action research titles for kindergarten

200+ List of Topics for Action Research in the Classroom

In the dynamic landscape of education, teachers are continually seeking innovative ways to enhance their teaching practices and improve student outcomes. Action research in the classroom is a powerful tool that allows educators to investigate and address specific challenges, leading to positive changes in teaching methods and learning experiences.

Selecting the right topics from the list of topics for action research in the classroom is crucial for ensuring meaningful insights and improvements. In this blog post, we will explore the significance of action research in the classroom, the criteria for selecting impactful topics, and provide an extensive list of potential research areas.

Understanding: What is Action Research

Table of Contents

Action research is a reflective process that empowers teachers to systematically investigate and analyze their own teaching practices. Unlike traditional research, action research is conducted by educators within their own classrooms, emphasizing a collaborative and participatory approach.

This method enables teachers to identify challenges, implement interventions, and assess the effectiveness of their actions.

How to Select Topics From List of Topics for Action Research in the Classroom

Choosing the right topic is the first step in the action research process. The selected topic should align with classroom goals, address students’ needs, be feasible to implement, and have the potential for positive impact. Teachers should consider the following criteria when selecting action research topics:

Alignment with Classroom Goals and Objectives: The chosen topic should directly contribute to the overall goals and objectives of the classroom. Whether it’s improving student engagement, enhancing learning outcomes, or fostering a positive classroom environment, the topic should align with the broader educational context.
Relevance to Students’ Needs and Challenges: Effective action research addresses the specific needs and challenges faced by students. Teachers should identify areas where students may be struggling or where improvement is needed, ensuring that the research directly impacts the learning experiences of the students.
Feasibility and Practicality: The feasibility of the research is crucial. Teachers must choose topics that are practical to implement within the constraints of the classroom setting. This includes considering available resources, time constraints, and the level of support from school administrators.
Potential for Positive Impact: The ultimate goal of action research is to bring about positive change. Teachers should carefully assess the potential impact of their research, aiming for improvements in teaching methods, student performance, or overall classroom dynamics.

List of Topics for Action Research in the Classroom

Impact of Mindfulness Practices on Student Focus
The Effectiveness of Peer Tutoring in Mathematics
Strategies for Encouraging Critical Thinking in History Classes
Using Gamification to Enhance Learning in Science
Investigating the Impact of Flexible Seating Arrangements
Assessing the Benefits of Project-Based Learning in Language Arts
The Influence of Classroom Decor on Student Motivation
Examining the Use of Learning Stations for Differentiation
Implementing Reflective Journals to Enhance Writing Skills
Exploring the Impact of Flipped Classroom Models
Analyzing the Effects of Homework on Student Performance
The Role of Positive Reinforcement in Classroom Behavior
Investigating the Impact of Classroom Libraries on Reading Proficiency
Strategies for Fostering a Growth Mindset in Students
Assessing the Benefits of Cross-Curricular Integration
Using Technology to Enhance Vocabulary Acquisition
The Impact of Outdoor Learning on Student Engagement
Investigating the Relationship Between Attendance and Academic Success
The Role of Parental Involvement in Homework Completion
Assessing the Impact of Classroom Rituals on Community Building
Strategies for Increasing Student Participation in Discussions
Exploring the Influence of Classroom Lighting on Student Alertness
Investigating the Impact of Daily Agendas on Time Management
The Effectiveness of Socratic Seminars in Social Studies
Analyzing the Use of Graphic Organizers for Concept Mapping
Implementing Student-Led Conferences for Goal Setting
Examining the Effects of Mind Mapping on Information Retention
The Influence of Classroom Temperature on Academic Performance
Investigating the Benefits of Cooperative Learning Strategies
Strategies for Addressing Test Anxiety in Students
Assessing the Impact of Positive Affirmations on Student Confidence
The Use of Literature Circles to Enhance Reading Comprehension
Exploring the Effects of Classroom Noise Levels on Concentration
Investigating the Benefits of Cross-Grade Collaborations
Analyzing the Impact of Goal Setting on Student Achievement
Implementing Interactive Notebooks for Conceptual Understanding
The Effectiveness of Response to Intervention (RTI) Programs
Strategies for Integrating Social-Emotional Learning (SEL)
Investigating the Impact of Classroom Discussions on Critical Thinking
The Role of Brain Breaks in Enhancing Student Focus
Assessing the Benefits of Inquiry-Based Learning in Science
Exploring the Effects of Music on Studying and Retention
Investigating the Use of Learning Contracts for Individualized Learning
The Influence of Classroom Colors on Mood and Learning
Strategies for Promoting Collaborative Problem-Solving
Analyzing the Impact of Flexible Scheduling on Student Productivity
The Effectiveness of Mindful Breathing Exercises on Stress Reduction
Investigating the Benefits of Service Learning Projects
The Role of Peer Assessment in Improving Writing Skills
Exploring the Impact of Field Trips on Cultural Competency
Assessing the Benefits of Personalized Learning Plans
Strategies for Differentiating Instruction in Large Classrooms
Investigating the Influence of Teacher-Student Relationships on Learning
The Effectiveness of Vocabulary Games in Foreign Language Classes
Analyzing the Impact of Classroom Discussions on Civic Engagement
Implementing Goal-Setting Strategies for Test Preparation
The Role of Classroom Celebrations in Building a Positive Environment
Strategies for Enhancing Student Reflection and Metacognition
Investigating the Effects of Positive Behavior Supports (PBS)
The Influence of Classroom Humor on Student Engagement
Assessing the Benefits of Student-Led Research Projects
Exploring the Impact of Timed vs. Untimed Tests on Anxiety
Investigating the Use of Educational Podcasts for Learning
The Effectiveness of Debate Activities in Developing Persuasive Skills
Analyzing the Impact of Mindful Walking Breaks on Concentration
Strategies for Promoting Digital Citizenship in the Classroom
The Role of Visualization Techniques in Mathematics Learning
Assessing the Benefits of Classroom Agreements for Behavior
Exploring the Effects of Goal-Setting in Physical Education
Investigating the Influence of Classroom Seating Charts on Behavior
The Effectiveness of Peer Editing in Improving Writing Skills
Strategies for Integrating Cultural Competency in History Lessons
Analyzing the Impact of Classroom Pets on Student Well-Being
The Role of Morning Meetings in Building Classroom Community
Investigating the Benefits of Using Learning Centers in Elementary Schools
Exploring the Effects of Virtual Reality in Geography Education
Assessing the Impact of Homework Choice on Student Motivation
Strategies for Promoting Growth Mindset in Mathematics
The Influence of Classroom Layout on Group Collaboration
Investigating the Benefits of Mindful Listening Practices
The Effectiveness of Using Real-World Examples in Science Lessons
Analyzing the Impact of Student-Led Assessments on Accountability
Exploring the Use of Learning Contracts for Student Responsibility
Investigating the Benefits of Teaching Digital Literacy Skills
Strategies for Implementing Peer Mentoring Programs
The Role of Graphic Novels in Promoting Literacy
Assessing the Impact of Flexible Grouping in Mathematics Classes
The Effectiveness of Using Storytelling for Conceptual Understanding
Investigating the Influence of Classroom Rituals on Attendance
Exploring the Benefits of Mindfulness Practices in Physical Education
Strategies for Integrating Social Justice Education in the Curriculum
Analyzing the Impact of Goal-Setting on Homework Completion
The Role of Classroom Mindfulness Activities in Stress Reduction
Investigating the Benefits of Using Educational Apps for Vocabulary
The Effectiveness of Using Drama in History Lessons
Assessing the Impact of Classroom Routines on Time Management
Exploring the Influence of Teacher-Student Rapport on Academic Achievement
Strategies for Promoting Active Listening Skills in the Classroom
Investigating the Benefits of Using Concept Mapping in Science
The Role of Classroom Socratic Seminars in Developing Critical Thinking
Assessing the Impact of Mindful Eating Practices on Student Focus
Exploring the Effects of Flipped Learning in Physical Education
Investigating the Benefits of Using Educational Games for Math Fluency
The Effectiveness of Peer Assessment in Art Classes
Strategies for Fostering Creativity in Science Education
Analyzing the Impact of Morning Stretches on Student Alertness
The Role of Classroom Discussions in Enhancing Social Studies Learning
Investigating the Benefits of Using Augmented Reality in History Lessons
Assessing the Impact of Growth Mindset Interventions on Test Anxiety
Strategies for Incorporating Environmental Education in the Curriculum
The Effectiveness of Using Conceptual Maps in Literature Analysis
Exploring the Influence of Classroom Lighting on Reading Comprehension
Investigating the Benefits of Using Learning Apps for Language Acquisition
The Role of Classroom Experiments in Science Education
Analyzing the Impact of Mindful Breathing Exercises on Test Performance
Strategies for Promoting Collaborative Problem-Solving in Mathematics
Assessing the Benefits of Mindfulness Practices in Physical Education
Exploring the Effects of Flexible Seating on Student Collaboration
Investigating the Influence of Homework Choice on Student Motivation
The Effectiveness of Using Educational Podcasts for History Learning
Strategies for Integrating Sustainability Education Across Subjects
Analyzing the Impact of Mindful Writing Practices on Language Arts Skills
The Role of Peer Teaching in Enhancing Understanding of Complex Concepts
Investigating the Benefits of Using Digital Storytelling in Literature Classes
The Effectiveness of Inquiry-Based Learning in Social Studies
Assessing the Impact of Student-Led Book Clubs on Reading Engagement
Strategies for Incorporating Financial Literacy in Mathematics Education
Exploring the Influence of Classroom Decor on Science Interest
Investigating the Benefits of Mindful Movement Breaks in the Classroom
The Role of Reflection Journals in Developing Critical Thinking Skills
Analyzing the Impact of Virtual Field Trips on Geography Learning
Strategies for Promoting Inclusive Physical Education Practices
Assessing the Benefits of Using Educational Board Games for Learning
The Effectiveness of Mindfulness Practices in Foreign Language Classes
Investigating the Influence of Classroom Rituals on Academic Rigor
Exploring the Impact of Student-Led Conferences on Goal Setting
The Role of Mindful Listening Practices in Improving Communication Skills
Investigating the Benefits of Using Educational Apps for Science Exploration
Analyzing the Effectiveness of Socratic Seminars in Philosophy Classes
Strategies for Promoting Gender Equity in STEM Education
Assessing the Impact of Classroom Celebrations on Student Well-Being
The Effectiveness of Using Debate Activities in Language Arts
Exploring the Influence of Positive Affirmations on Classroom Climate
Investigating the Benefits of Using Concept Mapping in History Essays
Strategies for Incorporating Media Literacy in Social Studies
Analyzing the Impact of Mindful Reflection Practices on Homework Completion
The Role of Peer Collaboration in Enhancing Artistic Skills
Investigating the Benefits of Using Educational Apps for Vocabulary Acquisition
The Effectiveness of Mindful Breathing Exercises in Test Preparation
Assessing the Impact of Flipped Learning in Science Laboratories
Strategies for Promoting Civic Engagement in Social Studies Classes
Exploring the Influence of Outdoor Learning on Scientific Inquiry
Investigating the Benefits of Using Learning Stations for Literature Analysis
The Role of Mindful Movement in Improving Physical Education Experiences
Analyzing the Effectiveness of Virtual Reality in Language Learning
Strategies for Incorporating Global Perspectives in Geography Education
Assessing the Impact of Mindful Coloring Activities on Stress Reduction
The Effectiveness of Using Educational Games for History Review
Investigating the Benefits of Mindful Breathing Exercises in Mathematics
Exploring the Influence of Classroom Rituals on Study Habits
The Role of Mindful Listening Practices in Enhancing Oral Communication
Analyzing the Impact of Student-Led Workshops on Study Skills
Strategies for Promoting Critical Media Literacy in Language Arts
Assessing the Benefits of Mindfulness Practices in Physical Fitness
The Effectiveness of Using Educational Apps for Music Appreciation
Investigating the Influence of Classroom Decor on Artistic Expression
Exploring the Impact of Mindful Eating Practices on Nutrition Awareness
The Role of Peer Assessment in Improving Science Fair Projects
Analyzing the Benefits of Mindful Breathing Exercises in History Classes
Strategies for Promoting Teamwork in Physical Education
Assessing the Impact of Classroom Celebrations on Cultural Understanding
The Effectiveness of Using Conceptual Maps in Geography Education
Investigating the Benefits of Mindful Movement Breaks in Mathematics
The Role of Mindful Listening Practices in Improving Musical Skills
Analyzing the Impact of Student-Led Discussions in Philosophy Classes
Strategies for Incorporating Environmental Stewardship in Science Education
Assessing the Benefits of Using Educational Games for Physical Fitness
Exploring the Influence of Classroom Decor on Mathematical Interest
Investigating the Effectiveness of Virtual Reality in Art Appreciation
The Role of Mindful Movement in Enhancing Physical Education Experiences
Strategies for Promoting Cultural Competency in Language Arts
Analyzing the Impact of Mindful Breathing Exercises on Test Anxiety
The Effectiveness of Using Educational Apps for Science Exploration
Investigating the Benefits of Peer Teaching in Mathematics Classes
Exploring the Influence of Classroom Rituals on Language Arts Skills
Assessing the Impact of Mindful Coloring Activities on Creative Expression
The Role of Mindful Listening Practices in Improving Public Speaking
Investigating the Benefits of Using Learning Stations for History Learning
The Effectiveness of Peer Assessment in Improving Writing Skills
Strategies for Promoting Digital Literacy in Geography Education
Analyzing the Impact of Mindful Eating Practices on Healthy Habits
Assessing the Benefits of Using Educational Games for Social Studies
The Effectiveness of Mindful Movement Breaks in Science Education
Exploring the Influence of Classroom Decor on Writing Motivation
Investigating the Role of Mindfulness Practices in Mathematics Anxiety
Strategies for Incorporating Financial Literacy in Social Studies
Analyzing the Benefits of Using Concept Mapping in Science Labs
The Role of Mindful Breathing Exercises in Improving Music Education
Exploring the Impact of Virtual Reality on Foreign Language Acquisition
Assessing the Benefits of Mindful Movement Breaks in History Classes

Tips for Conducting Action Research in the Classroom

Setting Clear Research Goals and Objectives: Clearly define the goals and objectives of the research to ensure a focused and purposeful investigation.
Involving Stakeholders in the Research Process: Engage students, parents, and colleagues in the research process to gather diverse perspectives and insights.
Collecting and Analyzing Relevant Data: Use a variety of data collection methods, such as surveys, observations, and assessments, to gather comprehensive and meaningful data.
Reflecting on Findings and Adjusting Teaching Practices: Regularly reflect on the research findings and be open to adjusting teaching practices based on the insights gained from the research.

Case Studies or Examples

Highlighting successful action research projects provides inspiration and practical insights for teachers.

Sharing case studies or examples of impactful research can demonstrate the positive outcomes and improvements that can result from well-conducted action research.

In conclusion, action research is a valuable tool for educators seeking to enhance their teaching practices and improve student outcomes.

Selecting the right topics from a list of topics for action research in the classroom is crucial for the success of action research projects, and teachers should consider alignment with goals, relevance to students, feasibility, and potential impact.

By exploring a diverse range of topics, teachers can embark on meaningful action research journeys, contributing to the continuous improvement of education.

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128 Kindergarten Research Topics & Essay Examples

📝 kindergarten research papers examples, 🎓 simple research topics about kindergarten, 👍 good kindergarten essay topics to write about, 🏆 best kindergarten essay titles, ❓ kindergarten research questions.

Early Childhood Education: Studies Review Studies on early childhood education have been conducted in various countries. This paper reviews three studies that were conducted in Germany, Netherlands and the USA.
Bilingual Education and Preschoolers' Development There are several theories in child development that directly or indirectly discuss the implications of bilingual education and show the importance of bilingual education.
Engaging the Learner in the Early Years of Schooling The following project report is preparation of education plans for five- year-old Indonesian children who are now growing up in the alien lands of Sydney in Australia.
Curriculum for Kindergarten Pupils The article presents a mini fitness lesson suitable for kindergarten children, as well as a plan for an interactive family event.
Developmentally Appropriate Activities for Toddlers The study sample includes a book aimed at developing toddlers’ cognitive skills and gross motor behavior, a go-get interactive game, and a video on learning colors.
Sloth Sky Preschool: Curriculum Context Sloth Sky Preschool offers center-based care for preschool/kindergarten children as a part of a school. Based on the location, the school is near Penguin Ocean Primary School.
Special Education for Children of Kindergarten and Third-Grade Levels Special education is designed to address the needs of students with specific disabilities in a very individual manner.
Literacy Development for Preschoolers The article focuses on the importance of early literacy development in preschoolers and methods that will help teachers in this.
An Ethical Dilemma With a Child in a Preschool Classroom An ethical dilemma with a child in a preschool classroom stemming from a situation when a child does not want to comply with a particular EC institution’s standard schedule.
Influence of Teachers’ Attitudes on Student Behavior and Achievement This article is about a study that aims to determine how teacher attitudes affect student behavior and performance in grades kindergarten through fifth.
How Teacher Attitudes Affect Students' Behavior and Performance in Grades The aim of conducting this study is to determine how teacher attitudes affect student behavior and performance in grades Kindergarten through fifth.
The Aspects of Purposeful Preschool Program The article argues class management is one of the key components of teaching practice as it can ensure the proper development and academic achievement of preschool children.
Preschool Teacher Practice Rotation Experience Preschool experience plays a pivotal role in a person’s development, as it lays the foundation for their character
Using Data in Preschools: Data Collection Data drives every aspect of teaching, especially when there is a need to teach young children. Teachers need to see where the kids are thriving and the gaps that need to be filled.
Preschooler Education Overview The article "Preschoolers (3-5 years of age)" describes preschoolers' development milestones aged between 3 to 5 and suggests some positive parenting tips.
"Teaching Strategies for Preschool Educators" Analysis The article focuses on the main teaching strategies used in preschool education. The first strategy is the promotion of early literacy.
Preschoolers Education and Activities for Children The activities for children should be appropriate for everyone within the class. Preschoolers must be encouraged to play and learn.
Language Acquisition in Toddlers and Infants Language acquisition in toddlers starts from their communication with the environment. A friendly environment and proper materials allow for simplifying the language learning process
Importance of the Assessment in Kindergarten and Its Types Assessment in kindergarten is essential in building future generations, building the pupils' strength and giving them the confidence is the joy of a teacher.
“Investigating Pathways”: Toddler Learning Setups “Investigating Pathways” video examines two toddler learning setups: the blue room and the green room, each using different investigation concepts.
Infant and Toddler Development and Programming The set of materials presented in this essay provides a beneficial learning process for babies and toddlers because their usage is organized around educational principles of belonging.
Examination of Books and Interactive Content for Numbers Learning This paper identifies 12 textbooks that teach pre-kindergarten, kindergarten, and second-grade children to understand numbers, counting, and sets.
Integrated Co-Teaching and Impact on Learning Integrated co-teaching (ICT) is an emerging method of teaching students with learning disabilities. This system is implemented in different levels of educational institutions.
Number Sense and Learning Centers in Preschool To improve Number Sense in preschool, the educator will have to adopt new learning strategies. The expectations of the learning outcomes are shaped by curriculum.
The Quality of Learning Programs in Preschool Establishments The paper research and summarizes the article "Quality 101: Identifying the core components of a high-quality early childhood program" about high-quality child care programs.
Visiting a Preschool Class as Reflective Practice This report provides a detailed reflection of the activities, environment, and knowledge obtained during a visit to a preschool class in one of the local public schools.
Strive Preschool: Using Information Systems in a Preschool The school should start by establishing the necessary roles and activities and using IT budget to buy, maintain, and update software and hardware.
Special Education Curriculum Issues and Their Solutions in the USA There are many potential improvements that can transform the special education programs across the US to become more efficient, inclusive, and appropriate for the stakeholders.
Lesson Plan for Pre-Kindergarteners Learning activities have to be divided into relevant categories to help the educator pick a small number of developmental milestones and focus on individual elements of learning.
A Fire Safety Class Held in a Preschool The paper states that the case illustrates a fire safety class held in a preschool. Children were taught the basics of emergency case information.
Froebel’s Kindergarten Philosophy Friedrich Froebel is a renowned philosopher whose influence on childhood education is evident in the contemporary world.
Planning and Teaching in a Preschool Setting The teacher's job is to plan learning activities that begin with the development of learning objectives and continue through implementation and evaluation in a preschool setting.
Physical Development in Florida Voluntary Prekindergarten Education Program The observed Pre-K program had an emphasis on physical development, which incorporated elements of math, reading, music, and arts.
Lesson Plans for Preschool and Second Grade During the math lesson, it is necessary to observe whether children show increased use of part-whole skills, and division of things into smaller objects.
Preschool Education in China and Japan Preschool education in China serves several purposes, from child care to educational preparation. Meanwhile, the Japanese preschool system is more directed toward socialization.
Education System: Building a Class The learning process aims to develop professional skills and develop tolerance and create a picture of the world.
Importance of Research-Based Curriculum The Fireflies is both a developmentally appropriate and engaging curriculum that allows the teacher to promote learning through play and help children.
Literacy in Elementary Schools After COVID-19 Pandemic The level of literacy the students of kindergartens and first three grades of elementary schools possess is lower than it was before the COVID-19 pandemic.
The Preschool Program's Design Analysis This paper aims to design a preschool daycare program for children aged three to five and discuss the activities to enhance their social, emotional, physical, and cognitive skills.
Early Childhood Education in India Today's preschool education system in India is designed so that parents can rest assured of their children who have been trained in such groups.
Social-Emotional Skills Program for Preschoolers During the early 21st century, it was reported that the ability to regulate behaviors and emotions could be seen as the fundamental skills showcasing a child’s school readiness.
Comparison of the Two Early Childhood Educational Institutions in Hong Kong This paper examines the educational and administrative management aspects of two kindergartens in Hong Kong: HKYWCA Athena and The Salvation Army Shui Chuen O Kindergarten.
Research in the Field of Childhood Literacy This paper contains an annotated bibliography of the two articles devoted to the topics of childhood literacy and education.
Social-Emotional Skill Program to Enhance Learning in Preschoolers This research studies the relationship between three variables, the learners' socio-emotional skills and their academic and behavioral outcomes in pre-schoolers.
Me and Others: Observation of Preschool Children This paper analyzes the video “Me and others”, which shows an experiment on suggestibility performed with preschool children (5 years old).
“The Kindergarten Program”: Visible Learning in Early Childhood Education Visible learning is particularly significant since children learn from experience and should be exposed to real-life situations.
Interventions and Letter & Sound Recognition Students who experience difficulties in recognizing letters and sounds in words and reading face challenges in writing and isolation of alphabetical sounds.
Dyslexia in Young Children: Developmental Language Disorder ADHD, autism spectrum disorder, depression, anorexia, Tourette's, and bipolar are among those conditions that have various symptoms.
Early Childhood Education Programs Comparison Relying on the two videos on Early Childhood Education Programs, this paper compares various programs that are critical for the proper development of children.
Preschool Activity: Introducing Multicultural Awareness The world is a place of many cultures and nations, which is why it is essential to introduce multicultural awareness to children.
The Lingua Globe Educational Toy The Lingua Globe toy represents a globe that features multiple buttons corresponding to different countries. The toy addresses primarily the linguistic aspect of development.
Early Childhood Education: Pedagogical Skills Understanding each child as a unique individual with their own psychological characteristics and structure of thinking seems to be a necessary competence of any children's teacher.
Positive Behaviour Support Framework in Preschool The School-Wide Positive Behaviour Support framework promotes acceptable behavior expectations for children in schools to facilitate a safe learning culture.
The Overall Expectations in the Kindergarten Program The documentation The Overall Expectations in the Kindergarten Program supports the idea that the cup-stacking activity addresses the two overall expectation frames.
Mutual Storytelling in the Baby's Edcuation Communicating with your child is an essential aspect of learning because from a very early age, children try to copy the behavior of adults.
The Montessori Method and Its Benefits The Montessori Method of education is an influential teaching method to ensure that students are equipped with the best practical skills in the learning process.
Expanding Existing Programs and Services in Preschool The expansion of the existing program and service in preschool is a good project which needs to be implemented in the West Bronx neighborhood.
DIBELS: The Cognitive Foundations of Reading and Its Acquisition DIBELS is a literacy assessment program that helps identify and offer assistance to lagging students. The key tests in the DIBELS program are the LNF, ISF, PSF, and NWF tests.
Early Childhood Education Aspects Early childhood is considered the most crucial time of child development because it is a period of fast physical and mental development.
Family Partnerships to Help Needy Preschooler Students Family and parent partnerships are essential to ensuring that students build strong relationships that can help in boosting their success.
Educational Assistant: Roles and Responsibilities Educational assistants monitor and record learners' needs, strengths, behavior, and achievements during their time in school and report crucial incidents.
Should Pre-K Be Made Available to All Children? Preparing children for elementary school can benefit them because preschool improves their cognitive abilities and gets them used to a regimented schedule.
A Description of the Student Observation The paper includes a description of the setting, including one's first impressions, suitability for children, and the school environment and atmosphere.
English Language Learners and Kindergarten Entry Age: Achievement and Social-emotional Effects
Preschool and Kindergarten Best Practice Curriculum
Language Acquisition and Expected Developmental Differences for Children of Preschool, Kindergarten, and Primary Ages
The Lesson Plan Created for Kindergarten Students Based on Next Generation
The Need for Universal All Day Pre Kindergarten
Intervention and Theoretical Paper Kindergarten Age
Full-Day vs Half-Day Kindergarten: Which Is Better? This research used an experimental method to point out the cause and effect of having children enrolled in a full-day or half-day kindergarten program.
The Literacy Improvement Program for Pre Kindergarten
Teacher Quality and Learning Outcomes in Kindergarten
Kindergarten Children’s Attachment Security, Inhibitory Control, and the Internalization of Rules of Conduct
Getting Mom Ready for Kindergarten
Developmental Differences That Can Be Expected in Language Acquisition for Preschool, Kindergarten and Primary Aged Children
The Challenges Facing Kindergarten Teachers for Deal With Children Whom English Is an Additional Language
Teaching English Language in Saudi Arabia Kindergarten
This research will primarily explore the significance of integrating English in Kindergarten, which have started emerging in Saudi Arabia, in both private and public schools.
Team Work, Connection and Cooperation Among Two Institutions – School and Kindergarten
Shared Book Reading Promotes Not Only Language Development, but Also Grapheme Awareness in German Kindergarten Children
Factors Affecting the School Readiness of Public Kindergarten Pupils in Lanao Del Sur I–B
High-Quality Pre Kindergarten Classroom Look Like
The Kindergarten Attendance Allowance in Hungary
Using Kindergarten Number Sense To Predict Calculation Fluency in Second Grade
The Full Day Kindergarten Program
Effects of Kindergarten Activities on Cognitive Development This paper explores how teachers and parents can enhance the development of cognitive skills of kindergarteners through engagement with nuts and bolts.
Kindergarten Enrollment and the Intergenerational Transmission of Education
Procedures for Sampling Texts and Tasks in Kindergarten Through Eighth Grade
Relationship Between Kindergarten Organizational Climate and Teacher Burnout
Parents and Kindergarten Decisions To Be Made
Kindergarten and Education Expansion Programme Analysis
Kindergarten for All: Long-run Effects of a Universal Intervention
Teacher Interview and Observation of a Kindergarten Math
Learning Activity That Has Been Designed for the Kindergarten
Investigation Into Developed Sabis Curriculum in Kindergarten
Teaching Young Children and Becoming a Kindergarten Teacher
Child’s Development Analysis and Potential Interventions In the case of the child described in the paper, there was a normal transition – she started studying in kindergarten and a non-normal one – she experienced her parents’ divorce.
Residential Mobility Across Early Childhood and Children’s Kindergarten Readiness
Young Children’s Developmental Ecologies and Kindergarten Readiness
Kindergarten and Child Primary Education
Technology and the Classroom Starting With Kindergarten
Kindergarten Through Sixth Grade Writing Effectiveness Instruction
Children and Home Reading Before Kindergarten
Early Kindergarten, Maternal Labor Supply, and Children’s Outcomes: Evidence From Italy
Physical and Technological Resources in Kindergarten
Full-Day Kindergarten Versus Half Day Kindergarten Reading Achievement
Efficiency and Fair Access in Kindergarten Allocation Policy Design
Student Engagement and Student Motivation in a Reading Classroom for the Kindergarten Level
Why Is Partnership Between Parents and Kindergarten Teachers Necessary?
What Is the Relationship Between Kindergarten and Primary School Teacher?
How Does the Developed Sabis Curriculum Affect Children in Kindergarten?
Why Should Foreign Language Teaching Begin in Kindergarten?
How Non-native Speaking Children Learn the Chinese Language in Kindergarten
Does Delaying Kindergarten Entrance Give Children a Head Start?
What Is the Difference Between Elementary School and Kindergarten?
Can Universal Pre-kindergarten Programs Improve Population Health and Longevity?
What Are Free Kindergarten Educational Programs?
Sharing Responsibility: What They Didn’t Teach You in Kindergarten?
Why Do Kindergarten Teachers Need To Have at Least a Basic Degree?
What Is the Relationship of Environmental Instability and the Behavior of Children in the Classroom in Kindergarten?
What Do Kindergarten Teachers and University Professors Have in Common?
Do Kindergarten Students Need Computer Science Classes?
Why Does the Montana School System Require Sex Education for Kindergarten?
How Do Preschool Programs Improve Literacy and Achievement?
What Are the Duties of Kindergarten Teachers?
How and Why Does Age at Kindergarten Entry Matter?
What Is the Importance of Full-Day Kindergarten?
How Do Kindergarten Prep Skills Contribute to Academic Achievement?

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225+ Action Research Topics In Education (Updated 2023)

Action research in education offers a powerful tool for educators to actively engage in improving their teaching practices and student outcomes. By combining research and action, this approach encourages teachers to become reflective practitioners and agents of change within their classrooms and schools. Action research topics in education encompass a wide range of issues that educators can investigate to address specific challenges and enhance their instructional strategies.

From examining the impact of technology integration to exploring innovative assessment methods, action research empowers teachers to develop evidence-based solutions tailored to their unique educational contexts. By conducting small-scale studies, educators can gather data, analyze it, and implement targeted interventions to make tangible improvements in student learning.

In this blog, we will delve into a variety of action research topics in education, exploring how they can empower educators to drive meaningful change and foster a dynamic and effective learning environment for their students.

Table of Contents

Format of action research paper in education

Please note that this table provides a general outline and can be customized based on the specific requirements and guidelines of your research paper.

What to consider while selecting action research topics in education

When selecting action research topics in education, it is important to consider several factors to ensure that your research is meaningful, relevant, and feasible. Here are some key considerations to keep in mind:

Personal Interest

Choose action research topics in education that genuinely interests you. When you are passionate about the subject matter, you will be more motivated and engaged throughout the research process.

Educational Context

Consider the specific educational context in which you work or are interested in. Reflect on the challenges, needs, or areas of improvement within that context. Your research should address a problem or issue that is relevant and impactful within the educational setting.

Research Gap

Review existing literature and research in your chosen area to identify any gaps or unanswered questions. Select action research topics in education that contributes to the existing knowledge base and fills a research gap.

Feasibility

Evaluate the feasibility of conducting the research within the available resources, time frame, and constraints. Consider factors such as access to participants, data collection methods, ethical considerations, and potential support from colleagues or institutions.

Relevance and Impact

Choose action research topics in education that have practical implications and can lead to positive changes in teaching practices, student learning, or educational policies. Aim for research that can make a difference in the educational field.

Collaboration Opportunities

Consider if there are opportunities for collaboration with colleagues, researchers, or educational organizations. Collaborative research can provide additional support, expertise, and diverse perspectives.

Ethical Considerations

Ensure that your research topic aligns with ethical guidelines and regulations. Consider the potential impact on participants and ensure their rights, privacy, and confidentiality are protected.

Remember, selecting an action research topic is an important decision, so take the time to thoroughly evaluate and choose a topic that aligns with your goals and the needs of the educational community you serve.

200+ Action research topics in education

The impact of technology integration on student engagement in the classroom.
Strategies to improve reading comprehension in elementary school students.
Enhancing parental involvement in student learning and academic success.
Investigating the effectiveness of cooperative learning strategies in promoting peer interaction and collaboration.
Addressing the achievement gap in mathematics between different student groups.
Examining the impact of inclusive education on the academic and social development of students with disabilities.
Enhancing critical thinking skills through project-based learning.
Implementing differentiated instruction to meet the diverse needs of students in the classroom.
Investigating the effects of homework on student learning and academic performance.
Promoting positive classroom behavior and reducing disruptive behaviors.
Assessing the effectiveness of teacher feedback in improving student writing skills.
Strategies to promote a growth mindset and enhance student motivation.
Examining the impact of physical activity on student concentration and academic performance.
Enhancing teacher-student relationships and its impact on student engagement and achievement.
Investigating the effects of arts integration on student creativity and academic achievement.
Strategies to support English language learners in mainstream classrooms.
Examining the impact of peer tutoring on student learning and academic achievement.
Enhancing teacher collaboration and its impact on instructional practices and student outcomes.
Investigating the effectiveness of inquiry-based science instruction in promoting student understanding.
Promoting gender equity in STEM education.
Examining the impact of mindfulness practices on student well-being and academic success.
Strategies for reducing test anxiety and promoting test-taking skills.
Investigating the effects of the classroom environment on student learning and engagement.
Enhancing student self-regulation skills through metacognitive strategies.
Promoting multicultural education and inclusivity in the classroom.
Examining the impact of flipped classroom models on student learning outcomes.
Strategies for integrating technology effectively in early childhood education.
Investigating the effects of outdoor education on student engagement and academic achievement.
Enhancing teacher professional development programs to improve instructional practices.
Promoting environmental education and sustainable practices in schools.
Examining the impact of social-emotional learning programs on student behavior and well-being.
Strategies for supporting students with ADHD in the classroom.
Investigating the effects of classroom management strategies on student behavior and academic performance.
Enhancing parental involvement in early childhood education settings.
Promoting digital literacy skills among students.
Examining the impact of peer assessment on student learning and achievement.
Strategies for fostering creativity and innovation in the classroom.
Investigating the effects of inclusive literature on promoting empathy and cultural understanding.
Enhancing the use of formative assessment in the classroom.
Promoting critical media literacy skills among students.
Examining the impact of outdoor learning on student engagement and academic achievement.
Strategies for promoting positive social skills and reducing bullying in schools.
Investigating the effects of flexible seating arrangements on student behavior and learning outcomes.
Enhancing the use of educational technology in special education settings.
Promoting student self-efficacy and academic motivation.
Examining the impact of project-based learning on student problem-solving skills.
Strategies for promoting positive school climate and student well-being.
Investigating the effects of parental involvement on student homework completion and academic performance.
Enhancing teacher feedback practices to improve student learning and achievement.
Promoting inclusive practices for students with diverse cultural backgrounds.
Examining the impact of arts education on student creativity and academic success.
Strategies for supporting students with learning disabilities
Investigating the effects of gamification on student motivation and engagement.
Enhancing collaborative learning in online education settings.
Promoting effective study habits and time management skills among students.
Examining the impact of parental involvement on early literacy skills development.
Strategies for promoting positive teacher-student relationships in high school settings.
Investigating the effects of mindfulness practices on reducing stress and anxiety in students.
Enhancing student self-esteem and self-confidence through targeted interventions.
Promoting gender equality in science education.
Examining the impact of teacher-led professional learning communities on instructional practices and student outcomes.
Strategies for supporting students with autism spectrum disorder in inclusive classrooms.
Investigating the effects of project-based learning on student problem-solving skills in mathematics.
Enhancing cultural competency among educators to meet the needs of diverse student populations.
Promoting digital citizenship and online safety education.
Examining the impact of restorative justice practices on reducing disciplinary incidents and promoting a positive school climate.
Strategies for integrating social justice education across the curriculum.
Investigating the effects of parental involvement on student transitions from elementary to middle school.
Enhancing teacher collaboration for effective interdisciplinary instruction.
Promoting global citizenship and cross-cultural understanding in the classroom.
Examining the impact of music education on student cognitive development and academic performance.
Strategies for supporting students with attention deficit hyperactivity disorder (ADHD) in mainstream classrooms.
Investigating the effects of cooperative learning strategies on improving students’ social skills.
Enhancing the use of educational technology for students with visual impairments.
Promoting inclusive practices for students with diverse learning needs.
Examining the impact of teacher-led professional development on instructional practices and student outcomes.
Strategies for promoting positive classroom behavior in early childhood settings.
Investigating the effects of growth mindset interventions on student resilience and academic achievement.
Enhancing parent-teacher communication for improved student support and academic success.
Promoting environmental sustainability education in primary schools.
Examining the impact of outdoor play on children’s physical and cognitive development.
Strategies for supporting students with English language learning difficulties.
Investigating the effects of mindfulness practices on reducing test anxiety in students.
Enhancing the use of educational technology for students with learning disabilities.
Promoting critical thinking and problem-solving skills in mathematics education.
Examining the impact of peer mentoring programs on student academic and social-emotional development.
Strategies for creating inclusive classrooms for students with hearing impairments.
Investigating the effects of student-led conferences on student ownership of learning.
Enhancing the use of formative assessment for personalized instruction.
Promoting positive classroom discourse and student participation.
Examining the impact of outdoor experiential learning on student environmental awareness and action.
Strategies for supporting students with emotional and behavioral disorders in inclusive settings.
Investigating the effects of teacher self-reflection on instructional practices and student outcomes.
Enhancing the use of assistive technology for students with physical disabilities.
Promoting media literacy education to develop critical media consumers.
Examining the impact of service-learning on student civic engagement and social responsibility.
Strategies for creating inclusive classrooms for students with specific learning disabilities.
Investigating the effects of inquiry-based science instruction on student scientific inquiry skills.
Enhancing teacher-parent partnerships for collaborative support of student learning.
Promoting cultural diversity education in secondary schools.
Examining the impact of cooperative learning on student academic achievement in science education.
Strategies for promoting inclusive practices for students with speech and language disorders.
Investigating the effects of flipped classroom models on student engagement and learning outcomes in social studies.
Enhancing teacher feedback practices to improve student writing skills in English language arts.
Promoting social-emotional learning through mindfulness-based interventions in elementary schools.
Examining the impact of project-based learning on student creativity and problem-solving skills in the arts.
Strategies for supporting students with executive functioning difficulties in the classroom.
Investigating the effects of differentiated instruction on student motivation and academic achievement in mathematics.
Enhancing parental involvement in supporting early literacy development at home.
Promoting inclusive practices for students with physical disabilities in physical education classes.
Examining the impact of teacher-student relationships on student attendance and classroom behavior.
Strategies for promoting positive peer relationships and reducing social isolation in middle school.
Investigating the effects of drama-based pedagogy on student engagement and understanding in literature studies.
Enhancing the use of educational technology for students with learning difficulties in computer science education.
Promoting character education and ethical decision-making in schools.
Examining the impact of teacher self-efficacy on instructional practices and student outcomes.
Strategies for supporting students with English language learning difficulties in content area classes.
Investigating the effects of arts integration on student motivation and academic achievement in history education.
Enhancing family-school partnerships for students with special educational needs.
Promoting critical digital literacy skills for responsible online information consumption.
Examining the impact of inclusive physical education on student attitudes towards fitness and physical activity.
Strategies for supporting students with dyslexia in reading instruction.
Investigating the effects of outdoor education on student environmental attitudes and behaviors.
Enhancing the use of educational technology for students with autism spectrum disorder.
Promoting career readiness and employability skills in high school education.
Examining the impact of parent-led reading interventions on early literacy skills in kindergarten.
Strategies for promoting positive teacher-student relationships in online learning environments.
Investigating the effects of arts integration on student creativity and academic achievement in science education.
Enhancing teacher collaboration for effective co-teaching in inclusive classrooms.
Promoting global perspectives and intercultural understanding in social studies education.
Examining the impact of cooperative learning on student social skills and peer relationships.
Strategies for supporting students with attention deficit hyperactivity disorder (ADHD) in physical education classes.
Investigating the effects of project-based learning on student problem-solving skills in computer science.
Enhancing cultural competence among educators for working with diverse student populations.
Promoting digital citizenship and online safety in digital media literacy education.
Examining the impact of restorative practices on reducing disciplinary incidents and fostering a positive school climate.
Strategies for supporting students with emotional and behavioral challenges in mainstream classrooms.
Investigating the effects of growth mindset interventions on student academic resilience in mathematics education.
Enhancing parent-teacher communication for effective student support and academic success.
Promoting environmental sustainability education in secondary schools.
Examining the impact of outdoor experiential learning on student STEM (science, technology, engineering, and mathematics) interest and career aspirations.
Strategies for creating inclusive classrooms for students with visual impairments.
Investigating the effects of student-led conferences on student self-evaluation and goal setting.
Enhancing the use of formative assessment for personalized instruction in physical education.
Promoting positive classroom management strategies.
Examining the impact of cooperative learning on student academic achievement in foreign language education.
Strategies for promoting inclusive practices for students with autism spectrum disorder in inclusive classrooms.
Investigating the effects of blended learning models on student engagement and learning outcomes in mathematics.
Enhancing teacher feedback practices to improve student oral communication skills in language arts.
Promoting social-emotional learning through mindfulness-based interventions in high schools.
Examining the impact of project-based learning on student creativity and problem-solving skills in technology education.
Strategies for supporting students with learning difficulties in inclusive science classrooms.
Investigating the effects of differentiated instruction on student motivation and academic achievement in social studies.
Enhancing parental involvement in supporting numeracy development at home.
Promoting inclusive practices for students with sensory impairments in inclusive classrooms.
Examining the impact of teacher-student relationships on student motivation and academic achievement in physical education.
Strategies for promoting positive peer relationships and reducing bullying in high schools.
Investigating the effects of arts integration on student motivation and academic achievement in mathematics education.
Enhancing the use of educational technology for students with learning difficulties in science education.
Promoting character education and ethical decision-making in elementary schools.
Examining the impact of teacher self-efficacy on instructional practices and student outcomes in music education.
Strategies for supporting students with English language learning difficulties in mathematics classes.
Investigating the effects of arts integration on student creativity and academic achievement in social-emotional learning.
Enhancing family-school partnerships for students with special educational needs in inclusive settings.
Promoting critical digital literacy skills for responsible online communication in language arts education.
Examining the impact of inclusive physical education on student attitudes towards physical fitness and well-being.
Strategies for supporting students with dyscalculia in mathematics instruction.
Investigating the effects of outdoor education on student environmental knowledge and sustainability practices.
Enhancing the use of educational technology for students with hearing impairments in inclusive classrooms.
Promoting career exploration and development in middle school education.
Examining the impact of parent-led science experiments on student interest and learning outcomes in science education.
Strategies for promoting positive teacher-student relationships in virtual learning environments.
Investigating the effects of arts integration on student creativity and academic achievement in language arts.
Enhancing teacher collaboration for effective co-planning and instructional delivery in inclusive classrooms.
Promoting global citizenship and cultural competence in foreign language education.
Examining the impact of cooperative learning on student social-emotional development and well-being.
Strategies for supporting students with physical disabilities in adaptive physical education classes.
Investigating the effects of project-based learning on student problem-solving skills in engineering education.
Enhancing cultural competence among educators for working with diverse student populations in social studies.
Promoting digital literacy skills for responsible online research and information evaluation.
Examining the impact of restorative practices on reducing conflicts and promoting positive relationships in middle schools.
Strategies for supporting students with emotional and behavioral challenges in inclusive classrooms.
Investigating the effects of growth mindset interventions on student academic resilience in language arts.
Enhancing parent-teacher communication for effective collaboration and student support in mathematics education.
Promoting environmental sustainability education in primary schools through cross-curricular integration.
Examining the impact of outdoor experiential learning on student ecological literacy and environmental stewardship.
Strategies for creating inclusive classrooms for students with cognitive impairments.
Investigating the effects of student-led conferences on student self-reflection and goal-setting in science education.
Enhancing the use of formative assessment for personalized instruction in social studies.
Promoting positive classroom management strategies for students with attention deficit hyperactivity disorder (ADHD).
Examining the impact of cooperative learning on student academic achievement in physical sciences.
Strategies for promoting inclusive practices for students with speech and language difficulties in inclusive classrooms.
Investigating the effects of blended learning models on student engagement and learning outcomes in language arts.
Enhancing teacher feedback practices to improve student presentation skills in communication studies.
Promoting social-emotional learning through mindfulness-based interventions in middle schools.
Examining the impact of project-based learning on student creativity and problem-solving skills in fine arts.
Strategies for supporting students with learning difficulties in inclusive social-emotional learning programs.
Investigating the effects of differentiated instruction on student motivation and academic achievement in physical education.
Enhancing parental involvement in supporting STEM (science, technology, engineering, and mathematics) education at home.
Promoting inclusive practices for students with intellectual disabilities in inclusive classrooms.
Examining the impact of teacher-student relationships on student motivation and academic achievement in music education.
Strategies for promoting positive peer relationships and fostering social-emotional development in high schools.
Investigating the effects of arts integration on student motivation and academic achievement in physical sciences.
Enhancing the use of educational technology for students with learning difficulties in social studies education.
Promoting character education and ethical decision-making in secondary schools.
Examining the impact of teacher self-efficacy on instructional practices and student outcomes in physical education.
Strategies for supporting students with English language learning difficulties in science classes.
Investigating the effects of arts integration on student creativity and academic achievement in physical education.
Enhancing family-school partnerships for students with special educational needs in inclusive physical education settings.
Promoting critical digital literacy skills for responsible online communication in social studies education.
Strategies for supporting students with dysgraphia in writing instruction.
Investigating the effects of outdoor education on student environmental knowledge and sustainable practices in science education.
Enhancing the use of educational technology for students with visual impairments in inclusive classrooms.
Promoting career exploration and development in high school education.
Examining the impact of parent-led math activities on student interest and learning outcomes in mathematics education.
Investigating the effects of arts integration on student creativity and academic achievement in social sciences.
Enhancing teacher collaboration for effective co-planning and instructional delivery in inclusive physical education settings.
Promoting global citizenship and cultural competence in history education.
Examining the impact of cooperative learning on student social-emotional development and well-being in language arts.
Strategies for supporting students with physical disabilities in inclusive arts education classes.
Investigating the effects of project-based learning on student problem-solving skills in computer programming education.
Enhancing cultural competence among educators for working with diverse student populations in mathematics education.
Promoting digital literacy skills for responsible online communication and information sharing.
Examining the impact of restorative practices on reducing conflicts and promoting positive relationships in high schools.
Strategies for supporting students with emotional and behavioral challenges in inclusive language arts classrooms.
Investigating the effects of growth mindset interventions on student academic resilience in social sciences.
Enhancing parent-teacher communication for effective collaboration and student support in science education.
Promoting environmental sustainability education in elementary schools through interdisciplinary integration.

Tips to write appealing action research paper in education

Here are some tips to write an appealing action research paper in education:

Select a Relevant and Engaging Topic: Choose action research topics in education that is relevant to the field of education and aligns with your interests and goals. Select a topic that has practical implications and can contribute to improving educational practices.
Clearly Define the Problem: Clearly define the problem or issue you want to address through your action research. Provide a concise and focused problem statement that highlights the specific area you aim to investigate.
Set Clear Objectives: State clear and measurable objectives for your research. Identify what you want to achieve through your study and how you plan to measure your outcomes.
Conduct a Literature Review: Conduct a thorough review of existing literature related to your research topic. Identify gaps in current knowledge and highlight how your research will contribute to filling those gaps.
Use a Rigorous Research Design: Choose an appropriate research design that aligns with your research objectives. Consider whether a quantitative, qualitative, or mixed-methods approach is most suitable for your study.
Collect and Analyze Data: Collect relevant data through appropriate methods, such as surveys, interviews, observations, or document analysis. Use rigorous data analysis techniques to derive meaningful findings from your data.
Reflect and Take Action: Reflect on your findings and consider their implications for educational practice. Based on your findings, develop actionable recommendations or interventions that can be implemented to address the identified problem.
Write Clearly and Concisely: Present your research in a clear and concise manner. Use appropriate academic language and structure your paper logically. Clearly explain your methodology, findings, and conclusions.
Support Findings with Evidence: Use evidence from your data analysis to support your findings and conclusions. Use graphs, charts, or quotes from participants to enhance the credibility of your research.
Discuss Limitations and Future Directions: Acknowledge the limitations of your study and discuss areas for future research. Address any potential biases or challenges that may have influenced your findings.
Consider the Audience: Keep in mind the intended audience for your research paper, which may include educators, researchers, or policymakers. Write in a way that engages and appeals to your target audience.
Revise and Edit: Proofread your paper for any grammatical or spelling errors. Revise your content to ensure clarity and coherence. Seek feedback from peers or mentors to improve the quality of your paper.

Remember, an appealing action research paper in education is one that not only presents valuable findings but also offers practical insights and recommendations for improving educational practices.

In conclusion, action research topics in education provide a powerful framework for addressing real-world issues and improving teaching and learning practices. This research approach empowers educators to take an active role in identifying challenges, implementing interventions, and evaluating their impact within their own classrooms or educational settings.

By engaging in systematic inquiry, educators can generate valuable insights, evidence-based strategies, and meaningful changes that positively influence student outcomes. Action research promotes a reflective and collaborative approach, encouraging teachers to continuously refine their instructional methods, adapt to diverse student needs, and create inclusive learning environments.

Ultimately, action research in education empowers educators to be agents of change, fostering innovation and improvement in education while enhancing student engagement, achievement, and well-being.

21 Action Research Examples (In Education)

action research examples and definition, explained below

Action research is an example of qualitative research . It refers to a wide range of evaluative or investigative methods designed to analyze professional practices and take action for improvement.

Commonly used in education, those practices could be related to instructional methods, classroom practices, or school organizational matters.

The creation of action research is attributed to Kurt Lewin , a German-American psychologist also considered to be the father of social psychology.

Gillis and Jackson (2002) offer a very concise definition of action research: “systematic collection and analysis of data for the purpose of taking action and making change” (p.264).

The methods of action research in education include:

conducting in-class observations
taking field notes
surveying or interviewing teachers, administrators, or parents
using audio and video recordings.

The goal is to identify problematic issues, test possible solutions, or simply carry-out continuous improvement.

There are several steps in action research : identify a problem, design a plan to resolve, implement the plan, evaluate effectiveness, reflect on results, make necessary adjustment and repeat the process.

Action Research Examples

Digital literacy assessment and training: The school’s IT department conducts a survey on students’ digital literacy skills. Based on the results, a tailored training program is designed for different age groups.
Library resources utilization study: The school librarian tracks the frequency and type of books checked out by students. The data is then used to curate a more relevant collection and organize reading programs.
Extracurricular activities and student well-being: A team of teachers and counselors assess the impact of extracurricular activities on student mental health through surveys and interviews. Adjustments are made based on findings.
Parent-teacher communication channels: The school evaluates the effectiveness of current communication tools (e.g., newsletters, apps) between teachers and parents. Feedback is used to implement a more streamlined system.
Homework load evaluation: Teachers across grade levels assess the amount and effectiveness of homework given. Adjustments are made to ensure a balance between academic rigor and student well-being.
Classroom environment and learning: A group of teachers collaborates to study the impact of classroom layouts and decorations on student engagement and comprehension. Changes are made based on the findings.
Student feedback on curriculum content: High school students are surveyed about the relevance and applicability of their current curriculum. The feedback is then used to make necessary curriculum adjustments.
Teacher mentoring and support: New teachers are paired with experienced mentors. Both parties provide feedback on the effectiveness of the mentoring program, leading to continuous improvements.
Assessment of school transportation: The school board evaluates the efficiency and safety of school buses through surveys with students and parents. Necessary changes are implemented based on the results.
Cultural sensitivity training: After conducting a survey on students’ cultural backgrounds and experiences, the school organizes workshops for teachers to promote a more inclusive classroom environment.
Environmental initiatives and student involvement: The school’s eco-club assesses the school’s carbon footprint and waste management. They then collaborate with the administration to implement greener practices and raise environmental awareness.
Working with parents through research: A school’s admin staff conduct focus group sessions with parents to identify top concerns.Those concerns will then be addressed and another session conducted at the end of the school year.
Peer teaching observations and improvements: Kindergarten teachers observe other teachers handling class transition techniques to share best practices.
PTA surveys and resultant action: The PTA of a district conducts a survey of members regarding their satisfaction with remote learning classes.The results will be presented to the school board for further action.
Recording and reflecting: A school administrator takes video recordings of playground behavior and then plays them for the teachers. The teachers work together to formulate a list of 10 playground safety guidelines.
Pre/post testing of interventions: A school board conducts a district wide evaluation of a STEM program by conducting a pre/post-test of students’ skills in computer programming.
Focus groups of practitioners : The professional development needs of teachers are determined from structured focus group sessions with teachers and admin.
School lunch research and intervention: A nutrition expert is hired to evaluate and improve the quality of school lunches.
School nurse systematic checklist and improvements: The school nurse implements a bathroom cleaning checklist to monitor cleanliness after the results of a recent teacher survey revealed several issues.
Wearable technologies for pedagogical improvements; Students wear accelerometers attached to their hips to gain a baseline measure of physical activity.The results will identify if any issues exist.
School counselor reflective practice : The school counselor conducts a student survey on antisocial behavior and then plans a series of workshops for both teachers and parents.

Detailed Examples

1. cooperation and leadership.

A science teacher has noticed that her 9 th grade students do not cooperate with each other when doing group projects. There is a lot of arguing and battles over whose ideas will be followed.

So, she decides to implement a simple action research project on the matter. First, she conducts a structured observation of the students’ behavior during meetings. She also has the students respond to a short questionnaire regarding their notions of leadership.

She then designs a two-week course on group dynamics and leadership styles. The course involves learning about leadership concepts and practices . In another element of the short course, students randomly select a leadership style and then engage in a role-play with other students.

At the end of the two weeks, she has the students work on a group project and conducts the same structured observation as before. She also gives the students a slightly different questionnaire on leadership as it relates to the group.

She plans to analyze the results and present the findings at a teachers’ meeting at the end of the term.

2. Professional Development Needs

Two high-school teachers have been selected to participate in a 1-year project in a third-world country. The project goal is to improve the classroom effectiveness of local teachers.

The two teachers arrive in the country and begin to plan their action research. First, they decide to conduct a survey of teachers in the nearby communities of the school they are assigned to.

The survey will assess their professional development needs by directly asking the teachers and administrators. After collecting the surveys, they analyze the results by grouping the teachers based on subject matter.

They discover that history and social science teachers would like professional development on integrating smartboards into classroom instruction. Math teachers would like to attend workshops on project-based learning, while chemistry teachers feel that they need equipment more than training.

The two teachers then get started on finding the necessary training experts for the workshops and applying for equipment grants for the science teachers.

3. Playground Accidents

The school nurse has noticed a lot of students coming in after having mild accidents on the playground. She’s not sure if this is just her perception or if there really is an unusual increase this year. So, she starts pulling data from the records over the last two years. She chooses the months carefully and only selects data from the first three months of each school year.

She creates a chart to make the data more easily understood. Sure enough, there seems to have been a dramatic increase in accidents this year compared to the same period of time from the previous two years.

She shows the data to the principal and teachers at the next meeting. They all agree that a field observation of the playground is needed.

Those observations reveal that the kids are not having accidents on the playground equipment as originally suspected. It turns out that the kids are tripping on the new sod that was installed over the summer.

They examine the sod and observe small gaps between the slabs. Each gap is approximately 1.5 inches wide and nearly two inches deep. The kids are tripping on this gap as they run.

They then discuss possible solutions.

4. Differentiated Learning

Trying to use the same content, methods, and processes for all students is a recipe for failure. This is why modifying each lesson to be flexible is highly recommended. Differentiated learning allows the teacher to adjust their teaching strategy based on all the different personalities and learning styles they see in their classroom.

Of course, differentiated learning should undergo the same rigorous assessment that all teaching techniques go through. So, a third-grade social science teacher asks his students to take a simple quiz on the industrial revolution. Then, he applies differentiated learning to the lesson.

By creating several different learning stations in his classroom, he gives his students a chance to learn about the industrial revolution in a way that captures their interests. The different stations contain: short videos, fact cards, PowerPoints, mini-chapters, and role-plays.

At the end of the lesson, students get to choose how they demonstrate their knowledge. They can take a test, construct a PPT, give an oral presentation, or conduct a simulated TV interview with different characters.

During this last phase of the lesson, the teacher is able to assess if they demonstrate the necessary knowledge and have achieved the defined learning outcomes. This analysis will allow him to make further adjustments to future lessons.

5. Healthy Habits Program

While looking at obesity rates of students, the school board of a large city is shocked by the dramatic increase in the weight of their students over the last five years. After consulting with three companies that specialize in student physical health, they offer the companies an opportunity to prove their value.

So, the board randomly assigns each company to a group of schools. Starting in the next academic year, each company will implement their healthy habits program in 5 middle schools.

Preliminary data is collected at each school at the beginning of the school year. Each and every student is weighed, their resting heart rate, blood pressure and cholesterol are also measured.

After analyzing the data, it is found that the schools assigned to each of the three companies are relatively similar on all of these measures.

At the end of the year, data for students at each school will be collected again. A simple comparison of pre- and post-program measurements will be conducted. The company with the best outcomes will be selected to implement their program city-wide.

Action research is a great way to collect data on a specific issue, implement a change, and then evaluate the effects of that change. It is perhaps the most practical of all types of primary research .

Most likely, the results will be mixed. Some aspects of the change were effective, while other elements were not. That’s okay. This just means that additional modifications to the change plan need to be made, which is usually quite easy to do.

There are many methods that can be utilized, such as surveys, field observations , and program evaluations.

The beauty of action research is based in its utility and flexibility. Just about anyone in a school setting is capable of conducting action research and the information can be incredibly useful.

Aronson, E., & Patnoe, S. (1997). The jigsaw classroom: Building cooperation in the classroom (2nd ed.). New York: Addison Wesley Longman.

Gillis, A., & Jackson, W. (2002). Research Methods for Nurses: Methods and Interpretation . Philadelphia: F.A. Davis Company.

Lewin, K. (1946). Action research and minority problems. Journal of SocialIssues, 2 (4), 34-46.

Macdonald, C. (2012). Understanding participatory action research: A qualitative research methodology option. Canadian Journal of Action Research, 13 , 34-50. https://doi.org/10.33524/cjar.v13i2.37 Mertler, C. A. (2008). Action Research: Teachers as Researchers in the Classroom . London: Sage.

Dave Cornell (PhD)

Dr. Cornell has worked in education for more than 20 years. His work has involved designing teacher certification for Trinity College in London and in-service training for state governments in the United States. He has trained kindergarten teachers in 8 countries and helped businessmen and women open baby centers and kindergartens in 3 countries.

Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Positive Punishment Examples
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 25 Dissociation Examples (Psychology)
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ 15 Zone of Proximal Development Examples
Dave Cornell (PhD) https://helpfulprofessor.com/author/dave-cornell-phd/ Perception Checking: 15 Examples and Definition

Chris Drew (PhD)

This article was peer-reviewed and edited by Chris Drew (PhD). The review process on Helpful Professor involves having a PhD level expert fact check, edit, and contribute to articles. Reviewers ensure all content reflects expert academic consensus and is backed up with reference to academic studies. Dr. Drew has published over 20 academic articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education and holds a PhD in Education from ACU.

Chris Drew (PhD) #molongui-disabled-link 25 Positive Punishment Examples
Chris Drew (PhD) #molongui-disabled-link 25 Dissociation Examples (Psychology)
Chris Drew (PhD) #molongui-disabled-link 15 Zone of Proximal Development Examples
Chris Drew (PhD) #molongui-disabled-link Perception Checking: 15 Examples and Definition

2 thoughts on “21 Action Research Examples (In Education)”

Where can I capture this article in a better user-friendly format, since I would like to provide it to my students in a Qualitative Methods course at the University of Prince Edward Island? It is a good article, however, it is visually disjointed in its current format. Thanks, Dr. Frank T. Lavandier

Hi Dr. Lavandier,

I’ve emailed you a word doc copy that you can use and edit with your class.

Best, Chris.

Action Research

← explore all resources.

Action research is a method used by teachers to solve everyday issues in the classroom. It is a reflective, democratic, and action-based approach to problem-solving or information-seeking in the classroom. Instead of waiting for a solution, action research empowers teachers to become critical and reflective thinkers and lifelong learners that are dedicated to helping improve student learning and teaching effectiveness.

Teachers or program leaders can take on an action research project by framing a question, carrying out an intervention or experiment, and reporting on the results. Below you’ll find resources, examples, and simple steps to help you get started.

Action Research in Early Childhood Education

Steps for action research.

1. Identify a Topic

Topics for action research can include the following:

Changes in classroom practice
Effects of program restructuring
New understanding of students
Teacher skills and competencies
New professional relationships
New content or curricula
What problem do you want to solve? What information are you seeking?
What data will need to be collected to help find a solution or answer?
How will it be collected, by whom and from whom?
How can you assure that your data will be reliable?

3. Collect Data

A mixed-method approach is a great way to ensure that your data is valid and reliable since you are gathering data from more than one source. This is called triangulation.

Mixed-methods research is when you integrate quantitative and qualitative research and analysis in a single study. Quantitative data is data that can be measured and written down with numbers. Some examples include attendance records, developmental screening tests, and attitude surveys. Qualitative data is data that cannot be measured in a numerical format. Some examples include observations, open-ended survey responses, audio recordings, focus groups, pictures, and in-depth interviews.

Ethically, even if your research will be contained in the classroom, it is important to get permission from the director or principal and parents. If your data collection involves videotaping or photographing students, you should review and follow school procedures. Always make sure that you have a secure place to store data and that you respect the confidentiality of your students.

4. Analyze and Interpret the Data

It’s important to consider when data will be able to answer your question. Were you looking for effects right away or effects that last until the end of the school year? When you’re done, review all of the data and look for themes. You can then separate the data into categories and analyze each group. Remember the goal of the analysis is not only to help answer the research question, but to gain understanding as a teacher.

5. Carry out an Action Plan to Improve Your Practice

After the analysis, summarize what you learned from the study.

How can you share your findings?
What new research questions did the study prompt you to research next?
What actionable steps can you make as a result of the findings?

Pine, G. J. (2008). Teacher action research: building knowledge democracies. Sage Publications.

Action research in the classroom: A teacher's guide

November 26, 2021

Discover best practices for action research in the classroom, guiding teachers on implementing and facilitating impactful studies in schools.

Main, P (2021, November 26). Action research in the classroom: A teacher's guide. Retrieved from https://www.structural-learning.com/post/action-research-in-the-classroom-a-teachers-guide

What is action research?

Action research is a participatory process designed to empower educators to examine and improve their own practice. It is characterized by a cycle of planning , action, observation, and reflection, with the goal of achieving a deeper understanding of practice within educational contexts. This process encourages a wide range of approaches and can be adapted to various social contexts.

At its core, action research involves critical reflection on one's actions as a basis for improvement. Senior leaders and teachers are guided to reflect on their educational strategies , classroom management, and student engagement techniques. It's a collaborative effort that often involves not just the teachers but also the students and other stakeholders, fostering an inclusive process that values the input of all participants.

The action research process is iterative, with each cycle aiming to bring about a clearer understanding and improvement in practice. It typically begins with the identification of real-world problems within the school environment, followed by a circle of planning where strategies are developed to address these issues. The implementation of these strategies is then observed and documented, often through journals or participant observation, allowing for reflection and analysis.

The insights gained from action research contribute to Organization Development, enhancing the quality of teaching and learning. This approach is strongly aligned with the principles of Quality Assurance in Education, ensuring that the actions taken are effective and responsive to the needs of the school community.

Educators can share their findings in community forums or through publications in journals, contributing to the wider theory about practice . Tertiary education sector often draws on such studies to inform teacher training and curriculum development.

In summary, the significant parts of action research include:

A continuous cycle of planning, action, observation, and reflection.
A focus on reflective practice to achieve a deeper understanding of educational methodologies.
A commitment to inclusive and participatory processes that engage the entire school community.

Creating an action research project

The action research process usually begins with a situation or issue that a teacher wants to change as part of school improvement initiatives .

Teachers get support in changing the ' interesting issue ' into a 'researchable question' and then taking to experiment. The teacher will draw on the outcomes of other researchers to help build actions and reveal the consequences .

Participatory action research is a strategy to the enquiry which has been utilised since the 1940s. Participatory action involves researchers and other participants taking informed action to gain knowledge of a problematic situation and change it to bring a positive effect. As an action researcher , a teacher carries out research . Enquiring into their practice would lead a teacher to question the norms and assumptions that are mostly overlooked in normal school life . Making a routine of inquiry can provide a commitment to learning and professional development . A teacher-researcher holds the responsibility for being the source and agent of change.

Examples of action research projects in education include a teacher working with students to improve their reading comprehension skills , a group of teachers collaborating to develop and implement a new curriculum, or a school administrator conducting a study on the effectiveness of a school-wide behavior management program.

In each of these cases, the research is aimed at improving the educational experience for students and addressing a specific issue or problem within the school community . Action research can be a powerful tool for educators to improve their practice and make a positive impact on their students' learning.

Potential research questions could include:

How can dual-coding be used to improve my students memory ?
Does mind-mapping lead to creativity?
How does Oracy improve my classes writing?
How can we advance critical thinking in year 10?
How can graphic organisers be used for exam preparation?

Regardless of the types of action research your staff engage in, a solid cycle of inquiry is an essential aspect of the action research spiral. Building in the process of reflection will ensure that key points of learning can be extracted from the action research study.

What is an action research cycle?

Action research in education is a cycle of reflection and action inquiry , which follows these steps:

1. Identifying the problem

It is the first stage of action research that starts when a teacher identifies a problem or question that they want to address. To make an a ction research approach successful, the teacher needs to ensure that the questions are the ones 'they' wish to solve. Their questions might involve social sciences, instructional strategies, everyday life and social management issues, guide for students analytical research methods for improving specific student performance or curriculum implementation etc. Teachers may seek help from a wide variety of existing literature , to find strategies and solutions that others have executed to solve any particular problem. It is also suggested to build a visual map or a table of problems, target performances, potential solutions and supporting references in the middle.

2. Developing an Action Plan

After identifying the problem, after r eviewing the relevant literature and describing the vision of how to solve the problem; the next step would be action planning which means to develop a plan of action . Action planning involves studying the literature and brainstorming can be used by the action research planner to create new techniques and strategies that can generate better results of both action learning and action research. One may go back to the visual map or table of contents and reorder or colour-code the potential outcomes. The items in the list can be ranked in order of significance and the amount of time needed for these strategies.

An action plan has the details of how to implement each idea and the factors that may keep them from their vision of success . Identify those factors that cannot be changed –these are the constants in an equation. The focus of action research at the planning stage must remain focused on the variables –the factors that can be changed using actions. An action plan must be how to implement a solution and how one's instruction, management style, and behaviour will affect each of the variables.

3. Data Collection

Before starting to implement a plan of action , the researcher must have a complete understanding of action research and must have knowledge of the type of data that may help in the success of the plan and must assess how to collect that data. For instance, if the goal is to improve class attendance, attendance records must be collected as useful data for the participatory action. If the goal is to improve time management, the data may include students and classroom observations . There are many options to choose from to collect data from. Selecting the most suitable methodology for data collection will provide more meaningful , accurate and valid data. Some sources of data are interviews and observation. Also, one may administer surveys , distribute questionnaires and watch videotapes of the classroom to collect data.

4. Data Analysis and Conclusions

At this action stage, an action researcher analyses the collected data and concludes. It is suggested to assess the data during the predefined process of data collection as it will help refine the action research agenda. If the collected data seems insufficient , the data collection plan must be revised. Data analysis also helps to reflect on what exactly happened. Did the action researcher perform the actions as planned? Were the study outcomes as expected? Which assumptions of the action researcher proved to be incorrect?

Adding details such as tables, opinions, and recommendations can help in identifying trends (correlations and relationships). One must share the findings while analysing data and drawing conclusions . Engaging in conversations for teacher growth is essential; hence, the action researcher would share the findings with other teachers through discussion of action research, who can yield useful feedback. One may also share the findings with students, as they can also provide additional insight . For example, if teachers and students agree with the conclusions of action research for educational change, it adds to the credibility of the data collection plan and analysis. If they don't seem to agree with the data collection plan and analysis , the action researchers may take informed action and refine the data collection plan and reevaluate conclusions .

Making insightful classrooms observations

5. Modifying the Educational Theory and Repeat

After concluding, the process begins again. The teacher can adjust different aspects of the action research approach to theory or make it more specific according to the findings . Action research guides how to change the steps of action research development, how to modify the action plan , and provide better access to resources, start data collection once again, or prepare new questions to ask from the respondents.

Teachers developing professional judgements

6. Report the Findings

Since the main approach to action research involves the informed action to introduce useful change into the classroom or schools, one must not forget to share the outcomes with others. Sharing the outcomes would help to further reflect on the problem and process, and it would help other teachers to use these findings to enhance their professional practice as an educator. One may print book and share the experience with the school leaders, principal, teachers and students as they served as guide to action research. Or, a community action researcher may present community-based action research at a conference so people from other areas can take advantage of this collaborative action. Also, teachers may use a digital storytelling tool to outline their results.

There are plenty of creative tools we can use to bring the research projects to life. We have seen videos, podcasts and research posters all being used to communicate the results of these programs. Community action research is a unique way to present details of the community-related adventures in the teacher profession, cultivate expertise and show how teachers think about education , so it is better to find unique ways to report the findings of community-led action research.

Final thoughts on action-research for teachers

As we have seen, action research can be an effective form of professional development, illuminating the path for teachers and school leaders seeking to refine their craft. This cyclical process of inquiry and reflection is not merely a methodological pursuit but a profound professional journey. The definition of action research, as a systematic inquiry conducted by teachers, administrators, and other stakeholders in the teaching/learning environment, emphasizes the collaborative nature of improving educational strategies and outcomes.

Action research transcends traditional disciplinary practices by immersing educators in the social contexts of their work, prompting them to question and adapt their methods to meet the evolving needs of their students . It is a form of reflective practice that demands critical thinking and flexibility, as one navigates through the iterative stages of planning, acting, observing, and reflecting.

The process of action research is inherently participatory, encouraging educators to engage with their learning communities to address key issues and social issues that impact educational settings. This method empowers professionals within universities and schools alike to take ownership of their learning and development, fostering a culture of continuous improvement and participatory approaches.

In summary, action research encapsulates the essence of what it means to be a learning professional in a dynamic educational landscape. It is the embodiment of a commitment to lifelong learning and a testament to the capacity of educators to enact change . The value of action research lies in its ability to transform practitioners into researchers, where the quest for knowledge becomes a powerful conduit for change and innovation. Thus, for educators at every level, embracing the rigorous yet rewarding path of action research can unveil potent insights and propel educational practice to new heights.

Key Papers on Action Research

Utilizing Action Research During Student Teaching by James O. Barbre and Brenda J. Buckner (2013): This study explores how action research can be effectively utilized during student teaching to enhance professional pedagogical disposition through active reflection. It emphasizes developing a reflective habit of mind crucial for teachers to be effective in their classrooms and adaptive to the changing needs of their students.
Repositioning T eacher Action Research in Science Teacher Education by B. Capobianco and A. Feldman (2010): This paper discusses the promotion of action research as a way for teachers to improve their practice and students' learning for over 50 years, focusing on science education. It highlights the importance of action research in advancing knowledge about teaching and learning in science.
Action research and teacher leadership by K. Smeets and P. Ponte (2009): This article reports on a case study into the influence and impact of action research carried out by teachers in a special school. It found that action research not only helps teachers to get to grips with their work in the classroom but also has an impact on the work of others in the school.
Teaching about the Nature of Science through History: Action Research in the Classroom by J. Solomon, Jon Duveen, Linda Scot, S. McCarthy (1992): This article reports on 18 months of action research monitoring British pupils' learning about the nature of science using historical aspects. It indicates areas of substantial progress in pupils' understanding of the nature of science.
Action Research in the Classroom by V. Baumfield, E. Hall, K. Wall (2008): This comprehensive guide to conducting action research in the classroom covers various aspects, including deciding on a research question, choosing complementary research tools, collecting and interpreting data, and sharing findings. It aims to move classroom inquiry forward and contribute to professional development.

These studies highlight the significant role of action research in enhancing teacher effectiveness, student learning outcomes, and contributing to the broader educational community's knowledge and practices.

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How to Do Action Research in Your Classroom

How Teachers Can Learn Through Action Research

A look at one school’s action research project provides a blueprint for using this model of collaborative teacher learning.

Two teachers talking while looking at papers

When teachers redesign learning experiences to make school more relevant to students’ lives, they can’t ignore assessment. For many teachers, the most vexing question about real-world learning experiences such as project-based learning is: How will we know what students know and can do by the end of this project?

Teachers at the Siena School in Silver Spring, Maryland, decided to figure out the assessment question by investigating their classroom practices. As a result of their action research, they now have a much deeper understanding of authentic assessment and a renewed appreciation for the power of learning together.

Their research process offers a replicable model for other schools interested in designing their own immersive professional learning. The process began with a real-world challenge and an open-ended question, involved a deep dive into research, and ended with a public showcase of findings.

Start With an Authentic Need to Know

Siena School serves about 130 students in grades 4–12 who have mild to moderate language-based learning differences, including dyslexia. Most students are one to three grade levels behind in reading.

Teachers have introduced a variety of instructional strategies, including project-based learning, to better meet students’ learning needs and also help them develop skills like collaboration and creativity. Instead of taking tests and quizzes, students demonstrate what they know in a PBL unit by making products or generating solutions.

“We were already teaching this way,” explained Simon Kanter, Siena’s director of technology. “We needed a way to measure, was authentic assessment actually effective? Does it provide meaningful feedback? Can teachers grade it fairly?”

Focus the Research Question

Across grade levels and departments, teachers considered what they wanted to learn about authentic assessment, which the late Grant Wiggins described as engaging, multisensory, feedback-oriented, and grounded in real-world tasks. That’s a contrast to traditional tests and quizzes, which tend to focus on recall rather than application and have little in common with how experts go about their work in disciplines like math or history.

The teachers generated a big research question: Is using authentic assessment an effective and engaging way to provide meaningful feedback for teachers and students about growth and proficiency in a variety of learning objectives, including 21st-century skills?

Take Time to Plan

Next, teachers planned authentic assessments that would generate data for their study. For example, middle school science students created prototypes of genetically modified seeds and pitched their designs to a panel of potential investors. They had to not only understand the science of germination but also apply their knowledge and defend their thinking.

In other classes, teachers planned everything from mock trials to environmental stewardship projects to assess student learning and skill development. A shared rubric helped the teachers plan high-quality assessments.

Make Sense of Data

During the data-gathering phase, students were surveyed after each project about the value of authentic assessments versus more traditional tools like tests and quizzes. Teachers also reflected after each assessment.

“We collated the data, looked for trends, and presented them back to the faculty,” Kanter said.

Among the takeaways:

Authentic assessment generates more meaningful feedback and more opportunities for students to apply it.
Students consider authentic assessment more engaging, with increased opportunities to be creative, make choices, and collaborate.
Teachers are thinking more critically about creating assessments that allow for differentiation and that are applicable to students’ everyday lives.

To make their learning public, Siena hosted a colloquium on authentic assessment for other schools in the region. The school also submitted its research as part of an accreditation process with the Middle States Association.

Strategies to Share

For other schools interested in conducting action research, Kanter highlighted three key strategies.

Focus on areas of growth, not deficiency: “This would have been less successful if we had said, ‘Our math scores are down. We need a new program to get scores up,’ Kanter said. “That puts the onus on teachers. Data collection could seem punitive. Instead, we focused on the way we already teach and thought about, how can we get more accurate feedback about how students are doing?”
Foster a culture of inquiry: Encourage teachers to ask questions, conduct individual research, and share what they learn with colleagues. “Sometimes, one person attends a summer workshop and then shares the highlights in a short presentation. That might just be a conversation, or it might be the start of a school-wide initiative,” Kanter explained. In fact, that’s exactly how the focus on authentic assessment began.
Build structures for teacher collaboration: Using staff meetings for shared planning and problem-solving fosters a collaborative culture. That was already in place when Siena embarked on its action research, along with informal brainstorming to support students.

For both students and staff, the deep dive into authentic assessment yielded “dramatic impact on the classroom,” Kanter added. “That’s the great part of this.”

In the past, he said, most teachers gave traditional final exams. To alleviate students’ test anxiety, teachers would support them with time for content review and strategies for study skills and test-taking.

“This year looks and feels different,” Kanter said. A week before the end of fall term, students were working hard on final products, but they weren’t cramming for exams. Teachers had time to give individual feedback to help students improve their work. “The whole climate feels way better.”

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The following Action Research Projects (ARPs) provide just that. These practical ideas and strategies are the result of classroom action research conducted by teachers in schools and classrooms.

To use this site, simply identify a grade level or topic of interest and click on it. This will take you to a list of ARPs for your review. Click on any ARP to learn more about the topic, what was done, and who did it.

Elementary (preK-5)

Digital portfolios.

Evaluating the Effectiveness of Student-Created Digital Portfolios in Creating a Culture of Self-Efficacy in Kindergarten Classrooms

Improving Chronic Absenteeism

Addressing Chronic Absenteeism through Peer-Mentoring

Literacy Academy

Effectiveness of Early Language Literacy Plan Academy Model in Nonsense Word Fluency
Critical Thinking Using an Online Discussion Forum with Fourth Graders

Math Computation

Math Computation Proficiency in Elementary Classrooms

Parental Involvement

Increasing Parental Involvement Through Technology Use

Reading Fluency

Reading Fluency in the First Grade Classroom

Reading/Language Arts

Phonemic Awareness Instruction as a Response to Intervention Strategy for Kindergarten Students without Preschool Experience
Improving Reading Fluency and Comprehension With The Daily Café Program

Reflective Thinking Routines

Reflective Thinking Routines and Their Impact on Teachers’ Rates of Positive to Directive/Corrective Interactions with Students

Speech Production Targets

Non-Words Used as Speech Production Targets

Student Goal Setting

Student Goal Setting to Increase Academic Achievement in Math

Middle School (6-8)

Chronic absenteeism.

Impacts of “Internal” Mentoring Program on Chronic Absenteeism
Student Recognition and Goals: The Effects of Student Recognition and Goal Setting on Motivation and Achievement among At-Risk Opportunity School Students

Student Behavior and Academics

An Investigation into the Impact of Extra-Curricular Activities on Student Behavior and Academic Success

Restorative Justice

Restorative Justice Prevailing Over Suspension

High School (9-12)

Ability grouping in mat.

Maximizing the Benefits of Grouping by Ability in Math

Credit Recover Programs

Effectiveness of Online Credit Recovery Versus Face-to-Face Credit Recovery Programs
Increasing English Learner Assessment Scores with Software Intervention Programs

Full Inclusion

Should Alternate Curriculum Integration Lead to Full Inclusion?

Instructional Approaches for Developing Spanish Fluency

The Effects of Comprehensive Input Through Storytelling in High School Spanish Students

Mastery Grading

Mastery Grading: An Action Research Plan for Student Engagement

STEM AP Enrollment

Action Research Increasing STEM AP Enrollment

Student Self-Regulation

Self-Regulation Strategies and Student Engagement
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4 Preparing for Action Research in the Classroom: Practical Issues

ESSENTIAL QUESTIONS

What sort of considerations are necessary to take action in your educational context?
How do you facilitate an action plan without disrupting your teaching?
How do you respond when the unplanned happens during data collection?

An action research project is a practical endeavor that will ultimately be shaped by your educational context and practice. Now that you have developed a literature review, you are ready to revise your initial plans and begin to plan your project. This chapter will provide some advice about your considerations when undertaking an action research project in your classroom.

Maintain Focus

Hopefully, you found a lot a research on your topic. If so, you will now have a better understanding of how it fits into your area and field of educational research. Even though the topic and area you are researching may not be small, your study itself should clearly focus on one aspect of the topic in your classroom. It is important to maintain clarity about what you are investigating because a lot will be going on simultaneously during the research process and you do not want to spend precious time on erroneous aspects that are irrelevant to your research.

Even though you may view your practice as research, and vice versa, you might want to consider your research project as a projection or megaphone for your work that will bring attention to the small decisions that make a difference in your educational context. From experience, our concern is that you will find that researching one aspect of your practice will reveal other interconnected aspects that you may find interesting, and you will disorient yourself researching in a confluence of interests, commitments, and purposes. We simply want to emphasize – don’t try to research everything at once. Stay focused on your topic, and focus on exploring it in depth, instead of its many related aspects. Once you feel you have made progress in one aspect, you can then progress to other related areas, as new research projects that continue the research cycle.

Identify a Clear Research Question

Your literature review should have exposed you to an array of research questions related to your topic. More importantly, your review should have helped identify which research questions we have addressed as a field, and which ones still need to be addressed . More than likely your research questions will resemble ones from your literature review, while also being distinguishable based upon your own educational context and the unexplored areas of research on your topic.

Regardless of how your research question took shape, it is important to be clear about what you are researching in your educational context. Action research questions typically begin in ways related to “How does … ?” or “How do I/we … ?”, for example:

Research Question Examples

How does a semi-structured morning meeting improve my classroom community?
How does historical fiction help students think about people’s agency in the past?
How do I improve student punctuation use through acting out sentences?
How do we increase student responsibility for their own learning as a team of teachers?

I particularly favor questions with I or we, because they emphasize that you, the actor and researcher, will be clearly taking action to improve your practice. While this may seem rather easy, you need to be aware of asking the right kind of question. One issue is asking a too pointed and closed question that limits the possibility for analysis. These questions tend to rely on quantitative answers, or yes/no answers. For example, “How many students got a 90% or higher on the exam, after reviewing the material three times?

Another issue is asking a question that is too broad, or that considers too many variables. For example, “How does room temperature affect students’ time-on-task?” These are obviously researchable questions, but the aim is a cause-and-effect relationship between variables that has little or no value to your daily practice.

I also want to point out that your research question will potentially change as the research develops. If you consider the question:

As you do an activity, you may find that students are more comfortable and engaged by acting sentences out in small groups, instead of the whole class. Therefore, your question may shift to:

How do I improve student punctuation use through acting out sentences, in small groups ?

By simply engaging in the research process and asking questions, you will open your thinking to new possibilities and you will develop new understandings about yourself and the problematic aspects of your educational context.

Understand Your Capabilities and Know that Change Happens Slowly

Similar to your research question, it is important to have a clear and realistic understanding of what is possible to research in your specific educational context. For example, would you be able to address unsatisfactory structures (policies and systems) within your educational context? Probably not immediately, but over time you potentially could. It is much more feasible to think of change happening in smaller increments, from within your own classroom or context, with you as one change agent. For example, you might find it particularly problematic that your school or district places a heavy emphasis on traditional grades, believing that these grades are often not reflective of the skills students have or have not mastered. Instead of attempting to research grading practices across your school or district, your research might instead focus on determining how to provide more meaningful feedback to students and parents about progress in your course. While this project identifies and addresses a structural issue that is part of your school and district context, to keep things manageable, your research project would focus the outcomes on your classroom. The more research you do related to the structure of your educational context the more likely modifications will emerge. The more you understand these modifications in relation to the structural issues you identify within your own context, the more you can influence others by sharing your work and enabling others to understand the modification and address structural issues within their contexts. Throughout your project, you might determine that modifying your grades to be standards-based is more effective than traditional grades, and in turn, that sharing your research outcomes with colleagues at an in-service presentation prompts many to adopt a similar model in their own classrooms. It can be defeating to expect the world to change immediately, but you can provide the spark that ignites coordinated changes. In this way, action research is a powerful methodology for enacting social change. Action research enables individuals to change their own lives, while linking communities of like-minded practitioners who work towards action.

Plan Thoughtfully

Planning thoughtfully involves having a path in mind, but not necessarily having specific objectives. Due to your experience with students and your educational context, the research process will often develop in ways as you expected, but at times it may develop a little differently, which may require you to shift the research focus and change your research question. I will suggest a couple methods to help facilitate this potential shift. First, you may want to develop criteria for gauging the effectiveness of your research process. You may need to refine and modify your criteria and your thinking as you go. For example, we often ask ourselves if action research is encouraging depth of analysis beyond my typical daily pedagogical reflection. You can think about this as you are developing data collection methods and even when you are collecting data. The key distinction is whether the data you will be collecting allows for nuance among the participants or variables. This does not mean that you will have nuance, but it should allow for the possibility. Second, criteria are shaped by our values and develop into standards of judgement. If we identify criteria such as teacher empowerment, then we will use that standard to think about the action contained in our research process. Our values inform our work; therefore, our work should be judged in relation to the relevance of our values in our pedagogy and practice.

Does Your Timeline Work?

While action research is situated in the temporal span that is your life, your research project is short-term, bounded, and related to the socially mediated practices within your educational context. The timeline is important for bounding, or setting limits to your research project, while also making sure you provide the right amount of time for the data to emerge from the process.

For example, if you are thinking about examining the use of math diaries in your classroom, you probably do not want to look at a whole semester of entries because that would be a lot of data, with entries related to a wide range of topics. This would create a huge data analysis endeavor. Therefore, you may want to look at entries from one chapter or unit of study. Also, in terms of timelines, you want to make sure participants have enough time to develop the data you collect. Using the same math example, you would probably want students to have plenty of time to write in the journals, and also space out the entries over the span of the chapter or unit.

In relation to the examples, we think it is an important mind shift to not think of research timelines in terms of deadlines. It is vitally important to provide time and space for the data to emerge from the participants. Therefore, it would be potentially counterproductive to rush a 50-minute data collection into 20 minutes – like all good educators, be flexible in the research process.

Involve Others

It is important to not isolate yourself when doing research. Many educators are already isolated when it comes to practice in their classroom. The research process should be an opportunity to engage with colleagues and open up your classroom to discuss issues that are potentially impacting your entire educational context. Think about the following relationships:

Research participants

You may invite a variety of individuals in your educational context, many with whom you are in a shared situation (e.g. colleagues, administrators). These participants may be part of a collaborative study, they may simply help you develop data collection instruments or intervention items, or they may help to analyze and make sense of the data. While the primary research focus will be you and your learning, you will also appreciate how your learning is potentially influencing the quality of others’ learning.

We always tell educators to be public about your research, or anything exciting that is happening in your educational context, for that matter. In terms of research, you do not want it to seem mysterious to any stakeholder in the educational context. Invite others to visit your setting and observe your research process, and then ask for their formal feedback. Inviting others to your classroom will engage and connect you with other stakeholders, while also showing that your research was established in an ethic of respect for multiple perspectives.

Critical friends or validators

Using critical friends is one way to involve colleagues and also validate your findings and conclusions. While your positionality will shape the research process and subsequently your interpretations of the data, it is important to make sure that others see similar logic in your process and conclusions. Critical friends or validators provide some level of certification that the frameworks you use to develop your research project and make sense of your data are appropriate for your educational context. Your critical friends and validators’ suggestions will be useful if you develop a report or share your findings, but most importantly will provide you confidence moving forward.

Potential researchers

As an educational researcher, you are involved in ongoing improvement plans and district or systemic change. The flexibility of action research allows it to be used in a variety of ways, and your initial research can spark others in your context to engage in research either individually for their own purposes, or collaboratively as a grade level, team, or school. Collaborative inquiry with other educators is an emerging form of professional learning and development for schools with school improvement plans. While they call it collaborative inquiry, these schools are often using an action research model. It is good to think of all of your colleagues as potential research collaborators in the future.

Prioritize Ethical Practice

Try to always be cognizant of your own positionality during the action research process, its relation to your educational context, and any associated power relation to your positionality. Furthermore, you want to make sure that you are not coercing or engaging participants into harmful practices. While this may seem obvious, you may not even realize you are harming your participants because you believe the action is necessary for the research process.

For example, commonly teachers want to try out an intervention that will potentially positively impact their students. When the teacher sets up the action research study, they may have a control group and an experimental group. There is potential to impair the learning of one of these groups if the intervention is either highly impactful or exceedingly worse than the typical instruction. Therefore, teachers can sometimes overlook the potential harm to students in pursuing an experimental method of exploring an intervention.

If you are working with a university researcher, ethical concerns will be covered by the Institutional Review Board (IRB). If not, your school or district may have a process or form that you would need to complete, so it would beneficial to check your district policies before starting. Other widely accepted aspects of doing ethically informed research, include:

Confirm Awareness of Study and Negotiate Access – with authorities, participants and parents, guardians, caregivers and supervisors (with IRB this is done with Informed Consent).

Promise to Uphold Confidentiality – Uphold confidentiality, to your fullest ability, to protect information, identity and data. You can identify people if they indicate they want to be recognized for their contributions.
Ensure participants’ rights to withdraw from the study at any point .
Make sure data is secured, either on password protected computer or lock drawer .

Prepare to Problematize your Thinking

Educational researchers who are more philosophically-natured emphasize that research is not about finding solutions, but instead is about creating and asking new and more precise questions. This is represented in the action research process shown in the diagrams in Chapter 1, as Collingwood (1939) notes the aim in human interaction is always to keep the conversation open, while Edward Said (1997) emphasized that there is no end because whatever we consider an end is actually the beginning of something entirely new. These reflections have perspective in evaluating the quality in research and signifying what is “good” in “good pedagogy” and “good research”. If we consider that action research is about studying and reflecting on one’s learning and how that learning influences practice to improve it, there is nothing to stop your line of inquiry as long as you relate it to improving practice. This is why it is necessary to problematize and scrutinize our practices.

Ethical Dilemmas for Educator-Researchers

Classroom teachers are increasingly expected to demonstrate a disposition of reflection and inquiry into their own practice. Many advocate for schools to become research centers, and to produce their own research studies, which is an important advancement in acknowledging and addressing the complexity in today’s schools. When schools conduct their own research studies without outside involvement, they bypass outside controls over their studies. Schools shift power away from the oversight of outside experts and ethical research responsibilities are shifted to those conducting the formal research within their educational context. Ethics firmly grounded and established in school policies and procedures for teaching, becomes multifaceted when teaching practice and research occur simultaneously. When educators conduct research in their classrooms, are they doing so as teachers or as researchers, and if they are researchers, at what point does the teaching role change to research? Although the notion of objectivity is a key element in traditional research paradigms, educator-based research acknowledges a subjective perspective as the educator-researcher is not viewed separately from the research. In action research, unlike traditional research, the educator as researcher gains access to the research site by the nature of the work they are paid and expected to perform. The educator is never detached from the research and remains at the research site both before and after the study. Because studying one’s practice comprises working with other people, ethical deliberations are inevitable. Educator-researchers confront role conflict and ambiguity regarding ethical issues such as informed consent from participants, protecting subjects (students) from harm, and ensuring confidentiality. They must demonstrate a commitment toward fully understanding ethical dilemmas that present themselves within the unique set of circumstances of the educational context. Questions about research ethics can feel exceedingly complex and in specific situations, educator- researchers require guidance from others.

Think about it this way. As a part-time historian and former history teacher I often problematized who we regard as good and bad people in history. I (Clark) grew up minutes from Jesse James’ childhood farm. Jesse James is a well-documented thief, and possibly by today’s standards, a terrorist. He is famous for daylight bank robberies, as well as the sheer number of successful robberies. When Jesse James was assassinated, by a trusted associate none-the-less, his body travelled the country for people to see, while his assailant and assailant’s brother reenacted the assassination over 1,200 times in theaters across the country. Still today in my hometown, they reenact Jesse James’ daylight bank robbery each year at the Fall Festival, immortalizing this thief and terrorist from our past. This demonstrates how some people saw him as somewhat of hero, or champion of some sort of resistance, both historically and in the present. I find this curious and ripe for further inquiry, but primarily it is problematic for how we think about people as good or bad in the past. Whatever we may individually or collectively think about Jesse James as a “good” or “bad” person in history, it is vitally important to problematize our thinking about him. Talking about Jesse James may seem strange, but it is relevant to the field of action research. If we tell people that we are engaging in important and “good” actions, we should be prepared to justify why it is “good” and provide a theoretical, epistemological, or ontological rationale if possible. Experience is never enough, you need to justify why you act in certain ways and not others, and this includes thinking critically about your own thinking.

Educators who view inquiry and research as a facet of their professional identity must think critically about how to design and conduct research in educational settings to address respect, justice, and beneficence to minimize harm to participants. This chapter emphasized the due diligence involved in ethically planning the collection of data, and in considering the challenges faced by educator-researchers in educational contexts.

Planning Action

After the thinking about the considerations above, you are now at the stage of having selected a topic and reflected on different aspects of that topic. You have undertaken a literature review and have done some reading which has enriched your understanding of your topic. As a result of your reading and further thinking, you may have changed or fine-tuned the topic you are exploring. Now it is time for action. In the last section of this chapter, we will address some practical issues of carrying out action research, drawing on both personal experiences of supervising educator-researchers in different settings and from reading and hearing about action research projects carried out by other researchers.

Engaging in an action research can be a rewarding experience, but a beneficial action research project does not happen by accident – it requires careful planning, a flexible approach, and continuous educator-researcher reflection. Although action research does not have to go through a pre-determined set of steps, it is useful here for you to be aware of the progression which we presented in Chapter 2. The sequence of activities we suggested then could be looked on as a checklist for you to consider before planning the practical aspects of your project.

We also want to provide some questions for you to think about as you are about to begin.

Have you identified a topic for study?
What is the specific context for the study? (It may be a personal project for you or for a group of researchers of which you are a member.)
Have you read a sufficient amount of the relevant literature?
Have you developed your research question(s)?
Have you assessed the resource needed to complete the research?

As you start your project, it is worth writing down:

a working title for your project, which you may need to refine later;
the background of the study , both in terms of your professional context and personal motivation;
the aims of the project;
the specific outcomes you are hoping for.

Although most of the models of action research presented in Chapter 1 suggest action taking place in some pre-defined order, they also allow us the possibility of refining our ideas and action in the light of our experiences and reflections. Changes may need to be made in response to your evaluation and your reflections on how the project is progressing. For example, you might have to make adjustments, taking into account the students’ responses, your observations and any observations of your colleagues. All this is very useful and, in fact, it is one of the features that makes action research suitable for educational research.

Action research planning sheet

In the past, we have provided action researchers with the following planning list that incorporates all of these considerations. Again, like we have said many times, this is in no way definitive, or lock-in-step procedure you need to follow, but instead guidance based on our perspective to help you engage in the action research process. The left column is the simplified version, and the right column offers more specific advice if need.

Figure 4.1 Planning Sheet for Action Research

Action Research Copyright © by J. Spencer Clark; Suzanne Porath; Julie Thiele; and Morgan Jobe is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License , except where otherwise noted.

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Research Topics

Adoption/fostering.

Benton, A. L. (2020). An Autoethnographic Tale of One Louisiana Mother’s Personal Journey of Fostering and Adopting: The Impact of the Fostering Process Versus the Fostering Process in Classrooms. Journal of Foster Care, 1(1), 23-35.

DiCarlo, C. & Ota, C. (2017). Advocacy in early childhood teacher preparation (Chapter 5). In Advocacy in Academia and the Role of Teacher Preparation Programs (Thomas, U. Ed). IGI Global.

Reames, H. Sistrunk, C., Prejean, J., & DiCarlo, C.F. (2016). Advocating for recess: Preservice teachers perspectives on the advocacy process. Journal for Service-Learning, Leadership, and Social Change.

Attention/Engagement

DiCarlo, C., Baumgartner, J., Ota, C., & Brooksher, M. (in review). Recommended practice in whole-group instruction: Increasing child attention. International Journal of Early Years Education.

DiCarlo, C., Deris, A., & Deris, T. (in review). mLearning versus paper & pencil practice for telling time: Impact for attention & accuracy. Journal of Elementary Education.

DiCarlo C. F., Baumgartner, J. J., Ota, C.L., Deris, A.R. & Brooksher, M.H. (2020) Recommended practice in whole-group instruction: Increasing child attention. Child & Family Behavior Therapy, DOI: 10.1080/00168890.2020.184840

DiCarlo, C.F., Baumgartner, J., Ota, C., & Geary, K. (2016). Child sustained attention in preschool-aged children. Journal of Research in Childhood Education, 30(2), 143-152.

DiCarlo, C.F., Geary, K. E., & Ota, C.L. (2016). The impact of choice on child sustained attention in the preschool classroom. Journal of Research Childhood Education.

DiCarlo, C.F., Baumgartner, J., Pierce, S.H., Harris, M.E., & Ota, C. (2012). Whole group instruction practices and young children’s attention: A preliminary report. Journal of Research in Childhood Education, 26(2), 154-168.

DiCarlo, C., Pierce, S., Baumgartner, J.J., Harris, M., & Ota, C. (2012). Whole-group instruction practices and children’s attention: A preliminary report. Journal of Research in Childhood Education, 26(2), 154-168.

DiCarlo, C., Baumgartner, J., Schellhaas, A., & Pierce,S., (2012). Using Structured Choice to Increase Child Engagement in Low Preference Centers. Early Child Development & Care, 183(1), 109-124.

Isbell, D. (2019). Intermediate and High School Band. In Conway, C., Stanley, A., Pelligrino, K., and West, C. (Eds.), Handbook of Preservice Music Teacher Education. Oxford Publishing

Isbell, D. and Stanley, A. M. (2011). Keeping instruments out of the attic: The concert band experiences of the non-music major. Music Education Research International,5, 22-32

Isbell, D. (2006). The Steamboat Springs high school ski band 1935-2005. Journal of Historical Research in Music Education, 28(1), 21-37.

Caregiver Health and Identity

Baumgartner, J., Carson, R., Ota, C., DiCarlo, C., Bauer, R. (in review). Using Ecological Momentary Assessment to Examine the Relationship Between Childcare Teachers’ Stress, Classroom Behaviors, and Afterhours Professionalism Activities. Early Child Development and Care.

Bergen, D., Lee, L., Dicarlo, C. & Burnett, G. (2020). Enhancing Young Children’s Brain Development in Infants and Young Children: Strategies for Caregivers and Educators. New York, NY: Teacher’s College Press.

DiCarlo, C., Meaux, A., & LaBiche - Hebert, E. (in press). The impact of mindfulness practices on classroom climate and perceived teacher stress. Early Childhood Education Journal.

Chiang, C.J.,Jonson-Reid, M., & Drake, B. (2020). Caregiver physical health and child maltreatment reports and re-reports. Children and Youth Services Review, 108, 104671.

Baumgartner, J., & DiCarlo, C.F. (2013). Reducing workplace stress. Childcare Exchange. May/June, 60-63.

Ota, C.L., Baumgartner, J.J., & Austin, A.M.B. (2013). Provider stress and children's active engagement. Journal of Research in Childhood Education, 27, 1-13. doi: 10.1080/02568543.2012.739588

Baumgartner, J., DiCarlo, C., & Apavaloie, L. (2011). Finding more joy in teaching children. Dimensions, 39(2), 34-38.

Isbell, D. (2008) Musicians and Teachers: The Socialization and Occupational Identity of Preservice Music Teachers. Journal of Research in Music Education, 56(2). 162-178.

Child Health

Shon, E., Choe, S, Lee, L., & Ki, Y. (In Press). Influenza Vaccination among U.S. College or University Students: A Systematic Review. American Journal of Health Promotion.

Fowler L.A., Grammer A.C., Staiano A.E., Fitzsimmons-Craft E.E., Chen L., Yaeger L.H., & Wilfley D.E. (2021). Harnessing technological innovations for childhood obesity prevention and treatment: A systematic review and meta-analysis of current applications. International Journal of Obesity.

Kepper M.M., Walsh-Bailey C., Staiano A.E., Fowler L., Gacad A., Blackwood A., Fowler S., & Kelley M. (2021). Health Information Technology use among healthcare providers treating children and adolescents with obesity: A systematic review. Current Epidemiology Reports.

Staiano, A.E., Shanley, J.R., Kihm, H., Hawkins, K.R., Self-Brown, S., Hӧchsmann, C., Osborne, M., LeBlanc, M.M., Apolzan, J.W., & Martin, C.K. (2021). Digital tools to support family-based weight management for children: Mixed methods pilot and feasibility study. Pediatrics and Parenting. 4(1) doi: 10.2196/24714 PMID: 33410760

Antczak, D., Lonsdale, C., Lee, J., Hilland, T., Duncan, M.J., del Pozo Cruz, B., Hulteen, R.M., Parker, P. and Sanders, T. (2020). Physical Activity and Sleep are Weakly Related in Children: A Systematic Review and Meta-Analysis. Sleep Medicine Reviews, 51, doi: 10.1016/j.smrv.2020.101278

Olson KL, Neiberg R, Espeland M, Johnson K, Knowler W, Pi-Sunyer X, Staiano AE, Wagenknecht L, & Wing RR. (2020) Waist circumference change during intensive lifestyle intervention and cardiovascular morbidity and mortality in the Look AHEAD trial. Obesity.

Kracht CL, Katzmarzyk PT, & Staiano AE. (2020) Comparison of abdominal visceral adipose tissue measurements in adolescents between magnetic resonance imaging and dual energy x-ray absorptiometry. International Journal of Obesity.

Kracht CL, Webster E, & Staiano AE. (2020). A natural experiment of state-level physical activity and screen-time policy changes: Early childhood education (ECE) centers and child physical activity. BMC Public Health.

Fearnbach SN, Johannsen NM, Martin CK, Beyl RA, Hsia DS, Carmichael CT, & Staiano AE. (2020) A pilot study of cardiorespiratory fitness, adiposity, and cardiometabolic health in youth with overweight and obesity. Pediatric Exercise Science.

Webster E, & Staiano AE. (2020) Extended heavy television viewing may impact weight long-term in adolescents. Journal of Adolescent Health.

Kepper MM, Staiano AE, Katzmarzyk PT, Reis RS, Eyler AA, Griffith DM, KendallML, ElBanna B, Denstel KD, & Broyles ST. (2020). Using mixed methods to understand women’s parenting practices related to their child’s outdoor play and physical activity among families living in diverse neighborhood environments. Health and Place.

Kracht CL, Joseph ED, & Staiano AE. (2020). Video games, obesity, and children. Current Obesity Reports.

Kracht CL, Champagne CM, Hsia DS, Martin CK, Newton RL, Katzmarzyk PT, & Staiano AE. (2020). Association between meeting physical activity, sleep, and dietary guidelines and cardiometabolic risk factors and adiposity in adolescents. Journal of Adolescent Health.

Hulteen, R.M., Waldhauser, K.J. and Beauchamp, M.R. (2019). Promoting Health-Enhancing Physical Activity: A State-of-the-Art Review of Peer-Delivered Interventions. Current Obesity Reports, 8, 341-353. doi: 10.1007/s13679-019-00366-w (invited)

Kracht CL, Chaput JP, Martin CK, Champagne CM, Katzmarzyk PT, & Staiano AE. (2019). Associations of sleep with food cravings, diet, and obesity in adolescence. Nutrients.

Joseph E, Kracht CL, St. Romain J, Allen AT, Barbaree C, Martin CK, & Staiano AE. (2019). Young children’s screen-time and physical activity: Perspectives of parents and early care and education center providers. Global Pediatric Health.

Staiano AE, Adams MA, & Norman GJ. (2019). Motivation for Exergame Play Inventory: Construct validity and test-retest reliability. Cyberpsychology: Journal of Psychosocial Research on Cyberspace.

Hawkins KR, Apolzan JW, Staiano AE, Shanley JR, & Martin CK. (2019). Efficacy of a home-based parent training-focused weight management intervention for preschool children: The DRIVE randomized controlled pilot trial. Journal of Nutrition Education and Behavior.

Sandoval P, Staiano AE, & Kihm H. (2019). The influence of visual and auditory stimuli on intensity of physical activity in school-aged children. The Physical Educator.

Webster EK, Martin CK, & Staiano AE. (2019) Fundamental motor skills, physical activity, and screen-time in preschoolers. Journal of Sport and Health Science.

Staiano AE, Beyl RA, Hsia DS, Katzmarzyk PT, & Newton R.L. (2018). A 12-week randomized controlled pilot study of dance exergaming in a group: Influence on psychosocial factors in adolescent girls. Cyberpsychology: Journal of Psychosocial Research on Cyberspace.

Katzmarzyk PT, Denstel KD, Beals K, Carlson J, Crouter SE, McKenzie TL, Pate RR, Sisson SB, Staiano AE,Stanish H, Ward DS, Whitt-Glover M, & Wright C. (2018). Results from the United States 2018 Report Card on Physical Activity for Children and Youth. Journal of Physical Activity & Health.

Staiano AE, Kihm H, & Sandoval P. (2018). The use of competition to elicit high intensity physical activity during children’s exergame play. Journal of Family & Consumer Sciences.

Flynn, R.M.,Staiano, A.E., Beyl, R., Richert, R.A., Wartella, E. & Calvert, S.L. (2018). The influence of active gaming on cardiorespiratoryfitness in Black and Hispanic youth. Journal of School Health.

Staiano, A.E., Webster, E.K., Allen, A.T., Jarrell, A.R., & Martin, C.K. (2018). Screen-time policies and practices in early care and education centers in relationship to child physical activity. Childhood Obesity.

Staiano, A.E., Martin, C.K., Champagne, C.M., Rood, J.C., & Katzmarzyk, P.T. (2018). Sedentary time, physical activity, and adiposity in a longitudinal cohort of non-obese young adults. American Journal of Clinical Nutrition.

Staiano, A.E., Beyl, R.A., Guan, W., Hendrick, C.A., Hsia, D.S., & Newton, R.L. (2018). Home-based exergaming among children with overweight and obesity: A randomized clinical trial. Pediatric Obesity.

Staiano, A.E., Allen, A.T., Fowler, W., Gustat, J., Kepper, M.M., Lewis, L., Martin, C.K., St. Romain, J., & Webster, E.K. (2018). State licensing regulations on screen-time in childcare centers: An impetus for participatory action research. Progress in Community Health Partnerships: Research, Education, and Action.

Heerman, W.J., Bennett, W.L., Kraschnewski, J.L., Nauman, E., Staiano, A.E., & Wallston, K.A. (2018) Willingness to participate in weight-related research among patients in PCORnet Clinical Data Research Networks. BMC Obesity.

Cohen, K.E., Morgan, P.J., Plotnikoff, R.C., Hulteen, R.M. and Lubans, D.R. Psychological, social and physical environmental mediators of the SCORES intervention on physical activity among children living in low-income communities. (2017). Psychology of Sport & Exercise, 32, 1-11. doi: 10.1016/j.psychsport.2017. 05.001

Katzmarzyk, P.T., & Staiano, A.E. (2017). Relationship between meeting 24-hour movement guidelines and cardiometabolic risk factors in children. Journal of Physical Activity & Health.

Staiano, A.E., Beyl, R.A., Hsia, D.S., Katzmarzyk, P.T., Mantzor, S., Newton, R.L., Jarrell, A., & Tyson, P. (2017). Step tracking with goals increases children’s weight loss in a behavioral intervention. Childhood Obesity

Staiano, A.E., Marker, A.M., Liu, M., Hayden, E., Hsia, D.S., & Broyles, S.T. (2017). Childhood obesity screening and treatment practices of pediatric healthcare providers. Journal of the Louisiana State Medical Society

Baranowski, T., Blumberg, F., Gao, Z., Kato, P.M., Kok, G., Lu, A.S., Lyons, E.J., Morrill, B.A., Peng, W., Prins, P.J., Snyder, L., Staiano, A.E., & Thompson, D. (2017) Getting research on games for health funded. Games for Health Journal.

Wilfley, D.E., Staiano, A.E., Altman, M., Lindros, J., Lima, A., Hassink, S.G., Dietz, W.H., & Cook, S. (2017). Improving Access and Systems of Care for Evidence-Based Childhood Obesity Treatment Conference W. Improving access and systems of care for evidence-based childhood obesity treatment: Conference key findings and next steps. Obesity.

Kihm H, Staiano AE, & Sandoval P. (2017) Project IPAL: To enhance the well-being of elementary school children. Journal of Family & Consumer Sciences 109(1) 54-56.

Staiano AE, Marker AM, Beyl RA, Hsia DS, Katzmarzyk PT, & Newton RL. (2017). A randomized controlled trial of dance exergaming for exercise training in overweight and obese adolescent girls. Pediatric Obesity. 12(2) 120-128.

Staiano AE, Marker AM, Frelier JM, Hsia DS, & Broyles ST. (2017). Family-based behavioral treatment for childhood obesity: Parent-reported barriers and facilitators. The Ochsner Journal. 17(1):83-92.

Staiano AE, Beyl RA, Hsia DS, Katzmarzyk PT, & Newton RL. (2017). Twelve weeks of dance exergaming in overweight and obese adolescent girls: Transfer effects on physical activity, screen time, and self-efficacy. Journal of Sport and Health Science.

Katzmarzyk PT, Denstel KD, Beals K, Bolling C, Wright C, Crouter SE, McKenzie TL, Pate RR, Saelens BE, Staiano AE, Stanish HI, & Sisson SB. (2016). Results from the United States of America's 2016 report card on physical activity for children and youth. Journal of Physical Activity and Health.

Staiano AE, Morrell M, Hsia DS, Hu G, & Katzmarzyk PT. (2016) The burden of obesity, elevated blood pressure, and diabetes in uninsured and underinsured adolescents. Metabolic Syndrome and Related Disorders. 14(9), 437-441.

Staiano AE, Marker AM, Martin CK, & Katzmarzyk PT. (2016). Physical activity, mental health, and weight gain in a longitudinal observational cohort of nonobese young adults. Obesity, 24(9), 1969-1975.

Staiano AE, Marker AM, Frelier JM, Hsia DS, & Martin CK. (2016). Influence of screen-based peer modeling on preschool children's vegetable consumption and preferences. Journal of Nutrition Education and Behavior, 48(5), 331-335

Mackintosh KA, Standage M, Staiano AE, Lester L, & McNarry MA. (2016). Investigating the physiological and psychosocial responses of single-and dual-player exergaming in young adults. Games for Health Journal, 5(6), 375-381

Baranowski T, Blumberg F, Buday R, DeSmet A, Fiellin LE, Green CS, Kato PM, Lu AS, Maloney AE, Mellecker R, Morrill BA, Peng W, Shegog R, Simons M, Staiano AE, Thompson D, & Young K. (2016). Games for health for children-current status and needed research. Games for Health Journal, 5(1), 1-12.

Michel, G. F., Marcinowski, E. C., Babik, I., Nelson, E. L., & Campbell, J. M. (2015). An Interdisciplinary Biopsychosocial Perspective on Infant Development. In S. Calkins (Ed.) Handbook of Infant Development: A Biopsychosocial Perspective, 427-446.

Staiano AE, Broyles ST, & Katzmarzyk PT. (2015). School term vs. school holiday: Associations with children's physical activity, screen-time, diet and sleep. International Journal of Environmental Research and Public Health, 12(8), 8861-8870.

Staiano AE, Harrington DM, Johannsen NM, Newton RL, Jr., Sarzynski MA, Swift DL, & Katzmarzyk PT. (2015). Uncovering physiological mechanisms for health disparities in type 2 diabetes. Ethnicity and Disease, 25(1), 31-37.

Marker AM, & Staiano AE. (2015) Better together: Outcomes ofcooperation versus competition in social exergaming. Games for Health Journal, 4(1), 25-30.

Carson V, Staiano AE, & Katzmarzyk PT. (2015). Physical activity, screen time, and sitting among U.S. adolescents. Pediatric Exercise Science, 27(1), 151-159.

Pere, C., Ginn, R., Hill, N., & DiCarlo, C.F. (2015). Childhood Obesity prevention: A service-learning advocacy project. Journal for Service-Learning, Leadership, and Social Change.

Harshaw, C., Marcinowski, E. C., & Campbell, J. M. (2014). Communicating Developmental Psychobiology to the Masses: Why Psychobiologists Should Contribute to Wikipedia. Developmental Psychobiology, 56 (7), 1439-1441.

Staiano AE, & Flynn R. (2014). Therapeutic uses of active videogames: A systematic review. Games for Health Journal, 3(6), 351-365.

Staiano AE. (2014). Learning by playing: Video gaming in education-a cheat sheet for games for health designers. Games for Health Journal, 3(5), 319-321.

Flynn RM, Richert RA, Staiano AE, Wartella E, & Calvert SL. (2014). Effects of exergame playon EF in children and adolescents at a summer camp for low income youth. Journal of Educational and Developmental Psychology, 4(1), 209-225.

Katzmarzyk PT, Barlow S, Bouchard C, Catalano PM, Hsia DS, Inge TH, Lovelady C, Raynor H, Redman LM, Staiano AE, Spruijt-Metz D, Symonds ME, Vickers M, Wilfley D, & Yanovski JA. (2014). An evolving scientific basis for the prevention and treatment of pediatric obesity. International Journal of Obesity, 38(7), 887-905.

Staiano AE, Gupta AK, & Katzmarzyk PT. (2014). Cardiometabolic risk factors and fat distribution in children and adolescents. Journal of Pediatrics, 164(3), 560-565.

Baranowski T, Adamo KB, Hingle M, Maddison R, Maloney A, Simons M, & Staiano AE. (2013). Gaming, adiposity, and obesogenic behaviors among children. Games for Health Journal, 2(3), 119-126.

Michel, G. F., Babik, I., Nelson, E. L., Campbell, J. M., & Marcinowski, E. C. (2013). How the development of handedness could contribute to the development of language. Developmental Psychobiology, 55(6), 608-20.

Staiano AE, Broyles ST, Gupta AK, Malina RM, & Katzmarzyk PT. (2013). Maturity-associated variation in total and depot-specific body fat in children and adolescents. American Journal of Human Biology, 25(4), 473-479.

Staiano AE, Broyles ST, Gupta AK, & Katzmarzyk PT. (2013) Ethnic and sex differences in visceral, subcutaneous, and total body fat in children and adolescents. Obesity, 21(6), 1251-1255.

Harrington DM, Staiano AE, Broyles ST, Gupta AK, & Katzmarzyk PT. (2013). BMI percentiles for the identification ofabdominal obesity and metabolic risk in children and adolescents: Evidence in support of the CDC 95th percentile. European Journal of Clinical Nutrition, 67(2), 218-222.

Staiano AE, Harrington DM, Broyles ST, Gupta AK, & Katzmarzyk PT. (2013). Television, adiposity, and cardiometabolic risk in children and adolescents. American Journal of Preventive Medicine, 44(1), 40-47.

Calvert SL, Staiano AE, & Bond BJ. (2013). Electronic gaming and the obesity crisis. New Directions for Child and Adolescent Development, 139,51-57.

Harrington DM, Staiano AE, Broyles ST, Gupta AK, & Katzmarzyk PT. (2013). Waist circumference measurement site does not affect relationships with visceral adiposity and cardiometabolic risk factors in children. Pediatric Obesity, 8(3), 199-206.

Barreira TV, Staiano AE, & Katzmarzyk PT. (2013). Validity assessment of a portable bioimpedance scale to estimate body fat percentage in white and African-American children and adolescents. Pediatric Obesity, 8(2), 29-32.

Staiano AE, Abraham AA, & Calvert SL. (2012). The Wii Club: Gaming for weight loss in overweight and obese youth. Games for Health Journal, 1(5), 377-380.

Broyles ST, Staiano AE, Drazba KT, Gupta AK, Southern M, & Katzmarzyk PT. (2012). Elevated C-reactive protein in children from risky neighborhoods: Evidence for a stress pathway linking neighborhoods and inflammation in children. PloS One, 7(9)

Staiano AE, Katzmarzyk PT. (2012). Ethnic and sex differences in body fat and visceral and subcutaneous adiposity in children and adolescents. International Journal of Obesity, 36(10), 1261-1269.

Staiano AE, & Calvert SL. (2012). Digital gaming and pediatric obesity: At the intersection of science and social policy. Social Issues and Policy Review, 6(1), 54-81.

Staiano AE, & Calvert SL. (2011). Exergames for physical education courses: Physical, social, and cognitive benefits. Child Development Perspectives, 5(2),93-98.

Child Trauma

Kim, H., Jonson-Reid, M., Kohl, P., Chiang, C. J., Drake, B., Brown, D., McBride, T., & Guo, S. (2020).Latent class analysis risk profiles: An effective method to predict a first re-report of maltreatment. Evaluation and Program Planning, 101792.

Jonson-Reid, M., Chiang, C.J., Kohl, P., Drake, B., Brown, D., Guo, S., & McBride, T. (2019). Repeat reports among cases reported for child neglect: A scoping review. Child Abuse & Neglect, 92, 43-65.

Chiang, C. J.,& Ma, T. J. (2013). Working experiences with children witnessed domestic homicide, Taiwanese Social Work, 11, 115-144

Lee, L., Miller, C., & Caballero, J, (In Progress). Community-based, social justice-oriented experiences in ethnically, socio-economically diverse preschools: Early childhood pre-service teachers’ perspectives.

Drake, B., Jonson-Reid, M., Kim, H., Chiang, C. J., & Davalishvili, D. (2021) Disproportionate Need as a Factor Explaining Racial Disproportionality in the CW System. In Racial Disproportionality and Disparities in the Child Welfare System (pp. 159-176). Springer, Cham.

Kracht CL, Webster EK, & Staiano AE. (2019). Sociodemographic differences in young children meeting 24-hour movement guidelines. Journal of Physical Activity & Health.

Lee, L. (2018). Korean mode of color-blind perspectives on ethnic diversity: A case study of Korean Elementary teachers. International Journal of Diversity of Education, 18(1), 27-38.

Lee, L. (2016, Summer). A learning journey with Latino immigrant children: An American low-income preschool project. Childhood Explorer, 3.

Lee, L., & Misco, T. (2014). All for one or one for all: An analysis of the concepts of patriotism and others in multicultural Korea through elementary moral education textbooks. The Asia-Pacific Education Researcher. 23(1), 2-10.

Misco, T., & Lee, L. (2013). “There is no such thing as being Guamanian”: Controversial Issues in the context of Guam. Theory and Research in Social Education, 42(3), 414-439.

Misco, T.,& Lee, L. (2012).1Multiple and overlapping identities: The case study of Guam. Multicultural Education, 20(1), 23-32.

Lee, L. (2011). Language and identity in the moral domains: Minority children in education. Focus on Elementary, 23(3). 3-6.

Lee. L. (2011). Cultural awareness in beliefs and practice: An elementary teacher’s perspective on Korean children and their culture. Focus on Teacher Education, 11(2), 4-10.

ECE Professional Attrition

Chiang, C.J., Jonson-Reid, M., Kim. H., Drake. B., Pons. L., Kohl. P., Constantino. J., & Auslander. W., (2018) Service engagement and retention: Lessons from the Early Childhood Connections Program. Children and Youth Services Review, 88, 114-127. DOI: 10.1016/j.childyouth.2018.02.028

Carson, R. L., Baumgartner, J. J., Ota, C.L., Pulling Kuhn, A. C., & Durr, A. (2016). An ecological momentary assessment of burnout, rejuvenation strategies, job satisfaction, and quitting intentions in childcare teachers. Early Childhood Education Journal, 1-8.

Educational Leadership

Nelson-Smith, K. (2009). Building Opportunities through Leadership Development (BOLD). A curriculum.

Jonson-Reid, M., & Chiang, C. J.(2019). Problems in Understanding Program Efficacy in Child Welfare. In Re-Visioning Public Health Approaches for Protecting Children (pp. 349-377). Springer, Cham.

Environment (Classroom)

Deris, A., DiCarlo, C., Wagner, D. & Krick-Oborn, K. (in press). Using environmental modification and teacher mediation to increase literacy behaviors in inclusive preschool settings. Infants & Young Children

Reames, H. & DiCarlo, C.F. (2016). Creating a learner-centered classroom. Focus on PK/K, Early Years Bulletin, 3(3), 1-3, 7.

Guan, X. & DiCarlo, C.F. (2009). Minimizing stressors in the early childhood classroom. Collaborations, 2, 22-23.

Wayne, A., DiCarlo, C., Burts, D., & Benedict, J. (2007). Increasing the literacy behaviors of preschool children through environmental modifications. The Journal of Research in Childhood Education, 22(1), 5-16.

DiCarlo, C.F., Stricklin, S., & Reid, D.H. (2006). Increasing toy play among toddlers with and without disabilities by modifying structural quality of the classroom environment. National Head Start Association Dialog, 9(1)49-62.

Behavior Guidance

Reames, H. & DiCarlo, C. (2018). Using positive reinforcement to increase attentive behavior and correct task performance for preschoolers during extra curricular activities. Journal of Teacher Action Research, 4(2), 1-9.

DiCarlo, C.F., Baumgartner, J., & Ourso, J. & Powers, C. (2016). Using least-to-most assistive prompt hierarchy to increase child compliance with teacher directives in preschool classroom. Early Childhood Education Journal, 44(6) 1-10.doi:10.1007/s10643- 016-0825-7.

DiCarlo, C. & Baumgartner, J. (2011). Promoting Positive Behavior in the Preschool Classroom. Focus on Pre-K and K, 24(1), 4-7.

Torres, A., & DiCarlo, C.F. (2008). Positive Guidance. Collaborations. 3, 14-15.

Literacy and Language

Terrusi, M. (2020). Illustrated books without words for inclusion: Method reflections on reading, between form and metaphor. In E.A. Emili & V. Macchia (Eds.), Reading the inclusion: Picture books and books for one and all (pp. 77-88). ETS Editions.

Terrusi, M. (2018). Silent Books. Wonder, Silence and Other Metamorphosis in Wordless Picture Books. Proceedings, 1(9), 1 – 12. http://dx.doi.org/10.3390/proceedings1090879

Terrusi, M. (2017). Child portraits. Representations of the child body in children's illustration and literature: Some interpretative categories. Magazine of history of education, 4(1), 183 – 210. http://dx.doi.org/10.4454/rse.v4i1.28

Terrusi, M. (2017). Constellation of early childhood, Gugu's firmament. A portrait of Augusta Rasponi del Sale (Ravenna 1864-1942), author of picture book. Research of education and education, 12(2), 71 – 88. http://dx.doi.org/10.6092/issn.1970-2221/7082

Terrusi, M. (2017). Eternals, children, winged: Neoteny, lightness and literature for children. Training Studies, 20(2), 387 – 408. http://dx.doi.org/10.13128/Studi_Formaz-22195

Terrusi, M. (2017). Mute wonders: Silent book and children's literature. Carocci.

Beach, D., & DiCarlo, C.F. (2016). Can I play, again? Using a literacy ipad app to increase letter recognition & phonemic awareness. Journal of Teacher Action Research,2(2), 70-76.

Terrusi, M. (2016). Children read great. In C.I. Salviati (Ed.), In vitro: An experimental project to promote reading (pp. 18-21). Center for Literature and Reading. MIBAC Ministry of Artistic and Cultural Heritage.

Terrusi, M. (2016). The possible, the visible, the questionable: Unexpected (or wordless) books at school. In E. A. Emili (Ed.), Languages for an inclusive school (pp. 51-66). Free Books.

Grilli, G. & Terrusi, M. (2014). A (Visual) Journey to Italy. In E. Arizpe, T. Colomer, & C. Martinez-Roldan (Eds.), Visual Journeys Through Wordless Narratives (pp. 217-238). Bloomsbury Academic.

Grilli, G. & Terrusi, M. (2014). Migrant readers and wordless books: Visual narratives' inclusive experience. Encyclopaideia, 18(38), 67 – 90. http://dx.doi.org/10.6092/issn.1825-8670/4508

Ota, C. L. & Austin, A.M. (2013). Training and mentoring: Family child care providers’ use of linguistic inputs in conversations with children. Early Childhood Research Quarterly 28(4), 972-983

Terrusi, M. (2013). The room of children's literature: Educators, teachers and storytellers. In C. Panciroli & F. D. Pizzigoni (Eds.), The museum as a workshop of experiences with heritage: The example of the Mode (pp. 1-199). Quiedit.

Terrusi, M. (2013). The life of children in the figures: Gugú, a forgotten author. Childhood, 6(1), 335-339.

Terrusi, M. (2012). Illustrated books: Read, look, name the world in children's books. Carocci

Brintazzoli, G. & Terrusi, M. (2011). At the edge of the page. Li.Ber books for children and boys, 92(1), 50 – 52.

Terrusi, M. (2011). Read the visible. The world pictured in the pages. Form and poetics of early childhood books. In E. Beseghi & G. Grilli (Eds.), The invisible literature: Childhood and children's books (pp. 143-164). Carocci.

Chung, M. & Lee, L. (2009). Critical literacy theories for media literacy education. Academic Exchange Quarterly, 13(4), 121-127.

Lee, L. (2009). Media literacy. Academic Exchange Quarterly, 13(4), 10.

Terrusi, M. (2009). Classic fairy tales with contemporary design, interview with Steven Guarnaccia. Li.Ber books for children and boys, 82(1), 60 – 61.

Terrusi, M. (2009). The art of the three little pigs. Li.Ber books for children and boys, 82(1), 59 – 63.

Terrusi, M. (2007). Philosophers animals: whether they are feathered canids or felines, we can consider them Masters. Li.Ber books for children and boys, 74(1), 30 – 31.

Terrusi, M. (2007). Families and new conformisms: The challenge of the bourgeois mentality seen through the complex father-son dialectic: Holidays with the father by Marcello Argilli. Li.Ber books for children and boys, 73(1), 44-45.

Terrusi, M. (2007). Books on the road. Li.Ber books for children and boys, 76(1), 54 – 55.

Terrusi, M. (2006). Andersen Press turns 30: from the voice of its founder, Klaus Flugge, the story of the famous English publishing house. Andersen, 224(1), 31 – 35.

Mathematics

Hendershot, S., Austin, A. M. B., Blevins-Knabe, B., & Ota, C.L. (2015). Young children’s mathematics references during free play in family child care settings. Early Child Development and Care. 186(7), 1126-1141.

Misco, T., Lee, L., & Malone, K. Goley, S., & Seabolt, P. (2012).*Using the idea of insurance to develop mathematical skills and democratic dispositions. Interdisciplinary Journal of Teaching and Learning, 2(2), 78-89.

Austin, A.M., Blevins-Knabe, B., Ota, C., Rowe, T., & Knudsen Lindauer, S. (2011). Mediators of preschoolers’ early mathematics concepts. Early Child Development and Care, 181(9), 1181-1198.

Motor Skills

Molinini, R. M., Koziol, Marcinowski, E. C., Tripathi, T., Hsu, L.-Y., Harbourne, R. T., Lobo, M. A., McCoy, S. W., Bovaird, J., & Dusing, S. C. (2021). Early motor skills predict the developmental trajectory of problem solving skills in young children with motor impairments. Developmental Psychobiology. [Early View]

Barnett, L.M., Stodden, D.F., Hulteen, R.M. and Sacko, R. (2020). Motor Proficiency Assessment. In T. Brusseau, S. Fairclough & D. Lubans (Eds.), The Routledge Handbook of Youth Physical Activity.

Gonzalez, S. L., Campbell, J. M., Marcinowski, E. C., Michel, G. F., Coxe, S., & Nelson, E. L. (2020). Preschool language ability is predicted by toddler hand preference trajectories. Developmental Psychology, 56(4), 699-709.

Hulteen, R.M., Barnett, L.M. True, L., Lander, N., Cruz, B.P. and Lonsdale, C. (2020). Validity and Reliability Evidence for Motor Competence Assessments in Children and Adolescents: A Systematic Review. Journal of Sports Sciences, 38(15), 1717-1798, doi: 10.1080/02640414.2020.1756674

Hulteen, R.M., True, L., and Pfeiffer, K. (2020). Differences in Associations of Product- and Process-Oriented Motor Competence Assessments with Physical Activity in Children. Journal of Sports Sciences, 38(4), 375-382. doi:10.1080/02640414.2019.17 02279

Webster, E.K., Kracht, C.L., Newton, R.L., Beyl, R.A., & Staiano, A.E. (2020). Intervention to improve preschoolers’ fundamental motor skills: Protocol of a parent-focused, mobile app-based comparative effectiveness trial. Research Protocols, 9(10):e19943.

Fearnbach, S.N., Martin, C.K., Heymsfield, S.B., Staiano, A.E., Newton, R.L., Garn, A.C., Johannsen, N.M., Hsia, D.S., Carmichael, O.T., Murray, K.B., Ramakrisnapillai, S., Murray, K.B., Blundell, J.E., & Finlayson, G.S. (2020) Validation of the Activity Preference Assessment: A tool for quantifying children’s implicit preferences for sedentary and physical activities. International Journal of Behavioral Nutrition and Physical Activity

Kracht, C.L., Webster, E.K., & Staiano, A.E. (2020) Relationship between the 24-hour movement guidelines and fundamental motor skills in preschoolers. Journal of Science and Medicine in Sport.

Marcinowski, E. C., Tripathi, T., Hsu, L.-Y., McCoy, S. W., & Dusing, S. C. (2019). Sitting skill and the emergence of arms‐free sitting affects the frequency of object looking and exploration. Developmental Psychobiology, 61 (7), 1035-47.

Marcinowski, E. C., Nelson, E. L., Campbell, J. M., & Michel, G. F. (2019). The development of object construction from infancy through toddlerhood. Infancy, 24(3), 368-391.

Campbell, J. M., Marcinowski, E. C., & Michel, G. F. (2018). The Development of Neuromotor Skills and Hand Preference During Infancy. Developmental Psychobiology, 60(2), 165-175.

lteen, R.M., Morgan, P.J., Barnett, L.M., Robinson, L.E. Barton, C., Wrotniak, B., and Lubans, D.R. (2018). Initial Predictive Validity of the Lifelong Physical Activity Skills Battery. Journal of Motor Learning and Development, 6(2), 301-314. doi: 10.1123/jmld.2017-0036

Michel, G. F., Babik, I., Nelson, E. L., Campbell, J. M., & Marcinowski, E. C. (2018). Evolution and Development of Handedness: An Evo-Devo Approach. In G. Forrester, W. D. Hopkins, K. Hudry, & A. K. Lindell (Eds.), Cerebral Lateralization and Cognition: Evolutionary and Developmental Investigations of Motor Biases. Elsevier Inc.: Academic Press. 347-374.

Hulteen, R.M., Morgan, P.J., Barnett, L.M., Stodden, D.F. and Lubans, D.R. Development of Foundational Motor Skills: A Conceptual Model for Physical Activity Across the Lifespan. (2018). Sports Medicine, 48(7), 1533-1540. doi: 10.1007/s4029-018-0892-6

Marcinowski, E. C., & Campbell, J. M. (2017). Building on what you have learned: Constructing skill during infancy influences the development of spatial relation words. International Journal of Behavioral Development, 41(3), 341-349. doi:10.1177/0165025416635283

Nelson, E. L., Gonzalez, S., Coxe, S., Campbell, J. M., Marcinowski, E. C., & Michel, G. F. (2017). Toddler hand preference trajectories predict 3-year language outcome. Developmental Psychobiology, 59(7), 876-887.

Nathan, N., Cohen, K., Beauchamp, M. W.L., Hulteen, R.M., Babic, M. and Lubans, D.R. Feasibility and Efficacy of the Greater Leaders Active StudentS (GLASS) Program on Improving Children’s Fundamental Movement Skills: A Pilot Study. (2017). Journal of Science and Medicine in Sport, 20(12), 1081-1086. doi: 10.1016/j.jsams.2017.04.016

Johnson, T.M., Ridgers, N.D. Hulteen, R.M., Mellecker, R.R. and Barnett, L.M. (2016). Does Playing a Sports Active Video Game Improve Young Children’s Ball Skill Competence? Journal of Science and Medicine in Sport, 19(5), 432-436. doi: 10.1016/j.jsams.2015.05.002

Marcinowski, E. C., Campbell, J. M., Faldowski, R. A., & Michel, G. F. (2016). Do hand preferences predict stacking skill during infancy? Developmental Psychobiology, 58(8), 958-967.

Michel, G. F., Campbell, J. M., Marcinowski, E. C., Nelson, E. L., & Babik, I. (2016). Infant Hand Preference and the Development of Cognitive Abilities. Frontiers in Psychology, 7, 410. http://dx.doi.org/10.3389/fpsyg.2016.00410

Campbell, J. M., Marcinowski, E. C., Babik, I., & Michel, G. F. (2015). The influence of a hand preference for acquiring objects on the development of a hand preference for unimanual manipulation from 6 to 14 months. Infant Behavior and Development, 39, 107-117.

Campbell, J. M., Marcinowski, E. C., Latta, J. A., & Michel, G. F. (2015). Different assessment tasks produce different estimates of handedness stability during the 8 to 14 month age period. Infant Behavior and Development, 39, 67-80.

Hulteen, R.M., Johnson, T.M., Ridgers, N.D., Mellecker, R.R. and Barnett, L.M. (2015). Children’s Movement Skills When Playing Active Video Games. Perceptual and Motor Skills, 121(3), 1-24. doi: 10.2466/25.10.PMS.121c24x5

Michel, G. F., Nelson, E. L., Babik, I., Campbell, J. M., & Marcinowski, E. C. (2013). Multiple trajectories in the developmental psychobiology of human handedness. In R. M. Lerner, & J. B. Benson (Eds.), Embodiment and epigenesis: Theoretical and methodological issues in understanding the role of biology within the relational developmental system Part B: Ontogenetic Dimensions. Elsevier Inc.: Academic Press, 227-260.

Music Education

Isbell, D. (2018). Music educators consider musical futures. Contributions in Music Education. 43(1). 39-58.

Isbell, D. S., & Stanley, A. M. (2018). Code-switching musicians: an exploratory study. Music Education Research,20(2), 145-162.

Isbell, D. (2015). My Music and School Music: Formal and Informal Music Experiences. In Burton, S. and Snell, A. (Eds.), Engaging Musical Practices: A Sourcebook for Instrumental Music. Rowman and Littlefield Education Publishers, Inc.

Isbell, D. and Stanley, A. (2015) Are you a musical code-switcher?Polyphonic.org: The Orchestra Music Forum. http://www.polyphonic.org/2015/06/22/are-you-a-musical-code-switcher/.

Isbell, D. (2015)Apprehensive and excited: Music education students ’ encounter vernacular musicianship. Journal of Music Teacher Education. doi:10.1177/1057083714568020.

Isbell, D. (2014). The socialization and identity of undergraduate music teachers: A review of literature. Update: Applications for Research in Music Education.doi: 10.1177/8755123314547912.

Isbell, D. (2012). Learning theories: Insights for music educators. General Music Today 25(2). 9-23.

Isbell, D. (2009). Understanding Socialization and Occupational Identity among Preservice Music Teachers. In M. Schmidt (Ed.), Collaborative action for change:Selected proceedings from the 2007 symposium on music teacher education. Lanham, MD: Rowman and Littlefield Publishers, Inc.

Isbell, D. (2007). Popular music and the public school music classroom. Update: Applications for Research in Music Education.26(1).

Bowers, J., Cassellberry, J., Isbell, D., Kyakuwa, J., Li, Y., Mercado, E., and Wallace, E.(2019) A Descriptive Study of the Use of Music During Naptime in Louisiana Child Care Centers. Journal of Research in Childhood Education, 33(2). doi: 10.1080/02568543.2019.1577770.

National Disasters

DiCarlo, C.F., Burts, D., Buchanan, T., Aghayan, C., & Benedict, J. (2007). Making Lemonade from Lemons: Early Childhood Teacher Educators’ Programmatic Responses to Hurricanes Katrina and Rita. Journal of Early Childhood Teacher Education, 28 (1), 61-68.

Outdoor Education

Terrusi, M. (2020). Children's books and outdoor education imagery: Stories and figures to tell each other. In S. Meo & M. Ognissanti (Eds.), From risk to opportunity: Outdoor education experiences in childcare and primary school services (pp. 115-118). Junior- Children Editions.

Farné, R., Bortolotti, A., Terrusi, M. (2018) Introduction: Natural educational needs. In R. Farné, A. Bortolotti, & M. Terrusi (Eds.), Outdoor education: Theoretical perspectives and good practices (pp. 13-24). Carocci.

Terrusi, M. (2018). Children's literature and natural imaginary. In R. Farné, A. Bortolotti, & M. Terrusi (Eds.), Outdoor education: Theoretical perspectives and good practices (pp. 183- 200). Carocci.

Terrusi, M. (2015). The green ship: natural education and reading for children. Li.Ber books for children and boys, 106(2), 40 – 42.

Terrusi, M. (2015). The teacher's shelf. Childhood, 1(4), 334 – 336.

Terrusi, M. (2014). Children's literature and natural narratives. In R. Farné & F. Agostini (Eds.) Outdoor education: Education takes care of outdoors (pp. 69-74). Junior-Spaggiari.

Grantham-Caston, M., & Perry, M. & DiCarlo, C.F. (2019). Playful Reggio Emilia. International Play Association, Spring-Fall, 20-25.

Dicarlo, C.F., Baumgartner, J.J., Ota, C.L. & Jensen, C. (2015). Preschool teachers’ perceptions of rough and tumble play vs. aggression in preschool-aged boys. Early Child Development and Care, 185(5), 779-790.

Carson, R., Lima, M. & DiCarlo, C.F. (2015). Play On! Playground learning activities for youth fitness (2nd edition). Reston, VA: American Association for Physical Activity and Recreation.

Casey, E. M. & DiCarlo, C.F. (2015). Play traditions in the Garifuna culture of Belize. International Play Association eJournal, www.Ipausa.org.

DiCarlo, C.F. & Vagianos, L.A. (2009). Preferences and play. Young Exceptional Children, 12(4), 31-39.

Popular Culture

Lee, L. (2012). Conceptualizing childhood in Korean Educational Broadcasting System (EBS): Critical analysis of Popular Picture Book, Pororo. In V. Cvetkovic & D. Olsen (Eds.), Fleeting Images: A Childhood Studies Examination of Children in Popular Culture (pp. 85-100). Lexington Press.

Lee, L. (2012). "That's a great idea but I will think about it later": Early childhood pre-service Teachers' perceptions about popular culture in Teaching. Teacher Education and Practice, 25(1), 87-99.

Lee, L. (2010). Disney in Korea: A socio-cultural context of children’s popular culture. Red Feather Journal: An International Journal of Children’s Visual Culture, 1(2), 41-45.

Lee, L.,& Goodman, J. (2010). Romantic love and sexuality in Disney: A study of young, Korean immigrant girls’ perspectives. Education and Society, 28(1), 25-47.

Lee, L. & Goodman, J. (2009). Traversing the challenges of conducting research with young immigrant children: The case of Korean children. Interchange, 40(2), 225–244.

Lee, L. (2009). American immigrant girls’ perceptions about female body image in Disney: A critical analysis of young Korean girls. European Early Childhood Education Research Journal, 17(3), 363-375.

Lee, L. (2009). Marry the prince or stay with family—That is the question: A perspective of young Korean immigrant girls on Disney’s marriages in the United States. Australian Journal of Early Childhood, 34(2), 39-46.

Lee, L. (2009). Young American immigrant children’s interpretations of royalty in popular culture: A case study of Korean girls’ perspectives. Journal of Early Childhood Research, 7(2), 200-215.

Lee, L. (2008). Issues of popular culture and young children in American society: A Critical perspective. Academic Exchange Quarterly, 12(4),49-53.

Lee, L. (2008). Understanding gender through Disney’s marriages: A study of young Korean immigrant girls. Early Childhood Education Journal, 36(1), 11-18.

Parents in Education

Kepper MM, Staiano AE,Katzmarzyk PT, Reis R, Eyler A, Griffith DM, Kendall M, ElBanna B, Denstel KD, & Broyles ST (2019). Neighborhood influences on women’s parenting practices for adolescents’ outdoor play: A qualitative study. International Journal of Environmental Research and Public Health.

Baumgartner, J., McBride, B., Ota, C.L., & DiCarlo, C., (2016). How much do they need to be the same? What parents believe about continuity between home and childcare environments. Early Child Development and Care, 187(7), 1184-1193.

Professional Development

Bowers, J., Isbell, D., Stanley, A., and West, J. (in press). Attrition, (De)motivation, and “Effective” Music Teacher Professional Development: An Instrumental Case Study. Bulletin of the Council for Research in Music Education.

Grantham-Caston, M. & DiCarlo, C. (2019). Lights! Camera! Action! Improving your teaching through video self-reflection. Young Children, 74(4)

Grantham-Caston, M. & DiCarlo, C. (2019). The impact of video self-reflection on teacher practice. National Head Start Association Dialog, 22(2), 61-75.

Grantham-Caston, M. & DiCarlo, C. (2019). Video self-reflection. Dialog, 22(2), 99-102.

Isbell, D. and Russell, J. (2009). Perceptions of Music Educators Regarding the Practice, Impact, and Outcomes of Professional Development. Southern Music Education Journal.

Physical Education

Ferkel, R.C.. Allen, H.R., True, L. and Hulteen, R.M. (2018). Split-Week Programming for Secondary Physical Education: Inducing Behavioral Change for Lifetime Fitness. Journal of Physical Education, Recreation and Dance, 89(8), 11-22. doi: 10.1080/07303084.2018.1503118

Hulteen, R.M., Morgan, P.J., Barnett, L.M., Barton, C., Wrotniak, B., Robinson, L.E. and Lubans, D.R. (2018). Development, Content Validity and Test-Retest Reliability of the Lifelong Physical Activity Skills Battery in Adolescents. Journal of Sports Sciences, 36(20), 2358-2367. doi: 10.1080/02640414.2018.1458392

Hulteen, R. M., Smith, J.J., Morgan, P.J., Barnett, L.M, Hallal, P.C., Colyvas, K. and Lubans, D.R. (2017). Global Sport and Leisure-Time Physical Activities Participation: A Systematic Review and Meta-Analysis. Preventive Medicine, 95, 14-25. doi: 10.1016/j.ypmed.2016.11.027

Hulteen, R.M., Lander, N.J., Morgan, P.J., Barnett, L.M., Robertson, S.J. and Lubans, D.R. (2015). Validity and Reliability of Field-Based Measures for Assessing Movement Skill Competency in Lifelong Physical Activities: A Systematic Review. Sports Medicine, 45(10), 1443-54. doi: 10.1007/s40279-015-0357-0

Physical Therapy

Harbourne, R. T., Dusing, S. C., Lobo, M. A., McCoy, S. W., Koziol, N. A., Hsu, L.-Y., Willett, S., Marcinowski, E. C., Babik, I., Cunha, A. B., An, M., Chang, H.-J., Bovaird, J. A., Sheridan S. M. (2020). START-Play physical therapy intervention impacts motor and cognitive outcomes in infants with neuromotor disorders: A multisite randomized clinical trial. Physical Therapy, 101(2), 1-11.

Dusing, S. C., Harbourne, R. T., Lobo, M. A., Westcott-McCoy, S., Bovaird, J., Kane, A. E., Syed, G., Marcinowski, E. C., Koziol, N., Brown, S. E. (2019). A physical therapy intervention to advance cognitive skills a young child with cerebral palsy: A single subject with severe motor impairments. Pediatric Physical Therapy, 31(4), 347-352.

Dusing, S. C., Marcinowski, E. C., Tripathi, T., Rocha, A., & Brown, S. (2018). A perspective on the importance of assessing parent-child interaction in rehabilitation using high or low tech methods. Physical Therapy Journal, 99(6), 658-665.

Harbourne, R. T., Dusing, S. C., Lobo, M. A., McCoy, S. W., Bovaird, J., Sheridan, S., Galloway, J. C., Chang, H.-J., Hsu, L.-Y., Koziol, N., Marcinowski, E. C., & Babik, I. (2018). Sitting Together and Reaching to Play (START-Play): Protocol for a multisite randomized controlled efficacy trial on intervention for infants with neuromotor disorders. Physical Therapy, 76(1), 1-31.

Dusing, S. C., Tripathi, T., Marcinowski, E. C., Thacker, L., Brown, L., & Hendricks-Munoz, K. (2018). Supporting Play Exploration and Early Developmental Intervention versus usual care to enhance developmental outcomes during the transition from the Neonatal Intensive Care Unit to home: A pilot randomized controlled trial. BMC Pediatrics, 18(46), 1-12.

Social-Emotional

DiCarlo, C. F., Ota, C., & Deris, A. (under revision). Social behavior in kindergarten. Journal of Early Childhood Research.

DiCarlo, C., Hebert, E. & Meaux, A. (in review). Finding the “om” in your ABCs: Mindfulness in the classroom. Child Care Exchange.

Chiang, C.J., Chen, Y. C., Wei, H. S., & Jonson-Reid, M. (2020). Social bonds and profiles of delinquency among adolescents: Differential effects by gender and age. Children and Youth Services Review, 104751

Benton, A., & DiCarlo, C. F. The impact of social stories on compliance and aggression in a kindergarten aged child. The Journal of Teacher Action Research, 4(3), 55 – 67.

DiCarlo, C.F, Ota, C.L., & Deris, A. (2020). An ecobehavioral analysis of social behavior across learning contexts in kindergarten. Early Childhood Education Journal, DOI 10.1007/s10643-020-01103-y

DiCarlo, C.F., & Melikyan, S. (2016). Increasing the communicative behaviors of children with low levels of communicative initiations in an inclusive preschool classroom. Literacy Experiences Special Interest Group (LESIG), 46(1) 14-35.

Beckert, T., Lee, C., & Ota, C.L. (2015). Correlates of psychosocial development for Taiwanese youth. Journal of Cross-Cultural Psychology, 46(6), 837-855.

DiCarlo, C.F., Onwujuba, C., & Baumgartner, J.J. (2014). Infant Communicative Behaviors and Maternal Responsiveness. Child and Youth Care Forum, 43(2), 195-209.

Deris, A. R., DiCarlo, C., Flynn, L. L., Ota, C.L., & O’Hanlon, A. (2012). Importance of social supports of parents of children with autism. International Journal of Early Childhood Special Education, 4(1), 17-31.

Baumgartner, J., Burnett, L., DiCarlo, C. & Buchanan, T. (2012). An inquiry of children’s social support networks using eco-maps. Child and Youth Care Forum, doi: 10.1007/s10566-011-9166-2

Deris, A. R., DiCarlo, C. F., & Deris, T. P. (2012). Evidence-based practices: Using story-based interventions to improve social behavior in the general education setting. Focus on Inclusive Education, 10(1), 5-8.

Social Studies

Casey, E., DiCarlo, C., & *Sheldon, K. (2019). Growing democratic citizenship competencies: Fostering social studies understandings through inquiry learning in the preschool garden. The Journal of Social Studies Research. doi:http://dx.doi.org/10.1016/j.jssr.2018.12.001

Casey, E. & DiCarlo, C.F. (2016). Social studies surprises found in the garden. Focus on PK/K, Early Years Bulletin, 4(2), 7-10. http://www.acei.org/sites/default/files/eybwinter2016.pdf

Lee, L., & Misco, T. (2016). Seeking moral autonomy in a Chinese context: A study of elementary moral education standards. Journal of International Social Studies, 6(2), 84 95.

Special Education

Deris, A., & DiCarlo, C.F. (2015). Effects of using a weighted or pressure vest for a child with autism. Autonomy, the critical journal of interdisciplinary Autism studies, 1(4).

Deris, A. R., & DiCarlo, C. F. (2013). Working with young children with autism in inclusive classrooms. Support for Learning, 28(2), 52-56.

Deris, A. R., DiCarlo, C., Flynn, L. L., Ota, C., & O’Hanlon, A. (2012). Investigation of social supports for parents of children with autism. International Journal of Early Childhood Special Education, 4(1), 17-32.

Sola, S. & Terrusi, M. (2010). Just like us. Li.Ber books for children and boys, 87(1), 50 – 51.

DiCarlo, C.F., Schepis, M., & Flynn, L. (2009). Embedding sensory preferences in toys to enhance toy play in toddlers with disabilities. Infants and Young Children, 22(3), 187-199.

Flynn-Wilson, L, & DiCarlo, C.F. (2009). Transdisciplinary intervention: What does it look like in community-based child care? Collaborations, 1, 30-32.

Sola, S. & Terrusi, M. (2009). The difference is not a subtraction: Books for children and disabilities. Lapis.

DiCarlo, C.F., Benedict, J., & Aghayan, C. (2008). Social proximity of preschoolers with disabilities in an inclusive classroom. The Journal of Early Childhood Education and Family Review

Terrusi, M. (2008). All uses of the book at all. Childhood, 4(1), 46-49.

DiCarlo, C.F., & Reid, D.H. (2004). Increasing pretend toy play among 2-year-old children with disabilities in an inclusive setting. Journal of Applied Behavior Analysis. 37, 197-207.

Reid, D.H., DiCarlo, C.F., Schepis, M.M., Hawkins, J., & Stricklin, S.B. (2003). Observational assessment of toy preferences among young children with disabilities in inclusive settings: Efficiency analysis and comparison with staff opinion. Behavior Modification, 27(2), 233-250.

Banajee, M., DiCarlo, C., & Stricklin, S. (2003). Core vocabulary determination for toddlers. Augmentative/Alternative Communication, 19, 67-73.

DiCarlo, C.F., Reid, D.H., & Stricklin, S. (2003). Increasing toy play among toddlers with multiple disabilities in an inclusive classroom: A more-to-less, child-directed intervention continuum. Research in Developmental Disabilities, 24, 195-209.

DiCarlo, C.F., Stricklin, S., Banajee, M., & Reid, D. (2001). Effects of manual signing on communicative vocalizations by toddlers with and without disabilities in inclusive classrooms. The Journal of the Association for Persons with Severe Handicaps, 26(2), 1-7.

DiCarlo, C.F., & Banajee, M. (2000). Using voice output devices to initiations among children with disabilities. Journal of Early Intervention, 23(3), 191-199. http://jei.sagepub.com/content/23/3/191.full.pdf+html

DiCarlo, C.F., Banajee, M., Stricklin, S. (2000). Circle time: Embedding augmentative communication into routine activities. Young Exceptional Children, 3, 18-26.

Teacher Education

Baumgartner, J., DiCarlo, C.F., & Casbergue, R. (in press). Service-learning in early childhood education: The Intersection of modeling developmentally appropriate teacher education & the P.A.R.E. model. Journal of Early Childhood Teacher Education.

Isbell, D. S. (2020). Early Socialization and Opinions of Musicianship Among Preservice Music Teachers. Journal of Music Teacher Education,29(3), 62-76. https://doi.org/10.1177/1057083720928496

Lee, L. (2016). Infant-toddler field experience design: A developmentally and culturally relevant approach in restrictive reality. Early Years Bulletin, 4(1), 7-11.

Isbell, D. (2009) Understanding Music Teacher Preparation. Saarbrucken, Germany: VDM, Verlag Publishing, Inc

Isbell, D. (2009). Role Models and Career Commitment Among Music Education Undergraduate Students. Music Education Research International, 3.13-27

Lee, L. & McMullen, M. B. (2006). Social ideology and early childhood education: A comparative analysis of Korean early childhood teacher education textbooks written in 1993 and 2003. Contemporary Issues in Early Childhood, 7(2), 119-129.

Ota, C.,DiCarlo, C.F.,Burts,D., Laird, R., & Gioe, C. (2006). Training and the needs of adult learners. Journal of Extension, 44(6), Article 6TOT5.

Ota, C.,DiCarlo, C.F.,Burts,D., Laird, R., & Gioe, C. (2006). The impact of training on caregiver responsiveness. The Journal of Early Childhood Teacher Education, 27(2), 149-160

Teaching Practices

Hulin, C., DiCarlo, C., & Grantham-Caston, M. (in review). The Impact of responsive partnership strategies on the satisfaction of co-teaching relationships in early childhood classrooms. NHSA Dialog: The Research-to-Practice Journal for the Early Childhood Field.

Watson, K.J. & DiCarlo, C.F. (2015). Increasing completion of classroom routines through the use of picture activity schedules. Early Childhood Education Journal. DOI 10.1007/s10643-015-0697-2

DiCarlo, C.F. & Haney, L. (2014). Action research/evidence-based practice in early childhood. Focus on Infants & Toddlers, 1(4), 11-14.

Flynn, L., & DiCarlo, C., (2009). Using a transdisciplinary teaming service delivery approach in preschools. Focus on Inclusive Education, 6(4), 2-3.

VanDerHeyden, A., Snyder, P., DiCarlo, C.F., Stricklin, S.B., & Vagianos, L.A. (2002). Comparison of within-stimulus and extra-stimulus prompts to increase targeted play behaviors in an inclusive early intervention program. The Behavior Analyst Today, 3 (2), 189.

Teaching Adults

Ota, C., DiCarlo, C.F., Burts, D., Laird, R., & Gioe, C. (2006). Training and the needs of adult learners. Journal of Extension, 44(6) [Article No. 6TOT5].

Lee, L. (2020). Technology-augmented play materials. In D. Bergen (Ed.), Handbook of Developmentally Appropriate Toys. Lanham, MD: Rowman and Littlefield.

Lee, L. (2019). When technology met real-life experiences; Science curriculum project with technology for low-income Latino preschoolers. In N. Kucirkova & J. Rowsell (Eds.), International Handbook of Learning with Technology in Early Childhood Theory and Method (pp. 338-348). New York: Routledge.

Tu, X., & Lee, L. (2019). Integrating digital media in early childhood education: A case study of using iPad in American Mid-Western preschools. Journal of Studies in Chinese Early Childhood Education. [Chinese], 54-59.

Clark, S., & Lee, L. (2018). Technology Enhanced Classroom for Low-Income Children’s Mathematical Content Learning: A Case Study. International Journal of Information and Education Technology, 9(1), 66-69.

Lee, L. & Tu, X. (2016). Digital media for low-income preschoolers’ effective science learning: A case study of iPads with a social development approach. Computer in the Schools, 33(4), 1-14.

Lee, L., & Tu, X. (2016). Mathematical learning with digital media for low income preschool children: A case study of ELL and Non-ELL. International Journal of Early Childhood Learning, 23(3), 1-10.

Lee, L. (2015). Digital media for supporting young children’s learning: A case study of American preschool children and their uses of iPads. International Journal of Information and Education Technology, 5(12), 947-950.

Lee, L. (2015). Young children, play, and technology: Meaningful ways of using technology and digital media. In D. P. Fromberg & D. Bergen (Eds.) (3rd), Play from Birth to Twelve: Contexts, Perspectives, and Meanings (pp. 217-224). New York: Routledge

Lee, L. (2012). “It is a learning Journey for all”: A lesson from American elementary teachers who used a classroom Wiki. Journal of Interactive Online Learning, 11(3).

Types of Schools (Charter, urban, rural, laboratory)

Nelson-Smith, K. & Gunn, B. (2019). Determining the Perception and Necessity for a Child Development Laboratory in Local Communities. Journal of Education and Human Development, 8(4), pgs. 1-7.

Nelson-Smith, K. (2014). Charter Schools and the Corporate Makeover of Public Education: What’s at Stake? Journal of Negro Education. Book Review. Volume 83(3).

Andrews, N., Houston, W. R., Tobe, P. F., Zhang, A., & Powers, K. (2013). United Way Bright Beginnings Program Evaluation 2012. A program of the United Way of Greater Houston and ExxonMobil. Institute for Urban Education, University of Houston.

Houston, W. R.; Tobe, P. F., Zhang, A., Francis, T. P., & Stallings, T. (2012). United Way Bright Beginnings Program Evaluation, January 2011-January 2012. A program of the United Way of Greater Houston and ExxonMobil. Institute for Urban Education, University of Houston.

Houston, W. R., Tobe, P. F., Dixon, J., & Zhang, A. (2011). United Way Bright Beginnings Program Evaluation, January 2010-January 2011. A program of the United Way of the Texas Gulf Coast and ExxonMobil. Institute for Urban Education, University of Houston.

Nelson-Smith, K. (2011). Extension Role in Urban Education: Why Aren’t We Involved? Journal of Extension,49(4). Can be found at: http://www.joe.org/joe/2011august/comm1.php

Isbell, D. (2005). Music education in rural areas: A few keys to success. Music Educators Journal, 92(2), 30-34.

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Suggested Titles for Action Research related to effective classroom management.

Suggested titles for action research related to effective classroom management. .

Here are a few possible action research titles related to effective classroom management. You may email us if you wish to know more about the presented topics - the introduction, abstract, background, rationale, and other parts of each title. Guide questions and sample questionnaires are also available.

Parts of the Action Research Proposal should be related to and supportive of each other and appropriate for the research question(s).

The following are broad ideas from which potential Action Research topics can be derived for exploration concerning your practice. •attendance •inclusion •school climate •behavior/discipline •media influence •student achievement •collaboration •mentoring •technology •counseling programs •motivation •teacher attrition •dropout prevention •parental involvement • team teaching • extracurricular participation •needs of at-risk students •professionaldevelopment

These topics were provided by DepEd Tambayan Experts. We guarantee that these titles are not yet utilized, and we can provide you original and plagiarism-free manuscripts as your guides or basis. (These are not for sale. Do not sell. For educational purposes only.)

Comparing the Effectiveness of Different Classroom Management Strategies on Student Engagement and Learning Outcomes - DOWNLOAD Action Research Proposal
"Exploring the Impact of Teacher Language on Classroom Management and Student Behavior" - DOWNLOAD Action Research Proposal
"Using Self-Regulation Techniques to Enhance Student Self-Control and Classroom Management" - DOWNLOAD Action Research Proposal
"Investigating the Effectiveness of Restorative Justice Practices in Addressing Classroom Misbehavior" - Download Link is being updated (please refresh or come back later)
"Comparing the Effectiveness of Different Classroom Management Strategies on Student Engagement and Learning Outcomes"- Download Link is being updated (please refresh or come back later)
"The Role of Classroom Environment in Facilitating Effective Classroom Management" - Download Link is being updated (please refresh or come back later)
"Examining the Impact of Teacher Emotional Intelligence on Classroom Management and Student Behavior"- Download Link is being updated (please refresh or come back later)
"Implementing Mindfulness Practices to Enhance Classroom Management and Student Well-being"- Download Link is being updated (please refresh or come back later)
"Investigating the Impact of Student Ownership of Learning on Classroom Management and Student Motivation"- Download Link is being updated (please refresh or come back later)
"The Relationship between Teacher-Student Relationships and Effective Classroom Management".- Download Link is being updated (please refresh or come back later)
"Exploring the Effectiveness of Technology-Based Classroom Management Strategies on Student Behavior and Engagement"- Download Link is being updated (please refresh or come back later)
"Examining the Impact of Culturally Responsive Classroom Management Practices on Student Achievement and Well-being"- Download Link is being updated (please refresh or come back later)
"Implementing Peer-Mediated Interventions to Improve Classroom Management and Social Skills in Students with Disabilities"- Download Link is being updated (please refresh or come back later)
"The Role of Teacher Self-Efficacy in Facilitating Effective Classroom Management and Student Behavior"- Download Link is being updated (please refresh or come back later)
"Investigating the Use of Positive Framing and Positive Reinforcement in Promoting Pro-Social Behavior and Effective Classroom Management"- Download Link is being updated (please refresh or come back later)
"Using Differentiated Instruction to Improve Classroom Management and Student Learning Outcomes"- Download Link is being updated (please refresh or come back later)
"The Impact of Classroom Seating Arrangements on Student Behavior and Classroom Management"- Download Link is being updated (please refresh or come back later)
"Examining the Role of Parental Involvement in Effective Classroom Management and Student Achievement"- Download Link is being updated (please refresh or come back later)
"Implementing Universal Design for Learning (UDL) Principles to Enhance Classroom Management and Student Engagement"- Download Link is being updated (please refresh or come back later)
"Investigating the Effectiveness of Classroom Management Professional Development on Teacher Practices and Student Behavior".- Download Link is being updated (please refresh or come back later)
"The Impact of Classroom Rules and Procedures on Classroom Management and Student Behavior"- Download Link is being updated (please refresh or come back later)
"Investigating the Use of Social and Emotional Learning (SEL) Strategies in Classroom Management"- Download Link is being updated (please refresh or come back later)
"The Role of Teacher Feedback in Enhancing Classroom Management and Student Motivation"
"Implementing Collaborative Learning Strategies to Improve Classroom Management and Student Achievement"
"Examining the Effectiveness of Multi-Tiered Systems of Support (MTSS) in Addressing Classroom Behavior and Academic Needs".
"Exploring the Effectiveness of Mindful Discipline in Classroom Management and Student Well-being"
"Investigating the Relationship between Classroom Management and Teacher Burnout"
"The Impact of Teacher Expectations on Classroom Management and Student Performance"
"Examining the Effectiveness of Nonverbal Communication in Classroom Management"
"Implementing Time Management Strategies to Improve Classroom Management and Student Learning"
"The Role of Classroom Management in Facilitating Intrinsic Motivation in Students"
"Investigating the Effectiveness of Restorative Practices in Addressing Bullying and Other Forms of Misbehavior"
"The Impact of Classroom Management on Student Attendance and Punctuality"
"Using Gamification Techniques to Enhance Classroom Management and Student Engagement"
"Examining the Relationship between Classroom Management and Student Perceptions of Teacher Credibility".
"The Role of Teacher Autonomy in Effective Classroom Management and Student Learning Outcomes"
"Investigating the Effectiveness of Peer Feedback in Classroom Management and Student Behavior"
"Using Positive Peer Pressure to Promote Classroom Management and Pro-Social Behavior"
"Examining the Impact of Teacher Mindset on Classroom Management and Student Behavior"
"Implementing Cognitive-Behavioral Therapy (CBT) Techniques to Improve Classroom Management and Student Well-being"
"The Relationship between Classroom Management and Academic Achievement in At-Risk Students"
"Investigating the Effectiveness of Trauma-Informed Classroom Management Practices in Supporting Students with Trauma Histories"
"The Impact of Teacher Gender on Classroom Management and Student Behavior"
"Using Mind Maps to Enhance Classroom Management and Student Learning"
"Examining the Role of Student Choice in Effective Classroom Management and Student Motivation".
"The Relationship between Classroom Management and Student Creativity"
"Investigating the Impact of Classroom Management on Student Self-Regulation and Executive Functioning"
"The Effectiveness of Positive Peer Relationships in Classroom Management and Student Engagement"
"Examining the Use of Humor in Classroom Management and Student Behavior"
"Implementing Differentiated Instruction to Enhance Classroom Management and Student Learning"
"The Role of Teacher Reflection in Effective Classroom Management and Professional Development"
"Investigating the Effectiveness of Collaborative Problem-Solving in Classroom Management and Student Behavior"
"Using Mindfulness-Based Stress Reduction (MBSR) Techniques to Improve Classroom Management and Teacher Well-being"
"The Impact of Classroom Management on Student Resilience and Coping Skills"
"Examining the Effectiveness of Video Modeling in Classroom Management and Student Behavior".
Investigating the Relationship between Classroom Management and Student Emotional Intelligence"
"The Impact of Classroom Management on Student Academic Self-Efficacy and Achievement"
"Using Collaborative Learning Strategies to Enhance Classroom Management and Social Skills in Students with Autism Spectrum Disorder"
"The Role of Teacher Empathy in Effective Classroom Management and Student Behavior"
"Examining the Effectiveness of Cooperative Learning in Classroom Management and Student Engagement"
"Implementing Universal Design for Learning (UDL) Principles to Address Classroom Management Challenges in Inclusive Settings"
"The Impact of Classroom Management on Student Perceptions of School Climate"
"Investigating the Effectiveness of Mindfulness-Based Classroom Management Techniques on Teacher Stress and Burnout"
"Using Social Network Analysis to Understand the Relationship between Classroom Management and Student Achievement"
"Examining the Effectiveness of Technology-Based Classroom Management Interventions on Student Behavior and Academic Performance".
The Impact of Classroom Management on Teacher Job Satisfaction and Retention"
"Investigating the Effectiveness of Positive Behavior Interventions and Supports (PBIS) in Classroom Management and Student Behavior"
"Using Peer Mentoring to Improve Classroom Management and Social Skills in Students with Emotional and Behavioral Disorders"
"The Role of Teacher Mindfulness in Effective Classroom Management and Student Well-being"
"Examining the Relationship between Classroom Management and Student Cultural Responsiveness"
"Implementing Trauma-Sensitive Classroom Management Strategies to Support Students with Adverse Childhood Experiences (ACEs)"
"The Impact of Classroom Management on Student Perceptions of Teacher Caring"
"Investigating the Effectiveness of Social-Emotional Learning (SEL) Interventions in Classroom Management and Student Behavior"
"Using Positive Reinforcement to Enhance Classroom Management and Student Motivation"
"Examining the Relationship between Classroom Management and Student Executive Functioning Skills".
"The Impact of Classroom Management on Student Academic Mindsets and Persistence"
"Investigating the Relationship between Classroom Management and Student Self-Determination"
"Using Growth Mindset Interventions to Improve Classroom Management and Student Engagement"
"The Role of Teacher Feedback in Effective Classroom Management and Student Learning Outcomes"
"Examining the Effectiveness of School-wide Positive Behavior Interventions and Supports (SW-PBIS) in Classroom Management and Student Behavior"
"Implementing Culturally Responsive Classroom Management Strategies to Support Multilingual Learners"
"The Impact of Classroom Management on Student Motivation and Academic Achievement in High-Poverty Schools"
"Investigating the Effectiveness of Classroom Management Interventions on Students with Attention Deficit Hyperactivity Disorder (ADHD)"
"Using Restorative Justice Practices to Address Classroom Management Challenges and Build Positive Relationships with Students"
"Examining the Relationship between Classroom Management and Student Social-Emotional Learning Outcomes".
"The Impact of Classroom Management on Student Academic Confidence and Risk-Taking Behaviors"
"Investigating the Relationship between Classroom Management and Student Resilience"
"Using Peer Tutoring to Enhance Classroom Management and Academic Achievement in High School Students"
"The Role of Teacher-Student Relationships in Effective Classroom Management and Student Well-being"
"Examining the Effectiveness of Mindfulness-Based Classroom Management Strategies on Teacher-Student Interactions"
"Implementing Cooperative Discipline Strategies to Promote Effective Classroom Management and Student Responsibility"
"The Impact of Classroom Management on Student Perceptions of Teacher Fairness"
"Investigating the Effectiveness of Universal Design for Learning (UDL) in Addressing Classroom Management Challenges for Students with Disabilities"
"Using Differentiated Instruction to Improve Classroom Management and Student Engagement in Heterogeneous Classrooms"
"Examining the Relationship between Classroom Management and Student Emotional Regulation"
"The Impact of Classroom Management on Student Attendance and Academic Performance"
"Investigating the Effectiveness of Conflict Resolution Strategies in Classroom Management and Student Collaboration"
"Using Brain-Based Learning Strategies to Enhance Classroom Management and Student Attention Span"

What is the Problem of number 1,2,3 and possible solution and tool to be used in this titles?

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Home > School of Humanities, Arts and Sciences > Education > MAED

Masters of Arts in Education Action Research Papers

Research papers from 2023 2023.

The Impact of Direct Integration of Social Emotional Lessons with Montessori Upper Elementary Children , Gina Awadallah

Mindfulness Practice/Mindful Breathing in the Classroom: The Effect on Unwanted Behaviors in the Classroom , Dana Banitt

The Effects of Authentic Writing on Third-Grade Student Motivation and Achievement , Caitlin Barrett

The Effects of Phonics Instruction on Reading Fluency in an Elementary Classroom , Jill Belrose

The Impact of Social-Emotional Learning Strategies on Performance Anxiety in the Fourth-Grade Music Classroom , Erika A. Bergson, Erin M. Lawler, and Jennifer L. Mickels

Montessori Parent Education: Supporting Early Childhood Independence through Social-Emotional Learning , Gloria Boesenberg

The Impact of a Technology-Based Intervention on Phonemic Awareness Skills In First Graders , Ashley M. Christenson

The Effect of Goal Setting and Reflection on Student Motivation in High School Classrooms , Jodi Clark and Stephanie Moses

How does blended learning affect student satisfaction and learning outcomes in a secondary science classroom? , Lisa Fuccello

The Effectiveness of Grace and Courtesy Lessons in a Montessori Environment , Megan Green

The Impact of Uninterrupted Work Periods on a School Leader’s Self-Efficacy , Heather Harvey

Literacy Instruction and Student Writing in Middle School Social Studies , Nicole Hedman

"How does explicit phonemic awareness instruction in a 6th-grade classroom, influence students reading fluency and comprehension?" , Danette M. Hendrickson

The Effects of Repeated Reading Interventions on First-Grade Reading Fluency , Brooks Julia

The Impact of Cognitively Guided Instruction on Students’ Mathematical Mindsets , Christina Keller

Breaking Bread: Co-Creating Mindful Eating Practices in Lower Elementary , Katie Keller

The Impact of Geometry Montessori Education on Students’ Skills and Mindsets , Laura E. Ledesma Ortiz

Increasing Concentration Through Multistep Practical Life Works in a Montessori 2-6 Classroom , Gay Luise

The Impact of Dialogue Journals and Circles on Social and Self-Awareness in 6th Grade , Karli Mann

Impacts of Makerspaces and Design Thinking on Creativity in Third-Grade Students , Renae McGauvran

Improving Student Critical Thinking Skills Through Explicit Teaching Strategies , Danielle M. Miller

The Effects of Music and Movement on Learning Sight Words , Khou Moua

The Impact of Role-Play on the Self-Regulation of Preschoolers Following the COVID-19 Pandemic , Jennifer Myers

Impacts of Using the Reggio Emilia Approach to Technology on Social Skills in an Early Learning Classroom , Nancy L. Nakaoka

The Effects of Work Plans on Independence in a Primary Montessori Classroom , Cynthia Narine

The effectiveness of roleplaying in teaching preschoolers social skills , Qi Pan

How does reading fluency affect reading comprehension in the elementary classroom , Poracha Robinson

The Connection Between Social-Emotional Learning and Academic Success , Jayna Ruprecht

Implementing Environmentally Conscious Skills into Toddlers’ Routines , Martha Sanchez Romero

Effects of Character Education on Independent Conflict Resolution , Emily Stein

Identifying Activities and Skills that Occur in Circle Time: An Action Plan to Engage Students Social-Emotional learning (SEL) at a Head Start , Priscilla A. Thomas

Developing Self-regulation , Terriann VanDeventer

Leveraging AI Tools to Reduce Teacher Stress and Workload , Kassidy Waddell

The Influence of Social Stories on Early Learners , Kate Whiting

Research Papers from 2022 2022

The Effects of Formative Feedback and Assessment Tools on Writing Proficiency and Motivation in Elementary Classrooms , Amy Anderson and Beth Horihan

The Impact of Discourse on Math Learning in Upper Elementary , Dawn Anderson

Efficacy of Community Building in Adult Online Learning Environments , Meghan Jennifer Gwin Anson M.Ed.

The Relationship Between Teacher Use of Exclusionary Discipline and Using a Problem-Solving Approach to Conflict with Eighth Grade Students , Rachel Austin and Becki Zeidler

The Effects of Guided Reading in a Primary Montessori Classroom , Taylor Bates, Mary Brocklesby, and Katie McGarrigle

The Impact of the Establish-Maintain-Restore Method on Teacher-Student Relationships in the Secondary Classroom , Melissa Bauer

The Relationship Between Multisensory Learning and Phonemic Awareness and Letter Identification in Kindergarten , Justine J. Beyer

"What Are the Effects Of Parental Informational Nights/Parenting Classes on the Parent’s Understanding of the Montessori Method?" , Mackenzie Brown and Kayla Gamble

The Effects of Inquiry-Based Activities on Content Vocabulary Retention in 4th-Grade Science Students , Jillian Burns

The Effects of Outdoor Education and Mindfulness Practices on Attention Issues of Third Graders , Elizabeth Carlson

Mindfulness, The Effects on Student Trauma and Stress Management , kayla Clauson

Focusing on Grace and Courtesy in the Hopes of Achieving a More Peaceful Classroom Community , Marshetta Davis

Improving Assessment Outcomes in Algebra and Functions Through Concrete Materials and Direct Instruction , Sandra Deacon and Courtney Pillers

Examining the Impact of Student-Centered Teaching Practices on Ownership and Belonging in a Middle School Orchestra Classroom , Claire Dill

The Effects of Scientific Inquiry Methodologies on Student Understanding of Evolution , Rachel Downing

"Mindfulness Breathing in Support of Emotional Self-Regulation in a Montessori Upper Elementary Environment" , Emily Farris

Improving Student Concentration Through Caregiver Education , Arianna Fearing

The Effects of Goal Setting and Self-Reflection on Student Work Completion and Work Habits in a Montessori Upper Elementary Environment , Kari F. Frentzel

Impact of Student-Driven Mathematical Assessment on Learning Behaviors in Sixth Grade Students , Cheri R. Gardner

Integrating Montessori Curriculum with State Standards in a Public Montessori School , Brenda Green

A Prepared Environment At Home For One Adolescent: The Effect of Exercises of Practical Life on Self-Regulation of an Adolescent , Melissa Herrick Franzen

The Effects of Daily Explicit Phonics Instruction on Reading Fluency in First Grade , Allison M. Johnson

Goal Setting and Student Conferencing Action Research Study , Jamie Johnson

The Influence of Role-Play Scenarios and Mindful Reflection on a Small Group of Diverse Daycare Providers’ Responses to Classroom Situations , Charlene Kam

The Effects of ENVoY on the Middle School Social Studies Classroom Behaviors , Christine Karst

Creativity as a Gateway to Mental Health: A Burnout Recovery Journey , Sarah Keller

Gratitude and Work Conferences in the Upper Elementary Montessori Classroom , Karrie Kelly

Parents Opinions Matter: The Impact of Incentives on Parent/Child Workshops within the Raising a Reader Program , Samantha Kennedy

The Effect of Antiracist Children’s Literature on Developing Racial Awareness in Early Childhood , Brittany L.M. Ladd

The Influence of Yoga and Meditation on Intrinsic Motivation in Early Childhood Education , Nicole Laviolette

Mindfulness Breathing and Self-Regulation: The Effects of COVID-19 on Children , Savannah Lontz

The Impact of Peer-Mediated Support on Social Interactions in a Middle School Inclusive Setting , Adam (AJ) J. Naatz

Effects of Practical Life Activities and Normalization in the 3–6-year-old Classroom , Lori North

The Effects of Leading with Empathy on Faculty Morale in a Montessori Setting , Andrea O'Brian

Sealing the Cracks: An Examination of Using Special Education Accommodations in the General Education Classroom , Luke C. Olley

The Effects of Cognitively Engaging Exercise on Children’s Executive Functioning , Emily E. Osborn

The Impact of Explicit Phonemic Awareness Instruction in a Kindergarten Classroom , Jaclyn Partridge

The Impact of Altering Physical and Human Components in Middle School Mathematics Classes on Assessment Performance , Raina Quinnell

The Effect of a Culturally Diverse Art Curriculum on the Early Childhood Student’s Cultural Competency , Erin Reynolds

The Impact of Read Aloud Summarizing Practice for English High School Students at an Online School , Samantha Savoie

The Impact of Reflective Feedback Strategies on Learning Behaviors on Seventh-Grade Social Studies Students , James Seegebarth

The Impact of Implementing Virtual Science Notebooks on Student Science Achievement in a Primary Classroom , Emily Sherman

The Effect of Morning Meetings on Positive Relationships and Negative Behaviors in Kindergarten Students , Kennedy Stace

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Giant galactic explosion exposes galaxy pollution in action

A team of international researchers studied galaxy NGC 4383, in the nearby Virgo cluster, revealing a gas outflow so large that it would take 20,000 years for light to travel from one side to the other.

The discovery was published today in the journal Monthly Notices of the Royal Astronomical Society .

Lead author Dr Adam Watts, from The University of Western Australia node at the International Centre for Radio Astronomy Research (ICRAR), said the outflow was the result of powerful stellar explosions in the central regions of the galaxy that could eject enormous amounts of hydrogen and heavier elements.

The mass of gas ejected is equivalent to more than 50 million Suns.

"Very little is known about the physics of outflows and their properties because outflows are very hard to detect," Dr Watts said.

"The ejected gas is quite rich in heavy elements giving us a unique view of the complex process of mixing between hydrogen and metals in the outflowing gas.

"In this particular case, we detected oxygen, nitrogen, sulphur and many other chemical elements."

Gas outflows are crucial to regulate how fast and for how long galaxies can keep forming stars. The gas ejected by these explosions pollutes the space between stars within a galaxy, and even between galaxies, and can float in the intergalactic medium forever.

The high-resolution map was produced with data from the MAUVE survey, co-led by ICRAR researchers Professors Barbara Catinella and Luca Cortese, who were also co-authors of the study.

The survey used the MUSE Integral Field Spectrograph on the European Southern Observatory's Very Large Telescope, located in northern Chile.

"We designed MAUVE to investigate how physical processes such as gas outflows help stop star formation in galaxies," Professor Catinella said.

"NGC 4383 was our first target, as we suspected something very interesting was happening, but the data exceeded all our expectations.

"We hope that in the future, MAUVE observations reveal the importance of gas outflows in the local Universe with exquisite detail."

Astrophysics
Space Telescopes
Space Exploration
Spitzer space telescope
Globular cluster
Planetary nebula
Edwin Hubble
Local Group
Magellanic Clouds

Story Source:

Materials provided by International Centre for Radio Astronomy Research . Note: Content may be edited for style and length.

Related Multimedia :

Gas being ejected from the nearby galaxy

Journal Reference :

Adam B Watts, Luca Cortese, Barbara Catinella, Amelia Fraser-McKelvie, Eric Emsellem, Lodovico Coccato, Jesse van de Sande, Toby H Brown, Yago Ascasibar, Andrew Battisti, Alessandro Boselli, Timothy A Davis, Brent Groves, Sabine Thater. MAUVE: a 6 kpc bipolar outflow launched from NGC 4383, one of the most H i-rich galaxies in the Virgo cluster . Monthly Notices of the Royal Astronomical Society , 2024; 530 (2): 1968 DOI: 10.1093/mnras/stae898

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