Inclusive Teaching and Learning

This chapter focuses on the important role of educators' beliefs as they shape and consequently influence their teaching and learning approach from the planning to the implementation stage. Such beliefs were investigated using collaborative action research (CAR) on the belief-to-practice relationship of prospective teacher users of formative assessment (FA). A nine-month qualitative study with three Maltese state primary school teachers indicated that even with the transformation in the teachers' understanding, knowledge, and practice about FA, their belief was that success of FA depends on the learner motivation, hence shifting the problem onto the learner when it might well have been a problem with the system shaping the teaching and learning context. The point that will be made here is to look at FA as an inclusive teaching and learning approach if its strategies are used to attend to student diversity.

The Explicit Teaching of Writing Using Disquisition-Based Learning Strategy for the First Year EFL College Students at Universitas Islam Negeri Maulana Malik Ibrahim Malang

This current study is directed to implement Disquisition based learning strategy in improving the students’ ability in writing descriptive text at the first year EFL college students of Universitas Islam Negeri Maulana Malik Ibrahim Malang. The English major in the first year has eight classes. This site is chosen for several reasons. First, the researcher is a lecturer of the university. Second, the lecturer’s strategy in teaching text writing is not varied. Third, the researcher is motivated to solve the students’ problems in writing texts. This study is categorized as a collaborative action research since in conducting the research, the researcher works collaboratively with a classroom English lecturer in the research activities at the stage of planning, the implementation of the action, the observation and the analysis and reflection. Based on the study’s findings and discussion, it can be concluded that using a Disquisition-based learning strategy can help students enhance their capacity to write descriptive paragraphs. Furthermore, it provided students with opportunities for increased independence. They can work together without the lecturer dictating every step, and they can make some of their own learning decisions to complete the task, due to peer revising and editing activities. Furthermore, the strategy necessitates that the students collaborate. It emphasizes the importance of group collaboration to solve problems and obtain a diverse range of feedback or replies to difficulties. In group learning, it allows students to share their thoughts with one another and to learn to listen to and respect the viewpoints of their peers. Furthermore, the execution of this strategy has a favorable impact on students’ interest in learning English. The researcher noticed that a couple of the students who used to run away from class when he first started teaching were already participating in all of the learning activities. The future researcher is advised to implement and build a Disquisition-based learning strategy in other school levels. However, in the implementation the strategy, the lecturer should give more guidance and data sources such as interesting pictures, a large number of vocabulary, and simple models of writing.

Robotic-assisted virtual care

Heightened isolation during the pandemic has exacerbated the stress, anxiety, and adverse consequences through the loss of family connections older people experience in LTC. Heavy workload and staffing shortage limit staff’s capacity to assist residents in accessing regular virtual visits. Using a Collaborative Action Research (CAR) approach, this project aims to assess the implementation of a telepresence robot, Double 3 to help residents connect with their families. CAR allows careful planning of implementation with stakeholders (patient and family partners, staff, and decision-makers), tailoring adaption to the complex LTC environment. We will program path planning to allow efficient movement between target destinations (residents' rooms) and the charging dock. For example, the robot will go to a resident’s room every morning or evening to help the resident to make a virtual call with family. The project involves three phases (a) Observe and Reflect, (b) Act and Adapt, (c) Evaluate. We work with two Canadian LTC homes in British Columbia to investigate feasibility and acceptability. CAR emphasizes research with, rather than research on people. Meaningful engagement with patient and family partners, frontline staff, and decision-makers at each site throughout the whole project will ensure the project will meet the local needs. Anticipated resident outcomes include improved quality of life, mood, perceived loneliness, perceived social support, and acceptance. Anticipated staff outcomes include perceived ease of use, and acceptability.

Voice and Participation of ‘Student Cabinet’ in School Activities through the Development of ‘Teamwork’: A Case Study of a Government Secondary School in Bangladesh

Students’ voice and participation in teaching -learning practices in the classrooms and in schools are central in promoting Democratic Citizenship Education (DCE). Aiming to increase the practices of democratic values through education, in 2015 the government of Bangladesh enacted ‘student cabinet’ in secondary schools in Bangladesh. Through the development of a qualitative case study with an action research component, this study explores how the engagement of ‘student cabinet’ in school activities could be established through the development of ‘teamwork’. Data were collected from the head teacher, two classroom teachers, two group of students and the members of ‘student cabinet’ using semi-structured interviews, focus group discussions and field notes. Findings suggest that while the ‘student cabinet’ was not effectively functioning in the school, involvement of its members, the teachers and the head teacher in planning and implementing the activities of the ‘student cabinet’ through collaborative action research influenced positive changes. ‘Strategy of working as a team rather than individuals’ showed potentials for improving the engagement of ‘student cabinet’ in the school activities and developing sense of connectedness with the school community. Findings have implications in promoting DCE through student representative bodies in schools in Bangladesh and other contexts. Social Science Review, Vol. 37(2), Dec 2020 Page 183-199

Opening Doors. Guiding teachers to intentionally facilitate science for young children.

<p><b>Research has acknowledged the limited range of scientific opportunities for young children in New Zealand early childhood education (ECE) services. The identified reasons include a lack of confidence by ECE teachers, their narrow understanding of science, and their pedagogical approaches to teaching. A complex and non-prescriptive curriculum and dominance of developmental theories in ECE has resulted in science learning via osmosis through a process of a hands-off play-based philosophy of practice. Many have argued for pedagogical approaches that can accommodate scientific learning within a play-based sociocultural-historical setting (e.g., Broström, 2015; Fleer & Pramling, 2015; Kumar & Whyte, 2018). This study investigated the things that influence the occurrence of scientific experiences in ECE. It explored how participating in collaborative action research (CAR) and the involvement of a critical friend influences scientific experiences in centres.</b></p> <p>This study involved two phases: a national survey and CAR with teaching teams in six centres. The researcher took on the role of a critical friend through the CAR process, guiding teachers to critically examine their practice and their centre programme. Action plans were achieved collaboratively within each teaching team. Data was collected over 12 weeks in each centre through focus groups, reflective journals, observations, field notes, and through two research hui with participating teachers from all centres.</p> <p>The findings highlighted the importance of the teachers recognising and fostering children’s scientific experiences. It found that science was enabled in a variety of ECE settings by a shift in teachers’ pedagogical practices, adjustments to centre environments, and recognising and responding to children’s interests. Teachers enabled rich, authentic, and meaningful scientific interactions with children by their active participation in supporting and extending children’s science interests with intentional teaching practices and provocations.</p> <p>This thesis argues for the value of CAR and the role of a critical friend to facilitate teachers’ motivation, engagement, learning and reflection on practice. Seeking a change in practice through professional learning and CAR, brought about ownership of their goals and action plans, and the eventual shifts in teachers’ pedagogy of practice.</p> <p>The shift towards intentional teaching practices, provocations, and opening doors to knowledge, validated and forefronted the importance of the teachers’ role and emphasised their value in noticing, recognising, and responding to children’s scientific interests in authentic and meaningful ways.</p>

Opening Doors. Guiding teachers to intentionally facilitate science for young children.

<p><b>Research has acknowledged the limited range of scientific opportunities for young children in New Zealand early childhood education (ECE) services. The identified reasons include a lack of confidence by ECE teachers, their narrow understanding of science, and their pedagogical approaches to teaching. A complex and non-prescriptive curriculum and dominance of developmental theories in ECE has resulted in science learning via osmosis through a process of a hands-off play-based philosophy of practice. Many have argued for pedagogical approaches that can accommodate scientific learning within a play-based sociocultural-historical setting (e.g., Broström, 2015; Fleer & Pramling, 2015; Kumar & Whyte, 2018). This study investigated the things that influence the occurrence of scientific experiences in ECE. It explored how participating in collaborative action research (CAR) and the involvement of a critical friend influences scientific experiences in centres.</b></p> <p>This study involved two phases: a national survey and CAR with teaching teams in six centres. The researcher took on the role of a critical friend through the CAR process, guiding teachers to critically examine their practice and their centre programme. Action plans were achieved collaboratively within each teaching team. Data was collected over 12 weeks in each centre through focus groups, reflective journals, observations, field notes, and through two research hui with participating teachers from all centres.</p> <p>The findings highlighted the importance of the teachers recognising and fostering children’s scientific experiences. It found that science was enabled in a variety of ECE settings by a shift in teachers’ pedagogical practices, adjustments to centre environments, and recognising and responding to children’s interests. Teachers enabled rich, authentic, and meaningful scientific interactions with children by their active participation in supporting and extending children’s science interests with intentional teaching practices and provocations.</p> <p>This thesis argues for the value of CAR and the role of a critical friend to facilitate teachers’ motivation, engagement, learning and reflection on practice. Seeking a change in practice through professional learning and CAR, brought about ownership of their goals and action plans, and the eventual shifts in teachers’ pedagogy of practice.</p> <p>The shift towards intentional teaching practices, provocations, and opening doors to knowledge, validated and forefronted the importance of the teachers’ role and emphasised their value in noticing, recognising, and responding to children’s scientific interests in authentic and meaningful ways.</p>

Mapping Green Dublin: Co-Creating a Greener Future With Local Communities

Mapping Green Dublin is a transdisciplinary, collaborative action research project led by University College Dublin’s School of Geography in collaboration with arts organisation Common Ground, artist Seoidín O’Sullivan, and event facilitators Connect the Dots. It took place in an inner-city neighbourhood of Dublin 8 between 2019 and 2020 and was funded by the Irish Environmental Protection Agency. This article outlines the methodological approach taken to develop a community-led greening strategy that is both inclusive and planning-policy relevant. The first phase of the project involved scientifically mapping the span and territories of trees and greenspace across Dublin 8, identifying their location and quality, greenspace deficits, and future needs. Phase two included a series of curated events from March to August 2020 to map out a proposed process for co-creating urban greening solutions focusing more on local identity and the possibilities for future creation. The scientific data was presented to communities in a way that opened up a creative and supportive space for dialogue on the wider role of trees and greening in enhancing urban resilience. Such a co-created greening plan ensures that interventions respond to neighbourhood needs, have high social and cultural value within the community, and maximise opportunities for community wellbeing. The final phase of the project identified specific areas for focused greening interventions. An important output from this action research project is a co-creation process to enable communities, local authorities, and policymakers to engage with and develop a new governance arrangement for more inclusive and appropriate urban greening strategies.

Interaction and conflict between outreach workers and research officers in implementing collaborative action research in the field of harm reduction: a qualitative study

Background The effectiveness of collaborative approaches in health interventions is underlined in the literature. Given the serious challenges to adequately managing the HCV epidemic in people who inject drugs (PWID), and the need to improve existing harm reduction (HR) interventions in this population, it seems important to investigate how collaboration between stakeholders is ensured in action research interventions. The present study aimed to explore interactions between outreach workers and research officers collaborating in the implementation of an action research project for PWID entitled OUTSIDER. Methods Using three focus groups, we studied the views of 24 outreach workers involved in the implementation and evaluation of a harm reduction educational intervention to help PWID inject more safely in off-site settings. Results The analysis of participants’ discourses highlighted the mixed perceptions they had about OUTSIDER. Several limitations to collaboration emerged. Epistemological (theoretical vs. practical knowledge), methodological (science vs. intervention), axiological (standardised vs. adapted approach), and material (mobilised vs. available resources) issues all placed a burden on the outreach worker–research officer relationship. Outreach workers’ acceptance of the project’s intervention dimension but rejection of its scientific dimension highlights a lack of contractualisation between the stakeholders involved, and a more general problematisation of the role of outreach workers in implementing action research in HR. How collaboration was perceived and practised by outreach workers participating in OUTSIDER can be considered a reflection of the current challenges to implementing action research in HR. Conclusion This study of the interaction between the research and implementation dimensions of an action research project explored the tensions between different intervention stakeholders that must work together. Equitable participation and integration of the expertise, practices, and knowledge of all stakeholders involved is essential for successful action research. Given current HCV epidemiological challenges, new forms of cooperation are needed when developing healthcare services and when strengthening collaborative approaches.

Exploring Veteran Teachers' Collaborative Action Research Experiences Through a School-University Partnership: "Old Dogs" Try New Tricks

This article shares insights from the experiences of three high school practitioners and two university faculty who participated in a school-university-based action research program as a voluntary part of the teachers’ professional development. The three high school practitioners conducted action research projects around questions that stemmed from and were relevant to their own teaching practice. As part of the action research program, the practitioners were paired with university faculty to support the research. Building on practitioner inquiry traditions and critical case study methodologies, this study used qualitative methods to explore the experiences of practitioner action research processes. Drawing on in-person meeting notes and reflective memos, four key ideas emerged: Infrastructure, We are all Partners in Education, Engaging Pathway for Experienced Teachers, and Challenges. Insights gained from this inquiry will have implications for professional practices in the areas of school-university partnership, professional development, and action research process.