches was used. An interdisciplinary group of five academic staff members from different subject areas (education; archaeology; electronics and computer sciences; biology; and health sciences) was created with the aim to support the group’s critical reflection and action towards embedding ESD in their teaching practice. Findings The main outcomes of delivery of sustainability teaching achieved through the project and evidences of the impact of the facilitator role are outlined. The facilitator role has enabled reflection and action, together with the identification of specific needs of academics and the factors influencing their engagement and action. Originality/value This research demonstrates the potential of using action research to rethink current practice in embedding ESD and to lead to new practices and actions of communities of practice. The facilitator role and second-order action research can contribute to better decision-making of sustainability as it questions practice, current assumptions and worldviews.

Sign in / Sign up

Export Citation Format

Share Document