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Search Results: 1 - 10 of 13956 matches for " Action Research "
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Increasing Problem Solving Skills in Fifth Grande Advanced Mathematics Students
Jobrina Gale Ellison
Journal of Curriculum and Instruction , 2009,
Abstract: Because No Child Left Behind (NCLB) calls for every student to make gains during every school year, even advanced students who are already performing at the top must make these gains. Teachers need to find areas to target with advanced students. One area that could be targeted to strengthen is problem solving skills. Research shows that daily practice and strategy instruction in problem solving skills will increase students’ problem solving abilities. I dedicated 5-10 minutes per day to problem solving practice and strategy instruction for a five week period. Pre- and post-assessment data were collected using confidence surveys constructed by the teacher and problem solving tests to show growth from the beginning to the end of the study. Results indicate that although confidence in problem solving did not show notable increases, there was evidence indicating an increase in problem solving skills both in correct answers and strategy knowledge.
Book Review: Creating equitable classrooms through action research
Geoff Mills
Journal of Curriculum and Instruction , 2009,
Abstract: Creating Equitable Classrooms through Action Research is compelling reading for a wide-ranging audience including professional development participants, preservice and inservice teachers, students of educational administration, and teacher educators.
Book Review: Teachers taking action
Bob Fecho
Journal of Curriculum and Instruction , 2009,
Abstract: In Teachers Taking Action: A Comprehensive Guide to Teacher Research, editors Cynthia Lassonde and Susan Israel provide readers with a text that offers advice to teacher researchers on topics ranging from understanding what it means to conduct teacher research to developing a study and then getting that study published.
Teacher Research: Who Is It For and What Is the Point?
Dixie D. Massey,Melissa Allred,Penny Baber,Jackie Lowe
Journal of Curriculum and Instruction , 2009,
Abstract: This paper was written by a teacher educator and five of her former students who completed a research project as part of a graduate course. Each of the students produced an exemplary project and spoke about the benefits of teacher research at the conclusion of the course. One year after completing the graduate course, none of the teachers continued conducting teacher research. In email reflections, these teachers described teacher research as beneficial and explained why they are no longer conducting research. Their comments challenge teacher educators to examine the goals of teacher research courses and the sustainability of teacher research for classroom teachers.
The Middle Ground in Action Research: Integrating Practical and Critical Inquiry
Meghan McGlinn Manfra
Journal of Curriculum and Instruction , 2009,
Abstract: Advocates of action research propose formalizing teacher inquiry to empower teachers to leverage their “insider” knowledge to change classroom practice. Currently there is disagreement between theorists who promote action research as practical or critical inquiry. This article defines the characteristics and history of action research in the United States, the United Kingdom, and Australia. This review provides evidence of the theoretical divide between practical and critical action research, promoting the exploration of a middle ground. By encouraging a dialogue between proponents of both forms of action research, educators will gain new insights about teacher practice and the factors that promote or hinder critical teacher reflection.
Research development in Tehran Nursing and Midwifery School, 2004: an action research report
Nikbakht Nasrabadi A,Parsa Yekta Z,Barimnejad L
Hayat Journal of Faculty of Nursing & Midwifery , 2005,
Abstract: Introduction: Continuous professional development is an essential component within many health care 'Learning Organizations'. This paper describes an initiation to develop a professional practice development framework for faculties in Tehran Nursing and Midwifery School. Materials and Methods: The project was undertaken within an action research methodology with four phases .The goal of the project was to improve research, provide competition, reinforce data management, identify priority of needs in nursing and midwifery, and in so doing, enhance knowledge of the development of health information resources. A multi-method approach to data collection was undertaken to capture the change process from different stakeholders' perceptions. Triangulation of the data was undertaken. Despite organizational constraints, leadership and peer support enabled the co-researchers to identify and initiate high quality research initiatives. The change process for the co-researchers included: enlightening personal journey, exploring the research-practice gap, enhancing personal and professional knowledge, evolving cultural change and collaborative working. Results: Descriptive analysis and evaluation method showed that the project was done effectively. Conclusion: A more flexible time-scale and long term funding are required to enable continuity for trust-wide projects undertaken in dynamic academic settings
Modeling Action Research for Pre-Service Teachers as Part of a Primary Maths Method Class  [PDF]
Todd Milford, Lyndal Hellaby, Rebekah Strang
Creative Education (CE) , 2013, DOI: 10.4236/ce.2013.412105
Abstract: How does an early academic, who has specialized training in educational statistics and measurement, approach the teaching of a primary mathematics methods course for first and second year pre-service teachers? The research study presented here explores the design and delivery of a newly developed, singlesemester (36 hours over 9 weeks), course for a combined first and second year pre-service teachers in primary mathematics in a Bachelor of Education (BEd) program. Over the nine week period, the course lecturer and tutorial instructors used action research methodologies to collect and analyze data from the course. Through these data collection and analysis, the authors identified students’ common concerns and apprehensions and utilized them as a basis for efforts to enact change for the betterment of the students involved in the class. The collection and analysis of the data as well as the specific actions taken by the authors to these identified concerns and apprehensions are the focus of this paper.
Collaborative Action Research and School Improvement: We Can’t Have One Without the Other
Richard Sagor
Journal of Curriculum and Instruction , 2009,
Abstract: The issues confronted by contemporary educators are unlikely to be solved by the adoption and implementation of “proven practices.” Professional development must focus upon generating the new knowledge and insights required to tackle the challenges of an increasingly diverse student body. The author argues that given the nature of today’s students, universal student success is likely to be achieved only through a new ethic of professionalism. This article posits that effective teaching is predicated on two factors: an educator's mastery of the profession’s knowledge base and wisdom honed through a disciplined analysis of action. The author argues that through the collaborative use of the specific habits of mind that make up the action research process, teams of teachers will be able discover the knowledge and insights required to make universal student success a reality. The article concludes with a critical review of the Professional Learning Community (PLC) concept and discusses how when properly implemented, PLCs can become vehicles to support this new model of professionalism.
Review: Ernest T. Stringer (2007). Action Research Review: Ernest T. Stringer (2007). Action Research Rese a: Ernest T. Stringer (2007). Action Research
Tobias Denskus
Forum : Qualitative Social Research , 2008,
Abstract: STRINGERs Buch zu "Action Research" bietet eine gut zug ngliche Einführung in die Konzeption und Durchführung partizipativer Forschungsarbeiten im Dienste sozialer Ver nderung. Der allgemeine überblick über die theoretische Grundlegung von Action Research und hiermit verbundene methodologische Herausforderungen wird angereichert durch praktische Beispiele, Einsichten und übungen auf der Basis der profunden Erfahrungen, die STRINGER als Forscher und Praktiker über vielen Jahre gesammelt hat. Auf diese Weise ist eine für Lehrende und Studierende gleicherma en wertvolle Ressource entstanden. Allerdings verstellen STRINGERs positives Menschenbild und seine optimistische Konzeption von Gemeinschaften ebenso wie sein nicht-konfrontativer Forschungsstil eine Besch ftigung mit den "dunkleren" Seiten von Macht, Wissen und den Problemen, dauerhaft sozialen Wandel anzuschieben und zu gestalten. Das Schlusskapitel fokussiert, ebenso wie die umfangreichen Anh nge, eher traditionelle Wege wissenschaftlichen Schreibens; alternative Fallstudien zur M glichkeit, Action Research und resultierende Ergebnisse zu kommunizieren, w ren hier hilfreich gewesen im Sinne einer besseren Balance mit einem eher konventionellen Ansatz des Projektmanagements. Doch insgesamt ist STRINGER ein sehr guter Einführungsband gelungen mit vielen Anregungen für Forschungsideen, Diskussionen und die (Selbst-) Reflexion gelingender Theorie-Praxis-Verknüpfungen. URN: urn:nbn:de:0114-fqs0901108 STRINGER's book on action research provides an accessible introduction to conducting participatory inquiries for social change. This general overview of the theoretical foundations of action research and methodological challenges is enriched by practical examples, insights, and exercises that are based on the author's substantial experience as a researcher and practitioner. Students and teachers will find this a valuable resource for teaching and training. However, STRINGER's positive outlook on humanity and communities and his non-confrontational style of action research ignores some of the "darker" sides of power, knowledge, and the difficulties of achieving sustainable social change. The final chapter and substantial appendices have a strong focus on traditional report writing; more alternative case studies on how to communicate action research may have been useful to balance his more conventional project-management approach. Overall, this is a very good introductory volume that can spark ideas, discussions, and (self-) reflection on how to better link theory and practice. URN: urn:nbn:de:0114-fqs0901108 E
Review Essay: Perspektive und Balance: Qualitative Forschungsmethoden in der Psychologie Review Essay: Perspective and Balance: Considering Qualitative Research Methods in Psychology Ensayo: Perspectiva y balance: Considerando métodos cualitativos de investigación en psicología
Vicki L. Magee
Forum : Qualitative Social Research , 2002,
Abstract: Der von Mary KOPALA und Lisa A. SUZUKI's herausgegebene Band Using qualitative methods in psychology ist mit 237 Seiten ein Muss für alle, die sich für dieses Thema interessieren. Die Autor(inn)en der insgesamt 17 Kapitel besch ftigen sich mit Fragen wie: Warum spielen quantitative Verfahren eine so dominante Rolle in der Psychologie? Wie ist es um die Reliabilit t von Befunden aus qualitativen Forschungsarbeiten bestellt? Wie k nnen qualitative und quantitative Verfahren kombiniert werden? Welche ethischen Implikationen sind mit einem qualitativen Forschungsansatz verbunden? Was ist notwendig, um qualitative Forschungsarbeiten in renommierten Zeitschriften ver ffentlichen zu k nnen? Beinahe die H lfte der Kapitel geben zudem ausgezeichnete Beispiele qualitativ-psychologischer Untersuchungen. Und trotz einiger (unumg nglicher?) Beschr nkungen schlie t das von KOPALA und SUZUKI's herausgegebene Buch für die psychologische Literatur eine Lücke, was Fragen der Anwendung qualitativer Methoden in der Psychologie angeht. URN: urn:nbn:de:0114-fqs0201234 Mary KOPALA and Lisa A. SUZUKI's edited volume, Using qualitative methods in psychology, offers a great deal in its 237 pages and is a must read for anyone interested in more fully understanding the conversation on this topic. The authors of the book's seventeen chapters address such questions as: why has psychology placed primacy on quantitative methods; how reliable are the results of qualitative research; how can quantitative and qualitative approaches be combined; what ethics guide this approach; and what is needed to get qualitative articles published in reputable journals? Nearly half of the chapters provide excellent examples of qualitative research investigations in psychology. Although the book has some limitations, KOPALA and SUZUKI's book fills a gap in psychological literature regarding the use of qualitative research methods in psychology. URN: urn:nbn:de:0114-fqs0201234 Volumen editado por Mary KOPALA y Lisa A. SUZUKI's, Using qualitative methods in psychology, ofrecen mucho en sus 237 paginas y es algo que debe ser leido por cualquiera interesado en comprender lo que se esta discutiendo actualmente sobre el tema. Los autores de los 17 capitulos del libro ubican cuestiones como: porque la psicologia a dado primacia a los metodos cuantitativos?; cuan confiables son los resultados de las investigaciones cuantitativas?; como pueden combinarse metodos cuantitativos y cualitativos?; que etica guia este enfoque y que se necesita para conseguir la publicacion de investigaciones cualitativas en journals r
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