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Levinger, Joshua Sable. "Boycott Toolkit : collaborative research for collective economic action." Thesis, Massachusetts Institute of Technology, 2010. http://hdl.handle.net/1721.1/62119.
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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2010.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references.<br>Many modern social movements advocate boycotts as a mechanism to pursue social change. However, these campaigns are often broad in scope and limited to committed activists as potential adherents. This thesis describes a web-based platform to organize highly targeted boycotts, perform collaborative research, and disseminate information through social networks. The approach differs from current boycott lists by allowing for community contributed content and by linking specific geographic contexts with potential individual actions. To better understand the needs of a real-world boycott campaign, the author traveled to Israel and the West Bank to meet with human rights advocates, international aid workers, journalists and activists. This field work suggested an appropriate structure in which a better boycott could be developed. After fully developing a tool that addressed these needs and constraints, the tool was broadened to demonstrate wider applications. The Boycott Toolkit was deployed to an international network of activists with seven campaigns that follow several major ongoing boycotts of today. These focused on a diverse set of issues: immigrant rights, environmental justice, marriage equality, reactionary media, and the ongoing Israel-Palestine conflict. The project was released to media attention, and a user survey indicated an appreciation for the careful differentiation between targets, revealing an enthusiastic, though small, set of active contributors.<br>by Joshua Sable Levinger.<br>S.M.
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Ng, Heung Sang Anita. "Creating an art education website through collaborative action research." Thesis, University of East Anglia, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439859.
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Johannes, Edgar Anthony. "Using collaborative action research to improve classroom discipline: an action research study at a secondary school in the Boland." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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This study focused on improving the learners behaviour through classroom management and the implementation of human rights awareness as an intervention strategy. The purpose of the research was to prevent learners from misbehaving through the implementation of different teaching strategies. Learners transgression will not stop completely and a second objective was to use the implementation of human rights awareness as an intervention strategy if the learners behaviour become unacceptable. The strategies the educators has to instigate were primarily considered to be those associated with classroom management.
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Babcock, Denise A. "Reconstructing my teaching through collaborative-interactive learning, an action research study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0005/MQ54687.pdf.
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Dunstan-Lewis, Nicola Louise. "Collaborative excellence support with elite student-athletes : an action research study." Thesis, University of Bristol, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340159.
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Banegas, Dario Luis. "Teachers developing language-driven CLIL through collaborative action research in Argentina." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/57142/.
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CLIL (Content and Language Integrated Learning) is an umbrella term for the integration of content and second/foreign language learning through different models. As in a continuum, these models range from content-driven to language-driven explorations. Such a broad learning approach may be European in origin and driving aims but its influence has reached other diverse contexts outside Europe. As a teacher-researcher working in collaboration with three colleagues, I investigated the beliefs, motivations, and overall experiences of a group of teachers and learners who adopted an indigenous language-driven CLIL version in a secondary school in southern Argentina. In the year 2009, we started to include curricular content in our EFL lessons. Although these were isolated episodes, I noted the potential of content and language integration and decided to research and improve our own practices through a collaborative action research project from March to November 2011. The action research comprised three cycles over the 2011 school year. Each cycle included three stages: action (teachers developed their materials), intervention (teachers taught with those materials; lessons were audio-recorded) and evaluation (student surveys and group interview with teachers and students). Data analysis focused on a thematic approach using inductive coding as categories emerged from the data themselves. The experience revealed (1) higher levels of motivation and participation among learners and teachers, (2) teachers’ professional development through collaborative materials development and research instruments such as group interviews, (3) a rise in teachers’ autonomy, (4) reconfiguration of teachers’ identity, (5) an interest in combining a grammar-based coursebook with teacher’s materials, (6) the belief that CLIL is an approach to be adopted after students have been exposed to a more traditional language learning approach for a number of years, (7) syllabus negotiation, and (8) the development of teacher-derived principles which may constitute the backbone of CLIL didactic transposition. This action research project indicates that language-driven CLIL experiences need to create spaces for equal participation and autonomy in syllabus planning which includes lessons and materials. Furthermore, CLIL in EFL contexts may offer significant outcomes if contents are truly context-responsive.
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Bruce, Catherine Diane. "Collaborative action research on enhancing student communication in mathematics, building a teacher-researcher community." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62980.pdf.
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Gilbourne, David. "Collaborative research involving the sport psychologist within sports injury settings : action research themes and processes." Thesis, University of Brighton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.245933.
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Wilkinson, Deborah. "The use of questions in primary science : a collaborative action research study." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/403920/.
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Science education research and policy highlight the importance of children being able to ask questions and engage in discussions in order to develop their conceptual understanding (Ofsted, 2013; Kim and Tan, 2011; Scott and Mortimer, 2003). However, ‘teacher talk’ and tightly controlled questioning sequences often dominates classroom exchanges and does little to develop children’s understanding of concepts(Yip, 2004). To challenge this practice, there is a need to understand the variables that support or prevent teachers from reflecting upon and changing their practices. This research, therefore, focuses on qualitative case studies to explore how two primary school teachers engaged in a collaborative action research project designed to advance questioning skills. Using periodic video recordings of lessons and interviews I examine the variables that contributed to a modification in questioning skills over the duration of two academic terms. The teachers chose different teaching approaches to achieve this: puppets or Thinking Cubes. Analysis of the data revealed that changing practice is complex. The choices teachers make when delivering science lessons are dependent upon an amalgam of variables such as level of subject knowledge, subject specific pedagogy, and the curriculum aims, as well as personal attributes and contextual issues relating to the school. However, the choice of teaching approach is important and may enable a teacher to modify their practice within a shorter time frame than expected. Previous research identified that change often takes more than a year (Postholme, 2012; Loughran, 2002). However, the teacher who used a puppet was able to plan his questioning sequences and the structure of his lessons strategically so that children actively problem-solved and raised questions. The implications of the study suggest that to support teacher development, there is a need to understand the individual biography of each teacher so that support can be personalised as well as supporting them to use a teaching approach that develops problem-solving and discussion.
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Trent, Allen W. "Community : a collaborative action research project in an arts impact elementary school /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu148819623491133.
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Lyons, Joanne Patricia. "Using collaborative action research to support adoptive parents in their communications with school staff." Thesis, University of Manchester, 2017. https://www.research.manchester.ac.uk/portal/en/theses/using-collaborative-action-research-to-support-adoptive-parents-in-their-communications-with-school-staff(8499eee6-9489-4593-9fdc-7062526ab9f8).html.
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To address a gap in the empirical literature on Educational Psychology (EP) practice and on adoption, and to gain perspectives from the Local Authority (LA), this thesis describes collaborative action research conducted by an Educational Psychologist (EP) with adoptive parents to support their communications with school staff. Participants were members of an Adoption Support Group and colleagues in Social Care. Information was gathered via focus groups and semi-structured questionnaires to ascertain the types of difficulties expressed by adoptive parents and inform the processes of communication systems. Participatory action research empowered participants to engage in meaningful and purposeful actions of planning, designing and evaluating information. The research narrative reports on first person inquiry through personal reflection and learning. Second person inquiry was generated in the course of research interactions with participants and the data that emerged from their realities to inform practical learning in action. Third person inquiry moved towards thinking around explanations for issues and the generation of knowledge. Knowledge was developed about parents’ perspectives on the barriers and enabling factors involved in their communications with school staff. The action research approach captured the potential of the insider position to generate rich data in situ while promoting a collaborative response to the social situation faced by the adopters when communicating with school staff. My insider position as researcher, holding multiple roles as an adoptive parent, as an EP and LA officer, is actively acknowledged as influencing understanding and the conceptualisations of the findings. The participants collaborated in the generation of a resource that provided opportunities for insight into issues to improve working practice and may provide a tool to allow parents to communicate effectively with school staff. The resource supported two main recognised functions: practical structure and emotional support. Empowering approaches were those that respected their knowledge, used their language and meanings in an emancipatory way that removed barriers, and were inclusive of them and their children. Communication is enhanced by and depends on systems that are empowering for parents and staff to co-construct shared understandings.
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Sansak, Avorn, of Western Sydney Hawkesbury University, Faculty of Agriculture and Horticulture, and School of Agriculture and Rural Development. "Empowering women in rural development : a collaborative action research project in northern Thailand." THESIS_FAH_ARD_Sansak_A.xml, 1996. http://handle.uws.edu.au:8081/1959.7/722.
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The development policy and plans of the Thai government have emphasized economic growth aimed at 'modernising' the country, enacted through agricultural modernisation and industrialisation under the name 'rural development'. Women In Development (WID) approaches based on the modernisation model have been added to 'development' plans more recently. Examination of the effects of these WID programmes upon rural women demonstrates that poor women are disempowered by the 'top-down' rural development programmes. This study is an attempt to test collaborative action research (CAR) as a methodology to empower rural women to become the decision makers in the rural development process. CAR was carried out in Sandee Village, northern Thailand. This suggests that rural women can be empowered through continuous cycles of the collaborative learning process of planning, acting, observing and critical reflection with the researcher acting as a facilitator. Through this learning process, rural women have increased their capacity to make choices, to deal with existing constraints and to create changes. In this respect 'development' can be initiated from within.<br>Doctor of Philosophy (PhD)
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Sansak, Avorn. "Empowering women in rural development : a collaborative action research project in northern Thailand." Thesis, View thesis View thesis, 1996. http://handle.uws.edu.au:8081/1959.7/722.
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The development policy and plans of the Thai government have emphasized economic growth aimed at 'modernising' the country, enacted through agricultural modernisation and industrialisation under the name 'rural development'. Women In Development (WID) approaches based on the modernisation model have been added to 'development' plans more recently. Examination of the effects of these WID programmes upon rural women demonstrates that poor women are disempowered by the 'top-down' rural development programmes. This study is an attempt to test collaborative action research (CAR) as a methodology to empower rural women to become the decision makers in the rural development process. CAR was carried out in Sandee Village, northern Thailand. This suggests that rural women can be empowered through continuous cycles of the collaborative learning process of planning, acting, observing and critical reflection with the researcher acting as a facilitator. Through this learning process, rural women have increased their capacity to make choices, to deal with existing constraints and to create changes. In this respect 'development' can be initiated from within.
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Sansak, Avorn. "Empowering women in rural development : a collaborative action research project in Northern Thailand /." View thesis View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030520.111031/index.html.
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Kuo, Jun-min. "Collaborative action research on critical literacy investigating an English conversation class in Taiwan (China) /." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215172.
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Thesis (Ph.D.)--Indiana University, Dept. of Language Education, 2006.<br>Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1257. Adviser: Jerome C. Harste. "Title from dissertation home page (viewed May 14, 2007)."
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Al-Roomy, Muhammad. "An action research study of collaborative strategic reading in English with Saudi medical students." Thesis, University of Sussex, 2013. http://sro.sussex.ac.uk/id/eprint/46830/.
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This is an investigative action research study on ways of improving the reading comprehension skills of Arabic medical school students. The study first analysed the difficulties of teaching and learning English and reading in English in a Saudi university medical college. An intervention was planned and implemented based on Collaborative Strategic Reading (CSR –Klingner and Vaughn, 1996). This involved using group work to teach explicitly a set of reading strategies to a class of students who had failed their first year examinations. The process and outcomes of this intervention were analysed through mainly qualitative research methods including: semi-structured interviews which were audio taped to explore students' reading habits, field notes and video and audio taped observations to examine students' interactions while reading, the results of the reading comprehension test taken at the end of the course, and a questionnaire of students' perceptions completed after implementing collaborative strategic reading. The results of the first action research cycle suggested that CSR had enabled these students to improve their reading comprehension considerably. However, the analysis also revealed some issues about the group work on which this was based, suggesting that improved interaction in groups might enable students to make better use of the CSR strategies. A second cycle of action research, this time with a different class of first year students, was therefore enacted including group work training using the idea of exploratory talk (Mercer 2000) alongside CSR to help students to think more critically and constructively. Analyses revealed significant findings. First, CSR had a positive improvement on students' learning by boosting their learning strategies. Second, students were able to build on the structure of CSR and gained other collaborative skills. Third, students reported positive feedback about CSR and its strategies and changed their views about group work and its efficacy in the classroom. Moreover, when CSR was combined with exploratory talk the group work became more critical and productive. However, analysis of data from group work transcripts suggested that Mercer's typology, developed with British children, may not be so useful for Arabian students working with English as a foreign language. The sociolinguistic context means that a different typology is required and the thesis suggests one appropriate to Saudi students who are studying English for a specific academic and professional purpose. The findings offer a framework for developing reading comprehension through group work and combining it with exploratory talk. The thesis has implications for those in similar contexts to the research site and makes some practical recommendations. It also raises questions about conducting action research in this context and engages with micro and macro political issues related to the purpose of teaching and learning English in the college and how they limit teaching and learning practices.
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Mokhele, Paul Rampaola. "Developing teaching and learning skills at a Higher education institution: a collaborative action research study." Thesis, Walter Sisulu University, 2013. http://hdl.handle.net/11260/d1007960.
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The thesis which was originally undertaken to improve my teaching skills and determine ways of allowing me space to live my academic values also turned out to become the enquiry to investigate students’ learning and study skills. Students and I collaborated in a year-long self-study action research where we were trying different teaching-learning strategies in order to improve our practice(s). Throughout the study I kept a reflective journal and students also reflected in a portfolio of learning their impressions about the new teaching-learning strategies. In addition to these data gathering methods data from students were gathered using chats, observation, and open-ended questionnaire. Data was analysed using a narrative method, reflexivity principle, and grounded theory. There are two major steps I followed in this study which are aimed at improving students’ basic study and learning skills, and my teaching skills. The first relates to action research into student learning at the school of Mathematics Science and Technology (MSTE) at a rural university. The study reveals that: Students have their own different and unique styles of learning, implementing various learning styles afford students an opportunity to find a style that matches their own. The second action step relates to my own self-study research trying different teaching methods based on my academic and personal values. Here, the study reveals that: The best teaching-learning practice is the one developed and agreed upon between the teacher educator and his or her students. These ‘action’ steps were not mutually exclusive – they were conducted in parallel. After the description of developing student learning skills at undergraduate level my reflections on the study followed in relation to theories and methods of teaching-learning and further revealed that what works with one group of students will not necessarily work with another group. The best teacher educator is constantly seeking ways of improving the learning experience of his or her students. The recommendations that teacher educators should become self reflective practitioners and improve their professions using self-study collaborative approach will benefit other teacher educators who are keen to study and improve their practice.
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Abraham, Anjali Anna. "Conversations, connections and critical thinking : collaborative action research with women science teachers in Hyderabad, India." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82678.
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The National Policies of Education in India have recognized the need for teacher professional development. However, science teachers continue to look for innovative methods to improve teaching. Through collaborative action research with four science teachers at a girls' school in Hyderabad, India, the study explored conditions that enhance or inhibit the implementation of constructivist instructional methods. Data were collected through interviews, reflective memos, research journal, collages and found poetry. The study found that teacher background and experience, teachers' views on science education and the school environment played a role in teacher development. The use of constructivist instructional strategies affected teachers' views on science education. The teachers felt that acknowledging students' preconceptions helped them grasp scientific concepts easily. Also, constructivist methods made teaching more enjoyable and less burdensome. Teacher education institutes should consider creating collaborative networks between teachers and researchers and apply constructivist approaches to teacher education and development.
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FILIPPO, DENISE DEL RE. "COORDINATION SUPPORT IN COLLABORATIVE SYSTEMS: ACTION RESEARCH WITH LEARNERS AND MEDIATORS ACTING IN DISCUSSION FORUMS IN A DISTANCE COURSE." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2008. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=11743@1.
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EDUWEB<br>Nesta tese são investigadas ferramentas de suporte à
coordenação de fóruns de discussão de cursos a distância. A
pesquisa é fundamentada na aprendizagem colaborativa e do
Modelo 3C de Colaboração e utiliza a pesquisaação
como método de pesquisa. Num fórum realizado como uma
atividade colaborativa, a aprendizagem ocorre
principalmente através das trocas de mensagens entre os
aprendizes, o que demanda coordenação. A coordenação
nesta tese é entendida como um das 3 dimensões da
colaboração evidenciadas no Modelo 3C: comunicação,
coordenação e cooperação. Os resultados desta
tese, que incluem dados, análises, procedimentos, reflexões
e implementação dos serviços e funcionalidades
investigados, foram obtidos após 3 anos de uma pesquisa-
ação. Na pesquisa-ação, o pesquisador conduz a pesquisa
realizando ações sucessivas que busquem reduzir um problema
específico em um ambiente real. Nesta tese, o ambiente real
é o curso Tecnologias de Informação Aplicadas à Educação da
PUC-Rio e o problema identificado é a dificuldade de
coordenação dos fóruns do curso. A ação é a
disponibilização de ferramentas de suporte à coordenação no
AulaNet, o ambiente de ensino e aprendizagem para
web utilizado no curso. A característica comum das
ferramentas investigadas é a de disponibilizar informações
sobre o andamento do fórum sem que seja necessário fazer
uso da interface web para desktop do AulaNet: para isto,
grafos, gráficos, dados estatísticos e notificações são
apresentados através de PDAs, celulares e janelas pop-up no
desktop. A avaliação das ferramentas desenvolvidas é feita
a cada semestre: avaliando-se como aprendizes e mediadores
usam as ferramentas, melhorias ou novas ferramentas são
propostas e investigadas no semestre seguinte, num processo
cíclico.<br>In this thesis tools for the coordination support of
discussion forums in a distance course are investigated.
The research is conducted from the point of
view of collaborative learning and the 3C Collaboration
Model and uses action research as a method. In a forum
carried out as a collaborative activity, learning
takes place mainly through the exchange of messages among
learners, which demands coordination. Coordination in this
thesis is understood as one of the 3 dimensions of
collaboration as made evident in the 3C Model:
communication, coordination and cooperation. The results of
this thesis, which include data, analyzes, procedures,
reflections and implementation of the services and
functionalities investigated, were obtained in the course
of 3 years of action research. In action research the
researcher performs successive actions aiming
at minimizing a specific problem in a real environment. In
this thesis, the real environment is the Information
Technologies Applied to Education course at
PUC-Rio and the problem identified is a difficulty in the
coordination of the course`s forums. The action is the
offering of support tools for coordination in the
AulaNet, the web-based education and learning environment
used in the course. The common characteristic of the tools
investigated is the offering of information on the progress
of the forum without the need to use the AulaNet`s desktop
web interface: with this objective, graphs, statistical
data and notifications are presented through PDAs, cell-
phone SMSs and pop-up windows in the desktop. An assessment
of the tools developed is carried out every semester:
through the evaluation of the use of the tools by learners
and mediators, improvements or new tools are proposed for
the following semester, in a cyclical process.
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Gislén, Mikael. "Achieving Agile Quality : An Action Research Study." Thesis, Blekinge Tekniska Högskola, Institutionen för kreativa teknologier, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-13732.
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Kenway, Carol Ann. "Conflict resolution for peaceful schools, the implementation of a conflict manager program as collaborative action research." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq21241.pdf.
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Phillipson, Lynda M. "Exploring the potential for collaborative outreach programming in the elementary school library, an action research study." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq30534.pdf.
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Beach, Todd A. "Formative assessment and all that jazz: A collaborative action research project in a U.S. hIgh school." Thesis, University of Sussex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.488793.
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Stuart, J. S. "Developing Development Studies through action research : A study of collaborative and reflective classroom practice in Lesotho." Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382608.
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The study explores aspects of teaching and learning Development Studies (social studies) In Lesotho, mainly In lower secondary schools. The current situation of Lesotho and Its education system are briefly described, with an account of the Introduction of Development Studies. The literature on Action Research Is reviewed, together with the work of Sch6n and Argyrls on professional learning, and some themes In research and Innovation In developing countries are discussed. Four Interrelated aspects of the study are described and IIlustrated, together with the research methods used. The core was a collaborative action research project undertaken with 5 Basotho teachers and their classes, In which the teachers selected aspects of their own teaching for Investigation, experimenting with new classroom methods and evaluating their effects. The researcher acted as consultant to the team, whl Ie monitoring and reflecting on the process of consultancy. Concurrently she carried out an observational study of typical teaching-learning processes In 15 other Development Studies classes, and then undertook a sma II action research project Into the teaching of thinking ski IIs. It was found that Development Studies lessons were commonly teacher-centred and didactic, with little pupl I participation and low levels of cognitive ski II. When the teacher-researchers Introduced pupl I-centred, activity-based methods, they found It possible to Increase participation, encourage an open view of knowledge, and make pupl Is more Independent. The level of cognitive skll Is could be raised by deliberate challenge and by Instruction In study skll Is. However, rather than stating firm conclusions, the team has set out a series of propositions for teachers to test further. It Is argued that the process of action research helped the teachers to develop as "reflective practitioners", acquiring Insights Into their own teaching and becoming capable of self-generated growth. Peer support and the various roles played by consultants both appeared Important. It Is concluded that, as wei I as producing practical suggestions for teachers, action research can be a useful and appropriate method of professional development In a developing country, though a supportive Infrastructure Is necessary where the professional ml Ileu Is underdeveloped. The Implications for educational research, teacher education, and INSET are discussed, and recommendations made.
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Greenwood, Joanne. "Educational professionals' experience of English educational policy : developing and promoting inclusive practice through collaborative action research." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/educational-professionals-experience-of-english-educational-policy-developingand-promoting-inclusive-practice-through-collaborative-action-research(71b447f1-6102-4817-9b61-0b4cf764cfd1).html.
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The focus of this thesis was to explore educational professionals' everyday experience of English educational policies; narrowing its focus to policy which promotes an inclusion agenda. The findings are presented in three sections with the first two papers prepared in accordance with the author guidelines of the journals proposed for submission. The first paper offers a review of literature which represents teacher relationship (see Braun, Maguire and Ball, 2010; Fullan, 2006; Luttenberg, Imants and van Veen, 2013; Luttenberg, van Veen and Imants, 2013; Wexler, 2002) with English educational policies. Teacher perspectives illustrate how the implementation and practice of policy heavily guides practice, both in terms of pedagogy and content, and detail the difficulties teachers have in establishing professional identity whilst trying to accommodate policy into practice. It is suggested that in order for teachers to adopt new educational policies they need to be able to take some ownership of both the policies themselves and of their own professional development; but most importantly, that they need the space to engage in dialogue around their practice to do this. The first paper provided a frame for the second by offering a description of the current climate teachers find themselves in and by discussing what might be needed to bring about the professional development necessary to embed policy into practice. The second paper then presents a description of a collaborative action research project within an English high school; a group of educational psychology, teaching, support and pastoral professionals worked collaboratively to develop person-centred practice through their engagement in an inquiry group. The inquiry group engaged in dialogue around practice; exploring their own personal and professional values as well as the values embedded within person-centred practice. This paper offers an account of the inquiry group's journey, highlighting key themes as identified by the group: ownership of, and confidence in, the learning process; developing reflective practice; and the challenge of engaging others in the learning process. The findings suggest that an action research approach can facilitate the learning and development necessary to embody collaborative person-centred practice. The third paper then offers a critical appraisal of the role that educational psychology can have in disseminating findings and promoting teacher development; in particular through the facilitation of collaborative action research within the school context.
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Taylor, Laura. "Coaching primary school teaching assistants to mediate learning : a collaborative action research project and realistic evaluation." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8514/.
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Research in the area of teaching assistant (TA) deployment in UK schools has suggested TAs are not always successful in enhancing the attainment of pupils they work with, and can often experience low self-efficacy with regards to their role in supporting pupil learning. A collaborative action research (CAR) model was used to explore the influence of training three primary school TAs to use a mediation intervention entitled ‘Medi8’ to support pupils’ cognitive functions. The TAs worked with target pupils and their class teachers to mediate specific cognitive functions with which the pupil was experiencing difficulties. TAs undertook weekly solution-focused coaching sessions concentrating on embedding mediational practices in their work with the pupil. A realistic evaluation (RE) was conducted to elicit mechanisms through which the intervention had influenced TA practice and self-efficacy, as well as pupil outcomes in relation to the targeted cognitive functions. Findings suggested that TAs experienced an increase in their self-efficacy regarding supporting pupil cognitive functioning and changes to their practice to incorporate mediational strategies. The RE also suggested that pupils experienced small steps of progress in their independence in targeted cognitive skills. The research concluded with an action plan for further embedding mediational practices within the school.
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Arday, Jason. "An exploration of peer-mentoring among student teachers to inform reflective practice within the context of action research." Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4552/.
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In recent decades, reflective practice and mentoring have become vehicles for endorsing professional development and competency among student teachers during their induction into the teaching profession. This research study aims to explore the extent to which peer-mentoring can inform reflective practice among student teachers within a community of practice. The mentoring concepts illuminated within this study suggest a move away from hierarchical expert-novice approaches towards mentoring, in exchange for more reciprocal endeavour where power dynamics are removed and both participants become equal receivers and disseminators of knowledge regarding teaching and learning. A qualitative approach was employed through a four-phase, sequential data collection strategy to gather the narrative data collated. Interviews, reflective pro-formas, workshops and open-ended questionnaires were used as instruments to collate narrative data concerning the peer-mentoring experiences of four student teachers. The data was analysed utilising an interpretive phenomenological analysis approach. The student teachers involved in this study were selected from a purposive sample. Importantly, the participants selected demonstrated professional characteristics which resonated with the aims of this study. A conceptual framework was designed to capture and examine six dimensions of collaborative mentoring in which student teachers could explore aspects of their own teaching practice through action research. The findings generated within the study point towards a range of contexts and challenges concerning peer-mentoring. The findings revealed that the mentoring dimensions used to stimulate meaningful reflection influenced professional development, while the challenges presented issues concerning; trust, power and time. However, the findings also indicate that challenges to peer-mentoring are not insurmountable. This particular study contends that further research is recommended into: firstly, how educational institutions can create supportive, collaborative learning cultures; secondly, how can reflective practice be encouraged throughout professional teaching careers; and finally, how can the challenges of peer-mentoring be minimised in attempting to encourage such endeavour among student teachers.
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Fean, Paul. "Coming to know about teaching, its development and researcher practice through collaborative action research with adult education teachers in Sudan." Thesis, University of Sussex, 2012. http://sro.sussex.ac.uk/id/eprint/39414/.
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This study re-presents an open-ended process of coming to know through designing, conducting and analysing an action research project with youth and adult education teachers in Khartoum, Sudan. The inquiry responds to the overarching question: What knowledge can I generate about teaching, its development and my researcher practice through collaborative action research with teachers in Sudanese youth and adult education schools? This multifaceted focus encompasses reconnaissance into teaching practices and adult education, the processes of action research and teacher development and reflexive analysis of epistemological positioning and knowledge construction through our collaborative investigation. The action research forms the substantive basis of this thesis, constituting diverse processes of coming to know by the participating teachers and myself. Our interactions as practitioners and researchers interrogated the teachers' contextualised, practical knowledge through academic mechanisms of data collection and analysis. The teachers reflected upon their taken-for-granted understandings of education, their school contexts and their practice, and re-cast them as more complex. Participation in the study resulted in the teachers becoming ‘learners-focused' by developing greater focus on their practice, by being mufetih (observant and analytical), by being close to learners and by increased experimentalism. These dispositions were combined with a shift in the teachers' epistemological positions towards ‘authoritative uncertainty', in which partial, contextualised and contingent knowledge was recognised as legitimate, facilitating re-construction of their knowledge to develop their practice. In this narrative account, the field research is framed by my evolving theoretical understandings which informed the design, analysis and re-presentation of the study. An autobiographical introduction to my experience in Sudan outlines my nascent professional stance towards education development. I then explore my increasingly critical understanding of research on teachers and pedagogy in Africa and discourse on education quality in low-income countries. I discuss the formation of my specific researcher identity through postcolonial theorisation of my ethical stance towards making a difference in the field of practice, namely Sudanese schools. In this thesis, layered re-viewing, which derives from an epistemological stance of the partiality and contingency of knowledge, facilitates re-presentation of moments in which understanding is challenged and re-formed by theorisation and experience. Re-viewing literature and theoretical analyses brings new epistemological, ontological and ethical understandings, as my focus on ‘the practical' in field research has been supplemented in the post-fieldwork period by ‘the practical' in the academy, a contested domain of knowledge production. To conclude this thesis, the position of ‘authoritative uncertainty' is applied in the reflexive deconstruction of the study, as the action research process and outcomes are re-viewed through postcolonial and feminist theories to unpick the situated complexities of cross-cultural practitioner research and its representation. While coming to know is a continuous process, its representation in this thesis reaches an arbitrary conclusion by proposing how coming to know teaching practices, action research processes and reflexive researcher analysis might bring new perspectives to academic and policy initiatives for teacher development.
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Sade, Sarah. "The impact of collaborative action research as a methodology for building, knowledge for teaching : a case study." Thesis, University of Liverpool, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250220.
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Schwartz, Abegail Faraja. "A social justice approach for counselling psychology in South Africa: lessons from a collaborative action research intervention." Thesis, Rhodes University, 2017. http://hdl.handle.net/10962/5233.
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In the past decade, increased attention has been paid to the changing role of counselling psychology in South Africa. The aim of this study is to contribute to the debates about the social responsiveness, scope and focus of the field. The following research question was formulated: What lessons about a social justice approach can a counselling psychologist learn from a youth unemployment community engagement activity? Through engagement with a group of unemployed young people about their status and exploring the role that a counselling psychologist might take, a collaborative action research approach was employed. Data were generated through collaborative action research cycles, semi-structured interviews, social media communications and the researcher’s reflective journal. Template analysis was used to make sense of the data and generate preliminary themes. Process findings illustrated the supportive and constraining role of the academic research process, the time frame and the characteristics of the target group. The content-related findings illustrated the impact of contextual and demographic factors on the participants’ unemployed status. The findings confirmed the negative effect of unemployment on psychological well-being despite support from family, friends and community members. Factors such as education and socioeconomic status influenced the job seeking behaviour of participants and although participants were aware that societal change is needed, there was evidence of internalised self-blame. Recommendations emphasise the inclusion of relevant social justice models for the context of South Africa in the training of counselling psychologists; and a pressing need to engage in micro-, meso- and macro-level advocacy to collaboratively debate the identity and scope of practice of the profession and the review of professional and ethical guidelines.
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Cortez, Karen. "Raising the musical self-efficacy of classroom teachers: best practice collaborative strategies for visiting artists." Thesis, Sydney Conservatorium of Music, 2021. https://hdl.handle.net/2123/24519.
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This study aimed to investigate the collaborative possibilities of a modified single visit format to support the musical self-efficacy of teachers. A “truncated” action research model (Cain, 2008) was used to demonstrate at a methodological level the importance of teacher involvement in this process. The ensemble Quart-Ed worked with four teachers from Banana School over the course of two collaborative meetings in preparation for delivering a program for their classes. Using interviews, fieldnotes, video recordings, and formal and informal reflection from all participants at every stage of the process, numerous strategies for positive teacher-artist collaboration were identified that increased musical self-efficacy or fostered a sense of ownership of the program. Some attempted strategies were less successful and modified versions are suggested for future cycles of action research. The results of this study suggest that the modified single-visit format has strong potential to positively impact teacher musical self-efficacy and is a possible solution for artists wishing to encourage the musical capabilities of the teacher with whom they interact.
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謝瑞榮. "A collaborative action research on teachers'' growth groups." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/13681690720979522986.
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碩士<br>國立花蓮師範學院<br>國民教育研究所<br>87<br>A collaborative action research on teachers’ growth groups
Abstract
The participation of teachers in professional development activities is recognized as the most important means of promoting teachers'' professionalism. Among various patterns of teachers'' professional activities, teachers'' growth-group(TGG) is still not common in Taiwan, although it is a very popular activity and its functions have been very impressive in advanced countries. In order to experience the process of TGG, this research utilized the collaborative action research method to investigate the means of implementing TGG activities in schools and their influences on teachers'' professionalism.
In the process of the research, two of my colleagues and I organized and led two TGGs. One group was made up of in-service teachers and met nine times. The other was made up of student teachers and met eleven times. Working as co-researchers, my colleagues and I would discuss our action strategies in our regular research meeting, which was usually held between two TGG meetings. In our research meetings, we would also discuss problems encountered in leading the two TGGs and revise our action strategies by analyzing feedback data such as observation notes, meeting summaries, interview records and reflective journals, etc. In the whole process of research, the research team gradually construct effective and practical knowledge about operating TGG through a cyclic-dialectic process.
For almost eight months of leading the two TGGs, the co-researchers made use of various effective group skills in leading the groups and enhancing group interactions, group-openness, trustfulness, and discussion atmosphere. In the meantime, in order to achieve the group goals and satisfy the group members'' needs, we developed six models of operation suitable for TGG. Besides, we also found that TGGs might not be able to avoid some negative group dynamics, although they could develop some positive group dynamics. As to the influences of TGG on teachers'' professional growth, we found that the TGG could stimulate teachers'' motivation of learning, enhance the interactions and communications among teachers, help student teachers'' adaptation in the school, promote teachers’ will for advanced learning in the school, and enhance the colleagues'' group cohesiveness. However, there also exists some limitations and drawbacks in implementing TGGs. In comparison, the two TGGs differed in the motivation of participation, the relationship between group leader and group members, the interaction among group members and the focus of group discussion, due to the differences of characteristics of the group members.
According the research result, we provide some suggestions regarding the implementation and operation of TGGs in schools for those who are interested in promoting the TGG activities.
Keywords：teachers'' growth group, teachers'' co-development group, teachers'' professional development, teachers'' professional growth, collaborative action research.
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Lu, Yi-ching, and 盧怡靜. "Collaborative Venturing with Indigenous Craftmakers- An Action Research." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/13185898714963561456.
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碩士<br>國立中山大學<br>劇場藝術學系研究所<br>104<br>Craft work has been part of the indigenous living culture and used in daily life. However a recent phenomenon in indigenous crafts sectors is their increased interest in the development of Cultural and Creative Industries. A growing number of craft studios is observed. Studies on indigenous craft development have identified different issues facing the movement. Among them not only the shortage of design capability, the rising cost of labor but also the insufficient market sense have altogether made indigenous craft less competitive in the art market. Not to mention craft skills wither at the same time in the face of merchandising and mass production. Craft making is never been a source of stable income and staying hometown creating crafts for a living is even ambivalent.
Given the issues above and an inspiration to help indigenous craft makers, this research tries to explore a new entrepreneurial model to promote indigenous creative craftwork. In the meantime, it constructs the linking platform for the indigenous craftwork artists, and attempts to solve the problems facing indigenous artists. The research adopted an action research approach. In the preliminary stage literature that are relevant to the research issues was reviewed and discussed, while participant observation method and questionnaire survey were used interchangeably in the process. The action research program is divided into five stages in which the researcher has taken part in every step of the process.
This study aimed to establish an indigenous craftwork business that is integrated with a social entrepreneurial model. From the point of research and entrepreneurial practice, the process of practical operation from idea generation, brand establishment to actual sale of brand products can provide an example for the indigenous craftwork businesses connect with the social enterprise''s entrepreneurs. In addition, for those who intend to enter the social enterprise domain, the relative industries, the governmental sectors, and the educational units, this practical operation process can serve as a case reference.
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feng, sweet, and 封四維. "A Collaborative Action Research in Standards-based Curriculum Development." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/2423n3.
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博士<br>國立臺灣師範大學<br>教育研究所<br>93<br>This was a school reform study to enhance teachers’ capacity. The purpose of the research was to explore the standards-based curriculum development and build an accessible procedure. The whole process including three periods: (1)Group deliberation period, the researcher and partners learned a great deal about the practical knowledge needed to meet the objective of the study in the workshop. And then widely sifted the literature review materials. (2)Development period, the researcher and teammate made two problem-based interdisciplinary curriculum. And design rubrics to improve the approach of performance based assessment. (3)Implementation period, The field study with collaboration is to investigate the trial outcomes. There are five conclusions resulted from the study, which were as follows: (1)Standards, benchmarks and essential questions are key factors to curriculum quality. (2)The integrated curriculum program is to enhance students’ learning toward enduring understanding, and help them to become independent learners. (3)Teachers’ teamwork and professional conversation is the best policy to solve problems. (4)Professional capacity development is the critical mission of schooling. (5)The goal of curriculum renewal is to empower students to be active learners thus taking responsibility for their own studies.
Above all, Teachers as transformative knowledge workers, think globlly, and act locally, to generate exciting new learning models and real-world performance standards. Meanwhile, the researcher does a follow-up project that support the creation and adoption of interdisciplinary curriculum frameworks to reflect today’s complicated socities..
Keywords: standards-based, benchmark, essential question, rubrics, action research
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Chih, Chuang Wen, and 莊文志. "The collaborative action research on implementation of learning classroom management." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/45663489905386712275.
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碩士<br>國立花蓮師範學院<br>國民教育研究所<br>90<br>Abstract
The purpose of the traditional classroom management is to build a good teaching environment, but neglect to foster student’s ability to study independently and actively. Learning organization theory is a managerial way to emphasize group interaction and then collective thinking. This theory has been discussed and applied in the business and school administration popularly. Is it also feasible to be applied in the classroom management?
The purpose of this study was to investigate the feasibility of implementing learning organization theory in the classroom of elementary school. The researcher firstly analyzed the necessity of learning classroom management through literature review. Secondly, according to learning organization theory and learning school concept of Senge, the researcher developed the model of learning classroom management. And finally, the researcher adopted the collaborative action research method collaborating with an elementary school teacher to examine the feasibility of implementing this model in the classroom.
This study developed “learning classroom management model”, and found that in order to build a learning classroom, the teacher must be based on “system thinking” to develop teacher’s and students’ abilities on “personal mastery”, “good interaction of a group”, “common discussion”, and “shared vision”. The results of the study were summarized as follows:
1. System thinking facilitated the level of students’
thinking, and helped the teacher to have a new view of
managing class affairs.
2. Personal mastery raised students’ learning motives
effectively.
3. Good interaction of a group can promote the affective
intercommunication of class and build a harmonious classroom
climate.
4. Reflection and exploration were beneficial to the common
discussion between teacher and students.
5. It was not easy to build a shared vision of class, and
students had a common goal only when they held class
activities.
Based on the study, the researcher presented some suggestions for teachers in classroom management.
Key words: learning organization, classroom management,
collaborative action research
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Pan, Ting-Hua, and 潘婷樺. "Collaborative Action Research on Children's Life Education Through Picture Books." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/jh3u6s.
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碩士<br>國立東華大學<br>幼兒教育學系<br>101<br>Abstract
This study aimed to explore the application of picture books in the teaching processes of children's life education, and the subsequent changes of the teacher and children. Collaborative action research was adopted, and children’s life education was conducted under the cyclic mode of "execution-review-modification-re-execution." Data collections included observations, interviews, notes on teaching discussions, reflective journals, and related documents. Trustworthiness was established by triangulation and peer debriefing.
Conclusions of this study were as follows:
1. The teaching processes included three stages:
(1) The pre-instruction stage: categorizing children's life education into "self, human-self, and human-environment" domains, and then choosing the proper picture books.
(2) The actual teaching activity: including motive-arousing, appreciation of picture books, group discussion, extended activities, and sharing and learning worksheets.
(3) The teaching reflection stage: including the processes of discussion, reflection, and modification between the researcher and the collaborative researcher.
2. The changes of children after the teaching course were:
(1) The domain of self relationship: realizing the origin of life, confirming self-confidence, and recognizing the right understanding about what death is.
(2) The domain of human-self relation: showing love to families by concern and objective actions, being willing to express the opinions, and having the ability to appreciate the others.
(3) The domain of human-environment relationship: assuming the good attitude of respecting life and establishing the concept of being environmentally friendly.
3. The changes of teachers included adjustment of cognition of life, respecting individual differences, and improving the accuracy of teaching skills.
Finally, the study proposed some suggestions for early childhood teachers, parents, and future researchers.
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Chang, Tsuey-Er, and 張翠娥. "A Collaborative Action Research of Transdisciplinary Preschool Transition Curriculum Development." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/73070016853082013922.
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博士<br>國立高雄師範大學<br>特殊教育學系<br>95<br>The purpose of this study was to resolve the curriculum problems of an early intervention center. The researcher cooperated with staff of the early intervention center, the disciplinary team, and interagency collaboration by a cooperative action research. Based on the core concept of “Transition” and “Transdisciplinary Development”, we shared the common experiences through the transformation process of curriculum. Action program was conducted based on the plan and implementation of “the individualized transition”, ”preschool transition curriculum”, ”the interagency collaboration”, and ” family support system”. We tried to formulate a series of steps to develop a preschool transition plan which included planning, executing, and evaluating. The study mainly focused on the implementing process of preschool transition curriculum, transdisciplinary development and evaluated the result.
The results were : (1) The grasp of core concept of transition curriculum could help the development of whole project and the solution of problem. (2) The mode of planning and curricula implementation should consider individualized condition of institution and real problems , alternative project which coold solve problem was the only strategy we could formulate while original one won’t work properly. (3) It was more difficult to overcome difficulties effectively by means of interagency collaboration. Instead, it was more feasible to find a solution through administrative negotiation and communication as well as consideration for the other party.
(4) Individualized teacher growth project might help promote the service quality of transdisciplinary development action. (5) As to the problems of parents, besides their needs and supports that necessarily have to be seen and concerned. Administrators should be able to offer back up force to teachers, strengthen the professional development for teachers, also let them understand their roles and duties, and asked them to communicate with the parents more often. Making good use of the power of parents could effectively solve problems and achieved important supportive strength from the parents.
Through the developmental procession of the transdisciplinary preschool transition curriculum. All persons involved in the study felt get growth and learning very much from one another by interaction. Finally, based on the results, the researcher analyzed the influenced factors of the transdisciplinary preschool transition curriculum development, and presented the suitable operation model of “The transdisciplinary preschool transition curriculum development model”and tried to implement the model in the social vein. At last the researcher reviewed a variety of suggestions in the light of the whole study.
Key Word: ;
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Lin, Ya-Yun, and 林雅雲. "An Action Research of Learning Community oriented Collaborative Lesson Planning." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/5cvb8y.
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碩士<br>國立東華大學<br>教育行政與管理學系<br>107<br>This study aims to establish a learning community oriented collaborative lesson planning model to enhance teachers’ professional growth through collaborative lesson planning. With action research, the research participants are members in the science collaborative lesson planning community. With three cycles of professional dialogue and collaboration, the qualitative data of observation records and reflection journals are analyzed to establish the learning community oriented collaborative lesson planning model. The research results are summarized as followings.
I. Establishment of collaborative lesson planning model
The collaborative lesson planning model in this study compares teaching materials through questioning with open-ended questions and enhances professional dialogues with the teaching material comparison. Reflective questioning and feedback are utilized for problem solving to enhance the collaboration among the members. The community members complete the design process through professional dialogues and collaboration to enhance the professional growth.
II. Factors in collaborative lesson planning
1.Members’ trust relationship and readiness
Professional dialogues and collaboration could enhance trust relationship among the members, and the positive course data preparation before lesson planning could result in deeper professional dialogues.
2.Guiding method of a guide
A guide in a community could be constant or take turns. Meanwhile, a guide should be well prepared and understand the members’ specialty to have the members develop the specialty and enhance cooperation and innovation.
3.Community planning and execution
Teaching methods or the method to precede students’ group discussion might be the common elements to maintain the community operation. A planned schedule should be really executed, and the members should be present on time.
III. Enhancement of teachers’ professional growth
1.In terms of curriculum and teaching
After the collaborative lesson planning for a semester, the members start to change the teacher-centered classes into student-centered classes. Collaborative lesson planning also helps trip the frame of textbooks, reduce the dependence on textbooks, change the past didactic teaching, and be willing to learn and attempt various teaching strategies and multiple evaluations.
2.In terms of teachers’ professional attitudes
It promotes the education enthusiasm and belief as well as reinforces the teaching confidence to enhance the members’ professional growth through collaborative lesson planning.
3.In terms of group organization
The members sharing knowledge in the community to expand the field of vision is the platform for sharing and exchanging. Professional dialogues and collaboration also enhance the friendship and trust and promote the interpersonal relationship.
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ya, Shih li, and 施麗雅. "The Collaborative Action Research on Whole Language Approach in a Kindergarten." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/92218589476008217403.
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碩士<br>國立新竹師範學院<br>幼兒教育研究所<br>90<br>Abstract
This is a collaborative action research on whole language approach that I conducted with two kindergarten teachers. The purposes of this study are to understand more about the implementation of whole language in a kindergarten classroom, and to discuss its results and influential factors. Informal conversations, interviews, observations, and related documents and files were used as techniques for 8 months’ data collection.
The implementation of whole language in this study was divided into three stages, and we developed different strategies and activities for each stage. In the preparation stage, we formed a whole language study group, visited one whole language kindergarten, re-arranged the classroom setting, and called for a parents’ meeting. These preparations and arrangements contributed to the practice of the whole language approach in the following two stages. In the reproducing as well as experimental stage and the teacher-student developing stage, the strategies and activities we developed are: providing an environment with abundant visual words, establishing language learning centers and encouraging parents’ participation, providing listening and speaking interactions, increasing various writing activities, bringing forth the learning atmosphere and practicing the whole language approach in an integrated way. It is found that the children became more active and interactive in their learning. The learning environment and resources were more various and abundant. The learning activities were more diversified and adaptable. The teachers adjusted the activity time and subjects to facilitate the learning. The children performed a respective attitude and mutual learning behaviors accordingly.
The results of the implementation of whole language in this study are：the children’s listening concentration and comprehensions were improved. They changed to have abundant vocabulary and poised speaking ability. Their passive dependent reading habit became voluntary independent. Their handwriting progressed from daubs to symbols. They were curious, spontaneous and self-directed in learning. The experience was a special achievement for some exceptional children. The teachers prepared various lesson plans. Teacher’s guidance was subsided to meet the children’s needs. The parents were positive, cooperative and satisfied with their children’s achievement. Those parents who volunteered as teachers gained a sense of self-achievement because of the children’s high learning interest. The positive factors associated with the whole languages approach in this study are: the principal’s support, the parents’ assurance and cooperation, the application of learning resources and external environment, the teachers’ recognition to the whole language theory and attempt to practice it, and the support from the collaborative action research. The negative factors are：the interruption of administrative matters, the deficiency of teaching discussions, and the defects of portfolio assessments.
Keywords: early childhood teachers, early childhood education, whole language,
collaborative action research
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Yang, Ya-Hui, and 楊雅惠. "The collaborative action research on integration of social studies and msic." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/02157720204262628530.
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碩士<br>國立花蓮師範學院<br>國民教育研究所<br>91<br>The proposition of curriculum integration, team teaching, and music sociology has brought a new turning point to the curriculum-integration design about the integration of social studies and music. This approach not only enriches the social studies, but also promotes the learning abilities of both teachers and students in related disciplines. Furthermore, it brings new attempts and hopes to the teaching practices in schools. The study analyzes about the integration of social studies and music. According to Beane’s social integrated concept, Jacobs’ parallel discipline design model, Drake’s multidisciplinary approach, Fogarty’s sequencel model, Barrett’s facets model, Synder’s correlation model, and Berk’s transformative approach, we investigate the model of integrating social studies with music. We adopt the collaborative action research method with the help of social studies teachers and music teachers in the elementary school to observe the feasibility of implementation in the classroom. The results of the study are summarized as follow:
1.The integration of social studies and music can raise
students’ learning motives.
2.The integration of social studies and music can create a
happy atmosphere in class time and increase the students’
learning ability.
3.The integration of social studies and music can facilitate
the communication between parents and children.
4.The team teaching ideal of the integration of social studies
and music needs to be broken through.
5.The integration of social studies and music can change the
thinking model of teachers.
Finally, based on the study, we give some suggestions to the teachers who integrate the social studies and music.
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Cheng, Yu-Ying, and 鄭育瑛. "A Collaborative Action Research of Teacher’s Guiding in Children’s Story Retelling." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/85822923394807043434.
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碩士<br>國立新竹教育大學<br>幼兒教育學系碩士班<br>103<br>The collaborative action research aimed to understand the researcher’s guiding strategies and the preschool children’s narratives in the process of story retelling. The research was conducted in a four to six years old mixed-age classroom and four children were chosen to participate in the study because they usually remained silent in the group discussion. The researcher selected one picture book as the story retelling material each week and the teaching process lasted for ten weeks. In total, ten picture books were used in the study. In order to assist the children to retell each story smoothly, the researcher guided the children through three stages: (1) telling the story, (2) teaching the structure of the story, and (3) retelling the story. In the entire research process, the researcher assisted the children to be familiar with the three stages of story retelling. The researcher also adjusted guiding strategies according to the classroom teacher’s suggestion and the children’s narratives. Data collection included observations, professional dialogues, reflective journals, documents and children interviews. All data was analyzed based on the researcher’s guiding strategies and the children’s narratives of story structures. The results revealed that the researcher was able to assist the children to retell stories smoothly through providing them with different guiding strategies based on their unique personalities and performances. The children’s narratives of the story structures were associated with the researcher’ questioning strategies. Finally, although the children did not mentioned certain story structures in the group story telling, we cannot interpret that they did not understand the story structures. When the researcher provided the children with the one-on-one opportunity for story retelling, the children were able to demonstrate their narrative abilities. Implications and future research suggestions were provided.
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余妍儒. "Collaborative Action Research for the Professional Development of a Beginning Science Teacher." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/99408547947851929363.
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碩士<br>國立彰化師範大學<br>物理學系<br>96<br>The purpose of this study was to probe into the case that how a beginning science teacher who taught in a junior high improved his teaching deficiency so as to enhance his professional development by applying collaborative action research. Teaching methods and strategies including classroom observations, interviews, audio recordings and video taping, the teacher’s self-reflection notes, as well as the researcher’s observation notes completed on the spot, were conducted for this study. Then, these data were analyzed to indicate the status of the case teacher’s professional development. Generally speaking, the procedure of the study was divided into three stages in each of which the researcher closely observed the case teacher’s professional development.
It was found that the case teacher has shifted from teacher-centered to student-centered instruction by the end of study. Furthermore, the teacher has become more concerned with his students and better understood them. In addition, the classroom atmosphere has become more friendly and lively. The teacher’s teaching method also changed from didactic instruction to laboratory-oriented training which encouraged students to learn more effectively. Finally, by this incorporating action research, the case teacher has promoted his abilities to find problems and the ways to solve them.
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yu-ying, lu, and 呂玉英. "A Collaborative Action Research of Two Teachers on Teaching Mathematics by Discussion." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/58531517617235945207.
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碩士<br>國立台北師範學院<br>數理教育研究所<br>92<br>We investigated the practice of teaching mathematics by discussion, a teacher who had taught more than twenty years guided by her colleague, who was a recognized master teacher, including the fashion and the content of the interaction between the two teachers, the journal of her teaching practice and the professional development of a mathematical teacher. The data include conversation record tapes, teaching video tapes, planned interviews of the teacher and the students collected in one semester. The reserch is in the paradigm of educational action research. We found that at the beginning, the teacher’s image about teaching mathematics by discussion was vague, mechanical and hyperreal, she could not hold on it. So, the master teacher followed normal social interaction, soloving one major problem at one time, to council the experiment teacher in the cycles of teaching, reflecting and discussing, hoping to even the gap between the two teachers. To begin with the habitual teaching mode, the experimental teacher classified the problem, found breaking point, went through cognitive conflict. At the end of semester, the experiment teacher could catch the nuclear content of the teaching by discussion, but the situation was almost unstable, it could vary greatly with respect to different scopes of school mathematics.
We found that the social norm in the classroom suitable for the teaching by discussion is comparatively easier to achieve than the teaching itself. The development of students’ ability to solve mathematics problems is the center of mathematics teaching and learning but the lack of time makes the time corsuming inquiry and discussion in the classroom a painful choice, although the teacher knows that it is necessary for the development. Of course, the ability of a teacher to sense the gap between the students’ understanding and the insight needed to know the materical taught, so as to inquire more efficiently is very critical. For this, the education of student teachers and the professional development of teachers have to emphasize on these aspects.
At the end, we raise some proposals for those who want to engage on collaborative action research for the professional development of mathematics teachers.
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Li, Hsueh Feng, and 李雪鳳. "The Establishment of a School Library Media Center-A Collaborative Action Research." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/19484170988068815733.
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碩士<br>國立嘉義大學<br>國民教育研究所<br>89<br>The purpose of this study was to develop and evaluate a school library media center volunteer program. Furthermore, problems occurring in the process of establishment were also examined. The collaborative action research was used as a framework in this study. The researcher and the teacher librarian, who supervised the school library media center program, cooperatively planed a volunteer program and evaluated its effectiveness. At the same time, the methods of interview, observation, document analysis, panel discussion, as well as surveys were also used in this study.
The major findings of this research were as follows:
1. Recruitment strategies should be multiple in order to
address the needs of volunteers with different backgrounds.
The description and timeframe of required duties should be
explained clearly in the announcements.
2. The contents of training workshops should be determined by
the requirements of the duties and responsibilities.
Besides lectures and handouts, chances for practicing what
the volunteers have learned in the workshops were also
important. The school may invite suitable scholars from
nearby communities or colleges to be the speakers.
3. The methods of journal writing, needs-form filling and
grouping were some available means for supervising
volunteers in the school library media center. However, the
day-to-day management and guidance of the work of the
volunteers was not feasible in the school.
4. An annual volunteer recognition event was conducted to
reward the contribution of volunteers to the school. As for
the methods of informal recognition of volunteer service
included access to the school conference room, acquiring
special certifications and “Thank You’s” cards.
In addition, funding, school administrative support, good volunteer coordinator also were the important elements of a successful volunteer program in the school library media center.
On the other hand, the results of this study indicated that volunteers could perform some professional tasks except the clerical works in the school. The tasks of instruction, collaborative planning with teachers, interaction with students, and selection of materials were some of them carried out effectively. However, the volunteers should play an assistant role instead of a leading role in these matters. Finally, five suggestions were proposed for the future research.
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侯雅婷. "A Collaborative Action Research on Implementing Localized Curriculum of a Kindergarten Teacher." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/84074992176794860049.
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碩士<br>國立東華大學<br>幼兒教育學系<br>98<br>Abstract
The purpose of this study was to explore the process of implementing localized curriculum of a kindergarten teacher, including the teachers’ teaching strategies and professional capacities of teachers as well as learning progress of children. Collaborative action research was adopted thick description, data triangulation, including the reflective journals, documents, interviews, children works were used to increase the authenticity and trustworthiness of this research. The conclusions were as follows:
1. It could be held to localized curriculum research by action research:
At the beginning, using conversation and discussion with coordinate teacher, to realize children’s life and background. Collecting resources and improving the difficulties to form the curriculum.
2. Strategies of teaching:
(1) Stories and discussion; (2)Children’s works and discussion; (3)Dancing and music using to form a course; not only to make teachers use methods of discussion, observation, action, operation, but also to take discussion and operation by teacher’s guidance.
3. Professional capacities :
(1)Communication with coordinate teacher;(2)management of emotion;(3)collection of resources;(4)activity-design, assessment and integration; (5)Self-reflecting and thinking.
4. Children’s changes:
(1)From seldom speaking to express self-thinking; (2)skills from poor to skillful and self-creating; (3)Children who were difficult to take part in the group activities, then, were willing to join the music and dancing performance.
At last, this research proposed some suggestions.
Keywords: Kindergarten teachers, localized curriculum, Professional capacities.
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HSU, JUI-FEN, and 許瑞芬. "Action Research on New Inhabitant Parent-Child Collaborative Learning through Picture Books." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/04582888809346972506.
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碩士<br>中國文化大學<br>華語文教學碩士學位學程<br>103<br>During the years of teaching in elementary school, the author has incorporated picture books in language arts as additional teaching materials. Not only are picture books closer to real life experience of young minds, they are also the boost for motivation and imagination. They play a significant role in language teaching as well as language learning, especially in the context of teaching Chinese as a second language. Action research method is applied in this study with picture books which associate real life experience with current social issues. A mandarin-learning course is thus derived using the ASSURE system. In addition, the 3-cylcle teaching action research method is carried out in the parent-child collaborative learning. Data obtained from portfolios, observation, video and voice recordings, parent-child interviews, after class evaluations, and feedbacks are analyzed. The results are as follows:
1) Picture books are suitable for parent-child collaborative learning;
2) Picture books enhance the language ability of new inhabitants;
3) Picture books can be used as the teaching material for parent-child collaborative learning Chinese as a second language in new inhabitant families;
In addition, this research proves that parent-child collaborative learning not only enhances Chinese language proficiency but also family ties. Advice and suggestions are offered for mandarin teachers and future studies.
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"Collaborative Practitioner Inquiry: Providing Leadership and Action Research for Teacher Professional Development." Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.8915.
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abstract: 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 their action research experiences. In this study, action research training was provided to teachers to create a trained cohort of action research teachers within the school. Members of this cohort voluntarily joined with other teachers interested in classroom action research and participated in a professional learning community (PLC). The members of this PLC initiated classroom action research projects and met collaboratively as a PLC. The study examined what collaborative practitioner inquiry contributed to teacher professional development and how my leadership contributed to teacher professional development. Data were collected through the administration of a survey, interviews, transcriptions of PLC meetings, and my research journal. Findings indicate that participants benefited from the provided professional development and my leadership as a result of the intervention. Teachers applied the professional literature and used data to inform their instruction. Teacher collaboration was enhanced and teachers examined instructional practices. Lastly, my leadership enhanced teacher application of action research.<br>Dissertation/Thesis<br>Ed.D. Educational Leadership and Policy Studies 2011
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Capobianco, Brenda M. "Making science accessible through collaborative science teacher action research on feminist pedagogy." 2002. https://scholarworks.umass.edu/dissertations/AAI3056205.
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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 research. This study revealed that there are no uniform solutions or standard methods to address issues of equity and accessibility in science education. This study recommends teachers be given time, support, and freedom to collaborate with other teacher-researchers, enact decisions for change, and reflect on and make public the results of their work. Additional implications suggest science teacher educators collaborate with practicing science teachers to devise practical applications and feasible resources for a wider audience.
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Wang, Wei-Han, and 王薇涵. "An Action Research of Collaborative Teaching：Take the Project Approach as an Example." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/z9634s.
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碩士<br>臺北市立大學<br>幼兒教育學系碩士在職專班<br>107<br>The main purpose of this study was to explore a process of the collaborative teaching with first cooperating preschool teacher. An action research was carried out through a cycle of action strategy, reflection, and action after the new cooperating teacher joined the class. As for qualitative research, it used the records of collaborative lesson preparation, the children’s discussion records, and the teaching weekly journals as research materials. The study analyzed those data to discuss how to make two teachers to achieve interaction relationship, create class culture, and to bring more ways about the project approach by cooperating. The results showed that:
1. In the context of the “Puzzles Experts” project in the class pond, the children found out the puzzle’s forms and the playing methods, then started to discuss a definition of the “ Puzzles Experts ” and distinguish between the difficult elements and the easy elements in the puzzles. And then the children ranked the puzzles from easy to difficult, next, the children set the goal by themselves and tried to challenge the goal. Finally, the children tried to finish the new puzzle by the methods which they’ve learned. In addition, the children create the difficult puzzle to synthesize the puzzle’s forms which they’ve seen.
2. Before implementing the project approach, the researcher not only achieved a relationship with positive interpersonal interaction, but also proposed a discussion of "conversation scale" to establish an interaction relationship before the project is launched.
3. We understood each other's cultural concept of the class by commutation and the researcher took the initiative to propose the researcher’s own needs and showed that the researcher was looking forward to not distinguishing teaching from assisting in the class. Then we constructed the class culture and the cooperative consensus.
4. We discussed the teaching target and the observations on children in collaborative lesson preparation, when the opinions are different, we convinced each other by the reasons thus extend more ways to the project approach by cooperating.
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YANG, ZAI-ZHEN, and 楊在珍. "Collaborative Action Research on Inclusive Education Service-Learning For Special Education School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/62v46e.
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碩士<br>大葉大學<br>管理學院碩士在職專班<br>106<br>The purpose of this study is to solve the dilemma of the lack of inclusive educational opportunities in the centralized education placement of special education schools by collaborative action research, and to explore the feasibility and implementation effectiveness of the integration of inclusive education and service- learning in special education schools, and to provide relevant recommendations for follow-up Research reference.
The research action plan is divided into two phases—upper and lower semester. The qualitative and coordinated action research method is adopted. Before and after the implementation, the teacher professional learning community continuously dialogues, reflects and scrolls the adjustment course. Gradually develop a curriculum suitable for the integration of educational services for the special education schools and the general small and medium-sized ordinary classes, and analyze relevant documents and observations, interviews and other materials, and summarize the research results as follows:
1. Special education schools can combine the adjacent schools to provide inclusive education in a service-learning model.
2. The Inclusive Education Service -Learning can enhance the social adaptability and communication skills of students in special education schools.
3. The Inclusive Educational Service -Learning can cultivate the spontaneous interaction of the students in the ordinary class.
4. The inclusive ntegration of educational Service-Learning can enhance the understanding of the teachers and students of ordinary schools to the special education students.
Suggestions for follow-up research: A more in-depth discussion of how instructors and regular class teachers can inclusive education through professional community dialogue and reflection; or continue to develop activities and courses related to the inclusive educational service learning model.
Key words: special education schools, Inclusive Education, Service-Learning, core literacy, collaborative action research