This document outlines a basic education research agenda with four main themes: 1) teaching and learning, 2) child protection, 3) human resource development, and 4) governance and cross-cutting themes. It provides examples of potential research topics under each theme, such as reading comprehension, differentiated instruction, and stress among teachers. Finally, it specifies the typical parts of a basic/applied research paper or action research poster, including a title, abstract, introduction, literature review, methodology, results and discussion, conclusion, and references.
Developing the reflective professional: medical students' use of resources and patterns of learning
Project lead: Dr Peter Dangerfield
Researcher: Tünde Varga-Atkins
Participant student groups: 1st year
Abstract
This project builds on a previous CEDP Fellowship award (entitled 'Writing and reflecting: exploring the use of wikis and online peers assessment tools to promote the personal and professional development of undergraduate medical students') which explored how students interacted and shared their findings and resources between face-to-face PBL sessions. This presentation reports on project findings which focused on the process of how students research and evaluate their learning objectives. Through the introduction of online tools in the PBL process, the project examined the potential of a social bookmarking tool, Diigo, in supporting the development of students' reflective practice.
An in progress co-teaching project developing information, technology, and s...Emporia State University
Emporia State University's information, technology, and scientific literacy certificate program is partially funded by a generious grant from the Institute of Museum and Library Services (IMLS).
Track 3. Evaluation in education and guidance
Authors: Ana Belen Lopez Camara, María-Dolores Eslava-Suanes, Ignacio González López and De León Huertas Carlota
The Intersection between Professor Expectations and Student Interpretations o...Melanie Parlette-Stewart
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006).
Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist
a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course;
b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time;
c. in the skills students seek to develop based on their interpretation of the course outline; and
d. in students’ ability to identify necessary skills before and after taking these courses.
Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements.
Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions.
Pea, R. (2012, April 15). The promise of learning about learning with adaptive educational technologies. Invited paper for symposium: "Global Perspectives on New Technologies and Learning" of the World Educational Research Association (Eva Baker, Chair). Annual Meetings of the American Educational Research Association, Vancouver BC, Canada.
107ChapterBY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWNBenitoSumpter862
107
Chapter
BY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
VANTASSEL-BASKA AND BROWN
AN ANALYSIS OF
GIFTED EDUCATION
CURRICULUM
MODELS
4
Much of gifted education as a field rests on the approaches
that are used to serve gifted students in schools and other con-
texts. Consequently, the importance of programmatic and cur-
riculum models cannot be overestimated. The purpose of this
chapter is to systematically review existing program/curriculum
models in the field and to determine the evidence for their use
and their effectiveness with gifted populations. Although origi-
nally conceived as a study more than a decade ago, the models
contained herein have been updated with more recent research
support as it has become available and as related work on appro-
priate curriculum for the gifted has been conceptualized.
History of Curriculum Models
The history of curriculum development for the gifted has
been fraught with problems, similar to the general history of cur-
riculum development in this country. Some of the most success-
ful curriculum models for gifted learners have been developed
VA
N
TA
SS
EL
-B
A
SK
A
A
N
D
B
R
O
W
N
108 METHODS AND MATERIALS FOR TEACHING THE GIFTED
based on acceleration principles for advanced secondary students (VanTassel-
Baska, 1998). Many educators worldwide perceive the International Baccalaureate
(IB) program and the College Board’s Advanced Placement (AP) program as rep-
resenting the highest levels of academic attainment available. These programs are
thought to provide important stepping stones to successful college work because
they constitute the entry levels of such work. Thus, one approach to curriculum
development for the gifted may be seen as a “design down” model, where all
curricula at the K–12 level are organized to promote readiness for college and the
process is both accelerated and shortened along the way for the most apt.
Alternatives to this viewpoint abound, however, and tend to focus on learn-
ing beyond, or in lieu of, traditional academics. Most of the curriculum models
cited in this chapter ascribe to an enriched view of curriculum development for
the gifted, a view that addresses a broader conception of giftedness, taking into
account principles of creativity, motivation, and independence as crucial con-
structs to the development of high ability. These enrichment views also tend to
see process skills, such as critical thinking and creative problem solving, as central
to the learning enterprise, with content choices being more incidental. Evidence
of student work through high-quality products and performances also is typically
highly valued in these models.
Most of the enrichment-oriented approaches to curriculum development for
the gifted emanated from the early work of Hollingworth (1926) and her curric-
ulum template for New York City’s self-contained classes. Strongly influenced by
Deweyian progressivism, she organized curriculum units that al ...
107ChapterBY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWNSantosConleyha
107
Chapter
BY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
VANTASSEL-BASKA AND BROWN
AN ANALYSIS OF
GIFTED EDUCATION
CURRICULUM
MODELS
4
Much of gifted education as a field rests on the approaches
that are used to serve gifted students in schools and other con-
texts. Consequently, the importance of programmatic and cur-
riculum models cannot be overestimated. The purpose of this
chapter is to systematically review existing program/curriculum
models in the field and to determine the evidence for their use
and their effectiveness with gifted populations. Although origi-
nally conceived as a study more than a decade ago, the models
contained herein have been updated with more recent research
support as it has become available and as related work on appro-
priate curriculum for the gifted has been conceptualized.
History of Curriculum Models
The history of curriculum development for the gifted has
been fraught with problems, similar to the general history of cur-
riculum development in this country. Some of the most success-
ful curriculum models for gifted learners have been developed
VA
N
TA
SS
EL
-B
A
SK
A
A
N
D
B
R
O
W
N
108 METHODS AND MATERIALS FOR TEACHING THE GIFTED
based on acceleration principles for advanced secondary students (VanTassel-
Baska, 1998). Many educators worldwide perceive the International Baccalaureate
(IB) program and the College Board’s Advanced Placement (AP) program as rep-
resenting the highest levels of academic attainment available. These programs are
thought to provide important stepping stones to successful college work because
they constitute the entry levels of such work. Thus, one approach to curriculum
development for the gifted may be seen as a “design down” model, where all
curricula at the K–12 level are organized to promote readiness for college and the
process is both accelerated and shortened along the way for the most apt.
Alternatives to this viewpoint abound, however, and tend to focus on learn-
ing beyond, or in lieu of, traditional academics. Most of the curriculum models
cited in this chapter ascribe to an enriched view of curriculum development for
the gifted, a view that addresses a broader conception of giftedness, taking into
account principles of creativity, motivation, and independence as crucial con-
structs to the development of high ability. These enrichment views also tend to
see process skills, such as critical thinking and creative problem solving, as central
to the learning enterprise, with content choices being more incidental. Evidence
of student work through high-quality products and performances also is typically
highly valued in these models.
Most of the enrichment-oriented approaches to curriculum development for
the gifted emanated from the early work of Hollingworth (1926) and her curric-
ulum template for New York City’s self-contained classes. Strongly influenced by
Deweyian progressivism, she organized curriculum units that al ...
Slides for conference program at e-Learning Korea 2016. Also this slides contain ISO/IEC TR 20748-1 Learning Analytics Interoperability - Part 1: Reference model as well as curriculum standards. Mainly this slides was prepared for LASI-Asia 2016 #lasiasia16.
Developing the reflective professional: medical students' use of resources and patterns of learning
Project lead: Dr Peter Dangerfield
Researcher: Tünde Varga-Atkins
Participant student groups: 1st year
Abstract
This project builds on a previous CEDP Fellowship award (entitled 'Writing and reflecting: exploring the use of wikis and online peers assessment tools to promote the personal and professional development of undergraduate medical students') which explored how students interacted and shared their findings and resources between face-to-face PBL sessions. This presentation reports on project findings which focused on the process of how students research and evaluate their learning objectives. Through the introduction of online tools in the PBL process, the project examined the potential of a social bookmarking tool, Diigo, in supporting the development of students' reflective practice.
An in progress co-teaching project developing information, technology, and s...Emporia State University
Emporia State University's information, technology, and scientific literacy certificate program is partially funded by a generious grant from the Institute of Museum and Library Services (IMLS).
Track 3. Evaluation in education and guidance
Authors: Ana Belen Lopez Camara, María-Dolores Eslava-Suanes, Ignacio González López and De León Huertas Carlota
The Intersection between Professor Expectations and Student Interpretations o...Melanie Parlette-Stewart
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006).
Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist
a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course;
b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time;
c. in the skills students seek to develop based on their interpretation of the course outline; and
d. in students’ ability to identify necessary skills before and after taking these courses.
Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements.
Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions.
Pea, R. (2012, April 15). The promise of learning about learning with adaptive educational technologies. Invited paper for symposium: "Global Perspectives on New Technologies and Learning" of the World Educational Research Association (Eva Baker, Chair). Annual Meetings of the American Educational Research Association, Vancouver BC, Canada.
107ChapterBY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWNBenitoSumpter862
107
Chapter
BY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
VANTASSEL-BASKA AND BROWN
AN ANALYSIS OF
GIFTED EDUCATION
CURRICULUM
MODELS
4
Much of gifted education as a field rests on the approaches
that are used to serve gifted students in schools and other con-
texts. Consequently, the importance of programmatic and cur-
riculum models cannot be overestimated. The purpose of this
chapter is to systematically review existing program/curriculum
models in the field and to determine the evidence for their use
and their effectiveness with gifted populations. Although origi-
nally conceived as a study more than a decade ago, the models
contained herein have been updated with more recent research
support as it has become available and as related work on appro-
priate curriculum for the gifted has been conceptualized.
History of Curriculum Models
The history of curriculum development for the gifted has
been fraught with problems, similar to the general history of cur-
riculum development in this country. Some of the most success-
ful curriculum models for gifted learners have been developed
VA
N
TA
SS
EL
-B
A
SK
A
A
N
D
B
R
O
W
N
108 METHODS AND MATERIALS FOR TEACHING THE GIFTED
based on acceleration principles for advanced secondary students (VanTassel-
Baska, 1998). Many educators worldwide perceive the International Baccalaureate
(IB) program and the College Board’s Advanced Placement (AP) program as rep-
resenting the highest levels of academic attainment available. These programs are
thought to provide important stepping stones to successful college work because
they constitute the entry levels of such work. Thus, one approach to curriculum
development for the gifted may be seen as a “design down” model, where all
curricula at the K–12 level are organized to promote readiness for college and the
process is both accelerated and shortened along the way for the most apt.
Alternatives to this viewpoint abound, however, and tend to focus on learn-
ing beyond, or in lieu of, traditional academics. Most of the curriculum models
cited in this chapter ascribe to an enriched view of curriculum development for
the gifted, a view that addresses a broader conception of giftedness, taking into
account principles of creativity, motivation, and independence as crucial con-
structs to the development of high ability. These enrichment views also tend to
see process skills, such as critical thinking and creative problem solving, as central
to the learning enterprise, with content choices being more incidental. Evidence
of student work through high-quality products and performances also is typically
highly valued in these models.
Most of the enrichment-oriented approaches to curriculum development for
the gifted emanated from the early work of Hollingworth (1926) and her curric-
ulum template for New York City’s self-contained classes. Strongly influenced by
Deweyian progressivism, she organized curriculum units that al ...
107ChapterBY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWNSantosConleyha
107
Chapter
BY JOYCE VANTASSEL-BASKA AND ELISSA F. BROWN
VANTASSEL-BASKA AND BROWN
AN ANALYSIS OF
GIFTED EDUCATION
CURRICULUM
MODELS
4
Much of gifted education as a field rests on the approaches
that are used to serve gifted students in schools and other con-
texts. Consequently, the importance of programmatic and cur-
riculum models cannot be overestimated. The purpose of this
chapter is to systematically review existing program/curriculum
models in the field and to determine the evidence for their use
and their effectiveness with gifted populations. Although origi-
nally conceived as a study more than a decade ago, the models
contained herein have been updated with more recent research
support as it has become available and as related work on appro-
priate curriculum for the gifted has been conceptualized.
History of Curriculum Models
The history of curriculum development for the gifted has
been fraught with problems, similar to the general history of cur-
riculum development in this country. Some of the most success-
ful curriculum models for gifted learners have been developed
VA
N
TA
SS
EL
-B
A
SK
A
A
N
D
B
R
O
W
N
108 METHODS AND MATERIALS FOR TEACHING THE GIFTED
based on acceleration principles for advanced secondary students (VanTassel-
Baska, 1998). Many educators worldwide perceive the International Baccalaureate
(IB) program and the College Board’s Advanced Placement (AP) program as rep-
resenting the highest levels of academic attainment available. These programs are
thought to provide important stepping stones to successful college work because
they constitute the entry levels of such work. Thus, one approach to curriculum
development for the gifted may be seen as a “design down” model, where all
curricula at the K–12 level are organized to promote readiness for college and the
process is both accelerated and shortened along the way for the most apt.
Alternatives to this viewpoint abound, however, and tend to focus on learn-
ing beyond, or in lieu of, traditional academics. Most of the curriculum models
cited in this chapter ascribe to an enriched view of curriculum development for
the gifted, a view that addresses a broader conception of giftedness, taking into
account principles of creativity, motivation, and independence as crucial con-
structs to the development of high ability. These enrichment views also tend to
see process skills, such as critical thinking and creative problem solving, as central
to the learning enterprise, with content choices being more incidental. Evidence
of student work through high-quality products and performances also is typically
highly valued in these models.
Most of the enrichment-oriented approaches to curriculum development for
the gifted emanated from the early work of Hollingworth (1926) and her curric-
ulum template for New York City’s self-contained classes. Strongly influenced by
Deweyian progressivism, she organized curriculum units that al ...
Slides for conference program at e-Learning Korea 2016. Also this slides contain ISO/IEC TR 20748-1 Learning Analytics Interoperability - Part 1: Reference model as well as curriculum standards. Mainly this slides was prepared for LASI-Asia 2016 #lasiasia16.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
5. TEACHING AND LEARNING
• Reading and Comprehension Levels of Intermediate
Pupils in Glamang ES: Basis for Reading Enhancement
Activity Program (REAP)
• Differentiated Instruction and Multi Grade School Pupils
Performance in Mathematics: Basis for Instructional Plan
Development
• Potential Impact of Personalized Learning Approach to the
Performance of Learners in Science and Health
SAMPLE OF RESEARCH
TITLE BY STRAND
6. CHILD PROTECTION
• Implementation of Child Friendly School System: Its
Implication to Classroom Management
• Effectiveness of the Child Protection Capability Building
Program in Reducing Referral Cases
SAMPLE OF RESEARCH
TITLE BY STRAND
7. HUMAN RESOURCE DEVELOPMENT
• Causes of Stress Among Teachers of Maltana ES: Basis
for the Development of Stress Management Program
SAMPLE OF RESEARCH
TITLE BY STRAND
8. GOVERNANCE AND CROSS CUTTING
• Deped South Cotabato Topmost Emerging Constraints
and Needs of Public Schools: Basis for Resource
Allocation Mobilization Plan (RAMP)
• School and Community Partnership in Transforming
Upper Klinan ES: Basis for Crafting Partnership Model
Principles
SAMPLE OF RESEARCH
TITLE BY STRAND
9. PARTS OF BASIC/APPLIED RESEARCH
TITLE
ABSTRACT (not more than 200 words)
MAJOR PARTS
I. Introduction ( including statement of the problem)
II. Brief Review of Literature ( including the synthesis
of the state of the art conceptual/theoretical framework if
applicable)
III. Methodology and Research Design ( Including
research respondents and instruments)
IV. Results and Discussion ( presented on the basis of
the research questions)
V. Conclusion and Recommendation
VI. References
10. PARTS OF ACTION RESEARCH/POSTER
TITLE
ABSTRACT (not more than 200 words)
MAJOR PARTS
I. Context and Rationale
II. Action Research Questions
III. Innovation, Intervention and Strategy
IV. Action Research Method
a. Participants and Other Sources of Data and
Information
b. Data Gathering Methods
V. Results and Discussions
VI. Reflection/Conclusion & Recommendation
VII. Action Plan/Proposed Program
