Improving learning environments through whole-school collaborative action research

Aldridge, Jill M.; Rijken, Paul E.; Fraser, Barry J.

doi:10.1007/s10984-020-09318-x

Cited by 13 publications

(7 citation statements)

References 69 publications

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“…Over time, this simple approach evolved into more-sophisticated methods for scoring questionnaires and graphically depicting feedback about students’ perceptions of actual and preferred learning environments. For example, case studies of successful environment improvement studies have been reported for teacher action research (Aldridge et al, 2012 ) and a principal-led whole-school improvement effort (Aldridge et al, 2021 ).…”

Section: Discussion Limitations and Further Researchmentioning

confidence: 99%

Preservice teachers’ perceptions of learning environments before and after pandemic-related course disruption

Long

Sinclair

Fraser

et al. 2021

Learning Environ Res

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When the 2020 semester began in the USA in January, it was unimaginable that the near-total closure of educational system across the globe would become the new normal. To mitigate the spread of the COVID-19 virus, teaching faculty hastily converted to an online learning environment in order for instruction to continue. This mixed-methods study used the What Is Happening In this Class? (WIHIC) questionnaire and analysis of student course evaluations to explore changes in student perceptions of learning environments from before to after the switch to remote learning because of the pandemic. Students perceived a statistically-significant decline in student cohesiveness, teacher support, involvement, task orientation and equity, with the largest decline of 0.56 standard deviations occurring for student cohesiveness. Qualitative comments illuminated reasons for these declines and suggested ways to mitigate declines in the future.

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Section: Discussion Limitations and Further Researchmentioning

confidence: 99%

Preservice teachers’ perceptions of learning environments before and after pandemic-related course disruption

Long

Sinclair

Fraser

et al. 2021

Learning Environ Res

Self Cite

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“…A caring thinking skills inventory was developed to give an idea about the summative evaluation of the program before and after the curriculum. Although the program delivery based action research requires the use of data collection tools based on qualitative data in accordance with the nature of qualitative research such as action research, case study, quantitative measurement tools can also be used to make a summative evaluation of the program (Aldridge, Rijken and Fraser, 2021;Ramlal and Augustin, 2020;Vire Quezada and Santillán, 2021).…”

Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

Teori Tabanlı Değerlendirmeye Dayalı Eklektik Bir Program Geliştirme Modeli

Uluçınar

2022

Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi

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ÖZBu araştırmanın amacı, ortaokul öğrencilerine özenli düşünme becerilerini kazandırmaya yönelik bir eğitim programı geliştirme sürecinde izlenen yeni ve eklektik program geliştirme modelini tanıtmak; test edilen bu modelin ana hatlarını ortaya koymaktır. Bu modelin geliştirilme süreci; durum çalışması, sıralı keşfedici karma desen, eylem araştırması ve gömülü teori desenlerini barındıran çoklu yöntem araştırma desenini içermektedir. Bu araştırma desenleri bağlamında kurgulanan ihtiyaç değerlendirme, tasarım, uygulama ve değerlendirme safhalarında çok sayıda nicel ve nitel ölçme aracı kullanılmıştır. Bu ölçme araçları sayesinde programın bileşenleri (tasarım, öğretim süreci vb.) ile öğrencilerde kazandırılması beklenen özelliklerin ortaya çıkarılması hedeflenmiştir. Bu işlemler neticesinde programın beklenen etkiye sahip olduğu sonucuna varılmıştır. Bu program geliştirme modelinin düşünme eğitimi, değer eğitimi ve kavram öğretimi gibi soyut yapıların eğitiminde geliştirilmesi olası eğitim programları kapsamında takip edilebileceği önerilmektedir. Dahası, gelecek çalışmalarında eklektik yaklaşımın hem salt olarak ihtiyaç değerlendirme, program tasarımı, uygulama ve değerlendirme süreçlerinin her biri kendi içinde hem de bütüncül bir program geliştirme çalışmalarında benimsenebileceği önerilmektedir.

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“…Teachers collaboration positively impact teacher practices and student learning (Weddle et al, 2020). According to the study by Aldridge et al (2020), teachers are more likely to think about their classroom actions, evaluate them, and transform their practices when the interactions between them increase. Furthermore, according to Zamir (2020), to enhance and ensure the effectiveness of the school and meet the demands of various parties, the school must have a strategy for management practices.…”

Section: Repetition Ratementioning

confidence: 99%

Teachers’ Core Behavioral Competencies and School Performance: Basis for School Development Plan

Fabre,

Osias

2024

Am. J. Arts Hum. Sci.

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Teachers’ core behavioral competencies play a crucial role in shaping the learning experience and academic outcomes of students that will reflect the school performance. The teachers in the Division of Misamis Oriental had a hard time developing their core behavioral competencies. The respondents were the three hundred forty-eight (348) public elementary teachers in the Division of Misamis Oriental. The research instrument was the survey questionnaire on core behavioral competencies and the school performance. Descriptive research design was used to interpret and analyze data such as mean and standard deviation to describe the level of core behavioral competencies. Pearson-r moment Correlation Coefficient to determine the significant relationship between independent and dependent variables. The findings revealed that the teachers have a very high level of behavioral competence in Self- Management and least in Service Orientation. The secondary data revealed a decrease of 0.99 percent during the enrollment of SY 2022-2023 which means that they have a negative performance during this school year. However, there is no significant relationship between core behavioral competencies in all variables and all of the school performance indicators. It is concluded that teachers in the Division of Misamis Oriental have a high level of behavioral competence in terms of Service Orientation. It is recommended that teachers should be given the opportunity to promote advocacy for men and women empowerment and update themselves in participating the office mission and vision mandates.

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Improving learning environments through whole-school collaborative action research

Cited by 13 publications

References 69 publications

Preservice teachers’ perceptions of learning environments before and after pandemic-related course disruption

Preservice teachers’ perceptions of learning environments before and after pandemic-related course disruption

Teori Tabanlı Değerlendirmeye Dayalı Eklektik Bir Program Geliştirme Modeli

Teachers’ Core Behavioral Competencies and School Performance: Basis for School Development Plan

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