5,083 research outputs found
Crowdsourcing Strategizing: A View From the Top
Crowdsourcing strategizing is the application of crowdsourcing for organizational strategy development. While crowdsourcing is experiencing popularity in application and discussion, the concept is not new. However, literature on the value of crowdsourcing strategizing is not widespread in academic or business works. This qualitative case study explored crowdsourcing strategizing in Richmond, Virginia metro area nonprofits. The study was conducted to explore the lack of understanding on the value of crowdsourcing strategizing, with a focus on leaderships perspective of value. The results showed that nonprofit leaders found value in the crowdsourced data gathered through crowdsourcing strategizing
Patterns and Variation in English Language Discourse
The publication is reviewed post-conference proceedings from the international 9th Brno Conference on Linguistics Studies in English, held on 16–17 September 2021 and organised by the Faculty of Education, Masaryk University in Brno. The papers revolve around the themes of patterns and variation in specialised discourses (namely the media, academic, business, tourism, educational and learner discourses), effective interaction between the addressor and addressees and the current trends and development in specialised discourses. The principal methodological perspectives are the comparative approach involving discourses in English and another language, critical and corpus analysis, as well as identification of pragmatic strategies and appropriate rhetorical means. The authors of papers are researchers from the Czech Republic, Italy, Luxembourg, Serbia and Georgia
The opinions of science and mathematics teachers about beliefs, practices, and implementation of meaningful learning in Israel. A case study of Arab middle school(s)
Wydział Studiów EdukacyjnychWiele badań pokazuje, że przekonania nauczycieli dotyczące nauczania i uczenia się silnie oddziałują na ich praktykę zawodową. Celem tej pracy było zbadanie przekonań i praktyk nauczycieli przedmiotów ścisłych i matematyki w arabskich szkołach średnich w Izraelu w obliczy wdrażania nowej reformy edukacyjnej w tym kraju, silnie osadzonej na koncepcji meaningful learning. Zgodnie z tą koncepcją, uczniowie powinni być aktywni i zaangażowani w proces rozwiązywania problemów, którego rdzeniem jest szeroko ujmowany dialog pomiędzy uczestnikami procesu uczenia się. W badaniach wykorzystano strategię badań jakościowych. Prowadzono obserwacje w klasie, częściowo ustrukturyzowane wywiady oraz analizy dokumentów (m.in. planów lekcji, testów, arkuszy roboczych) i notatek terenowych. Uczestnikami badania było dwudziestu nauczycieli z trzech szkół średnich w społeczeństwie arabskim. Uzyskane dane pozwoliły zarysować obraz przekonań tych nauczycieli na temat meaningful learning oraz zidentyfikować sytuacje, które nauczyciele postrzegają jako realizację tej koncepcji. Praca kończy się rekomendacjami dotyczącymi dalszych etapów wdrażania reformy edukacji w Izraelu.The introduction of a new reform potentially challenges teachers’ beliefs and practices about teaching. This case study explores these challenges in the context of a new reform in Israel, where major educational reform has been undertaken. A considerable body of research, alternatively, advocates that teachers’ beliefs about teaching and learning affect their teaching practices and many aspects of their professional work. These beliefs and practices influence many factors on the contextual and teacher levels. Thus, this study aimed to investigate and understand Arab middle school science and mathematics teachers’ beliefs, practices, and implementation of meaningful learning in Israel. The resulting data served to construct a background picture regarding teachers’ beliefs on meaningful learning, classroom practices, and identifying situations that teachers perceived as the implementation of meaningful learning. The study found also that curricular demands, teacher perceptions of their students, pressures of time, assessment, crowded classrooms, lack of resources, workload, and inadequate teacher understanding of the components of meaningful learning inhibited student- centered instruction. Thus, along with the reformation of teachers, there should also be a reformation in the context of the learning atmosphere and infrastructures in tune with the
new reform’s intentions
Comparative Multiple Case Study into the Teaching of Problem-Solving Competence in Lebanese Middle Schools
This multiple case study investigates how problem-solving competence is integrated into teaching practices in private schools in Lebanon. Its purpose is to compare instructional approaches to problem-solving across three different programs: the American (Common Core State Standards and New Generation Science Standards), French (Socle Commun de Connaissances, de Compétences et de Culture), and Lebanese with a focus on middle school (grades 7, 8, and 9). The project was conducted in nine schools equally distributed among three categories based on the programs they offered: category 1 schools offered the Lebanese program, category 2 the French and Lebanese programs, and category 3 the American and Lebanese programs. Each school was treated as a separate case.
Structured observation data were collected using observation logs that focused on lesson objectives and specific cognitive problem-solving processes. The two logs were created based on a document review of the requirements for the three programs. Structured observations were followed by semi-structured interviews that were conducted to explore teachers' beliefs and understandings of problem-solving competence. The comparative analysis of within-category structured observations revealed an instruction ranging from teacher-led practices, particularly in category 1 schools, to more student-centered approaches in categories 2 and 3. The cross-category analysis showed a reliance on cognitive processes primarily promoting exploration, understanding, and demonstrating understanding, with less emphasis on planning and executing, monitoring and reflecting, thus uncovering a weakness in addressing these processes. The findings of the post-observation semi-structured interviews disclosed a range of definitions of problem-solving competence prevalent amongst teachers with clear divergences across the three school categories.
This research is unique in that it compares problem-solving teaching approaches across three different programs and explores underlying teachers' beliefs and understandings of problem-solving competence in the Lebanese context. It is hoped that this project will inform curriculum developers about future directions and much-anticipated reforms of the Lebanese program and practitioners about areas that need to be addressed to further improve the teaching of problem-solving competence
‘Inner qualities versus inequalities’: A case study of student change learning about Aboriginal health using sequential, explanatory mixed methods
Racism and lack of self-determination in health care perpetuate injury and injustice to Aboriginal people. To instil cultural safety at individual, organisational, community and systems levels, a key site of action has been health professional education that seeks to elicit reflexivity, cultural humility and a working understanding of Aboriginal health concepts.
Studies in Aboriginal community settings show Family Well Being (FWB) empowerment education is effective in supporting personal and collective reflexivity and transformation through empowering life skills development. Implementation of FWB within educational settings shows early signs of effectiveness among students. Yet knowledge of the steps and processes of student change is lacking.
This mixed methods explanatory case study sought to measure and understand change in postgraduate students of a leading Australian university learning about Aboriginal health and wellbeing through blended delivery, including through face-to-face immersion in FWB in an urban classroom. Three interrelated studies investigated fidelity and acceptability of the program, measured and analysed growth and empowerment in students, and explained processes of change observed, through thematic analysis of asynchronous online discussions using lenses based on transformative learning and empowerment. Researcher reflexivity was promoted by Aboriginal supervision.
Over six years, 194 students enrolled in two different Aboriginal public health courses, 85 of them in the FWB course. As well as achieving program fidelity and acceptability, pre/post-course change in students across a range of emotional empowerment, personal growth and life-long learning processes was measured in the FWB group. Thematic analysis revealed students’ fluid and recursive processes of transformative learning in their professional selves and capacities to act in domains important to Aboriginal health.
This case study contributes new knowledge critical to strengthening health professional capabilities for ever more complex, uncertain and emotionally demanding sites of practice, and to work in empowering ways—with, not for, Aboriginal people and communities
Making Connections: A Handbook for Effective Formal Mentoring Programs in Academia
This book, Making Connections: A Handbook for Effective Formal Mentoring Programs in Academia, makes a unique and needed contribution to the mentoring field as it focuses solely on mentoring in academia. This handbook is a collaborative institutional effort between Utah State University’s (USU) Empowering Teaching Open Access Book Series and the Mentoring Institute at the University of New Mexico (UNM). This book is available through (a) an e-book through Pressbooks, (b) a downloadable PDF version on USU’s Open Access Book Series website), and (c) a print version available for purchase on the USU Empower Teaching Open Access page, and on Amazon
Co-designing the inflammatory arthritis self-management (aiM) intervention.
Self-management is an integral part of care for people living with inflammatory arthritis. The benefits of self-management interventions for people living with long-term conditions are well established. To date, most of the inflammatory arthritis self-management interventions have targeted only rheumatoid arthritis. Therefore, there is a need for a self-management intervention that reaches beyond just people living with rheumatoid arthritis. The overarching aim of this project was to co-design a self-management intervention for people across the inflammatory arthritis spectrum, based on the needs and preferences of co-designers (i.e. both people living with IA and healthcare professionals), as well as on the scientific literature. This project commenced with a mixed-method systematic review exploring the effectiveness and acceptability of existing inflammatory arthritis self-management interventions. Then, a two-phase, sequential multi-methods approach was employed. The first phase involved five asynchronous co-design workshops, guided by the Intervention Mapping Framework (Bartholomew et al. 2016). The second phase then explored participants' experience in participating in co-design research, including the barriers and facilitators to co-design. The mixed-method systematic review demonstrated that inflammatory arthritis self-management interventions produced a clinically meaningful reduction in fatigue and pain in people living with inflammatory arthritis. There was also some data to suggest that inflammatory arthritis self-management interventions have a beneficial effect on self-efficacy; knowledge; communication; health- related quality of life; and engagement with self-management behaviours. Additionally, the review found that inflammatory arthritis self-management interventions are generally acceptable to people living with inflammatory arthritis and healthcare professionals. Workshop findings provided important insight into the health problems and self-management needs of people living with inflammatory arthritis. The workshops also helped to identify the key content and features of the developed self-management intervention - i.e. the inflAmmatory arthrItis self-Management (aiM) intervention. Participants reported having an overall positive experience participating in the workshops, which provided them with an opportunity to meet others living with IA. The use of asynchronous workshops was felt to contribute to the participants' high attendance rate and the study's low attrition, despite IT-issues that were reported as a barrier to the participants' ability to fully participate in the workshops. This project developed a novel self-management intervention, which aims to improve the health status of people living with inflammatory arthritis through increased engagement with self-management strategies. The aiM intervention is based on the needs and preferences of the co-designers, and is grounded in theory and evidence. The findings have also provided new knowledge regarding the health problems related to people living with inflammatory arthritis, their self-management needs, and mechanisms that facilitate and inhibit co-design processes in an asynchronous remote context. Moving forward, it is recommended that the aiM intervention be tested for its feasibility and acceptability
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