Action Research-Based Practices in Primary Education

Figures

Figure 1.1.1: Diagram of action research-based learning

Figure 1.1.2: Diagram of action research-based education

Figure 1.4.1: Stages of proactive action research

Figure 1.4.2: Stages of responsive action research

Figure 1.4.3: Hybrid model of action research

Figure 1.4.4: Action research cycle

Figure 2.2.1: Logic diagram of the empirical study of action research-based primary education practice in Lithuania

Figure 2.2.2: Flowchart showing all stages of the action research

Figure 2.2.3: Diagram of collaboration among researcher, undergraduate thesis author, teacher-practitioner, when performing action research

Figure 3.1.1: Average scores for the quality of the lessons observed during the external assessment, according to different aspects of the lesson

Figure 3.1.2: Aspects of performance to be improved in schools assessed in 2019 (%, N=53) (Data source: NAE, 2019)

Figure 3.1.3: Self-directed learning in the classroom in 2019 (% of lessons, number of lessons N=171) (Data source: NAE, 2019)

Figure 3.1.4: Social learning in the classroom in 2019 (% of lessons, number of lessons N=871) (Data source: NAE, 2019)

Figure 3.1.5: Mean scores for the indicators of teaching/learning and pupil experiences (number of schools N=61) (Data source: NAE, 2019)

Figure 3.1.6: Aspects of performance to be improved in schools assessed in 2021–2022 (%, N=61) (Data source: NAE, 2022)

Figure 3.1.7: Distribution of schools by assessment level for planning of teaching/learning (number of schools N=61) (Data source: NAE, 2022)

Figure 3.1.8: Strengths and areas for improvement in lesson planning (2021, % of lessons, number of lessons N=501) (Data source: NAE, 2022)

Figure 3.1.9: Strengths and areas for improvement in scaffolding for the pupil in the educational process (2021, % of lessons, number of lessons N=556) (Data source: NAE, 2021)

Figure 3.1.10: School assessment levels for empowering learning leadership and pupils’ learning experiences (number of schools N=61) (Data source: NAE, 2022)

Figure 3.1.11: Strengths and areas for improvement in motivating all pupils to engage in the learning process (2021, % of lessons, number of lessons N=836) (Data source: NAE, 2021)

Figure 3.1.12: Strengths and areas for improvement in facilitating pupils’ understanding and deep learning (2021, % of lessons, number of lessons N=508) (Data source: NAE, 2021)

Figure 3.1.13: Mean scores for the indicators in the area of assessment while being educated, and results (number of schools N=61) (Data source: NAE, 2022)

Figure 3.1.14: Strengths and areas for improvement in assessing achievements among diverse pupils (% of lessons, number of lessons N=189) (Data source: NAE, 2021)

Figure 3.1.15: Strengths and areas for improvement in feedback encouraging progress (% of lessons, number of lessons N=169) (Data source: NAE, 2021)

Figure 3.1.16: Strengths and areas for improvement (achievements and progress) (% of lessons, number of lessons N=186) (Data source: NAE, 2021)

Figure 3.1.17: Percentage of lessons observed in 2022, by assessment level for each aspect of the lesson (number of lessons N=1 418) (Data source: NAE, 2022)

Figure 3.1.18: Strengths and areas for improvement in the planning of observed lessons in 2022 (% of lessons, number of lessons N=619) (Data source: NAE, 2022)

Figure 3.1.19: Strengths and areas for improvement in the organisation of lessons observed in 2022 (% of lessons, number of lessons N=1,343) (Data source: NAE, 2022)

Figure 3.1.20: Strengths and areas for improvement in the assessment of pupils’ achievements and progress in the observed lessons in 2022 (% of lessons, number of lessons N=1,392) (Data source: NAE, 2022)

Figure 3.1.21: Strengths and areas for improvement in result-oriented teaching and learning in observed lessons in 2022 (% of lessons, number of lessons N=1,392) (Data source: NAE, 2022)

Figure 3.1.22: Topics most commonly covered in education research in schools (N=53)

Tables

Table 1.3.1: Preparatory questionnaire to prepare for performing action research in the area of literacy

Table 1.3.2: A model of verbal activities to be used in action research

Table 1.3.3: Didactic stages of the spoken language development cycle, where a problem in any subject is resolved

Table 1.3.4: Example agenda for a preparatory meeting

Table 1.3.5: Written questionnaire on teachers’ perceptions of literacy in the broad sense (reading and oral activities)

Table 1.3.6: Group interview matrix

Table 1.3.7: Example of a teacher’s individual journal

Table 1.3.8: Example of a group journal

Table 1.3.9: Example of a semi-structured interview

Table 2.2.1: Areas and indicators for assessing school performance

Table 2.2.2: Breakdown of bachelor’s theses selected by year and thematic group

Table 2.2.3: Theoretical basis for focus group questions

Table 2.3.1: Characteristics of Focus Group 1 participants, who had been VMU full-time bachelor’s degree students and had graduated 3 years ago, and now work in primary school classrooms

Table 2.3.2: Characteristics of Focus Group 2 participants, who had been VMU part-time first cycle students and had graduated 2 years ago, and now work in primary school classrooms

Table 3.1.1: Creating learning experiences for pupils in a general education school

Table 3.1.2: Experiences of using educational research results in school activities (n=53)

Table 3.2.1: Problem-solving by research subject, when learning Lithuanian language

Table 3.2.2: Problem-solving by research subject, when learning history

Table 3.2.3: Problem-solving by research subject, when learning natural science

Table 3.2.4: Problem-solving by research subject, when learning mathematics

Table 3.2.5: Problem-solving by research subject, when learning music, art and technology

Table 3.2.6: Problem-solving by research subject, when developing pupils’ general competences related to experiential activities

Table 3.2.7: Problem-solving by research subject, when developing pupils’ general competences related to monitoring and self-evaluation of personal progress

Table 3.3.1: Views of Focus Group 1 participants on their experience of applying action research

Table 3.3.2: Examples of Focus Group 1 interview participants’ motivations for performing action research in educational practice

Table 3.3.3: Answers of Focus Group 1 interview participants on how they prepare for action research