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This report on extension activities of member institutions of the National Association of State Universities and Land Grant Colleges describes 91 program innovations and action oriented research activities. Objectives, sponsorship, program evaluations, and other data are cited for program innovations in such areas as continuing medical education, engineering and science, drama, family therapy, gerontology, management development, religious education, poverty, public administration, law enforcement, and oceanography. Projects on educational television, women's education, poverty, law enforcement, youth employment, civil defense, air pollution, management development, correspondence study, women's education, and several other topics appear in the second section. (ly)

This report on extension activities of member institutions of the National Association of State Universities and Land Grant Colleges describes 91 program innovations and action oriented research activities. Objectives, sponsorship, program evaluations, and other data are cited for program innovations in such areas as continuing medical education, engineering and science, drama, family therapy, gerontology, management development, religious education, poverty, public administration, law enforcement, and oceanography. Projects on educational television, women's education, poverty, law enforcement, youth employment, civil defense, air pollution, management development, correspondence study, women's education, and several other topics appear in the second section. (ly)

This report on extension activities of member institutions of the National Association of State Universities and Land Grant Colleges describes 91 program innovations and action oriented research activities. Objectives, sponsorship, program evaluations, and other data are cited for program innovations in such areas as continuing medical education, engineering and science, drama, family therapy, gerontology, management development, religious education, poverty, public administration, law enforcement, and oceanography. Projects on educational television, women's education, poverty, law enforcement, youth employment, civil defense, air pollution, management development, correspondence study, women's education, and several other topics appear in the second section. (ly)

This report on extension activities of member institutions of the National Association of State Universities and Land Grant Colleges describes 91 program innovations and action oriented research activities. Objectives, sponsorship, program evaluations, and other data are cited for program innovations in such areas as continuing medical education, engineering and science, drama, family therapy, gerontology, management development, religious education, poverty, public administration, law enforcement, and oceanography. Projects on educational television, women's education, poverty, law enforcement, youth employment, civil defense, air pollution, management development, correspondence study, women's education, and several other topics appear in the second section. (ly)

This report on extension activities of member institutions of the National Association of State Universities and Land Grant Colleges describes 91 program innovations and action oriented research activities. Objectives, sponsorship, program evaluations, and other data are cited for program innovations in such areas as continuing medical education, engineering and science, drama, family therapy, gerontology, management development, religious education, poverty, public administration, law enforcement, and oceanography. Projects on educational television, women's education, poverty, law enforcement, youth employment, civil defense, air pollution, management development, correspondence study, women's education, and several other topics appear in the second section. (ly)

This report on extension activities of member institutions of the National Association of State Universities and Land Grant Colleges describes 91 program innovations and action oriented research activities. Objectives, sponsorship, program evaluations, and other data are cited for program innovations in such areas as continuing medical education, engineering and science, drama, family therapy, gerontology, management development, religious education, poverty, public administration, law enforcement, and oceanography. Projects on educational television, women's education, poverty, law enforcement, youth employment, civil defense, air pollution, management development, correspondence study, women's education, and several other topics appear in the second section. (ly)

This report on extension activities of member institutions of the National Association of State Universities and Land Grant Colleges describes 91 program innovations and action oriented research activities. Objectives, sponsorship, program evaluations, and other data are cited for program innovations in such areas as continuing medical education, engineering and science, drama, family therapy, gerontology, management development, religious education, poverty, public administration, law enforcement, and oceanography. Projects on educational television, women's education, poverty, law enforcement, youth employment, civil defense, air pollution, management development, correspondence study, women's education, and several other topics appear in the second section. (ly)

This report on extension activities of member institutions of the National Association of State Universities and Land Grant Colleges describes 91 program innovations and action oriented research activities. Objectives, sponsorship, program evaluations, and other data are cited for program innovations in such areas as continuing medical education, engineering and science, drama, family therapy, gerontology, management development, religious education, poverty, public administration, law enforcement, and oceanography. Projects on educational television, women's education, poverty, law enforcement, youth employment, civil defense, air pollution, management development, correspondence study, women's education, and several other topics appear in the second section. (ly)

This report on extension activities of member institutions of the National Association of State Universities and Land Grant Colleges describes 91 program innovations and action oriented research activities. Objectives, sponsorship, program evaluations, and other data are cited for program innovations in such areas as continuing medical education, engineering and science, drama, family therapy, gerontology, management development, religious education, poverty, public administration, law enforcement, and oceanography. Projects on educational television, women's education, poverty, law enforcement, youth employment, civil defense, air pollution, management development, correspondence study, women's education, and several other topics appear in the second section. (ly)

2002 Pepperdine OMAET EDC638 Action Research Project 2001 2002 “ Why Computers Don’t Belong In The Classroom Interview With Clifford Stoll" [article]

2002 Pepperdine OMAET EDC638 Action Research Project 2001 2002 “ Why Computers Don’t Belong In The Classroom Interview With Clifford Stoll" [article]

2002 Pepperdine OMAET EDC638 Action Research Project 2001 2002 “ Why Computers Don’t Belong In The Classroom Interview With Clifford Stoll" [article]

Includes bibliography

Includes bibliography

Silent footage of filter components being tested.

Action research in educational management serves as a dynamic and collaborative approach to improving practices within institutional and policy frameworks. Rooted in reflective cycles of inquiry identifying problems, planning, acting, evaluating, and reflecting this methodology empowers educators and administrators to critically examine and transform their work environments. This paper synthesizes key components of action research including its theoretical foundations, historical development in educational leadership, methodological applications, planning strategies, and stakeholder roles. Drawing on global case studies, the research highlights how action research bridges the gap between theory and practice, offering pragmatic, context-specific solutions in complex educational settings. It underscores ethical considerations, participatory data collection and analysis techniques, and provides a 4D framework for evaluating leadership actions. Ultimately, action research in educational management is positioned not only as a research methodology but as a philosophy of continuous institutional learning, collaborative growth, and systemic transformation. 

Action research in educational management serves as a dynamic and collaborative approach to improving practices within institutional and policy frameworks. Rooted in reflective cycles of inquiry identifying problems, planning, acting, evaluating, and reflecting this methodology empowers educators and administrators to critically examine and transform their work environments. This paper synthesizes key components of action research including its theoretical foundations, historical development in educational leadership, methodological applications, planning strategies, and stakeholder roles. Drawing on global case studies, the research highlights how action research bridges the gap between theory and practice, offering pragmatic, context-specific solutions in complex educational settings. It underscores ethical considerations, participatory data collection and analysis techniques, and provides a 4D framework for evaluating leadership actions. Ultimately, action research in educational management is positioned not only as a research methodology but as a philosophy of continuous institutional learning, collaborative growth, and systemic transformation. 

Action research in educational management serves as a dynamic and collaborative approach to improving practices within institutional and policy frameworks. Rooted in reflective cycles of inquiry identifying problems, planning, acting, evaluating, and reflecting this methodology empowers educators and administrators to critically examine and transform their work environments. This paper synthesizes key components of action research including its theoretical foundations, historical development in educational leadership, methodological applications, planning strategies, and stakeholder roles. Drawing on global case studies, the research highlights how action research bridges the gap between theory and practice, offering pragmatic, context-specific solutions in complex educational settings. It underscores ethical considerations, participatory data collection and analysis techniques, and provides a 4D framework for evaluating leadership actions. Ultimately, action research in educational management is positioned not only as a research methodology but as a philosophy of continuous institutional learning, collaborative growth, and systemic transformation. 

Action research in educational management serves as a dynamic and collaborative approach to improving practices within institutional and policy frameworks. Rooted in reflective cycles of inquiry identifying problems, planning, acting, evaluating, and reflecting this methodology empowers educators and administrators to critically examine and transform their work environments. This paper synthesizes key components of action research including its theoretical foundations, historical development in educational leadership, methodological applications, planning strategies, and stakeholder roles. Drawing on global case studies, the research highlights how action research bridges the gap between theory and practice, offering pragmatic, context-specific solutions in complex educational settings. It underscores ethical considerations, participatory data collection and analysis techniques, and provides a 4D framework for evaluating leadership actions. Ultimately, action research in educational management is positioned not only as a research methodology but as a philosophy of continuous institutional learning, collaborative growth, and systemic transformation. 

'Hundred and Seventy-First Report : Action taken by Government on the Recommendations contained in the Seventeenth Report (Second Lok Sabha) of the Estimates Committee on the late Ministry of Education and Scientific Research on University and Rural Higher Education pertaining to Ministry of Education (Mar-1962)' from the Parliament Digital Library

Thrоugh rhythmic gуmnаѕtісѕ material, іt is hореd that ѕtudеntѕ саn dеvеlор mоvеmеnt skills, рhуѕісаl fitness and сrеаtіvіtу. Aftеr fоllоwіng a ѕеrіеѕ оf lеаrnіng рrосеѕѕеѕ, in class IV оf SD Nеgеrі 7 Tеbіng Tіnggі, ѕtudеnt learning оutсоmеѕ wеrе ѕtіll lеѕѕ thаn орtіmаl. Sо action іѕ needed by utilizing interesting and vаrіеd lеаrnіng media tо іnсrеаѕе student attention. By utіlіzіng TіkTоk mеdіа аѕ a lеаrnіng mеdіum, іt іѕ believed that thе learning рrосеѕѕ wіll bе mоrе іntеrеѕtіng аnd can іmрrоvе ѕtudеnt lеаrnіng outcomes. The ѕсоре оf thе problem in this rеѕеаrсh is limited, namely, rhуthmіс gуmnаѕtісѕ material іn class IV оf SD Nеgеrі 7 Tеbіng Tinggi, use оf thе TikTok application mеdіа, ѕtudеnt lеаrnіng оutсоmеѕ, rеѕеаrсh vаrіаblеѕ, rеѕеаrсh design, рорulаtіоn and ѕаmрlе, rеѕеаrсh іnѕtrumеntѕ, аnd dаtа аnаlуѕіѕ techniques. This rеѕеаrсh method uѕеѕ thе Clаѕѕrооm Aсtіоn Rеѕеаrсh method whісh іѕ often called Classroom Aсtіоn Rеѕеаrсh (PTK). Thе data аnаlуѕіѕ tесhnіԛuеѕ uѕеd іn thіѕ rеѕеаrсh wіll bе adjusted tо thе tуре оf dаtа obtained. With thе аіm of dеѕсrіbіng dаtа frоm оbѕеrvаtіоnѕ аnd dосumеntаtіоn, аѕ well as аnаlуzіng dаtа іntеrасtіvеlу and соntіnuоuѕlу, bу соnnесtіng data from vаrіоuѕ sources tо produce rеѕеаrсh findings. Aftеr dаtа аnаlуѕіѕ іѕ саrrіеd out, thе uѕе of thе Tіktоk mеdіа аррlісаtіоn саn іmрrоvе student lеаrnіng outcomes in rhуthmіс gymnastics mаtеrіаl. Rеѕеаrсh ѕhоwѕ thаt thеrе is аn іnсrеаѕе in thе average vаluе оf rhythmic gуmnаѕtісѕ learning оutсоmеѕ frоm cycle I tо сусlе II. Thіѕ is рrоvеn by thе rеѕultѕ оbtаіnеd from thе 25 ѕtudеntѕ who took thе сусlе I tеѕt, there wеrе 9 ѕtudеntѕ hаvе achieved the KKM score аnd 16 ѕtudеntѕ hаvе nоt асhіеvеd thе KKM ѕсоrе wіth thе аvеrаgе lеаrnіng оutсоmеѕ as of SAR 61.8 wіth a соmрlеtіоn реrсеntаgе of 36%. Meanwhile, in сусlе II thеrе wаѕ a significant іnсrеаѕе whеrе 23 ѕtudеntѕ hаd асhіеvеd thе KKM score, while there wеrе 2 ѕtudеntѕ whо dіd nоt reach thе KKM. Thе average learning outcome іn cycle II activities wаѕ 83.4 wіth a соmрlеtіоn реrсеntаgе оf 92%. Thе results оf thе rеѕеаrсh show thаt thе TіkTоk аррlісаtіоn mеdіа саn increase thе іntеrеѕt in lеаrnіng аnd learning outcomes оf class IV ѕtudеntѕ іn Rhуthmіс Gymnastics at Stаtе Elementary Sсhооlѕ. 7 Hіgh Clіffѕ Evеn Semester of thе 2022/2023 Aсаdеmіс Year іn the еуеѕ оf Phуѕісаl Eduсаtіоn, Sроrtѕ аnd Hеаlth (PESH).

Thrоugh rhythmic gуmnаѕtісѕ material, іt is hореd that ѕtudеntѕ саn dеvеlор mоvеmеnt skills, рhуѕісаl fitness and сrеаtіvіtу. Aftеr fоllоwіng a ѕеrіеѕ оf lеаrnіng рrосеѕѕеѕ, in class IV оf SD Nеgеrі 7 Tеbіng Tіnggі, ѕtudеnt learning оutсоmеѕ wеrе ѕtіll lеѕѕ thаn орtіmаl. Sо action іѕ needed by utilizing interesting and vаrіеd lеаrnіng media tо іnсrеаѕе student attention. By utіlіzіng TіkTоk mеdіа аѕ a lеаrnіng mеdіum, іt іѕ believed that thе learning рrосеѕѕ wіll bе mоrе іntеrеѕtіng аnd can іmрrоvе ѕtudеnt lеаrnіng outcomes. The ѕсоре оf thе problem in this rеѕеаrсh is limited, namely, rhуthmіс gуmnаѕtісѕ material іn class IV оf SD Nеgеrі 7 Tеbіng Tinggi, use оf thе TikTok application mеdіа, ѕtudеnt lеаrnіng оutсоmеѕ, rеѕеаrсh vаrіаblеѕ, rеѕеаrсh design, рорulаtіоn and ѕаmрlе, rеѕеаrсh іnѕtrumеntѕ, аnd dаtа аnаlуѕіѕ techniques. This rеѕеаrсh method uѕеѕ thе Clаѕѕrооm Aсtіоn Rеѕеаrсh method whісh іѕ often called Classroom Aсtіоn Rеѕеаrсh (PTK). Thе data аnаlуѕіѕ tесhnіԛuеѕ uѕеd іn thіѕ rеѕеаrсh wіll bе adjusted tо thе tуре оf dаtа obtained. With thе аіm of dеѕсrіbіng dаtа frоm оbѕеrvаtіоnѕ аnd dосumеntаtіоn, аѕ well as аnаlуzіng dаtа іntеrасtіvеlу and соntіnuоuѕlу, bу соnnесtіng data from vаrіоuѕ sources tо produce rеѕеаrсh findings. Aftеr dаtа аnаlуѕіѕ іѕ саrrіеd out, thе uѕе of thе Tіktоk mеdіа аррlісаtіоn саn іmрrоvе student lеаrnіng outcomes in rhуthmіс gymnastics mаtеrіаl. Rеѕеаrсh ѕhоwѕ thаt thеrе is аn іnсrеаѕе in thе average vаluе оf rhythmic gуmnаѕtісѕ learning оutсоmеѕ frоm cycle I tо сусlе II. Thіѕ is рrоvеn by thе rеѕultѕ оbtаіnеd from thе 25 ѕtudеntѕ who took thе сусlе I tеѕt, there wеrе 9 ѕtudеntѕ hаvе achieved the KKM score аnd 16 ѕtudеntѕ hаvе nоt асhіеvеd thе KKM ѕсоrе wіth thе аvеrаgе lеаrnіng оutсоmеѕ as of SAR 61.8 wіth a соmрlеtіоn реrсеntаgе of 36%. Meanwhile, in сусlе II thеrе wаѕ a significant іnсrеаѕе whеrе 23 ѕtudеntѕ hаd асhіеvеd thе KKM score, while there wеrе 2 ѕtudеntѕ whо dіd nоt reach thе KKM. Thе average learning outcome іn cycle II activities wаѕ 83.4 wіth a соmрlеtіоn реrсеntаgе оf 92%. Thе results оf thе rеѕеаrсh show thаt thе TіkTоk аррlісаtіоn mеdіа саn increase thе іntеrеѕt in lеаrnіng аnd learning outcomes оf class IV ѕtudеntѕ іn Rhуthmіс Gymnastics at Stаtе Elementary Sсhооlѕ. 7 Hіgh Clіffѕ Evеn Semester of thе 2022/2023 Aсаdеmіс Year іn the еуеѕ оf Phуѕісаl Eduсаtіоn, Sроrtѕ аnd Hеаlth (PESH).

Thrоugh rhythmic gуmnаѕtісѕ material, іt is hореd that ѕtudеntѕ саn dеvеlор mоvеmеnt skills, рhуѕісаl fitness and сrеаtіvіtу. Aftеr fоllоwіng a ѕеrіеѕ оf lеаrnіng рrосеѕѕеѕ, in class IV оf SD Nеgеrі 7 Tеbіng Tіnggі, ѕtudеnt learning оutсоmеѕ wеrе ѕtіll lеѕѕ thаn орtіmаl. Sо action іѕ needed by utilizing interesting and vаrіеd lеаrnіng media tо іnсrеаѕе student attention. By utіlіzіng TіkTоk mеdіа аѕ a lеаrnіng mеdіum, іt іѕ believed that thе learning рrосеѕѕ wіll bе mоrе іntеrеѕtіng аnd can іmрrоvе ѕtudеnt lеаrnіng outcomes. The ѕсоре оf thе problem in this rеѕеаrсh is limited, namely, rhуthmіс gуmnаѕtісѕ material іn class IV оf SD Nеgеrі 7 Tеbіng Tinggi, use оf thе TikTok application mеdіа, ѕtudеnt lеаrnіng оutсоmеѕ, rеѕеаrсh vаrіаblеѕ, rеѕеаrсh design, рорulаtіоn and ѕаmрlе, rеѕеаrсh іnѕtrumеntѕ, аnd dаtа аnаlуѕіѕ techniques. This rеѕеаrсh method uѕеѕ thе Clаѕѕrооm Aсtіоn Rеѕеаrсh method whісh іѕ often called Classroom Aсtіоn Rеѕеаrсh (PTK). Thе data аnаlуѕіѕ tесhnіԛuеѕ uѕеd іn thіѕ rеѕеаrсh wіll bе adjusted tо thе tуре оf dаtа obtained. With thе аіm of dеѕсrіbіng dаtа frоm оbѕеrvаtіоnѕ аnd dосumеntаtіоn, аѕ well as аnаlуzіng dаtа іntеrасtіvеlу and соntіnuоuѕlу, bу соnnесtіng data from vаrіоuѕ sources tо produce rеѕеаrсh findings. Aftеr dаtа аnаlуѕіѕ іѕ саrrіеd out, thе uѕе of thе Tіktоk mеdіа аррlісаtіоn саn іmрrоvе student lеаrnіng outcomes in rhуthmіс gymnastics mаtеrіаl. Rеѕеаrсh ѕhоwѕ thаt thеrе is аn іnсrеаѕе in thе average vаluе оf rhythmic gуmnаѕtісѕ learning оutсоmеѕ frоm cycle I tо сусlе II. Thіѕ is рrоvеn by thе rеѕultѕ оbtаіnеd from thе 25 ѕtudеntѕ who took thе сусlе I tеѕt, there wеrе 9 ѕtudеntѕ hаvе achieved the KKM score аnd 16 ѕtudеntѕ hаvе nоt асhіеvеd thе KKM ѕсоrе wіth thе аvеrаgе lеаrnіng оutсоmеѕ as of SAR 61.8 wіth a соmрlеtіоn реrсеntаgе of 36%. Meanwhile, in сусlе II thеrе wаѕ a significant іnсrеаѕе whеrе 23 ѕtudеntѕ hаd асhіеvеd thе KKM score, while there wеrе 2 ѕtudеntѕ whо dіd nоt reach thе KKM. Thе average learning outcome іn cycle II activities wаѕ 83.4 wіth a соmрlеtіоn реrсеntаgе оf 92%. Thе results оf thе rеѕеаrсh show thаt thе TіkTоk аррlісаtіоn mеdіа саn increase thе іntеrеѕt in lеаrnіng аnd learning outcomes оf class IV ѕtudеntѕ іn Rhуthmіс Gymnastics at Stаtе Elementary Sсhооlѕ. 7 Hіgh Clіffѕ Evеn Semester of thе 2022/2023 Aсаdеmіс Year іn the еуеѕ оf Phуѕісаl Eduсаtіоn, Sроrtѕ аnd Hеаlth (PESH).

Sexuality often plays a minor role in rehabilitation compared to other areas which leaves women with Spinal Cord Injury (SCI) feeling unprepared for how to approach their sexuality post-injury. Most sexual health programs for this population focus on reproduction and fertility, which excludes other aspects of sexuality they wish to learn about, such as intimacy, pleasure, satisfaction, and orgasm. Thus, there is a lack of practical knowledge and resources about sexuality that target the needs of women with SCI in rehabilitation settings and beyond. This study will use a participatory approach where the researcher will work collaboratively with a core team comprised of women with SCI and clinicians to gather their insights and lived experiences relative to sexuality resources, demonstrations, and other supports. The researcher will also interview women with SCI individually to explore their lived experiences and sexuality-related needs. The women with SCI will be recruited through the Parkwood SCI outpatient program and community partners such as SCI Ontario. It is expected that the study will document the needs and experiences of women with SCI with an eye for developing a sexuality intervention or resources that address the needs of women with SCI. The developed intervention or resources can be used as part of a sexual education program for women at Parkwood and in other rehabilitation settings.

Sexuality often plays a minor role in rehabilitation compared to other areas which leaves women with Spinal Cord Injury (SCI) feeling unprepared for how to approach their sexuality post-injury. Most sexual health programs for this population focus on reproduction and fertility, which excludes other aspects of sexuality they wish to learn about, such as intimacy, pleasure, satisfaction, and orgasm. Thus, there is a lack of practical knowledge and resources about sexuality that target the needs of women with SCI in rehabilitation settings and beyond. This study will use a participatory approach where the researcher will work collaboratively with a core team comprised of women with SCI and clinicians to gather their insights and lived experiences relative to sexuality resources, demonstrations, and other supports. The researcher will also interview women with SCI individually to explore their lived experiences and sexuality-related needs. The women with SCI will be recruited through the Parkwood SCI outpatient program and community partners such as SCI Ontario. It is expected that the study will document the needs and experiences of women with SCI with an eye for developing a sexuality intervention or resources that address the needs of women with SCI. The developed intervention or resources can be used as part of a sexual education program for women at Parkwood and in other rehabilitation settings.

2002 Pepperdine OMAET EDC638 Action Research Project 2001-2002 “The Secret Of Mark Twain Elementary School” Beachcomber 2001 12 07 [news Article]

There are 37 research reactors in the United States, mostly located on college campuses. Of these, 33 reactors are licensed and regulated by the Nuclear Regulatory Commission (NRC). Four are operated by the Department of Energy (DOE) and are located at three national laboratories. Although less powerful than commercial nuclear power reactors, research reactors may still be attractive targets for terrorists. As requested, the US Government Accountability Office (GAO) examined the (1) basis on which DOE and NRC established the security and emergency response requirements for DOE and NRC-licensed research reactors; and (2) progress that the National Nuclear Security Administration (NNSA) has made in converting U.S. research reactors that use highly enriched uranium (HEU) to low enriched uranium (LEU) fuel. This report summarizes the findings of GAO's classified report on the security of research reactors (GAO-08-156C). GAO recommends that NRC reassess the consequences of terrorist attacks on NRC-licensed research reactors using assumptions that better reflect a fuller range of expert opinion on reactor security. NNSA and DOE generally agreed with the report. NRC disagreed with the report in several areas. GAO continues to believe that given the uncertainty associated with NRC's security assessment, it is important that NRC reassess the consequences of a terrorist attack on research reactors. The following are appended: (1) Comments from the Nuclear Regulatory Commission; and (2) GAO Contact and Staff Acknowledgments. (Contains 3 tables and 2 figures.) [This report was produced by the US Government Accountability Office, formerly known as the General Accounting Office.]

This article describes the evolution of the Charlotte Action Research Project (CHARP), a community-university partnership founded in 2008 at the University of North Carolina at Charlotte, and focuses particularly on the program's unique organizational structure. Research findings of a project evaluation suggest that the CHARP model's unique strength lies in its ability to allow for the exploration of "wicked" problems that have resulted from structural and sociospatial inequality in cities because tangible issues identified by community partners become action research priorities for the CHARP team. Additionally, CHARP allows for the transcendence of the practical, logistical barriers often associated with community-university partnerships by employing graduate students as staff. It is suggested that the CHARP model provides a starting point for a unique model of engagement infrastructure at universities that goes beyond service provision and volunteerism to include community-based participatory and action-based research within a critical theory paradigm.

This study intended to explore the the effect of a learning-centered reading instruction on improving undergraduate students' reading comprehension ability in university context of Iran. Based on a pedagogical framework driven from Hutchinson and Waters' learning-centered approach, some useful techniques were applied to develop a specific English reading instruction. The participants, within the age range of 18-22, included 50 students who were an intact experimental group. Following a pretest, treatment (15 weeks, 2 sessions per week), and a posttest, the obtained data was analyzed using t-test to examine the effect of the independent variable, namely, method of instruction. The results of the analysis showed that the teaching intervention had a significant effect on students' reading comprehension. The findings are discussed in relation to effective reading comprehension instruction through the use of necessary techniques in English teaching contexts.

This paper showcases how one teacher preparation program embedded action research within the Response to Intervention (RtI) model. This integration helped preservice teachers gain a deeper knowledge of RtI key concepts and pedagogical decision making for meeting diverse students' needs. Examples from a course assignment are provided to demonstrate how an action research framework helped cultivate the professional knowledge and skills needed to understand and successfully implement the RtI decision-making process. A brief discussion and implications for teacher preparation programs are also shared.

Action research is a method of organizational development and improvement often used in educational settings. This study implemented an action research process in an alternative school that serves students with significant special needs. The action research process was implemented by classroom teams who developed a research question, collected and analyzed data, and made decisions about how to improve their current practices based on the data. The action research training project consisted of three stages: training in the protocol of action research, follow-up coaching and on-site assistance to participants, and a follow-up study. There were eleven instructional teams, made up of teachers, paraprofessionals, and therapists that took part in the training. One year after the initial training, one-on-one interviews were conducted with sixteen participants for the follow-up study. Eleven people reported that they were continuing to use action research in their classrooms and five people reported they were not. Teacher leadership to implement the process, viewing action research as part of their daily job duties, valuing the collaborative aspect of the process, and valuing the opportunity to serve students better contributed to continued use of action research. Staff turnover, lack of time, and lack of motivation contributed to discontinued use.

This article explores the integration of technology into community engagement and service-learning activities at Tennessee State University (TSU). We have used active learning experiences to develop action-oriented research questions that help both students and local community members connect theory with experience and thought with action through technology. Technology is an important component of our work because it enables archiving of work and dissemination of lessons learned. Results have included a Web design curriculum for local middle-school-aged children; educational computer laboratories in several community-based organizations; and literacy and technology training conducted with key community partners. This work has also engendered a statewide consortium to provide digital media tools and training to underserved communities in Tennessee. Outcomes continue to be encouraging: community members display a growing interest in education, and TSU students continue to improve their ability to ask well-formulated research questions that can be answered through ongoing civic action.

Children with hearing loss show a similar development to their hearing peers in terms of the development of oral and written language. They may experience some delays in oral language skills, which is one of the sub-fields of literacy. Children with hearing loss in the preschool period in Turkey receive support education services from preschool inclusive environments and special education and rehabilitation center (SERC). Research indicates that education programs related to early literacy positively affect teachers' professional development, the characteristics, and practices of literacy environments. In addition, supporting the professional development of teachers with roles such as guidance/mentoring/coaching indirectly affects the literacy development of children indirectly. Research with teachers on early literacy development in children with hearing loss in Turkey are about teachers' reflections on their own learning-teaching processes. It is stated that teachers working with preschool children do not have sufficient knowledge about early literacy in Turkey. Research in SERCs also emphasize the importance of supporting the education of children with hearing loss through the participation of teachers in SERCs with in-service training. The study aims to examine the process with one hearing-impaired children teacher in the context of the early literacy development in-service training program. It was designed as participatory action research because it overlaps with an in-service training process that can meet the information needs of one teacher in SERC about early literacy development. The data were collected through field notes and video recording observations, semi-structured and unstructured interviews, documents, products, and a research diary. All data were analyzed inductively during the research process and at the end of the research. It is seen that the knowledge of teachers in the SERC, where support education services in Turkey, is limited on early literacy development. Teacher's needs can be listed as relating the goals with early literacy experiences, planning the lesson in accordance with the level of the child and supporting early literacy, determining the appropriate material, implementation and evaluation. A program to be developed to support teachers regarding early literacy; in addition to informing, it can be stated that the implementation and evaluation processes are supportive of the development. In the implementation of such programs, it can be emphasized that it is important to consider adult learning, to give positive and immediate feedback, and to use internal and external motivational resources.

Children with hearing loss show a similar development to their hearing peers in terms of the development of oral and written language. They may experience some delays in oral language skills, which is one of the sub-fields of literacy. Children with hearing loss in the preschool period in Turkey receive support education services from preschool inclusive environments and special education and rehabilitation center (SERC). Research indicates that education programs related to early literacy positively affect teachers' professional development, the characteristics, and practices of literacy environments. In addition, supporting the professional development of teachers with roles such as guidance/mentoring/coaching indirectly affects the literacy development of children indirectly. Research with teachers on early literacy development in children with hearing loss in Turkey are about teachers' reflections on their own learning-teaching processes. It is stated that teachers working with preschool children do not have sufficient knowledge about early literacy in Turkey. Research in SERCs also emphasize the importance of supporting the education of children with hearing loss through the participation of teachers in SERCs with in-service training. The study aims to examine the process with one hearing-impaired children teacher in the context of the early literacy development in-service training program. It was designed as participatory action research because it overlaps with an in-service training process that can meet the information needs of one teacher in SERC about early literacy development. The data were collected through field notes and video recording observations, semi-structured and unstructured interviews, documents, products, and a research diary. All data were analyzed inductively during the research process and at the end of the research. It is seen that the knowledge of teachers in the SERC, where support education services in Turkey, is limited on early literacy development. Teacher's needs can be listed as relating the goals with early literacy experiences, planning the lesson in accordance with the level of the child and supporting early literacy, determining the appropriate material, implementation and evaluation. A program to be developed to support teachers regarding early literacy; in addition to informing, it can be stated that the implementation and evaluation processes are supportive of the development. In the implementation of such programs, it can be emphasized that it is important to consider adult learning, to give positive and immediate feedback, and to use internal and external motivational resources.

Children with hearing loss show a similar development to their hearing peers in terms of the development of oral and written language. They may experience some delays in oral language skills, which is one of the sub-fields of literacy. Children with hearing loss in the preschool period in Turkey receive support education services from preschool inclusive environments and special education and rehabilitation center (SERC). Research indicates that education programs related to early literacy positively affect teachers' professional development, the characteristics, and practices of literacy environments. In addition, supporting the professional development of teachers with roles such as guidance/mentoring/coaching indirectly affects the literacy development of children indirectly. Research with teachers on early literacy development in children with hearing loss in Turkey are about teachers' reflections on their own learning-teaching processes. It is stated that teachers working with preschool children do not have sufficient knowledge about early literacy in Turkey. Research in SERCs also emphasize the importance of supporting the education of children with hearing loss through the participation of teachers in SERCs with in-service training. The study aims to examine the process with one hearing-impaired children teacher in the context of the early literacy development in-service training program. It was designed as participatory action research because it overlaps with an in-service training process that can meet the information needs of one teacher in SERC about early literacy development. The data were collected through field notes and video recording observations, semi-structured and unstructured interviews, documents, products, and a research diary. All data were analyzed inductively during the research process and at the end of the research. It is seen that the knowledge of teachers in the SERC, where support education services in Turkey, is limited on early literacy development. Teacher's needs can be listed as relating the goals with early literacy experiences, planning the lesson in accordance with the level of the child and supporting early literacy, determining the appropriate material, implementation and evaluation. A program to be developed to support teachers regarding early literacy; in addition to informing, it can be stated that the implementation and evaluation processes are supportive of the development. In the implementation of such programs, it can be emphasized that it is important to consider adult learning, to give positive and immediate feedback, and to use internal and external motivational resources.

Children with hearing loss show a similar development to their hearing peers in terms of the development of oral and written language. They may experience some delays in oral language skills, which is one of the sub-fields of literacy. Children with hearing loss in the preschool period in Turkey receive support education services from preschool inclusive environments and special education and rehabilitation center (SERC). Research indicates that education programs related to early literacy positively affect teachers' professional development, the characteristics, and practices of literacy environments. In addition, supporting the professional development of teachers with roles such as guidance/mentoring/coaching indirectly affects the literacy development of children indirectly. Research with teachers on early literacy development in children with hearing loss in Turkey are about teachers' reflections on their own learning-teaching processes. It is stated that teachers working with preschool children do not have sufficient knowledge about early literacy in Turkey. Research in SERCs also emphasize the importance of supporting the education of children with hearing loss through the participation of teachers in SERCs with in-service training. The study aims to examine the process with one hearing-impaired children teacher in the context of the early literacy development in-service training program. It was designed as participatory action research because it overlaps with an in-service training process that can meet the information needs of one teacher in SERC about early literacy development. The data were collected through field notes and video recording observations, semi-structured and unstructured interviews, documents, products, and a research diary. All data were analyzed inductively during the research process and at the end of the research. It is seen that the knowledge of teachers in the SERC, where support education services in Turkey, is limited on early literacy development. Teacher's needs can be listed as relating the goals with early literacy experiences, planning the lesson in accordance with the level of the child and supporting early literacy, determining the appropriate material, implementation and evaluation. A program to be developed to support teachers regarding early literacy; in addition to informing, it can be stated that the implementation and evaluation processes are supportive of the development. In the implementation of such programs, it can be emphasized that it is important to consider adult learning, to give positive and immediate feedback, and to use internal and external motivational resources.

Children with hearing loss show a similar development to their hearing peers in terms of the development of oral and written language. They may experience some delays in oral language skills, which is one of the sub-fields of literacy. Children with hearing loss in the preschool period in Turkey receive support education services from preschool inclusive environments and special education and rehabilitation center (SERC). Research indicates that education programs related to early literacy positively affect teachers' professional development, the characteristics, and practices of literacy environments. In addition, supporting the professional development of teachers with roles such as guidance/mentoring/coaching indirectly affects the literacy development of children indirectly. Research with teachers on early literacy development in children with hearing loss in Turkey are about teachers' reflections on their own learning-teaching processes. It is stated that teachers working with preschool children do not have sufficient knowledge about early literacy in Turkey. Research in SERCs also emphasize the importance of supporting the education of children with hearing loss through the participation of teachers in SERCs with in-service training. The study aims to examine the process with one hearing-impaired children teacher in the context of the early literacy development in-service training program. It was designed as participatory action research because it overlaps with an in-service training process that can meet the information needs of one teacher in SERC about early literacy development. The data were collected through field notes and video recording observations, semi-structured and unstructured interviews, documents, products, and a research diary. All data were analyzed inductively during the research process and at the end of the research. It is seen that the knowledge of teachers in the SERC, where support education services in Turkey, is limited on early literacy development. Teacher's needs can be listed as relating the goals with early literacy experiences, planning the lesson in accordance with the level of the child and supporting early literacy, determining the appropriate material, implementation and evaluation. A program to be developed to support teachers regarding early literacy; in addition to informing, it can be stated that the implementation and evaluation processes are supportive of the development. In the implementation of such programs, it can be emphasized that it is important to consider adult learning, to give positive and immediate feedback, and to use internal and external motivational resources.

frogs welcomes into being the fifty second action research show

Overview of my media usage

Overview of my media usage

Palestine Action activists in the UK break into the Bristol-based research, development and manufacturing hub for Elbit, Israel's biggest arms producer. https://t.co/TRT0ZQKfcC

'Twenty-Fourth Report(1967-68) on Action taken by Government on the recommendations contained in the Seventy-Seventh Report of the Estimates Committee (Third Lok Sabha) on the erstwhile Ministry of Food and Agriculture (Department of Agriculture)- Central Rice Research Institute Cuttack (1968)' from the Parliament Digital Library

'Seventeenth Report on Action taken by the Government on the observations / recommendations contained in the Ninth Report of the Committee (Sixteenth Lok Sabha) on Demands for Grants(2015-16) of the Ministry on Defence on Ordnance Factories and Defence Research and Development Organisation (Demand No. 26 & 27) (26-Feb-2016)' from the Parliament Digital Library

'Seventeenth Report on Action taken by the Government on the observations / recommendations contained in the Ninth Report of the Committee (Sixteenth Lok Sabha) on Demands for Grants(2015-16) of the Ministry on Defence on Ordnance Factories and Defence Research and Development Organisation (Demand No. 26 & 27) (26-Feb-2016)' from the Parliament Digital Library

'Seventeenth Report on Action taken by the Government on the observations / recommendations contained in the Ninth Report of the Committee (Sixteenth Lok Sabha) on Demands for Grants(2015-16) of the Ministry on Defence on Ordnance Factories and Defence Research and Development Organisation (Demand No. 26 & 27) (26-Feb-2016)' from the Parliament Digital Library

'Seventeenth Report on Action taken by the Government on the observations / recommendations contained in the Ninth Report of the Committee (Sixteenth Lok Sabha) on Demands for Grants(2015-16) of the Ministry on Defence on Ordnance Factories and Defence Research and Development Organisation (Demand No. 26 & 27) (26-Feb-2016)' from the Parliament Digital Library

Paper-based tools such as self-evaluation activities, learning plans, reflective journals and learning logs are commonplace for managing Self-Directed Language Learning (SDLL). Such tools not only promote ownership over learning and provide a sense of achievement to learners, but they also promote reflection and raise awareness of learning processes. Paper-based tools ("modules") for SDLL have been used successfully at a small university in Japan since 2003, but with the gradual introduction of student-owned iPads, the authors explore how technology tools have the potential to enhance the SDLL experience for learners. In this paper, the authors outline the rationale and process of adapting paper-based modules to create an iPad app. The paper then gives an overview of the research approaches that were chosen to systematically gather and analyse ongoing input from users. Finally, the authors share some of the preliminary findings from the pre-pilot and pilot phases of the project. [For full proceedings, see ED564162.]

This action research project sought to increase the waste management and recycling knowledge among 20 children age 4 and 5 years enrolled in a preschool program in Thessaloniki, Greece. A structured interview was developed to assess the children's pre-intervention knowledge of waste management and recycling. It indicated that most children knew little about waste and recycling. Over the course of a 7-month period the children were then exposed to an educational program that used in-class recycling bins, visits to parks and neighborhoods to observe litter, in-class discussions on litter and recycling, role-playing, and a visit to a recycling plant. Results of post-intervention interviews indicated that nearly all of the children understood basic concepts of waste management and recycling, and profited from the program. (Contains 11 references.) (MDM)