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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Classroom Action Research</h1><div class="u-tcGrayDark">45,512 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Classroom Action Research</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Classroom_Action_Research/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Classroom_Action_Research/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Classroom_Action_Research/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Classroom_Action_Research">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_23517657" data-work_id="23517657" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/23517657/Teacher_research_as_continuing_professional_development_a_project_with_Chilean_secondary_school_teachers">Teacher-research as continuing professional development: a project with Chilean secondary school teachers</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Smith, Connelly and Rebolledo discuss types of action research and how this related to the design of their CPD innovation project, working in the extremely challenging conditions of state secondary schools in Chile. They paint a picture... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_23517657" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Smith, Connelly and Rebolledo discuss types of action research and how this related to the design of their CPD innovation project, working in the extremely challenging conditions of state secondary schools in Chile. They paint a picture of a school system which has been blighted by under-investment and historical associations of teaching as a 'subversive' profession, where teachers have low incomes and low status and teach on average 38 hours a week in classes with 40 or more students. Little wonder that teachers suffer from demoralisation and are reluctant to engage in professional development programmes. This does not seem fertile ground for a project which would involve teachers in additional work by engaging them in research. Nevertheless, Smith and his colleagues decided that they needed to move away from the traditional one-off, top-down, INSET courses which had been the staple of ineffective CPD in Chile for so long, and to attempt to involve teachers in their own professional development through voluntary teacher action research. They also felt that Chilean teachers' sense of vocation and commitment to their students' learning, despite the conditions of their work, which had been found by Ávalos and Sotomayor (2012), gave them cause for optimism.<br /><br />Their description of the difficulties they faced provides important lessons for anyone designing similar programmes. They discovered that decisions on such things as the choice of online platform and even when to begin the project had important implications for teachers' capacity to become involved. However, what is striking is that, in spite of the difficulties, the project showed that even in conditions which seem hostile to CPD there will always be teachers whose sense of vocation and whose desire for self-improvement will push them to overcome obstacles in their path. Yet they also found that teachers' commitment needs to be complemented by enabling conditions that take account of contextual constraints and provide forms of engagement which fit the pattern of their everyday lives. A significant enabling condition was an official Ministry of Education letter approving teachers' participation in the project, another example of the importance of top-down/bottom-up synergy for effective CPD evident in other chapters in this volume. Ultimately, the project succeeded in demonstrating the capacity of teachers to engage in research as a form of CPD, despite their difficult working conditions. Teachers' own narratives exemplify the professional learning that took place, their capacity to analyse their own practice, and its impact on their relationships with their students. Above all, teachers felt empowered by the experience, or in the words of one teacher: 'You realise that you can make a change and that it is in your hands'.<br /><br />- See more at: <a href="http://englishagenda.britishcouncil.org/continuing-professional-development/teacher-research-continuing-professional-development#sthash.WaR5Yj8s.dpuf" rel="nofollow">http://englishagenda.britishcouncil.org/continuing-professional-development/teacher-research-continuing-professional-development#sthash.WaR5Yj8s.dpuf</a></div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/23517657" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b8fecb89401354f5f34820bab0552851" rel="nofollow" data-download="{"attachment_id":43952991,"asset_id":23517657,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/43952991/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="40707948" href="https://uandes.academia.edu/TomConnelly">Tom Connelly</a><script data-card-contents-for-user="40707948" type="text/json">{"id":40707948,"first_name":"Tom","last_name":"Connelly","domain_name":"uandes","page_name":"TomConnelly","display_name":"Tom Connelly","profile_url":"https://uandes.academia.edu/TomConnelly?f_ri=27957","photo":"https://0.academia-photos.com/40707948/12041154/13450641/s65_thomas.connelly.jpg"}</script></span></span></li><li class="js-paper-rank-work_23517657 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="23517657"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 23517657, container: ".js-paper-rank-work_23517657", }); });</script></li><li class="js-percentile-work_23517657 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 23517657; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_23517657"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_23517657 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="23517657"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 23517657; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=23517657]").text(description); $(".js-view-count-work_23517657").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_23517657").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="23517657"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7223" href="https://www.academia.edu/Documents/in/Reflective_practice_in_education">Reflective practice in education</a>, <script data-card-contents-for-ri="7223" type="text/json">{"id":7223,"name":"Reflective practice in education","url":"https://www.academia.edu/Documents/in/Reflective_practice_in_education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a>, <script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="115537" href="https://www.academia.edu/Documents/in/CPD_for_teachers">CPD for teachers</a><script data-card-contents-for-ri="115537" type="text/json">{"id":115537,"name":"CPD for teachers","url":"https://www.academia.edu/Documents/in/CPD_for_teachers?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=23517657]'), work: {"id":23517657,"title":"Teacher-research as continuing professional development: a project with Chilean secondary school teachers","created_at":"2016-03-21T07:54:06.426-07:00","url":"https://www.academia.edu/23517657/Teacher_research_as_continuing_professional_development_a_project_with_Chilean_secondary_school_teachers?f_ri=27957","dom_id":"work_23517657","summary":"Smith, Connelly and Rebolledo discuss types of action research and how this related to the design of their CPD innovation project, working in the extremely challenging conditions of state secondary schools in Chile. They paint a picture of a school system which has been blighted by under-investment and historical associations of teaching as a 'subversive' profession, where teachers have low incomes and low status and teach on average 38 hours a week in classes with 40 or more students. Little wonder that teachers suffer from demoralisation and are reluctant to engage in professional development programmes. This does not seem fertile ground for a project which would involve teachers in additional work by engaging them in research. Nevertheless, Smith and his colleagues decided that they needed to move away from the traditional one-off, top-down, INSET courses which had been the staple of ineffective CPD in Chile for so long, and to attempt to involve teachers in their own professional development through voluntary teacher action research. They also felt that Chilean teachers' sense of vocation and commitment to their students' learning, despite the conditions of their work, which had been found by Ávalos and Sotomayor (2012), gave them cause for optimism.\n\nTheir description of the difficulties they faced provides important lessons for anyone designing similar programmes. They discovered that decisions on such things as the choice of online platform and even when to begin the project had important implications for teachers' capacity to become involved. However, what is striking is that, in spite of the difficulties, the project showed that even in conditions which seem hostile to CPD there will always be teachers whose sense of vocation and whose desire for self-improvement will push them to overcome obstacles in their path. Yet they also found that teachers' commitment needs to be complemented by enabling conditions that take account of contextual constraints and provide forms of engagement which fit the pattern of their everyday lives. A significant enabling condition was an official Ministry of Education letter approving teachers' participation in the project, another example of the importance of top-down/bottom-up synergy for effective CPD evident in other chapters in this volume. Ultimately, the project succeeded in demonstrating the capacity of teachers to engage in research as a form of CPD, despite their difficult working conditions. Teachers' own narratives exemplify the professional learning that took place, their capacity to analyse their own practice, and its impact on their relationships with their students. Above all, teachers felt empowered by the experience, or in the words of one teacher: 'You realise that you can make a change and that it is in your hands'.\n\n- See more at: http://englishagenda.britishcouncil.org/continuing-professional-development/teacher-research-continuing-professional-development#sthash.WaR5Yj8s.dpuf","downloadable_attachments":[{"id":43952991,"asset_id":23517657,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":40707948,"first_name":"Tom","last_name":"Connelly","domain_name":"uandes","page_name":"TomConnelly","display_name":"Tom Connelly","profile_url":"https://uandes.academia.edu/TomConnelly?f_ri=27957","photo":"https://0.academia-photos.com/40707948/12041154/13450641/s65_thomas.connelly.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=27957","nofollow":false},{"id":7223,"name":"Reflective practice in education","url":"https://www.academia.edu/Documents/in/Reflective_practice_in_education?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false},{"id":115537,"name":"CPD for teachers","url":"https://www.academia.edu/Documents/in/CPD_for_teachers?f_ri=27957","nofollow":false},{"id":228806,"name":"Teacher Reflection","url":"https://www.academia.edu/Documents/in/Teacher_Reflection?f_ri=27957"},{"id":317289,"name":"Exploratory Practice","url":"https://www.academia.edu/Documents/in/Exploratory_Practice?f_ri=27957"},{"id":989641,"name":"Managing Innovations In ELT","url":"https://www.academia.edu/Documents/in/Managing_Innovations_In_ELT?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31833283" data-work_id="31833283" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31833283/How_Effective_are_a_Teachers_Instructions_During_Lessons_DipTESOL_Observation_Instrument_">How Effective are a Teacher's Instructions During Lessons? (DipTESOL Observation Instrument)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">As I mostly teacher low-level classes conducted usually entirely in L2, sometimes the issuing of instructions can be protracted and problematical. I would like to become more aware about this aspect of teaching and learn how to give... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31833283" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">As I mostly teacher low-level classes conducted usually entirely in L2, sometimes the issuing of instructions can be protracted and problematical. I would like to become more aware about this aspect of teaching and learn how to give instructions to my low-level learners more effectively.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31833283" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cf7eb3493d37e9630cf4828b9f668295" rel="nofollow" data-download="{"attachment_id":52127347,"asset_id":31833283,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/52127347/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="13209288" href="https://shu.academia.edu/AlistairMelvin">Alistair Melvin</a><script data-card-contents-for-user="13209288" type="text/json">{"id":13209288,"first_name":"Alistair","last_name":"Melvin","domain_name":"shu","page_name":"AlistairMelvin","display_name":"Alistair Melvin","profile_url":"https://shu.academia.edu/AlistairMelvin?f_ri=27957","photo":"https://0.academia-photos.com/13209288/6540589/7395194/s65_alistair.melvin.jpg"}</script></span></span></li><li class="js-paper-rank-work_31833283 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31833283"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31833283, container: ".js-paper-rank-work_31833283", }); });</script></li><li class="js-percentile-work_31833283 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31833283; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_31833283"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_31833283 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="31833283"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31833283; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31833283]").text(description); $(".js-view-count-work_31833283").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31833283").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31833283"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1716" href="https://www.academia.edu/Documents/in/Action_Research">Action Research</a>, <script data-card-contents-for-ri="1716" type="text/json">{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a>, <script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="50569" href="https://www.academia.edu/Documents/in/Language_Learning">Language Learning</a><script data-card-contents-for-ri="50569" type="text/json">{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31833283]'), work: {"id":31833283,"title":"How Effective are a Teacher's Instructions During Lessons? (DipTESOL Observation Instrument)","created_at":"2017-03-12T16:24:20.710-07:00","url":"https://www.academia.edu/31833283/How_Effective_are_a_Teachers_Instructions_During_Lessons_DipTESOL_Observation_Instrument_?f_ri=27957","dom_id":"work_31833283","summary":"As I mostly teacher low-level classes conducted usually entirely in L2, sometimes the issuing of instructions can be protracted and problematical. I would like to become more aware about this aspect of teaching and learn how to give instructions to my low-level learners more effectively. ","downloadable_attachments":[{"id":52127347,"asset_id":31833283,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":13209288,"first_name":"Alistair","last_name":"Melvin","domain_name":"shu","page_name":"AlistairMelvin","display_name":"Alistair Melvin","profile_url":"https://shu.academia.edu/AlistairMelvin?f_ri=27957","photo":"https://0.academia-photos.com/13209288/6540589/7395194/s65_alistair.melvin.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=27957","nofollow":false},{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false},{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning?f_ri=27957","nofollow":false},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=27957"},{"id":184145,"name":"TESL/TEFL","url":"https://www.academia.edu/Documents/in/TESL_TEFL?f_ri=27957"},{"id":245102,"name":"Classroom Observation","url":"https://www.academia.edu/Documents/in/Classroom_Observation?f_ri=27957"},{"id":302696,"name":"Teaching English as a foreign language (TEFL)","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_foreign_language_TEFL_?f_ri=27957"},{"id":426907,"name":"Instructions","url":"https://www.academia.edu/Documents/in/Instructions?f_ri=27957"},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=27957"},{"id":958800,"name":"Instrumental Observations","url":"https://www.academia.edu/Documents/in/Instrumental_Observations?f_ri=27957"},{"id":1310385,"name":"Teaching Instructions","url":"https://www.academia.edu/Documents/in/Teaching_Instructions?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_66624320" data-work_id="66624320" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/66624320/Every_picture_tells_a_story_using_selfie_inspired_activities_to_enhance_social_relations_and_encourage_self_reflexivity">Every picture tells a story: using selfie-inspired activities to enhance social relations and encourage self-reflexivity</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This chapter explores the results of a study in Thailand that capitalised on the popularity of the selfie, providing second-year English language students with an opportunity to practise their oral presentation and speaking skills. The... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_66624320" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This chapter explores the results of a study in Thailand that capitalised on the popularity of the selfie, providing second-year English language students with an opportunity to practise their oral presentation and speaking skills. The selfie was used not in the usual sense of online picture-sharing, but as a visual aid in a face-to-face interaction, thus serving as a “currency for social interaction” (van Dijck 2008, p.62) and communication device (Saltz, 2014). Mining the rich insights gained from the Thai study, this chapter presents another selfie-inspired activity adapted for a different context and purpose at a UK university. Initially designed to facilitate recall of students’ names linked with faces, the initiative evolved into an effective conversation starter. It is suggested that both selfie-inspired initiatives have led to serendipitous results, such as encouraging self-reflexivity among the students and promoting the development of “rapid intimacy” in the classroom (Vic...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/66624320" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="92881739" href="https://napier.academia.edu/MVictoria">Mabel Victoria</a><script data-card-contents-for-user="92881739" type="text/json">{"id":92881739,"first_name":"Mabel","last_name":"Victoria","domain_name":"napier","page_name":"MVictoria","display_name":"Mabel Victoria","profile_url":"https://napier.academia.edu/MVictoria?f_ri=27957","photo":"https://0.academia-photos.com/92881739/27086364/25505657/s65_mabelle.victoria.jpg"}</script></span></span></li><li class="js-paper-rank-work_66624320 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="66624320"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 66624320, container: ".js-paper-rank-work_66624320", }); });</script></li><li class="js-percentile-work_66624320 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 66624320; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_66624320"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_66624320 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="66624320"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 66624320; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=66624320]").text(description); $(".js-view-count-work_66624320").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_66624320").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="66624320"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a>, <script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="46596" href="https://www.academia.edu/Documents/in/English_language_teaching">English language teaching</a>, <script data-card-contents-for-ri="46596" type="text/json">{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="620077" href="https://www.academia.edu/Documents/in/English_Language_Teaching-1">English Language Teaching</a><script data-card-contents-for-ri="620077" type="text/json">{"id":620077,"name":"English Language Teaching","url":"https://www.academia.edu/Documents/in/English_Language_Teaching-1?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=66624320]'), work: {"id":66624320,"title":"Every picture tells a story: using selfie-inspired activities to enhance social relations and encourage self-reflexivity","created_at":"2021-12-30T13:36:10.444-08:00","url":"https://www.academia.edu/66624320/Every_picture_tells_a_story_using_selfie_inspired_activities_to_enhance_social_relations_and_encourage_self_reflexivity?f_ri=27957","dom_id":"work_66624320","summary":"This chapter explores the results of a study in Thailand that capitalised on the popularity of the selfie, providing second-year English language students with an opportunity to practise their oral presentation and speaking skills. The selfie was used not in the usual sense of online picture-sharing, but as a visual aid in a face-to-face interaction, thus serving as a “currency for social interaction” (van Dijck 2008, p.62) and communication device (Saltz, 2014). Mining the rich insights gained from the Thai study, this chapter presents another selfie-inspired activity adapted for a different context and purpose at a UK university. Initially designed to facilitate recall of students’ names linked with faces, the initiative evolved into an effective conversation starter. It is suggested that both selfie-inspired initiatives have led to serendipitous results, such as encouraging self-reflexivity among the students and promoting the development of “rapid intimacy” in the classroom (Vic...","downloadable_attachments":[],"ordered_authors":[{"id":92881739,"first_name":"Mabel","last_name":"Victoria","domain_name":"napier","page_name":"MVictoria","display_name":"Mabel Victoria","profile_url":"https://napier.academia.edu/MVictoria?f_ri=27957","photo":"https://0.academia-photos.com/92881739/27086364/25505657/s65_mabelle.victoria.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false},{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching?f_ri=27957","nofollow":false},{"id":620077,"name":"English Language Teaching","url":"https://www.academia.edu/Documents/in/English_Language_Teaching-1?f_ri=27957","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_44920287" data-work_id="44920287" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44920287/Aksjonsforskning_ansats_til_en_historisk_systematikk">Aksjonsforskning -ansats til en historisk systematikk</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The following text attempts, without pretending completeness, to analyze approaches to action research based on where and how they position themselves socially , on how they work, and on their actual basic distinctions. The result is a... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44920287" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The following text attempts, without pretending completeness, to analyze approaches to action research based on where and how they position themselves socially , on how they work, and on their actual basic distinctions. The result is a tentative typology presented roughly historically, which cuts through the many labels typical of current action research. Different approaches are useful, each for different purposes. Still, most circle consciously or subconsciously around some form of "practice" which works as a standard of measurement or quality criterion. The conclusion is that there is a certain sine qua non in the field of action research, i.e. a form "toward which, ways of doing things tend to evolve from a wide variety of starting points".</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44920287" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b9e290055db027bfa0e3017bfa3ca74c" rel="nofollow" data-download="{"attachment_id":65444203,"asset_id":44920287,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65444203/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="359730" href="https://oslomet.academia.edu/OlavEikeland">Olav Eikeland</a><script data-card-contents-for-user="359730" type="text/json">{"id":359730,"first_name":"Olav","last_name":"Eikeland","domain_name":"oslomet","page_name":"OlavEikeland","display_name":"Olav Eikeland","profile_url":"https://oslomet.academia.edu/OlavEikeland?f_ri=27957","photo":"https://0.academia-photos.com/359730/96618/5093782/s65_olav.eikeland.jpg"}</script></span></span></li><li class="js-paper-rank-work_44920287 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44920287"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44920287, container: ".js-paper-rank-work_44920287", }); 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$(".js-view-count[data-work-id=44920287]").text(description); $(".js-view-count-work_44920287").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44920287").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44920287"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1607" href="https://www.academia.edu/Documents/in/Participatory_Action_Research">Participatory Action Research</a>, <script data-card-contents-for-ri="1607" type="text/json">{"id":1607,"name":"Participatory Action Research","url":"https://www.academia.edu/Documents/in/Participatory_Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1716" href="https://www.academia.edu/Documents/in/Action_Research">Action Research</a>, <script data-card-contents-for-ri="1716" type="text/json">{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3086" href="https://www.academia.edu/Documents/in/Action_Research_Indigenous_Health_">Action Research (Indigenous Health)</a>, <script data-card-contents-for-ri="3086" type="text/json">{"id":3086,"name":"Action Research (Indigenous Health)","url":"https://www.academia.edu/Documents/in/Action_Research_Indigenous_Health_?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5604" href="https://www.academia.edu/Documents/in/Collective_Action">Collective Action</a><script data-card-contents-for-ri="5604" type="text/json">{"id":5604,"name":"Collective Action","url":"https://www.academia.edu/Documents/in/Collective_Action?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44920287]'), work: {"id":44920287,"title":"Aksjonsforskning -ansats til en historisk systematikk","created_at":"2021-01-17T03:24:15.355-08:00","url":"https://www.academia.edu/44920287/Aksjonsforskning_ansats_til_en_historisk_systematikk?f_ri=27957","dom_id":"work_44920287","summary":"The following text attempts, without pretending completeness, to analyze approaches to action research based on where and how they position themselves socially , on how they work, and on their actual basic distinctions. The result is a tentative typology presented roughly historically, which cuts through the many labels typical of current action research. Different approaches are useful, each for different purposes. Still, most circle consciously or subconsciously around some form of \"practice\" which works as a standard of measurement or quality criterion. The conclusion is that there is a certain sine qua non in the field of action research, i.e. a form \"toward which, ways of doing things tend to evolve from a wide variety of starting points\".","downloadable_attachments":[{"id":65444203,"asset_id":44920287,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":359730,"first_name":"Olav","last_name":"Eikeland","domain_name":"oslomet","page_name":"OlavEikeland","display_name":"Olav Eikeland","profile_url":"https://oslomet.academia.edu/OlavEikeland?f_ri=27957","photo":"https://0.academia-photos.com/359730/96618/5093782/s65_olav.eikeland.jpg"}],"research_interests":[{"id":1607,"name":"Participatory Action Research","url":"https://www.academia.edu/Documents/in/Participatory_Action_Research?f_ri=27957","nofollow":false},{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false},{"id":3086,"name":"Action Research (Indigenous Health)","url":"https://www.academia.edu/Documents/in/Action_Research_Indigenous_Health_?f_ri=27957","nofollow":false},{"id":5604,"name":"Collective Action","url":"https://www.academia.edu/Documents/in/Collective_Action?f_ri=27957","nofollow":false},{"id":7595,"name":"Action research (Methodology)","url":"https://www.academia.edu/Documents/in/Action_research_Methodology_?f_ri=27957"},{"id":8966,"name":"Action Learning","url":"https://www.academia.edu/Documents/in/Action_Learning?f_ri=27957"},{"id":14805,"name":"Action Theory","url":"https://www.academia.edu/Documents/in/Action_Theory?f_ri=27957"},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957"},{"id":32873,"name":"Participatory Action Research with Youth","url":"https://www.academia.edu/Documents/in/Participatory_Action_Research_with_Youth?f_ri=27957"},{"id":62103,"name":"Participative action research for health and sustainability","url":"https://www.academia.edu/Documents/in/Participative_action_research_for_health_and_sustainability?f_ri=27957"},{"id":102026,"name":"Social action","url":"https://www.academia.edu/Documents/in/Social_action?f_ri=27957"},{"id":108930,"name":"Arts-Based Participatory Action Research","url":"https://www.academia.edu/Documents/in/Arts-Based_Participatory_Action_Research?f_ri=27957"},{"id":330189,"name":"Immanent Critique","url":"https://www.academia.edu/Documents/in/Immanent_Critique?f_ri=27957"},{"id":384717,"name":"Classroom Action Reseach","url":"https://www.academia.edu/Documents/in/Classroom_Action_Reseach?f_ri=27957"},{"id":1031993,"name":"Nonviolent Action Strategies","url":"https://www.academia.edu/Documents/in/Nonviolent_Action_Strategies?f_ri=27957"},{"id":1221828,"name":"Immanent Criticism","url":"https://www.academia.edu/Documents/in/Immanent_Criticism?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39075040" data-work_id="39075040" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39075040/%DA%86%DA%AF%D9%88%D9%86%D9%87_%D9%BE%D8%B1%D9%88%DA%98%DB%80_%D8%A7%D9%82%D8%AF%D8%A7%D9%85_%D9%BE%DA%98%D9%88%D9%87%DB%8C_%D8%AE%D9%88%D8%AF_%D8%B1%D8%A7_%D8%A8%D9%86%D9%88%DB%8C%D8%B3%DB%8C%D9%85_%D8%B1%D8%A7%D9%87%D9%86%D9%85%D8%A7%DB%8C_%D8%B9%D9%85%D9%84%DB%8C_%D8%A7%D8%AC%D8%B1%D8%A7%DB%8C_%D9%BE%D8%B1%D9%88%DA%98%DB%80_%D8%A7%D9%82%D8%AF%D8%A7%D9%85_%D9%BE%DA%98%D9%88%D9%87%DB%8C_%D8%A8%D8%B1%D8%A7%DB%8C_%D9%85%D8%B9%D9%84%D9%91%D9%85%D8%A7%D9%86_%D9%88_%D9%85%D8%AF%D8%B1%D9%91%D8%B3%D8%A7%D9%86_">چگونه پروژۀ اقدام‌ پژوهی خود را بنویسیم؟ (راهنمای عملی اجرای پروژۀ اقدام‌ پژوهی برای معلّمان و مدرّسان)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">اقدام پژوهي شکل خاصی از پژوهش است که در دنیای واقعی مستقر شده است، بنابراین به یک شکل تحقیق از دنیای واقعی تبدیل می شود. اقدام پژوهي در مورد اقداماتی پر نفوذ برای اقدام اجتماعی و سیاسی است و سپس توضیح دادن به دیگران که چه کاری انجام داده... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39075040" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">اقدام پژوهي شکل خاصی از پژوهش است که در دنیای واقعی مستقر شده است، بنابراین به یک شکل تحقیق از دنیای واقعی تبدیل می شود. اقدام پژوهي در مورد اقداماتی پر نفوذ برای اقدام اجتماعی و سیاسی است و سپس توضیح دادن به دیگران که چه کاری انجام داده اید، چرا این کار را انجام داده اید و امید دارید از انجام آن چه چیزی به دست آورید. ازآنجاکه اقدام پژوهي مبتنی بر اقدام و عمل است، اقدام پژوهي اغلب "تحقیق مبتنی بر اقدام" نامیده می شود. همچنین اغلب "تحقیق کارورزی" است، زیرا کارورزان آن را انجام می دهند. اقدام پژوهي شامل دو کلمه – "اقدام یا عمل" و "پژوهیدن یا پژوهش"- است و این دو به موارد مختلف اشاره دارند: <br />• "اقدام یا عمل" به آنچه که در بافت های مختلف خود انجام می دهید، از جمله بافت های شخصی، اجتماعی، سازمانی و سیاسی شما، اشاره می کند. <br />• "پژوهیدن یا پژوهش" اشاره به این دارد که شما چگونه آنچه که در بافت های مختلف خود انجام می دهید را پیدا می کنید، و چگونه راه هایی برای انجام بهتر آن می یابید.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39075040" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="59ca186932b7a12c71b9fc84d79c5d1b" rel="nofollow" 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type="text/json">{"id":1091807,"first_name":"Morteza","last_name":"Bakhtiarvand","domain_name":"uni-flensburg","page_name":"MortezaBakhtiarvand","display_name":"Morteza Bakhtiarvand","profile_url":"https://uni-flensburg.academia.edu/MortezaBakhtiarvand?f_ri=27957","photo":"https://0.academia-photos.com/1091807/379910/59136658/s65_morteza.bakhtiarvand.jpg"}</script></span></span></li><li class="js-paper-rank-work_39075040 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39075040"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39075040, container: ".js-paper-rank-work_39075040", }); });</script></li><li class="js-percentile-work_39075040 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39075040; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_39075040"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_39075040 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="39075040"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39075040; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39075040]").text(description); $(".js-view-count-work_39075040").attr('title', 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Research</a>, <script data-card-contents-for-ri="1716" type="text/json">{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7595" href="https://www.academia.edu/Documents/in/Action_research_Methodology_">Action research (Methodology)</a>, <script data-card-contents-for-ri="7595" type="text/json">{"id":7595,"name":"Action research (Methodology)","url":"https://www.academia.edu/Documents/in/Action_research_Methodology_?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a><script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39075040]'), work: {"id":39075040,"title":"چگونه پروژۀ اقدام‌ پژوهی خود را بنویسیم؟ (راهنمای عملی اجرای پروژۀ اقدام‌ پژوهی برای معلّمان و مدرّسان)","created_at":"2019-05-09T10:56:13.850-07:00","url":"https://www.academia.edu/39075040/%DA%86%DA%AF%D9%88%D9%86%D9%87_%D9%BE%D8%B1%D9%88%DA%98%DB%80_%D8%A7%D9%82%D8%AF%D8%A7%D9%85_%D9%BE%DA%98%D9%88%D9%87%DB%8C_%D8%AE%D9%88%D8%AF_%D8%B1%D8%A7_%D8%A8%D9%86%D9%88%DB%8C%D8%B3%DB%8C%D9%85_%D8%B1%D8%A7%D9%87%D9%86%D9%85%D8%A7%DB%8C_%D8%B9%D9%85%D9%84%DB%8C_%D8%A7%D8%AC%D8%B1%D8%A7%DB%8C_%D9%BE%D8%B1%D9%88%DA%98%DB%80_%D8%A7%D9%82%D8%AF%D8%A7%D9%85_%D9%BE%DA%98%D9%88%D9%87%DB%8C_%D8%A8%D8%B1%D8%A7%DB%8C_%D9%85%D8%B9%D9%84%D9%91%D9%85%D8%A7%D9%86_%D9%88_%D9%85%D8%AF%D8%B1%D9%91%D8%B3%D8%A7%D9%86_?f_ri=27957","dom_id":"work_39075040","summary":"اقدام پژوهي شکل خاصی از پژوهش است که در دنیای واقعی مستقر شده است، بنابراین به یک شکل تحقیق از دنیای واقعی تبدیل می شود. اقدام پژوهي در مورد اقداماتی پر نفوذ برای اقدام اجتماعی و سیاسی است و سپس توضیح دادن به دیگران که چه کاری انجام داده اید، چرا این کار را انجام داده اید و امید دارید از انجام آن چه چیزی به دست آورید. ازآنجاکه اقدام پژوهي مبتنی بر اقدام و عمل است، اقدام پژوهي اغلب \"تحقیق مبتنی بر اقدام\" نامیده می شود. همچنین اغلب \"تحقیق کارورزی\" است، زیرا کارورزان آن را انجام می دهند. اقدام پژوهي شامل دو کلمه – \"اقدام یا عمل\" و \"پژوهیدن یا پژوهش\"- است و این دو به موارد مختلف اشاره دارند:\r\n•\t\"اقدام یا عمل\" به آنچه که در بافت های مختلف خود انجام می دهید، از جمله بافت های شخصی، اجتماعی، سازمانی و سیاسی شما، اشاره می کند.\r\n•\t\"پژوهیدن یا پژوهش\" اشاره به این دارد که شما چگونه آنچه که در بافت های مختلف خود انجام می دهید را پیدا می کنید، و چگونه راه هایی برای انجام بهتر آن می یابید.","downloadable_attachments":[{"id":59191009,"asset_id":39075040,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1091807,"first_name":"Morteza","last_name":"Bakhtiarvand","domain_name":"uni-flensburg","page_name":"MortezaBakhtiarvand","display_name":"Morteza Bakhtiarvand","profile_url":"https://uni-flensburg.academia.edu/MortezaBakhtiarvand?f_ri=27957","photo":"https://0.academia-photos.com/1091807/379910/59136658/s65_morteza.bakhtiarvand.jpg"}],"research_interests":[{"id":1607,"name":"Participatory Action Research","url":"https://www.academia.edu/Documents/in/Participatory_Action_Research?f_ri=27957","nofollow":false},{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false},{"id":7595,"name":"Action research (Methodology)","url":"https://www.academia.edu/Documents/in/Action_research_Methodology_?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_22100895" data-work_id="22100895" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/22100895/Escritura_acad%C3%A9mica_y_publicaci%C3%B3n_para_el_cambio_social">Escritura académica y publicación para el cambio social</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Manual metodológico y performático para escribir artículos académicos como forma de hacer activismo social y transformar los campos académicos.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/22100895" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" 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data-has-card-for-user="12214438" href="https://udp.academia.edu/SoledadFalabella">Soledad Falabella</a><script data-card-contents-for-user="12214438" type="text/json">{"id":12214438,"first_name":"Soledad","last_name":"Falabella","domain_name":"udp","page_name":"SoledadFalabella","display_name":"Soledad Falabella","profile_url":"https://udp.academia.edu/SoledadFalabella?f_ri=27957","photo":"https://0.academia-photos.com/12214438/3506669/19333080/s65_mar_a_soledad.falabella_luco.jpeg"}</script></span></span></li><li class="js-paper-rank-work_22100895 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="22100895"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 22100895, container: ".js-paper-rank-work_22100895", }); });</script></li><li class="js-percentile-work_22100895 InlineList-item InlineList-item--bordered hidden 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href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2936" href="https://www.academia.edu/Documents/in/Didactics">Didactics</a><script data-card-contents-for-ri="2936" type="text/json">{"id":2936,"name":"Didactics","url":"https://www.academia.edu/Documents/in/Didactics?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: 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data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Orientador: Inês SignoriniDissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da LinguagemResumo: Neste trabalho são analisados os resultados da aplicação de uma sequência didática de ensino do gênero artigo de opinião em duas salas de aula do Ensino Médio de duas escolas públicas da Região Metropolitana de Campinas, SP. Trata-se de uma investigação de cunho qualitativo com geração de registros sob a metodologia da pesquisa-ação. A aplicação dessa sequência didática nas duas salas de aula estendeu-se de março a dezembro de 2009 e gerou, primeiramente, 41 primeiras versões do gênero em 61 aulas videogravadas. Num segundo momento, o processo de correção por meio de bilhetes orientadores para a reescrita gerou mais 75 segundas e terceiras versões. As análises mostraram que a interação (ora e escrita), sobretudo a do professor com os alunos, é fator constituinte da produção escrita desses alunos. Conforme verificado, as diferenças linguístico-discursivas ent...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/79150757" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="12680785" href="https://independent.academia.edu/EronRuivo">Eron Ruivo</a><script data-card-contents-for-user="12680785" type="text/json">{"id":12680785,"first_name":"Eron","last_name":"Ruivo","domain_name":"independent","page_name":"EronRuivo","display_name":"Eron Ruivo","profile_url":"https://independent.academia.edu/EronRuivo?f_ri=27957","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_79150757 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="79150757"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 79150757, container: ".js-paper-rank-work_79150757", }); 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To this end we are constantly investigating and evaluating practices that get results, often called "... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33894767" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">As teacher educators, we are committed to the improvement of teacher practices and methods that increase student academic achievement. To this end we are constantly investigating and evaluating practices that get results, often called " best practices. " Since the 1960s when we made a national commitment to the education of all children regardless of race, ethnicity, socioeconomic status, and gender, we have also been investigating the preconditions necessary for improved academic achievement. We have engaged is a great deal of research investigating non-school preconditions such as poverty, family structures, and English language acquisition. Additionally, we tended to add to these givens or school preconditions such things as school structure, school leadership, and student behavior. The contention that student behavior is a precondition for increased academic achievement has in many respects guided the development of the field of classroom management to this point. The assumption is that when the teacher obtains an acceptable level of control the result will be the order necessary for teaching and in turn learning. It follows then that any methodologies that obtain order will lead to more student achievement.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33894767" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="2fd2338f636e0e450c2f486d92e0274c" rel="nofollow" data-download="{"attachment_id":53868116,"asset_id":33894767,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53868116/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="11801399" href="https://csla.academia.edu/JohnShindler">John Shindler</a><script data-card-contents-for-user="11801399" type="text/json">{"id":11801399,"first_name":"John","last_name":"Shindler","domain_name":"csla","page_name":"JohnShindler","display_name":"John Shindler","profile_url":"https://csla.academia.edu/JohnShindler?f_ri=27957","photo":"https://0.academia-photos.com/11801399/3407182/4006720/s65_john.shindler.jpg"}</script></span></span></li><li class="js-paper-rank-work_33894767 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33894767"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33894767, container: ".js-paper-rank-work_33894767", }); 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The assumption is that when the teacher obtains an acceptable level of control the result will be the order necessary for teaching and in turn learning. 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Uygulamalar da göstermektedir ki, özellikle öretmenin sınıfın yönetimi esnasında kullandıı olumlu... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_9336325" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Sınıf içi ilikilerde öretim ve yönetimin etkili olabilmesi için olumlu dil kullanılması<br />aratırmalar sonucunda ulaılan bir bilgidir. Uygulamalar da göstermektedir ki, özellikle öretmenin<br />sınıfın yönetimi esnasında kullandıı olumlu dil, örenci davranılarını ve dolayısıyla sınıf atmosferini<br />olumlu yönde etkilemektedir. Sınıf ortamında örencilerin davranılarını yönetmenin önemli bir boyutu<br />duyguların yönetilmesidir. Duyguların yönetilmesinin en kolay yöntemi ise olumsuz duyguların ortaya<br />çıkmasına neden olan öretmen davranılarının mümkün olduu kadar ortadan kaldırılmasıdır. Sınıfta<br />istenmeyen örenci davranılarının önemli bir kısmı örencinin dersin ilenii ile ilgili tepkilerinden<br />ortaya çıkıyor olması bilinse de, bazı davranılarda bizzat öretmenin ahsına karı tepki olarak ortaya<br />çıkmaktadır. Bazı durumlarda örenciler öretmeni zor durumda bırakmak için kasten çok farklı<br />ekillerde istenmeyen davranılar sergilemektedirler. Bu davranılar öretmenden kaynaklanan<br />istenmeyen örenci davranıları olarak isimlendirilirler. Bu örenci davranıları dier istenmeyen örenci<br />davranıları gibi yönetilemezler. Çünkü örencinin bilerek ve isteyerek yaptıı davranılardan<br />olumaktadırlar. Bu yüzden istenmeyen örenci davranılarını örencilerin kasıtlı olarak yaptıkları ve<br />herhangi bir kasıt olmadan dikkatin daılması ve dersin monotonlamasından kaynaklananlar olarak iki<br />ayrı bölümde ele almak mantıklı olabilir.<br />Bu yüzden aratırmada örencilerin bilerek ve isteyerek öretmeni sınıfta zor durumda<br />bırakmak amacıyla yaptıkları davranılar ve kullandıkları yöntemler incelenmitir. Aratırmada betimsel<br />yöntem kullanılmı ve ilköretim örencilerinin bilerek ve isteyerek öretmenleri zor durumda bırakmak<br />için kullandıkları yöntemler ya da dier örencilerin kullandıkları yöntemler açık uçlu soruların olduu<br />nitel görüme formuyla belirlenmeye çalıılmıtır. Aratırmadan elde edilen verilere göre örenciler<br />öretmenleri sınıfta zor durumda bırakmak için her zaman mantıklı bir gerekçe aramamaktadırlar ve<br />böyle olduunu da itiraf etmektedirler. Bazı durumlarda sadece elence olsun diye veya kendilerini<br />çevrelerindeki arkadalarına ispatlamak için öretmeni sınıfta gülünç ya da zor durumda bırakacak farklı<br />yöntemler kullandıklarını ifade etmektedirler. Bunlardan en çok kullanılanları unlardır; Sürekli<br />öretmenin sözünü kesmek, dersle alakası olmayan sorular sormak, deitirilmi ve tuzak sorular sormak,<br />sürekli anlamadıını söyleyerek zaman kaybettirmek, dersten sıkıldıını belli edecek sesler çıkararak<br />öretmenin dikkatini ve motivasyonunu bozmak.<br />Anahtar Kelimeler: Öretmeni Zor Durumda Bırakmak, Örencilerin Kasıtlı stenmeyen<br />Davranıları, Örenci Davranıları, Sınıf Yönetimi.<br /><br /><br />Abstract<br />One of theimportantcomponents of management of studentbehavior in theclassroom is<br />managingtheiremotions. Theeasiestwaytomanageemotions is<br />removingteacherbehaviorsthatcausestudents’ negativeemotions. Although it is<br />knownthatsomeimportantpart of theundesirablestudentbehaviors in theclassroomarestudents’<br />reactionstothemethod of teaching, someundesirablebehaviorsarereactionsforteachers’ personality.<br />Inthatsituation, students can behaveundesirablyto put teachers in a<br />difficultposition.Thesebehaviorsarecalled as undesirablestudentbehaviorsarisingfromteachers. They can<br />not be managed as theotherundesirablestudentbehaviors can. Becausetheycomprised of<br />consciousandintendedbehaviors.<br />That is there asonwhythisstudyexaminedintendedandconsciousbehaviors of studentswhichaimto<br />put teachers in a difficultposition in theclassroom. Descriptivemethod is used in<br />thisstudyandqualitativeinterview form whichincludesopen-endedquestions is alsousedtoidentifymethodsthatprimaryschoolstudentsuseto put teachers in a difficultpositionortheothers’.<br />Accordingtotheresults of thisresearch, students do not always put theirteachers in difficultpositionbased<br />on reasonablegroundsandtheyalsoadmit thisfact.<br />Insomecasestheyexpressedthattheyusedifferentwaystomakefun of theirteachersortoleavethem in an<br />embarrassingsituationjustforfunwithoutanyreasons. Themostcommonlyways can be listed as<br />interruptingteacher, askingnon-relatedquestions, askingmodifiedtrickquestions, consuming time<br />bysayingthattheydon’tunderstandthesubject, distractingtheattentionanddemotivation of<br />theirteacherbymakingsomekind of weirdvoices in whichtheyshowthattheyarebored.<br /><br />Keywords: Classroom Management, Students’ Behaviors, UndesirableIntentionalStudents’<br />Behaviors, to Put Teachers in a DifficultPosition</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9336325" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f72834294c0d7b8f3a10b5bfe927195f" rel="nofollow" data-download="{"attachment_id":35593577,"asset_id":9336325,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35593577/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3534863" href="https://omu.academia.edu/Bayram%C3%96ZER">Bayram ÖZER</a><script data-card-contents-for-user="3534863" type="text/json">{"id":3534863,"first_name":"Bayram","last_name":"ÖZER","domain_name":"omu","page_name":"BayramÖZER","display_name":"Bayram ÖZER","profile_url":"https://omu.academia.edu/Bayram%C3%96ZER?f_ri=27957","photo":"https://0.academia-photos.com/3534863/2723372/17137044/s65_bayram._zer.jpg"}</script></span></span></li><li class="js-paper-rank-work_9336325 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9336325"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9336325, container: ".js-paper-rank-work_9336325", }); 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$(".js-view-count[data-work-id=9336325]").text(description); $(".js-view-count-work_9336325").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_9336325").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="9336325"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">22</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1736" href="https://www.academia.edu/Documents/in/Science_Education">Science Education</a>, <script data-card-contents-for-ri="1736" type="text/json">{"id":1736,"name":"Science Education","url":"https://www.academia.edu/Documents/in/Science_Education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3429" href="https://www.academia.edu/Documents/in/Educational_Research">Educational Research</a><script data-card-contents-for-ri="3429" type="text/json">{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=9336325]'), work: {"id":9336325,"title":"Öğrencilerin Sınıfta Öğretmenleri Zor Durumda Bırakmak İçin Kullandıkları Yöntemler","created_at":"2014-11-16T06:18:02.161-08:00","url":"https://www.academia.edu/9336325/%C3%96%C4%9Frencilerin_S%C4%B1n%C4%B1fta_%C3%96%C4%9Fretmenleri_Zor_Durumda_B%C4%B1rakmak_%C4%B0%C3%A7in_Kulland%C4%B1klar%C4%B1_Y%C3%B6ntemler?f_ri=27957","dom_id":"work_9336325","summary":"Sınıf içi ili\u0001kilerde ö\u0002retim ve yönetimin etkili olabilmesi için olumlu dil kullanılması\nara\u0001tırmalar sonucunda ula\u0001ılan bir bilgidir. Uygulamalar da göstermektedir ki, özellikle ö\u0002retmenin\nsınıfın yönetimi esnasında kullandı\u0002ı olumlu dil, ö\u0002renci davranı\u0001larını ve dolayısıyla sınıf atmosferini\nolumlu yönde etkilemektedir. Sınıf ortamında ö\u0002rencilerin davranı\u0001larını yönetmenin önemli bir boyutu\nduyguların yönetilmesidir. Duyguların yönetilmesinin en kolay yöntemi ise olumsuz duyguların ortaya\nçıkmasına neden olan ö\u0002retmen davranı\u0001larının mümkün oldu\u0002u kadar ortadan kaldırılmasıdır. Sınıfta\nistenmeyen ö\u0002renci davranı\u0001larının önemli bir kısmı ö\u0002rencinin dersin i\u0001leni\u0001i ile ilgili tepkilerinden\nortaya çıkıyor olması bilinse de, bazı davranı\u0001larda bizzat ö\u0002retmenin \u0001ahsına kar\u0001ı tepki olarak ortaya\nçıkmaktadır. Bazı durumlarda ö\u0002renciler ö\u0002retmeni zor durumda bırakmak için kasten çok farklı\n\u0001ekillerde istenmeyen davranı\u0001lar sergilemektedirler. Bu davranı\u0001lar ö\u0002retmenden kaynaklanan\nistenmeyen ö\u0002renci davranı\u0001ları olarak isimlendirilirler. Bu ö\u0002renci davranı\u0001ları di\u0002er istenmeyen ö\u0002renci\ndavranı\u0001ları gibi yönetilemezler. Çünkü ö\u0002rencinin bilerek ve isteyerek yaptı\u0002ı davranı\u0001lardan\nolu\u0001maktadırlar. Bu yüzden istenmeyen ö\u0002renci davranı\u0001larını ö\u0002rencilerin kasıtlı olarak yaptıkları ve\nherhangi bir kasıt olmadan dikkatin da\u0002ılması ve dersin monotonla\u0001masından kaynaklananlar olarak iki\nayrı bölümde ele almak mantıklı olabilir.\nBu yüzden ara\u0001tırmada ö\u0002rencilerin bilerek ve isteyerek ö\u0002retmeni sınıfta zor durumda\nbırakmak amacıyla yaptıkları davranı\u0001lar ve kullandıkları yöntemler incelenmi\u0001tir. Ara\u0001tırmada betimsel\nyöntem kullanılmı\u0001 ve ilkö\u0002retim ö\u0002rencilerinin bilerek ve isteyerek ö\u0002retmenleri zor durumda bırakmak\niçin kullandıkları yöntemler ya da di\u0002er ö\u0002rencilerin kullandıkları yöntemler açık uçlu soruların oldu\u0002u\nnitel görü\u0001me formuyla belirlenmeye çalı\u0001ılmı\u0001tır. Ara\u0001tırmadan elde edilen verilere göre ö\u0002renciler\nö\u0002retmenleri sınıfta zor durumda bırakmak için her zaman mantıklı bir gerekçe aramamaktadırlar ve\nböyle oldu\u0002unu da itiraf etmektedirler. Bazı durumlarda sadece e\u0002lence olsun diye veya kendilerini\nçevrelerindeki arkada\u0001larına ispatlamak için ö\u0002retmeni sınıfta gülünç ya da zor durumda bırakacak farklı\nyöntemler kullandıklarını ifade etmektedirler. Bunlardan en çok kullanılanları \u0001unlardır; Sürekli\nö\u0002retmenin sözünü kesmek, dersle alakası olmayan sorular sormak, de\u0002i\u0001tirilmi\u0001 ve tuzak sorular sormak,\nsürekli anlamadı\u0002ını söyleyerek zaman kaybettirmek, dersten sıkıldı\u0002ını belli edecek sesler çıkararak\nö\u0002retmenin dikkatini ve motivasyonunu bozmak.\nAnahtar Kelimeler: Ö\u0002retmeni Zor Durumda Bırakmak, Ö\u0002rencilerin Kasıtlı \u0003stenmeyen\nDavranı\u0001ları, Ö\u0002renci Davranı\u0001ları, Sınıf Yönetimi.\n\n\nAbstract\nOne of theimportantcomponents of management of studentbehavior in theclassroom is\nmanagingtheiremotions. Theeasiestwaytomanageemotions is\nremovingteacherbehaviorsthatcausestudents’ negativeemotions. Although it is\nknownthatsomeimportantpart of theundesirablestudentbehaviors in theclassroomarestudents’\nreactionstothemethod of teaching, someundesirablebehaviorsarereactionsforteachers’ personality.\nInthatsituation, students can behaveundesirablyto put teachers in a\ndifficultposition.Thesebehaviorsarecalled as undesirablestudentbehaviorsarisingfromteachers. They can\nnot be managed as theotherundesirablestudentbehaviors can. Becausetheycomprised of\nconsciousandintendedbehaviors.\nThat is there asonwhythisstudyexaminedintendedandconsciousbehaviors of studentswhichaimto\nput teachers in a difficultposition in theclassroom. Descriptivemethod is used in\nthisstudyandqualitativeinterview form whichincludesopen-endedquestions is alsousedtoidentifymethodsthatprimaryschoolstudentsuseto put teachers in a difficultpositionortheothers’.\nAccordingtotheresults of thisresearch, students do not always put theirteachers in difficultpositionbased\non reasonablegroundsandtheyalsoadmit thisfact.\nInsomecasestheyexpressedthattheyusedifferentwaystomakefun of theirteachersortoleavethem in an\nembarrassingsituationjustforfunwithoutanyreasons. Themostcommonlyways can be listed as\ninterruptingteacher, askingnon-relatedquestions, askingmodifiedtrickquestions, consuming time\nbysayingthattheydon’tunderstandthesubject, distractingtheattentionanddemotivation of\ntheirteacherbymakingsomekind of weirdvoices in whichtheyshowthattheyarebored.\n\nKeywords: Classroom Management, Students’ Behaviors, UndesirableIntentionalStudents’\nBehaviors, to Put Teachers in a DifficultPosition","downloadable_attachments":[{"id":35593577,"asset_id":9336325,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3534863,"first_name":"Bayram","last_name":"ÖZER","domain_name":"omu","page_name":"BayramÖZER","display_name":"Bayram 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Perceptions","url":"https://www.academia.edu/Documents/in/Teacher_Perceptions?f_ri=27957"},{"id":1121494,"name":"Student","url":"https://www.academia.edu/Documents/in/Student?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_46160117" data-work_id="46160117" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/46160117/A_Mixed_Methods_Study_on_Hungarian_English_Majors_Individual_Differences_and_Linguistic_Identity_Construction">A Mixed Methods Study on Hungarian English Majors' Individual Differences and Linguistic Identity Construction</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This inquiry, which is part of a larger classroom research project, sheds light on the individual differences (ID) of students majoring in English at the University of Pécs in Hungary and how these IDs shape their linguistic identity... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_46160117" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This inquiry, which is part of a larger classroom research project, sheds light on the individual differences (ID) of students majoring in English at the University of Pécs in Hungary and how these IDs shape their linguistic identity construction (Kramsch, 2009) in a context where English is shifting to being used as a lingua franca (ELF) (Jenkins, 2009; Seidlhofer, 2004). The ID factors investigated in the study include motivation, willingness-to-communicate (WTC) in English (Nagy, 2007), language anxiety (Horwitz, 2001), competitiveness (Tóth, 2007), perfectionism (Gregersen & Horwitz, 2002), and self-perception (Baker & MacIntyre, 2000). In the present small-scale mixed methods study, data were collected with the help of a questionnaire including 30 open-ended questions that were answered by 31 students in the spring semester of 2015. Owing to the relatively large number of the participants, the inquiry yielded some numerical data indicating frequencies and trends. On the other hand, the textual data revealed emerging patterns and subtle details that explicated the numerical results. The findings showed that the participants experienced English learning very differently in the classroom and outside the classroom. In the classroom, their identity construction was characterized by negative experiences whereas outside the classroom their identity showed only positive characteristics associated with the use of English. Whereas in the classroom they fell short of the native speaker norms, outside the classroom they gained ownership of English drawing on ELF standards.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/46160117" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6ea085e897c75d74b0798dd4fc746bc4" rel="nofollow" data-download="{"attachment_id":66216915,"asset_id":46160117,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/66216915/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="50275427" href="https://medbiotech.academia.edu/AdriennFekete">Adrienn Fekete, PhD</a><script data-card-contents-for-user="50275427" type="text/json">{"id":50275427,"first_name":"Adrienn","last_name":"Fekete, PhD","domain_name":"medbiotech","page_name":"AdriennFekete","display_name":"Adrienn Fekete, PhD","profile_url":"https://medbiotech.academia.edu/AdriennFekete?f_ri=27957","photo":"https://0.academia-photos.com/50275427/53222611/41346288/s65_adrienn.fekete.jpg"}</script></span></span></li><li class="js-paper-rank-work_46160117 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="46160117"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 46160117, container: ".js-paper-rank-work_46160117", }); 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$(".js-view-count[data-work-id=46160117]").text(description); $(".js-view-count-work_46160117").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_46160117").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="46160117"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="972" href="https://www.academia.edu/Documents/in/Self_and_Identity">Self and Identity</a>, <script data-card-contents-for-ri="972" type="text/json">{"id":972,"name":"Self and Identity","url":"https://www.academia.edu/Documents/in/Self_and_Identity?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="24444" href="https://www.academia.edu/Documents/in/Mixed_Methods_Research">Mixed Methods Research</a>, <script data-card-contents-for-ri="24444" type="text/json">{"id":24444,"name":"Mixed Methods Research","url":"https://www.academia.edu/Documents/in/Mixed_Methods_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a>, <script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="30048" href="https://www.academia.edu/Documents/in/Individual_Differences">Individual Differences</a><script data-card-contents-for-ri="30048" type="text/json">{"id":30048,"name":"Individual Differences","url":"https://www.academia.edu/Documents/in/Individual_Differences?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=46160117]'), work: {"id":46160117,"title":"A Mixed Methods Study on Hungarian English Majors' Individual Differences and Linguistic Identity Construction","created_at":"2021-04-09T01:11:00.389-07:00","url":"https://www.academia.edu/46160117/A_Mixed_Methods_Study_on_Hungarian_English_Majors_Individual_Differences_and_Linguistic_Identity_Construction?f_ri=27957","dom_id":"work_46160117","summary":"This inquiry, which is part of a larger classroom research project, sheds light on the individual differences (ID) of students majoring in English at the University of Pécs in Hungary and how these IDs shape their linguistic identity construction (Kramsch, 2009) in a context where English is shifting to being used as a lingua franca (ELF) (Jenkins, 2009; Seidlhofer, 2004). The ID factors investigated in the study include motivation, willingness-to-communicate (WTC) in English (Nagy, 2007), language anxiety (Horwitz, 2001), competitiveness (Tóth, 2007), perfectionism (Gregersen \u0026 Horwitz, 2002), and self-perception (Baker \u0026 MacIntyre, 2000). In the present small-scale mixed methods study, data were collected with the help of a questionnaire including 30 open-ended questions that were answered by 31 students in the spring semester of 2015. Owing to the relatively large number of the participants, the inquiry yielded some numerical data indicating frequencies and trends. On the other hand, the textual data revealed emerging patterns and subtle details that explicated the numerical results. The findings showed that the participants experienced English learning very differently in the classroom and outside the classroom. In the classroom, their identity construction was characterized by negative experiences whereas outside the classroom their identity showed only positive characteristics associated with the use of English. Whereas in the classroom they fell short of the native speaker norms, outside the classroom they gained ownership of English drawing on ELF standards.","downloadable_attachments":[{"id":66216915,"asset_id":46160117,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":50275427,"first_name":"Adrienn","last_name":"Fekete, PhD","domain_name":"medbiotech","page_name":"AdriennFekete","display_name":"Adrienn Fekete, PhD","profile_url":"https://medbiotech.academia.edu/AdriennFekete?f_ri=27957","photo":"https://0.academia-photos.com/50275427/53222611/41346288/s65_adrienn.fekete.jpg"}],"research_interests":[{"id":972,"name":"Self and Identity","url":"https://www.academia.edu/Documents/in/Self_and_Identity?f_ri=27957","nofollow":false},{"id":24444,"name":"Mixed Methods Research","url":"https://www.academia.edu/Documents/in/Mixed_Methods_Research?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false},{"id":30048,"name":"Individual Differences","url":"https://www.academia.edu/Documents/in/Individual_Differences?f_ri=27957","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_14244285" data-work_id="14244285" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/14244285/Classroom_Management_in_Mixed_Level_Classes">Classroom Management in Mixed Level Classes </a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Action Research Paper, assignment for Certificate of Advanced Professional Studies at Exeter University.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/14244285" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1afa4830b635d3aa8004c4f62bd722ca" rel="nofollow" data-download="{"attachment_id":38244523,"asset_id":14244285,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38244523/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="12520473" href="https://independentscholar.academia.edu/ClaudiaValentini">Claudia Valentini</a><script data-card-contents-for-user="12520473" type="text/json">{"id":12520473,"first_name":"Claudia","last_name":"Valentini","domain_name":"independentscholar","page_name":"ClaudiaValentini","display_name":"Claudia Valentini","profile_url":"https://independentscholar.academia.edu/ClaudiaValentini?f_ri=27957","photo":"https://0.academia-photos.com/12520473/42424123/34046567/s65_claudia.valentini.jpg"}</script></span></span></li><li class="js-paper-rank-work_14244285 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="14244285"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 14244285, container: ".js-paper-rank-work_14244285", }); 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$(".js-view-count[data-work-id=14244285]").text(description); $(".js-view-count-work_14244285").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_14244285").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="14244285"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1716" href="https://www.academia.edu/Documents/in/Action_Research">Action Research</a>, <script data-card-contents-for-ri="1716" type="text/json">{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="23875" href="https://www.academia.edu/Documents/in/Classroom_Management">Classroom Management</a>, <script data-card-contents-for-ri="23875" type="text/json">{"id":23875,"name":"Classroom Management","url":"https://www.academia.edu/Documents/in/Classroom_Management?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a>, <script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="77318" href="https://www.academia.edu/Documents/in/Primary_School">Primary School</a><script data-card-contents-for-ri="77318" type="text/json">{"id":77318,"name":"Primary School","url":"https://www.academia.edu/Documents/in/Primary_School?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=14244285]'), work: {"id":14244285,"title":"Classroom Management in Mixed Level Classes ","created_at":"2015-07-20T22:46:13.991-07:00","url":"https://www.academia.edu/14244285/Classroom_Management_in_Mixed_Level_Classes?f_ri=27957","dom_id":"work_14244285","summary":"Action Research Paper, assignment for Certificate of Advanced Professional Studies at Exeter University.","downloadable_attachments":[{"id":38244523,"asset_id":14244285,"asset_type":"Work","always_allow_download":false},{"id":38244490,"asset_id":14244285,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":12520473,"first_name":"Claudia","last_name":"Valentini","domain_name":"independentscholar","page_name":"ClaudiaValentini","display_name":"Claudia Valentini","profile_url":"https://independentscholar.academia.edu/ClaudiaValentini?f_ri=27957","photo":"https://0.academia-photos.com/12520473/42424123/34046567/s65_claudia.valentini.jpg"}],"research_interests":[{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false},{"id":23875,"name":"Classroom Management","url":"https://www.academia.edu/Documents/in/Classroom_Management?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false},{"id":77318,"name":"Primary School","url":"https://www.academia.edu/Documents/in/Primary_School?f_ri=27957","nofollow":false},{"id":88382,"name":"Primary Education","url":"https://www.academia.edu/Documents/in/Primary_Education?f_ri=27957"},{"id":317753,"name":"English Teaching Classroom Management","url":"https://www.academia.edu/Documents/in/English_Teaching_Classroom_Management?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34115130 coauthored" data-work_id="34115130" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34115130/Marcus_Gee_Whai_Kho_Ying_Leh_Ling_A_Study_of_Perception_and_Capability_to_Undertake_Action_Research_Among_Lecturers_at_a_Polytechnic_in_Sarawak_Teacher_Education_and_Curriculum_Studies_Vol_2_No_4_2017_pp_41_46_doi_10_11648_j_tecs_20170204_11">Marcus Gee-Whai Kho, Ying-Leh Ling, A Study of Perception and Capability to Undertake Action Research Among Lecturers at a Polytechnic in Sarawak, Teacher Education and Curriculum Studies. Vol. 2, No. 4, 2017, pp. 41-46. doi: 10.11648/j.tecs.20170204.11</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study aims to survey the perception and capability of lecturers in a polytechnic in Sarawak to undertake action research. It is conducted among 39 lecturers from the General Studies Department. The findings of this study show that... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34115130" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study aims to survey the perception and capability of lecturers in a polytechnic in Sarawak to undertake action research. It is conducted among 39 lecturers from the General Studies Department. The findings of this study show that the lecturers perceived that doing action research involved a lot of time, it can be done at minimum expense and action research can build trustworthiness or reliability. Besides, doing action research requires an effort and guidance is needed in doing action research, especially for novice lecturer-researchers. In terms of capability, most lecturers can distinguish the different parts of action research and able to cite authors appropriately. However, some lecturers are not familiar with the MLS and APA formats. It was also found that most lecturers conducted action research for their professional growth. The study recommended several implications for institutional administrators to enhance polytechnic lecturers' abilities in conducting action research.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34115130" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="98b361fe167985c14eb05047cd0cb964" rel="nofollow" data-download="{"attachment_id":54045736,"asset_id":34115130,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/54045736/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="46620758" href="https://poliku.academia.edu/MarcusGeeWhaiKho">Marcus Gee-Whai Kho</a><script data-card-contents-for-user="46620758" type="text/json">{"id":46620758,"first_name":"Marcus Gee-Whai","last_name":"Kho","domain_name":"poliku","page_name":"MarcusGeeWhaiKho","display_name":"Marcus Gee-Whai Kho","profile_url":"https://poliku.academia.edu/MarcusGeeWhaiKho?f_ri=27957","photo":"https://0.academia-photos.com/46620758/12746035/19699500/s65_marcus_gee-whai.kho.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-34115130">+1</span><div class="hidden js-additional-users-34115130"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://poliku.academia.edu/YingLehLing">Ying-Leh Ling</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-34115130'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-34115130').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_34115130 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34115130"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34115130, container: ".js-paper-rank-work_34115130", }); });</script></li><li class="js-percentile-work_34115130 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34115130; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_34115130"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_34115130 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="34115130"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34115130; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34115130]").text(description); $(".js-view-count-work_34115130").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34115130").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34115130"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1716" href="https://www.academia.edu/Documents/in/Action_Research">Action Research</a>, <script data-card-contents-for-ri="1716" type="text/json">{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a><script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34115130]'), work: {"id":34115130,"title":"Marcus Gee-Whai Kho, Ying-Leh Ling, A Study of Perception and Capability to Undertake Action Research Among Lecturers at a Polytechnic in Sarawak, Teacher Education and Curriculum Studies. Vol. 2, No. 4, 2017, pp. 41-46. doi: 10.11648/j.tecs.20170204.11","created_at":"2017-08-02T23:44:32.550-07:00","url":"https://www.academia.edu/34115130/Marcus_Gee_Whai_Kho_Ying_Leh_Ling_A_Study_of_Perception_and_Capability_to_Undertake_Action_Research_Among_Lecturers_at_a_Polytechnic_in_Sarawak_Teacher_Education_and_Curriculum_Studies_Vol_2_No_4_2017_pp_41_46_doi_10_11648_j_tecs_20170204_11?f_ri=27957","dom_id":"work_34115130","summary":"This study aims to survey the perception and capability of lecturers in a polytechnic in Sarawak to undertake action research. It is conducted among 39 lecturers from the General Studies Department. The findings of this study show that the lecturers perceived that doing action research involved a lot of time, it can be done at minimum expense and action research can build trustworthiness or reliability. Besides, doing action research requires an effort and guidance is needed in doing action research, especially for novice lecturer-researchers. In terms of capability, most lecturers can distinguish the different parts of action research and able to cite authors appropriately. However, some lecturers are not familiar with the MLS and APA formats. It was also found that most lecturers conducted action research for their professional growth. The study recommended several implications for institutional administrators to enhance polytechnic lecturers' abilities in conducting action research.","downloadable_attachments":[{"id":54045736,"asset_id":34115130,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":46620758,"first_name":"Marcus Gee-Whai","last_name":"Kho","domain_name":"poliku","page_name":"MarcusGeeWhaiKho","display_name":"Marcus Gee-Whai Kho","profile_url":"https://poliku.academia.edu/MarcusGeeWhaiKho?f_ri=27957","photo":"https://0.academia-photos.com/46620758/12746035/19699500/s65_marcus_gee-whai.kho.jpg"},{"id":53683159,"first_name":"Ying-Leh","last_name":"Ling","domain_name":"poliku","page_name":"YingLehLing","display_name":"Ying-Leh Ling","profile_url":"https://poliku.academia.edu/YingLehLing?f_ri=27957","photo":"https://0.academia-photos.com/53683159/14533473/15408452/s65_alan.ling.jpg"}],"research_interests":[{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31379135 coauthored" data-work_id="31379135" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31379135/Educational_Action_Research_Mentoring_graduate_students_through_the_action_research_journey_using_guiding_principles">Educational Action Research Mentoring graduate students through the action research journey using guiding principles</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Our department has adopted action research (AR) projects as the culminating task for our master’s degree candidates. This article presents our work on mentoring graduate students towards the completion of their final AR research projects... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31379135" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Our department has adopted action research (AR) projects as the<br />culminating task for our master’s degree candidates. This article<br />presents our work on mentoring graduate students towards the<br />completion of their final AR research projects and details the deliberate<br />structures put in place to guide them through the AR process. These<br />structures include a full-semester course, individual meetings with an<br />AR chair, and collaborative faculty–student feedback sessions. These<br />collaborative conversations (between students and faculty) have<br />allowed us to clarify our understandings of AR, set standards and goals<br />for AR, and raise our expectations on the quality of final AR projects.<br />We hope that the discussion in this article will give students assigned<br />AR new insights as they conduct their research. Also, we hope that<br />the guiding principles we have derived through our efforts can inform<br />others who currently use or plan to assign AR to their students.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31379135" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="89dbabf165d13c4ef5a5b1a47fcef04a" rel="nofollow" data-download="{"attachment_id":51755341,"asset_id":31379135,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51755341/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="9839386" href="https://sandiego.academia.edu/SarinaChuganiMolina">Sarina Chugani Molina</a><script data-card-contents-for-user="9839386" type="text/json">{"id":9839386,"first_name":"Sarina Chugani","last_name":"Molina","domain_name":"sandiego","page_name":"SarinaChuganiMolina","display_name":"Sarina Chugani Molina","profile_url":"https://sandiego.academia.edu/SarinaChuganiMolina?f_ri=27957","photo":"https://0.academia-photos.com/9839386/6730195/48430127/s65_sarina_chugani.molina.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-31379135">+1</span><div class="hidden js-additional-users-31379135"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://sandiego.academia.edu/JASpencer">Joi A Spencer</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-31379135'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-31379135').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_31379135 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31379135"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31379135, container: ".js-paper-rank-work_31379135", }); });</script></li><li class="js-percentile-work_31379135 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 31379135; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_31379135"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_31379135 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="31379135"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 31379135; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=31379135]").text(description); $(".js-view-count-work_31379135").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31379135").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31379135"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1716" href="https://www.academia.edu/Documents/in/Action_Research">Action Research</a>, <script data-card-contents-for-ri="1716" type="text/json">{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3106" href="https://www.academia.edu/Documents/in/Mentoring">Mentoring</a>, <script data-card-contents-for-ri="3106" type="text/json">{"id":3106,"name":"Mentoring","url":"https://www.academia.edu/Documents/in/Mentoring?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7820" href="https://www.academia.edu/Documents/in/Teacher_Research">Teacher Research</a><script data-card-contents-for-ri="7820" type="text/json">{"id":7820,"name":"Teacher Research","url":"https://www.academia.edu/Documents/in/Teacher_Research?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31379135]'), work: {"id":31379135,"title":"Educational Action Research Mentoring graduate students through the action research journey using guiding principles","created_at":"2017-02-11T18:28:56.473-08:00","url":"https://www.academia.edu/31379135/Educational_Action_Research_Mentoring_graduate_students_through_the_action_research_journey_using_guiding_principles?f_ri=27957","dom_id":"work_31379135","summary":"Our department has adopted action research (AR) projects as the\nculminating task for our master’s degree candidates. This article\npresents our work on mentoring graduate students towards the\ncompletion of their final AR research projects and details the deliberate\nstructures put in place to guide them through the AR process. These\nstructures include a full-semester course, individual meetings with an\nAR chair, and collaborative faculty–student feedback sessions. These\ncollaborative conversations (between students and faculty) have\nallowed us to clarify our understandings of AR, set standards and goals\nfor AR, and raise our expectations on the quality of final AR projects.\nWe hope that the discussion in this article will give students assigned\nAR new insights as they conduct their research. Also, we hope that\nthe guiding principles we have derived through our efforts can inform\nothers who currently use or plan to assign AR to their students.","downloadable_attachments":[{"id":51755341,"asset_id":31379135,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":9839386,"first_name":"Sarina Chugani","last_name":"Molina","domain_name":"sandiego","page_name":"SarinaChuganiMolina","display_name":"Sarina Chugani Molina","profile_url":"https://sandiego.academia.edu/SarinaChuganiMolina?f_ri=27957","photo":"https://0.academia-photos.com/9839386/6730195/48430127/s65_sarina_chugani.molina.png"},{"id":38135693,"first_name":"Joi","last_name":"Spencer","domain_name":"sandiego","page_name":"JASpencer","display_name":"Joi A Spencer","profile_url":"https://sandiego.academia.edu/JASpencer?f_ri=27957","photo":"https://0.academia-photos.com/38135693/12591902/14008900/s65_j..spencer.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=27957","nofollow":false},{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false},{"id":3106,"name":"Mentoring","url":"https://www.academia.edu/Documents/in/Mentoring?f_ri=27957","nofollow":false},{"id":7820,"name":"Teacher Research","url":"https://www.academia.edu/Documents/in/Teacher_Research?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957"},{"id":61691,"name":"Teacher Preparation, Induction, and Mentoring","url":"https://www.academia.edu/Documents/in/Teacher_Preparation_Induction_and_Mentoring?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_28583845 coauthored" data-work_id="28583845" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/28583845/Impactful_Practitioner_Inquiry_The_ripple_effect_on_classrooms_schools_and_teacher_professionalism">Impactful Practitioner Inquiry: The ripple effect on classrooms, schools and teacher professionalism</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">How does practitioner inquiry impact education? Examining the experiences of practitioners who have participated in inquiry projects, the authors present ways in which this work has enabled educators to be positive change agents. They... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_28583845" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">How does practitioner inquiry impact education? Examining the experiences of practitioners who have participated in inquiry projects, the authors present ways in which this work has enabled educators to be positive change agents. They reveal the difference that practitioner inquiry has made in their professional practice, their understanding of student learning, their content area knowledge, and their career trajectories. Attesting to long-lasting changes in ways that these educators approach professional challenges, the authors identify the "ripple effect" of changes through school communities and beyond. Impactful Practitioner Inquiry includes in-depth case studies as well as chapters specifically focused on the design and analysis aspects of inquiry.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/28583845" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ee95692db1436d240fd06276fa9e6c58" rel="nofollow" data-download="{"attachment_id":48944182,"asset_id":28583845,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48944182/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="8913958" href="https://unisa-au.academia.edu/SueNichols">Sue Nichols</a><script data-card-contents-for-user="8913958" type="text/json">{"id":8913958,"first_name":"Sue","last_name":"Nichols","domain_name":"unisa-au","page_name":"SueNichols","display_name":"Sue Nichols","profile_url":"https://unisa-au.academia.edu/SueNichols?f_ri=27957","photo":"https://0.academia-photos.com/8913958/2919777/35131104/s65_sue.nichols.jpg"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-28583845">+1</span><div class="hidden js-additional-users-28583845"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://unisa-au.academia.edu/PhillipCormack">Phillip Cormack</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-28583845'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-28583845').html(); 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_28583845 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="28583845"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28583845; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=28583845]").text(description); $(".js-view-count-work_28583845").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_28583845").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="28583845"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1716" href="https://www.academia.edu/Documents/in/Action_Research">Action Research</a>, <script data-card-contents-for-ri="1716" type="text/json">{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="7820" href="https://www.academia.edu/Documents/in/Teacher_Research">Teacher Research</a><script data-card-contents-for-ri="7820" type="text/json">{"id":7820,"name":"Teacher Research","url":"https://www.academia.edu/Documents/in/Teacher_Research?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=28583845]'), work: {"id":28583845,"title":"Impactful Practitioner Inquiry: The ripple effect on classrooms, schools and teacher professionalism","created_at":"2016-09-18T17:48:49.371-07:00","url":"https://www.academia.edu/28583845/Impactful_Practitioner_Inquiry_The_ripple_effect_on_classrooms_schools_and_teacher_professionalism?f_ri=27957","dom_id":"work_28583845","summary":"How does practitioner inquiry impact education? Examining the experiences of practitioners who have participated in inquiry projects, the authors present ways in which this work has enabled educators to be positive change agents. They reveal the difference that practitioner inquiry has made in their professional practice, their understanding of student learning, their content area knowledge, and their career trajectories. Attesting to long-lasting changes in ways that these educators approach professional challenges, the authors identify the \"ripple effect\" of changes through school communities and beyond. Impactful Practitioner Inquiry includes in-depth case studies as well as chapters specifically focused on the design and analysis aspects of inquiry. ","downloadable_attachments":[{"id":48944182,"asset_id":28583845,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":8913958,"first_name":"Sue","last_name":"Nichols","domain_name":"unisa-au","page_name":"SueNichols","display_name":"Sue Nichols","profile_url":"https://unisa-au.academia.edu/SueNichols?f_ri=27957","photo":"https://0.academia-photos.com/8913958/2919777/35131104/s65_sue.nichols.jpg"},{"id":28320358,"first_name":"Phillip","last_name":"Cormack","domain_name":"unisa-au","page_name":"PhillipCormack","display_name":"Phillip Cormack","profile_url":"https://unisa-au.academia.edu/PhillipCormack?f_ri=27957","photo":"https://0.academia-photos.com/28320358/8000109/8960837/s65_phillip.cormack.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=27957","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=27957","nofollow":false},{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false},{"id":7820,"name":"Teacher Research","url":"https://www.academia.edu/Documents/in/Teacher_Research?f_ri=27957","nofollow":false},{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=27957"},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957"},{"id":49610,"name":"Schools","url":"https://www.academia.edu/Documents/in/Schools?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_33447412" data-work_id="33447412" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/33447412/New_Entrants_in_the_re_making">New Entrants in the re-making</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Children transitioning into school are often confronted with formal teaching and learning approaches that contrast sharply with what they have experienced in contemporary early childhood education (ECE) settings. This research project... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33447412" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Children transitioning into school are often confronted with formal teaching and learning approaches that contrast sharply with what they have experienced in contemporary early childhood education (ECE) settings. This research project contributes a perspective on how junior schoolteachers might improve continuity for children moving from ECE to school. The transformation of the new-entrant and year-1 classes at Mairehau Primary School provides powerful insights into what is possible when teachers embrace play as a valid and worthwhile form of<br />learning for young children new to school. There are a number of implications for practice for teachers interested in continuity of learning between home, ECE, and school. These include:<br />› Allowing children time and space within the classroom timetable to develop a sense of belonging and relationships<br />is likely to support children’s wellbeing and positive attitude towards school.<br />› Creating a balance between the priorities of creativity, agency, belonging, relationships, and children’s interests and inquiries, and literacy, and mathematics is possible.<br />› Creating this balance for young children by valuing and encouraging purposeful play and authentic inquiries as part of the school day.<br />› Recognising that young children bring interests, experiences, and expertise with them to school. They are often most competent when they are able to do some of the ‘driving’ of the programme.<br />› Placing a greater emphasis on authentic engagement and agency, and valuing children’s prior-to-school<br />learning and experiences can contribute to children being more settled when starting school.<br />Finally, the shifts in classroom practices illustrated by this case study owe much to the teachers and school leaders, and the dispositions they hold about their role. Such significant transformation was possible because teachers and school leaders had:<br />› the curiosity to seek out new approaches<br />› the willingness to rethink their approaches to teaching<br />› a belief that adopting the new does not necessitate discarding the old<br />› a high level of trust in one another to do what they believe is best for children, and the confidence to give things a go.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33447412" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b9f8041b93e9e916336f2b912028f36b" rel="nofollow" data-download="{"attachment_id":53496008,"asset_id":33447412,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53496008/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="44479152" href="https://independent.academia.edu/KerynDavis">Keryn Davis</a><script data-card-contents-for-user="44479152" type="text/json">{"id":44479152,"first_name":"Keryn","last_name":"Davis","domain_name":"independent","page_name":"KerynDavis","display_name":"Keryn Davis","profile_url":"https://independent.academia.edu/KerynDavis?f_ri=27957","photo":"https://0.academia-photos.com/44479152/13403249/14623150/s65_keryn.davis.jpg"}</script></span></span></li><li class="js-paper-rank-work_33447412 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33447412"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33447412, container: ".js-paper-rank-work_33447412", }); 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$(".js-view-count[data-work-id=33447412]").text(description); $(".js-view-count-work_33447412").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_33447412").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="33447412"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="3161" href="https://www.academia.edu/Documents/in/Inquiry_Based_Learning">Inquiry Based Learning</a>, <script data-card-contents-for-ri="3161" type="text/json">{"id":3161,"name":"Inquiry Based Learning","url":"https://www.academia.edu/Documents/in/Inquiry_Based_Learning?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="26144" href="https://www.academia.edu/Documents/in/Project-Based_Learning">Project-Based Learning</a>, <script data-card-contents-for-ri="26144" type="text/json">{"id":26144,"name":"Project-Based Learning","url":"https://www.academia.edu/Documents/in/Project-Based_Learning?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a>, <script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="633245" href="https://www.academia.edu/Documents/in/Play_based_learning">Play based learning</a><script data-card-contents-for-ri="633245" type="text/json">{"id":633245,"name":"Play based learning","url":"https://www.academia.edu/Documents/in/Play_based_learning?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33447412]'), work: {"id":33447412,"title":"New Entrants in the re-making","created_at":"2017-06-13T18:32:01.149-07:00","url":"https://www.academia.edu/33447412/New_Entrants_in_the_re_making?f_ri=27957","dom_id":"work_33447412","summary":"Children transitioning into school are often confronted with formal teaching and learning approaches that contrast sharply with what they have experienced in contemporary early childhood education (ECE) settings. This research project contributes a perspective on how junior schoolteachers might improve continuity for children moving from ECE to school. The transformation of the new-entrant and year-1 classes at Mairehau Primary School provides powerful insights into what is possible when teachers embrace play as a valid and worthwhile form of\nlearning for young children new to school. There are a number of implications for practice for teachers interested in continuity of learning between home, ECE, and school. These include:\n› Allowing children time and space within the classroom timetable to develop a sense of belonging and relationships\nis likely to support children’s wellbeing and positive attitude towards school.\n› Creating a balance between the priorities of creativity, agency, belonging, relationships, and children’s interests and inquiries, and literacy, and mathematics is possible.\n› Creating this balance for young children by valuing and encouraging purposeful play and authentic inquiries as part of the school day.\n› Recognising that young children bring interests, experiences, and expertise with them to school. They are often most competent when they are able to do some of the ‘driving’ of the programme.\n› Placing a greater emphasis on authentic engagement and agency, and valuing children’s prior-to-school\nlearning and experiences can contribute to children being more settled when starting school.\nFinally, the shifts in classroom practices illustrated by this case study owe much to the teachers and school leaders, and the dispositions they hold about their role. Such significant transformation was possible because teachers and school leaders had:\n› the curiosity to seek out new approaches\n› the willingness to rethink their approaches to teaching\n› a belief that adopting the new does not necessitate discarding the old\n› a high level of trust in one another to do what they believe is best for children, and the confidence to give things a go.","downloadable_attachments":[{"id":53496008,"asset_id":33447412,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":44479152,"first_name":"Keryn","last_name":"Davis","domain_name":"independent","page_name":"KerynDavis","display_name":"Keryn Davis","profile_url":"https://independent.academia.edu/KerynDavis?f_ri=27957","photo":"https://0.academia-photos.com/44479152/13403249/14623150/s65_keryn.davis.jpg"}],"research_interests":[{"id":3161,"name":"Inquiry Based Learning","url":"https://www.academia.edu/Documents/in/Inquiry_Based_Learning?f_ri=27957","nofollow":false},{"id":26144,"name":"Project-Based Learning","url":"https://www.academia.edu/Documents/in/Project-Based_Learning?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false},{"id":633245,"name":"Play based learning","url":"https://www.academia.edu/Documents/in/Play_based_learning?f_ri=27957","nofollow":false},{"id":890931,"name":"Play based learning and social development in 4-7 year olds","url":"https://www.academia.edu/Documents/in/Play_based_learning_and_social_development_in_4-7_year_olds?f_ri=27957"},{"id":988253,"name":"Learning Stories","url":"https://www.academia.edu/Documents/in/Learning_Stories?f_ri=27957"},{"id":1222768,"name":"Play and Creativity in the Curriculum","url":"https://www.academia.edu/Documents/in/Play_and_Creativity_in_the_Curriculum?f_ri=27957"},{"id":1390751,"name":"Transition to School","url":"https://www.academia.edu/Documents/in/Transition_to_School?f_ri=27957"},{"id":2725096,"name":"Continuity in learning","url":"https://www.academia.edu/Documents/in/Continuity_in_learning?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11118693" data-work_id="11118693" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11118693/Colored_Ice_A_Child_s_Self_Initiated_Foray_into_Ephemeral_Art">Colored Ice: A Child’s Self-Initiated Foray into Ephemeral Art</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li 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data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="427952" href="https://utica.academia.edu/DavidRufo">David Rufo</a><script data-card-contents-for-user="427952" type="text/json">{"id":427952,"first_name":"David","last_name":"Rufo","domain_name":"utica","page_name":"DavidRufo","display_name":"David Rufo","profile_url":"https://utica.academia.edu/DavidRufo?f_ri=27957","photo":"https://0.academia-photos.com/427952/101500/39645872/s65_david.rufo.jpg"}</script></span></span></li><li class="js-paper-rank-work_11118693 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11118693"><i class="u-m1x fa 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view-count u-mr2x" data-work-id="11118693"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 11118693; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=11118693]").text(description); $(".js-view-count-work_11118693").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11118693").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11118693"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="915" href="https://www.academia.edu/Documents/in/Art_History">Art History</a>, <script data-card-contents-for-ri="915" type="text/json">{"id":915,"name":"Art History","url":"https://www.academia.edu/Documents/in/Art_History?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1751" href="https://www.academia.edu/Documents/in/Creativity">Creativity</a>, <script data-card-contents-for-ri="1751" type="text/json">{"id":1751,"name":"Creativity","url":"https://www.academia.edu/Documents/in/Creativity?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3051" href="https://www.academia.edu/Documents/in/Contemporary_Art">Contemporary Art</a><script data-card-contents-for-ri="3051" type="text/json">{"id":3051,"name":"Contemporary Art","url":"https://www.academia.edu/Documents/in/Contemporary_Art?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11118693]'), work: {"id":11118693,"title":"Colored Ice: A Child’s Self-Initiated Foray into Ephemeral Art","created_at":"2015-02-26T10:50:05.185-08:00","url":"https://www.academia.edu/11118693/Colored_Ice_A_Child_s_Self_Initiated_Foray_into_Ephemeral_Art?f_ri=27957","dom_id":"work_11118693","summary":null,"downloadable_attachments":[{"id":36807615,"asset_id":11118693,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":427952,"first_name":"David","last_name":"Rufo","domain_name":"utica","page_name":"DavidRufo","display_name":"David Rufo","profile_url":"https://utica.academia.edu/DavidRufo?f_ri=27957","photo":"https://0.academia-photos.com/427952/101500/39645872/s65_david.rufo.jpg"}],"research_interests":[{"id":915,"name":"Art History","url":"https://www.academia.edu/Documents/in/Art_History?f_ri=27957","nofollow":false},{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=27957","nofollow":false},{"id":1751,"name":"Creativity","url":"https://www.academia.edu/Documents/in/Creativity?f_ri=27957","nofollow":false},{"id":3051,"name":"Contemporary Art","url":"https://www.academia.edu/Documents/in/Contemporary_Art?f_ri=27957","nofollow":false},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=27957"},{"id":5956,"name":"Learner Autonomy","url":"https://www.academia.edu/Documents/in/Learner_Autonomy?f_ri=27957"},{"id":26558,"name":"Visual Arts","url":"https://www.academia.edu/Documents/in/Visual_Arts?f_ri=27957"},{"id":26616,"name":"Arts Education and Pedagogy","url":"https://www.academia.edu/Documents/in/Arts_Education_and_Pedagogy?f_ri=27957"},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957"},{"id":36556,"name":"Elementary Education","url":"https://www.academia.edu/Documents/in/Elementary_Education?f_ri=27957"},{"id":82085,"name":"Learner and teacher autonomy","url":"https://www.academia.edu/Documents/in/Learner_and_teacher_autonomy?f_ri=27957"},{"id":1002493,"name":"STEAM Education (Science","url":"https://www.academia.edu/Documents/in/STEAM_Education_Science?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40462030" data-work_id="40462030" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40462030/DEVELOPING_THE_CONDITIONS_FOR_DATA_DRIVEN_CHANGE_TO_IMPACT_STUDENT_ACHIEVEMENT_AND_BUILD_TEACHER_CAPACITY">DEVELOPING THE CONDITIONS FOR DATA DRIVEN CHANGE TO IMPACT STUDENT ACHIEVEMENT AND BUILD TEACHER CAPACITY</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Schools have been caught up in responding to the calls of external accountability. This has challenged school leaders to establish data gathering practices that ultimately lend themselves to creating school wide instructional systems to... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40462030" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Schools have been caught up in responding to the calls of external accountability. This has challenged school leaders to establish data gathering practices that ultimately lend themselves to creating school wide instructional systems to impact teaching and learning and offer a consistent instructional approach. This paper outlines how one school established a data driven approach to improve teacher performance by focusing on key elements using a literature focused approach as a catalyst for driving new innovation. The paper considers how a data driven focus (DDF) allows leaders to intentionally and systematically improve student learning. The paper begins by unpacking the new focus on instructional leadership. It unveils how leaders are required to create the foundation to develop a DDF as a vehicle to facilitate information about student achievement within the school. The second part of the paper reports on the change process used to implement DDF as guided by key elements. It entails a 6-step cycle involving 1) developing a desire for change, 2) reflection on data, 3) aligning school programs & curricula, 4) Understanding by Design instructional practices and professional development, 5) provision of feedback, and 6) nurturing teacher implementation. It reviews how one school, through the focus of improving PEOPLE: International Journal of Social Sciences ISSN 2454-5899 Available Online at: <a href="http://grdspublishing.org/" rel="nofollow">http://grdspublishing.org/</a> 543 instruction and intentionally using key literature-based concepts, developed a raised awareness for using curriculum and assessment data to guide decision making. This paper provides a rich example of how a school can facilitate and sustain a data-based decision-making culture in schools. The paper concludes that being a data-focused school is a possibility for each and every school.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40462030" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1f9097f73bca1ed14d72f161a27bd2bc" rel="nofollow" data-download="{"attachment_id":60727336,"asset_id":40462030,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60727336/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2654402" href="https://independent.academia.edu/JakeMadden">Jake Madden</a><script data-card-contents-for-user="2654402" type="text/json">{"id":2654402,"first_name":"Jake","last_name":"Madden","domain_name":"independent","page_name":"JakeMadden","display_name":"Jake Madden","profile_url":"https://independent.academia.edu/JakeMadden?f_ri=27957","photo":"https://0.academia-photos.com/2654402/941292/19034627/s65_jake.madden.jpg"}</script></span></span></li><li class="js-paper-rank-work_40462030 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40462030"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40462030, container: ".js-paper-rank-work_40462030", }); 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$(".js-view-count[data-work-id=40462030]").text(description); $(".js-view-count-work_40462030").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40462030").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40462030"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="21383" href="https://www.academia.edu/Documents/in/School_effectiveness_and_school_improvement">School effectiveness and school improvement</a>, <script data-card-contents-for-ri="21383" type="text/json">{"id":21383,"name":"School effectiveness and school improvement","url":"https://www.academia.edu/Documents/in/School_effectiveness_and_school_improvement?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a>, <script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="117710" href="https://www.academia.edu/Documents/in/Educational_Change">Educational Change</a><script data-card-contents-for-ri="117710" type="text/json">{"id":117710,"name":"Educational Change","url":"https://www.academia.edu/Documents/in/Educational_Change?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40462030]'), work: {"id":40462030,"title":"DEVELOPING THE CONDITIONS FOR DATA DRIVEN CHANGE TO IMPACT STUDENT ACHIEVEMENT AND BUILD TEACHER CAPACITY","created_at":"2019-09-27T23:04:51.391-07:00","url":"https://www.academia.edu/40462030/DEVELOPING_THE_CONDITIONS_FOR_DATA_DRIVEN_CHANGE_TO_IMPACT_STUDENT_ACHIEVEMENT_AND_BUILD_TEACHER_CAPACITY?f_ri=27957","dom_id":"work_40462030","summary":"Schools have been caught up in responding to the calls of external accountability. This has challenged school leaders to establish data gathering practices that ultimately lend themselves to creating school wide instructional systems to impact teaching and learning and offer a consistent instructional approach. This paper outlines how one school established a data driven approach to improve teacher performance by focusing on key elements using a literature focused approach as a catalyst for driving new innovation. The paper considers how a data driven focus (DDF) allows leaders to intentionally and systematically improve student learning. The paper begins by unpacking the new focus on instructional leadership. It unveils how leaders are required to create the foundation to develop a DDF as a vehicle to facilitate information about student achievement within the school. The second part of the paper reports on the change process used to implement DDF as guided by key elements. It entails a 6-step cycle involving 1) developing a desire for change, 2) reflection on data, 3) aligning school programs \u0026 curricula, 4) Understanding by Design instructional practices and professional development, 5) provision of feedback, and 6) nurturing teacher implementation. It reviews how one school, through the focus of improving PEOPLE: International Journal of Social Sciences ISSN 2454-5899 Available Online at: http://grdspublishing.org/ 543 instruction and intentionally using key literature-based concepts, developed a raised awareness for using curriculum and assessment data to guide decision making. This paper provides a rich example of how a school can facilitate and sustain a data-based decision-making culture in schools. The paper concludes that being a data-focused school is a possibility for each and every school.","downloadable_attachments":[{"id":60727336,"asset_id":40462030,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2654402,"first_name":"Jake","last_name":"Madden","domain_name":"independent","page_name":"JakeMadden","display_name":"Jake Madden","profile_url":"https://independent.academia.edu/JakeMadden?f_ri=27957","photo":"https://0.academia-photos.com/2654402/941292/19034627/s65_jake.madden.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=27957","nofollow":false},{"id":21383,"name":"School effectiveness and school improvement","url":"https://www.academia.edu/Documents/in/School_effectiveness_and_school_improvement?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false},{"id":117710,"name":"Educational Change","url":"https://www.academia.edu/Documents/in/Educational_Change?f_ri=27957","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36900312" data-work_id="36900312" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36900312/Preparing_Students_for_A_Real_Life_by_Implementing_Deeper_Learning_Method">Preparing Students for 'A Real Life' by Implementing Deeper Learning Method</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Deeper learning has widely attracted so many attentions from researchers, teachers, and also parents recently. This happens because it is recognized as an approach in education which prepares students for ‘a real life’ (work and civic... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_36900312" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Deeper learning has widely attracted so many attentions from researchers, teachers, and also parents recently. This happens because it is recognized as an approach in education which prepares students for ‘a real life’ (work and civic life). A research by Cassel and Kolstad shows us that there is a shift regarding skills that companies demand by the year 2000. They do not concern a lot on skills like reading, writing, and arithmetic. They now demand more on interpersonal skill, teamwork, and problem solving for employees candidate. As a response to this shift, deeper learning has offered one solution. <br /> <br />This CAR paper demonstrates an attempt to give a response to the shift by implementing one of six competencies in deeper learning which is collaborative learning. Thus, an activity based on the competency was designed for students in EL-3 level to see whether they are ready for the shift or not. The CAR was conducted using teacher’s observation in the classroom and post questionnaire filled by the students. The result shows us that all of the students gave positive response to the activity and almost all of them stated that they want to redo the activity. In conclusion, the activity has been successfully applied to meet the purpose of deeper learning. <br /> <br />Keywords: deeper learning, collaborative learning, nature of work shifting</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36900312" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a1fc5fb17b2342fb4394bd47ff18b8d5" rel="nofollow" data-download="{"attachment_id":56852130,"asset_id":36900312,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56852130/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="24174773" href="https://president.academia.edu/ArisHarahap">Aris M Harahap</a><script data-card-contents-for-user="24174773" type="text/json">{"id":24174773,"first_name":"Aris","last_name":"Harahap","domain_name":"president","page_name":"ArisHarahap","display_name":"Aris M Harahap","profile_url":"https://president.academia.edu/ArisHarahap?f_ri=27957","photo":"https://0.academia-photos.com/24174773/6526882/19762521/s65_aris.harahap.jpg"}</script></span></span></li><li class="js-paper-rank-work_36900312 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36900312"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36900312, container: ".js-paper-rank-work_36900312", }); });</script></li><li class="js-percentile-work_36900312 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36900312; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_36900312"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_36900312 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="36900312"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36900312; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36900312]").text(description); $(".js-view-count-work_36900312").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36900312").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36900312"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15439" href="https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language">Teaching English As A Foreign Language</a>, <script data-card-contents-for-ri="15439" type="text/json">{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a><script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36900312]'), work: {"id":36900312,"title":"Preparing Students for 'A Real Life' by Implementing Deeper Learning Method","created_at":"2018-06-23T01:59:25.894-07:00","url":"https://www.academia.edu/36900312/Preparing_Students_for_A_Real_Life_by_Implementing_Deeper_Learning_Method?f_ri=27957","dom_id":"work_36900312","summary":"Deeper learning has widely attracted so many attentions from researchers, teachers, and also parents recently. This happens because it is recognized as an approach in education which prepares students for ‘a real life’ (work and civic life). A research by Cassel and Kolstad shows us that there is a shift regarding skills that companies demand by the year 2000. They do not concern a lot on skills like reading, writing, and arithmetic. They now demand more on interpersonal skill, teamwork, and problem solving for employees candidate. As a response to this shift, deeper learning has offered one solution.\r\n\r\nThis CAR paper demonstrates an attempt to give a response to the shift by implementing one of six competencies in deeper learning which is collaborative learning. Thus, an activity based on the competency was designed for students in EL-3 level to see whether they are ready for the shift or not. The CAR was conducted using teacher’s observation in the classroom and post questionnaire filled by the students. The result shows us that all of the students gave positive response to the activity and almost all of them stated that they want to redo the activity. In conclusion, the activity has been successfully applied to meet the purpose of deeper learning. \r\n\r\nKeywords: deeper learning, collaborative learning, nature of work shifting","downloadable_attachments":[{"id":56852130,"asset_id":36900312,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":24174773,"first_name":"Aris","last_name":"Harahap","domain_name":"president","page_name":"ArisHarahap","display_name":"Aris M Harahap","profile_url":"https://president.academia.edu/ArisHarahap?f_ri=27957","photo":"https://0.academia-photos.com/24174773/6526882/19762521/s65_aris.harahap.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=27957","nofollow":false},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_32092455" data-work_id="32092455" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/32092455/Presentasi_proyek">Presentasi proyek</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">Penelitian eksperimen dengan menggunakan Project Based Learning.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/32092455" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="088a503f2de30913e9bc4610447ecf5b" rel="nofollow" data-download="{"attachment_id":52342975,"asset_id":32092455,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/52342975/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="14179252" href="https://independent.academia.edu/rwardiana">rima wardiana</a><script data-card-contents-for-user="14179252" type="text/json">{"id":14179252,"first_name":"rima","last_name":"wardiana","domain_name":"independent","page_name":"rwardiana","display_name":"rima wardiana","profile_url":"https://independent.academia.edu/rwardiana?f_ri=27957","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_32092455 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="32092455"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 32092455, container: ".js-paper-rank-work_32092455", }); });</script></li><li class="js-percentile-work_32092455 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 32092455; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_32092455"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_32092455 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="32092455"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 32092455; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=32092455]").text(description); $(".js-view-count-work_32092455").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_32092455").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="32092455"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a><script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=32092455]'), work: {"id":32092455,"title":"Presentasi proyek","created_at":"2017-03-28T05:17:56.067-07:00","url":"https://www.academia.edu/32092455/Presentasi_proyek?f_ri=27957","dom_id":"work_32092455","summary":"Penelitian eksperimen dengan menggunakan Project Based Learning.","downloadable_attachments":[{"id":52342975,"asset_id":32092455,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":14179252,"first_name":"rima","last_name":"wardiana","domain_name":"independent","page_name":"rwardiana","display_name":"rima wardiana","profile_url":"https://independent.academia.edu/rwardiana?f_ri=27957","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_28303698" data-work_id="28303698" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/28303698/Does_it_matter_how_noisy_Singapore_classrooms_are">Does it matter how noisy Singapore classrooms are?</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Children and teachers are organisms involved in information exchange within an environment called a classroom. The biological task for the auditory system is to alert important changes. Audition is always active and specialises in sudden,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_28303698" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Children and teachers are organisms involved in information exchange within an environment called a classroom. The biological task for the auditory system is to alert important changes. Audition is always active and specialises in sudden, extreme, or quickly approaching sounds that might necessitate action. <br />High intensity sound (even within legal levels) might induce physiological stress on hearing and voice organs when competing with ambient noise, psychophysiological stress on heart rate and metabolism, or psychological reactions such as annoyance. <br />A recent German study showed that the acoustical conditions in elementary classrooms often do not fit the specific needs of children, who are more sensitive to acoustic problems due to reverberation and noise than adults. <br />If the soundscape matters to school children, how can we create optimal acoustics in classrooms for communication, learning, and development? This is a great multidisciplinary challenge, calling for us to bridge environmental psychology, acoustic design, and education. <br />In this presentation, I will explain concepts such as SPL, reverberation radius, and Lombard effect, and share preliminary results from a pilot study in Singapore kindergartens.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/28303698" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="47dd8310bf2a91f925360ccee886f521" rel="nofollow" data-download="{"attachment_id":48635665,"asset_id":28303698,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48635665/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="310881" href="https://cityu-hk.academia.edu/PerMagnusLindborg">PerMagnus Lindborg</a><script data-card-contents-for-user="310881" type="text/json">{"id":310881,"first_name":"PerMagnus","last_name":"Lindborg","domain_name":"cityu-hk","page_name":"PerMagnusLindborg","display_name":"PerMagnus Lindborg","profile_url":"https://cityu-hk.academia.edu/PerMagnusLindborg?f_ri=27957","photo":"https://0.academia-photos.com/310881/76738/83574/s65_permagnus.lindborg.jpg"}</script></span></span></li><li class="js-paper-rank-work_28303698 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="28303698"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 28303698, container: ".js-paper-rank-work_28303698", }); });</script></li><li class="js-percentile-work_28303698 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 28303698; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_28303698"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_28303698 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="28303698"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 28303698; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=28303698]").text(description); $(".js-view-count-work_28303698").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_28303698").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="28303698"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="499" href="https://www.academia.edu/Documents/in/Acoustics">Acoustics</a>, <script data-card-contents-for-ri="499" type="text/json">{"id":499,"name":"Acoustics","url":"https://www.academia.edu/Documents/in/Acoustics?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3407" href="https://www.academia.edu/Documents/in/Environmental_Studies">Environmental Studies</a>, <script data-card-contents-for-ri="3407" type="text/json">{"id":3407,"name":"Environmental Studies","url":"https://www.academia.edu/Documents/in/Environmental_Studies?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3429" href="https://www.academia.edu/Documents/in/Educational_Research">Educational Research</a>, <script data-card-contents-for-ri="3429" type="text/json">{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6634" href="https://www.academia.edu/Documents/in/Soundscape_Studies">Soundscape Studies</a><script data-card-contents-for-ri="6634" type="text/json">{"id":6634,"name":"Soundscape Studies","url":"https://www.academia.edu/Documents/in/Soundscape_Studies?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=28303698]'), work: {"id":28303698,"title":"Does it matter how noisy Singapore classrooms are?","created_at":"2016-09-07T01:25:30.762-07:00","url":"https://www.academia.edu/28303698/Does_it_matter_how_noisy_Singapore_classrooms_are?f_ri=27957","dom_id":"work_28303698","summary":"Children and teachers are organisms involved in information exchange within an environment called a classroom. The biological task for the auditory system is to alert important changes. Audition is always active and specialises in sudden, extreme, or quickly approaching sounds that might necessitate action. \nHigh intensity sound (even within legal levels) might induce physiological stress on hearing and voice organs when competing with ambient noise, psychophysiological stress on heart rate and metabolism, or psychological reactions such as annoyance. \nA recent German study showed that the acoustical conditions in elementary classrooms often do not fit the specific needs of children, who are more sensitive to acoustic problems due to reverberation and noise than adults. \nIf the soundscape matters to school children, how can we create optimal acoustics in classrooms for communication, learning, and development? This is a great multidisciplinary challenge, calling for us to bridge environmental psychology, acoustic design, and education. \nIn this presentation, I will explain concepts such as SPL, reverberation radius, and Lombard effect, and share preliminary results from a pilot study in Singapore kindergartens.","downloadable_attachments":[{"id":48635665,"asset_id":28303698,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":310881,"first_name":"PerMagnus","last_name":"Lindborg","domain_name":"cityu-hk","page_name":"PerMagnusLindborg","display_name":"PerMagnus Lindborg","profile_url":"https://cityu-hk.academia.edu/PerMagnusLindborg?f_ri=27957","photo":"https://0.academia-photos.com/310881/76738/83574/s65_permagnus.lindborg.jpg"}],"research_interests":[{"id":499,"name":"Acoustics","url":"https://www.academia.edu/Documents/in/Acoustics?f_ri=27957","nofollow":false},{"id":3407,"name":"Environmental Studies","url":"https://www.academia.edu/Documents/in/Environmental_Studies?f_ri=27957","nofollow":false},{"id":3429,"name":"Educational Research","url":"https://www.academia.edu/Documents/in/Educational_Research?f_ri=27957","nofollow":false},{"id":6634,"name":"Soundscape Studies","url":"https://www.academia.edu/Documents/in/Soundscape_Studies?f_ri=27957","nofollow":false},{"id":15687,"name":"Soundscape Design","url":"https://www.academia.edu/Documents/in/Soundscape_Design?f_ri=27957"},{"id":25982,"name":"Classroom Interaction","url":"https://www.academia.edu/Documents/in/Classroom_Interaction?f_ri=27957"},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957"},{"id":38226,"name":"Sound Perception and Speech Recognition","url":"https://www.academia.edu/Documents/in/Sound_Perception_and_Speech_Recognition?f_ri=27957"},{"id":51503,"name":"Pre-Schooling and Primary Education, Research Methodology, Technology and Education","url":"https://www.academia.edu/Documents/in/Pre-Schooling_and_Primary_Education_Research_Methodology_Technology_and_Education?f_ri=27957"},{"id":67453,"name":"Preschool Education","url":"https://www.academia.edu/Documents/in/Preschool_Education?f_ri=27957"},{"id":220321,"name":"Kindergarten","url":"https://www.academia.edu/Documents/in/Kindergarten?f_ri=27957"},{"id":827446,"name":"School Environment","url":"https://www.academia.edu/Documents/in/School_Environment?f_ri=27957"},{"id":1280929,"name":"Applied Acoustics","url":"https://www.academia.edu/Documents/in/Applied_Acoustics?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_79172621" data-work_id="79172621" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/79172621/Exploring_diagnostic_listening_assessment_in_the_classroom_a_Saudi_academic_context">Exploring diagnostic listening assessment in the classroom : a Saudi academic context</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Take down policy Some pages of this thesis may have been removed for copyright restrictions prior to having it been deposited in Explore Bristol Research. However, if you have discovered material within the thesis that you consider to be... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_79172621" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Take down policy Some pages of this thesis may have been removed for copyright restrictions prior to having it been deposited in Explore Bristol Research. However, if you have discovered material within the thesis that you consider to be unlawful e.g. breaches of copyright (either yours or that of a third party) or any other law, including but not limited to those relating to patent, trademark, confidentiality, data protection, obscenity, defamation, libel, then please contact <a href="mailto:collections-metadata@bristol.ac.uk" rel="nofollow">collections-metadata@bristol.ac.uk</a> and include the following information in your message:</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/79172621" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3f97b252a44acfc524dbde5bf974d14e" rel="nofollow" data-download="{"attachment_id":85978243,"asset_id":79172621,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/85978243/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="236638" href="https://independent.academia.edu/SohaibSandhu">Sohaib M Sandhu</a><script data-card-contents-for-user="236638" type="text/json">{"id":236638,"first_name":"Sohaib","last_name":"Sandhu","domain_name":"independent","page_name":"SohaibSandhu","display_name":"Sohaib M Sandhu","profile_url":"https://independent.academia.edu/SohaibSandhu?f_ri=27957","photo":"https://0.academia-photos.com/236638/262026/31689297/s65_sohaib.sandhu.jpg"}</script></span></span></li><li class="js-paper-rank-work_79172621 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="79172621"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 79172621, container: ".js-paper-rank-work_79172621", }); });</script></li><li class="js-percentile-work_79172621 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 79172621; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_79172621"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_79172621 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="79172621"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 79172621; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=79172621]").text(description); $(".js-view-count-work_79172621").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_79172621").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="79172621"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="18045" href="https://www.academia.edu/Documents/in/Language_Assessment">Language Assessment</a>, <script data-card-contents-for-ri="18045" type="text/json">{"id":18045,"name":"Language Assessment","url":"https://www.academia.edu/Documents/in/Language_Assessment?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a>, <script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="40050" href="https://www.academia.edu/Documents/in/Effective_Listening">Effective Listening</a><script data-card-contents-for-ri="40050" type="text/json">{"id":40050,"name":"Effective Listening","url":"https://www.academia.edu/Documents/in/Effective_Listening?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=79172621]'), work: {"id":79172621,"title":"Exploring diagnostic listening assessment in the classroom : a Saudi academic context","created_at":"2022-05-15T14:27:08.317-07:00","url":"https://www.academia.edu/79172621/Exploring_diagnostic_listening_assessment_in_the_classroom_a_Saudi_academic_context?f_ri=27957","dom_id":"work_79172621","summary":"Take down policy Some pages of this thesis may have been removed for copyright restrictions prior to having it been deposited in Explore Bristol Research. However, if you have discovered material within the thesis that you consider to be unlawful e.g. breaches of copyright (either yours or that of a third party) or any other law, including but not limited to those relating to patent, trademark, confidentiality, data protection, obscenity, defamation, libel, then please contact collections-metadata@bristol.ac.uk and include the following information in your message:","downloadable_attachments":[{"id":85978243,"asset_id":79172621,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":236638,"first_name":"Sohaib","last_name":"Sandhu","domain_name":"independent","page_name":"SohaibSandhu","display_name":"Sohaib M Sandhu","profile_url":"https://independent.academia.edu/SohaibSandhu?f_ri=27957","photo":"https://0.academia-photos.com/236638/262026/31689297/s65_sohaib.sandhu.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=27957","nofollow":false},{"id":18045,"name":"Language Assessment","url":"https://www.academia.edu/Documents/in/Language_Assessment?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false},{"id":40050,"name":"Effective Listening","url":"https://www.academia.edu/Documents/in/Effective_Listening?f_ri=27957","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=27957"},{"id":48358,"name":"Language Testing and Assessment","url":"https://www.academia.edu/Documents/in/Language_Testing_and_Assessment?f_ri=27957"},{"id":77540,"name":"Classroom Assessment","url":"https://www.academia.edu/Documents/in/Classroom_Assessment?f_ri=27957"},{"id":116533,"name":"Active Listening","url":"https://www.academia.edu/Documents/in/Active_Listening?f_ri=27957"},{"id":125377,"name":"Diagnostic Assessment","url":"https://www.academia.edu/Documents/in/Diagnostic_Assessment?f_ri=27957"},{"id":146591,"name":"Doctoral thesis","url":"https://www.academia.edu/Documents/in/Doctoral_thesis?f_ri=27957"},{"id":156711,"name":"LISTENING COMPREHENSION PROBLEMS AND STRATEGIES","url":"https://www.academia.edu/Documents/in/LISTENING_COMPREHENSION_PROBLEMS_AND_STRATEGIES?f_ri=27957"},{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=27957"},{"id":459698,"name":"Listening and Speaking Skills","url":"https://www.academia.edu/Documents/in/Listening_and_Speaking_Skills?f_ri=27957"},{"id":547672,"name":"Listening Strategies","url":"https://www.academia.edu/Documents/in/Listening_Strategies?f_ri=27957"},{"id":569396,"name":"Difficulties in Listening Comprehension and Strategies","url":"https://www.academia.edu/Documents/in/Difficulties_in_Listening_Comprehension_and_Strategies?f_ri=27957"},{"id":1015365,"name":"Teaching Listening Skills","url":"https://www.academia.edu/Documents/in/Teaching_Listening_Skills?f_ri=27957"},{"id":1595773,"name":"Effects of Language in Listening Difficulties","url":"https://www.academia.edu/Documents/in/Effects_of_Language_in_Listening_Difficulties?f_ri=27957"},{"id":1772367,"name":"Teaching and Testing Listening and Speaking","url":"https://www.academia.edu/Documents/in/Teaching_and_Testing_Listening_and_Speaking?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_68314537" data-work_id="68314537" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/68314537/Conflict_in_the_classroom_How_teachers_emotional_intelligence_influences_conflict_management">Conflict in the classroom: How teachers' emotional intelligence influences conflict management</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Distinct studies showed a positive relationship between emotional intelligence and conflict management. However, there is a lack of research on how teachers&#39; emotional intelligence influences conflict management in the classroom.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_68314537" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Distinct studies showed a positive relationship between emotional intelligence and conflict management. However, there is a lack of research on how teachers&#39; emotional intelligence influences conflict management in the classroom. Since much more needs to be learned about how teachers&#39; emotional skills related to classroom practice, this research has emerged, and the purpose went to examine how teachers&#39; emotional intelligence influences classroom conflict management. Moreover, the relationship between gender, teaching experience, and academic training with teachers&#39; emotional intelligence was also analyzed. The sample comprised of 382 Portuguese teachers. The Emotional Skills and Competence Questionnaire for Teachers, the Rahim Organizational Conflict Inventory II-Portuguese Version in School Context, and a personal and professional data inquiry were been used as instruments. Structural equation modeling showed that teachers who tend to have higher levels of emotiona...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/68314537" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7aa735fd4549ab335958d287a35bf01c" rel="nofollow" data-download="{"attachment_id":78832761,"asset_id":68314537,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/78832761/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="83286285" href="https://independent.academia.edu/Louren%C3%A7oAb%C3%ADlioAfonso">Abílio Afonso Lourenço</a><script data-card-contents-for-user="83286285" type="text/json">{"id":83286285,"first_name":"Abílio Afonso","last_name":"Lourenço","domain_name":"independent","page_name":"LourençoAbílioAfonso","display_name":"Abílio Afonso Lourenço","profile_url":"https://independent.academia.edu/Louren%C3%A7oAb%C3%ADlioAfonso?f_ri=27957","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_68314537 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="68314537"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 68314537, container: ".js-paper-rank-work_68314537", }); });</script></li><li class="js-percentile-work_68314537 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 68314537; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_68314537"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_68314537 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="68314537"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 68314537; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=68314537]").text(description); $(".js-view-count-work_68314537").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_68314537").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="68314537"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2671" href="https://www.academia.edu/Documents/in/Emotional_intelligence">Emotional intelligence</a>, <script data-card-contents-for-ri="2671" type="text/json">{"id":2671,"name":"Emotional intelligence","url":"https://www.academia.edu/Documents/in/Emotional_intelligence?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="13545" href="https://www.academia.edu/Documents/in/Teacher_Training">Teacher Training</a>, <script data-card-contents-for-ri="13545" type="text/json">{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="14370" href="https://www.academia.edu/Documents/in/Conflict_Management">Conflict Management</a><script data-card-contents-for-ri="14370" type="text/json">{"id":14370,"name":"Conflict Management","url":"https://www.academia.edu/Documents/in/Conflict_Management?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=68314537]'), work: {"id":68314537,"title":"Conflict in the classroom: How teachers' emotional intelligence influences conflict management","created_at":"2022-01-15T10:19:02.398-08:00","url":"https://www.academia.edu/68314537/Conflict_in_the_classroom_How_teachers_emotional_intelligence_influences_conflict_management?f_ri=27957","dom_id":"work_68314537","summary":"Distinct studies showed a positive relationship between emotional intelligence and conflict management. However, there is a lack of research on how teachers\u0026#39; emotional intelligence influences conflict management in the classroom. Since much more needs to be learned about how teachers\u0026#39; emotional skills related to classroom practice, this research has emerged, and the purpose went to examine how teachers\u0026#39; emotional intelligence influences classroom conflict management. Moreover, the relationship between gender, teaching experience, and academic training with teachers\u0026#39; emotional intelligence was also analyzed. The sample comprised of 382 Portuguese teachers. The Emotional Skills and Competence Questionnaire for Teachers, the Rahim Organizational Conflict Inventory II-Portuguese Version in School Context, and a personal and professional data inquiry were been used as instruments. Structural equation modeling showed that teachers who tend to have higher levels of emotiona...","downloadable_attachments":[{"id":78832761,"asset_id":68314537,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":83286285,"first_name":"Abílio Afonso","last_name":"Lourenço","domain_name":"independent","page_name":"LourençoAbílioAfonso","display_name":"Abílio Afonso Lourenço","profile_url":"https://independent.academia.edu/Louren%C3%A7oAb%C3%ADlioAfonso?f_ri=27957","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=27957","nofollow":false},{"id":2671,"name":"Emotional intelligence","url":"https://www.academia.edu/Documents/in/Emotional_intelligence?f_ri=27957","nofollow":false},{"id":13545,"name":"Teacher Training","url":"https://www.academia.edu/Documents/in/Teacher_Training?f_ri=27957","nofollow":false},{"id":14370,"name":"Conflict Management","url":"https://www.academia.edu/Documents/in/Conflict_Management?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40006037" data-work_id="40006037" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40006037/%D8%AF%D8%B1%D8%B3_%D9%BE%DA%98%D9%88%D9%87%DB%8C_%D8%A8%D8%B1%D8%A7%DB%8C_%D8%AC%D9%88%D8%A7%D9%85%D8%B9_%DB%8C%D8%A7%D8%AF%DA%AF%DB%8C%D8%B1%DB%8C">درس پژوهی برای جوامع یادگیری</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">درس پژوهی برای جوامع یادگیری: راهنمای جامع برای اصلاح نظام آموزشی مدرسه مبحث درس پژوهی در ابتدا توسط کشور ژاپن به تمام نقاط دنیا شناسانده شد و اولین کشوری که این مبحث بدانجا منتقل شد امریکا بود. تمرکز این موضوع بیشتر بر روی آموزش درس... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_40006037" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">درس پژوهی برای جوامع یادگیری: راهنمای جامع برای اصلاح نظام آموزشی مدرسه<br />مبحث درس پژوهی در ابتدا توسط کشور ژاپن به تمام نقاط دنیا شناسانده شد و اولین کشوری که این مبحث بدانجا منتقل شد امریکا بود. تمرکز این موضوع بیشتر بر روی آموزش درس ریاضی بود و تفکر غلطی در این رابطه وارد اذهان عموم شد که مبحث درس پژوهی صرفا مربوط به درس ریاضی و علوم می باشد. با اینکه سوالات زیادی درمورد شیوه ثابت شدن و بکارگیری این موضوع در مدارس وجود دارد اما این مبحث بیشتر در سطح فرم یا طرح می باشد. <br />این کتاب به طور کامل به بررسی نظریه درس پژوهی برای جوامع یادگیری  (LSLC) می پردازد و این نکته را مد نظر قرار می دهد که اصلاح فرهنگ مدرسه مستلزم تغییر سطح یادگیری دانش آموزان، معلمان و حتی والدین می باشد. بدین منظور هدف LSLC، تفییر شیوه های مدیریت کلاس است. این کتاب به بحث در مورد این مسئله می پردازد که LSLC، نظریه و چارچوب جامع و کاملی درباره اصلاح و پیشرفت نظام آموزشی مدرسه است و روش خاصی را در این رابطه دنبال می کند. فصل های این کتاب شامل: <br />• بوجود آوردن زمان مناسب <br />• تشکیل گروه یا تیم<br />• ترویج و توسعه امر اصلاح و بهسازی<br />• اصلاح مدرسه بطور روزانه<br />• مطالعه درس های تحقیقی<br />• بحث درمورد درس های خوانده شده<br />• اصلاح مداوم و پایدار مدرسه براساس LSLC<br />کشورهایی آسیایی همچون ژاپن، چین، کره، تایوان، اندونزی و سنگاپور توجه زیادی به موضوع درس پژوهی دارند و همچنین جایگاه مهمی در میان کشورهای غربی پیدا کرده است. این کتاب می تواند هم برای کسانی که علاقه زیادی به سیاست آموزشی و پیشرفت آن دارند و هم کارکنان آموزش و پرورش مناسب و درخور باشد.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40006037" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4ab8c0433ced93863fdfcd53d5647709" rel="nofollow" data-download="{"attachment_id":60198516,"asset_id":40006037,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/60198516/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1091807" href="https://uni-flensburg.academia.edu/MortezaBakhtiarvand">Morteza Bakhtiarvand</a><script data-card-contents-for-user="1091807" type="text/json">{"id":1091807,"first_name":"Morteza","last_name":"Bakhtiarvand","domain_name":"uni-flensburg","page_name":"MortezaBakhtiarvand","display_name":"Morteza Bakhtiarvand","profile_url":"https://uni-flensburg.academia.edu/MortezaBakhtiarvand?f_ri=27957","photo":"https://0.academia-photos.com/1091807/379910/59136658/s65_morteza.bakhtiarvand.jpg"}</script></span></span></li><li class="js-paper-rank-work_40006037 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40006037"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40006037, container: ".js-paper-rank-work_40006037", }); });</script></li><li class="js-percentile-work_40006037 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40006037; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_40006037"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_40006037 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="40006037"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40006037; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40006037]").text(description); $(".js-view-count-work_40006037").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40006037").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40006037"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1716" href="https://www.academia.edu/Documents/in/Action_Research">Action Research</a>, <script data-card-contents-for-ri="1716" type="text/json">{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="22760" href="https://www.academia.edu/Documents/in/Lesson_Study">Lesson Study</a>, <script data-card-contents-for-ri="22760" type="text/json">{"id":22760,"name":"Lesson Study","url":"https://www.academia.edu/Documents/in/Lesson_Study?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a>, <script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="54626" href="https://www.academia.edu/Documents/in/Lesson_Plans">Lesson Plans</a><script data-card-contents-for-ri="54626" type="text/json">{"id":54626,"name":"Lesson Plans","url":"https://www.academia.edu/Documents/in/Lesson_Plans?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40006037]'), work: {"id":40006037,"title":"درس پژوهی برای جوامع یادگیری","created_at":"2019-08-03T23:14:36.200-07:00","url":"https://www.academia.edu/40006037/%D8%AF%D8%B1%D8%B3_%D9%BE%DA%98%D9%88%D9%87%DB%8C_%D8%A8%D8%B1%D8%A7%DB%8C_%D8%AC%D9%88%D8%A7%D9%85%D8%B9_%DB%8C%D8%A7%D8%AF%DA%AF%DB%8C%D8%B1%DB%8C?f_ri=27957","dom_id":"work_40006037","summary":"درس پژوهی برای جوامع یادگیری: راهنمای جامع برای اصلاح نظام آموزشی مدرسه\nمبحث درس پژوهی در ابتدا توسط کشور ژاپن به تمام نقاط دنیا شناسانده شد و اولین کشوری که این مبحث بدانجا منتقل شد امریکا بود. تمرکز این موضوع بیشتر بر روی آموزش درس ریاضی بود و تفکر غلطی در این رابطه وارد اذهان عموم شد که مبحث درس پژوهی صرفا مربوط به درس ریاضی و علوم می باشد. با اینکه سوالات زیادی درمورد شیوه ثابت شدن و بکارگیری این موضوع در مدارس وجود دارد اما این مبحث بیشتر در سطح فرم یا طرح می باشد. \nاین کتاب به طور کامل به بررسی نظریه درس پژوهی برای جوامع یادگیری (LSLC) می پردازد و این نکته را مد نظر قرار می دهد که اصلاح فرهنگ مدرسه مستلزم تغییر سطح یادگیری دانش آموزان، معلمان و حتی والدین می باشد. بدین منظور هدف LSLC، تفییر شیوه های مدیریت کلاس است. این کتاب به بحث در مورد این مسئله می پردازد که LSLC، نظریه و چارچوب جامع و کاملی درباره اصلاح و پیشرفت نظام آموزشی مدرسه است و روش خاصی را در این رابطه دنبال می کند. فصل های این کتاب شامل: \n•\tبوجود آوردن زمان مناسب \n•\tتشکیل گروه یا تیم\n•\tترویج و توسعه امر اصلاح و بهسازی\n•\tاصلاح مدرسه بطور روزانه\n•\tمطالعه درس های تحقیقی\n•\tبحث درمورد درس های خوانده شده\n•\tاصلاح مداوم و پایدار مدرسه براساس LSLC\nکشورهایی آسیایی همچون ژاپن، چین، کره، تایوان، اندونزی و سنگاپور توجه زیادی به موضوع درس پژوهی دارند و همچنین جایگاه مهمی در میان کشورهای غربی پیدا کرده است. این کتاب می تواند هم برای کسانی که علاقه زیادی به سیاست آموزشی و پیشرفت آن دارند و هم کارکنان آموزش و پرورش مناسب و درخور باشد. \n","downloadable_attachments":[{"id":60198516,"asset_id":40006037,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1091807,"first_name":"Morteza","last_name":"Bakhtiarvand","domain_name":"uni-flensburg","page_name":"MortezaBakhtiarvand","display_name":"Morteza Bakhtiarvand","profile_url":"https://uni-flensburg.academia.edu/MortezaBakhtiarvand?f_ri=27957","photo":"https://0.academia-photos.com/1091807/379910/59136658/s65_morteza.bakhtiarvand.jpg"}],"research_interests":[{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false},{"id":22760,"name":"Lesson Study","url":"https://www.academia.edu/Documents/in/Lesson_Study?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false},{"id":54626,"name":"Lesson Plans","url":"https://www.academia.edu/Documents/in/Lesson_Plans?f_ri=27957","nofollow":false},{"id":232363,"name":"Lesson Plan","url":"https://www.academia.edu/Documents/in/Lesson_Plan?f_ri=27957"},{"id":694661,"name":"Lesson planning for English language teaching","url":"https://www.academia.edu/Documents/in/Lesson_planning_for_English_language_teaching?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9384230" data-work_id="9384230" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9384230/Rethinking_practices_for_gifted_young_children_A_collaborative_action_learning_project">Rethinking practices for gifted young children: A collaborative action learning project</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The project reported in this paper took place in an independent school in an Australian capital city. The project was a collaboration between a teacher-researcher and a university-based researcher. The project was initiated because... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_9384230" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The project reported in this paper took place in an <br />independent school in an Australian capital city. <br />The project was a collaboration between a <br />teacher-researcher and a university-based <br />researcher. The project was initiated because the <br />school made a decision to support the <br />implementation and development of policy and <br />provisions for gifted students. Co-authored by John Bailey</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9384230" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="cafc11c2fc7963afddb8e2cb024df1f1" rel="nofollow" data-download="{"attachment_id":35634301,"asset_id":9384230,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35634301/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="79839" href="https://murdoch.academia.edu/LibbyLeeHammond">Libby Lee-Hammond</a><script data-card-contents-for-user="79839" type="text/json">{"id":79839,"first_name":"Libby","last_name":"Lee-Hammond","domain_name":"murdoch","page_name":"LibbyLeeHammond","display_name":"Libby Lee-Hammond","profile_url":"https://murdoch.academia.edu/LibbyLeeHammond?f_ri=27957","photo":"https://0.academia-photos.com/79839/3263690/20159491/s65_libby.lee-hammond.jpg"}</script></span></span></li><li class="js-paper-rank-work_9384230 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9384230"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9384230, container: ".js-paper-rank-work_9384230", }); });</script></li><li class="js-percentile-work_9384230 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 9384230; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_9384230"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_9384230 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="9384230"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9384230; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9384230]").text(description); $(".js-view-count-work_9384230").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_9384230").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="9384230"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1716" href="https://www.academia.edu/Documents/in/Action_Research">Action Research</a>, <script data-card-contents-for-ri="1716" type="text/json">{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3753" href="https://www.academia.edu/Documents/in/Early_Childhood_Education">Early Childhood Education</a>, <script data-card-contents-for-ri="3753" type="text/json">{"id":3753,"name":"Early Childhood Education","url":"https://www.academia.edu/Documents/in/Early_Childhood_Education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a>, <script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="66896" href="https://www.academia.edu/Documents/in/Gifted_and_Talented_Education">Gifted and Talented Education</a><script data-card-contents-for-ri="66896" type="text/json">{"id":66896,"name":"Gifted and Talented Education","url":"https://www.academia.edu/Documents/in/Gifted_and_Talented_Education?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=9384230]'), work: {"id":9384230,"title":"Rethinking practices for gifted young children: A collaborative action learning project","created_at":"2014-11-18T19:37:55.026-08:00","url":"https://www.academia.edu/9384230/Rethinking_practices_for_gifted_young_children_A_collaborative_action_learning_project?f_ri=27957","dom_id":"work_9384230","summary":"The project reported in this paper took place in an \nindependent school in an Australian capital city. \nThe project was a collaboration between a \nteacher-researcher and a university-based \nresearcher. The project was initiated because the \nschool made a decision to support the \nimplementation and development of policy and \nprovisions for gifted students. Co-authored by John Bailey","downloadable_attachments":[{"id":35634301,"asset_id":9384230,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":79839,"first_name":"Libby","last_name":"Lee-Hammond","domain_name":"murdoch","page_name":"LibbyLeeHammond","display_name":"Libby Lee-Hammond","profile_url":"https://murdoch.academia.edu/LibbyLeeHammond?f_ri=27957","photo":"https://0.academia-photos.com/79839/3263690/20159491/s65_libby.lee-hammond.jpg"}],"research_interests":[{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false},{"id":3753,"name":"Early Childhood Education","url":"https://www.academia.edu/Documents/in/Early_Childhood_Education?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false},{"id":66896,"name":"Gifted and Talented Education","url":"https://www.academia.edu/Documents/in/Gifted_and_Talented_Education?f_ri=27957","nofollow":false},{"id":103331,"name":"differentiated Instruction","url":"https://www.academia.edu/Documents/in/differentiated_Instruction?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_20939711" data-work_id="20939711" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/20939711/Come_fare_per_gestire_la_classe_nella_pratica_didattica">Come fare per gestire la classe nella pratica didattica</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Una guida operativa per insegnanti della scuola primaria e secondaria di primo grado per risolvere la sfida quotidiana di "come condurre" la classe. La guida è divisa in tre sezioni: - la prima affronta il significato della gestione della... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_20939711" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Una guida operativa per insegnanti della scuola primaria e secondaria di primo grado per risolvere la sfida quotidiana di "come condurre" la classe. La guida è divisa in tre sezioni:<br />- la prima affronta il significato della gestione della classe dal punto di vista del ruolo dell'insegnante e dei bisogni degli allievi;<br />- la seconda fornisce le piste metodologiche per creare un clima positivo attraverso la gestione delle relazioni, delle regole e della disciplina;<br />-la terza propone l'applicazione di strategie e strumenti operativi: dal rispetto delle procedure all'effetto onda, dalla comunicazione con verbale all'uso della voce, fino alle proposte per una conduzione efficace della didattica.<br /><br />I pilastri della gestione sono presentati all'interno di un percorso che, attraverso casi stimolo, consente un continuo rimando alla propria esperienza professionale.<br /><br />Research Interests: Special Education, Pedagogy, Classroom Management, Classroom Action Research, Pedagogia, and 2 more</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20939711" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="216abcac3986bfe39d576c113a4af189" rel="nofollow" data-download="{"attachment_id":41637307,"asset_id":20939711,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41637307/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="42202592" href="https://unicatt.academia.edu/LuigidAlonzo">Luigi d'Alonzo</a><script data-card-contents-for-user="42202592" type="text/json">{"id":42202592,"first_name":"Luigi","last_name":"d'Alonzo","domain_name":"unicatt","page_name":"LuigidAlonzo","display_name":"Luigi d'Alonzo","profile_url":"https://unicatt.academia.edu/LuigidAlonzo?f_ri=27957","photo":"https://0.academia-photos.com/42202592/11389533/12704604/s65_luigi.d_alonzo.jpeg"}</script></span></span></li><li class="js-paper-rank-work_20939711 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="20939711"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 20939711, container: ".js-paper-rank-work_20939711", }); 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$(".js-view-count[data-work-id=20939711]").text(description); $(".js-view-count-work_20939711").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_20939711").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="20939711"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">8</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1062" href="https://www.academia.edu/Documents/in/Special_Education">Special Education</a>, <script data-card-contents-for-ri="1062" type="text/json">{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9491" href="https://www.academia.edu/Documents/in/Pedagogy">Pedagogy</a>, <script data-card-contents-for-ri="9491" type="text/json">{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="23875" href="https://www.academia.edu/Documents/in/Classroom_Management">Classroom Management</a>, <script data-card-contents-for-ri="23875" type="text/json">{"id":23875,"name":"Classroom Management","url":"https://www.academia.edu/Documents/in/Classroom_Management?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a><script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=20939711]'), work: {"id":20939711,"title":"Come fare per gestire la classe nella pratica didattica","created_at":"2016-01-27T06:25:21.670-08:00","url":"https://www.academia.edu/20939711/Come_fare_per_gestire_la_classe_nella_pratica_didattica?f_ri=27957","dom_id":"work_20939711","summary":"Una guida operativa per insegnanti della scuola primaria e secondaria di primo grado per risolvere la sfida quotidiana di \"come condurre\" la classe. La guida è divisa in tre sezioni:\n- la prima affronta il significato della gestione della classe dal punto di vista del ruolo dell'insegnante e dei bisogni degli allievi;\n- la seconda fornisce le piste metodologiche per creare un clima positivo attraverso la gestione delle relazioni, delle regole e della disciplina;\n-la terza propone l'applicazione di strategie e strumenti operativi: dal rispetto delle procedure all'effetto onda, dalla comunicazione con verbale all'uso della voce, fino alle proposte per una conduzione efficace della didattica.\n\nI pilastri della gestione sono presentati all'interno di un percorso che, attraverso casi stimolo, consente un continuo rimando alla propria esperienza professionale.\n\nResearch Interests: Special Education, Pedagogy, Classroom Management, Classroom Action Research, Pedagogia, and 2 more","downloadable_attachments":[{"id":41637307,"asset_id":20939711,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":42202592,"first_name":"Luigi","last_name":"d'Alonzo","domain_name":"unicatt","page_name":"LuigidAlonzo","display_name":"Luigi d'Alonzo","profile_url":"https://unicatt.academia.edu/LuigidAlonzo?f_ri=27957","photo":"https://0.academia-photos.com/42202592/11389533/12704604/s65_luigi.d_alonzo.jpeg"}],"research_interests":[{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=27957","nofollow":false},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=27957","nofollow":false},{"id":23875,"name":"Classroom Management","url":"https://www.academia.edu/Documents/in/Classroom_Management?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false},{"id":130330,"name":"Special Education Needs and Inclusive Practice","url":"https://www.academia.edu/Documents/in/Special_Education_Needs_and_Inclusive_Practice?f_ri=27957"},{"id":147412,"name":"Pedagogia","url":"https://www.academia.edu/Documents/in/Pedagogia?f_ri=27957"},{"id":271182,"name":"Didattica","url":"https://www.academia.edu/Documents/in/Didattica?f_ri=27957"},{"id":507653,"name":"Special needs education","url":"https://www.academia.edu/Documents/in/Special_needs_education?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41138846" data-work_id="41138846" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41138846/DO_I_TALK_TOO_MUCH_IN_CLASS_A_QUANTITATIVE_ANALYSIS_OF_ESL_CLASSROOM_INTERACTION">DO I TALK TOO MUCH IN CLASS? A QUANTITATIVE ANALYSIS OF ESL CLASSROOM INTERACTION</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Teacher-learner interaction in the classroom is dictated by how well the teacher manages classroom talk-time which has a direct influence on learner achievement in an ESL Classroom. Teachers often perceive that they allocate enough time... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41138846" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Teacher-learner interaction in the classroom is dictated by how well the teacher manages classroom talk-time which has a direct influence on learner achievement in an ESL Classroom. Teachers often perceive that they allocate enough time for student talk time; however, the past literature suggests that teacher talk-time takes around 70-75% of overall time in the class. The purpose of this study is to analyze the TTT (Teacher Talk-Time) in the context of ESL classroom in Pakistan. Convenience based sampling was used to assess the Teacher Talk-Time through observational method. Findings of 12 sessions (30-hours) showed that average Teacher Talk-Time was 65% of the total classroom time. The study highlights that ESL teachers need to improve the Learner Talk-Time (LTT) as the analysis showed that on average each student only gets 22 seconds of talk-time in an ESL class. A blended learning model can help ESL teachers to eliminate some of the talk-time and engage learners with meaningful activities that encourage classroom interaction in the target language.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41138846" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="fe0b763bfca16af3a6628de8d1710ca3" rel="nofollow" data-download="{"attachment_id":61387010,"asset_id":41138846,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61387010/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="40807322" href="https://ukm-my.academia.edu/KaukabAzhar">Kaukab Azhar</a><script data-card-contents-for-user="40807322" type="text/json">{"id":40807322,"first_name":"Kaukab","last_name":"Azhar","domain_name":"ukm-my","page_name":"KaukabAzhar","display_name":"Kaukab Azhar","profile_url":"https://ukm-my.academia.edu/KaukabAzhar?f_ri=27957","photo":"https://0.academia-photos.com/40807322/13732622/26017655/s65_kaukab.azhar.jpg"}</script></span></span></li><li class="js-paper-rank-work_41138846 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41138846"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41138846, container: ".js-paper-rank-work_41138846", }); });</script></li><li class="js-percentile-work_41138846 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41138846; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_41138846"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_41138846 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="41138846"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41138846; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41138846]").text(description); $(".js-view-count-work_41138846").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41138846").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41138846"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1716" href="https://www.academia.edu/Documents/in/Action_Research">Action Research</a>, <script data-card-contents-for-ri="1716" type="text/json">{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9491" href="https://www.academia.edu/Documents/in/Pedagogy">Pedagogy</a>, <script data-card-contents-for-ri="9491" type="text/json">{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a><script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41138846]'), work: {"id":41138846,"title":"DO I TALK TOO MUCH IN CLASS? A QUANTITATIVE ANALYSIS OF ESL CLASSROOM INTERACTION","created_at":"2019-12-01T00:15:00.177-08:00","url":"https://www.academia.edu/41138846/DO_I_TALK_TOO_MUCH_IN_CLASS_A_QUANTITATIVE_ANALYSIS_OF_ESL_CLASSROOM_INTERACTION?f_ri=27957","dom_id":"work_41138846","summary":"Teacher-learner interaction in the classroom is dictated by how well the teacher manages classroom talk-time which has a direct influence on learner achievement in an ESL Classroom. Teachers often perceive that they allocate enough time for student talk time; however, the past literature suggests that teacher talk-time takes around 70-75% of overall time in the class. The purpose of this study is to analyze the TTT (Teacher Talk-Time) in the context of ESL classroom in Pakistan. Convenience based sampling was used to assess the Teacher Talk-Time through observational method. Findings of 12 sessions (30-hours) showed that average Teacher Talk-Time was 65% of the total classroom time. The study highlights that ESL teachers need to improve the Learner Talk-Time (LTT) as the analysis showed that on average each student only gets 22 seconds of talk-time in an ESL class. A blended learning model can help ESL teachers to eliminate some of the talk-time and engage learners with meaningful activities that encourage classroom interaction in the target language.","downloadable_attachments":[{"id":61387010,"asset_id":41138846,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":40807322,"first_name":"Kaukab","last_name":"Azhar","domain_name":"ukm-my","page_name":"KaukabAzhar","display_name":"Kaukab Azhar","profile_url":"https://ukm-my.academia.edu/KaukabAzhar?f_ri=27957","photo":"https://0.academia-photos.com/40807322/13732622/26017655/s65_kaukab.azhar.jpg"}],"research_interests":[{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_33142108" data-work_id="33142108" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/33142108/Action_Research_Documenting_Student_Success">Action Research: Documenting Student Success</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This was an interactive professional development workshop. Participants formed a community of inquiry to describe student success and identify issues related to student success in their classrooms. They collaborated in smaller... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33142108" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This was an interactive professional development workshop.  Participants formed a community of inquiry to describe student success and identify issues related to student success in their classrooms.  They collaborated in smaller communities of practice to narrow their focus and develop action research plans to incorporate into their course design.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33142108" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="95197321e1482edda1716ccfc693c08a" rel="nofollow" data-download="{"attachment_id":53232463,"asset_id":33142108,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53232463/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="4759966" href="https://colostate.academia.edu/VickiTowne">Vicki S Towne</a><script data-card-contents-for-user="4759966" type="text/json">{"id":4759966,"first_name":"Vicki","last_name":"Towne","domain_name":"colostate","page_name":"VickiTowne","display_name":"Vicki S Towne","profile_url":"https://colostate.academia.edu/VickiTowne?f_ri=27957","photo":"https://0.academia-photos.com/4759966/2020509/17051502/s65_vicki.towne.jpg"}</script></span></span></li><li class="js-paper-rank-work_33142108 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33142108"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33142108, container: ".js-paper-rank-work_33142108", }); });</script></li><li class="js-percentile-work_33142108 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33142108; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_33142108"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_33142108 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="33142108"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33142108; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33142108]").text(description); $(".js-view-count-work_33142108").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_33142108").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="33142108"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a>, <script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1313572" href="https://www.academia.edu/Documents/in/Classroom_Assessment_Techniques_at_Higher_Education_Level">Classroom Assessment Techniques at Higher Education Level</a><script data-card-contents-for-ri="1313572" type="text/json">{"id":1313572,"name":"Classroom Assessment Techniques at Higher Education Level","url":"https://www.academia.edu/Documents/in/Classroom_Assessment_Techniques_at_Higher_Education_Level?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33142108]'), work: {"id":33142108,"title":"Action Research: Documenting Student Success","created_at":"2017-05-22T07:50:10.124-07:00","url":"https://www.academia.edu/33142108/Action_Research_Documenting_Student_Success?f_ri=27957","dom_id":"work_33142108","summary":"This was an interactive professional development workshop. Participants formed a community of inquiry to describe student success and identify issues related to student success in their classrooms. They collaborated in smaller communities of practice to narrow their focus and develop action research plans to incorporate into their course design.","downloadable_attachments":[{"id":53232463,"asset_id":33142108,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":4759966,"first_name":"Vicki","last_name":"Towne","domain_name":"colostate","page_name":"VickiTowne","display_name":"Vicki S Towne","profile_url":"https://colostate.academia.edu/VickiTowne?f_ri=27957","photo":"https://0.academia-photos.com/4759966/2020509/17051502/s65_vicki.towne.jpg"}],"research_interests":[{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false},{"id":1313572,"name":"Classroom Assessment Techniques at Higher Education Level","url":"https://www.academia.edu/Documents/in/Classroom_Assessment_Techniques_at_Higher_Education_Level?f_ri=27957","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_30994829" data-work_id="30994829" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/30994829/The_Use_Of_Content_And_English_Language_Integrated_Learning_CELIL_Methodologies_In_Teaching_Selected_Concepts_In_Physics">The Use Of Content And English Language Integrated Learning (CELIL) Methodologies In Teaching Selected Concepts In Physics</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study is part of an integrated teaching program in physics and English that attempted to develop and implement a teaching sequence on selected physics concepts using content and English language integrated learning (CELIL)... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_30994829" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study is part of an integrated teaching program in physics and English that attempted to develop and implement a teaching sequence on selected physics concepts using content and English language integrated learning (CELIL) methodologies. Specifically, this paper discussed its advantages and challenges as implemented in a school following a trilingual curriculum design. About 8 teachers were involved in the development and validation of the teaching sequence and 55 students from 5 classes were involved in the implementation process. Effectiveness was measured through students' achievement using criteria-based assessment and simple Collaizi method was used to process the external observers' and teacher-researchers' reflections. Preliminary results revealed that CELIL methodologies maybe helpful in developing and increasing students' conceptual understanding of selected physics concepts as well as improving their English language skills.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/30994829" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8cafb7bd30520dd17ecaea9c5d401b7b" rel="nofollow" data-download="{"attachment_id":51427304,"asset_id":30994829,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/51427304/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5650022" href="https://ucentralasia.academia.edu/IanPhilCanlas">Ian Phil Canlas</a><script data-card-contents-for-user="5650022" type="text/json">{"id":5650022,"first_name":"Ian Phil","last_name":"Canlas","domain_name":"ucentralasia","page_name":"IanPhilCanlas","display_name":"Ian Phil Canlas","profile_url":"https://ucentralasia.academia.edu/IanPhilCanlas?f_ri=27957","photo":"https://0.academia-photos.com/5650022/2706329/12705590/s65_ian_phil.canlas.jpg"}</script></span></span></li><li class="js-paper-rank-work_30994829 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="30994829"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 30994829, container: ".js-paper-rank-work_30994829", }); });</script></li><li class="js-percentile-work_30994829 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 30994829; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_30994829"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_30994829 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="30994829"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30994829; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=30994829]").text(description); $(".js-view-count-work_30994829").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_30994829").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="30994829"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="498" href="https://www.academia.edu/Documents/in/Physics">Physics</a>, <script data-card-contents-for-ri="498" type="text/json">{"id":498,"name":"Physics","url":"https://www.academia.edu/Documents/in/Physics?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="887" href="https://www.academia.edu/Documents/in/Teaching_and_Learning">Teaching and Learning</a>, <script data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1237" href="https://www.academia.edu/Documents/in/Social_Sciences">Social Sciences</a><script data-card-contents-for-ri="1237" type="text/json">{"id":1237,"name":"Social Sciences","url":"https://www.academia.edu/Documents/in/Social_Sciences?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=30994829]'), work: {"id":30994829,"title":"The Use Of Content And English Language Integrated Learning (CELIL) Methodologies In Teaching Selected Concepts In Physics","created_at":"2017-01-19T07:51:09.701-08:00","url":"https://www.academia.edu/30994829/The_Use_Of_Content_And_English_Language_Integrated_Learning_CELIL_Methodologies_In_Teaching_Selected_Concepts_In_Physics?f_ri=27957","dom_id":"work_30994829","summary":"This study is part of an integrated teaching program in physics and English that attempted to develop and implement a teaching sequence on selected physics concepts using content and English language integrated learning (CELIL) methodologies. Specifically, this paper discussed its advantages and challenges as implemented in a school following a trilingual curriculum design. About 8 teachers were involved in the development and validation of the teaching sequence and 55 students from 5 classes were involved in the implementation process. Effectiveness was measured through students' achievement using criteria-based assessment and simple Collaizi method was used to process the external observers' and teacher-researchers' reflections. Preliminary results revealed that CELIL methodologies maybe helpful in developing and increasing students' conceptual understanding of selected physics concepts as well as improving their English language skills.","downloadable_attachments":[{"id":51427304,"asset_id":30994829,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5650022,"first_name":"Ian Phil","last_name":"Canlas","domain_name":"ucentralasia","page_name":"IanPhilCanlas","display_name":"Ian Phil Canlas","profile_url":"https://ucentralasia.academia.edu/IanPhilCanlas?f_ri=27957","photo":"https://0.academia-photos.com/5650022/2706329/12705590/s65_ian_phil.canlas.jpg"}],"research_interests":[{"id":498,"name":"Physics","url":"https://www.academia.edu/Documents/in/Physics?f_ri=27957","nofollow":false},{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=27957","nofollow":false},{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=27957","nofollow":false},{"id":1237,"name":"Social Sciences","url":"https://www.academia.edu/Documents/in/Social_Sciences?f_ri=27957","nofollow":false},{"id":1736,"name":"Science Education","url":"https://www.academia.edu/Documents/in/Science_Education?f_ri=27957"},{"id":3457,"name":"Learning and Teaching","url":"https://www.academia.edu/Documents/in/Learning_and_Teaching?f_ri=27957"},{"id":17871,"name":"Physics Education","url":"https://www.academia.edu/Documents/in/Physics_Education?f_ri=27957"},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957"},{"id":210798,"name":"Content and Language Integrated Learning (CLIL)","url":"https://www.academia.edu/Documents/in/Content_and_Language_Integrated_Learning_CLIL_?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_11971202" data-work_id="11971202" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/11971202/Wolfgang_Laib_Fourth_Graders_and_the_Openness_of_the_Artistic_Process">Wolfgang Laib, Fourth Graders, and the Openness of the Artistic Process </a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Art is not created from standardization or schedules imposed from external forces, rather the artist determines the appropriate methodology and process. Children need the freedom and agency to experiment with alternative materials and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_11971202" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Art is not created from standardization or schedules imposed from external forces, rather the artist determines the appropriate methodology and process. Children need the freedom and agency to experiment with alternative materials and methods and time to discover the openness of the creative process.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/11971202" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3841043662b72652460ecedbe161fb4c" rel="nofollow" data-download="{"attachment_id":37323948,"asset_id":11971202,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37323948/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="427952" href="https://utica.academia.edu/DavidRufo">David Rufo</a><script data-card-contents-for-user="427952" type="text/json">{"id":427952,"first_name":"David","last_name":"Rufo","domain_name":"utica","page_name":"DavidRufo","display_name":"David Rufo","profile_url":"https://utica.academia.edu/DavidRufo?f_ri=27957","photo":"https://0.academia-photos.com/427952/101500/39645872/s65_david.rufo.jpg"}</script></span></span></li><li class="js-paper-rank-work_11971202 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="11971202"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 11971202, container: ".js-paper-rank-work_11971202", }); 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$(".js-view-count[data-work-id=11971202]").text(description); $(".js-view-count-work_11971202").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_11971202").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="11971202"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">15</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1607" href="https://www.academia.edu/Documents/in/Participatory_Action_Research">Participatory Action Research</a>, <script data-card-contents-for-ri="1607" type="text/json">{"id":1607,"name":"Participatory Action Research","url":"https://www.academia.edu/Documents/in/Participatory_Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1716" href="https://www.academia.edu/Documents/in/Action_Research">Action Research</a><script data-card-contents-for-ri="1716" type="text/json">{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=11971202]'), work: {"id":11971202,"title":"Wolfgang Laib, Fourth Graders, and the Openness of the Artistic Process ","created_at":"2015-04-16T05:50:02.626-07:00","url":"https://www.academia.edu/11971202/Wolfgang_Laib_Fourth_Graders_and_the_Openness_of_the_Artistic_Process?f_ri=27957","dom_id":"work_11971202","summary":"Art is not created from standardization or schedules imposed from external forces, rather the artist determines the appropriate methodology and process. Children need the freedom and agency to experiment with alternative materials and methods and time to discover the openness of the creative process. ","downloadable_attachments":[{"id":37323948,"asset_id":11971202,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":427952,"first_name":"David","last_name":"Rufo","domain_name":"utica","page_name":"DavidRufo","display_name":"David Rufo","profile_url":"https://utica.academia.edu/DavidRufo?f_ri=27957","photo":"https://0.academia-photos.com/427952/101500/39645872/s65_david.rufo.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=27957","nofollow":false},{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=27957","nofollow":false},{"id":1607,"name":"Participatory Action Research","url":"https://www.academia.edu/Documents/in/Participatory_Action_Research?f_ri=27957","nofollow":false},{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false},{"id":3051,"name":"Contemporary Art","url":"https://www.academia.edu/Documents/in/Contemporary_Art?f_ri=27957"},{"id":3392,"name":"Critical Pedagogy","url":"https://www.academia.edu/Documents/in/Critical_Pedagogy?f_ri=27957"},{"id":4052,"name":"Arts Education","url":"https://www.academia.edu/Documents/in/Arts_Education?f_ri=27957"},{"id":12135,"name":"Qualitative Research","url":"https://www.academia.edu/Documents/in/Qualitative_Research?f_ri=27957"},{"id":25969,"name":"Art Education","url":"https://www.academia.edu/Documents/in/Art_Education?f_ri=27957"},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957"},{"id":29747,"name":"Arts-Based Research","url":"https://www.academia.edu/Documents/in/Arts-Based_Research?f_ri=27957"},{"id":36556,"name":"Elementary Education","url":"https://www.academia.edu/Documents/in/Elementary_Education?f_ri=27957"},{"id":49677,"name":"Arts-Based Educational Research","url":"https://www.academia.edu/Documents/in/Arts-Based_Educational_Research?f_ri=27957"},{"id":1251329,"name":"Wolfgang Laib","url":"https://www.academia.edu/Documents/in/Wolfgang_Laib?f_ri=27957"},{"id":1463345,"name":"Teaching for Artistic Behavior","url":"https://www.academia.edu/Documents/in/Teaching_for_Artistic_Behavior?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_78616390" data-work_id="78616390" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/78616390/How_to_Behave_and_Why_Exploring_Moral_Values_and_Behavior_in_the_ESOL_Newcomer_Classroom">How to Behave and Why: Exploring Moral Values and Behavior in the ESOL Newcomer Classroom</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/78616390" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="edd90c9c0bc62f995720c5394bd4cb19" rel="nofollow" data-download="{"attachment_id":85602686,"asset_id":78616390,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/85602686/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="52290911" href="https://vizja.academia.edu/LuisJavierPent%C3%B3nHerrera">Luis Javier Pentón Herrera</a><script data-card-contents-for-user="52290911" type="text/json">{"id":52290911,"first_name":"Luis Javier","last_name":"Pentón Herrera","domain_name":"vizja","page_name":"LuisJavierPentónHerrera","display_name":"Luis Javier Pentón Herrera","profile_url":"https://vizja.academia.edu/LuisJavierPent%C3%B3nHerrera?f_ri=27957","photo":"https://0.academia-photos.com/52290911/16763700/19669437/s65_luis.pent_n_herrera.jpg"}</script></span></span></li><li class="js-paper-rank-work_78616390 InlineList-item 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class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1716" href="https://www.academia.edu/Documents/in/Action_Research">Action Research</a>, <script data-card-contents-for-ri="1716" type="text/json">{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5296" href="https://www.academia.edu/Documents/in/Latino_students">Latino students</a>, <script data-card-contents-for-ri="5296" type="text/json">{"id":5296,"name":"Latino students","url":"https://www.academia.edu/Documents/in/Latino_students?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5794" href="https://www.academia.edu/Documents/in/TESOL">TESOL</a>, <script data-card-contents-for-ri="5794" type="text/json">{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15674" href="https://www.academia.edu/Documents/in/Linguistics">Linguistics</a><script data-card-contents-for-ri="15674" type="text/json">{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=78616390]'), work: {"id":78616390,"title":"How to Behave and Why: Exploring Moral Values and Behavior in the ESOL Newcomer Classroom","created_at":"2022-05-06T09:24:30.157-07:00","url":"https://www.academia.edu/78616390/How_to_Behave_and_Why_Exploring_Moral_Values_and_Behavior_in_the_ESOL_Newcomer_Classroom?f_ri=27957","dom_id":"work_78616390","summary":null,"downloadable_attachments":[{"id":85602686,"asset_id":78616390,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":52290911,"first_name":"Luis Javier","last_name":"Pentón Herrera","domain_name":"vizja","page_name":"LuisJavierPentónHerrera","display_name":"Luis Javier Pentón Herrera","profile_url":"https://vizja.academia.edu/LuisJavierPent%C3%B3nHerrera?f_ri=27957","photo":"https://0.academia-photos.com/52290911/16763700/19669437/s65_luis.pent_n_herrera.jpg"}],"research_interests":[{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false},{"id":5296,"name":"Latino students","url":"https://www.academia.edu/Documents/in/Latino_students?f_ri=27957","nofollow":false},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=27957","nofollow":false},{"id":15674,"name":"Linguistics","url":"https://www.academia.edu/Documents/in/Linguistics?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957"},{"id":48850,"name":"English Language Learners","url":"https://www.academia.edu/Documents/in/English_Language_Learners?f_ri=27957"},{"id":508371,"name":"Curriculum and Pedagogy","url":"https://www.academia.edu/Documents/in/Curriculum_and_Pedagogy?f_ri=27957"},{"id":649857,"name":"Moral Values","url":"https://www.academia.edu/Documents/in/Moral_Values?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_36387344" data-work_id="36387344" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/36387344/Researching_Listening_Through_Action_Research">Researching Listening Through Action Research</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/36387344" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0cfccbc2fe0ac419e9cb790ffa661eb9" rel="nofollow" data-download="{"attachment_id":56297309,"asset_id":36387344,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56297309/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="120291" href="https://su-se.academia.edu/JosephSiegel">Joseph Siegel</a><script data-card-contents-for-user="120291" type="text/json">{"id":120291,"first_name":"Joseph","last_name":"Siegel","domain_name":"su-se","page_name":"JosephSiegel","display_name":"Joseph Siegel","profile_url":"https://su-se.academia.edu/JosephSiegel?f_ri=27957","photo":"https://0.academia-photos.com/120291/2952700/144448628/s65_joseph.siegel.jpg"}</script></span></span></li><li class="js-paper-rank-work_36387344 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="36387344"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 36387344, container: ".js-paper-rank-work_36387344", }); });</script></li><li class="js-percentile-work_36387344 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36387344; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_36387344"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_36387344 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="36387344"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36387344; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36387344]").text(description); $(".js-view-count-work_36387344").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_36387344").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="36387344"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">16</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1607" href="https://www.academia.edu/Documents/in/Participatory_Action_Research">Participatory Action Research</a>, <script data-card-contents-for-ri="1607" type="text/json">{"id":1607,"name":"Participatory Action Research","url":"https://www.academia.edu/Documents/in/Participatory_Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1716" href="https://www.academia.edu/Documents/in/Action_Research">Action Research</a>, <script data-card-contents-for-ri="1716" type="text/json">{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5794" href="https://www.academia.edu/Documents/in/TESOL">TESOL</a><script data-card-contents-for-ri="5794" type="text/json">{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=36387344]'), work: {"id":36387344,"title":"Researching Listening Through Action Research","created_at":"2018-04-11T12:31:07.375-07:00","url":"https://www.academia.edu/36387344/Researching_Listening_Through_Action_Research?f_ri=27957","dom_id":"work_36387344","summary":null,"downloadable_attachments":[{"id":56297309,"asset_id":36387344,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":120291,"first_name":"Joseph","last_name":"Siegel","domain_name":"su-se","page_name":"JosephSiegel","display_name":"Joseph Siegel","profile_url":"https://su-se.academia.edu/JosephSiegel?f_ri=27957","photo":"https://0.academia-photos.com/120291/2952700/144448628/s65_joseph.siegel.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=27957","nofollow":false},{"id":1607,"name":"Participatory Action Research","url":"https://www.academia.edu/Documents/in/Participatory_Action_Research?f_ri=27957","nofollow":false},{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=27957","nofollow":false},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=27957"},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957"},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=27957"},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=27957"},{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching?f_ri=27957"},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=27957"},{"id":119855,"name":"Professional development of ESL/EFL teachers","url":"https://www.academia.edu/Documents/in/Professional_development_of_ESL_EFL_teachers?f_ri=27957"},{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=27957"},{"id":184145,"name":"TESL/TEFL","url":"https://www.academia.edu/Documents/in/TESL_TEFL?f_ri=27957"},{"id":547672,"name":"Listening Strategies","url":"https://www.academia.edu/Documents/in/Listening_Strategies?f_ri=27957"},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=27957"},{"id":972644,"name":"Teaching ESL/EFL","url":"https://www.academia.edu/Documents/in/Teaching_ESL_EFL?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_34688914" data-work_id="34688914" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/34688914/Incorporating_Different_Forms_of_Feedback_in_Teaching_Writing_An_Insight_into_a_Real_Classroom">Incorporating Different Forms of Feedback in Teaching Writing: An Insight into a Real Classroom</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Responding constructively to students’ writing has been a challenge for the teachers. Many studies have been conducted exploring the effective ways of giving feedback. However, how those different forms can be combined, can work in real... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_34688914" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Responding constructively to students’ writing has been a challenge for the teachers. Many studies have been conducted exploring the effective ways of giving feedback. However, how those different forms can be combined, can work in real classrooms and what the effects can be have been less discussed. This paper is an attempt to project an experience of applying different forms of feedback in teaching writing. In other words, it intends to discuss the underlying role of different forms of feedback and its result in responding to students’ written text. With this purpose, 30 samples of students’ writings (along with provided feedback) have been collected and analyzed. The paper also tries to discuss the possible problems during applying this combined approach of providing feedback along with probable solutions. Novice teachers in similar ESL (English as a second language) or EFL ( English as a foreign language) context may find the paper useful since it shows how to combine different methods of giving feedback to students written text with the aim of developing students’ writing skills.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/34688914" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="9ae50220186ab0eb3bd0a8c034d6c00d" rel="nofollow" data-download="{"attachment_id":57794706,"asset_id":34688914,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/57794706/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="68737402" href="https://univdhaka.academia.edu/Nabinurrahman">Md. Nabinur Rahman</a><script data-card-contents-for-user="68737402" type="text/json">{"id":68737402,"first_name":"Md. Nabinur","last_name":"Rahman","domain_name":"univdhaka","page_name":"Nabinurrahman","display_name":"Md. Nabinur Rahman","profile_url":"https://univdhaka.academia.edu/Nabinurrahman?f_ri=27957","photo":"https://0.academia-photos.com/68737402/17836188/17852745/s65_nabinur.rahman.jpg"}</script></span></span></li><li class="js-paper-rank-work_34688914 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="34688914"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 34688914, container: ".js-paper-rank-work_34688914", }); });</script></li><li class="js-percentile-work_34688914 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 34688914; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_34688914"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_34688914 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="34688914"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 34688914; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=34688914]").text(description); $(".js-view-count-work_34688914").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_34688914").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="34688914"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="12289" href="https://www.academia.edu/Documents/in/Language_Teaching_Methodology">Language Teaching Methodology</a>, <script data-card-contents-for-ri="12289" type="text/json">{"id":12289,"name":"Language Teaching Methodology","url":"https://www.academia.edu/Documents/in/Language_Teaching_Methodology?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a>, <script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="972576" href="https://www.academia.edu/Documents/in/Skill_Based_Learning">Skill Based Learning</a><script data-card-contents-for-ri="972576" type="text/json">{"id":972576,"name":"Skill Based Learning","url":"https://www.academia.edu/Documents/in/Skill_Based_Learning?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=34688914]'), work: {"id":34688914,"title":"Incorporating Different Forms of Feedback in Teaching Writing: An Insight into a Real Classroom","created_at":"2017-09-26T22:00:58.116-07:00","url":"https://www.academia.edu/34688914/Incorporating_Different_Forms_of_Feedback_in_Teaching_Writing_An_Insight_into_a_Real_Classroom?f_ri=27957","dom_id":"work_34688914","summary":"Responding constructively to students’ writing has been a challenge for the teachers. Many studies have been conducted exploring the effective ways of giving feedback. However, how those different forms can be combined, can work in real classrooms and what the effects can be have been less discussed. This paper is an attempt to project an experience of applying different forms of feedback in teaching writing. In other words, it intends to discuss the underlying role of different forms of feedback and its result in responding to students’ written text. With this purpose, 30 samples of students’ writings (along with provided feedback) have been collected and analyzed. The paper also tries to discuss the possible problems during applying this combined approach of providing feedback along with probable solutions. Novice teachers in similar ESL (English as a second language) or EFL ( English as a foreign language) context may find the paper useful since it shows how to combine different methods of giving feedback to students written text with the aim of developing students’ writing skills.","downloadable_attachments":[{"id":57794706,"asset_id":34688914,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":68737402,"first_name":"Md. Nabinur","last_name":"Rahman","domain_name":"univdhaka","page_name":"Nabinurrahman","display_name":"Md. Nabinur Rahman","profile_url":"https://univdhaka.academia.edu/Nabinurrahman?f_ri=27957","photo":"https://0.academia-photos.com/68737402/17836188/17852745/s65_nabinur.rahman.jpg"}],"research_interests":[{"id":12289,"name":"Language Teaching Methodology","url":"https://www.academia.edu/Documents/in/Language_Teaching_Methodology?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false},{"id":972576,"name":"Skill Based Learning","url":"https://www.academia.edu/Documents/in/Skill_Based_Learning?f_ri=27957","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_26256922" data-work_id="26256922" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/26256922/The_influence_of_classroom_based_feedback_on_student_work_in_Spanish_language_learning">The influence of classroom-based feedback on student work in Spanish language learning</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Studies that have described feedback often offer a narrow definition of the sources and recipients of feedback. Gaps in practitioner knowledge are addressed through an investigation of the relationship between feedback and learning in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_26256922" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Studies that have described feedback often offer a narrow definition of the sources and recipients of feedback. Gaps in practitioner knowledge are addressed through an investigation of the relationship between feedback and learning in literature. These models of feedback are evaluated. Applying the model to a Spanish language classroom, the findings demonstrate that feedback, learning and teaching are co-dependent. The author thus contends that practitioners play an integral role in developing feedback culture and climate to improve student learning.<br /><br />New pedagogies, feedback, action research, student centred learning, language learning, Spanish</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/26256922" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6958cec8193ff98ca0025716aeaf7d9c" rel="nofollow" data-download="{"attachment_id":46571853,"asset_id":26256922,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/46571853/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="13094129" href="https://ainsleymarcus.academia.edu/RachelTattersall">Rachel Tattersall</a><script data-card-contents-for-user="13094129" type="text/json">{"id":13094129,"first_name":"Rachel","last_name":"Tattersall","domain_name":"ainsleymarcus","page_name":"RachelTattersall","display_name":"Rachel Tattersall","profile_url":"https://ainsleymarcus.academia.edu/RachelTattersall?f_ri=27957","photo":"https://0.academia-photos.com/13094129/3692513/18482291/s65_rachel.tattersall.jpeg"}</script></span></span></li><li class="js-paper-rank-work_26256922 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="26256922"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 26256922, container: ".js-paper-rank-work_26256922", }); });</script></li><li class="js-percentile-work_26256922 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 26256922; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_26256922"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_26256922 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="26256922"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 26256922; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=26256922]").text(description); $(".js-view-count-work_26256922").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_26256922").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="26256922"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1238" href="https://www.academia.edu/Documents/in/Spanish">Spanish</a>, <script data-card-contents-for-ri="1238" type="text/json">{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3203" href="https://www.academia.edu/Documents/in/Feedback_Education_">Feedback (Education)</a>, <script data-card-contents-for-ri="3203" type="text/json">{"id":3203,"name":"Feedback (Education)","url":"https://www.academia.edu/Documents/in/Feedback_Education_?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a>, <script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="50569" href="https://www.academia.edu/Documents/in/Language_Learning">Language Learning</a><script data-card-contents-for-ri="50569" type="text/json">{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=26256922]'), work: {"id":26256922,"title":"The influence of classroom-based feedback on student work in Spanish language learning","created_at":"2016-06-17T09:12:48.421-07:00","url":"https://www.academia.edu/26256922/The_influence_of_classroom_based_feedback_on_student_work_in_Spanish_language_learning?f_ri=27957","dom_id":"work_26256922","summary":"Studies that have described feedback often offer a narrow definition of the sources and recipients of feedback. Gaps in practitioner knowledge are addressed through an investigation of the relationship between feedback and learning in literature. These models of feedback are evaluated. Applying the model to a Spanish language classroom, the findings demonstrate that feedback, learning and teaching are co-dependent. The author thus contends that practitioners play an integral role in developing feedback culture and climate to improve student learning.\n\nNew pedagogies, feedback, action research, student centred learning, language learning, Spanish","downloadable_attachments":[{"id":46571853,"asset_id":26256922,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":13094129,"first_name":"Rachel","last_name":"Tattersall","domain_name":"ainsleymarcus","page_name":"RachelTattersall","display_name":"Rachel Tattersall","profile_url":"https://ainsleymarcus.academia.edu/RachelTattersall?f_ri=27957","photo":"https://0.academia-photos.com/13094129/3692513/18482291/s65_rachel.tattersall.jpeg"}],"research_interests":[{"id":1238,"name":"Spanish","url":"https://www.academia.edu/Documents/in/Spanish?f_ri=27957","nofollow":false},{"id":3203,"name":"Feedback (Education)","url":"https://www.academia.edu/Documents/in/Feedback_Education_?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false},{"id":50569,"name":"Language Learning","url":"https://www.academia.edu/Documents/in/Language_Learning?f_ri=27957","nofollow":false},{"id":144343,"name":"Student Centred Learning","url":"https://www.academia.edu/Documents/in/Student_Centred_Learning?f_ri=27957"},{"id":154744,"name":"Español Lengua Extranjera","url":"https://www.academia.edu/Documents/in/Espa%C3%B1ol_Lengua_Extranjera?f_ri=27957"},{"id":2161016,"name":"New pedagogies","url":"https://www.academia.edu/Documents/in/New_pedagogies?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_20934364" data-work_id="20934364" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/20934364/Come_fare_per_gestire_la_classe_nella_pratica_didattica_Luigi_dAlonzo">Come fare per gestire la classe nella pratica didattica- Luigi d'Alonzo</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Una guida operativa per insegnanti della scuola primaria e secondaria di primo grado per risolvere la sfida quotidiana di "come condurre" la classe. La guida è divisa in tre sezioni: - la prima affronta il significato della gestione della... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_20934364" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Una guida operativa per insegnanti della scuola primaria e secondaria di primo grado per risolvere la sfida quotidiana di "come condurre" la classe. La guida è divisa in tre sezioni:<br />- la prima affronta il significato della gestione della classe dal punto di vista del ruolo dell'insegnante e dei bisogni degli allievi;<br />- la seconda fornisce le piste metodologiche per creare un clima positivo attraverso la gestione delle relazioni, delle regole e della disciplina;<br />-la terza propone l'applicazione di strategie e strumenti operativi: dal rispetto delle procedure all'effetto onda, dalla comunicazione con verbale all'uso della voce, fino alle proposte per una conduzione efficace della didattica.<br /><br />I pilastri della gestione sono presentati all'interno di un percorso che, attraverso casi stimolo, consente un continuo rimando alla propria esperienza professionale.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/20934364" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="00036330bccd85f902bca7cd4ba72206" rel="nofollow" data-download="{"attachment_id":41634552,"asset_id":20934364,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/41634552/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33040398" href="https://unicatt.academia.edu/CentroStudiCedisma">CeDisMa Centro Studi e Ricerche sulla disabilità e la marginalità</a><script data-card-contents-for-user="33040398" type="text/json">{"id":33040398,"first_name":"CeDisMa","last_name":"Centro Studi e Ricerche sulla disabilità e la marginalità","domain_name":"unicatt","page_name":"CentroStudiCedisma","display_name":"CeDisMa Centro Studi e Ricerche sulla disabilità e la marginalità","profile_url":"https://unicatt.academia.edu/CentroStudiCedisma?f_ri=27957","photo":"https://0.academia-photos.com/33040398/9826273/12703865/s65_centro_studi.cedisma.png"}</script></span></span></li><li class="js-paper-rank-work_20934364 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="20934364"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 20934364, container: ".js-paper-rank-work_20934364", }); });</script></li><li class="js-percentile-work_20934364 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 20934364; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_20934364"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_20934364 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="20934364"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 20934364; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=20934364]").text(description); $(".js-view-count-work_20934364").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_20934364").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="20934364"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1062" href="https://www.academia.edu/Documents/in/Special_Education">Special Education</a>, <script data-card-contents-for-ri="1062" type="text/json">{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9491" href="https://www.academia.edu/Documents/in/Pedagogy">Pedagogy</a>, <script data-card-contents-for-ri="9491" type="text/json">{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="23875" href="https://www.academia.edu/Documents/in/Classroom_Management">Classroom Management</a>, <script data-card-contents-for-ri="23875" type="text/json">{"id":23875,"name":"Classroom Management","url":"https://www.academia.edu/Documents/in/Classroom_Management?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a><script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=20934364]'), work: {"id":20934364,"title":"Come fare per gestire la classe nella pratica didattica- Luigi d'Alonzo","created_at":"2016-01-27T05:43:46.727-08:00","url":"https://www.academia.edu/20934364/Come_fare_per_gestire_la_classe_nella_pratica_didattica_Luigi_dAlonzo?f_ri=27957","dom_id":"work_20934364","summary":"Una guida operativa per insegnanti della scuola primaria e secondaria di primo grado per risolvere la sfida quotidiana di \"come condurre\" la classe. La guida è divisa in tre sezioni:\n- la prima affronta il significato della gestione della classe dal punto di vista del ruolo dell'insegnante e dei bisogni degli allievi;\n- la seconda fornisce le piste metodologiche per creare un clima positivo attraverso la gestione delle relazioni, delle regole e della disciplina;\n-la terza propone l'applicazione di strategie e strumenti operativi: dal rispetto delle procedure all'effetto onda, dalla comunicazione con verbale all'uso della voce, fino alle proposte per una conduzione efficace della didattica.\n\nI pilastri della gestione sono presentati all'interno di un percorso che, attraverso casi stimolo, consente un continuo rimando alla propria esperienza professionale.","downloadable_attachments":[{"id":41634552,"asset_id":20934364,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33040398,"first_name":"CeDisMa","last_name":"Centro Studi e Ricerche sulla disabilità e la marginalità","domain_name":"unicatt","page_name":"CentroStudiCedisma","display_name":"CeDisMa Centro Studi e Ricerche sulla disabilità e la marginalità","profile_url":"https://unicatt.academia.edu/CentroStudiCedisma?f_ri=27957","photo":"https://0.academia-photos.com/33040398/9826273/12703865/s65_centro_studi.cedisma.png"}],"research_interests":[{"id":1062,"name":"Special Education","url":"https://www.academia.edu/Documents/in/Special_Education?f_ri=27957","nofollow":false},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=27957","nofollow":false},{"id":23875,"name":"Classroom Management","url":"https://www.academia.edu/Documents/in/Classroom_Management?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false},{"id":147412,"name":"Pedagogia","url":"https://www.academia.edu/Documents/in/Pedagogia?f_ri=27957"},{"id":271182,"name":"Didattica","url":"https://www.academia.edu/Documents/in/Didattica?f_ri=27957"},{"id":507653,"name":"Special needs education","url":"https://www.academia.edu/Documents/in/Special_needs_education?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_69397318" data-work_id="69397318" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/69397318/NEARPOD_WEB_BASED_INSTRUCTIONAL_TOOL_TO_IMPROVE_THE_SKILLS_OF_GRADE_8_STRUGGLING_LEARNERS_IN">NEARPOD WEB-BASED INSTRUCTIONAL TOOL TO IMPROVE THE SKILLS OF GRADE 8 STRUGGLING LEARNERS IN</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Nearpod is a web-based instructional tool that allows students to engage with the facilitator during the lecture session. It also has interactive elements, and lectures are broadcasted to the students’ devices via the internet. This... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_69397318" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Nearpod is a web-based instructional tool that allows students to engage with the facilitator during the lecture session. It also has interactive elements, and lectures are broadcasted to the students’ devices via the internet. This research aimed to know the effectiveness of Nearpod web-based instructional tool in improving the grammar skill of Disiplina Village – Bignay National High School Grade 8 struggling learners, specifically in identifying Parallel Structures in sentences.<br />To determine the effectiveness of using Nearpod web-based instructional tool as a learning intervention, a pre-test, post-test, and retention test were administered to the 30 participants of the study, who were selected through the use of Purposive Sampling.<br />Criterion Reference was used to interpret the skill level of the learners during the pre-test. Dependent T-Test was used to compute the result of the post-test against the result of the pre-test, and the result of the post-test against the result of the retention test, to know whether there is improvement in the skills of the learners in identifying parallel structures. Lastly, Weighted Mean and Thematic Analysis were used to interpret the participants’ perception upon being exposed to Nearpod web-based instructional tool.<br />Findings revealed that there is a significant difference between the pre-test and post-test, as well as between the post-test and retention test of the participants. Therefore, it was proved that the learners clearly exhibited improvement upon using Nearpod web-based instructional tool as a learning intervention. Apart from that, this research also revealed that the learners perceived the use of Nearpod web-based instruction positively.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/69397318" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d5d28df4122aae61e04ef5216fbb9d14" rel="nofollow" data-download="{"attachment_id":79511904,"asset_id":69397318,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/79511904/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="124807013" href="https://independent.academia.edu/maryjoycayanong">mary joy cayanong</a><script data-card-contents-for-user="124807013" type="text/json">{"id":124807013,"first_name":"mary joy","last_name":"cayanong","domain_name":"independent","page_name":"maryjoycayanong","display_name":"mary joy cayanong","profile_url":"https://independent.academia.edu/maryjoycayanong?f_ri=27957","photo":"https://0.academia-photos.com/124807013/35877532/60508021/s65_mary_joy.cayanong.jpg"}</script></span></span></li><li class="js-paper-rank-work_69397318 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="69397318"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 69397318, container: ".js-paper-rank-work_69397318", }); });</script></li><li class="js-percentile-work_69397318 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 69397318; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_69397318"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_69397318 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="69397318"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 69397318; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=69397318]").text(description); $(".js-view-count-work_69397318").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_69397318").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="69397318"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="15869" href="https://www.academia.edu/Documents/in/Online_Learning">Online Learning</a>, <script data-card-contents-for-ri="15869" type="text/json">{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a>, <script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3156157" href="https://www.academia.edu/Documents/in/Learning_Intervention">Learning Intervention</a>, <script data-card-contents-for-ri="3156157" type="text/json">{"id":3156157,"name":"Learning Intervention","url":"https://www.academia.edu/Documents/in/Learning_Intervention?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3345184" href="https://www.academia.edu/Documents/in/nearpod">nearpod</a><script data-card-contents-for-ri="3345184" type="text/json">{"id":3345184,"name":"nearpod","url":"https://www.academia.edu/Documents/in/nearpod?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=69397318]'), work: {"id":69397318,"title":"NEARPOD WEB-BASED INSTRUCTIONAL TOOL TO IMPROVE THE SKILLS OF GRADE 8 STRUGGLING LEARNERS IN","created_at":"2022-01-24T23:00:32.199-08:00","url":"https://www.academia.edu/69397318/NEARPOD_WEB_BASED_INSTRUCTIONAL_TOOL_TO_IMPROVE_THE_SKILLS_OF_GRADE_8_STRUGGLING_LEARNERS_IN?f_ri=27957","dom_id":"work_69397318","summary":"Nearpod is a web-based instructional tool that allows students to engage with the facilitator during the lecture session. It also has interactive elements, and lectures are broadcasted to the students’ devices via the internet. This research aimed to know the effectiveness of Nearpod web-based instructional tool in improving the grammar skill of Disiplina Village – Bignay National High School Grade 8 struggling learners, specifically in identifying Parallel Structures in sentences.\nTo determine the effectiveness of using Nearpod web-based instructional tool as a learning intervention, a pre-test, post-test, and retention test were administered to the 30 participants of the study, who were selected through the use of Purposive Sampling.\nCriterion Reference was used to interpret the skill level of the learners during the pre-test. Dependent T-Test was used to compute the result of the post-test against the result of the pre-test, and the result of the post-test against the result of the retention test, to know whether there is improvement in the skills of the learners in identifying parallel structures. Lastly, Weighted Mean and Thematic Analysis were used to interpret the participants’ perception upon being exposed to Nearpod web-based instructional tool.\nFindings revealed that there is a significant difference between the pre-test and post-test, as well as between the post-test and retention test of the participants. Therefore, it was proved that the learners clearly exhibited improvement upon using Nearpod web-based instructional tool as a learning intervention. Apart from that, this research also revealed that the learners perceived the use of Nearpod web-based instruction positively.","downloadable_attachments":[{"id":79511904,"asset_id":69397318,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":124807013,"first_name":"mary joy","last_name":"cayanong","domain_name":"independent","page_name":"maryjoycayanong","display_name":"mary joy cayanong","profile_url":"https://independent.academia.edu/maryjoycayanong?f_ri=27957","photo":"https://0.academia-photos.com/124807013/35877532/60508021/s65_mary_joy.cayanong.jpg"}],"research_interests":[{"id":15869,"name":"Online Learning","url":"https://www.academia.edu/Documents/in/Online_Learning?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false},{"id":3156157,"name":"Learning Intervention","url":"https://www.academia.edu/Documents/in/Learning_Intervention?f_ri=27957","nofollow":false},{"id":3345184,"name":"nearpod","url":"https://www.academia.edu/Documents/in/nearpod?f_ri=27957","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_865535" data-work_id="865535" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/865535/Gender_Aesthetics_and_Sexuality_in_Play_Uneasy_Lessons_from_Girls_Dolls_and_Action_Figures">Gender, Aesthetics, and Sexuality in Play: Uneasy Lessons from Girls’ Dolls and Action Figures.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">How does children's play with dolls and action figures engender exploration of gendered identities: from aesthetics and appearances, to social standards, and various gendered rituals and performances? This paper examines recent research... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_865535" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">How does children's play with dolls and action figures engender exploration of gendered identities: from aesthetics and appearances, to social standards, and various gendered rituals and performances?  This paper examines recent research in art education and gender studies concerning dolls and figural toys marketed to girls.  As an artist and teacher educator, I will draw upon my teaching experiences and examine artifacts of pedagogy from material and visual culture.  I will address issues of consumption, while taking into consideration taboos of gender and sexuality within public and private play. This paper argues that while children's toys (as symbolic bodies) may pose narrowly gendered and heteronormative models of adulthood; children may also begin to counter paradigms of gender and sexuality within subversive play at home and school.  I will also propose coalitions of art and visual culture, through which teachers can facilitate inquiries and projects around unintended juxtapositions of play, performance, and art-making.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/865535" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d4fb606c785eef10988795c3e8303f00" rel="nofollow" data-download="{"attachment_id":5251652,"asset_id":865535,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/5251652/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="407494" href="https://adelphi.academia.edu/CourtneyWeida">Courtney Weida</a><script data-card-contents-for-user="407494" type="text/json">{"id":407494,"first_name":"Courtney","last_name":"Weida","domain_name":"adelphi","page_name":"CourtneyWeida","display_name":"Courtney Weida","profile_url":"https://adelphi.academia.edu/CourtneyWeida?f_ri=27957","photo":"https://0.academia-photos.com/407494/99863/35228408/s65_courtney.weida.jpg"}</script></span></span></li><li class="js-paper-rank-work_865535 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="865535"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 865535, container: ".js-paper-rank-work_865535", }); });</script></li><li class="js-percentile-work_865535 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 865535; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_865535"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_865535 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="865535"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 865535; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=865535]").text(description); $(".js-view-count-work_865535").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_865535").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="865535"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="696" href="https://www.academia.edu/Documents/in/Gender_Studies">Gender Studies</a>, <script data-card-contents-for-ri="696" type="text/json">{"id":696,"name":"Gender Studies","url":"https://www.academia.edu/Documents/in/Gender_Studies?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="928" href="https://www.academia.edu/Documents/in/Media_Studies">Media Studies</a>, <script data-card-contents-for-ri="928" type="text/json">{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="975" href="https://www.academia.edu/Documents/in/Sex_and_Gender">Sex and Gender</a>, <script data-card-contents-for-ri="975" type="text/json">{"id":975,"name":"Sex and Gender","url":"https://www.academia.edu/Documents/in/Sex_and_Gender?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1555" href="https://www.academia.edu/Documents/in/Film_Studies">Film Studies</a><script data-card-contents-for-ri="1555" type="text/json">{"id":1555,"name":"Film Studies","url":"https://www.academia.edu/Documents/in/Film_Studies?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=865535]'), work: {"id":865535,"title":"Gender, Aesthetics, and Sexuality in Play: Uneasy Lessons from Girls’ Dolls and Action Figures.","created_at":"2011-08-29T01:47:52.679-07:00","url":"https://www.academia.edu/865535/Gender_Aesthetics_and_Sexuality_in_Play_Uneasy_Lessons_from_Girls_Dolls_and_Action_Figures?f_ri=27957","dom_id":"work_865535","summary":"How does children's play with dolls and action figures engender exploration of gendered identities: from aesthetics and appearances, to social standards, and various gendered rituals and performances? This paper examines recent research in art education and gender studies concerning dolls and figural toys marketed to girls. As an artist and teacher educator, I will draw upon my teaching experiences and examine artifacts of pedagogy from material and visual culture. I will address issues of consumption, while taking into consideration taboos of gender and sexuality within public and private play. This paper argues that while children's toys (as symbolic bodies) may pose narrowly gendered and heteronormative models of adulthood; children may also begin to counter paradigms of gender and sexuality within subversive play at home and school. I will also propose coalitions of art and visual culture, through which teachers can facilitate inquiries and projects around unintended juxtapositions of play, performance, and art-making. ","downloadable_attachments":[{"id":5251652,"asset_id":865535,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":407494,"first_name":"Courtney","last_name":"Weida","domain_name":"adelphi","page_name":"CourtneyWeida","display_name":"Courtney Weida","profile_url":"https://adelphi.academia.edu/CourtneyWeida?f_ri=27957","photo":"https://0.academia-photos.com/407494/99863/35228408/s65_courtney.weida.jpg"}],"research_interests":[{"id":696,"name":"Gender Studies","url":"https://www.academia.edu/Documents/in/Gender_Studies?f_ri=27957","nofollow":false},{"id":928,"name":"Media Studies","url":"https://www.academia.edu/Documents/in/Media_Studies?f_ri=27957","nofollow":false},{"id":975,"name":"Sex and Gender","url":"https://www.academia.edu/Documents/in/Sex_and_Gender?f_ri=27957","nofollow":false},{"id":1555,"name":"Film Studies","url":"https://www.academia.edu/Documents/in/Film_Studies?f_ri=27957","nofollow":false},{"id":1571,"name":"Television Studies","url":"https://www.academia.edu/Documents/in/Television_Studies?f_ri=27957"},{"id":3051,"name":"Contemporary Art","url":"https://www.academia.edu/Documents/in/Contemporary_Art?f_ri=27957"},{"id":4917,"name":"Gender and Sexuality","url":"https://www.academia.edu/Documents/in/Gender_and_Sexuality?f_ri=27957"},{"id":6423,"name":"Media Education","url":"https://www.academia.edu/Documents/in/Media_Education?f_ri=27957"},{"id":7024,"name":"Gender","url":"https://www.academia.edu/Documents/in/Gender?f_ri=27957"},{"id":13518,"name":"Gender and Development","url":"https://www.academia.edu/Documents/in/Gender_and_Development?f_ri=27957"},{"id":20605,"name":"Gender and education","url":"https://www.academia.edu/Documents/in/Gender_and_education?f_ri=27957"},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10257464" data-work_id="10257464" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10257464/An_insight_into_an_action_research">An insight into an action research</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10257464" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1346c7a889383243f74aa72062feb4de" rel="nofollow" data-download="{"attachment_id":36344402,"asset_id":10257464,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36344402/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5694175" href="https://uludag.academia.edu/Ay%C5%9FeSevimAkalan">Ayşe Sevim Akalan</a><script data-card-contents-for-user="5694175" type="text/json">{"id":5694175,"first_name":"Ayşe Sevim","last_name":"Akalan","domain_name":"uludag","page_name":"AyşeSevimAkalan","display_name":"Ayşe Sevim Akalan","profile_url":"https://uludag.academia.edu/Ay%C5%9FeSevimAkalan?f_ri=27957","photo":"https://0.academia-photos.com/5694175/2657043/3093112/s65_ay_e_sevim.akalan.jpg"}</script></span></span></li><li class="js-paper-rank-work_10257464 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10257464"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10257464, container: ".js-paper-rank-work_10257464", }); 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And how to get it back. (A critique and response to the question: What impact would art education have on creative cognition... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8107656" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">[Punitive] perspectives on artistic education and aesthetic knowing in classrooms void of creative expression. And how to get it back. <br />(A critique and response to the question: <br />What impact would art education have on creative cognition in both students’ ability to problem solve and on teachers’ ability to teach with passion as co-learners?)</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8107656" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e419c884c0ae2fac1e8597e5524ee60b" rel="nofollow" data-download="{"attachment_id":35611851,"asset_id":8107656,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35611851/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3414128" href="https://independent.academia.edu/AndyKercher">Andy Kercher</a><script data-card-contents-for-user="3414128" type="text/json">{"id":3414128,"first_name":"Andy","last_name":"Kercher","domain_name":"independent","page_name":"AndyKercher","display_name":"Andy Kercher","profile_url":"https://independent.academia.edu/AndyKercher?f_ri=27957","photo":"https://0.academia-photos.com/3414128/1158012/1450224/s65_andy.kercher.jpg"}</script></span></span></li><li class="js-paper-rank-work_8107656 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8107656"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8107656, container: ".js-paper-rank-work_8107656", }); 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The problem is that we take school for granted, accepting it for what it is without asking too many questions. This leaves us tinkering around the edges... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_14752292" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">We've all been to school, so what could be simpler than understanding life in school? The problem is that we take school for granted, accepting it for what it is without asking too many questions. This leaves us tinkering around the edges when it comes to school reform. A deeper understanding of life in school is required, which this book seeks to offer by going to the source of the matter itself – the young people who are in the midst of the day-to-day routines of school life. Much is revealed by contrasting their experiences in academic classrooms and school camp, insights that remain invisible without this juxtaposition. Key to analysis of these experiences is an understanding of life as occupational, constituted through many and various ways of being. This highlights the importance to teaching and learning of addressing the issue of who we are, not just what we know. <br /> <br />This book is a "must read" for educators. It is so because it is animated by a principle which claims that it is more important to help students become well-rounded beings than to transmit to them tidbits of knowledge. Study its manifestation with care, then act upon it. <br />Philip W. Jackson - David Lee Shillinglaw Distinguished Service Professor Emeritus in the Departments of Education and Psychology at the University of Chicago, USA <br /> <br />This book is a worthy companion to Philip W. Jackson's Life in Classrooms. It addresses the complexities of life in schools, providing a rich account of how students interpret and negotiate these complexities. In an analysis that is both philosophically astute and highly accessible, John Quay shows how education for these students is about much more than knowing – it is about being and becoming. <br />Fazal Rizvi - Professor in Global Studies in Education at the University of Melbourne, Australia and Emeritus Professor at the University of Illinois, Urbana-Champaign, USA</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/14752292" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="acbea47cc25838414e7d4a6b1f106506" rel="nofollow" data-download="{"attachment_id":38415893,"asset_id":14752292,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38415893/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3474512" href="https://unimelb.academia.edu/JohnQuay">John Quay</a><script data-card-contents-for-user="3474512" type="text/json">{"id":3474512,"first_name":"John","last_name":"Quay","domain_name":"unimelb","page_name":"JohnQuay","display_name":"John Quay","profile_url":"https://unimelb.academia.edu/JohnQuay?f_ri=27957","photo":"https://0.academia-photos.com/3474512/1179883/143484025/s65_john.quay.jpg"}</script></span></span></li><li class="js-paper-rank-work_14752292 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="14752292"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 14752292, container: ".js-paper-rank-work_14752292", }); 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It is so because it is animated by a principle which claims that it is more important to help students become well-rounded beings than to transmit to them tidbits of knowledge. Study its manifestation with care, then act upon it.\r\nPhilip W. Jackson - David Lee Shillinglaw Distinguished Service Professor Emeritus in the Departments of Education and Psychology at the University of Chicago, USA\r\n\r\nThis book is a worthy companion to Philip W. Jackson's Life in Classrooms. It addresses the complexities of life in schools, providing a rich account of how students interpret and negotiate these complexities. In an analysis that is both philosophically astute and highly accessible, John Quay shows how education for these students is about much more than knowing – it is about being and becoming.\r\nFazal Rizvi - Professor in Global Studies in Education at the University of Melbourne, Australia and Emeritus Professor at the University of Illinois, Urbana-Champaign, USA","downloadable_attachments":[{"id":38415893,"asset_id":14752292,"asset_type":"Work","always_allow_download":false},{"id":38509052,"asset_id":14752292,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3474512,"first_name":"John","last_name":"Quay","domain_name":"unimelb","page_name":"JohnQuay","display_name":"John Quay","profile_url":"https://unimelb.academia.edu/JohnQuay?f_ri=27957","photo":"https://0.academia-photos.com/3474512/1179883/143484025/s65_john.quay.jpg"}],"research_interests":[{"id":2559,"name":"Philosophy of 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href="https://www.academia.edu/attachments/35444362/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="20900633" href="https://colum.academia.edu/KennethBenavides">Kenneth Benavides</a><script data-card-contents-for-user="20900633" type="text/json">{"id":20900633,"first_name":"Kenneth","last_name":"Benavides","domain_name":"colum","page_name":"KennethBenavides","display_name":"Kenneth Benavides","profile_url":"https://colum.academia.edu/KennethBenavides?f_ri=27957","photo":"/images/s65_no_pic.png"}</script></span></span></li><li 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container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_9159097 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="9159097"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 9159097; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=9159097]").text(description); $(".js-view-count-work_9159097").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_9159097").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="9159097"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="252" href="https://www.academia.edu/Documents/in/Developmental_Psychology">Developmental Psychology</a>, <script data-card-contents-for-ri="252" type="text/json">{"id":252,"name":"Developmental Psychology","url":"https://www.academia.edu/Documents/in/Developmental_Psychology?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1716" href="https://www.academia.edu/Documents/in/Action_Research">Action Research</a>, <script data-card-contents-for-ri="1716" type="text/json">{"id":1716,"name":"Action Research","url":"https://www.academia.edu/Documents/in/Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4052" href="https://www.academia.edu/Documents/in/Arts_Education">Arts Education</a>, <script data-card-contents-for-ri="4052" type="text/json">{"id":4052,"name":"Arts Education","url":"https://www.academia.edu/Documents/in/Arts_Education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6390" href="https://www.academia.edu/Documents/in/Self-Efficacy">Self-Efficacy</a><script data-card-contents-for-ri="6390" type="text/json">{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=9159097]'), work: {"id":9159097,"title":"Promoting Self Efficacy in the Art 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Education","url":"https://www.academia.edu/Documents/in/Arts_Education?f_ri=27957","nofollow":false},{"id":6390,"name":"Self-Efficacy","url":"https://www.academia.edu/Documents/in/Self-Efficacy?f_ri=27957","nofollow":false},{"id":9491,"name":"Pedagogy","url":"https://www.academia.edu/Documents/in/Pedagogy?f_ri=27957"},{"id":17762,"name":"Art and Design Education","url":"https://www.academia.edu/Documents/in/Art_and_Design_Education?f_ri=27957"},{"id":25969,"name":"Art Education","url":"https://www.academia.edu/Documents/in/Art_Education?f_ri=27957"},{"id":26616,"name":"Arts Education and Pedagogy","url":"https://www.academia.edu/Documents/in/Arts_Education_and_Pedagogy?f_ri=27957"},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957"},{"id":43349,"name":"Fine Arts","url":"https://www.academia.edu/Documents/in/Fine_Arts?f_ri=27957"},{"id":50581,"name":"Self Efficacy","url":"https://www.academia.edu/Documents/in/Self_Efficacy?f_ri=27957"},{"id":105157,"name":"Education of Fine Arts","url":"https://www.academia.edu/Documents/in/Education_of_Fine_Arts?f_ri=27957"},{"id":384717,"name":"Classroom Action Reseach","url":"https://www.academia.edu/Documents/in/Classroom_Action_Reseach?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43891289 coauthored" data-work_id="43891289" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43891289/_Re_imagining_the_Future_of_Translanguaging_Pedagogies_in_TESOL_Through_Teacher_Researcher_Collaboration">(Re)imagining the Future of Translanguaging Pedagogies in TESOL Through Teacher-Researcher Collaboration</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">While translanguaging pedagogies have demonstrated promises to counteract monolingual subjectivities and practices in TESOL education, we have yet to find sustainable ways to make them norms in our classroom spaces. To bridge the gap... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43891289" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">While translanguaging pedagogies have demonstrated promises to counteract monolingual subjectivities and practices in TESOL education, we have yet to find sustainable ways to make them norms in our classroom spaces. To bridge the gap between theory and practice, we assert that teacher-researcher collaborations are integral to demystify and explore the potential of translanguaging pedagogies in TESOL classrooms. We propose a conceptual framework, building upon García, Johnson, and Seltzer (2017), to highlight the joint efforts between both parties and the embedded dynamic, iterative, complex process: (1) teachers and researchers first build trusting relations to negotiate and develop a translanguaging co-stance that is research-informed, practitioner-oriented and context-appropriate; (2) they engage in equitable forms of dialogue and listening iteratively to co-design instruction and assessments that draw on students’ complete linguistic and semiotic repertoires; and (3) through continuous plan-act-evaluate-(self)reflect cycles, they make co-shifts to address students’ needs at all points of a bilingual continuum. We see that this framework could invert the power position of researchers and teachers and reconceptualize their roles as porous to achieve a holistic researcher-practitioner perspective for both parties. Then we contextualize this framework by sharing our own collaborative endeavors of experimenting with translanguaging pedagogies in two TESOL classrooms (one in a university intensive English program classroom and the other one in an elementary ESL classroom) in the U.S. Finally, we offer pedagogical implications for both practitioners and researchers to reimagine the future of translanguaging pedagogies in TESOL, including being open and willing to shift philosophies and practices, building a multilingual ecology in classrooms and starting with designing translanguaging in small ways, fostering teacher agency to become classroom language policymakers, and consulting resources for collaborative translanguaging pedagogies.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43891289" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="6206db693335e07ac9c808f228b432ff" rel="nofollow" data-download="{"attachment_id":65302564,"asset_id":43891289,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/65302564/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="52527892" href="https://ncas-rutgers.academia.edu/ZhongfengTian">Zhongfeng Tian</a><script data-card-contents-for-user="52527892" type="text/json">{"id":52527892,"first_name":"Zhongfeng","last_name":"Tian","domain_name":"ncas-rutgers","page_name":"ZhongfengTian","display_name":"Zhongfeng Tian","profile_url":"https://ncas-rutgers.academia.edu/ZhongfengTian?f_ri=27957","photo":"https://0.academia-photos.com/52527892/15091588/111911761/s65_zhongfeng.tian.png"}</script></span></span><span class="u-displayInlineBlock InlineList-item-text"> and <span class="u-textDecorationUnderline u-clickable InlineList-item-text js-work-more-authors-43891289">+1</span><div class="hidden js-additional-users-43891289"><div><span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a href="https://drake.academia.edu/LeahShepardCarey">Leah Shepard-Carey</a></span></div></div></span><script>(function(){ var popoverSettings = { el: $('.js-work-more-authors-43891289'), placement: 'bottom', hide_delay: 200, html: true, content: function(){ return $('.js-additional-users-43891289').html(); } } new HoverPopover(popoverSettings); })();</script></li><li class="js-paper-rank-work_43891289 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43891289"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43891289, container: ".js-paper-rank-work_43891289", }); });</script></li><li class="js-percentile-work_43891289 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43891289; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43891289"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43891289 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43891289"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43891289; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43891289]").text(description); $(".js-view-count-work_43891289").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43891289").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43891289"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="5794" href="https://www.academia.edu/Documents/in/TESOL">TESOL</a>, <script data-card-contents-for-ri="5794" type="text/json">{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a>, <script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="46948" href="https://www.academia.edu/Documents/in/Bilingualism_and_Multilingualism">Bilingualism and Multilingualism</a>, <script data-card-contents-for-ri="46948" type="text/json">{"id":46948,"name":"Bilingualism and Multilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism_and_Multilingualism?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="973080" href="https://www.academia.edu/Documents/in/Translanguaging">Translanguaging</a><script data-card-contents-for-ri="973080" type="text/json">{"id":973080,"name":"Translanguaging","url":"https://www.academia.edu/Documents/in/Translanguaging?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43891289]'), work: {"id":43891289,"title":"(Re)imagining the Future of Translanguaging Pedagogies in TESOL Through Teacher-Researcher Collaboration","created_at":"2020-08-18T12:15:56.869-07:00","url":"https://www.academia.edu/43891289/_Re_imagining_the_Future_of_Translanguaging_Pedagogies_in_TESOL_Through_Teacher_Researcher_Collaboration?f_ri=27957","dom_id":"work_43891289","summary":"While translanguaging pedagogies have demonstrated promises to counteract monolingual subjectivities and practices in TESOL education, we have yet to find sustainable ways to make them norms in our classroom spaces. To bridge the gap between theory and practice, we assert that teacher-researcher collaborations are integral to demystify and explore the potential of translanguaging pedagogies in TESOL classrooms. We propose a conceptual framework, building upon García, Johnson, and Seltzer (2017), to highlight the joint efforts between both parties and the embedded dynamic, iterative, complex process: (1) teachers and researchers first build trusting relations to negotiate and develop a translanguaging co-stance that is research-informed, practitioner-oriented and context-appropriate; (2) they engage in equitable forms of dialogue and listening iteratively to co-design instruction and assessments that draw on students’ complete linguistic and semiotic repertoires; and (3) through continuous plan-act-evaluate-(self)reflect cycles, they make co-shifts to address students’ needs at all points of a bilingual continuum. We see that this framework could invert the power position of researchers and teachers and reconceptualize their roles as porous to achieve a holistic researcher-practitioner perspective for both parties. Then we contextualize this framework by sharing our own collaborative endeavors of experimenting with translanguaging pedagogies in two TESOL classrooms (one in a university intensive English program classroom and the other one in an elementary ESL classroom) in the U.S. Finally, we offer pedagogical implications for both practitioners and researchers to reimagine the future of translanguaging pedagogies in TESOL, including being open and willing to shift philosophies and practices, building a multilingual ecology in classrooms and starting with designing translanguaging in small ways, fostering teacher agency to become classroom language policymakers, and consulting resources for collaborative translanguaging pedagogies. ","downloadable_attachments":[{"id":65302564,"asset_id":43891289,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":52527892,"first_name":"Zhongfeng","last_name":"Tian","domain_name":"ncas-rutgers","page_name":"ZhongfengTian","display_name":"Zhongfeng Tian","profile_url":"https://ncas-rutgers.academia.edu/ZhongfengTian?f_ri=27957","photo":"https://0.academia-photos.com/52527892/15091588/111911761/s65_zhongfeng.tian.png"},{"id":59933112,"first_name":"Leah","last_name":"Shepard-Carey","domain_name":"drake","page_name":"LeahShepardCarey","display_name":"Leah Shepard-Carey","profile_url":"https://drake.academia.edu/LeahShepardCarey?f_ri=27957","photo":"https://0.academia-photos.com/59933112/16031717/29015965/s65_leah.shepard-carey.jpg"}],"research_interests":[{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false},{"id":46948,"name":"Bilingualism and Multilingualism","url":"https://www.academia.edu/Documents/in/Bilingualism_and_Multilingualism?f_ri=27957","nofollow":false},{"id":973080,"name":"Translanguaging","url":"https://www.academia.edu/Documents/in/Translanguaging?f_ri=27957","nofollow":false},{"id":1019157,"name":"Collaborative Action Research Methodologies","url":"https://www.academia.edu/Documents/in/Collaborative_Action_Research_Methodologies?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39766778" data-work_id="39766778" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39766778/Trabajando_la_coeducaci%C3%B3n_a_trav%C3%A9s_del_cuento_de_La_Cenicienta_desde_un_proceso_de_investigaci%C3%B3n_acci%C3%B3n">Trabajando la coeducación a través del cuento de «La Cenicienta» desde un proceso de investigación-acción</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">En este estudio partimos de lo que se entiende por coeducación y se hace un breve repaso sobre los principales hitos educativos acontecidos en referencia a dicho principio. En el marco teórico también se menciona el valor de los cuentos... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39766778" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">En este estudio partimos de lo que se entiende por coeducación y se hace un breve repaso sobre los principales hitos educativos acontecidos en referencia a dicho principio. En el marco teórico también se menciona el valor de los cuentos clásicos, en tanto y cuanto se convierten en un buen recurso para trabajar la coeducación. El objetivo principal de este estudio radica en planificar y poner en práctica actividades para trabajar la coeducación con el alumnado de infantil (a través de un proceso de investigación-acción), mediante el análisis y la reelabo-ración del cuento de La Cenicienta y las diferentes actividades derivadas del cuento. El proyecto se divide en diez sesiones, en las cuales se ha utilizado como eje central la literatura infantil para trabajar distintos estereotipos de género que se transmiten en el cuento y muchos siguen presentes en la sociedad actual. Con esto se busca que los estereotipos que se encuentran tan asimilados en la actualidad vayan cambiando y, por lo tanto, educar a las niñas y niños desde una perspectiva más inclusiva e igualitaria. Esta experiencia se ha llevado a cabo en un aula de infantil de cuatro años (en un centro de la provincia de Castellón) durante dos semanas del curso aca-démico 2017-2018. Se ha obtenido un resultado óptimo que se refleja en las diferentes evidencias recogidas durante el proyecto. A modo de conclusión resaltar el potencial de los cuentos clásicos para trabajar valores en la etapa de educación</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39766778" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="bb67090d80903e85eb33f7e5614249c8" rel="nofollow" data-download="{"attachment_id":59949141,"asset_id":39766778,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59949141/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="82828441" href="https://uam.academia.edu/TendenciasPedag%C3%B3gicas">Tendencias Pedagógicas</a><script data-card-contents-for-user="82828441" type="text/json">{"id":82828441,"first_name":"Tendencias","last_name":"Pedagógicas","domain_name":"uam","page_name":"TendenciasPedagógicas","display_name":"Tendencias Pedagógicas","profile_url":"https://uam.academia.edu/TendenciasPedag%C3%B3gicas?f_ri=27957","photo":"https://0.academia-photos.com/82828441/19906433/31902816/s65_tendencias.pedag_gicas.gif"}</script></span></span></li><li class="js-paper-rank-work_39766778 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39766778"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39766778, container: ".js-paper-rank-work_39766778", }); });</script></li><li class="js-percentile-work_39766778 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39766778; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_39766778"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_39766778 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="39766778"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39766778; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39766778]").text(description); $(".js-view-count-work_39766778").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39766778").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39766778"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="6492" href="https://www.academia.edu/Documents/in/Storytelling">Storytelling</a>, <script data-card-contents-for-ri="6492" type="text/json">{"id":6492,"name":"Storytelling","url":"https://www.academia.edu/Documents/in/Storytelling?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="20605" href="https://www.academia.edu/Documents/in/Gender_and_education">Gender and education</a>, <script data-card-contents-for-ri="20605" type="text/json">{"id":20605,"name":"Gender and education","url":"https://www.academia.edu/Documents/in/Gender_and_education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a>, <script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1297668" href="https://www.academia.edu/Documents/in/Coeducation">Coeducation</a><script data-card-contents-for-ri="1297668" type="text/json">{"id":1297668,"name":"Coeducation","url":"https://www.academia.edu/Documents/in/Coeducation?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39766778]'), work: {"id":39766778,"title":"Trabajando la coeducación a través del cuento de «La Cenicienta» desde un proceso de investigación-acción","created_at":"2019-07-07T00:46:24.328-07:00","url":"https://www.academia.edu/39766778/Trabajando_la_coeducaci%C3%B3n_a_trav%C3%A9s_del_cuento_de_La_Cenicienta_desde_un_proceso_de_investigaci%C3%B3n_acci%C3%B3n?f_ri=27957","dom_id":"work_39766778","summary":"En este estudio partimos de lo que se entiende por coeducación y se hace un breve repaso sobre los principales hitos educativos acontecidos en referencia a dicho principio. En el marco teórico también se menciona el valor de los cuentos clásicos, en tanto y cuanto se convierten en un buen recurso para trabajar la coeducación. El objetivo principal de este estudio radica en planificar y poner en práctica actividades para trabajar la coeducación con el alumnado de infantil (a través de un proceso de investigación-acción), mediante el análisis y la reelabo-ración del cuento de La Cenicienta y las diferentes actividades derivadas del cuento. El proyecto se divide en diez sesiones, en las cuales se ha utilizado como eje central la literatura infantil para trabajar distintos estereotipos de género que se transmiten en el cuento y muchos siguen presentes en la sociedad actual. Con esto se busca que los estereotipos que se encuentran tan asimilados en la actualidad vayan cambiando y, por lo tanto, educar a las niñas y niños desde una perspectiva más inclusiva e igualitaria. Esta experiencia se ha llevado a cabo en un aula de infantil de cuatro años (en un centro de la provincia de Castellón) durante dos semanas del curso aca-démico 2017-2018. Se ha obtenido un resultado óptimo que se refleja en las diferentes evidencias recogidas durante el proyecto. A modo de conclusión resaltar el potencial de los cuentos clásicos para trabajar valores en la etapa de educación ","downloadable_attachments":[{"id":59949141,"asset_id":39766778,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":82828441,"first_name":"Tendencias","last_name":"Pedagógicas","domain_name":"uam","page_name":"TendenciasPedagógicas","display_name":"Tendencias Pedagógicas","profile_url":"https://uam.academia.edu/TendenciasPedag%C3%B3gicas?f_ri=27957","photo":"https://0.academia-photos.com/82828441/19906433/31902816/s65_tendencias.pedag_gicas.gif"}],"research_interests":[{"id":6492,"name":"Storytelling","url":"https://www.academia.edu/Documents/in/Storytelling?f_ri=27957","nofollow":false},{"id":20605,"name":"Gender and education","url":"https://www.academia.edu/Documents/in/Gender_and_education?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false},{"id":1297668,"name":"Coeducation","url":"https://www.academia.edu/Documents/in/Coeducation?f_ri=27957","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_33628579" data-work_id="33628579" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/33628579/Teachers_Teaching_Teachers_preview_pdf">Teachers Teaching Teachers-preview.pdf</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Education across the world is seeing greater scrutiny on the role of the teacher as the focus on international measures like PISA, TIMMS and PiRLS offer comparative data on student achievement. The upshot of this spotlight is the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33628579" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Education across the world is seeing greater scrutiny on the role of the teacher as the focus on international measures like PISA, TIMMS and PiRLS offer comparative data on student achievement. The upshot of this spotlight is the identification and the subsequent examination of what effective teachers do to raise student attainment levels. Traditionally, teaching was concerned with the teacher controlling the learning environment; deciding the content, standing and delivering the learning, expecting to fill all students with the same knowledge, at the same time, using the same teaching tools.<br />Fortunately, education has evolved into a multifaceted array of pedagogies as we refocus our purpose for educating our children. The movement from the factory model of schooling1 through to the knowledge economy era and now into the learning to learn era2 has seen the necessity of the teacher continually learning new teaching pedagogies and skill requisites. The notion that all the teacher needs to know is taught at university has long disappeared. The onset of life-long learning practices, coupled with our graduated knowledge of how one learns, has forced the classroom teacher to keep up with new “technologies of and for learning”.<br />The purpose of this book in short is to showcase not only the talented Al Yasat Private School teachers and how they are influencing the future generations but more importantly, how expert teachers use action research as a vehicle for effecting school improvement.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33628579" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8f5f96b4fb0378dd038e7bbd12b8a873" rel="nofollow" data-download="{"attachment_id":53643623,"asset_id":33628579,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53643623/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="2654402" href="https://independent.academia.edu/JakeMadden">Jake Madden</a><script data-card-contents-for-user="2654402" type="text/json">{"id":2654402,"first_name":"Jake","last_name":"Madden","domain_name":"independent","page_name":"JakeMadden","display_name":"Jake Madden","profile_url":"https://independent.academia.edu/JakeMadden?f_ri=27957","photo":"https://0.academia-photos.com/2654402/941292/19034627/s65_jake.madden.jpg"}</script></span></span></li><li class="js-paper-rank-work_33628579 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33628579"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33628579, container: ".js-paper-rank-work_33628579", }); });</script></li><li class="js-percentile-work_33628579 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33628579; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_33628579"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_33628579 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="33628579"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33628579; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33628579]").text(description); $(".js-view-count-work_33628579").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_33628579").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="33628579"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17773" href="https://www.academia.edu/Documents/in/Teachers_professional_development-1">Teachers' professional development</a>, <script data-card-contents-for-ri="17773" type="text/json">{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="21383" href="https://www.academia.edu/Documents/in/School_effectiveness_and_school_improvement">School effectiveness and school improvement</a>, <script data-card-contents-for-ri="21383" type="text/json">{"id":21383,"name":"School effectiveness and school improvement","url":"https://www.academia.edu/Documents/in/School_effectiveness_and_school_improvement?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a><script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33628579]'), work: {"id":33628579,"title":"Teachers Teaching Teachers-preview.pdf","created_at":"2017-06-23T19:46:15.309-07:00","url":"https://www.academia.edu/33628579/Teachers_Teaching_Teachers_preview_pdf?f_ri=27957","dom_id":"work_33628579","summary":"Education across the world is seeing greater scrutiny on the role of the teacher as the focus on international measures like PISA, TIMMS and PiRLS offer comparative data on student achievement. The upshot of this spotlight is the identification and the subsequent examination of what effective teachers do to raise student attainment levels. Traditionally, teaching was concerned with the teacher controlling the learning environment; deciding the content, standing and delivering the learning, expecting to fill all students with the same knowledge, at the same time, using the same teaching tools.\nFortunately, education has evolved into a multifaceted array of pedagogies as we refocus our purpose for educating our children. The movement from the factory model of schooling1 through to the knowledge economy era and now into the learning to learn era2 has seen the necessity of the teacher continually learning new teaching pedagogies and skill requisites. The notion that all the teacher needs to know is taught at university has long disappeared. The onset of life-long learning practices, coupled with our graduated knowledge of how one learns, has forced the classroom teacher to keep up with new “technologies of and for learning”.\nThe purpose of this book in short is to showcase not only the talented Al Yasat Private School teachers and how they are influencing the future generations but more importantly, how expert teachers use action research as a vehicle for effecting school improvement.","downloadable_attachments":[{"id":53643623,"asset_id":33628579,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2654402,"first_name":"Jake","last_name":"Madden","domain_name":"independent","page_name":"JakeMadden","display_name":"Jake Madden","profile_url":"https://independent.academia.edu/JakeMadden?f_ri=27957","photo":"https://0.academia-photos.com/2654402/941292/19034627/s65_jake.madden.jpg"}],"research_interests":[{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=27957","nofollow":false},{"id":17773,"name":"Teachers' professional development","url":"https://www.academia.edu/Documents/in/Teachers_professional_development-1?f_ri=27957","nofollow":false},{"id":21383,"name":"School effectiveness and school improvement","url":"https://www.academia.edu/Documents/in/School_effectiveness_and_school_improvement?f_ri=27957","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_28508247" data-work_id="28508247" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/28508247/Every_picture_tells_a_story_Using_Selfie_inspired_Activities_to_Enhance_Social_1_Relations_and_Encourage_Self_reflexivity_2">Every picture tells a story: Using Selfie-inspired Activities to Enhance Social 1 Relations and Encourage Self-reflexivity 2</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This chapter aims to describe a classroom initiative in Thailand that capitalized on the popularity of the ‘selfie’ to provide second year English language students an opportunity to practise their oral presentation and speaking skills.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_28508247" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This chapter aims to describe a classroom initiative in Thailand that capitalized on the popularity of the ‘selfie’ to provide second year English language students an opportunity to practise their oral presentation and speaking skills. The selfie was used not in the usual sense of sharing the picture online. It was deployed as  visual aid or talking point in a face-to-face interaction thus serving as a ‘currency for social interaction’ (van Dijck, 2008: 62) and communication device (Saltz, 2014). The second aim of this paper is to explore a separate initiative, also selfie-inspired, at a UK university. Initially designed to facilitate recall of students’ names linked with faces, it evolved into an effective conversation starter.  It is suggested that besides the achievement of the original learning/teaching outcomes, the Thai and the UK initiatives also led to  serendipitous results:  encouraging  self-reflexivity amongst the students and promoting  the development of  ‘rapid intimacy’ (Victoria, 2011: 72) in the classroom. Based on insights from both initiatives, it is argued that getting to know the students as unique individuals and creating a space for them to share their personal stories can help make the learning/teaching experience a truly enriching one.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/28508247" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="5ead36fa13a97125e720d20ab550afe5" rel="nofollow" data-download="{"attachment_id":48857128,"asset_id":28508247,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/48857128/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="217898" href="https://napier.academia.edu/MabelleVictoria">Mabel Victoria</a><script data-card-contents-for-user="217898" type="text/json">{"id":217898,"first_name":"Mabel","last_name":"Victoria","domain_name":"napier","page_name":"MabelleVictoria","display_name":"Mabel Victoria","profile_url":"https://napier.academia.edu/MabelleVictoria?f_ri=27957","photo":"https://0.academia-photos.com/217898/59723/62445/s65_mabel.victoria.jpg"}</script></span></span></li><li class="js-paper-rank-work_28508247 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="28508247"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 28508247, container: ".js-paper-rank-work_28508247", }); 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$(".js-view-count[data-work-id=28508247]").text(description); $(".js-view-count-work_28508247").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_28508247").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="28508247"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a>, <script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="46596" href="https://www.academia.edu/Documents/in/English_language_teaching">English language teaching</a><script data-card-contents-for-ri="46596" type="text/json">{"id":46596,"name":"English language teaching","url":"https://www.academia.edu/Documents/in/English_language_teaching?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=28508247]'), work: {"id":28508247,"title":"Every picture tells a story: Using Selfie-inspired Activities to Enhance Social 1 Relations and Encourage Self-reflexivity 2","created_at":"2016-09-15T06:30:35.135-07:00","url":"https://www.academia.edu/28508247/Every_picture_tells_a_story_Using_Selfie_inspired_Activities_to_Enhance_Social_1_Relations_and_Encourage_Self_reflexivity_2?f_ri=27957","dom_id":"work_28508247","summary":"This chapter aims to describe a classroom initiative in Thailand that capitalized on the popularity of the ‘selfie’ to provide second year English language students an opportunity to practise their oral presentation and speaking skills. The selfie was used not in the usual sense of sharing the picture online. It was deployed as visual aid or talking point in a face-to-face interaction thus serving as a ‘currency for social interaction’ (van Dijck, 2008: 62) and communication device (Saltz, 2014). The second aim of this paper is to explore a separate initiative, also selfie-inspired, at a UK university. Initially designed to facilitate recall of students’ names linked with faces, it evolved into an effective conversation starter. It is suggested that besides the achievement of the original learning/teaching outcomes, the Thai and the UK initiatives also led to serendipitous results: encouraging self-reflexivity amongst the students and promoting the development of ‘rapid intimacy’ (Victoria, 2011: 72) in the classroom. 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data-card-contents-for-ri="887" type="text/json">{"id":887,"name":"Teaching and Learning","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1601" href="https://www.academia.edu/Documents/in/Teacher_Education">Teacher Education</a>, <script data-card-contents-for-ri="1601" type="text/json">{"id":1601,"name":"Teacher Education","url":"https://www.academia.edu/Documents/in/Teacher_Education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1716" href="https://www.academia.edu/Documents/in/Action_Research">Action Research</a><script 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data-work_id="44508105" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/44508105/IMPROVING_STUDENTS_ABILITY_IN_READING_COMPREHENSION_ON_NARRATIVE_LEGEND_TEXT_THROUGH_321_STRATEGY_IN_THE_TENTH_GRADE_OF_SENIOR_HIGH_SCHOOL_AT_SMA_NEGERI_3_MEDAN_PROPOSAL_Submitted_to_fulfill_The_Requirement_for_Teacher_Profession_Program">IMPROVING STUDENTS' ABILITY IN READING COMPREHENSION ON NARRATIVE LEGEND TEXT THROUGH 321 STRATEGY IN THE TENTH GRADE OF SENIOR HIGH SCHOOL AT SMA NEGERI 3 MEDAN PROPOSAL Submitted to fulfill The Requirement for Teacher Profession Program</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Most students still have low ability in reading comprehension even at the tenth year. They find it difficult to comprehend the information stated in a text. One of the causes is that they must find the meaning of a lo of difficult words... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_44508105" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Most students still have low ability in reading comprehension even at the tenth year. They find it difficult to comprehend the information stated in a text. One of the causes is that they must find the meaning of a lo of difficult words in dictionary. This makes them bored since it spends more time. Moreover, they suppose it such a boring lesson. It is caused of they have difficulties in comprehending reading text, especially related to understanding general idea of the text, the main idea of the text, explicitly and implicitly stated the information, certain word reference and the most is knowing the meaning of the words.<br />The causes of the above problems are students have low motivation, interest and self-confidence in reading. Moreover, most of the students are lack of vocabularies and they feel confused in understanding the passage. It seems that the teaching techniques that used by The researcher are monotonous, the class is dominated by The researcher, and students do not have the opportunity to develop their communicative competence as the result they feel that they get nothing during the teaching learning process.<br />Therefore, English teacher should be more creative in teaching reading. They should use various methods, techniques, or strategies, in teaching reading to develop the students‟ interest. Learning process will give such a good result as being expected if the strategy used is suitable to both the topic and the students’ condition, that’s why we must also consider which strategy will be used in order students can achieve the learning goal effectively and effeciently.<br />There are many strategies that can be applied in language teaching. One of them is 321 strategy. It is a strategy to help students in self- monitor comprehension, identify important details in the text, make connections to text or learning, or identify areas in the text or lesson where understanding is uncertain.<br />Therefore, the reasercher assumes that suitable strategy is fully needed to increase the students’ ability in reading comprehension in narrative form. 321 strategy is proposed by Zygouris Coe, Wiggins and Smith as the strategy that requires students to participate in summarizing ideas from the text and encourages them to think independently. There are three activities to implement the strategy. First, students summarize the important points from the text. Second, students share the aspects of passages that are most interesting to them. Finally. Students have oppurtunity to build up a question about the text.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/44508105" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="44ac3c3b859852611d3a776be17f1117" rel="nofollow" data-download="{"attachment_id":64946859,"asset_id":44508105,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64946859/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="102472202" href="https://independent.academia.edu/AlmukarromahAlHakim">Almukarromah Al Hakim</a><script data-card-contents-for-user="102472202" type="text/json">{"id":102472202,"first_name":"Almukarromah","last_name":"Al Hakim","domain_name":"independent","page_name":"AlmukarromahAlHakim","display_name":"Almukarromah Al Hakim","profile_url":"https://independent.academia.edu/AlmukarromahAlHakim?f_ri=27957","photo":"https://0.academia-photos.com/102472202/49264033/37234912/s65_almukarromah.al_hakim.jpeg"}</script></span></span></li><li class="js-paper-rank-work_44508105 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="44508105"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 44508105, container: ".js-paper-rank-work_44508105", }); 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$(".js-view-count[data-work-id=44508105]").text(description); $(".js-view-count-work_44508105").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_44508105").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="44508105"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="27957" href="https://www.academia.edu/Documents/in/Classroom_Action_Research">Classroom Action Research</a>, <script data-card-contents-for-ri="27957" type="text/json">{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2466303" href="https://www.academia.edu/Documents/in/Classroom_Action_Research_Penelitian_Tindakan_Kelas">Classroom Action Research/Penelitian Tindakan Kelas</a><script data-card-contents-for-ri="2466303" type="text/json">{"id":2466303,"name":"Classroom Action Research/Penelitian Tindakan Kelas","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research_Penelitian_Tindakan_Kelas?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=44508105]'), work: {"id":44508105,"title":"IMPROVING STUDENTS' ABILITY IN READING COMPREHENSION ON NARRATIVE LEGEND TEXT THROUGH 321 STRATEGY IN THE TENTH GRADE OF SENIOR HIGH SCHOOL AT SMA NEGERI 3 MEDAN PROPOSAL Submitted to fulfill The Requirement for Teacher Profession Program","created_at":"2020-11-15T22:09:04.790-08:00","url":"https://www.academia.edu/44508105/IMPROVING_STUDENTS_ABILITY_IN_READING_COMPREHENSION_ON_NARRATIVE_LEGEND_TEXT_THROUGH_321_STRATEGY_IN_THE_TENTH_GRADE_OF_SENIOR_HIGH_SCHOOL_AT_SMA_NEGERI_3_MEDAN_PROPOSAL_Submitted_to_fulfill_The_Requirement_for_Teacher_Profession_Program?f_ri=27957","dom_id":"work_44508105","summary":"Most students still have low ability in reading comprehension even at the tenth year. They find it difficult to comprehend the information stated in a text. One of the causes is that they must find the meaning of a lo of difficult words in dictionary. This makes them bored since it spends more time. Moreover, they suppose it such a boring lesson. It is caused of they have difficulties in comprehending reading text, especially related to understanding general idea of the text, the main idea of the text, explicitly and implicitly stated the information, certain word reference and the most is knowing the meaning of the words.\nThe causes of the above problems are students have low motivation, interest and self-confidence in reading. Moreover, most of the students are lack of vocabularies and they feel confused in understanding the passage. It seems that the teaching techniques that used by The researcher are monotonous, the class is dominated by The researcher, and students do not have the opportunity to develop their communicative competence as the result they feel that they get nothing during the teaching learning process.\nTherefore, English teacher should be more creative in teaching reading. They should use various methods, techniques, or strategies, in teaching reading to develop the students‟ interest. Learning process will give such a good result as being expected if the strategy used is suitable to both the topic and the students’ condition, that’s why we must also consider which strategy will be used in order students can achieve the learning goal effectively and effeciently.\nThere are many strategies that can be applied in language teaching. One of them is 321 strategy. It is a strategy to help students in self- monitor comprehension, identify important details in the text, make connections to text or learning, or identify areas in the text or lesson where understanding is uncertain.\nTherefore, the reasercher assumes that suitable strategy is fully needed to increase the students’ ability in reading comprehension in narrative form. 321 strategy is proposed by Zygouris Coe, Wiggins and Smith as the strategy that requires students to participate in summarizing ideas from the text and encourages them to think independently. There are three activities to implement the strategy. First, students summarize the important points from the text. Second, students share the aspects of passages that are most interesting to them. Finally. Students have oppurtunity to build up a question about the text. \n","downloadable_attachments":[{"id":64946859,"asset_id":44508105,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":102472202,"first_name":"Almukarromah","last_name":"Al Hakim","domain_name":"independent","page_name":"AlmukarromahAlHakim","display_name":"Almukarromah Al Hakim","profile_url":"https://independent.academia.edu/AlmukarromahAlHakim?f_ri=27957","photo":"https://0.academia-photos.com/102472202/49264033/37234912/s65_almukarromah.al_hakim.jpeg"}],"research_interests":[{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957","nofollow":false},{"id":2466303,"name":"Classroom Action Research/Penelitian Tindakan Kelas","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research_Penelitian_Tindakan_Kelas?f_ri=27957","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43342690" data-work_id="43342690" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43342690/Art_Education_and_the_Problem_Posing_Methodology_A_Critical_Approach_to_Learning_From_and_Working_With_Students_and_Their_Communities">Art Education and the Problem Posing Methodology: A Critical Approach to Learning From and Working With Students and Their Communities.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This chapter highlights a framework for working with students both in schools and in out-of-school time settings by drawing on Freire's (1970) problem-posing model and on the concept of creative resistance (Darts, 2004; Garcia, 2015,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43342690" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This chapter highlights a framework for working with students both in <br />schools and in out-of-school time settings by drawing on Freire's (1970) <br />problem-posing model and on the concept of creative resistance (Darts, 2004; Garcia, 2015, 2017a, 2017b). The author draws on his  positionality on using the problem posing methodology to develop two mural projects with his students in response to the negative portrayals of their neighborhood in the mainstream media. The chapter concludes with suggestions on the collaborations and lessons that can be developed in out-of-school settings.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43342690" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7053c6f7ccb349ed1e8870d329f1e523" rel="nofollow" data-download="{"attachment_id":63629005,"asset_id":43342690,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63629005/download_file?st=MTczMjQzMzYzOCw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="11115292" href="https://csus.academia.edu/LuisGenaroGarcia">Luis-Genaro Garcia</a><script data-card-contents-for-user="11115292" type="text/json">{"id":11115292,"first_name":"Luis-Genaro","last_name":"Garcia","domain_name":"csus","page_name":"LuisGenaroGarcia","display_name":"Luis-Genaro Garcia","profile_url":"https://csus.academia.edu/LuisGenaroGarcia?f_ri=27957","photo":"https://0.academia-photos.com/11115292/3284356/25106747/s65_luis-genaro.garcia.jpeg"}</script></span></span></li><li class="js-paper-rank-work_43342690 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43342690"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43342690, container: ".js-paper-rank-work_43342690", }); 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$(".js-view-count[data-work-id=43342690]").text(description); $(".js-view-count-work_43342690").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43342690").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43342690"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="4052" href="https://www.academia.edu/Documents/in/Arts_Education">Arts Education</a>, <script data-card-contents-for-ri="4052" type="text/json">{"id":4052,"name":"Arts Education","url":"https://www.academia.edu/Documents/in/Arts_Education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5344" href="https://www.academia.edu/Documents/in/Paulo_Freire">Paulo Freire</a>, <script data-card-contents-for-ri="5344" type="text/json">{"id":5344,"name":"Paulo Freire","url":"https://www.academia.edu/Documents/in/Paulo_Freire?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="25969" href="https://www.academia.edu/Documents/in/Art_Education">Art Education</a>, <script data-card-contents-for-ri="25969" type="text/json">{"id":25969,"name":"Art Education","url":"https://www.academia.edu/Documents/in/Art_Education?f_ri=27957","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="26616" href="https://www.academia.edu/Documents/in/Arts_Education_and_Pedagogy">Arts Education and Pedagogy</a><script data-card-contents-for-ri="26616" type="text/json">{"id":26616,"name":"Arts Education and Pedagogy","url":"https://www.academia.edu/Documents/in/Arts_Education_and_Pedagogy?f_ri=27957","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43342690]'), work: {"id":43342690,"title":"Art Education and the Problem Posing Methodology: A Critical Approach to Learning From and Working With Students and Their Communities.","created_at":"2020-06-14T22:31:01.994-07:00","url":"https://www.academia.edu/43342690/Art_Education_and_the_Problem_Posing_Methodology_A_Critical_Approach_to_Learning_From_and_Working_With_Students_and_Their_Communities?f_ri=27957","dom_id":"work_43342690","summary":"This chapter highlights a framework for working with students both in\r\nschools and in out-of-school time settings by drawing on Freire's (1970)\r\nproblem-posing model and on the concept of creative resistance (Darts, 2004; Garcia, 2015, 2017a, 2017b). The author draws on his positionality on using the problem posing methodology to develop two mural projects with his students in response to the negative portrayals of their neighborhood in the mainstream media. The chapter concludes with suggestions on the collaborations and lessons that can be developed in out-of-school settings.","downloadable_attachments":[{"id":63629005,"asset_id":43342690,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":11115292,"first_name":"Luis-Genaro","last_name":"Garcia","domain_name":"csus","page_name":"LuisGenaroGarcia","display_name":"Luis-Genaro Garcia","profile_url":"https://csus.academia.edu/LuisGenaroGarcia?f_ri=27957","photo":"https://0.academia-photos.com/11115292/3284356/25106747/s65_luis-genaro.garcia.jpeg"}],"research_interests":[{"id":4052,"name":"Arts Education","url":"https://www.academia.edu/Documents/in/Arts_Education?f_ri=27957","nofollow":false},{"id":5344,"name":"Paulo Freire","url":"https://www.academia.edu/Documents/in/Paulo_Freire?f_ri=27957","nofollow":false},{"id":25969,"name":"Art Education","url":"https://www.academia.edu/Documents/in/Art_Education?f_ri=27957","nofollow":false},{"id":26616,"name":"Arts Education and Pedagogy","url":"https://www.academia.edu/Documents/in/Arts_Education_and_Pedagogy?f_ri=27957","nofollow":false},{"id":26618,"name":"Arts-based methodologies","url":"https://www.academia.edu/Documents/in/Arts-based_methodologies?f_ri=27957"},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=27957"},{"id":49677,"name":"Arts-Based Educational Research","url":"https://www.academia.edu/Documents/in/Arts-Based_Educational_Research?f_ri=27957"},{"id":93240,"name":"Community Art","url":"https://www.academia.edu/Documents/in/Community_Art?f_ri=27957"},{"id":244399,"name":"Problem-Posing Pedagogy","url":"https://www.academia.edu/Documents/in/Problem-Posing_Pedagogy?f_ri=27957"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_7626395" data-work_id="7626395" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/7626395/Action_research_for_school_improvement">Action research for school improvement</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/7626395" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b25e0b3f5ff2f76ae99b43fd9d3b50ce" rel="nofollow" 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