Thematische Bibliographien / Parent-Teacher Action Research Project

Auswahl der wissenschaftlichen Literatur zum Thema „Parent-Teacher Action Research Project“

Autor: Grafiati

Veröffentlicht am 27. Juli 2024

Zuletzt aktualisiert am 29. Juli 2024

Geben Sie eine Quelle nach APA, MLA, Chicago, Harvard und anderen Zitierweisen an

Wählen Sie eine Art der Quelle aus:

Machen Sie sich mit den Listen der aktuellen Artikel, Bücher, Dissertationen, Berichten und anderer wissenschaftlichen Quellen zum Thema "Parent-Teacher Action Research Project" bekannt.

Neben jedem Werk im Literaturverzeichnis ist die Option "Zur Bibliographie hinzufügen" verfügbar. Nutzen Sie sie, wird Ihre bibliographische Angabe des gewählten Werkes nach der nötigen Zitierweise (APA, MLA, Harvard, Chicago, Vancouver usw.) automatisch gestaltet.

Sie können auch den vollen Text der wissenschaftlichen Publikation im PDF-Format herunterladen und eine Online-Annotation der Arbeit lesen, wenn die relevanten Parameter in den Metadaten verfügbar sind.

Zeitschriftenartikel zum Thema "Parent-Teacher Action Research Project"

Guerra, Catia, Beatrice Hanratty, Andreia Onofre, Michele Tedeschi, Laura Wilenchik und Michele Knobel. „Doing-It-Ourselves as Teacher Researchers: A Collaborative Action Research Approach for Improving Literacy Support at Home“. LEARNing Landscapes 9, Nr. 1 (01.09.2015): 81–99. http://dx.doi.org/10.36510/learnland.v9i1.747.

Der volle Inhalt der Quelle

Annotation:

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.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Lew, Moi Mooi, und Munira Mohsin. „Action Research Project in Teacher Education Curriculum“. International Journal of Learning in Higher Education 19, Nr. 1 (2013): 13–23. http://dx.doi.org/10.18848/1447-9494/cgp/v19i01/48671.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Tsafos, Vassilis. „Teacher–student negotiation in an action research project“. Educational Action Research 17, Nr. 2 (Juni 2009): 197–211. http://dx.doi.org/10.1080/09650790902914175.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Santelli, Betsy, George H. S. Singer, Nancy DiVenere, Connie Ginsberg und Laurie E. Powers. „Participatory Action Research: Reflections on Critical Incidents in a PAR Project“. Journal of the Association for Persons with Severe Handicaps 23, Nr. 3 (September 1998): 211–22. http://dx.doi.org/10.2511/rpsd.23.3.211.

Der volle Inhalt der Quelle

Annotation:

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 about Parent to Parent self-help programs. Results of both the PAR project and the study it created are presented. A process of developing a shared understanding of the programs and of the purposes for evaluating them, along with an on-going willingness of parents and researchers to compromise, led to creative solutions to difficulties that arose in meeting the needs of researchers and parents. As a result of the project, published data from a controlled experimental study are now available showing that Parent to Parent assisted parents in developing more positive views of their circumstances and a stronger sense of efficacy in coping with family and child challenges. Interviews indicated some of the reasons why Parent to Parent succeeds and fails. The study also revealed operational problems in the programs that were previously unrecognized. As a result of the project, the participating programs have made several changes to improve their services and they have begun to use the research data to support their legitimacy to funders and to expand their services to new populations.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Kapanadze, Marika. „The ARTiST-project still “alive” – Examples from Georgia and the Philippines“. Action Research and Innovation in Science Education 5, Nr. 1 (21.02.2024): 3–5. http://dx.doi.org/10.51724/arise.67.

Der volle Inhalt der Quelle

Annotation:

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 in this communication.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Srivastava, Dr Seema. „Bringing Reforms in Teaching -Learning Practices through Action Research“. International Journal for Research in Applied Science and Engineering Technology 10, Nr. 1 (31.01.2022): 1199–204. http://dx.doi.org/10.22214/ijraset.2022.40019.

Der volle Inhalt der Quelle

Annotation:

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’ Action Research’ by Pre-Service and InService Teachers have brought radical changes in School related Practices by developing a scientific attitude of solving the problems and becoming a researcher on their own .A Handbook on Innovative Practices Based on Action Research Projects by ETE and D.El.Ed students during their School Experience Programme has been published by us. It is an ongoing project and it emphasises on developing scientific temper among teacher –trainees and develop an inquiring mind. Action Research Proposals were developed by teachers and these were executed and published for wide sharing. Action Research practices are the worldwide global practices that are undertaken as quality initiatives. It is practiced globally in all areas including education for seeking solutions scientifically for improving the existing practices. Action Research should form an integral component of teacher education as envisioned in NEP to attract, build and sustain the best, passionate minds in teaching profession. This Paper gives a detailed account of how these action researches proposals were developed and executed by trainees and practicing teachers in the field and abstracts were written and documented based on the completed action research reports. The copies were disseminated in project schools for continuing such educational endeavours. It set an exemplar for teacher educators, teachers and students for evidence-based practices and motivated all to continue to explore, experiment and reflect on their school /classroom practices.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Vu, Tung Ngoc. „Examining Teacher Agency Among Teacher Educators: An Action Research In Vietnam“. Australian Journal of Teacher Education 45, Nr. 7 (Juli 2020): 94–113. http://dx.doi.org/10.14221/ajte.2020v45n7.6.

Der volle Inhalt der Quelle

Annotation:

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, cultural, economic, and social ways of being. Eight Vietnamese teacher educators of different cultural backgrounds, and working across a variety of subjects were invited to participate in the project. Two stages of research sought to help educators in higher education reflect on their exploration and perception of their teacher agency. The first stage involved training sessions that offered educators necessary knowledge and skills to exercise agency effectively. In the second stage, educators’ promotion of their agency in classrooms was analytically observed. Data collected included observation notes, reflective journals, and recordings from semi-structured interviews. Analysis of this data suggested that educators became more knowledgeable, intercultural, and inspirational agents in their classrooms after the educational intervention. Educators exhibited that the more positive attitudes, the more active participation. Conclusions discussed the benefits of fostering teacher agency and how this can be facilitated through professional development.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Choi, Jung Ah, und 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, Nr. 2 (30.06.2024): 27–58. http://dx.doi.org/10.19037/agse.16.2.02.

Der volle Inhalt der Quelle

Annotation:

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 interest and play-based classes' led to 'finding identity through play derived from child interests.' In the second cycle, 'children creating the play they desire' facilitated 'discovering identity through play related to daily life.' The third cycle focused on 'understanding interculturality through the project,' resulting in 'realizing the significance of interculturality through play project outcomes.' These findings suggest that integrating play and intercultural education makes Korean language education for young children more effective.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Aguilar-de Borja, Joanna Marie. „TEACHER ACTION RESEARCH: ITS DIFFICULTIES AND IMPLICATIONS“. Humanities & Social Sciences Reviews 6, Nr. 1 (06.05.2018): 29–35. http://dx.doi.org/10.18510/hssr.2018.616.

Der volle Inhalt der Quelle

Annotation:

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 total number of teachers involved in action research projects is 27 - 41% from the Mathematics-Science and Technology cluster, 37% out of 27 from Socio-Linguistic Cluster, and 22% come from the MAPEH-TLE Cluster. These teachers then answered the survey instrument adapted and modified from the study of O’Connor, Greene, and Anderson (2000). Main Results: Based on the results, writing the Framework of the Study is the most difficult part. All teachers agreed that action research is valuable to the teaching-learning process for both teachers and students. On the other hand, almost all of the teachers said that action research project positively impacted both students’ learning and teaching. This proves that action research as viewed and assessed by teachers has a major role in improving the teaching-learning process. Likewise, teachers proved that involving oneself in action research leads to professional growth of their career through ranking and promotions. School setting and curriculum have been improved through the positive results gained in action researches. Knowledge of statistics or data analyses was one of the hindrances encountered by teachers in conducting action research. It appears that time spent in conducting action research is one big factor that makes this activity difficult for teachers. Implications: Parts of action research, which were considered very difficult for teachers should be the focus of training and development for teachers. Likewise, the number of teaching load and teacher tasks require too much time that they cannot devote for research. Thus, In order for teachers to conduct researches, there should be lesser teaching load to provide extra time for institutional researches and support more teacher researchers. Limitations: The results of the evaluation of the teachers to the questionnaire were the bases in drawing out conclusions. Moreover, the effect of conducting action research through experimentation was not included in the study.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Küsel, Julian, und Silvija Markic. „Participatory Action Research in the Development of Higher Education with Digital Media“. Action Research and Innovation in Science Education 5, Nr. 1 (21.02.2024): 7–12. http://dx.doi.org/10.51724/arise.55.

Der volle Inhalt der Quelle

Annotation:

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 recommendations based on this project will be provided.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Mehr Quellen

Dissertationen zum Thema "Parent-Teacher Action Research Project"

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.

Der volle Inhalt der Quelle

Annotation:

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 within a constructivist framework underpinned by adult learning theories and aided by the literature on teacher professional development. It applies this framework to the development and delivery of an online learning environment to primary school teachers in Cyprus. The general aim of this study is to delineate the factors that contribute to effective professional development and develop a more democratic teacher professional development programme by giving greater control to the teachers. Thirteen of my colleagues - in-service primary school teachers from Cyprus - voluntarily participated in an online learning environment for a period of two months. Results show that teachers are more responsive to voluntary participation in professional development programmes than compulsory participation. Teachers may assume an intrinsic motivational orientation to learning and their professional development when they have control and ownership of the process and context of learning as well as time and place flexibility. Problem solVing enhances teachers' participation, interaction and collaboration and helps to promote a sense of community. Socialisation between learners nourishes the learning process and enhances intimacy and social presence and strengthens the sense of community. Subsequently, learners are more responsive to cognitive engagement. Asynchronous CMC seems to be an effective medium in supporting both the cognitive and the social aspects of learning. Scaffolding, at least during the initial stages of the learning process, is essential for learners in order to assume self-direction in learning. Control over the content and the learning environment increases learners' engagement with the content. This study suggests that the power and fleXibility of the Internet, under certain conditions, can afford teachers an alternative learning experience in which they can assume control of their professional development in collaboration with their peers in online learning communities.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

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.

Der volle Inhalt der Quelle

Annotation:

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 facilitated the development of parental action in this project. The action research process highlighted the fact that some parents need greater support than others and that parental involvement needs to be differentiated to include all parents.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

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.

Der volle Inhalt der Quelle

Annotation:

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, which is often presented in the literature as a criticism of teachers for failing to achieve the values and action objectives of critical environmental education. Hence, many programs and projects are considered to be superficial and inconsequential in terms of their ability to seriously address environmental issues. The intention of this study was to work with teachers in a project that would be an exemplar of critical environmental education. This would be in the form of a whole school "learnscaping" curriculum in a primary school whereby the schoolgrounds would be utilised for interdisciplinary critical environment education. Parallel with the three cycles of action research in this project, my research objectives were to identify and comment upon the factors that influence the generation of successful educational innovation. It was anticipated that the project would be a collaboration involving me, as researcher-facilitator, and many of the teachers in the school as active participants. As the project proceeded through its action cycles, however, it became obvious that the goal of developing a critical environmental education curriculum, and the use of highly participatory processes, were unrealistic. Institutional and organisational rigidities in education generally, teachers' day-to-day work demands, and the constant juggle of work, family and other responsibilities for all participants acted as significant constraints. Consequently, it became apparent that the learnscaping curriculum would not be the hoped-for exemplar. Progress was slow and, at times, the project was in danger of stalling permanently. While the curriculum had some elements of critical environmental education, these were minor and not well spread throughout the school. Overall, the outcome seemed best described as a "small win"; perhaps just another example of the theory-practice gap that I had hoped this project would bridge. Towards the project's end, however, my continuing reflection led to an exploration of chaos/complexity theory which gave new meaning to the concept of a "small win". According to this theory, change is not the product of linear processes applied methodically in purposeful and diligent ways, but emerges from serendipitous events that cannot be planned for, or forecast in advance. When this perspective of change is applied to human organisations - in this study, a busy school - the context for change is recognised not as a stable, predictable environment, but as a highly complex system where change happens all the time, cannot be controlled, and no one can be really sure where the impacts might lead. This so-called "butterfly effect" is a central idea of this theory where small changes or modifications are created - the effects of which are difficult to know, let alone determine - and which can have large-scale impacts. Allied with this effect is the belief that long term developments in an organisation that takes complexity into account, emerge by spontaneous self-organising evolution, requiring political interaction and learning in groups, rather than systematic progress towards predetermined goals or "visions". Hence, because change itself and the contexts of change are recognised as complex, chaos/complexity theory suggests that change is more likely to be slow and evolutionary - cultural change - rather than fast and revolutionary where the old is quickly ushered out by radical reforms and replaced by new structures and processes. Slow, small-scale changes are "normal", from a complexity viewpoint, while rapid, wholesale change is both unlikely and unrealistic. Therefore, the frustratingly slow, small-scale, imperfect educational changes that teachers create - including environmental education initiatives - should be seen for what they really are. They should be recognised as successful changes, the impacts of which cannot be known, but which have the potential to magnify into large-scale changes into the future. Rather than being regarded as failures for not meeting critical education criteria, "small wins" should be cause for celebration and support. The intertwined phases of collaborative action research and individual researcher reflection are mirrored in the thesis structure. The first three chapters, respectively, provide the thesis overview, the literature underpinning the study's central concern, and the research methodology. Chapters 4, 5, and 6 report on each of the three action research cycles of the study, namely Laying the Groundwork, Down to Work!, and The Never-ending Story. Each of these chapters presents a narrative of events, a literature review specific to developments in the cycle, and analysis and critique of the events, processes and outcomes of each cycle. Chapter 7 provides a synthesis of the whole of the study, outlining my interim propositions about facilitating curriculum change in schools through action research, and the implications of these for environmental education.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

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.

Der volle Inhalt der Quelle

Annotation:

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 study was guided by critical pedagogy, a mentoring framework, the critical mentoring strategy in addition to social capital theory. This dissertation documented the voices of the participants as they developed their mentoring relationship in the early intervention teacher pipeline. The challenges and experiences were documented through observations, researcher’s reflection, semistructured interviews, and a focus group. The study revealed that, with appropriate preparation, students of color are more likely to choose a teaching career and return to their community to become homegrown teachers. The emerging themes of the study were that (a) culture and language shaped the mentoring relationship, (b) homegrown teachers were essential to mentoring students of color, (c) for Latinos, education was a family journey, (d) socializing students of color into career aspirations, (e) acculturation into the teaching profession—learning to become a teacher, and (f) time and gender were the major constraints; redefining future mentoring relationships. This action research revealed the many benefits for teachers and students to develop critical mentoring relationships.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

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.

Der volle Inhalt der Quelle

Annotation:

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 school students to help research these issues as she felt they were important in improving her practice as an educator as well as empowering the students who participated in conducting the research. Both researcher and participants worked together to inform each other and broaden awareness of issues. Some outcomes of this study included empowerment of female adolescents, awareness of when to speak up for oneself, adolescents collaborating with teachers and administration, and teachers implementing instructional strategies based on student feedback.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

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.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

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.

Der volle Inhalt der Quelle

Annotation:

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 learning and parents moved toward full participation as they developed confidence, skills, and awareness about themselves as agents of change.A Critically Compassionate Intellectualism (CCI) model, derived from Sociocultural Theory and Critical Race Theory (CRT), was applied to analyze the ways parents demonstrated their understanding of participation through cooperation, caring, and critical consciousness. A Participatory Action Research (PAR) approach was implemented as a method through which parents' roles in the investigation and their definitions of participation were explored.Primary data sources included individual and focus group interviews, discussion/planning sessions, and a debriefing session. Secondary sources consisted of weekly journals, an open-ended survey, and audio memos. Most data sources were transcribed and coded using an "open-coding" procedure. Then primary sources were coded a second time for a more detailed analysis of parents' evolving views of participation.Novice parents reported that within a cooperative environment they could share their thoughts and feelings about their children. They acknowledged that their voices were heard and, therefore, felt validated and supported. Parents' critical consciousness was raised as they felt more confident in generating positive changes for their children. Both veteran and novice parents' roles changed over time. Veteran parents' leadership grew and novice parents became more active and vocal in the research process.This study presented alternative ways to understand parent participation. Being listened to and respected by teachers and school administrators were important reasons for parents' active participation. Feeling supported at IEP meetings and having open communication with teachers also were important factors contributing to parents' participation. Definitions of participation should continue to expand to allow a space for parents' diverse experiences.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

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.

Der volle Inhalt der Quelle

Annotation:

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-political aspects of sustainability can be supported via purposeful, play-based and arts-based pedagogies. This study addresses a gap in early childhood education for sustainability research by moving beyond a prevalent focus on environmental aspects of sustainability.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

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.

Der volle Inhalt der Quelle

Annotation:

Bibliography: pages 53-58.
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 difficulties involved in attempts to address this need, with specific focus on the need for training and development of middle and senior management. One notable attempt to address the need for formal training and development programs for education managers and leaders in order to meet the demands of transformation, is the organisation development (OD) approach of the Teacher lnservice Project (TIP). Embodied in the OD approach of TIP, is the philosophy and methodology of Action Research, which encourages self-reflective enquiry and allows participants to be active in their own transformation process. In an attempt to locate TIP within the existing literature, the study shows how much it breaks new ground in the field. This new ground is reflected in the role assigned to action research within OD. TIP's approach to educational management and leadership, has value to both historically disadvantaged as well as advantaged schools, because its understanding of transformation is not solely based on the acquisition of material resources. The present educational crisis has to do with the provision of adequate resources to especially disadvantaged schools. The Western Cape Education Department (WECD) has taken cognisance of the transformational role of education management, in that it has called on Western Cape Business to advise on school administration. School governance and management would have full responsibility for monetary allocations and thus schools would be trained to run like small businesses. As stated by the Executive Director of the WCED, 'being a principal will change radically and require thinking like a company MD', (Cape Times, 13 March 1998). However this begs the question of how justified the implementation of corporate world practices in education is. One should bear in mind that fiscal expertise is but one of the plethora of skills which current education managers require. OD through action research could seemingly effect transformation of the entire system within which that school operates. Conclusions drawn from this research report clearly point to the interdependence of educational transformation as espoused by TIP - to restructure and redefine school management and the national attempt to consolidate democracy within education. TIP helps to focus attention on the need to implement School Based Management (SBM) as an exercise of empowering the teaching profession, because in essence, a critical and constructive disposition is developed in educators through Action Research.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

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.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Mehr Quellen

Bücher zum Thema "Parent-Teacher Action Research Project"

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

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

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

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

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

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

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

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

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

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

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

Den vollen Inhalt der Quelle finden

APA, Harvard, Vancouver, ISO und andere Zitierweisen

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.

Der volle Inhalt der Quelle

Annotation:

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 collection was performed using an online questionnaire, directed to teachers who worked in the classroom and started working in remote education. Sharing knowledge is complex and demands a variety of actions, interventions, processes that, however sophisticated the technology used, it certainly does not allow to develop all the strategies that the teacher uses in the classroom. Technologies help with physical distance. But we believe the exchange that happens naturally between teacher and student, and between student and student, exists only when everyone is in the same physical environment, under the same physical and human conditions, especially in basic education. The lessons learned: (i) improve our training or post-training with the introduction of disciplines related to digital and technological means; (ii) understand that remote education is a possibility to be applied in our teaching practice; (iii) include viable teaching, learning and assessment alternatives in the Political Pedagogical Project; (iv) at parent-teacher conferences or class meetings, seek to collect all possible observations, both positive and negative. We need to considerate new routes, minimize the questions that arise during practice, in order to adapt to the new technological strategies of the art of teaching.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Freitas, Thais Campos de Oliveira, und 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.

Der volle Inhalt der Quelle

Annotation:

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 (Programme for International Student Assessment) demonstrated that, in Brazil, 55% of students are below level 2 in Science, a level established as necessary to young people to be able exercising their citizenship. In order to offer a contribution to improve the currently scenario, this book offers an implementation guide for those whom are interested in setting up a Science Club. Another fact to consider is that this guide aims to develop an investigative approach focus on Scientific literacy using inquisitive activities that lead to an easy way for the basic students (elementary to middle school) to transpose their acquaintance and scientific learning to their lifestyle as responsible and knowledgeable citizens. The following thesis shows strategies to elaborate, monitor, and evaluate the project of implementation, authorization templates, and forms such it can be adapted to the context of each school. We hope that this book is going to be an important resource for you as a school manager, teacher or researcher who wants to implement a Science Club in a school. Also, in a long term, the actions reported in this context can be a reference for the elaboration of a public policy to support Scientific Education in Basic School.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Buchteile zum Thema "Parent-Teacher Action Research Project"

Kirshner, Jean, und George Kamberelis. „Belize Education Project“. In Decolonizing Transcultural Teacher Education through Participatory Action Research, 1–7. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003111573-1.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Talandis, Gerald, und Michael Stout. „Towards New Understandings: Reflections on an Action Research Project with Japanese University Students“. In International Perspectives on Teacher Research, 14–28. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137376220_2.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Cooper, Rosalind, und Timothy Bedford. „Transformative Education for Gross National Happiness: A Teacher Action Research Project in Bhutan“. In The Palgrave International Handbook of Action Research, 265–78. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-40523-4_17.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Christodoulou, Anthi, und 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, 277–90. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-44792-1_20.

Der volle Inhalt der Quelle

Annotation:

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 was committed to dialogue, shared knowledge and action managed to create a participatory and effective project. Strategies such as organizing regular meetings between the research team members, developing a friendly relationship between teachers and participating students, having a personal approach toward students who participate in the applied project (e.g., private conversations), identifying students’ personal worries or social difficulties and applying activities promoting students’ creativity, mobility and autonomy could be helpful to other environmental educational projects, as well.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Breiting, Søren. „Dilemmas related to Teacher Training for Science Education and Pupils’ Action Competence (The MUVIN project)“. In Research in Science Education in Europe, 263–71. Dordrecht: Springer Netherlands, 1999. http://dx.doi.org/10.1007/978-94-015-9307-6_32.

Der volle Inhalt der Quelle

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Windsor, Sally, und Karin Kers. „Teaching Social Sustainability and About Sweden’s Sami Peoples in Senior Secondary School“. In Springer Polar Sciences, 143–59. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-97460-2_10.

Der volle Inhalt der Quelle

Annotation:

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 exploitation and oppression. Using the ‘Educating yourself in Empowerment for Sustainability’ tool and designing leaner centred and collaborative activities this research found that when students’ knowledge of Sami life increases, their prejudicial ideas about Sami peoples decrease.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Zecca, Luisa. „The Game of Thinking. Interactions Between Children and Robots in Educational Environments“. In Makers at School, Educational Robotics and Innovative Learning Environments, 87–94. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_12.

Der volle Inhalt der Quelle

Annotation:

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 Edoardo Datteri, conducted a series of activities within this framework. Using an ethnographic approach informed by grounded theory, where the teacher acts as a mediator rather than an instructor, the project included: labs in primary schools involving a Lego Mindstorms robot assembled as a small vehicle; labs in lower secondary schools to study the different approaches of teachers; a robot programming activity with preschool children at “Bambini Bicocca.” These research activities give children the opportunity to develop scientific and thinking skills, and show that ER can engage students in metacognitive reflection. Moreover, thanks to a well thought-out laboratory approach, robotics can cut across several educational skills, such as learning to learn, acting autonomously, solving problems. An in-depth study of the interactions between adults, children and robots also plays an important role in advancing the research with new knowledge for action: it sheds light on the problem-solving strategies of students and the behaviors of children and teachers.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Imms, Wesley, und Marian Mahat. „Where to Now? Fourteen Characteristics of Teachers’ Transition into Innovative Learning Environments“. In Teacher Transition into Innovative Learning Environments, 317–34. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_25.

Der volle Inhalt der Quelle

Annotation:

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 to three years of ILETC case studies, surveys, systematic literature reviews and teacher workshops, the project team was able to identify consistent patterns in teachers’ spatial transition actions. This chapter places the material of this book within that larger picture, specifically in terms of one project output—the development of a Spatial Transition Pathway. The Pathway emerged from these data and can be seen as an output of the material sampled in previous chapters. Certainly, the considerable work teachers had been doing to re-conceptualise their pedagogies for new spaces (done both intentionally, and at times, without realising) deserved to be mapped as a resource for others undertaking this journey. This chapter makes the case that while each teacher or school’s journey from traditional to ‘innovative’ spaces is unique, there exists some common issues that most seem to face at some time, in some way. It provides a description of fourteen ‘grand themes’ that appear commonly through the data and describes how these can be organised in a way that provides temporal and theme-based strategies and tools, developed by fellow educators to assist in this transition. This final chapter leads the reader to consider ‘where to now’? It celebrates the fact that teachers have enormous capacity to work out how to utilise innovative learning environments well and provides a framework for evidence-based actions into the future.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Borri, Samuele. „From Classroom to Learning Environment“. In Makers at School, Educational Robotics and Innovative Learning Environments, 51–55. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_7.

Der volle Inhalt der Quelle

Annotation:

AbstractThe concept of “space as the third teacher” suggests that the learning environment is as important as the teacher in the learning process. A constructivist pedagogical paradigm requires student-centered learning processes and learners to be autonomous and active. Therefore, more and more stakeholders and policy makers interested in school innovation put school buildings and learning environments at the top of their agendas. The Organisation for Economic Co-operation and Development (OECD), the European Commission and many universities all over the world are observing case studies and promoting guidelines to implement new ways to design and furnish schools. Indire is leading a research project on educational architectures, which promotes a support framework, entitled “1 + 4 Learning Spaces for a New Generation of Schools.” It is aimed at architects, municipalities, school principals and other stakeholders involved in the design, development and use of innovative learning environments.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Cheng, May May Hung, und Fang-Yin Yeh. „STEM Teacher Professional Development for Primary School Teachers in Hong Kong“. In Concepts and Practices of STEM Education in Asia, 271–87. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2596-2_15.

Der volle Inhalt der Quelle

Annotation:

AbstractThis study draws on the findings from a STEM education project to examine Hong Kong in-service primary school teachers’ perceived challenges in implementing STEM education, the support they received in STEM teacher professional development (STEM TPD), and their needs for future STEM TPD. The study engaged teacher professional development through a school-university partnership and adopted a practitioner research approach that aimed at enhancing primary school teachers’ professional capacity of designing STEM activities relevant to the Hong Kong curriculum, with an emphasis on the learning of crosscutting concepts and inquiry-based teaching. STEM TPD is aimed at collaborative curriculum development as an opportunity to foster active learning through co-creating curriculum materials among teachers and university facilitators. Twelve primary school teachers from various subject teaching backgrounds were interviewed. Semi-structured interviews were carried out to collect the teachers’ experiences with the STEM TPD and their views on the integration of cross-cutting concepts in designing STEM lessons. Findings of the study revealed teachers' perceived challenges during the preparation and teaching phases related to STEM instruction and lesson planning, limited resources, and other concerns embedded in broader contextual situations. While teachers reported to have received different types of support from the STEM TPD relating to the pedagogical knowledge of STEM, future directions for STEM TPD were expressed in relation to content components of STEM TPD, opportunities for authentic learning and first-hand experiences, and coherence. Finally, this chapter discusses areas that need to be resolved before a further enhancement in terms of quality and quantity of STEM lessons could be expected.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Konferenzberichte zum Thema "Parent-Teacher Action Research Project"

Benlloch-Dualde, José V., Javier Oliver Villarroya, Amparo García Carbonell, Amparo Fernández March, Eloina García Félix und 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. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10539.

Der volle Inhalt der Quelle

Annotation:

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 teacher training models in higher education. Therefore, it involves a methodology close to the learning communities, so that both the design and implementation involve professors from the university with a background in educational research (6 mentors), pedagogical advisors and experts in different subject areas related to research in higher education. In this first edition of INED, 25 professors participate and have been selected according to criteria of teaching experience, participation in educational innovation projects and pedagogical training received in different formats.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Alves, Anabela C., und 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.

Der volle Inhalt der Quelle

Annotation:

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 describes this last decade of teaching, learning and researching in a PBL environment in this degree. PBL engages students in their own learning. In IEM program, PBL also engaged teachers in improving their teaching methods by questioning continuously these. Throughout ten years, the coordination team of IEM program faced many challenges and brought significant contributions to discussion, researching on how PBL process in IEM could be improved and studying different PBL models for different students’ needs. By following this path, this paper disseminates the practices researched in PBL process of IEM program and the benefits founded by applying this learning methodology through an analysis of the results of this research published in international conferences, journals and books (more than 70 publications). In light of the results achieved, as well as feedback from researchers and students, the authors believe that PBL is one of the best practices for student learning and teacher engagement.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

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.

Der volle Inhalt der Quelle

Annotation:

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 and December 2022 and involved 44 participants. The initial data analysis showed that VE could facilitate intercultural and international knowledge exchange in a safe Third (online) Space.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Kuzmina, Svitlana Anatoliivna, Sue Fan Foo, Olha Vasylivna Matviienko und 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. Valencia: Universitat Politècnica de València, 2023. http://dx.doi.org/10.4995/head23.2023.16252.

Der volle Inhalt der Quelle

Annotation:

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 educational institutions. Graduate students engaged in asynchronous and synchronous activities utilizing Zoom, Google Classroom, and Google Documents. The project was carried out under the auspices of Education USA, the American Council in Ukraine, and SUNY COIL Foundation in the USA. The findings highlight the significance of such partnerships and persuade that this project promotes further collaborative research in teacher education.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Mollo, Paseka Patric, Ratokelo Willie Thabane und 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.

Der volle Inhalt der Quelle

Annotation:

"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 replacement for paper-based portfolios. The project used Participatory Action Research (PAR) as a research methodology. Workshops, interviews, and observations were used as data-gathering instruments. Internal stakeholders took part in the project and included student teachers and lecturers, and the e-learning center at the Central University of Technology. This report provided an overview of the entire project, including the planning phase results. Thematic analysis arrived at teacher training institutions must adopt e-portfolios as a reflective tool to enhance students learning."

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Kosmidou, Evangelia, und 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.

Der volle Inhalt der Quelle

Annotation:

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-points” they identified in their classroom and from the anti-bias sessions they conducted. As part of the process, they were invited to reflect on and submit copies of their records. Their writings were then discussed and commented on during feedback group meetings, where all participants shared their views and experiences in order to enrich their understandings. The different research data collected were analysed using qualitative and quantitative content analysis. According to the results, reflective writing proved an effective and powerful means for teacher professional evolution, although a number of significant challenges teachers were faced with were recognised. In order to overcome difficulties, individual and team support proved valuable allies. The small community of learning and practice that was gradually created seemed to have led to participants reconsidering their pedagogical perceptions, in the light of their critical interaction. The results of the study could contribute to the discussion about the significance of using reflective writing for teachers’ professional evolution.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

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.

Der volle Inhalt der Quelle

Annotation:

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 planned lessons with a focus on problem solving by simulation. It was evident that the teacher was a producer of knowledge that mobilizes that knowledge for the sake of generating teaching situations that promote student learning. During the teaching process, students misconceived luck, chance and causality, requiring the teacher to manage the process that allowed them to re-elaborate these ideas.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

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.

Der volle Inhalt der Quelle

Annotation:

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-service teacher’s experiences of their projects undertaken. The data gathering methods included document analysis (pre-service teacher’s reflective diaries); observation of module reflective sessions and seminar presentations and visual methodology (pre-service teachers made videos). The data analysis using descriptive content analysis. The research rigour of credibility and dependability were worked with, and the research ethics were considered. The results indicated that during the learning about the project, the pre-service teachers had emotional experiences of fear, excitement and even confusion. During the planning for the project, they had concerns about Covid-19 restrictions and access to placement sites, what to do, who to work with and the nature of the projects planned. The action of the Service-Learning indicated the collaboration and teamwork, imagination and creativity, including the contextually relevant problem-solving actions that were undertaken. Pre-service teachers were in their own communities where they excelled and built relationships and valued their community members. Service-Learning should be completed in the pre-service teacher’s home contexts for greater relevance, value and connectedness with their community. Keywords: biological sciences, case study, COVID-19 pandemic, pre-service-teacher education, service-learning

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Kaliský, Ján. „ETHICAL OUTCOMES OF ECOLOGICAL VALUES IMPLEMENTATION INTO MORAL EDUCATION ANALYZED BY ANIMAL RESPECT QUESTIONNAIRE (ANIRE-QUE)“. In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end047.

Der volle Inhalt der Quelle

Annotation:

"The study presents life ethics respect outcomes and egalitarian zoocentrism theory implemented into the author´s, diagnostic tool of Animal Respect Questionnaire (AniRe-Que). AniRe-Que is a valid and reliable tool for teacher´s action research to assess intervention programs effectiveness aimed at environmental intelligence support and nature protection sensitivity. Subsequently, by means of 504 university students (future teachers of various study fields) as a research sample we focused on estimation of animal respect level (R-score for animals considered as natural beings and the essence of moral reasoning). R-score was analyzed in the context of dominant study field at university, prevailing value education from primary and high school education and worldview. Significant differences were proved for worldview in favor of non-religious respondents, for prevailing value education in favor of secular ethical education and for teacher´s training study field in favor of students studying Ethical Education as their future teaching profession. The study discusses the importance of nature protection sensitivity programs implementation into the educational process. Study was financially supported by KEGA project 028UMB-4/2021."

APA, Harvard, Vancouver, ISO und andere Zitierweisen

CHIRICA, Alexandra. „Pro-heritage education within the project the Chisinau of the Great Union“. In Ştiință și educație: noi abordări și perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.v3.24-25-03-2023.p150-155.

Der volle Inhalt der Quelle

Annotation:

The article focuses on cultural-historical education and describes the process of forming the competence to preserve and appreciate national and local heritage in a universal context. The author highlights the role of non-formal education in preparing students to cherish and protect national history and cultural values. The study argues for the need to value cultural heritage in the education of the younger generation, intellectually, emotionally, socially, creatively and morally. The aim of the current article is to present the educational project „Chisinau of the Great Union” as a way of valuing cultural and historical heritage in education, which facilitates the knowledge of history in a different way. The project’s educational approach is focused on education through heritage and is oriented towards the formation of integrative skills, encouraging autonomous learning by the student, guided by the teacher. The article presents the four stages of the project: the pre-project activity; the actual implementation of the project; the presentation of the products and the evaluation of the project; the dissemination of the results. At the same time, the study mentions the didactic technologies and some educational resources used in the project: the action plan; the worksheet for the analysis of a monument/building; the questionnaire on the evaluation of own experience, which asks the students to reflect on the learnings gained and the skills developed. This article, focused on educational practice, comes to facilitate the work of the actors involved in the teaching process and shares an experience in heritage education. Knowledge and implementation of such practices will contribute to the development of a civic spirit and responsibility of the young generation. We believe that the degree of appreciation of cultural and historical heritage depends to a large extent on the involvement of young people in research, promotion and conservation of cultural values.

APA, Harvard, Vancouver, ISO und andere Zitierweisen

Wir bieten Rabatte auf alle Premium-Pläne für Autoren, deren Werke in thematische Literatursammlungen aufgenommen wurden. Kontaktieren Sie uns, um einen einzigartigen Promo-Code zu erhalten!