Action Research for Student Teachers

Lester, Allison JoAnn

doi:10.1080/09650792.2022.2096658

Cited by 3 publications

(4 citation statements)

References 2 publications

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“…Action research allows for professionals to solve problems and improve practice (Koshy, 2010, cited in Forster & Eperjesi, 2021, p. 2). This methodology was adopted to address an existing problem; improving anxiety and interactions between specific girls with social communication difficulties and inform interventions for children with similar needs going forwards.…”

Section: Methodsmentioning

confidence: 99%

“…During the intervention itself, qualitative data about the social difficulties of each child was gathered through unstructured observations taken by the lead researcher as an active member (Palaiologou et al., 2016, p. 146). Field notes (Forster & Eperjesi, 2021, pp. 74–76) were taken on a laptop (Appendix 2); whilst supervising the intervention and supporting the participants, with recordings taken of any noteworthy comments and difficulties, strengths or improvements in interaction behaviours (Knott et al., 2006, p. 614).…”

Section: Methodsmentioning

confidence: 99%

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How does a ‘Jewellery Club’ adaptation of the Lego Therapy intervention impact on social anxiety and interactions between girls aged 7 with social communication interaction difficulties?

Day,

Middleton

2024

Support for Learning

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This study investigated the impact of a ‘Jewellery Club’ on girls with social, communication and interaction difficulties. The project focussed on three girls aged seven who participated in an intervention using similar principles to the ‘Lego Therapy’ intervention. An action research approach was followed, where two phases of the intervention were undertaken with participants engaging with a weekly 20 min session for 3 weeks per phase. The impact of the intervention was assessed through the use of a social difficulties log, field notes and unstructured interviews with parents. Findings identified an overall reduction in social difficulties and social anxiety related to school as well as improved play experiences for the participants during unstructured school times and highlighted the importance of the intervention being aligned with the interests of the participants. The findings suggest that reflection on the gendered nature of interventions may be useful when considering how research might be implemented in practice.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

How does a ‘Jewellery Club’ adaptation of the Lego Therapy intervention impact on social anxiety and interactions between girls aged 7 with social communication interaction difficulties?

Day,

Middleton

2024

Support for Learning

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“…If students enjoy Mathematics, they are much more likely to remember what they have learned. If students are motivated to learn about a subject, they are much more likely to develop a long-term understanding of that subject (Lester, 2013). A powerful ally in this demand is the use of technologies (Skuza, 2020;Billet et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

Teacher wellbeing and retention: The impact of rapidly transforming learning and teaching with digital technologies

2024

Education and New Developments 2024 – Volume 2

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This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2024), organized by the World Institute for Advanced Research and Science (WIARS).Education is a fundamental right that accompanies us from the very beginning of our lives. It encompasses every experience we encounter, influencing and shaping our thoughts, emotions, and actions. Whether we engage in formal education within classrooms or learn from the world around us, the process of acquiring knowledge plays a vital role in our personal growth and development. It equips us with the tools to navigate the complexities of life, broadens our perspectives, and empowers us to make informed decisions. This International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues.We have brought together a diverse group of individuals with various backgrounds to contribute their unique perspectives and knowledge on Education. By including people from different nationalities and cultures, we aim to create a rich plethora of experiences that can broaden our understanding of human nature and behavior. The exchange of ideas and experiences among our participants helps to cultivate personal and academic development, providing a platform for the exploration of new insights and discoveries.END 2024 received 729 submissions, from more than 50 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 284 submissions (39% acceptance rate).

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“…One of the greatest challenges faced by teachers today is to effectively engage students, motivate them to learn, and encourage them to actively participate in their own learning process (Katsaris and Vidakis, 2021). If students develop motivation to learn a subject, they are much more likely to develop long-term understanding (Lester, 2013, Maharjan et al, 2022.…”

Section: Introductionmentioning

confidence: 99%

Using an Escape Room activity to Enhance the Motivation of Undergraduate Life Science Students in Mathematics Classes - A Case Study

Pais,

Sousa,

Pires

2023

ECGBL

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Mathematics is one of the school subjects where demotivation, dislike and failure are frequent concerns. To address this, it is important to actively engage students in the classroom and employ resources that make math classes more appealing and captivating, leading to meaningful learning experiences. Active, cooperative, and participative learning methods should be prioritized over traditional didactic teaching and the mere transmission of knowledge. Active learning methods offer alternative approaches to the conventional lecture format, actively involving students in the learning process. The concept of an escape room, a gaming experience where participants must solve challenges to escape from a locked room, has gained popularity in educational contexts. The educational escape room is an extension of this concept, aiming to promote real-time problem-solving, teamwork, and discovery of clues and mysteries to facilitate active learning. By engaging in various tasks within a room, students work together in teams, fostering an active learning environment. The educational escape room offers several benefits, including the enhancement of problem-solving skills, student performance, and motivation. By incorporating gamification strategies into teaching and learning processes, this approach proves to be an effective way of promoting active learning in mathematics. In this paper, we present a case study that explores the use of an educational escape room with first-year undergraduate students from a Portuguese higher education institution, with the goal of improving their mathematical problem-solving skills. The study aims to evaluate how escape rooms can contribute to increased student motivation. To assess the perception of students regarding this escape room methodology, a quantitative survey was conducted. The findings indicate that using the escape room as an educational approach effectively increased student interest and improved learning outcomes in mathematics.

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Action Research for Student Teachers

Cited by 3 publications

References 2 publications

How does a ‘Jewellery Club’ adaptation of the Lego Therapy intervention impact on social anxiety and interactions between girls aged 7 with social communication interaction difficulties?

How does a ‘Jewellery Club’ adaptation of the Lego Therapy intervention impact on social anxiety and interactions between girls aged 7 with social communication interaction difficulties?

Teacher wellbeing and retention: The impact of rapidly transforming learning and teaching with digital technologies

Using an Escape Room activity to Enhance the Motivation of Undergraduate Life Science Students in Mathematics Classes - A Case Study

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