Classroom Inquiries, Diagnostic Pedagogy & Teacher Interventions
Journal of Action Research in Education is a peer-reviewed, open-access international journal committed to rapid dissemination of high-impact research, rigorous methodology, and foundational empirical inquiries.
Chair of Pedagogical Diagnostics & Classroom Action Research • Universitas Tadulako
View all editorial board members →A three-cycle action research study detailing the design and classroom validation of two-tier diagnostic formative probes. Results showed persistent thermodynamic misconceptions decreased by 61% following targeted micro-interventions.
Investigating concrete-representational-abstract (CRA) instructional sequences to alleviate math anxiety among 7th-grade students. Standardized anxiety inventories registered a statistically significant decline across two CAR iterations.
Four language educators collaborated in designing reciprocal teaching routines for bilingual pupils. Reading comprehension and autonomous self-monitoring scores improved markedly over a 16-week intervention period.
Integrating digital leaderboard mechanics and rubric-based peer assessment to increase speaking fluency and assignment submission regularity. Active participation increased by 52% across three classroom cycles.
Examining daily reflective journaling protocols among novice teachers stationed in remote archipelago schools. Findings indicate structured reflection accelerates curriculum contextualization and classroom management confidence.
Calling for teacher-led classroom action research documenting practical trials of AI feedback tutors, automated rubric grading, and differentiated lesson pacing.
Dedicated academic editors provide constructive developmental reviews for K-12 educators submitting their first classroom action research manuscript.
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