CAR : 3 journals assigment

Journal 1

Pupils with emotional and behavioural problems as action researchers in foreign language teaching

In this time i want to tell you the journal that i have read and the title is pupils with emotional and behavioural problems as action researchers in foreign language teaching. In this journal Foreign Language (FL) teachers experience conflict in classroom, they sometimes have to face difficult children that often lead teachers blame students and even more frustation on both sides. For that from the journal describes 2 years project funded by the Australian federal goverment in which FL teachers give opportunities for difficult children. It stresses the importance of using ecosystemic methods in which seek to include the students’ perspectives, discusses two example of classroom action research modules. As it has several aims such as to make FL teachers sensitive to the pupils’ problem behavior, encourage teachers to plan classroom action research, introduce classroom action research projects which are designed  to deal with difficult children, increase awareness of the importance of ecosystemic approaches. To conduct this project there are 97 pupils (54 male, 43 female) and divided into 2 phase, first phase is diagnosing problem behaviour in the FL classroom, and second phase is pupil-centred classroom action research projects. First phase’s activity is assesing pupil’s behaviour problem by using German version of Goodman Strength and Difficulties Questionnaire (SDQ). And second phase is focused on creating learning opportunities in the language classroom. In second phase, there are two modules: 1) that’s me project, 2) rules4schools project. And the data shows that pupils enjoyed the project, which fostered their awareness of their responsibility for their behaviour in class. In conclusion, ecosystemic methods and on the notion of pupils as classroom action researchers help sensitize FL teachers for their pupils’ problem behaviour.

Spann, H. (2006). Pupils with emotional and behavioural problems as action researchers in foreign language teaching. Emotional and Behavioural Difficulties, 10: 1, 33-42.

Journal 2

Research and development of classroom action research process to enhance school learning

I want to share my summary of a journal that i’d read with the title research and development of classroom action research process to enhance school learning. The journal that i have read has purposes such as developing classroom action research process to enhance teachers’ five discipines and school learning, comparing those disciplines and school learning using two development methods, and also to study teachers’ opinion about that. The significance of this research that is to help the improvement of teaching proffesion also create learning organization. To conduct the research, participants who are involved including 83 teachers from nine schools in bangkok in which divided into two groups experimental group and control group. And the research uses four research such as questionnaire, behaviour observation, evaluation, and self-learning report. To analyze the data based on objectives and research stages. From the finding of the research, the researcher found that most of thai teachers still have many problems in CAR process because they lack of knowledge and skill. Survey regarding to school learning shows that the schools have low average scores. According to the result of MANOVA shows there are no significant stastistical differences of five disciplines and school learning among teachers undergoing the different development methods. After all, to enhance five disciplines and shool learning need much time and do continuosly.

Kunlasomboon, N., Wongwanich, S., Suwanmonkha, S. (2015). Research and development of classroom action research process to enhance school learning. Procedia-Social and Behavioural Science.

Journal 3

 Classroom action researh on formative assessment in a context-based chemistry course

I have read a journal " Classroom action research on formative assessment in a context-based chemistry course. Chemistry curricula based on context-based approaches have been implemented in high schools. These approaches have challenges in high school in which are often considered out of date. Here, context-based science courses stimulate  students to reconstructing information in which is presented by connecting to the prior knowledge of as well as their experience. To support student learning in context based chemistry, Formative assessments as one way is used. In addition, formative assessment also give information of students' knowledge deficiencies and misconceptions and how students can be supported to teachers also students. As this study aims to provide insights to the impacts of formative assessments on achievement during context-based chemistry course. Study on formative assessments suggests positive effect on students' science avhievement, eventhough the success of formative assessments depends on how it is implemented. This research can be known as Classroom Action Research (CAR). In classroom action research setting, pre-test/post-test control group design with switching replication is implemented. As the participants of this research, 62 grade 9 students of Netherlands are involved, only 57 (29 girls and 28 boys) students who complete the tests. This research uses three lessons in each of it 75 minutes, also repeated-measures analysis to analize score of pre-test and post-test. The result of repeated-measures analysis shows that has a significant impact of formative assessments on students achievement. The existence of formative assessments in content-based approaches strengthen the power to meet with challenges. After all, can be concluded that formative assessments can give positive impact and reinforce the strength. Teachers can use this to support students' conceptual understanding and emotional needs.

Vogelzang, J., Admiraal, W., F. (2017). Classroom action researh on formative assessment in a context-based chemistry course. Educational action research, 25 (1), 155-166.