Visible mathematics pedagogy: A model for transforming classroom practice

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 the past decades, society in general has become strongly diverse. This change also affects schools. As a result, learning groups cannot be seen as homogeneous and taught in this way. One of the challenges is students' linguistic skills. Dealing with different linguistic competencies should not only be a focus of formal education in schools but supported by non-formal education such as student laboratories. Thus, there is a need for practical examples that are effective for teaching and learning of diverse groups of students and enables them to be an active part of the learning process. At the Ludwigsburg University of Education, learning settings for student laboratories that enable active participation for all students irrespective of their linguistic competencies are developed and implemented following the model of Participatory Action Research in three cycles. In a cyclical approach, language-sensitive and language-supportive learning materials are developed, implemented, and evaluated focusing on different chemical contents. Qualitative data are collected during the experimentation phase using a semi-structured observation sheet. In three phases, we evaluated semi-structured observations of eight learning groups of different grade levels and school types with a total of 163 students. The observations are analyzed using inductive qualitative content analysis. The results show an optimal composition of approved methods, tools, and activities as succesful examples. Furthermore, interdependence between different factors could be identified that have positive relations with active participation of all students.

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

Despite repeated attempts to reform schools, teachers' work has remained surprisingly stable. The purpose of this study was to investigate implementation of a state-funded restructuring initiative that intended broad changes in teachers' professional roles. Sponsors of the founding legislation reasoned that changes in teachers' roles would contribute to higher student achievement. This study examined the question of whether and how this program of comprehensive whole-school change promoted changes in teachers' roles in school governance, collegial relations, and the classroom. Further, the study traced the relationship of these changes to one another, and weighed the likelihood that they had the capacity to affect core educational practices. Theoretically, this study is situated in the available literature on teachers' collegial relations; participation in shared decision making; and classroom roles, relationships and practice. Three elementary schools served as the sites for intensive qualitative data collection completed over a two-year period. The schools differed in geographic location (two urban, one rural), but all enrolled a racially, ethnically and linguistically diverse population of students, and more than half of the students in each school qualified for free or reduced price lunch. The study resulted in multiple types and sources of data on teachers' professional roles, including: observations in classrooms, collegial interactions, and governance situations; interviews with teachers (including teacher leaders), parents, administrators, and students; and documents pertaining to the restructuring plans and process. Findings show that changes in the three areas were achieved unevenly in the three schools. All three schools introduced changes in classroom practice and roles, ranging from the adoption of multi-age classrooms to more modest innovations in curriculum or instruction. In only one case were changes in professional roles outside the classroom organized to support and sustain classroom changes. Two of the three schools introduced changes in staff organization (teacher teams) and leadership (governance committees), but under-estimated the professional development and other supports that would in turn support changes in classroom practice. Altogether, it appears unlikely that the observed changes in professional roles were sufficiently well established and connected to affect core educational practice in the long run.

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.

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.

Funded by the Jacob K. Javits Gifted and Talented Education Act, the Mustard Seed Project's major goal T91maoivti1ts was to train teachers to differentiate curricula for gifted students in the general education classroom. This study addressed the changes in classroom practices and the factors that influenced these changes. Changes were measured using the Classroom Instructional Practices Scale Johnsen, 1992). The sample included 1 urban and 5 rural sites, 8 principals, 74 teachers, mentor teachers, and 18 community representatives. Throughout the two years of implementation, majority of teachers at each site made changes. Changes in classroom practices and influencing factors, were determined from interviews, field notes, formal and informal observations, and a final survey. Participants cited staff-development activities, leadership, mentoring, resources, and project support as extremely beneficial.

Impact of curriculum reform: Evidence of change in classroom practice in mainland China

This study draws on the application of sociocultural theory to second-language learning and teaching to examine the impact of a design-based research approach on teacher development and literacy instruction to English-language learners (ELLs). Design-based research methodology was employed to derive theoretical suppositions relating to the process of learning as well as the means by which this process is supported. Our research questions were: (a) How will this professional development model result in shifts in teacher thinking about language and literacy learning for ELLs; (b) what innovations in teachers' repertoires of practice will be developed; and (c) in what ways will these shifts in teachers' thinking and innovations in their repertoire of practice bring about new forms of language and literacy learning? Our findings point to the need to place development in the forefront of teacher professional development models. Also foregrounded is the importance of promoting teachers' critical reflection on classroom practices and of creating hypotheses for pedagogical change vis-à-vis new understanding about students' linguistic, cognitive and academic needs.

The aim of this study was to examine how fifth grade students’ critical thinking and problem-solving skills can be developed using practices based on Newman and Weglage’s (1993. Five standarts for authentic instruction. Educational Leadership, 50(7), 8–12) authentic learning standards (high-order thinking, depth of knowledge, relation with the world beyond the classroom, constant conversion and social support for student achievement). The main aim of the study was to offer different perspectives on mathematics education by focusing on development of critical thinking skills needed to understand mathematics. The study was carried out in six cycles via an action research model. The data consisted of unconstructed observations (camera recordings), students’ scores on CTR (Critical Thinking Rubric), and their journals and written documents. The research results showed that practices based on authentic learning standards improved such critical thinking skills as comprehending, comparing, proving, suggesting new solutions, and reflecting on problem solving processes of the students who were included in the target study group.