Though, most of online courses conducted in the pass were asynchronous oriented, due to the recent advance of information technology on the Internet bandwidth and the IP-based conferencing system, conducting synchronous online courses are now feasible. There are no longer obstacles for promoting e-learning in terms of limited computing power, short memory capacity and not enough network bandwidth. The new challenges have shifted to how to conduct a high qualify online course by combing synchronous and asynchronous learning into a blended mode. The feature of asynchronous-oriented instruction and the text only interaction mode in the passed e-learning are very inconvenient and inefficient. Because Chinese input for many senior teachers are difficult and using text express the meaning of content and answer questions would result bad performance of demonstrating instructors¡¦ professional. The advanced Learning Management System nowadays can support IP-based video-conferencing and document sharing for teachers and students to do online synchronous face to face instruction and interactions; the question is most teachers are not aware of this kind of potential and what kind of teaching models can be adopted in the online synchronous classroom. The purpose of this thesis is to explore different teaching models and their best practices by action research, such that the results can serve as good references for teachers. This research environment is the course named e-Learning Theory & Practice conduced for many semesters on NSYSU Cyber University.

This study aimed to explore a program development process and explain how each component of the process contributes to overall procedure for determining 1st, 2nd, and 3rd grade students&rsquo / multiple intelligences profiles. The action research was conducted through implementing the incremental components of development process namely / (1) needs assessment, (2) program design, (3) program implementation and verification, (4) summative evaluation. Purposeful sampling methods were used to select the participants of the study. On the basis of the purposeful sampling methods, the participants comprised of two elementary schools with their 1st, 2nd and 3rd grade students, teachers, parents / three branch teachers / instruments developers / experts from the fields of multiple intelligences, psychology, sociology, social pediatrics, neurology, psychiatry, and child neurology. The data collection methods were interview, observation, written document analysis, questionnaire. Descriptive and content qualitative analyses were used to analyze the data. For the validity and reliability purposes of the materials developed throughout the study, quantitative data and quantitative data analysis were conducted. The results of the needs assessment indicated that the 1st, 2nd and 3rd grade teachers had various purposes to determine their students&rsquo / multiple intelligences profile. They used various methods having both weaknesses and strengths. The most appropriate method was using multiple methods / sources. The program with its materials was developed in the program design phase. The materials were &ldquo / story inventory,&rdquo / &ldquo / film inventory,&rdquo / &ldquo / parent questionnaire,&rdquo / and &ldquo / performance assessment.&rdquo / The program including its materials had both weaknesses and strengths. Therefore, effective modifications were conducted on the program in the program implementation and verification phase. Finally, the results of the summative evaluation indicated that the study and the program reached their purposes largely.

The aim of the study was to investigate to what extent integrating systematic reflection into the academic English courses at the tertiary level fosters learning. To this end, the teacher-researcher designed an action research study and carried it out with seventy-one students in the three sections of ENG 101 she taught at the Middle East Technical University. In the course of the action research, the teacher-researcher developed an interactive reflection model in which the teacher and students engage in a collaborative process of reflection to improve their performance. For each writing and speaking task in the syllabus, a related reflective task was developed, and the reflective writing assessment rubric was created. Students wrote reflective paragraphs through which they explored their strengths and weaknesses in their performance. Moreover, the teacher-researcher and students engaged in reflective dialogue. In their reflections, students were expected to develop an action plan for further improvement. The teacher-researcher kept a reflective journal in which she reflected on the research and her teaching skills. At the end of the semester, the students evaluated the effectiveness of the reflective activities. The data collection tools were student questionnaire, student work, transcripts of the reflective dialogues, students&rsquo / evaluation of reflective activities and teacher&rsquo / s reflective journal. The quantitative and qualitative analysis of the data revealed that the integration of reflection in the course increased students&rsquo / awareness of their strengths and weaknesses in relation to the tasks they performed, improved their self-assessment skills and increased their self-confidence. Reflecting with students and on students&rsquo / reflections became a journey of discovery for the teacher-researcher. She developed an action plan and put it into implementation.

Abstract The prupose of theis study is to prove into the teaching model of integrating information technology into Project-based Science Learning designed by the researcher. We will discuss how information technology assists teachers and students to ¡§teach¡¨ and ¡§learn¡¨ through developing curriculum module and teaching activities. Teacher analyze that how students decided team¡¦s research topic, and the problems they met and solution to them by learning journal, observation reports, teacher¡¦s journal, self-checking list and surveys. Then, to criticism the possibility of carrying out Project-based Learning through teachers¡¦ reflection, students¡¦ feeling, and parents¡¦ reaction.The final conclusions are as follows: 1.The Project-based Science Learning model of this research is suitable for 5th and 6th graders. 2.Promoting Project-based Science Learning can develop students¡¦ interests toward science research, open students¡¦ spirits of thinking automatically and solving problems through cooperation, and make students apply their experience in their lives. 3.Third, the practice of Project-based Science curriculum can make students easier to understand the preparations, process, and its final results, to reverse students¡¦ the vary first thoughts about ¡§doing research is difficult¡¨, to stimulate their abilities of creative thinking, and to apply students more concrete postmortem index and strategies while choosing topics. 4.In the curriculum, information technology is mainly applied into three parts, including collecting research topics and information, discussing research process, and sharing and showing research results. Applying class website message board can make up the disadvantage of arranging meeting time, and be the bridge for teachers and students to provide sources of information, transmit messages, discuss problems and solutions, exhibit the result of experiment, and write research papers and so on. It is the most useful information technology application for students. 5.Teachers, students, and parents all agree project-based science learning with highly support.

<p>In this study, five real-life problem situations were used to explore the challenges of developing and implementing decision support tools for management of an urban water utility in Uganda. The study sought to explore how the degree of adoption of formal decision support tools in practice, generally perceived to be low, could be improved. In the study, an Action Research (AR) approach was used. AR is an inquiry process that involves partnership between researchers and practitioners for the purpose of addressing a real-life problem issue, while simultaneously gener-ating scientific knowledge. Unlike other research methods where the researcher seeks to study organizational phenomena but not to change them, the action researcher attempts to create or-ganizational change and simultaneously to study the process. It is recognized that AR methods provide a potential avenue to improve the practical relevance of Information Systems (IS) re-search.</p><p>The five cases that were considered in the study involved participatory problem structuring to address water distribution bottlenecks; identification of Non-Revenue Water (NRW) reduction strategies; facilitation of decentralized management of customer accounts; monitoring and con-trol of procurements and expenditure; and geospatial investigation of declining water sales. Dur-ing the study, participation in problem identification was achieved through discussions and brain-storming sessions bringing together top and middle managers within the organization. A number of prototype decision support tools were developed and implemented. Maps and other geovisu-alization tools were also used to inform and enhance the processes of collective problem identifi-cation and structuring.</p><p>Results of the study emphasized the need for proper problem structuring prior to the formula-tion of actions; the challenge of moving from planning to action; the importance of user in-volvement in the development of tools; and the need to manage IS implementation as part of a holistic, organization-wide change process. The challenges of embedding formal decision support within existing work systems in organizations were highlighted, and recommendations were made on how best to achieve this. The AR approach was found to be useful in bridging the gap be-tween academic research and technological practice, thus supporting the development of IS with immediate and practical benefits to organizations.</p>

<p>In what ways can outdoor education be used when teaching immigrants the language of their new country? There is a need to both concretise grammar teaching and diversify teaching methods to bring language acquisition closer to real life situations. By using action research a collaborative study was made with four Finnish teachers in four immigrant language classes by implementing a series of lessons using outdoor education. Focussing on the teacher’s experience qualitative interviews were conducted both before and after the collaborative outdoor lessons. This was supported by observation and student verbal and written evaluation.</p><p>Both positive and negative aspects of outdoor education were explored in relation to how effective it is as a teaching method and as a method of cultural assimilation and group socialisation.</p><p>Outdoor education was found to support a sense of group inclusion and strengthen collective group experience. Difficult concepts were dealt with in a more tangible manner which specifically benefited weaker students. By exploring the unfamiliar as a group in a supportive environment constructive outcomes were gained. Being outdoors and using natural materials democratised the cultural meeting. Peer collaboration was demanding but fruitful and should be used more as a developmental tool in education.</p>

Thesis (M.Mus.Ther.)--New Zealand School of Music, 2009. / Includes bibliographical references.

Thesis (M.A.)(Information Science)--University of Pretoria, 2002. / Summaries in Afrikaans and English. Includes bibliographical references (leaves 95-104).

The purpose of this study was to explore how public elementary school principals develop teacher leadership capacity within their schools, as well as the effect of this effort on a school's performance. After examining a variety of sources, such as journal articles and web-based search engines, the researcher determined that there was scant information explaining the process principals undergo to create teacher leadership roles in an effort to develop a high-performing school. To accomplish the goals of this study, salient reports in the field of teacher leadership were reviewed. The insights afforded from these reports guided the researcher in developing a field-based investigation focusing on school leaders and teachers employed in three high-performing elementary schools in central Florida. The researcher explored features of teacher leadership that were evident in high-performing schools and sought to discover the characteristics principals seek in selecting new teachers. Also investigated were the teacher leadership opportunities created by the principals and the ways in which these roles helped to sustain the elementary schools' high performance. Furthermore, recent school-based decisions made by the school leaders were studied. Throughout the data, school administrators provided opportunities for teacher leadership within their schools, primarily by forming school-based committees. The results showed that principals solicited opinions from teachers, especially when it came to curriculum and instructional concerns. In addition, when sharing best practices or participating in staff-development opportunities with colleagues, teachers felt satisfied with their work environments. School leaders and teachers understood the roles they played in the overall success of their schools. Based on the results of this qualitative study, principals can build leadership capacity at schools by first establishing a culture of trust, honesty, and professionalism between themselves and the teachers. Next, school leaders provide and support opportunities for leadership by aligning teacher strengths and roles. The researcher recommends that future research in teacher leadership examine whether the principal's impact on teacher leadership has an affect on retention at the school level.

This mixed-methods action research study explored the congruence between mentor and mentee perceptions of the importance and effectiveness of 12 district-specific focus areas of mentor support. While reviewing current data pertaining to teacher attrition, the researcher observed a limited availability of investigations relating to the perceived role of the mentor teacher based on the experiences and observations of both the novice and mentor teacher.The target population for this study was 70 novice and mentor special education teachers during the 2005--2006 school year employed at 13 middle schools in a school district located in Florida. Of the 70 beginning and mentor teachers, 4 mentor teachers and 2 novice teachers from 4 of the 13 middle schools within the district volunteered to participate. The mentor and mentee teachers who chose to take part were not mentoring pairs during the 2005--2006 school year.Obtaining Institutional Review Board approval, the researcher contacted middle school principals to attain administrative support for the study. Novice and mentor middle school teachers alike were then contacted via postal mail requesting their participation. Concerted efforts were made to secure mentor--mentee participation.The researcher relied on multiple data collection methods---a demographic and multi-item survey for the novice and mentor teacher (Appendixes D & E) and standardized open-ended interview questions for the novice and mentor teacher (Appendixes F & G). Lastly, the researcher conducted an analysis of pertinent district documents, more specifically thoroughly examining the information presented in the ESE Mentor Program Resource Manual for mentor and mentee teachers.The major findings of this study include the following: (1) formal and informal mentoring of beginning special education teachers by experienced mentors and colleagues is a useful and productive endeavor; (2) ESE paperwork demands are rigorous for novice teacher; (3) the needs and concerns of ESE teachers vary based on classroom assignment and student population, and (4) the ESE Mentor Program Resource Manual provided useful information referencing the 12 areas of mentor support for beginning special educators, but did little to guide mentor and novice teachers in facilitating the mentoring process.