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TAJUK JURNAL: developing the skills of sevenand eight-year-old researchers: a whole class approach by Ros Frost. Similarities All the research was conducted in the area. Differences Lesson preparation and activities, and the pupils' public research reports (Stage 1) Questionnaires, individual and group interviews, evaluations and feedback from participants (Stage 2).
TAJUK JURNAL: developing the skills of sevenand eight-year-old researchers: a whole class approach by Ros Frost. Similarities All the research was conducted in the area. Differences Lesson preparation and activities, and the pupils' public research reports (Stage 1) Questionnaires, individual and group interviews, evaluations and feedback from participants (Stage 2).
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TAJUK JURNAL: developing the skills of sevenand eight-year-old researchers: a whole class approach by Ros Frost. Similarities All the research was conducted in the area. Differences Lesson preparation and activities, and the pupils' public research reports (Stage 1) Questionnaires, individual and group interviews, evaluations and feedback from participants (Stage 2).
Droits d'auteur :
Attribution Non-Commercial (BY-NC)
Formats disponibles
Téléchargez comme DOC, PDF, TXT ou lisez en ligne sur Scribd
PENDIDIKAN BY: NORHIDAYU BTE MOHD NAIM (P48664) DPLI UKM - BIOLOGI
TAJUK JURNAL:
1. Developing the skills of seven- and eight-year-old researchers: a whole class
approach by Ros Frost. 2. The implementation of a collaborative action research programme for developing inclusive practices: social learning in small internal networks by Panayiotis Angelides, Renos Georgiou & Kyriaki Kyriakou. 3. Promoting the development of a supportive learning environment through action research from the 'middle out' by David Hodgson; Steve May & Diane Marks-Maran. _____________________________________________________________________________________
Journ Differences Similarities
al 1 • England primary school. (6 weeks) 2 • Village primary school in the Famagusta. • All the research (16 weeks). was conducted in 3 • Faculty of Health and Social Care the area. Sciences, faculty of Kingston University and St George’s. • University of London.
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Comparison among Three Journal Articles of Action Research Procedures
• Sample
• Setting • Methodology
Journ Differences Similarities
al 1 • Action research with children (7-8 years old). • All the journals 2 • Teachers and the primary school are using students. collaborative action research. 3 • Undergraduate students (in the fields of nursing, midwifery, physiotherapy, • Involved the radiography and social work). participation between teachers and learners. Journ Differences Similarities al 1 • Lesson preparation and activities, and the pupils’ public research reports (Stage 1). • All of the journals • Questionnaires, individual and group use the interviews, evaluations and feedback collaborative from participants (Stage 2). activities among 2 • Collaborative activity, study lessons. students- • Took notes, observed the behavior and student/student- action of teacher & students during teachers and lesson. students-University staff. • Series of interviews. 3 • Evaluation documented. • Planning exercise with significant Journ Differences stakeholders. Similarities al • Project plans. 1 • Three-step spiral process of: planning (which includes reconnaissance); taking actions; and fact-finding. • Planning, acting, observing, and reflecting. • All the research 2 • Two methods of triangulation were used. took the 4 main • First, they cross-compared our data in phases while doing order to confirm the different themes the action research arising from the data that came from which are planning, different research techniques. (Miles and acting, observing Huberman 1994). and reflecting. • In the second, we examined our data from multiple angles and different perspectives, continually looking for alternative possibilities and different explanations, trying to develop a richer understanding of them (Lincoln and Guba 1985). 3 • Planning, taking action, observing and reflecting. (Lewin 1947; Zuber-Skerrit 1991). • The process took 4 phases: 1) Drawing together existing findings about what promotes and what hinders a supportive learning environment, analysing available data about the impact of current practices. 2) Gathering new data and identifying priorities through consultation with students and staff across the five schools about needs and priorities. 3) Developing projects that would lead to positive changes to specific areas of learning support for students. 4) Measuring the impact of the projects. • Procedures
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