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records for classroom action researchAction Research: Enhancing Classroom Practice and Fulfilling Educational Responsibilities ERIC Educational Resources Information Center Young, Mark R.; Rapp, Eve; Murphy, James W. 2010-01-01 Action Research is an applied scholarly paradigm resulting in action for continuous improvement in our teaching and learning techniques offering faculty immediate classroom payback and providing documentation of meeting our
educational responsibilities as required by AACSB standards. This article reviews the iterative action research process of… Perspectives from Teachers' Classrooms. Action Research. Science FEAT (Science for Early Adolescence
Teachers). ERIC Educational Resources Information Center Spiegel, Samuel A., Ed.; And Others Action research is one of the more increasingly popular and innovative techniques for engaging teachers in shaping change in the classroom. The research in this monograph was conducted by teachers in
classrooms in Florida and Georgia. Papers were selected from 65 action research papers written in fulfillment of one of the requirements of the… Science in the Elementary School Classroom: Portraits of Action
Research. ERIC Educational Resources Information Center McDonald, Jane B., Ed.; Gilmer, Penny J., Ed. Teacher knowledge and skills are critical elements in the student learning process. Action research serves as an increasingly popular technique to engage teachers in educational change in classrooms. This
document focuses on action research reports of elementary school teachers. Chapters include: (1) "First Graders' Beliefs and Perceptions of… Authenticity, Aims and Authority: Navigating Youth Participatory Action Research in the
Classroom ERIC Educational Resources Information Center Rubin, Beth C.; Ayala, Jennifer; Zaal, Mayida 2017-01-01 Motivated by the addition of a curriculum standard for active citizenship into New Jersey's social studies standards a group of educators and researchers set out to integrate an action research
curriculum, based on a youth participatory action research (YPAR) model, into social studies classrooms. Adapting YPAR, with its promising blend of… How to Ensure Ethicality of Action Research in the Classroom?
ERIC Educational Resources Information Center Peltokorpi, Eeva-Liisa; Määttä, Kaarina; Uusiautti, Satu 2012-01-01 During the past few years, child research has increased both when it comes to various disciplines and various methods. The purpose of this article is to discuss those common, special ethical viewpoints that the researcher has to
take into consideration when conducting action research in the classroom. The article is based on the… Changes in science classrooms resulting from collaborative action research initiatives NASA Astrophysics Data System (ADS) Oh, Phil Seok Collaborative action research was undertaken over two years between a Korean science teacher and science education researchers at the University of Iowa. For the purpose of realizing science learning as envisioned by constructivist principles, Group-Investigations were implemented three or five times per project year. In
addition, the second year project enacted Peer Assessments among students. Student perceptions of their science classrooms, as measured by the Constructivist Learning Environment Survey (CLES), provided evidence that the collaborative action research was successful in creating constructivist learning environments. Student attitudes toward science lessons, as examined by the Enjoyment of Science Lessons Scale (ESLS), indicated that the action
research also contributed to developing more positive attitudes of students about science learning. Discourse analysis was conducted on video-recordings of in-class presentations and discussions. The results indicated that students in science classrooms which were moving toward constructivist learning environments engaged in such discursive practices as: (1) Communicating their inquiries to others, (2) Seeking and providing information through dialogues, and (3)
Negotiating conflicts in their knowledge and beliefs. Based on these practices, science learning was viewed as the process of constructing knowledge and understanding of science as well as the process of engaging in scientific inquiry and discourse. The teacher's discursive practices included: (1) Wrapping up student presentations, (2) Addressing misconceptions, (3) Answering student queries, (4) Coaching, (5) Assessing and advising, (6) Guiding students discursively into new knowledge, and (7)
Scaffolding. Science teaching was defined as situated acts of the teacher to facilitate the learning process. In particular, when the classrooms became more constructivist, the teacher intervened more frequently and carefully in student activities to fulfill a Improving Instruction in the Mathematics Methods Classroom through Action Research ERIC Educational Resources Information Center Mostofo,
Jameel; Zambo, Ron 2015-01-01 There is a continuing emphasis in the United States on improving students' mathematical abilities, and one approach is to better prepare teachers. To investigate the potential usefulness of Lesson Study to better prepare teachers, one author set out to conduct action research on his classroom practice. Specifically, he sought to determine whether… Literacy in the History Classroom: A Cross Case Analysis of Teacher Implemented Participatory Action Research ERIC Educational Resources Information
Center D'warte, Jacqueline Ann 2010-01-01 This qualitative study researches a participatory action research project undertaken by 12 history teachers in two urban school districts. In this project middle and high school teachers were engaged in a yearlong action research project that involved them in implementing literacy strategies within their classrooms and reflecting on the use and… Exploring the Utility of Action Research to Investigate Second-Language Classrooms as Complex Systems ERIC Educational Resources Information Center Ahmadian, Mohammad Javad; Tavakoli, Mansoor 2011-01-01 Action research is geared to changes for the better and has the potential to assist teachers to extend their teaching skills and develop a deeper understanding of themselves, their classroom and their learners. However, in the area of
applied linguistics, the viability of action research has been seriously questioned. In this article, we argue… Classroom Research by Classroom Teachers, 1992. ERIC Educational Resources Information Center Tanner, Michael, Ed. 1992-01-01 This volume celebrates teachers as life-long learners of the art of teaching, by presenting 21 action research studies designed and implemented by classroom teachers. A "How To Get Started" section outlines action research steps and
offers worksheets. Descriptions of the research studies begin with ethnographic studies, which include "Adopt a… The Transformative Potential of Action Research and ICT in the Second Language (L2)
Classroom ERIC Educational Resources Information Center Farren, Margaret; Crotty, Yvonne; Kilboy, Laura 2015-01-01 This study shows the transformative potential of action research and information and communications technology (ICT) in the second language (L2) classroom. Two enquiries from
teacher-researchers are detailed in the article. Their engagement in a collaborative professional development Masters programme was pivotal in designing and implementing ICT… Collaborative Action Research as a Tool for Generating Formative
Feedback on Teachers' Classroom Assessment Practice: The KREST Project ERIC Educational Resources Information Center Harrison, Christine 2013-01-01 This paper sets out to explore science teachers' classroom assessment practices and outlines some of the tensions and synergies in changing assessment practices. It describes episodes
from a collaborative action research project with science teachers designed to support the strengthening of classroom assessment practices--the King's Researching… An Action Research Study: Using Classroom Guidance Lessons to
Teach Middle School Students about Sexual Harassment ERIC Educational Resources Information Center Bates, Rebecca C. 2006-01-01 This article describes a three-part classroom guidance lesson that teaches middle school students the definition of sexual harassment, the difference between flirting and sexual harassment, and the harmful effects of
sexual harassment. An action research study evaluated the effectiveness of the lessons in decreasing referrals for sexual harassment… Action Research: An Early History in the United States. ERIC Educational Resources Information Center Foshay, Arthur W. 1994-01-01 There is little residue from the cooperative action research movement of the 1940s and 1950s. So far, teachers have found educational research applications of little use. Action research must originate in the classroom.
Researchers are advised to keep it simple, become an effective classroom consultant, learn how teachers think, and be modest in… Taking Action with Teacher Research. ERIC Educational Resources Information Center Meyers, Ellen; Rust, Frances O'Connell This collection of papers presents examples of teacher research in action. Each study grew out of teachers' questions regarding the implementation of some aspect of education policy in their schools and classrooms. After "Introduction" (Frances O'Connell Rust
and Ellen Meyers), the eight papers focus on: (1) "How We Do Action Research" (Frances… Using Action Research to Foster Positive Social Values ERIC Educational Resources Information Center Benton, Jean 2005-01-01 "Using Action Research to Foster Positive Social Values" provides teachers with a unique framework in which to consider classroom violence. It uses actual case studies and working models done through classroom research to produce more
effective classrooms that foster positive social values. The author lays out a theoretical framework for: (1)… Examining the Flipped Classroom through Action Research ERIC Educational Resources Information Center Lo, Chung Kwan 2017-01-01 There is a growing interest in using a flipped classroom format in day-to-day teaching. Direct computer-based individual instruction outside the classroom and interactive group learning activities inside the classroom are the two essential components of the flipped
classroom model. By watching instructional videos, students can work through some… Supporting Systematic Change through Action Research. ERIC
Educational Resources Information Center Holm, Daniel T.; Hunter, Karen; Welling, Judith This paper examines how a series of action research projects, supported and guided through a university-public elementary school partnership program, began. It also presents the content and impact of the action research projects from the voices of a university professor, classroom teacher, and principal. The partnership promoted
study groups which… Beginning and Becoming: Hannah Arendt's Theory of Action and Action Research in Education ERIC Educational Resources
Information Center Rogers, Carrie 2014-01-01 This paper demonstrates the importance and implications of Hannah Arendt's theory of action for action research. Using examples from my teaching experience I demonstrate the relevance of her ideas in understanding the purpose and aims of action research in the classroom. Action Research to Support Teachers' Classroom Materials Development ERIC Educational Resources Information Center Edwards, Emily; Burns, Anne 2016-01-01
Language teachers constantly create, adapt and evaluate classroom materials to develop new curricula and meet their learners' needs. It has long been argued (e.g. by Stenhouse, L. [1975]. "An Introduction to Curriculum Research and Development." London: Heinemann) that teachers themselves, as opposed to managers or course book writers,…
Researching Critical Literacy: A Critical Study of Analysis of Classroom Discourse ERIC Educational Resources Information Center Van Sluys, Katie; Lewison, Mitzi; Flint,
Amy Seely 2006-01-01 Studying critical literacies includes examining how research practices influence what is learned about classroom activity and the world. This article highlights the processes and practices used in studying 1 classroom conversation. The data, drawn from an elementary school classroom of a Critical Literacy in Action teacher-researcher group member,… There is another choice: an exploration of integrating formative assessment in a Chinese high school chemistry classroom through collaborative action research NASA Astrophysics Data
System (ADS) Yin, Xinying; Buck, Gayle A. 2015-09-01 This study explored integrating formative assessment to a Chinese high school chemistry classroom, where the extremely high-stakes testing and Confucian-heritage culture constituted a particular context, through a collaborative action research. One researcher worked with a high school chemistry teacher in China to integrate formative assessment into his teaching with 54
students in one of his classes. Data resources included transcripts from planning sessions, lesson plans, teacher interviews, classroom observations, student work, student interviews and surveys. The findings of this study revealed that as the teacher allowed his original views about students' learning and assessment tasks to be challenged by the students' learning, his teaching practice and understandings of formative assessment were transformed. Students' learning experience was
also examined in the formative assessment process. The potentials and challenges of integrating formative assessment in the Chinese high school science classroom are discussed. This study indicated that formative assessment is promising to implement in Chinese high school science classrooms to enhance students' learning and meet the imperative needs for high-stakes exam preparation as well; and writing formative assessment tasks are favorable in this particular
socio-cultural context. Further, this study suggested that facilitating in-service science teachers to integrate formative assessment through collaborative action research is a powerful professional development on improving teaching and learning under the highly constraint context. There Is Another Choice: An Exploration of Integrating Formative Assessment in a Chinese High School Chemistry Classroom through Collaborative Action Research ERIC Educational Resources Information Center Yin, Xinying; Buck, Gayle A. 2015-01-01 This study explored integrating formative assessment to a Chinese high school chemistry classroom, where the extremely high-stakes testing and Confucian-heritage culture constituted a particular context, through a collaborative action research. One
researcher worked with a high school chemistry teacher in China to integrate formative assessment… An Action Research Study of
Barriers to Differentiated Instruction in Reading for Georgia Middle School Students in the Inclusive Classroom ERIC Educational Resources Information Center Boston, Alicia 2017-01-01 The purpose of this qualitative action research study was to explore middle school inclusion teacher perceptions to overcome barriers
to successful DI implementation in reading for students with special needs. Inclusion reading teachers are faced with the challenge of providing classroom instruction to students with varying abilities, levels, and… Supporting Action Research in a Field-Based
Professional Development School. ERIC Educational Resources Information Center Menchaca, Velma D.; Peterson, Cynthia L.; Nicholson, Sheila A collaborative project between a Professional Development School (PDS) and a public school supported teachers' action research and initiated preservice teachers into action
research. This paper describes one team's action research project in an inclusive high school classroom that shared the duties of teaching, assisting, modifying instruction,… Collaborative action research: implementation of
cooperative learning. PubMed Smith-Stoner, Marilyn; Molle, Mary E 2010-06-01 Nurse educators must continually improve their teaching skills through innovation. However, research about the process used by faculty members to transform their teaching methods is limited. This collaborative study uses classroom action research to
describe, analyze, and address problems encountered in implementing cooperative learning in two undergraduate nursing courses. After four rounds of action and reflection, the following themes emerged: students did not understand the need for structured cooperative learning; classroom structure and seating arrangement influenced the effectiveness of activities; highly structured activities engaged the students; and short, targeted activities that involved novel content
were most effective. These findings indicate that designing specific activities to prepare students for class is critical to cooperative learning. Copyright 2010, SLACK Incorporated. Facilitating Lecturer Development and Student Learning
through Action Research ERIC Educational Resources Information Center van der Westhuizen, C. N. 2008-01-01 The aim of the action research project is to improve my own practice as research methodology lecturer to facilitate effective student learning to enable students to become reflective
practitioners with responsibility for their own professional development through action research in their own classrooms, and to motivate the students and increase… Examining
the Effects of the Flipped Model of Instruction on Student Engagement and Performance in the Secondary Mathematics Classroom: An Action Research Study ERIC Educational Resources Information Center Clark, Kevin R. 2013-01-01 In many of the secondary classrooms across the country, including the
research site for this study, students are passively engaged in the mathematics content, and academic performance can be described, at best, as mediocre. This action research study sought to bring about improvements in student engagement and performance in the secondary… Social and Individual Aspects of Classroom Learning in Students with Autism Spectrum Disorder: An Action Research Pilot Study on Assessment ERIC Educational Resources Information Center Asberg, Jakob; Zander, Ulla; Zander, Eric; Sandberg, Annika Dahlgren 2012-01-01 The current paper reports on the outcome of an ongoing action research project at a school for higher-functioning students with Autism Spectrum Disorder (ASD) in Sweden. The overall aim of the study was to develop and evaluate
a questionnaire that captures social and individual aspects of classroom learning suitable for use with students with ASD.… Action Research: Improving Schools and Empowering Educators. Third Edition ERIC Educational Resources Information Center Mertler, Craig A. 2011-01-01 Written for pre- and in-service educators, this "Third Edition" of Craig A. Mertler's "Action Research: Improving Schools and Empowering Educators" introduces the process of conducting one's own classroom- or school-based action research
in conjunction with everyday instructional practices and activities. The text provides educators with the… Blogging across the Curriculum: An Action Research Project ERIC Educational Resources Information Center Nichols, Andrea 2012-01-01 "Blogging across the curriculum: Integrating blogging in the elementary classroom" is an Action Research Project that sought to explore the level of engagement in the writing process by students in grades 3, 4 & 5 while blogging across the curriculum. Blogging
took place in homeroom classrooms as well as in the school's math, science and… A case study of the development of environmental action projects from the framework of participatory action research within two middle school
classrooms NASA Astrophysics Data System (ADS) Charmatz, Kim The purpose of this study was to understand student and teacher empowerment through a socially critical environmental education perspective. The main research question guiding this study was: How do participants make sense of a learning experience in which students design and carry out an environmental
action project in their community? This study used participatory action research and critical theory as practical and theoretical frameworks. These frameworks were relevant as this study sought to examine social change, power, and relationships through participants' experiences. The context of this study was within one seventh and one eighth grade classroom participating in environmental projects. The study was conducted in spring 2005 with an
additional follow-up data collection period during spring 2006. The school was located in a densely populated metropolitan suburb. Fifty-three students, a teacher researcher, and three science teachers participated. Data sources were written surveys, scores on Middle School Environmental Literacy Survey Instrument (MSELI), observations, interviews, and student work. This study used a mixed methodological approach. Quantitative data analysis involved dependent samples t-test scores
on the MSELI before and after the completion of the projects. Qualitative data were analyzed using an inductive analysis approach. This study has implications for educators interested in democratic education. Environmental action projects provide a context for students and teachers to learn interdisciplinary content knowledge, develop personal beliefs, and learn ways to take action in their communities. This pedagogy has the potential to increase cooperation,
communication, and tensions within school communities. Students' participation in the development of environmental action projects may lead to feelings of empowerment or being able to make a difference in their community, as an individual or member of a group. Future research is needed to discern A Self-Study of the Teaching of Action Research in a University Context ERIC Educational Resources Information Center Choi, Jung-ah 2011-01-01
Despite the potential benefits of action research, teaching action research in a university setting can present challenges. Analyzing my own experiences of teaching a university-based course on action research, this self-study investigates what my students (all classroom teachers) did and did not understand about action research and what hindered… Action methods in the classroom: creative strategies for nursing education. PubMed McLaughlin, Dorcas E; Freed, Patricia E; Tadych, Rita A 2006-01-01 Nursing education recognizes
the need for a framework of experiential learning that supports the development of professional roles. Action methods, originated by Jacob L. Moreno (1953), can be readily adapted to any nursing classroom to create the conditions under which students learn and practice professional nursing roles. While nurse faculty can learn to use action methods, they may not fully comprehend their theoretical underpinnings or may believe they are only used in therapy.
This article explores Moreno's ideas related to psychodrama and sociodrama applied in classroom settings, and presents many examples and tips for classroom teachers who wish to incorporate action methods into their classes. Classroom Teachers and
Classroom Research. JALT Applied Materials. ERIC Educational Resources Information Center Griffee, Dale T., Ed.; Nunan, David, Ed. This collection of papers leads classroom language teachers through the process of developing and completing a classroom research project. Arranged in four sections,
they include: "Language Teaching and Research" (David Nunan); "Where Are We Now? Trends, Teachers, and Classroom Research" (Dale T. Griffee); "First Things First: Writing the Research… Compilation of Action Research Papers in English
Education. ERIC Educational Resources Information Center Sherman, Thomas F.; Lundquist, Margaret This action research compilation contains two research projects: "Increasing Student Appreciation of Poetry through the Use of Contemporary Music" by Paul G. Senjem and "Are Men and Women Created Equal? Gender in the
Classroom" by Jennifer Joyce Plitzuweit. The researcher/author of the first paper states that his goal was to… How To Conduct Collaborative Action Research. ERIC Educational Resources Information Center Sagor, Richard Collaborative action research, conducted by teams of practitioners, is a process that enables teachers: (1) to improve student learning, (2) to improve their own practice, (3) to contribute to the development of their own profession, and (4) to overcome the isolation commonly experienced by
classroom teachers. By promoting collegial relationships… Photovoice Participatory Action Research for the Communication Classroom ERIC Educational Resources Information Center Young, Lance Brendan 2017-01-01 Courses: Qualitative research methods, health communication, organizational communication, or any course that could incorporate advocacy or social change into the content area. Objectives: On completion of this assignment, students will (1) understand why and how action
research is undertaken; (2) develop skill in perceiving and representing the… Assessment in Action: Collaborative Action Research Focused on Mathematics and Science Assessments. Reports of Twenty-Three Teacher-Research Projects.
ERIC Educational Resources Information Center Dearn, Ceri; And Others The works reported in this book represent a second phase to a 2-day summer conference that focused on assessment in mathematics and science classrooms. This book presents research and findings of a subset of the conference participants who investigated a self-selected aspect of
assessment in their educational environments. Action research was the… In-Forming Practice through Action Research. Family and Consumer Sciences Teacher Education. Yearbook. ERIC Educational Resources Information Center Peterat, Linda, Ed.; Smith, M. Gale This book contains 16 papers about informing family and consumer sciences educational practice through action research. The following papers are included: "Informing Practice through Classroom Inquiry" (Linda Peterat, M. Gale Smith); "Focusing Praxis
Research on Sexism in a Primary Classroom" (Emily Sutherland);…
Preparing Palestinian Reflective English Language Teachers through Classroom Based Action Research ERIC Educational Resources Information Center Dajani, Majida "Mohammed Yousef " 2015-01-01 This study aimed to describe the implementation of individual action research projects among some forty English language teachers distributed in thirty Palestinian schools in Ramallah and Qabatya districts-Palestine. It aimed to analyze the outcomes of the
teachers' action research as part of a broader participatory action research project that is… The Development of Qualitative Classroom Action Research Workshop for In-Service
Science Teachers ERIC Educational Resources Information Center Buaraphan, Khajornsak 2016-01-01 In-service science teachers in Thailand are mandated to conduct classroom research, which can be quantitative and qualitative research, to improve teaching and learning. Comparing to quantitative research,
qualitative research is a research approach that most of the Thai science teachers are not familiar with. This situation impedes science… Action Research and Project Approach: Journey of an Early Childhood Pre-Service Teacher and a Teacher
Educator ERIC Educational Resources Information Center Wastin, Ellie; Han, H. Sophia 2014-01-01 The purpose of this article is to share an action research study conducted by an early childhood pre-service teacher in a Kindergarten classroom. There were dual goals for this action research: (a)
to enhance preservice teacher's questioning and classroom management strategies, and (b) to enhance Kindergarten children's scientific inquiry and… Reclaiming the Classroom: Teacher Research as an Agency for Change. ERIC Educational Resources Information Center Goswami, Dixie, Ed.; Stillman, Peter R., Ed. To address how and why to do research in the classroom as a teacher, this book of essays by teacher researchers prefaces each of its four sections with interviews with Cindy Myers, Ken Jones, Patricia Reed and Betty Bailey respectively. Titles and
authors are as follows: "Addressing the Problem of Elsewhereness: A Case for Action Research in… Aiming for Outstanding: Action Research from Students of the MSc in the Teaching of Psychology ERIC Educational Resources Information Center Lintern, Fiona; Davies, Jamie; McGinty, Andrew; Fisher, Jeannine 2014-01-01 The first cohort of a new MSc programme is due to complete the course in August 2014. During the three-year online course students conduct several pieces of action research in their classrooms. There is little
research specifically related to classroom practice in the pre-tertiary psychology classroom. The following describes the rationale and… Utilizing Action Research to Improve Counseling Education Course Work for
Culturally Diverse Students ERIC Educational Resources Information Center de Vries, Sabina; McDonald, Deirdre; Mayorga, Mary G. 2017-01-01 This article informs counselor educators and psychologists on how to utilize action research to evaluate diverse students, course work, and to improve classroom instruction. A
paucity exists in research investigating educational needs of diverse counseling students. The present action research study examined educational experiences of diverse… Transforming Language Ideologies through Action Research: A
Case Study of Bilingual Science Learning NASA Astrophysics Data System (ADS) Yang, Eunah This qualitative case study explored a third grade bilingual teacher's transformative language ideologies through participating in a collaborative action research project. By merging language ideologies theory, Cultural Historical Activity Theory (CHAT), and action
research, I was able to identify the analytic focus of this study. I analyzed how one teacher and I, the researcher, collaboratively reflected on classroom language practices during the video analysis meetings and focus groups. Further, I analyzed twelve videos that we coded together to see the changes in the teacher's language practices over time. My unit of analysis was the discourse practice mediated by additive language ideologies. Throughout the
collaborative action research process, we both critically reflected on the classroom language use. We also developed a critical consciousness about the participatory shifts and learning of focal English Learner (EL) students. Finally, the teacher made changes to her classroom language practices. The results of this study will contribute to the literacy education research field for theoretical, methodological, and practical
insights. The integration of language ideologies, CHAT, and action research can help educational practitioners, researchers, and policy makers understand the importance of transforming teachers' language ideologies in designing additive learning contexts for ELs. From a methodological perspective, the transformative language ideologies through researcher and teacher collaborated video analysis process provide a unique contribution to the
language ideologies in education literature, with analytic triangulation. As a practical implication, this study suggests action research can be one of the teacher education tools to help the teachers transform language ideologies for EL education. Preparing teachers to
create a mainstream science classroom conducive to the needs of English-language learners: A feminist action research project NASA Astrophysics Data System (ADS) Buck, Gayle; Mast, Colette; Ehlers, Nancy; Franklin, Elizabeth 2005-11-01 A feminist action research team, which consisted of a science educator, an
English-language learner (ELL) educator, a first-year science teacher, and a graduate assistant, set a goal to work together to explore the process a beginning teacher goes through to establish a classroom conducive to the needs of middle-level ELL learners. The guiding questions of the study were answered by gathering a wealth of data over the course of 5 months and taken from the classroom, planning sessions, and researchers and students. These data were
collected by observations, semistructured interviews, and written document reviews. The progressive analysis ultimately revealed that: (a) successful strategies a beginning teacher must utilize for teaching middle-level ELL children in a mainstream classroom involve complex structural considerations that are not part of the teacher's preparation; (b) learning increases for all children, but there are differences in learning achievement between ELL and non-ELL children; and (c)
student and peer feedback proved to be an effective means of enhancing the growth of a beginning teacher seeking to increase her skills in teaching ELL learners. The experiences and findings from this project have implications for teacher preparation programs committed to preparing educators to teach science to all children. Action Research Projects in Pre-Service Teacher Education ERIC Educational Resources Information Center Clayton, Courtney; Meadows, George 2013-01-01 Classroom-centered
Action Research Projects are an integral component of the M.S. in Elementary Education Program at the University's (pseudonym) College of Education. This article provides a summary and discussion of the projects completed by students in the Science, Technology, Literacy and English Language Learner Specializations of the… Pre-Service Science Teachers' Understandings of Classroom Research and the Problems in Conducting Classroom Research Projects ERIC Educational Resources
Information Center Jantarakantee, Ekgapoom; Roadrangka, Vantipa; Clarke, Anthony 2012-01-01 This research paper explores pre-service science teachers' understandings of classroom research, problems in conducting classroom research and the supports that pre-service science teachers need from their cooperating teachers to help them conduct a classroom research project during the
internship period. The participants in this study are 19… Collaborative Practitioner Inquiry: Providing Leadership and Action Research for Teacher Professional Development ERIC Educational Resources Information Center von Gnechten, Mitchell P. 2011-01-01 Professional development is best when embedded in one's practice and linked directly to the classroom. Opportunities for teachers to identify specific areas of concern in their classroom and problem solve solutions via action research promotes
a culture of inquiry. This culture of inquiry is enhanced when teams of teachers collaborate and share… Studying Studies on Teacher Reflection and Action: An Appraisal of Research Contributions ERIC Educational Resources Information Center Marcos, Juan Jose Mena; Tillema, Harm 2006-01-01 For decades a substantial body of research on teacher reflection and action has been conducted. This research contains a wealth of information on teachers' thinking about their daily work in classrooms. But what do these studies
tell us about the linkage between thought and action in actual teaching? How do they contribute to our understanding, or… Action Research: An Educational Leader's Guide to School Improvement. ERIC Educational Resources Information Center Glanz, Jeffrey Useful as a classroom text and self-teaching tool, this book outlines the process of designing and reporting action research projects in schools. The underlying assumption of the book is that research is not a domain that belongs only to academics, but is a powerful
approach that can be used by practitioners to contribute to school renewal and… Too Hard, Too Soft or Just about Right: Paradigms in Music Teachers' Action Research ERIC Educational Resources Information Center Cain, Tim 2012-01-01 This article considers some paradigms of educational research, and their relation to teachers' action research in their classrooms or studios. The positivist/scientific paradigm and the interpretive/naturalist paradigm are examined, with reference to two
cases of music teachers' action research studies. These studies are found to be flawed because… Exploring teacher's perceptions of concept mapping as a teaching strategy in science: An action research approach NASA Astrophysics Data System (ADS) Marks Krpan, Catherine Anne In order to promote science literacy in the classroom, students need opportunities in which they can personalize their understanding of the concepts they are learning. Current literature supports the use of concept maps in enabling students to make personal connections in their learning of science. Because they involve creating
explicit connections between concepts, concept maps can assist students in developing metacognitive strategies and assist educators in identifying misconceptions in students' thinking. The literature also notes that concept maps can improve student achievement and recall. Much of the current literature focuses primarily on concept mapping at the secondary and university levels, with limited focus on the elementary panel. The research rarely considers teachers' thoughts and ideas
about the concept mapping process. In order to effectively explore concept mapping from the perspective of elementary teachers, I felt that an action research approach would be appropriate. Action research enabled educators to debate issues about concept mapping and test out ideas in their classrooms. It also afforded the participants opportunities to explore their own thinking, reflect on their personal journeys as educators and
play an active role in their professional development. In an effort to explore concept mapping from the perspective of elementary educators, an action research group of 5 educators and myself was established and met regularly from September 1999 until June 2000. All of the educators taught in the Toronto area. These teachers were interested in exploring how concept mapping could be used as a learning tool in their science classrooms. In summary, this study
explores the journey of five educators and myself as we engaged in collaborative action research. This study sets out to: (1) Explore how educators believe concept mapping can facilitate teaching and student learning in the science classroom. (2) Explore how educators implement concept Middle Grades Mathematics Engagement: How Action Research Informs What Counts ERIC Educational Resources Information Center Ivory, Pateakia
Lachelle 2017-01-01 The purpose of the study was to examine how action research informs instructional changes that need to take place in the middle grades mathematics classroom. There is a need for an increase in engagement in middle grades mathematics by educators being critically reflective of their instructional practices. The research question addressed in this… Strategies for Teachers to Manage Stuttering in the Classroom: A Call for Research. PubMed Davidow, Jason H; Zaroogian, Lisa; Garcia-Barrera, Mauricio A 2016-10-01 This clinical
focus article highlights the need for future research involving ways to assist children who stutter in the classroom. The 4 most commonly recommended strategies for teachers were found via searches of electronic databases and personal libraries of the authors. The peer-reviewed evidence for each recommendation was subsequently located and detailed. There are varying amounts of evidence for the 4 recommended teacher strategies outside of the classroom, but
there are no data for 2 of the strategies, and minimal data for the others, in a classroom setting. That is, there is virtually no evidence regarding whether or not the actions put forth influence, for example, stuttering frequency, stuttering severity, participation, or the social, emotional, and cognitive components of stuttering in the classroom. There is a need for researchers and speech-language pathologists in the schools to study the
outcomes of teacher strategies in the classroom for children who stutter. Multiple Intelligences Theory, Action Research, and Teacher Professional Development: The Irish MI Project ERIC Educational Resources Information Center Hanafin, Joan 2014-01-01 This paper presents findings from an action research project that investigated the application of Multiple Intelligences (MI) theory in classrooms and schools. It shows how MI theory was used in the project as a basis for suggestions to generate classroom
practices; how participating teachers evaluated the project; and how teachers responded to… An action research study of secondary science assessment praxes NASA Astrophysics Data
System (ADS) Ryan, Thomas Gerald This practical participatory action research study illuminates the assessment praxes of four Ontario secondary level science teachers at one school using a facilitative approach. Participants were joined by a thematic concern, that is, a commitment to inform and improve assessment. Hence, two distinct sets of research questions emerged. The first involves the nature of assessment as we asked, what was the
current state of assessment practice in secondary science? What were participants' initial understandings of assessment and actual practices at the onset of this research? To what extent did these initial understandings and actual practices change due to the illumination of assessment praxes through action research involvement? What was their level of awareness of current Ontario government pronouncements and in what ways did they implement this knowledge?
The second theme, concerning the nature of action research, was realised by asking what did participants learn about action research? What other learning and professional gains were realised during this study? And, what did I learn about action research and assessment through my involvement in this study? Data were collected via supportive discussion groups, individual interviews, classroom visitations,
journals and documentation. This professional development experience facilitated 'interactive professionalism' as teachers worked in a small group and interacted frequently in the course of planning, testing new ideas, attempting to solve different problems, and assess the effectiveness of those ideas. In addition, this action research effort was strategic and systematic, to attain a high degree of specific interactions, (personal interviews, group meetings,
classroom observations, evidence collection). This series of deliberate and planned intentions helped participants solve assessment dilemmas. We developed an awareness and understanding of the need for more preservice and inservice assessment training Developing
Capacity for Social and Emotional Growth: An Action Research Project ERIC Educational Resources Information Center Doveston, Mary 2007-01-01 This article reports an action research project in which children, their teacher and the author, and an advisory teacher from a Local Authority collaborated as
co-researchers in a project to improve working relationships in the classroom. Both appreciative enquiry and emancipatory research informed the project. This article focuses on one aspect…
Examining Teachers' Conception of and Needs on Action Research ERIC Educational Resources Information Center Morales, Marie Paz E.; Abulon,
Edna Luz R.; Soriano, Portia R.; David, Adonis P.; Hermosisima, Ma. Victoria C.; Gerundio, Maribel G. 2016-01-01 Action research is viewed as a path towards better student achievement. This track may be attained through the reflective nature instilled in the teacher that sparks initiatives to promote better classroom practices in the aspects of pedagogy, assessment, and parental involvement. This descriptive survey explores Filipino teachers'
conceptions of… Teacher-Student Development in Mathematics Classrooms: Interrelated Zones of Free Movement and Promoted Actions ERIC Educational Resources
Information Center Hussain, Mohammed Abdul; Monaghan, John; Threlfall, John 2013-01-01 This paper applies and extends Valsiner's "zone theory" (zones of free movement and promoted actions) through an examination of an intervention to establish inquiry communities in primary mathematics classrooms. Valsiner's zone theory, in a classroom setting, views students' freedom of choice of action and thought as mediated by the
teacher. The… Studies in Teaching: 2014 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, NC, June 26, 2014) ERIC Educational Resources Information Center McCoy, Leah P., Ed. 2014-01-01 This document presents the proceedings of the 19th Annual Research Forum held June 26, 2014, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 17 action research papers: (1) Using Voices to Change Minds: Oral Performance and
Poetry in the English Classroom (Erika Bunpermkoon), (2) Imagining Audiences: The Use… Studies in Teaching: 2013 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 26,
2013) ERIC Educational Resources Information Center McCoy, Leah P., Ed. 2013-01-01 This document presents the proceedings of the 18th Annual Research Forum held June 26, 2013, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 13 action research papers: (1) Developing Oral Language
Ability in the Secondary Spanish Classroom Using the Interpersonal and Presentational Modes of Communication… Riding the Rapids of Classroom-Based Research ERIC Educational Resources Information Center Lonergan, Robyn; Cumming, Therese M. 2017-01-01 Conducting classroom-based research can be difficult, often fraught with challenges, analogous to riding a canoe down the rapids. The dynamics of classroom-based research often require flexibility on the parts of both the
researcher and school personnel. Classroom-based research is viewed here through a framework of problem-based methodology as… Collaborative Action Research on Technology Integration for Science Learning NASA Astrophysics Data System (ADS) Wang, Chien-Hsing; Ke, Yi-Ting; Wu, Jin-Tong; Hsu, Wen-Hua 2012-02-01 This paper briefly reports the outcomes of an action research inquiry on the use of blogs, MS PowerPoint [PPT], and the Internet as learning tools with a science class of sixth graders for project-based learning. Multiple sources of data were essential to triangulate the key
findings articulated in this paper. Corresponding to previous studies, the incorporation of technology and project-based learning could motivate students in self-directed exploration. The students were excited about the autonomy over what to learn and the use of PPT to express what they learned. Differing from previous studies, the findings pointed to the lack information literacy among students. The students lacked information evaluation skills, note-taking and information synthesis. All these
findings imply the importance of teaching students about information literacy and visual literacy when introducing information technology into the classroom. The authors suggest that further research should focus on how to break the culture of "copy-and-paste" by teaching the skills of note-taking and synthesis through inquiry projects for science learning. Also, further research on teacher professional development should focus on using collaboration
action research as a framework for re-designing graduate courses for science teachers in order to enhance classroom technology integration. Children's Ideas about Animal Adaptations: An Action Research Project ERIC Educational Resources Information Center Endreny, Anna Henderson 2006-01-01 In this paper, I describe the action research I conducted in my third-grade science classrooms over the course of two years. In order to gain an understanding of my third-grade students' ideas about animal adaptations and how the teaching of a unit on
crayfish influenced these ideas, I used clinical interviews, observations, and written… Studies in Teaching: 2017 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 29, 2017)
ERIC Educational Resources Information Center McCoy, Leah P., Ed. 2017-01-01 This document presents the proceedings of the 22nd Annual Research Forum held June 29, 2017, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 12 action research papers: (1) Using Captioned Video to Teach Listening
Comprehension in a Spanish Classroom (Michelle Allen); (2) Multimodal Instruction: How Film… A Quantitative Action Research on Promoting Confidence in a Foreign Language Classroom: Implications for Second Language Teachers ERIC Educational Resources Information Center Doqaruni, Vahid Rahmani 2014-01-01 Research has revealed that second language learners often seem passive and reticent in language classrooms. In the age of globalization, however, there is an urgent need for English as a Foreign Language (EFL) teachers to enhance their reticent students' confidence to
help them take part more actively in classroom oral activities. In line with… Promoting Students' Paragraph Writing Using EDMODO: An Action Research ERIC Educational Resources Information Center Al-Naibi, Is'haq; Maryem Al-Jabri; Al-Kalbani, Iman 2018-01-01 This paper reports the findings of an action research that was carried out to measure the effectiveness of integrating a social networking website "Edmodo" in students' writing performance in an EFL classroom at Arab Open
University (Oman Branch). The participants were 25 students studying English in the Foundation Programme. Along with… Action Research in a Non-Profit Agency School Setting: Analyzing the Adoption of an Innovation after Initial Training and Coaching ERIC Educational Resources Information Center Sandoval-Lucero, Elena; Maes, Johanna B.; Pappas, Georgia 2013-01-01 Action research is a method of organizational development and improvement often used in educational settings. This study implemented an action research process in an alternative school that serves students with
significant special needs. The action research process was implemented by classroom teams who developed a research question, collected and… Studies in Teaching: 2016 Research Digest. Action Research Projects
Presented at Annual Research Forum (Winston-Salem, North Carolina, Jun 30, 2016) ERIC Educational Resources Information Center McCoy, Leah P., Ed. 2016-01-01 This document presents the proceedings of the 21st Annual Research Forum held June 30, 2016, at Wake Forest University in Winston-Salem, North Carolina. Included are the
following 11 action research papers: The Use of Mexican Folk Art to Develop Oral and Written Language Ability and Cultural Awareness in the Secondary Spanish Classroom (Antonio… Conducting Action Research in a Practicum: A Student
Teacher's Perspective ERIC Educational Resources Information Center Kasula, Alex 2015-01-01 This article looks at my reflection as a teacher during a master's degree practicum for a Second Language Studies Program. This particular practicum differs from the other common student teacher-training courses found in master's programs as it incorporated a
teacher-training session on conducting action research (AR) in the classroom, a practice… Action research to promote medical students' motivation in an English for Specific Purposes class. PubMed Dehnad, Afsaneh; Nasser, Hayedeh 2014-01-01 Action research is an attempt to seek immediate solutions to the problems experienced in educational settings. In this type of research, teachers are the researchers who intend to make instant reforms to develop, and improve their teaching styles and reflect on pedagogical practices. The
purpose of this study was to conduct an action research to tackle the problem of students' low motivation in English classes at the medical school of Iran University of Medical Sciences in fall 2010. Participants of this study were 98 third-semester ESP students of medicine. To reform the situation and promote students' motivation to participate in classes more actively and eagerly, the researchers changed the syllabus by applying Kemmis and McTaggart's
(1988) cyclical model of action research, and adopting task-based teaching. Data was collected by means of interviews with both teachers and students to determine the changes to be made in the syllabus, classroom observations to monitor students' behavioral changes, and a questionnaire to assess students' attitudes towards the changes. This research study had a number of valuable outcomes the most important of which was a change in
classroom behavior of the students. Studies in Teaching: 2015 Research Digest. Action Research Projects Presented at Annual Research Forum (Winston-Salem, North Carolina, June 25, 2015) ERIC Educational Resources Information Center McCoy, Leah P., Ed. 2015-01-01 This document presents the proceedings of the 20th Annual Research Forum held June 25, 2015, at Wake Forest University in Winston-Salem, North Carolina. Included are the following 21 action research papers: (1) History Lives! The Use of Simulations in a High
School Social Studies Classroom (Lydia Adkins); (2) Using Francophone Music in the High… Action Research in a Business Classroom--Another Lens to Examine Learning ERIC Educational Resources Information Center Smith, Janice Witt; Clark, Gloria 2010-01-01 This research study looks at the implementation of an action research project within a blended learning human resource management class in employee and labor relations. The internal and external environment created conditions that converged in the
Perfect Storm and resulted in an almost disastrous learning experience for faculty and students. What… Improving Primary School Practice and School-College Linkage in Ethiopia through Collaborative Action Research ERIC Educational Resources Information Center Worku, Mulugeta Yayeh 2017-01-01 In Ethiopia, as elsewhere in the world, action research is recognized as a valuable and cost-effective form of inquiry to improve classroom and school practices. It has been given due consideration, both by the Ministry of Education and teacher education
institutes of the country. Nevertheless, studies conducted on the practice of action research… The Student Actions Coding Sheet (SACS): An instrument for illuminating the shifts toward student-centered science classrooms NASA Astrophysics Data System (ADS) Erdogan, Ibrahim; Campbell, Todd; Hashidah Abd-Hamid, Nor 2011-07-01 This study describes the development of an instrument to investigate the extent to which student-centered actions are occurring in science classrooms. The instrument was developed through the following five stages: (1) student action identification, (2) use of both national and
international content experts to establish content validity, (3) refinement of the item pool based on reviewer comments, (4) pilot testing of the instrument, and (5) statistical reliability and item analysis leading to additional refinement and finalization of the instrument. In the field test, the instrument consisted of 26 items separated into four categories originally derived from student-centered instruction literature and used by the authors to sort student actions in previous
research. The SACS was administered across 22 Grade 6-8 classrooms by 22 groups of observers, with a total of 67 SACS ratings completed. The finalized instrument was found to be internally consistent, with acceptable estimates from inter-rater intraclass correlation reliability coefficients at the p < 0.01 level. After the final stage of development, the SACS instrument consisted of 24 items separated into three categories, which aligned with the factor analysis
clustering of the items. Additionally, concurrent validity of the SACS was established with the Reformed Teaching Observation Protocol. Based on the analyses completed, the SACS appears to be a useful instrument for inclusion in comprehensive assessment packages for illuminating the extent to which student-centered actions are occurring in science classrooms. Voices from the Classroom: Students with Special Needs in an Elementary Music Classroom ERIC Educational Resources Information Center Sargent, John; Farley, Ashley
2005-01-01 The purpose of this study was to discover ways in which a music educator can incorporate students with special needs in a music classroom. Music educators seek ways to manage and incorporate these students in the classroom environment. The research question guiding this action research study was: how are students with special needs incorporated in… Compilation of K-12 Action Research Papers in Language Arts Education. ERIC Educational Resources Information Center Sherman, Thomas F.; Lundquist, Margaret The
papers in this compilation are the result of K-12 action research projects and were submitted in partial fulfillment for a variety of degrees from Winona State University (Minnesota). The compilation contains the following nine papers: "Will Playing Background Music in My Classroom Help Increase Student Spelling Scores?" (Jonathan L.…
Science Teachers Taking their First Steps toward Teaching Socioscientific Issues through Collaborative Action Research NASA Astrophysics Data System (ADS) Lee, Hyunju; Yang, Jung-eun
2017-06-01 This study presents two science teachers, Catherine and Jennifer, who took their first steps toward teaching socioscientific issues through collaborative action research. The teachers participated in the collaborative action research project because they wanted to address socioscientific issues but had limited experience in teaching them. The research questions included what kinds of challenges the teachers
encountered when implementing socioscientific issues and to what extent they resolved the challenging issues as participating in collaborative action research. The primary data source consisted of audiotapes of regular group meetings containing information on the process of constructing and implementing lesson plans and reflecting on their teaching of socioscientific issues. We also collected classroom videotapes of the teachers' instruction and audiotapes
of students' small group discussions and their worksheets. The findings indicated that when addressing socioscientific issues in the classes, the teachers encountered several challenging issues. We categorized them into four: (1) restructuring classroom dynamics and culture, (2) scaffolding students' engagement in socioscientific issues, (3) dealing with values, and (4) finding their niche in schools. However, this study showed that collaborative action
research could be a framework for helping the teachers to overcome such challenges and have successful experiences of teaching socioscientific issues. These experiences became good motivation, to gradually develop their understanding of teaching socioscientific issues and instructional strategies for integrating the knowledge and skills that they had accumulated over the years. Secondary Students' Perceptions of an Interactive Mathematics Review Program: An Action Research Study ERIC Educational Resources Information
Center Wingard, Crystal Burroughs 2017-01-01 The present action research study describes an Interactive Mathematics Review Program (IMRP) developed by the participant-researcher to enable remedial algebra students to learn in a cooperative classroom with pedagogy that promoted collaboration and hands-on, active learning. Data are comprised of surveys, field notes, semi-structured interviews,… Living Action Research in Course Design: Centering Participatory and Social Justice Principles and Practices ERIC Educational Resources Information Center Gardner, Morgan; Hammett,
Roberta 2014-01-01 Action research (AR) courses provide openings in higher education to engage students, schools and communities in democratic and socially just ways within the contexts of research, classroom learning and broader social interactions. Such opportunities are strengthened when instructors design AR courses with the goal of enabling students to… Application of Critical Classroom Discourse Analysis (CCDA) in Analyzing Classroom Interaction ERIC Educational Resources Information Center Sadeghi, Sima; Ketabi,
Saeed; Tavakoli, Mansoor; Sadeghi, Moslem 2012-01-01 As an area of classroom research, Interaction Analysis developed from the need and desire to investigate the process of classroom teaching and learning in terms of action-reaction between individuals and their socio-cultural context (Biddle, 1967). However, sole reliance on quantitative techniques could be problematic, since they conceal more than… Adding to Your Teaching Repertoire: Integrating Action Research into the Lesson Plans ERIC Educational Resources Information Center Basham, Matthew J.; Yankowy,
Barbara 2015-01-01 As today's students become more technologically savvy, social, and collaborative using social media, there are new and innovative techniques educators can use in the classroom. For example, action research is a newer technique using collaborative group processes, drawing upon the experiences of the individuals to promote positive results. This… Facilitating practitioner research into strategies for improving communication in classroom groups: Action research and interaction analysis — A reconciliation? NASA
Astrophysics Data System (ADS) Sadler, Jo; Fawns, Rod 1993-12-01 This study involved collaborative classroom-based observation of student communication and cognition in small groups after the implementation of two management strategies in science departments in several schools. The paper presents the data and provides insights into the conduct of research and teacher development in the midst of educational change. Process of Implementing Critical Reading Strategies in an Iranian EFL Classroom: An Action Research ERIC Educational Resources Information Center Nasrollahi, Mohammad
Ali; Krishnasamy, Pramela Krish N.; Noor, Noorizah Mohd 2015-01-01 Action research designs are systematic procedures used by teachers to gather quantitative and qualitative data to address improvements in their educational setting, their teaching, and the learning of their students. Action research enables teachers to keep track and take account of the many aspects of their work with students through a systematic… Research Agenda: Language Learning beyond the Classroom ERIC Educational Resources Information Center Reinders, Hayo; Benson, Phil
2017-01-01 Most language learning research is carried out either in classrooms or among classroom learners. As Richards (2015) points out, however, there are two dimensions to successful learning: what happens inside classrooms and what happens outside them. Rapid development of online media, communications technologies and opportunities for travel has also… Teacher Action Research: The Impact of Inquiry on Curriculum Improvement and Professional Development. ERIC Educational Resources Information Center Berlin, Donna F.
The Berlin-White Action Research Model (BWARM) described here was designed to prepare and support teachers in the development, implementation, and evaluation of innovation within their classroom. The year-long program consists of three interrelated phases over four academic quarters: (1) "Pedagogical Awareness," designed to provide knowledge and… Present Research on the Flipped Classroom and Potential Tools for the EFL Classroom ERIC Educational Resources Information Center Mehring,
Jeff 2016-01-01 The flipped classroom can support the implementation of a communicative, student-centered learning environment in the English as a foreign language classroom. Unfortunately, there is little research which supports the incorporation of flipped learning in the English as a foreign language classroom. Numerous studies have focused on flipped learning… The Potential of General Classroom Observation: Turkish EFL Teachers' Perceptions, Sentiments, and Readiness for Action ERIC Educational Resources Information Center Merç,
Ali 2015-01-01 The purpose of this study was to determine Turkish EFL teachers' attitudes towards classroom observation. 204 teachers from different school settings responded to an online questionnaire. Data were analyzed according to three types of attitudes towards classroom observation: perceptions, sentiments, and readiness for action. The findings revealed… Weaving Curricular Standards into the Language Classroom: An Action Research Study. ERIC Educational Resources Information
Center
Yamada, Yuko; Moeller, Aleidine J. 2001-01-01 This action research study examines the perspectives and voices of students in a postsecondary Japanese class through an authentic project--a pen pal letter exchange. The project's effects on student motivation and learning are analyzed through the lens of the five goals of the national standards: communication, cultures, connections, comparisons,… Pennsylvania Action Research Network (PA-ARN) Staff Development through Five Regional Staff Development Centers. Final Report. July 1997-June 1998. ERIC Educational Resources
Information Center Pennsylvania State Univ., McKeesport. The Pennsylvania Action Research Network project was initiated in 1995-1996 to provide Pennsylvania literacy educators with the following: a better method for taking published research findings and testing and adapting them in their own classrooms; a way to study their own research ideas on a daily-action basis; and a systematic way to share
and…
Implementing Digital Tools to Support Student Questioning Abilities: A Collaborative Action Research Report ERIC Educational Resources Information Center
Cadieux Bolden, Danielle; Hurt, June W.; Richardson, Mary Kathleen 2017-01-01 This collaborative action research project was conducted in a second-grade classroom to determine the impact that digital web-based tools would have in helping a school media coordinator scaffold her students' understanding of productive versus nonproductive questions. The digital tools Kahoot, Quizizz, and Socrative were used by the students to… Research for the Classroom: To Read or Not to Read--Five Approaches to Teaching Shakespeare ERIC Educational Resources Information Center Shoemaker,
Brandon 2013-01-01 How teachers can use such materials as parallel-text editions, graphic novels, and film adaptations to increase students' understanding of and interest in Shakespeare was the impetus for a classroom action research project that examined the effects of teaching methods on student comprehension and engagement. The author of this article… Research Ideas for the Classroom: Early Childhood Mathematics. ERIC
Educational Resources Information Center Jensen, Robert J., Ed. Research Ideas for the Classroom is a three-volume series of research interpretations for early childhood, middle grades, and high school mathematics classrooms. Each volume looks at research from the perspective of the learner, the content, and the teacher, and chapters are co-authored by a researcher and a teacher. Chapter titles in the
early… Research Ideas for the Classroom: High School Mathematics. ERIC Educational Resources Information Center Wilson, Patricia S., Ed.
Research Ideas for the Classroom is a three-volume series of research interpretations for early childhood, middle grades, and high school mathematics classrooms. Each volume looks at research from the perspective of the learner, the content, and the teacher, and chapters are co-authored by a researcher and a teacher. Chapter titles in the high… Research Ideas for the Classroom: Middle Grades Mathematics. ERIC Educational Resources Information Center Owens, Douglas T., Ed. Research
Ideas for the Classroom is a three-volume series of research interpretations for early childhood, middle grades, and high school mathematics classrooms. Each volume looks at research from the perspective of the learner, the content, and the teacher, and chapters are co-authored by a researcher and a teacher. Chapter titles in the middle… Handbook of Research on Classroom Diversity and Inclusive Education Practice ERIC Educational Resources Information Center Curran, Christina M., Ed.; Petersen, Amy J., Ed. 2017-01-01 As classrooms are becoming more diverse, teachers are now faced with the responsibility of creating an inclusive classroom community. As such, researching classroom pedagogies and practices is an imperative step in
curriculum planning. The "Handbook of Research on Classroom Diversity and Inclusive Education Practice" is an authoritative… Increasing Confidence to Decrease Reticence: A Qualitative Action
Research in Second Language Education ERIC Educational Resources Information Center Doqaruni, Vahid Rahmani 2015-01-01 This study reports on an action research on increasing the English as a Foreign Language (EFL) students' confidence in speaking. Participants involved in this study were 16 male university students
who had an upper-intermediate level of English. Extra speaking activities were incorporated into the classroom for 8 successive weeks. Insights into…
Reforming primary science assessment practices: A case study of one teacher's professional
development through action research NASA Astrophysics Data System (ADS) Briscoe, Carol; Wells, Elaine 2002-05-01 Calls for reform have suggested that classroom practice can best be changed by teachers who engage in their own research. This interpretive study examines the process of action research and how it
contributes to the professional development of a first-grade teacher. The purpose of the study was to explore the research process experienced by the teacher as she examined whether portfolios could be used as an effective means for facilitating and assessing young children's development of science process skills. Data sources included a journal kept by the teacher, documents produced by the teacher and students as part of the portfolio implementation process, hand-written records
of teacher's informal interviews with students, and anecdotal records from research team meetings during the study. Data analysis was designed to explore how the teacher's classroom practices and thinking evolved as she engaged in action research and attempted to solve the problems associated with deciding what to assess and how to implement portfolio assessment. We also examined the factors that supported the teacher's learning and change as
she progressed through the research process. Data are presented in the form of four assertions that clarify how the action research process was influenced by various personal and contextual factors. Implications address factors that facilitated the teacher as researcher, and how this research project, initiated by the teacher, affected her professional development and professional life. Participatory Action Research. ERIC Educational Resources Information Center
Walker, Martha Lentz 1993-01-01 Describes aspects of participatory action research and considers advantages of using participatory action research in research by disabilities and rehabilitation researchers. Notes that participatory action research can be built into any rehabilitation research design but that it rests upon the recognition of persons with disabilities
as integral… Classroom and Socialization: A Case Study through an Action-Research in Crete, Greece ERIC Educational Resources Information Center Calogiannakis,
Pella; Eleftherakis, Theodoros 2012-01-01 The classroom, the teacher and the students, mostly, through their activities and contacts, as well as their daily presence and personality form the classroom atmosphere that is unique and different from any other (Bikos, 2004: 104. cf. also: Bakirtzis, 2002) and it helps or hinders the school progress of each student and school process in… Researching Classroom Questioning ERIC Educational Resources Information Center Lores Gonzalez, Adriana 2010-01-01 The complexities of the modern society
and interconnected world in which we live requires students who are able to problem solve and think critically. The research on which this article is based aims to explore how classroom questioning can help students guide their learning and model the spirit of inquiry to become lifelong learners. The research… Developing Professional Fitness through Classroom Assessment and Classroom Research. The Cross Papers, Number 1. ERIC Educational Resources Information Center
Cross, K. Patricia Classroom assessment and research are effective means of professional development for community college faculty. Assessment tests engage students in monitoring and evaluating their own learning, and encourage teachers to reflect on their classes from a learning perspective. Classroom research is learner-centered, teacher-directed, collaborative,… Exploring the use of Virtual Field Trips with elementary school teachers: A collaborative action research approach NASA Astrophysics Data System (ADS) Scott, Jeffrey Lance This
research examines how elementary school teachers, when supported, use Virtual Field Trips (VFTs) to address the curricula in meaningful ways. I conducted a qualitative study with six teachers, in a collaborative action research context over a six month period. The teachers, five males and one female, all taught either grade five or six and utilized Virtual Field Trips within a variety of curricula areas including science, social studies, music and language
arts. In addition, the thesis examines resulting integration of technology into the regular classroom program as a product of the utilization of Virtual Field Trips. The process of collaborative action research was applied as a means of personal and professional growth both for the participants and the researcher/facilitator. By the end of the research study, all participants had learned to integrate Virtual Field Trips into their
classroom program, albeit with different levels of success and in different curricula areas. The development of attitudes, skills and knowledge for students and teachers alike was fostered through the participation in Virtual Field Trips. A common concern regarding the utilization of Virtual Field Trips was the time spent locating an appropriate site that met curricula expectations. Participation in the collaborative action research process allowed each
teacher to grow professionally, personally and socially. Each participant strongly encouraged the utilization of a long term project with a common area of exploration as a means for positive professional development. Implications and recommendations for future research on the utilization of Virtual Field Trips, as well as the viability of collaborative action research to facilitate teacher development are presented. What Can We Take Home? Action Research for Malaysian Preservice TESOL Teachers in Australia ERIC Educational Resources Information Center Neilsen, Rod 2014-01-01
Action Research (AR) is recognised as an effective way for language teachers to extend teaching skills and gain more understanding of teaching, learning and the classroom environment (Burns, 2010). It can also be a useful but challenging experience for trainee language teachers. This paper reports on the experiences of Malaysian trainee primary… Eliciting and activating funds of knowledge in an environmental science community college classroom: An action research study NASA Astrophysics Data System (ADS) van Niel,
John J. Many non-traditional students are currently underperforming in college and yet may have untapped knowledge and skills that could support their academic success if appropriately utilized. Previous practices that students experience as a part of their lives are what Gonzales and other researchers call "funds of knowledge" (FOK). There is ample evidence to show that utilization of students' FOK in K-12 instructional contexts can be beneficial. In contrast, little formal
FOK research has been done with higher education students. To address this gap, this study explores how environmental college courses could be designed so as to better elicit and capitalize on students' FOK, with the ultimate goal of increasing student engagement and learning. More specifically, using an action research paradigm, I designed, implemented and studied an intervention in two sections of the required environmental science course I taught in Fall
2009 at the community college where I am employed. The intervention consisted of two phases: (1) eliciting FOK from the students enrolled in one section of the course through a draft survey, and (2) refining that survey tool in order to better elicit FOK, development of other methods of elicitation of FOK and activating (or incorporating) the FOK thus identified as relevant to enhance the learning experience of the students in both sections of the course. The designs of the intervention as well
as data collection and analysis were informed by the following research questions: Q1. What are effective strategies for eliciting FOK that may be generalized to the practices of other college instructors? Q2. What relevant FOK do students bring to this class? Q3. What were instances where FOK were activated in the course? Q4. What are effective strategies for activating FOK that may be generalized to the practices of other college instructors? Q5. What evidence was there that
students took up new practices due to the intervention? Data were collected from a Classroom-Oriented Research from a Complex Systems Perspective ERIC
Educational Resources Information Center Larsen-Freeman, Diane 2016-01-01 Bringing a complex systems perspective to bear on classroom-oriented research challenges researchers to think differently, seeing the classroom ecology as one dynamic system nested in a hierarchy of such systems at different levels of scale, all of which are spatially and temporally situated. This article begins with an introduction to complex…
Creative classroom strategies for teaching nursing research. PubMed Phillips, Regina Miecznikoski 2014-01-01 Faculty are constantly challenged to find interesting
classroom activities to teach nursing content and engage students in learning. Nursing students and graduates need to use research skills and evidence-based practice as part of their professional care. Finding creative and engaging ways to teach this material in undergraduate nursing programs are essential. This article outlines several successful strategies to engage nursing students in research content in the time and space constraints of the
classroom. Merging Beliefs of Classroom Teachers and Teacher Educators ERIC Educational Resources Information Center Milner, Joseph O. 2010-01-01
Joseph O. Milner explores a narrowing of differences between English teacher educators and classroom teachers. Using North Carolina as a national barometer for his action research, Milner cites the shifting attitudes of classroom teachers toward the shared values of English teacher educators, and he opens the door for similar research projects in… Research in the Classroom: Fourth Annual Report of Research Projects Conducted by Educators in Their Classrooms. ERIC Educational Resources Information Center
Colorado State Dept. of Education, Denver. Div. of Special Education Services. Summaries are provided of classroom research projects undertaken by Colorado teachers of students with learning disabilities. For each project, the document supplies the project title, researcher, school, problem statement, objective, population, assessment, procedures, evaluation, implications, and resources used. Project titles and researchers… A Biological Brain in a Cultural Classroom: Applying Biological Research to Classroom Management. ERIC Educational Resources
Information Center Sylwester, Robert This book applies the latest in brain research and learning theory to classroom management. The concepts of psychoneurophysiology are made readily accessible. The book offers creative data gathering activities to help students manage their own behavior and to help teachers learn how their own behavior impacts the classroom environment. The seven… Solar Powered Classroom ScienceCinema Sebens, Aaron; Whitehall, Karen; Heffernan, John 2018-05-23 A group of fourth graders in Durham, North Carolina, are showing America the way to a clean
energy future. They are installing solar panels on their classroom roof for a project that goes above and beyond a normal day in school. From researching solar panel installation, to generating funds for the project via Kickstarter, these are students who put their plans into action. Their accomplishments go beyond the classroom and stress the importance of getting people of all ages involved in renewable energy. Future Action Research - The Relationship of the General and Special Education Teachers in the Inclusive Setting ERIC Educational Resources Information Center Oliver,
James D., III 2008-01-01 This paper describes the process taken for a future action research project "the relationship of the general and special education teachers in an inclusive setting". The author observed that general education teachers made attempts to exclude students from "their classroom" who they felt "don't belong". For inclusion… Research in the FCS Secondary Classroom ERIC Educational Resources Information Center
McCord, Olivia Love; Brown, Lora Beth 2009-01-01 Much of what is taught in the family and consumer sciences (FCS) classroom is based on scientific research. The existing knowledge base is so broad that overlooking research as a teaching resource and tool happens often. Research enhances what is taught, thereby improving the effectiveness of teachers. Whether it be applying or translating… Building Warmth Sculpture in the Student-Teacher Relationship: Goethean Observation and Contemplative Practice in an Action Research Inquiry ERIC
Educational Resources Information Center Kresin-Price, Nancy 2013-01-01 Through an action research approach, this dissertation focuses on the central role of interpersonal warmth in the teacher and student relationship. The heart of its inquiry is based on data gathered by a set of teachers working collaboratively as co-researchers in their own classrooms. These individuals inquired into the potential of the teacher…
Towards Improving Content and Instruction of the "TESOL/TEFL for Special Needs" Course: An Action Research Study ERIC Educational
Resources Information Center Abdallah, Mahmoud M. S. 2017-01-01 Action research (AR)--as a participatory, problem-oriented methodology--has been employed recently in Egypt to resolve complicated classroom and learning problems, and provide context-based solutions. Simultaneously, new "special education" courses have been included recently in the university bylaws of Egyptian colleges of education.… The Role of Physical Educators in Helping Classroom Teachers to Promote Physical Activity ERIC Educational Resources Information Center Russ, Laura
2015-01-01 Elementary classroom teachers are an increasingly important constituency in school-based physical activity promotion. This article situates the need for classroom teacher physical-activity promotion at the intersection of what we know about teacher actions, what informs those actions, and what recent research has uncovered. Recommendations are… Differentiation of teaching and learning mathematics: an action research study in tertiary education NASA Astrophysics Data System (ADS) Konstantinou-Katzi, Panagiota; Tsolaki, Eleni;
Meletiou-Mavrotheris, Maria; Koutselini, Mary 2013-04-01 Diversity and differentiation within our classrooms, at all levels of education, is nowadays a fact. It has been one of the biggest challenges for educators to respond to the needs of all students in such a mixed-ability classroom. Teachers' inability to deal with students with different levels of readiness in a different way leads to school failure and all the negative outcomes that come with it.
Differentiation of teaching and learning helps addressing this problem by respecting the different levels that exist in the classroom, and by responding to the needs of each learner. This article presents an action research study where a team of mathematics instructors and an expert in curriculum development developed and implemented a differentiated instruction learning environment in a first-year engineering calculus class at a university in Cyprus. This
study provides evidence that differentiated instruction has a positive effect on student engagement and motivation and improves students' understanding of difficult calculus concepts.
Managing Diverse
Classrooms: How to Build on Students' Cultural Strengths ERIC Educational Resources Information Center Rothstein-Fisch, Carrie; Trumbull, Elise 2008-01-01 This book will help you understand some of the most powerful cultural differences that can lead to classroom conflict for many students and how you can actually capitalize on
these differences to make your classroom a harmonious, productive environment. Drawing from a seven-year action research study of elementary classrooms with high percentages… The Implementation of Action Research for the
Improvement of Biology Teaching and Learning in Senior Secondary Schools in Nigeria ERIC Educational Resources Information Center Udeani, U. N.; Atagana, H. I.; Esiobu, G. O. 2016-01-01 The main objective of the study was to implement an action research strategy to improve the teaching and learning of biology in senior secondary
schools in Nigeria. Specifically the following research questions were raised: (1) What are the levels of intellectual challenge included in the activities used for classroom and laboratory instructions?… Teaching Literature in the Multicultural
Classroom ERIC Educational Resources Information Center Locke, Terry; Cawkwell, Gail; Sila'ila'i, Emilie 2009-01-01 This Teaching and Learning Initiative (TLRI) research project explored ways of teaching literature effectively in multicultural and multilingual classrooms. It involved primary and secondary school
teacher-researchers working in partnership with university-based researchers over two years on a series of case studies, within an action research… Gender Effects in Classroom Interaction: Data Collection, Self-Analysis and Reflection. ERIC Educational Resources Information Center Drudy, Sheelagh; Chathain, Maire Ui 2002-01-01 Conducted an action research project among student teachers emphasizing teacher self-analysis and reflection and studied the patterns of classroom interactions with male and female students taught by these teachers in 136 classrooms
in Irish secondary schools. Findings from the classroom interaction study motivated student teachers to take… Student Perceptions of the Classroom Environment: Actionable Feedback to Guide
Core Instruction ERIC Educational Resources Information Center Nelson, Peter M.; Ysseldyke, James E.; Christ, Theodore J. 2015-01-01 The impact and feasibility of using student perceptions of the classroom teaching environment as an instructional feedback tool were explored. Thirty-one teachers serving 797 middle school students collected data
twice across 3 weeks using the Responsive Environmental Assessment for Classroom Teaching (REACT). Researchers randomly assigned half of… Gender in Research on Language. Researching Gender-Related Patterns in
Classroom Discourse. ERIC Educational Resources Information Center Tannen, Deborah 1996-01-01 Examines gender-related patterns of behavior in the second-language classroom and argues that these patterns dovetail with all the other dynamics of language behavior. The article concludes that drawing on the theoretical foundations of
frames theory will ensure that research into gender-related patterns of classroom discourse will reflect the… Peer Talk in the Classroom: Learning from Research. ERIC Educational Resources Information Center Paratore, Jeanne R., Ed.; McCormack, Rachel L., Ed. Research suggests that teachers would like to relinquish some control of classroom activity to students, and many have accomplished this difficult task with notable success. This collection of essays, with contributions from both classroom
teachers and university professors, recounts some of these successes and aims to be a resource for teachers… Scientist-Teacher Partnerships as Professional Development: An Action Research Study SciTech
Connect
Willcuts, Meredith H. The overall purpose of this action research study was to explore the experiences of ten middle school science teachers involved in a three-year partnership program between scientists and teachers at a Department of Energy national laboratory, including the impact of the program on their professional development, and to improve the partnership program by developing a set of recommendations based on the study’s findings. This
action research study relied on qualitative data including field notes recorded at the summer academies and data from two focus groups with teachers and scientists. Additionally, the participating teachers submitted written reflections in science notebooks, participatedmore » in open-ended telephone interviews that were transcribed verbatim, and wrote journal summaries to the Department of Energy at the end of the summer academy. The analysis of the data,
collaboratively examined by the teachers, the scientists, and the science education specialist acting as co-researchers on the project, revealed five elements critical to the success of the professional development of science teachers. First, scientist-teacher partnerships are a unique contribution to the professional development of teachers of science that is not replicated in other forms of teacher training. Second, the role of the science education specialist as a bridge between
the scientists and teachers is a unique and vital one, impacting all aspects of the professional development. Third, there is a paradox for classroom teachers as they view the professional development experience from two different lenses – that of learner and that of teacher. Fourth, learning for science teachers must be designed to be constructivist in nature. Fifth, the principles of the nature of science must be explicitly showcased to be seen and understood by the
classroom teacher.« less Investigating the Potential of the Flipped Classroom Model in K-12 ICT Teaching and Learning: An Action Research Study ERIC Educational Resources Information Center Kostaris, Christoforos; Sergis, Stylianos; Sampson, Demetrios G.; Giannakos, Michail N.; Pelliccione, Lina 2017-01-01 The emerging Flipped Classroom approach has been widely used to enhance teaching practices in many subject domains and educational levels, reporting promising results for enhancing student learning
experiences. However, despite this encouraging body of research, the subject domain of Information and Communication Technologies (ICT) teaching at… African Primary Care Research: Participatory
action research PubMed Central 2014-01-01 Abstract This article is part of the series on African primary care research and focuses on participatory action research. The article gives an overview of the emancipatory-critical research paradigm, the key characteristics and different types of participatory
action research. Following this it describes in detail the methodological issues involved in professional participatory action research and running a cooperative inquiry group. The article is intended to help students with writing their research proposal. PMID:26245439 Improving Teaching and Learning through Classroom Based Research: Final Report. ERIC Educational Resources Information Center Sacramento City Coll., CA.
A collection of reports on 12 classroom-based research projects is presented, representing the individual and collaborative efforts of faculty, advisors, and program coordinators from Sacramento City College and Irvine Valley College, California. First, a final report is presented on the Cooperative Classroom-Based Research project, including… The Student Actions Coding Sheet (SACS): An Instrument for Illuminating the Shifts toward Student-Centered Science Classrooms ERIC Educational Resources Information
Center Erdogan, Ibrahim; Campbell, Todd; Abd-Hamid, Nor Hashidah 2011-01-01 This study describes the development of an instrument to investigate the extent to which student-centered actions are occurring in science classrooms. The instrument was developed through the following five stages: (1) student action identification, (2) use of both national and international content experts to establish content validity, (3)… Planning as Action Research ERIC Educational Resources Information Center de Gonzalez, Carmen Beatriz; Hernandez, Teresa; Kusch, Jim; Ryan, Charly 2004-01-01
Planning contains so much more than the written plan. Early in 2000, an invitation came from the Collaborative Action Research Network (CARN), to people experienced in action research who might want to help plan and present an action research event for elementary school science teachers in Venezuela, South America, in Autumn 2000. This article… Bringing Research Tools into the Classroom ERIC Educational Resources Information Center Shubert, Charles; Ceraj, Ivica; Riley, Justin
2009-01-01 The advancement of computer technology used for research is creating the need to change the way classes are taught in higher education. "Bringing Research Tools into the Classroom" has become a major focus of the work of the Office of Educational Innovation and Technology (OEIT) for the Dean of Undergraduate Education (DUE) at the… Research Making Its Way into Classroom Practice ERIC Educational Resources Information Center Johnston, Peter; Goatley, Virginia
2015-01-01 Identifying researchers whose work has influenced classroom practice, raises questions about the nature of research and its relationship with practice, and the means through which knowledge is distributed. We argue that normally, influence arises through lines of research more than individuals, that knowing-in-practice distribution systems should… Using Action Research to Engage K-6 Teachers in Nature of Science Inquiry as Professional Development NASA Astrophysics Data System (ADS) Cullen, Theresa A.; Akerson, Valarie L.; Hanson,
Deborah L. 2010-12-01 Teachers are required to work with data on a daily basis to assess the effectiveness of their teaching strategies, but may not approach it as research. This paper presents a reflective discussion of how and when a professional development team used an action research project to help 12 K-6 teachers explore the effectiveness of reform based Nature of Science (NOS) teaching strategies in their classrooms. The
team encouraged community development and provided “just in time” supports to scaffold the steps of the action research process for teachers. The discussion includes concerns they addressed and issues related to management and support of the professional development model. Evaluation results are shared to suggest how this approach can be improved in the future. NITARP: Bridging the Gap Between the Traditional Science Classroom and Authentic Research NASA Astrophysics Data System (ADS) Stalnaker, Olivia K.; Evans, Sam; Rutherford, Thomas; Taylor,
John; Rebull, Luisa 2018-01-01 In this poster, the differences between what occurs in the traditional secondary science classroom and what happens in the actual research world is examined. Secondary classroom teachers generally have limited, if any, research experience beyond what is presented through their undergraduate college lab coursework. A disparity exists between classroom laboratory work and professional
research. Opportunities like NITARP provide research elements that bridge this gap. NITARP teams are in a unique situation, joining a small team working alongside Caltech researchers on cutting edge investigations in astrophysics. In this poster it is shown how the NITARP program provides key components and experiences to expand the skill sets that teachers bring to their classrooms, bridging the gap between the typical secondary
classroom and the world of the professional researcher. The NASA/IPAC program immerses participating teachers into a year-long training experience via online and face-to-face learning that translates into enhanced instruction at the secondary level. This work was made possible through the NASA/IPAC Teacher Archive Research Program (NITARP) and was funded by NASA Astrophysics Data Program. An Inquiry into Action Research: Teaching and Doing Action Research for the First-Time ERIC Educational Resources Information Center Palak,
Deniz 2013-01-01 I undertook this inquiry into action research while teaching research methods within a graduate degree teacher education program. This inquiry represents my initial encounter with action research and describes the tools, challenges, and uncertainties that I encountered while teaching and doing action research for the first-time. The main purpose… Using Reflective Practice to Incorporate Formative Assessment in a Middle School Science Classroom: A Participatory Action Research Study ERIC Educational Resources Information Center Trauth-Nare, Amy; Buck, Gayle 2011-01-01 Our purpose was to investigate the efficacy of using reflective practice to guide our action research study of incorporating formative assessment into middle school science teaching and learning. Using participatory action research, we
worked collaboratively to incorporate formative assessment into two instructional units, and then engaged in… Research in the Classroom. Ninth Annual Report of Research Projects Conducted by Educators in Their Classrooms, 1994-1995. ERIC Educational Resources Information Center Colorado State Dept. of Education, Denver. Special Education Services Unit. The report summarizes five Colorado teacher research projects in teaching students with disabilities. The five projects described demonstrate that teacher initiated classroom based research allows educators to develop
innovative approaches to instruction and to analyze their results in an objective way. The following projects are presented: (1)…
From the field to the classroom: Connecting climate research to classroom
lessons NASA Astrophysics Data System (ADS) Brinker, R.; Steiner, S. M.; Coleman, L. 2015-12-01 Improving scientific literacy is a goal in the United States. Scientists from the United States are often expected to present research findings in ways that are meaningful and accessible to the general public, including K-12 students. PolarTREC - Teachers and
Researchers Exploring and Collaborating, a program funded by the National Science Foundation, partners teachers with scientists in the Arctic and Antarctica. Teachers communicate the research to general audiences on a regular basis. After the field experience, they then create classroom-ready lessons to relay the science exploration into science curriculum. In this presentation, secondary level educators, will share their experiences with being part of
field research teams in the Arctic and Antarctica, and their strategies for bringing current science research into the classroom and aligning lessons with Next Generation Science Standards (NGSS). Topics include an overview on using polar science to teach about climate change, application of field research techniques to improve students' understanding of scientific investigation methodology, phenology observations, soil porosity and
permeability, litter decomposition, effect of sunlight on release of carbon dioxide from thawing permafrost, and understanding early life on Earth by studying stromatolites in Antarctica. Self-Contained Classrooms. Research Brief ERIC Educational Resources Information Center Walker, Karen 2009-01-01 Determining the ideal academic setting in which students can be successful continues to be one of the primary goals of educators. Is there a best classroom structure in which students can be successful? Although there is research on the academic gains in the block schedule and in
traditional departmentalized settings, both of which are common in… Action Research: Trends and Variations ERIC Educational
Resources Information Center Beaulieu, Rodney J. 2013-01-01 Action research continues to grow as a research tradition, yet misconceptions about what it is and is not remains, even among scholars. For example, some mistakenly believe action research is only about professional development and is not a scholarly research approach. Some assume action research must be
accomplished through a collaborative… A Case Study Examining Change in Teacher Beliefs Through Collaborative Action Research NASA Astrophysics Data System (ADS) Vaino,
Katrin; Holbrook, Jack; Rannikmäe, Miia 2013-01-01 The main goal of this study was to explore the role of collaborative action research in eliciting change in teacher beliefs. The beliefs were those of five chemistry teachers in implementing a new teaching approach, geared to enhancing students' scientific and technological literacy (STL). The teacher beliefs were analysed based on Ajzen's Theory of Planned Behaviour (2005) by looking at the teacher's (a)
attitude towards implementing STL modules, (b) perceived subjective norms, and (c) behavioural control regarding the new teaching approach. After an introductory year, when teachers familiarised themselves with the new approach, a collaborative action research project was initiated in the second year of the study, helping teachers to minimise or overcome initially perceived constraints when implementing STL modules in their classroom. The processes of
teacher change and the course of the project were investigated by teacher interviews, teacher informal commentaries, and meeting records. The formation of positive beliefs towards a STL approach increased continuously, although its extent and character varied depending on the teacher. The close cooperation, in the format of collaborative action research and especially through teacher group reflections and perceived collegial support, did support teacher professional
development including change in their beliefs towards the new teaching approach. Additionally, positive feedback gained from other teachers through running a two-day in-service course in year three helped to strengthen all five teachers' existing beliefs towards the new approach. The current research demonstrated that perceived constraints, where identified, can be meaningfully addressed by teachers, through undertaking collaborative action research.
Teaching Formative Assessment Strategies to Preservice Teachers: Exploring the Use of Handheld Computing to Facilitate the Action Research Process ERIC Educational
Resources Information Center Bennett, Kristin Redington; Cunningham, Ann C. 2009-01-01 Appropriate classroom assessment now tends to utilize formative measures with greater frequency, especially in the early grades and with learner groups at risk of not passing state-mandated standardized tests. Within the authentic context of an action research project, teacher candidates were given handheld computers equipped with data-collection…
Gender Research in Classrooms: Scientific or Political? ERIC Educational Resources Information Center Clarke, John A.; Dart, Barry C. This paper
examines selected Australian studies and studies produced in other countries on gender research of classroom interaction between students and their teachers. The results, deficiencies in methodology, selective reporting of data, and the policies based on the research are highlighted. To substantiate a request for more complex and… Japanese Lesson Study Sustaining Teacher Learning in the Classroom Context ERIC Educational Resources Information Center Loose, Crystal Corle 2014-01-01
The purposes of this action research study were first to explore teacher perceptions of Japanese lesson study as a method of professional development, and second to take teachers through an action research process as they observed the implementation of a literacy lesson in the classroom. Situated Learning Theory, particularly related to teacher… Appreciative Inquiry of Texas Elementary Classroom Assessment: Action Research for a School-Wide Framework ERIC Educational Resources Information Center Clint, Frank Anthony 2012-01-01 This qualitative, action-research study used themes from appreciative interviews of Texas elementary teachers to recommend a framework for a school-wide assessment model for a Texas elementary school. The specific problem was that the Texas accountability system used a yearly
measurement that failed to track progress over time and failed to… Classroom Authority: Theory, Research, and Practice ERIC Educational Resources Information Center Pace, Judith L., Ed.; Hemmings, Annette B., Ed. 2006-01-01 This book describes and analyzes authority relationships in classrooms through explorations of theory, prior research, and contemporary qualitative studies. The emphasis is on the social construction of authority and the crucial role authority
plays in K-16 teachers' pedagogy and students' academic engagement and achievement. The introductory… The Role of Training in Improving Peer Assessment Skills amongst Year Six Pupils in Primary School Writing: An Action Research
Enquiry ERIC Educational Resources Information Center Boon, Stuart Ian 2015-01-01 Peer assessment is where students assess the quality of a peer's work. Studies have demonstrated its positive impact on learning yet most of these are in higher education. This study used training to improve the quality of written feedback in a year six primary school
classroom. Action Research was selected as a research strategy given the need to… Beyond the Language Classroom: Researching MOOCs and Other Innovations ERIC Educational Resources Information Center Qian, Kan, Ed.; Bax, Stephen, Ed. 2017-01-01 With the rise of the internet and new communication technologies, language learning has moved beyond the classroom walls. This volume presents a range of important studies on innovative ways for learning languages outside the classroom. Chapters discuss MOOCs
in the UK, Belgium, China, and Italy for studying a range of languages, research on new… Research, Perspectives, and Recommendations on Implementing the Flipped Classroom PubMed Central Rotellar, Cristina 2016-01-01 Flipped or inverted classrooms have become increasingly popular, and sometimes controversial, within higher education. Many educators have touted the potential benefits of this model and initial research regarding implementation has been primarily positive. The rationale behind the flipped classroom methodology is to
increase student engagement with content, increase and improve faculty contact time with students, and enhance learning. This paper presents a summary of primary literature regarding flipped classrooms, discusses concerns and unanswered questions from both a student and faculty member perspective, and offers recommendations regarding implementation. PMID:27073287 Fidelity of Implementation of Research Experience for Teachers in the Classroom NASA Astrophysics Data System (ADS) Sen, Tapati In this study, the Arizona State University
Mathematics and Science Teaching Fellows 2010 program was analyzed qualitatively from start to finish to determine the impact of the research experience on teachers in the classroom. The sample for the study was the 2010 cohort of eight high school science teachers. Erickson’s (1986) interpretive, participant observational fieldwork method was used to report data by means of detailed descriptions of the research experience and classroom
implementation. Data was collected from teacher documents, interviews, and observations. The findings revealed various factors that were responsible for an ineffective implementation of the research experience in the classroom such as research experience, curriculum support, availability of resources, and school curriculum. Implications and recommendations for future programs are discussed in the study. Growing Language Awareness in the Classroom Garden ERIC Educational Resources Information Center Paugh, Patricia; Moran, Mary 2013-01-01
For four years, Pat Paugh, a university teacher educator, and Mary Moran, a teacher researcher, collaborated on action research by systematically studying literacy development connected to the latter's third-grade community gardening and urban farming curriculum. Their goal was to support an existing classroom culture that valued… Measuring Teacher-Child Interactions in Linguistically Diverse Pre-K Classrooms. Research Brief ERIC Educational Resources Information Center Downer, Jason T.; Lopez,
Michael L.; Grimm, Kevin J.; Hamagami, Aki; Pianta, Robert C.; Howes, Carollee 2012-01-01 Researchers investigated whether the Classroom Assessment Scoring System[TM] reliably characterized prekindergarten classrooms having varying ethnic and language compositions across the instrument's three domains (Emotional Support, Classroom Organization, and Instructional Support). They also examined whether the instrument predicted
children's… An Action Research Study Designed to Implement Student Negotiation to Improve Speaking Classroom Practice in Turkey ERIC Educational Resources Information Center Uztosun, Mehmet Sercan; Skinner, Nigel; Cadorath, Jill 2014-01-01 This paper reports the second stage of an action research study designed to improve the effectiveness of speaking classes through negotiating the lesson contents with students. The data were collected through interviews, questionnaires and
observations as a way of eliciting students' views. The research, conducted in an English language teaching… Learning and researching in the classroom NASA
Astrophysics Data System (ADS) Playa, E.; Travé, A. 2009-04-01 A new method in the course "Carbonate rocks diagenesis" has been tested. This is an optional course in the year 4 of a four year degree in Geology (University of Barcelona, Spain). The number of students in the course is generally reduced (less than ten), and duration of the course is 3 one-hour lecture and 1 three-hour practical per week during 5 weeks. This course has been selected to test a new learning
method because is given in the last year of the undergraduate degree and also because the number of students is low, thus achieving a great degree of motivation of the students and favouring the communication in the classroom. The new model implies a general change in the development of the course: students will be trained in scientific research, working in group and using available analytical techniques. Nevertheless, this method does not invalidate the pre-existing
educational resources; both new and classic teaching materials coexist in the course. Traditionally, the course was divided in lectures and practical work. The practical work is done on rock specimens and on thin sections using the petrological microscope, which is essentially invariable every course, and which is related with the theoretical concepts explained in the corresponding lecture. The students describe and interpret the material in a "passive" way, only with minor student-teacher
feed-back when specific questions are asked by the student. The real learning in Sciences is not learning of isolate subjects, but to understand the relationships between all these subjects. Therefore, the student must learn science and how to do science. In the new tested method, the students carry out by themselves a scientific research project from a basic material provided by the teacher. This research work, which is done along the 5 weeks course, consists on a
single project developed from all the students as a single group, thus observing the evolution in the student's knowledge and opening a continuous feed (Re)Discovering Retrospective Miscue Analysis: An Action Research Exploration Using Recorded Readings to Improve Third-Grade
Students' Reading Fluency ERIC Educational Resources Information Center Born, Melissa; Curtis, Reagan 2013-01-01 An action research project was undertaken focused on integrating recorded readings and Retrospective Miscue Analysis (RMA) into center-based instructional time in a third-grade classroom. Initial DIBELS
test results were used to select 6 struggling readers, all of whom showed improved fluency in response to our instructional interventions. The… APPLYING RESEARCH FINDINGS IN COMPREHENSION TO CLASSROOM PRACTICE. ERIC Educational Resources Information Center WILLIAMS, RICHARD P. RESEARCH SHOWS THAT, IN SPITE OF THE FAVORABLE ATTITUDE TOWARD SCIENTIFIC RESEARCH, A GAP EXISTS BETWEEN THE INITIATION OF AN INNOVATION AND ITS WIDE ACCEPTANCE. TO HELP CLOSE THE GAP, TEACHERS ARE ENCOURAGED TO APPLY RESEARCH FINDINGS TO CLASSROOM PRACTICE AND TO
DETERMINE THEIR FEASIBILITY. SIXTEEN STUDIES ON COMPREHENSION CITED IN THIS ARTICLE… A critical Action Research approach to curriculum development in a laboratory-based chemical engineering course NASA Astrophysics Data System (ADS) White, Scott R. This dissertation is a report of an attempt to critically evaluate a novel laboratory course from within the context of a chemical engineering curriculum. The research was done in a college classroom-laboratory setting, entrenched in the everydayness of classroom activities. All of the students, instructors, and
educational researchers were knowing participants in this Action Research study. The students, a mixture of juniors, seniors, & graduate students, worked together on semester-long projects in groups that were mixed by age, gender and academic level. Qualitative techniques were used to gather different forms of representations of the students and instructors' experiences. Emergent patterns from the data gave strength to emergent knowledge claims that
informed the instructors and the researcher about what the students were learning about performing experimental work and communicating results with their peers and instructor. The course challenged and in some cases changed the conceptions of instruction previously held by the students and the instructors. The course did not proceed without problems, yet the majority of these problems were overcome by the design of the course. Assertions and recommendations for improvement and
application to other educational contexts are suggested.
Using Biological-Control Research in the Classroom to Promote Scientific Inquiry & Literacy ERIC Educational Resources Information Center Richardson, Matthew L.; Richardson, Scott L.; Hall, David G. 2012-01-01 Scientists researching biological control should engage in education because translating research programs into classroom activities is a pathway to increase scientific literacy among students. Classroom
activities focused on biological control target all levels of biological organization and can be cross-disciplinary by drawing from subject areas… From TPACK-in-Action Workshops to English Classrooms: CALL Competencies Developed and Adopted into Classroom
Teaching ERIC Educational Resources Information Center Tai, Shu-Ju 2013-01-01 As researchers in the CALL teacher education field noted, teachers play the pivotal role in the language learning classrooms because they are the gate keepers who decide whether technology or CALL has a place in their teaching, and they select technology
to support their teaching, which determines what CALL activities language learners are exposed… Community Action Projects: Applying Biotechnology in the Real World ERIC Educational Resources Information Center Nguyen, Phuong D.; Siegel, Marcelle A. 2015-01-01 Project-based learning and action research are powerful pedagogies in improving science education. We implemented a semester-long course using project-based action research to help students apply biotechnology knowledge learned in
the classroom to the real world. Students had several choices to make in the project: working individually or as a… Classroom Research and Child and Adolescent Development in South America ERIC Educational Resources Information Center Preiss, David Daniel; Calcagni, Elisa; Grau, Valeska 2015-01-01 The article reviews recent classroom research developed in South America related to child and adolescent development. We review work about three themes: ethnicity, school climate and violence, and the learning process. The few studies found
on ethnicity and classroom experiences told a story of invisibility, if not exclusion and discrimination.… Practicing What We Teach: Using Action Research to Learn about Teaching Action Research ERIC Educational Resources Information Center Brown, Barb; Dressler, Roswita; Eaton, Sarah Elaine; Jacobsen, Michele 2015-01-01 In this article, action research is explored as a process for instructor reflection, professional learning and collaboration. The context for the professional learning was the teaching of graduate level education courses in
which action research, in conjunction with a cohort-based, collaboratory approach to learning, was used to facilitate… An Action Research Study from Implementing the Flipped Classroom Model in Primary School History
Teaching and Learning ERIC Educational Resources Information Center Aidinopoulou, Vasiliki; Sampson, Demetrios G. 2017-01-01 The benefits of the flipped classroom (FC) model in students' learning are claimed in many recent studies. These benefits are typically accounted to the pedagogically efficient use of classroom time for
engaging students in active learning. Although there are several relevant studies for the deployment of the FC model in Science, Technology,… Researching Sex Bias in the Classroom. ERIC Educational Resources Information Center Donlan, Dan This paper outlines five methods of research on sex bias in the classroom: one-time survey, one class/one treatment, two class/two treatment, one class/random assignment to treatment, and analysis of differentiated effect. It shows how each method could be used in attempting to measure the effect of
a unit on Norma Klein's "Mom, the Wolfman and… Flipped Classroom Research and Trends from Different Fields of Study ERIC Educational Resources Information
Center Zainuddin, Zamzami; Halili, Siti Hajar 2016-01-01 This paper aims to analyse the trends and contents of flipped classroom research based on 20 articles that report on flipped learning classroom initiatives from 2013-2015. The content analysis was used as a methodology to investigate methodologies, area of studies, technology tools or online platforms, the most frequently used keywords and works… Teachers and Research: Language Learning in the Classroom. ERIC Educational Resources Information Center Pinnell, Gay Su, Ed.; Matlin, Myna L., Ed. This
book provides information culled from classroom research, including some from teacher researchers, for those engaged in creating educational settings that support children's development of language and literacy. The book contains the following chapters: (1) "Observing Carlos: One Day of Language Use in School" (Mary M. Kitagawa); (2) "What… The Effects of Varied Inquiry Experiences on Teacher and Student Questions and Actions in STS Classrooms ERIC Educational Resources Information Center Yager, Robert E.; Abd-Hamid, Nor Hashidah; Akcay, Hakan 2005-01-01 The purpose of this study was to examine
how different inquiry experiences affect in-service science teachers' performance in terms of their questions and classroom actions. Teachers in a workshop experience proceeded through structured, guided, and full inquiry stations where materials to make foam were provided. Participants were 26 in-service… Perspectives on Effective Teaching and the Cooperative Classroom. Analysis and Action Series. ERIC Educational Resources Information Center Reinhartz, Judy, Ed. This
collection of 7 articles focuses on the themes of 10 workshops that comprise an inservice training program, Effective Teaching, and the Cooperative Classroom. In "Research in Teacher Effectiveness," Georgea M. Sparks traces the research findings on effective teaching practices and educational outcomes during the last 15 years, and… Deep ocean research meets the special education classroom NASA Astrophysics Data System (ADS) Turner, A.; Turner, M.; Edwards, K. J.; Scientific Team Of Iodp Expedition 327 2010-12-01
The scientific activities carried out on board the JOIDES Resolution during IODP Expedition 327: Juan de Fuca Hydrogeology (summer 2010) are exciting to elementary-level students and provide an excellent opportunity to use that enthusiasm to teach concepts outlined in state-mandated curricula. This is especially important for special education classrooms where individualized education plans are implemented to bring students up to these standards when regular
classrooms have failed to do so. Using concepts from drilling and coring to geobiology and sedimentology, we have developed cross-curricular lesson plans for elementary special education students with learning and cognitive disabilities. All lesson plans include hands-on, visual and auditory activities and are aimed at using students' natural interest in real research to drive home simple concepts like integers, geography, pressure and descriptive writing. Because
special education classrooms more often than not include children with variable abilities in all subjects, the lesson plans developed in this project can be adapted for several levels so that every child in the classroom can participate. Action Research Methods: Plain and Simple ERIC Educational Resources Information Center Klein, Sheri R., Ed. 2012-01-01 Among
the plethora of action research books on the market, there is no one text exclusively devoted to understanding how to acquire and interpret research data. Action Research Methods provides a balanced overview of the quantitative and qualitative methodologies and methods for conducting action research within a variety of educational… Cultivating Classroom Spaces as Homes for Learning ERIC Educational Resources Information Center Flynn, Laura; Colby, Sherri R. 2017-01-01 Our action
research ethnography explores sixth grade students' perceptions of their classroom space as conducive or distracting to their learning experiences. Issues of physical environment, students' self-governance, and disciplinary management are explored. We conclude by offering recommendations for other educators to consider. Research for the Classroom: Mini Vocabulary Lessons for Maximum Recall ERIC Educational Resources Information Center Sovereen, Deanne 2013-01-01 "Research
for the Classroom" publishes mini-studies of ELA classroom practices and suggests ways in which high school and middle school English teachers may study the effectiveness of their pedagogy. The author of this mini-study notes that it takes around six minutes per day of instructional time for students to remember most of the… Crowdsourcing Content Creation in the Classroom ERIC Educational Resources Information Center Hills, Thomas T. 2015-01-01 The
recent growth in crowdsourcing technologies offers a new way of envisioning student involvement in the classroom. This article describes a participatory action research approach to combining crowdsourced content creation with the student as producer model, whereby students' interests are used to drive the identification and creation of… Participatory Action Research (PAR) cum Action Research (AR) in Teacher Professional Development: A Literature Review ERIC Educational Resources
Information Center Morales, Marie Paz E. 2016-01-01 This paper reviews Participatory Action Research as an approach to teacher professional development. It maps the origins of Participatory Action Research (PAR) and discusses the benefits and challenges that have been identified by other researchers in utilizing PAR approaches in conducting research. It draws ideas of combining the features of…
Improving Writing Skills in the Elementary Classroom. ERIC Educational Resources Information Center Anderson, Debra; Mallo, Alison; Nee, Kari; Wear, Margaret The
proposed study was designed to improve the writing skills of students in the targeted first and fifth grade classrooms in one elementary school located in a Midwestern suburb. The study was designed as an action research project and was conducted by four researchers during the months of September through December 2002 with 118 participants (40… Use of Action Research in Nursing Education PubMed Central Pehler, Shelley-Rae; Stombaugh, Angela 2016-01-01 Purpose.
The purpose of this article is to describe action research in nursing education and to propose a definition of action research for providing guidelines for research proposals and criteria for assessing potential publications for nursing higher education. Methods. The first part of this project involved a search of the literature on action research in nursing higher education from 1994 to 2013. Searches
were conducted in the CINAHL and MEDLINE databases. Applying the criteria identified, 80 publications were reviewed. The second part of the project involved a literature review of action research methodology from several disciplines to assist in assessing articles in this review. Results. This article summarizes the nursing higher education literature reviewed and provides processes and content related to four topic areas in nursing higher education. The descriptions
assist researchers in learning more about the complexity of both the action research process and the varied outcomes. The literature review of action research in many disciplines along with the review of action research in higher education provided a framework for developing a nursing-education-centric definition of action research. Conclusions. Although guidelines for developing
action research and criteria for publication are suggested, continued development of methods for synthesizing action research is recommended. PMID:28078138 Evaluating the Use of Instructional Coaching as a Tool to Improve Teacher
Instructional Strategies at a Title 1 Middle School: An Action Research Study ERIC Educational Resources Information Center Learmond, Karen W. 2017-01-01 This action research study focused on the use of an instructional coaching model to support teachers in the use of Marzano's nine
research-based instructional strategies at a low performing Title 1 middle school. The intervention was carried out over five and a half -month period and was aimed at improving teachers' classroom instruction. The…
Review of the
Research: Are Therapy Dogs in Classrooms Beneficial? ERIC Educational Resources Information Center Kropp, Jerri J.; Shupp, Mikaela M. 2017-01-01 Research findings on the presence of a therapy dog in the classroom are summarized. The authors reviewed 30 articles, book chapters, and other sources on the
topic of the various uses of dogs in classrooms, published between 2001 and 2017. Ages studied ranged from 3 years to adolescence (high school). In our analysis, three categories of… Interpreting Undergraduate Research Posters in the Literature
Classroom
ERIC Educational Resources Information Center Manarin, Karen 2016-01-01 This essay explores the use of undergraduate research posters in English literature classrooms; at the same time, it argues for a scholarship of teaching and learning responsive to how meaning is constructed in the arts and humanities. Our scholarly practice requires
interaction with texts and with each other, yet the undergraduate research paper… Classroom Talk and Computational Thinking ERIC Educational Resources
Information Center Jenkins, Craig W. 2017-01-01 This paper is part of a wider action research project taking place at a secondary school in South Wales, UK. The overarching aim of the project is to examine the potential for aspects of literacy and computational thinking to be developed using extensible 'build your own block' programming activities. This paper examines classroom talk at an… Incivility in the Accounting Classroom ERIC Educational Resources Information Center Swinney, Laurie; Elder, Bruce; Seaton, Lloyd 2010-01-01 Classroom
incivility is any action that interferes with a harmonious and cooperative learning atmosphere in the classroom (Feldman, 2001). We compared the perceptions of accounting faculty to the perceptions of cross-disciplinary faculty relating to both the definition of student actions as incivility and the occurrence of incivility. We also… Sharing Control: Developing Research Literacy through Community-Based Action Research ERIC Educational Resources Information Center
Juergensmeyer, Erik 2011-01-01 This article suggests that the methodology of community-based action research provides concrete strategies for fostering effective community problem solving. To argue for a community research pedagogy, the author draws upon past and present scholarship in action research and participatory action research, experiences teaching an undergraduate… Post-Colonial Theory and Action Research ERIC Educational Resources Information Center Parsons, Jim B.; Harding, Kelly J. 2011-01-01 This essay explores
connections between post-colonial theory and action research. Post-colonial theory is committed to addressing the plague of colonialism. Action research, at its core, promises to problematize uncontested "colonial" hegemonies of any form. Both post-colonial theory and action research engage dialogic, critically reflective and… Supporting the Argumentative Writing of Students in Linguistically Diverse Classrooms: An Action Research Study ERIC Educational
Resources Information Center Campbell, Yvonne C.; Filimon, Claudia 2018-01-01 The number of English language learners (ELLs) mainstreamed into regular classrooms continues to increase. Curricular writing standards required by the Common Core State Standards require students to write essays analytically in response to text(s). Many English Language Arts (ELA) teachers may worry about effectively delivering essay writing… Understanding Authority in Classrooms: A Review of Theory, Ideology, and Research ERIC Educational Resources Information Center Pace, Judith
L.; Hemmings, Annette 2007-01-01 Authority is a fundamental, problematic, and poorly understood component of classroom life. A better understanding of classroom authority can be achieved by reviewing writings on social theory, educational ideology, and qualitative research in schools. Social theories provide important analytical tools for examining the constitutive elements of… Action Research, Stories and Practical Philosophy ERIC Educational Resources Information Center Cotton, Tony; Griffiths, Morwenna 2007-01-01
This collaborative piece written by a philosopher/action researcher and an action researcher/philosopher explores the use of practical philosophy as a tool in action research. The paper explores the connection to be made between what we refer to, roughly, as "theory" and "practice" (while never losing hold of either). The… Developing and Validating a New Classroom Climate Observation Assessment Tool PubMed Central Leff, Stephen S.; Thomas, Duane E.;
Shapiro, Edward S.; Paskewich, Brooke; Wilson, Kim; Necowitz-Hoffman, Beth; Jawad, Abbas F. 2011-01-01 The climate of school classrooms, shaped by a combination of teacher practices and peer processes, is an important determinant for children’s psychosocial functioning and is a primary factor affecting bullying and victimization. Given that there are relatively few theoretically-grounded and validated assessment tools designed to measure the social climate of
classrooms, our research team developed an observation tool through participatory action research (PAR). This article details how the assessment tool was designed and preliminarily validated in 18 third-, fourth-, and fifth-grade classrooms in a large urban public school district. The goals of this study are to illustrate the feasibility of a PAR paradigm in measurement development, ascertain the psychometric properties of the
assessment tool, and determine associations with different indices of classroom levels of relational and physical aggression. PMID:21643447 Developing and Validating a New Classroom Climate Observation Assessment Tool. PubMed Leff, Stephen S; Thomas, Duane E; Shapiro, Edward S; Paskewich, Brooke; Wilson, Kim; Necowitz-Hoffman, Beth; Jawad, Abbas F 2011-01-01 The climate of school classrooms, shaped by a combination of teacher practices and peer processes, is an important determinant for children's psychosocial functioning and is a primary factor affecting bullying and victimization. Given that
there are relatively few theoretically-grounded and validated assessment tools designed to measure the social climate of classrooms, our research team developed an observation tool through participatory action research (PAR). This article details how the assessment tool was designed and preliminarily validated in 18 third-, fourth-, and fifth-grade classrooms in a large urban public school district. The goals of this study are to
illustrate the feasibility of a PAR paradigm in measurement development, ascertain the psychometric properties of the assessment tool, and determine associations with different indices of classroom levels of relational and physical aggression. Communicative Elements of Action
Research ERIC Educational Resources Information Center Ryan, Thomas G. 2013-01-01 This review considers human communications as utilized within a research design; in this case collaborative action research (CAR), a derivative of action research (AR), to achieve outcomes that
change, and move participants forward. The association between AR and CAR is a deliberate attempt by the author to draw attention to communicative actions… The Collaborative Action
Research Network: 30 Years of Agency in Developing Educational Action Research ERIC Educational Resources Information Center Somekh, Bridget 2010-01-01 This article provides an analysis of the Collaborative Action Research Network's (CARN) origins and development since its foundation in 1976.
The author brings the unique perspective of active involvement in CARN almost from its inception, and editorship for many years of its journal "Educational Action Research". Cultural-historical… The Potential of Deweyan-Inspired Action
Research ERIC Educational Resources Information Center Stark, Jody L. 2014-01-01 In its broadest sense, pragmatism could be said to be the philosophical orientation of all action research. Action research is characterized by research, action, and participation
grounded in democratic principles and guided by the aim of social improvement. Furthermore, action research is an active process of inquiry that does not admit… Teachers' Reported Knowledge and
Implementation of Research-Based Classroom and Behavior Management Strategies ERIC Educational Resources Information Center Moore, Tara C.; Wehby, Joseph H.; Oliver, Regina M.; Chow, Jason C.; Gordon, Jason R.; Mahany, Laura A. 2017-01-01 Teachers' reported knowledge about and implementation of research-based
classroom and behavior management strategies were examined. A total of 160 elementary teachers from two districts in different regions of the same state completed the researcher-developed "Survey of Classroom and Behavior Management." On average, teachers reported to… Designing Summer Research Experiences for Teachers and Students That Promote Classroom Science Inquiry Projects and Produce Research Results NASA Astrophysics Data System (ADS)
George, L. A.; Parra, J.; Rao, M.; Offerman, L. 2007-12-01 Research experiences for science teachers are an important mechanism for increasing classroom teachers' science content knowledge and facility with "real world" research processes. We have developed and implemented a summer scientific research and education workshop model for high school teachers and students which promotes classroom science inquiry projects
and produces important research results supporting our overarching scientific agenda. The summer training includes development of a scientific research framework, design and implementation of preliminary studies, extensive field research and training in and access to instruments, measurement techniques and statistical tools. The development and writing of scientific papers is used to reinforce the scientific research process. Using these
skills, participants collaborate with scientists to produce research quality data and analysis. Following the summer experience, teachers report increased incorporation of research inquiry in their classrooms and student participation in science fair projects. This workshop format was developed for an NSF Biocomplexity Research program focused on the interaction of urban climates, air quality and human response and can be easily adapted for
other scientific research projects. The enactment of tasks in a fifth grade classroom NASA Astrophysics Data System (ADS) Schwartz, Jonathan L. 2007-12-01 This
study looked at one classroom's manifestation of inquiry. Looking at tasks as part of the Full Option Science System (FOSS) shed light on the way in which inquiry took shape in the classroom. To do this, detailed descriptions and analysis of the enactment of inquiry-based tasks were conducted in one fifth-grade elementary school classroom during an 8-week period of instruction. A central finding was that the intended tasks differed from the actual tasks.
This incongruence occurred primarily due to the actions of individuals in the classroom. These actions shaped tasks and transformed inquiry-based tasks from highly ambiguous, high-risk tasks to a routine set of steps and procedures. Teacher's actions included establishing a classroom culture, creating a flow to classroom events, and making instructional decisions. These actions resulted in implicit
structures in the classroom that determined the pace and sequence of events, as well as how the requirements and value of work were understood by students. Implicit structures reflected shared understandings between the teacher and students about work and the overall system of accountability in the classroom. Developing Authentic Research Experiences in the K-12 Classroom NASA Astrophysics Data System (ADS) Hall, M. K. 2004-12-01 The excitement of an authentic science experiment in
one's own backyard piques interest, but teachers need resources and professional development experiences to capitalize upon this excitement and create opportunities for their students' learning. Three obstacles must be overcome for success in carrying out authentic research in the classroom. First, scientists and teachers must work together to identify relevant and developmentally appropriate research questions for the target audience. Second, teachers need
professional development experiences that engage them in authentic research and that provide support for introducing a similar research experience in their own classroom. Third, the outcome of the research experience must have value to the scientist, teacher and student to motivate sustained participation by all. I have directed two projects that have opened the door for teachers to conduct authentic research with their students:
monitoring earthquakes with educational seismometers and investigating local environmental problems with a GIS. Classroom seismometers permit students and the public to see first-hand Earth's dynamic response to both human and natural events in their hometown and around the country. From plotting earthquakes occurring throughout the school year to reveal plate tectonic relationships, or conducting seismic hazard analysis of the local region, to analyzing patterns of foreshocks and
aftershocks of major earthquakes, students have been actively engaged and motivated in their learning. GIS opens the opportunity to investigate problems of land, water and other resource uses, but presents special problems in acquiring appropriate and useful data. I will discuss the lessons learned from working with teachers in educational seismology and GIS programs and how those lessons can be applied to developing research experiences for teachers and students. Flipping the Graduate Qualitative Research Methods Classroom: Did It Lead to Flipped Learning? ERIC Educational Resources Information Center Earley, Mark 2016-01-01
The flipped, or inverted, classroom has gained popularity in a variety of fields and at a variety of educational levels, from K-12 through higher education. This paper describes the author's positive experience flipping a graduate qualitative research methods classroom. After a review of the current literature on flipped classrooms in higher… Action-Oriented Research: Models and Methods. ERIC Educational Resources Information Center Small, Stephen A. 1995-01-01
Four models of action-oriented research, a research approach that can inform policy and practice, are described: action, participatory, empowerment, and feminism research. Discusses historical roots, epistemological assumptions, agendas, and methodological strategies of each, and presents implications for family researchers. (JPS)
Classroom Instruction That Works, Second Edition: Research Report ERIC Educational Resources Information Center Beesley, Andrea D., Ed.; Apthorp, Helen S., Ed. 2010-01-01
Background: The current study updates and extends the original research synthesis of effective instructional strategies presented in "Classroom Instruction that Works" ("CITW"; Marzano, Pickering, & Pollock, 2001). That work identified nine instructional strategies for improving academic achievement and synthesized findings from previous… Action Research for Developing Social Workers' Research Capacity ERIC Educational Resources Information Center Lunt, Neil; Fouche, Christa 2009-01-01
We reflect on the action research process implemented in assisting the development of a culture of practitioner inquiry amongst social workers in social services agencies, and highlight the overall outcomes of the intervention. The paper outlines the rationale and process for undertaking an action research process with social services… Research on the Language of the English Classroom: A Disconnected Dream. ERIC Educational Resources Information Center Kluwin, Thomas N. Methods used in studies
of the classroom language of the English teacher are described in this paper and some results of the research are reported. The paper first describes three methods traditionally employed in the description of the language of the English classroom--live observation systems, coding systems based on transcripts, and… Compatibility and Complementarity of Classroom Ecology and Didactique Research Perspectives in Physical Education ERIC Educational Resources Information Center Leriche,
Jérôme; Desbiens, Jean-François; Amade-Escot, Chantal; Tinning, Richard 2016-01-01 A large diversity of theoretical frameworks exists in the physical education literature. This article focuses on two of those frameworks to examine their compatibility and their complementarity. The classroom ecology paradigm concentrates on the balance between three task systems, two vectors, and programs of actions proposed by the physical… Arctic research in the classroom: A teacher's experiences translated into data driven lesson plans NASA Astrophysics Data System (ADS) Kendrick, E. O.; Deegan, L. 2011-12-01 Incorporating
research into high school science classrooms can promote critical thinking skills and provide a link between students and the scientific community. Basic science concepts become more relevant to students when taught in the context of research. A vital component of incorporating current research into classroom lessons is involving high school teachers in authentic research. The National Science Foundation sponsored
Research Experience for Teachers (RET) program has inspired me to bring research to my classroom, communicate the importance of research in the classroom to other teachers and create lasting connections between students and the research community. Through my experiences as an RET at Toolik Field Station in Alaska, I have created several hands-on lessons and laboratory activities that are based on current arctic
research and climate change. Each lesson uses arctic research as a theme for exemplifying basic biology concepts as well as increasing awareness of current topics such as climate change. For instance, data collected on the Kuparuk River will be incorporated into classroom activities that teach concepts such as primary production, trophic levels in a food chain and nutrient cycling within an ecosystem. Students will not only understand the biological
concepts but also recognize the ecological implications of the research being conducted in the arctic. By using my experience in arctic research as a template, my students will gain a deeper understanding of the scientific process. I hope to create a crucial link of information between the science community and science education in public schools. The Teacher as Colleague in Classroom Research. ERIC Educational Resources Information Center Florio, Susan; Walsh, Martha The structure and quality of
classroom interaction and the ways in which children learn how to interact appropriately was the initial focus of the research and field work described in this paper. The site was a kindergarten/first grade class in a suburban Boston Title I elementary school with many students from second and third generation… Action Research: Theory and Applications ERIC Educational Resources Information Center Jefferson, Renée N. 2014-01-01 Action
research as a methodology is suitable for use within academic library settings. Its theoretical foundations are located in several disciplines and its applications span across many professions. In this article, an overview of the theoretical beginnings and evolution of action research is presented. Approaches generally used in conducting an… Science teachers' attempts at integrating feminist pedagogy through collaborative action research NASA Astrophysics Data System (ADS) Capobianco, Brenda M. 2007-01-01 The
purpose of this study was to examine the experiences of three science teachers attempting to transform their practice by conducting action research on feminist science teaching. The teachers engaged in systematic, self-critical inquiry of their own practice and joined 8 other science teachers to engage in collaborative conversations about the nature of science, science teaching, and science education as a way of coming to a better understanding of how science can be
taught for a more diverse group of students. Data were gathered via semistructured interviews, whole-group discussions, classroom observations, and review of supporting documents. Data analysis was based on narrative inquiry, where particular attention was given to the construction and reconstruction of the teachers' stories of their practical inquiries. Results indicated that the teachers as researchers of their own practice gained new knowledge about feminist science
teaching and, furthermore, generated a cluster of pedagogical possibilities for inclusive, dynamic science teaching. The Teacher as Colleague in Classroom Research. Occasional Paper No. 4. ERIC Educational Resources Information Center Florio, Susan; Walsh, Martha This paper traces the evolving relationship of a teacher and a researcher who shared life in a kindergarten/first-grade classroom for an academic year. Their relationship became the basis for new ways of thinking about the social and academic competencies of children in the
classroom, and for new ways of thinking about the aims and conduct of… Podcasting and Digital Video in the Classroom: A Call for Research ERIC
Educational Resources Information Center Newman, John H. 2011-01-01 A case is directed at digital immigrants to utilize mobile computing devices such as an Apple iPod to deliver content to students in self-contained special education classrooms. The author discusses the current state of the use of iPods in classrooms, and how research using these devices has been limited to institutions of higher learning, while… Action Research Empowers School Librarians ERIC Educational Resources Information Center Robins, Jennifer 2015-01-01 Successful school library programs
occur through careful planning and reflection. This reflective process is improved when it is applied in a systematic way through action research. The action research described in this paper enabled school librarians to reflect based on evidence, using data they had collected. This study presents examples of the… Action Research in Schools: The Practitioners' Perspectives ERIC Educational Resources Information Center Song, Liyan; Kenton, Jeffrey M. 2010-01-01 This paper presents a study on the effectiveness of an action
research model from the perspectives of school educators as action researchers. The study design followed seven action researchers--inservice teachers and school library media specialists--as they completed research projects in their schools. Data came from three different sources:… Critical Action Research: The Achievement Group ERIC Educational Resources Information Center Carpenter, Vicki M.; Cooper, Chris 2009-01-01 Critical
action research is contextualized in a low socioeconomic, multicultural urban school in Auckland, New Zealand. The writers are a university lecturer (mentor) and a school principal (critical action researcher). The research was part of a meta project which aimed to raise the achievement of Maori (indigenous) students. Research processes… Action Research and Teacher Leadership ERIC Educational Resources Information Center Smeets, Karel; Ponte,
Petra 2009-01-01 The present article reports on a case study into the influence and impact of action research carried out by teachers in a special school. The action research was an important component of the two-year, post-initial, in-service course in special educational needs, provided by Fontys University of Applied Sciences, Department of Inclusive and… The Research Workshop: Bringing the World into Your Classroom. ERIC Educational Resources Information Center Rogovin, Paula This
book explains how to develop a research workshop, demonstrating how children's interests and questions can become the central focus of the curriculum and offering dozens of techniques for organizing the classroom and the school day to support student research. The book also provides guidelines for finding a wide range of resources, fostering… Leveraging Lighting Color, Temperature and Luminosity for Improving Classroom Learning ERIC Educational Resources Information Center Mott, Michael Seth; Thomas, Teresa R.;
Burnette, Jodie L. 2013-01-01 This short article addresses a preliminary exploration of a third grade teachers' action research applied to the use of a dynamic lighting system for improving educational performance in the classroom. Dynamic lighting offers teachers' four light settings: focus, energy, calm, and normal. Prior research has revealed a positive relationship between… WormClassroom.org: An Inquiry-rich Educational Web Portal for Research Resources of Caenorhabditis elegans PubMed Central Lu,
Fong-Mei; Stewart, James; White, John G. 2007-01-01 The utilization of biology research resources, coupled with a “learning by inquiry” approach, has great potential to aid students in gaining an understanding of fundamental biological principles. To help realize this potential, we have developed a Web portal for undergraduate biology education, WormClassroom.org, based on current research resources of a model research organism,
Caenorhabditis elegans. This portal is intended to serve as a resource gateway for students to learn biological concepts using C. elegans research material. The driving forces behind the WormClassroom website were the strengths of C. elegans as a teaching organism, getting researchers and educators to work together to develop instructional materials, and the 3 P's (problem posing, problem solving, and peer persuasion) approach for inquiry learning.
Iterative assessment is an important aspect of the WormClassroom site development because it not only ensures that content is up-to-date and accurate, but also verifies that it does, in fact, aid student learning. A primary assessment was performed to refine the WormClassroom website utilizing undergraduate biology students and nonstudent experts such as C. elegans researchers; results and comments were used for site improvement. We are actively encouraging
continued resource contributions from the C. elegans research and education community for the further development of WormClassroom. PMID:17548872 Using Video Clips to Implement Multicultural Topics of Science and Nature of Science into a Biological Content Course for
Pre-Service Teachers--An Action Research Project ERIC Educational Resources Information Center Pennock, Phyllis Haugabook; Schwartz, Renee' S. 2012-01-01 This action research project describes the methods an African-American female instructor used when introducing biology-related video clips with a
multicultural component to predominantly white pre-service elementary students. Studies show that introducing multiculturalism into classrooms is crucial for students and teachers. Multicultural… Philosophy, Methodology and Action
Research ERIC Educational Resources Information Center Carr, Wilfred 2006-01-01 The aim of this paper is to examine the role of methodology in action research. It begins by showing how, as a form of inquiry concerned with the development of practice, action research is nothing other than a
modern 20th century manifestation of the pre-modern tradition of practical philosophy. It then draws in Gadamer's powerful vindication of… Action research in gender issues in science education: Towards an understanding of group work with science teachers
NASA Astrophysics Data System (ADS) Nyhof-Young, Joyce Marion Action research is emerging as a promising means of promoting individual and societal change in the context of university programmes in teacher education. However, significant gaps exist in the literature regarding the use of action research groups for the education of science teachers.
Therefore, an action research group, dealing with gender issues in science education, was established within the context of a graduate course in action research at OISE. For reasons outlined in the thesis, action research was deemed an especially appropriate means for addressing issues of gender. The group met 14 times from September 1992 until May 1993 and consisted of myself and five other science teachers from the
Toronto area. Two of us were in the primary panel, two in the intermediate panel, and two in the tertiary panel. Five teachers were female. One was male. The experiences of the group form the basis of this study. A methodology of participant observation supported by interviews, classroom visits, journals, group feedback and participant portfolios provides a means of examining experiences from the perspective of the participants in the group. The case study investigates the nature of
the support and learning opportunities that the action research group provided for science teachers engaged in curiculum and professional development in the realm of gender issues in science education, and details the development of individuals, the whole group and myself (as group worker, researcher and participant) over the life of the project. The action research group became a resource for science teachers by providing most
participants with: A place to personalize learning and research; a place for systematic reflection and research; a forum for discussion; a source of personal/professional support; a source of friendship; and a place to break down isolation and build self-confidence. This study clarifies important relational and political issues that impinge on action research in
Intersecting Interests: Qualitative Research Synthesis on Art in the Social Work Classroom ERIC Educational Resources Information Center Wehbi, Samantha; Cowell,
Amanda; Perreault-Laird, Jordyn; El-Lahib, Yahya; Straka, Silvia 2017-01-01 This paper reports on a qualitative research synthesis that explored the intersections between art and social work. The scholarship notes a rise in interest in integrating creative arts practices in social work classrooms from assignment design to classroom activities. Also highlighted are the potential contributions of these artsinformed… Utilizing Multimedia Database Access: Teaching Strategies Using the iPad in the Dance Classroom ERIC Educational Resources Information Center Ostashewski, Nathaniel; Reid, Doug; Ostashewski, Marcia 2016-01-01 This article presents action research that identified iPad tablet technology-supported teaching strategies in a dance classroom context. Dance classrooms use instructor-accessed music as a regular element of
lessons, but video is both challenging and time-consuming to produce or display. The results of this study highlight how the Apple iPad… Action Research and Organisational Learning: A Norwegian Approach to Doing Action
Research in Complex Organisations ERIC Educational Resources Information Center Eikeland, Olav 2012-01-01 The purpose of this article is to present a specific approach to the practice of action research "in complex organisations". Clearly, there are many approaches to the challenge of doing action
research in organisations; approaches that are, and also must be, quite context dependent and specific. But my purpose is neither to give an… Building a Student-Centred Learning Framework Using Social Software in the Middle Years Classroom:
An Action Research Study ERIC Educational Resources Information Center Casey, Gail 2013-01-01 This article discusses the development of the online spaces that were used to create a learning framework: a student-centred framework that combined face-to-face teaching with online social and participatory media. The author, as part of
her Doctoral research study, used action research as a mechanism for continual improvement as she redesigned… Gender integration in coeducational classrooms: Advancing educational research and practice. PubMed Fabes, Richard A; Martin, Carol Lynn; Hanish, Laura D; DeLay, Dawn 2018-06-01 Despite the fact that most boys and girls are in classrooms together, there is considerable variation in the degree to which their classrooms reflect gender integration (GI). In some classrooms, boys' and girls' relationships with each other are generally positive and
harmonious. However, in other classes, students tend to only work with classmates of the same gender (i.e., gender segregation, GS), and cross-gender interactions seldom occur or, when they do, they may not be positive. As such, the coeducational context of schools provides no assurance that boys and girls work effectively together to learn, solve academic problems, and support one another in their academic efforts. The purpose of this perspective paper is to call attention to the importance of
studying and understanding the role of GI in contemporary U.S. coeducational classrooms. Some of the costs associated with the failure to consider GI also are identified, as are implications for future research and educational practice. (PsycINFO Database Record (c) 2018 APA, all rights reserved). Promoting Self-Esteem in a Caring Positive Classroom. ERIC Educational Resources Information Center Hodges,
Linda; Wolf, Carolyn J. Noting that low self-esteem negatively affects student achievement, this action research project implemented and evaluated a program for increasing student self-esteem through a caring and positive classroom environment incorporating cooperative learning and the use of praise and rewards. The targeted population consisted of fifth grade physical… Classroom Management: What Does Research Tell Us? ERIC Educational Resources Information Center Postholm,
May Britt 2013-01-01 The article reviews studies that focus on classroom management. The aim of classroom management is twofold. The first is to establish a quiet and calm environment in the classroom so that the pupils can take part in meaningful learning in a subject. The second aim is that classroom management contributes to the pupils' social and moral… An Action Research Exploration Integrating Student Choice and Arts Activities in a Sixth Grade Social Studies Classroom ERIC Educational
Resources Information Center Kosky, Courtney; Curtis, Reagan 2008-01-01 We report on an action research study undertaken to explore how integrating the Arts in social studies education can increase student participation and motivation, and impact student achievement through that increased motivation and participation. Initial lesson plans addressed multiple intelligences while integrating Arts activities and were… The Conflict between On-Task and Off-Task Actions in the Classroom and Its Consequences for Motivation and Achievement ERIC Educational Resources Information Center Kilian, Britta; Hofer, Manfred; Fries, Stefan; Kuhnle, Claudia 2010-01-01 The relations between students' value orientations, decisions in conflicts between on-task and off-task actions in the classroom, and experiences of motivational interference following these conflicts were investigated. It was
expected that well-being value orientation was positively linked and achievement value orientation was negatively linked… Researching Contradictions: Cultural Historical Activity Theory Research (CHAT) in the English Classroom
ERIC Educational Resources Information Center Thompson, Ian 2015-01-01 This article argues that Cultural Historical Activity Theory (CHAT) is an appropriate theoretical and methodological framework for researchers in English interested in the social contexts of culture and its relationship with the formation of mind and activity in the English
classroom. Two key concepts in Vygotsky's thought central to understanding… Relating Teacher PCK and Teacher Practice Using Classroom Observation NASA Astrophysics Data System
(ADS) Barendsen, Erik; Henze, Ineke 2017-09-01 Science teachers' pedagogical content knowledge (PCK) has been researched in many studies, yet little empirical evidence has been found to determine how this knowledge actually informs teachers' actions in the classroom. To complement previous quantitative studies, there is a need for more qualitative studies to investigate the relationship between teacher knowledge (as formulated by the
teacher) and classroom practice, especially in the context of an educational innovation. In this study we explored a possible way to investigate this relationship in an in-depth and systematic fashion. To this end, we conducted a case study with a chemistry teacher in the context of the implementation of a context-based science curriculum in The Netherlands. The teacher's PCK was captured using the Content Representation form by Loughran, Mulhall, and Berry. We used an observation
table to monitor classroom interactions in such a way that the observations could be related to specific elements of teachers' PCK. Thus, we were able to give a detailed characterization of the correspondences and differences between the teacher's personal PCK and classroom practice. Such an elaborate description turned out to be a useful basis for discussing mechanisms explaining the relationship between teachers' knowledge and teachers' actions. Action Research: Its Origins and Early Application. ERIC Educational Resources Information Center Cook,
Stuart W. This paper contains informal remarks on action research in social psychology from its post World War II origins to its current status. Kurt Lewin first described action research in the 1946 article, "Action Research and Minority Problems," as a three-step process of program planning, program execution, and follow-up evaluation. Ronald Lippitt and… Action Research and Academic Writing: A Conversation ERIC Educational Resources Information Center Winter, Richard; Badley, Graham 2007-01-01 Here is a
conversation between two former colleagues about action research and academic writing. Richard Winter opens the discussion with a series of reflections on his work as an action researcher. These reflections include the key argument that action research is a noble cause because it is relevant to working life, has a practical impact and… Building Concepts through Writing-to-Learn in College Physics Classrooms ERIC Educational Resources Information Center Bullock, Shawn 2006-01-01
This paper draws on an action research inquiry into my teaching practice featuring careful analysis of the experiences of some of the students in my college-level introductory college physics course. Specifically, the research describes and interprets the role of Writing-to-Learn pedagogies in a physics classroom with a view to exploring how such… An ORACLE Chronicle: A Decade of Classroom Research. ERIC Educational Resources Information Center Galton, Maurice 1987-01-01 This article describes Project
ORACLE which was research carried out at the University of Leicester begun in 1975 concerning (1) a longitudinal process-product study of teaching and learning in elementary schools; and (2) a study which concentrated on collaborative group work in the same classrooms. Results and implications are discussed.… Theories for the Classroom: Connections between Research and Practice. ERIC Educational Resources Information Center Kieren, Thomas E. 1997-01-01 Builds a
case for possible connections between the discipline of mathematics education and the practice of mathematics education in the classroom. Focuses on constructivist, interactionist, and enactivist theorizing and research. Argues that this approach offers opportunities for divergent thinking. (DDR) When Does the Action Start and Finish? Making the Case for an Ethnographic Action Research in Educational Research ERIC Educational Resources Information Center Bath, Caroline 2009-01-01 This paper explores how ethnographic and action research methodologies can be justifiably combined to create a new methodological approach in educational research. It draws on existing examples in both educational research and development studies that
have discussed the use of ethnography and action research in specific projects. Interpretations… Program Qualities That Make a Field Research Experience Valuable to Classroom Teachers NASA Astrophysics Data System (ADS) Beckendorf, K.; Hammond, J.; McMahon, E.; Williams, E.; Bates, T. 2005-12-01 Numerous programs exists that pair K-12 teachers with scientists for summer research projects, and, overall, these programs are quite beneficial in a variety of ways. Some benefits of these programs to the teacher include providing real-world experiences that can be turned into
classroom lessons, increasing the science teacher's own level of knowledge, and helping to reignite the teacher's enthusiasm for teaching. However, teacher research programs are not all created equal. Indeed, a vast gap exists between what a middle school science teacher experiences in his or her classroom and what a teacher experiences among a group of PhD researchers for a few weeks. To be effective, a teacher research program
must bridge this gap. During my 14 years of teaching middle school science, I have participated in a number of authentic research experiences. Some of these include NOAA's Teacher at Sea (NEAQS/ICARTT), Teacher in the Woods (Portland State University- Andrew's Experimental Forest), and Teacher on Summer Assignment (Oregon Forest Resource Institute- Ochoco National Forest). During these programs and others, I have encountered various approaches to my preparation, support, and
partnering, some of which were quite effective at helping me bridge the gap between the field and the classroom, and others which were less effective at doing so. As a middle school science teacher I have three goals. First, I want to teach in such a way that my students become curious and want to learn more about science. Secondly, I want to help students discover how to learn and process information in the manner that best suites their learning styles. Finally, I want to give
students a strong science foundation on which to build future learning. Additionally, I must meet certain state, federal and local standards in my teaching of the sciences. Through my participation in teacher research programs, I have learned that certain aspects of these programs have been more effective than others in Children's Reasoning as Collective Social Action through Problem Solving in Grade 2/3 Science Classrooms ERIC Educational
Resources Information Center Kim, Mijung 2016-01-01 Research on young children's reasoning show the complex relationships of knowledge, theories, and evidence in their decision-making and problem solving. Most of the research on children's reasoning skills has been done in individualized and formal research settings, not collective classroom environments where children often engage in learning and… Notes toward a Philosophy of Action Learning Research ERIC Educational Resources Information Center Coghlan, David; Coughlan,
Paul 2010-01-01 The philosophical foundations of action learning research have not received a great deal of attention. In the context of action learning postgraduate and professional programmes in universities, articulation of a philosophy of action learning research seems timely and appropriate. This article explores a philosophy of action learning research,…
"Please Stop Whipping Me": Writing about Race and Racism in an Early Childhood Social Studies Classroom ERIC Educational Resources Information
Center Husband, Terry 2015-01-01 The purpose of this critical action research study is to examine how critical literacy, when used in the social studies classroom, can open up spaces where children construct, deconstruct, and reconstruct superficial notions of race and racism in an early childhood classroom. A nine lesson unit on African American history was developed and… NITARP: An Example of Effective Data-Based Research in the Classroom NASA Astrophysics Data System (ADS) Orr, Laura; Rowe, Jamie L.; Lineberger, Howard; Duranko, Gary; Gorjian, Varoujan
2018-01-01 The use of data in the classroom is a core component of both project based learning and STEM based education. Authentic student driven research using real-world data is a primary focus of both teaching strategies. To make the educational outcome effective and long lasting, the type and quality of data used in the lessons is important. The NASA/IPAC Teacher Archive Research Project (NITARP) program encapsulates this in very meaningful
ways by providing both teachers and students the opportunity to ask deep meaningful questions, collaborate with peers, and arrive at meaningful conclusions. Teachers trained in the use of scientific archives and the application of those archives for authentic research is critical for this type of learning to be successful.In this study we use the NITARP program as an example of effective STEM project based learning using archived scientific data. We explore the components of the
program that are most effective, the effects on teacher competency and ease of use with students, and use in the classroom. For each area we also explore alternate sources of teacher support, data archives, and techniques for implementation in classrooms for various topics and skill levels. Pupils' Perspectives on the Lived Pedagogy of the Classroom ERIC Educational Resources Information Center Niemi, Reetta; Kumpulainen, Kristiina; Lipponen, Lasse; Hilppö,
Jaakko 2015-01-01 This paper is based on a pedagogical action research initiative that explores what constitutes the "lived pedagogy" of the classroom from the pupils' perspective. Photography and group interviews were utilised to allow pupils to express their perspectives. The results show that pupils considered situations meaningful when they were able… Teaching citizens: the role of open classroom climate in fostering critical consciousness among youth. PubMed Godfrey, Erin B; Grayman, Justina Kamiel 2014-11-01 Building on previous
research on critical consciousness and civic development among youth, the current study examined the extent to which an open climate for discussion-one in which controversial issues are openly discussed with respect for all opinions-relates to youth's critical consciousness and whether this association differs for youth from racial/ethnic majority versus minority backgrounds. Critical consciousness consisted of three components: the ability to critically read social conditions
(critical reflection), feelings of efficacy to effect change (sociopolitical efficacy) and actual participation in these efforts (critical action), in both the educational and political/community domains. Open classroom climate was operationalized at the classroom rather than individual student level to more accurately draw links to educational policy and practice. Multilevel analyses of the 1999 IEA Civic Education Study, a nationally-representative sample
of 2,774 US ninth-graders (50 % female; 58 % white), revealed that an open classroom climate predicted some, but not all, components of critical consciousness. Specifically, open classroom climate was positively related to sociopolitical efficacy in both the educational and political domains and to critical action in the community domain, but was not related to critical reflection. Few differences in these associations were found for youth from
racial/ethnic majority versus minority backgrounds. The exception was sociopolitical efficacy in the educational domain: open classroom climate was particularly predictive of sociopolitical efficacy for minority youth. The findings are discussed in regard to previous research on open classroom climate and youth critical consciousness; and implications for future research and educational practice are drawn. Teachers' Experience in Implementing Cooperative Learning in the Classrooms (Phenomenological Research at Junior High School Classrooms in Ponorogo, East Java, Indonesia) ERIC Educational Resources Information Center Harjali 2017-01-01 This study aimed to investigate the teachers' perception toward the implementation of cooperative learning in the classroom. The research applied a qualitative phenomenological design that used a purposeful sample of six teachers at Junior High School Classrooms in
Ponorogo, East Java, Indonesia. Data collected via in-depth interviews, participant… The third space: The use of self-study to examine the culture of a science classroom NASA Astrophysics Data
System (ADS) Magee, Dashia M. Science educators are in the position to create bridges between their students and the world of science (Aikenhead, 1996, 1999). This connection has often been described as the third space (Bhabha, 1994; Moje, Collazo, Carrillo, & Marx, 2001; Wallace, 2004), which is represented as a combination or a meeting of the students' world and the world of science. In this study, I examined my role in creating the third space through the use of
self-study. Self-study is a form of research, educators use to understand their practice (Austin & Senese, 2004; Loughran, 2004; Northfield & Loughran, 1996). It is a means of describing, analyzing, and interpreting a teacher's actions within his or her classroom (Tidwell, 2002). The focal point of this self-study is to understand my actions found within my past and present teaching experiences and the underlying beliefs that are
expressed through those actions. In this self-study, I collected data from my life history, classroom observations, and member check interview. My life history described my influences that shaped my philosophy of teaching and learning, while the classroom observations provided a means of understanding my interactions with the science curriculum and my English Language Learner (ELL) students. And finally, a member check focus group interview occurred to
confirm the results occurring in the classroom observations. Once the data were collected, I used grounded theory methods to analyze my results and answer the research questions. This self-study became the means of exploring my philosophy of teaching and learning and my teaching practices as they occurred in an ELL science classroom. I examined my own practice through a comparison between my past experiences and my current teaching situation and through
this exploration, I identified my actions and the beliefs associated with those actions as they informed my teaching practices. Facilitating Research and Learning in Petrology and Geochemistry through Classroom Applications of Remotely Operable
Research Instrumentation NASA Astrophysics Data System (ADS) Ryan, J. G. 2012-12-01 Bringing the use of cutting-edge research tools into student classroom experiences has long been a popular educational strategy in the geosciences and other STEM disciplines. The NSF CCLI and TUES programs have funded a large number of projects that placed
research-grade instrumentation at educational institutions for instructional use and use in supporting undergraduate research activities. While student and faculty response to these activities has largely been positive, a range of challenges exist related to their educational effectiveness. Many of the obstacles these approaches have faced relate to "scaling up" of research mentoring experiences (e.g., providing training and time for use for an entire
classroom of students, as opposed to one or two), and to time tradeoffs associated with providing technical training for effective instrument use versus course content coverage. The biggest challenge has often been simple logistics: a single instrument, housed in a different space, is difficult to integrate effectively into instructional activities. My CCLI-funded project sought primarily to knock down the logistical obstacles to research instrument use by taking
advantage of remote instrument operation technologies, which allow the in-classroom use of networked analytical tools. Remote use of electron microprobe and SEM instruments of the Florida Center for Analytical Electron Microscopy (FCAEM) in Miami, FL was integrated into two geoscience courses at USF in Tampa, FL. Remote operation permitted the development of whole-class laboratory exercises to familiarize students with the tools, their function, and their capabilities; and it
allowed students to collect high-quality chemical and image data on their own prepared samples in the classroom during laboratory periods. These activities improve student engagement in the course, appear to improve learning of key concepts in mineralogy and petrology, and have led to students pursuing independent research projects, as Action Research: Informing Professional Practice within Schools ERIC Educational Resources Information Center Hine, Gregory S. C.; Lavery,
Shane D. 2014-01-01 This research paper explores the experiences of three teacher-researchers, "Simone", "Damian" and "Michael", who undertook an action research project in their respective schools as part of their postgraduate studies. The paper initially outlines the construct of action research in the light of its applicability to… Classroom Activities: Oral Proficiency in Action. ERIC Educational Resources Information Center Hahn,
Sidney; Michaelis, Joyce It is important to introduce and facilitate oral activities in the second language classroom with enthusiasm in a climate of mutual support and cooperation. Students should understand that mistakes are inevitable but not fatal, and that each attempt will build greater ease and confidence in using the language for communication. Oral proficiency… Action Researchers' Perspectives about the Distinguishing Characteristics of Action Research: A Delphi and Learning Circles Mixed-Methods Study ERIC Educational
Resources Information Center Rowell, Lonnie L.; Polush, Elena Yu; Riel, Margaret; Bruewer, Aaron 2015-01-01 The purpose of this study was to identify distinguishing characteristics of action research within the Action Research Special Interest Group of the American Educational Research Association. The authors sought to delineate the foundational framework endorsed by this community. The study was conducted
during January-April 2012 and employed an… Action Research: A Methodology for Change and Development ERIC
Educational Resources Information Center Somekh, Bridget 2005-01-01 This book presents a fresh view of action research as a methodology uniquely suited to researching the processes of innovation and change. Drawing on twenty-five years' experience of leading or facilitating action research projects, Bridget Somekh argues that action research can be a powerful systematic intervention,
which goes beyond describing,… Relationships in Inclusive Classrooms ERIC Educational Resources Information Center Santos, Graça Duarte; Sardinha, Susana; Reis, Silvia 2016-01-01 Climate in the classroom is one of the determining factors in the development of practices in Inclusive Education. Many factors contribute to the climate in the classroom. However, there are predominance on affective-relational factors, with
impact on action, norms and values, social interactions and learning processes. In this paper, the authors… Using Action Research and Action Learning for Entrepreneurial Network Capability Development ERIC Educational Resources Information Center McGrath, Helen; O'Toole, Thomas 2016-01-01 This paper applies an action research (AR) design and action learning (AL) approach to network capability development in an entrepreneurial context. Recent research suggests that networks are a viable strategy for the entrepreneurial
firm to overcome the liabilities associated with newness and smallness. However, a gap emerges as few, if any,… Classroom Misbehavior in the Eyes of Students: A Qualitative Study PubMed Central Sun, Rachel C. F.; Shek, Daniel T. L. 2012-01-01 Using individual interviews, this study investigated perceptions of classroom misbehaviors among secondary school students in Hong Kong (N = 18). Nineteen categories of classroom misbehaviors were identified, with talking out of turn, disrespecting teacher, and doing something in private being most frequently
mentioned. Findings revealed that students tended to perceive misbehaviors as those actions inappropriate in the classroom settings and even disrupting teachers' teaching and other students' learning. Among various misbehaviors, talking out of turn and disrespecting teacher were seen as the most disruptive and unacceptable. These misbehaviors were unacceptable because they disturbed teaching and learning, and violated the values of respect, conformity, and obedience in
the teacher-student relationship within the classroom. The frequency and intensity of misbehaviors would escalate if students found it fun, no punishment for such misbehaviors, or teachers were not authoritative enough in controlling the situations. Implications for further research and classroom management are discussed. PMID:22919316 Overcoming Constraints of Building Successful Partnerships Incorporating STEM Research Into K-12 Classrooms NASA Astrophysics Data System (ADS) Radencic, S.; McNeal, K. S.; Pierce, D.;
Hare, D. 2011-12-01 The Initiating New Science Partnerships in Rural Education (INSPIRE) program at Mississippi State University (MSU), funded by the NSF Graduate STEM Fellows in K-12 Education (GK12) program, focuses on the advancement of Earth and Space science education in K-12 classrooms. INSPIRE is currently in its second year of partnering ten graduate students from the STEM fields of Geosciences, Engineering and Chemistry at MSU with five teachers from local,
rural school districts. The five year project serves to increase inquiry and technology experiences in science and math while enhancing graduate student's communication skills as they create interactive lessons linking their STEM research focus to the state and national standards covered in the classrooms. Each graduate student is responsible for the development of two lessons each month of the school year that are then published on the INSPIRE project webpage,
www.gk12.msstate.edu, where they are a free resource for any K-12 classroom teacher seeking innovative activities for their classrooms. Many of the participating teachers and graduate students share activities developed with non-participating teachers, expanding INSPIRE's outreach throughout the local community. Numerous challenges were met during the formation of the program as well as throughout the first year in which the project management team worked together to
find solutions ensuring that INSPIRE maintained successful partnerships for all involved. Proposed solutions of the following key components were identified by INSPIRE through the development, implementation, and continuous evaluation (internal and external) of the first year of the program as areas that can pose challenges to the construction of strong relationships between STEM research and K-12 classrooms: initializing the partnerships with the K-12
classrooms and STEM graduate fields at the university; maintaining strong partnerships; providing appropriate training and support; developing sound Bringing Earth Magnetism Research into the High School Physics Classroom NASA Astrophysics Data System (ADS) Smirnov, A. V.; Bluth, G.; Engel, E.; Kurpier, K.; Foucher, M. S.; Anderson, K. L. 2015-12-01 We present our work in progress from an NSF CAREER project that aims to integrate paleomagnetic research and secondary school physics education. The research project is aimed at quantifying the strength and geometry of the Precambrian geomagnetic field. Investigation
of the geomagnetic field behavior is crucial for understanding the mechanisms of field generation, and the development of the Earth's atmosphere and biosphere, and can serve as a focus for connecting high-level Earth science research with a standard physics curriculum. High school science teachers have participated in each summer field and research component of the project, gaining field and laboratory research experience, sets of rock and mineral samples,
and classroom-tested laboratory magnetism activities for secondary school physics and earth science courses. We report on three field seasons of teacher field experiences and two years of classroom testing of paleomagnetic research materials merged into physics instruction on magnetism. Students were surveyed before and after dedicated instruction for both perceptions and attitude towards earth science in general, then more specifically on earth history and
earth magnetism. Students were also surveyed before and after instruction on major earth system and magnetic concepts and processes, particularly as they relate to paleomagnetic research. Most students surveyed had a strongly positive viewpoint towards the study of Earth history and the importance of studying Earth Sciences in general, but were significantly less drawn towards more specific topics such as mineralogy and magnetism. Students demonstrated understanding of Earth model
and the basics of magnetism, as well as the general timing of life, atmospheric development, and magnetic field development. However, detailed knowledge such as the magnetic dynamo, how the magnetic field has changed over time, and connections between earth magnetism and the development of an atmosphere remained largely Effective Strategies for Talking about Climate Change in the Classroom ERIC Educational Resources Information Center Busch, K. C.; Osborne, Jonathan 2014-01-01
Teaching about climate science presents some unique challenges. Unlike many other science topics, mitigation and adaptation to climate change will require students to take action. This article outlines five major challenges to communicating about climate change in the classroom, drawing on research in environmental psychology: scepticism,… Emerging Action Research Traditions: Rigor in Practice ERIC Educational Resources Information Center Watkins, Karen E.; Nicolaides, Aliki; Marsick, Victoria J. 2016-01-01
The authors argue here that contemporary use of action research shares the exploratory, inductive nature of many qualitative research approaches--no matter the type of data collected--because the type of research problems studied are set in complex, dynamic, rapidly changing contexts and because action research is undertaken to support social and… Action Research Using Entomological Research to Promote Hands-On Science Inquiry in a High-Poverty, Midwest Urban High School NASA Astrophysics Data System (ADS) Stockmann,
Dustin The purpose of this mixed-methods action research study was to examine to what extent entomological research can promote students' hands-on learning in a high-poverty, urban, secondary setting. In reviewing the literature, the researcher was not able to find a specific study that investigated how entomological research could promote the hands-on learning of students. The researcher did find evidence that
research on learning in a secondary setting was important to student growth. It should also be noted that support was established for the implementation of hands-on science inquiry in the classroom setting. The study's purpose was to aid educators in their instruction by combining research-based strategies and hands-on science inquiry. The surveys asked 30 students to rate their understanding of three basic ideas. These core ideas were entomological
research, hands-on science inquiry, and urban studies. These core ideas provided the foundation for the study. The questionnaires were based on follow-up ideas from the surveys. Two interview sessions were used to facilitate this one-on-one focus. Because the study included only 30 student participants, its findings may not be totally replicable. Further study investigating the links between entomological research and hands-on science learning in an urban environment is
needed. Reflexivity-in-Action: How Complex Instruction Can Work for Equity in the Classroom ERIC Educational Resources
Information Center Pescarmona, Isabella 2017-01-01 This study explores how experimenting with Complex Instruction can broaden teachers' perspectives and develop understanding of the classroom as a complex social and cultural system. It critically presents and interweaves data collected during ethnographic research, which was carried out with a group of in-service teachers, plus four workshops…
Blogs and the Development of Plurilingual and Intercultural Competence: Report of a Co-Actional Approach in Portuguese Foreign Language Classroom ERIC Educational Resources Information Center Melo-Pfeifer, Sílvia 2015-01-01 Focusing on the topic of the development of the plurilingual and intercultural competence through the integration of electronic communicative practices both in foreign language classrooms and non-formal contexts, this work aims at defining and characterizing, in view of a
co-actional perspective, a "pedagogical blog", by considering it… (Inter)Views: Engaging Freshmen in Primary Research in the Composition Classroom ERIC Educational Resources Information Center Webb, Adam 2010-01-01 While literacy autobiographies, citizenship autobiographies, and family narratives are common first writing assignments in the freshmen composition classroom, they are usually followed by some kind of research proposal, annotated bibliography, or research essay. While
there is nothing wrong with literacy and citizenship autobiographies or family… Harpooning the Hippo Cake: Drama as Ritual Architecture in Classroom Communities. ERIC Educational
Resources Information Center Sidwell, David 2001-01-01 Makes use of action research, finding it to be the most useful research method in studying the phenomenon of ritual performance in the classroom. Concludes that the ritual process may appear to be complex and formal, yet much of this community building work is performed naturally by many teachers trusting their instincts in everyday situations all… Participatory Action Research: International Contexts and Consequences. ERIC Educational Resources Information Center McTaggart, Robin, Ed. The collection of essays
in this book illustrate commonalties and differences among the theories, practices, and forms of organization of participatory action research in different countries. Participatory action research expresses the recognition that all research methodologies are implicitly political in nature, and this is reflected in the… Evaluating Classroom Time through Systematic Analysis and Student Feedback ERIC Educational Resources Information Center Achen, Rebecca M.; Lumpkin, Angela 2015-01-01 The
purpose of this action research was to examine the use of class time through classroom observation and student feedback. Students', the teacher's, and whole class activities during class were categorized every two minutes. Students also were given pre- and post-course surveys to assess perceptions on lecture time, impact of learning… Cooperative Learning: Exploring Its Effectiveness in the Physics Classroom ERIC Educational Resources Information Center Ho, Fui Fong; Boo, Hong Kwen 2007-01-01 This paper
reports on the results of an action research to explore the effectiveness of using cooperative learning strategies on students' academic achievement, their understanding of physics concepts and their motivation to learn in the physics classroom. The study involved a secondary four express physics class of 41 students in a neighbourhood… Knowledge Producing, Its Management and Action and Action Research ERIC Educational Resources Information Center Hadfield, Mark 2005-01-01
This article is based on a "think piece" produced as a resource for action researchers working within networks of schools. The original article considered the utility of key ideas within knowledge management to practitioner researchers attempting to share their research outcomes with other teachers in their network. This article, rather than… Authentic Research in the Classroom: NITARP Teachers Connect Astronomy with NGSS. NASA Astrophysics Data System (ADS) Pruett, Lee; Gibbs, John; Palmer, Robert; Young, Diedre; Gorjian,
Varoujan 2016-01-01 The NASA/IPAC Teacher Archive Research Program (NITARP) uses authentic astronomical research to bring the Next Generation Science Standards (NGSS) into the classroom. The creation of the NGSS was a collaborative effort between teams composed of teachers, scientists and other professionals from twenty-six states. These standards provide a framework for the change in how science is taught at all levels from kindergarten to
twelfth grade in participating states. Scientific concepts are grouped into broad categories (physical, biological and earth sciences), and call for an interdisciplinary approach to content, along with the integration of engineering practices into the curriculum. This approach to the teaching of science has led educators to place more emphasis on authentic learning and problem-solving in their curricula. Project-based learning is a strategy that can effectively allow students to learn core
scientific concepts within the context of a focused and complex scientific problem.The NASA/IPAC Teacher Archive Research Program (NITARP) pairs teams of teachers and students with NASA astronomers. These teams are immersed in an astronomy research project over the course of the year, and are responsible for writing a project proposal, doing original research and presenting that research at a professional conference. The students who are
involved in the NITARP research are provided with a rich hands-on experience that both exposes them to a deep understanding of an astronomical problem (and the core physics and math behind it), as well as the process of doing real science. The NITARP program offers a unique opportunity to bring project-based learning into K-12 science classrooms. We will highlight the ways in which this program has been implemented in classrooms across the country, as well
as the connections to the NGSS.This research was made possible through the NASA/IPAC Teacher Archive Research Program (NITARP) and was funded by NASA Astrophysics Data Program. Understanding the Complexity of Teacher Reflection in Action
Research ERIC Educational Resources Information Center Luttenberg, Johan; Meijer, Paulien; Oolbekkink-Marchand, Helma 2017-01-01 Reflection in action research is a complex matter, as is action research itself. In recent years, complexity science has regularly been called upon in order to more
thoroughly understand the complexity of action research. The present article investigates the benefits that complexity science may yield for reflection in action research. This article… Research Based Science Education: Bringing
Authentic Scientific Research into the Secondary Classroom NASA Astrophysics Data System (ADS) Sayers, J. 2003-12-01 Teachers and students at Northview High School in Brazil, Indiana have the opportunity to engage in authentic scientific research through our participation in two national projects, TLRBSE and PEPP. Teacher Leaders in
Research Based Science Education (TLRBSE) is a teacher professional development and retention program coupled with authentic scientific research projects in astronomy. Teacher-Leaders are trained in research-based pedagogy and serve as mentors to less experienced colleagues and work with students to develop science research methods and research projects for the classroom. Astronomical data collected at Kitt Peak by
astronomers and teachers is made available on CD for classroom use. Northview is in its second year as a TLRBSE school. The Princeton Earth Physics Project (PEPP) trains mentor teachers in fundamentals of research in seismology. Teachers and students then gain hands on experience in science research through operation of a research quality seismic station sited at the high school. Data from the Northview seismometer are stored locally and also
transmitted over the Internet to a database at Indiana University. Students have access to local data as well as seismic databases accessible through the Internet to use for research projects. The Northview Seismic Station has been in operation since 1998. In this presentation, I will describe how these projects have been incorporated into the physics and earth science programs at Northview High School. I will discus how our teachers and students have benefited from the opportunity
to take part in hands-on scientific research under the guidance of university faculty. In particular, I will describe our participation in a regional seismic network through seismic data acquisition, data analysis using seismological software, and students' experiences in a university-based student research symposium. I reflect on the some of the successes and barriers to high-school teachers' and students' involvement in Engaging Undergraduates in Feminist Classrooms: An Exploration of Professors' Practices ERIC Educational Resources Information Center Spencer, Leland G. 2015-01-01
This article reports the results of a feminist action research project that sought to ascertain professors' best practices for engaging undergraduates in feminist classrooms. In semi-structured interviews, professors recommended assigning readings from a variety of positionalities; creating a safe space for class discussion; relying on data to… 3-D Computer Animation vs. Live-Action Video: Differences in Viewers' Response to Instructional Vignettes ERIC Educational Resources Information Center Smith, Dennie;
McLaughlin, Tim; Brown, Irving 2012-01-01 This study explored computer animation vignettes as a replacement for live-action video scenarios of classroom behavior situations previously used as an instructional resource in teacher education courses in classroom management strategies. The focus of the research was to determine if the embedded behavioral information perceived in a live-action… E-Inclusion in Early French Immersion Classrooms: Using Digital Technologies to Support Inclusive Practices that Meet the Needs of All Learners ERIC
Educational Resources Information Center Pellerin, Martine 2013-01-01 This paper presents a 2-year collaborative action research project that investigated the use of digital technologies to support inclusive practices in Early French Immersion (EFI) classrooms. The findings reveal that the collaborative action research project contributed to empowering teachers in using digital technologies to support the…
The Zooniverse: Cutting Edge Scientific Research in the Classroom NASA Astrophysics Data System (ADS) Borden, K. A.; Whyte, L. F.; Smith, A.; Tarnoff, A.; Schmitt, H. 2012-12-01
Increasingly scientists and researchers from a multitude of disciplines are finding themselves inundated with more data than they could possibly interpret in a lifetime. Computers can be used entirely or partially for some data analysis; but there are some tasks that are currently best suited to human eyes, ears and brains. Zooniverse (www.zooniverse.org) invites members of the public to help researchers analyze and interpret data. To date, hundreds of thousands
of volunteers have been involved in classifying images, interpreting sounds and transcribing texts. Zooniverse citizen scientists are providing valuable analyses across a variety of fields, from the hunt for exoplanets in Planet Hunters (planethunters.org) to the transcription of Greek papyri in Ancient Lives (ancientlives.org). Multiple academic publications have resulted from the combined efforts of the Zooniverse community and science teams demonstrating that citizen science is more than ever
becoming a well-established method of doing research. Unlike most research projects the data, analysis and interactions with the science teams have an established and visible online presence through the project website and related discussion sites and blogs. These in themselves provide a valuable classroom resource, an opportunity for free and easy access to cutting edge scientific research. Anecdotal evidence exists that teacher can and
already do use Zooniverse projects. By providing a rich and varied scaffolding to accompany the Zooniverse projects the opportunity exists for bringing citizen scientists to a wider classroom audience. An audience that may include non-specialist teachers, who require additional support to deliver challenging content, or time strapped educators who haven't the time to develop their own accompanying resources to weave Zooniverse projects into their lessons. During the session we will
discuss the recent Zooniverse projects specifically designed to support and promote classroom adoption Observed Classroom Quality Profiles of Kindergarten
Classrooms in Finland ERIC Educational Resources Information Center Salminen, Jenni; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Pakarinen, Eija; Siekkinen, Martti; Hannikainen, Maritta; Poikonen, Pirjo-Liisa; Rasku-Puttonen, Helena 2012-01-01 Research Findings: The aim of the present study was to examine
classroom quality profiles of kindergarten classrooms using a person-centered approach and to analyze these patterns in regard to teacher and classroom characteristics. Observations of the domains of Emotional Support, Classroom Organization, and Instructional Support were conducted in… The Moving Image in Education Research: Reassembling the Body in Classroom Video Data ERIC Educational Resources Information Center de Freitas, Elizabeth 2016-01-01
While audio recordings and observation might have dominated past decades of classroom research, video data is now the dominant form of data in the field. Ubiquitous videography is standard practice today in archiving the body of both the teacher and the student, and vast amounts of classroom and experiment clips are stored in online archives. Yet… Lights, camera, action research: The effects of didactic digital movie making on students' twenty-first century learning skills and science content in the middle school classroom NASA
Astrophysics Data System (ADS) Ochsner, Karl Students are moving away from content consumption to content production. Short movies are uploaded onto video social networking sites and shared around the world. Unfortunately they usually contain little to no educational value, lack a narrative and are rarely created in the science classroom. According to new Arizona Technology standards and ISTE NET*S, along with the framework from the Partnership for 21st Century
Learning Standards, our society demands students not only to learn curriculum, but to think critically, problem solve effectively, and become adept at communicating and collaborating. Didactic digital movie making in the science classroom may be one way that these twenty-first century learning skills may be implemented. An action research study using a mixed-methods approach to collect data was used to investigate if didactic moviemaking can help eighth
grade students learn physical science content while incorporating 21st century learning skills of collaboration, communication, problem solving and critical thinking skills through their group production. Over a five week period, students researched lessons, wrote scripts, acted, video recorded and edited a didactic movie that contained a narrative plot to teach a science strand from the Arizona State Standards in physical science. A pretest/posttest science content test and KWL
chart was given before and after the innovation to measure content learned by the students. Students then took a 21st Century Learning Skills Student Survey to measure how much they perceived that communication, collaboration, problem solving and critical thinking were taking place during the production. An open ended survey and a focus group of four students were used for qualitative analysis. Three science teachers used a project evaluation rubric to measure science content and production
values from the movies. Triangulating the science content test, KWL chart, open ended questions and the project evaluation rubric, it Mapping the Social World of Classrooms: A Multi-Level, Multi-Reporter Approach to Social Processes and Behavioral Engagement. PubMed Kim, Ha Yeon; Cappella, Elise 2016-03-01 Understanding the social context of classrooms has been a central goal of research focused on the promotion of academic development. Building on the current literature on classroom social settings and guided by a risk and protection framework, this study examines the unique and combined contribution of
individual relationships and quality of classroom interactions on behavioral engagement among low-income Latino students in kindergarten to fifth grade (N = 111). Findings indicate that individual relationships with teachers and peers and classroom quality, each independently predicted behavioral engagement. Moreover, high-quality classrooms buffered the negative influence of students' difficulties in individual relationships on behavioral
engagement. Findings illuminate the need to consider multiple layers of social classroom relationships and interactions and suggest the potential benefit of targeting classroom quality as a mechanism for improving behavioral engagement in urban elementary schools. © Society for Community Research and Action 2016. Teachers in Action Research: Assumptions and Potentials ERIC Educational Resources Information Center Li, Yuen-Ling 2008-01-01 Research
literature has long indicated that action research may stimulate practitioners themselves to actively evaluate the quality of their practice. This study is designed to report the use of action research for the development of early years professional practice by analyzing the pre-project and the post-project video-filmed teaching events.… In Real Time: From Theory to Practice in a Critical Race Pedagogy Classroom ERIC Educational Resources Information Center Lac, Van T. 2017-01-01 This qualitative
research study employs a teacher action research methodology to study how a teacher develops and implements a critical race pedagogy (CRP) curriculum. CRP pairs the liberatory practices of critical pedagogy (Friere, 1970), such a problem-posing classroom and praxis, with the maxims of critical race theory (Delgado & Stefancic,… Research Study ERIC Educational Resources Information Center Glick, Ashley 2010-01-01 Background: Action Research about my 2nd grade
classroom in the Buffalo School District. I examined three areas of interest and tried to find some conclusions related to behavior management. Purpose: The purpose of this study is how will implementing procedures, rules, and consequences help improve student behavior. Research Design: Descriptive;… An Action Research Project to Assess Middle School Educators' Professional Development Needs in Single-Sex Classrooms ERIC
Educational Resources Information Center Simm, Lynnette Marie Gresham 2010-01-01 According to the National Association of Single-Sex Public Education (NASSPE, 2010), an increase of 540 public schools offering single-sex classrooms in the United States has occurred since 2001. Educators who understand the gender differences between boys and girls can inspire students to learn to the best of their ability; however, the problem… Developing learning environments which support early algebraic reasoning: a case from a New Zealand primary classroom NASA Astrophysics Data System (ADS) Hunter, Jodie 2014-12-01 Current reforms in
mathematics education advocate the development of mathematical learning communities in which students have opportunities to engage in mathematical discourse and classroom practices which underlie algebraic reasoning. This article specifically addresses the pedagogical actions teachers take which structure student engagement in dialogical discourse and activity which facilitates early algebraic reasoning. Using videotaped recordings of classroom
observations, the teacher and researcher collaboratively examined the classroom practices and modified the participatory practices to develop a learning environment which supported early algebraic reasoning. Facilitating change in the classroom environment was a lengthy process which required consistent and ongoing attention initially to the social norms and then to the socio-mathematical norms. Specific pedagogical actions such as the use of
specifically designed tasks, materials and representations and a constant press for justification and generalisation were required to support students to link their numerical understandings to algebraic reasoning. The Gender Divide: The
Effectiveness of Departmentalized Gender-Inclusive Classrooms ERIC Educational Resources Information Center Olson, Christine A. 2010-01-01 In an effort to implement school reform to meet the needs of a changing society, schools have taken action to assist students in achieving proficiency on standardized tests by implementing
departmentalized gender-inclusive classroom environments in the public school system. Research conducted in M. Gurian and P. Henley's (2001) "Boys and… Making science accessible through collaborative science teacher action research on feminist
pedagogy NASA Astrophysics Data System (ADS) Capobianco, Brenda M. The underrepresentation of women and minorities in science is an extensively studied yet persistent concern of our society. Major reform movements in science education suggest that better teaching, higher standards, and sensitivity to student differences can overcome long-standing obstacles to participation among women and
minorities. In response to these major reform movements, researchers have suggested teachers transform their goals, science content, and instructional practices to make science more attractive and inviting to all students, particularly young women and minorities (Barton, 1998; Brickhouse, 1994; Mayberry & Rees, 1999; Rodriguez, 1999; Roychoudhury, Tippins, & Nichols, 1995). One of the more dominant approaches currently heralded is the use of feminist pedagogy in science
education. The purpose of this study was to examine the ways eleven middle and high school science teachers worked collaboratively to engage in systematic, self-critical inquiry of their own practice and join with other science teachers to engage in collaborative conversations in effort to transform their practice for a more equitable science education. Data were gathered via semi-structured interviews, whole group discussions, classroom observations, and review of supporting
documents. Data analysis was based on grounded theory (Strauss & Corbin, 1990) and open coding (Miles and Huberman, 1994). This study described the collective processes the science teachers and university researcher employed to facilitate regular collaborative action research meetings over the course of six months. Findings indicated that engaging in collaborative action research allowed teachers to gain new knowledge about
feminist science teaching, generate a cluster of pedagogical possibilities for inclusive pedagogy, and enhance their understanding for science teaching. Additional findings indicated dilemmas teachers experienced including resistance to a feminist agenda and concerns for validity in action Improving
Teacher Education through Action Research. Routledge Research in Education ERIC Educational Resources Information Center Hui, Ming-Fai, Ed.; Grossman, David L., Ed. 2011-01-01 There has been a dearth of studies on teacher educators using action research to improve their own practice. This
book is the first systematic study of a group of teachers examining and enhancing their own practice through the inquiry process of action research. This book presents a broad overview of a variety of methodologies that can be used to… Investigating Research Approaches: Classroom-Based Interaction Studies in Physical and Virtual Contexts ERIC Educational Resources Information Center Hartwick, Peggy 2018-01-01 This article investigates research approaches used in traditional classroom-based interaction studies for identifying a suitable research method for studies in three-dimensional virtual learning environments (3DVLEs). As opportunities for language learning and
teaching in virtual worlds emerge, so too do new research questions. An understanding of… Classroom Management: The Perspectives of Teachers, Pupils, and Researcher. ERIC Educational Resources Information Center Wragg, Caroline M. This paper reports on a study of effective classroom management in British primary schools, with particular emphasis on how teachers deal with deviant or disruptive behavior. The study was conducted through observation of 239 lessons and interviews with 60 teachers and through interviews with 430 pupils
aged 5-12. The research found a lack of… Assessing Young Children's Oral Language: Recommendations for Classroom Practice and Policy ERIC Educational
Resources Information Center Malec, Alesia; Peterson, Shelley Stagg; Elshereif, Heba 2017-01-01 A systematic review of research on oral language assessments for four-to-eight-year- old children was undertaken to support a six-year action research project aimed toward co-creating classroom oral language assessment tools with teachers in northern rural and Indigenous Canadian communities. Through an extensive screening
process, 10 studies were… Increasing the Writing Performance of Urban Seniors Placed At-Risk through Goal-Setting in a Culturally Responsive and Creativity-Centered Classroom ERIC Educational Resources Information Center Estrada, Brittany; Warren, Susan 2014-01-01 Efforts to support marginalized students require not only identifying systemic inequities, but providing a classroom infrastructure that supports the academic achievement of all students. This action research study examined the effects of
implementing goal-setting strategies and emphasizing creativity in a culturally responsive classroom (CRC) on… How Static is the Statics Classroom? An investigation into how innovations, specifically Research-Based Instructional Strategies, are adopted into
the Statics Classroom NASA Astrophysics Data System (ADS) Cutler, Stephanie Leigh The purpose of this dissertation is to investigate how educational research, specifically Research-Based Instructional Strategies (RBIS), is adopted by education practice, specifically within the engineering Statics classroom. Using a systematic approach,
changes in classroom teaching practices were investigated from the instructors' perspective. Both researchers and practitioners are included in the process, combining efforts to improve student learning, which is a critical goal for engineering education. The study is divided into 3 stages and each is discussed in an individual manuscript. Manuscript 1 provides an assessment of current teaching practices; Manuscript 2 explores RBIS use by Statics instructors and
perceived barriers of adoption; and Manuscript 3 evaluates adoption using Fidelity of Implementation. A common set of concurrent mixed methods was used for each stage of this study. A quantitative national survey of Statics instructors (n =166) and 18 qualitative interviews were conducted to examine activities used in the Statics classroom and familiarity with nine RBIS. The results of this study show that lecturing is the most common activity throughout Statics
classrooms, but is not the only activity. Other common activities included working examples and students working on problems individually and in groups. As discussed by the interview participants, each of Rogers' characteristics influenced adoption for different reasons. For example, Complexity (level of difficulty with implementation of an RBIS) was most commonly identified as a barrier. His study also evaluated the Fidelity of Implementation for each RBIS and found it to be higher
for RBIS that were less complex (in terms of the number of critical components). Many of the critical components (i.e. activities required for implementation, as described in the literature) were found to statistically distinguish RBIS users and non-users. This dissertation offers four contributions: (1) an Secondary School Reading: What Research Reveals for Classroom Practice. ERIC Educational Resources Information Center Berger, Allen, Ed.; Robinson, H. Alan, Ed. Intended
to help the secondary school classroom teacher make use of some of the current research related to reading instruction, this book contains reviews of the literature on the various aspects of secondary school reading. Each of the 12 chapters begins with an introduction to set the stage and ends with a conclusion to put the ideas into… Justifying Action Research ERIC Educational Resources Information Center Helskog, Guro Hansen 2014-01-01 In this paper I use a
general philosophy of science perspective in looking at the problem of justifying action research. First I try to clarify the concept of justification, by contrasting it with the concept of validity, which seems to be used almost as a synonym in some parts of the literature. I discuss the need for taking a stand in relation… The Effects of Background Music in the Classroom on the Productivity, Motivation, and Behavior of Fourth Grade Students ERIC Educational Resources Information Center White, Kevin
N. 2007-01-01 Many students in a fourth grade classroom at Logan Elementary School are expressing numerous types of negative behaviors, are not motivated to learn, and do not stay on-task. In an effort to change these students, an action research study was conducted that implemented background music in the classroom. There were ten fourth grade students who… Learning Designs Using Flipped Classroom Instruction (Conception d'apprentissage à l'aide de l'instruction en classe inversée) ERIC Educational Resources Information Center Mazur,
Amber D.; Brown, Barbara; Jacobsen, Michele 2015-01-01 The flipped classroom is an instructional model that leverages technology-enhanced instruction outside of class time in order to maximize student engagement and learning during class time. As part of an action research study, the authors synthesize reflections about how the flipped classroom model can support teaching, learning and assessment… Standing Classrooms: Research and Lessons Learned from Around the World. PubMed Hinckson, Erica; Salmon, Jo; Benden, Mark; Clemes, Stacey A; Sudholz, Bronwyn; Barber, Sally E; Aminian, Saeideh; Ridgers,
Nicola D 2016-07-01 Children spend between 50 and 70 % of their time sitting while at school. Independent of physical activity levels, prolonged sitting is associated with poor health outcomes in adulthood. While there is mixed evidence of health associations among children and adolescents, public health guidelines in the USA, UK, Australia and Canada now recommend young people should break up long periods of sitting as frequently as possible. A potentially effective approach
for reducing and breaking up sitting throughout the day is changing the classroom environment. This paper presents an overview of a relatively new area of research designed to reduce youth sitting time while at school by changing the classroom environment (n = 13 studies). Environmental changes included placement of height-adjustable or stand-biased standing desks/workstations with stools, chairs, exercise balls, bean bags or mats in the
classroom. These 13 published studies suggest that irrespective of the approach, youth sitting time was reduced by between ~44 and 60 min/day and standing time was increased by between 18 and 55 min/day during classroom time at school. Other benefits include increased energy expenditure and the potential for improved management of students' behaviour in the classroom. However, few large trials have been conducted, and there remains little evidence
regarding the impact on children's learning and academic achievement. Nevertheless, with an increasing demand placed on schools and teachers regarding students' learning outcomes, strategies that integrate moving throughout the school day and that potentially enhance the learning experience and future health outcomes for young people warrant further exploration. Development of Action Research in China: Review and Reflection ERIC Educational Resources Information Center Zhou, Jun; Liu, Katrina Yan 2011-01-01
Action research in China during late 1970s and 1980s was influenced by positivist scientific research, believing the purpose of doing action research is to explore the general law of education. It was carried out through educational experimentations emphasizing the control of the experimental conditions. Starting from 1990s, action research in… From Research to Praxis: Empowering Trinidadian Primary School Teachers via Action Research ERIC Educational Resources Information Center Bissessar,
Charmaine S. 2015-01-01 An exponential body of extant research illustrates the symbiotic dyad action research, andragogy, reflective praxis, and transformative learning share. This paper contains a narrative review of 83 action research papers submitted to the researcher as part of the fulfilment of the Bachelor of Education degree from April 2011 to May 2013.… Implementation research design: integrating participatory action research into randomized controlled trials PubMed
Central Leykum, Luci K; Pugh, Jacqueline A; Lanham, Holly J; Harmon, Joel; McDaniel, Reuben R 2009-01-01 Background A gap continues to exist between what is known to be effective and what is actually delivered in the usual course of medical care. The goal of implementation research is to reduce this gap. However, a tension exists between the need to obtain generalizeable knowledge through implementation trials, and the inherent differences between healthcare
organizations that make standard interventional approaches less likely to succeed. The purpose of this paper is to explore the integration of participatory action research and randomized controlled trial (RCT) study designs to suggest a new approach for studying interventions in healthcare settings. Discussion We summarize key elements of participatory action research, with particular attention to its collaborative, reflective approach.
Elements of participatory action research and RCT study designs are discussed and contrasted, with a complex adaptive systems approach used to frame their integration. Summary The integration of participatory action research and RCT design results in a new approach that reflects not only the complex nature of healthcare organizations, but also the need to obtain generalizeable knowledge regarding the implementation process. PMID:19852784
Tackling perinatal loss, a participatory action research approach: research protocol. PubMed Pastor-Montero, Sonia María; Romero-Sánchez, José Manuel;
Paramio-Cuevas, Juan Carlos; Hueso-Montoro, César; Paloma-Castro, Olga; Lillo-Crespo, Manuel; Castro-Yuste, Cristina; Toledano-Losa, Ana Cristina; Carnicer-Fuentes, Concepción; Ortegón-Gallego, José Alejo; Frandsen, Anna J 2012-11-01 The aim of this study was to promote changes to improve the care provided to parents who have experienced a perinatal loss through participatory action research. The birth of a child is a joyful event for most families,
however, unfortunately some pregnancies end in loss. Perinatal loss creates a heavy emotional impact not only on parents but also on health professionals, where in most cases there is an evident lack of skills, strategies and resources to cope with these kinds of situations. Participatory action research is the methodology proposed to achieve the purpose of this study. Participatory action research consists of five stages: outreach and
awareness, induction, interaction, implementation and systematization. The working group will include professionals from the Mother and Child Unit for patients at a tertiary level public hospital in Spain. The duration of the study will be 3 years since the approval of the protocol in January 2011. The qualitative techniques used will include group dynamics such as the SWOT analysis the nominal group technique, focus groups and brainstorming, among others that will be recorded and transcribed,
generating reports throughout the evolution of the group sessions and about the consensus reached. Content analysis will be conducted on the field diaries kept by the participants and researchers. This project has been funded by the Andalusian Regional Ministry of Health. Participatory action research is a methodological strategy that allows changes in clinical practice to conduct a comprehensive transformative action in the care process for
perinatal loss. © 2012 Blackwell Publishing Ltd.
Dance Education Action Research: A Twin Study ERIC Educational Resources Information Center Giguere, Miriam 2015-01-01 In this article, the author compares the practices, philosophy, and history of action research, also known as participatory action research, to the purposes and practices of dance education. The comparison yields connections in four categories,
enhancing self-reflective teaching and curriculum design, taking responsibility for teaching outcomes,… Unpacking action research and implementation science: Implications for nursing. PubMed Casey, Mary; O' Leary, Denise; Coghlan, David 2018-05-01 The aim of this study was to unpack the key concepts of action research and implementation science thereby enabling appropriate use of these methods in nursing. A key issue in action research is not so much the methodology employed to gather data/evidence but who decides the
research agenda and who benefits from it. Implementation science is a way to ensure that evidence is translated into practice. The question arises as to how action research and implementation may be understood in relation to one another in nursing. Discussion Paper DATA SOURCES: This discussion paper is based on our own experiences and offers an exploration of action research and implementation science with the aim of clarifying
what each involves and what synergies, if any, exist between them. Using action research to secure the voice of patients in their own care is essential to delivering quality nursing care. Using implementation science frameworks to get research evidence into practice is effective. Familiarity with both these concepts may enable their improved use and have a positive impact on quality of care. There is a tension between action
researchers and the protagonists of implementation science related to perceived "trade offs" between what constitutes "science" and the necessity of community participation. Nevertheless, the use of an implementation science framework in an action research approach can reduce the research practice time lag and action research provides sound theoretical and philosophical underpinnings that can be used by those in the
implementation science field. © 2017 John Wiley & Sons Ltd. The Teaching-Learning Environment in a Student-Centered Physics Classroom. ERIC Educational Resources Information Center Wilkinson, William J.; And Others The purpose of this study was to explore how the needs, actions, and beliefs of teacher and students interact with the constraints of the classroom and the curriculum to establish an atmosphere conducive to effective learning of physics in grade 11. An interpretive
research methodology was used to investigate the students' and teachers' needs,… Integrating Research into Decision Making: Providing Examples for an Informal Action Research Model. Research Report No. 83-24. ERIC Educational Resources Information Center Losak, John; Morris, Cathy One promising avenue for increasing the utilization of institutional research data is the informal action research model. While formal action research stresses the involvement of researchers throughout the decision-making process,
the informal model stresses participation in the later stages of decision making. Informal action research requires… "A Close Read of My Classroom": Teacher Research and Identity Work ERIC Educational Resources Information Center Myers, Joy Kammerer 2016-01-01 It is not uncommon for classroom teacher researchers to face multiple obstacles, but for the fifth grade teacher in this study, Donna, her administrators did not support her research efforts because they thought it would take away from preparing students for end
of grade tests. The purpose of this study was to explore the ways conducting teacher… Professionalizing action research--a meaningful strategy for modernizing services? PubMed
Hall, Julie E 2006-04-01 This paper outlines how a specific action research approach can be used to secure practice development in services which have found sustained change difficult. For the purpose of this paper discussion focuses upon using professionalizing action research (a form of action research) to secure transformation in acute inpatient mental health services. This speciality has
experienced long-term difficultly in meaningful practice change. Not limited to this context parallels can be made with other health and social care services requiring significant modernization. The aim is to critically discuss the use of professionalizing action research as an approach to sustainable change. clarifies whether this method is a suitable vehicle for change, which is ideally suited to services which have a poor record of practice development. A review of
action research and practice development literature forms the basis of this paper. The literature is sourced through bulletin boards, electronic databases and the British Library Classification Scheme. Keywords searched are action research, team learning, managing change and practice development. Following definition; the components of professionalizing action research are analysed using the themes of educative base,
problem focus, improvement and involvement. The educative base of professionalizing action research is collaborative reflective practice which is used to initiate meaningful change, rooted in everyday practice. The benefit of this is that change actions are based in real-time situations. The problem focus component of professionalizing action research is used to emphasize the views of service users and carers. This is positive in
terms of the patient and public involvement agenda although this theme does emphasize limitations of the approach. The final components are involvement and improvement, these are debated as pluralistic notions and the implications of this are acknowledged. Reviewing the literature and theoretical Sharing Action Research on Research Day: Students' Perceptions of a Command Performance ERIC Educational Resources Information Center Foulger,
Teresa S.; Zambo, Debby 2015-01-01 This action research study involves two cycles of investigation of Research Day an event at the end of each semester where doctoral students share their latest cycle of action research focused on a problem of practice they are facing. The study sought to understand students' perspectives of Research Day in terms of its instructional intention, how… Action Research in EdD Programs in Educational Leadership ERIC Educational Resources Information Center Osterman, Karen;
Furman, Gail; Sernak, Kathleen 2014-01-01 This exploratory study gathered information about the use of action research within doctor of education programs in educational leadership and explored faculty understanding of and perspectives on action research. Survey data established that action research is used infrequently to meet dissertation requirements. Contributing factors include lack… A New Educational Scaffolding Approach to Support Authentic Solar Research in the Classroom NASA Astrophysics Data System (ADS) Demuth, N.; Walker, C. E.; Isbell, D. M.; Pompea, S. M.
2006-12-01 Teacher Leaders in Research Based Science Education (TLRBSE) is a multi-year teacher professional development program sponsored by NSF and administered through the National Optical Astronomy Observatory (NOAO). The program reaches the formal education community through a national audience of well-trained and supported middle- and high-school teachers. Every year, a new cohort of teachers prepare for research through an on-line course in the spring.
In the summer they conduct astronomy research at NOAO, working with astronomer-mentors to gather and analyze their data. They then return to their classrooms and engage their students in inquiry-based astronomy research using this authentic data. TLRBSE has much to offer teachers both inside and outside the program who wish to initiate research in the classroom. However, the activation energy to conduct authentic
research is high. To address the needs of a wider audience of teachers and students, steps have been taken to supply web-based foundational resources for the solar research program. Teachers can use this "solar scaffolding" to support the implementation of authentic solar research in the classroom. The scaffolding files on the webpage will serve as a template for other TLRBSE research strands, as well as enable non-TLRBSE middle
and high school teachers to download and use TLRBSE data in their own classrooms. The resultant webpage has links to high quality, vetted resources (webpages, interactives, movies, etc.) that provide content background and lesson plans relevant to solar research. Tools on presenting research, print resources, sample articles on research, videos, DVDs, and posters are included. Powerpoint presentations have been provided with lecture notes on
themes ranging from "Why Study the Sun" to "The Nature of Light." Sample teaching materials give examples for a calendar to implement the research project, a daily point sheet, a rubric for a student poster evaluation, a student research project Action
Research and the Micropolitics in Schools ERIC Educational Resources Information Center Eilertsen, Tor-Vidar; Gustafson, Niklas; Salo, Petri 2008-01-01 This paper is based on the assumption that action research always affects the micropolitical balance characteristic of a certain school setting. The authors claim that
micropolitics, that is the patterns of formal power and informal influence, has largely been neglected in the literature on action research in schools. This means that action… Agroecology Education: Action-Oriented Learning and Research ERIC Educational Resources Information Center Lieblein, Geir; Breland, Tor Arvid; Francis, Charles; Ostergaard, Edvin 2012-01-01 Purpose: This article examines and evaluates the potential contributions from action learning and action research with stakeholders to higher education in agriculture and food systems.
Design/Methodology/Approach: The research is based on our experiences over the past two decades of running PhD courses and an MSc degree programme in Agroecology in… Real Research In The Classroom - Solar Active Longitudes NASA Astrophysics Data System (ADS) Stagg, T.; Gearen, M.; Jacoby, S. H.; Jones, H. P.; Henney, C. J.; Hill, F. 2000-12-01 We present a high-school level educational/research module for a project that improves computer and analytical skills and contributes new scientific results to the field of solar astronomy and physics. The module has been developed within the RET (Research
Experience for Teachers) program as a new application of a cooperative project between the RBSE (Research-Based Science Education) initiative of the NSF and the NASA Education/Public Outreach program. The research goal is to improve our knowledge of the characteristics of solar active longitudes, where sunspots tend to cluster. In particular, the rotation rate of these regions is poorly known. It is suspected that the active longitude rotation rate (ALRR) is different
from the rotation rate of the solar surface. If this is true, the ALRR can be compared with the internal rotation rate deduced by helioseismology providing an estimate of the active region depth. A good determination of the ALRR requires the measurement of the position of thousands of individual active regions, a step best done by interactive examination of images, selection of regions, and determination of heliographic position. These tasks are well-suited for high school students, who are thus
provided with a motivation to improve their computer and scientific thinking skills. ScionImage (PC)/NIH Image (Macs) macros for this purpose have been developed which access a CD-ROM of 25 years of NSO/Kitt Peak magnetogram data and laboratory exercises developed previously for classroom use. In the future, a web site will be created for collecting the data from classrooms across the US, and for status reports on the results. Introducing Pre-Service Teachers to Action Research ERIC Educational Resources Information Center Stephens, Dianne; Kitchen, Julian 2004-01-01
Action Research is used in many teacher education programs to promote reflection, inquiry, and a sense of efficacy in pre-service teachers. As teacher educators working with a cohort of thirty-two teachers in a nine-month program, we decided to incorporate action research into the Teacher Education Seminar, a foundational course addressing general… The Confucian View of the Relationship between Knowledge and Action and Its Relevance to Action Research ERIC Educational Resources Information Center Tsai,
Ching-tien 2014-01-01 There are marked similarities between Confucian ideas about the relationship between action, knowledge and learning, and contemporary educational thinking about action research. Examples can be seen in the relationship between action and research. First, Confucius emphasized the importance of "action" which was different from… Awakening Pre-Service Teachers to Children's Social Exclusion in the Classroom ERIC Educational Resources Information Center
Gedžune, Ginta 2015-01-01 Children's social exclusion in the classroom is a threat to the sustainability of education. Teachers should be sensitised to this issue, which raises important implications for teacher education. This paper reports on an action research study in the context of pre-service teacher education aimed at enriching prospective early childhood educators'… Classroom Research in Accounting: Assessing for Learning. ERIC Educational Resources Information Center Cottell, Philip G.,
Jr.
1991-01-01 The use of several college classroom assessment techniques to evaluate the processes and products of accounting instruction through cooperative learning is described. The discussion looks at considerations in planning classroom assessment, choosing initial assessment techniques and adapting them, and blending cooperative learning structures with… Empowering the Music Educator through Action Research ERIC Educational Resources Information Center Laprise, Richard 2017-01-01 Action
research is an empowering experience for educators, yet many believe that they do not have the time, resources, or knowledge to make it a worthwhile experience. What do you need to know to feel confident in making action research a method of bettering your teaching and your students' learning? This article reveals how to make this process… Digital Storytelling Experiences of Pre-Service Teachers: An Action Research ERIC Educational Resources Information Center Göçen Kabaran, Güler; Aldan Karademir, Çigdem 2017-01-01 The purpose of this research is to examine the digital
storytelling experiences of preschool pre-service teachers. In the study, an action research from qualitative research designs was used. Furthermore, collaborative action research from the types of action research in the research was used. The research group of the study was formed in the… Enhancing Postgraduate Learning and Development: A Participatory Action Learning and Action Research Approach through Conferences ERIC Educational Resources Information Center Wood, Lesley; Louw, Ina; Zuber-Skerritt, Ortrun 2017-01-01 As supervisors who advocate the transformational potential of research both to generate theory and practical and emancipatory outcomes, we practice participatory action learning and action research (PALAR). This paper
offers an illustrative case of how supervision practices based on action learning can foster emancipatory and lifelong learning… Participatory Action Research as a Model for
Conducting Family Research. ERIC Educational Resources Information Center Turnbull, Ann P.; Friesen, Barbara J.; Ramirez, Carmen 1998-01-01 This article discusses a participatory action research (PAR) approach to conducting family research. It proposes a model of PAR implementation level including the
options of family members as research leaders and researchers as ongoing advisors, researchers and family members as coresearchers, and researches as leaders, and family members as…
Experimental vs.
Non-Experimental Research on Classroom Second Language Learning. Bilingual Education Paper Series, Vol. 5 No. 4. ERIC Educational Resources Information Center Gaies, Stephen J. Aims of classroom-centered research on second language learning and teaching are considered and contrasted with the experimental
approach. Attention is briefly directed to methodological problems of experiments, such as controlling classroom events in various ways, and to conceptual weaknesses with study variables. In contrast, classroom-centered… Peer Observation
Action Research Project ERIC Educational Resources Information Center Sandt, Fred-Ole 2012-01-01 This paper outlines the initial findings of an action research project that focuses on the possible contribution of peer observation to a more collaborative environment and teachers' professional growth at The
University High School. The research component played a significant part as previous attempts to change the culture at the school were… Poetics of Justice: Using Art as Action and Analysis in Participatory Action Research ERIC Educational Resources Information Center Ayala, Jennifer; Zaal, Mayida 2016-01-01 This article explores the use of art as a form of communication and meaning-making in participatory action research (PAR). The authors, researchers and educators, contemplate this concept through a pedagogical lens, and consider the role that visual
and performing arts can play in social action. Based on the work of a youth-adult participatory… Re-Visioning Action: Participatory Action Research and Indigenous Theories of Change ERIC Educational Resources Information Center Tuck, Eve 2009-01-01 This article observes that participatory action research (PAR), by nature of being collaborative, necessitates making explicit theories of change that may have otherwise gone unseen or unexamined. The article explores the limits of the reform/revolution paradox on actions
and theories of change in PAR. Citing examples from two recent youth PAR… Assisting Learners with Special Needs in a Regular Classroom at a Parochial School. ERIC
Educational Resources Information Center Ehens, Cynthia; Gates, Jill This action research study was designed to improve the academic performance of students with special needs in two elementary school classrooms in a parochial school setting. Cooperative learning and curriculum modifications were selected as interventions. Cooperative groups were formed which emphasized teamwork and communication with assigned… Gaining a Competitive Edge through Action Design Research NASA Astrophysics Data System (ADS) Alexa, L.; Alexa, M.; Avasilcăi, S. 2016-08-01 The current business
environment is characterized by increased competition and highly innovative approach, in order to create products and services to better respond to the costumers’ needs and expectations. In this specific context, the research approaches need to be more flexible and business oriented and so, throughout the paper we have used a research method that combines design research and action research, named Action Design
Research which is a research method used for generating prescriptive design knowledge through building and evaluating IT artifacts in an organizational setting [1]. Following the Action Design Research stages and principles: problem identification, building, intervention and evaluation, reflection and learning and formalization of learning, the research team has developed an online instrument used to actively involve the consumer
in the product development process, in order to generate a better consumers insight regarding their needs and desires and to design and/or adjust the product accordingly. The customer engagement IT tool created and tested by using Action Design Research, E-PICUS, has been developed within the framework of the research project „E-solutions for innovation through customer pro-active involvement in value creation to increase organisational competitiveness
(E-PICUS)”, PN- II-PT-PCCA-2013-4-1811, currently undergoing. Participatory Action Research and Public Policy. ERIC Educational Resources Information
Center
Turnbull, H. Rutherford, III; Turnbull, Ann P. This paper describes collegial model approaches to the interactions between rehabilitation researchers and individuals with disabilities or their family members. The approaches, called participatory research and participatory action research, grew out of a 1989 conference sponsored by the National Institute on Disability and Rehabilitation… Human reliability in petrochemical industry: an action research. PubMed Silva, João Alexandre Pinheiro; Camarotto, João Alberto 2012-01-01 This paper aims to identify conflicts
and gaps between the operators' strategies and actions and the organizational managerial approach for human reliability. In order to achieve these goals, the research approach adopted encompasses literature review, mixing action research methodology and Ergonomic Workplace Analysis in field research. The result suggests that the studied company has a classical and mechanistic point of view focusing on error identification and
building barriers through procedures, checklists and other prescription alternatives to improve performance in reliability area. However, it was evident the fundamental role of the worker as an agent of maintenance and construction of system reliability during the action research cycle. Research Methods Tutor: evaluation of a dialogue-based tutoring system in the classroom. PubMed Arnott, Elizabeth; Hastings, Peter; Allbritton, David 2008-08-01 Research
Methods Tutor (RMT) is a dialogue-based intelligent tutoring system for use in conjunction with undergraduate psychology research methods courses. RMT includes five topics that correspond to the curriculum of introductory research methods courses: ethics, variables, reliability, validity, and experimental design. We evaluated the effectiveness of the RMT system in the classroom using a nonequivalent control group design. Students in three classes (n = 83)
used RMT, and students in two classes (n = 53) did not use RMT. Results indicated that the use of RMT yieldedstrong learning gains of 0.75 standard deviations above classroom instruction alone. Further, the dialogue-based tutoring condition of the system resulted in higher gains than did the textbook-style condition (CAI version) of the system. Future directions for RMT include the addition of new topics and tutoring elements. Everyday classroom assessment practices in science classrooms in Sweden NASA Astrophysics Data System (ADS) Gómez, María del Carmen; Jakobsson, Anders 2014-12-01 The focus of
this study is to examine to what extent and in what ways science teachers practice assessment during classroom interactions in everyday activities in an upper-secondary school in Sweden. We are science teachers working now with a larger research project on assessment in science education that seeks to examine teachers' assessment practices in the upper-secondary school. Framing questions include: are teachers performing an integrated assessment of students' skills as
the national curriculum mandates? If so, what do the instructional discourses look like in those situations and what are students' experiences regarding their agency on learning and assessment? We emphasize the social, cultural and historic character of assessment and sustain a situated character of learning instead of the notion that learning is "stored inside the head". Teacher led lessons in three science classrooms were video-recorded and analyzed by combining ethnographic and
discourse methods of analysis. Both methods are appropriate to the theoretical foundation of our approach on learning and can give some answers to questions about how individuals interact socially, how their experience is passed on to next generations through language and how language use may reveal cultural changes in the studied context. Making the study of action in a classroom the focal point of sociocultural analysis supports the examination of assessment processes
and identification of the social roles in which teachers and students are immersed. Such an approach requires observations of how teachers act in authentic teaching situations when they interact with their students in classroom making possible to observe negotiation processes, agencies when both teachers and students are involved in every-day activities. Our study showed that teachers mostly ignored students' questions and that students solved their own problems by helping each
other. Teachers did not provide opportunities for students to discuss Toward a Problematic of Silence in Action Research ERIC Educational Resources Information Center Mazzei, Lisa A. 2007-01-01 Action researchers often generate large amounts of textual material in the form of notes and transcripts, failing to account for those thoughts that we and our research participants silently voice. As such, action research that attempts to
engage practitioners in self reflexivity and textual analysis is a fertile site for a consideration of how… Research into Practice: Listening Strategies in an Instructed Classroom Setting ERIC Educational Resources Information Center Graham, Suzanne 2017-01-01 This paper considers research and practice relating to listening in instructed classroom settings, limiting itself to what might be called unidirectional listening (Macaro, Graham & Vanderplank 2007)--in other words, where learners listen to a recording, a TV or radio clip
or lecture, but where there is no communication back to the speaker(s).… Educating Educators about Second Language Idiomaticity through Action Research ERIC
Educational Resources Information Center Liontas, John I. 2013-01-01 Idiomaticity is central to linguistic theory. Despite the pervasiveness of idioms in language, pedagogical articles in professional journals have yet to pay attention to the benefits of idiom instruction in the second language (SL) classroom. Addressing this concern, this article reports the results of an exploratory qualitative research study… Understanding Participatory Action Research: A Qualitative Research Methodology Option ERIC Educational Resources Information Center MacDonald, Cathy 2012-01-01 Participatory Action Research (PAR) is a qualitative research methodology option that requires further understanding and consideration. PAR is considered democratic, equitable, liberating, and life-enhancing qualitative inquiry that remains distinct from other
qualitative methodologies (Kach & Kralik, 2006). Using PAR, qualitative features of an… The influence of classroom aggression and classroom climate on aggressive-disruptive behavior. PubMed Thomas, Duane E; Bierman, Karen L; Powers, C J 2011-01-01 Research suggests that early classroom experiences influence the socialization of aggression. Tracking changes in the aggressive behavior of 4,179 children from kindergarten to second-grade (ages 5-8), this study examined the impact of 2 important features of the classroom context--aggregate
peer aggression and climates characterized by supportive teacher-student interactions. The aggregate aggression scores of children assigned to first-grade classrooms predicted the level of classroom aggression (assessed by teacher ratings) and quality of classroom climate (assessed by observers) that emerged by the end of Grade 1. Hierarchical linear model analyses revealed that first-grade classroom aggression and quality of
classroom climate made independent contributions to changes in student aggression, as students moved from kindergarten to second grade. Implications for policy and practice are discussed. © 2011 The Authors. Child Development © 2011 Society for Research in Child Development, Inc. Action Learning Research? Reflections from the Colloquium at the Third International Conference on Action Learning ERIC Educational
Resources Information Center Coghlan, David 2013-01-01 The case for the notion of action learning research has been posed and explored in several publications over the past few years. There is no tradition within action learning of understanding it as an approach to research. Within some academic circles, there has been a focus on the "action turn," the development of the notion of actionable… The Value of Action Research in Middle Grades Education ERIC Educational Resources Information Center Caskey, Micki M. 2006-01-01
Action research is one of the relevant methodologies for addressing research questions and issues in middle grades education. Accounting for nearly 20% of published middle grades research studies (Hough, 2003), action research has emerged as an important and appropriate research method. In addition to reviewing the historical context, this article… So What Do Managers Say about Classroom Management? Qualitative Practitioner Research Exploring Managers' Views on Classroom Management ERIC Educational
Resources Information Center Lebor, Mervyn 2016-01-01 The context of this article was that, after researching issues of classroom management for a number of years, I was asked by managers at different institutions to speak to their staff about strategies for helping to counteract the problems tutors faced in many classes on a day-to-day basis. The question that emerged was how might managers in the… Deleuze, Action Research and Rhizomatic Growth ERIC Educational Resources Information Center Amorim, Antonio Carlos; Ryan, Charly 2005-01-01 Deleuze and
his colleagues, particularly Guattari, have had a profound impact on a number of fields of study. The authors argue that their work offers a range of images to help think about and write action research, a way that acknowledges and celebrates the complexities of the sites of action. The article has a divided structure, coherent with… Classroom Research in a General Education Course: Exploring Implications through an Investigation of the Sophomore Slump ERIC Educational Resources Information Center Gump, Steven E. 2007-01-01 General education classrooms provide a common milieu for
understanding and appropriating results of classroom research projects, which are typically viewed as having little application outside their original contexts. Here, results of an investigation into the "sophomore slump," where grades and class attendance rates typically suffer, are…
Nursing Students' Perceptions of Participatory Action Research. PubMed Csiernik, Rick; O'Regan, Tony; Forchuk, Cheryl; Rudnick, Abraham 2018-05-01 This article evaluates the
experience of students engaged in a participatory action research project. Nursing students were assigned to research activities addressing poverty and social inclusion in the lives of individuals with mental health issues. Focus group interviews were held with 25 students, representing 58.1% of eligible students. Themes and subthemes were categorized from the transcripts, with two overarching themes emerging: (a) aspects that worked well, and (b) aspects
that could be improved. The range of activities students engaged in while assigned to the project and students' perceptions, both positive and negative, about their overall exposure to participatory action research are identified and discussed. Findings in the literature with regard to perceived benefits and limitations of participatory action research projects involving students are supported by those found in this study. Based on the findings
of this study, curriculum development for an interdisciplinary graduate-level course is in process. [J Nurs Educ. 2018;57(5):282-286.]. Copyright 2018, SLACK Incorporated. Inter-Professional Collaboration in Action
Research ERIC Educational Resources Information Center Leeman, Yvonne; van Koeven, Erna; Schaafsma, Frank 2018-01-01 This article describes an example of inter-professional action research conducted by teachers and university-based researchers/teacher educators in a vocational college in the Netherlands.
The research was aimed at the professional learning of the teachers on their pedagogical approach to a new curriculum initiative. Despite a difficult context in… Changes in Vision: Teachers Engaging in Action
Research ERIC Educational Resources Information Center Warren, Susan; Doorn, Dan; Green, James 2008-01-01 This investigation explored the effects of action research on teachers in a graduate education program. Mixed methods were utilized, combining a semantic differential study of student attitudes with qualitative
analysis of students' perceptions of their experience as action researchers. Results indicate that participants perceived themselves as… Science, Gender, and Afterschool: A Research-Action Agenda ERIC Educational Resources Information Center Froschl, Merle; Sprung, Barbara; Archer, Elayne; Fancsali, Cheri 2003-01-01 This report presents a research-action agenda to enhance the role of afterschool education in increasing girls' participation in science, technology, engineering, and mathematics (STEM) courses, majors, and careers. The
research-action agenda was developed for three areas: access, recruitment, and persistence; program content, approaches, and… The Reflective Teacher Leader: An Action Research Model ERIC Educational Resources Information Center Furtado, Leena; Anderson, Dawnette 2012-01-01 This study presents four teacher reflections from action research projects ranging from kindergarten to adult school improvements. A teacher leadership matrix guided participants to connect teaching and learning theory to best practices by exploring uncharted
territory within an iterative cycle of research and action. Teachers developed the… The Singapore Experience: Synergy of National Policy, Classroom Practice and Design Research ERIC Educational Resources Information Center Looi, Chee-Kit; So, Hyo-Jeong; Toh, Yancy; Chen, Wenli 2011-01-01 In recent years there has been a proliferation of research findings on CSCL at the micro and macro levels, but few compelling examples of how CSCL research has impacted actual classroom practices at the meso-level have emerged.
This paper critically examines the impact of adopting a systemic approach to innovative education reforms at the macro,… Assessing country-level efforts to link research to action. PubMed Central Lavis, John N.; Lomas, Jonathan; Hamid, Maimunah; Sewankambo, Nelson K. 2006-01-01 We developed a framework for assessing country-level efforts to link research to action. The framework has four elements. The first element assesses the general climate (how those who fund research, universities, researchers and users of
research support or place value on efforts to link research to action). The second element addresses the production of research (how priority setting ensures that users' needs are identified and how scoping reviews, systematic reviews and single studies are undertaken to address these needs). The third element addresses the mix of four clusters of activities used to link research to action. These include push efforts
(how strategies are used to support action based on the messages arising from research), efforts to facilitate "user pull" (how "one-stop shopping" is provided for optimally packaged high-quality reviews either alone or as part of a national electronic library for health, how these reviews are profiled during "teachable moments" such as intense media coverage, and how rapid-response units meet users' needs for the best research), "user pull" efforts
undertaken by those who use research (how users assess their capacity to use research and how structures and processes are changed to support the use of research) and exchange efforts (how meaningful partnerships between researchers and users help them to jointly ask and answer relevant questions). The fourth element addresses approaches to evaluation (how support is provided for rigorous evaluations of efforts to link research to
action). PMID:16917649 The effectiveness of flipped classroom learning model in secondary physics classroom setting NASA Astrophysics Data System (ADS) Prasetyo,
B. D.; Suprapto, N.; Pudyastomo, R. N. 2018-03-01 The research aimed to describe the effectiveness of flipped classroom learning model on secondary physics classroom setting during Fall semester of 2017. The research object was Secondary 3 Physics group of Singapore School Kelapa Gading. This research was initiated by giving a pre-test, followed by treatment setting of the flipped classroom learning model.
By the end of the learning process, the pupils were given a post-test and questionnaire to figure out pupils' response to the flipped classroom learning model. Based on the data analysis, 89% of pupils had passed the minimum criteria of standardization. The increment level in the students' mark was analysed by normalized n-gain formula, obtaining a normalized n-gain score of 0.4 which fulfil medium category range. Obtains from the questionnaire distributed to the students that 93%
of students become more motivated to study physics and 89% of students were very happy to carry on hands-on activity based on the flipped classroom learning model. Those three aspects were used to generate a conclusion that applying flipped classroom learning model in Secondary Physics Classroom setting is effectively applicable. Input-Based Approaches to Teaching Grammar: A Review of Classroom-Oriented Research. ERIC
Educational Resources Information Center Ellis, Rod 1999-01-01 Examines the theoretical rationales (universal grammar, information-processing theories, skill-learning theories) for input-based grammar teaching and reviews classroom-oriented research (i.e., enriched-input studies, input-processing studies) that has integrated this option. (Author/VWL) Using Action Research to Examine Teacher Strategy Effectiveness ERIC Educational Resources Information Center Cox, Becky J.; Cox, Betty J.; Vann, Martha 2012-01-01
Successful teachers strive to ensure that their students learn to their maximum abilities. Is action research a valuable way for graduate students to review their effectiveness as teachers? Do students learn more through varied teaching strategies and techniques? The authors examined graduate students' perceptions of action research projects… The Future of Pedagogical Action Research in Psychology ERIC Educational Resources Information Center Cormack, Sophie; Bourne, Victoria; Deuker, Charmaine; Norton,
Lin; O'Siochcru, Cathal; Watling, Rosamond 2014-01-01 Psychology lecturers are well-qualified to carry out action research which would contribute to the theoretical understanding of learning as well as having practical benefits for students. Pedagogical action research demonstrates how knowledge of psychology can be applied to solve practical problems, providing role models of psychological literacy… An Action Research Study Using the Music Model of Academic Motivation to Increase Reading Motivation in a Fourth-Grade Classroom ERIC Educational Resources Information Center Williams, Angela W. 2013-01-01 This study involved examination of the processes employed in tailoring fourth-grade reading instruction to increase levels of student motivation. A participatory action research approach was utilized to design and conduct reading instruction that fourth-grade students
perceived to be motivating. The reading instructional program was designed using… "Imagining the Moon": Critical Pedagogy, Discourse Tensions, and the Adult Basic Writing Classroom ERIC Educational Resources Information Center Siha, Alfred A. Z. 2012-01-01 The purpose of this qualitative action research study was to explore how critical pedagogy can foster writing competency and critical consciousness among adult basic writing students in a community college writing classroom. To this end, critical pedagogy and
related critical discourses were used to theoretically frame this study. These theories… Participatory action as a research method with public health nurses. PubMed Cusack,
Cheryl; Cohen, Benita; Mignone, Javier; Chartier, Mariette J; Lutfiyya, Zana 2018-02-28 This article explores and describes participatory action research (PAR) as a preferred method in addressing nursing practice issues. This is the first study that used PAR with public health nurses (PHNs) in Canada to develop a professional practice model. Participatory action research is a sub-category of action research
that incorporates feminist and critical theory with foundations in the field of social psychology. For nurses, critical analysis of long-established beliefs and practices through PAR contributes to emancipatory knowledge regarding the impact of traditional hierarchies on their practice. This study used participatory action, a non-traditional but systematic research method, which assisted participants to develop a solution to a long-standing organizational issue. The
stages of generating concerns, participatory action, acting on concerns, reflection and evaluation were implemented from 2012 - 2013 in an urban Canadian city, to develop a professional practice model for PHNs. Four sub-themes specific to PAR are discussed. These are "participatory action research engaged PHNs in development of a professional practice model;" "the participatory action research cycles of "Look, Think, Act" expanded
participants' views;" "participatory action research increased awareness of organizational barriers;" and "participatory action research promoted individual empowerment and system transformation." This study resulted in individual and system change that may not have been possible without the use of PAR. The focus was engagement of participants and recognition of their lived experience, which facilitated PHNs' empowerment, leadership and
consciousness-raising. © 2018 The Authors. Journal of Advanced Nursing Published by John Wiley & Sons Ltd. Teaching Research in the Traditional Classroom: Why Make Graduate Students Wait? NASA Astrophysics Data System (ADS) Carr, Lincoln D. 2016-05-01 Physics graduate programs tend to divide the degree into two parts: (1) theory, taught in classes, almost totally divorced from the lab setting; and (2) research, taught in a research group through hands-on lab experience and mentorship. As we come to understand from undergraduate physics education
research that modifying our teaching can rather easily produce quantifiably better results, it is reasonable to ask if we can make similar improvements at the graduate level. In this talk I will present the results of beginning research instruction in the classroom in the very first semester of graduate school, in the most traditional of classes - classical mechanics. In this approach, students build their knowledge from hands-on projects. They get
immediately certified and experienced in the machine shop and electronics lab. There are no formal lectures. Students develop and present their own problems, and teach and challenge each other in the classroom. In contrast to polished lectures, both the instructor and the students together learn from their many public mistakes. Students give conference-style presentations instead of exams. As a result, students not only excel in analytical skills, but they also learn to tie theory
to measurement, identify statistical and systematic errors, simulate computationally and model theoretically, and design their own experiments. Funded by NSF. Through a Feminist Poststructuralist Lens: Embodied Subjectivites and Participatory Action Research ERIC Educational Resources Information Center Chesnay, Catherine T. 2016-01-01 An emerging literature has been building bridges between poststructuralism and participatory action research, highlighting the latter's potential for transformative action. Using examples from participative action research projects
with incarcerated or previously incarcerated women, this article discusses how participatory action research is a… Student Voice in High School: An Action Research Study ERIC Educational Resources Information Center Termini, Lorraine 2013-01-01 This action research study examined the effects of student voice in one high school and the self-reflection of the researcher-administrator involved in the effort. Using three cycles of action research, the
researcher-administrator completed a pilot study, implemented a student voice project in one class, and developed a professional development… Classroom Conversations in the Study of Race and the Disruption of Social and Educational Inequalities: A
Review of Research ERIC Educational Resources Information Center Brown, Ayanna F.; Bloome, David; Morris, Jerome E.; Power-Carter, Stephanie; Willis, Arlette I. 2017-01-01 This review of research examines classroom conversations about race with a theoretical framing oriented to understanding how such conversations may
disrupt social and educational inequalities. The review covers research on how classroom conversations on race contribute to students' and educators' understandings of a racialized society, their… Preparing
Leaders to Facilitate Change through Action Research ERIC Educational Resources Information Center Peters, Gary B.; Searby, Linda J. 2012-01-01 This article describes an educational leadership course in which students perform action research. The assignment, along with its structure, restraints,
directions, and outcomes is described. Student topics are presented in detail, along with the data source used for each project. The authors argue for the utility of action research on school… An Action-Research Project:
Community Lead Poisoning Prevention ERIC Educational Resources Information Center Rajaram, Shireen S. 2007-01-01 This action-research project focused on gathering data on awareness of lead poisoning, as well as disseminating information on lead poisoning prevention in a metropolitan midwestern city. This project reflects an
action-research approach to service learning and was in collaboration with a grass-roots organization. This paper outlines the daunting…
Collaborative Research Goes to School: Guided Inquiry with Computers in Classrooms.
Technical Report. ERIC Educational Resources Information Center Wiske, Martha Stone; And Others Twin aims--to advance theory and to improve practice in science, mathematics, and computing education--guided the Educational Technology Center's (ETC) research from its inception in 1983. These aims led ETC to establish collaborative
research groups in which people whose primary interest was classroom teaching and learning, and researchers… Response to Special Issue of "Action, Criticism and Theory for Music Education" Concerning "Music, Informal Learning and the School: A New
Classroom Pedagogy" ERIC Educational Resources Information Center Green, Lucy 2009-01-01 This article presents the author's response to the six authors in the special issue of "Action, Criticism and Theory for Music Education" concerning her book "Music, Informal Learning and the School: A New Classroom Pedagogy." In
this response, the author focuses on some general observations that came to mind whilst reading the… Action Research: An Approach for the Teachers in Higher Education ERIC Educational Resources Information Center Yasmeen, G. 2008-01-01 Introduction: Action Research is a formative study of progress commonly practiced by teachers in schools. Basically an action research is a spiral process that includes problem investigation, taking action & fact-finding about the result of
action. It enables a teacher to adopt/craft most appropriate strategy within its own teaching… Expedition Earth and Beyond: Engaging Classrooms in Student-Led Research Using NASA Data, Access to Scientists, and Integrated Educational Strategies NASA Technical Reports Server (NTRS) Graff, P. V.; Stefanov, W. L.; Willis, K. J.; Runco, S.; McCollum, T.; Baker, M.; Lindgren, C.; Mailhot, M. 2011-01-01 Classroom teachers are challenged with engaging and preparing today s students for the future. Activities are driven by state required skills, education standards, and high-stakes testing. Providing educators with standards-aligned, inquiry-based
activities that will help them engage their students in student-led research in the classroom will help them teach required standards, essential skills, and help inspire their students to become motivated learners. The Astromaterials Research and Exploration Science (ARES) Education Program, classroom educators, and ARES scientists at the NASA Johnson Space Center created the Expedition Earth and Beyond education program to help teachers
promote student-led research in their classrooms (grades 5-14) by using NASA data, providing access to scientists, and using integrated educational strategies. Cognitive Research and Elementary Science Instruction: From the
Laboratory, to the Classroom, and Back ERIC Educational Resources Information Center Klahr, David; Li, Junlei 2005-01-01 Can cognitive research generate usable knowledge for elementary science instruction? Can issues raised by classroom practice drive the agenda of laboratory cognitive research? Answering
yes to both questions, we advocate building a reciprocal interface between basic and applied research. We discuss five studies of the teaching, learning, and… Analysing the Continuity of Teaching and Learning in Classroom
Actions: When the Joint Action Framework in Didactics Meets the Pragmatist Approach to Classroom Discourses ERIC Educational Resources Information Center Ligozat, Florence; Lundqvist, Eva; Amade-Escot, Chantal 2018-01-01 One strand of comparative didactics aims at discussing the relationships between the theoretical
constructions developed within subject didactics and how these can contribute to research about teaching and learning. This article explores the relationships between categories for analysing joint actions of teacher and students (didactic contract,… A Guide to Facilitating
Action Research for Youth ERIC Educational Resources Information Center Goldwasser, Matthew 2004-01-01 What is "action research" and how is it relevant to urban youth activists? Action research is a systematic process of inquiry, which involves gathering information about an
issue or problem, analyzing the findings, and developing practical plans for affecting positive change. It is motivated by the desire to investigate in order to better… Teacher Attitudes about Classroom Conditions ERIC Educational Resources Information Center Earthman, Glen I.; Lemasters, Linda K. 2009-01-01 Purpose: This research was designed to investigate the possible relationship between the attitudes, teachers have about the condition of their classrooms when the classrooms were independently assessed. Previous research reported
teachers in unsatisfactory classrooms felt frustrated and neglected to such an extent that they sometimes reported they… Politicising Action Research through Queer Theory ERIC Educational Resources Information Center Filax, Gloria 2006-01-01 Queer theory and action research together offer possibilities for exposing the deep injustice of both homophobia and heterosexism. Underpinning identity categories of sexuality and gender, these forms of social injustice lurk in schools, families, religions, communities, and
nation-states. For educators and educational researchers, addressing… Leveraging Researcher Reflexivity to Consider a Classroom Event over Time: Reflexive Discourse Analysis of "What Counts" ERIC Educational Resources Information Center Anderson, Kate T. 2017-01-01 This article presents a reflexive and critical discourse analysis of classroom events that grew out of a cross-cultural partnership with a secondary school teacher in Singapore. I aim to illuminate how differences between researcher and teacher assumptions about what
participation in classroom activities should look like came into high relief when… Photovoice in the Diversity Classroom: Engagement, Voice, and the "Eye/I" of the Camera ERIC Educational Resources Information Center Chio, Vanessa C. M.; Fandt, Patricia M. 2007-01-01 A response to calls for more self-reflective and inclusive pedagogy, this article considers pedagogical and teaching possibilities offered by Photovoice--a community and participatory action research methodology developed by Wang and Burris. Extrapolating
Photovoice to the context of the diversity classroom, the authors discuss how the methodology… Action Research: An Approach for the Teachers in Higher Education ERIC Educational Resources Information Center Yasmeen, Ghazala 2008-01-01 Introduction: Action Research is a formative study of progress commonly practiced by teachers in schools. Basically an action research is a spiral process that includes problem investigation, taking action & fact-finding about the
result of action. It enables a teacher to adopt/craft most appropriate strategy within its own teaching environment.… Critical Action Research and Third Wave Feminism: A Meeting of Paradigms ERIC Educational Resources Information Center Weiner, Gaby 2004-01-01 Critical action research emphasises participation, democracy and social critique, and thus has had considerable potential for feminist scholarship and action. Feminist action research, in turn, has gained a foothold in education, for example,
through the work of Hollingsworth, Miller, Lather and others, although much action research might still be… Utilising Collaborative Forms of Educational Action Research: Some
Reflections ERIC Educational Resources Information Center Greenbank, Paul 2007-01-01 This article considers the value of collaborative forms of educational action research in higher education and the difficulties involved in implementing such forms of research. It is argued that educational action
research represents an opportunity for improving teaching and learning and developing the knowledge and skills of those participating… An Examination of Attitudes and Actions of Regular Classroom and Gifted Teachers toward
Differentiating for Gifted Learners Involved in a Pullout Gifted Program ERIC Educational Resources Information Center Logan, Melissa N. 2011-01-01 Bridging the gap in student performance has changed the teaching practice in classrooms across America. Educators have the responsibility to teach all learners. There is a need for instruction to
be tailored to boost the higher-level achievers and balance the gaps. This study examined the attitudes and actions of regular and gifted teachers… Fidelity of Implementation of Research Experience for Teachers in the Classroom ERIC Educational Resources Information Center Sen, Tapati 2012-01-01 In this study, the Arizona State University Mathematics and Science Teaching Fellows 2010 program was analyzed qualitatively from start to finish to determine the impact of the research experience on teachers in the classroom. The sample for the study was the 2010 cohort of eight
high school science teachers. Erickson's (1986) interpretive,… Using action research in nursing practice with older people: democratizing knowledge. PubMed Reed, Jan 2005-05-01
This paper reports on an action research study which raised some questions about the processes of developing a sense of shared ownership in action research in a research environment which does not always have the appropriate mechanisms to support and sustain action research. Action research has gained popularity in nursing and healthcare research, offering a way
of developing practice-based knowledge, which can assist in changing practice and democratizing inquiry. There are other organizational constraints on action research which arise at different levels, and which also require discussion. These can be issues about communication and ownership at a practice level and issues of funding and project management procedures. This paper reports on a study in which these issues came to the fore, and offers some thoughts on how they
can affect the processes of action research. While the principles of action research appear to offer much towards the development of a practice-rooted body of knowledge for nursing, unless some of the issues of ownership are resolved, it is unlikely to move beyond academic rhetoric. If nursing is to engage in action research, this must be done critically and reflectively and careful attention paid to developing an
inclusive and collaborative approach to knowledge and practice development. Furthermore, to develop in nursing and health care research, it must find ways to meet the requirements of funding bodies. Deliberation, Capability and Action
Research: Knowledge and Becoming ERIC Educational Resources Information Center Gibbs, Paul 2014-01-01 In this short paper I examine whether obtaining the capability to change practice can be solely achieved through reflective action research, and how. I take as our framework of analysis that offered by Aristotelian
thought, especially in the discussion of powers and potential. I conclude that action research as a way of changing practice cannot be… Understanding Mathematics Classroom Teaching: Hermeneutics Inquiry ERIC Educational Resources Information Center Wang, Xiong 2015-01-01 In order to understand meaning of mathematics classroom teaching, this paper uses narrative to present the meaning through hermeneutics inquiry from the author's research experiences. There are two threads in the research experience: research on
classroom teaching and students' understanding in classroom teaching. The narrative provides not only a… What Every PDS Partner Should Know about Action Research ERIC Educational Resources Information Center Garin, Eva 2016-01-01 This article explores the process of an action research project undertaken by a PDS partnership. Participants in a one day professional development seminar shared their perspectives on action research within a PDS network, and findings indicate that
participants valued the collaborative effort and opportunities to share their research efforts.…
History and Culture of Alara--The Action Learning and Action Research Association ERIC Educational Resources Information Center Zuber-Skerritt, Ortrun; Passfield, Ron 2016-01-01 As co-founders of the Action Learning and Action Research Association (ALARA), we tell the story of this international network organisation through our personal experience. Our history traces the evolution of ALARA from origins at the first
World Congress in 1990 in Brisbane, Australia, through development over two and a half decades, to its… Trying on and trying out: participatory action research as a tool for literacy and identity work in middle grades classrooms. PubMed Van Sluys, Katie 2010-09-01 This article explores the role of collaborative, ethnographic, participatory action research (PAR) with eighth grade students as a set of possible literacy practices for involving students with issues connected to their lives, resources, language(s), and communities. Findings are based on a year of fieldwork conducted as part of shared
inquiry into one public school community's experiences with gentrification and meeting the complex needs of diverse learners. Findings bring to life the ways in which PAR facilitates the redefining of reading, writing, and research; the reconsideration of languages; the rethinking of literacy practices; and the repositioning of participants within and beyond given research endeavors. Pupils as Active Participants: Diamond Ranking as a Tool to Investigate Pupils' Experiences of Classroom Practices ERIC
Educational Resources Information Center Niemi, Reetta; Kumpulainen, Kristiina; Lipponen, Lasse 2015-01-01 This article is based on a pedagogical action research initiative carried out in a Finnish primary school. Twenty-four 5th grade pupils and their teacher participated in the study. The research initiative was guided by two questions: (1) How do pupils experience their classroom practices? (2) How can pupils
participate in the process of developing… Expedition Earth and Beyond: Using
NASA Data Resources and Integrated Educational Strategies to Promote Authentic Research in the Classroom NASA Technical Reports Server (NTRS) Graffi, Paige Valderrama; Stefanov, William; Willis, Kim; Runco, Sue 2009-01-01 Teachers in today s classrooms are bound by state required skills, education standards, and high stakes testing. How can they gain skills and
confidence to replace units or individual activities with curriculum that incorporates project and inquiry-based learning and promotes authentic research in the classroom? The key to promoting classroom authentic research experiences lies in educator professional development that is structured around teacher needs. The Expedition Earth and Beyond Program is a new geosciences program based at the NASA Johnson Space Center designed to engage,
inspire and educate teachers and students in grades 5-14. The program promotes authentic research experiences for classrooms and uses strategies that will help NASA reach its education goals while still allowing educators to teach required standards. Teachers will have access to experts in terrestrial and planetary remote sensing and geoscience; this will enhance their use of content, structure, and relevant experiences to gain the confidence and skills they need to
actively engage students in authentic research experiences. Integrated and powerful educational strategies are used to build skills and confidence in teachers. The strategies are as follows: 1) creating Standards-aligned, inquiry-based curricular resources as ready-to-use materials that can be modified by teachers to fit their unique classroom situation; 2) providing ongoing professional development opportunities that focus on active experiences using curricular
materials, inquiry-based techniques and expanding content knowledge; 3) connecting science experts to classrooms to deepen content knowledge and provide relevance to classroom activities and real world applications; 4) facilitating students sharing research with their peers and scientists reinforcing their active participation and contributions to research. These components of the Expedition Earth and Beyond Education Program will be enhanced
by providing exciting and Expedition Earth and Beyond: Using NASA data resources and integrated educational strategies to promote authentic research in the classroom NASA
Astrophysics Data System (ADS) Graff, P. V.; Stefanov, W.; Willis, K.; Runco, S. 2009-12-01 Teachers in today’s classrooms are bound by state required skills, education standards, and high stakes testing. How can they gain skills and confidence to replace units or individual activities with curriculum that incorporates project and inquiry-based learning and promotes authentic research in the classroom? The key to promoting
classroom authentic research experiences lies in educator professional development that is structured around teacher needs. The Expedition Earth and Beyond Program is a new geosciences program based at the NASA Johnson Space Center designed to engage, inspire and educate teachers and students in grades 5-14. The program promotes authentic research experiences for classrooms and uses strategies that will help NASA reach its education goals while
still allowing educators to teach required standards. Teachers will have access to experts in terrestrial and planetary remote sensing and geoscience; this will enhance their use of content, structure, and relevant experiences to gain the confidence and skills they need to actively engage students in authentic research experiences. Integrated and powerful educational strategies are used to build skills and confidence in teachers. The strategies are as follows: 1) creating
Standards-aligned, inquiry-based curricular resources as ready-to-use materials that can be modified by teachers to fit their unique classroom situation; 2) providing ongoing professional development opportunities that focus on active experiences using curricular materials, inquiry-based techniques and expanding content knowledge; 3) connecting science experts to classrooms to deepen content knowledge and provide relevance to classroom activities and real
world applications; 4) facilitating students sharing research with their peers and scientists reinforcing their active participation and contributions to research. These components of the Expedition Earth and Beyond Education Program will be enhanced by providing exciting and Inside the Primary Classroom. ERIC Educational Resources Information Center Simon, Brian 1980-01-01 Presents some of the findings of the ORACLE research
program (Observational Research and Classroom Learning Evaluation), a detailed observational study of teacher-student interaction, teaching styles, and management methods within a sample of primary classrooms. (Editor/SJL) Is Flipping Worth the Fuss: A Mixed Methods Case Study of Screencasting in the Social Studies Classroom Authors ERIC Educational
Resources Information Center Snyder, Catherine; Besozzi, David; Paska, Lawrence; Oppenlander, Jane 2016-01-01 This action research case study evaluates the effectiveness of using "flipped" instruction in a secondary social studies classroom. The researchers used mixed methods data to determine if flipping the instruction in a social studies class through the use of screencasting increased student learning as measured by
pre- and post-unit… Chemical Safety for Sustainability: Research Action Plan EPA Pesticide
Factsheets The Strategic Research Action Plan for EPA’s Chemical Safety for Sustainability research program presents the purpose, design and themes of the Agency’s research efforts to ensure safety in the design, manufacture and use of existing and future chemicals. Transforming EFL Classroom Practices and Promoting Students' Empowerment: Collaborative Learning from a Dialogical Approach ERIC Educational Resources Information Center Contreras
León, Janeth Juliana; Chapetón Castro, Claudia Marcela 2017-01-01 This study investigates the impact of implementing collaborative learning from a social and dialogical perspective on seventh graders' interaction in an English as a foreign language classroom at a public school in Bogotá, Colombia. Thirty students participated in this action research where field notes, questionnaires, semi-structured interviews,… Formative Assessment as a Vehicle for Changing Classroom Practice in a Specific Cultural Context ERIC Educational Resources Information Center Chen,
Jingping 2015-01-01 In this commentary, I interpret Xinying Yin and Gayle Ann Buck's collaborative action research from a social-cultural perspective. Classroom implementation of formative assessment is viewed as interaction between this assessment method and the local learning culture. I first identify Yin and Buck's definition of the formative assessment, and then… Diffusion, decolonializing, and participatory action research. PubMed Woodward, William R; Hetley, Richard S 2007-03-01 Miki Takasuna describes knowledge transfer between elite
communities of scientists, a process by which ideas become structurally transformed in the host culture. By contrast, a process that we have termed knowledge transfer by deelitization occurs when (a) participatory action researchers work with a community to identify a problem involving oppression or exploitation. Then (b) community members suggest solutions and acquire the tools of analysis and action to pursue social actions. (c) Disadvantaged
persons thereby become more aware of their own abilities and resources, and persons with special expertise become more effective. (d) Rather than detachment and value neutrality, this joint process involves advocacy and structural transformation. In the examples of participatory action research documented here, Third World social scientists collaborated with indigenous populations to solve problems of literacy, community-building, land ownership, and political voice.
Western social scientists, inspired by these non-Western scientists, then joined in promoting PAR both in the Third World and in Europe and the Americas, e.g., adapting it for solving problems of people with disabilities or disenfranchised women. Emancipatory goals such as these may even help North American psychologists to break free of some methodological chains and to bring about social and political change. Children Writing Ethnography: Children's Perspectives and Nomadic Thinking in Researching School Classrooms ERIC Educational Resources
Information Center Hohti, Riikka 2016-01-01 This article makes a connection between narrative ethnography, childhood studies and new materialist theories in studying children's perspective on school. It presents "children writing ethnography" as an approach based on complexity and involving participatory research. The question of "what is happening in the classroom" is… The Quality of an Action Research Thesis in the Social Sciences ERIC Educational Resources Information Center Zuber-Skerrit,
Ortrun; Fletcher, Margaret 2007-01-01 Purpose: The paper seeks to identify the quality characteristics of critical action research and action research theses compared to traditional research thesis writing. Design/methodology/approach: Drawing on the literature and the authors' experience with supervising and examining action research theses, the paper identifies key problem areas in… Linking Research and Practice: Effective Strategies for Teaching Vocabulary in the ESL Classroom ERIC Educational Resources
Information Center Nam, Jihyun 2010-01-01 Vocabulary plays a pivotal role in the ESL classroom. Whereas a considerable amount of research has examined effective ESL vocabulary teaching and learning, missing are studies that provide examples of how to put various research findings into practice: that is, apply them to real texts including target vocabulary items. In order to close the gap… "..., But I Cannot Do Research": Action-Research and Early Childhood Teachers. A Case Study from Greece ERIC Educational Resources Information
Center Magos, Kostas 2012-01-01 Although action-research is a well-known research methodology in the field of education, in the case of Greece there are few actions-researches carried out by early childhood teachers. The absence of action-research in early childhood education settings is related to the way many early childhood teachers shape their professional role as well as… Assertive Classroom Management Strategies and Students' Performance: The Case of EFL Classroom ERIC Educational Resources Information Center Aliakbari,
Mohammad; Bozorgmanesh, Bafrin 2015-01-01 Ample research findings support the effective role that classroom management strategies play in enhancing students' learning. Drawing upon Iranian high school teachers' classroom management strategies, this article is intended to examine the extent to which these teachers follow assertive classroom management strategies and if these strategies… Researcher liability for negligence in human subject research: informed consent and researcher malpractice actions. PubMed Jansson, Roger L 2003-02-01 Two
sets of federal regulations, the "Common Rule" and Food and Drug Administration (FDA) regulations, govern human subject research that is either federally-funded or involves FDA regulated products. These regulations require, inter alia, that: (1) researchers obtain informed consent from human subjects, and (2) that an Institutional Review Board (IRB) independently review and approve the research protocol. Although the federal regulations do not provide an
express cause of action against researchers, research subjects should be able to bring informed consent and malpractice actions against researchers by establishing a duty of care and standard of care. Researchers owe human subjects a duty of care analogous to the special relationship between physicians and patients. The federal regulations should provide the minimum standard of care for informed consent in human
subject research, and complying with them should be a partial defense. In contrast, expert testimony should establish the standard of care for researcher malpractice, and IRB approval should be a partial defense. Classroom-Based Science Research at the Introductory Level: Changes in Career Choices and Attitude PubMed Central Harrison,
Melinda; Dunbar, David; Ratmansky, Lisa; Lopatto, David 2011-01-01 Our study, focused on classroom-based research at the introductory level and using the Phage Genomics course as the model, shows evidence that first-year students doing research learn the process of science as well as how scientists practice science. A preliminary but notable outcome of our work, which is based on a small sample, is the change in student interest in considering
different career choices such as graduate education and science in general. This is particularly notable, as previous research has described research internships as clarifying or confirming rather than changing undergraduates’ decisions to pursue graduate education. We hypothesize that our results differ from previous studies of the impact of engaging in research because the students in our study are still in the early stages of their undergraduate careers.
Our work builds upon the classroom-based research movement and should be viewed as encouraging to the Vision and Change in Undergraduate Biology Education movement advocated by the American Association for the Advancement of Science, the National Science Foundation, and other undergraduate education stakeholders. PMID:21885824 Classroom-based science research at the introductory level: changes in career choices and attitude. PubMed Harrison, Melinda; Dunbar, David; Ratmansky, Lisa; Boyd, Kimberly; Lopatto, David
2011-01-01 Our study, focused on classroom-based research at the introductory level and using the Phage Genomics course as the model, shows evidence that first-year students doing research learn the process of science as well as how scientists practice science. A preliminary but notable outcome of our work, which is based on a small sample, is the change in student interest in considering different career choices such as graduate education and
science in general. This is particularly notable, as previous research has described research internships as clarifying or confirming rather than changing undergraduates' decisions to pursue graduate education. We hypothesize that our results differ from previous studies of the impact of engaging in research because the students in our study are still in the early stages of their undergraduate careers. Our work builds upon the classroom-based
research movement and should be viewed as encouraging to the Vision and Change in Undergraduate Biology Education movement advocated by the American Association for the Advancement of Science, the National Science Foundation, and other undergraduate education stakeholders. The Impact of Peer Support upon the Integration of Technology into a Middle School Classroom ERIC Educational Resources Information
Center Pantall, Shane 2012-01-01 This action-research dissertation examined the impact peer collaboration had upon a teacher's comfort level when using and integrating technology in the classroom, attitude toward integrating technology, and improvement of technology skill level. Teachers' responses to the surveys indicated that teachers became more comfortable utilizing…
Learning to Teach Argumentation: Research and Development in the Science Classroom ERIC Educational Resources Information Center Simon, Shirley; Erduran, Sibel;
Osborne, Jonathan 2006-01-01 The research reported in this study focuses on an investigation into the teaching of argumentation in secondary science classrooms. Over a 1-year period, a group of 12 teachers from schools in the greater London area attended a series of workshops to develop materials and strategies to support the teaching of argumentation in scientific contexts.… Speaking and Writing, K-12: Classroom Strategies and the New Research. ERIC Educational Resources Information Center Thaiss, Christopher J., Ed.; Suhor, Charles, Ed.
To translate the recent research in writing and oral communication into useful suggestions for classroom practice, to focus on ways teachers can help their students grow as writers and speakers, and to stress activities that do not isolate the language arts into units and sever skills from content learning, the articles in this book were prepared… The Action Researcher as Chameleon. ERIC Educational Resources Information Center Hadfield, Mark; Bennett, Steve 1995-01-01 Describes a project that
trained institutional policymakers in action research regarding problems in developing training policies about young people's needs, examining attempts to collaborate and dialog with stakeholders and discussing how project members became enmeshed in complex sets of relationships calling for construction of dialog in… Physics Education Research and its Impact on Classroom Instruction NASA Astrophysics Data System (ADS) Meltzer, David E. 2006-05-01 In recent years systematic investigations
into student learning of physics have been carried out at an increasing pace, particularly at the undergraduate level. This work, broadly known as ``physics education research,'' involves exploring the process by which students come to understand physics concepts, and uncovering the difficulties and obstacles encountered by students as they learn. The ultimate outcome of this work is the development of new and more effective instructional materials and pedagogical strategies. I will
outline the principal goals and methods of this research and show how it can lead to improved learning in the classroom. I will illustrate the process by discussing an ongoing investigation into student learning of thermal physics. 'Checkmating HIV&AIDS': Using chess to break
the silence in the classroom. PubMed Esau, Omar 2012-12-01 In this article, I give an account of my 'Checkmating HIV&AIDS' action research project, which was an attempt to break the 'culture of silence' concerning HIV&AIDS and sex and sexuality in my classroom. In this project, I focused specifically on one code of
sport, namely chess, and I point out and discuss the potential of using chess as an educational tool in addressing HIV&AIDS. It was found that learners enjoy playing chess and that it can be used in the Life Orientation classroom to promote HIV&AIDS awareness. This type of alternative awareness is relevant as learners in most schools were becoming fatigued by HIV&AIDS information overload. The project portrays the role of the teacher as a researcher and
critical change agent in an HIV&AIDS-challenged society. Learning about Teachers' Literacy Instruction from Classroom Observations ERIC Educational Resources Information Center Kelcey, Ben; Carlisle, Joanne F. 2013-01-01 The purpose of this study is to contribute to efforts to improve methods for gathering and analyzing data from classroom observations in early literacy. The methodological approach addresses current problems of reliability and validity of classroom observations
by taking into account differences in teachers' uses of instructional actions (e.g.,… Developing Classroom Research Modules Through In Depth Understanding of the Research Process NASA Astrophysics Data System (ADS) Guilbert, K.; Soong, J.; Cotrufo, M. 2012-12-01 Students of low income families often have fewer opportunities, especially in regards to science, than their peers of higher socioeconomic upbringing. This opportunity deficit can stifle their interest in science before it begins. As an elementary teacher at a Title 1 school, I strive to enrich the scientific
opportunities for my students. I gained exposure to soil science by participating in a litter decomposition experiment and the Summer Soil Institute at Colorado State University through an NSF funded Research Experience for Teachers program (RET). My participation in the RET provided me with the tools necessary to implement in depth research in my 5th grade classroom. A teacher's greatest tool is having a deep understanding of a topic prior to relaying it
to students. This depth of knowledge needs to be coupled with a general understanding of the research process and techniques that are being used by contemporary scientists. Applying these ideas, I created a long-term decomposition module for my students that can be used as a model for teachers to create meaningful research opportunities for students. Action research in radiography: What it is and how it can be conducted PubMed Central Munn, Zachary; Pearson, Alan; Jordan,
Zoe; Murphy, Frederick; Pilkington, Diana 2013-01-01 Action research is a form of research that investigates and describes a social or work situation with the aim of achieving a change which results in improvement. This article emphasizes the potential for action research to be a useful research method in radiography. A search was conducted to determine the extent to which action
research has been utilized in radiography. Although action research has been used in a number of health-care settings, there are no published examples of action research being utilized in a clinical medical imaging department. Action research is discussed in detail, along with an example guide for an action research study. Action research has been
identified as a useful way to affect change, to involve radiographers in the research process, and to introduce evidence-based practice to radiography. PMID:26229607 Collaboration
in Action: Office of Research and Development ... EPA Pesticide Factsheets The "Collaboration in Action: US EPA's Office of Research and Develop - Current Wildfire Research Program" was invited by the USDA's US Forest Service's Scientific Executive Committee to provide USFS scientific leadership active and potential future opportunities
for cooperation/collaboration. Health impacts of wildfire smoke merit the attention and action of the US EPA and current research is supported in the ACE and SHC Research Programs. Wildland fire smoke research has taken on greater importance because the 1) contribution of wildland fire PM emissions relative to total US PM emissions is increasing, 2) the population health impacts are measurable and costly, 3) vulnerable and sensitive populations
at-risk are increasing attendant to our aging U.S. population and the increasing area of the wildland-urban interface, and 4) health impacts of smoke could be minimized by identifying at-risk individuals and reducing their exposures. Examples are provided. The "Collaboration in Action: US EPA's Office of Research and Develop - Current Wildfire Research Program" was invited by the USDA's US Forest Service's Scientific Executive Committee to provide USFS
scientific leadership active and potential future opportunities for cooperation/collaboration. Action Research and Collaborative Research: Their Specific Contributions to Professional
Development ERIC Educational Resources Information Center Savoie-Zajc, Lorraine; Descamps-Bednarz, Nadine 2007-01-01 The increasing complexity of the teaching profession calls for engaged professionals in their professional development. This article claims that participative types of research contribute differently to professional development.
Its intent is to explore the different contributions action research and collaborative research bring. One action… Technology in College Classrooms: An Action
Research Examining the Use of Powerpoint in ELL Classrooms ERIC Educational Resources Information Center Zhang, Weiwei 2012-01-01 This research looks at the use of PowerPoint as an instructional tool for teaching English language learners (ELL) who studied in a language program at a state university in the Pacific
Northwest. The purpose of the research was to discover and to explore the perceptions of PowerPoint supported teaching and learning that were held by the students,… Key Actions of Successful Summer Research Mentors ERIC Educational Resources Information Center Raman, D. Raj; Geisinger, Brandi N.; Kemis, Mari R.; de la Mora, Arlene 2016-01-01 Summer research opportunities for undergraduates, such as those supported by the National Science Foundation's Research Experience for Undergraduates (REU) program, can be critical experiences that help persuade students to
pursue research through graduate studies. Studies analyzing the key actions of successful mentors are scarce. The goal of… Exploring and Implementing Participatory Action Research ERIC Educational Resources Information Center Savin-Baden, Maggi; Wimpenny, Katherine 2007-01-01 This paper explores the research method of participatory action research, first by examining the roots of this approach and then analysing the shift to using more participatory approaches than in former years. It begins by considering the
reasoning and theoretical underpinning for adopting this approach and provides an overview of the steps to be… Measuring Engagement in Fourth to Twelfth Grade Classrooms: The Classroom Engagement Inventory ERIC Educational Resources Information Center Wang, Ze; Bergin, Christi; Bergin, David A. 2014-01-01 Research on factors that may promote engagement is hampered by the absence of a measure of classroom-level engagement. Literature has suggested that engagement may have 3 dimensions--affective, behavioral, and cognitive. No existing engagement scales
measure all 3 dimensions at the classroom level. The Classroom Engagement Inventory (CEI) was… Action-Oriented Population Nutrition Research: High Demand but Limited Supply
PubMed Central Pham, Judy; Pelletier, David 2015-01-01 Background: The relatively rapid ascendancy of nutrition and health on policy agendas, along with greater emphasis on accountability and results, has stimulated interest in new forms of research to guide the development and implementation of effective policies, programs, and interventions—what we refer to as
action-oriented research. To date, action-oriented research in the nutrition field is thought to be the exception rather than the rule, but empirical evidence to support this claim is lacking. Methods: We conducted a survey of selected journals in nutrition and public health to assess the extent and nature of population nutrition research published in 2012 that embodied 5 defined characteristics of action-oriented
research in relation to: (1) topic(s) of study, (2) processes/influences, (3) actors, (4) methods, and (5) approaches. We identified 762 articles from the 6 selected nutrition journals and 77 nutrition-related articles from the 4 selected public health journals that met our search criteria. Results: Only 7% of the 762 papers in nutrition journals had at least 1 of the 5 action-oriented research characteristics, compared with 36% of the 77 nutrition-related
papers in the public health journals. Of all 80 articles that had at least 1 action-oriented research characteristic, only 5 articles (6.25%) embodied all 5 characteristics. Articles with action-oriented research covered a broad range of topics and processes/influences, including policy, workforce development, and schools, as well as actors, such as program staff, store owners, parents, and school staff. In addition, various
research methods were used, such as stakeholder analysis, ethnographic narrative, iterative action research, and decision tree modeling, as well as different approaches, including participant-observer and community-based participatory research. Conclusions: Action-oriented research represents a small fraction of articles published in nutrition journals, especially compared The Effects of Incorporating Classroom Pets into the Fourth Grade Science Curriculum NASA Astrophysics Data System (ADS) Admire, Maegan The purpose of this study was to identify and promote
successful teaching strategies that incorporate classroom pets in order to influence student engagement, achievement, and perceptions of animals. This was a small action research study conducted in a fourth grade science classroom. Both quantitative and qualitative data were obtained including, pre- and post-assessments, student interviews, researcher field notes, researcher journal, and student work. The results of
this study revealed an increased academic achievement from the pre- to post-assessment, increased student observations and descriptions when discussing the animals, and increased student empathy toward the animals. The results also revealed that the teacher's incorporation of the animals within the science curriculum grew in ease over time, and that the animals provided the educator with opportunities to teach non-content related lessons and also a concrete experience for the teacher to apply
and extend the science content. Climate Action Planning Process | Climate Neutral Research Campuses | NREL Science.gov Websites Action
Planning Process Climate Action Planning Process For research campuses, NREL has developed a five-step process to develop and implement climate action plans: Determine baseline energy consumption Analyze technology options Prepare a plan and set priorities Implement the climate action plan Measure and Community action and research as citizenship construction. PubMed Montero, Maritza 2009-03-01 Social change, well-being and liberation have been intertwined in community
research and action, as much as being used as political common-places. In this paper, it is argued that community research and action can have a political character. The epistemological premises shared by both the community and political spheres are discussed, and concepts are defined. The way community psychological action can produce changes is illustrated by an experience carried out with children from poverty sectors of
Caracas, Venezuela, intended to construct citizenship by developing awareness about values, civic rights and duties, while experiencing the advantages of participation, peaceful negotiation and solidarity, during art classes. Topics regarding citizenship values and ethics were painted and discussed in a participatory way. Results about how the children developed consciousness about those topics, relating them to their lives, are presented. Action Research and ICT Implementation ERIC Educational Resources Information
Center Krumsvik, Rune 2012-01-01 This emancipatory action research study investigates implementation of information and communication technology (ICT) in schools. The case study examined retrospectively was part of a Norwegian ICT project called PILOT, the focus of which concerns the impact on school development of a locally developed Internet subject portal and study periods.… The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional Climate ERIC Educational Resources Information Center Friedman-Krauss, Allison Hope; Raver, C. Cybele; Morris, Pamela A.; Jones, Stephanie M. 2014-01-01 Research Findings: Despite the abundance of research suggesting that preschool classroom quality influences children's social-emotional development, the equally important and related question of
how characteristics of children enrolled in a classroom influence classroom quality has rarely been addressed. The current article focuses on this…
Participatory Action Research Experiences for
Undergraduates NASA Astrophysics Data System (ADS) Sample McMeeking, L. B.; Weinberg, A. E. 2013-12-01 Research experiences for undergraduates (REU) have been shown to be effective in improving undergraduate students' personal/professional development, ability to synthesize knowledge, improvement in research skills, professional advancement, and career
choice. Adding to the literature on REU programs, a new conceptual model situating REU within a context of participatory action research (PAR) is presented and compared with data from a PAR-based coastal climate research experience that took place in Summer 2012. The purpose of the interdisciplinary Participatory Action Research Experiences for Undergraduates (PAREU) model is to act as an additional year to traditional, lab-based
REU where undergraduate science students, social science experts, and community members collaborate to develop research with the goal of enacting change. The benefits to traditional REU's are well established and include increased content knowledge, better research skills, changes in attitudes, and greater career awareness gained by students. Additional positive outcomes are expected from undergraduate researchers (UR) who participate in PAREU, including
the ability to better communicate with non-scientists. With highly politicized aspects of science, such as climate change, this becomes especially important for future scientists. Further, they will be able to articulate the relevance of science research to society, which is an important skill, especially given the funding climate where agencies require broader impacts statements. Making science relevant may also benefit URs who wish to apply their science research.
Finally, URs will gain social science research skills by apprenticing in a research project that includes science and social science research components, which enables them to participate in future education and outreach. The model also positively impacts community members by elevating their voices within and outside the community, particularly in areas severely underserved Action Research as a Professional Development Activity ERIC Educational Resources Information Center West, Chad 2011-01-01
Reflective teachers are always searching for ways to improve their teaching. When this reflection becomes intentional and systematic, they are engaging in teacher research. This type of research, sometimes called "action research", can help bridge the gap between theory and practice by addressing topics that are relevant to practicing teachers.… An Investigation of the Use of the "Flipped Classroom" Pedagogy in Secondary English Language Classrooms ERIC
Educational Resources Information Center Yang, Chi Cheung Ruby 2017-01-01 Aim/Purpose: To examine the use of a flipped classroom in the English Language subject in secondary classrooms in Hong Kong. Background: The research questions addressed were: (1) What are teachers' perceptions towards the flipped classroom pedagogy?; (2) How can teachers transfer their flipped classroom experiences to teaching other…
Riding the Wave: Student Researcher Reflection on the Action Research Process ERIC Educational Resources Information Center Burrows,
Andrea; Thomas, Jonathan; Woods, Angie; Suess, Robert; Dole, Deborah 2012-01-01 The focus of this article is the exploration of and an explanation of student researchers' affect and activity in an action research project. Using a hermeneutical theoretical framework we argue that the researcher group as a whole constructs a wave process and at the same time each individual researcher in the group creates a wave process
that… Gender Integration in Coeducational Classrooms: Advancing Educational Research and Practice ERIC Educational Resources Information Center
Fabes, Richard A.; Martin, Carol Lynn; Hanish, Laura D.; DeLay, Dawn 2018-01-01 Despite the fact that most boys and girls are in classrooms together, there is considerable variation in the degree to which their classrooms reflect gender integration (GI). In some classrooms, boys' and girls' relationships with each other are generally positive and harmonious. However, in other classes, students tend to only work with… A Classroom Research Skills Development Emphasizing Data Analysis and Result of SSRU Students by RBL ERIC Educational Resources Information Center Waree, Chaiwat
2017-01-01 The purpose of the study is the learning using research as a base. To strengthen the skills of classroom research Emphasizing Data Analysis and Result and to study the development of research skills in the class Emphasizing Data Analysis and Result of SSRU' Students by learning using research base. The target group are students in the 2nd semester… Developing Critical Understanding by Teaching Action Research to Undergraduate Psychology Students ERIC Educational Resources Information
Center
Jacobs, Gaby; Murray, Michael 2010-01-01 Action research assumes the active engagement of the stakeholders, such as the community, in the research, and a multiple-level process of reflection in order to evaluate and monitor the actions taken. This makes action research a suitable methodology to increase the critical understanding of the participants. In this paper we describe the… The Variable of the Self in Classroom Research: A Brief and Incomplete History of My Work as a Teacher Researcher ERIC Educational Resources Information
Center
Gallas, Karen 2010-01-01 This article traces Karen Gallas' experience as a teacher engaged in teacher research beginning in September of 1989 when she joined a weekly seminar in which teachers looked together at children's talk and while learning about methods of conducting classroom research on language. Gallas became very involved in what she now calls "Science… Culminating Experience Action Research Projects, Volume 2, Fall 2002. ERIC Educational Resources Information Center McAllister, Deborah A., Ed.; Moyer, Peggy S., Ed.
As part of the graduate teacher licensure program at the University of Tennessee at Chattanooga, candidates are required to complete an action research project during a course that coincides with the student teaching experience. The syllabus for the course, "Education 590 Culminating Experience," is included, followed by action research projects… Critical Literacy for School Improvement: An Action Research Project ERIC Educational Resources Information Center Cooper, Karyn; White, Robert
E. 2008-01-01 This article provides an overview of the integrative process of initiating an action research project on literacy for students "at risk" in a Canadian urban elementary school. As the article demonstrates, this requires development of a school-wide framework, which informs the action research project and desired outcomes, and a shared… Phenomenography: Implications for Expanding the Educational Action Research Lens ERIC Educational Resources Information Center Beaulieu, Rodney 2017-01-01
Action research is a growing tradition for improving teachers' practice and students' learning outcomes, and it draws from a variety of methods for collecting and analysing data. In this article, phenomenography is proposed as an innovative approach for enhancing action research. With an emphasis on mapping variations on students' experience,… Action Research: An Educational Leader's Guide to School Improvement. Second Edition. ERIC Educational Resources Information Center Glanz,
Jeffrey This book, in its second edition, is intended as a practical guide to conducting action research in schools--it outlines the process of designing and reporting an action research project. Contending that action research can be used as a powerful tool that can contribute to school renewal and instructional improvement, the book defines and presents… Making Tracks 1.0: Action Researching an Active Transportation Education Program ERIC Educational Resources Information Center Robinson,
Daniel; Foran, Andrew; Robinson, Ingrid 2014-01-01 This paper reports on the results of the first cycle of an action research project. The objective of this action research was to examine the implementation of a school-based active transportation education program (Making Tracks). A two-cycle action research design was employed in which elementary school students' (ages 7-9), middle school… Using biological control research in the classroom to promote scientific inquiry and literacy USDA-ARS?s Scientific Manuscript
database Many scientists who research biological control also teach at universities or more informally through cooperative outreach. The purpose of this paper is to review biological control activities for the classroom in four refereed journals, The American Biology Teacher, Journal of Biological Education... The SMORE Project: A Model for Transforming Authentic Research into Classroom Curricula NASA Astrophysics Data System (ADS) Abmayr, V. 2016-12-01 The SMORE (Students Monitoring
Ocean Response to Eutrophication) Project is the direct result of a partnership between marine scientist Dr. Patricia Yager (UGA) and Lollie Garay, a middle school classroom teacher from Texas. Partnered by PolarTREC on an expedition to the Southern Ocean in 2007, they have since traveled together building not only a lasting teacher/scientist collaboration, but also a tri-state student collaboration based on authentic fieldwork. Inspired by Dr. Yager's research, this
student -driven project has generated biogeochemical data from Alaska, Texas, and Georgia. Moreover, it has enhanced student understanding of ocean science topics traditionally underemphasized in classrooms. Engaging students in scientific practices and application benefits not only the students and teachers, but also the scientists. Action Research in Urban Schools: Empowerment, Transformation, and Challenges ERIC Educational Resources Information Center Razfar, Aria 2011-01-01 This
article examines the experiences of a cohort of seven urban educators who conducted action research over a two-year period. Of the seven participants, six were teacher-researchers ("TRs") and one was a bilingual coordinator. The author provides an analysis of focus group discussions conducted after the completion of the action research… Professional Learning with Action Research in Innovative Middle Schools ERIC Educational Resources Information Center Netcoh, Steven; Olofson, Mark W.; Downes, John M.;
Bishop, Penny A. 2017-01-01 This article illustrates how action research can be used as a model for professional development with middle grades educators in rapidly changing and technology-intensive schools. Drawing upon ten years of using this model, the authors present three examples of educator action research to highlight five characteristics of effective projects: (1)… Middle School Responses to Cyberbullying: An Action Research Study ERIC Educational Resources Information Center Zidack, Astri Marie 2013-01-01
This action research study engaged a small public middle school in the northwest United States in a collaborative process to address cyberbullying issues that often lead to academic and behavior problems in schools (Hinduja, 2010; Olweus, 2010). The specific purpose of this action research study was to address the middle school's cyberbullying… The Promise, Pitfalls, and Persistent Challenge of Action Research ERIC Educational Resources Information Center Higgins, Chris 2016-01-01
Action research began as an ambitious epistemological and social intervention. As the concept has become reified, packaged for methodology textbooks and professional development workshops, it has degenerated into a cure that may be worse than the disease. The point is not the trivial one that action research, like any practice, sometimes shows up… Making Amends: A Restorative Justice Approach to Classroom Behavior ERIC Educational Resources Information Center Erb, Cathy Smeltzer; Erb, Peyton 2018-01-01 Enticed
by developing skills that would empower students to solve problems, take responsibility for their own actions within the classroom community, and model real-life processes for resolving conflict, a team of third-grade teachers responsible for nearly 100 students embarked on creating a classroom behavior system titled "Making…
Assessment as Action Research: Bridging Academic Scholarship and Everyday Practice ERIC Educational Resources Information Center Malenfant,
Kara J.; Hinchliffe, Lisa Janicke; Gilchrist, Debra 2016-01-01 This introductory essay to this special issue demonstrates that action research has a vital role in evidence-informed practice in academic libraries. This special issue of "College and Research Libraries" ("C&RL") proudly features a selection of action research studies by participants of the Association of College and… Opportunities and Challenges in Training Elementary School Teachers in Classroom Management: Initial Results from Classroom Management in Action, an Online Professional Development Program ERIC Educational Resources Information Center Marquez, Brion; Vincent, Claudia; Marquez, Jessie; Pennefather, Jordan; Smolkowski, Keith; Sprague, Jeffrey 2016-01-01 Classroom management remains a challenge for many teachers. The approach and delivery of professional development (PD) in classroom management may determine how well teachers are able to
apply evidence-based approaches in their classrooms. We use existing literature to identify the key features that make in-service PD effective and present them as… A Case Study of Classroom Management Practices and the Influence on Classroom
Disruptions ERIC Educational Resources Information Center Rusk, Robert Brian 2016-01-01 This qualitative case study explored how the classroom management practices of sampled teachers in a private school in central Oregon influenced classroom disruptions. Through the study, the researcher was able to provide insight
on the differences in specific classroom management processes between teachers who had a high number of Positive… How Does Telling the Truth Help Educational Action Research? ERIC Educational Resources Information Center Blair, Erik 2010-01-01 A number of key constructs underpin educational action research. This paper focuses on the concept of "truth" and by doing so hopes to highlight some debate in this area. In reflecting upon what "truth" might mean to those involved in action research, I
shall critically evaluate Thorndike's "Law of Effect" and Bruner's "Three Forms of… Embodied Learning and Creative Writing: An Action Research Study ERIC Educational Resources Information Center Tobin, Jennifer Ann 2012-01-01 This action research study used narrative analysis to explore the role of the body in the writing process of creative writers. Specifically, the purpose of this action research study was threefold: it was first to examine how professional creative
writers describe their writing process with particular attention to their perceptions of the role and… The Influence of Classroom Aggression and Classroom Climate on Aggressive-Disruptive Behavior
PubMed Central Thomas, Duane E.; Bierman, Karen L.; Powers, CJ 2011-01-01 Research suggests that early classroom experiences influence the socialization of aggression. Tracking changes in the aggressive behavior of 4179 children from kindergarten to second-grade (ages 5–8) this study examined the impact of two important features of the classroom
context–aggregate peer aggression and climates characterized by supportive teacher-student interactions. The aggregate aggression scores of children assigned to first-grade classrooms predicted the level of classroom aggression (assessed by teacher ratings) and quality of classroom climate (assessed by observers) that emerged by the end of grade 1. HLM analyses revealed that first-grade classroom aggression and quality of classroom
climate made independent contributions to changes in student aggression, as students moved from kindergarten to second grade. Implications for policy and practice are discussed. PMID:21434887 Neurolinguistic and Psycholinguistic Research on Learning Modes of
Older Language Learners: Classroom Implications. ERIC Educational Resources Information Center Homstad, Alice 1987-01-01 Review of neurolinguistic and psycholinguistic research regarding older (over 40 years of age) second language learners suggests classroom implications for dealing with this population's
pronunciation problems and ways to capitalize on their superiority to younger students in terms of higher order linguistic processing. (CB) An application of the theory of planned behavior to examine the impact of classroom inclusion on elementary school students. PubMed Campbell, Michael 2010-05-01 Classroom inclusion serves as the most discussed service delivery model in the debate over the most appropriate way to provide education for students with disabilities. Integrating students with disabilities with nondisabled peers may increase attitudes of acceptance, but the literature also indicates that placement alone does not yield an
increase in interaction between these two groups of peers (Brinker & Thorpe, 1986; Fryexe & Kennedy, 1995; Kennedy, Shulka, & Fryxell, 1997). This study investigated the impact of classroom inclusion on nondisabled students. Using survey research methods and guided by the Theory of Planned Behavior (Aizen, I. [1985]. From intentions to actions: A theory of planned behavior. In J. Kuhl & J. Beckman [Eds.], Action-control: From
cognition to behavior [pp. 11-39]. Heidelberg: Springer), 593 responses were obtained from a convenience sample of 936 third, fourth, and fifth grade students and their parents from 52 classrooms spread across six different schools. Survey results were also collected from these students' parents and their teachers and used to add a richer depth to the data analysis. Implications for policy and practice are drawn. Limitations and recommendations for future research are
also indicated. Initiating New Science Partnerships in Rural Education (INSPIRE): Enhancing Scientific Communication by Bringing STEM Research into the Classroom NASA Astrophysics
Data System (ADS) Pierce, D.; Radencic, S.; Funderburk, W. K.; Walker, R. M.; Jackson, B. S.; Dawkins, K. S.; Schmitz, D.; Bruce, L. M.; McNeal, K. 2014-12-01 INSPIRE, a five-year partnership between Mississippi State University and three local school districts, is designed to strengthen the communication skills of graduate Fellows in geosciences, physics, astronomy, chemistry, and engineering as they incorporate their research into inquiry-based lessons in 7th
- 12th grade science and math classrooms. All lesson plans designed and taught by the graduate Fellows must include one or more connections to their research, and these connections must be demonstrated to the students during the lessons. International research partnerships with Australia, the Bahamas, England, and Poland provide valuable opportunities for graduate Fellows to conduct field work abroad and allow our partner teachers to have authentic
research experiences that they can bring back to their classrooms. Program effectiveness has been examined using pre- and post-year attitudinal surveys, formal lesson plan documents, Fellow and teacher journals, focus group meetings with a project evaluator, and direct observation of Fellow-led classroom activities. Analyses of data gathered during the past four years of the partnership will be presented that examine the diversity in approaches taken by
Fellows to communicate big ideas, changes in the ability of Fellows to find connections between their research and classroom lessons while keeping them aligned with state and national standards, and the quality of the mentorship provided to the Fellows by our partner teachers. INSPIRE is funded by the Graduate K-12 (GK-12) STEM Fellowship Program of the National Science Foundation (Award No. DGE-0947419). Action Research Projects in Distance Education: A Manual. ERIC Educational Resources Information Center Ramakrishna, C. Pushpa; Prasad, V. S. This manual,
prepared by the Distance Education Council (India) presents guidelines for action research in distance education, balancing practical research activities with a sound theoretical research base. Chapter 1, "Scope, Purpose and Design of the Manual," suggests several definitions of research; draws distinctions between academic… Getting Girls in the Game: Action Research in the Gymnasium ERIC Educational Resources Information Center Robinson, Daniel B. 2013-01-01
This article presents an action research project focused on improving physical education (PE) for adolescent female students. One university researcher, three male PE teachers, and 13 of their most disengaged female students participated in the one-year, two-cycle, action research project. The process and results are offered so that future PE… Teachers Learning to Research Climate: Development of hybrid teacher professional development to support climate inquiry and research in the classroom NASA Astrophysics Data System
(ADS) Odell, M. R.; Charlevoix, D. J.; Kennedy, T. 2011-12-01 The GLOBE Program is an international science and education focused on connecting scientists, teachers and students around relevant, local environmental issues. GLOBE's focus during the next two years in on climate, global change and understanding climate from a scientific perspective. The GLOBE Student Climate Research Campaign (SCRFC) will engage youth from around the world in understanding and
researching climate through investigations of local climate challenges. GLOBE teachers are trained in implementation of inquiry in the classroom and the use of scientific data collection protocols to develop inquiry and research projects of the Earth System. In preparation for the SCRC, GLOBE teachers will need additional training in climate science, global change and communicating climate science in the classroom. GLOBE's reach to 111
countries around the world requires development of scalable models for training teachers. In June GLOBE held the first teacher professional development workshop (Learning to Research Summer Institute) in a hybrid format with two-thirds of the teachers participating face-to-face and the remaining teachers participating virtually using Adobe Connect. The week long workshop prepared teachers to integrate climate science inquiry and research projects in the
classrooms in the 2011-12 academic year. GLOBE scientists and other climate science experts will work with teachers and their students throughout the year in designing and executing a climate science research project. Final projects and research results will be presented in May 2012 through a virtual conference. This presentation will provide the framework for hybrid teacher professional development in climate science research and inquiry
projects as well as summarize the findings from this inaugural session. The GLOBE Program office, headquartered in Boulder, is funded through cooperative agreements with NASA and NOAA with additional support from NSF and the U.S. Department of State. GLOBE Animals in the
Classroom ERIC Educational Resources Information Center Roy, Ken 2011-01-01 Use of animals in middle school science classrooms is a curriculum component worthy of consideration, providing proper investigation and planning are addressed. A responsible approach to this action, including safety, must be adopted for
success. In this month's column, the author provides some suggestions on incorporating animals into the… The Effects of Student Multiple Intelligence Preference on Integration of Earth Science Concepts and Knowledge within a Middle Grades Science Classroom. ERIC Educational Resources Information Center Cutshall, Lisa Christine This research was conducted in an eastern Tennessee 8th grade science classroom with 99 students participating. The action research project attempted to examine an adolescent science student's integration of science concepts within a project-based setting
using the multiple intelligence theory. In an effort to address the national science… Systems approach to managing educational quality in the engineering classroom NASA Astrophysics Data System
(ADS) Grygoryev, Kostyantyn Today's competitive environment in post-secondary education requires universities to demonstrate the quality of their programs in order to attract financing, and student and academic talent. Despite significant efforts devoted to improving the quality of higher education, systematic, continuous performance measurement and management still have not reached the level where educational outputs and outcomes are actually produced---the
classroom. An engineering classroom is a complex environment in which educational inputs are transformed by educational processes into educational outputs and outcomes. By treating a classroom as a system, one can apply tools such as Structural Equation Modeling, Statistical Process Control, and System Dynamics in order to discover cause-and-effect relationships among the classroom variables, control the classroom processes, and
evaluate the effect of changes to the course organization, content, and delivery, on educational processes and outcomes. Quality improvement is best achieved through the continuous, systematic application of efforts and resources. Improving classroom processes and outcomes is an iterative process that starts with identifying opportunities for improvement, designing the action plan, implementing the changes, and evaluating their effects. Once the desired objectives are
achieved, the quality improvement cycle may start again. The goal of this research was to improve the educational processes and outcomes in an undergraduate engineering management course taught at the University of Alberta. The author was involved with the course, first, as a teaching assistant, and, then, as a primary instructor. The data collected from the course over four years were used to create, first, a static and, then, a dynamic model of a classroom system. By
using model output and qualitative feedback from students, changes to the course organization and content were introduced. These changes led to a lower perceived course workload and Turning the Classroom Upside Down: Experimenting with the Flipped Classroom in American
Government ERIC Educational Resources Information Center Whitman Cobb, Wendy N. 2016-01-01 With the concept of the flipped classroom taking the teaching world by storm, research into its effectiveness, particularly in higher education, has been lacking. This research aims to rectify this by detailing the results of an
experiment comparing student success in American Federal Government in a flipped classroom, a traditional, lecture-based… Generalizability and Decision Studies to Inform Observational and Experimental Research in Classroom Settings ERIC Educational Resources Information Center Bottema-Beutel, Kristen; Lloyd, Blair; Carter, Erik W.; Asmus, Jennifer M. 2014-01-01 Attaining reliable estimates of observational measures can be challenging in school and classroom settings, as behavior can be influenced by multiple contextual factors. Generalizability (G) studies can enable
researchers to estimate the reliability of observational data, and decision (D) studies can inform how many observation sessions are… Action-Oriented Population Nutrition Research: High Demand but Limited Supply. PubMed Pham, Judy; Pelletier, David 2015-05-27 The relatively rapid ascendancy of nutrition and health on policy agendas, along with greater emphasis on accountability and results, has stimulated interest in new forms of research to guide the development and implementation of effective policies, programs, and interventions-what we refer to as action-oriented
research. To date, action-oriented research in the nutrition field is thought to be the exception rather than the rule, but empirical evidence to support this claim is lacking. We conducted a survey of selected journals in nutrition and public health to assess the extent and nature of population nutrition research published in 2012 that embodied 5 defined characteristics of action-oriented research in relation to: (1)
topic(s) of study, (2) processes/influences, (3) actors, (4) methods, and (5) approaches. We identified 762 articles from the 6 selected nutrition journals and 77 nutrition-related articles from the 4 selected public health journals that met our search criteria. Only 7% of the 762 papers in nutrition journals had at least 1 of the 5 action-oriented research characteristics, compared with 36% of the 77 nutrition-related papers in the public health journals. Of all 80
articles that had at least 1 action-oriented research characteristic, only 5 articles (6.25%) embodied all 5 characteristics. Articles with action-oriented research covered a broad range of topics and processes/influences, including policy, workforce development, and schools, as well as actors, such as program staff, store owners, parents, and school staff. In addition, various research methods were used, such as stakeholder
analysis, ethnographic narrative, iterative action research, and decision tree modeling, as well as different approaches, including participant-observer and community-based participatory research. Action-oriented research represents a small fraction of articles published in nutrition journals, especially compared with public health journals. This reinforces Implementation of a Collaborative Series of Classroom-Based Undergraduate Research Experiences Spanning Chemical Biology, Biochemistry, and Neurobiology ERIC Educational
Resources Information Center Kowalski, Jennifer R.; Hoops, Geoffrey C.; Johnson, R. Jeremy 2016-01-01 Classroom undergraduate research experiences (CUREs) provide students access to the measurable benefits of undergraduate research experiences (UREs). Herein, we describe the implementation and assessment of a novel model for cohesive CUREs focused on central research themes involving faculty research
collaboration across departments. Specifically,… Participatory Action Research: An Overview--What Makes It Tick? ERIC Educational Resources Information
Center Gaffney, Michael 2008-01-01 In this article I outline different elements of action research in an attempt to describe and define participatory action research (PAR). There is a lot more material available to readers these days, some of which I will refer you to in this article. I see my role here is to summarise enough of this material to help support your reading of the…
A moving imagination in spaces of distress: Teacher and student agency in a science classroom NASA Astrophysics Data System (ADS) Adamian, Annie S. This qualitative study
explored the ways in which our classroom community (students and teacher) engaged with humanizing pedagogy in a seventh grade science classroom, toward the full development (e.g. personal, social, emotional, academic) of our classroom community, and the dismantling of inequitable practices and unjust policies that we recognized in our science classroom, school and/or community while utilizing the process of teacher and student participatory
action research (tsPAR) (Adamian, 2015) and Critical Race Praxis for Educational Research (CRP-Ed) (Jayakumar & Adamian, 2015). This study examined the complexities of mutually engaging across differing positionalities while intentionally working in spaces of distress (e.g. push and pull between oppression and liberation). The findings demonstrated the ways in which building a beloved community while situated within an oppressive U.S. schooling system,
supported students and teacher toward cultivating pedagogy rooted in love and agency, with a collective commitment toward social justice. As a result, this study contributed toward expanding the possibilities for teaching and learning toward social justice in constricting institutional contexts that honor students and teachers relationships while simultaneously defining for ourselves the purpose of schooling and who we are. Developing Online Course Portal to Improve Teachers’ Competency in Creating Action Research (CAR) Proposal Using Learning Management System (LMS) Moodle NASA Astrophysics Data System (ADS)
Muhtar, A. A. 2017-02-01 Online course can offer flexible and easy way to improve teachers’ competency in conducting education research, especially in classroom action research (CAR). Teachers can attend the course without physically present in the class. This research aims to (1) develop online course portal to improve teachers’ competency in creating CAR proposal, and (2) produce proper online course portal
validated and evaluated from four aspects: learning process, content, graphic user interface and programming. Online course in this research developed using Learning Management System (LMS) Moodle. The research model is using modified Borg & Gall Research and Development (R&D) started from preliminary studies, designing product, creating product, and evaluation. Product validated by three experts from three universities. Research
subjects for field test are seven teachers as participants from different schools in several provinces in Indonesia. Based on expert validation and field test results, the product developed in this research categorized as “very good” in all aspects and it is suitable for teacher to improve their competency in creating CAR proposal. Online course portal produced in this research can be used as a proper model for online learning in creating CAR proposal. Ethical issues in action-oriented research in Indonesia. PubMed Rachmawaty, Rini 2017-09-01 Action-oriented research is one of the most frequent
research types implemented to transform community health in Indonesia. Three researchers and 11 graduate students from a developed country in East Asia conducted a fieldwork program in a remote area in South Sulawesi Province. Although the project was completed, whether or not the international standards for human subject research were applied into that study remains unclear. This study aimed to examine ethical issues raised from that case, analyze
constraints to the problems, and recommend alternatives to protect vulnerable populations from being exploited by local/international researchers. A problem-solving approach was used in this study. It began with problem identification, evaluation of the action-oriented research goal, investigation of the constraints to the problem, and recommendation of some relevant alternatives to address the central issue. Ethical Consideration: The approval for
conducting the action-oriented research that being investigated in this work was only obtained from the Head of local district. Some ethical issues were found in this case. No special protection for this population, no informed consent was obtained from the participants, exposure to social and economic risks, no future benefits for the subjects, and conflict of interests. Lack of control from the local research ethics committee and lack of competence of
local researchers on human subject research were considered as the constraints to the problems. Creating an independent research ethics committee, providing research ethics training to the local researchers, obtaining written/video consents from underserved populations, and meeting local health needs were recommended alternatives to solve these problems. Indonesian government bodies should reform their international collaborative
system on research involving human subjects. Exploitation may not occur if all participants as well as all local and national governing bodies Teacher Actions to Facilitate Early Algebraic Reasoning ERIC Educational Resources Information Center Hunter, Jodie 2015-01-01 In recent years there has been an increased emphasis on integrating the teaching of arithmetic and algebra in primary school classrooms. This requires teachers to develop links between arithmetic and algebra and use pedagogical actions that facilitate algebraic reasoning. Drawing
on findings from a classroom-based study, this paper provides an… Using Qualitative Research to Assess Teaching and Learning in Technology-Infused TILE Classrooms ERIC Educational Resources Information Center Van Horne, Sam; Murniati, Cecilia Titiek; Saichaie, Kem; Jesse, Maggie; Florman, Jean C.; Ingram, Beth F. 2014-01-01 This chapter describes the results of an assessment project whose purpose was to improve the faculty-development program for instructors who teach in technology-infused TILE (Transform, Interact, Learn, Engage)
classrooms at the University of Iowa. Qualitative research methods were critical for (1) learning about how students and instructors… Immediate Dissemination of Student Discoveries to a Model Organism Database Enhances
Classroom-Based Research Experiences ERIC Educational Resources Information Center Wiley, Emily A.; Stover, Nicholas A. 2014-01-01 Use of inquiry-based research modules in the classroom has soared over recent years, largely in response to national calls for teaching that provides experience with
scientific processes and methodologies. To increase the visibility of in-class studies among interested researchers and to strengthen their impact on student learning, we have… Action Research: Order Out of Chaos. ERIC Educational Resources Information Center Geffen, Mitzi 2002-01-01 Describes on Israeli English-as-a-Foreign-Language teacher's action research project that focused on how to teach reading comprehension in English to a class of ninth grade boys. Outlines the teacher's goals, implementation of the project, and thoughts on the outcomes.
(Author/VWL) Making Sense of Power Relations in a Malaysian English-as-a-Second-Language Academic Writing Classroom ERIC Educational Resources Information
Center Abraham, Alison 2014-01-01 The role of power in an English-as-a-second-language classroom has yet to be fully explored by an action research practitioner, especially in a Malaysian higher education setting. This study aims to contribute to this gap by working within an academic literacies perspective to teaching academic writing, which propagates the understanding of… Factors Affecting Variance in Classroom Assessment Scoring System Scores: Season, Context, and Classroom Composition ERIC Educational Resources
Information Center Buell, Martha; Han, Myae; Vukelich, Carol 2017-01-01 Early care and education programme quality is usually assessed at the classroom level. One such measure of classroom quality is the classroom assessment scoring system (CLASS). In an effort to ensure higher quality programming, the CLASS is being used to direct teacher professional development. However, there has been relatively little research on…
Ninth and Tenth Grade Students' Mathematics Self-Efficacy Beliefs: The Sources and Relationships to Teacher Classroom Interpersonal Behaviors ERIC Educational Resources Information Center White, Amanda Garrett 2009-01-01 The purpose of the mix-methods action research study was to seek how the changes in students' perceptions about teacher classroom interpersonal behaviors, the four efficacy sources and mathematics self-efficacy beliefs were related. The methods used to
accomplish this were: descriptive statistics, t-test, Pearson correlation coefficient… Action Research Approach on Mobile Learning Design for the Underserved ERIC Educational Resources Information Center Kim, Paul H. 2009-01-01 This paper discusses an action research study focused on developing a mobile learning model of literacy development for underserved migrant indigenous children in Latin America. The research study incorporated a cyclical action model with four distinctive
stages (Strategize, Apply, Evaluate, and Reflect) designed to guide constituencies involved… Flipped Classroom Approach ERIC Educational Resources Information Center
Ozdamli, Fezile; Asiksoy, Gulsum 2016-01-01 Flipped classroom is an active, student-centered approach that was formed to increase the quality of period within class. Generally this approach whose applications are done mostly in Physical Sciences, also attracts the attention of educators and researchers in different disciplines recently. Flipped classroom learning which wide-spreads rapidly… Reducing diabetes health disparities through community-based participatory action research: the Chicago Southeast Diabetes Community Action Coalition. PubMed Central Giachello, Aida L.; Arrom, Jose O.; Davis, Margaret; Sayad, Judith V.; Ramirez, Dinah; Nandi, Chandana; Ramos, Catalina 2003-01-01 To address disproportionately high rates of diabetes morbidity and mortality in some of Chicago's medically underserved minority neighborhoods, a group of community residents, medical and social service providers, and a local university founded the Chicago
Southeast Diabetes Community Action Coalition, a Centers for Disease Control and Prevention REACH 2010 Initiative. A community-based participatory action research model guided coalition activities from conceptualization through implementation. Capacity building activities included training on: diabetes, coalition building, research methods, and action planning. Other activities sought to increase coalition members' understanding of
the social causes and potential solutions for health disparities related to diabetes. Trained coalition members conducted epidemiologic analyses, focus groups, a telephone survey, and a community inventory. All coalition members participated in decisions. The participatory process led to increased awareness of the complexities of diabetes in the community and to a state of readiness for social action. Data documented disparities in diabetes. The participatory action
research approach (a) encouraged key stakeholders outside of the health care sector to participate (e.g., business sector, church groups); (b) permitted an examination of the sociopolitical context affecting the health of the community; (c) provided an opportunity to focus on preventing the onset of diabetes and its complications; (d) increased understanding of the importance of community research in catalyzing social action aimed at community and systems
change and change among change agents. PMID:12815078 The Classroom Strategy Study: Summary Report of General Findings. Research Series No. 187. ERIC Educational
Resources Information Center Brophy, Jere; Rohrkemper, Mary Described are the background, rationale, research design, data collection, analysis, and findings of the Classroom Strategy Study, an investigation of 98 elementary school teachers' general strategies for coping with problem students and their ways of dealing with typical problem behaviors associated with each of 12 types of problem students.… Action Research to Encourage Pupils' Active Participation in the Sustainable School ERIC Educational Resources Information Center Katsenou,
Christina; Flogaitis, Evgenia; Liarakou, Georgia 2015-01-01 This article aims to explore the contribution of action research to the development of active participation of pupils in the context of the sustainable school. Action research is looked at not simply as a methodological tool for the exploration of participation, but as a key element of the educational actions that promote the active participation… -
The Effectiveness of Classroom Capture Technology ERIC Educational Resources Information Center Ford, Maire B.; Burns, Colleen E.; Mitch,
Nathan; Gomez, Melissa M. 2012-01-01 The use of classroom capture systems (systems that capture audio and video footage of a lecture and attempt to replicate a classroom experience) is becoming increasingly popular at the university level. However, research on the effectiveness of classroom capture systems in the university classroom has been limited due to the recent development and… Do science coaches promote inquiry-based instruction in the elementary science classroom? NASA Astrophysics Data System (ADS) Wicker, Rosemary Knight The South Carolina Mathematics and Science Coaching
Initiative established a school-based science coaching model that was effective in improving instruction by increasing the level of inquiry-based instruction in elementary science classrooms. Classroom learning environment data from both teacher groups indicated considerable differences in the quality of inquiry instruction for those classrooms of teachers supported by a science coach. All essential features of inquiry were demonstrated more frequently and
at a higher level of open-ended inquiry in classrooms with the support of a science coach than were demonstrated in classrooms without a science coach. However, from teacher observations and interviews, it was determined that elementary schoolteacher practice of having students evaluate conclusions and connect them to current scientific knowledge was often neglected. Teachers with support of a science coach reported changes in inquiry-based instruction that were
statistically significant. This mixed ethnographic study also suggested that the Mathematics and Science Coaching Initiative Theory of Action for Instructional Improvement was an effective model when examining the work of science coaches. All components of effective school infrastructure were positively impacted by a variety of science coaching strategies intended to promote inquiry. Professional development for competent teachers, implementation of researched-based
curriculum, and instructional materials support were areas highly impacted by the work of science coaches. Using Electronic Readers: Action Research in an Intermediate Adult ESL Class ERIC Educational Resources Information Center Fraser, Monica; Abbott, Marilyn 2016-01-01 The use of portable electronic reading devices in the English as a second language (ESL) classroom has the potential to positively impact learners' reading engagement and language skill development. However, due to the lack of research, few guidelines are
available to inform instructors of the benefits and challenges of using these devices in ESL… The Multigrade Classroom: A Resource Handbook for Small, Rural Schools. Book 1: Review of the Research on Multigrade Instruction. ERIC Educational Resources Information Center Vincent, Susan, Ed. In multigrade instruction, children of at least a 2-year grade span and diverse ability levels are grouped in a single classroom and share experiences involving intellectual, academic, and social skills. "The Multigrade Classroom" is a seven-book series that provides an overview of current
research on multigrade instruction, identifies… Productive Tensions in Youth Participatory Action Research ERIC Educational
Resources Information Center Kirshner, Ben 2010-01-01 Youth participatory action research (YPAR) brings young people together with adult researchers to identify, study, and act on relevant social problems. In this chapter, the author draws on examples from a recent YPAR project, called Tracing Transitions, whose aim was to study the impact of school closure on students. After defining YPAR in terms…
Action Research as Primary Vehicle for Inquiry in the Professional Development School ERIC Educational Resources Information Center Tunks,
Jeanne L. 2011-01-01 This Yearbook chapter, a compilation of multiple sources, presents both the history of action research and an analysis of reported action research in the professional development school (PDS) between 1992 and 2010. The history begins prior to the inception of the PDS and provides a theoretical premise for action research in the PDS in subsequent… Case management: developing practice through action research. PubMed Smith, Annetta; Mackay, Seonaid; McCulloch, Kathleen 2013-09-01 This article is a report of an
action research study carried out with community nurses to help develop case management within their practice. Using action research principles, nurses reviewed and analysed their current practice and developed recommendations for further embedding case management as a means of supporting patients with complex care needs in their own homes. Findings indicate that a number of factors can influence the community nurse's ability to implement case
management. These factors include approaches to case finding, availability of resources and interprofessional working. Important considerations for nurses were the influence of the context of care, the geographical location and the health needs of the local patient population, which meant that case management may need to be adapted to meet local circumstances. Generalizability and decision studies to inform observational and experimental research in classroom settings. PubMed Bottema-Beutel, Kristen; Lloyd, Blair; Carter, Erik W; Asmus, Jennifer M
2014-11-01 Attaining reliable estimates of observational measures can be challenging in school and classroom settings, as behavior can be influenced by multiple contextual factors. Generalizability (G) studies can enable researchers to estimate the reliability of observational data, and decision (D) studies can inform how many observation sessions are necessary to achieve a criterion level of reliability. We conducted G and D studies using observational data
from a randomized control trial focusing on social and academic participation of students with severe disabilities in inclusive secondary classrooms. Results highlight the importance of anchoring observational decisions to reliability estimates from existing or pilot data sets. We outline steps for conducting G and D studies and address options when reliability estimates are lower than desired. Action Research Built on Uncertain Foundations: The Internship and Action-Research in a Graduate Teaching Degree ERIC Educational Resources Information
Center Loughland, Tony; Bowen, Margo 2012-01-01 This paper analyses the uncertain foundations of the use of action research in a graduate teaching degree. This analysis is conducted by the course coordinator in partnership with a recent graduate. The uncertainty is traced to the pedagogical incoherence of the course that is caused by philosophical infidelity. The philosophy and practice of the… Role of research in occupational therapy clinical practice: applying action learning and action research in pursuit of evidence-based practice. PubMed du Toit,
Sanet H J; Wilkinson, Annette C; Adam, Kerry 2010-10-01 In South Africa, as in many other countries, the development of research capacity in students and their early professional career is regarded as of major importance. Within the context of clinical education for occupational therapy students at the University of the Free State, a lecturer and her students embarked on a collaborative journey while fulfilling the requirements of their undergraduate curriculum. The
outcome is a model promoting evidence-based practice (EBP) during service development on a dementia care ward. The practical use of action learning, action research (ALAR) approach in the clinical context, was used to encourage student engagement in successive small-scale research projects while simulating EBP. The projects ranged from the development of therapeutic multi-sensory environments to compiling activity profiles for identified
residents. At the same time, students had the opportunity to experience the value of a scientific approach to practice development, which stimulated their awareness of the importance of research. Reflection by the researcher contributed towards more effective ways for compiling project assignments and a formalised approach for assessing projects. Students described personal and professional gains because of participation in projects against the life-changing experience
of rendering a service to elderly persons suffering from dementia. The formalised approach guiding thoughts and actions finally assisted in developing a practical process model that could support EBP. The ALAR model contributed towards a scholarship of practice where the students, clinical educator and residents of a dementia unit all experienced the value of research. © 2010 The Authors. Australian Occupational Therapy Journal © 2010 Australian Association of
Occupational Therapists. From Voice to Knowledge: Participatory Action Research, Inclusive Debate and Feminism ERIC Educational Resources Information
Center Krumer-Nevo, Michal 2009-01-01 This article discusses the relations between participatory action research and feminist research, through an examination of the metaphor of "voice" and its possible replacement with the idea of "knowledge." The article describes in detail a participatory action research project undertaken in Israel, which was aimed at forging… Building Action Research Teams: A Case of Struggles and Successes ERIC Educational Resources Information Center Du, Fengning 2009-01-01
Teaching teams can hold the promise of being an ideal vehicle in which collaborative action research is conducted. This case documents the mixed results of a team leader's efforts to improve teaching and introduce inquiry-based professional development through action research in a community college. This case paints a realistic and… Evaluating Earth and Space Sciences STEM Research Communication in 7th-12th Grade Rural Mississippi Classrooms and Resulting Student Attitudinal Impacts NASA Astrophysics Data System (ADS)
Radencic, S.; McNeal, K. S. 2013-05-01 Observation and evaluation of STEM graduate students from Mississippi State University communicating their research of the Earth and Space Sciences in rural 7th-12th grade classrooms participating in the Initiating New Science Partnerships in Rural Education (INSPIRE) NSF GK-12 project. The methods they utilize to communicate their STEM research includes introducing new technologies and inquiry based
learning experiences. These communication experiences have been observed and evaluated using two observational systems, the Mathematics Science Classroom Observational Profile System (M-SCOPS) and the Presentation Skills Protocol (PSP). M-SCOPS has been used over the first three years of the project to evaluate what Earth and Space research the STEM graduate students communicate in classroom activities along with how they are introducing STEM
research through a variety of communication methods and levels of understanding. PSP, which INSPIRE began using this year, evaluates and provides feedback to the STEM graduate students on their communication during these classroom experiences using a rubric covering a range of skills for successful communication. PSP also allows the participating INSPIRE teacher partners to provide feedback to the STEM graduate students about development of their communication skills
over the course of the year. In addition to feedback from the INSPIRE project and participating teachers, the STEM graduate students have the opportunity to evaluate their personal communication skills through video documentation to determine specific skills they would like to improve. Another area of research to be discussed is how the STEM graduate students communicating Earth and Space sciences research in the participating classrooms is impacting
student attitudes about science and mathematics over the last three years. Student Attitudinal Surveys (SAS) are administered as a pre-evaluation tool in the fall when the STEM graduate students first enter into their The Use of First Language in the Second-Language Classroom: A Support for
Second Language Acquisition ERIC Educational Resources Information Center Salmona Madriñan, Mara 2014-01-01 This action research project was carried out in order to identify the role of first language in the second-language classroom. This study was conducted in a Colombian international school with an English
immersion program for kindergarten students attending their first year of school. The purpose of this study was to identify if the use of the… Building Forts and Drawing on Walls: Fostering Student-Initiated Creativity inside and outside the Elementary
Classroom ERIC Educational Resources Information Center Rufo, David 2012-01-01 The arts embody "one of the oldest forms of knowledge and knowing" and "action research provides opportunities to experiment with art as an integral part of the creation and dissemination of knowledge." From his 16 years' experience as an
elementary classroom teacher, the author has found that young children are drawn to an arts-based approach of… GLOBE at Night: Scientific Research outside of the Classroom NASA Astrophysics Data System (ADS) Henderson, S.; Walker, C. E.; Geary, E.; Pompea, S. M. 2005-12-01 Increased and robust understanding of our environment requires learning opportunities that take place outside of the traditional K-12 classroom and beyond the confines of the school day. GLOBE at Night is a new event within The GLOBE Program that provides a mechanism for a nontraditional
learning activity involving teachers, students, and their families taking observations of the night sky around the world and reporting their observations via a central data base for analysis. To support activities centered on authentic research experiences such as GLOBE at Night, The GLOBE Program has changed its approach to professional development (PD). The new focus of GLOBE PD efforts is centered on teachers being able to facilitate student research in and out of
the classroom reflective of authentic scientific research experiences. It has been recognized that there is a critical need for effective teacher professional development programs that support teacher involvement in meaningful scientific research that encourages partnerships between scientists, teachers, and students. Partnerships promoting scientific research for K-12 audiences provides the foundation for The GLOBE Program, an international
inquiry-based program designed to engage teachers with their students in partnership with research scientists to better understand the environment at local, regional, and global scales. GLOBE is an ongoing international science and education program that unites students, teachers, and scientists in the study of the Earth System. Students participating in GLOBE engage in hands-on activities, including the collection, analysis, and sharing of research quality scientific
data with their peers around the world. Students interact with members of the science community who use the data collected from locations around the world in their research - data that would often not be available otherwise. As of September 2005, over 30,000 teachers representing over 16,000 schools worldwide have Teacher Researchers in Action Research in a Heavily Centralized Education System ERIC Educational Resources Information Center Kayaoglu,
M. Naci 2015-01-01 Action research is characterized by a new paradigm of empowering teachers to monitor their own practices in a more autonomous manner with a vision of challenging and improving their own techniques of teaching through their own participatory research. Yet in spite of this apparently radical shift in the function of the teacher from the constant… Visual Culture in the Elementary-School Classroom: Moving from Box-Store Commodities to Out-of-the-Box Thinking ERIC Educational Resources Information Center Fattal, Laura
Felleman 2017-01-01 The goal of the action research project on visual culture is to contribute to the dialogue on the exploratory ecology vs commodity culture of the elementary school classroom. Exploratory culture, unlike commodity culture, applauds open-ended thinking, inchoate imaginings, and critical thinking with its attachment to divergent paths to resolving… Action Research Localization in China: Three Cases ERIC Educational Resources Information Center Bai, Yimin 2009-01-01
Since the introduction of the action research into China in the 1980s, especially since the start of the twenty-first century, Chinese education researchers have been trying to localize it in relation to the backdrop of the national curriculum reform in basic education. This article presents three cases in which educators aimed for a conscious… Meta-Action Research with Pre-Service Teachers: A Case Study ERIC Educational Resources Information Center Villacañas de Castro, Luis
Sebastián 2014-01-01 This article analyses a case of action research collaboratively conducted by a university teacher and 50 students in a master's course in teacher training. Its originality resides in the socio-economic, academic, and conceptual nature of the obstacles encountered in the module; in the meta-theoretical orientation of the action research that was… Purposeful Action Research: Reconsidering Science and Technology Teacher Professional Development ERIC Educational Resources Information Center vanOostveen, Roland
2017-01-01 Initial plans for this project arose from a need to address issues of professional development of science and technology teachers that went beyond the norm available within school board settings. Two teams of 4 teachers responded to an invitation to participate in a collaborative action research project. Collaborative action research was chosen in… Facts for a Change: Citizen Action Research for Better Schools. ERIC Educational Resources Information Center Burges, Bill In an action
research project, local citizens and community groups (often in collaboration with school professionals) investigate community-defined issues. Action research is geared to help people think clearly about an issue and find the resources they need to face it. In such a project, citizens develop skills in organizing, finding resources,… National action for European public health research. PubMed McCarthy, Mark; Zeegers Paget, Dineke; Barnhoorn, Floris 2013-11-01 Research and innovation are the
basis for improving health and health services. The European Union (EU) supports research through multi-annual programmes. Public Health Innovation and Research in Europe (PHIRE) investigated how European countries cooperate for action in public health research. In PHIRE, following stakeholder workshops and consultations, a national report on public health research was created for 24 of 30 European countries. The report template
asked five questions, on national links to European public health research and on national research through the Structural Funds and Ministry of Health. The national reports were assessed with framework analysis, and the country actions were classified strong/partial/weak or none. There were responses to the five questions sufficient for this analysis for between 14 and 20 countries Six countries had public health research aligned with the EU,
while three (large) countries were reported not aligned. Only two countries expressed strong engagement in developing public health research within Horizon 2020: most Ministries of Health had no position and only had contact with EU health research through other ministries. Only two countries reported use of the 2007-13 Structural Funds for public health research. While seven Ministries of Health led research from their own funds, or linked
with Ministries of Science in six, the Ministries of Health of seven countries were reported not to be involved in public health research. Ministries of Health and stakeholders are poorly engaged in developing public health research, with the Horizon 2020 research programme, or the Structural Funds. The European Commission should give more attention to coordination of public health research with member states if it is to give best value to
European citizens. Pursuing an Ethical, Socially Just Classroom: Searching for Community Psychology Pedagogy. PubMed Lichty, Lauren F; Palamaro-Munsell, Eylin 2017-12-01 Discussions
of community psychology (CP) ethics often examine how we might best uphold CP values in community-based practice. However, for many community psychologists in faculty positions, our main domain of practice is the undergraduate classroom. Teaching is essential to the growth and sustainability of our field as prospective students tend to discover CP during their undergraduate studies. University-based work is also a key site of CP practice. Universities are contested spaces where
interlocking forms of oppression manifest in many ways, including teaching (e.g., what is taught, how, by whom, to whom). CP values compel us to treat our classrooms as more than just information transmission spaces; just as there is no value-neutral research, there is no value-neutral course content or classroom practice. This first-person narrative explores ethical issues that arise when we put CP values, specifically social justice, respect for
diversity, participation, and wellness, in conversation with pedagogical best practices and course content in higher education. It presents interrelated ethical dilemmas and the authors' conflicted responses. We conclude with a four-part call to the field for dedicated scholarly spaces and supports focused on the development and study of undergraduate CP pedagogy. © Society for Community Research and Action 2017. Getting into Flow in the Arts Classroom: Research Findings and Implications for Practice ERIC Educational Resources Information Center Mansour,
Marianne; Martin, Andrew J.; Anderson, Michael; Gibson, Robyn 2017-01-01 Research has shown that participation in the arts at school and in the classroom has many academic and personal well-being benefits. Here we outline some of the key effects of arts participation, with particular focus on one of its psychological yields: "flow." We then define flow and describe its nine ingredients with particular…
What are some examples of action research?
Examples of Action Research Topics
Flexible seating in 4th grade classroom to increase effective collaborative learning. Structured homework protocols for increasing student achievement. Developing a system of formative feedback for 8th grade writing. Using music to stimulate creative writing.
What is the best topic for research?
Top 10 Research Topics from 2021. Music therapy. ... . Political misinformation. ... . Plant science. 15 articles | 198,000 views. ... . Sustainable agriculture. 49 articles | 168,000 views. ... . Mental health. 22 articles | 136,000 views. ... . Aging brains. 18 articles | 134,000 views. ... . Canine connection. 13 articles | 118,000 views. ... . Mood disorders.. How do I choose a research topic for education?
Some tips when choosing a topic:. Interest.. Choose a topic of interest to you; a topic that you find boring will result in a boring paper.. Knowledge. You don't need to know much about the subject at the outset. ... . Breadth of Topic. ... . Guidelines.. |
