Search results for: Casey Ashley
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This article examines the significant impact of using action research in a second cycle of learning in the same context and with the same participants. Particularly, the article examines the residual and emergent effects of cooperative learning on the participants in a second, sequential unit of track and field athletics taught a year after the first intervention. The results suggest that learning was both academic and social, and that participants felt the unit built on their prior learning about track and field because it was progressive, motivational and student-centred.
Updated: Nov. 23, 2015
This article reports on the pedagogical changes that the author experienced as a teacher engaged in an action research project. In her role as teacher-as-researcher the author sought to implement a new pedagogical approach, in the form of cooperative learning, and bring about a positive change in the form of enhanced pupil learning. The article argues that cooperative learning allowed the author to place social and academic learning goals on an even footing, which in turn placed a focus on pupils' understanding and improvement of skills in athletics alongside their interpersonal development.
Updated: Dec. 08, 2009