Jadambaa B, Narantsetseg D,
Batdelger J, Baigalmaa Ch, Altangoo,O
(MSUE)
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Our Own MSUE Question Response is How has
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◦ Three Stages of Reform
◦ Main Projects for Implementation
 Collaboration
with
European
partner
Universities
 Collaboration with New Mexico State
University in MSUE School of Preschool
Education with introduction of AR led by Dr.
Candace Kaye
◦ Impact of AR activities on local level
Identification of Future Activity
AR supported educational reform in Mongolia
over past 2 decades?
• 1990-2000 – Period of confusing and unconscious imitation from others
1st stage
2nd stage
3rd stage till
present
• Transformation from communist ideology to democratic view of civil
society in which educational system started to reform
• 2000-2010 – Period of understanding negative impacts of teacher centered
learning and looking for creative reforms which started in this period
• 2010 – Creative period to begin upgrading based on research practices,
traditions and culture, which is authentic, managed, and adapted period
• We have started the action research mainly to develop professional skills of
teachers in all educational stages
• 2010-2012 MSUE School of Preschool Education invited a guest professor
from NMSU,USA to gain first understanding of AR and implemented AR
projects, ex. Using rubrics for evaluation and setting up local communities
of AR activity
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1990-2000 – Period of confusing and
unconscious imitation from others
◦ How to begin to select an area of focus
◦ How to start transformation from the teacher
centered approach to learner centered education
◦ How to examine the situation with the staff’s
professional knowledge and ability (above 50 %
were educated in former Russia)
◦ How to find a partner University from abroad to
invite and start our reform
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2000-2010 – Period of understanding a negative
impacts of teacher centered learning and looking
for creative reforms which started in this period
◦ Found a partner, University from Denmark and have
been working under the ECP project by DANIDA
◦ Identified the problem to be addressed
◦ Selected 80 schools to introduce AR methodology
◦ Formed a team with different participants
◦ Provided capital support & provided methodological
assistance
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Educational reform of Mongolia made in the
period of developing from 1st stage into 2nd
and from 2nd into 3rd was conducted within
an action research process
Our main aim in the AR process is to develop
professional skills of teachers in all
educational stages
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Professional development of the MSUE staff:
‘teacher of teacher development’
AR started on selected 80 schools of provinces
with about 1000 participants
They developed their professional skills gaining
AR methodology and learnt AR in their working
place
This process made quality changes in teachers,
administrators, methodologists, parents and
community
members
cooperation.
This
community participation allowed schools to
become the Center for studying and developing
cooperative work of local people together
Rethinking,
conceptualization
& future action
planning
Problem
formulation
Reporting of
result
Planning & Data
collection
Data analysis &
implementation
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AR Community has a 40 lecture team set up
since 2000 Systematically contributes to the
theory & knowledge base and enhances
professional practice
◦ Supports professional skills development
◦ Recruits of MA & PhD students to AR
◦ Helps them identify problems & seek solutions
systematically
◦ Builds a collegial networking system
◦ Is beginning to use a Rubric test of evaluation
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AR local community set up in province schools
◦ 80 secondary school transformed to learner centered
training, team work model set up
◦ Around 1000 local teachers involved to AR project and
each school have skills to provide AR as well as they
have AR Data on solving present problems
◦ There
have
been
direct
changes
made
for
implementation of school reform ideas that teachers and
school administrators can use in their actual situations
in terms of empirical research, ‘community wisdom’ and
ability to make decisions together
◦ Builds a collegial networking system
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Teachers continuously develop and change their
curriculum and methodology according to school
and province tradition, culture and real living
environment
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Each classroom training has become a place to
learn creatively together based on research, i.e.
students view action research study not only to
gain knowledge for action but to gain
understanding of a scientific process
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They tend to make changes and reform not from top
to down, but they have tended to immediately
initiate constantly developing bottom up
During more than 10 years project implementing
schools’ teachers, school administrators and project
administrators team have been providing action
research together and found out what our nomadic
ancestors created and we pass on the great
cultural base which was made in order to meet
their needs to live and adapt to nature, making
action research study as a process to recognize
the action of humanizing
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2010 to Present – Creative period began
upgrading based on research practices, traditions
and culture, which is real managed adapted period
◦ 1. We started the action research firstly to develop a
professional skills of teachers in all educational stages
◦ 2. 2010-2012 MSUE School of Preschool Education
activity: Impact of ‘Green Apple’ project implementation
Core team of MSUE
(16 lectures from 13 School of MSUE)
Provided training through 4 modules for 90 teachers
from both provinces
Central province
Developed 4 modules:
* Professional creative thinking
* Teachers Discovery & Practice development
* Researcher Teacher
* Creative-Teacher
Khentii province
(same 4 modules was
developed )
Modules
No.1
No.2
No.3
No.4
Title
Professional
creative
thinking
Teachers
ResearcherDiscovery &
Teacher
Practice
development
CreativeTeacher
Outcome
Selfassesment
Experiment,
research
AR
Developed
teacher
Product
Essay of
Experiment
& research
Essay of
Experiment
& research
Article
Article
Participation
From 90-74
Failed 16
From 71-71
From 68-64
Failed 3
From 64-56
Failed 8
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Goals:
◦ Because of Action research project students can
become a learning community
◦ Transition from teacher centered training to learner
centered
◦ Give a opportunity to implement the theoretical
knowledge on AR
◦ Develop BA & MA modules on AR
Students activity in local training
on AR
Teachers activity in local training
on AR
Dr. Candace Kaye provided “AR
Training“ for 120 students.(144
hours) March –May 2011
Dr. Candace Kaye provided
seminar “AR Learning Community “
for Faculty Fall’ 2012
Students learned to identify a
problems; collect and analyze a
Data, report analysis and planning
future action
Lectures learned to identify
present problems; redesign their
syllabus, lesson planning, make
self assessment
Student, themselves assessed
their research’s steps by AR
Rubric
Lecturers themselves assessed
their research’s steps by AR
Rubric
Team work skills
Listening
Planning
Expressing ability
Decision making
Team work skills
Listening
Planning
Expressing ability
Decision making
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How to wash hands children in kindergarten?
Reasons for school drop out in countryside
Why students are coming to school late?
Parent’s Influence for social development of children
Parent’s blame for children’s behavior in schoola
How to work with disabled children?
How four year’s children are learning new vocabulary in
classroom?
Lesson and playing: what is dominating in classroom?
Equal communication of teacher to each child
Difficulties facing overloaded classroom
What kind of toy materials more playful for children?
How teachers are involving in in-service training?
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The club consists of 12 students who are in different
year grades, from difference provinces
Club lead by and Dr. Jigmed and Javzandulam.
Every week, students meet and work together and
exchange ideas and information online as well.
Goals of the club are:
◦ To support students who are interested in research and
academic work by collaborative activities and flourish their
motivation.
◦ Every member of the club is conducting his or her own
research and they will discuss and present in Students’
Research conference.
◦ As a group, they are studying English language intensively
because it is one of main skills of researcher.
Western model
Non western model
Based on constructivism and
learner centered education (Piaget,
Vigotsky, Bruner,etc)
Identify a Research problem:
Constructivism based nomadic
philosophy views of AR concept by
Jadambaa formulated
Learnt to identify a research
problem
Published over 10 main books,
articles and handouts on AR
Sustainable lectures team working
above AR
‘Learning through action’ model
developed
Package of Data over 10 years
project implementation with
analyses
Learnt to identify AR Planning
Literature Review
Selection of participants
Research Design
Data Collection&Data Analyses
Application of Results
General research skills
DANIDA , Outreach8 Green Apple
projects outcomes
Ability to design research
Done
Ability to develop instruments
Done
Ability to select subjects
Done
Ability to collect Data
Done
Ability to analyze Data
Done
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Action research
… is dynamic power of teachers, school
administrators’ professional development
… is the most powerful equipment for continuous
development
of
teachers
and
school
administrators through “action training process”
… is the main way in the continuous development
of its education reform by interested groups to
work cooperatively together
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Action research
… is the most effective and efficient basic tool for
school,
its
teachers
and
administrators’
educational development and reform management
matters by their traditions, culture and real
business sides
… is enabler and creator of new concepts and
trends of education
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Action research
… is a promoter, contributing to the undertaking of
any attempt to make educational changes from
the “top” to the “bottom”
… is not educational reform “supporter”, it is
initiator, catalyst and doer
… is nomadic people’s living and working basic
tools
Thank you for your attention!