“Ready-Ready” to Teach: The Telling Case of a Reflective Teacher-Practitioner

This qualitative telling case study was situated within a broader project, which explored how the research participants modified their teaching after having completed their master’s program. We investigated reflective stance of a teacher-practitioner who was a graduate of a Master’s Literacy Specialist program, which promoted reflective teaching practices using videos of students’ own teaching. The research questions were: (1) How does the participant demonstrate his use of a reflective stance with regard to teaching practices? (2) What are the modifications in teaching practices that were made by the participant after the reflective video pedagogy course used in his graduate practicum? (3) What other elements of his graduate program does the participant describe as being important in his development as a reflective practitioner? (4) Which of these elements does he choose to employ in his classroom? Primary data sources included: classroom observations, participant interviews, and student artifacts. We analysed the data using qualitative methods of open coding, thematic analysis, and triangulation. The research found that the focus-participant reported a series of modifications made by him to his teaching and demonstrated his use of reflective stance on the high mastery level

A Positioning Theory Analysis of Interaction Surrounding Design Failures in an Elementary Engineering Club

This qualitative study applies Positioning Theory to identify positions that mediate the experiences of design failure within the context of an afterschool engineering club (EC) with elementary students diverse in language, race, ethnicity, gender, and academic abilities. We ask: (1) What kinds of structural design failure and failure responses did participants in EC experience? and (2) What are students’ and teachers’ positions in relation to responses to design failure? Types of positions (e.g., builder, tinkerer, idea-elicitor, director, observer) were identified in relation to children’s and teachers’ actions and speech in response to structural design failure during EC. Participants included 12 third-grade students and four teachers involved in EC for eight weeks. Data sources include audio transcripts, video, and field notes. Twenty-four design failure episodes were identified and transcribed multimodally from video, followed by coding of episodes using a multimodal Positioning Theory analytical framework. Findings discuss the kinds of engineering design actions and associated positionings unfolding in response to failure as well as the positions mediating teacher and student responses to design. We highlight the importance of student and teacher mediation as well as how Positioning Theory can be used to expand our understanding of (re)positionings that can occur within responses to design failure. Specifically, elementary engineering curricular materials must create the context to support the range of positions taken up in response to design failure. This includes explicit modeling of discursive actions surrounding design failure, multiple opportunities for students to experience and respond to design failure with time to improve beyond the design–build–test model, and support for teachers to address the range of students’ responses to design failures knowledgeably and flexibly

Neuroscience and end-of-life decisions. New anthropological challenges for constitutional law: «Is Human Nature the only science of man»?

Nowadays, neuroscience permits the unveiling of interior elements of hu-man beings - the perception of pain, the presence of consciousness and even the will - in the absence of external manifestations. Physicians, indeed, seem capable of measuring the true mental state of individuals and their inner world through an elec-troencephalography or a functional magnetic resonance imaging. This new frontier affects the world of law and places heavy demands for lawyers embroiled in end-of-life matters. The present paper focuses on the use of neuroscientific acquisitions within end-of-life decisions, aiming to highlight two risks embedded in this use: the utmost deference towards science and scientific authority and the maximization of self-determination. The paper will provide, at the beginning, a framework of case law and end-of-life regulatory attempts; it will follow the analysis of the main challenges posed to law by advances in neuroscience. In the latter part of this paper, we will of-fer food for thought on the role of neuroscience and - in a broader perspective - of science in law

Beyond communication:The role of standardized protocols in a changing health care environment

Background: Communication errors have grave consequences in health care settings. The situationYbackgroundY assessmentYrecommendation (SBAR) protocol has been theorized to improve communication by creating a common language between nurses and physicians in acute care situations. This practice is gaining acceptance across the health care field. However, as yet, there has been little investigation of the ways in which SBAR may have an impact on how health care professionals operate beyond the creation of a common language. Purpose: The purposes of the study were to explore the implementation of the SBAR protocol and investigate the potential impact of SBAR on the day-to-day experiences of nurses. Methods: We performed a qualitative case study of 2 hospitals that were implementing the SBAR protocol. We collected data from 80 semistructured interviews with nurses, nurse manager, and physicians; observation of nursing and other hospital activities; and documents that pertained to the implementation of the SBAR protocol. Data were analyzed using a thematic approach. Findings: Our analysis revealed 4 dimensions of impact that SBAR has beyond its use as a communication tool: schema formation, development of legitimacy, development of social capital, and reinforcement of dominant logics

Peeling back the layers: Deconstructing information literacy discourse in higher education

The discourses of information literacy practice create epistemological assumptions about how the practice should happen, who should be responsible and under what conditions instruction should be given. Analysis of a wide range of documents and texts emerging from the Higher Education (HE) sector suggest that information literacy (IL) is shaped by two competing and incongruent narratives. The outward facing narrative of information literacy (located in information literacy standards and guidelines) positions information literacy as an empowering practice that arms students with the knowledge and skills to battle the complexity of the modern information world. In contrast, the inward facing narrative (located in information literacy texts) positions students as lacking appropriate knowledge, skills and agency. This deficit perception, which has the capacity to influence pedagogical practice, is at odds with constructivist and action-oriented views that are espoused within information literacy instructional pedagogy. This presentation represents the first paper in a research programme that interrogates the epistemological premises and discourses of information literacy within HE

How to achieve synergy between medical education and cognitive neuroscience? An exercise on prior knowledge in understanding

A major challenge in contemporary research is how to connect medical education and cognitive neuroscience and achieve synergy between these domains. Based on this starting point we discuss how this may result in a common language about learning, more educationally focused scientific inquiry, and multidisciplinary research projects. As the topic of prior knowledge in understanding plays a strategic role in both medical education and cognitive neuroscience it is used as a central element in our discussion. A critical condition for the acquisition of new knowledge is the existence of prior knowledge, which can be built in a mental model or schema. Formation of schemas is a central event in student-centered active learning, by which mental models are constructed and reconstructed. These theoretical considerations from cognitive psychology foster scientific discussions that may lead to salient issues and questions for research with cognitive neuroscience. Cognitive neuroscience attempts to understand how knowledge, insight and experience are established in the brain and to clarify their neural correlates. Recently, evidence has been obtained that new information processed by the hippocampus can be consolidated into a stable, neocortical network more rapidly if this new information fits readily into a schema. Opportunities for medical education and medical education research can be created in a fruitful dialogue within an educational multidisciplinary platform. In this synergetic setting many questions can be raised by educational scholars interested in evidence-based education that may be highly relevant for integrative research and the further development of medical education