Classroom Action Reseach

The following text attempts, without pretending completeness, to analyze approaches to action research based on where and how they position themselves socially , on how they work, and on their actual basic distinctions. The result is a tentative typology presented roughly historically, which cuts through the many labels typical of current action research. Different approaches are useful, each for different purposes. Still, most circle consciously or subconsciously around some form of "practice" which works as a standard of measurement or quality criterion. The conclusion is that there is a certain sine qua non in the field of action research, i.e. a form "toward which, ways of doing things tend to evolve from a wide variety of starting points".

The CARE Curriculum in Physical Education and Sport is a holistic model of learning which encompasses Cognitive, Active, Relational and Emotional domains of development. Across the sixteen chapters, PE teachers and Coaches are guided through the inner workings of the CARE Curriculum: its theoretical and practical applications for learning. Interactive reflection is encouraged throughout the book, with constructive lesson examples and user-friendly methods of recording progress are provided. Equipped with new ideas for planning learning activities, the reader is encouraged to shape their own ideas into a personalised plan of education that is informed by the CARE Curriculum concept.

Introduction: The CARE Curriculum is an educational system that operates using physical activities and challenges to develop all an individual’s learning domains – that is the Cognitive, Active, Relational and Emotional areas of learning. Its focus is on supporting everyone, whether children or adults to become well rounded, good people, with transferable life skills that can be used in any future sporting, education or employment area. The CARE ethos is best summed up as being a way to help people with their ‘thinking’, ’doing’, ‘sharing’ and ‘feeling’ skills. 

Available at:
https://www.amazon.co.uk/CARE-Curriculum-Physical-Education-Sport/dp/0995574464/ref=sr_1_2?keywords=The+CARE+Curriculum&qid=1639005947&sr=8-2

The Context of the Classroom Setting
The primary step in meeting the diverse needs of students is to create an environment that is hopeful and secure (DeWitt, 2018; Haney, 2015). If students do not feel like they are in a safe environment where they are valued, they will not easily engage in the inquiry process. Managing the classroom is more than keeping students quiet or in their seats. It is making sure the environment is conducive for both social-emotional and academic interplay (Jones & Jones, 2016; Yang, Bear, & May 2018). To effectively help students succeed in academics, the 21st-century teacher must engage in helping students progress in their social-emotional development.
The chosen Action research topic is, “How can differentiating an ELA lesson help students understand the moral identification of “Right” and “Wrong” behaviors within two weeks?” The interest here is in working with students who experience academic challenges resulting from their inadequate social-emotional development. Students with social-emotional challenges struggle with English and Language Arts (ELA) academic abilities (Yang et al., 2018). Finding ways of helping this student demographic increase their reading level by understanding social-emotional issues of morality could benefit both the classroom environment and the students’ external, familial relationships (DeWitt, 2018).

How do theological students perceive and behave related to a scientific research in theology? Using a qualitative empirical research methodology, a descriptive study case is conducted in an undergraduate class of a theological school or seminary to answer the question. The research method is a literature and descriptive approach for one semester in a research methodology and proposal writing guidance class. Data collection techniques are unstructured interviews-both open and in-depth, observation and analysis of documents. Data validation uses source triangulation and structured reflection journals. Data analysis uses interactive data analysis techniques. The stages are data collection, data reduction, data presentation, drawing conclusions and verification. The result of the study indicates that the ability to conduct scientific research is an inseparable part of a student of theology. Nevertheless, the understanding and development of students' scientific research skills still need to be improved for two reasons. First, there is still a tendency to conduct research by simply filling out the available proposal format without conducting a deeper preliminary study. Secondly, students seem difficult to distinguish between empirical and non-empirical methodologies, including the use of their respective methods.

O livro "A universidade no século XXI: para uma nova universidade" é composto de textos que buscam contribuir com o debate da reforma da universidade em contexto mundial, inclusive textos parcialmente apresentados no âmbito do debate oficial sobre a Reforma Universitária no Brasil, em 2004, período em que teve início a parceria sobre o tema entre os autores Boaventura de Sousa Santos e Naomar de Almeida Filho, este então Reitor da Universidade Federal da Bahia -UFBA que propunha o projeto Universidade Nova. No capítulo 1, o texto de Boaventura A Universidade no Século XXI: Para uma Reforma Democrática e Emancipatória da Universidade, já publicado em diversos países 1 , com foco inicial no contexto latino-americano e brasileiro em especial, nesta edição ganha novos matizes, após investigações sobre o contexto africano e o contexto europeu onde o processo de Bolonha estava em curso. O autor analisa as transformações recentes no sistema de ensino superior e o impacto destas na universidade pública, identifica e justifica os princípios básicos de uma reforma democrática e emancipatória da instituição. No capítulo 2, Universidade Nova no Brasil, Naomar apresenta seu projeto para a UFB, segundo ele, referenciado em três obras fundamentais: The Future of the City of Intellect, de Clark Kerr 2 , seus conceitos de "cidade do intelecto" e de "multiversidade"; A Universidade e a Vida Atual, de Renato Janine Ribeiro 3 , com argumentos em favor das humanidades como eixo da cultura universitária e da necessidade de abertura da instituição acadêmica para a sociedade que a abriga e sustenta, indo além do Estado e do mercado, incluindo família e 1 Texto publicado anteriormente em diversos países latino americanos e como capítulo do livro The University, State, and Market, The political economy of globalization in the Americas. Stanford: Stanford University Press, 2005. 2 KERR, Clark. Os usos da universidade. Universidade em questão. Brasília: Editora UnB, 2005. Kerr foi reitor da Universidade da Califórnia em Berkeley durante a fase da contracultura. 3 RIBEIRO, R. Janine. A Universidade e a Vida Atual. Rio de Janeiro: Campus, 2003.

Reading skill is one of the four main language skills taught in the classes of the English Department of Faculty of Education of Islamic University of Malang (FKIP Unisma). As the result of teaching reading had not achieved satisfactory result, the researcher conducted a study to find out how texts structure tasks can improve the students' reading comprehension. This research was using a classroom action research. It comprised four phases: planning, implementation, observation and reflection, those were adopted from Kemmis and Taggart's action research model (1988). The subjects of the study were the four semester students of the English Department of FKIP Unisma in 2006 academic year. In the procedures and implementation process, one cycle consisting of four actions was done. The instruments used in the study were observation sheets and test. The observation sheets were made two forms. One form of observation sheets was to observe the teacher in implementing the action and the other observation sheets were used to observe the students' activities or reaction to the teachers' activities during the learning-teaching process. The second instrument used was a test.The test result showed that the students' mean score was 75.88 and the lowest score the students obtained was 65. The researcher decided that no more cycle was needed for the study had met the criteria of success. The action was considered successful if the students' mean score reached 75 or under the category of B+, and the lowest score the student obtain was not less than 65.00.

Bu çalışmanın amacı, ilkokullarda çalışan sınıf öğretmenlerinin sınıfta en
sık karşılaştığı istenmeyen öğrenci davranışlarının neler olduğu ve karşılaştığı bu
davranışların üstesinden gelmede nasıl bir strateji kullandıklarını ortaya koymaktır.
Araştırmanın örneklemini, Kahramanmaraş Türkoğlu ilçesi ilkokullarında görev
yapan, uygun örnekleme yolu ile seçilmiş 102 sınıf öğretmeni oluşturmaktadır. Nitel
çalışma olan bu araştırmadaki veriler, iki farklı anketten yararlanılarak
geliştirilmiştir. Sınıf öğretmenlerinin sınıf içi istenmeyen öğrenci davranışları ve bu
davranışlarla baş etmede kullandıkları stratejileri belirlemeye yönelik 28 sorudan
oluşan bir anket tasarlanmış ve tasarlanan bu anket Hatay ilinde 100 öğretmene
uygulanarak güvenirlik analizi yapılmıştır. Güvenirlik analizi sonucunda 9 soru
anketten çıkarılmış ve anketin güvenirlik değeri olan Cronbach Alpha değeri ,88
olarak bulunmuştur. Güvenirlik analizinden sonra son şeklini alan anket örneklemde
bulunan sınıf öğretmenlerine uygulanmıştır. Araştırmada elde edilen veriler
bilgisayar yardımıyla çözümlenmiştir. Araştırmaya göre, öğrencilerin sınıf
ortamında en çok yaptığı istenmeyen davranışlar arasında; arkadaşlarını şikâyet
etmek, sınıfta izin almadan konuşmak, ders dışı şeylerle uğraşmak davranışları yer
almıştır. Sınıf içerisinde istenmeyen davranışlarla karşılaşan sınıf öğretmenleri, bu
davranışlara karşı sözlü uyarma, sınıf kurallarını hatırlatma, öğrenciye sorumluluk
verme, öğrenciye ismi ile hitap etme, öğrenci ile göz teması kurma ve sevdiği
şeylerden mahrum etme stratejilerini kullandıklarını belirtmişlerdir.
Anahtar Sözcükler: İstenmeyen Davranışlar, Başa Çıkma, Strateji

Writing action research reports that people will want to read is a fine art. This paper contends that writing reports should be approached as one would in making a movie that people will want to watch and keep on watching. Even though reports are factual, yet creativity can be employed to transform a dry, academic action research report into an interesting and engaging one. The techniques suggested are catchy titles, thriller-like abstracts that stir curiosity and interest, captivating opening points, metaphorical writing of narratives that colours a story with pictures and emotions like special effects and a true story that has many “stars” in it. The way we package the report like the fine-art of “movie-making” caters to the consumerism tendencies that all readers are already well-tutored to function in. I share candidly from my own still-unfolding story in writing such reports including examples from my own writings. My challenge to all of us who are action research writers is whether we will take the extra mile of squeezing the creative juice in us and shaping our reports into works of fine art that our readers can savour.

Published in Asian Education Action Research Journal (AEARJ) Volume 1 December 2012 pg. 102-117.

Writing is a complex process, which (may) burdens students psychologically or resists their skill development. That is the reason how the class become anxiety source than a place of sharing difficulties. Since the anxiety in writing give the perception of enthusiasm, the product and process became difficult to handle. The purpose of this study was to identify what students worried about in writing EFL activity and does CAR using ICT-based integration degrade wring anxiety level among Indonesian Middle school students. A Classroom action research which was conducted from 18 students of SMK in Indonesia whose their level of anxiety was high. The results show that students generally appear to be anxious when writing in English whether teacher or test are there; anxiety is quite dominates how they communicate , how they percept on test or even they were being afraid of fail no matter many years students have learned English writing in the past. The results of cycles show that the means, Minimum Completion Standard (KKM = Kriteria Kelulusan Minimum), and t-test significance degrade their anxiety when ICT-based integration supporting what they have in writing. Motivation-based approach, he analogous of anxiety, which researcher used in pre-cycles and pot-cycles shows that students eager in writing skill of EFL.
Keywords: writing anxiety, writing ability, Classroom Action Research, low-cost ICT-based integration.

This narrative of a presentation given at the NAEA 2022 Research Preconvention on February 12, 2022 offers insight into a pedagogy based on creative agency that illustrates how creative engagement in the elementary classroom provides opportunities for student empowerment, wellbeing, and deeper academic engagement.

The aim of this paper is to gauge the scope of applying Teaching Portfolios to the English language teachers at the under graduate colleges in India. Teacher portfolios reflect the applicability of teachers beliefs in the practical classroom framework. Invariably teachers attitude and beliefs strongly affect studentss learning. Though many English teachers at the tertiary level are aware of the newer methodologies of imparting English language skills it is still at a superficial level of delivery in the ELT classes in India. The awareness of the need to reflect on the insights of an individual teacher' talents and beliefs about ELT could be beneficial for the ELT teaching fraternity. This paper prods on the productivity of Teaching Portfolios as an assessment endeavor to recognize the teachers parity on their reported beliefs of teaching, their approach and inclination towards pedagogical strategies and effective ELT approaches execution in the classroom. A window view of how teachers contrive their teaching, and their teaching practices and the classroom reality therein are shaped by their belief is deliberated with their portfolio interpretations. It can be clinched that aspects of reflective teaching that teachers reflect in depth consideration are those that are also the most visible in their teaching practices.

Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang terdiri dari dua siklus dan setiap siklus terdiri dari dua kali pertemuan. PTK ini dilakukan melalui tahap perencanaan, pelaksanaan, pengamatan, dan refleksi. Penelitian ini bertujuan untuk meningkatkan: 1) Sikap komunikatif siswa kelas V SD Negeri 2 Pamijen setelah mengikuti pembelajaran IPA dengan model pembelajaran kooperatif tipe Marry Go Round, 2) Prestasi belajar siswa kelas V SD Negeri 2 Pamijen setelah mengikuti pembelajaran IPA dengan model pembelajaran kooperatif tipe Marry Go Round. Penelitian ini menggunakan model pembelajaran kooperatif tipe Marry Go Round. Teknik pengumpulan data menggunakan tes dan lembar observasi. Hasil penelitian menunjukkan bahwa sikap komunikatif siswa dengan menggunakan model pembelajaran kooperatif tipe Marry Go Round dari siklus I ke siklus II mengalami peningkatan. Jumlah skor rata-rata kelas yang diperoleh pada siklus I yaitu 2,12 dengan kriteria cukup, siklus II diperoleh jumlah skor rata-rata kelas yaitu 2,82 dengan kriteria baik Sikap komunikatif siswa dapat dikatakan meningkat dari siklus I sampai siklus II dengan kriteria baik. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran kooperatif tipe Marry Go Round dapat meningkatkan prestasi belajar siswa. Hal ini ditunjukkan pada siklus I diperoleh rata-rata nilai 66,61 dengan ketuntasan belajar 66,6% siklus II diperoleh rata-rata nilai 80,05 dengan ketuntasan belajar 83,3%. Berdasarkan hasil penelitian di atas dapat disimpulkan bahwa melalui model pembelajaran kooperatif tipe Marry Go Round dapat meningkatkan sikap komunikatif dan prestasi belajar siswa pada mata pelajaran IPA materi struktur bumi di kelas V SD Negeri 2 Pamijen.

Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar IPA menggunakan model pembelajaran problem based learning dengan media flash card pada materi zat aditif dan adiktif siswa kelas VIII di SMP IT Assalam Bandungan tahun pelajaran 2020/2021.  Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang digunakan untuk memperbaiki proses pembelajaran di dalam kelas. Langkah-langkah PTK, yaitu sebagai berikut: perencanaan (planning), pelaksanaan (action), pengamatan (observing), dan refleksi (reflection) yang dilakukan dalam dua siklus. Subjek dari penelitian ini yaitu kelas VIII B yang berjumlah 24 siswa perempuan. Teknik pengumpulan data menggunakan tes dan observasi. Data yang terkumpul kemudian dianalisis. Peningkatan hasil belajar ini dapat diketahui melalui hasil evaluasi pembelajaran di akhir proses kegiatan pembelajaran. Pada siklus I diperoleh hasil belajar dengan nilai rata-rata kelas sebesar 67,70 dan ketuntasan klasikal sebesar 58%, 14 siswa dinyatakan t...

Predicting long-term outcomes of interventions is necessary for educational and social policy-making processes that might widely influence our society for the long-term. However, performing such predictions based on data from large-scale experiments might be challenging due to the lack of time and resources. In order to address this issue, computer simulations based on Evolutionary Causal Matrices and Markov Chain can be used to predict long-term outcomes with relatively small-scale lab data. In this paper, we introduce Python classes implementing a computer simulation model and presented some pilots implementations demonstrating how the model can be utilized for predicting outcomes of diverse interventions. We also introduce the class-structured simulation module both with real experimental data and with hypothetical data formulated based on social psychological theories. Classes developed and tested in the present study provide researchers and practitioners with a feasible and practical method to simulate intervention outcomes prospectively.

This study aims to determine effects of the use of Cooperative Integrated Reading And Composition (CIRC) methods to enhance reading comprehension ability of visually impaired students in the 3 rd grade of SLB A YKAB Surakarta. This research used experiment method with one group posttest pretest design. The subject is given treatment in the form of the application CIRC method in reading comprehension learning for four sessions, with duration for 60 minutes for each session. The effectiveness of CIRC method will be proved by the differences of the test result between pretest and posttest of reading comprehension. The population in this research are 5 visually impaired students in the 3 rd grade of SLB A YKAB Surakarta. The entire population was also sampled simultaneously. The data collection technique is test by using short answer question. The data was analyzed using a statistical analysis nonparametric Wilcoxon signed rank test through SPSS program version 20. Based on statistical analysis, the mean score of the posttet is higher than the mean score of pretest, namely 81,316 for posttest and 68,656 for pretest. Non-parametrik statistical analysis also indicated that score of Z =-2,032 and P = 0,042. Thus, the hypothesis CIRC method was effective to improve reading comprehension ability of visually impaired students in the 3 rd grade of SLB A YKAB Surakarta can be accepted. It can be concluded that CIRC method has positive effect on reading comprehension ability of visually impaired students in the 3 rd grade of SD SLB A YKAB Surakarta.

Konservasi pada tahun 2010 merupakan kebijakan yang sangat tepat, tidak saja sejalan dengan kebijakan kota semarang dan Provinsi Jawa Tengah, tetapi juga sejalan dengan kebijakan nasional serta strategi pelestarian dunia. Hal ini dimungkinkan karena UNNES memiliki kekuatan dalam program-program,

Learner Background (x 2)

The author has chosen the following two students whom are participating on the ‘Understanding Children’s Social and Emotional Development’ L2 course at Bridlington ERC. The reasoning behind the choice of students is that M. R. has a great deal of unknown factors in her profile which, not only allows for further investigation (VARK Analysis – conducted by G. Steels; 24/02/2014) in to accrediting any/all prior learning, but also permits the author to access and discuss an assemblage of methodologies and contingency strategies that will aim to circumvent any barriers that M. R. could face during her learning journey. Whereas, the second student, was chosen as she is not only performing at a distinction level, but also has many barriers to learning i.e. Dyslexia; Dyspraxia; is disabled (Prosthetic leg – left) and is an occasional wheelchair user.

Penelitian Tindakan Kelas ini bertujuan untuk mengetahui apakah pembelajaran tipe NHT ini dapat meningkatkan aktifitas dan hasil belajar siswa, selain itu juga melatih siswa untuk saling bekerja sama, saling berkomunikasi dan saling membantu dalam memahami suatu permasalahan. Desain penelitian ini menggunakan 2 Siklus, dilaksanakan di SMAN 2 Narmada Lombok Barat pada semester ganjil tahun pelajaran 2017-2018. Subyek penelitian adalah siswa kelas XII IPA-2 yang berjumlah 24 orang. Pengumpulan data dilakukan dengan observasi untuk memperoleh data aktivitas siswa dan tes untuk memperoleh hasil belajar siswa. Analisis data dilakukan dengan membadingkan rata-rata data pada siklus 1 dengan data pada siklus 2. Berdasarkan hasil penelitian pembelajaran tipe NHT ini dapat meningkat aktifitas belajar siswa, persentase keaktifan siswa meningkat dari 75% pada siklus I menjadi 79,17%  pada siklus II. Demikian juga hasil belajar siswa mengalami peningkatan dari rata-rata kelas 78,60 pada siklus I...

For teacher professional development, you do not have to rely on experts to tell you what does and does not work or to explain to you what research says about something.  Action research enables you to become your own expert.  This article describes how action research can be used to develop each of the four types of knowledge necessary for teacher expertise: pedagogical knowledge, pedagogical content knowledge, content knowledge, and knowledge of learners and learning.

The purpose of this practical action research study was to explore how preservice music teachers, preservice classroom teachers, and a methods course instructor responded to the experience of rehearsing a Korean percussion ensemble piece. Seven preservice music teachers and nine preservice classroom teachers rehearsed Samulnori for 20 minutes per week for 8 weeks. Data sources included reflective narratives produced by the instructor and participants, observation field notes, and participant interviews. Through each step in the action research process, across multiple cycles of instruction and reflection, the teaching approach was altered to better fit participants' needs and interests in the two groups. While preservice music teachers valued authentic music demonstrations and the hands-on process of learning to perform Samulnori in a polished and accurate manner, preservice classroom teachers required more detailed verbal explanations in addition to music demonstrations and showed interest in learning about the historical and cultural background of Samulnori.

Аннотация Индивидуализация обучения представляет собой актуальный вопрос в современном образовании. Исследователи и практики ищут и внедряют разные методы индивидуализации обучения. Classroom research представляет собой перспективный метод внедрения индивидуализации в педагогическую практику, так как позволяет педагогу решать актуальные для конкретной учебной ситуации проблемы, учитывая индивидуальные особенности, возможности и потребности обучаемых. Ключевые слова: индивидуализация обучения, classroom research, исследование действием, индивидуальные особенности обучаемых, преподавание иностранных языков

CLASSROOM RESEARCH AS A WAY TO INDIVIDUALISE TEACHING: APPROACHES, EXAMPLES AND RESTRICTIONS Abstract Individualised teaching is a relevant issue in education. Both researchers and teachers are in search of approaches to individualise teaching. Classroom research is considered to be one of the promising methods to implement into teaching as it allows teachers to solve urgent teaching problems in particular situations, taking into consideration learners' differences, possibilities and needs.

This poster presentation reports on the impact eight different teacher moves had on classroom interactions in a Japanese university. The moves were speaker referrals, statements of mind, open questions, reflective statements, statements of interest, declarative statements, closed questions, and back-channeling. It was found that the type of move the teacher employed affected both the length of students’ responses, with four moves consistently encouraging more output, and the type of information they gave. This suggests that a variety of moves should be employed by educators to help students produce more and to practise responding to discourse moves other than questions.

Penelitian ini bertujuan untuk meningkatkan hasil belajar kognitif siswa kelas III Sekolah Dasar pada pelajaran IPA. Penelitian ini termasuk dalam Penelitian Tindakan Kelas (Classroom Action Research). Tahapan penelitian ini terdiri dari dua siklus, yang dimana setiap siklus terdapat empat tahapan: (1) perencanaan; (2) pelaksanaan tindakan; (3) tahap observasi dan evaluasi, dan; (4) refleksi. Tindakan yang diberikan untuk meningkatkan hasil belajar kognitif siswa adalah dengan mengimplementasikan computer based instruction model simulasi. Hasil Penelitian Tindakan Kelas menunjukkan bahwa ketuntasan klasikal siklus I yaitu 75% mengalami peningkatan pada siklus II sebesar 83.3%. Demikian pula dengan aktivitas belajar siswa terjadi peningkatan dari siklus I yaitu memperoleh skor 47.5 dengan kategori cukup aktif, pada siklus II menjadi 62.5 dengan kategori aktif. Sedangkan skor aktivitas guru juga mengalami peningkatan yaitu dari siklus I memperoleh skor 14.5 berkategori sangat baik, pa...

Bu calismanin amaci, ilkokullarda calisan sinif ogretmenlerinin sinifta en sik karsilastigi istenmeyen ogrenci davranislarinin neler oldugu ve karsilastigi bu davranislarin ustesinden gelmede nasil bir strateji kullandiklarini ortaya koymaktir. Arastirmanin orneklemini, Kahramanmaras Turkoglu ilcesi ilkokullarinda gorev yapan, uygun ornekleme yolu ile secilmis 102 sinif ogretmeni olusturmaktadir. Nitel calisma olan bu arastirmadaki veriler, iki farkli anketten yararlanilarak, sinif ogretmenlerinin sinif ici istenmeyen ogrenci davranislari ve bu davranislarla bas etmede kullandiklari stratejileri belirlemeye yonelik 20 sorudan olusan bir anket tasarlanmis ve tasarlanan bu anket sinif ogretmenlerine uygulanmistir. Arastirmada elde edilen veriler bilgisayar yardimiyla cozumlenmistir. Arastirmaya gore, ogrencilerin sinif ortaminda en cok yaptigi istenmeyen davranislar arasinda; arkadaslarini sikâyet etmek, sinifta izin almadan konusmak, ders disi seylerle ugrasmak davranislari yer almis...

The classroom interaction pattern in the classroom is very important and it brings success of the disabilities students because with this pattern they can interact with the teachers and their students" friends. Therefore it is playing a vital role in developing the social competence of child. The researcher used the interaction analysis as tool to capture the quantitative and qualitative aspects of classroom. The classroom verbal behaviour is observed and captures the social emotional environment of teacher and students. The researcher used the FIACS in interactive process which covering ten categories of verbal behaviour divided into teacher talk, student talk and silence or confusion. This technique observes only the verbal behaviour of 30 English teachers in their classroom. The main aim of the study is to study the class interaction pattern in relation to gender and social group.

I believe children can create artwork as stimulating as Twombly’s or Pollock’s. But as evidenced by our tabletops, the key lies in the willingness to allow kids to pursue this type of creativity as they see fit rather than requiring students to produce run-of-the-mill “in the style of” imitations.

A short write up to defend the validity and legitimacy of Action Research as compared to traditional research. We who espouse Action Research must stop apologising or feel inferior to our traditional researchers...both have their place. This paper was written after undergoing a seminar with Prof. Jean McNiff. Thanks Jean, you have succeeded in shifting my paradigm.

Teacher-student relations are a strong motivator and indicator of learning. Trust between teacher and student is a fundamental prerequisite for higher learning (Curzon-Hobson, 2002). Further, the relationship allows for the construction of a safe and nurturing environment that facilitates the students' ability to create and trust their knowledge (Raider-Roth, 2005) . The purpose of this study was to assess the impact of a deliberate focus on relationship building in the undergraduate classroom at the United States Military Academy. Using a teacher-as-researcher method, the instructor asked students to make personal introductions for 4 classes (semester 1), 8 classes (semester 2), and 11 classes (semester 3) to support class cohesion and improve classroom participation by enhancing student-student and student-teacher relationships. The study used qualitative data to assess the impact of introductions on student participation and satisfaction and to facilitate the development of student enthusiasm.

This present paper is a discussion of all such difficulties and drawbacks that are a part of teaching and learning of English as a language. It is also about my experiments as a Teacher and researcher that I have carried out in this direction. These experiments developed the innovative mindset and to made the learning process more joyful exercise for the students and encouraging for the teacher. Further education offers opportunities to everyone irrespective of class, caste, gender, marginalized or evens the socially and economically deprived people. However, sometimes these opportunities remain unclaimed due to the lack of knowledge and lack of proper information system to the beneficiaries. In such circumstances ICT or E-learning will be of great help in reaching the various educational schemes and facilities to the large number of people. In other words technology or the internet can be the great leveller, the equalizer.

It is critical to PAIR-up to design learning spaces. Those involved in designing new learning spaces for higher education need to

Partner to form an interdisciplinary, Pedagogy-rich design team;

Assess how learning is influenced in new learning spaces;

Integrate ideas from many disciplines to innovatively design learning spaces; and

Revisit current views on emerging technologies, diverse learners, strategic campus issues, new course design methods, and recent findings in learning science.