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.

Akaoraora'ia te peu ‘ā to ‘ui tūpuna: Culturally Responsive Pedagogy for Cook Islands Secondary School Physical Education

2013 ◽  
Vol 42 (1) ◽  
pp. 32-43 ◽  
Author(s):  
Aue Te Ava ◽  
Christine Rubie-Davies ◽  
Airini ◽  
Alan Ovens
Keyword(s):  
Action Research ◽  
Physical Education ◽  
Secondary School ◽  
Cultural Values ◽  
Community Involvement ◽  
Culturally Responsive ◽  
Essential Element ◽  
Action Research Project ◽  
School Students ◽  
Cook Islands

This research examines outcomes from introducing cultural values into Cook Islands secondary schools during two cycles of action research comprising planning, implementing, observing and reflecting. The cultural values upon which the physical education lessons were based were: tāueue (participation), angaanga kapiti (cooperation), akatano (discipline), angaanga taokotai (community involvement), te reo Maori Kuki Airani (Cook Islands Maori language), and auora (physical and spiritual wellbeing). The cultural values were believed to be an essential element of teaching physical education but one challenge was how to assist teachers to implement the cultural values into classroom teaching as most participant teachers were not Cook Islanders. Findings from this action research project suggest that while participant teachers and community cultural experts may agree to incorporate cultural values in teaching Cook Islands secondary school students, teachers nonetheless find difficulties in implementing this objective.

scholarly journals Collaborative action research: Building authentic literate practices into a foreign language program

2011 ◽  
pp. 29
Author(s):  
Theresa Austin ◽  
Mark Blum
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Literacy Practices ◽  
Collaborative Action Research ◽  
Cultural Backgrounds ◽  
Action Research Project ◽  
Language Program ◽  
Literate Practices ◽  
Authentic Literacy

Two university professors collaborate to carry out an action research project on literacy in a world language program. This article reports on their negotiations to define literacy, how they adapt the use of texts to the cultural backgrounds and interests of their learners and integrate native speakers in a community that builds various understanding of texts through discussion. Our collaborative process provides one example of how action research can systematically inform teaching and learning to build authentic literacy practices in a second or foreign language program.

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.

Advanced Faculty Professional Development for Online Course Building: An Action Research Project

2015 ◽  
Vol 4 (2) ◽  
Author(s):  
Philip Aust ◽  
Griselda Thomas ◽  
Tamara Powell ◽  
Christopher K. Randall ◽  
Vanessa Slinger-Friedman ◽  
...  
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Online Course ◽  
Action Research Project ◽  
Research Project ◽  
Faculty Professional Development

A reflexive account on my positionality in a collaborative action research project in a Seychelles secondary school

2015 ◽  
Vol 15 (1) ◽  
pp. 2-19 ◽  
Author(s):  
Jemma Simeon
Keyword(s):  
Action Research ◽  
Secondary School ◽  
Learning Strategies ◽  
Strategy Instruction ◽  
Research Process ◽  
Collaborative Action Research ◽  
Action Research Project ◽  
Research Project ◽  
Planning Stage ◽  
Content Type

Purpose – The paper is based on a doctoral action research project in which three ESL teachers and the author in one secondary school in the Seychelles focused on strategy instruction in the process approach to writing instruction with the aim of helping students become effective writers. The project enabled the author to establish relationships with the participating teachers as educator, facilitator and collaborator. To ensure the trustworthiness of the research, the author needed to clarify and explore the complex relationships to the setting and participants being studied. The paper aims to discuss these issues. Design/methodology/approach – In this paper, the author reflexively discusses the development nature of my research: language learning strategies (LLS) and draw upon my experience of working with three ESL Seychellois teachers in the reflection and planning stage of the Core Action Research project to critically reflect on the negotiation of my position in practice. Findings – Reflecting on the author’s positionality in relation to how the teacher participants constructed the identity has helped the author to be more reflexive and engage with the research process in a more meaningful way. Originality/value – The author’s experience suggests that one’s positionality is never fixed and stable, but rather may be characterized as changing and fluctuating according to the context, content, feelings and ideas expressed.

scholarly journals Analysis of the Problems in Language Teachers’ Action Research

2017 ◽  
Vol 10 (11) ◽  
pp. 123 ◽  
Author(s):  
Ligang Han
Keyword(s):  
Professional Development ◽  
Action Research ◽  
Teaching And Learning ◽  
English Language ◽  
Collaborative Action Research ◽  
Language Teachers ◽  
Action Research Project ◽  
English Language Teachers ◽  
Teachers Professional Development

In-service language teachers’ professional development is a crucial factor that influences the teaching and learning effectiveness. Educational action research is considered by many researchers and scholars as an effective way or approach for language teachers’ professional development. This article reports a case study of in-service English language teachers doing action research within a collaborative action research project. The focus of the case study is upon investigating the problems and difficulties that English language teachers encounter in doing action research and some solutions to the problems are provided. This research sheds light on the practice and application of educational action research.

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.

scholarly journals The Institutionalisation of Teacher Ethics in Tanzania’s Secondary Schools: A School Heads’ Perspective

2018 ◽  
Vol 35 (2) ◽  
Author(s):  
Daniel Sidney Fussy
Keyword(s):  
Professional Development ◽  
Secondary School ◽  
Secondary Schools ◽  
School Leadership ◽  
Veteran Teachers ◽  
Professional Conduct ◽  
Face To Face ◽  
Teachers And Students ◽  
School Heads ◽  
Teacher Ethics

teacher ethics in Tanzania’s secondary schools. It draws on qualitativedata, generated through in-depth face-to-face interviews and documentanalyses. Secondary school heads, teachers and students from IringaMunicipality were involved in the study. The findings demonstrate thatschool heads employed several strategies to institutionalise teacherethics, which include staff induction, allotment of weekly virtuepractices, supervising and counselling individual teachers, assemblingstaff meetings and posting ethics related placards on staff room noticeboards.The study has shown that most of the practices lacked a profoundimpact on shaping teachers’ professional conduct. The study addsknowledge to school leadership literature from Tanzania, particularly onthe aspect of teacher ethics. Accordingly, the study recommends thatschool heads should institute mentoring programmes where by earlycareerteachers are attached to veteran teachers to regularly enhance theirprofessional knowledge and behaviour. School heads should exemplifyethical conduct within and outside school premises by serving as rolemodels for the teachers to facilitate the promotion of teacher ethics.Furthermore, education officers at the regional and district level shouldprovide professional development programmes for school heads tofurther raise the awareness and confidence of school heads’ professionalobligations

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.

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