Action research update: why do articles get rejected from EARJ?

Convery, Andy; Townsend, Andrew

doi:10.1080/09650792.2018.1518746

Cited by 6 publications

(4 citation statements)

References 2 publications

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“…According to the studies of Kemmis et al (2014) teachers can derive a series of advantages by participating in the Action Research and subsequent reflection. Namely, a better understanding of the context in which they operate, a design framework which can be used for the development of a curriculum that directs students to test effective linguistic-cognitive strategies and understand the linguistic and cultural reality studied (Nugent, 2019), and finally a greater awareness of management and collaborative work practices aimed at enhancing the potential of students (Convery &Townsend, 2018).…”

Section: The Research Methodologymentioning

confidence: 99%

Students' Perception of the Methodological Effectiveness of Italian Courses at the Italian Cultural Institute in Osaka

Maugeri

Serragiotto

2020

IJL

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By beginning with an analysis of the linguistic policy in Japan, this case study maps the institutions that promote the Italian language and culture in the territory of Kansai, as well as examine the teaching of Italian at the Italian Cultural Institute in Osaka (IIC). The Osaka Institute represents the largest cultural and linguistic centre of Italian in Kansai. Hence, the aim of this investigation is to identify what type of Italian is taught at the IIC, how it is learned, as well as the main reasons that determine the decrease in Italian language students at the centre. By using the holistic Action Research approach, useful data was obtained for the registry analysis of the entities involved in the dissemination of Italian and of the teaching practices carried out in the IIC courses. Furthermore, the data acquired highlights how the prospects of the Italian language in Kansai are closely correlated with the effectiveness of the linguistic promotion of competent institutions, the renewal of the teaching operating models, and the modernization of teaching and evaluation practices.

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Section: The Research Methodologymentioning

confidence: 99%

Students' Perception of the Methodological Effectiveness of Italian Courses at the Italian Cultural Institute in Osaka

Maugeri

Serragiotto

2020

IJL

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“…The importance of matching your article to the journal to which you are submitting is conveyed in the questions listed below, which were stimulated in part by an analysis of why sixty articles were rejected by the editors of the Educational Action Research journal (Convery and Townsend 2018).…”

Section: The Focus and Research Norms Of The Outletmentioning

confidence: 99%

Writing about Learning and Teaching in Higher Education

Healey¹,

Matthews²,

Cook-Sather³

2020

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This publication extends "Writing Scholarship of Teaching and Learning Articles for Peer-Reviewed Journals" by Mick Healey, Kelly E. Matthews, and Alison Cook-Sather (2019), originally published in Teaching & Learning Inquiry (TLI), the official journal of the International Society for the Scholarship of Teaching and Learning (ISSOTL). Articles published in TLI are licensed under a Creative Commons Attribution-NonCommercial 4.0 International license. The original article is available at https://doi.org/10.20343/teachlearninqu.7.2.3. "Writing a draft paper" (Reflection 24.1) was originally published as a blog post and is reproduced by permission of the author, Pat Thomson."What makes a good critical friend?" (Reflection 26.1) was originally published as a blog post and is reproduced by permission of the author, Rebecca J. Hogue.

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“…I also hope to make a contribution both to the educational knowledge base as outlined by Snow (2001) and to the flourishing of humanity as outlined by Whitehead (2018). It is my intention that this paper may make a contribution to the debate on the theory and practice of action research through extending our knowledge of action research (Convery and Townsend 2018).…”

Section: Introductionmentioning

confidence: 99%

Extending knowledge by developing a ‘slow approach’ to action research

Glenn

2021

Educational Action Research

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This paper is an extension of a conversation begun at the CARN2020 Conference. It outlines how an accelerated, rushed lifestyle impacts negatively on almost every aspect of life. In education, the fast-paced life is reflected in the trend towards incessant production. This trend impacts negatively on the lives of university lecturers, teacher-educators, students and on teacher-researchers, and is reflected in the unrelenting demand for research output and performance reports. It is mirrored in the lack of time for thoughtful, critical reflection and impacts on the quality of scholarship and on professional agency. It also has negative implications for health and well-being. The contrary motion of the 'slow' movement formulates a sustainable alternative to the onslaught of speed. It manifests itself in the slow movement initiatives which are percolating into the fields of education and research also. The first section of this paper explains why the development of a 'slow approach' to action research might be sought. The second section of the paper outlines how a slow approach to action research might be envisaged in a practical manner. It outlines ideas around (i) personal awareness, (ii) intellectual awareness and (iii) relational awareness as suggested slow approaches to action research.

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Action research update: why do articles get rejected from EARJ?

Cited by 6 publications

References 2 publications

Students' Perception of the Methodological Effectiveness of Italian Courses at the Italian Cultural Institute in Osaka

Students' Perception of the Methodological Effectiveness of Italian Courses at the Italian Cultural Institute in Osaka

Writing about Learning and Teaching in Higher Education

Extending knowledge by developing a ‘slow approach’ to action research

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