Comment Of Journals

First journal

Second Journal

Third Journal

Similarit y

- Collaborative action research between more than two teachers. - The researchers use their own style approachable.

Different ia

To improve the teacher practices in oral class. Used the preservice teacher

The action research focuses on the students' thinking, their feelings, and their aspirations. Used the different background teacher

Used the teacher (preservice) as the sample of action research Used the teacher

preservice

Problem s

Oral reading practices by using technique; Round Robin Reading (RRR), the “practice of calling on students to read orally one after the other”

Transforming Teacher-Student Relationships through Action Research

Investigated the impact and dimensions of several teaching and learning approaches utilized in tertiary institutions.

Purpose

a) to support these student teachers as they learned about research-based oral reading strategies and implemented them in their cooperating classrooms and

(a) establish more personal relationships with students,

a) Reduce reliance on surface learning techniques and improve deep learning processes amongst a cohort of undergraduate students (education)

(b) to study how they changed their teaching through becoming researchers themselves.

Sample

There are have two sample: 1. Kristen - first grade classroom. 2. Ikaika had two student - sixth grade classroom -high school fully selfcontained special education classroom. (multicultural situations)

(b) develop a better understanding of students as learners, (c) Give students a voice in the classroom. 1. Rachel, a middle grades art teacher, focused on developing a better understanding of her students culture (immigrant) 2. Jim is a high school mathematics teacher, researched on to better understand their students as learners. 3. Silvia, a middle grades math teacher, focus to giving students a

1. Undergraduate students studying in a Bachelor of Education (Early Childhood) at a regional university in NSW, Australia. (preservice)

Setting Procedur e

In classroom

During the Student Teaching Experience Look. Read background literature and reflected on themselves as readers and teachers of reading Think Time to “construct explanations to (a) extend their understanding of what is happening and how it is happening and (b) develop joint constructions to interpret and explain the problems under investigation” Act Time for researchers to “formulate practical solutions to the problems they perceive” Continuing the Cycle They continued to implement alternatives to RRR. Five weeks into the process, they shared the following reflection.

voice in the classroom. In classroom a) understandin g of her students culture - By interviewing and talking to her student about their art, shadowing and attending events with their friends, and interviewing the parents of this small group of students. - Assigned her students to collaborate on a book of stories and illustrations. She described the project. - Rachel recorded her observations of her students at work and analyzed the final book produced by the class. b) Understand their students as learners. - giving his two advanced placement calculus classes the same quiz, making one multiple choice and the other free response. His data collection began by conducting oneon-one

In classroom The study reported here employed a longitudinal, quasi-experimental, multiple cohort, design with repeated measures on nonequivalent dependent variable.

a) The first cohort (Cohort 1) acted as the contrast group, with Cohorts 2 and 3 representing the treatment and comparison groups respectively. Treatment was applied throughout the course experience of Cohort 2, and for the first two years of their course, for Cohort 3.

b) Cohort 3, thus provided data on a partial replication of the treatment applied fully to Cohort 2.

c) Cohorts 1 and 2 were surveyed from their entry to the university to the completion of their three-year degree, while Cohort 3 was surveyed on entry and during the second year of

interviews with all sixty students in the two classes. He was excited to find interviewing a valuable tool - After collecting this initial data, Jim gave a multiple-choice test to his advanced placement statistics classes. Again, he interviewed the sixty students after the test. c) Giving students a voice in the classroom. - Used smallgroup work in her classroom. - She also created new strategies to engage her students in authentic discussions about their participation and behavior during group work. - These insights led Silvia to give her students more ownership of their learning by allowing them to create new roles for group members and new rules for working constructively in groups. With this new

their new four year degree course. - An embedded action research paradigm was used to develop, implement, evaluate and revise teaching approaches and specific applications for the treatment and comparison groups. As such, the treatment applied to Cohorts 2 and 3 continuously evolved throughout the course of the study. Learning approaches, teaching efficacy beliefs, and causal attributions for learning outcomes were repeatedly surveyed at predetermined intervals for each of three cohorts of students undertaking initial training in early childhood teacher education within the context of an Australian rural university. -

control, the students began to analyze and evaluate the quality of their own and their peers' participation.

Collectin g Data

Data sources include reflective journals maintained by the student teachers, detailed plans for lessons they implemented during this project, and notes that document the process they used. To follow up, the research then interviewed them during their first-year teaching placements about their use of RRR and the effects on their current teaching of engaging in action research during their student teaching experience.

a) understandin g of her students culture - By interviewing and talking to her student. - Evaluate their outcomes project. - recorded her observations of her students b) Understand their students as learners - His data collection began by conducting oneon-one interviews with all sixty students in the two classes after they have done a test. d) Giving students a voice in the classroom. - She began by interviewing her students and asking questions about their feelings and opinions of working in small groups.

Three phases in the inquiry were agreed to following a series of meetings amongst personnel.

a) Phase represented the collection of baseline data from Cohort 1 (year 1, 1995) who would become the contrast group in an eventual quasi-experimental approach?

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Their development as a cohort of learners and teachers would be followed with administrations of questionnaires repeated annually.

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Descriptive data would be gathered, presented and published, identifying key relationships among the dependent variables.

b) Phase

2 represented the development and implementation of altered teaching and learning

contexts by the principal teaching team, and others from time to time, who taught in the Bachelor of Teaching (Early Childhood) course.

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Phase 2 was to examine the effect of these modifications on the dependent variables and on the relationships between them. Altered teaching and learning contexts were planned to be applied to Cohort 2, who began year 1 in 1996, and to continue in varying forms throughout the length of their course.

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It would then be possible to compare the traditional approach used with Cohort 1 and the modified approach used with Cohort 2 across the identified dependent variables through longitudinal analysis.

Analysis Data

1. The

researchers study the effectiveness of this technique because it was traditional methods to improve our oral speaking in languages. But the impact of this method was harmful for emotional behaviors when they have high probability to feel shy or fear in front the public. They also got bored and lost their confident selves by doing this technique. As long as the technique still can be improve by create a new approachable strategies such as doing the share book experiences or create a characteristic scene from the book.

2. As the preservice teacher, they had face problem in the first year services but by doing action research continuously in their classroom. They become more creatively overcome it.

Evaluati on

Strengthen : 1. Be more focus because study only on a technique. 2. Basic knowledge in languages. Weakness: 1. Only focus on a method. 2. Use their own self as the benchmarks.

1. This journal was done by collaboration research because they want to study the effect from their approachable on the students' thinking, their feelings, and their aspirations. They were putting the research centered on the students respond on these approachable rather by looking on their achievement likes usually action research. 2. In this action research, they more flexible and give their students chance to generate and reflect together the problem coming out. By doing this, they also can improve themselves.

1. This action research use more solid sample because there are setting in clearly design of action by divided the student into a couples of group which are different characteristic.

Strengthen : 1. Involves the different background of teacher. 2. Study the different edge in relationship between student and teacher.

Strengthen : 1. Use the same basic of sample but the different characteristic. 2. Take a long period to study the effectiveness of technique. 3. Many approachable

Weakness:

2. They study the problems by followed these The study reported here employed a longitudinal, quasiexperimental, multiple cohort, design with repeated measures on non-equivalent dependent variable.

1. The action research was not firmly because most depend on the interview as the collect data methods.

Weakness: 1. The sample will become to be as experimental. 2. Waste student’s time if the approachable not effectiveness. The data suggested that an embedded action research model was appropriate in encouraging tertiary personnel to adopt teaching principles and processes designed to increase deeper learning approaches.

Conclusi on

For the first year experience as preservice teacher, they reflect on the impact of action research in changing their practice related to RRR. They can engage in action research and be successful. Faculty can and should encourage them to take part in action research. RRR is a practice that dies hard. So, students in the elementary classroom appear to be taught through the use of RRR so regularly that they themselves revert to the practice if given an option. Once again, we need to support new teachers and encourage them to use alternatives to RRR. Their change in teaching strategies is what can most influence their students.

Synthesi s

Based on reading information trough these journals, I can say that as the preservice or education student: we are encouraged to do action research as to comfortably the teaching skills. We can study by using more than one method and design it in clearly pattern which is data more easily to analysis in quantitative and qualitative. Even use the traditional methods gather data such as interview, questionnaire, paper project or assessment, it still proved the reliability and validity. The good action research is made in certain period which is not take a long or really short but continuously.

The power of action research lies in its ability to require teachers to interact more often, and in new and qualitatively different ways, with their students. When students became important sources of data, the datacollection process created new possibilities for teachers to learn how to really listen and converse with their students about things important to them personally and educationally. They began to listen to their students and communicate with them in new ways.