Development and implementation of innovative concepts for language-sensitive student laboratories

This paper focuses on the development of a model of research and professional development which aims to bring about transformations in classroom practice in situations that have previously proved resistant to change. We explore reasons why conventional models have failed to address one such situation, the continuing predominance of teacher-centred pedagogies in mathematics classrooms. We draw on findings from the Visible Mathematics Pedagogy research project to highlight how a critical model of participatory action research can be refined to enhance its potential to bring about changes in classroom practice. We report on research tools and processes that were developed, distinct from those commonly used in research, including the organisation of research team meetings around participatory principles, the active involvement of teachers in designing and employing data collection tools, and in generating protocols associated with video-stimulated reflection. We demonstrate how these research tools and processes enhanced collaboration and teacher agency, the trustworthiness of the research findings and teachers’ critical reflection on existing practice. We argue that our refined model of participatory action research can inform and support teachers and researchers wishing to transform classroom practice, especially in situations analogous to many mathematics classrooms, in which conventional models have had limited impact.

Uspostavljanje modela filmske edukacije u srednjoj školi

This chapter presents the major historical steps in the development of clinical sociology in Quebec, the Canadian province that has a majority of French-speaking Canadians. The foundations of the clinical approach in Quebec first came from U.S. influences in sociological and psychosocial works, mainly from the Chicago School and the human relations movement in the 1950s and 1960s. A second phase is characterized by European influences, mostly from France; these were theories based on post-Marxist critical sociology and what was called the psycho-sociological approach, a mix of sociology and psychoanalysis. Those theoretical dimensions supported new fields of social practice: the planning of change in the US and social analysis in Europe. Organizational development and community development are good illustrations of the Participatory Action Research (PAR) model that serves as the main reference of those practices. Then, in the 1980s, came the idea of clinical sociology to Canada with an international network reinforcing that orientation. In recent years, in Quebec, a clinical perspective in organizational settings and in community groups focusing on healthy work strategies has been developed. Alongside the overall PAR model, a specific methodology of life narratives or life stories in small groups or community groups gained in importance.KeywordsClinical sociologyClinical approachSociologyPsycho-sociologyLife storiesQuébec, Canada

The digitalisation of higher education has versatile potential for students and especially for pre-service teachers. Unfortunately, this potential is insufficiently used in higher education institutions. This article displays a project focusing on developing university teacher education with digital media. For this purpose, the applied model of Participatory Action Research for Higher Education will be illustrated, reflected, and discussed to share the findings and experiences of the process and facilitate future development projects. Furthermore, conditions for success, challenges, and recommendations based on this project will be provided.

SUMMARY This paper discusses the role of consumers as collaborators in disability research conducted in the community. A comprehensive model of participatory action research is described and illustrated with research and training projects conducted in a collaborative arrangement between researchers and a Consumer Empowered Team. The paper describes how adherence to the model could be conducted in actual research and training settings and produce outcomes valued by the consumers at whom the interventions were targeted. The advantages and caveats to using the consumer as collaborator approach are discussed.

In this review we attempt to indicate the relations between the level of children's spatial competence and their linguistic skills (producing texts, connected with a description of a picture and giving oral instructions). After introducing theoretical findings connected with the development of competences we present our own research among children aged 5-10. To show the dependencies between the spatial and linguistic competence of the children we conducted two quasi-experiments. The first task for the children involved producing a description of the arrangement of bricks presented in a picture. In the second one the children were to produce oral instructions which allowed the interlocutor to build an arrangement of Lego bricks (dynamic system). We begin the presentation of the research results by analyzing the linguistic expressions used by the pupils to describe the spatial relations in the static description, and then we provide the analysis of the noticed dependencies between the spatial and the linguistic (text-producing) competences. We follow the same order during the analysis of the texts produced while children's giving instructions in a dynamic situation. Conclusions from the conducted research confirm the existence of significant dependencies between the spatial competence and the linguistic skill (including creating texts) of children.

Article 7: Opening the “Black Box”: The Content and Process of Brain Injury Rehabilitation From a Learning Perspective

This study examines strategies and methods that aim to reduce the ongoing problem of bullying in a Brisbane primary school. The present research followed Dick's (1991) participatory action research model, which roughly corresponds to the stages of goal setting, situation analysis, action planning and evaluation implemented within ongoing cycles. Participatory methods of data collection, interpretation, action and evaluation were employed, as well as the application of cyclic and self-evaluative processes, in an attempt to make the resulting anti-bullying program on-going and self renewing. Thus the present research aimed to evaluate not only the intervention strategies employed by the school, but the participatory action research processes themselves. The conclusions presented in this study can be placed into two main categories, strategic and methodological conclusions. It was concluded that the most effective intervention policy to deal with bullying is multidimensional, incorporating both preventative and responsive intervention strategies implemented within a whole-school approach to planning, implementation and evaluation. Methodological conclusions supported the use of a participatory action research approach to managing bullying in a primary school, although problematic issues regarding parental participation and ongoing implementation by the school community were highlighted. Implications for further action research within the school highlighted the need to ensure full participation and commitment by the school community to the change practices adopted.

This paper presents the results of a participatory learning and action research (PLAR) model analysis of factors determining integrated soil fertility management among subsistence smallholders in central highlands of Kenya. The data was collected during three days PLAR model guided focus group discussions in Mukanduini village of Central division of Kirinyaga district in Kenya. The objectives of the study were: (i) to guide farmers through participatory identification and ranking of key socio-economic and bio-physical factors that influence integrated soil fertility management (ISFM), and (ii) to guide farmers through participatory identification and ranking of probable solutions to identified problems.

Education has many elements and dimensions that refer to learning media as a determining factor for the success of learning activities. The use of media in its implementation, of course, has the aim of helping the learning process run more optimally and structured. The media determines the success or failure of the learning process. ESP learning at Al Mujtama Pamekasan Islamic High School, needs to be developed using Website-based learning media. The implementation of this service applied the Participatory Action Research (PAR) method and model. This activity lasted for three days, namely on 4, 5 and 6 April 2022 which was carried out offline with theoretical and practical concepts to all lecturers at STAI Al Mujtama.Pamekasan. There were some activities done covering the introduction, delivery of service stages, and socialization of the use of Webs-based ESP learning media. The results obtained from this service, namely lecturers are able to convey subject matter well, lecturers are easier to convey material to students, improve the quality of learning outcomes, learning is more directed, learning is more concrete and feels better understood. Internal audits are conducted twice per semester by stakeholders affiliated with the Quality Assurance Institution (LPM). This is done as a way to control the performance of teachers at Madrasah Al Mujtama Pamekasan. It is hoped that the next service will be developed in the development of very relevant materials and outputs in the form of the English for Specific Purposes (ESP) book according to the knowledge at STAI Al Mujtama Pamekasan.

La lectura juega un papel importante en el desarrollo
\nintegral de los educandos, fortaleciendo
\ny potenciando sus capacidades de interpretación,
\ncomprensión y habilidades comunicativas básicas
\npara un buen desempeño escolar. El estudio busco
\nfortalecer la lectura y comprensión lectora mediante
\nlas Tecnologías de la Información y Comunicación
\n(TIC) en educación básica. Con un diseño metodológico
\nde tipo cualitativo bajo el modelo de investigación
\nAcción Participativa (IAP), las técnicas de
\nrecolección de datos utilizadas fueron la observación
\nparticipante y el diario de campo. Se contó con ciento
\nveintinueve (129) participantes de la institución
\neducativa Francisco de Paula Santander, sede José
\nMaría Córdoba. Los resultados de la observación
\nevidenciaron falencias en los procesos de lectura
\ny comprensión lectora, omitiendo y confundiendo
\nletras, poca fluidez verbal y desinterés por la lectura,
\npara lo cual los docentes diseñaron estrategias
\npedagógicas basadas en las TIC para dar solución
\na dicha problemática.

Introduction Mo Hom, an indigo–dyed cotton traditionally worn in northern and northeastern Thailand, embodies local identity, hand‑crafted skill, and cultural memory. Yet, many producer groups still offer only the classic “farmer shirt,” limiting their customer base to middle‑aged buyers and local tourists. The Anongmohom Group in Mueang District, Nong Bua Lamphu Province, faced exactly this challenge: a narrow product line, dated aesthetics, and stagnant sales despite a growing national appetite for culture‑infused fashion. The research project described here therefore sought to transform the group’s design capability, diversify its product portfolio, and equip members with business and digital‑marketing skills—while preserving the authentic Mo Hom look and the distinctive khit (weft‑float) motifs that distinguish local cloth. Methodology A five‑step action‑research process, framed by the participatory action research (PAR) model, guided implementation: 1) Needs analysis and capacity mapping: Twenty group members analysed internal strengths—hand‑loom skill, natural‑dye mastery, community cohesion—and weaknesses such as limited design experience, outdated patterns, and lack of brand story. External opportunities (growing demand for eco‑craft fashion) and threats (intense regional competition) were also recorded. 2) Design and product‑development training: Professional fashion designers delivered sequential workshops on trend research, mood‑board creation, pattern sketching, prototype sewing, and costing. A parallel stream covered business planning, online branding, and social‑media merchandising to ensure that design innovations could reach target customers. 3) Prototype creation: Guided by workshop outputs, members produced three women’s‑wear prototypes—a sleeveless dress, a relaxed work blouse, and tapered trousers—each blending Mo Hom indigo with cotton‑khit panels. Emphasis was placed on flattering urban cuts, precise sizing, and discreet but recognisable local motifs. 4) Market testing and iterative refinement: Prototypes were displayed in a local boutique, at a provincial craft fair, and on a dedicated Facebook page. Structured questionnaires captured feedback on fit, style, fabric feel, and perceived uniqueness from 120 respondents aged 18‑45. Dress and blouse designs scored highest (mean satisfaction = 4.6/5) on craftsmanship and overall appeal; suggested price points were roughly 25 % above the group’s older garments. Comments then fed into a second design round that adjusted neckline depth, pocket placement, and colour accents. 5) Scaling up and knowledge diffusion: A production run of 60 dresses, 80 blouses, and 50 pairs of trousers was completed for broader launch. Digital promotion through an upgraded Facebook page and provincial OTOP fairs widened exposure. Monthly review meetings documented sales data, trouble‑shooting, and skill gaps—creating a feedback loop for continuous improvement. Results Design and technical skills—All members can now read and modify commercial patterns, match Mo Hom panels with khit in complementary hues, and use industrial sewing machines for clean finishing. Product diversity—The collection expanded from two basic shirts to at least six SKUs, including the new women’s line and a unisex overshirt, providing greater choice and enabling bundle offers. Economic impact—Average profit margins rose by 25 % on dresses, 33 % on blouses, and 25 % on trousers. Online enquiries and craft‑fair orders climbed so rapidly that the dress line went into back‑order, prompting plans to train additional seamstresses from the village. Market reach—Sales channels now span three retail outlets in Nong Bua Lamphu, a Facebook shop with nationwide shipping, and regular booths at regional trade fairs, giving the brand steady visibility. Environmental stewardship—Fabric offcuts are up‑cycled into sachets and small gifts, reducing waste and reinforcing an eco‑friendly brand message aligned with consumer expectations for sustainable craft. Social sustainability—Youth inclusion has become explicit policy: daughters and sons of existing members manage social‑media content and learn cutting and stitching, ensuring inter‑generational transfer of skills. Community identity—By weaving khit stripes into modern silhouettes, the group maintains a tangible link to local heritage even as it courts new, younger consumers. Discussion Key success factors include: (1) anchoring innovation in the authentic idiom of Mo Hom and khit, avoiding superficial “modernisation”; (2) coupling design workshops with business‑planning modules to translate creativity into income; (3) using rapid market‑test loops so designs evolve with real consumer data; and (4) retaining a participatory ethos so every member feels ownership of the new direction. Challenges remain. Production capacity must rise without diluting quality; consistent natural‑dye batches require tighter process control; and brand storytelling across digital channels needs refinement to stand out in a saturated slow‑fashion market. The group therefore plans a micro‑studio for colour testing, a shared online calendar for production scheduling, and quarterly photo‑shoots to refresh content. Conclusion The Anongmohom Group’s journey illustrates how indigenous textile enterprises can thrive by marrying traditional craft with contemporary design and market intelligence. Through participatory training, iterative prototyping, and strategic branding, the group moved from a stagnant two‑product offering to a versatile collection that commands higher prices and attracts new demographics. The approach—rooted in local wisdom, enriched by expert input, and driven by systematic market validation—provides a replicable model for similar craft communities seeking relevance in today’s fashion landscape while safeguarding their cultural essence.

Effective speaking involves not only linguistic competence but also pragmatic skills, which are often overlooked in traditional language instruction. While previous studies on vlogs in language learning have primarily examined linguistic aspects, the role of pragmatic competence remains underexplored. This study addresses this gap by investigating the impact of vlog-making assignments on pragmatic skill development among English as a Foreign Language (EFL) students, utilizing Speech Act Theory as the theoretical framework. Employing a qualitative descriptive approach, the research analyzed vlogs from five students. The findings revealed that students predominantly used Representatives and Expressives, demonstrating their capacity to convey contextually appropriate observations, opinions, and emotions. These results highlight the potential of vlog-making assignments in enhancing both linguistic and pragmatic communication skills. The study's limitations, notably the small sample size and qualitative design, underscore the need for expanded research with more diverse samples to comprehensively understand how vlog assignments influence pragmatic skill development. Despite these constraints, the research advocates for integrating digital tools in language education and emphasizes the importance of assessment methods that holistically evaluate linguistic and pragmatic competencies.

Hemispheric function and linguistic skill in the deaf

This study was motivated by the persistent problem of low literacy performance among primary school pupils in Nigeria, which is often attributed to teacher-centered instructional methods and limited use of technology in classrooms. The purpose of the research was to examine the effect of instructional animation on pupils’ academic performance in literacy, with specific attention to gender and school type. The study involved 95 pupils from four selected public and private primary schools in Ilorin West Local Government Area of Kwara State, consisting of 53 pupils from public schools and 42 from private schools. A pre-test, post-test, non-equivalent control group quasi-experimental design with a 2×2×2 factorial structure was adopted for the study. Data were collected using the Pupils’ Literacy Performance Test (PLPT), the Instructional Guide for Instructional Animation (IGIA), and the Instructional Guide for Conventional Method (IGCM). The instruments were validated by experts and the PLPT yielded a reliability coefficient of 0.74. Data obtained were analyzed using Analysis of Variance (ANOVA) to test the main and interaction effects of instructional animation, gender, and school type on pupils’ literacy performance. The findings revealed that instructional animation had a significant positive effect on pupils’ academic performance in literacy, as those taught with animation outperformed their peers taught with the conventional method. However, there were no significant interaction effects among instructional animation, gender, and school type, indicating that the strategy was effective and inclusive across different learner groups. The study concludes that integrating instructional animation into literacy instruction can enhance pupils’ learning outcomes and promote equitable, technology-based education in primary schools.