Teacher Action Research Research Articles

Added value of secondary school education toward development of information literacy of adolescents

Information literacy (IL) education in secondary schools should adequately prepare students for research activities in higher education and guide them toward becoming informed and responsible citizens. The existing international IL frameworks and tests are only partially aligned with the IL curricula in Slovenia. Therefore, a new IL framework for secondary education, consisting of seven IL standards and twenty performance indicators, was proposed together with two new assessment instruments (e.g. a multiple choice test and a self-evaluation questionnaire). Two groups of students were tested, namely first-year secondary students and first-year university students. The latter, before taking any university IL courses, were found to be more successful in all subject areas of the test, which could inter alia indicate a positive influence of secondary education on IL. Both student groups were the weakest in information search, followed by information evaluation and knowledge of legal/ethical issues. Secondary school students were less aware of their deficient search skills. The item analysis emphasized the need to put more educational efforts and practical examples into the teaching of IL topics where both groups were found deficient.

A Systematic Review of the Outcomes of Using Action Research in Education

Teaching, as a profession, is becoming more and more challenging every day, not only because the teacher has to deal with unpredictable difficulties in constantly changing uncontrollable cultural and social contexts in the classrooms, but also for the need, nowadays, to be a curious explorer, a systematic investigator, and a creative innovation to solve his/her problems while teaching, using a flexible, self-reflective, critical, and production-oriented approach. Educational Action Research can provide a chance for the teacher to develop his/her critical thinking skills to become effective self-reliant problem-solver to the actual unique challenges that no one, but him/her, can better understand and administer in the classroom. Thus, s/he becomes enthusiastically involved in structuring and sharing a more comprehensive view of education. This paper investigates the possible outcomes of using action research in education, with an emphasis on teachers, after highlighting main critiques. It starts by discussing first the early evolution of Action Research both as a notion and a structure. Then, it reviews primary literature and research findings on the benefits of using Educational Action Research for teachers. The paper suggests that taking the role of teacher-research may help in achieving sustainable development at the level of the classroom and contributes in promoting the professional careers of teachers.

Key Concepts in Polar Science: Coming to Consensus on the Essential Polar Literacy Principles

Current is the peer-reviewed journal of the National Marine Educators Association. It features lively, in-depth articles and activities relating to all aspects of the world of water. Articles explore the latest in marine and aquatic education research, ocean literacy, classroom and free-choice learning activities, marine science, art, maritime history and literature.

The rubric as an assessment strategy in the mathematical argumentation process

The article shares the proposal of an analytical rubric as a strategy for the assessment and monitoring of learning outcomes in students who develop an argumentative plot from the mathematics field, to solve any problem situation in daily life. The study was based on the theory of mathematical argumentation proposed by Duval and the contributions of León and Calderón, as well as the dimensions presented to us by the logical frameworks in the design of analytical rubrics. The research was developed under the social critical paradigm through the design of pedagogical action research, and the focus group technique was used for the collection of information composed by five professors from the department of basic sciences. As a result, a collective rubric that, in addition to generating processes of self-assessment and self-training in teachers, evidences a decrease in the existent subjectivity of the evaluation processes, thus strengthening its objectivity.

The ecological impact of action research on language teacher development: a review of the literature

ABSTRACT Action Research is now frequently practiced and promoted as a form of continuing professional development for language teachers, with recent studies reporting many benefits for those who engage in Action Research. Less frequently reported, but equally as important for sustainability, are the wider impacts of Action Research engagement on teachers’ colleagues, schools and educational sectors. However, to date, there has been no cohesive or holistic review of research on the various forms of development that language teacher Action Research can initiate. This conceptual paper adopts an ecological perspective as a holistic framework for analysing the dimensions of impact of Action Research. An ecological approach studies humans in terms of their relations with their environment, and analyses the affordances and constraints that interact with human development. Accordingly, this paper reviews recent literature on the impact of Action Research in terms of three levels of ecology: micro (individual), meso (school) and macro (wider educational sector) levels. The paper then advances current understandings about why and how Action Research initiates development by analysing the experiences reported, within the studies reviewed, that are unique to teacher Action Research.

Assessment of quality of educational services of the university

The article assesses the quality of educational services of the University on the example of fgbou VO “KubSTU”. The concepts of quality of education and educational services are considered, which determine the main components of quality of education, consisting of four parameters: the object of receiving services, the subject of providing services, the process of providing services, the degree of customer satisfaction. Based on these components, the analysis of the quality of education “Kuban state University”, in which was investigated the following categories: number of students enrolled in the University, average grade of students enrolled in College on a budget, the number of educational programs, quality workforce, research and innovation activities, the level of satisfaction of employers with graduates. Based on the analysis of the main indicators characterizing the quality of educational services, it is concluded that quality management in “KubSTU” is effective and provides a high level of training of graduates, and to achieve modern quality of educational services of the University it is necessary to improve the quality system of education at all levels of management of higher education institutions.

Making the Move: Empowering Student Teachers as Teacher Researchers

This paper describes the development, implementation, and follow up study of a program for undergraduate research in education, student teachers as action researchers (STAR). Students in a new urban education honors program at a large public university were given coursework in action research, developed a research plan in their practicums, implemented it during their student teaching, and presented the results at an undergraduate research conference. After examining student projects, faculty experiences, and follow-up interviews with the participants, we found that while there are challenges, the STAR program provides a useful introduction to teacher action research that empowers new teachers, giving them confidence and an early desire to use data to improve their instruction and benefit their students. We conclude with implications for modern classrooms and insights into expansion or adaptation of the technique for interested teacher educators.

Characterizing the University of California's tenure-track teaching position from the faculty and administrator perspectives.

Teaching faculty are a potential mechanism to generate positive change in undergraduate STEM education. One such type of faculty is the Lecturer with Potential Security of Employment (L(P)SOE), a tenure-track faculty line within the University of California (UC) system. As a foundation for future studies, we sought to characterize individuals in the L(P)SOE position in terms of their background training, job expectations, and resources available for their success. Data were collected through an online survey completed by over 80% of STEM L(P)SOEs across the UC system, as well as interviews with over 20 deans and chairs in STEM departments at three UC campuses. From this work, we found that the majority of current L(P)SOEs were formally trained within their disciplines and not in an education field; however, they possessed substantial education experience, such as classroom teaching or participation in professional development opportunities. Expectations for time spent on teaching, research, and service are aligned between individuals within varying ranks of the L(P)SOE faculty and between L(P)SOEs and administrators. L(P)SOEs and administrators are also in agreement about what constitutes acceptable professional development activities. Interestingly, we identified differences that may reflect changes in the position over time, including increased start-up funds for more recently hired L(P)SOE faculty and a differing perspective on the role of discipline-based education research and scholarly activities between non-tenured and more senior L(P)SOEs. Overall, these data provide a snapshot of the L(P)SOE position that will aid in future work to identify the potential institutional impact of these individuals.

Обґрунтування і реалізація методики підготовки майбутніх учителів-філологів до дослідницької діяльності

The article reveals the peculiarities of the preparation of future philology teachers for research activities with high school students. The model of preparation for research activities on the idea of a systematic activity approach to the development of individual personality, which is realized through a combination of effective teaching technologies and natural human activity for self-realization, is substantiated. It is determined that the basis of scientific preparation in the structure of professional potential is scientific knowledge and skills. It is in the process of mastering philological subjects, and then psychological and pedagogical, that the foundation is laid in preparation for the conduct of educational research and research activities of future teachers. A special course is presented, providing both theoretical and practical training for future philology teachers for research work with high school students in accordance with a modern understanding of the organization of the educational process. The purpose of theoretical training is to learn the basics of research activities, basic knowledge about the specifics of scientific work, research methods. The purpose of practical training is to master the ability to determine the direction of one's research activities in high school, transfer scientific knowledge to the plane of practical use, and carry out elementary scientific research.

Student-supervisor interaction problems in joint research activity

Growing interest in improving the quality of student’s research activity in higher education has led to an emphasis on student-supervisor interaction in joint research activity. The study presented here was carried out in Tyumen State University, Tyumen, Russia. The participants were 30 supervisors and 60 students from the Pedagogical Institute. The study defined student and supervisor interaction problems and characterized the ways of student-supervisor interaction that reduce student’s motivation for a creative approach to writing research work when student’s research work is perceived as (1) supervisor’s burden, (2) a source of supervisor’s innovative ideas, (3) a source of additional information or (4) a source of primary information processing for supervisor’s scientific work. Implications are given to prevent ineffective ways of student-supervisor interaction and improve the quality of student’s research training in multi-level university education.

A Systematic Review of the Outcomes of Using Action Research in Education

Teaching, as a profession, is becoming more and more challenging every day, not only because the teacher has to deal with unpredictable difficulties in constantly changing uncontrollable cultural and social contexts in the classrooms, but also for the need, nowadays, to be a curious explorer, a systematic investigator, and a creative innovation to solve his/her problems while teaching, using a flexible, self-reflective, critical, and production-oriented approach. Educational Action Research can provide a chance for the teacher to develop his/her critical thinking skills to become effective self-reliant problem-solver to the actual unique challenges that no one, but him/her, can better understand and administer in the classroom. Thus, s/he becomes enthusiastically involved in structuring and sharing a more comprehensive view of education. This paper investigates the possible outcomes of using action research in education, with an emphasis on teachers, after highlighting main critiques. It starts by discussing first the early evolution of Action Research both as a notion and a structure. Then, it reviews primary literature and research findings on the benefits of using Educational Action Research for teachers. The paper suggests that taking the role of teacher-research may help in achieving sustainable development at the level of the classroom and contributes in promoting the professional careers of teachers.

Improving early childhood teachers’ formative assessment practices: Transformative role of collaborative action research

The aim of this study is to investigate the change process of early childhood teachers’ formative assessment practices via collaborative action research. Formative assessment contributes to children’s development and learning process and also guides teachers on instructional decisions. Although research emphasizes the importance of formative assessment, teachers encounter difficulties while implementing it in their classrooms. Three early childhood teachers participated in this qualitative study, and the data were gathered through interviews and observations. The findings about the teachers’ change processes revealed that despite the difficulties experienced; teachers began to conduct systematic observation, document children’s development and learning, and use assessment data for their further plans. The transformative power of action research in changing teachers’ practices is highlighted in this study.

Професійна підготовка майбутніх учителів фізики до організації дослідницької діяльності учнів загальноосвітніх закладів

The requirement of the time is to increase the level of the professional training aimed at the future Physics teachers who are able to master the ability to observe, plan and perform experiments, process measurement results, hypothesize and build models, set limits for their application, etc., which means that teaching Physics should be accompanied by research activity. The purpose of the conducted research is to form the future competence of physics teachers’ research competence in the process of studying the section "Molecular Physics and Thermodynamics" within the course of General Physics and to apply the gained experience in the organization of students’ research in the course of pedagogical practice. The theoretical analysis of the problem related to the formation of the research competence as well as the practical methods there were used these research methods: questioning, testing, organization of complex educational-research activities at lectures, practical and laboratory classes. The content and structure of the future Physics teachers’ research competence has been defined as a set of motivational, cognitive, operational research-centred, evaluative and reflexive components have been determined. The criteria and indicators have been identified for each of the components alongside with the levels of the research competence (low, medium and high) have been identified. At the ascertaining stage of the experiment, the students' unsatisfactory level of the research competence was determined according to the relevant indicators, namely: students did not want to fulfil the research tasks due to the lack of the information system, their abilities to plan and manage their research activities. To increase the level of the research competence at the formative stage of the experiment, the section of General Physics "Molecular Physics and Thermodynamics" was accompanied by the fulfilment of certain educational research tasks combined both the theoretical lecture material and experimental research material on each topic of the educational program which was mastered and assimilated when performing in nature-oriented and virtual laboratory works as well as in the process of solving these problems. While performing the research tasks of the complex content significantly increased the level of the students’ research competence according to all the indicators, as it was evidenced by the results of the educational research activities. The practical significance of the obtained results was determined by the fact that the system aimed at forming the research competence (on the example of the section of General Physics “Molecular Physics and Thermodynamics”) was developed and implemented in the educational process of training the future Physics teachers on the basis of the complex research activity. It is expedient that one should apply the experience gained within the platform of the formation of the future Physics teachers’ competence while mastering further sections of General Physics. Keeping to this approach, the idea of the content of Physics as a holistic system of universal knowledge, abilities, skills and place of research in the formation of research competence arises must be of great importance. Keywords: future Physics teachers, training, research competence.

Research on the Construction of Test Questions Database in Ethnic Colleges and Universities

<p>With the teaching reform gradually deepening, the examination reform system has progressed as well. Implementing the model of separation of teaching and test based on the construction of the test database enables teachers to focus more on teaching research activities, and innovate and reform in teaching methods. The construction of the test questions database can make the test questions more rational and standardized, and enable the students to pay more attention to the learning process, so as to improve the quality of education in ethnic universities.</p>

Личностные особенности развития стилей учебно-познавательной деятельности школьников в технологическом парке

The article deals with the development of the leading ways of educational and cognitive activity of students enrolled in programs of specialized education in the technological Park, which provides their pre-professional training for education in specialized universities. The author, based on stylistic approach to the development of educational-cognitive activity reveals personality traits of natural science, physics, mathematics and Humanities students determines the learning technology to ensure the linkages of learning and teaching in the technological Park. Quantum are presented, which ensure the development of educational research, educational search, educational design and educational project activities of students within the framework of functioning of the technological Park.

Identity-oriented English Language Teachers’ Education Programs as the Arena of Becoming a Glocal English Language Teacher

The purpose of the current study is to investigate the potentials of identity-oriented English language teachers’ education programs in developing the glocal identity of English language teachers through examining the perspectives of the EFL teacher educators. Given that, the main features of glocal identity teacher education program were obtained by examining their perspectives. These features are addressing reflective pedagogy, bridging the gap between theory and practice, involving English language teachers in action research, and developing English language teachers’ critical thinking skills in teacher’s education programs.

A teacher performing action research: capturing pupils’ perspectives of didactic relations

In this practitioner research, I work as a teacher-researcher and examine my own teaching. In the paper I have answered the question: How can pedagogical action research be used as a methodology in capturing pupils’ perceptions of didactic relations? In this article I describe how I was able to implement the goals set in the curriculum and at the same time collect and analyse data with my pupils. The data for this paper is narrative and it comprises 136 pictures and 25 audio-visual artefacts (20 picture books, three iMovie videos and two PowerPoint presentations) created by 4th grade students. This study supported the pupils’ agency, the core goal of pedagogical action research, on many levels. The pupils were able to choose the number of pictures and the application they wanted to use. The methods used in the study also worked in launching pupils’ perspectives of subject didactics and issues connected to the traditional classification of didactics: what to study, how to study and what purpose to study for and gave me an opportunity to develop my teaching according to the pupils’ wishes. However, in the study I failed to reveal the pupils’ perspectives of the pedagogical relationship between them and myself.

Preface

The fourth industrial revolution (4.0) is marked by the advancement of technologies and powered by artificial intelligence which creates opportunities and challenges for education systems. University and vocational school graduates face a world transformed by technology which in turn transforms the workplace from task-based to human-centered characteristics. Certain skills such as critical thinking, emotional intelligence, problem solving, cognitive flexibility, and knowledge production are required. To address this demand education system should put revolutionary innovation in its agenda. Scholars, researchers, and practitioners are invited to share their ideas, research outcomes, and best practices about education, social sciences and humanities now and in the future in an The 1st International Conference on Education, Science and Technology (ICESTech) 2019.ICESTech 2019 has been held on March, 13th - 16th 2019, at the Universitas Negeri Padang, West Sumatera, Indonesia. ICESTech 2019 is to bring together innovative academics and industrial experts in the field of education, science, and technology to a common forum. The primary goal of the conference is to promote research and developmental activities in education, education, science, and technology and another goal is to promote scientific information interchange between Scholars, researchers, students, and practitioners working all around the world.ICESTech 2019 has received 312 papers and the papers come from both academia on the international flavor of this event in the topics of Industrial Revolution 4.0. Based on the peer review reports, 175 papers were accepted to be presented in ICESTech 2019 by the editors. All the accepted papers have been presented on the conference, mainly by oral presentations in three sessions: education, science, and technology.We sincerely express our thanks to all the members ICESTech 2019. Thanks are also given to IOP JPCS for producing the proceeding.Editors:Ifdil IfdilYohandri YohandriKrismadinata KrismadinataRobbi Rahim

Methodological To Digital Transformation of Educational, Research and Business Activity of A University

In the context of the development of digital economy and the widespread adoption of digital technologies in various fields of life and activities of modern society, the digital transformation of the education system and research activities of the country's population becomes relevant. Universities, as the main links in this system, are entering a new stage, a model of their development in which the digitalization of all its activity fields plays a dominant role. The digital transformation of universities involves a comprehensive transformation of all the basic activities of the university and the infrastructure corresponding to the implementation of these types of activities. Due to the rapid development and widespread use of digital technology, the universities have gained new perspectives and opportunities to improve the quality and convenience of the educational process. Due to the proliferation and widespread use of massive open online courses, the universities have become able to compete globally. The widespread introduction of digital technology in the main areas of university activity is the main condition for accelerating innovative transformations in the preparation of bachelors and masters. Digital transformation is becoming a key mechanism for creating a university’s competitive advantage in the global educational space. The purpose of this work is to investigate methodological approaches to the digital transformation of the main types of university activities: educational, research and entrepreneurial.

To the question of the methodic of universities’ scientific potential appreciation

The development issues of the scientific potential of higher education as an important component of the national scientific and technological system of any country has been considered. The main purpose of the study is to develop, substantiate and test methods for assessing the scientific potential of universities. The main method of research is a system-dynamic approach to the study of scientific potential.The concept of “scientific potential of higher education” has been clarified. It seems reasonable, that the modern mission of higher education, both in Russia and in the world, is to create and further develop a unified high-level educational system, capable not only of training personnel for certain sectors of the real sector of the economy, but also to produce new knowledge, i.e. to ensure high-quality scientific and technological progress in these sectors.An original method of assessing the scientific potential of higher education has been developed, and its approbation is the main empirical result of the study. The essence of this method lies in the consistent estimation of factors of formation of the scientific potential (initial assessment) and the forms of its realization (secondary assessment), and also in the comparison of the indices of the secondary and primary evaluations (summative evaluation). The obtained results allow us to develop a strategy for the development of scientific potential, depending on the level of effectiveness of its implementation.The applied value of the research results is determined by the prospects of their application in the process of development of state policy for the development of research activities in higher education. In addition, the proposed methodology can be used by University leaders, who have set themselves the goal of building scientific capacity and integration into the national scientific and technological system and international scientific cooperation.