scholarly journals Exploring the Experiences of Faculty-led Teams in Conducting Action Research

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
Qi Zhang ◽  
Cheryl Amundsen
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Project Teams ◽  
Action Research Project ◽  
Case Study Methodology ◽  
Team Members ◽  
Study Methodology ◽  
Learning Development ◽  
Simon Fraser University

Action research has been suggested as a useful way to support university faculty to improve teaching and learning. However, there seems to be little knowledge about how faculty (and those who work with them) experience the process of doing action research. In order to explore team members’ in-depth experience about what they learned and how they experienced conducting action research, this study documented the experiences of two action research project teams supported through an initiative at Simon Fraser University, the Teaching and Learning Development Grants program (TLDG). Using case study methodology, multiple types of data were collected and analyzed through an iterative process. The results showed that all the team members perceived they had developed professional knowledge through participating in the projects. Most team members perceived a positive experience of teamwork as well as satisfaction with the experience of conducting action research. On a suggéré que la recherche-action était un moyen efficace pour aider les professeurs d’université à améliorer l’enseignement et l’apprentissage. Toutefois, on semble ne pas avoir beaucoup de détails sur la manière dont les professeurs (et ceux qui travaillent avec eux) font l’expérience de la recherche-action. Afin d’explorer l’expérience profonde des membres d’un groupe relative à ce qu’ils ont appris et comment ils ont vécu cette recherche-action, cette étude documente les expériences de deux groupes qui ont participé à un projet de recherche-action dans le cadre d’une initiative organisée par le programme des TLDG (Teaching and Learning Development Grants) de l’Université Simon Fraser. Grâce à la méthodologie des études de cas, divers types de données ont été recueillies et analysées au moyen d’un processus itératif. Les résultats ont montré que la participation au projet avait permis à tous les membres des groupes d’acquérir des connaissances professionnelles. La plupart des membres ont indiqué qu’ils avaient vécu une expérience de travail de groupe positive et qu’ils étaient contents d’avoir mené des activités de recherche-action.

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.

Pavel Datsyuk: Learning, Development, and Becoming the “Magic Man”

2021 ◽  
Vol 5 (1) ◽  
pp. 173-183
Author(s):  
Mark O’Sullivan ◽  
Vladislav A. Bespomoshchnov ◽  
Clifford J. Mallett
Keyword(s):  
Ecological Niche ◽  
Theoretical Framework ◽  
Ice Hockey ◽  
National Hockey League ◽  
Ecological Constraints ◽  
Case Study Methodology ◽  
Study Methodology ◽  
Learning Development ◽  
Insight Into

Who is the “Magic Man” (https://youtu.be/5EgNF6X2MJs?t=78)? In 2017, Pavel Datsyuk was named as one of the 100 greatest National Hockey League players in ice hockey history. His Detroit Red Wings teammate Niklas Kronwall quipped, “Pav is the Magic Man for a reason. He does things out there with the puck that no one else can do.” This statement begs the questions: When, where, and how did Pavel learn those creative skills? To gain insight into how the “Magic Man,” Pavel Datsyuk, acquired such sophisticated yet unorthodox skills, we endeavored to investigate the preprofessional years of Pavel’s development. Utilizing a case study methodology and leaning on the theoretical framework of ecological dynamics, we sought to examine the ecological niche that helped shape Pavel’s learning in development. Our case study highlights the ecological nature of the development of expertise and the nonlinear impact ecological constraints had on the development of Pavel’s expertise.

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.

The Types of Case Studies in Research and Career-Based Endeavors

2022 ◽  
pp. 548-567
Author(s):  
Laurie Wellner ◽  
Kathleen Pierce-Friedman
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Research Design ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Teaching Tool ◽  
Additional Structure ◽  
Case Study Methodology ◽  
Study Methodology

This chapter focuses on the overarching components of the case study methodology in the context of research and career-based teaching and organizational learning settings. More specifically, this chapter, presented in several distinct sections, provides a description of the various types of case studies that can be selected for research purposes as well as for use as a teaching tool for career professionals, higher education faculty, and others interested in employing this type methodology. This chapter is intended to serve as a foundation to the subsequent text in this book pertaining to the detailed descriptions and elements of the case study serving as either a research design or a function of the teaching and learning process in academic and career-based settings. Providing a rich initial presentation of the types and qualities of the case study research design, this chapter will launch additional structure for the later chapters to offer a deeper understanding for the reader.

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 Learning Circles: A Collaborative Technology-Mediated Peer-Teaching Workshop

10.28945/2176 ◽  
2015 ◽  
Vol 14 ◽  
pp. 063-083
Author(s):  
Kevin Sullivan ◽  
Kevin Marshall ◽  
Brendan Tangney
Keyword(s):  
Teaching And Learning ◽  
Learning Experience ◽  
Learning Experiences ◽  
Peer Teaching ◽  
Curriculum Content ◽  
Case Study Methodology ◽  
Expert Teacher ◽  
Innovative Learning ◽  
Study Methodology

This research study explores peer teaching and learning without a domain expert teacher, within the context of an activity where teams of second level students (~16 years old) are required to create a learning experience for their peers. The study looks at how participants would like to be taught and how they would teach their peers if given the opportunity and examines the support they require, their motivation levels, and if they actually learn curriculum content using this approach. An exploratory case study methodology was used, and the findings suggest that students want varied learning experiences that include many of the elements which would fall under the heading of 21st century learning, that with some support and encouragement they can create innovative learning experiences for their peers, and that they can learn curriculum content from the process.

scholarly journals L’insegnamento della lingua italiana in Giappone Uno studio di caso sul Kansai

2021 ◽  
Author(s):  
Giuseppe Maugeri ◽  
Graziano Serragiotto
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Teaching And Learning ◽  
Ministry Of Education ◽  
Action Research Project ◽  
Italian Language ◽  
Methodological Choices ◽  
Methodological Improvement

This research stems from the need of the Italian Cultural Institute to map the institutions involved in teaching Italian in the area considered and to analyse the quality of the teaching and learning process of the Italian language. The objectives are multiple and linked to the importance of finding the causes that slow the growth of the study of Italian in Japanese Kansai. Therefore, the first part of this action research will outline the cultural and linguistic education coordinates that characterize the Japanese context; in the second part, the research data will be interpreted in order to trace new methodological development trajectories to increase the quality of the Italian teaching process in Kansai.Part 1 This part focuses on the situation of foreign language teaching in Japan. It also describes the strategies to promote the teaching of the Italian language in Japan from 1980 to now. 1 Modern Language Policy in Japan Between Past and Present This first chapter describes linguistic policy for the promotion of foreign languages in Japan by the Ministry of Education (MEXT). 2 Japanese Educational System Focus of this chapter are the cultural, pedagogical and linguistic education characteristics of the context under investigation. 3 Teaching Italian Language in Japan The purpose of this chapter is to outline the general frame of the spreading of the Italian cultural model in a traditional Japanese context. Part 2In the second part the action research and the training project design are described. 4 The Action-Research Project This chapter describes the overall design of the research and the research questions that inspired an investigation in the context under study. The aim is to understand whether there is a link between the methodological choices of the teachers and the difficulties in learning Italian for Japanese students. Part 3 In this third part, the situation of teaching Italian in relation to different learning contexts in Japanese Kansai will be examined. 5 A Case Study at Italian Culture Institute in Osaka The goals of this chapter are to analyse the problems of teaching Italian at the IIC and suggest methodological improvement paths for teachers of Italian language at IIC. 6 A Case Study at Osaka University The data obtained by the informants will be used to analyse the situation of the teaching of Italian at Department of Italian language of this university and suggest curricular and methodological improvements to increase the quality of teaching and learning Italian. 7 A Case Study at Kyoto Sangyo University The chapter outlines the methodological and technical characteristics used to teach Italian at Kyoto Sangyo University and suggests strategies aimed at enhancing students’ language learning.

scholarly journals Case Study Methodology: Flexibility, Rigour, and Ethical Considerations for the Scholarship of Teaching and Learning

2015 ◽  
Vol 6 (3) ◽  
Author(s):  
Marion L Pearson ◽  
Simon P Albon ◽  
Harry Hubball
Keyword(s):  
Teaching And Learning ◽  
Ethical Considerations ◽  
Scholarship Of Teaching ◽  
Case Study Methodology ◽  
Curricular Practices ◽  
Collecte De Données ◽  
Study Methodology ◽  
The Many ◽  
Cas A

Individuals and teams engaging in the scholarship of teaching and learning (SoTL) in multidisciplinary higher education settings must make decisions regarding choice of research methodology and methods. These decisions are guided by the research context and the goals of the inquiry. With reference to our own recent experiences investigating pedagogical and curricular practices in a pharmacy program, we outline case study methodology as one of the many options available for SoTL inquiry. Case study methodology has the benefits of flexibility in terms of the types of research questions that can be addressed and the data collection methods that can be employed. Conducted with proper attention to the context of the case(s) selected, ethical treatment of participants, and data management, case studies also have the necessary rigour to be credible and generalizable. In the matter of generalization, however, we recommend that the readers of a case study draw their own conclusions about the applicability of the findings to other settings. Les particuliers et les groupes qui sont actifs dans le haut savoir en matière d’enseignement et d’apprentissage (ACEA) dans les milieux pluridisciplinaires de l’enseignement supérieur doivent prendre des décisions en ce qui concerne le choix des méthodologies et des méthodes de recherche. Ces décisions sont guidées par le contexte de la recherche et par les objectifs de l’interrogation. En nous basant sur nos propres expériences récentes quand nous avons examiné des pratiques pédagogiques et curriculaires dans un programme de pharmacie, nous décrivons la méthodologie des études de cas comme l’une des nombreuses options disponibles pour les interrogations en ACEA. La méthodologie des études de cas a l’avantage d’être souple en ce qui a trait aux types de questions de recherche qui peuvent être étudiées et aux méthodes de collecte de données qui peuvent être employées. Quand elles sont menées avec l’attention requise pour le contexte des cas choisis, le traitement éthique des participants et la gestion des données, les études de cas présentent également la rigueur nécessaire pour être crédibles et généralisables. Toutefois, en ce qui concerne la généralisation, nous recommandons que les lecteurs d’une étude de cas tirent leurs propres conclusions concernant le caractère applicable des résultats à d’autres situations.

The Types of Case Studies in Research and Career-Based Endeavors

2019 ◽  
pp. 83-108
Author(s):  
Laurie Wellner ◽  
Kathleen Pierce-Friedman
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Research Design ◽  
Teaching And Learning ◽  
Case Study Research ◽  
Teaching Tool ◽  
Additional Structure ◽  
Case Study Methodology ◽  
Study Methodology

This chapter focuses on the overarching components of the case study methodology in the context of research and career-based teaching and organizational learning settings. More specifically, this chapter, presented in several distinct sections, provides a description of the various types of case studies that can be selected for research purposes as well as for use as a teaching tool for career professionals, higher education faculty, and others interested in employing this type methodology. This chapter is intended to serve as a foundation to the subsequent text in this book pertaining to the detailed descriptions and elements of the case study serving as either a research design or a function of the teaching and learning process in academic and career-based settings. Providing a rich initial presentation of the types and qualities of the case study research design, this chapter will launch additional structure for the later chapters to offer a deeper understanding for the reader.

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.

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