Academic Citation Resource Guide
The approach historically used for professional development for classroom educators (i.e., a 'one-size-fits-all' delivery model, where the emphasis is on 'training' and not on 'learning') is, quite simply, outdated. Even in our 'on-demand' world, where professional development modules can be purchased and viewed online, the individualized professional development needs of teachers are not appropriately or accurately being met.
The editors of JoSoTL have received many inquiries about classroom action research (CAR). What is it? Why should you consider doing it? How do you do it? How does it differ from traditional research on teaching and learning? This essay is an attempt to answer those questions. I will also discuss why CAR is an excellent expression of the scholarship of teaching and learning, accessible to teachers in all disciplines.
This chapter describes a process for conducting a teacher action research study. The suggestions offered here have emanated from my reading in the action research literature and my personal experiences and engagement in a variety of collaborative teacher action research studies during the past 40 years.
The action research process can help you understand what is happening in your classroom and identify changes that improve teaching and learning. Action research can help answer questions you have about the effectiveness of specific instructional strategies, the performance of specific students, and classroom management techniques.
The Ministry of Education (MOE) Tertiary Education Research Fund (TRF) was launched on 30 Apr. TRF was set up to promote innovation and research into teaching and learning at a higher education level.
The MOE Academies Fund (MAF) is a component of the third tranche of the Educational Research Funding Programme (ERFP) in FY2013–2017.
These are the sources of funding that NIE applicants may apply.
Guide on what to check before you 'copy and paste'