You and your action research project

McNiff, Jean; Lomax, Pamela; Whitehead, J.

doi:10.4324/9780203281291

Cited by 360 publications

(295 citation statements)

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“…In summary, the Genre-based pedagogy is a research-oriented pedagogical framework which originates from action-based research (McNiff, Lomax, & Whitehead, 2003); in fostering collaborative work among teachers, students, researchers, administrators and ICT-based material providers, it examines (predominantly) the cognitive hierarchy of learning which occurs in second/foreign language acquisition.…”

Section: Genre-based Pedagogymentioning

confidence: 99%

ESP pedagogy: Blending low and high order thinking

Yuvienco¹

2012

IJRSLL

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Conventional teaching of English has followed a gradual and linear procedure of learning -from vocabulary to phrase to sentence to paragraph. We are familiar with classroom situations where the teacher starts with lecturing about the target language: Firstly, going through a list of vocabulary, then translating words; singling out phrases where a word may be used, then, reading a sentence where the words may be used; finally, walking students through paragraphs, slowly and carefully explaining the grammatical and contextual information in them. In the present Techo-Info Age, however, this approach to learning may prove irrelevant given the amount of information we see, read and hear in different parts of the world at varying contexts and at distinct phases of the development of the language. This paper reports a study on Technology-based pedagogy; it describes and defines the elements of Genre-based pedagogical framework, an ICT-supported set of procedures of teaching Business English at Higher Education which includes showcasing, highlighting, transferring, in order for students to notice, compare and integrate -cognitive skills that encompass both low and high order thinking. Adopting Fink's (2003) instructional procedures and taking into account Schmidt's (1990) Noticing Hypothesis; the framework identifies three aspects of consciousness within language learning: awareness, intention and knowledge thus, seeking to arrive at significant, deliberate learning. Guided by this principle, the last section of the paper proposes a proto-syllabus (Breen, 1989) which elaborates the components of a Business English course. Intermeshing knowledge and skills into teaching, the proto-syllabus contains the following: (1) authentic materials which include genre-specific resources (e.g., writing training course leaflet, writing press release, etc.) and straightforwardly demonstrate the elements of commercial documents and the criteria for evaluating integrated works [projects]; and (2) a glossary of meta-cognitive skills which enables students to know the processes of completing creative tasks for a specific context. These elements predict to aid students to become independent learners and catalysts for continuous, equitable learning in their present learning community and beyond, specifically in their future workplace.

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Section: Genre-based Pedagogymentioning

confidence: 99%

ESP pedagogy: Blending low and high order thinking

Yuvienco¹

2012

IJRSLL

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“…Action research is a popular choice because of the freedom that the practitioners have in controlling their own practices (McNiff and Whitehead, 2010). This study consists of a pre-test at the beginning, followed by several lessons of intervention where pictorial representations are used and later the students wrote a post-test.…”

Section: Methodsmentioning

confidence: 99%

Using Visual Representations as an Alternative in Teaching Simultaneous Equations

Nordin¹,

Tengah²,

Shahrill³

et al. 2017

International Conference on Education

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Abstract:It is widely known that students normally struggle in the mathematics topic of algebra. They tend to steer away from algebraic problems such as solving linear equation with one variable, let alone simultaneous equations, which require them to determine the values of two variables. This action research study investigates the effect of replacing the common symbolic representations with pictorial (static visual) representations in simultaneous equations lessons of 38 low-performing Year 10 students. The data for the study was collected by means of pre-and post-tests and facilitated by three worksheets as the intervention instruments. During the lessons, pictorial representations were used in solving simultaneous equations questions. These entailed drawing several pictorials that were given in the equations. In particular, drawings of burgers, fries, cheese slices, gift boxes and sweets were used as these were generally relatable to the students in real-life. The students were then provided with fresh worksheets and subsequently translated their workings from the pictorial part to x and y. And thus forms the symbolic part of the intervention. From the students' pre-test and posttest scores, it was evident that the pictorial representations helped the students in making significant improvements in the topic.

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“…Roland (1995) states that writing diaries encourage teachers to draw their personal understandings of specific ideas, which generated from theories and practices. Reflective diaries are a valuable source of data because they show not only "what I did" in action but also "what I learned" (McNiff and Whitehead, 1996). Accordingly, teacher researchers were encouraged to maintain a reflective research diary of day to day classroom activities and the critical friends were encouraged to write an observation report after each event.…”

Section: Methodsmentioning

confidence: 99%

Critical constructivist teaching in good sportsmanship through Olympism education: an action based teacher education program conducted in Sri Lanka

Nanayakkara

2014

Sabaragamuwa Univ J

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This article explores how action research practice is used to empower teachers in critical constructivist teaching in Sri Lanka. The study that informs the article aimed to provide a broader understanding of how to empower teachers by providing opportunities to create their own teaching methods, and to disseminate the findings of teaching good sportsmanship through Olympism education. This study combined the Year Five primary teacher and the physical education teacher in the same school for the purpose of teaching good sportsmanship through Olympism for primary students. The study population comprised a representative sample of five primary and five physical education teachers. The intervention was carried out for a six-month period. Three action cycles were planned throughout the program and later modified with various strategies, according to teachers' self and interaction assessments. Data were collected through a base line survey, teachers' reflective diaries, and focus group discussions. Results revealed that once the action based Olympism education teacher training was introduced, there was a dramatic increase in the outcome of teachers' knowledge, attitudes and skills required for teaching good sportsmanship through the concept of Olympism at primary schools. Teachers were also able to reflect on their own practice and come up with useful strategies to overcome their problems. This research concluded that strategically designed and carefully managed action research programs are useful for developing and enhancing competencies in teachers in order to teach concepts of Olympism effectively.

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You and your action research project

Cited by 360 publications

References 0 publications

ESP pedagogy: Blending low and high order thinking

ESP pedagogy: Blending low and high order thinking

Using Visual Representations as an Alternative in Teaching Simultaneous Equations

Critical constructivist teaching in good sportsmanship through Olympism education: an action based teacher education program conducted in Sri Lanka

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