Effectiveness of Action Research and RTOP for Improving Physics Lessons

In this quantitative study, we compare the efficacy of Level 2, guided inquiry–based instruction to more traditional, verification laboratory instruction in supporting student performance on a standardized measure of knowledge of content, procedure, and nature of science. Our sample included 1,700 students placed in the classrooms of 12 middle school and 12 high school science teachers. The instruction for both groups included a week long, laboratory‐based, forensics unit. Students were given pre‐, post‐, and delayed posttests, the results of which were analyzed through a Hierarchical Linear Model (HLM) using students' scores, teacher, level of school, Reformed Teaching Observation Protocol (RTOP) scores, and school socioeconomic status. Overall, compared to students in traditional sections, students who participated in an inquiry‐based laboratory unit showed significantly higher posttest scores; had the higher scores, more growth, and long‐term retention at both the high school and middle school levels, if their teacher had stronger implementation of inquiry methods (as measured by RTOP scores); and tended to have better outcomes than those who learned through traditional methods, regardless of level of poverty in the school. Our findings suggest that Level 2 inquiry can be an effective teaching approach to support student learning as measured through standardized assessments. © 2010 Wiley Periodicals, Inc.Sci Ed94:577–616, 2010

The aim of this study was to determine the effect of self-reflection activities on preservice science teachers’ classroom teaching practices. An action research model was used. The study sample consisted of 17 (8 male, 9 female) senior students of the department of primary science education. This 10-week study was carried out within the scope of the course of Teaching Practice. Participants were asked to prepare a lesson plan for a science subject and teach it every week in their practice schools. Afterwards, they were asked to complete a Self-Reflection Form, which was developed based on discussions with them. Lecture video recordings, observation notes and Reformed Teaching Observation Protocol (RTOP) were used to determine the effect of self-reflection activities on participants’ classroom teaching practices. Participants’ lectures were evaluated using the RTOP. Furthermore, 30-40 min semi-structured interviews were conducted with participants to obtain more detailed information on the cause of the change in their classroom teaching practices. Results showed that self-reflection activities improved participants’ classroom teaching practices.

Action research is a powerful tool for teachers to engage in reflective practice and drive educational improvement in addressing context-specific issues within schools. While action has been widely recognized as a valuable tool for improving teaching practices, there remains a limited understanding of the specific motivations, challenges, and difficulties teachers face in conducting action research, particularly in the context of public schools in the Philippines. Existing studies often focus on quantitative data, leaving a gap in narrative-driven, teacher-centered insights. This study explored the motivations, challenges, and difficulties of teachers at Isulan National High School (INHS) face when conducting action research. A narrative research design was employed to capture in-depth responses, with data collected through semistructured interviews. Five teachers were selected using purposive sampling to represent various positions, including Teacher I to Master Teacher II. Thematic analysis revealed that teachers are primarily motivated by a desire for positive change, real-world engagement, skill enhancement and personal growth, collaboration, and adaptability in addressing educational challenges and improving pedagogical practices. However, significant challenges hinder their ability to conduct action research effectively. These include time constraints due to heavy workloads, resistance to change from colleagues and administrators, sustainability issues in implementing research findings, negative perceptions and attitudes toward research activities, and a lack of conceptual knowledge about research methodologies. Despite these barriers, participants believed that action research is vital for professional development. It provides opportunities for skill enhancement, critical reflection, self-improvement, and exploration of innovative strategies to impact teaching and learning positively. Furthermore, the study recommends the need for targeted professional development programs, improved resource allocation, and the establishment of a supportive research culture. These measures are essential to ensure the sustainability and effectiveness of action research in enhancing educational practices at INHS.

This paper advocates for the use of Action Research (AR) approaches in the designing of Information Systems (IS). Following a brief overview of the history of AR as a research methodology and it's use in IS research a framework for describing the AR process is developed. This framework is then used to describe the AR process involved in the design and development of a paper based and orally communicated child health IS. A common criticism of AR in IS design is the focus on the output of the design and the lack of rigour in the description of AR projects. This paper addresses this gap by focusing on the process of the design and development of the IS in the case study, but also contributes to AR by outlining a number of concerns which should be addressed by the IS researcher if AR is to viewed as rigourous. The concerns which need to be addressed are the need: to make explicit the epistemology of the researcher(s) or practitioner(s) in any AR project; to adopt a participatory AR and longitudinal approach to avoid the conflict of 'serving two masters'; to develop networks of action, and; to develop and disseminate generalisations and learnings from the research.

This chapter outlines developments in the reform of English language teaching (ELT) in Japan. It outlines how Japan has an implicit deeply entrenched educational system based on Confucianism and how this system is undergoing change. The chapter is organised with reference to a dynamic interplay of global economic realities, ELT policy reforms and how these reforms affect the way in which academic performance is measured. Reforms in the national curriculum in secondary education, national university entrance exams and institutional policies have brought about the need for teachers at secondary- and tertiary level to broker a new approach to teaching and learning. Specific reference is made to lessons involving an active learning approach at Tokyo University of Science, Japan.

ABSTRACTAction research methodology is commonly used in initial teacher education programmes as a pedagogical strategy to enhance student teacher learning. Action research is most often used in tandem with school-based practicum components in the latter stage of programmes as a means of bridging the theory-practice divide. It is also frequently used as a capstone assessment to assure prospective teacher capability for reflective inquiry. The study reported here focuses on the perspectives of teachers who were recent graduates of two initial English language teacher education programmes in Chile, who had undertaken action research projects as part of their degree programme. It also engaged the university-based supervisors who had overseen this work. These experiences are analysed in the context of the guiding epistemological and political foundations of action research. The outcomes of this research suggest that the use of action research in initial teacher education contexts may be more problematic than it is often assumed; particularly, where student teachers’ work is professionally isolated. From this, it is suggested that action research in initial teacher education needs to be conscious of potential constraints in school-based contexts, as these may act to limit the current and prospective impact of this learning experience.

The objective of the study was to examine the practice of using action research by instructors in research universities of Ethiopia as a means to enhance their instruction. To conduct the study, a concurrent embedded mixed research design was used. Data were collected from384 instructors’ selected using simple random sampling to fill the questionnaire. Furthermore, four department heads and one research coordinator were chosen for interviews using purposive sampling technique. Quantitative data were analyzed using descriptive statistics including frequency, percentage, mean and standard deviation and the qualitative data was analyzed thematically. The finding of the study reveals that instructors’ level of awareness concerning action research was good however; instructors’ use of action research to enhance instruction was very low. Among the challenges that hinder instructors engagement in action research to enhance instruction was Lack of time due to heavy load, Limited funding and emphasizing teaching over research was ranked as 1st 2nd 3rd respectively. Finally, recommendations were proposed to enhance instructors' involvement in action research for the purpose of enhancing instruction.

The quality of education in any country rests on school communities as a whole. However, the real implementers of innovations and changes in curriculum are teachers. Teachers, as practitioners, are the ones most often held accountable for successes and failures in educating schoolchildren. The way to facilitate teachers in handling challenges and keeping up with curriculum renewals is through constant support in the form of continuing professional development (CPD) by means of action research. Action research as CPD has been viewed as a critical platform for advocating change, which is the outcome of teachers’ ability and autonomy to lead in making informed decisions about their own practices. Given its usefulness, action research is found well established, vastly practiced, and widely published in Western countries. This has raised the question of the widespread use of action research as CPD in the Southeast Asian (SEA) region. Preliminary analysis reveals that in some SEA countries, such as Timor Leste, there is limited literature on action research, while in countries such as Malaysia, Singapore, and Thailand, action research has been well documented. At the same time, there is an emerging trend in SEA countries to adopt different models of action research. In Malaysia, for instance, action research has been primarily classroom based, whereas in Indonesia, a critical and community based approach to action research seems to be prevalent. This suggests that the kinds of action research conducted in the different SEA countries may reflect variations in cultural, economic, and geographical landscapes. Given the importance of action research to teacher practitioners and school leaders, and in providing an identity to the action research approaches conducted in Southeast Asia, the historical trail of action research presents a window into the nature of CPD concerns of each country, as well as the successes and challenges of conducting action research as CPD for sustained impact.

The study aims to provide implications, based on the experience of technology teachers, regarding the direction for technology instruction in high schools in view of the high school credit system. To this end, in-depth interviews were conducted with seven technology teachers, experienced in the research and preparation of the high school credit system, and field data were collected. Additionally, some of their classes were observed. The collected data were analyzed and categorized through the process of emic coding and structural coding. According to the analysis, the participants faced limitations because of a high school culture that is oriented towards college entrance, since technology is not covered in South Korea’s national college entrance exam. The teachers experienced “difficulty in securing class time,” “burden of teaching multiple subjects,” “difficulty in teaching unfamiliar subjects,” and “difficulty in conducting classes” due to the introduction of the high school credit system. The analysis reveals that this system caused the following changes in the attitude towards the technology class: ‘avoidance,’ ‘survival,’ and ‘opportunity.’ Based on these findings, the pedagogical implications of technology teachers’ experiences, due to the introduction of the high school credit system, may be interpreted as ‘establishing firm values for the subject matter' and ‘thinking from the students’ perspective.’ The following steps are proposed based on the analysis outcomes: an experiential study for students who undertook technology instruction under the high school credit system, development of a program to enhance the expertise of technology teachers at high schools, and action research on “delivering good technology instruction” in high schools. This study is meaningful as it interprets and analyzes not only the changes in the technology instruction due to the introduction of the high school credit system, but also their significance, thereby deriving the aforementioned implications. The findings of the study may serve as useful data for offering implications regarding the direction for technology as a subject in high schools.

The purpose of this study was to determine the relationship between reform practices, student engagement in mathematics class, college readiness in mathematics for high school students, and mathematics teacher Professional Development (PD). Quasi-experimental mixed methodology addressed the research question(s) in a parallel design. Treatment teachers participated in PD where reformed teaching practices were presented, observed, discussed, and analyzed using a Cognitive Apprenticeship (CA) framework. Student’s mathematics readiness was measured distantly and proximally. Student engagement in mathematics class and reform practice implementation were observed, using Reformed Teaching Observation Protocol (RTOP), and compared across groups to assess treatment effects pre and post PD. Analysis of treatment using teacher interviews and posts from an online community blog suggested significant treatment effects. Positive changes in student engagement and teacher reform implementation were observed. Teacher beliefs and perceptions of PD impacted reform implementation as well. Implications from the study have the potential to influence policy decisions and professional development related to reform instructional practices in secondary mathematics classrooms throughout the state.

The contemporary use of action research draws on the exploratory, inductive nature of many qualitative research approaches because the type of research problems studied are complex, dynamic, and located in rapidly changing contexts. When action research is undertaken to support social and organizational change, support from stakeholders affected by the research problem is essential, creating further complexity. Action research may serve as an alternative to more traditional views of social science. In this chapter, the authors describe action research as envisioned by Kurt Lewin, its originator. Using the example of an innovative action research approach to doctoral research, they illustrate the context-rich, exploratory nature of action research that both generates knowledge for change and engages collaborating researchers and participants. The authors conclude with reflections on criteria for rigor and relevance in action research in today's post-modern, complex world.

实践教学是以培养学生实践能力为目的，与理论教学相辅相成的一种教学模式。本文对实践教学的类型和特征分别展开了分析，其类型包括课堂实践教学、校园实践教学、校外实践教学，其特征包括：实践性、主体性、生活性、创新性、时效性。根据当前中学思想政治课实践教学的理论研究，论述了针对中学思想政治实践课实践教学现状，开展中学思想政治课实践教学研究的目的和意义。同时，对于中学思想政治课实践教学存在缺少理论指导、教育理念偏差、缺乏经验借鉴、实践教学的实施、组织困难等问题，提出解决这些问题的几点建议和对策：加强实践教学的理论研究；提高中学思想政治课实践教学的重视程度；借鉴国内外好的实践教学经验；完善中学实践教学的长效机制。 Practical teaching is a kind of teaching mode which is complementary to theoretical teaching aiming at cultivating students’ practical ability. In this paper, the types and characteristics of the practice teaching are analyzed; its types include classroom practice teaching, practice teaching in campus, and practice teaching in society. And its features include: Practicality, subjectivity, cha-racteristics of life, innovation, and timeliness. According to the theoretical research of the practical teaching of ideological and political courses in high school, this paper shows the present situation of practical teaching in high school and discusses the purpose and significance of the practice teaching of ideological and political courses in high school. At the same time, there are some problems about the practice teaching of ideological and political courses in middle school, such as lack of theoretical guidance, deviation of education idea, lack of experience reference, the difficulties of the practice teaching implementation and organization and so on. So some suggestions and countermeasures are given: To strengthen the theoretical study of teaching practice; to pay more attention to political lesson practice teaching in the high school; to draw lessons from domestic and international good practice teaching experience; to improve the long-term mechanism of the practice teaching in the high school.

In light of evolving pedagogical frameworks and increasing challenges in English Language Teaching (ELT), effective professional development is essential for teachers striving to enhance their practices. Action research is a pivotal strategy for teachers' professional development, fostering an adaptive learning environment through reflective pedagogy. While teachers have implemented action research, its engagement among secondary-level English language teachers remains underexplored, particularly regarding their knowledge, use, and perceptions of its role in professional growth. The study aimed to identify secondary-level English language teachers’ knowledge, use, and perceived effectiveness of action research as a tool for professional development. The research employed a quantitative survey approach, focusing on English language teachers in private and public schools in Nepal, with a particular emphasis on those in the Sunsari district. A sample of 200 teachers was selected using a simple random sampling strategy, and a structured questionnaire was administered online via Google Forms. The collected data were analyzed using a bivariate analysis approach with SPSS. A chi-square test was conducted to assess the association between the variables, while Phi was employed to determine the significance of these relationships. The study examined the association between independent variables (such as sex, level of teaching, type of school, and academic qualification) and dependent variables (including use of action research, knowledge of action research, and perceived effectiveness of action research). The findings indicated no significant statistical association between the independent and dependent variables. However, the study concluded that the majority of teachers perceived action research as valuable for problem-solving, increasing professional confidence, promoting career advancement, fostering transformative agency, and enhancing teacher collaboration. It suggests that teachers could benefit from more effectively integrating action research into their teaching practices for professional development and transformation.

A large applied research study is a challenging exercise in project management and is often unpredictable because of its complexity. In the beginning, funding bodies, ethics committees, and participating organizations expect a plan of what is intended. As the research evolves, researchers must meet the expectations of stakeholders while being responsive to the emergent reality that the research faces and partly uncovers. This article describes action research used as an umbrella process that enabled us to manage the research project. We used action research as a meta-methodology—that is, a process that can subsume multiple subprocesses and under which these contradicting demands can be satisfied. In particular, two characteristics enable action research to do this. One is its cyclic process, iteratively tracing out a rhythm of planning, acting, and observing the results. The other is the nesting of its cycles, applied at scales ranging from the overall study to the moment-by-moment facilitation. We illustrate this use of action research with examples from a long-term applied study of leadership in faith-based, not-for-profit organizations.

Action Research in Language Learning