Relevant bibliographies by topics / Parent-Teacher Action Research Project

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Parent-Teacher Action Research Project'

Author: Grafiati
Published: 27 July 2024
Last updated: 31 July 2025

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Journal articles on the topic "Parent-Teacher Action Research Project"

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Guerra, Catia, Beatrice Hanratty, Andreia Onofre, Michele Tedeschi, Laura Wilenchik, and Michele Knobel. "Doing-It-Ourselves as Teacher Researchers: A Collaborative Action Research Approach for Improving Literacy Support at Home." LEARNing Landscapes 9, no. 1 (2015): 81–99. http://dx.doi.org/10.36510/learnland.v9i1.747.

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This paper describes what a group of teacher researchers learned from conducting an action research project in an urban elementary school serving a multilingual community in the northeastern United States. A key goal of the project was to enhance parents’ and caregivers’ support of students’ literacy development in ways that built on home literacy practices. Teachers’ learning included understanding the importance of true collaboration, responding to parent feedback, and teacher-led professional development.
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Lew, Moi Mooi, and Munira Mohsin. "Action Research Project in Teacher Education Curriculum." International Journal of Learning in Higher Education 19, no. 1 (2013): 13–23. http://dx.doi.org/10.18848/1447-9494/cgp/v19i01/48671.

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Santelli, Betsy, George H. S. Singer, Nancy DiVenere, Connie Ginsberg, and Laurie E. Powers. "Participatory Action Research: Reflections on Critical Incidents in a PAR Project." Journal of the Association for Persons with Severe Handicaps 23, no. 3 (1998): 211–22. http://dx.doi.org/10.2511/rpsd.23.3.211.

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This article describes a participatory action research (PAR) project designed to evaluate Parent to Parent programs in five states in the United States. The PAR team consisted of two groups: 1) parent leaders of programs that create one-to-one matches between help-seeking parents of children with disabilities and volunteer supporting parents and 2) university-based researchers. Based on a narrative record of the project, critical incidents are presented along with reflections of factors that contributed to the success of the project overall. The project successfully gathered evaluative data ab
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Tsafos, Vassilis. "Teacher–student negotiation in an action research project." Educational Action Research 17, no. 2 (2009): 197–211. http://dx.doi.org/10.1080/09650790902914175.

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Kapanadze, Marika. "The ARTiST-project still “alive” – Examples from Georgia and the Philippines." Action Research and Innovation in Science Education 5, no. 1 (2024): 3–5. http://dx.doi.org/10.51724/arise.67.

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ARTiST (Action Research to innovate Science Teaching) was a project co-funded by the ERASMUS+ program of the European Union. Ten partners from seven countries worked together and implemented action research into their science teacher education programs. The main philosophy of the project was to innovate science education through classroom-based and teacher-driven action research. Training materials, teacher professional development courses for teachers and students were developed during the ARTiST-project. Some examples of the activities after three years of the projects’ end will be presented
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Srivastava, Dr Seema. "Bringing Reforms in Teaching -Learning Practices through Action Research." International Journal for Research in Applied Science and Engineering Technology 10, no. 1 (2022): 1199–204. http://dx.doi.org/10.22214/ijraset.2022.40019.

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Abstract: Research identifies Teacher Quality as the most important school related factor influencing student achievement. As rightly stated in NEP,2020 that the role of teacher is to shape the minds of younger generation. Teacher must be passionate, motivated, well qualified and well trained in content, pedagogy and practice. This paper presents the glimpse of the process and documentation of Action Researches by Pre-service trainees and practicing teachers of a district as to how it has enabled them to improve their practices and helped them grow professionally. An innovative project on’ Act
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Pinninti, Lakshmana Rao. "Developing English Language Teachers’ Action Research Competencies Through an Exploratory Action Research Project." Profile: Issues in Teachers' Professional Development 27, no. 1 (2025): 13–29. https://doi.org/10.15446/profile.v27n1.113465.

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This article reports the impact of an exploratory action research (EAR) project on developing teachers’ action research competencies. Through various face-to-face and online activities, the project facilitated four English language teachers to conduct EAR in their teaching contexts. Qualitative data were collected through reflective journals and WhatsApp group chats. Data reveal that each participating teacher critically reflected on the teaching context, selected a research question, collected and interpreted evidence, designed and evaluated an action, and disseminated their research. The fin
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Vu, Tung Ngoc. "Examining Teacher Agency Among Teacher Educators: An Action Research In Vietnam." Australian Journal of Teacher Education 45, no. 7 (2020): 94–113. http://dx.doi.org/10.14221/ajte.2020v45n7.6.

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Teacher agency is an important topic in educational research, but its theoretical observations have not filtered down into practical Vietnamese teaching contexts. The action research project described here showcases a training-based intervention for teacher educators in various disciplines at eight universities in Vietnam. The intervention aimed to develop teaching skills and increase knowledge for teacher educators by helping them explore their students’ learning needs and facilitate their professional development. This study occurred within the context of changing Vietnamese political, cultu
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Choi, Jung Ah, and Hana Cho. "An Action Research on Play-Based Korean Language Education for Young Children Linked to Intercultural Education: Focusing on the 'Creating Our Tree' Project." Association of Global Studies Education 16, no. 2 (2024): 27–58. http://dx.doi.org/10.19037/agse.16.2.02.

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This study examines the 'Creating Our Tree' project as part of implementing play-based Korean language education for young children, linked to intercultural education. Using Kemmis and McTaggart's (2000) action research model, the study spanned 15 weeks, following cycles of planning, action, and evaluation. Participants were 11 children aged 4 to 6 in a pre-K class at a Korean school in a US city. Data were collected from class photos and videos, teacher journals, play observation records, lesson plans, and parent emails. Results showed that in the first cycle, 'initiating change through child
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Aguilar-de Borja, Joanna Marie. "TEACHER ACTION RESEARCH: ITS DIFFICULTIES AND IMPLICATIONS." Humanities & Social Sciences Reviews 6, no. 1 (2018): 29–35. http://dx.doi.org/10.18510/hssr.2018.616.

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Purpose: This study generally aimed to (1) identify the most difficult part of the action research process as evaluated by the teachers; (2) find out implications of conducting action research in teaching-learning process; and (3) identify the impact on teachers’ current and future instructional practices in conducting action research.
 Methodology: Mixed method design which involves quantitative and qualitative methods of researchwas used. High school teachers in Colegio de San Juan de Letran Calamba who conducted action researches from 2012 - 2015 were the respondents of the study. The
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Dissertations / Theses on the topic "Parent-Teacher Action Research Project"

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Andreou, Andreas M. "Teacher Professional Development in an online Learning Environment : An Action Research Project." Thesis, University of Manchester, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.504767.

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Various reports from the European Union and UNESCO consider teacher professional development (TPD) as the first priority in educational reform plans. The same reports emphasise the inadequacies of current teacher professional development programmes to meet the immediate demands of the lifelong learning policies and educational reforms. The case of Cyprus reflects the European and global situation in that matter. This study explores an alternative way for ongoing teacher professional development through the power and flexibility of the Internet. It situates teacher professional development with
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Healy, Mary Anne. "Working towards parent-school partnership : an action research project in an urban primary school." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:2183.

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This dissertation describes an action research project undertaken in an urban primary school. This action research project aimed to improve partnership with parents in the school, including parents whose children may be at risk of educational disadvantage. Amongst the main findings of this dissertation are the following: Parental understandings of partnership fell under a number of broad headings of which the most important are: communication, co-operation, parental school involvement and home and school listening to each other with respect. The cyclical nature of the action research facilitat
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Davis, Julie M. "Innovation through action research in environmental education : from project to praxis." Thesis, Griffith University, 2003. https://eprints.qut.edu.au/67230/2/67230.pdf.

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This thesis is a work-in-progress that articulates my research journey based on the development of a curriculum innovation in environmental education. This journey had two distinct, but intertwined phases: action research based fieldwork, conducted collaboratively, to create a whole school approach to environmental education curriculum planning; and a phase of analysis and reflection based on the emerging findings, as I sought to create personal "living educational theory" about change and innovation. A key stimulus for the study was the perceived theory-practice gap in environmental education
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Moreno, Yadira. "Homegrown Teacher Project: Developing an Early Intervention Pipeline for Teachers of Color." Digital Commons at Loyola Marymount University and Loyola Law School, 2018. https://digitalcommons.lmu.edu/etd/541.

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The dissertation aims to explore a solution to address the cultural and racial gap between the teaching force and the student population in California. Homegrown teachers are teachers who return to their community where they were born and educated. Addressing the equity issues faced in public schools begins with exploring the benefits of teachers of color in the classroom. This action research study followed five homegrown first-generation Latina teachers through a 3-month process of mentoring first-generation Latina sixth-graders who hope of entering the teaching profession in the future. The
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Thomas, L'lia E. "Youth Art Ambassadors| A Youth Participatory Action Research Project Using Social Justice to Incite Change in Classrooms where Teachers Teach Young People of Color." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10638632.

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<p> This is a qualitative case study using youth-based participatory action research as a model. The author views the youth-based participatory action research through both a social justice and multicultural lens. The prevalence of Eurocentric ideals in society and in the classroom are addressed and solutions on how to remedy these ideals to foster a greater sense of awareness to discrimination, encourage positive ethnic identity, and increase self-esteem are some of the issues addressed in this research. Instead of approaching the research individually, the researcher joined ranks with middle
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Van, Winkle Kristina A. "Educating for Global Competence: Co-Constructing Outcomes in the Field: An Action Research Project." Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1626442252415126.

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Santamaria, Cristina Corrine. "Mexican Origin Parents with Special Needs Children: Using a Critically Compassionate Intellectualism Model to Support and Foster Their Participation in U.S. Schools Through a Participatory Action Research Project." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/194619.

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The purpose of this investigation was to support and foster parent participation among Mexican origin parents of special needs children. However, a limited amount of empirical research existed that considered Mexican origin parents' understanding of participation in general and special education settings.Parent participation was viewed as a dynamic and evolving process through which parent participants could construct knowledge and meaning. Novice (newcomer) parents worked with veteran (experienced) parents to learn about participation. Critical and reflective discussions were central to their
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Paujik, Yvonne Marjorie. "Young children's understanding of poverty within a framework of sustainability: Action research in a kindergarten." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/124681/1/Yvonne%20Marjorie_Paujik_Thesis.pdf.

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This study examined children's understandings of poverty in a Kindergarten classroom. Along with meaning-making around poverty, the study examined pedagogical conditions that support investigations of socio-political aspects of sustainability with young children. Data included observations of children's play, artefacts, conversation transcripts, and teacher reflective journal entries. Findings showed that the children's understandings of poverty shifted and reverted throughout the project and were influenced by broader social events. Further, that young children's engagement with socio-politic
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Scholtz, Desireé Leonora. "An appraisal of the Teacher Inservice Project(TIP) approach to education management and leadership training and development." Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17528.

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Bibliography: pages 53-58.<br>Following the events of South Africa's democratisation in 1994, the country is undergoing transformation processes in virtually all spheres of life. Education is widely accepted as the one field where transformation is most needed. However at school level so many' complexities exist, that the management of the process of change and transformation requires a new approach to the effective training and development of education managers. It is precisely in this regard, that this research report seeks to offer an insight into the existing situation and understand the d
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Fritz, Marlene. "A descriptive study of teachers' perceptions of skills currently utilized for effective parent-teacher conferences and those skills teachers feel are needed for effective parent-teacher conferencing." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/149.

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Books on the topic "Parent-Teacher Action Research Project"

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Palanki, Ameetha. In our hands: A multi-site Parent-Teacher Action Research Project. Center on Families, Communities, Schools, and Children's Learning, 1995.

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Fossen, Sandra Van. Teach the mother and reach the child: Results of the Intergenerational Literacy Action Research Project of Wider Opportunities for Women. Wider Opportunities for Women, Inc., 1991.

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Krasnow, Jean. Improving family-school relationships: Teacher research from the Schools Reaching Out Project. Institute for Responsive Education, 1990.

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De, Tonack, Dean Ceri, and Educational Resources Information Center (U.S.), eds. Change in action: Navigating and investigating the classroom using action research : reports of twenty-two teacher-research projects. Mid-continent Regional Educational Laboratory, 1997.

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Ceri, Dean, and Robison Sally, eds. Assessment in action: Collaborative action research focused on mathematics and science assessments : report of twenty-three teacher-research projects. Mid-continent Regional Educational Laboratory, 1995.

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Center on Families, Communities, Schools, and Children's Learning. Crossing boundaries: Multi-national action research on family-school collaboration. Center on Families, Communities, Schools and Children's Learning, 1996.

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Honorato, Hercules Guimarães. Relato de uma experiência acadêmica: O "eu" professor-pesquisador - Vol III. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-378-7.

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This study aims to present the plurality of the teacher’s perception, which emerges from the actions taken to minimize the difficulties that come up in remote education. Its relevance is found in the actions and reactions of those involved, and make up possibilities for generating public policies that motivate and foster quality education. The following research question guided this work: What lessons could be learned by those involved in their teaching practice after schools reopen? An exploratory research was carried out, by choosing the methodological approach of qualitative research. Data
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Freitas, Thais Campos de Oliveira, and Carlos Alberto Moreira dos Santos. Clube de Ciências na Escola: Um guia para professores, gestores e pesquisadores. Brazil Publishing, 2020. http://dx.doi.org/10.31012/978-65-5861-224-7.

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This book is based on a research that was carried out over two years in the Graduate Program of Educational Sciences Projects of the “Escola de Engenharia de Lorena” of the University of São Paulo; the product of the master thesis entitled “Implementation of a Science Club in the Public Network for Education of São José dos Campos: Stages, Actors and the Scientific literacy”. Nowadays, the role of Science is being devalued, poorly understood and even questioned by several political figures and societal members, many people fail to differentiate facts from fake news. In 2018, the PISA (Programm
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Book chapters on the topic "Parent-Teacher Action Research Project"

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Pu, Yue-en Anita, and Roger Barnard. "An Action Research Project." In Teacher and Learner Agency for Collaborative Learning. Routledge, 2025. https://doi.org/10.4324/9781032643144-5.

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Kirshner, Jean, and George Kamberelis. "Belize Education Project." In Decolonizing Transcultural Teacher Education through Participatory Action Research. Routledge, 2021. http://dx.doi.org/10.4324/9781003111573-1.

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Talandis, Gerald, and Michael Stout. "Towards New Understandings: Reflections on an Action Research Project with Japanese University Students." In International Perspectives on Teacher Research. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137376220_2.

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Cooper, Rosalind, and Timothy Bedford. "Transformative Education for Gross National Happiness: A Teacher Action Research Project in Bhutan." In The Palgrave International Handbook of Action Research. Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-40523-4_17.

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Christodoulou, Anthi, and Konstantinos Korfiatis. "Challenges Emerged During an Action Research Approach Applied in a Schoolgarden Project: Reflections and Revisions." In Shaping the Future of Biological Education Research. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-44792-1_20.

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AbstractThis paper reports on the challenges that emerged during an Action Research (AR) school kitchen-garden project. The AR team included the teacher/researcher (T/R), the critical friend, the facilitators (i.e. the T/R’s academic advisor and the school’s principal) and three more colleague teachers. Data was derived from T/R observations and students’ reflecting notes. The results exhibited four categories of challenges that emerged during the AR cycles concerning teaching and research strategies, research coordination and students’ participation. It transpired that a research group which
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Breiting, Søren. "Dilemmas related to Teacher Training for Science Education and Pupils’ Action Competence (The MUVIN project)." In Research in Science Education in Europe. Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9307-6_32.

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Windsor, Sally, and Karin Kers. "Teaching Social Sustainability and About Sweden’s Sami Peoples in Senior Secondary School." In Springer Polar Sciences. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_10.

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AbstractThis chapter outlines an action research project conducted in a Social Studies classroom in a Senior Secondary School in South Sápmi, Sweden. The teacher researcher had noted that despite some of the students identifying as Sami, there was a lack of awareness about Sami history and culture, and that when Sami peoples were referred to it was often in discriminatory and derogatory terms. The unit of lessons aimed to increase the students’ knowledge of Sami life both historically and presently, and awareness of how prejudice and stereotyping are used to ‘other’ certain groups to justify e
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Zecca, Luisa. "The Game of Thinking. Interactions Between Children and Robots in Educational Environments." In Makers at School, Educational Robotics and Innovative Learning Environments. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_12.

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AbstractEducational robotics (ER) fits into a constructivist perspective that aims to overcome the dichotomy between researchers and practitioners through collaborative research. This sparks reflection on how to develop professional training for teachers. The laboratory is the privileged setting of ER activities. It is an educational space for training and research alike, and is suitable for learning to do, whereby children can handle robots and develop scientific skills. The Laboratory of Robotics for the Cognitive and Social Sciences of the University of Milano-Bicocca, directed by Professor
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Franco-Mariscal, Antonio Joaquín, María José Cano-Iglesias, Enrique España-Ramos, and Ángel Blanco-López. "The ENCIC-CT Model for the Development of Critical Thinking." In Contemporary Trends and Issues in Science Education. Springer Nature Switzerland, 2024. https://doi.org/10.1007/978-3-031-78578-8_1.

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AbstractThe development of critical thinking among citizens is crucial for the advancement of humanity in a dynamic and ever-changing world. Therefore, it is essential to promote a critical understanding of the challenges we face as a society. Initially, this chapter addresses how various scholars have discussed and developed the construct of critical thinking from philosophical and cognitive psychology perspectives, with a particular emphasis on its integration into science education. Next, the ENCIC-CT model to critical thinking development is introduced. This framework was formulated during
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Imms, Wesley, and Marian Mahat. "Where to Now? Fourteen Characteristics of Teachers’ Transition into Innovative Learning Environments." In Teacher Transition into Innovative Learning Environments. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_25.

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AbstractThis chapter places the preceding papers into a wider context. As part of the Innovative Learning Environment and Teacher Change (ILETC) project, seven Transitions symposia were held in five cities across Australasia, Europe and North America during 2017, 2018 and 2019. Each aimed at investigating how teachers adapt to innovative learning environments. The resulting accumulation of approximately 150 papers by graduate researchers and research groups, of which this book’s chapters are a sample, constituted a reasonable representation of international thinking on this topic. When added t
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Conference papers on the topic "Parent-Teacher Action Research Project"

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Vasileva, Maya, and Kliment Naydenov. "THE SELECTION OF DIDACTIC RESOURCES IN THE GEOGRAPHY LESSON - AN EXPRESSION OF THE TEACHER'S DESIGN THINKING." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024/5.1/s22.91.

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From a scientific point of view, the origins of design thinking can be traced back to the late 1960s. The very concept of "design thinking" appeared in the late 1980s and 1990s, when Rolf Faste began teaching design thinking as a "method of creative action" at Stanford University. Since then, various definitions of this concept have been added to the literature. Although design thinking is a business methodology, today it is widely used in the public, non-governmental, health and education sectors. With a view to stimulating efficiency in training, today more and more educational institutions
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Benlloch-Dualde, José V., Javier Oliver Villarroya, Amparo García Carbonell, Amparo Fernández March, Eloina García Félix, and Pilar Bonet Espinosa. "How to introduce the research in the university teaching: a training experience in the Universitat Politècnica de València [Teacher Hub]." In CARPE Conference 2019: Horizon Europe and beyond. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10539.

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In this work we present the project of initiation to the Educational Research-Action (INED), within the pedagogical training program for university teachers organized by the Institute of Education Sciences (ICE), of the Universitat Politècnica de València (UPV). This project responds to a need for a group of teachers that starts with a professional background and requires training to advance the process of professionalization of teaching, aligned with the concept of scholarship and the movement generated around it. The proposal is formulated as an action research to promote the improvement of
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Alves, Anabela C., and Celina P. Leão. "Action, Practice and Research in Project Based Learning in an Industrial Engineering and Management Program." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-51438.

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Engineering is a profession that suffers from rapid obsolescence because of constantly new market needs. Therefore, the engineering education curriculum must be adapted to accommodate change and to prepare as well as possible new engineers. To achieve this, Project-Based Learning (PBL) as an active learning methodology, assumes greater importance. PBL has been implemented for a decade (since 2004/05) in the first semester of the first and fourth year of the Master Degree in Industrial Engineering and Management (IEM) at University of Minho, Portugal, by a team of IEM teachers. This paper descr
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Hildeblando Júnior, Carlos Alberto. "Virtual Exchange as a Third Space to Decolonise ELT (VETSDELT) project: report on its first action-research cycle." In Collaborative Online International Learning Virtual Exchange. Coventry University, 2023. http://dx.doi.org/10.18552/glea/2023/0006.

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This paper aims to report on the VETSDELT (Virtual Exchange as a Third Space to Decolonise English Language Teaching) project. Its focus was to stimulate a reflection on English, ELT, and the ‘native-speakerism’ ideology through a Virtual Exchange (VE) as a safe Third Space. The paper illustrates how students and tutors engaged in English language teacher education in universities in Brazil, Spain, the UK, and Sri Lanka reflected on ELT in a series of synchronous dialogic sessions on Zoom. The paper reports on the initial findings stemming from cycle one of VETSDELT, which ran between November
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Turecek, Martina, Roland Ambros, and Renate Motschnig. "On Integrating Digital Competencies into German Teacher Training: An Interdisciplinary Approach." In Human Interaction and Emerging Technologies (IHIET 2025). AHFE International, 2025. https://doi.org/10.54941/ahfe1006735.

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Digital competencies are essential for German teacher training students to design contemporary German lessons. The acquisition of media literacy and the integration of digital tools into lessons are crucial factors for successfully preparing students for digital participation in society. Additionally, digital tools offer significant benefits for subject-specific didactic use in German lessons: planning and support, linguistic analysis and reflection, collaborative environments, visualization techniques, multimodal applications, and more. This potential is only limitedly utilized in Austrian sc
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Kuzmina, Svitlana Anatoliivna, Sue Fan Foo, Olha Vasylivna Matviienko, and Tamara Volodymyrivna Glazunova. "Advancing Internationalization Agenda Amidst the War in Ukraine: Kindness and Trauma-Informed Teaching Project in Teacher Education." In Ninth International Conference on Higher Education Advances. Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16252.

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The paper aims to describe and analyze graduate students' collaborative online learning project between Vinnytsia Mykhailo Kotsiubynskyi State Pedagogical University, Vinnytsia [VSPU] Ukraine, and Worcester State University [WSU], Massachusetts, USA, as one of the outcomes of the internationalization agenda in Ukraine. Since the war in Ukraine and the increased acts of violence in the U.S. require immediate action, the “Kindness and Trauma-Informed Teaching” project is essential. Based on a one-semester interaction for the case study, research, and project work, it is a novel practice at both
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Mollo, Paseka Patric, Ratokelo Willie Thabane, and Brigitte Lenong. "REFLECTION ON THE USE OF E-PORTFOLIOS DURING TEACHING PRACTICUM AT A UNIVERSITY OF TECHNOLOGY IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end013.

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"During teaching practicum student teachers are expected to acquire major pedagogical skills that have to do with classroom management; organisation; self-criticism; leadership; teaching; testing and assessing between themselves. Evidence of all activities of a student-teacher during teaching practicum is usually contained in a portfolio of evidence which is submitted to the faculty at the end of the program. At the Central University of Technology, this portfolio has always been paper-based. The aim of this project is to reflect on the use of e-portfolios during teaching practicum as a replac
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Souza, Leandro. "Collaborative training for teaching probability and statistics: empirical approaches and simulation with elementary school students." In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15301.

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This paper presents a discussion of a case study conducted with the voluntary participation of sixteen mathematics teachers in the final years of elementary school in the state of São Paulo, Brazil. Research has shown that mathematics teachers feel insecure and sometimes use a linear and deterministic approach to teaching statistics. Based on this problem, a collaborative action research project has been developed. We analyze one of the activities planned in pairs and implemented by one of the teachers. Participants developed empirical activities on probabilistic and statistical themes and pla
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Kosmidou, Evangelia, and Maria Sfyroera. "Reflective Writing as a Means Towards Teacher Professional Development." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.02.

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The aim of this study is to present how reflective writing contributed as a means for teachers’ professional development in the context of an action research project where a group of teachers engaged themselves on approaching diversity issues in their settings. During the preparation phase, participants were systematically involved in a variety of educational activities and workshops in order to approach reflective writing. At the next phase of the research, they were, thus, asked to carefully observe their contexts and their own practice and keep written records both from important “flash-poi
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James, Angela. "BIOLOGICAL SCIENCES PRE-SERVICE TEACHERS' EXPERIENCES OF COVID-19 AS AN ENABLER FOR THEIR SERVICE-LEARNING PROJECTS." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.86.

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The newspaper headlines in July 2020, reflected the context of COVID-19 and the challenges in the education sector in South Africa. Pre-service teachers completing a Biological Sciences for Educations Research and Service-Learning module conducted their Service-Learning in their home contexts, which under normal times, they would do so in the neighbouring university contexts. The research question: Why did the Biological Sciences pre-service teachers' experience COVID-19 as an enabler for their Service-Learning projects. An interpretive, qualitative case study was adopted to explore the pre-se
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Reports on the topic "Parent-Teacher Action Research Project"

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Chea, Phal, Muytieng Tek, and Sorsesekha Nok. Gender Gap Reversal in Learning and Gender-Responsive Teaching in Cambodia. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.141.202307.

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In the past two decades, Cambodia has been committed to the global agenda of ensuring that all children from all walks of life have access to education and quality learning opportunities. The focus was not only on access to education but also on gender parity and learning quality. Three years after the adoption of the Dakar Framework for Action in 2003, Cambodia adopted the national plan for Education for All (EFA) as a guiding pathway to realise the government’s commitments toward the education goals reiterated in the Dakar Framework. Cambodia has made subsequent development in education, not
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Negotiating Family and Personal Aspirations: Four Young Cambodian Women Reflecting on Choosing a Major. Cambodia Development Resource Institute, 2024. https://doi.org/10.64202/wp.146.202408.

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Despite recent declines in university enrolment due to the COVID-19 pandemic and other factors, the number of university students has continued to grow in Cambodia. In fact, in its recent Education 2030 Roadmap, the Ministry of Education, Youth and Sport (MoEYS) estimates that there will be twice as many students enrolled in higher education in 2030 as there were in 2018 (MoEYS 2019a, 36). The field students choose as their major when they enrol in higher education orients their pathway into future career opportunities and impacts the country’s educated workforce. The Royal Government of Cambo
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