From Classroom to Journal: Action Research and the Road to Publication (Asian...Robert Dickey
From Classroom to Journal: Action Research and the Road to Publication
The 2nd Asian EFL Journal International Conference on Research & Publication
Clark, Philippines
Nov 9 2019
From Classroom to Journal: Action Research and the Road to Publication (Asian...Robert Dickey
From Classroom to Journal: Action Research and the Road to Publication
The 2nd Asian EFL Journal International Conference on Research & Publication
Clark, Philippines
Nov 9 2019
A presentation of interim findings from a study investigating a new model to support ITE students of Design & Technology to create their own subject pedagogies.
Measuring the effectiveness of library information literacy instructionElise Wong
Measuring the effectiveness of library information literacy instruction / Elise Y. Wong, Sharon Radcliff, Gina Kessler Lee, and Suellen Cox, Librarians at Saint Mary’s College of California.
Our project aimed to strengthen the connection between English Composition courses and library instruction sessions to achieve information literacy learning goals. To this end, SMC librarians compared two versions of library instruction in ENGL5 “Argument & Research” sections to measure the effectiveness of embedding the “information evaluation and research practices” and “critical thinking” learning outcomes into our library instruction.
Understanding Action Research, developing Action Research, approach of Action Research, characteristic of Action Research, data sources for Action Research analyzing Action Research,............
prepared by David Nunan, this gives a clear picture of how our research can help our professional development and the experiences of our students inform our practice.
ETUG Spring 2013 - E-Portfolios in Assessment By Gail Morong and Donna Desbien BCcampus
What are educational e-portfolios? How and when should we use them? What are some interesting current applications of e-portfolios in higher education? What are some of the benefits and challenges in using e-portfolios in assessment? What are some promising practices to address student learning goals and concerns about e-portfolios?
In this session, the presenters will provide you with an overview of recent research and practice examples of e-portfolios in post-secondary student assessment. You’re also invited to discuss your own experience with e-portfolios, uptake in your workplace, and ways to address some of the challenges for faculty and students.
http://etug.ca/2013/04/11/spring-workshop-2013-keynote-and-facilitators/#gail
A presentation of interim findings from a study investigating a new model to support ITE students of Design & Technology to create their own subject pedagogies.
Measuring the effectiveness of library information literacy instructionElise Wong
Measuring the effectiveness of library information literacy instruction / Elise Y. Wong, Sharon Radcliff, Gina Kessler Lee, and Suellen Cox, Librarians at Saint Mary’s College of California.
Our project aimed to strengthen the connection between English Composition courses and library instruction sessions to achieve information literacy learning goals. To this end, SMC librarians compared two versions of library instruction in ENGL5 “Argument & Research” sections to measure the effectiveness of embedding the “information evaluation and research practices” and “critical thinking” learning outcomes into our library instruction.
Understanding Action Research, developing Action Research, approach of Action Research, characteristic of Action Research, data sources for Action Research analyzing Action Research,............
prepared by David Nunan, this gives a clear picture of how our research can help our professional development and the experiences of our students inform our practice.
ETUG Spring 2013 - E-Portfolios in Assessment By Gail Morong and Donna Desbien BCcampus
What are educational e-portfolios? How and when should we use them? What are some interesting current applications of e-portfolios in higher education? What are some of the benefits and challenges in using e-portfolios in assessment? What are some promising practices to address student learning goals and concerns about e-portfolios?
In this session, the presenters will provide you with an overview of recent research and practice examples of e-portfolios in post-secondary student assessment. You’re also invited to discuss your own experience with e-portfolios, uptake in your workplace, and ways to address some of the challenges for faculty and students.
http://etug.ca/2013/04/11/spring-workshop-2013-keynote-and-facilitators/#gail
Challenging for Innovation in Entrepreneurship EducationRobert Dickey
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Entering the Field of Scholarly Research & Publication (Asian EFL 2018)Robert Dickey
Entering the Field of Scholarly Research & Publication
The Asian EFL Journal International Conference on Research & Publication
Clark, Philippines
Aug 25 2018
Technology, Tasks, Textbooks, and Teacher Reflections (2019 Dickey Jakarta)Robert Dickey
Technology, Tasks, Textbooks, and Teacher Reflections – Where teacher research and classroom teachingcollide with new-age learners
Plenary Presentation at International Conference on English, Linguistics, Literature, and Education (ICELLE)
University of Muhammadiyah Tangerang
Nov 29-30, 2019
Assessment in language learning classrooms:More questions than answersRobert Dickey
presentation for the 2015 TESOL Asia / Asian EFL Journal 14th Annual International Conference at Clark Freeport Zone, Pampanga, Philippines August 21-23, 2015
Content-based Language Teaching combines the strengths of meaningful content to language instruction. However, there are many approaches and perspectives. Video presentation before the 1st International Conference on Linguistics & Language Teaching (Nov 25,26,27 2013). Bahawalpur, Pakistan November 27th. YouTube video including this powerpoint at http://youtu.be/7agmW-Fi4sw
Presentation at the Korea TESOL Busan Chapter meeting of June 8 2013. See handout at http://www.slideshare.net/RobertDickey/portfolio-handoutjune2013dickey
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
Classroom Action Research AsiaTEFL2023 Dickey
1. Classroom Action Research - an ethical obligation
Robert J. Dickey Session # 160
Keimyung University, S. Korea
AsiaTEFL 2023 International Conference
2. Introduction
• Scholars are obligated to do research
in most academic settings.
• What about Teachers?
• What are the ethical implications
of research requirement for those
in a different context?
• Solutions?
3. Outline
1. Define the problem(s)
a) Settings
b) Defining “research”
c) Exploring “professional ethics”
2. Suggested solution
3. Framework
4. A publishing option
6. Settings
• Research Professors live in a different world
from classroom teachers (“instructors”)
overcrowded classrooms time available
7. Settings
• Research Professors live in a different world
from classroom teachers (“instructors”)
overcrowded classrooms time available Library
8. Settings
• Research Professors live in a different world
from classroom teachers (“instructors”)
overcrowded classrooms time available Library
FINANCIAL RESOURCES
9. Defining “Research”
• Big “R” research
• Classic scientific/scholarly studies
• Very broad or very deep investigations
• Designed for publication – “if it’s not
published, it doesn’t count”
• Small ‘r’ research
• “finding out”
• Improving the status quo
• Employer/Government
Expectations ???
14. Professional Ethics
• Professional standards of conduct
• No universal Code of Ethics in TESOL
• Licensed teachers may have local legal
ethical Codes (alongside other subjects teachers)
• Duty of Continuing Professional
Development
• Minimum Standards or Aspirations?
see Dickey (2018) “Ethical guidelines for teachers.”
In J. I. Liontas (Ed.), The TESOL encyclopedia of
English language teaching (Vol.7, pp. 4242-4247),
John Wiley & Sons, Inc.
15. Suggested Solution
Action Research
• Orientation to Action, not “Study”
• Encouraged by various governments
• Minimal “scholarly preparation”
• Reduced “Literature” requirements
• Simplified methodological options
• Use of available (data) resources
• Varieties of “publication”
16. Why Action Research?
“…academia has created rules that suit
their academics. Teachers outside of the
academia have other times and
responsibilities… it is unfair to ask
teachers to adapt themselves to the
academic’s lifestyle when it comes to
doing research. Teachers are capable of
researching their own practice which
should be done in a way that fits the
nature of their work”
• Farrell, T.S.C (2019). Standing on the Shoulders of
Giants: Interpreting Reflective Practice in TESOL.
Iranian Journal of Language Teaching Research
7(3), 1-14. (emphasis added above)
17. Action Research
• In a nutshell –
‘research by teachers for teachers
and their learners’ (emphases added)
• Introduction. Empowering teacher-
researchers, empowering learners.
Gary Barkhuizen, Anne Burns,
Kenan Dikilitaş and Mark Wyatt. 2018.
IATEFL Research Special Interest
Group. ISBN 978-1-912588-11-4.
19. Key Elements in Action Research
• Research is Systematic
• Organized Process (method)
• Based on literature (more or less?)
• Pro-active Reflection
• Seek real problems
• Seek real solutions
• Reflect on actions
• Mentoring (?)
20. Classroom Action Research (CAR)
The Main Steps:
1. Identify a problem
2. Make a plan
3. Take action (data collection
and preliminary evaluation)
4. Evaluate the effect (Reflect)
5. Communicate the results
Dickey, R.J. (2001). Perspectives on action
research. The PAC Journal 1(1), 175-183.
https://web.archive.org/web/20090106112601/
http://www.pac-teach.org/jrnl-v1/pacj1-M.pdf
21. (Rephrased for Scholars)
1. a research question based on a
classroom experience and a
scholarly theory/approach;
2. a planned and organized study
(even if only for one day);
3. data collection and analysis;
4. interpretation of data/conclusions
based on experience, scholarly
theory, and personal reflection; and
5. applying the findings in your own
classroom and sharing the findings
with other practitioners in a scholarly
(if brief) written format.
22. 1. Identify a problem
• Initially, could be (too) broad
• What does literature suggest?
• Narrow the focus
• Invite students to help analyze the problem
(anonymous survey?)
• Do-able
• Time/Resources, Measurable, Engaging
23. 2. Make a plan
1. Again, consider your resources (research
assets)
2. Methodology, consult the literature
3. Start small (1 class, 1 hour, 1 action?)
• Later “cycle” could test across more classes /
teachers
4. Set Measureable Objectives
5. Don’t exceed your “know-how”
24. 3. Take action
(data collection and prelim evaluation)
• Multiple cycles in with step 3,
or with steps 3+4
• Document your “before,”
your actions, and your after
• Peer teacher views, video, charts, etc
• What does your data suggest,
before deeper analysis?
25. 4. Evaluate the effect
(Reflect)
1. Data analysis (as necessary)
2. What does this data mean?
(evaluation against my objectives,
against the literature)
3. How do I think it changes things for
my classroom (and me) [Reflect]
4. Cycle back? (change something, redo)
27. A “Teacherly” CALL for PAPERS
https://www.academics.education/eltcrj/
• A “new” (forthcoming) journal
• No APCs 1st year, no editing
or submissions charges
• Open (‘rolling’) Call for Papers
• Focus on Action Research &
Classroom Research
• Shorter papers welcomed
28. The ELTCRJ Approach
(1) a research question based on
a classroom experience and a
scholarly theory/approach;
(2) a planned and organized study,
even if only for one day;
(3) data collection and analysis;
(4) interpretation of data/conclusions
based on experience, scholarly
theory, and personal reflection; and
(5) applying the findings in your own
classroom (note the "research
cycle") and sharing the findings
with other teachers in a scholarly
(if brief) written format.
29. Thanks for joining!
Robert J. Dickey
Keimyung University, S. Korea
robertjdickey@yahoo.com
Find this and other slideshows at
https://www.slideshare.net/RobertDickey/