Kajian tindakan edisi ketiga bahagian perancangan dan penyelidikan dasar pendidikan
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BUKU MANUAL KAJIAN TINDAKAN
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AGENDA FOR THE FUTURE There are many issues that emerged in this study that could not be included in the present paper and which I intend to deal with in the future. First, it is about how to provide constructive response during our reflective conversations concerning how to respond to their pupils. In most cases, it was the teachers’ teaching practices that pose the problems and not the medium of instruction (in this case 150 English) that caused low percentage passes. Pupils pick up the language fast enough to use it in their learning of the subject. The second point is how the action research that was planned as a context for reflective inquiry became an intersubjective space where the teachers and the researcher needed each other to understand some of the ways in which we learn to see ourselves as the ‘other’; how in trying to understand other people’s behavior and responding to it we are able to reflect on our own. BIBLIOGRAPHY Carr, W. & Kemmis, S. (1986). 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Collaboration research in organizations. Thousand Oaks, CA: Sage. Altricher, H., Posh, P. & Somekh, B. (1993). Teachers investigate their work. London: Routledge. Arkinson, Sue. (1994). ‘Rethinking the principles and practice of action research: The tensions for the teacher-researcher’. Dalam Education Action Research: An International Journal, Vol 2, No. 3, 1994. Airasian, P. & Gullickson, A. (1997). A teacher self-evaluation tool kit. Corwin Press. Ary, D., Jacobs, L.C., Razavieh, A. (2002). Introduction to research in education. 6 th Ed. Belmont: Wadsworth. Bahagian Perancangan dan Penyelidikan Pendidikan, Kementerian Pelajaran Malaysia. (1995). Modul Kajian Tindakan. Kuala Lumpur: PIER – Sub Program 4, BPPP, KPM. Bahagian Perancangan dan Penyelidikan Pendidikan, Kementerian Pelajaran Malaysia. (2005). Manual Kajian Tindakan. Kuala Lumpur: BPPPDP, KPM. Bahagian Perancangan dan Penyelidikan Dasar Pendidikan, Kementerian Pelajaran Malaysia. (2005). 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(1994). Dikod dari John W. Creswell, 2005, Educational research: Planning, conducting, and evaluating quantitative and qualitative research, 2 nd Ed., Upper Saddle River, NJ: Pearson Prentice Hall. Kemmis, S. & McTaggart, R. (1988). The action research planner. Geelong, Victoria, Australia: Deakin University Press. Kemmis, S. & Wilkinson, M. (1998). Participatory action research and the study of practice. Dalam B. Atweh, S. Kemmis, and P. Weeks (Eds.), Action research in practice: Partnerships for social justice in education (pp. 21 – 36). London: Routledge. Koszalka, T., Song, H.D., & Grabrowski, B. (2002). Examining learning environmental design issues for prompting reflective thinking in web-based PBL. Kertas dibentangkan dalam Annual Meeting of the American Educational Research Association, April, 2002, New Orleans, L.A Loughran, J. (2002). Effective teacher practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33 – 43. McNiff, J. (1988). 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Risko, V., Roskos, K., & Vulkelich, C. (2002). Prospective teachers’ reflection: Strategies, qualities, and perceptions in learning to teach reading. Reading Research and Instruction, 41(2), 149 – 175. Schmuck, R.A. (1997). Practical action research for change. Arlington Heights, IL: IRI/SkyLight Training and Publishing. Stringer, E.T. (1999). Action research. 2 nd Ed. Thousand Oaks, CA: Sage. Susman, G. & Evered, R. (1978). An assessment of the scientific merits of action research. Adminstrative Science Quaterly, Vol. 23, 582 – 603. Document Outline
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