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Copyright of Acta Scientiarium: Education is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Action Research is being adopted as a research and project method for the higher education learning and teaching sector. A researcher new to Action Research may need to be scaffolded through the process of validating their research as Action Research, asking the question 'am I really doing Action Research?' A multi-disciplinary team of Action Research Enablers, at one metropolitan university, cogenerated a set of indicators of the enactment of Participatory Action Research in learning and teaching projects. This paper introduces the indicators, their development and the associated tool. The role of the indicators in offering systematised project evaluative data is discussed. Indicators are illustrated with qualitative data, drawing upon the reflective narratives of the Action Research Enablers who engaged in regular supported reflection sessions. The need for the continual development of descriptors and the role of metrics to provide quantitative data are presented as ongoing research issues for Action Research projects. [ABSTRACT FROM AUTHOR]

This paper reports on the trajectory of a two-cycle participatory action learning action research (PALAR) project conducted in a third-year course at a regional university in Queensland, Australia. Students in the course exhibited problems that affected commitment and retention, including extensive work and family commitments; inconsistent classroom engagement in multicultural relationships, and differing interpretations of course requirements. Concurrently, the author wished to improve her practice. Our approach chose to combine a business model of action learning with more traditional action research cycles and the latest PALAR values. Student and academic critical reflection and peer consultation informed the transformative model of sustainable education, supported by values such as trust and respect and a 'toolbox' of interventions designed to enhance student engagement and commitment and deepen cross-cultural relationships. These positive outcomes helped more fully realise both student and academic potential. [ABSTRACT FROM AUTHOR]

The paper is based on action research carried out in the University of Khartoum. The research was conducted among second year students at the Faculty of Science studying English for Science as university requirement for 2 hours a week for 15 weeks. The main aim of the research was to discover students' motivation in large classes towards the use of the online tools in learning English language and to discover ways to increase time of exposure to English language. Online tools such as Yahoo Groups and Wikis were introduced with face to face instruction to increase contact time of the students. Blending computer mediated teaching with traditional methods were the main features of the action research. Different tools were used to investigate the learning outcome and students reactions toward the use of a blended teaching. Results showed positive attitudes of students towards the use of blended teaching and use of online tools in learning English. [ABSTRACT FROM AUTHOR]

Background: Collaborative Action Research has been a popular form of research method conducted by the BEd (Hons) inservice and pre-service students studying the early childhood education at the Hong Kong Institute of Education. With a thorough understanding of the theory and practise of the collaborative action research by these novice teachers in this form of research methods, they could be benefited by an understanding on how they might develop a genuine school-based curriculum for an educational change in their schools. Aims: This paper aimed to provide guidelines on how to conduct a Collaborative Action Research for facilitating schoolbased Curriculum Development by theory and practise. A case study on how to carry out a collaborative action research is quoted for reference of those who would conduct this kind of research for the first time. The insertion of this case study is to highlight the meaning of 'collaborative' in an action research; it is not suffice to provide chances for teachers to voice out their opinions. What needs more to be done is to incorporate voices of teachers when formulating the plan in next action research cycle. With a thorough understanding of the theory and practise underpinned the Collaborative action research, it is anticipated that the novice teachers would gain in knowledge of what a "child-centred" curriculum and its pedagogic application would be like. In view of the variation in practices among today's teacher researchers, the theoretical and philosophical perspectives of Action Research will be reviewed to inform practitioners of the historical roots of their practise. What has been mentioned by Coulter (2002) as the essence of what constituting an authentic education "action' research would be revisited. Arguments: Allied with Coulter's argument in his What Counts as Action in Educational Action Research (2002), the author of this paper is keen to reiterate the differentiation of the three forms of Action research. In order to launch for an educational change to gear towards a child-centred practise, the genuine form of "Action" research is needed in lieu of the Educational "labour" research and the Educational "work" research. Conclusion: The paper ends with a Question and Answer section to conclude the special features and commonly asked questions of collaborative Action Research. In other words, the author of this paper expects the readers to work out the conclusion of this paper by answering the questions themselves [ABSTRACT FROM AUTHOR]

Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Sometimes, research in social sciences becomes part of the transformative practices of the researchers themselves. In this way, these researchers try to promote social change. This paper is about one of those studies. During the realization of my PhD research, on sexual-affective education in two schools in the city of Granada (Spain) from the sociological view, both the research and the educational action work that seeks social change converged to the point that, once we had taken account of the demand of the reality being researched, educational action research became the most appropriate methodology in order to research acting on education for social change towards sexual and gender equality. In this paper, I will talk about all this process, which is methodological, systematic, and respectful of the scientific value of research. [ABSTRACT FROM AUTHOR]

This paper focuses on one teacher team and the university facilitators who supported their collaborative action research within a province-wide professional development initiative designed by the provincial elementary teacher union to bring together teachers and university faculty in teacher-directed action research. The paper is collaboratively written by three teachers, their principal, two university facilitators, and the teacher union's director of the project. We identify the principal's and university facilitators' involvement as important contributors to the success of the initiative, but underline the significance of the research as being teacher-led and collaborative with funding for release days as features that follow the democratic principles of teacher autonomy and equality to support teachers' professional learning for change. The success of the initiative, Teachers Learning Together, is exemplified by a report of one team's research methods and findings. [ABSTRACT FROM AUTHOR]

This paper describes the development of different lesson plans dealing with authentic and controversial socio-scientific issues in the framework of climate change. These lesson plans orient themselves along the socio-critical, problem-oriented approach to science teaching. They deal with the use of bioethanol as an alternative fuel and with the phenomenon of climate change itself. The development of these lesson plans for chemistry classes using Participatory Action Research will also be discussed. Parallel approaches to Physics, Biology and Politics education taken in the project "Climate Change Before the Court" will also be outlined briefly. Experiences from applying these lesson plans in German chemistry teaching are also discussed. [ABSTRACT FROM AUTHOR]

This paper discusses an action research study focused on developing a mobile learning model of literacy development for underserved migrant indigenous children in Latin America. The research study incorporated a cyclical action model with four distinctive stages (Strategize, Apply, Evaluate, and Reflect) designed to guide constituencies involved in the study to design, test, and enhance a mobile learning model. The findings, to date, reveal some of the contextual phenomena that create both challenges and opportunities for a mobile learning model. From this, design strategies are evolving focused on sustained literacy exposure for extremely marginalized (economically, educationally, geographically, and technologically) migrant indigenous children who have no consistent access to a formal education system. [ABSTRACT FROM AUTHOR]

To a large extent, research in business and the social sciences is based on theoretical constructs about existing organizations, phenomena, or behavior, followed by tests of hypotheses derived from these constructs. The goal usually is to describe or explain the organizations, phenomena, or behavior being studied and/or to generalize the findings to future organizations, phenomena, or behavior. Conversely, the goal of action research is to effect a desirable change within a specific social setting--one in which the researcher is an active participant. It is a value-driven, cyclical, and transformative process that uses intervention in a setting, based on observation and theoretical constructs, to alleviate an observed problem or to increase the effectiveness of a practice in the setting. This paper describes action research and provides an example of how faculty can use it to help them diminish observed classroom problems or increase the effectiveness of their classroom strategies. [ABSTRACT FROM AUTHOR]

This paper focuses on the challenges to their professional identity encountered by both experienced and beginning teachers in the course of research and development work intended to develop student teachers' pedagogical content knowledge. It reports findings from a collaborative action research project within a well-established initial teacher education partnership that was intended to develop more effective ways of supporting student teachers' learning in relation to two controversial aspects of the secondary school history curriculum: historical enquiry and historical interpretation. The tight focus on procedural concepts at the heart of the discipline made it possible to explore the challenges presented to the student teachers' identity as subject specialists as they sought to develop new forms of professional knowledge as subject teachers. Simultaneously the research and development process itself also revealed profound challenges to the school-based teacher educators' sense of identity - both as teachers and as mentors - that highlighting such contested concepts could pose. In seeking to address these challenges two apparently contradictory, but essentially complementary, approaches seem to be called for. The first is a proper acknowledgement of existing knowledge and expertise - that of the beginning teachers as well as that of their mentors. The second is the forging of a new form of professional identity for mentors: an identity which depends not merely on existing knowledge, but on the capacity to generate new professional knowledge; an identity which includes a role as learner, not merely one as an 'expert' teacher. [ABSTRACT FROM AUTHOR]

This paper discusses how software development can be used as a method for music education research. It explains how software development can externalize ideas, stimulate action and reflection, and provide evidence to support the educative value of new software-based experiences. Parallels between the interactive software development process and established research methods are drawn, with particular focus on action research, case study, and activity theory. A new approach to arts educational research called Software Development as Research (SoDaR) is proposed. The paper includes examples from the author's use of this approach when developing the jam2jam software to facilitate networked music improvisation experiences for young children. [ABSTRACT FROM AUTHOR]

The paper discusses the process of professional growth and transformation in teachers with respect to attitudes and approaches to instruction. An action research project in which the author observed two fifth grade teachers of mathematics is presented. The author provides analysis of that study in which their attitudes toward students and instruction were examined. The findings and analysis of the study assert that transformative learning, as with all human transformations, is the result of personal self-reflection and that system-wide change in attitude can be implemented on a one-by-one basis.

The paper addresses the teacher research movement and specifically discusses the experiences of three science teachers at various stages in their careers. The collaborative action research study focused on the issue of teacher perceptions of research experiences in a multi-generational context. Comparisons of each participant's impression and implementation of the empowerment gleaned from action research group collaboration are included. The authors assert that teacher research programs are valuable professional development tools.

The title of Western Australia's Deadly Ways to Learn project, an action research project aimed at facilitating and enhancing the teaching and learning of Australian Aboriginal students, was inspired by Aboriginal English in which 'deadly' means 'really good'. Aboriginal English is the first dialect of most Indigenous Australians and differs in fundamental and consistent ways from Standard Australian English which is the language of instruction in most Australian schools. Accordingly, most Aboriginal students receive schooling in a second dialect. Deadly Ways to Learn brought this dilemma into focus and engaged teachers and Indigenous Education Officers (IEOs) from several government, Catholic and independent schools in action research to develop two-way bi-dialectal teaching practices that would support literacy acquisition among Aboriginal students. Getting teachers and IEOs to accept the existence and validity of Aboriginal English was a huge task. The real challenge, however, was getting teachers to respect the sociocultural perspectives and value systems that Aboriginal English is used to express. Teachers and partner IEOs jointly participated in a series of collaborative forums in which candid discussions about culture and linguistics were carefully facilitated. Over a relatively short period, profound changes were observed and self-reported among participants. This paper outlines the collaborative processes employed in the project, qualitative changes that occurred among participants and key findings about two-way bi-dialectal teaching. [ABSTRACT FROM AUTHOR]

This study examined the experiences of two cohorts of graduate students completing their research capstone course during the COVID-19 pandemic. The aim of the study was to examine the novice teacher-researchers' perceptions about research as they engaged in a semester-long collaborative research project that was revised for their cohorts. The findings suggest that students' perspectives and experiences were influenced by the collaborative nature of the course and that the geographic separation between the students was not a challenge for the cohorts of novice researchers. The implications from this work are that educators, especially those geographically distanced, benefit from collaborative action research as a professional development strategy. [ABSTRACT FROM AUTHOR]

The aim of this research is to provide an applied example that serves as a guide to social studies classrooms and directly supports the teachers who implement it, specifically for the social studies lesson. In the research planned as an action research, a group of 27 7th-grade students from a middle school was selected as the study group, and activities were implemented under the name of "Social Studies Club" for a duration of 16weeks, with 2 hours of weekly sessions. The results of the research support the literature in terms of student perceptions at the beginning of the application. According to students "Social studies is not among the favorite subjects, there is little interest in the subject, but it is not considered difficult. The lessons are perceived as simple but boring." At the end of the applications, students have developed positive feelings towards the social studies lesson, gained awareness about the achievements, and acquired learning outcomes. Looking at the interviews conducted with the students at the end of the applications, it can be observed that the students made positive evaluations regarding the applications. They were able to make more inferences about the social studies lesson, not because they found it simple, but because they considered it important. As a result, they started to view social studies as one of their favorite subjects and expressed that they have explored the content of the social studies lesson. Although this research provides a small snapshot in terms of the duration of the application, it can be considered as a guiding resource in terms of addressing the problems in social studies education. [ABSTRACT FROM AUTHOR]

Presents a teacher's action research study of writing in the Kindergarten. Response given by children on the teacher's request to write anything on paper; Sessions in the classroom which have evolved as one of the favorite writing activities; Improvement observed in children after few weeks of the activity of free writing time.

This paper reports on what two teacher candidates and their instructor learned from an action research project into the use of inquiry to teach mathematics. We use a model of the relation between theory and practice in teacher education to interpret what we learned about inquiry. This model describes three modes for teacher candidates to learn about teaching: (1) applying theory to practice; (2) interpreting theory and practice, and (3) building/refining personal, practical and professional theories. We learned to (1) apply the 4D-Cycle Model of inquiry, (2) interpret what it means for inquiry to be flexible, and (3) build a theory of teaching with inquiry based on non-linear and community-based dispositions of teachers toward learning. We conclude by suggesting that this model could constitute a developmental pathway by teacher candidates for experiencing the linkages between theory and practice. [ABSTRACT FROM AUTHOR]

There is a dearth of research on how family caregivers are supported in First Nations. We interviewed family caregivers, health and community providers, and leaders in two Alberta First Nations Communities about their experiences of care and support for the family caregivers in their communities. We employed a qualitative, collaborative participatory action research methodology. We drew on Etuaptmumk, the Mi'kmaw understanding of being in the world is the gift of multiple perspectives. Participants in this research included family caregivers (n = 6), health and community providers (n = 14), and healthcare and community leaders (n = 6). The overarching caregiving theme is the "Hierarchy of challenge". Six themes capture the challenges faced by family caregivers: (one) "Caregiving is a demanding job": yet "No one in a sense is taking care of them"; (two) difficult navigation: "I am unable to access that"; (three) delayed assessments and treatment "And I don't know how they're being missed"; (four) disconnected health records: "It's kind of on you to follow up"; (five) racism, "It's treated differently"; and, (six) social determinants of health, "A lot of these factors have been developing for the longest time". This study provides evidence that family caregivers' need to care for and to maintain their own wellbeing is not top of mind in policy or programs in these First Nations communities. As we advocate for support for Canadian family caregivers, we need to ensure that Indigenous family caregivers are also recognized in policy and programs. [ABSTRACT FROM AUTHOR]

The contribution of action research to teacher education as well as to refugee education has been highlighted in the international literature. Through action research, teachers can link educational theories with everyday school practices. In addition, the participation of refugees in action research, especially in cooperation with members of the dominant ethnic and cultural group, could play a significant role in their empowerment and social inclusion. This article describes the content and the results of an action research, which took place in the context of an academic course in a Greek University. The aim of the action research was the interaction between students and peer refugees and, through it, the development of intercultural competence and empathy. The action research developed in three cycles, featuring the students and refugees' participation in intercultural routes–walks. The action research findings showed that the participation in the abovementioned walks supported the intercultural communication and interaction among the group members, as well as the reflection on refugee identity stereotypes. [ABSTRACT FROM AUTHOR]

Morphosyntax is nice material in the learning process with various activities. This study was described as Collaborative Action Research (CCAR), it proposed brain mapping based on freedom of learning as the strategy for English students to solve the students' problems in understanding reading Morphosyntax material such as (1) lack of vocabulary mastery, (2) lack of reading subskill, (3) lack of critical reading, (4) afraid to share ideas based on what their read and background knowledge. Brain mapping toward pre-implementing, implementing, and result implementing of brain mapping could be reaching the target of the goal reading skill in morphosyntax materials with an average score of 81. Studying English with freedom of learning has a positive effect on students. Most of the students could understand what they read in morphosyntax material, so they could share their ideas, and students' participation in the classroom was highly positive. [ABSTRACT FROM AUTHOR]

Critical thinking and problem-solving skills are necessary skills in the 21st century learning. However, the initial tests of students' critical thinking and problem-solving skills showed low scores. Therefore, the purpose of this study was to improve students' critical thinking and problem-solving skills through the POGIL (Process Oriented Guided Inquiry Learning) model combined with a digital mind map based on online learning. This study uses the Classroom Action Research (CAR) method following the design of Kemmis & McTaggart, which consists of 4 stages, namely planning, implementing the action, observing, and reflecting. The stages of the POGIL model consist of orientation, exploration, concept formation combined with making digital mind maps, applications, and closings. The research subjects were students of class XI MIPA 4 of SMAN 2 Malang, totalling 28 students which consisted of twenty girls and eight boys. The percentage of critical thinking skills achievement increased by 29.61% from 66.87% in the first cycle to 86.67% in the second cycle. Problem-solving skills increased by 22.16% from 70.27% in the first cycle to 85.84% in the second cycle. The results showed that the POGIL model combined with a digital mind map based on online learning could improve students' critical thinking and problem-solving skills. [ABSTRACT FROM AUTHOR]

The 'buffer zone' frames the contested space that university researchers must persistently animate and mediate to successfully pursue participatory research with public and third sector partners. This article explores this conceptualisation through a consideration of political and ethical dilemmas in participatory research practice. We contend that participatory researchers must identify, respond to and reflect on everyday and momentous dilemmas by combining technical, relational and political skills. We illustrate this by drawing on extensive collaborative action research conducted with public service partners as part of the What Works Scotland programme (2014–2019). By critically reflecting on university research realities, this article shares insights into complex multi-agency participatory research dilemmas; offers methodological, conceptual, ethical and political evidence to help university researchers navigate such contexts, notably by engaging the buffer zone and finally, considers how universities and research funders should better support participatory research practices. [ABSTRACT FROM AUTHOR]

Identity construction during adolescence constitutes a primary psychosocial developmental task. A growing body of research has addressed the importance of school education in fostering adolescents' identity formation and the skills they need to thrive. Although several studies aimed at defining the factors contributing to a coherent, stable, and integrated identity formation, none sought to investigate this question from the adolescents' perspective. This contribution aimed to explore new ways of fostering 21st-century skills among adolescents through action research. Five adolescents aged 13 to 15 participated in the research process, creating a survey to answer a research problem mainly focused on identity construction in adolescence. A reflexive analysis of the co-research process highlighted the interest in involving adolescents as co-researchers to foster their social and emotional skills. The deployment of the resulting survey in a sample of 1210 adolescents from the general population highlighted the importance of gender diversity for constructing various dimensions of identity. [ABSTRACT FROM AUTHOR]

English as a Foreign Language (EFL) is crucial in most secondary schools within the EU and many other schools worldwide. Some teachers are integrating Online Community Projects (OCPs) into their curricula to provide a means of communication that motivates learning and incites learner-centred methods. This collaborative Action Research study reports on the perspectives and experiences of EFL teachers teaching in secondary schools in three European countries: the north and south of Italy, the east of Norway and the west of Sweden. Data were collected from six EFL teachers: four were users of OCPs, while the other two had chosen not to use them. Methods used to gather data were individual face-to-face interviews and open-question questionnaires. The results showed that all teachers perceived that working on OCPs could benefit professional development and their students' language skills. The choice not to use OCPs was related to the lack of time and difficulties in assessment. This research provides a lens through which to examine the advantages and disadvantages of integrating OCPs into the EFL curricula. It has implications for teachers wishing to include OCPs in their curriculum. [ABSTRACT FROM AUTHOR]

This paper provides the narrative of a collaborative experience using ‘performance in research’ as a method to grow doctoral student research knowledge in an education faculty. We propose creating the conditions for collaboration between researchers through arts-based exploration sustains and extends the work of the research community. We also argue that performance in research disrupts traditional supervisor–student relationships. [ABSTRACT FROM PUBLISHER]

Action research (AR) courses provide openings in higher education to engage students, schools and communities in democratic and socially just ways within the contexts of research, classroom learning and broader social interactions. Such opportunities are strengthened when instructors design AR courses with the goal of enabling students to experience and 'live' AR principles within the learning environment itself. In this paper, we describe and critically examine how social justice and democratic principles were reflected and experienced by students in two online AR courses we co-designed. Our findings suggest AR courses embedded with AR principles can become transformative learning environments. [ABSTRACT FROM AUTHOR]

This issue of EJOLTS intends to demonstrate the capacities of teachers and students in a variety of settings to create cultures of inquiry that transform social formations within their classrooms, their schools and their school systems. These transformative changes are accredited and validated over considerable time, from 1995 to 2013. This final paper follows the works of the authors from the creation of their living-educational-theories with their original living-theory-methodologies, to their integration and evolution in cultures of inquiry by masters and doctoral students and to the improvement of learning in primary, secondary and tertiary classrooms and other professional contexts across the globe. Our organization of this article follows the pattern in our individual contributions as we distinguish the values that constitute our unique contributions to cultures of inquiry in terms of: being loved into learning; praxis; students as co-researchers; building trust and respect; unveiling embodied knowledge; the living curriculum; influencing self, others and social formations; obstacles and challenges; scholarly significance; interim conclusion. [ABSTRACT FROM AUTHOR]

In this paper, I will describe how I created a loving culture of inquiry that enabled students to have transformative experiences as they unveil their voices to generate unique epistemologies and ontologies. I will share how responding to the four guiding questions: Who Am I? How do I Know? So What? and Now What? provided a framework that helped students to transcend the moral, creative, and intellectual constraints of traditional education. I will draw on data from the student action researchers in my classrooms and my own action research as I continue to refine my living-theory (both my methodology and theory) to demonstrate how I use self-study, living-theory, action research projects to create opportunities for self-determined learning. [ABSTRACT FROM AUTHOR]

In this issue, we highlight personal journeys and collaborative pathways that explain educational influences in learning in terms of values, skills and understandings that we believe carry hope for the future of humanity and own future. We are focusing on values that are ontological in the sense that they are used to give meaning and purpose to our lives as individual researchers. Our values are used as explanatory principles in explanations of educational influence. These principles form our living standards of judgment for evaluating the validity of our contributions to knowledge. The explanatory principles connect flows of life-affirming energy with the living values that constitute our continuously evolving understandings of a culture-of-inquiry. In this first paper of the six contributions we share our present understanding of a culture-of-inquiry. We are writing from our range of professional contexts: elementary, high school and, postgraduate settings. In the course of our cooperation we have clarified and shared our meanings of being 'loved into learning'. We offer this energy-flowing value as a living standard of judgment for evaluating the validity of our contribution to educational knowledge. The constraints of poverty that we reference in our articles are traditional academic forms of print-based texts, which neglect the embodied expression of moral and aesthetic values. These constraints can limit the validity of the communication of the embodied meanings of the energy-flowing values of professional educators in explanations of their educational influences in learning. We are claiming that these constraints can be seen to be overcome through relationships based on trust and respect and through creative thinking with regard to the living curriculum. The articles in this issue follow our democratic way of creating together a shared meaning of a culture of inquiry. [ABSTRACT FROM AUTHOR]

Purpose: The authors conducted an action research study with the aim of understanding current commercial offerings in modular designs in virtual environments and to explore modularity development based on consumer input for the purpose of personalizing three-dimensional (3D) virtual fashion stores. Design/methodology/approach: Through five phases of diagnosing, action planning, action taking, evaluating and specifying learning, the authors attempted to diagnose the current commercial offerings of modular designs in virtual spaces and to identify the right type and the number of modules and modular options for personalizing 3D virtual stores based on consumers' actual designs and focus group input. The authors then further conceptualized modules to serve as an example for developing modularity in 3D virtual reality (VR) stores. Findings: In the diagnosing phase, the authors investigated the modularity structure of cocreating a retail store in two popular virtual worlds: Second Life and The Sims 4. In the evaluation phase, the authors identified modules and modular options for personalizing 3D virtual stores based on a content analysis of consumers' post-design focus group discussions. In the last phase (specifying learning), the authors conceptualized a total of nine modules and 38 modular options for personalizing 3D virtual stores, including style, price point, product category, color, presence of avatar, virtual product try-on, music, product recommendation and product customization. Originality/value: The significance of this study lies in the pioneering methodological work of identifying, creating and visualizing 3D VR modular store options based on consumer input and in improving the authors' understanding of current commercial offerings. This study also enriches design theories on cocreation systems. The authors' suggested modules for personalizing 3D virtual stores could inspire future evidence-based designs to be readily used by VR retailers as well extend the application of mass customization theory from the realm of product development to retail environments. [ABSTRACT FROM AUTHOR]

Background: Scholars have studied the determinants of visibility in the supply chain for years and, together with practitioners, agree that real-time visibility is beneficial to supply chain performance. However, expectations of supply chain professionals on supply chain visibility benefits do not meet reality. The purpose of this study is to explore determinants affecting real-time visibility in the transportation network where subcontracting predominates and understand the governance of digital of a platform for real-time visibility and its implications. Material and Methods: This study utilizes action research as a methodology for pragmatism to understand supply chain professionals' standpoint regarding the operationalization of real-time visibility. A complex network of fast-moving consumer good companies was chosen for research because there is a greater need for visibility, and visibility improvement is also more challenging. Results: The resources of freight forwarders and subcontractors, platform complementors are crucial for achieving realtime visibility. Willingness to information sharing is impacted by the asymmetry of benefits and privacy concerns. Low saturation of company-owned smartphones and technological interfaces, IT systems amongst researched enterprises a platform deployment slowdowns. The governance mechanism does not address the asymmetry of costs and benefits amongst platform partners. Conclusions: This study is bridging the research-practice gaps in supply chain visibility. Future studies should analyze the role of tensions amongst the platform's partners from the paradox perspective. The in-depth analysis should focus on freight forwarders' strategies for building a competitive advantage to provide real-time visibility. [ABSTRACT FROM AUTHOR]

Despite the vast amount of literature regarding boys and their underperformance in the literacy realm, only some research indicates that boys' low literacy levels may be attributed to unchallenged literacy classroom practices. Sustained Silent Reading (SSR) is a free voluntary reading program in which students are expected to read (usually books) for a period of time. Observing an SSR period during the teaching practicum as a pre-service teacher, the unstructured nature of the lesson disengaged many of the boys. In the lesson, the students are expected to select a book from the library and read in silence for the duration of forty minutes. How is one to know if our students are engaging in reading practices without some form of dialogue between their peers and the teacher that enables them to share their individual understanding? In the action research, the aim was to explore whether such a program is a vehicle for the production of critical literacy skills for male adolescents or if an accepted pedagogical practice, such as SSR is prohibiting our boys from attaining literacy in our schools. This paper refers to Kemmis (2009; 2006) to examine the guiding principles of action research. [ABSTRACT FROM AUTHOR]

This paper showcases how one teacher preparation program embedded action research within the Response to Intervention (RtI) model. This integration helped preservice teachers gain a deeper knowledge of RtI key concepts and pedagogical decision making for meeting diverse students' needs. Examples from a course assignment are provided to demonstrate how an action research framework helped cultivate the professional knowledge and skills needed to understand and successfully implement the RtI decision-making process. A brief discussion and implications for teacher preparation programs are also shared. [ABSTRACT FROM AUTHOR]

In India, particularly in the state of Andhra Pradesh, the participation of students in English language classrooms is minimal. There are numerous reasons for this, like low confidence levels, improper exposure and practice of language skills and so on. To add to this situation, majority of the English language classrooms in India is teacher-centered and it affects the students' participation and thus their role and spirit are undermined. Under these circumstances, Collaborative Action Research (CAR) methodology is employed by the researchers with the objective to overcome the existing problems using role play as a tool. Role play is used effectively as a tool as it supports students' participation and enriches their social skills. CAR promotes collaborative discussions, self-reflective thinking and systematic phases of problem-solving. This paper makes an attempt to enhance students' participation and their ability to use English language in a variety of academic and professional situations besides integrating LSRW skills. [ABSTRACT FROM AUTHOR]

In this paper, I describe and explain how I enquired into my own practice as a teacher of mathematics in a post-primary school. I engaged in an action research study as I explored how I could use inquiry-based learning (IBL) to encourage higher order thinking among my students of mathematics. I did this through two cycles of action research. In cycle one my focus was on introducing IBL into my lessons. The focus of cycle two was on improving the students' ability to write-up their inquiries. Through the cycles of the enquiry, I gained a deeper understanding of the values embodied in my practice as a teacher. I used these values as my living standards of judgement by which I judged my practice. During the research period I successfully integrated the levels of inquiry as advocated by the European Seventh Framework project 'Pathway' into my teaching and used the SOLO taxonomy as a way of assessing higher order thinking. In my study, I show how my students engaged in the inquiry-based learning process as I asked, researched and answered the question 'How can I use inquiry-based learning to improve my practice and to encourage higher order thinking among my students of mathematics?' Through the research process, my own learning and that of my students has been transformed and this gives me enormous satisfaction. [ABSTRACT FROM AUTHOR]

The ability to present one's own thoughts to the other is one of the keys to success in this age of communication. With the advent of globalization, the present era has got an unprecedented significance for presentation skills. Professional students are required to communicate clearly and confidently to succeed in their academic and professional careers. Most of the professional students are struggling to communicate as they feel less confident to voice their views in any public speaking activities like addressing people, participating in debates, group discussions and interviews. It is because there is a lacuna between the academic curricula and industry requirements. The present paper aspires to exude confidence levels and to develop presentation skills employing tailor made activities. It aims at exploring some of the common problems students have during their presentations and intends to suggest solutions and improve their presentation skills. [ABSTRACT FROM AUTHOR]

This paper presents data collected and analyzed as part of a graduate-level action research project. First, preferred disassociation (gleaned via observational methodology) between Latino and African American racial students within an urban neighbourhood school located within a large Midwestern city in the United States is discussed. Second, additional data highlighted not only apparent disassociation in the classroom, but also in various other typical locations within the school, as well as commuting to/from school. Finally, interviews and subsequent surveys were conducted to gauge student perceptions of their own personal safety at different locations during a normal school day [ABSTRACT FROM AUTHOR]

In 2008-09, the Elementary Teachers' Federation of Ontario (ETFO) sponsored a professional learning initiative entitled, Teachers Learning Together: The Math Journey. The context for teachers was one of team-based, collaborative action research (CAR) dealing with a mathematics topic of their own choosing. University researcher teams in provincial regions were also enlisted to facilitate the CAR activities and to conduct case study research and reporting. Each teacher team designated a Lead Teacher (LT) for the duration of the project. This paper highlights the case study research findings pertaining to perceptions of role and responsibility of the LTs, and focuses on four emergent roles, namely that of manager, motivator, model, and mediator. Lead Teachers are shown to be essential to the collaborative action research process. Notwithstanding, recommendations regarding the actual LT designation, and a clearer communication of LT role and responsibility are also made. [ABSTRACT FROM AUTHOR]

This paper and its appended multi-media production describe the rationale and process of creating and presenting a "digitally saturated" (Lankshear & Knobel, 2003), multi-layered, synchronous "montage" (Denzin & Lincoln, 2003) of educational Action Research findings. The authors contend that this type of presentation, arising from the fusion of Collaborative Action Research (CAR) and arts-based research (ABR), conveys more fully the complexity of context-specific, classroom-based CAR. Viewers and readers are invited to experience vicariously, interpret critically, and construct uniquely this "new type of knowledge." [ABSTRACT FROM AUTHOR]

Background: Action research (AR) for school-based curriculum innovations (SCI) has been ardently pursued in Singapore schools for the past few years, leading to a plethora of project reports published as monographs and in a new journal, the North Star. Training workshops were conducted at the national, zonal, and school levels to equip teachers with essential research competence, further supported by face-to-face and on-line consultation. Many and varied pedagogies in practically all subjects were trailed with the view to raise students' achievement. Aims or focus of discussion: This paper is a sequel to a status report published in an earlier issue of this Journal (Soh, 2006a) and describes the efforts of the education authority, the teacher-education institution, the schools, the teachers, and the private consultants in promoting AR/SCI in Singapore schools. Project reports in various formats are briefly described. The experience of the past few years also pointed up some issues that deserve attention such as the identification of research topics, reference to theories, expectation of success, and assessment of probability of success. Arguments/comments/suggestions: The writer believes that the effort of the past few years will bear fruit for Singapore schools in their effort in school improvement and the pragmatic approach is to be maintained. However, those issues identified above need be attended to if the effect is to be maximized so that resources will be properly utilized. Conclusion: Using AR/SCI as a mean to raise student achievement is a pragmatic approach suited to Singapore's philosophy and this can be continued to benefit the schools and their students. [ABSTRACT FROM AUTHOR]

This paper focuses the culture of violence. To analyse this question we participated in an action research project in school context, teaching formal lessons of Civic Education and developing a sociological research not only about school violence practices in classrooms and playgrounds, but also about students' perceptions of school violence and gender violence. [ABSTRACT FROM AUTHOR]

The Teaching Proficiency through Reading and Storytelling (TPRS) method promised superior results in a second language classroom. However, experiences using the method in a middle school Spanish classroom were not always positive. Classroom structure dissolved during the interactive storytelling sessions when students' disruptive responses overshadowed the benefits of the teaching method. This paper describes an action research project designed to analyze student engagement during two different TPRS lessons. In the first lesson, the classroom teacher followed the TPRS procedures with no modifications. In the second lesson, the teacher revised the lesson procedures by (a) explicitly stating clear expectations and giving the students a concrete measurement of expectations, (b) providing an added visual element, and (c) giving the students opportunities to respond chorally during the storytelling. Students were more positively engaged for the second lesson as evidenced by their active response to the story in the target language. Results suggest that, along with providing clear expectations for the students' role during the lesson, adding strong classroom management, story-related props and choral response are useful ways to support student learning using TPRS in a second language classroom. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the effectiveness of teaching action research through modeling. Participants were 11 doctoral students enrolled in a two-semester practitioner-based research course. In this study, I was both instructor and member of the research community. I modeled the steps of action research as I conducted a study of my practice, which focused on having students engage in reflective activities for the purpose of aligning their core educational values and the actions taken in their research studies. The students and I engaged in discussions of our research projects, and as part of the research community, I shared my dilemmas, frustrations, and successes. I also kept a reflective journal, which students were able to access online and respond to, and made my research paper available to students as I wrote each section. Further, I modeled for students the reflective activities I used as I navigated my own action research study. Analysis of course artifacts, interviews and conferences, and observations indicated that students perceived modeling to be a powerful way to facilitate their learning and create a sense of community. [ABSTRACT FROM AUTHOR]

In this paper, I generate my living educational theory as an explanation of my educational influences in learning as I research my tutoring with practitioner-researchers from a variety of workplace backgrounds. I will show how I have closely inter-related the teaching, learning and research processes by providing opportunities for participants to accept responsibility for their own learning and to develop their capacity as learners and researchers. My Ph.D. inquiry 'How can I create a pedagogy of the unique through a web of betweenness?' (Farren, 2006) was integral to the development of my own Higher Education teaching practice as I clarified the meaning of my embodied values in the course of their emergence in practice. I try to provide an educational space where individuals can create knowledge in collaboration with others. I believe dialogue is fundamental to the learning process. It is a way of opening up to questions and assumptions rather than accepting ready-made solutions. The originality of the contribution is in the constellation of values and understandings I use as explanatory principles in generating my explanations of educational influence. This constellation includes the unusual combination of an educational response to the flow of energy and meaning in Celtic spirituality and the educational opportunities for learning opened up by digital technology. [ABSTRACT FROM AUTHOR]