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Descriptors:
Action Research; Teaching Methods; Research Projects; International Studies; Democracy; Classroom Techniques; Foreign Countries; Political Attitudes; Elementary School Students; Teacher Attitudes; Reflection; Student Participation; Teacher Role

Abstract:
Finnish youth are found to be, despite their broad knowledge, uninterested in politics and in societal participation. As a remedy, international studies suggest enabling democratic experiences in schools. This article discusses an action research project aimed at developing deliberation-based democratic practice in an elementary classroom. Results suggest that the formal deliberative-democratic practice opens up a way for pupils to productively express themselves, challenge the prevailing structures, make sense of social reality and, thus, practise skills and motivations needed in democratic citizenship. However, the teacher is argued to be in constant struggle between deliberative-democratic stance and control orientation. This tension exists in the teacher's actions and thinking and in his reflections about the contrast between the classroom practice and the overall school ethos. Therefore, this article suggests using the understanding of this tension in scrutinizing projects aiming at pupil participation and involvement. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Action Research; Ethics; Researchers; Research Administration; Research Methodology; Research Problems; Research Projects; Administrative Principles; Case Studies; Best Practices; Educational Practices; Participatory Research; Moral Values; Informed Consent; Experimenter Characteristics; Educational Research; College Administration; Performance Factors

Abstract:
This article begins by raising issues around the way in which ethical approval for research is managed in university settings, where committees often base their assumptions on a principlist approach making a number of assumptions that we consider to be contestable, such as a neat separation between researcher and researched. However, collaborative action research, we argue, takes issue with the "objectification" of research participants. It often blurs the distinction between participant and researcher, particularly when an element of self-study is included. Moreover, the collaborative nature of action research problematises the question of who is researcher and who is researched, raising issues around anonymity, the "ownership" of findings and dissemination. In response to some of these issues, we have developed a set of eight principles we derive from our "version" of collaborative action research and apply them in a discussion of a number of case studies from our own setting, where researchers have faced a number of dilemmas in attempting to work within the terms of reference imposed by conventional university-based ethical approval procedures. In conclusion, this article indicates some implications for university-based action researchers and makes recommendations about the forms of ethical scrutiny within the university that would be most appropriate and searching for collaborative action-based enquiry. (Contains 1 table and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Partnerships in Education; College Faculty; Case Studies; Educational Research; Cooperation; Teacher Education; Research Projects

Abstract:
Collaborative research partnerships are widely recognised as being of value. This paper examines the benefits, constraints and challenges of research partnerships between teacher education faculties in universities and teacher employing authorities or departments of education and schooling. A case study of a collaborative research partnership between an education faculty and a teacher employing authority is examined to illustrate the features that supported a truly collaborative partnership and also to provide insights about the challenges that occurred. This research partnership was studied using self-study methods. The partnership between the individual researchers was examined in the context of the systemic partnership, to investigate the impact of the two contexts on each other and on the partnership. Constraints and facilitators of this collaborative partnership are identified in this paper. The feasibility of truly collaborative partnerships between institutions with differing aims and methods of operation is critiqued, using this particular partnership as an illustrative case study. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Educational Quality; Foreign Countries; Educational Change; Comparative Analysis; Higher Education; College Faculty; Universities; Competition; College Programs; Undergraduate Study; Qualitative Research; Research Projects; Government Role

Abstract:
Expansion of higher education has been perceived as the major tool through which China can raise its international competitiveness. To raise educational quality, the Ministry of Education initiated a new employment reform and a Teaching Quality Assessment for Undergraduate Programs. In this research, we employed a qualitative method to investigate the changing work life of academics in two universities in the Chinese Mainland: University A, a regional university, and University B, a renowned university. The experiences of the two universities reflect that the reform measures have led to a distortion of academic culture. Besides competing for national research projects, academics at the renowned university conducted research for the governmental sector, while academics in the regional university worked with the market. The government continually used various measures to maintain control over academic work. Most academics felt forced to conform to the reform measures. Within the two sample universities, there were indigenous interpretations of the relationship among the state, the market and academics. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Public Health; Writing (Composition); Multicultural Education; Interdisciplinary Approach; Theses; Ethnic Diversity; Educational Experience; Student Experience; Writing Skills; Writing Strategies; Group Experience; Group Activities; Group Dynamics; Social Psychology; Doctoral Dissertations; Research Projects; Student Research; Collaborative Writing; Foreign Countries

Abstract:
Writing groups for doctoral students are generally agreed to provide valuable learning spaces for Ph.D. candidates. Here an academic developer and the eight members of a writing group formed in a Discipline of Public Health provide an account of their experiences of collaborating in a multicultural, multidisciplinary thesis writing group. We consider the benefits of belonging to such a group for Ph.D. students who are operating in a research climate in which disciplinary boundaries are blurring and where an increasing number of doctoral projects are interdisciplinary in nature; in which both academic staff and students come from enormously diverse cultural and language backgrounds; and in which teamwork, networking and collaboration are prized but not always proactively facilitated. We argue that doctoral writing groups comprising students from diverse cultural and disciplinary backgrounds can be of significant value for postgraduates who wish to collaborate on their own academic development to improve their research writing and communication skills; at the same time, such collaborative work effectively builds an inclusive, dynamic research community. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Feedback (Response); Technology Education; Problem Solving; Communities of Practice; Semi Structured Interviews; Research Projects; Engineering; Technical Occupations; Design

Abstract:
Design and problem-solving is a key learning focus in technology education and remains a distinguishing factor that separates it from other subject areas. This research investigated how two expert designers considered experiences with hard materials contributed to their learning design and problem-solving with these materials. The research project used a qualitative approach and conducted semi-structured interviews with two mechanical engineers. They identified their experiences under three key headings that provided them with much of the essential knowledge and understanding they employ today to design and problem-solve with hard materials. These included experience of seeing outcomes that provided feedback on their designs, experiences that informed about materials and material selection and accessing others' experiences from communities of practice. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Improvement; Elementary Secondary Education; Student Improvement; Outreach Programs; Science Course Improvement Projects; Research Projects; Best Practices; Change Strategies; Educational Strategies; Classroom Techniques

Abstract:
For six seasons, Richard Lee has included a K-12 teacher on his Antarctic research team to coordinate outreach to U.S. classrooms. These teachers have communicated with thousands of students and their teachers and planned authentic outreach activities to improve student performance. Program success depends on funding by the National Science Foundation, passionate leadership, and five components for launching a successful outreach initiative: recruiting and mobilizing support, introducing Antarctic researchers to students and community, communication using technology, purposefully planning interdisciplinary instruction, and using media and publications to extend the outreach. (Contains 1 figure and 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Violence; Action Research; Teacher Researchers; Physical Activity Level; Physical Education; Physical Activities; Student Attitudes; Parents; Prosocial Behavior; Research Projects; Elementary School Students; Elementary School Teachers; Elementary Schools; Sportsmanship; Grade 5; Parent Surveys; Student Surveys; Teacher Surveys; Observation; Check Lists; Intervention; Classroom Techniques; Role Playing; Journal Writing; Group Discussion; Worksheets

Abstract:
This action research project report was conducted because students' lack of sportsmanship skills in elementary school physical education was negatively affecting the physical activity level of many students. The teacher was spending classroom time giving attention to conflicts dealing with negative sportsmanship issues and therefore losing classroom time for students to be physically active. The purpose of this research project was to increase positive sportsmanship behaviors in 54 fifth-grade students, between August 27th and December 10th, 2012. Students' performance in physical education was being negatively affected by negative sportsmanship behaviors. Students would spend time arguing, yelling, and sometimes even physical violence would ensue. As a result students were losing time when they could be physically active. The teacher researcher collected data from a student survey, teacher survey, parent survey, and weekly observation behavior checklist. During pre-documentation the teacher researcher found through the parent survey that 55% (n = 17) of parents feel that sportsmanship is a problem at school. Through the student survey, many students 70% (n = 38) reported that they would always tell the truth even if it means that their team would not win. Through the observation behavior checklist, the teacher researcher found that the most common incidents of negative sportsmanship were participants blaming their teammates for poor play and arguing. After reviewing the literature, the teacher researcher decided upon weekly interventions including creating classroom rules, role-playing, journaling, and class discussions. Creating classroom rules allowed students to have ownership. Role-playing allowed students to interact with their classmates while learning methods to handle themselves in class situations. Journaling allowed students to reflect on their current level of sportsmanship and how they can improve and set goals for the future. Class discussions were guided by the teacher researcher to facilitate good conversation, and hopefully allowed students to realize ways in which they could improve their sportsmanship behaviors in certain situations. The teacher researcher found that the students' feelings about their sportsmanship behaviors decreased as evidenced by the student survey results. After compiling the post-documentation results from the student surveys, there was a decrease in students' feelings of their sportsmanship behaviors as students reported 57% (n = 31) that they make decisions that are fair for everyone involved. This is compared to 80% (n = 43) of students reporting this in the pre-survey. Students also reported 63% (n = 34) would always tell the truth even if it means their team would not win the game after the intervention period. This is compared to 70% (n = 38) of students reporting this during the pre-survey. Both scores decreased from the pre-documentation results, which may have been caused by an increased awareness of students' perceptions of their sportsmanship behaviors. Ten appendixes present: (1) Parent Survey; (2) Student Survey; (3) Teacher Survey; (4) Observation Behavior Checklist; (5) Classroom Sportsmanship Rules; (6) Pictures of Students' Poster Boards with Sportsmanship Rules; (7) Sportsmanship Scenarios Worksheet; (8) Roleplaying Worksheet; (9) Being a Good Sport Worksheet; and (10) Sportsmanship Situations Worksheet. (Contains 6 tables and 20 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Technology; Computer Uses in Education; Research Projects; Computer Interfaces; Visualization; Grade 3; Elementary School Mathematics; Concept Formation; Mathematical Concepts; Mathematics Instruction; Coding

Abstract:
This article explicates the development of top-view numeric coding of 3-D cube structures within a design research project focused on 3-D visualization skills for elementary grades children. It describes children's conceptual development of 3-D cube structures using concrete models, conventional 2-D pictures and abstract top-view numeric representations integrated with the Geocadabra Construction Box, a computer interface that simulates these representations dynamically. (Contains 13 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Access to Education; Educational Strategies; Action Research; Research Projects; Immersion Programs; French; Information Technology; Inclusion; Teaching Methods; Second Language Learning; Second Language Instruction; Student Needs; Electronic Learning; Foreign Countries; Elementary School Students; Learning Problems

Abstract:
This paper presents a 2-year collaborative action research project that investigated the use of digital technologies to support inclusive practices in Early French Immersion (EFI) classrooms. The findings reveal that the collaborative action research project contributed to empowering teachers in using digital technologies to support the implementation of new inclusive instructional strategies. The use of digital technologies allows for the implementation of inclusive instructional strategies by providing multiple means of representation, action and expression, and engagement, based on the Universal Design Learning (UDL) framework. The findings also support the adoption of an e-inclusion approach in EFI classrooms to meet the needs of all learners. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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