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

Author: Grafiati

Published: 27 July 2024

Last updated: 31 July 2025

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1

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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Clegorne, Nicolas, and Roland Mitchell. "Student-Centered Empowerment of Teacher-centered Practices: An Action Research Project." Networks: An Online Journal for Teacher Research 15, no. 1 (2013): 628. http://dx.doi.org/10.4148/2470-6353.1068.

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Lee, EunSang, JoonKoo Kim, and EuGene Oh. "A Case Study of ‘Action Research Teacher Project’ in a School." Korean Association For Learner-Centered Curriculum And Instruction 19, no. 8 (2019): 1037–63. http://dx.doi.org/10.22251/jlcci.2019.19.8.1037.

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Kohonen, Viljo, and Pauli Kaikkonen. "Exploring new ways of inservice teacher education: an action research project." European Journal of Intercultural studies 7, no. 3 (1996): 42–59. http://dx.doi.org/10.1080/0952391960070306.

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Küsel, Julian, and Silvija Markic. "Participatory Action Research in the Development of Higher Education with Digital Media." Action Research and Innovation in Science Education 5, no. 1 (2024): 7–12. http://dx.doi.org/10.51724/arise.55.

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The digitalisation of higher education has versatile potential for students and especially for pre-service teachers. Unfortunately, this potential is insufficiently used in higher education institutions. This article displays a project focusing on developing university teacher education with digital media. For this purpose, the applied model of Participatory Action Research for Higher Education will be illustrated, reflected, and discussed to share the findings and experiences of the process and facilitate future development projects. Furthermore, conditions for success, challenges, and recomm

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Boyd, Pete. "Book Review: Glenn, M., Sullivan, B., Roche, M. & McDonagh, C. (2023) Action Research for the Classroom: A guide to values-based research in practice. Routledge." Educational Journal of Living Theories 18, no. 1 (2025): 21–22. https://doi.org/10.62314/09782212.

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This excellent book provides a practical guide for teachers and school leaders interested in pursuing professional inquiry or action research within their classrooms and schools. The distinctive feature and great strength of this practical guide is captured within its subtitle by the term ‘values-based research’. Previous practical guides have provided step-by-step support for teachers with their Action Research projects, some educational research books have proposed a focus on social justice, and other texts for teacher-researchers have proposed a valuesbased approach to research. However, th

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N. S., Vinija, and Dr P. Bhaskaran Nair. "Action Research: An Ethno-methodological Perspective." SMART MOVES JOURNAL IJELLH 8, no. 5 (2020): 64. http://dx.doi.org/10.24113/ijellh.v8i5.10582.

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Action Research is a tool for professional development which gained considerable momentum in language teaching domain. Effective and meaningful professional development programmes involve teachers in the constant process of learning about their practices, discovering and using their own potential. The strategies employed in action research are found to be one of the best options that can engage teachers in meaningful self-improvement. It is a discovery process in which the teacher investigates the issue on focus, carries out and implements some actions in the classroom. Just in opposite direct

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Gecolea, Cincy Merly, Elsa D. Pagulayan, and Peejay G. Gecolea. "Implementation of Project CBISp-EDP (Communicate, Build and Intensify Stakeholders’ Participation- Exemplified and Deepened Partnership) and External Stakeholders’ Participation." International Journal of Theory and Application in Elementary and Secondary School Education 5, no. 1 (2023): 144–50. http://dx.doi.org/10.31098/ijtaese.v5i1.1035.

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The study mainly focused on assessing the implementation of Project CBISp-EDP and external stakeholders’ participation in Calamba Bayside Integrated School. The study utilized a descriptive correlational research design. The respondents of the study were the 80 teachers and 99 parents of CBIS. Teacher-respondents were identified using a simple random sampling technique, while purposive sampling was used to identify the parent-respondents. Results of the study revealed that all teachers have the same level of observation in implementing Project CBISp-EDP. It also showed that external stakeholde

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Vaughan, Michelle, Christina Cavallaro, Jessica Baker, et al. "Positioning Teachers as Researchers: Lessons in Empowerment, Change, and Growth." Florida Journal of Educational Research 57, no. 2 (2019): 133–39. https://doi.org/10.62798/pzzb5341.

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This inquiry explores the impact of an action research course, taught at a university laboratory school, on the teachers involved as researchers, professionals, and practitioners. Through action research coursework and project design, teachers in this project worked together to plan, conduct, and analyze their individual action research projects over the course of a 15-week semester. Guided by the question: “What is the impact of an action research course experience on teachers’ perceptions of their role as researchers and practitioners?” this manuscript brings together teachers’ written refle

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Lathrop, Benjamin N. "(Re)Active Praxis: Theory and Practice in Action as Teacher and Teacher Educator." English Education 55, no. 1 (2022): 72–78. http://dx.doi.org/10.58680/ee202232132.

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A year before leaving his high school English classroom to start a PhD program in English education, the author conducted an action research project on student camera use in online synchronous classes. In this essay, the author reflects on that project from his new vantage point as a first-year graduate student and teacher educator in training, sharing insights into and implications for the power of a theory for making and remaking meaning.

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Mancina, Hannah. "Empowering Students through a Social-Action Writing Project." English Journal 94, no. 6 (2005): 31–35. http://dx.doi.org/10.58680/ej20054285.

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Capitalizing on students’ interest in a local newspaper story, high school teacher Hannah Mancina developed a research and writing project that resulted in the ninth-grade students’ “finding their voice and power through writing.”;

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McTaggart, R. "Pedagogical Principles for Aboriginal Teacher Education." Aboriginal Child at School 15, no. 4 (1987): 21–33. http://dx.doi.org/10.1017/s0310582200015029.

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Aboriginal teacher education is a distinctive educational activity. How distinctive Aboriginal teacher education needs to be and the forms it might take are a matter for action research (McTaggart and Garbutcheon-Singh, 1986) by Aboriginal teachers, their communities, and teacher educators working in Aboriginal schools, and from teacher education instititions. But there is experience available from which it is reasonable to propose some general principles which should guide immediate efforts in Aboriginal teacher education.The pedagogical principles outlined below come from an action research

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Onal, Nagihan, and Ugur Buyuk. "Science teachers' experiences in preparing a scientific research project: An action research." Research in Pedagogy 13, no. 2 (2023): 314–28. http://dx.doi.org/10.5937/istrped2302314o.

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The aim of this study was to investigate the perspectives of science teachers who are pursuing postgraduate studies on their experiences in preparing a research project and to explore the effects of this experience on the participants. In this context, a qualitative research method was employed using an action research design. Seven science teachers who met the research criteria participated, and the research was conducted for 14 weeks during the fall semester. Semi-structured interviews, peer assessment forms, and project evaluation rubrics were used to collect data. The data collected from t

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Nezvalová, Danuše. "CAN BE THE PRESERVICE SCIENCE TEACHER A RESEARCHER?" Problems of Education in the 21st Century 37, no. 1 (2011): 90–97. http://dx.doi.org/10.33225/pec/11.37.90.

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In this theoretical research an impersonal style should be used the status of teacher research in science education, examine the advantages of science teacher research, and consider possibilities for the role of science teacher research. In literature teacher research or teacher action research was mentioned only briefly as a part of qualitative research or science teacher education. This lack of attention to science teacher research might reflect the relatively late entry of science teachers into the teacher research movement. Teacher research is an effective model for teacher learning and de

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Yuan, Fangyuan. "Roles of action research in the professional development of Chinese language teachers." Chinese as a Second Language (漢語教學研究—美國中文教師學會學報). The journal of the Chinese Language Teachers Association, USA 53, no. 3 (2018): 201–21. http://dx.doi.org/10.1075/csl.17022.yua.

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Abstract This study examined the roles of action research in the professional development of Chinese language teachers. Participants were a group of Chinese teachers enrolled in a teacher training course. In light of theories and research, participants were guided to reflect on their own teaching beliefs and practice and design a research project about their own teaching. Using a descriptive-explorative design, this study elicited data from multiple sources, including students’ pre-course survey, professional journals, reflective essays, project reports, group interviews, email exchanges with

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Thapaliya, Pratima. "A Praxis/future-driven Inclusive Science Learning Through STEAM-based Design Thinking Project." Innovative Research Journal 3, no. 2 (2023): 1–10. http://dx.doi.org/10.3126/irj.v3i2.61792.

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Engaging the prospective science teacher in a praxis/future-driven orientation holding transformative STEAM-based design thinking project designing and implementing approach is new in the Nepalese science teacher education program. It could support critically reflecting on- action and in-action for reducing the gap between theory and practice for action. This paper attempted to explore the research question: How could I engage prospective science teachers in a STEAM-based design thinking project for a praxis/future-driven inclusive science learning? So, the transformative action research metho

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Myers, Nancy, and Benita R. Dillard. "An Action Research Projects Impact On Teachers Leadership Attitudes And Perceptions." Journal of College Teaching & Learning (TLC) 10, no. 1 (2012): 69–74. http://dx.doi.org/10.19030/tlc.v10i1.7533.

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California Lutheran University is a regional site for the California Reading and Literature Project (CRLP). In 2010, CRLP began a two-year longitudinal study to examine the effects of participating in an institute called Reframing Teacher Leadership: Action Research Study Group had on PreK-12 teachers attitudes and perceptions. The foundation underpinning this study is the New Framework for Teacher Leadership. This study examines the impact that participating in the Action Research Group had on teachers attitudes and perceptions. Mixed-methods were used to analyze participants feedback through

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Bedford, Timothy. "Constructing a Transformative Sustainability Pedagogy: Teacher Empowerment for a Sustainable Future." Journal of Teacher Education for Sustainability 24, no. 1 (2022): 5–18. http://dx.doi.org/10.2478/jtes-2022-0002.

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Abstract The article demonstrates an action research approach for constructing Transformative Sustainability Pedagogy (TSP) to empower teachers for a sustainable future. The starting point for the TSP was a Transformative Education for Gross National Happiness (GNH) teacher action research project in Bhutan (2010–2013) – a collaboration between the author, co-researcher and the Royal Education Council. Two Leadership Training Courses (LTC) were developed for teachers from seven schools based on critical/transformative pedagogy. The aim of the courses was to empower the teachers to carry out ac

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Cain, Judith. "Teaming from three perspectives. Interviews with participatory action research participants." Kairaranga 9, no. 3 (2008): 43–45. http://dx.doi.org/10.54322/kairaranga.v9i3.129.

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Taking part in the autism spectrum disorder participatory action research (ASD PAR) project was a genuine team effort for the group of people supporting Rose, a primary school student with Asperger syndrome. The following excerpts are from interviews with some of Rose's team, This is a collaborative approach to telling the story of the team's collaborative effort. The voice of Rose's parents, the principal of the school she attended and the resource teacher: learningand behaviour (RTLB) who coordinated the project, are all heard here and offer readers some insights on teaming from three perspe

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Lew, Moi Mooi, and Munira Mohsin. "Action Research Project in Teacher Education Programme: Pre-service Teachers’ Competency and Weaknesses." International Journal of Learning: Annual Review 18, no. 1 (2011): 565–74. http://dx.doi.org/10.18848/1447-9494/cgp/v18i01/47455.

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Wastin, Ellie, and H. Sophia Han. "Action Research and Project Approach: Journey of an Early Childhood Pre-service Teacher and a Teacher Educator." Networks: An Online Journal for Teacher Research 16, no. 2 (2014): 545. http://dx.doi.org/10.4148/2470-6353.1044.

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Maxwell, TW, Jo-Anne Reid, Catherine McLoughlin, Catherine Clarke, and Ruth Nicholls. "Online support for action research in a teacher education internship in rural Australia." Australian and International Journal of Rural Education 12, no. 1 (2002): 23–33. http://dx.doi.org/10.47381/aijre.v12i1.480.

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The two themes of this paper are action research and online learning support in teacher internships in rural Australia. A model for the interaction of professional practise, the workplace and the university (Lee, Green and Brennan, 2000] came to inform the conceptualisation of a new final year teacher education unit which uses action research (Kemmis and McTaggart, 1988) as a learning process for interns (cf Beisser, 2000; Grundy, 1995]. This year long unit requires support in the first semester as internal students explore action research and identify potential areas for their improvement. In

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Amoto, Jeena A., Donne Jone P. Sodusta, and Pepito R. Fernandez, Jr. "Evaluating the University of the Philippines Visayas action research project based on the context, input, process, and product model." Davao Research Journal 15, no. 4 (2024): 120–30. https://doi.org/10.59120/drj.v15i4.280.

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The University of the Philippines Visayas Action Research Project (UPV ARP) is a public service initiative of the UPV Division of Professional Education (DProfEd) formed in response to the Department of Education Region VI’s call to strengthen the action research culture in the region and align assessment guidelines with national policies. This qualitative study examined the experiences of teacher action researchers participating in UPV ARP’s capacity-building activities, focusing on exposure, implemented strategies, resource use, project modifications, and success indicators. Utilizing Stuffl

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Sandra S.A., [None], Durri Andriani, Sunu Dwi Antoro, [None] Prayekti, and [None] Warsito. "Teaching and Learning Classroom Action Research at a Distance in an Indonesian Urban Community." Excellence in Higher Education 2, no. 2 (2011): 114–20. http://dx.doi.org/10.5195/ehe.2011.47.

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This action research project aims to understand whether teachers are mastering the knowledge and skills necessary to conduct classroom action research through two courses, Classroom Action Research (CAR) and Enhancing Teaching Professional Skills (PKP: Pemantapan Kemampuan Profesional), offered via distance education to Indonesian teachers and to identify areas for possible improvement of both courses. The research was conducted in two urban study centers located in the cities of Bogor and Tangerang in the Indonesian provinces of West Java and Banten. Data were collected via semi-structured in

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Syahputra, Alhafif. "Meningkatkan Keterampilan Mengajar Guru Bidang Studi Agama Melalui Pembimbingan Dan Praktek Mengajar." Continuous Education: Journal of Science and Research 2, no. 3 (2021): 1–15. http://dx.doi.org/10.51178/ce.v2i3.312.

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Teachers in the field of Religious Studies have poor teaching skills. Teachers are always given instruction in the traditional lecture format, which is not accompanied by any teaching techniques. Through mentoring and teaching methods, this project intends to strengthen the teaching skills of Religious Studies teachers at MTsN Pematangsiantar. This research uses a school action research approach, research was undertaken at MTsN Pematangsiantar with a total of 15 teachers involved, and it is a school action research project. The findings revealed that 1) the mean value of teacher teaching skill

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Rahill, Margaret, Rosalinda Godinez, Adam Voight, and Mary Frances Buckley-Marudas. "Art-Based Autobiographical Youth Participatory Action Research (YPAR) in an Urban School." LEARNing Landscapes, no. 29 (June 24, 2025): 173–92. https://doi.org/10.36510/learnland.vi29.1149.

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This article examines a classroom-based implementation of Youth Participatory Action Research (YPAR) that integrates art-based autobiographical methods to support student reflection, identity exploration, and voice. Grounded in a year-long collaboration between a ninth-grade English teacher and Project HighKEY at Cleveland State University, the study documents how over 100 students engaged in storytelling through collage, poetry, and narrative writing. Drawing on student work, survey and interview data, and a teacher interview, the article highlights how creative expression served as both data

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Bohara, Puskar Singh. "Supporting teachers in implementing project-based learning in teaching secondary mathematics: An action research." Advances in Mobile Learning Educational Research 4, no. 2 (2024): 1122–34. http://dx.doi.org/10.25082/amler.2024.02.007.

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In the context of Nepal, most mathematics teachers at the secondary level are still using conventional teacher-centred pedagogy. It is assumed that teachers' pedagogy might enhance learners' engagement in learning mathematics and build conceptual understanding. Project-based learning (PBL) is a student-centred pedagogy that can remove misconceptions about content knowledge, enhance engaged learning, and support teachers in developing pedagogical skills. The study tried to reform the pedagogical practice of teachers using conventional teacher-centred pedagogy in teaching mathematics. The action

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Birch, Gregory Charles. "Foreign Language Education Reform through Action Research - Putting CEFR educational principles into practice." CEFR Journal - Research and Practice 4 (December 2021): 43–65. http://dx.doi.org/10.37546/jaltsig.cefr4-3.

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This research, funded by the Japan Society for the Promotion of Science (JSPS)1, has been undertaken by the JALT CEFR & LP SIG in order to support numerous small-scale action research (AR) projects related to foreign language teaching in Japan and beyond from April 2020 to March 2023. Practitioners invited to participate in the project will reflect on and find ways to improve their teaching practices using the CEFR as a reference and conceptual tool, and will be provided with support and guidance to ensure that their research is conducted systematically in relation to the AR literature and

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Vilaça, Teresa. "A multiple case study based on action-oriented sexuality education." Health Education 117, no. 1 (2017): 110–26. http://dx.doi.org/10.1108/he-02-2016-0006.

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Purpose The purpose of this paper is to discuss teachers’ practices, barriers and facilitating factors associated with a regional school-based action-oriented sexuality education (SE) project with the use of information and communication technology. Design/methodology/approach This qualitative research was anchored in a constructivist paradigm, set up as a multiple case study (six schools) with exploratory aims. Observation, teacher group interview, online class-diaries and contents of the project website were used for data collection. Cross-case analysis was carried out following single case

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Sukma Prastia Darma, Jamil Jamil, and Jawatir Pardosi. "Penerapan Pendidikan Multikultural Berbasis Projek Penguatan Profil Pelajar Pancasila (P5) pada Peserta Didik Kelas VII di SMP Negeri 1 Bontang." Garuda: Jurnal Pendidikan Kewarganegaraan Dan Filsafat 2, no. 4 (2024): 08–21. https://doi.org/10.59581/garuda.v2i4.4159.

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Understanding multicultural diversity means accept exists diversity expression containing culture values humanity and beauty For That so Already appropriately outlook multiculturalism grounded in the world of education. Multicultural education must taught and instilled since early. For avoid problems in Education like brawls and fights student, action crime committed student, action immorality, violence, bullying and other acts deviated other needed exists effort repair in the world of education so that there are problems the No protracted. One of business real thing that can be held that is w

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Santarossa, Sara, and Sarah J. Woodruff. "Understanding Effective Development: Using a Community–Academic Partnership to Create a Workshop and Interactive Toolkit for Parent Education." Canadian Journal of Action Research 20, no. 2 (2019): 68–84. http://dx.doi.org/10.33524/cjar.v20i2.436.

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A paucity of research exists on using action research with parents, particularly within the framework of parent education. The current study explores the development phase of a community-academic partnership (CAP) that designed a workshop and interactive toolkit to educate mothers on how to navigate social networking sites. The CAP (N = 10) was comprised of researchers, a community organization, and a group of mothers interested in the development of the parent education program. Participants completed an online survey wherein they endorsed and ranked the importance of facilitating and hinderi

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Utami, IGA Lokita Purnamika. "Enhancing English-Speaking Attitude through Role Play: A Lecturer-Teacher Collaborative Research Project." Journal for Lesson and Learning Studies 6, no. 2 (2023): 165–75. http://dx.doi.org/10.23887/jlls.v6i2.64303.

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A collaborative research project between university lecturers and school teachers is a type of Continuing Professional Development (CPD) program that allows them to collaboratively analyze classroom problems and provide effective solutions. This study described the findings of a two-cycle collaborative Classroom Action Research project between a lecturer and a teacher in Indonesia. The study analyzes students' English-speaking attitudes. 8 meetings rich in role-play activities were designed to improve students' English-speaking attitudes by continuously analyzing and modifying instruction. The

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Bagatrishvili, Natela. "The Importance of School and Company Cooperation in Promoting Science Education in Georgia." Action Research and Innovation in Science Education 6, no. 1 (2024): 13–17. http://dx.doi.org/10.51724/arise.71.

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The article examines the cycles and results of an action research carried out as part of the ARTiST project implemented in Georgia with the participation of students from Telavi Public School N7. The activities of the teacher in the context of the action research and the study results are highlighted; the positive changes in terms of the development of practical skills of the students in the project-based activities are dealt with. In particular, the article describes how school science projects carried out in collaboration with a company change the meaning of the perspective of applying knowl

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Ortega, Yecid. "Using Collaborative Action Research to Address Bullying and Violence in a Colombian High School EFLClassroom." Íkala 25, no. 1 (2020): 35–54. http://dx.doi.org/10.17533/udea.ikala.v25n01a04.

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This paper describes how a collaborative action research project implemented in an underprivileged high school in Bogotá helped an English teacher and her students discuss issues of social justice with a special focus on bullying. It also discusses how the English teacher used her class to connect global and local issues to sensitize students to their own social inequalities. To do this, the teacher used social justice, critical peace education, and globalization as a framework that guided her research and practices. The students, the teacher, and I, as a researcher, collaborated to cocreate l

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Jones, Emily M., Jun-hyung Baek, and James D. Wyant. "Exploring Pre-Service Physical Education Teacher Technology Use During Student Teaching." Journal of Teaching in Physical Education 36, no. 2 (2017): 173–84. http://dx.doi.org/10.1123/jtpe.2015-0176.

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Purpose:The purpose of this study was to investigate the factors influencing preservice teachers’ (PST) experiences integrating technology within a guided action-based research project in the context of student teaching.Methods:Participants were enrolled at a rural, mid-Atlantic university (N = 80, 53 male; 27 female). Researchers retrieved archived data from five semesters of physical education (PE) student teaching cohorts. Data sources included: Technology Action Research Project poster presentations (n = 75) and reflective journal entries (n = 234). All identifiable information was removed

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Agudelo, Jose Fabian, and Adriana María Morales Vasco. "Project-Based Learning as a catalyst for Students and Teacher Autonomy development: The experience in a State School in Nilo, Cundinamarca." GIST – Education and Learning Research Journal, no. 19 (December 12, 2019): 31–48. http://dx.doi.org/10.26817/16925777.699.

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This paper reports the findings of a graduation thesis which intended to identify the effects that Project-Based Learning implementation had on the development of autonomy of a group of tenth grade English language learners and their teacher. In this Action Research study, several instruments were used. An initial questionnaire to confirm perceptions; a student´s attitude scale to assess how students worked, both individually and in small groups; small group conferencing, which enabled students to speak about their projects; a teacher-research journal with teacher´s reflections on the implemen

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Wood, Audrey B. "Classroom-based action research with secondary school students of English Literature." English Teaching: Practice & Critique 16, no. 1 (2017): 72–84. http://dx.doi.org/10.1108/etpc-08-2016-0100.

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Purpose The purpose of this paper is to reflect on some of the professional and practical challenges which emerged during the process of carrying out a small-scale action research project into different approaches to teaching English Literature in a Year-9 secondary classroom, completed in part-fulfilment of the requirements for a higher degree. Design/methodology/approach The author narrates an account of some of the difficulties faced by one emergent researcher whilst carrying out educational research in a comprehensive school in England. Findings The author suggests that even within a resea

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Krause, Moritz, and Ingo Eilks. "Using Action Research to Innovate Teacher Education Concerning the Use of Modern ICT in Chemistry Classes." Action Research and Innovation in Science Education 2, no. 1 (2019): 15–21. http://dx.doi.org/10.51724/arise.16.

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This paper describes action research on teacher education aiming at innovating a course on the use of modern ICT in science education. The background of the action research project is presented and experiences and effects are also discussed. The study was carried out at a German university focusing an educational course for pre-service chemistry teachers. The course was cyclically refined over a time span of three years by participatory action research. The accompanying research revealed positive effects of the course on the student teachers. The research focused on changes in student teachers

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Ulisses, Carla, and Nic Hurst. "Illustrating the Intercultural in Portuguese Secondary School Foreign Language (FL) Classrooms." e-TEALS 7, no. 1 (2016): 40–69. http://dx.doi.org/10.1515/eteals-2016-0007.

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Abstract This article reports on a small-scale action research project developed in the context of the practicum of a Teacher Education Masters course at the Faculty of Letters, the University of Porto. The project was focussed on the importance of visual stimuli in the foreign language teaching classroom (English and Spanish), within the context of an intercultural approach. Different strategies, activities and materials were employed with the general aim of helping the learners to develop their critical cultural awareness. The learners played a central role, participating actively, by bringi

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Robinson, Daniel B., and William Walters. "EXPLORING OTHER PRACTICUM POSSIBILI TIES: AN ACTION RESEARCH INITIATIVE." Canadian Journal of Action Research 17, no. 3 (2016): 39–56. http://dx.doi.org/10.33524/cjar.v17i3.285.

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This article summarizes an action research project undertaken at a teacher education institution in Canada. The action research was implemented in an effort to respond to initial observations related to some practicum limitations. In an effort to seek a ‘solution’ to these limitations, a modified practicum model was piloted with a small group of mentors (teachers) and protégés (students). Results suggest that the ‘intervention’ introduced within this pilot practicum did have positive results—especially as they relate to encouraging mentor-protégé relationships and enabling school-site acclimat

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Cecilia S. Santiago, Viverly E. Mata, Maria Krisvie Abigale F. Mendoza, and Julieta A. Asuncion. "Expanding the horizons of educators on action research writing." World Journal of Advanced Research and Reviews 26, no. 3 (2025): 957–74. https://doi.org/10.30574/wjarr.2025.26.3.2268.

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This extension project aimed to enhance teachers’ capability in conducting classroom- based action research. The objectives further included profiling teacher participants, assessing their proficiency in action research writing, identifying improvements in their written outputs, and evaluating perceived difficulties before and after training sessions. Using a mixed-methods approach, this extension project integrated quantitative analysis of pre- and post-test written outputs with qualitative insights from selected teacher participants. The initial phase involved distributing survey questionnai

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