Vol. 2 No. 3 (2023): Action research articles from 2022-2023

					View Vol. 2 No. 3 (2023): Action research articles from 2022-2023

In this issue we have collated the articles based on action research assignments that have been submitted to the journal. We hope that these examples are useful and interesting, showing how others have approached action research in ways that may be similar and yet different. The abstracts from each article are presented to encourage you to read more about the topic. Articles are published as each one is ready.

Assenberg Van Eijsden's article highlights that learning to ask questions effectively is a key skill of the teacher. Observing other teachers’ use of questioning is helpful but may not clarify what types of questions are most effective. This piece of action research was carried out with a small group of Early Years children just starting school in Switzerland, with the aim of encouraging their critical thinking through well-planned questions. Using a cyclical action research approach, interviews, observations, mentor discussions, and audio recordings were used to analyse the types of questions and wait time being used. From the data collected it was evident that the practitioner’s questioning progressed from lower-order questions in the first reading, to a good mixture of question types in the final reading, targeted at the children’s varying abilities. From observation feedback and critical conversations with the mentor and, it became apparent that the children were responding, participating in discussions, and asking their own questions, a sign of critical thinking. Future research opportunities are discussed, with suggested analysis of the types of response being potentially useful to gauge understanding.

Published: 03-12-2023