945 research outputs found
Interpersonal Dynamics of the Supervisory Triad of Pre-Service Teacher Education: Lessons Learned from 15 Years of Research
Clinical field experience is recognized by many as the most influential and beneficial component of pre-service teacher education. The present article represents part of a larger qualitative meta-synthesis, the purpose of which was to explore the influence of the interpersonal dynamics of the supervisory triad—comprised of the pre-service teacher candidate, the mentor teacher, and the university supervisor—on pre-service candidates’ clinical experiences. Positioning theory was chosen to frame this investigation, as it employs distinct definitions for role and position, the delineation of which is of critical importance in the context of pre-service clinical relationships. Findings of the larger study reveal three primary factors of influence, four primary patterns of communication, and many modes of positioning of self and others as influential to pre-service teachers’ clinical experiences. This article addresses those findings regarding factors of influence and modes of positioning, the implications of which are discussed through the lens of positioning theory and in connection to practice in the field
Ecobehavioral Characteristics of Self-Contained High School Classrooms for Students with Severe Cognitive Disability
This study investigated educational experiences for students with significant cognitive disability
(SCD) taught in self-contained high school classrooms. Nineteen students and nine teachers
across five high schools and four school districts participated. A time-sampling method was used
to describe the ecological, teacher, and student behaviors of these classrooms. Field notes were
collected and analyzed as well. Results revealed students in these classrooms were often
passively engaged and had few opportunities to learn from rigorous curriculum. Instructors
engaged in few practices known to be effective in supporting the learning of students with SCD.
Finally, the classrooms themselves were often distracting and demonstrated little evidence of
specialized or effective instruction. Implications for teaching and research are included
Creating guidelines for landscape drawing in digital mediaeric roldan roa – a study on the impact of group formation in game-based collaborative activities for teaching mathematics along with music
https://www.ester.ee/record=b5366807*es
Exploring the Interpersonal Dynamics of the Supervisory Triad of Pre-Service Teacher Education: A Qualitative Meta-Synthesis
Clinical field experience is recognized by many as the most influential and beneficial component of pre-service teacher education (Borko & Mayfield, 1995). At the core of this experience is the supervisory triad, consisting of the pre-service teacher, mentor teacher, and university supervisor. Utilizing positioning theory as its theoretical framework, this qualitative meta-synthesis synthesized eleven pieces of empirical research focused on the interpersonal dynamics of the supervisory triad. The findings of this study reveal three primary factors of influence, four primary patterns of communication, and many modes of positioning of self and others as influential to pre-service teachers’ clinical experiences. The implications of these findings are discussed through the lens of positioning theory and in connection to practice in the field
An evaluation of cultural integration and the malleability of socio-cultural constructs in global organizations
This study responds to calls for pragmatic context-driven scholarship to evaluate the perceived need for cultural integration in global organizations. This paper aims to fill the gap between theoretical frameworks and contemporary phenomena with a grounded theory, quantitative ethnography study designed to explore the perceived need for cultural integration to improve business outcomes in global organizations, while also evaluating the perceived need for a dedicated framework to develop cultural integration to shift socio-cultural epistemic frames in global teams. Data were collected through semi-structured interviews conducted with 18 global executives, while 173 surveys were completed by global team members. Analysis of the dataset was done through thematic content analysis and epistemic network analysis. The research demonstrated that cultural integration, and its associated constructs, were perceived as critical to group and organizational success. Global executives and leaders confirmed the need for a dedicated framework for cultural integration to improve business outcomes. The current study addressed four research questions: To what extent is there a perceived need for Cultural integration in global organizations? To what extent is Cultural integration perceived relevant to business outcomes in global organizations? To what extent do leaders perceive socio-cultural epistemic frames are malleable at the group level? To what extent is there a perceived need for a dedicated framework to develop Cultural integration to shift socio-cultural epistemic frames in global teams? This empirical study confirms that socio-cultural epistemic frames are malleable at the group level to develop cultural integration and that there is a perceived need for a dedicated framework to develop cultural integration for improved business outcomes in global organizations
The Writing for Healing and Transformation Project
As a qualitative action research study, the purpose of The Writing for Healing and Transformation Project was to facilitate more inclusive writing strategies and to promote individual and collective healing on issues of social suffering and oppression (Kleinman, Das, & Lock, 1997; Pennebaker & Smyth, 2016) for diverse students at a community college located in the northeastern United States. The 18 participants in the study included students in my English II literature and composition course. The theoretical framework encompassed Pennebaker’s (2016) “writing for healing” paradigm, advocating the use of expressivist writing and “social suffering theory,” examining how power structures affect social problems (Kleinman, Das, & Lock, 1997). As an intervention, course readings included literature with social suffering themes. Postmodernism and Poststructural Feminism were also central theoretical components of the study, introducing the use of the semiotic strategies of translingualism and multimodalities to examine teaching strategies. The intended results were to engage students as agents of community caregiving for social healing through the publication of a charity book on a social suffering theme chosen by the students and to facilitate inclusive and alternative methods of rhetorical expression. The data collected included a recorded book theme discussion, the students’ submissions for the book, and semi-structured interviews with three participants. Using open coding, the results demonstrated a number of benefits to students, including increased confidence and poststructural shifts in thinking and writing. Book submissions exhibited a variety of rhetorical styles and semiotic strategies, along with defined solutions for healing on social suffering topics
Epistemic objects in collective decision-making: a practice perspective on the use of causal maps as situated material artifacts
Recent practice-based approaches to strategic decision-making research have
emphasized the importance of gaining a deeper understanding how managers think, act,
and interpret strategic decisions in practice. This focus on the micro aspects of strategic
decision-making has emerged from the critique that much of the ‘traditional’ decision-
making theory may not be actionable in practice. Research should therefore
concentrate on what managers do when they engage in strategic activities. This
practice-based perspective considers decision-making as a situated, context specific
activity, and research into the enactment of decisions constitutes an important part of
understanding decision-making. Such micro focus may reveal insights to the
similarities and differences between organizations and teams in the ways in which their
members approach decision-making tasks.
Studies on decision-making as a situated activity provide valuable insight into
managerial practice. However, few studies focus on the role of epistemic objects in
decision-making. This thesis makes a contribution by investigating the role of epistemic
objects as situated material artifacts in the collective decision-making context. Drawing
on extensive review of the literature on epistemic objects, sociomateriality, causal maps,
group decision-making, and managerial attribution biases, the thesis identifies an
under-researched area in our understanding how epistemic objects interact with
human activity in strategy making.
As an inductive research undertaking, the thesis makes a theoretical
contribution to knowledge by developing a conceptual framework how causal maps as
epistemic objects are enacted, interpreted, and used as a sociomaterial decision-making
‘tool-in-use’ by actors. The research reveals how the enactment of causal maps as a ‘safety net’ in collective decision-making increases cognitive conflict in decision-making
groups that results in the consideration of multiple decision outcomes and the
development of innovative solutions to decision problems. The research also shows
how the enactment of causal maps increases decision acceptance among the decision-
makers by making their individual knowledge claims visible to other group members,
and by motivating them to work collectively towards a shared goal. Furthermore, the
research reveals how causal maps act as a ‘shock absorber’ by deflecting the decision-
makers’ frustration and anger away from personal confrontation among group
members thereby preventing the emergence of affective conflict. Finally, the research
results indicate that the enactment of causal maps mitigates managerial biases such as
groupthink and the escalation of commitment bias. In terms of managerial contribution
the thesis offers a deeper insight to the affordances of causal maps, and how managers
can use causal mapping as a practical decision-making ‘tool-in-use’ to improve the
quality of decision-making processes by structuring conversations and debate,
developing a shared understanding of decision problems, and achieving closure and
decision acceptance of the decision outcomes.
The thesis concludes by making recommendations for future research and the
testing of the conceptual framework that may provide useful guidance for the future
development of strategy practice and managerial ‘tools-in-use’ for effective strategy
work
- …