All of the following research questions would lead to an action research conducted by a teacher EXCEPT:How did students in the 1950s develop cognitive skills?How can parents become more involved in their child's school? How can teachers encourage students to think critically about social issues?How can a lesson be organized and presented to maximize understanding?

The focus of action research is to improve your teacher practice (McNiff and Whitehead, 2011 p.14). To conduct an action research project, the teacher will need to identify what the focus area of their teaching practice will be that needs improvement. In this case we will be focusing on improving questioning techniques to enhance the learning outcomes of learners. According to McNiff and Whitehead (2011, p.10) action research follows a cyclical process that involves ‘observe-reflect-act-evaluate-modify-move in new direction’. This cycle showcases how practitioners can improve continuously on their own practices based on their reflection and evaluation of these actions. Rossouw (2015, p.9) explains that the cycle process involves ‘developing, planning, acting, observing and reflecting’ than with the results, re-planning what further action can take place. The first cycle ‘developing’ will focus on the educator to reflect on their questioning pedagogy, and to identifying the problem within their questioning pedagogy, and what they would like to change within this issue (Rossouw, 2015 p.9-10). For example, first I identify the focus, as educator I would like to increase learners’ engagement and participation during carpet time (morning ring). Now I can formulate a question towards my problem, how can different types of questioning methods impact my learner’s participation and engagement in my classroom? Cycle two ‘planning’, Rossow (2015, p.11-12) suggests that the educator can reach out to other educators or stakeholders to gain insight on other educators questioning methods and how you as the research can implement these suggestions to investigate these options within your classroom. Rassow continuous by explaining how the researcher can review literature to explore questioning strategies and frameworks, as this will help to ground the researcher actions in proven practices. After gathering ideas, the plan needs to be established. Rassow (2025, p.11) explains that you as researcher will formulate a clear problem statement, the plan should focus on the practice that was identified within the problem statement. The plan should include the questioning techniques that will be implemented, such as open-ended questions, higher-order questions or waiting time strategies. Cycle three ‘action’ can then be implemented by taking the planning and implementing these suggested questioning strategies in your lessons (Rassow, 2015 p.11). Implementing different changes in your questioning strategies will take place over a designated time frame. During the ‘action’ cycle, data must be collected by keeping notes on the experiences or findings while using these new strategies. The researcher can observe their own practices by taking notes on the learners’ reactions and behaviours during the implementation of the new questioning strategies, known as qualitative data collection. When working with older learners, surveys can be used to collect feedback, known as quantitative data collection. Cycle four ‘observation’, explained by Rassow (2015, p.12) is when you reflect on the that observed and collected. The researcher will identify new and old patterns in the learners’ behaviours and engagement. Then in the final cycle ‘reflecting’ the educator will compare the new results with the problem statement to determine if the new strategies had an impact (Rassow, 2015 p.11). The researcher will reflect on what worked, what did not work and investigate the reasons why it worked or did not work. Thereafter, adjustments can be made and decide if the action research should continue, expand or if new strategies should be implemented. does this explain action research process for educators wanting to improve questioning pedagogy?

Research your chosen topic from project 1. Explain your topic (1-2 pages at a minimum) Explain how you can use it (the information you learned about your topic) in your classroom to help your students (1-2 pages at a minimum) Explain your opinion- Do you think this is an asset to your classroom? –Yes or No? (1 page at a minimum) Please submit the following: Essay Can run, jump, and climb with improved coordination. Can hold and use a pencil effectively. Can cut along a line with scissors. Begins to develop hand-eye coordination. Can dress and undress without assistance. Can bounce, throw, and catch a ball. Has a sense of balance and can walk backwards. Can hop on one foot. Can brush their own teeth and wash their own hands. Can build with blocks and complete simple puzzles.Begins to use simple strategies to solve problems.

Research your chosen topic from project 1. Explain your topic (1-2 pages at a minimum) Explain how you can use it (the information you learned about your topic) in your classroom to help your students (1-2 pages at a minimum) Explain your opinion- Do you think this is an asset to your classroom? –Yes or No? (1 page at a minimum) Please submit the following: Essay Cognitive Development Characteristics. Attention Span: Kindergarten children have relatively short attention spans, typically around 10-15 minutes for a single activity. They benefit from frequent changes in activity and interactive, engaging content. Memory: At this age, children are developing their memory skills. They can remember and follow simple instructions and are beginning to understand sequences and patterns. Language Development: Children in Kindergarten are rapidly expanding their vocabulary and improving their sentence structure. They are also starting to understand more complex language concepts, such as storytelling and basic grammar rules. Problem-Solving Skills: Kindergarteners are developing their problem-solving abilities. They can engage in simple problem-solving tasks and enjoy activities that challenge their thinking, such as puzzles and games. Symbolic Thinking: This age group is beginning to understand that symbols (like letters and numbers) represent real-world objects and concepts. This is crucial for reading and math skills. Interactive Apps and Games: Use educational apps and games that are designed to hold the attention of young children. These can include interactive storybooks, math games, and language learning apps that provide immediate feedback and rewards. Multimedia Resources: Incorporate videos, songs, and animations to explain concepts. For example, educational videos on platforms like YouTube Kids can make learning more engaging and cater to visual and auditory learners. Digital Storytelling: Use apps that allow children to create their own stories. This can help with language development and understanding narrative structures. Apps like "Toontastic" or "Book Creator" are excellent for this purpose. Interactive Whiteboards: Utilize interactive whiteboards in the classroom to make lessons more dynamic. These boards can display interactive lessons, games, and activities that children can participate in directly.Can recognize patterns and can sort items by size, shape, and color.Can recognize and write their own name.Can count to at least 20 and understands the concept of counting.Begins to develop friendships with peersBegins to understand and follow rules and routines. Shows empathy towards others. Can express their own needs and wants verbally. Begins to develop a sense of right and wrong. Can take turns and share with others.Can speak in complete sentences. Begins to recognize and write the alphabet. Can understand and tell simple stories.Can communicate effectively with adults and peers. Begins to develop an understanding of grammar rules.

In the field of social and educational sciences, what are important research topics you would like to investigate that are represented in the curriculum ? Write at least 500 words describing a possible research project.

What activities are teacher-initiated and what activities are child-initiated? How were these differentiated