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Bruce, Catherine Diane. "Collaborative action research on enhancing student communication in mathematics, building a teacher-researcher community." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62980.pdf.
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Trent, Allen W. "Community : a collaborative action research project in an arts impact elementary school /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu148819623491133.
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Armstrong, Marilyn Christine. "Perceptions on Collaborative Learning: A Case Study of Female Community College Instructors." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/2990.
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In the 1980s, academic assessments called for "the ability of individuals and groups to talk, listen judge, and act on issues of common interest" (Morse, 1989, p. 30). More recently, corporate research findings, Are They Ready to Work? Employers' Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce (The Conference Board, Inc., Partnership for 21st Century Skills, The Corporate Voices for Working Families, & Society for Human Resource Management, 2006), report the workplace is seeking college graduates with skill in collaboration (e.g. build diverse relationships, negotiate, manage conflict). While the interest in collaborative learning has expanded in higher education and business, "sparse application" is reported in the college classroom. In academia, collaborative learning has been dependent on cooperative learning research focused on quantitative student achievement outcomes while faculty perceptions of a nonfoundational social constructivist view of collaborative learning is reported as "hardly begun." Along with an increased ambiguity in the terms collaborative and cooperative learning, a comprehensive understanding of collaborative learning and its potential uniqueness, if any, has been skewed.
The purpose of this study was to describe and explain collaborative learning from the perspective of selected classroom practitioners representing multiple academic disciplines at a learning-centered institution. The exploratory questions guiding this qualitative case study were: (a) what elements constituted community college collaborative learning practitioners classroom experience and (b) what variables influenced the elements. The theoretical framework undergirding this dissertation is social constructivism nested in constructivism.
A purposeful sampling of four instructional criteria indicative of a nonfoundational socio-constructivist concept of collaborative learning guided the participant selection process. The limited candidate list consisted of 31 faculty (20 females, 11 males) at the field site, a learning-centered community college with an FTE near 30,000 for the 2009 - 2010 school year. From 22 initial responses, seven faculty participants (6 female, 1 male) were selected and participated in two semi-structured in-depth interviews. The data collection included interviews, institutional and practitioner documents, the researcher's reflective journal, and field notes. The male participant was removed from the study because he did not submit all requested documents. Therefore, though unintended, six case studies of female instructors were analyzed over an eight month period and reduced to four when saturation was reached, no new information was elicited. All four participants fulfilled all four specified instructional criteria.
The central finding able to help the college classroom is the strong identified practice of the defined collaborative learning concept with the articulated understanding limited and term interchange and confusion profound. Thus, the value of this study is the lack of definitional clarity in the terms collaborative and cooperative learning within academia which may offer one possible explanation for the reported sparse application in the college classroom. Supporting this major finding the single most defining attribute of this sophisticated or challenging concept of collaborative learning is the instructional criteria of distributed authority. Manifesting itself in students teaching students the faculty participants high level of consistent classroom application in concert with intellectual negotiation, consensus building, and student ownership of learning constitutes the collaborative learning skills sought by the work force. This study contributed to all three research attributes reported as minimal in the literature, qualitative research from a faculty perspective on the specified concept of collaborative learning. A comprehensive participant selection process was not conducted. In view of the central finding and the existing gaps in the literature, a priority recommendation for future research would be a more intentional expansion of candidate recruitment to potentially increase identification of classroom instructors practicing the particularized concept of collaborative learning. Other research recommendations would include a more focused study of the defined concept of collaborative learning in relationship to: (a) the learning-centered institution, (b) disciplines with a high density of foundational knowledge, (c) student and faculty resistance, (d) lines of authority, and (e) personality, gender, teaching styles, and learning styles.
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Beukes, Janna Maree. "Collaborative partnership trends between teachers and educational psychology researchers." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/25378.
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The purpose of this descriptive and exploratory study was to obtain insight into collaborative partnership trends between educational psychology researchers and teachers, in order to inform participatory theory and practice in future methodology studies. The Community of Practice Framework theoretically framed the study, describing professional communities and the way in which meanings, beliefs and understandings are negotiated and reflected in communal practices. Five symposium and two reflection session presentations were purposefully selected and transcribed for qualitative content analysis in terms of a trend analysis. Findings indicate that collaborative partnerships between educational psychology researchers and teachers differ from other partnerships in that collaborative partnerships between teachers and educational psychology researchers appear to be directed by an overarching philosophy of “care”. Also, collaborative partnership studies between teachers and educational psychology researchers favour methodologies encouraging participation in identifying and addressing school-community issues. In this way, knowledge exchange and the co-creation of knowledge is promoted. These partnerships focus on how education, as well as teacher and learner experiences can be enhanced and be meaningful, rewarding, enabling and supportive. Finally, benefits and challenges in collaborative partnerships between teachers and educational psychology researchers are similar to those experienced by other professionals participating in collaborative partnerships.<br>Dissertation (MEd)--University of Pretoria, 2010.<br>Educational Psychology<br>unrestricted
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Ellison, Jeffrey. "Collaborative Models of Care in the Appalachian Region of Tennessee: Examining Relationships Between Level of Collaboration, Clinic Characteristics, and Barriers to Collaboration." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2435.
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Decades of research have shown that there are significant advantages to maintaining close communicative and collaborative relationships between primary care and behavioral health providers. Fiscal, structural, and systemic barriers, however, often restrict the degree to which such interprofessional collaboration can occur. In the present study the authors examined relationships between primary care clinics in the Appalachian region’s characteristics (i.e., clinic type, rurality, and clinic size), barriers (i.e., fiscal, structural, and systemic) reported to using increased collaboration, and the level of collaboration used at a particular clinic.
For the present study 136 surveys were completed by providers working in primary care practices across the Appalachian region of Tennessee. The results showed that only about one fifth of the primary care clinics in Appalachian Tennessee reported engaging in moderate to high levels of primary care behavioral health (PCBH) collaboration (e.g., colocated or integrated models of care). Among community health clinics, however, nearly half reported moderate or high levels of collaboration.
The findings of this study underscore the importance policy change (e.g., changes in reimbursement patterns, increases in incentives, introduction of PCBH models in training programs) in facilitating the uptake of high levels of PCBH collaboration in Appalachian Tennessee (especially in regards to nonpublicly funded clinics). Further, the methodology used in this study could provide policymakers and researchers in other regions of the U.S. with a means for obtaining baseline data regarding local trends in PCBH collaboration and could serve as first step in developing a standardized methodology for comparing the overall uptake of PCBH collaboration models across regions.
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Perkins, Nancy S. Hesse Douglas Dean. "The Echoes project five case studies of students writing research papers using primary sources in a collaborative community /." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311288.
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Thesis (D.A.)--Illinois State University, 1992.<br>Title from title page screen, viewed February 3, 2006. Dissertation Committee: Douglas Hesse (chair), Ronald J. Fortune, Ray Lewis White, Steven E. Kagle. Includes bibliographical references (leaves 383-402) and abstract. Also available in print.
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Wright, Claire Louisa. "Arts evaluation and the transformative power of the arts : a visual ethnography of transformative learning in a collaborative community (arts) film." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9831.
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Arts organisations in receipt of public funding should seek to understand the impact of their work, for a variety of reasons. Contemporary outcome-based arts evaluation practice dichotomises impact as intrinsic or instrumental with the latter perspective defining what counts. However, a widely held belief in the transformative power of the arts is apparent in both arts policy and practice. It therefore follows that if evaluation is fundamentally about discerning value then arts evaluation should recognise transformation as core. I contend that visually-based research methods offer alternative ways of seeing and knowing from the methods that dominate arts evaluation practice. As a result, I consider how these methods might help to identify what is transformative within the context of a community arts project. To explore how evaluation can better reflect the transformative power of the arts, I ask three research questions. Firstly, can participants’ experience be theorised and understood as transformative arts-based learning? Secondly, to what extent can participants’ experience of a community arts project be understood through visually-based research methods? Thirdly, what are the implications for existing practices of arts evaluation? I explore these questions in relation to a single participatory arts project. The Happy Lands, funded (primarily) by Creative Scotland, brought together communities across Fife with a professional film crew to create a feature length film based on local stories of mining culture. Employing visual ethnography my research methods included image-elicited interviews with 19 participants over a 20 month period, participant observation during the making of the film, and documentary research. The theoretical contribution I make extends Morgan’s (2010) conception of the transformative potential of travel to the transformative power of the arts, which I define in terms of inspiration, interconnection and insight. I propose a conceptual framework that views the experience of ‘sameness’ (interconnection) and ‘Otherness’ (inspiration) as conducive to the possibility of voice (insight). The interaction of self, other and artwork in the context of the participatory (community) arts project leads to the creation of shared identity (identities) and a sense of belonging manifest in the symbolic status of objects and behaviour (‘spirit of place’) associated with the arts project. Visual research methods, combining subjective meaning-making and objective (representational) qualities, offer opportunities to understand and (re)present participants’ experience. I advance a methodological contribution that suggests image elicitation offers an epistemologically appropriate approach to understanding participant experiences of an inherently visual project. The identification of sense of place and spirit of place can be viewed as indicative of a transformative environment. I contend that the creation of an outcome acknowledging the transformative environment of the arts project would respond to the needs of government but also the beliefs of arts educators effectively redressing the balance of instrumental versus intrinsic worth. Moreover, the subjective and objective possibilities afforded by visually-based research methods would enable the latter to speak creatively, in language(s) reflecting their values. As a result my findings are offered as one possible version of a humanities-inspired approach to arts evaluation (Belfiore and Bennett, 2010b).
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Thomsen, Dana Christine, and n/a. "Community-Based Research: An Opportunity for Collaboration and Social Change." Griffith University. Australian School of Environmental Studies, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20050323.174017.
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Natural resource managers are facing increasing challenges as environmental degradation accelerates and the need to integrate a broad spectrum of community experiences into management decisions is increasingly recognised. To help meet these novel challenges, this study explores how professional researchers and communities can combine their skills and learn to work in partnerships to achieve shared management goals. Community-based research involves people as citizen scientists, whereby citizens actively participate in research on local issues. The inclusive nature of community-based research has the ability to produce auxiliary benefits uncommon in conventional research. These include the development of social capital and social learning as the practice of citizen science empowers communities with new skills, knowledge and social networks, thus building capacity within communities to take an effective role in natural resource management. Community-based research also has the potential to enrich the range of management options available by increasing the breadth of accessible knowledge. However, despite much rhetoric about democratising science, little is known about the practice, value and problems of involving citizens as collaborators in natural resource management research projects. This thesis presents the findings from a comparative survey of the attitudes to community-based research held by 'citizen' scientists, on the one hand, and 'expert' scientists and natural resource managers, on the other. It also draws upon a multi-site case study, set in a diverse urban-rural catchment, where an integrated research program was established for different natural resource management agencies to work with each other and community groups to develop research protocols so that community groups could participate in assessing the health of catchment areas. This involved scientists, natural resource managers and community education/extension officers working with established community groups to develop and trial modified scientific methods for the environmental monitoring of catchment and estuarine areas. This inter-agency/community project was continued as a case study site into the second and third years of research and was augmented in the second and third years by focusing on two of the initial community groups as second and third case study sites in their own right. Synthesis of both survey and case study analysis reveals that, despite resource and attitudinal barriers, community-based research can ensure access to local knowledge and increased relevance of research. In addition, many participants most valued the increased feeling of connection towards their local environment and community. I argue that citizen/expert collaboration is key to successful community-based research and best achieved in an atmosphere of mutual respect where all participants are seen as co-researchers. However, participatory intentions are unlikely to be acted upon without sufficient opportunity. Thus, the process of research must be re-defined from that associated with positivist science to include a greater range of participants and activities in an adaptive manner. This more inclusive and reflective approach seems most likely to ensure the quality and utility of research data, the knowledge sharing and social learning, and the enjoyable atmosphere that underpin successful citizen/expert interactions. Certainly, the ability to draw upon and create social capital is vital. The integration of these findings enabled the development of guidelines for effective collaboration between citizens and experts when addressing catchment management issues and undertaking participatory research.
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Spaan, Mathew. "The Role and Structure of Mediating Entities in University-Community Partnerships: An Examination of Urban Routes." ScholarWorks@UNO, 2004. http://louisdl.louislibraries.org/u?/NOD,160.
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Thesis (M.P.A.)--University of New Orleans, 2004.<br>Title from electronic submission form. "A thesis ... in partial fulfillment of the requirements for the degree of Master of Public Administration."--Thesis t.p. Vita. Includes bibliographical references.
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Kanko, Ivonne G. "Perceptions of Community-Based Participatory Research from Community and Academic Members." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3396.
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Community-based participatory research (CBPR) is an increasingly popular form of public health research. However, little is known about the application of CBPR and the levels of involvement for partners in specific phases of the partnership. This phenomenological study addressed the application of CBPR from the perspectives of 7 academic researchers and 6 community members experienced in CBPR. Arnstein's ladder of citizenship participation and the community coalition action theory provided the framework for the study. Semi-structured interviews addressed participants' levels of involvement in the CBPR process, as well as challenges, concerns, successes, and recommendations for improvement. Interview transcripts were analyzed by identifying recurrent themes relevant to the experience of being a CBPR partner. These themes were then used to develop descriptions of their experience. Results indicated that participants knew the term CBPR and had experienced it, but not all participants understood the depth of CBPR and how much bargaining power they could have for their community. Sustainability of partnerships and programs was a major concern. Ethical problems were also raised regarding the long-term commitment to projects and the need for CBPR partnership evaluation. Results may be used to strengthen awareness of the principles of CBPR to advance culturally tailored public health interventions.
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Williams, Shaun. "Game based pedagogies and the volunteer coaching community : (re)imagining coach learning and knowledge through a collaborative approach." Thesis, University of Bath, 2017. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723316.
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Collaborative action was undertaken in response to the continued criticisms of formal coach education. It is strongly felt that we can no longer merely criticise what is not happening in terms of coach learning, but a key requirement now is to demonstrate other options. In the UK up to 80% of coaches are volunteers who reach out to around eight million people involved in sport. This valuable workforce is largely forgotten and the bureaucratic structures which oversee formal coach education are merely concerned with quotas and income generation. A fundamental problem with formal coach education is the way in which learning is decontextualized and a knowledge deficit remains. Coaching is multifarious and complex and we need to consider better ways in terms of how we prepare people for this. The Coach Learning and Development (CLAD) programme was devised and implemented in October 2013 to May 2014 at a community rugby club in Wiltshire. Over this 8 month period a range of strategies for coach learning were integrated into CLAD to evidence methods which benefitted the transition of knowledge(s). The theoretical endeavours of Basil Bernstein are introduced to SCR for the first time, particularly the ‘pedagogical device’ to understand, theorise and develop insight into the type of educational contexts that can better support the learning of volunteer coaches. Findings suggest that CLAD as collaborative action learning was successful in transforming coaches to engage with more positive and contemporary forms of coaching pedagogy. Namely ‘game based pedagogies’ argued to be theoretically underpinned by the ‘constraints based approach’. Empirical insights are given in the hope that this can spur further methodological enquiries that move beyond the mere criticism of coach education. SCR needs research endeavours that shift beyond the ‘bricolage’ where knowledge is transferred into the real world to influence real change. Therefore, the findings also draw on the pivotal features of CLAD to not only support more value laden research commitments, but to inform policy developments and practice that can re-configure more successful outcomes for coach education and coaches.
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Wilding, Nicholas Crispin. "Toward the digital wilds : experiments in social learning with 'Fiery Spirits Community of Practice'." Thesis, University of Bath, 2013. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589648.
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The thesis presents and inquires into a first person research story about the development of a ‘Community of Practice’ for asset-based rural development practitioners from across the UK and Republic of Ireland. It includes an account of how geographically remote members of the CoP were supported to come together over eighteen months to co-produce an online handbook called ‘Exploring Community Resilience’ (included as Appendix 1). Findings include: - Social networking and social media technologies can be powerful enablers of third and second person inquiry; - A compass tool (included here) can help hosts and curators make good design and facilitation choices as they host the emergence of complex, large scale social learning architectures (which this thesis calls ‘Digital Forests’); - Action researchers can benefit from developing skills as digital curators, producers of social media, and hosts of transformative learning processes; - Future generations of social media are likely to challenge the assumptions, methods and findings of this thesis. As we navigate our way into this fast changing future, it will be helpful to inquire into their impacts of new generations of digital technologies on our personal and collective psychological, cultural and social wellbeing.
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Farrell, Mary. "Collaborative research & development in the European Community BRITE-EURAM programme 1987-1994 : frameworks of innovation in Spain and the UK." Thesis, London School of Economics and Political Science (University of London), 1996. http://etheses.lse.ac.uk/1996/.
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This thesis applies the neo-functionalist theory of integration to a study of the European technology policy, taking the BRITE-EURAM programme as a case study. A three- level mode of analysis is used to examine actor behaviour: actors at the micro-level, national technology systems, and the European-level institutions. The study makes a comparative analysis of participation by two of the European member states, the United Kingdom and Spain, to examine the community building processes that operated in each. The national institutional system in which economic actors operate influences their behaviour, and the analysis of the European technology collaboration identified the political changes that took place within the context of particular national institutional systems. One variable that is key to the process of integration is the technological capability of the national system. At the supranational level, the ideology and ideas underpinning technology policy created a market-based community, excluding other interests. The effect is to compromise any attempt to upgrade the common interest through directing technology policy towards economic and social cohesion.
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Campbell, Joseph T. "Impacts of Collaborative Watershed Management Policies on the Adoption of Agricultural Best Management Practices." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1212012674.
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Runnels, Vivien E. "Experiences of Governance in the Context of Community-Based Research: Structures, Problems and Theory." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19936.
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Governance is a response to a recognition that traditional forms of decision-making have become inadequate to address complex societal and health problems generated by significant social and global changes (Chhotray & Stoker, 2009). The contributions of scientific and technical knowledge towards solving these complex problems have also been recognized as insufficient (Jasanoff, 2007). Community-based research (CBR) is an approach to research which is designed to make use of the knowledge of community and university members and their participation and collaboration ―in all phases of the research process, with a shared goal of producing knowledge that will be translated into action or positive change for the community‖ (Lantz, Israel, Schulz & Reyes, 2006, p. 239). However, although the contributions of lay knowledge have been acknowledged, how governance or collaborative decision-making is arranged in the context of community-based research is not well described in the literature. In order to address this knowledge gap, a study was undertaken in which in-depth interviews were conducted with community and university members of Canadian CBR collaborations to determine their governing experiences. Results are reported in a thesis by research papers. The first paper focuses on describing the governance structures that CBR collaborations used. In the second paper, the nature and content of problems which occurred in governing CBR collaborations, point to the importance of theory for conceptualizing and solving governance problems. To develop a theory of participation in governance of community-based research, the third paper uses Arnstein‘s theory of participation to propose a grounded theoretical basis for implementing participation in governance of CBR collaborations (Arnstein, 1969). Governance is a means of organizing, shaping and steering a course of decision-making. Governance is a critical component in the organization of knowledge production. Study and theory of governance in community-based research may help in improving understanding and implementation of a critical population health practice.
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Whatley, Amanda L. "The Happy Kitchen: Community Designed Cooking Classes." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804956/.
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Equitable access to healthy food is a multifaceted issue faced by many underserved populations. Intimate understanding of individual communities’ food practices allows for the creation of community-based interventions that elaborate upon specific needs and desires. Through collaborative research and action, this study aims to become better informed of the current eating habits of community members participating in The Happy Kitchen program at Wesley Rankin Community Center in West Dallas, how those habits have changed over time, and the factors that contribute to access and utilization of a healthy diet. This research seeks to develop a dialectical relationship between the participants and GROW North Texas to design relevant cooking classes and interventions in West Dallas; thereby increasing access to and consumption of nutritious food.
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Orth, Patricia Biddle. "Organizational change in the United States Forest Service| The role of community collaboration." Thesis, Colorado State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3746123.
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<p> Over the last three decades, collaboration has come to the fore as a way to address natural resource management problems that are often complex and contentious. As such, a new way of doing business has emerged for the United State Forest Service (USFS) as it engages community members in collaborative governance arrangements created to address forest management issues. USFS field-level personnel and the community stakeholders involved in collaborative governance arrangements expend valuable and limited resources to obtain collaborative outcomes. Field observations suggest that in order for collaborative outcomes to be durable and maintain longevity, changes must occur at the organizational level. However, few existing studies that document organizational changes made by natural resource land management agencies as a result of the agency’s engagement in collaborative governance arrangements with community stakeholders. This dissertation provides theoretical and practical insights into the organizational changes occurring at three USFS field offices.</p><p> This exploratory, qualitative study employs a case study approach and semi-structured interviews were conducted with agency personnel and non-agency stakeholders. Document analysis of meeting minutes and personal observation data were also conducted. The data yielded the richest results when interpreted through three overarching theoretical lenses: organizational change, public administration, and collaborative governance. The results revealed that organizational changes are occurring at the field-level as a result of the actions of individual actors as they cross organizational boundaries. The outcomes of these changes can be beneficial to the agency, but a cautionary tale is presented suggesting that collaborative processes may impede, if not derailed, by power imbalances. The role of trust, or more accurately, the lack thereof, and its ability to change organizational boundaries and create power imbalances in the shared decision-making arena emerged as finding of importance to land managers and collaborative governance theory.</p><p> This dissertation advances the scholarly and practical knowledge of organizational change by presenting empirical evidence of the impact of community collaboration on federal natural resource agencies. It is necessary for the leadership of the USFS to understand their role in the collaborative process and to understand how and why these changes are taking place if they are to be sensitive to the added pressures and tensions that collaboration brings to their individual staff members. Managers in the USFS will need to be cognizant of the attributes of trust and should encourage their staff to build trust with stakeholders if they wish to maintain equitable power positions in the shared decision-making process. Future research that provides evidence of the linkage between organizational change, trust, and power would be useful in further understanding how the collaborative process and the collaborative behavior of individuals in natural resource management links to the outcomes of collaboration. </p>
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Henry, Lynette M. "Just Love| A Collaborative Evaluation of a Faith-Based School-Family-Community Partnership Through the Voices of the Children." Thesis, University of South Florida, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3633108.
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<p> Faith-based school-family-community partnerships have been a federal mandate over the past decade, yet little has been written about the outcomes of these faith-based partnerships. A need exists to understand if the potential in these faith-based partnerships is indeed realized in positive outcomes for students and schools. The purpose of this study was to evaluate a faith-based school-family-community partnership, Just Love. Just Love is a faith-based school-family-community partnership between a large suburban church and a Title 1, urban elementary school, Charisma Elementary School (Charisma ES), implemented in what is considered a "failing school". Just Love's purpose was to have the volunteers from the church provide love, care, supportive adult relationships and service to the teachers, students, and parents of Charisma ES through a comprehensive, systemic program: <b>Just Mentor</b> (i.e., a school-based mentoring program), <b>Just Connect</b> (i.e., a classroom adoption program), and <b>Just Rewards</b> (i.e., a school wide student incentives/rewards and parent involvement program). The Bryan and Henry (2012) School-Family-Community Partnership Process Model was used in developing Just Love.</p><p> The Model for Collaborative Evaluations (MCE) was used in this evaluation to actively engage stakeholders during the evaluation process and to answer the evaluation questions. A mixed methods research design was used. Differences in student outcomes (i.e. academic, behavior and attendance) were examined between Charisma ES and another matching school without a faith-based school-family-community partnership were analyzed with descriptive statistics, paired T-tests, and mixed ANOVAs. Student outcomes were also investigated relevant to different aspects of the Just Love programs including adopted classrooms compared to non-adopted classrooms and mentored students compared to non-mentored students. </p><p> In addition, this study gave 20 children (i.e., mentees) who had experienced all aspects of the Just Love programs an opportunity to share their perceived satisfactions, experiences, challenges and recommendations regarding Just Love through the method of photo elicitation including picture selection and interviews. The transcribed data from the interviews and the pictures used in the photo-elicitation process were analyzed using thematic analysis with a focus on capturing the voices of the students.</p><p> Student outcome data were collected for three years from 2010-2013, with 2009 as a baseline year. The findings from the quantitative aspect of this study revealed that students in Charisma ES made significantly greater gains in reading than students in Joseph ES following the implementation of the partnership. Further, number of disciplinary referrals decreased dramatically at Charisma ES in contrast to Joseph ES whose disciplinary referrals increased. Attendance rates differed significantly between the two schools with students in Joseph Elementary School having higher attendance rates than students in Charisma Elementary School.</p><p> On average, both adopted and non-adopted classes made gains in reading in each of the three years although adopted classes appeared to have higher reading scores in 2011-2012 than non-adopted classes. The average number of disciplinary referrals per class was lower for adopted classes than for non-adopted classes in 2011-2012, one academic year after the Just Love partnership program was implemented. Concerning attendance, there were no significant differences in attendance rates between students in adopted and non-adopted classes at Charisma ES.</p><p> Mentored students at Charisma made significant improvements in reading. They also had a dramatically lower average number of disciplinary referrals than non-mentored students in 2012-2013, just two years after the Just Love partnership was implemented. When compared to non-mentored students, mentored students had significantly higher attendance than non-mentored students in 2011-2012, just one year after the Just Love partnership began. Further, attendance appeared to have a positive relation to the number of years students were mentored.</p><p> Findings from the qualitative aspect of this study were captured using thematic analysis of the children's perceived satisfactions, experiences, challenges and recommendations concerning Just Love. The six categories that emerged from the data were (a) perceptions of Just Love, (b) positive feelings, (c) positive relationships and connectedness, (d) classroom and school climate, (e) experiences, and (f) support and resources. Each of these categories comprised a number of themes that aligned with identified protective factors and developmental assets necessary for the resiliency of and successful outcomes for children. </p><p> Taken together, the findings reveal that Just Love, a faith-based school-family-community partnership contributed to improved student outcomes in reading achievement, behavior and attendance and provided important protective factors and developmental assets for the children in Charisma ES. The Just Love partnership program presents a viable model for schools, school districts, and faith-based and community organizations that have a desire to foster resilience in children at-risk, generate positive academic, behavior, and attendance outcomes for children and decrease the chances of children growing up and developing risky behaviors. Implications for practice, training, evaluation, policy, and future research are discussed. (Abstract shortened by UMI.)</p>
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Edstam, AnnaKarin. "Collaboration at a catchment level, a prerequisite for the implementation of the European Community Water Framework Directive?" Thesis, Linköping University, Department of Thematic Studies, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-2509.
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<p>The thesis studies one method, focus group discussions, for public participation in the starting of implementing the European Community Water Framework Directive at a catchment level. Focus group discussions can be used as a method for bringing relevant stakeholder-groups into the discussion and evaluation of different possible solutions to problems of managing local waters in order to lower nutrient emissions and stop eutrophication. Of special interest in the study is the participants’ development of collaboration and collaborative learning in the focus groups. Also of interest is their change in attitudes during the focus group process and their will to participate in similar settings. The thesis assesses the results of three questionnaires responded by focus group participants in a study carried out by the Swedish Water Management Research Programme, VASTRA. The participants represent stakeholders in Rönne å catchment in Skåne, and also the results from ten focus group discussions with the same participants.</p>
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Goldstein, Amanda L. "Community Engagement in Sustainable Design: A Case Study of the Oberlin Project." Oberlin College Honors Theses / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1307929303.
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McCuistian, Caravella. "Community Collaboration Addressing Transactional Sex and HIV Prevention Among Substance Using Women." University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1561995981627949.
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Chauhan, Vipin. "Knowledge brokering : an insider action research study in the not-for-profit sector." Thesis, Loughborough University, 2018. https://dspace.lboro.ac.uk/2134/35556.
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This study contributes an original, practice-based analysis of knowledge brokering in inter-organisational communities of practice in the not-for-profit sector. Defining characteristics of the not-for-profit sector include its social values, principles and practices. Existing literature understates or overlooks the significance of values and principles that are manifested in and enlivened through every day social practices and practitioner encounters. The study contributes by presenting knowledge brokering as a knowledge sharing intervention which integrates people, processes, values and principles into practice. Knowledge brokering and other practice interventions in the not-for-profit sector have to align with its social mission, if they are to be compatible and effective. This is especially so in multi-agency partnerships and inter-organisational communities of practice where collaboration and co-existence rather than assimilation are the primary objectives. This study finds that values-compatible knowledge brokering interventions, boundary bridging, co-creation, common artefacts and knowledge sharing, enable inter-organisational communities of practice to evolve without sacrificing individual autonomy. Foundational knowledge brokering literature emphasises the structural position of the knowledge broker, their knowledge superiority and the benefits they accrue by operating on the periphery of a social network. The study contributes by arguing that knowledge brokering processes and roles can be examined through an alternative practice lens with the knowledge broker as an internal co-practitioner located within a network. The study was carried out in a new, time-limited multi-agency partnership project in the not-for-profit sector. The partnership constituted an inter-organisational community of practice comprising advice, information and support agencies that had agreed to work collaboratively to improve local services. The author was employed as the project s Knowledge Management Officer and carried out the study over a two year period using an insider action research approach. As an insider practitioner-researcher, the author contributed to the project s objectives, worked collaboratively with practitioners and gathered rich data. Action and research occurred simultaneously and the iterative processes enabled the cumulative learning to inform, develop and analyse the practice. The combination of using insider action research approach, an examination of knowledge brokering as a practice intervention and a multi-agency, not-for-profit setting, makes this a unique practice-based study untapping knowledge management lessons from the not-for-profit sector.
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Karpen, Lalita. "Impact of Professional Learning Community on Coteaching." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1691.
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A professional learning community (PLC) is designed to increase pedagogical knowledge and encourage collaboration amongst teachers. Many schools are using a variety of PLCs to increase collaboration and improve teaching and learning. The study school implemented a PLC, but collaboration and effective coteaching practice have not improved. Guided by social constructivism and social cognitive learning theories, the goal of this research was to explore coteachers' perceptions, attitudes, and beliefs about the overall effectiveness of the PLC coteaching model to improve instructional strategies. A qualitative case study with semistructured interviews to collect data and a narrative analysis for reporting was utilized. The population was limited to 5 general and 4 special education teachers. A hand analysis method was used to identify and code recurring themes before using thick description to report the findings. The findings showed that the teachers perceived an ineffective PLC implementation, a lack of coteaching training and collaboration, and a lack of administrative support. Improvements in these areas are needed to boost the effectiveness of the coteaching model. The findings from this study led to a project consisting of a series of professional development workshops for coteachers and school leaders. The goal of the project is to eliminate barriers to coteaching practice and create an effective PLC. This study may bring about positive social change by providing insight into understanding how an effective PLC, administrative supportive, and meaningful professional development can enhance coteaching practice. This knowledge can provide school leaders with insight to make adaptations to coteaching practice that may lead to positive student learning outcomes.
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Hall, Sarah Hippensteel. "Citizen Professionals: The Effective Practices of Experts Helping Community Organizations." [Yellow Springs, Ohio] : Antioch University, 2010. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1277993862.
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Thesis (Ph.D.)--Antioch University, 2010.<br>Title from PDF t.p. (viewed July 22, 2010). Advisor: Richard Couto, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy, March 2010."--from the title page. Includes bibliographical references (p. 155-165).
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Bava, Saliha. "Transforming Performances: An Intern-Reseacher's Hypertextual Journey in a Postmodern Community." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/25951.
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I present the dissertation web as a montage of a postmodern inquiry of my doctoral internship and research experiences—concerns and jubilation—positioned within the discourses of <a href="site_map2.htm#2">postmodern</a>, dissertation, academia, experimentalism and cyberspace innovations among others. I create a <a href="site_map2.htm#3">social constructionistic</a> interactive interplay, using <a href="site_map2.htm#5">hypertext</a>, among my various voices of an intern, a researcher and a person.
In the dissertation web—my inquiry—I practice the characterization of postmodernism on numerous fronts—subject of study, context of study, methodology and re-presentation of the inquiry. Implicitly and explicitly, I articulate the various characterizations of postmodernism in my inquiry by challenging the traditional research practices (meta<a href="site_map2.htm#4">narratives</a>). I challenge the traditional praxis by alternate per<b>form</b>ances of research practices such as studying myself in a cultural context of an internship using the methodology of <a href="site_map2.htm#11">autoethnography</a> and performance.
The <a href="site_map2.htm#5">hypertext</a> docuverse is a further characterization of postmodernism in the styles and structures that are used for re-presentation of the narratives. The styles of narration I useâ such as words and graphics, prose and poetry, first person conversational texts, narratives and collages—blur the boundary of "academic" writing, literature, and art.
The hypertext is intended as a <a href="site_map2.htm#6">metaphorical</a> experiential, intertextual journey of an <a href="site_map2.htm#12">intern</a> and a <a href="site_map2.htm#14">researcher</a>. Rather than a fixed structure, I create numerous structures of possible structures to privilege the readers' <a href="site_map2.htm#1">navigational</a> choices. I anticipate that the reader's choices in the virtual space might create a sense of meaning-transformation as one traverses through the dissertation web, thus, valuing <a href="site_map2.htm#8">fragmentation</a> and connection as aspects of sense-making, which are contextualized (among others) by the reader's meaning frames and my hypertextual <a href="site_map2.htm#7">performances</a>.
The dissertation is submitted in three formats—exclusive dissertation web.pdf, intertextual dissertation web.pdf, and xml version. The<b> <i>exclusive dissertation web.pdf</i> </b>is a web capture in pdf format of all the "files" that compose the dissertation web created in html. The <i><b>intertextual dissertation web.pdf</b> </i> is a web capture of my dissertation along with the capture of external web resources that contextualize my dissertation web, thus illustrating the intertextuality of hypertexts by making the dissertation part of the larger textual web.
Due to the web capture, the "docuverse" is nonlinear and the pages do not follow any particular or author predefined sequences. So, <i>please use the internal links or the bookmarks to read or browse the dissertation web</i> rather than scroll from the first "page" to the last "page" of the pdf formatted docuverse. The third version in xml will be made available at a later date. An html version of the dissertation is available directly from the researcher-author.
CAUTION! The links from the abstract may be broken due to archiving of the dissertation web.<br>Ph. D.
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Thacker, Brandon K. "A Methodological Analysis of Research into the Effect of Professional Learning Community on Student Academic Achievement." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6442.
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This study analyzed all published research articles examining the relationship between professional community efforts (plc) (used here as a broader category than, but inclusive of, Professional Learning Communities or PLCs) and student academic achievement (SAA) that reported primary research findings published before January 1, 2015. This study specifically identified primary, quantitative studies of SAA that in context are plc, but which may or may not be labeled as such, that were published before January 1, 2015. Analyses examined how many studies of plc and SAA were of a descriptive, correlational, causal comparative, quasi-experimental,or experimental design type, evaluated the internal validity of their findings, and assessed the generalizability of each study based on normative expectations of implementation and study design type. Each of the 57 studies meeting the inclusion criteria were evaluated using a Design and Quality of Implementation Matrix. Findings indicated that none of 57 primary research efforts examining plc and SAA exhibited acceptable levels of generalizability. For articles demonstrating high design and implementation scores, threats to external validity are presented and discussed. Recommendations are provided for improving the generalizability of research in plc.
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Burton, Lindsay Julia. "Community-based early learning in Solomon Islands : cultural and contextual dilemmas influencing program sustainability." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:b9c96049-ea5d-47e3-b74c-951cd22bb090.
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The Solomon Islands (SI), a small developing nation in the South Pacific, demonstrates an emergent community-based kindergarten model with the potential to promote context and culture relevant early learning and development. SI early childhood education (ECE) particularly rose in prominence with a 2008 national policy enactment requiring all children to attend three years of kindergarten as prerequisite for primary school entry. However, these ECE programs remain severely challenged by faltering community support. Internationally, many ECE programs dramatically resemble a universalized Western-based model, with a decidedly specific discourse for “high quality” programs and practices for children ages 0-8. Often these uncritical international transfers of Euro-American ideologies promote restricted policies and practices. This has resulted in a self-perpetuating set of practices and values, which arguably prevent recognition of, and efforts to reinvent, more culturally-relevant, sustainable programs for the Majority World. Based on the Kahua region (est. pop. 4,500) of Makira-Ulawa Province, this collaborative, ethnographically-inspired, case study explores how community characteristics have affected the cultural and contextual sustainability of community-based ECE in remote villages. The study traces historical and cultural influences to present-day SI ECE. Subsequently, it explores the re-imagined SI approach to formal ECE program design, remaining challenges preventing these programs from being sustained by communities, and potential community-wide transformations arising from these initiatives. To achieve this, the study collaborated with stakeholders from all levels of SI society through extensive participant-observations, interviews, and participatory focus groups. Findings aspire to enlighten regional sustainable developments and resilient behaviors relating to ECE. Key research findings suggest five overarching principles influencing kindergarten sustainability: presence of “champion” for the ECE vision; community ownership-taking, awareness-building, and cooperation-maintenance; and program cultural/contextual sensitivity and relevance. These elements were found to be strongly linked with an intergenerational cultural decay in the Kahua region, as conceptualized through a model of Cyclically-Sustained Kindergarten Mediocrity.
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Gagnon, Elizabeth. ""Right People, Right Place, Right Time": Exploring the Creation of Synergy within the EnRiCH-Québec City Partnership." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/30687.
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Many public health and social issues faced by society today are multifaceted and require joint and collaborative efforts through health promotion partnerships. Community-based participatory research (CBPR) is one strategy that consists of engaging community stakeholders from various sectors to pool their expertise and resources in addressing health and social issues holistically. The literature indicates that the effectiveness of partnerships, such as those established within CBPR initiatives, is influenced by collaborative mechanisms that promote the creation of synergy among partners. There is, however, a lack of knowledge with regards to synergy and its key determinants in the context of health promotion partnerships. This qualitative thesis study is conducted as part of The EnRiCH Project, a CBPR initiative conducted in four communities across Canada, which aims at enhancing resilience and preparedness for disasters among high-risk populations. It explores the creation of synergy through the study of dynamics of collaboration shaping the EnRiCH-Québec City partnership and influencing its ability to leverage community resources for emergency preparedness. Emergent themes highlight that optimal collaboration in the EnRiCH-Québec City partnership is about having the “right people, in the right place, at the right time”. These findings provide evidence to inform community stakeholders, researchers and decision-makers on the dynamics of synergy creation and its implications for partnership growth and effectiveness.
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Traviss, Nora M. "Integration of Analysis and Deliberation to Evaluate Biodiesel Occupational and Environmental Exposures." Antioch University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1216924432.
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Curry, Elizabeth A. "Communicating collaboration and empowerment a research novel of relationships with domestic violence workers /." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001203.
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Heshmati, Rafsanjani Hamed. "An interpretive study of the co-creation of knowledge in an online community." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/an-interpretive-study-of-the-cocreation-of-knowledge-in-an-online-community(2a33dcfe-a186-4c5d-8395-7d6df324c92a).html.
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The advances in online technology has revolutionised online communication. As a result of new emerging web technologies virtual interactions have taken a much more interactive structure. These improvements in technology provide richer communication experiences for the users. Online communities, with the aid of new web 2.0 technology, provide the ideal environment for knowledge sharing. It is the interaction and communication between users of such communities that triggers information and knowledge sharing. Knowledge and information sharing sets the foundation for knowledge creation and co-creation. Meanwhile knowledge is known to be one of the greatest assets of any company or organisation. A significant amount of research has been dedicated to knowledge management. Nevertheless little research has been done to explore knowledge creation and co-creation, particularly in an online community setting. This research is investigating the idea of knowledge co-creation within an online community environment. Knowing that knowledge itself is a subjective entity, which cannot be objectively measured or quantified, the research takes an interpretive approach to finding out how this knowledge is co-created by the users of online communities. One of the main significant factors of this study is that it has used a unique and novel research method to tackle what appears to be a difficult subject. The research uses an interpretive case study method, however without any data collection. The investigation will be exclusively interpretive and philosophically evaluated based on the relevant literature and a set of principles introduced by Klein and Myers (1999). These principles were introduced as a guideline for conducting and evaluating interpretive studies in information systems. Using Klein and Myers’ principles has the advantage of being based on a well-established contemporary literature in information systems (IS) research methodology. The principles have not been used in an exclusively exploratory and interpretive research before. This itself is a major methodological contribution for future researchers to utilise as a practical example. The study develops a conceptual framework around knowledge co-creation, online communities and the technology. This framework is based on a proposed RECI model offered for knowledge creation in online communities. It also investigates the role of technology in the co-creation process. Finally it proposes a set of characteristics and guidelines that facilitate knowledge co-creation in online communities. These characteristics and guidelines would help design and implement future knowledge co-creating online communities, for example, e-learning and knowledge management systems. Furthermore the research lays the foundations for introducing the knowledge co-creation theory within online communities by proposing the initial hypothesis. Subject to appropriate future research and testing, the hypothesis can be developed into a practical theory.
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Johansson, Agnes, and Aleksandra Voronenko. "Creating a sense of normality : A quantitative study examining how a digital collaborative tool impacts students’ experiences in online synchronous group discussions." Thesis, Jönköping University, Tekniska Högskolan, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53312.
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Purpose – The unexpected yet drastic influence of the COVID-19 pandemic resulted in a rapid transition of education to be conducted in digital environments. Replacing face-to-face classrooms with synchronous online learning requires a number of appropriate adjustments which were heavily restricted by the urgency of this global change taking place. With theobserved issues of student participation and involvement in online learning, the purpose ofthis research was to investigate the potential that digital collaborative tools have and if theycan improve the quality of online group discussions among students aged 12 to 16 years old. Method – This study employs a quantitative data collection approach and makes use of the Community of Inquiry framework. A close-ended questionnaire based on the Community of Inquiry survey tool was used to collect students’ impressions and attitudes after they hadparticipated in the experimental study. The experiment consisted of control and experimental groups that partook in online group discussions as part of a regularly scheduled lesson. Findings – Digital collaborative tools were found to change the way in which students experience online group discussions. The attained rates of the Community of Inquiry were overall higher among students in the experimental group. Our findings tested to be statistically significant together with the effect size falling between medium to large extent. This further supports the notion that digital collaborative tools bring in a positive difference into online group discussions and have a potential to increase the quality of online learning when implemented carefully and thoughtfully. Implications – This study emphasizes the importance of developing a clear strategy of how to implement suitable digital collaborative tools into online learning in the most optimal manner that would increase the quality of online learning. This paper can be considered as a startingpoint for future research that could construct further knowledge within the field and extend our findings by investigating other aspects that have an influence on and can have beneficial effects for younger students in online education.
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Mbongwe, Bathsheba Basathu. "Power-sharing partnerships : teachers’ experiences of participatory methodology." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/24127.
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I investigated the experiences of teachers as co-researchers in a long-term partnership with university researchers in an asset-based intervention project known as STAR1. The goal of STAR is to investigate how teachers can promote resilience in scare-resource and high need schools. To inform participatory research methodology, I explored and described how coresearchers (teachers) experience power relations. I conducted the participatory reflection and action (PRA) study by using feminist standpoint theory as guiding epistemological paradigm, Gaventa’s power cube as theoretical framework and participatory research as methodological paradigm. I conveniently chose two cohorts (schools) in the STAR project to partner as the unit of analysis. I thus applied convenience sampling to select information-rich cohorts. The schoolcohorts included a primary school in the Eastern Cape Province and a secondary school in a remote area in the Mpumalanga Province. I then purposefully selected participating coresearchers (n=15: 14 females, 1 male) from the participating schools. Over a two year period, I employed multiple PRA data generation techniques (observation, four focus groups and two semi-structured interviews) and documentation procedures (field notes, research journal, visual data and verbatim transcriptions). I used thematic analysis and categorical aggregation for data analysis, with three themes emerging. In terms of the nature of power in participatory partnerships, co-researchers expressed factors which influenced power and partnership in a participatory project. For co-researchers, these factors enabled them to experience a sense of power-sharing. Regarding the role of agency in relation to power and partnerships, co-researchers indicated that agency resulted from power-sharing and partnerships they had established. The agency meant that they took action through leadership to empower others in school-communities. Co-researchers’ meaning-making of power and partnerships culminated in their construction of power in a participatory project as both a way in which their working environment enabled them to do what they wanted to do, and also as a personal space where they felt capable and had initiative to coordinate project activities. Findings of this study correlate with existing literature where (i) power is seen as the ability of actors to express and act on desires, (ii) power can be redistributed as action for inclusive benefits, (iii) partnerships imply balancing time, and (iv) partnerships evolve over time, are dynamic and involve issues of trust and confidence. In contrast to existing knowledge on power in participatory research, I found that teachers did not view power as dominance or as exclusively owned. I developed a framework of power sharing partnerships to extend Gaventa’s power cube theory. This framework, and its five interrelated elements (leadership as power, identifying vision and mission, synergy, interdependent role of partners, and determination), provide insight into the way co-researchers shared their experiences of participatory research methodology. I posit an evidence-based conceptualisation of power as leadership where community partners play influential roles as co-researchers. I theorise power sharing partnerships as a complimentary platform hosting partners’ shared strengths, skills and experience, creating synergy in collaborative projects. I argue that synergy in power sharing partnerships relies on recognition, appreciation and mutual respect inherent in interdependent roles of partners. Furthermore, the power sharing partnership framework explains how power and partnership depends on determination amongst partners which manifests as agency to drive social change.<br>Thesis (PhD)--University of Pretoria, 2012.<br>Educational Psychology<br>unrestricted
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Koenig-Wiśniewska, Anna. "Stratégies de collaboration pour un écrit intéractif en FLE dans une communauté virtuelle d'élèves blogueurs." Thesis, Aix-Marseille 1, 2011. http://www.theses.fr/2011AIX10217/document.
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Cette thèse relevant du domaine de la Didactique des langues (français langue étrangère) concerne l’apprentissage/enseignement enrichi par les TICE. Elle définit et analyse les stratégies de collaboration pour un écrit interactif, pratiquées par une communauté virtuelle d’élèves blogueurs. Le cadre théorique s’inscrit dans la perspective actionnelle (CECRL), instrumentée des TICE, et il embrasse les réseaux sociaux et leur application dans l’éducation, les caractéristiques de l’écrit interactif en tant que nouveau cybergenre. La méthodologie appliquée est principalement qualitative et relève de la recherche-action et, en particulier, de la recherche-développement appliquée à la conception de ressources multimédia. La construction d’un blogue communautaire a permis le recueil des données pour la partie empirique. Dans cet environnement numérique d’apprentissage, des élèves de 15 à 17 ans de Pologne, Ukraine, Tchéquie et Italie, stimulés par un scénario d’apprentissage, ont réalisé des interactions écrites pendant huit mois. La recherche a montré que les extensions intégrées au blog ont facilité l’émergence d’une communauté d’apprentissage. Elle a également montré comment ces artefacts ont été exploités, en se concentrant notamment sur une analyse des stratégies mobilisées pour l’écrit, ainsi que les caractéristiques de cet écrit interactif produit<br>This dissertation belongs to the field of foreign language didactics (French as a foreign language) and it focuses on the use of ICT in learning and teaching. Its objective is to define and analyse the collaborative strategies in interactive writing practiced by a virtual community of blogging students. The theoretical framework is mainly qualitative, based on the principles of action research and more specifically Research and Development. The data for empirical studies were collected through a digital learning environment – a Communitarian Blog, specifically constructed and enriched with different plug-ins. In this learning environment, students, aged 15-17, from Poland, Ukraine, Italy and the Czech Republic, stimulated by a learning scenario, developped written interactions for eight months. The study has demonstrated that the added extensions have facilitated the emergence of a new learning community. It has also shown how the added artefacts have been used, allowing for an extensive analysis of the strategies mobilised for writing and the characteristics of this interactive writing
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Melvin-Campbell, Kelly Marie. "Who Is Talking With Whom? Community Policing and Inter-Agency Collaboration In A Rustbelt Secondary City: A Case Study." Case Western Reserve University School of Graduate Studies / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1544129825644603.
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Gordin, Patricia C. "An instrumental case study of the phenomenon of collaboration in the process of improving community college developmental reading and writing instruction." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001742.
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Hjorth, Isis Amelie. "Networked cultural production : filmmaking in the Wreckamovie community." Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:c5baae87-6667-463a-bef2-b22d25c75896.
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This thesis challenges core assumptions associated with the peer production of culture using the web-based collaborative film production platform Wreckamovie to understand how peer production works in practice. Active cultural participation is a growing political priority for many governments and cultural bodies, but these priorities are often implemented without a basis in empirical evidence, making it necessary for rigorous scholarship to tackle emerging networked cultural production. Existing work portrays peer production efforts as unrealistically distinct from proprietary, market-based production, incorrectly suggesting that peer production allows distributed, non-monetarily motivated, collaboration between self-selected individuals in hierarchy-free communities. In overcoming these assumptions, this thesis contributes to the development of a consolidated theoretical framework encompassing the complicated and multifaceted nature of networked cultural production. This theoretical framing extends Bourdieu’s theory of cultural production and reconciles it with Becker’s Art Worlds framework, and further embeds and draws on Benkler’s notion of commons-based peer production. Concretely, this research tackles the emergence of new collaborative production models enabled by networked technologies, and theorizes the tensions and challenges characterizing such production forms. Secondly, this thesis redefines cultural participation and considers the divisions of labour in online filmmaking materializing from the interactions between professional and non-professional filmmakers. Finally, this study considers the social economies surrounding networked cultural production, including crowdfunding, and characterizes associated conversions of capital, such as the conversion of symbolic capital into financial capital. Methodologically, this thesis employs an embedded case study strategy. It examines four feature film productions facilitated by the online platform Wreckamovie, as well as the online community within which these productions are embedded. The four production cases have completed all production stages, and have resulted in completed cultural goods during the course of data collection. This study’s findings were derived from two and half years of participant observations, interviews with 29 Wreckamovie community and production members, and the examination of archived production-related discourses (2006-2013). Ultimately, this study makes concrete proposals towards a theory of networked cultural production with clear policy implications.
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Jacoby, Jill Beth. "Art, Water, and Circles: In What Ways Do Study Circles Empower Artists to Become Community Leaders around Water Issues." [Yellow Springs, Ohio] : Antioch University, 2009. http://etd.ohiolink.edu/view.cgi?acc_num=antioch1260285346.
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Thesis (Ph.D.)--Antioch University, 2009.<br>Title from PDF t.p. (viewed March 25, 2010). Advisor: Jon Wergin, Ph.D. "A dissertation submitted to the Ph.D. in Leadership and Change program of Antioch University in partial fulfillment of the requirements for the degree of Doctor of Philosophy 2009."--from the title page. Includes bibliographical references (p. 238-245).
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McIntosh, Tera Lynn. "Show and Tell: Using Restorative Practices and Asset Based Community Development to Address Issues of Safety and Violence." Antioch University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1355253798.
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Greer, Patricia A. "Elements of Effective Interorganizational Collaboration: A Mixed Methods Study." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1502545581350892.
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Geller, Rachel. "Schools Uniting Neighborhoods: Sustainability and Racial Equity in a Community Schools Initiative." Scholarship @ Claremont, 2018. http://scholarship.claremont.edu/scripps_theses/1210.
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Schools Uniting Neighborhoods (SUN), a collaborative initiative in Multnomah County, Oregon, combines the increasingly popular community school model with an innovative organizational structure to further two key goals: sustainability as an initiative and furthering racial equity. This thesis situates SUN within the context of American public education reform and existing literature on the positive outcomes, organizational structures, and leadership components of community schools. Building on past reviews of SUN and its outcomes, I use results from qualitative interviews with key stakeholders to provide insight into how its organizational structure contributes to the goals of sustainability and racial equity. I discuss the current state of SUN, future directions, and the relevancy of findings to other community schools initiatives and more generally, public education reform efforts.
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Williams, Jeffrey B. "Collaborative software and community building." Diss., Manhattan, Kan. : Kansas State University, 2005. http://hdl.handle.net/2097/87.
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Greenfield, David Public Health & Community Medicine Faculty of Medicine UNSW. "The technologisation of practice in early childhood nursing : collaborating for innovation and change." Awarded by:University of New South Wales. School of Public Health and Community Medicine, 2004. http://handle.unsw.edu.au/1959.4/20518.
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There is a need for research to understand change processes and knowledge management in health service organisations, and indeed public sector organisations in general. This research seeks to explain how knowledge becomes formulated and thereby mobile, and also how practice has come to be established, visibilised and thereby sustained in a specific context. Exploring practice within a health service organisation, and in particular a public health service organisation, is a particular feature of this research. The research demonstrates how collaboration becomes necessitated under pressure of enacting increasingly complex work activities, an outcome being changing practices and extended accountability relationships which enacts discipline while realising expertise. Using an ethnographic approach, the research explores how the practice of early childhood nursing in the South Western Sydney Area Health Service became a specialised expert undertaking. The research examines how change has occurred, whereby early childhood nursing was refined from being one part of the generalist community nursing practice to being a specialised practice through the increasing technologisation of practice. The technologisation of practice refers to the artefacts, conduct and the processes through which the conceptualisation and enactment of early childhood nursing has become increasingly standardised. Through the technologisation of practice explicit knowledge becomes distributed within the artefacts for practice and tacit knowing becomes distributed across, and is continually enacted by, the collaboration of the practice community. There are four interrelated aspects to the technologisation of practice. Firstly, the technologisation of practice involves standardising the conceptualisation and enactment of practice through constructing a multi-dimensional practice resource within a community of practice. Secondly, the technologisation of practice involves the mobilisation and refinement of the multi-dimensional practice resource to realise a practice network involving extended relationships of accountability. These relationships of accountability are within a profession and also with other professionals. Thirdly, the technologisation of practice involves the ongoing enactment of accountability in a collaborative community of practice. The research shows that a team can become a collaborative community by constructing an accountability context, reorganising and facilitating the team, and then amalgamating the organising and service delivery activities through integrating formal meetings and informal interactions. Fourthly, the technologisation of practice involves the collaborative community assemblage and/or appropriation of further technologies into practice thereby strengthening the local and extended relationships of accountability and expanding the boundaries of practice. The research describes how the technologisation of practice is the enactment of a number of mutually enabling practice dualities, which together simultaneously discipline and realise expertise. The interrelated practice dualities are individual-community, subjective-objective, local-global, formal-informal and governmentality-communal self-governance. The situatedness of practice is shown to necessitate a subjectivity-objectivity duality, whereby individual and communal experience is drawn upon to see through the otherwise opaque nature of statistics and information. The alignment of practice with the broader organisation and professional colleagues realises a local-global duality, whereby the community's local understandings are informed and shaped by distant issues. The formal-informal duality is a mechanism by which practice is increasingly collaboratively conceptualised and enacted, and thereby standardised. Individual and communal 'expertise' becomes realised through the assemblage and appropriation of organising and transforming tools and artefacts, or alternatively technologies. At the same time, the community in defining the use of such technologies as competent practice is disciplining their own conduct. Through this action a governmentality-communal self-governance duality is realised as the nursing community pursues expertise while disciplining themselves; by engaging in collaborative interactions and using standardised technologies the community constructs and makes visible their knowing, practice and expertise.
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Hansson, Torsten. "Collaborative Community Engagement: Developing a framework towards community engagement through an online collaborative drawing platform." Thesis, Malmö högskola, Fakulteten för teknik och samhälle (TS), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23798.
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The thesis focuses on understanding the relationship between remotely collaborative team members and the community userbase. This is done through a series of experiments where both workshops and interviews led to the development of a framework. The methodology developed melded workshops and interviews together with evaluation and iteration periods in what is called ‘workshop rounds’. Prototypes transitioned into ‘living prototypes’ as they involved an actual set of live users which furthermore required high-fidelity implementation. The framework created established team-to-team communication with considerations for eventual users in an open dialog. Suggestions in different directions towards collaborative contributions completed the efforts of a scaffolding approach. The project is relevant to collaborative media methodology where the case studies constructed understandings in design research on the topic of remote collaboration in community engagement and development.
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Bishop, Alan Russell, and n/a. "Collaborative research stories : whakawhanaungatanga." University of Otago. Faculty of Education, 1995. http://adt.otago.ac.nz./public/adt-NZDU20070531.124559.
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This thesis seeks to acknowledge and address the concerns that Maori people voice about research into their lives. The present study shows that Maori people are concerned that the power and control over research issues of initiation, benefits, representation, legitimation and accountability are addressed by the imposition of the researcher�s agenda, concerns and interests on the research process. Such dominance of a Western orientated discourse is being challenged by a pro-active, Kaupapa Maori research approach. This approach is part of the revitalisation of Maori cultural aspirations, preferences and practices as a philosophical and productive educational stance and resistance to the hegemony of the dominant discourse in Aotearoa/New Zealand.
Kaupapa Maori research is collectivistic, and is orientated toward benefiting all the research participants and their collectively determined agendas. Kaupapa Maori Research is based on growing concensus that research involving Maori knowledge and people needs to be conducted in culturally appropriate ways, ways that fit Maori cultural preferences, practices and aspirations in order to develop and acknowledge existing culturally appropriate approaches in the method, practice and organisation of research. This thesis examines how a group of researchers have addressed the importance of devolving power and control in the research exercise in order to promote self-determination (tino Rangatiratanga) of Maori people. In the thesis I have talked with researchers who have accepted the challenge of positioning themselves within the discursive practice that is Kaupapa Maori. As a result, this thesis examines how such positionings challenge what constitutes a process of theory generation within the context of Aotearoa/New Zealand.
This thesis further seeks to examine a way of knowing that reflects what meanings I can construct from my positioning within an experiential Kaupapa Maori research matrix. My position within this matrix resulted from critical reflections on my participation in a research group with an agreed-to agenda, my participation within the projects considered in the narratives in this thesis, my talking with other research participants in the form termed "interviews as chat" and from our constructing joint narratives about their/our attempts to address Maori concerns about research in their practice.
The broad methodological framework used in the thesis is narrative inquiry for such an approach allows the research participants to select, recollect and reflect on stories within their own cultural context and language rather than in that chosen by the researcher. In other words, the story teller maintains the power to define what constitutes the story and the truth and the meaning it has for them. Further, this thesis seeks to investigate my own position as a researcher within a co-joint reflection on shared experiences and co-joint construction of meanings about these experiences, a position where the stories of the other research participants merged with my own to create new stories. Such collaborative stories go beyond an approach that simply focusses on the cooperative sharing of experiences and focusses on connectedness, engagement, and involvement with the other research participants within the cultural world view/discursive practice within which they function. This thesis seeks to identify what constitutes this engagement and what implications this has for promoting self determination/agency/voice in the research participants by examining concepts of participatory consciousness and connectedness within Maori discursive practice.
Whakawhanaungatanga (establishing relationships in a Maori context), is used metaphorically to give voice to a culturally positioned means of collaboratively constructing research stories in a �culturally conscious and connected manner�. The thesis explains that there are three major overlapping implications of whakawhanaungatanga as a research strategy. The first is that establishing and maintaining relationships is a fundamental, often extensive and ongoing part of the research process. This involves the establishment of �whanau of interest� through a process of �spiral dicourse�. The second is that researchers understand themselves to be involved somatically in the research process; that is physically, ethically, morally and spiritually and not just as a �researcher� concerned with methodology. Such positionings are demonstrated in the language/metaphor used by the researchers in the stories described in this thesis. The third is that establishing relationships in a Maori context addresses the power and control issues fundamental to research, because it involves participatory research practices, in this context, termed �Participant Driven research�.
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Mabitsela, Lethabo. "Exploratory study of psychological distress as understood by Pentecostal pastors." Thesis, University of Pretoria, 2003. http://hdl.handle.net/2263/30114.
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The study is an exploratory investigation of Pentecostal pastors' perceptions on psychological distress, using grounded theory. Semi-structured interviews were conducted with five senior pastors, of Pentecostal churches in Soshanguve township located near Pretoria in South Africa. Data was analysed using open, axial and selective qualitative research methods. Verification of the results by the participants enhanced the validity and reliability of the research. Results indicate that there seems to be certain similarities between the established frameworks in psychology and the worldview of pastors with regard to psychological distress. It seems as if the pastors share common views about psychological distress with the medical, interpersonal and cognitive schools of thought. Therefore, psychological distress would be regarded as impairment in the social and occupational life spheres. The pastors' referral patterns and strategies to deal with religious clients' psychological distress are discussed, as well as their limitations as mental health care workers for their communities. It is suggested that, to bring psychological services to the black community, psychologists form collaborative relationships with Pentecostal pastors.<br>Thesis (MA(Clinical Psychology))--University of Pretoria, 2003.<br>Psychology<br>unrestricted
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Neves, Pedro Miguel Salsinha. "Collaborative environment to support a professional community." Master's thesis, FCT - UNL, 2009. http://hdl.handle.net/10362/2306.
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Dissertação apresentada na Faculdade de Ciências e Tecnologia da Universidade Nova de Lisboa para obtenção do grau de Mestre em Engenharia Electrotécnica e de Computadores<br>Recent manufacturing roadmaps stress current production systems limitations, emphasizing social, economic and ecologic consequences for Europe of a non-evolution to sustainable Production Systems. Hence, both academic institutions and enterprises are committed to develop solutions that would endow enterprises to survive in nowadays’ extremely competitive business environment.
A research effort is being carried on by the Evolvable Production Systems consortium towards attaining Production Systems that can cope with current technological, economical, ecological and social demands fulfilling recent roadmaps. Nevertheless research success depends on attaining consensus in the scientific community and therefore an accurate critical mass support is required in the whole process.
The main goal of this thesis is the development of a Collaborative Environment Tool to assist Evolvable Production Systems consortium in such research efforts and to enhance Evolvable Assembly Systems paradigm dissemination. This work resulted in EASET (Evolvable Assembly Systems Environment Tool), a collaborative environment tool which promotes EAS dissemination and brings forth improvements through the raise of critical mass and collaboration between entities.
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Heggelund, Heidi Johansen. "A Collaborative Tool for Medical Research." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for datateknikk og informasjonsvitenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-13231.
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Medical researchers today often work in a highly collaborative environment. The methods used to collaborate often include face to face meetings, unnecessary e-mail discussions, and huge amounts of documents sent and received in order to cooperate, share and contribute to each others work. The collaboration gets even more challenging as researchers today often do not work from the same location. For this study, the purpose has been to explore if there are ways in which the everyday work of dementia researchers can be supported and made more efficient by the use of web-based collaborative tools. A case study including four researchers related to dementia research has been conducted. A series of interviews with the researchers were done, and based on the findings from these, a prototype has been suggested and evaluated by the participants. The main findings shows that there is a need for further support during collaborative and coordinating activities in order to make the research process more effective. A web-based collaborative tool made with the medicine 2.0 approach in mind is suggested, which includes social networking, supporting collaboration between different actors, and openness and sharing between these actors. The main finding from this study is that there is a need for improved methods to support the collaboration and coordination between dementia researchers. Allowing the researchers to create social networks including sharing and collaboration related to files was seen as effective. It had potential of reducing the time spent revising documents as a result of tagging and notification functionality, in addition to improve coordination between colleagues because the awareness of what other project members were doing increased. The study also shows that there is a potential in using patient-produces sources such as blogs and illness communities in research, specially within qualitative research and social welfare studies. A need to improve the visualization of available data during the examination phase was discovered, however the need was not so strong as for improving collaborative activities.
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Lynch, Kevin John. "Data manipulation in collaborative research systems." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184923.
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This dissertation addresses data manipulation in collaborative research systems, including what data should be stored, the operations to be performed on that data, and a programming interface to effect this manipulation. Collaborative research systems are discussed, and requirements for next-generation systems are specified, incorporating a range of emerging technologies including multimedia storage and presentation, expert systems, and object-oriented database management systems. A detailed description of a generic query processor constructed specifically for one collaborative research system is given, and its applicability to next-generation systems and emerging technologies is examined. Chapter 1 discusses the Arizona Analyst Information System (AAIS), a successful collaborative research system being used at the University of Arizona and elsewhere. Chapter 2 describes the generic query processing approach used in the AAIS, as an efficient, nonprocedural, high-level programmer interface to databases. Chapter 3 specifies requirements for next-generation collaborative research systems that encompass the entire research cycle for groups of individuals working on related topics over time. These requirements are being used to build a next-generation collaborative research system at the University of Arizona called CARAT, for Computer Assisted Research and Analysis Tool. Chapter 4 addresses the underlying data management systems in terms of the requirements specified in Chapter 3. Chapter 5 revisits the generic query processing approach used in the AAIS, in light of the requirements of Chapter 3, and the range of data management solutions described in Chapter 4. Chapter 5 demonstrates the generic query processing approach as a viable one, for both the requirements of Chapter 3 and the DBMSs of Chapter 4. The significance of this research takes several forms. First, Chapters 1 and 3 provide detailed views of a current collaborative research system, and of a set of requirements for next-generation systems based on years of experience both using and building the AAIS. Second, the generic query processor described in Chapters 2 and 5 is shown to be an effective, portable programming language to database interface, ranging across the set of requirements for collaborative research systems as well as a number of underlying data management solutions.
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Novak, Jasminko. "Collaborative knowledge visualisation for cross community knowledge exchange." [S.l.] : [s.n.], 2006. http://deposit.ddb.de/cgi-bin/dokserv?idn=981809944.
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