Ulasan Jurnal Kajian Tindakan Dalam Pendidikan

ULASAN JURNAL KAJIAN TINDAKAN DALAM PENDIDIKAN Tajuk artikel: 1. Developing the skills of seven- and eight-year-old researchers: a whole class approach by Ros Frost. 2. The implementation of a collaborative action research programme for developing inclusive practices: social learning in small internal networks by Panayiotis Angelides, Renos Georgiou & Kyriaki Kyriakou. 3. Promoting the development of a supportive learning environment through action research from the 'middle out' by David Hodgson; Steve May & Diane Marks-Maran. _____________________________________________________________________________________ ________ Journ al 1 2

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England primary school. (6 weeks) Village primary school in the Famagusta. (16 weeks). Faculty of Health and Social Care Sciences, faculty of Kingston University and St George’s. University of London.

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Action research with children (7-8 years old). Teachers and the primary school students. Undergraduate students (in the fields of nursing, midwifery, physiotherapy, radiography and social work).

All the research was conducted in the area.

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All the journals are using collaborative action research. • Involved the 3 • participation between teachers and learners. Comparison among Three Journal Articles of Action Research Procedures 2

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Lesson preparation and activities, and the pupils’ public research reports (Stage 1). Questionnaires, individual and group interviews, evaluations and feedback from participants (Stage 2). Collaborative activity, study lessons. Took notes, observed the behavior and action of teacher & students during lesson. Series of interviews. Evaluation documented. Planning exercise with significant stakeholders. Project plans.

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Procedures

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All of the journals use the collaborative activities among studentsstudent/studentteachers and students-University staff.

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Three-step spiral process of: planning (which includes reconnaissance); taking actions; and fact-finding. Planning, acting, observing, and reflecting. Two methods of triangulation were used. First, they cross-compared our data in order to confirm the different themes arising from the data that came from different research techniques. (Miles and Huberman 1994). In the second, we examined our data from multiple angles and different perspectives, continually looking for alternative possibilities and different explanations, trying to develop a richer understanding of them (Lincoln and Guba 1985). Planning, taking action, observing and reflecting. (Lewin 1947; Zuber-Skerrit 1991). The process took 4 phases: Drawing together existing findings about what promotes and what hinders a supportive learning environment, analysing available data about the impact of current practices. Gathering new data and identifying priorities through consultation with students and staff across the five schools about needs and priorities. Developing projects that would lead to positive changes to specific areas of learning support for students. Measuring the impact of the projects.

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All the research took the 4 main phases while doing the action research which are planning, acting, observing and reflecting.