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Colyn, Wendy May. "Action research : an exploration." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/15886.
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Ryan, Elizabeth M. "Boys in education: An action research project." Thesis, Australian Catholic University, 1996. https://acuresearchbank.acu.edu.au/download/2a67488cb90148ead923fb24fa5c908a9c01224d798bfa934f6a5512569473ba/15030540/Ryan_1996_Boys_in_Education_an_Action_Research.pdf.
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Gender roles, and the construction of gender, are under scrutiny in our society. Many questions are being asked about the roles of men in light of the successful emergence of feminism (Connell, 1989). There is a "crisis of masculinity" (Salisbury & Jackson, 1996) which has resulted in a bombardment of literature surrounding the issue and this, in turn, has filtered through to schools responsible for the education of boys. The purpose of this particular study is to contribute both to the theory and the practice of boy's education. It endeavours to identify the issues surrounding boy's education and to support the involvement of a small group of teachers in a school based curriculum development to bring about improvement in the area.
The site of the study was a Catholic, boy's boarding school which is unique for its isolation and for its high percentage of Aboriginal students and those from Papua New Guinea. The research focused on the work of four teachers who were responsible for one Year 8 class . These teachers, together with the researcher, formed a community of learners in the context of this study.
The purpose of this study was to contribute to both the theory and the practice of boys' education and its aims were to identify the issues surrounding boys' education and to support the teachers engaged in school based curriculum development in the area of boys' education. At the outset of the study, two major questions were asked; - What are the key issues surrounding boys' education?
- Would a curriculum intervention program support the personal development of adolescent boys?
The method of research considered most appropriate to the aims of this study was a qualitative model called action research. Action research is a form of self reflective enquiry that supports the involvement of not only teachers, but also the researcher in the improvement of practice (Kemmis & McTaggert, p.5).
Moments of observing, reflecting, planning and acting within five action research cycles led the researcher and the participants to make three major conclusions: - that a whole school approach is the most effective way to communicate messages affecting behaviour and attitudes of boys
- that an intervention, curriculum program has a beneficial but limited effect on the process of communicating concepts affecting adolescent boys
- that the participants involved in this action research project grew in awareness of the issues surrounding boy's education and in their own personal development.
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Knecht, Anke. "Action research adn reflection in preservice teacher education." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1250705468.
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Knecht, Anke. "Action research and reflection in preservice teacher education /." Connect to resource, 1997. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1250705468.
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Townsend, Andrew James. "Educational action research networks as participatory interventions." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/3805/.
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In 2002, the National College for School Leadership launched what was regarded as the largest educational networking programme in the world. This brought together groups of schools to collaborate over developing agreed areas of their work. This thesis outlines a research project aimed at networks who were members of this programme and whose main activity had been action research conducted by network members. This research was intended to examine, and to understand, the participatory aspects of networks of this sort. Five overarching themes were drawn from the literature on participatory interventions and related to educational networks and to action research. The interaction of these three areas of literature provided the background against which the empirical aspects of this thesis were conducted. Based around an interpretive argument emphasising the contextual uniqueness of these networks, a case study methodology was adopted to study three networks. These three networks were those who had agreed to participate of a total of 18 that had matched the profile for selection and who had been invited to participate. The conduct of these three case studies used a mixed method approach examining documents produced by these networks as well as collecting data through the use of a questionnaire and semi-structured interviews. From these three case studies overarching themes were identified in the ways that these networks related to participatory interventions. These themes specifically concerned: the approaches that these networks had taken to action research; the ways in which they had perceived and involved communities in their work; the nature of collaborative relationships in the networks; the relationship between the operation of the networks and principles of voluntarism and finally the roles of leadership in the networks. Overall, these networks presented a model by which individuals could collectively work together for a common aspiration, whilst retaining the flexibility to be relevant to local contexts.
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MacDonald, Denise C. "Action research : a catalyst for school improvement /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq25862.pdf.
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D'Eon, Marcel F. "Strengthening faculty development in medical education through action research." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq24069.pdf.
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Creed, Andrew Shawn. "Action research of cyclonic transactions in online management education." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/86555.
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The aim of the research was to generate a cyclonic model for understanding the influences and processes of continuously improving management education in an environment rich in online learning technologies. The research questions were: 1. What is the nature of the cyclonic interactions observed in the transactions of a team of online management educators? 2. How might an understanding of cyclonic interactions, a. help refine action research, and, b. generate rich insight for online management education? The methodology was an action research project. The research team worked in an online Master of Business Administration (MBA) to continuously develop teaching practice in one unit of the MBA. The methodology matched the objectives of the project, and the appropriate rigour associated with qualitative, interpretive research. The results showed that theories of systems and relational dynamics, adapted to hermeneutics and aligned with other learning theories, can be framed by the metaphor of a cyclone to conduct research into teaching practice and build upon the theory base in the field of online education. Online management education is subject to reinterpretations. The cyclonic framework explains some of the changes. The project showed that a chaotic but organised cyclonic program development process in one particular MBA course was informative for and informed by the chaotic and cyclonic globalized business world. For the education of managers the cyclonic view was relevant. The approach was metaphorical and, therefore, opened new ways of seeing and speaking. Findings pertained to the nature of the cyclonic interactions, how an understanding of cyclonic interactions helped to refine action research, and how an understanding of cyclonic interactions helped generate rich insight for online management education. It was found that it was the asymmetrical impetus of imperfection that created the examples of cyclonic learning spirals formed as double feedback loops for improved understanding. Online education in the action research required cyclical enhancement of connectedness by teachers, stronger emphasis on relational considerations in learning, and heightened expectations of collaboration by educators. It became possible to correlate earlier conceptions of action research with cyclonic categories and analyse the parallels with events in this action research project. Models were developed and presented to explain cyclonic connections with hermeneutics, collaborative teaching, online resource development, and the environment of online management education.
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Ng, Heung Sang Anita. "Creating an art education website through collaborative action research." Thesis, University of East Anglia, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439859.
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Davis, Bryce Collin. "Breaking Ground on the University Garden| Service-learning and Action Research." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3620873.
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<p> The purpose of this dissertation was to document, analyze, understand, and describe how the environmental virtue ethics of undergraduate students were impacted after participating in a service-learning project designed to establish a new university garden. This service-learning project occurred during the fall semester of 2011, on the campus of Lighthouse University, a mid-size Catholic college campus that is located in an urban area of Southern California. The service-learning component was embedded within one environmental ethics course. Over the course of one sixteen-week academic semester, thirty undergraduates, between the ages of 18-23, each volunteered ten hours in this new on-campus garden. In addition to the student volunteer work, one of the complimentary course components required students to attend a speaking engagement hosted by Dr. Vandana Shiva, a world-renowned environmentalist. The action researcher, served as the catalyst, recorder, and facilitator of this service-learning project. In these roles, the action researcher mobilized members of the university, volunteers from the broader community, and local master gardeners to work side by side with the undergraduate students in the garden. After a qualitative analysis was conducted through the procedures of action research, local recommendations were generated in order to assist future garden-based curricular and co-curricular activities.</p>
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Termini, Lorraine. "Student voice in high school| An action research study." Thesis, University of Bridgeport, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570738.
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<p>This action research study examined the effects of student voice in one high school and the self-reflection of the researcher-administrator involved in the effort. Using three cycles of action research, the researcher-administrator completed a pilot study, implemented a student voice project in one class, and developed a professional development module completed by two other teachers in the school. The researcher-administrator documented personal changes throughout the process. Data was collected through student and adult questionnaires, student and adult interviews, action plans, observations, field notes, and the researcher-administrator’s reflective journal. Data was coded for themes and triangulated to obtain results. The reflective journal was used to analyze the researcher-administrator’s growth. The researcher-administrator derived two themes as important to both students and teachers engaged in the study: student growth and collaboration. Students in the study believed that by having a voice, personal and school change occurred. Teachers involved in the study believed the action research projects implemented made them more effective. The researcher-administrator’s views changed during the study in three major areas: personally, conceptually, and in the development of a Living Educational Theory. There were four outcomes to this action research study: students engaged in this study reported self-growth; students valued their roles as change agents; teachers engaged in the study reported self-reflection helped to make positive changes in practice; and the researcher-administrator evolved as a person and school administrator. </p><p> <i>Keywords:</i> student voice, action research, data collection, themes </p>
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Dadds, Marion. "Validity and award-bearing teacher action-research." Thesis, University of East Anglia, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293229.
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Morgan, Erin E. "Fostering Stewardship and Citizenship| Action Research in Place-Based Education." Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1573451.
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<p> This paper describes a teacher's action research within the place-based education (PBE) program at Forest Grove Community School (FGCS), a first through eighth grade public charter school in Forest Grove, Oregon. It seeks to evaluate the effectiveness of the program in delivering the skills, knowledge, values and internal locus of control necessary to promote stewardship and citizenship among students. A review of literature discusses the factors that contribute to the development of stewardship and citizenship, and how the philosophy of place-based education supports these factors. The researcher uses mixed methodology to gather diverse data regarding the school's program and its impact on the student body, and a collaborative action research approach to examine the program's strengths and identify areas for development. Instruments utilized for data collection include a survey administered to students and parents, teacher reflections, student work samples, and records of professional development meetings. An evaluation of the PBE program details the strengths and potential areas of development revealed through research. The conclusion presents several recommendations to the school for enhancing stewardship and citizenship development among students.</p>
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Tatsui, Timothy Takashi. "Transforming aspirations to actions in early readiness programs action research in early college outreach /." Diss., Restricted to subscribing institutions, 2006. http://proquest.umi.com/pqdweb?did=1264617891&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
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Saxen, Colleen Q. "A Participatory Action Research Study with One Emancipatory School Garden." Wright State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wright1607604443577643.
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Fraser, Diane M. "Action research for curriculum improvement in pre-registration midwifery education." Thesis, University of Nottingham, 1998. http://eprints.nottingham.ac.uk/10209/.
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This thesis examines the effectiveness of a new curriculum for the preparation of midwives. Data were collected over a three year period in seven case study institutions, from women who had their babies in one large maternity unit and from a professional network of experienced midwives whose role is to advise the statutory body regulating midwifery programmes in England. The overall intention of the study was to improve the pre-registration midwifery curriculum locally and influence national policy and guidelines. Action research provided the framework for the study where a multi-method approach was largely qualitative to attempt to capture the context and complexity in which the midwifery education programme operates. The research explores and compares curriculum intentions with the perceived experiences of the curriculum as reported by key stakeholders. The development of a holistic integrated model of a competent midwife provided the framework for discourse on curriculum effectiveness, the design of an assessment matrix and recommendations for curriculum improvement. Overall the three year pre-registration route into midwifery was found to be an effective preparation for contemporary midwifery practice as judged against a model of a competent midwife. However there was evidence to suggest that not all students were equipped to practice competently and confidently in contexts of uncertainty and change in the health service. Factors which emerged as influencing curriculum effectiveness related to: recruitment and selection, curriculum structure, appropriateness and robustness of assessment schemes, the preparation of and support for assessors and the role of the midwife teacher in assessment in practice settings. Diagnosing problems and initiating actions as a collaborative process formed an important part of designing and implementing an ideal curriculum in changing and constrained health and higher education contexts. The need for on-going dialogue, critical reflection and research to facilitate and assess learning more effectively in the caring professions emerged as necessary to ensure only competent practitioners have a licence to practice.
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Flornes, Kari. "An action research approach to initial teacher education in Norway." Thesis, University of Birmingham, 2007. http://etheses.bham.ac.uk//id/eprint/122/.
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This study is an Action Research approach to Initial Teacher Education (ITE) in Norway. Starting from the most important question for me as a teacher educator in Religious Education (RE), namely, ‘How can I improve my practice?’ I create an Action Research investigation over three cycles. Considering the limited framework of the RE programme in Norway and the lack of sufficient structures for student teachers, in particular RE student teachers, to use for education and stimulus in their professional and personal growth, I argue that the teaching and learning activities in the process of learning and learning to teach have to be carefully chosen and creatively implemented. Through this Action Research I conclude that the pedagogical tools derived from Personal Construct Psychology and Positive Psychology and implemented in my study serve as appropriate catalysts for improved interactions and relationships between student teachers, mentors and teacher educators. In the process of becoming and being a teacher, and in my research, these catalysts not only promote reflection about personal performance in the classroom, but they seem to stimulate a valued process of self-assessment, in challenging future teachers to identify their personal strengths and weaknesses.
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Abey, Sally. "Exploring practice-based education in podiatry : an action research project." Thesis, University of Plymouth, 2014. http://hdl.handle.net/10026.1/3200.
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Background: Government policy has placed greater emphasis upon health professional students gaining practical experience in real-world environments. Given the fairly new inception of the role of clinical educator in podiatry there is a paucity of research in the area of practice placement in podiatry. Research aims: Within an action research framework, the first phase focused upon exploring the capacity of clinical educators to engage with the role of mentoring, alongside the factors that might impact upon that capacity. The second phase of the project investigated the impact of a teaching tool within the placement area when utilised by clinical educators and students. Methods: The pilot study utilised established questionnaire development methods to create a survey and scale to measure clinical educators’ capacity to engage with the role. The second phase of the project used a range of qualitative data collection methods analysed using framework analysis to analyse the utility of the teaching and learning tool. Findings: Phase I resulted in a 70-item scale measuring the capacity of clinical educators to engage with the role of clinical educator and the identification of four independent variables predictive of a significant proportion of the variability of the dependent variable, capacity to engage with clinical education. Phase II confirmed the utility of the teaching and learning tool to support clinical educators and students during the placement period. An inductive placement model, explanatory of the super-complexity of the environment where the clinical educator endeavours to monitor, modify and manage the placement scope, was developed. Conclusions: In an area where research is currently scant, this study contributed to practice-based education in podiatry and to current understanding of how clinical educators undertake this complex and responsible role. This is an important area for research given the influence clinical educators have to shape and guide the next generation of podiatry professionals.
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Hawkins, Jeffrey Gordon Lloyd. "Action Research And Embodied Reflection In Preservice Secondary Teacher Education." Thesis, Griffith University, 2010. http://hdl.handle.net/10072/365782.
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This study investigated three Griffith University Masters of Teaching preservice secondary teachers’ experiences with action research and embodied reflection. A multiple case study approach gathered data on participants’ action research projects at key moments over the course of one semester to identify their reflective development. Thus, data was collected in the following order:
• Prior to participants’ field teaching experience
• During their action research investigations
• At the end of their action research projects and field teaching practicum
Because the study focussed on multiple participants’ specific experience with action research, a multiple case study theoretical framework was the methodology used to guide data collection. In data analysis, grounded theory methods were used to identify and triangulate themes that emerged from participants’ experience during the study (Orona 1997; Strauss & Corbin 1997). Thus, case study was the theoretical framework of the investigation and grounded theory was the best method available to interpret the data collected in accordance with qualitative research traditions (Burns 2000; Denzin & Lincoln 1994; Simons 2009). Since the study sought to understand participant development of reflective capacity through action research, qualitative data regarding the participants’ values, beliefs, attitudes and feelings associated with their experience are explored to discover their views in action and application in the classroom (Burns 2000; Stake 2005; Yin 2003).
This study sought to examine the literature surrounding action research, praxis and higher order embodied reflection in preservice secondary teacher education. Specifically, it contributes to the educational literature surrounding action research impacts on participants’ development of reflective practice during their practicum teaching experience. Second, it demonstrated that action research did not generate praxis or higher order reflection in study participants at any time as their learning with action research hit a plateau during their field teaching experience.
The major findings indicated that participants’ improved their reflective capacity at a rudimentary and technical level, however they completed their action research projects without developing praxis or higher order reflection in their pedagogical practice. This emerged from the data as one of the key factors in participants’ action research, namely that they improved reflective capacity at a rudimentary technical level but did not develop praxis or higher order reflective capacity through action research.
Next, another key factor to participant development of reflective capacity was verbal mentor evaluations. In this study, the participants engaged in verbal mentor evaluation as a form of mistaken reflection and this undermined their capacity to move towards higher realms of active, and embodied reflection. In other words, participants mistakenly used verbal evaluations from experienced mentor teachers as a form of reflection and that had a negative influence on participant development of praxis and reflective behaviour. This study pinpoints a gap that exists in the educational literature between preservice teacher reflection in theory and reflection in practice, and highlights the actual reflective behaviours of participants when they use action research during their practicum teaching experience.
The study finds that Griffith University could further scaffold and ensure praxis and higher order reflection were achieved by participant’s through action research. Since higher order reflection and a praxis orientation must be taught, engaged in, and acquired, teacher education programs have a responsibility to ensure that their preservice teachers engage in action research appropriately (Boud 2001; Walkington 2005). In order for participants to bridge the gap between action and research, Carr and Kemmis (1986), Coghlan and Brannick (2005) argue praxis and higher order reflection skills must be the essential ingredients taught and emphasised in preservice teacher education in order to cultivate quality action research.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Education and Professional Studies<br>Arts, Education and Law<br>Full Text
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Plant, Malcolm. "Developing and evaluating a socially critical approach to environmental education at philosophical and methodological levels in higher education." Thesis, Nottingham Trent University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.343537.
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Williamson, Graham Richard. "Developing lecturer practitioner roles in nursing using action research." Thesis, University of Plymouth, 2003. http://hdl.handle.net/10026.1/414.
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The lecturer practitioner role in nursing is widely seen as offering hope for the future of nurse education, by overcoming the 'theory-practice gap', and establishing and maintaining effective links at many different levels between education and practice. It is clear, however, that there are a number of issues of concern about the role. These can be summarised as: lack of role clarity about overcoming the theory-practice gap; varying conceptions of the role and unclear job descriptions; and role conflicts and overload, from the conflicting demands of service and education settings Despite current political support for strengthening the links between higher education institutions and practice settings, a new governmental emphasis on the support of students in practice, and a growing in-depth evaluative literature about the role, there is no research examining its systematic development, or measuring and addressing aspects of lecturer practitioners' occupational stress and burnout. Initial project planning work found that lecturer practitioners perceived themselves as 'adding value' to education provision, with personal and professional gains for postholders. However, their key concerns were: absence of role clarity; absence of effective joint review/appraisal;a bsenceo f formal support In, order to develop and address aspects of lecturer practitioners' work roles and their employment position, this action research project was established. Using a spiral methodological framework, and a multi-methods approach to data collection to triangulate the findings, new knowledge about lecturer practitioner roles was uncovered, and employment practices were developed as a result. The project established three new mechanisms, and these outcomes can be summarised as: joint appraisal policies and materials; orientation/induction policies and materials; group support network. In addition, previously validated measures of occupational stress and burnout were used to meas. ure those conceptsi n this group of lecturer practitioners, and the impact of the project. They were found to be generally no more stressed or burnt out than comparable workers, and the project was unable to demonstrate statistically significant differences in beforeand after-scores. Synthesis of quantitative and qualitative findings indicates that these LPs were 'thriving rather than just surviving'.
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Drost, Bryan R. "An Action Research Study: Engaging in Authentic Formative Assessment." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1331854242.
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Rensburg, Cheryl Dawn. "Facilitating alumni support for a low-resourced high school using a participatory action research approach." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/14167.
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South African public schools in disadvantaged areas are experiencing serious levels of under resourcing which negatively impact the educational experiences of learners. Attempts to lessen such negative impact include involving alumni who know the school‟s context, history and ethos. Unfortunately, the concept of alumni support in terms of mentoring and motivating learners is not the norm in many under resourced schools. This research focuses on fostering partnerships with alumni using participatory action research (PAR), because it is holistic, relationally driven and inclusive. Embedded in complexity theory that views the school community as a nonlinear system of different interacting parts functioning to improve the school context, the research follows actionreflection cycles of a group of ten past pupils and five educators from various backgrounds, levels of education and expertise collaborating with and mobilizing other alumni. Data were generated using drawings, photo voice and interviews. Thematic data analysis was used to build patterns and form categories. The following themes emerged namely, the importance of establishing a collective vision for sustained alumni engagement for alumni‟s personal and professional aspirations to serve the vision of the school, the importance of creating an alumni culture that reinforces the concept of „paying it forward‟. Lastly, establishing a sustainable alumni association through sustained actions and interactions and by creating an organisation of excellence The newly developed alumni structure as a „resource fountain‟ generating and cascading energy around the school emerged as an anchor for sustainability. The cascaded energy evolved into a structured „Alumni Week‟ providing ongoing motivation for current learners to sustain alumni engagement.
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Heinze, A. "Blended learning : an interpretive action research study." Thesis, University of Salford, 2008. http://usir.salford.ac.uk/1653/.
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This study describes research on an undergraduate part-time blended learning programme within the former Information Systems Institute at the University of Salford. This research is based on the interpretive philosophical paradigm and examines four cycles of action research. The question being addressed in this research is: ‘How can blended learning be used to deliver a programme?’ In answering this question three overlapping perspectives were taken, as outlined below: 1) Concept of blended e-learning: This research suggests that a better term for ‘blended learning’ is ‘blended e-learning’. A Fine Structure of the Blended E-learning Concept comprising learning and learning context is proposed. This concept incorporates three nodes associated with learning: face-to-face facilitated learning, e-facilitated learning and selfstudy; and three nodes associated with the learning context: learner, pedagogic beliefs and the programme related issues. 2) Pedagogy in blended e-learning: This thesis identifies the three Key Issues of Blended Elearning Pedagogy, these are: communication, social interaction and assessment. Drawing on these issues, the thesis extends the Skeleton of Conversation to the Blended E-learning Skeleton of Conversation. 3) Pragmatic implications of blended e-learning: Building on the Fine Structure of the Blended E-learning Concept, three areas of pragmatic concern are identified as the Bermuda Triangle of Blended E-learning. These are the learning related nodes: face-to-face facilitated learning, e-facilitated learning and self-study. Both students and staff on blended e-learning programmes need to be aware of the Bermuda Triangle of Blended E-learning. For students, the awareness can be integrated in the learning to learn element within the Blended Elearning Skeleton of Conversation; for staff, the awareness can be achieved through staff development.
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Kindwall, Kristina. "Action research investigation into teaming in one school district." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4769.
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Thesis (Ed. D.)--University of Missouri-Columbia, 2007.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on February 14, 2008) Vita. Includes bibliographical references.
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Evans, Moyra. "Action research enquiry into reflection in action as part of my role as a deputy headteacher." Thesis, Kingston University, 1995. http://eprints.kingston.ac.uk/20584/.
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This thesis is based on a four year research study, in which I have looked at my own practice as a deputy head in a large comprehensive school, using action research methodology. I was concerned about the quality of support the school offered its teachers in the form of staff development for which I was responsible. Once I started the study, I was able to put into operation technical solutions to the problems identified in my everyday working practices but realised that the way in which I worked with the teachers was a much more fundamental issue. The study shows how I addressed, within the action research methodology itself, the ethical dilemmas that arose when I worked with departments, middle managers and individuals; in particular how I resolved the difficult issues of confidentiality and informed consent from not only an insider researcher perspective, but also that of the deputy head. Within a hierarchically organised institution, I learned to work with teachers collaboratively, enabling us all to participate in a dialogical learning community, in which we took control of our learning so that we owned our development, establishing value positions and supporting and nurturing each other through empathising with each other's experiences. We learnt to recognise, value and express our feelings about our action and our learning, using 'story' to transform our understanding of a situation and to engage others in exploring new perspectives of it. In this thesis l show how teachers can effect changes which lead to improved professional practices, greater understanding of each other and increased motivation and how their school-based work was legitimated by the Academy in the form of Post Graduate Diplomas. This thesis describes and explains how I established learning communities of teachers in order to improve the educational experiences of our students. I have used Schon's (1983) work on reflecting-in -action to theorise about the nature of the reframing teachers need to undertake in order to understand and put into effect practical interventions which result in them living their educational values more consistently in their practice. The enquiry is contextualised as a study of my leadership role as a woman deputy head action researcher in a comprehensive school, acknowledging that I see my work through a 'female lens' as l present an authentic description and account of my educational practice.
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Thornton, Courtney High. "Civic Responsibility and Research Universities: Ideology, Culture and Action." NCSU, 2006. http://www.lib.ncsu.edu/theses/available/etd-03152006-113756/.
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Civic responsibility is an important ideal of higher education that is rarely considered through a cultural and theoretical lens. Swidler?s (1986) framework linking ideology, culture and action provided a means of studying civic responsibility at two research universities, the University of Virginia (UVA) and the University of North Carolina at Chapel Hill (UNC). The purposes of the study were (a) to understand dominant institutional beliefs about civic responsibility at two research universities, and (b) to understand how their institutional cultures contribute to unique institutional approaches to civic responsibility, specifically for the areas of student involvement and development. This ethnographic study examined campus ideologies and cultural forms that addressed five dimensions of civic responsibility: (a) knowledge and support of democratic values, systems and processes, (b) desire to act beneficially in community and for its members, (c) use of knowledge and skills for societal benefit, (d) appreciation for and interest in those unlike self, and (e) personal accountability. Data collection involved interviews, field observations and document analysis at both campuses. Student questionnaires and site summary reviewers were used to ensure trustworthiness of the findings. Data was analyzed for each site independently, and then a cross-site analysis was conducted. The ideologies, cultures and actions specific to the two institutions aligned with Swidler's framework and yielded two unique institutional approaches to civic responsibility, namely the "test bed" and "role model" approaches. The significance of the findings from the cross-site analysis are multi-fold, with implications for both organization studies and student development.
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Hayes, Melanie Johnson. "Experiences in parenting 2e children| A participatory action research approach." Thesis, Saint Mary's College of California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10101058.
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<p> The purpose of this study was to investigate and report the lived experiences of parents of twice exceptional (2e) children, utilizing participatory action research (PAR) methods. The primary question this study sought to answer was how parents of 2e children feel about parenting their children. A total of 20 parents participated in a PAR group and conducted research through telling their own stories, participating in a one-on-one interview, conducting a parenting survey, and developing artifacts for educating others about the characteristics and needs of 2e persons. The duration of this study was 12 months, during which time, the PAR members met monthly for three to four hours per meeting. </p><p> Key findings of this study indicate: 2e persons see themselves as a distinct special needs group; there are common characteristics and behaviors among 2e persons; 2e persons are a marginalized community; there is a lack of knowledge about 2e persons among academic, medical, and therapeutic professionals, consequently, parents of 2e children do not feel they can rely on them for support; parents of 2e children feel their children are often rejected and ostracized by others; they struggle to find ways to help their children be accepted by their extended family, community, and society at large; parents of 2e children experience high levels of stress as they work to mitigate societal barriers to their children's success; forming a community of like-minded parents offered the best form of support; while the PAR group realities were different from the idealized model, it offered an appropriate method for gathering data on parenting 2e children, as members felt comfortable researching with their community, rather than being objects of research; PAR group members saw themselves as activists and developed strategies for advocating for 2e persons.</p><p> These findings have implications for parents, educators, and medical/therapeutic practitioners, as they serve to illuminate characteristics, issues, and possible solutions for advocating and serving the needs of 2e persons. This study may also serve as a model for further PAR research, as it discusses the reality of the members' PAR experiences, compared with the suggested ideal PAR methods found in the literature.</p>
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Simpson, James. "Outdoor education as a tool forimmigrant learning: : An action research study." Thesis, Linköping University, National Centre for Outdoor Education (NCU), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-54690.
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<p>In what ways can outdoor education be used when teaching immigrants the language of their new country? There is aneed to both concretise grammar teaching and diversify teaching methods to bring language acquisition closer to reallife situations. By using action research a collaborative study was made with four Finnish teachers in four immigrantlanguage classes by implementing a series of lessons using outdoor education. Focussing on the teacher’s experiencequalitative interviews were conducted both before and after the collaborative outdoor lessons. This was supported byobservation and student verbal and written evaluation.</p><p>Both positive and negative aspects of outdoor education were explored in relation to how effective it is as a teachingmethod and as a method of cultural assimilation and group socialisation.</p><p>Outdoor education was found to support a sense of group inclusion and strengthen collective group experience.Difficult concepts were dealt with in a more tangible manner which specifically benefited weaker students. Byexploring the unfamiliar as a group in a supportive environment constructive outcomes were gained. Being outdoorsand using natural materials democratised the cultural meeting. Peer collaboration was demanding but fruitful andshould be used more as a developmental tool in education.</p>
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Landers, Denise, and mikewood@deakin edu au. "Improving primary school health education through action research: A case study." Deakin University, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.102258.
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Limited research has been conducted concerning the actual practice of health education in Victorian schools.
This study investigates the health education curriculum at a large primary school in the south-eastern suburbs of Melbourne. The investigation involves a critical analysis of current practices in health education in the upper school through the development of a small action research group. Data were gathered through document collection, questionnaires, interviews, discussions, diary and reflective journal entries.
The action research group, consisting of the teacher-researcher and upper school teachers, developed, implemented and reflected upon units of work piloted with upper school students. Alternative approaches to health education were explored. The aim was to accommodate critically informed discourse amongst colleagues to promote self-reflective enquiry and facilitate improvements to existing pedagogic practices.
During the course of the investigation, factors limiting and facilitating action research and curriculum change in health education, became evident. These included personal, practical, curriculum and organisational constraints operating externally and internally on the school and classroom environments. Despite these constraints, it was demonstrated in this study, that action research can contribute to the improvement of pedagogic practices in health education. Small authentic action research projects may provide alternative internal professional development structures for teachers and consequently improve learning opportunities for students.
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Fischer, Mary E. "Why do educators incorporate action research into their practice /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/7639.
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Looby, Winnie. "Praxis Through Participatory action Research: Exploring Inclusive Practices With A Neighborhood School Community." ScholarWorks @ UVM, 2017. https://scholarworks.uvm.edu/graddis/735.
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Public school educators strive to address a variety of student needs. Factors such as poverty, trauma, Limited English Proficiency, and the presence or risk of disabilities contribute to students' learning profiles and require educators to rely on the best practices of an interwoven network of specialists so that they can meet these needs. Utilizing a Participatory Action Research (PAR) approach, aimed at fostering school improvement and collaborative research, this study paints an in-depth, holistic cultural portrait of a diverse PreK-5 elementary school in the mountains of northern New England. The lead researcher collaborated with the leadership of the school with the goal of creating a more inclusive learning environment. The school studied is unique in that the arts are used as a vehicle for instruction and inclusion of students from diverse backgrounds, including students with disabilities. The study weaves together feminism, ethnography, arts integration, and disability studies to explore the potential multiple benefits of arts-based instruction and a social skills curriculum for meeting the needs of diverse learners. Through interviews, observations, document review, and reflective journaling, the study collaboratively explores the beliefs and practices of three interrelated micro-cultures within the school: school leaders, classroom teachers, and parents. This study -- conducted over the course of one school year -- provides a snapshot of how one unique school community worked to create an inclusive learning environment through arts integration and a social skills curriculum. Additionally, it documents the benefits and challenges of a PAR approach to supporting and sustaining school-wide change.
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Dyckhoff, Anna Lea [Verfasser]. "Action research and learning analytics in higher education / Anna Lea Dyckhoff." Aachen : Hochschulbibliothek der Rheinisch-Westfälischen Technischen Hochschule Aachen, 2014. http://d-nb.info/1065353847/34.
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Davis, Julie Margaret, and n/a. "Innovation Through Action Research in Environmental Education: From Project to Praxis." Griffith University. Australian School of Environmental Studies, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040618.110511.
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This thesis is a work-in-progress that articulates my research journey based on the development of a curriculum innovation in environmental education. This journey had two distinct, but intertwined phases: action research based fieldwork, conducted collaboratively, to create a whole school approach to environmental education curriculum planning; and a phase of analysis and reflection based on the emerging findings, as I sought to create personal "living educational theory" about change and innovation. A key stimulus for the study was the perceived theory-practice gap in environmental education, 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.
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Goodyear, Victoria A. "Participatory action research : challenging the dominant practice architectures of physical education." Thesis, University of Bedfordshire, 2013. http://hdl.handle.net/10547/297585.
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Research shows that the dominant pedagogical practices of physical education are irrelevant to young people in the 21st century, and that physical education currently exists in a time of innovation without change. Subsequently, physical education as a curriculum subject is at risk of becoming extinct unless the 'talked' about pedagogical innovations that provide authentic, relevant and transferable learning experiences can become sustainable 'actioned' futures. Therefore, the purpose of this thesis was to explore how a pedagogical innovation, the Cooperative Learning model, could be used over an enduring period of time. Participatory action research (PAR) was used as the methodology to scaffold the inquiry and to support eight secondary school physical education teachers' learning and use of Cooperative Learning during an academic year. This thesis considers how PAR enabled teachers to break the dominant practice architectures of physical education and how PAR supported teachers‘ use of an emergent pedagogical approach within and beyond the honeymoon period of implementation. In other words, how PAR facilitated teachers' ability to work beyond the dominant pedagogical practices of physical education and the practices endorsed by the school as an institution. Furthermore, how PAR sustained teachers' engagement with, and use of, the Cooperative Learning model. Indeed, Cooperative Learning was firstly immersed within the milieu of the practice architectures. Yet through the use of PAR the teachers were motivated to move beyond the honeymoon period and began to use the model within, with and then against the mess of the practice architectures. Subsequently, Cooperative Learning was emerging as the dominant pedagogical approach. However, this only occurred for some teachers where social connectivity and an emerging community of practice were significant variables in sustaining and adapting the use of Cooperative Learning. The contribution to knowledge is therefore the methodological processes of how to move beyond dominant pedagogical practices and facilitate innovation with change. In order for a pedagogical innovation to become a sustainable 'actioned' future its use is context dependent and PAR facilitates its sustainability. Furthermore, teacher learning should be advanced and teachers should be encouraged to create communicative spaces with colleagues and researcher facilitators.
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Pfeil, Michael. "Re-introducing skills teaching into nurse education : an action research project." Thesis, University of East Anglia, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246961.
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Lin, Ji-Siang, and 林己翔. "Character Education into Physical Education Teaching Action Research." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/ps47mp.
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碩士<br>國立東華大學<br>體育與運動科學系<br>102<br>Abstract
This study investigated curriculums that incorporating physical education teaching into character education in order to improve children’s abilities in practicing character education. This is an action research, and the subjects were fourth-grade students in an elementary school in Taipei. Research methods included literature review, data compiling, and analysis of practical teaching and teacher-student interactions.
The findings were as follows:
1. Learning efficacy of character education into physical education teaching
(1) Learning efficacy regarding “team cooperation”: during activity processes,
children learn to solve problems by teamwork and cooperate to reach goals collectively.
(2) Learning efficacy regarding “respect”: children can learn about appropriate
emotional expressions in groups, and avoid disputes and conflicts between each other. (3) Learning efficacy regarding “self-discipline”: children can notice their personal
behavior, learn to restrain their misconduct, and let personal behavior meet the group norms.
2. Researcher’s reflection and development
(1) Teaching practices and professional development: after continuous
“reflection-introspection,” the researcher could ponder and contemplate the teaching process and discussed observed events with peers.
(2) Reflection on teaching activities: The researcher probes into curriculum design to make the physical education teaching simpler and pleasurable while teaching.
(3) Understanding the influence of character education on children: children adopt
positive learning spirits and learn to respect others, self-discipline, obedience, and teamwork, instead of learning from mistakes.
3. Efficacy of curriculum design in character education
(1) Physical education teaching can bring positive behaviors in children: by virtue of ball games, children learn to respect and cooperate with each other, and develop
rule-abiding and obedient attitudes.
(2) Physical education teaching is students’ favorite activities: physical education can make traditional teaching skills more pleasurable, thus inciting students’ learning motivation and increasing their learning efficacy.
Keywords: physical education teaching, character education, action research
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Tien, Yu-Yun, and 田又勻. "Young Children’s Environmental Education-An Action Research." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/5s52h7.
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碩士<br>國立清華大學<br>幼兒教育學系<br>105<br>This study is a kindergarten teacher’s action on improving young children’s environmental education design and practice. By using the circling process of plan-act-observe-reflect, the acting teacher worked with children and her colleagues to examine the goals, curricular design and teaching strategies of environmental education of a class of 3- and 4-years-olds, hoping to improve children’s perception and caring of their environment.
When selecting our education goals, we considered children’s age, the main purpose of environmental education, and the core abilities in Taiwan’s new curricular standards for young children. Our goals were developing children’s perceptions and caring of their environment. We employed the growing process of rice to illustrate the progress of our curriculum. Our teaching strategies focused on providing various opportunities for autonomous, hands-on activities for 3- and 4-year-olds in order to enhance their first-hand experiences with rice and its surroundings.
Our study found that (1) Choosing the appropriate goals is important, and (2) A constant adjustment of teaching strategies is necessary. Finally, we suggest that (1) Teachers should choose environmental issues that they consider important in young children’s life, (2) Teachers should examine the availability of resources before they decide their teaching theme, and (3) Look for professional support from ones colleagues.
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Mattes, Bilita Searls Cranton Patricia. "Education action research in higher education as faculty professional development." 2008. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-3277/index.html.
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Liu, Chun-hung, and 劉俊宏. "Action Research of Sex Education Program among Parents." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/14983220019470715485.
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碩士<br>樹德科技大學<br>人類性學研究所<br>92<br>The purpose of the research lies in that it adopts the course units as its theses. And it takes the curriculum to the case family of having sex experience by home visit way to realize how it works. And it discusses the changing situation of parents’ sex knowledge, the attitude of sex education and the communication behavior related to sex education. And than it discusses how it works about preventing the children from having sex acts. We adopt the 『Action Research』 and choose the junior high school students who have sex experience and their family as research focuses. We have five subjects and invite the parents and the children to join the study group together for an hour once a week by home visit way. We would give the teaching material to the family members in advance, so that we can decide the talking subject next time . For the first time, the researcher reads the material and then discusses with the other members. For the second time, we let the parents and the children read the material in turn for us and then discuss. Parents and children study and learn together.
According to the study, we find family struction is an important factor of influencing『sex education program among parents』And the parents’ attitude toward children’s sex acts would influence the 『sex education program among parents』 a lot. So that we promote the parents’ participation by putting the points of 『sex education program among parents』on prevention function. From the whole courses, we find the most popular unit is 『getting along with the opposite sex』and it reflects what the teenager’s need. We can see the promotion of parent’s sex knowledge. Parents’ attitude become cheerful toward their children and they can feel parents’ change from the teaching process. During the course, the sex communication between parents and children increases and it also promotes the relationship. Parents’ sex attitude is positive and they think it helps to prevent sex acts if they talk to their children about the sex. Besides, parents become more sensitive about children’s sex acts happening, If their children don’t come back home at midnight, parents can handle this kind of problem immediately. And they can keep children from happening sex acts on the cognitive level. Children know how to protect themselves and refuse sex acts through the simulate situations. It helps the school to reduce the probability of having sex acts and getting pregnant for the students. It also helps to contact with the parents who seldom join the school activities.
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Yu, Jing-Ts, and 游京慈. "Action Research of the Process of Education Supervision." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/15482558354718355964.
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Li, Syuan Cing, and 李宣慶. "Action Research of On-Line Virtual Outdoor Education." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/82278108016689369560.
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碩士<br>國立花蓮師範學院<br>生態與環境教育研究所<br>94<br>Summary
One of the most effective teaching methods of environmental education is learning in the natural environment, which means outdoor education. According to documents investigation, teachers think that outdoor education has a lot of stagnat factors to work. So even if the school holds outdoor education will only become a stereotype, lack concrete teaching goal and effect. I compared and studied the development of internet and computer technology, find that used the internet coordinate with the virtual reality could carry on virtual outdoor education indoors , improved a great deal of restrictions of teaching. However there are very few studies to apply the virtual reality to the research on on-line virtual outdoor education in Taiwan.
This research constructed a website-- virtual field trip to Shiquan by IMVR. The research objects are sixth grade primary school pupils, research method is action research. The research materials included: work sheet , study log , teaching review notes , videos , interview data , examine form , and knowledge survey. According to the above materials, I examined the effect of on-line virtual outdoor education made by IMVR.
My results found that the on-line outdoor education --" virtual field trip to Shiquan" brought some effects to students : (1) increasing the familiarity of the local environment; (2) increasing biological understanding and knowledge; (3) increasing the interest in animals; (4) increasing and concerning of environmental affection. The advantages of the on-line outdoor education -" virtual field trip to Shiquan " are: (1) free of weather; (2) the safety of pupils is easy to control; (3) unrestricted observing people; (4) easy to observe; (5) students explore independently; (6) looking around on-line at any time. Shortcomings of the on-line outdoor education -" virtual field trip to Shiquan " are: (1) lack emotion experienced; (2) unable to replace actual technical; (3) even perfect invention can't replace variety of the scenes ; (4) overly safe environment may obliterate some study experience .
This research verifies that uses IMVR technology on virtual outdoor education is effective not only the increasing of the knowledge and interest but also affection. Propose several follow-up study direction here: (1) multiple classes research can enhance more understanding of students' learning on " IMVR ". (2) what is " IMVR " response and appraisal in each of studying age level ? (3) what is the effect of combining outdoor education with " IMVR "?
Key words：Image-based VR、IMVR、outdoor education、action research、on-line field trip
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Yang, Hsiu-Lien, and 楊秀蓮. "An action research of life education –Study group." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/96507788388226098137.
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碩士<br>國立臺北教育大學<br>課程與教學研究所<br>98<br>The goal of this research is to demonstrate the teaching process of Hsiu-hsiu (Anonymity)Elementary School life education course.An action research using the study group approach is conducted in this life education course. Students from different classes formed study groups and participate in the study groups.This research is to study the impact of the life education toward students. Problems caused by study groups and solutions to them are also issues in this research.
The methodology of the research is action research, the period of the research is the 1st semester of 2009 academic year (September 2009 to January 2010)，the participants of the research were eight students from middle grades. We used the afternoons of each Fridays to conduct Life Education course which continued for 19 weeks.
The research consists four topics: “Me and myself ”, “Me and others ”, “Me and my society ”, “Me and my environment ”，utilizing media as picture books, paper clips of news report, and films, plus field trips visiting related locations in the community to present these topics. The data analysed in this study include video taping of teaching sessions, recording of interviews, notes of reflection, records of observation, worksheets of various activities and contact books between teachers and parents.
The results of the research are the following:
1. Usage of media such as picture books, paper clips of news report in study groups promoted students’ learning of Life Education.
2. Utilizing resources in the community leads students to learn through daily life, which created positive learning effects.
3. Through constant actions and reflections, teachers involved in this study grew deeper understanding in Life Education.
4. Discussions in sessions of Life Education helped students discover their true selves, cherish lives and form positive interpersonal relationships.
5. The course of Life Education was positively received both by teachers and students.
6. You can’t force a student to accept the concepts presented in the course of Life Education, but when you find the ways to meet their needs, and interact with them, Life Education becomes incredible excellent life experience!
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wang, fen shu, and 黃淑芬. "An Action Research of Incorporating Life Education into Visual Arts Education." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/12763357334635023944.
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碩士<br>國立新竹教育大學<br>美勞教育研究所<br>98<br>Abstract
An Action Research of Incorporating Life Education
into Visual Arts Education
-Taking First Grade Elementary School Students for Example
This Research aims to discuss the Students』 behaviors in 「Exploration and Expression,」 「The Appreciation of Beauty and Realization,」 and 「Practice and Application」 after merging 「life education」 with visual arts courses of the first grade. Through the implementation of teaching activities to design the courses and conduct the teaching test in practice—evaluate the practicality of the courses. Hope the result of the teaching research would become the reference in designing and implementing visual arts courses of first grade.
This research uses both qualitative and quantitative research methods. Teach the course 「Beautiful Life,」 which includes visual arts teaching and merged with three teaching connotations of life education: 「Human and Nature,」 「Human and Society,」 and 「Human and Self」 to 28 first grade elementary school students.
Here are the conclusions of this research:
一、The Discovery of Students』 Learning Behaviors
（一） In 「Exploration and Expression」
1. Through the exploration of nature、students would care and cherish the nature more and develop the curiosity of beautifying the environment and sharp observation and inspire a loving-heart that would protect the nature.
2. Students could bring the spirits of teamwork into play、work as a team to create and could discover others』 advantages、appreciate others、and tolerate the differences between them—through co-working to build a harmonic human relationship.
3. During the process of experience using mouth and foot to paint、students could understand the life artists』 love toward life with perseverance—keep challenging themselves and finding the fountain of life in art creation.
4. Through the paintings of friends and those who have helped them、students could express their gratitude and try to help and tolerate others with a caring heart—to improve the human interaction relationships.
5. Through visual arts creation、students could know their favorite colors during the exploration of colors、discover their inner thoughts、make their inner spirits more abundant、relax themselves、and create joyfully—ease their pressure and stabilize their minds.
（二） In 「The Appreciation of Beauty and Realization」
1. Students could understand and respect the importance of life、realize the beautifying actions by using people、events、and things around them、and mind the lines and colors of their works. Making students find out the beautiful things around them、show respects to life and have a happy heart.
2. Students could know、appreciate and cherish the beauty of life. Through appreciating the stories of life artists to feel the love of their families and take good care of themselves and save their parents from worrying.
3. Students could realize that respecting and appreciating others are the foundation of harmonic human relationships、tolerate the differences between them、including appearances and grades and so on、know to respect others』 feelings、help friends with poor performances or from minority groups、show their compassion、improve the harmonic human relation ship.
（三） In 「Practice and Application」
1. Students could quietly enjoy the sharing of their classmates』 creation and give them a big applause in the end of the activity.
2. Students could use polite language and behave politely to express their caring to friends and family.
3. Through courses of the exploration of human toward nature、society、and themselves and the appreciation of beauty、students could gradually obtain good habits in daily life、could sort and clean up things; when the works done、the class would clean the surrounding by groups—to practice the action of beautifying the living environment.
4. Students could cherish and make good use of their creations、understand using them to make the environment more beautiful、share them with family or express their feelings and needs.
二、 The Discovery of the Possibility of Courses
（一） The values of this research in teaching:
1. Develop students』 spirits of active discover; inspire creative thinking abilities through vivid inspiration.
2. Inspire students to appreciate the beauty of life; cultivate their interests in art creation.
3. Enrich students』 minds; release their personal feelings.
4. Enlighten students to respect and care others; have better human interaction relationships.
5. Cultivate students thankful and cherishing heart; make them feel happier.
6. Discover students』 individual potentials; improve their self-confidence.
7. Grow the spirits of appreciating the beauty of life on students; express their educated qualities in humanity.
8. Guide students practice arts in daily life; beautify their living environments.
（二） The suitability of this research course:
1. Match level-one capability guideline of 「the Life Learning Area.」
2. The contents of the teaching materials could accommodate the family backgrounds and previous experiences of students.
3. Parents have positive attitude toward the research courses; make them understand and appreciate their children more.
三、 The adequacy of this research course:
1. Teachers should divide students into groups to conduct activities through teamwork. This would help those with insufficient background experience or poor achievement to learn better、cultivate the team spirits、and have better human interaction relationships.
2. Through visual arts to present 「life education」 could express the inner thoughts of students by the colors of painting. Exploring students mind practically could increase their self-confidence、enrich the color of their life、and help the establishment of their personalities.
3. Teachers could respect each student、create a warm and harmonic learning atmosphere、and let students feel trusted. This would help students to discuss their human interaction、family background、and personal qualities、the more private part of 「life education.」
According the above、merging 「life education」 with visual arts education course in elementary school is indeed suitable because the course has teaching values that match the needs of students』 mental development、and could help establish their personalities.
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WANF, NIEN-SHIH, and 王念石. "An Action Research of Experiential Education Applied in College Physical Education." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/pb6vfj.
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碩士<br>亞洲大學<br>休閒與遊憩管理學系碩士在職專班<br>107<br>Adopting action research method, this study is a teaching action plan for implementing physical education courses in university. This experiential education course conducts 10 weeks and conducts action research on the implementation of the experiential education course for the freshman compulsory physical education curriculum in mainland China.
The purpose of this research :
1. The Experiential Educational activities into the Chinese students in the first major compulsory physical education curriculum, through the experiential educational learning methods, so that freshmen can adapt to university life and team work.
2. Explore the impact of this course as a compulsory physical education course for college students.
The research was conducted by 40 university freshmen. After the course design and revision, the course was conducted in 10 weeks. In addition to the researcher and observation records and the student's study notes, interviews with students and collaborative research were conducted. Conduct a review and course implementation meeting. Through the above records, notes, interviews, verbatim drafts and other qualitative materials, after analysis and induction, the research results were as follows:
1. This program of experiential education help students integrate into university life.
2. This program of experiential education helps students learn team work and team learning.
3. The implementation process of this action research can promote the growth of teachers.
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Chen, Cheng-Ju, and 陳正如. "An Action Research on the Preschooler Emotional Education Program." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/48241250644284511787.
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碩士<br>國立嘉義大學<br>幼兒教育學系研究所<br>97<br>The purpose of this action research is to explore the effect of the preschooler emotional education program developed by the researcher.Based on Smith(1994/2002),the core concepts of the emotional education program are
1. emotion understanding, 2. emotion recognition,3.emotion expressing and 4.emotion release.
As a kindergarten teacher, the researcher has investigated the behaviors of emotional understanding, emotional recognition and emotional expression during the execution of the education program. The subjects participated in the program are 7 children at the age of 4-5.The main findings are as follows:
1. The children cannot only understand the interconnectedness between the facial expression,events and emotion but also express properly what they have understood.They also show the capability of expression recognition. In addition, they also figure out the feeling of the emotion. We also find that these preschoolers have a understanding of two kinds of emotions are allowed to be known at the same time.
2. Those children participated this research have improved their capability of emotional awareness.They can recognize the emotion notjust by what they saw but what they feeled. They are able to use empathy and nonverbal way to recognized other’s emotions and have a clear knowledge that there are more than two kinds of emotions can be recognized in one person at the same time.
3. After the education program has been implemented, these preschoollers learned how to make use of emotion expressing to improve their relationship with others. Meanwhile, they can use more words about emotion to express what leads to emotion.
4. Through peer tutoring,all children in the education program learn how to face their emotion and release the negative emotion.In front of group members, they are also capable of expressing what they feeled and in what way they released the emotion.
Finally, some suggestions for the applications of
education and guidance and the directions for future
research were recommended based on the findings and the limitations of this study.
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Fan, Fu-Chiang, and 范富強. "Action Research on Gender Equity in Physical Education Curriculum." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/90611146606434327075.
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碩士<br>國立臺灣師範大學<br>體育學系在職進修碩士班<br>100<br>In design, planning, and implementation of physical education curriculum, teacher should treat student equally under teaching scenarios. When designing and implementing cooperative learning in physical education by action research, differences of expectation and treatment due to gender differences should be eliminated, and equity learning opportunities to students who participate in the program should also be provided. This study modified activity rules, number of students and gender of students. This study aimed to investigate gain and reflect of teachers, and students after the implemented program which was integrated with gender equity education. Fifty-two seventh and eighth graders ( 26 females students and 26 males ) in one junior high school in New Taipei City served as participants. After eight-week with 32 lessons, through participation observation, questionnaires, and interview, it was found that (1) after integrating gender equality into physical education, gender stereotype was eliminated, (2) gender values was established and sports participation and skill were enhenced, (3) physical education teacher can perform diversified teaching profession by designing, planning, and implementating of gender equity curriculum.
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Liu, Chao-shun, and 劉朝順. "The Action Research of the Grade 3 Character Education." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/68068880766116510911.
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碩士<br>國立中正大學<br>教育研究所<br>96<br>Abstract
This thesis, by means of action research, aims to explore the grade 3 character education curriculum, and integrates the core ethical values such as caring and respect for self and others into the learning areas. It focuses on the planning, implementation, and evaluation of the project in terms of different learning materials and activities. The main purposes of this action research are as follows:
1. To explore the feasibility of a third grade character education and analyze the problems encountered.
2. To research and design the appropriate project for the grade 3 character education curriculum.
3. To monitor and analyze the implementation of the project.
4. To evaluate the results of the project in terms of different learning materials and activities.
The main findings of this research are as follows:
1. The analysis result demonstrates that this grade 3 class is suitable for integrating respect and caring as the core ethical value into character education.
2. The key steps in designing a curriculum to promote core ethical value include identifying the core ethical values, analyzing the purposes, examining the subject content, instructional methods and learning tasks, and designing authentic assessment.
3. The better steps in implementing character education are to adopt the 6E teaching model: example, explanation, exhortation, environment, experience and expectation.
4. Character education, students-based and teachers-directed, contributes to promote the core ethical valves such as respect and caring.
Key words: character education, action research, respect, caring
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Chang, Feng-Shu, and 張鳳書. "An Action Research on Experiential Education of Marine Culture." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/17944028960013472392.
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碩士<br>國立臺灣海洋大學<br>教育研究所<br>101<br>This study mainly explores grade 1 students’ improvement of recognition towards community marine culture after community marine culture education by experience teaching.
The community is the most familiar learning environment of students, while experience teaching is based on students and emphasizes students’ active learning. This study adopts action research method and experience teaching strategy to lead students to conduct the experience action of community oceanic culture. By basic cognition established by pre-action knowledge interpretation, first-hand experience on the beautifulness of marine culture in the community and production of community marine culture map in the end, it makes students construct and classify the knowledge learned from exploration.
The conclusions of this study are listed as follows:
1.Curriculum design: Make good use of students’ characteristics of hearing stories to arouse their active learning interests and construct pre-action knowledge which helps them to observe their experience and expand different thinking. Appling community map production can better improve students’ knowledge on community ocean culture.
2.Teaching experience: by firsthand community experience and on-site environment, it adds various issues to deepen curriculum extent and improve students’ care about community. However, it should take students’ parents’ religious belief into consideration, make curriculums flexible to avoid specific topics on religious belief.
3.Students’ learning results: The construction of pre-action knowledge on experience teaching can makes students more focused while doing observation and is beneficial for them to remember the knowledge from observation and learning. The active observation and learning emphasized by experience teaching can better improve students’ interests in learning.
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Yeh, Tzuling, and 葉姿伶. "Action Research on Applying Emotional Education to Classroom Management." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/73950118262834533133.
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碩士<br>國立臺北教育大學<br>課程與教學研究所<br>99<br>Abstract
This was an action research study, which aimed to develop an emotional education project for solving students’ behavior problem and to investigate the process of carrying out the project for first graders in the elementary school. The research methods include the questionnaire survey, interviews, observations and documents, to discuss the application of emotional education in class management, and its influence on students’ emotional intelligence and behaviors. The results are as follows:
1. The researcher developed and implemented an emotional education project in her classroom. The project consisted of five themes of positive behaviors, including “concentration and self-discipline,” “humbleness and politeness,” “positive and optimism,” “enthusiasm in helping others” and “restrain one’s impulse.” The project was designed based on three emotional objectives, which are detecting one’s own emotion, appropriate expression of emotion and relief, and identifying others’ emotions, and five positive behaviors, which are “concentration and self-discipline,” “humbleness and politeness,” “positive and optimism,” “enthusiasm in helping others” and “restrain one’s impulse.” In the teaching practice, the research proceeded the teaching activities in four aspects, including “practical experience,” “discussion and reflection,” “strategy instruction” and “practical application.”
2. The emotional education project changed students’ emotional intelligence: the research results showed that students’ emotional intelligence has been changed through the practice of the emotional education project, including self-detecting one’s own emotion, understanding the cause of each emotion, appropriately expressing and releasing one’s emotion by adopting various strategies, and identifying and empathizing others’ emotions sensitively.
3. The emotional education project increased students’ positive behaviors and reduce problematic behaviors in class: After the implementation of emotional education project, students’ positive behaviors increased significantly, and their problematic behaviors were reduced as well. Students made progresses on all of the five aspects, including practical experience, discussion and reflection, strategy instruction and practical application.
Through the process of action research, the researcher obtained professional growth. Finally, the researcher made some practical suggestions to teaching and future research based on the conclusion of this research.