This document discusses the ethical obligation of classroom teachers to conduct research and proposes action research as a solution. It notes that while research is expected of professors, teachers face different constraints like large class sizes, limited time and resources. Action research is presented as a way for teachers to systematically research problems in their own classrooms using minimal resources. The key steps are to identify an issue, make a plan, take action by collecting data, evaluate the results, and share findings. A new open access journal is also introduced that welcomes short papers on action research from teachers.
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
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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
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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.
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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
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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
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• 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
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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.
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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.
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.
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Classroom Action Research AsiaTEFL2023
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/