Using Action Research to Transform a Traditional Reading Practicum

2022 ◽  
pp. 47-78
Author(s):  
Michelle J. Kelley ◽  
Taylar Wenzel ◽  
Karri Williams ◽  
Marni Kay
Keyword(s):  
Action Research ◽  
Student Work ◽  
Case Study Methodology ◽  
Course Content ◽  
Central Florida ◽  
Faculty Input ◽  
Study Methodology ◽  
The University ◽  
Student Reflections

This chapter describes how faculty from the University of Central Florida collaboratively worked to transform an undergraduate reading practicum course utilizing action research and case study methodology. Seeking to develop preservice educators as teacher researchers, the reading faculty responded by developing and implementing the Action Research Case Study Project. This semester-long project required faculty to redesign the course to reflect this emphasis. This chapter includes the modifications made to the course content, the creation of rubrics for evaluating the project, and feedback mechanisms employed to facilitate student success. The project has been implemented for two semesters; various data sources are shared to document the effectiveness of the project including faculty input, survey data, student work examples, and student reflections.

Uses and Implementation of Social Media at University

2013 ◽  
pp. 204-222
Author(s):  
María-Jesús Díaz-González ◽  
Natalia Quintas Froufe ◽  
Almudena González del Valle Brena ◽  
Francesc Pumarola
Keyword(s):  
Social Media ◽  
Information Technologies ◽  
University Teaching ◽  
Case Study Methodology ◽  
Social Media Networks ◽  
Communication Processes ◽  
Study Methodology ◽  
The University ◽  
Relationship Of

There have been many contributions to scientific literature which have helped develop a theoretical framework in the field of education and Information Technologies. The contributions have come from the educational sciences and from the communication processes and collaboration perspectives. The purpose of this chapter is to make a contribution within the specific scope of university teaching and social media. In order to achieve this objective, a case study methodology was chosen to analyze the use and implementations of social media networks in Spanish Schools of Communication. The parameters used were chosen out of the same social media nature (potential use). The success of social media presence at Schools of Communications must follow an initial plan and a further control and supervision of the plan. The relationship of social media with the university community depends greatly upon the specific community manager’s profile and commitment.

Investigating Inquiry-Based, Technology-Rich Global Education Through Action Research

2021 ◽  
pp. 245-263
Author(s):  
Nada Zaki Wafa ◽  
Meghan McGlinn Manfra
Keyword(s):  
Action Research ◽  
Global Education ◽  
Teaching And Learning ◽  
School Teacher ◽  
Case Study Methodology ◽  
Rich Description ◽  
Study Methodology ◽  
New Challenges ◽  
Leverage Action

As teachers increasingly face new challenges related to the COVID-19 pandemic and instructional adjustments related to digital and online learning, action research may provide a more effective approach for bringing about change. In this chapter, the authors provide an example of an innovative project in which a university-based researcher worked alongside an elementary school teacher to implement and assess a technology rich, global education program. The case followed the global education teacher from the initial stages of the curriculum implementation through teaching a complete unit. Using a collaborative inquiry model, the authors merged action research with qualitative case study methodology to develop a rich description of instruction. The aim was to understand teacher and student outcomes, while also exploring the benefit of engaging practitioners as co-researchers. The authors offer this project as a representative example of the myriad ways educators can leverage action research to develop innovative approaches to teaching and learning global education.

Student Engagement with Technology

2012 ◽  
pp. 231-245
Author(s):  
Garry Falloon
Keyword(s):  
Student Engagement ◽  
Northern Region ◽  
Valuable Resource ◽  
Work Processes ◽  
Student Work ◽  
Case Study Methodology ◽  
Learning Tasks ◽  
Study Methodology ◽  
Authentic Data

This chapter explores significant findings from a two-year study of 9 and 10 year old students working in a technology-rich classroom in the northern region of New Zealand. It specifically reports on outcomes relating to the nature of student engagement with learning tasks while using the technology, and poses some questions about the nature of this learning, and how it occurred. Using a case study methodology, the research utilized innovative screen recording software that allowed for authentic data to be collected about student work processes and interactions, as they navigated their way through learning tasks using the technologies at their disposal. Findings indicate that while student engagement and what appeared to be ‘on task’ behaviors were high, this was often not focused towards meeting planned learning outcomes, and that while the technology was a valuable resource to support the learning of more capable and independent students, others struggled to gain any significant learning benefit from its availability.

Supporting the development of program leaders in higher education: An action research case study

2020 ◽  
Vol 29 (3) ◽  
pp. 205-217
Author(s):  
Deborah Delaney ◽  
Heather Stewart ◽  
Robyn Cameron ◽  
Elizabeth Cardell ◽  
Samantha Carruthers ◽  
...  
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Learning Community ◽  
Action Learning ◽  
Career Progression ◽  
Leadership Practice ◽  
Case Study Methodology ◽  
Program Leaders ◽  
Study Methodology

The higher education (HE) landscape continues to grow in complexity; thus, there is a need to improve the understanding of leadership in this context. This action research (AR) study was undertaken in a multi-disciplinary context of an Australian university to develop and evaluate an action learning (AL) project promoting leadership practice. An overview of AL is provided to situate the case study methodology and to demonstrate how it is used to develop leadership capabilities and benefit ‘team learning’. The findings support the development of AR programs for leaders in the ever-changing environment of HE. The need for an understanding of what leadership is, the development of a learning community and the articulation of the learning processes are seen as essential to support leaders in their development. Leaders not only need to be reflective but also require a safe and trusting environment to support their quest for career progression, grants and awards.

scholarly journals Ethical Perception of University Students about Academic Dishonesty in Pakistan: Identification of Student's Dishonest Acts

2014 ◽  
Author(s):  
Rana Rehman ◽  
Ajmal Waheed
Keyword(s):  
University Students ◽  
Doctoral Students ◽  
Academic Dishonesty ◽  
Pattern Analysis ◽  
Research Work ◽  
Structured Interviews ◽  
Case Study Methodology ◽  
Study Methodology ◽  
The University

The current research work aims to explore major activities performed by the university students during academic misconducts and their perception regarding such activities. The study further explores the ethical limits drawn by the students about academic dishonesty. Case study methodology is utilized in this research. Sixty-one post graduate and doctoral students were interviewed. Pattern analysis is conducted to analyze the information received through structured interviews of the participants. Study founds the key activities through which students are involved in such misconducts and make a comprehensive agreement on academic dishonesty that has become the normal part of life in education system of Pakistan. Furthermore, students opined that these activities are ethically wrong habits and may be avoided.

scholarly journals Japanese Language as an Organizational Barrier for International Students to Access to University Services: A Case of Aoyama Gakuin University

2016 ◽  
Vol 6 (4) ◽  
pp. 956-966
Author(s):  
Hiroyoshi Hiratsuka
Keyword(s):  
International Students ◽  
Language Proficiency ◽  
Japanese Language ◽  
Case Study Methodology ◽  
Face To Face ◽  
Study Methodology ◽  
University Services ◽  
The University ◽  
Participatory Observation

In 2011, Aoyama Gakuin University (AGU) started a government-funded degree program (taught in English) to accept international students with limited or no Japanese language proficiency. However, the students faced obstacles in accessing all of the university resources provided. In this article, I investigated Japanese language as an organizational barrier for students accessing to campus resources. I utilized the case study methodology through participatory observation on campus and face-to-face interviews.

Streamlining a Design, Manufacture, and Fitting Workflow Within a UK Fit-Out SME

2018 ◽  
pp. 242-266
Author(s):  
Jason Underwood ◽  
Mark Shelbourn ◽  
Andrew Fleming ◽  
James Heywood ◽  
Ian Roberts
Keyword(s):  
Business Case ◽  
Disruptive Technology ◽  
Organizational Processes ◽  
Case Study Methodology ◽  
Design For Manufacture ◽  
Lean Transformation ◽  
Study Methodology ◽  
The Uk ◽  
The University

A 30-month project is presented that is enabled through a knowledge transfer partnership government-funded initiative between the University of Salford and Links FF&E – a design, manufacture, and fit-out SME in the UK. The project is aiming to implement BIM as a catalyst for a lean transformation to streamline processes and operations through the adoption of a case study methodology on a design for manufacture and assembly (DfMA) BIM implementation at Links FF&E. The findings highlight that the challenges for SMEs adopting disruptive technology could be mitigated with a business case that considers the changes on organizational processes and workflows by embedding technologies within the company with the focus on eliminating waste in the processes and adding value.

scholarly journals The Transformation Process of the University into a Data Driven Organisation and Advantages It Brings: Qualitative Case Study

2021 ◽  
Vol 13 (22) ◽  
pp. 12611
Author(s):  
Ignacio Carnicero ◽  
Cristina González-Gaya ◽  
Víctor F. Rosales
Keyword(s):  
Decision Making ◽  
Qualitative Case Study ◽  
Transformation Process ◽  
Data Driven ◽  
Case Study Methodology ◽  
Use Of Data ◽  
Study Methodology ◽  
The University ◽  
Inductive Analysis

The use of data in decision-making has become prevalent in all sectors, including education. The present paper analyses the steps necessary for a university to become a data-driven organisation and the advantages this transformation has to offer, both in teaching and in management. A qualitative case study methodology was used with a thematic inductive analysis with two groups of participants. The results are a methodology for transformation, identifying the barriers that may arise and actions necessary to overcome them and the advantages the use of data has to offer the university.

scholarly journals THE USE OF THE DMAIC METHODOLOGY IN DIAGNOSING THE EXTENT OF APPLICATION OF SOME INSTITUTIONAL ACCREDITATION STANDARDS: AN IRAQI UNIVERSITY AS AN EXAMPLE

2021 ◽  
Vol 03 (03) ◽  
pp. 72-88
Author(s):  
Sally T. ALI ◽  
Abdulridha S. AL_BASRI
Keyword(s):  
Educational Institution ◽  
Scientific Research ◽  
Case Study Methodology ◽  
Accreditation Standards ◽  
Institutional Accreditation ◽  
Study Methodology ◽  
The University

The study aims to find out the extent of application of a number of Iraqi institutional accreditation standards (governance and administration, scientific research, curricula) at the University of Baghdad using the DMAIC methodology by diagnosing strengths and weaknesses, and proposing a mechanism and procedures to help the educational institution reduce or eliminate the gap. The study starts from the problem of the extent of application of a number of Iraqi institutional accreditation standards represented by (Governance and Administration Standard, Scientific Research Standard and Curriculum Standard) at the University of Baghdad. Case study methodology by using the checklist as a tool for collecting data and information to assist in a comprehensive and realistic analysis.

scholarly journals Building an Informing Business School: A Case Study of USF’s Muma College of Business

10.28945/3428 ◽  
2016 ◽  
Vol 19 ◽  
pp. 001-073
Author(s):  
Grandon Gill ◽  
Matthew Mullarkey ◽  
Joseph E Mohr ◽  
Moez Limayem
Keyword(s):  
Business School ◽  
Environmental Changes ◽  
Business Environment ◽  
Case Study Methodology ◽  
Science Theory ◽  
Key Stakeholders ◽  
Study Methodology ◽  
College Of Business ◽  
The University

As the complexity of a system grows, the challenge of informing the stakeholders of that system grows correspondingly. Nowhere is that challenge more daunting than in business education, where globalization, technological innovation, and increasingly complicated regulations continuously transform the business environment facing graduates and practitioners. Informing science theory proposes that different levels of complexity require different channels if effective informing is to be achieved. The paper first examines how two important sources of complexity—the diversity of clients and the ruggedness of the business landscape—are changing, and how these changes demand vastly more interactive informing channels if impact is to be achieved. Using an exploratory case study methodology, it then takes a detailed look at how one institution—the University of South Florida’s Muma College of Business—has introduced a variety of new channels, many of which enable informing flows without necessarily directing them, to adapt to these environmental changes. It then considers both outcomes related to these individual informing channels and college-wide outcomes related to a broad and deep mosaic of informing flows. Finally, it considers the question of the resources required to support these new channels and the relationship between resource acquisition and channel introduction. The proposed framework for looking at business school informing channels can be applied by administrators, faculty members, and key stakeholders in understanding, evaluating, and planning programs and activities supporting informing in a complex environment. Ultimately, the informing business school framework may also provide a means for communicating impact to business school accrediting agencies (such as AACSB).

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