Search results for: Action research
Page 10/19 190 items
In this article, the authors describe the challenge of teaching action research within the context of an undergraduate community health psychology module. The module was designed using principles from transformative learning, critical pedagogy and action learning. The module took place over one semester; and 15 students participated in the module. The authors reflect upon the students' experiences in the module and the learning outcomes. The authors conclude by addressing the major challenges involved in teaching action research to increase critical understanding.
Updated: Jan. 23, 2011
Participant-Directed Evaluation: Using Teachers’ Own Inquiries to Evaluate Professional Development in Technology Integration
In this article, the author considers of what, conceptually, the evaluation design models might productively look like in the particular context of professional development (PD) in technology integration. The author describes and examines three PD programmes in New Zealand that formed the basis of the reflective review of evaluation in technology PD all had a technology focus. The author concludes that by placing participant teachers at their centre, models of PD based on action research have inherent potential to closely link both teacher effects and student outcomes directly back to aspects of the PD experience to provide a rich evidence base about those effects and outcomes from the participants’ perspective.
Updated: Jan. 02, 2011
In this article, the authors therefore offer for consideration an educational technology professional development (ETPD) assessment model that merges three theoretical constructs currently enjoying much note and utility, through which professional development consumers might interpret research findings: (a) technological pedagogical content knowledge) TPACK); (b) organizational learning; and (c) participant research and inquiry.
Updated: Jan. 02, 2011
Developing Understanding of the Nature of Science Within a Professional Development Program for Inservice Elementary Teachers: Project Nature of Elementary Science Teaching
The current article describes and evaluates an inservice program designed to build elementary teachers’ understanding of Nature of Science (NOS) and an awareness of how NOS impacts science classroom instruction. Program participants linked positive experiences in the program to the explicit and activity-based NOS instruction provided. Yet, participation in the professional development project might not have been equally beneficial for all teachers. Implications for improvements to further develop teacher understanding of NOS are discussed.
Updated: Dec. 26, 2010
This article reports on the results of a qualitative study. The study explored the experiences of one group of pre-service English language teachers in Hong Kong as they undertook an action research project as part of their undergraduate teacher training programme. The study indicates that as teacher researchers, the trainee teachers contested previously held perceptions about their engagement in teaching, their images of teachers and teaching, as well as their alignment with some aspects of contemporary educational discourse.
Updated: Sep. 27, 2010
The current study utilizes students' journaling and video-recording of field experience teaching sessions as vehicles for inquiry into the development of the process of productive reflection within the piloting phase of an experimental course. The course is designed to improve teachers' interactions with children as well as their implementation of curricula to promote gains in children's social and academic development. The piloting of the course took place in university in the Midwest United States. This article reports on a part of this action research study pertaining to the use of dialogue journals and videos in supervision of preservice early childhood teachers.
Updated: Sep. 05, 2010
Science Talks” in Kindergarten Classrooms: Improving Classroom Practice Through Collaborative Action Research
In this study, the authors described an action research project enacted by a veteran Kindergarten teacher (Sarah) in the context of a professional development program. Over the course of a year, Sarah collaborated with other teachers in a small group to investigate how to use “Science Talks” to promote student learning in Kindergarten classrooms. Based on a rich set of data sources, the authors concluded that Sarah’s action research improved student learning and led to her own professional growth.
Updated: Sep. 05, 2010
This article reports on a programme in which senior advisers from different regions in Croatia developed action research projects in Croatian schools. The authors wanted to learn: How educational action research might be used by advisers and teachers in Croatia; and how educational action research is understood in this context. The authors found that the concept of action research was thoroughly understood by nearly all the advisers; the principles of action research were produced evidence of practical change, collaboration and mutual understanding.
Updated: Jul. 20, 2010
Challenges to Conceptualizing and Actualizing Culturally Relevant Pedagogy: How Viable Is the Theory in Classroom Practice?
The assumption of this study was that racism was deeply rooted in the structure of the schools and that underlying the racial achievement gap were unaddressed issues of hegemony. Therefore, the purpose of this study was to work with a group of administrators and teachers as co-researchers through collaborative inquiry to define, implement, and assess culturally relevant pedagogy. This study employed a qualitative approach that used the combined methods of action research and critical case study. The findings revealed deep structural complexities in resolving issues of cultural bias among educators, and the persistence and prevalence of racism in school settings.
Updated: Jul. 18, 2010
Implementing A Spanish for Heritage Speakers Course in An English-Only State: A Collaborative Critical Teacher Action Research Study
The purpose of the article was to explore how a teacher was able to navigate the secondary school structure, community/national Discourse, and her own classroom pedagogy to implement the Spanish for Heritage Speakers course. Data suggested that teachers, school and district administrators, teacher-educators, and families in the community all played significant supporting roles in the effort to create a successful heritage language course at the secondary level. This collaborative research project generated recommendations for secondary teachers and administrators as well as teacher-training institutions.
Updated: Jun. 29, 2010