First journal Second Journal Third Journal

Similarit - Collaborative action research between more than two teachers.

y - The researchers use their own style approachable.

Different To improve the teacher The action research Used the teacher
ia practices in oral class. focuses on the (preservice) as the
students' thinking, sample of action
their feelings, and their research
Used the preservice teacher aspirations.
Used the different Used the preservice
background teacher teacher

Problem Oral reading practices by Transforming Investigated the

s using technique; Round Teacher-Student impact and
Robin Reading (RRR), the Relationships dimensions of several
“practice of calling on through Action teaching and learning
students to read orally one Research approaches utilized in
after the other” tertiary institutions.

Purpose a) to support these student (a) establish more a) Reduce reliance on

teachers as they learned personal relationships surface learning
about research-based oral with students, techniques and
reading strategies and improve deep learning
implemented them in their (b) develop a better processes amongst a
cooperating classrooms and understanding of cohort of
students as learners, undergraduate
(b) to study how they students (education)
changed their teaching (c) Give students a
through becoming voice in the classroom.
researchers themselves.

Sample There are have two sample: 1. Rachel, a 1. Undergraduate

1. Kristen - first grade middle grades students studying in a
classroom. art teacher, Bachelor of Education
focused on (Early Childhood) at a
2. Ikaika had two developing a regional university in
student better NSW,
- sixth grade classroom understanding Australia. (preservice)
-high school fully self- of her students
contained special education culture
classroom. (immigrant)
(multicultural situations) 2. Jim is a high
school
mathematics
teacher,
researched on
to better
understand
their students
as learners.
3. Silvia, a middle
grades math
teacher, focus
to giving
students a
 voice in the
classroom.
Setting In classroom In classroom In classroom
Procedur a) understandin The study reported
e g of her here employed a
students longitudinal,
culture quasi-experimental,
- By interviewing multiple cohort,
and talking to design with repeated
her student measures on non-
about their art, equivalent dependent
During the Student shadowing and variable.
Teaching Experience attending
events with a) The first cohort
Look. their friends, (Cohort 1)
Read background literature and acted as the
and reflected on themselves interviewing the contrast group,
as readers and teachers of parents of this with Cohorts 2
reading small group of and 3
students. representing
Think - Assigned her the treatment
Time to “construct students to and
explanations to (a) extend collaborate on a comparison
their understanding of what book of stories groups
is happening and how it is and respectively.
happening and (b) develop illustrations.
joint constructions to She described - Treatment was
interpret and explain the the project. applied throughout the
problems under - Rachel recorded course experience of
investigation” her Cohort 2, and for the
observations of first two years of their
Act her students at course, for Cohort 3.
Time for researchers to work and
“formulate practical analyzed the b) Cohort 3, thus
solutions to the problems final book provided data
they perceive” produced by the on a partial
class. replication of
Continuing the Cycle
the treatment
They continued to b) Understand applied fully to
implement alternatives to their students Cohort 2.
RRR. Five weeks into the as learners.
process, they shared the - giving his two
following reflection. c) Cohorts 1 and
advanced 2 were
placement surveyed from
calculus classes their entry to
the same quiz, the university
making one to the
multiple choice completion of
and the other their three-year
free response. degree, while
His data Cohort 3 was
collection surveyed on
began by entry and
conducting one- during the
on-one second year of
 interviews with their new four
all sixty year degree
students in the course.
two classes. He
was excited to - An embedded action
find research paradigm
interviewing a was used to develop,
valuable tool implement, evaluate
- After collecting and revise teaching
this initial data, approaches and
Jim gave a specific applications
multiple-choice for the treatment and
test to his comparison groups. As
advanced such, the treatment
placement applied to Cohorts 2
statistics and 3 continuously
classes. Again, evolved
he interviewed throughout the course
the sixty of the study.
students after
the test. Learning
c) Giving approaches, teaching
students a efficacy beliefs, and
voice in the causal attributions for
classroom. learning outcomes
- Used small- were repeatedly
group work in surveyed at pre-
her classroom. determined intervals
- She also for each of three
created new cohorts
strategies to of students
engage her undertaking initial
students in training in early
authentic childhood teacher
discussions education within the
about their context of an
participation Australian rural
and behavior university.
during group
work. -
- These insights
led Silvia to
give her
students more
ownership of
their learning
by allowing
them to create
new roles for
group members
and new rules
for working
constructively
in groups. With
this new
 control, the
students began
to analyze and
evaluate the
quality of their
own and their
peers'
participation.

Collectin Data sources include a) understandin Three phases in the

g Data reflective journals g of her inquiry were agreed to
maintained by the student students following a series of
teachers, detailed plans for culture meetings amongst
lessons they implemented - By interviewing personnel.
during this project, and and talking to
notes that document the her student. a) Phase
process they used. To follow - Evaluate their represented
up, the research then outcomes the collection of
interviewed them during project. baseline data from
their first-year teaching - recorded her Cohort 1 (year
placements about their use observations of 1, 1995) who would
of RRR and the effects on her students become the contrast
their current teaching of b) Understand group in an eventual
engaging in action research their students quasi-experimental
during their student as learners approach?
teaching experience. - His data
collection - Their
began by development
conducting one- as a cohort of learners
on-one and teachers would be
interviews with followed with
all sixty administrations of
students in the questionnaires
two classes repeated annually.
after they have
done a test. - Descriptive
d) Giving data would be
students a gathered,
voice in the presented and
classroom. published,
- She began by identifying key
interviewing her relationships
students and among the
asking dependent
questions about variables.
their feelings
and opinions of b) Phase 2
working in small represented
groups. the
development
and
implementation
of altered
teaching and
learning
 contexts by the
principal
teaching team,
and others
from time to
time, who
taught in the
Bachelor of
Teaching (Early
Childhood)
course.

- Phase 2 was to
examine the
effect of these
modifications
on the
dependent
variables and
on the
relationships
between them.
Altered
teaching and
learning
contexts were
planned to be
applied to
Cohort 2, who
began year 1 in
1996, and to
continue in
varying forms
throughout the
length of their
course.

- It would then
be possible to
compare the
traditional
approach used
with Cohort 1
and the
modified
approach used
with Cohort 2
across the
identified
dependent
variables
through
longitudinal
analysis.
Analysis 1. The researchers 1. This journal was 1. This action
Data study the done by research use
effectiveness of this collaboration more solid
technique because it research sample
was traditional because they because there
methods to improve want to study are setting in
our oral speaking in the effect from clearly design
languages. But the their of action by
impact of this approachable divided the
method was harmful on the students' student into a
for emotional thinking, their couples of
behaviors when they feelings, and group which
have high probability their are different
to feel shy or fear in aspirations. characteristic.
front the public. They They were
also got bored and putting the 2. They study the
lost their confident research problems by
selves by doing this centered on the followed these
technique. As long students The study
as the technique still respond on reported here
can be improve by these employed a
create a new approachable longitudinal,
approachable rather by quasi-
strategies such as looking on their experimental,
doing the share book achievement multiple cohort,
experiences or likes usually design with
create a action research. repeated
characteristic scene 2. In this action measures on
from the book. research, they non-equivalent
more flexible dependent
2. As the preservice and give their variable.
teacher, they had students
face problem in the chance to
first year services generate and
but by doing action reflect together
research the problem
continuously in their coming out. By
classroom. They doing this, they
become more also can
creatively overcome improve
it. themselves.

Evaluati Strengthen : Strengthen : Strengthen :

on 1. Be more focus 1. Involves the 1. Use the same
because study only different basic of sample
on a technique. background of but the
2. Basic knowledge in teacher. different
languages. 2. Study the characteristic.
different edge 2. Take a long
Weakness: in relationship period to study
1. Only focus on a between the
method. student and effectiveness of
2. Use their own self as teacher. technique.
the benchmarks. 3. Many
Weakness: approachable
 1. The action
research was Weakness:
not firmly 1. The sample will
because most become to be
depend on the as
interview as the experimental.
collect data 2. Waste
methods. student’s time
if the
approachable
not
effectiveness.
Conclusi For the first year experience The power of action The data suggested
on as preservice teacher, they research lies in its that an embedded
reflect on the impact of ability to require action research model
action research in changing teachers to interact was appropriate in
their practice related to more often, and encouraging tertiary
RRR. They can engage in in new and personnel to adopt
action research and be qualitatively different teaching principles
successful. Faculty can and ways, with their and processes
should encourage them to students. When designed to increase
take part in action research. students became deeper learning
RRR is a practice that dies important sources approaches.
hard. So, students in the of data, the data-
elementary classroom collection process
appear to be taught through created new
the use of RRR so regularly possibilities for
that they themselves revert teachers to learn how
to the practice if given an to really listen and
option. Once again, we need converse with their
to support new teachers and students about things
encourage them to use important to them
alternatives to RRR. Their personally and
change in teaching educationally. They
strategies is what can most began to listen to their
influence their students. students and
communicate with
them in new ways.

Synthesi Based on reading information trough these journals, I can say that as the
s preservice or education student: we are encouraged to do action research as to
comfortably the teaching skills. We can study by using more than one method
and design it in clearly pattern which is data more easily to analysis in
quantitative and qualitative. Even use the traditional methods gather data
such as interview, questionnaire, paper project or assessment, it still proved
the reliability and validity. The good action research is made in certain period
which is not take a long or really short but continuously.