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This small-scale study explored the presence of collaborative metacognitive talk (CMT) during collaborative problem solving (CPS) in a Scottish primary mathematics class. Content analysis was conducted on student and teacher group interactions during CPS (n = 12 students in 3 groups × 3 sessions). The largest proportion of CMT was teacher–student, suggesting the use of a dyadic teaching approach between teacher and student as opposed to the teacher facilitating student–student CMT. A teacher focus group provided some tentative explanations as to why the dyadic approach might be adopted over a facilitative role to support student–student CMT, including focussing on strategy use, school culture around CPS, and teacher beliefs about learners' abilities. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]

Citizen participation is embedded into planning practice and policy, yet it remains unclear how the results of participation are shared in planning organisations and utilised to inform planning outcomes. This article examines barriers and enablers for systematic gathering, sharing and utilisation of participatory citizen knowledge and analyses the collaborative development of knowledge-sharing practices in two Finnish municipalities. The article focuses specifically on the collection and dissemination of local, experiential knowledge from two municipality-wide Public Participation GIS surveys. The study adopts an action research approach to deepen the understanding of planners' complex relationships with participatory citizen knowledge: how they gather and share it, how it informs their work and how they develop their everyday practice. The results suggest that a variety of practical, technical and cultural factors influence whether planners access and utilise gathered citizen knowledge. Planners' backgrounds, skills and personalities also influence how they perceive and utilise citizen knowledge. When provided with accessible and representative data about citizens' behaviours and preferences, adequate resources and a sense of agency through supportive organisation culture, officials from different sectors were eager to develop the use of participatory knowledge. These emergent practices can be used to inform wider iterative development to meet practitioners' needs. [ABSTRACT FROM AUTHOR]

Background and objective: One of the most important aspects of health is social health. Addressing social health and social accountability is possible by education of social determinants of health (SDH) to medical students. The aim of current study is to integrate the SDH variables to patient's history-taking in medical education during clerkship stage as an action research and scholarship in education. Pediatric patients were selected as the target population for this study. Methods: The present study is an action-research including three phases of the program's design, implementation, and evaluation. The present paper reports the results of phase I including the following steps; rapid scoping review and expert panel for development of history-taking form. The goal of this phase was to prepare an SDH checklist for history-taking in the Pediatrics Ward of Firoozabadi Teaching Hospital, Iran University of Medical Sciences, Tehran, Iran. The checklist of history-taking was evaluated in terms of measurability, feasibility, priority, and clarity using a 5-choice Likert scale. Results: According to the results of the scoping review and consensus-based methods, the preliminary version of the program was prepared including the SDH history-taking checklist. A total of 21 items were selected after two expert panel rounds. The overall absolute agreement was 0.704 (95% CI: 0.587 – 0.793) which was significantly higher than 0.5 (P < 0.001). The range of scores was 3.5 – 4.83 (out of five). Conclusion: We developed a SDH history-taking form including nine domains and 21 items. This form should be piloted and evaluated by an expert panel in the next phases. The present phase of the project proposed a consensus-based program for the imputation of SDH education in the education program of medical students. The reason for the importance of choosing children is that social factors in the group of children can have a greater impact considering the long life ahead and being in the growing age. After the implementation and evaluation phases, this program may be imputed in the medical education curriculum. [ABSTRACT FROM AUTHOR]

This paper analyzes the cyclical process of an action research project conducted by a group of academics, policy advocates, and humanization supporters under the aegis of Brazil’s Unified Health System Research Program. The project uses a qualitative approach, based on Institutional Analysis and Intervention Research principles. As nested cycles often pass through reflection-action moments, the findings are presented according to several such moments: method construction, participation type, search for theories, and cyclical action research process. They suggest that AR’s cyclical nature can enrich knowledge production and transform healthcare practices, and that well-qualified advocates and humanization supporters can contribute to this by understanding local health needs and providing valuable suggestions to enhance administrative and healthcare actions. These findings underscore the importance of the cyclical nature of action research, which constantly deepens and adds flexibility to participation, knowledge and data production, thereby providing a crucial element which enables research to continue, despite adverse conditions, such as the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

In several studies, collaborative action research has been shown to be a productive approach to enabling teachers to incorporate critical thinking into their pedagogy; however it has not been investigated in the Indonesian context. To address this gap, we facilitated a collaborative action research project with a small group of English language teachers in Indonesia. We organised three online focus group discussions (FGDs), shared resources, and mentored the teachers via phone and WhatsApp. The case study confirms that collaborative action research involving practising teachers and academic mentors in Indonesia has the potential to bring about transformation: to different degrees, the teachers took on new identities and expanded their repertoire of teaching strategies for critical thinking. [ABSTRACT FROM AUTHOR]

This paper aims to identify possible actions universities can undertake to promote Insider Action Research (IAR) in a Doctor of Business Administration (DBA) program. DBA programs are an ideal setting for senior managers with intellectual curiosity willing to bridge the gap between academia and industry. These practitioner-scholars can benefit from using IAR, a methodology that fosters rigorous knowledge creation and practical relevance of management research conducted within the researcher's own company or industry. We conducted a series of semi-structured interviews with a sample of senior executives enrolled in a DBA program at a Spanish university. This sample gave us an ex-ante perspective of practitioner-scholar perceptions of the methodology's suitability and the four challenges to IAR identified in the extant literature (pre-understanding, role duality, managing ethics and politics, and community of inquiry). Based on the insights derived from these interviews, this paper proposes a series of actions universities can undertake to promote IAR in the context of a DBA, organized around three axes: education and training, the role of the dissertation advisor and other faculty, and communication. In this manner, we contribute to closing the gap between industry and academia. We also provide empirical evidence, analysis, and nuances of the interviewee's perceptions of the abovementioned challenges. [ABSTRACT FROM AUTHOR]

This study examines teachers’ and student-teachers’ conceptualisations of social justice in English language teaching (ELT), and their enactment of a social justice pedagogy in their ELT practices in state secondary schools in Argentina. Framed as collaborative action research, data types comprise interviews, classroom observations, and teaching artefacts such as lesson plans and teacher-made worksheets. Qualitative content analysis reveals that the participants’ understanding and enactment of social justice pedagogy was driven by the principle of relevance, thus making the practice of ELT highly context dependent, student-centred, and situated. The experience legitimated some of the teachers’ previous teaching experiences. However, it also brought about tensions among some of them as they attempted to address topics which were perceived as politically loaded and controversial. Such tensions led teachers to grapple with the principles of relevance and representation. The study characterises social justice pedagogy in ELT and includes implications for teacher education. [ABSTRACT FROM AUTHOR]

This article shares an action research experience about teaching academic reading and writing in college admission courses. It involved the collaborative and interdisciplinary planning and implementation of several classroom proposals on academic literacies that integrated two curricular units of the same degree course. In parallel, class observations, teacher interviews, student surveys, and systematic instances of collective reflection were carried out. The findings show that interdisciplinary collaboration among teachers and the efforts to accompany the comprehension and production process of academic texts in shared classrooms improved student performance and increased at the same time the curricular integration and the construction of meaning for the participants. Likewise, the action-reflection recursion on their own practices improved the professionalization of the teaching staff. [ABSTRACT FROM AUTHOR]

Corporate museums are facilities where companies showcase their history and interests in a museum-like setting. Similarly to traditional museums, they pursue cultural, social and economic performance goals. Differently from traditional museums, they also seek high organizational performance, because of their connection with their parent company. Given this business affiliation, the current systems to trace performance in traditional museums appear inadequate. Despite this peculiarity, today there are no studies on performance measurement systems for corporate museums. The present study aims to fill this knowledge gap by exploring how to design a performance measurement system to measure corporate museum performance. A collaborative action research project with Museimpresa, the Italian National Association of Corporate Museums, led to this discussion on a comprehensive and modular performance measurement system for this sector. The paper also offers suggestions on the process and the roles for development, which practitioners could find helpful in future implementations. [ABSTRACT FROM AUTHOR]

An approach to action research of innovative and disruptive socioecological understandings of young people's wellbeing, resilience, and engagement in middle school was piloted with a coalition of school principals, lead teachers, police, and community development professionals by an RMIT research team. This coalition was built around the Hume-Whittlesea Local Learning and Employment Network and the Whittlesea Youth Commitment Committee in outer northern Melbourne, Australia. Action research facilitated the collaborative design of interventions for reducing middle school disengagement. These were then expressed in logic model terms to guide implementation and subsequent evaluation. Logic models clarified how local innovations, situated in an authorizing environment, can develop promising practices that contribute to system reform. Our project involved characterizing ecologies of young people's engagement, resilience, and wellbeing as part of a place-based strategy. [ABSTRACT FROM AUTHOR]

Although creativity has increasingly become a focus for general developmental attention in many fields, its practical implementation has been bedevilled by problems. Notwithstanding such doubts, the promise of creativity has been eagerly embraced within sport. In taking account of the on-going need to develop sports coaches’ knowledge and practice in situ, the aim of this project was to develop coaches’ creativity through an action research (AR) method, itself the subject of criticism in relation to definitional elusiveness. Although one refers to content and the other to method, it was anticipated that engaging in such a dual, yet unified function could somewhat address the ‘realpolitik’ issues evident in both, to better develop creative coaching practice. Following an AR design which included 4 systematic cycles over a 20-week period, 4 coaches selected through purposive and snowball sampling were encouraged and assisted to implement creative notions into their practice. Although rhetorically supportive, the coaches experienced numerous obstacles to adopt and embed such ideas into their coaching. The results reflected a ‘misuse’ or misunderstanding of creativity, an inability to work without considerable definitional structures and a constant justification for the lack of agency exercised. Such findings are principally discussed within a critical framework of the need to; (1) better appreciate the power of context (in addition to articulating what is meant by such) when utilising or advocating means such as AR and (2) to encourage a more nuanced understanding of what exactly is being asked for in terms of developing (altered) creative practice in coaches. [ABSTRACT FROM AUTHOR]

This paper presents a practice-based enquiry exploring how photovoice methods can be adapted to visualise caring behaviours in multi-sited contexts, within an environment and peace education context. Photovoice methods typically have an exclusively single-sited focus that can neglect opportunities for empathy and cross-cultural engagement that arise when considering multiple sites. This research explores these opportunities through broadening and integrating multi-sited dimensions into photovoice processes. Two novel multi-sited photovoice methods are adapted – photo-action interviews, and photo-letter exchanges, with participating youth in urban sites across Bangladesh, Australia and China. The visualisations of caring actions depicted in the resulting photo-stories are then analysed, affirming these methods’ efficacy and inviting expanded considerations of agency and subjectivity as represented through the images. I employ an analytical approach encompassing both qualitative content and relational analysis across the interview and exchange methods to affirm the importance of materiality, relationality and empathy to participation and visualisation of environmental caring behaviour. These explorations of novel photovoice methods in multi-sited contexts confirm the importance of bringing global perspectives to local photovoice practices, contributing to participatory visual research in environmental and peace educational contexts. [ABSTRACT FROM AUTHOR]

The article focuses on the final years of my PhD research in which I (Bernadette) explored in-school professional learning opportunities with a group of teachers who were working to support collaborative teaching methodologies to allow pupils to take an active role in their learning. This was set in the context of the development phase of Cosán, the national framework for teachers’ learning in Ireland, in which the profession could examine what it would mean for them in the context in which they practise. Explicit in this framework is the emphasis on the growth of teacher professional learning to enhance student outcomes. Central to this is reflective practice. The reader will see how this research shows that our facilitated engagement in the process of reflection through ongoing, sustained, critical and collaborative conversations allowed us not only to celebrate successes but also to challenge values, beliefs, and assumptions about why we do what we do, supporting us to make conscious decisions about possible future actions. In taking ownership of our practice, we were motivated to take the risk to examine it and take collective responsibility for making a difference in each other’s learning and in the interests of improving student learning. [ABSTRACT FROM AUTHOR]

This article documents the first phase of an Action Research project that examines how teachers can inquire with young people into critical moments across their schooling journey. Each year, approximately 3000 young people aged from 13 years to 16 years are directed to continue their schooling in Alternative Education sites in New Zealand. More than 60% are Māori young people. Most arrive in Alternative Education with just referral documents detailing the negative reasons for exclusion. Teachers are expected to make a fresh start with re-engaging young people in learning, while the stories young people hold closest remain largely unspoken. Six teachers volunteered to plan inquiries that give voice to students' schooling experiences. The findings from this research should inspire a shift in schooling practices, particularly for those who are marginalised. Data from the first phase revealed that the teachers' critically informed outlooks, their considered responses to the complexity of lived experience, and finding cultural reference points were all central to formulating their inquiry. Moreover, the teachers embraced Action Research as a professional learning opportunity. In turn, these approaches closely reflect a philosophy of pedagogy found in Alternative Education that make for potentially messy but, nevertheless, liberating inquiries. [ABSTRACT FROM AUTHOR]

Initial teacher education programs have been criticised for their failure to deliver classroom-ready graduates. Problems of concern for preservice teachers (PSTs) identified in the literature are insufficient time in the classroom, lack of confidence, inadequate pedagogical knowledge and a theory practice divide. This research examines a school–university partnership approach to science teacher education from the perspective of PSTs, school students, teachers and teacher educators where university tutorials were conducted in a school environment. This research is underpinned by practice architectures theory, it follows collaborative participatory action research methodology using mixed methods of data collection including surveys, interviews and focus groups. The research findings revealed how the program built on PSTs' pedagogical knowledge and confidence and connected theory with practice. Teachers observed high level student engagement and students building on their prior science knowledge in innovative science lessons. The research provides rich data that illuminate aspects in this school–university partnership approach from a range of perspectives. [ABSTRACT FROM AUTHOR]

Major curriculum review and redesign at the higher education level demand transformative academic leadership and significant time commitment. However, the traditional university culture characterised by change aversion, complex bureaucratic processes, and a research dominated academic workload allocation and promotion system poses significant obstacles to teaching quality enhancement. This article presents the critical reflections of a Program Director (academic middle leader) at an Australian university on the challenges and successes experienced while leading a major accounting curriculum reform project. Conducted between October 2019 and May 2021, this project encountered constant disruptions due to the Global Covid-19 pandemic, organisational restructuring, the new external professional accreditaiton requirements. Academic middle leader’s insights on the positive impacts and obstacles of major curriculum reform at the whole of a program level within a constantly evolving institutional environment provide valuable perspectives for both business education practice and policy reforms. The reflection has policy implications for university management to reassess strategic priorities with more balanced support for teaching and research in practice. [ABSTRACT FROM AUTHOR]

The Canadian Journal of Action Research has published a special issue focusing on school community health and wellness. The issue includes seven articles that cover various aspects of health and wellness in schools, such as teacher wellness, student perspectives on well-being, kindness instruction, nature-based learning, and community sport and recreation provisions. The articles utilize action research methodologies and offer insights into the relationship between health and education. This special issue contributes to the limited literature on action research and school community health and wellness and provides valuable information for educators and researchers. [Extracted from the article]

This paper, delivered as a provocative keynote address to the Collaborative Action Research Network (CARN) conference in Manchester on 28th October 2023, explores the question if action research might have a sweet spot. A sweet spot is defined as an ideal location, area or combination of factors for a particular activity or purpose. It draws on the work of Edgar Schein who has argued that the essence of understanding and working with human systems is to focus on the process of how we relate rather than the structure of the relationship. Schein distinguished different levels of relationship and his framing of humble inquiry as a disposition and a skill – a disposition of accessing one’s ignorance in a given setting and a skill of collaborative conversation. The paper proposes that how collaborative relationships that are built, developed and sustained in action research through humble inquiry constitute its sweet spot. [ABSTRACT FROM AUTHOR]

The identification of suitable topics in action research can be challenging due to the complex nature of the educational context and the diverse factors that influence problem identification processes. This qualitative multi-case study explores problem identification among pre-service teachers involved in action research (AR). Twenty-nine participants (pre-service teachers, university-based supervisors, and school mentors) from two South American (Colombia and Chile) initial Foreign Language Teacher Education programs were interviewed on problem identification origins and influential factors. The study also used document analysis of program curricula, course programs, syllabi, and standards for the foreign language teaching profession across contexts. Thematic analysis suggests that problem identification has both bottom-up and top-down sources, and it is influenced by the prescriptive and facilitative roles of mentors and supervisors, the pre-service teachers' research competences, and a series of contextual factors. We discuss the results along with integrated data, point out several critical issues for action research in initial L2 teacher education and introduce a set of considerations to facilitate processes of problem identification. [ABSTRACT FROM AUTHOR]

Action research has gained widespread recognition as a tool to improve teaching practices in many countries, and action research based on Kemmis and McTaggart's model was recently introduced in Bhutan to raise teaching quality. This study explored how Bhutanese secondary science teachers carried out the process of action research and the factors which supported or constrained them. Focusing on one case study school in Bhutan, data were collected progressively, using interviews, teachers' diaries, and classroom observations, as three science teachers carried out their first action research project over a period of seven weeks. Data were analysed using the coding procedures of grounded theory. The findings showed that the teachers used a messy process of action research which was not consistent with the linear process depicted in Kemmis and McTaggart's model. The constraints they faced included concerns about science curriculum coverage, lack of time, inadequate knowledge, the hierarchical education system, and the Buddhist value of Driglam Namzha. However, teachers' collaboration, motivation, and Buddhist values of Tha Dam Tshig and Zhenphen facilitated their progress. In response to the influence of cultural factors on action research in Bhutan, the study proposes a new context-sensitive model called the Sherig Action Research (SAR) model for Bhutanese teachers. [ABSTRACT FROM AUTHOR]

Mentoring is a central aspect of action research processes and raises ethical issues concerning roles and responsibilities, particularly when teachers and researchers collaborate. The purpose of the study is to explore mentoring and the roles of mentors in action research from an ethical stance. The theoretical basis is the philosophy of care ethics developed by the American educational philosopher, Nel Noddings. Participants in the study included one researcher and three teachers with experience serving as mentors in action research. Data collection included written reflections and collegial conversations on mentoring. Thematic analysis and the domain interactional model were used in the analysis, where four mentor metaphors in action research emerged: the gardener, the shepherd, the teacher and the bridge-builder. All roles can be practiced at the same time; sensitivity determines when a mentor moves in and out of different roles. The study finds that care ethics can contribute to an increased understanding of mentoring as something situated and relational, where a symmetrical approach between mentor and mentee is emphasized. The goal of mentoring should not be to treat everyone equally, but instead to build relationships on the individual level in order to establish mutual trust based on individual needs. The study shows that the four mentor metaphors can serve as a useful tool for critical reflection on the complexity of the mentor role and accordingly, the renegotiation of stereotypical mentor roles in relation to the quality of teaching. [ABSTRACT FROM AUTHOR]

Despite the value of reading, research documents declining reading rates among American adolescents – a decline that exacerbates student dropout rates and academic performance. As a high school English teacher in a public, regional, suburban school, increasing the number of students who deeply read the assigned texts for class has been a career-long focus. Therefore, one of my goals for the 2021–2022 school year was to promote better reading practices among my students using a note-per-pages assignment and to reflect on the results via a teacher research study design. Findings indicate that while certainly not a fail-proof assignment without its flaws, the note-per-pages assignment as the focus of this action research did increase the overall number of students reading the assigned texts and that more students reported feeling the assignment was helpful to their reading practices as the school year progressed. Implications regarding student engagement in and ownership of the reading process, class reading culture, and involving students in the action research process are included. [ABSTRACT FROM AUTHOR]

Educational action research in development projects applies participative methods to include people with diverse backgrounds, experiencing learning collaboratively. In this article, I explore the learning activities, and their outcomes, unfolding in those settings. Based on project documents, 34 interviews with project staff and smallholder farmers, and participant observations for three months in Nepal, I analyse the action research and development project 'Strengthening Adaptive Farming in Bangladesh, India and Nepal' (SAF-BIN), and show how inclusive activities allow for critical reflection, individual experience, and dialogue. I find dialectics in this process of adjustment, such as resistant social and cultural arrangements that are activated. The inclusion of specific social groups, for example, goes along with exclusionary dynamics. This case illustrates that inclusion and action research can be conceptualised at least threefold: from a dialectical, institutional, and learning perspective. I conclude that action research in development provides a fruitful basis for learning, allows for legitimacy, and temporarily leads to social change at a micro-level, for better or worse. [ABSTRACT FROM AUTHOR]

The purpose of this study is to explore what insights pre-service EFL teachers developed through engaging in a collaborative action research (CAR) project which was embedded into an e-practicum course in Turkey. Using a qualitative holistic single-case study design, this study involved seven fourth-year pre-service teachers at a state university in the west of Turkey during the 2020–2021 academic year. After the CAR project was completed, we asked the pre-service teachers to write their reflections on the CAR experience and then we conducted follow-up interviews to elaborate on the points that needed further exploration. We first identified the in vivo codes in the data set and then discussed the deeper meanings they evoked and their interrelationship. The findings revealed that the pre-service teachers' engagement in CAR enabled them to gain new perspectives on research, their teacher selves, and teacher professional development. Sustained dialogic interaction, collective scaffolding, more symmetrical power relations, a shared goal and ownership of research within the CAR community were the key elements highlighting the pre-service teachers' new insights into these concepts. Practical implications of these findings for initial EFL teacher education are also discussed. [ABSTRACT FROM AUTHOR]

A world in flux confronts the present generation, raising fears of systems gone awry. Whether it is the prospect of runaway climate change or the dangers of unbridled artificial intelligence, these dilemmas suggest that scientific and technological remedies have not been matched by progress in harnessing social and political capacities for collective action. Part of this impasse stems from a gap between the multidimensional nature of contemporary global crises and unidimensional modes of understanding and managing them. In this article, we describe an integrative approach rooted in the paradigm of social ecology that might enable us to tackle these challenges more comprehensively. We discuss, for example, how a social ecological perspective focuses attention not only on the carbon footprint of society but also on the social footprint of carbon. We review the tenets of social ecology and reflect on its promise for spurring new modes of collaborative research and collective action, including more effective strategies for planetary governance. [ABSTRACT FROM AUTHOR]

This study disclosed the practices, challenges, and opportunities experienced by the school heads in research leadership. It was conducted in Northern Mindanao, Philippines in the school year 2022-2023. The five school heads were purposively chosen based on their research-related accomplishments. The study utilized qualitative research, particularly a narrative case study design. The use of guided questions allowed the researcher to collect rich, detailed information from participants about their experiences and perspectives related to research leadership, and is supplemented by research-related documents, such as research proposals, reports, publications, as well as accomplishment reports, communications, and information about relevant training and workshops. Results revealed three themes: (1) research leadership practices as inputs: enablers and hinders, (2) research leadership challenges as process: ups and downs, and (3) research leadership opportunities as output: routines and transformations. Practices of directing, coaching, supporting, and delegating were manifested in school heads' innovative mentoring activities like learning action cell (LAC) sessions, Project CARE (Collaborative Action Research Engagement), and research hour. The school heads met challenges in research leadership, like a lack of motivation, skills, and commitment. The research opportunities paved for school heads to transform and build a school culture of research. The transformative research leadership framework was designed to aid research leaders in providing a supportive and inclusive environment that promotes innovation, excellence, and collaboration among faculty members. [ABSTRACT FROM AUTHOR]

Although boundaries are typically seen as hampering inter-organizational collaboration, a lack of clear boundaries does not kindle collaboration either. This paper investigates how boundary spanners manage boundaries in inter-organizational collaboration. I draw on data from a 12-month ethnography of an inter-organizational innovation pilot between water authorities and utility owners in the Netherlands. The aim of this pilot was to improve the logistical and budgetary efficiency of renovations on dykes with underground utility systems, through collaboration between utility companies and water authorities. Findings show how pilot staff and participants were challenged by the invisibility of collaborative work: collaboration was undervalued, seen as a nuisance, and not as a core responsibility. Within the pilot potential measures of collaborative success and action were formulated, and participants learned about potential obstacles. This helped participants to see the potential of collaborative work clearer, and formulate collaborations that could move forward in acknowledgement of limitations. This paper contributes to the boundary work literature by proposing that managing the (in)visibility of boundaries is substantial to the competency of boundary spanners. [ABSTRACT FROM AUTHOR]

This paper investigates the institutionalization of international internships in business education through action research (AR), addressing the scarcity of research on overcoming institutional barriers and driving systemic change. Using AR at the meso-level in two Norwegian business schools, we investigate challenges and processes involved in incorporating international internships into curricula. Our multiple-case study explores contrasting experiences, organizational structures, and institutional practices within Norway’s context. We reveal the interconnectedness of regulative, normative, and cultural-cognitive institutional pillars in institutionalizing international internships through meso-level AR, proposing a theoretical model emphasizing internationalization strategy drivers, practices of education and engagement, and organizational dynamics. Practical implications include fostering a culture of global competence development, promoting active learning and innovative pedagogy, and encouraging shared responsibility for internationalization among academic and administrative staff. We emphasize the need for continuous reassessment and adaptation of institutional processes and strategies to align with evolving demands and best practices. [ABSTRACT FROM AUTHOR]

Differentiated instruction has been shown to meet the needs of diverse learners, and can meaningfully improve individual student learning, however many teachers find it challenging to implement. This paper reports on a targeted professional development programme which was undertaken as a collaborative action research project. Results show many participants adapted their classroom pedagogy to provide further supports for students through differentiated instruction. We argue that this study's use of a collaborative action research approach to provide teacher professional development, along with a focus on evidence using a differentiation observation instrument, were important stimuli for reflection and pedagogical experimentation. This targeted approach to professional reflection and exposure to research-based and other colleagues' teaching practices led to enhanced differentiated instruction among participants. These findings contribute to understanding the processes that lead to teacher development. [ABSTRACT FROM AUTHOR]

E-Portfolios in language education have emerged over two decades. Despite their popularity as an instructional tool, many cast doubt on their usefulness in second language classrooms, especially when scholars are not clear about how e-Portfolio artefacts can be converted into reliable learning evidence by students' active reflection and validation via multimedia feedback to inform language teaching and learning. This paper examines the usefulness of e-Portfolios by looking into how teachers attempt the tool to connect portfolio evidence, rationalisation, and feedback. Three novice teachers with three-year school experience (Jill, Jamie, and Jackie) undertook action research projects in their secondary schools. They participated in the study by trying out their individual e-Portfolio programmes for a year. Qualitative data, including two classroom observations and three reflective journal entries per teacher were collected by the author. Content analysis of qualitative data (i.e., lesson observation transcripts and journal entries) was performed deductively. The findings showed that except Jamie, Jill and Jackie hardly enhanced the usefulness of e-Portfolios, because they could not empower students to link artefacts, reflection, and validation properly owing to multiple reasons. Pedagogical implications concerning how to scale up the usefulness of e-Portfolio in L2 classroom contexts are discussed. [ABSTRACT FROM AUTHOR]

Family engagement in children's learning is an evidence-based approach supporting student learning. This study examines four primary school teachers' family engagement practice, within a non-dominant community. Utilising the framework of Critical Participatory Action Research (CPAR), the teachers examined their partnerships with families, identifying barriers to family engagement. The teachers began to act as cultural workers as they changed their homework practice to strengthen non-dominant families' connection to their children's school learning. Through the theory of practice architectures, the teachers' language (sayings), activities and resources (doings) and relationships (relatings) with families were considered. Data were collected through transcripts from reflective practice meetings, reflective practice tools and semi-structured interviews undertaken throughout the CPAR process. The theory of practice architectures underpinned data analysis, identifying practice conditions which support teachers to (re)frame family engagement as cultural work. The resulting practice framework scaffolds how schools can critically examine their own family engagement practices. [ABSTRACT FROM AUTHOR]

Drawing on trans/plurilingual approaches, this paper describes a collaborative action research project between an education researcher and two university instructors of French as a second or other language (L2/Lx) in Quebec, Canada to explore holistic and dynamic ways of L2/Lx education for critical language and cultural awareness. Valuing research as praxis, we examine our three-year interdisciplinary collaboration processes, describing how our various research expertise and theoretical orientations as well as our language learning and professional experiences shaped and facilitated our research partnership. Through vignettes from our professional learning community, we each articulate in our own voice the co-learning processes with one another and with students. Using the lenses of co-stance, co-designs, and co-shifts (Tian and Shepard-Carey 2020. (Re)imagining the future of translanguaging pedagogies in TESOL through teacher–researcher collaboration. Tesol Quarterly 54(4). 1131–1143), we captured moments of our emerging nuanced understanding of what and how trans/plurilingual practices supported more in-depth French learning and critical language awareness. As we translanguaged using a mix of English, French, and other languages, we also found ourselves constantly re/trans-languaging our disciplinary expertise and theoretical framings to negotiate our co-stances and practices. Through these transknowledging processes (Heugh 2021. Southern multilingualisms, translanguaging and transknowledging in inclusive and sustainable education. In Philip Harding-Esch & Hywel Coleman (eds.), Language and the sustainable development goals: Selected proceedings of the 12th Language and Development Conference, 37–47. Dakar, Senegal: British Council), we engaged in translingual reflexivity and expanded each other's fields of vision, supporting more critical reflections and careful listening for transformative change. [ABSTRACT FROM AUTHOR]

Teacher feedback is the key to online collaborative discussion. To investigate the effects of different forms of teacher feedback intervention on learners' cognitive and emotional interactions in online collaborative discussion, this study collected collaborative discussion text data of online collaborative learners. Based on the framework of Community of Inquiry theory, naive Bayes algorithm for automatic coding of collaborative discussion text data was adopted. A bivariate (with or without emotion/guidance) experiment was designed based on teacher feedback. The participants of this study were college students (N = 109, average age = 20) of normal major participating in Teaching System Design. They were randomly divided into four experimental groups. In each experimental group, 4–5 people work in a group for collaborative learning. This study adopts quasi experimental research method, and the experiment period is 10 class hours. Reliability analysis, automatic text coding and ANOVA of cognitive-affective variables were used to conduct process mining for the collaborative discussion of four groups of learners by using heuristic mining algorithms. It found that different forms of teacher feedback have different effects on learners' cognitive emotion. Teachers' emotional feedback promotes learners' emotional interaction and cognitive interaction, which is easier to promote learners' cognitive interaction. Different forms of teacher feedback promote four types of cognitive emotion interaction process. This suggests that the multi-branch type of voice prompt feedback group has the best effect on learners' cognitive and emotional impact. [ABSTRACT FROM AUTHOR]

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi 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.)

This research aims at solving the problem of low vocabulary mastery encountered by the class eight students of SMP Negeri 3 Banawa. The use of Kahoot, assisted by input enhancement techniques, was used to address this problem by attempting to increase vocabulary mastery of the students through a two-cycle Classroom Action Research (CAR) design, consisting of planning, acting, observing, and reflecting. The first cycle consisting of three meetings employed Kahoot, assisted by input enhancement technique with bolded, underlined modified texts, and the second cycle consisting of three meetings utilized Kahoot, assisted by input enhancement with highlighted, enlarged fonts of modified texts. Quantitative data from post-tests and qualitative data from field notes, observation sheets, interviews, and questionnaires were collected to evaluate student progress and engagement throughout the study. The criteria of success applied in this research is 75 or 70 % of the students achieved the passing grade. Result of post-test in the first cycle showed that only 23 % of the students achieved the passing grade. The data from observation and fieldnotes supported the finding that the plans needed to be revised, input manipulation changed and students were grouped. Findings from the intervention in the second cycle denotes that 73% of students achieving the passing grade (KKM) in vocabulary mastery. It means that the criteria of success were fulfilled. In addition, findings from qualitative data indicated the enhancement of student engagement, interaction, motivation, attention, and vocabulary retention. The research highlights the potential of Kahoot assisted by visual input enhancement techniques as a good teaching media to be utilized by teachers in increasing vocabulary mastery of EFL learners. [ABSTRACT FROM AUTHOR]

Science, technology, engineering, and mathematics (STEM) is the leading education reform worldwide, yet many teachers need more knowledge and confidence to teach integrated STEM. This study examines the initiative of teaching a STEM-integrated approach through the collaboration of mathematics and science university lecturers and preservice teachers in a teaching and learning subject-specific course. The study presents the preservice teachers' knowledge development about integrating STEM into their lesson plans and their views and attitudes toward the STEM approach to teaching. Data were collected through presurveys, postsurveys, lesson plans, and presentations from 12 groups (N = 51) of preservice mathematics and chemistry teachers. Results show that these preservice teachers' experiences with STEM learning and teaching positively impacted their understanding and importance of STEM and their motivation and enthusiasm to design and present STEM lesson plans in group settings while integrating mathematics, chemistry, and other subjects. However, the findings of this research showed that these preservice teachers needed more knowledge regarding the inclusion of formative assessment strategies in their lesson plans. Thus, more research is required to understand better how to support preservice and in-service teachers' formative assessment practices in the context of STEM education. In summary, the finding suggests policymakers and educational institutions should advocate for additional high-quality integrated STEM courses, programs, and research to enhance and institutionalize teaching and learning of integrated STEM and, as a result, increase the number of individuals working in STEM professions while promoting a consistent vision of integrated STEM education across the school system. [ABSTRACT FROM AUTHOR]

The article highlights the significance of involving practitioners in management and organization research. It introduces the Academy of Management Discoveries (AMD) journal, which aims to bridge the gap between academia and practitioners by focusing on data-driven inquiries. The challenges of engaging practitioners are discussed, along with different approaches to their involvement. The article draws parallels between management and healthcare research, emphasizing the importance of incorporating practitioner perspectives for increased relevance and impact. The "patient public involvement" (PPI) initiative in healthcare research is presented as a model for engaging practitioners. The benefits of practitioner engagement are outlined, including improved data collection, diverse representation, and better dissemination of findings. Researchers are encouraged to reflect on ways to involve practitioners and transparently report on their involvement to enhance the practical relevance of their work. [Extracted from the article]

"A Multimodal and Ethnographic Approach to Textbook Discourse" by Germán Canale explores the bidirectional relationship between textbooks and society, utilizing critical discourse analysis, multimodal social semiotics, and contemporary ethnographic research. The book delves into various social semiotic practices in textbook discourse, such as representation, communication, interaction, learning, and media recontextualization. Canale's work sheds light on how textbooks are influenced by broader social practices and the importance of collaborative research designs in education. This volume offers a comprehensive toolkit for analyzing textbook discourse and is recommended for those interested in critical discourse analysis, social semiotics, and curriculum studies. [Extracted from the article]

The Penryn Creativity Collaborative is a project in Cornwall, UK, that aims to develop teaching for creativity in primary and secondary schools. The project utilizes an action research model and involves collaboration between schools, local industry and cultural partners, and the University of Exeter. The research focuses on understanding and nurturing creativity in students, with an emphasis on preparing them for the future workforce. The project has resulted in the development of a creative skills model and the implementation of various classroom practices that promote creativity and engagement among students. The findings demonstrate the positive impact of teaching for creativity on students' learning experiences and their ability to think critically and problem-solve. The project has also produced a toolkit and ongoing professional development opportunities for teachers to continue incorporating creativity into their classrooms. [Extracted from the article]

This collaborative action research, carried out by early childhood education interns, with the support of their instructor and two university researchers, shows the empowerment of postsecondary students that occurs when they are responsible for designing and implementing research projects tailored to their placement contexts. The early childhood educator interns took up a stance as reflective practitioners who developed professional skills and knowledge in an area that was meaningful to them--teaching young children their Indigenous language. The interns shared responsibility for their learning with their instructor, who was also conducting research into her practice, gathering data to identify the impact of her new teaching approach on interns' learning. The simultaneous use of collaborative action research methods at the instructor and intern levels provides researchbased information for the larger professional field. Additionally, the college instructor and the student interns are positioned as research-practitioners who use action research to support their professional growth. [ABSTRACT FROM AUTHOR]

Kazakhstan's government has launched many policy reforms to enhance the well-being of its underrepresented citizens and develop human capital by providing education to all. Therefore, the government has adopted a policy on inclusive education and recognised the rights to education of all learners, including those with disabilities, based on equal opportunity, without any discrimination. This aims to facilitate equal access to lifelong education opportunities, including in Technical Vocational Education Training Institutes (TVETIs). Thus, inclusive education in TVET settings and lifelong learning, especially for adults with special needs, has become an educational priority in Kazakhstan. Therefore, this collaborative action research study intended to explore classroom practices promoting the inclusion of adult students with disabilities at Kazakhstani Technical Vocational Education and Training Institutions (TVETIs). Qualitative data were collected through reflective journals, student focus-group interviews, documentary analysis, and reflective meetings of the professional learning group of selected teachers and students during the four stages of collaborative action research (CAR). Data were analysed through group interpretative meetings by the research team and inductive thematic content analysis by the researcher. Among the findings is that the educative process in TVETIs does not sufficiently provide reasonable inclusive support for adult students with disabilities. As a result, a comprehensive review of inclusive practices in these institutions was critical. This paper discusses some practices that could promote inclusion in TVET classrooms. [ABSTRACT FROM AUTHOR]

We argue that assessment and feedback practices in higher education need to be transformed to better address three purposes: promoting learning, assuring assessment rigour, and communicating students' employability. To address shortcomings in the current assessment and feedback culture, we propose programmatic assessment (PA), a new approach to assessment developed initially in medical education and now applied to a range of other professional fields. We outline eight recommendations that synthesise the key principles underpinning PA. Then, drawing on experience with PA in various professional fields in the Netherlands, we describe and illustrate four action steps for programme teams to take to implement programmatic assessment. We highlight implications of such a shift for leaders and professional services staff before concluding that PA can transform higher education by creating a more productive culture of assessment and feedback. [ABSTRACT FROM AUTHOR]

Developing learners' numeracy skills has been a pressing issue in the field of education, as it is one of the battlecries of the agency along with literacy. Studies revealed that addressing these learning gaps varies widely across schools, classrooms, and learners. Moreover, students learn better through the activities that their teachers provide to them. Thus, under the Mathematics Foundation Fluency Program, a numeracy intervention program of Langkaan II National High School, teachermade learning activity sheets were used as learning materials of the learners under numeracy intervention. The objective of this study is to determine the effectiveness of utilizing teacher-made learning activity sheets in improving the numeracy skills of the learners particularly in Langkaan II National High School. The findings of the study will serve as a help in improving the numeracy intervention program of the school. The results revealed that there was a marked improvement in the numeracy skills of the learners as manifested in the improved scores of the learners during the post-test. Moreover, no non-numerates were reported during the end-of-the-school year numeracy assessment. Thus, using the teacher-made learning activity sheets were found to be an effective tool in improving the numeracy skills of the learners including number sense, number operations, measurement, geometry, patterns and algebra, and statistics and probability. It helped the students to cope up certain topic/lessons in basic mathematics that develops their numeracy skills. These materials can contribute to a more comprehensive program to improve the numeracy skills of the learners. Further studies may also be conducted as to other aspects relevant to the implementation of the whole program. Validation or modification of these learning materials may also be conducted for further enhancement. [ABSTRACT FROM AUTHOR]

Knowledge and skills in the field of research are key requirements for the successful completion of studies for students, including prospective teachers. However, the outbreak of the COVID-19 coronavirus has made it difficult for students to conduct research in the usual ways. This study aims to apply project-based learning through action research to teach students educational research methods and to help them prepare research plans that are adaptive to classroom situations. This is achieved through the provision of learning resources to teach research theory, followed by the implementation of action research to write research proposals and evaluations of learning outcomes. Learning resources were systematically arranged to support online learning to teach research methods, and effective action research led students to learn actively and develop educational research plans. Competence in the field of research was achieved. Student learning outcomes sequentially for assignment scores (M = 88.38 ± 3.00), final project scores (M = 88.20 ± 3.55), and posttest (M = 92.06 ± 2.17) were all high. Project-based learning is shown to be effective in guiding students to learn actively by utilizing available learning resources. It motivates students to learn independently and can be applied to achieve competency targets in both normal and abnormal learning situations, such as those experienced during the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]