Assessing school climate using a sequential transformative design

Department Head: Dale E. DeVoe.2010 Summer.Includes bibliographical references.As it has been shown repeatedly in the research literature, school climate influences student academic achievement, typically employing a single methodology to collect data: a quantitative organizational climate survey administered to school stakeholders. Utilizing a sequential transformative mixed methods design, I studied how the results of the two methodologies were different and similar. The school climate factors of parental involvement, school safety, and building facilities were studied within 14 K-12 schools. Equity factors were also integrated into the study. Given that these school climate factors are interdependent, the factors needed to be studied using multiple methods. The 'sequential' portion of the research design accomplished this, which first entailed a quantitative organizational climate survey and then a visual ethnography was conducted. The results from the two methodologies uncovered more similarities than differences between higher-ranked and lower-ranked school climates. The `transformative' portion involved critiquing the results from a feminist lens, which produced recommendations for school climate improvement. This study demonstrated that school climate provides a level of complexity that is difficult to assess. Future studies need to utilize innovative designs and progressive methodologies to ensure any modifications made to the school climate are carried out with intentionality and mindfulness. Last but definitely not least, feminist ideals should be at the forefront throughout the school climate and school improvement processes

Transformative design thinking: a human-centred model for innovation.

In recent years there have been a number of Innovation Centres established in the UK and associated funding calls to support the development of new ones, however there is no common theoretical framework, which underpins the methodology for their operation. Innovation Centres range from Business Parks clustering businesses from similar sectors, through to University Knowledge Exchange projects involving multidisciplinary teams of individuals working with companies from a particular sector or across all sectors, perhaps focused on cultural change. This paper describes a number of models for Innovation Centres some of which are based on principles derived from design thinking (Brown 2009) and others that are more focused on technology push (Martin 1994). Key government policies and subsequent public investment are relying on a number of assumptions that underpin the theoretical frameworks on which these Innovation Centres are based. Developing reliable methods based on a strong theoretical framework that questions existing assumptions has implications for ensuring that these investments are not wasted. This paper examines the use of user-centred design versus the more serendipitous process of invention and concludes that a process based on critical reflective reframing of problems through observational methods involving the identification of key stakeholders, may lead to sustainable transformational innovation. The paper concludes by proposing a theoretical framework and methods for supporting the establishment of a successful Innovation Centre, applying methodology designed to bring about transformational innovation

Transformative Design Pedagogy: A Place-based and Studio-based Exploration of Culture

The discipline of interior design education is committed to providing diverse learning opportunities for examining the topic of culture while implementing design practices that respond to the “needs of all humans” (Hadjiyanni, 2013, p.v). According to Conner et al. (2013), the number of people living in a country in which they were not born has increased by 51 percent worldwide since 1990. Therefore, the significance of cultural context in our daily lives demands effectively applicable design, and supporting design pedagogy that enhances cultural competency and global perspective. Cultural competency is gained from a transformation of knowledge about individuals and groups of people and their respective values and beliefs. This raises the question: How can design pedagogy disclose students’ presuppositions to generate profound perspective changes on culture? And secondly, what are the contexts within which this can occur? It is the goal of this paper to demonstrate the use of a transformative learning model (Mezirow, 2000) and its effectiveness in the achievement of cultural competency among design students, implemented from both remote and in-place cultural investigations.“Transformative learning refers to dramatic change, where the learner achieves a shift in perspective. This shift results from a critical examination of one’s own assumptions, values, and beliefs, and of the foundations and expectations of the system in which one operates” (Nemec, 2012, p. 478). To implement this process, one instructor utilized methods of cultural investigation and documentation with interior design students in an education abroad experience, while in another course, first-year interior design students were tasked with the design of a conceptual design piece that reflected a cultural context assigned to them. Both courses began by asking students to critically analyze cultural assumptions and to engage in an accompanying discourse regarding the varied perspectives. As such, critical reflection and discourse were identified as key components of both courses.It was found that several pedagogical methodologies were deemed more appropriate to the examination of culture when considering the various contexts of the courses. Thus, the transformative learning model was adapted to consider cultural context. For those students studying abroad, documentation strongly correlated to the attainment of cultural competence and was achieved through inter-cultural experiences including observations, personal reflection, and comparative analyses. By contrast, those students in the design studio expanded their cultural knowledge through remote research as a means of cultural investigation, and application of this through the design process, implementing collaborative thinking and imaginative problem solving.  Student learning outcomes revealed a transformation of cultural perspective, which was achieved through documented personal reflections of an experience and design applications with integrated collaborative discourse. In both courses, critical reflection and the accompanying dialog were identified as essential to gaining a shift in cultural understanding.

Investigating information systems with mixed-methods research

Mixed-methods research, which comprises both quantitative and qualitative components, is widely perceived as a means to resolve the inherent limitations of traditional single method designs and is thus expected to yield richer and more holistic findings. Despite such distinctive benefits and continuous advocacy from Information Systems (IS) researchers, the use of mixed-methods approach in the IS field has not been high. This paper discusses some of the key reasons that led to this low application rate of mixed-methods design in the IS field, ranging from misunderstanding the term with multiple-methods research to practical difficulties for design and implementation. Two previous IS studies are used as examples to illustrate the discussion. The paper concludes by recommending that in order to apply mixed-methods design successfully, IS researchers need to plan and consider thoroughly how the quantitative and qualitative components (i.e. from data collection to data analysis to reporting of findings) can be genuinely integrated together and supplement one another, in relation to the predefined research questions and the specific research contexts

"Keeping the Road Clear between Us": Indigenous Infrastructure and the Potential for Transformative Design

As scientists and science educators challenge the epistemological hegemony and cultural imperial-ism of Western modern science by insisting that definitions of science be expanded to include other scientific traditions including traditional ecological knowledge (Berkes 1988, 1993; Inglis, 1999; Warren 1997; Williams & Baines 1993; Snively & Corsigila 2000), we have not seen much of a coe-taneous movement in civil and natural resource engineering. The decolonization of Canadian cities must begin with the acknowledgement of the role engineering, architecture and urban planning has had in the perpetuation of colonialism. This paper works to identify directions for the decoloniza-tion of infrastructural systems through a reconsideration of pre-contact Indigenous architectural and infrastructural histories, a recognition of the ways in which infrastructure was often used as an instrument of colonial land claims, and the various ways in which Indigenous peoples, communities, and knowledges have contributed to the infrastructures that populate our contemporary geography. It is through an acknowledgment of infrastructure as actant in colonialism and the contributions Indigenous peoples and knowledges have had in the development and implementation of our infrastructural systems that we can begin to expand and deepen our understanding of the relationings between knowledge, infrastructure, ecosystems and Indigenous peoples. Finally, this paper considers the ways in which Indigenous design principles offer a great deal of potential in the creation of more environmentally and socially sustainable communities, and even regenerative design

Transformative Design: A Tale of Arabian Nights

This thesis is a description of the process of creating the scene design for the Theatre VCU production of Arabian Nights. It was directed by Gabriel Barre and the production ran April 11th – 27th, 2014. It follows the preproduction, build and a final evaluation of the design and the process used in creating it

Creating value in accounting education with a qualitative research methodology

This article reports on the transformative design principles that were generated during the process of better aligning accounting education with accounting practice. Managing the risk of a disparity between accounting education and practice by matching the dynamics of the workplace and education arena could create value for the accounting graduate and the employer. In the process of change necessary for the integration of accounting software skills in accounting education transformation design principles were identified as imperative ground rules. The development and conceptualisation of the transformation design principles were drawn from iterative cycles, unique coding and analysis from the infusion of two research methods. The infusion of the two research methods contributed to the development of the transformative design principles, which led to the reform of accounting education in higher education. The transformative design principles developed are demonstrated to have generic properties that could be applied to other environments

Mathematical Identity Formation: Preparing Students with Learning Disorders for Post-Secondary Education and Careers

Formation of identity for individuals engaging in mathematical study influences the utilization and value of the subject matter. In curricular studies surrounding mathematics, a need for research pertaining to the development of mathematical identity for students with learning disorders continues to exist. In this transformative design study, a questionnaire-style instrument created for quantitative data collection provides detailed information about students with learning disorders and their identity formation related to achievement in mathematics. The quantitative aspect of this study helps to understand mathematical identity formation by analyzing levels of Confidence, Motivation, Anxiety, and Career Interest. The results show a statistically significant correlation between all four of these categories. Further investigation of the data presents differences between male and female gender groups when comparing levels of Confidence and Anxiety. The quantitative data analysis procedures inform the qualitative narrative and thematic data analysis of journal entries that were completed by the same sample of students with learning disorders. This secondary analysis shows a correlation between Confidence and both Career Interest and Anxiety. The results of this transformative design study, involving both quantitative and qualitative sources of data, positively contribute to scholarship surrounding mathematical identity formation for students with learning disorders, and how this identity can influence plans for post-secondary education and careers related to mathematics. The results of this study implicate the importance of positive mathematical identity development to create overall access and equity for students with learning disorders. Keywords: mathematics curriculum, mathematical identity, learning disorders, gender, post-secondary education, careers, equit

Collaborative design of educational digital libraries for African higher education

This thesis will develop a model that can be used to guide collaborative design of educational digital libraries that are relevant to the learning objectives and are appropriate to African Higher Education. Factors affecting connections between educational digital library capabilities, learning processes and learners’ needs in higher education will be identified and used to develop the model. These factors will be identified through qualitative studies with the key players (i.e. academics, information professionals, digital library technical designers and students). The model will be iteratively developed and later evaluated for correctness by some of the key players. So far a preliminary literature review has been done to locate related work and identify knowledge gaps. In addition, a pilot study has been carried out and identified some temporal factors that will be pursued further in the proposed study