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"It is experimentation and reflection on ideas and practices as a means of improvement and increasing knowledge. It is a practical way of looking at your work and examining whether this work is what you would like it to be. Because action research is carried out by the practitioner, it is called practitioner based research, and because it relates to your thinking, your work, and reflecting on it, it is called reflective self practice.
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Research carried out by the parties to the educational process, namely teachers, administrators, and supervisors, with the aim of developing their performance or solving problems they face in the educational process. This research is based on reflection on the educational practices carried out by the teacher or administrator in classrooms and schools, in order to achieve a better understanding of the educational process and the ability to bring about the change required to achieve the necessary development. Put simply, action research is learning by doing, a group of people identify a problem, take steps to solve it, and evaluate their efforts, and if the results are not satisfactory, the attempt is repeated again.
Reflecting on their practices, improving educational practices, and enhancing students' academic achievement.
Acquiring knowledge and skill in research methods.
Increasing their understanding of the teaching and learning process.
Achieving the professional development of male and female teachers and school staff.
Developing teachers' reflective abilities by helping them formulate their problems and solve them.
The ability to analyse problems and develop self awareness, critical and creative thinking.
Making the research practitioner a decision maker.
A distinctive method among the methods for activating professional learning communities.
Achieving the professional development of male and female teachers and school staff.
Teachers, education researchers, and educational supervisors.
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A kit on the theories and causes of criminal and delinquent behaviour, covering its study methods, social and economic factors, juvenile justice, and the social worker's role in correctional institutions and rehabilitation programmes.
A kit on the characteristics and history of gifted and talented individuals, Saudi and international models for caring for them, and the learning theories and strategies for teaching them.
A kit on the foundations, ethics and tools of student counselling, covering individual and group guidance, career counselling theories, and the duties and challenges facing school counsellors.
A kit on how learners differ in the way they receive, understand and process information inside the classroom, helping trainers recognise and respond to different learning styles.
A kit on the competencies of the student counsellor, covering the aims, theories and approaches of student and career counselling, the tools used such as case studies and questionnaires, and the counsellor's ethics and duties.
A kit on researching the Earth's atmosphere using the GLOBE programme protocols, covering clouds, aerosols, water vapour, air pressure, humidity, precipitation and surface temperature measurements.
A kit on active learning as an educational philosophy that puts the learner at the centre of the lesson, through practices and procedures that activate the learner's role via action, inquiry and experimentation.
A kit on building leadership skills in strategic, operational and financial planning, covering the steps of strategic and operational planning and how to design an executive plan.
A kit on learning outcomes and Marzano's dimensions of learning, covering their conditions, classification and indicators, and how to teach and assess using the five-dimension model.
A kit preparing students for Saudi Arabia's General Aptitude Test, covering its purpose, entry requirements, timing, and the structure and verbal section of the test.
