The differences

Scope Journal 1 Journal 2 Journal 3

Sample -English language -20 preserve -A group of
teacher teacher and instructor(teaching
-two semester in children from team) and
the university underserved university student
populations -three years
-two semester of
university period
Setting - Sino-British MA in - College of - College of
English programme education and Education at the
at Beijing Normal Human Science in university of
Universities USA Florida
Method -Teaching practice -Kemmis model - Collaboration
-ELT methodology -cooperative problem solving
such as video and learning activity -self determination
audio :jigsaw -long term
-Workshop, -On line discussion orientation
seminar and -Data collection -collegiality
discussion - activities
-Data collections -data collection
Procedures -conduct 2 phase -conduct 2 phase -conduct 2 phase
-using case study where is 1 phase -using inquiry such
for collection of for each semester as oriented
data -using kemmis practice, inquiry
model consist of approach and
reconnaissance, practicum situation
planning, first
action step,
monitoring,
reflecting, and
evaluation
Finding -the author made -the author achieve - teaching team
the changes of the goals having to create
their research and - Longitudinal course for a
accomplished the approach and restructured
goals. future inquiries teacher education
must continue to program
inform the practice.

Journal 1:

Title: Action research in language teacher education

Author: Christine Thorne and Wang Qiang
ELT journal Volume 50/3 July 1996 Oxford university Press 1996
Journal 2:

Title: An action research project on preparing teachers to meet the needs of

underserved student populations.
The Author: Gayle A.Buck and Jeanene G.Cordes (University of Nebraska-
Lincoln,NE,USA)
Journal of Science Teacher education (2005) vol16:43-64 Springer 2005

Journal 3:

Title: Teaching teams: creating the context for faculty action research
The author: Elezabeth Bondy and Dorene Ross
Innovative Higher Education, Vol.22, No 3, Spring 1998