EARCOS Action Research

Action research is a reflective process, conducted in the school setting, to solve a real problem, or to improve and enhance the instructional process.

 

 

 

 

 

Action Research Grant

In an ongoing effort to implement the EARCOS Strategic Plan, specifically Strategy E, "to conduct, communicate, and archive relevant data and research to identify and enhance exceptional educational practices", grants will be made available to encourage our teachers, administrators, and professional staff to conduct action research to improve educational practices for the purpose of enhancing student learning.

Action research is a reflective process, conducted in the school setting, to solve a real problem, or to improve and enhance the instructional process. This research may be undertaken by an individual, or by several people collaboratively. We invite you to peruse recently completed EARCOS Action Research reports. (Action Research Report)

It is our belief that the results of such research will impact not only the researchers' practices but also those of others with whom they share their findings. To that end, grantees will be expected to publish their findings, which will be made available to all EARCOS members on the website. Some researchers may elect to present their work at a subsequent ETC, ELC, or publish it in the EARCOS Triannual Magazine.

At least five grants, in the amount of $1000, each will be awarded to researchers who conduct action research during the 2024-2025 school year. Those interested in pursuing this opportunity are asked to review the EARCOS Action Research Grant Guidelines posted on the website and to complete the EARCOS Action Research Grant Application also found on the EARCOS website and submit to the EARCOS office by March 1, 2024. The Application requires the signature of the head of school, deputy head, or curriculum coordinator indicating their approval to be considered. Grant proposals will be reviewed by the EARCOS office and awardees will be notified of acceptance by April 1, 2024. Grants will be made upon receipt of research results.

Dr. Edward E. Greene
Executive Director

Action Research Grant Guidelines and Goals

(Deadline for proposal is on March 1, 2024)
(Revised October 2009)

The goal of the EARCOS Action Research Grant is to encourage practitioners in our member schools to actively reflect on their educational practices as they relate to instruction, curriculum, assessment, and management and to share the results of that research with others in the region by means of a paper, to be archived on EARCOS website and possibly a workshop presentation at an EARCOS Teachers Conference.

  1. The goal of your research should be the improvement of educational practice for the purpose of enhancing student learning.
  2. The topic of your research should be pertinent to educational practice in general or to practices specific to international schools.
  3. In the course of your research you should not deviate from established curriculum guidelines or assessment practices without the written approval of your school administration.
  4. Complete the EARCOS Action Research Grant Application found on the EARCOS website (You must obtain the approval signature of the head of school, deputy head, or curriculum coordinator indicating their approval to be considered) and submit by email PDF attachment to the EARCOS office no later than March 1 to Bill Oldread at boldread@earcos.org and Dr. Edward E. Greene at egreene@earcos.org
  5. Research should be conducted during the following school year. Grants will be paid upon receipt of an acceptable research paper.

Download Grant Proposal Form

Ethical Guidelines:

  1. Your research will likely involve your students. Any research involving human beings should have as the primary goal to, "do no harm."
  2. The confidentiality of students involved in your research must be respected.
  3. Any and all published resources used in the process of your research must be cited.

Useful Links

http://www.alliance.brown.edu/pubs/themes_ed/act_research.pdf
http://cadres.pepperdine.edu/ccar/define.html
http://www.infed.org/research/b-actres.htm

 

Action Research Report

Navigating the AI Frontier: A Case Study of Teacher Experiences and AI Integration at the International School of Busan
By Gilles Buck, International School of Busan
Click here

The Necessity of Primary School Financial Literacy Programs
By Braden Cobb, Chatsworth International School
Click here

Class Action Research on the Impacts of the Different Initiation Timing of Advocacy Project on Social Media as an Ongoing Final Assessment
By Pipit Andriani, Surabaya Intercultural School
Click here

The Impact of Teacher Leaders' on Teacher Development
By Sharan Dhami, Medan International School
Click here

Moving all learners forward: Implementing Universal Design for Learning (UDL) in Physical Education
By Matt Magowan, United Nations International School of Hanoi
Click here

The Impact of Differentiated Instruction and UDL on Secondary Students’ Critical Thinking Skills
By Thressye N Nainupu, Kustiani Widyarti, Andre Yulianto, Sekolah Ciputra
Fall Issue 2023 (page 52)
Click here

How Does Kinesthetic Skill Acquire More Knowledge?
By Gloria Natalis, Sekolah Ciputra
Fall Issue 2023 (page 48)
Click here

Kagan Structures to Enhance Oral Mandarin Proficiency: The Impact of Organizing Classroom Talk
By Pham Ngoc Mai Anh, International School Ho Chi Minh City
Fall Issue 2023 (page 47)
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Student College Readiness: Empowering Students Futures
By Kattelene Eloissant, Kang Chiao International Secondary School Taipei
Winter Issue 2022 (page 76)
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How Does Differentiated Instruction Enhance the Inclusiveness of Math Classrooms? –an Approach to Address Linguistic and Neuro-Diversity
By Carol Lai, American International School Vietnam
Winter Issue 2022 (page 74)
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Developing Self-regulating Learners through Systematic Formative Feedback Process
By Alison Ya-Wen Yang & Rhys Tylers, KIS International School
Winter Issue 2022 (page 18)
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Classroom Vibes: Vertical Teacher Collaboration In-Action
By Caroline Copeland, Lorna Faber-Mitchell, Leah Holliday, Haley Osbourne, Brent International School Manila
Spring Issue 2022 (page 20)
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Promoting Student Leadership
By Dr. Sadie Hollins and Anna Zyla, Lanna International School,Thailand
Spring Issue 2021 (page 24)
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Explaining The Relationship Between Explicit Instruction And Student Acquisition Of Approaches To Learning Skills
By Matthew J. Baxter, PhD. Hangzhou International School
Spring Issue 2021 (page 24)
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Ownership, Motivation, and Class Engagement
By Jared Pangier, Hokkaido International School Sapporo
Fall Issue 2020 (page 32)
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Effectiveness of a Parental Training Program in Increasing Authoritative Parenting
By Michael Allen, ES Principal, Shanghai American School, Puxi Campus
Spring Issue 2019 (page 26)
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When it Comes to Close Reading, Should Students Use Those Devices for Notes, or Not?
By Chelsea Wilson, Nansha College Preparatory Academy
Fall Issue 2019 (page 16)
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Understanding the Importance of Academics
By Daniel Moore, Yangon International School
Fall Issue 2018 (page 33)
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Attempts to Disrupt the School Schedule to Foster a Collaborative Culture
By Zander Lyvers, Grade 7 Humanities, American International School, Hong Kong
Winter Issue 2018 (page 42)
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Routine is Less Routine Than We Realized
By Allan Doel, International School of Ulaanbaatar
Winter Issue 2017 (page 34)
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