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Journal articles on the topic 'Practice-led inquiry'
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Power, Nigel. "You Can’t Get There From Here: Discovering Where to Begin a Practice-led Inquiry – Notes and Reflections from Thailand." Revista GEMInIS 13, no. 3 (2022): 58–70. http://dx.doi.org/10.53450/2179-1465.rg.2022v13i2p58-70.
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This article focuses critical attention on an often-overlooked aspect of practice-led research in art and design – how and where practice-led research projects begin. In particular, the article describes and discusses an MFA class in Visual Communication at a Thai University that provides a structured approach to producing what the author describes as good beginnings. Rather than resulting from the decision to continue existing approaches to practice or selecting a new topic for inquiry, the author argues that good beginnings emerge from an intensive period of pre-inquiry that, at one and the same time, invites students to engage with and unpack the motivations and concerns that underly their practices, explore these through practical experimentation, locate them within relevant theoretical contexts, and by so doing, begin the process of reimaging their practice-in-itself as a form of practice-as-inquiry. Working in a situation where artistic inquiry is dominated by conventional understandings of research and the hegemony of linguistic forms of the presentation of knowledge, the author pays particular attention to addressing the complex entanglements of words and works in the development of practice-led projects in a university setting.
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Rama, Jennifer A., Carla Falco, and Dorene F. Balmer. "Using Appreciative Inquiry to Inform Program Evaluation in Graduate Medical Education." Journal of Graduate Medical Education 10, no. 5 (October 1, 2018): 587–90. http://dx.doi.org/10.4300/jgme-d-18-00043.1.
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ABSTRACT Background Graduate medical education programs are expected to conduct an annual program evaluation. While general guidelines exist, innovative and feasible approaches to program evaluations may help efforts at program improvement. Appreciative Inquiry is an approach that focuses on successful moments, effective processes, and programs' strengths. Objective We implemented a novel application of Appreciative Inquiry and its 4 phases (Inquire, Imagine, Innovate, and Implement) and demonstrate how it led to meaningful improvements in a pediatric pulmonology fellowship program. Methods As part of the Inquire and Imagine phases, the authors developed an interview guide that aligned with Appreciative Inquiry concepts. Two faculty members conducted semistructured interviews with a convenience sample of 11 of 14 fellowship alumni. Interviews were audiotaped, transcribed, and reviewed. A summary of the findings was presented to the Program Evaluation Committee, which then directed the Innovate and Implement phases. Results Appreciative Inquiry was acceptable to the alumni and feasible with the authors' self-directed learning approach and minimal administrative and financial support. In the Inquire phase, alumni identified program strengths and successes. In the Imagine phase, alumni identified program changes that could aid transition to independent practice for future fellows (an identified program goal). Based on the results of the Appreciative Inquiry, program leadership and the Program Evaluation Committee selected improvements for implementation. Conclusions For small programs, Appreciative Inquiry is an innovative and feasible approach to program evaluation that facilitates actionable program improvement recommendations.
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Blair, Sheena E. E., and Linda J. Robertson. "Hard Complexities – Soft Complexities: An Exploration of Philosophical Positions Related to Evidence in Occupational Therapy." British Journal of Occupational Therapy 68, no. 6 (June 2005): 269–76. http://dx.doi.org/10.1177/030802260506800605.
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The practice of occupational therapy rests upon the ontological assumption that there is a relationship between engagement in occupation and health. Different traditions of knowing about and investigating this relationship are evident within the literature. The professional link with biomedicine has led to an adherence to positivistic methodologies but, as the profession has begun to generate discipline-specific knowledge, inquiry approaches consistent with interpretative and critical theory have become evident. This paper explores the nature of inquiry underpinning current practice. It suggests that contemporary developments have been a reaction to a climate of uncertainty, generated by rapid political, fiscal, technological and ideological change in the delivery of health and social care in the last four decades. From these rapid changes, different views of ‘best practice’ have developed: evidence-based, reflective and reflexive practice, each with its own source of knowledge and method of inquiry. It is postulated that each of these views has implications for education, practice and research.
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Kwon, Hyejin. "An inquiry into Perceptions and Dilemmas of Early Childhood Teachers on Child-led Play Practice." Journal of Children’s Media & Education 19, no. 2 (June 30, 2020): 109–31. http://dx.doi.org/10.21183/jcme.2020.6.19.2.109.
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Arora, Uma. "Deepen: A New ‘D’ for a More Generative Appreciative Inquiry." AI Practitioner 23, no. 2 (May 3, 2021): 73–87. http://dx.doi.org/10.12781/978-1-907549-47-2-11.
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Author Uma Arora uses scholarly personal narrative and critical incident methods to share insights that led her to add a new phase in appreciative inquiry interventions with her clients: Deepen. She explains when and how to use this ‘new D’ within AI, situating her thinking in the context of emerging OD theory and practice.
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Chung, Simmee. "A Reflective Turn: Towards Composing a Curriculum of Lives." LEARNing Landscapes 2, no. 2 (February 2, 2009): 123–38. http://dx.doi.org/10.36510/learnland.v2i2.299.
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This study is part of a larger inquiry (Clandinin & Connelly, 2000), attended to children’s, teachers’, and parents’ narratives of experience situated within institutional, cultural, and social narratives shaping particular school contexts. As one teacher engaged in an autobiographical narrative inquiry alongside her mother’s lived and told stories, she learned curriculum making is intergenerational and woven with identity making. This teacher’s narrative inquiry led her to new ways of knowing, reshaping her practice. The study illuminates the importance of attending to the interwoven, intergenerational stories of teachers, children and parents stories in co-composing a curriculum of lives.
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Gindin, Elia, Meaghan Van Steenbergen, and Douglas L. Gleddie. "Strangers No More: Collaborative Inquiry Through Narrative as Teacher Reflective Practice." LEARNing Landscapes 14, no. 1 (June 24, 2021): 83–95. http://dx.doi.org/10.36510/learnland.v14i1.1044.
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Two teachers and a professor engaged in collaborative inquiry through narrative as a form of reflective practice, pedagogical growth, and practitioner research. Using a Deweyan lens and elements of narrative inquiry, we consider our stories of teaching through a supportive, growth-based sharing process. Viewing pedagogical experiences through this lens enabled us to enter each other’s worlds and engage in reflection—together. Our work speaks to the situations that arise when expectations conflict with reality. The process of reflecting and re-reflecting led us to the conclusion that engagement in this fashion is a valuable reflexive method for teacher professional growth.
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Calabrese, Raymond. "A collaboration of school administrators and a university faculty to advance school administrator practices using appreciative inquiry." International Journal of Educational Management 29, no. 2 (March 9, 2015): 213–21. http://dx.doi.org/10.1108/ijem-03-2014-0028.
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Purpose – An appreciative inquiry (AI) collaborative study with 11 school administrators in a highly diverse suburban school district sought to understand if observing and sharing successful school practices/events in a whole group setting led to change in their perceptions, attitudes, and administrative practice. The paper aims to discuss these issues. Design/methodology/approach – The study took place over a ten-week period with a group of self-selected (voluntary participation) school administrative participants. Findings – There were two findings: the AI focus of inquiry on successful practices/events shapes school administrator perceptions, attitudes, and application of craft knowledge to practice; and the school administrators’ sharing of successful practices/events in a whole group setting generated new forms of practice during the ten-week study. Originality/value – The findings suggest that reflection and integration of successful practices/events are a source of craft knowledge advancing changes in school administrative practice.
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Thomas, Gary. "Changing Our Landscape of Inquiry for a New Science of Education." Harvard Educational Review 82, no. 1 (March 26, 2012): 26–51. http://dx.doi.org/10.17763/haer.82.1.6t2r089l715x3377.
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In this essay, Gary Thomas argues that education research repeatedly makes a mistake first noted by Dewey: it misunderstands our science. This misunderstanding has led to attempts to import various putatively scientific precepts into education inquiry. But in reality, he argues, those “scientific” precepts do not characterize scientific endeavor, which is fluid and plural: science flexes to any angle to answer the questions that are posed in any field. Questions in education concern worlds of practice and social relations where change and corrigibility draw the parameters for inquiry. Education research becomes valuable only when it takes account of the reality of the educational endeavor. Thomas urges us to strive to forge a new science of education based on singular and shared understandings of such practice.
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Ervik, Hilde, Tone Pernille Østern, and Alex Strømme. "A narrative inquiry into fishermen’s experience-based knowledge." Journal for Research in Arts and Sports Education 6, no. 4 (September 30, 2022): 43–58. http://dx.doi.org/10.23865/jased.v6.3287.
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The context of this article is a science teacher educator’s interest in experience-based learning. This led her to an exploration of the experience-based knowledge of five elderly professional fishermen in the small fishing community of Mausund in Norway. The research question guiding the article is: How can professional fishermen’s experience-based knowledge be explored through narrative inquiry? As a conclusion, embodied culture or a lived community of practice with a clear social dimension is highlighted as a way of becoming a fisherman that the use of narrative inquiry methodology helps to become articulated and thereby visible as knowledge. This embodied culture and lived community of practice with a clear social dimension has not only shaped the fishermen’s knowledge about fishing, but also their attitude to narration, to storytelling. They are brought up in a culture in which talking and telling is neither expected nor encouraged, which influences the interviews. The fishermen are not unwilling to tell, but they are not used to thinking about their own knowledge as fishermen, as knowledge. Little by little, through the interviews, their experience-based knowledge is narrated and articulated. In other words, the narrative inquiry methodology opens for embodied culture being articulated, visible as knowledge, and thereby possible to discuss as valuable within science education.
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Morales, Daniel Morales, Carie Ruggiano, Cee Carter, Kimberly J. Pfeifer, and Keisha L. Green. "Disrupting to Sustain: Teacher Preparation Through Innovative Teaching and Learning Practices." Journal of Culture and Values in Education 3, no. 1 (June 4, 2020): 1–20. http://dx.doi.org/10.46303/jcve.03.01.1.
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The main purpose of this paper is to respond to the call to re-envision higher education and to share experiences of hope that provide concrete examples about possibilities of enacting liberatory education in higher education. This article focuses on the work of one junior faculty member and four doctoral students who participate in a critical inquiry group and research collective called the “Critical Education Research Collective,” (CERC). As social justice educators, in this shared space we engage in meaningful teaching and inquiry practices that involve teaching and research methodologies, education theory, dialogue, reflection and praxis. While research has highlighted the ways in which inquiry groups can be used as an intentional and systematic examination into teaching practice, this essay describes the structure, functioning, theoretical standpoints and the process of becoming a doctoral student and professor-led critical inquiry group. The group came together as a way to sustain the work and research development of both the doctoral students and the junior faculty in the collective.
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Sofoklis, Sotirou,, Bybee, Rodger W., and Franz X. Bogner. "PATHWAYS – A Case of Large-Scale Implementation of Evidence-Based Practice in Scientific Inquiry-Based Science Education." International Journal of Higher Education 6, no. 2 (February 26, 2017): 8. http://dx.doi.org/10.5430/ijhe.v6n2p8.
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The fundamental pioneering ideas about student-centered, inquiry-based learning initiatives are differing in Europe and the US. The latter had initiated various top-down schemes that have led to well-defined standards, while in Europe, with its some 50 independent educational systems, a wide variety of approaches has been evolved. In this present paper, we portray a European bottom-up initiative, “PATHWAY to Inquiry Based Science Education”, to define a basis for learning initiatives and to meet current challenges to access learning, to share knowledge and establish competences in learning communities. Our approach was designed to act as bottom-up catalyst by mobilizing teacher communities to (further) foster inquiry. Of a sample of 10.053 science teachers from 15 European countries (incl. Russia), about 5060 provided empirical support for our teachers’ professional development initiative. The response pattern portrayed teachers’ preferences and pointed to potential needs in professional development (PD) efforts. On average, our sample reported an altogether 11 years’ period of teaching practice in general but just 2-3 years of experience in inquiry-teaching. In the view of that, consequences for professional development (PD) initiatives are discussed.
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Phillippo, Kate L., Michael S. Kelly, Emily Shayman, and Andy Frey. "School Social Worker Practice Decisions: The Impact of Professional Models, Training, and School Context." Families in Society: The Journal of Contemporary Social Services 98, no. 4 (October 2017): 275–83. http://dx.doi.org/10.1606/1044-3894.2017.98.40.
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School social work practice decisions have been the focus of local and national surveys for several decades, most recently in 2014. The need to better understand these findings, particularly school social workers' practice decisions that appear counter to what the field's evidence base indicates is sound practice, led to the current qualitative study. Our inquiry focused on developing a deeper understanding of the impact of professional models (particularly the multitiered systems of support), training, and school context on practice. Data from 16 focus groups (N = 60) revealed that practitioners struggled with contextual constraints upon their work and encountered limited learning opportunities and support, to the extent that they could not consistently implement contemporary practice models. Implications for school social work policy, training, and practice are considered.
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Bertram, Rachael, Diane M. Culver, and Wade Gilbert. "Creating Value in a Sport Coach Community of Practice: A Collaborative Inquiry." International Sport Coaching Journal 3, no. 1 (January 2016): 2–16. http://dx.doi.org/10.1123/iscj.2014-0122.
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Coach education researchers have suggested that coaches require ongoing support for their continued learning and development after initial certification. Communities of practice have been used in a variety of settings, and have been identified as an effective means for supporting coach learning and development. However, researchers have yet to fully explore the value that can be created through participating in them within sport settings. The purpose of this study was to collaboratively design, implement, and assess the value created within a coach community of practice, using Wenger, Trayner, and De Laat’s (2011) Value Creation Framework. Participants included five youth sport coaches from a soccer organization. Data collection included observations and reflections from the first author throughout the study, two individual interviews with each coach, and interactions via an online discussion platform. The findings revealed that the coaches created value within each of the five cycles of value creation in Wenger and colleagues’ framework, and that they created value that was personally relevant to their immediate coaching needs. The coaches’ learning led to an increase in perceived coaching abilities.
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Briscoe, Patricia. "USING A CRITICAL REFLECTION FRAMEWORK AND COLLABORATIVE INQUIRY TO IMPROVE TEACHING PRACTICE: AN ACTION RESEARCH PROJECT." Canadian Journal of Action Research 18, no. 2 (January 24, 2018): 43–61. http://dx.doi.org/10.33524/cjar.v18i2.334.
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This action research reports on a three-year collaborative learning process among three teachers. We used current literature and a critical reflection framework to understand why our teaching approaches were not resulting in increased student learning. This allowed us to examine our previously unrecognized and uninterrupted—and often, problematic—beliefs and values. Our findings revealed key barriers related to unexamined judgments, beliefs, assumptions, and expectations that affected our ability to facilitate effective learning. This encouraged conceptual change and led to a transformation in our teaching practice: We became more socioculturally responsive teachers. Our findings led us to conclude that professional learning needs to move beyond the acquisition of skills and strategies, and include the critical reflection necessary to deconstruct problematic beliefs and thought-patterns that can impede student learning.
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Cayir, Ebru, Tisha M. Felder, Chigozie A. Nkwonta, Joynelle R. Jackson, and Robin Dawson. "Discovering New Connections: Insights From Individual and Collective Reflexivity in a Mixed Methods Study." International Journal of Qualitative Methods 21 (January 2022): 160940692211057. http://dx.doi.org/10.1177/16094069221105707.
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Through intentionally engaging in reflexivity, researchers can be transparent about potential areas of social inquiry and analysis that might be subject to a priori assumptions, personal biases, and interpretations that are not rooted in the data. In the context of conducting research with others, reflexivity also includes a collective dimension in which each researcher’s positionality interacts with the others and shapes research outcomes. Fostering collective reflexivity within interdisciplinary teams enables the researchers to process conflicting perspectives, allow creative and innovative approaches to emerge, and develop a shared vision of the research concepts, methods, and outcomes. Despite its acknowledged value, the integral process of reflexivity is rarely documented in mixed methods social inquiry. In this article, we describe the process of reflexivity through individual and collective team insights gained within a mixed methods study that examined the lived experiences and perceptions of breastfeeding among African American women and their support partners. We describe three components of the reflexivity practice we engaged in: 1) Self-led; 2) Relational and team-led; 3) Methods-focused and team-led. We discuss how this process challenged, shaped, and enriched data analysis, data integration, and finally, our understanding of the research findings.
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Teater, Barbra, and John Carpenter. "Independent social work practices with adults in England: An appreciative inquiry of a pilot programme." Journal of Social Work 17, no. 1 (July 8, 2016): 34–51. http://dx.doi.org/10.1177/1468017316637229.
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Summary Social Work Practice Pilots with adults was a government initiative in England (2011–2014) that created seven social work practices independent from local authorities/government. The stated aims were to reduce bureaucracy, promote professional discretion and expertise, and reduce the size of the public sector. The Social Work Practice Pilots were social work-led and comprised between five and 100 social workers and/or other professionals/non-professionals. This article describes how the methodology of appreciative inquiry was used to investigate how the Social Work Practice Pilots in England were developing as independent practices. Information was obtained through two, two-day site visits at each Social Work Practice Pilot, and two shared learning workshops with representatives from the Social Work Practice Pilots. Findings Social Work Practice Pilots were found to be developing in accord with the following four key aims of the pilots: (1) spend more time with clients (service users), (2) a more responsive service, (3) more control over the day-to-day management, and (4) think creatively about resource use. Social Work Practice Pilots reported a reduction in bureaucracy and an ability to create flexible practices that more appropriately met the needs of the communities. Applications The findings provide an initial indication of how social work practice could develop independently of local authorities and suggest possible benefits to staff and clients. The study demonstrated how the AI approach to research and consultancy can serve as a participative learning process when exploring social work practice. The strengths and limitations of the approach are discussed.
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Vedsegaard, Helle, Anne-Marie Schrader, Gitte Rom, and Linda S. Scheel. "Appreciative inquiry enhances cardiology nurses’ clinical decision making when using a clinical guideline on delirium." Nordic Journal of Nursing Research 36, no. 4 (August 1, 2016): 216–23. http://dx.doi.org/10.1177/2057158516643866.
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The current study responds to implementation challenges with translating evidence-based knowledge into practice. We explore how appreciative inquiry can be used in in-house learning sessions for nurses to enhance their knowledge in using a guideline on delirium as part of clinical decision making. Through 18 sessions with 3–12 nurses, an appreciative inquiry approach was used. Specialist nurses from the Heart Centre of Copenhagen and senior lecturers from the Department of Nursing at Metropolitan University College facilitated the sessions. Field notes from the sessions were analysed using open and axial coding drawing on the principles of grounded theory. The study shows that appreciative inquiry was meaningful to cardiology nurses in providing them with knowledge of using a guideline on delirium in clinical decision making, the main reasons being a) data on a current patient were included, b) shared learning took place and c) a session about a patient was led by the patient’s nurse.
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Ings, Welby. "Resonant voices: The poetic register in exegetical writing for creative practice." Journal of Writing in Creative Practice 14, no. 2 (September 1, 2021): 121–41. http://dx.doi.org/10.1386/jwcp_00018_1.
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Quality, exegetical writing can be constrained when students marginalize poetic ways of thinking and replace them with carefully edited accounts that reshape the role and nature of emotional response. In the pursuit of rational, theoretically groomed accounts of practice, they can sometimes end up misrepresenting the embodied nature of their inquiries. Considering burgeoning research into poetic inquiry (PI) in the social sciences, this article employs a case study of five doctoral graduates in art and design who have articulated the role of poetic thinking in their creative practice theses. In addition to offering illustrations of how practice-led researchers use PI, the examples demonstrate ways in which poetic approaches can be employed to enhance communicative clarity beyond the constraints of conventional academic writing. Specifically, the examples demonstrate how poetic writing is used to process and articulate indigenous knowledge, enhance embodied thinking and inquiry and deepen levels of reflection and understanding. Such uses can cause a researcher to view the world differently and by extension, expand the nature of what it means to conduct research. In discussing the nature of poetic writing, the article considers three distinct profiles: exegetical writing employed when the nature of the practice is poetic; poetic writing that draws on indigenous approaches to scholarship and poetic writing used as a method for reflection.
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Knebel, A., ME Shekleton, S. Burns, JM Clochesy, and SK Hanneman. "Weaning from mechanical ventilatory support: refinement of a model." American Journal of Critical Care 7, no. 2 (March 1, 1998): 149–52. http://dx.doi.org/10.4037/ajcc1998.7.2.149.
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The American Association of Critical-Care Nurses sponsored the third National Study Group to advance the science of weaning from mechanical ventilatory support and to guide clinical practice. The study group proposed a model of weaning in 1994 to provide an organizing framework for scientific inquiry. Since the model was first proposed, the ongoing work of the study group has led to refinement of the model. The purpose of this brief communication is to inform critical care clinicians and researchers about the refinements.
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Hunter, Victoria. "Spatial Translation and ‘Present-ness’ in Site-Specific Dance Performance." New Theatre Quarterly 27, no. 1 (February 2011): 28–40. http://dx.doi.org/10.1017/s0266464x11000030.
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In this article Victoria Hunter considers notions of spatial translation, ‘present-ness’, and ‘embodied reflexivity’ within site-specific dance performance. Through a discussion of the author's site-specific dance installation entitled Project 3, she explores choreographic processes that aimed to facilitate, transform, and heighten the lived experience of site by the performer and the audience through phenomenologically informed movement inquiry. Forming part of the author's practice-led PhD investigation into the relationship between the site and the creative process, the performance was the third in a trilogy of site-specific works exploring the potential for site-specific dance performance to ‘reveal’ the site through movement, challenging both performers and audience members to engage with new ways of experiencing the site-world. Victoria Hunter is a practitioner-researcher and lecturer in dance at the University of Leeds. Her research is practice-led and is concerned with the nature of dance-making processes within site-specific choreography. She completed her PhD in site-specific dance performance in December 2009.
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Friedman, Victor J., Sarah Robinson, Mark Egan, David R. Jones, Nicholas D. Rhew, and Linda M. Sama. "Meandering as Method for Conversational Learning and Collaborative Inquiry." Journal of Management Education 44, no. 5 (June 19, 2020): 635–50. http://dx.doi.org/10.1177/1052562920934151.
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Collaborative inquiry and conversational learning are approaches to management education and learning in which participants construct knowledge together through dialogue. Both approaches advocate letting go of control to allow insight to emerge through free-flowing conversation, but little has been written about how to accomplish this. Furthermore, these approaches contradict expectations about learning among both teachers and students and raise fears of discussion degenerating into pointlessness. This article presents the idea of “meandering”—wandering casually without urgent destination—as a way of framing a conversation process that can help management educators loosen control without being out of control. It is based on a case of group learning generated by the six authors at the 2019 Research in Management Learning and Education Unconference. Our conversational learning process, which we described as meandering, was not only pleasant and rewarding but also led to a concrete action plan and research agenda. In this article, we demonstrate and discuss the highly relational, embodied, and contextual nature of meandering and propose a research agenda for generating more knowledge about this method and how to put it into practice in management learning and education.
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Flynn, Nora K. "Toward Democratic Discourse: Scaffolding Student-Led Discussions in the Social Studies." Teachers College Record: The Voice of Scholarship in Education 111, no. 8 (August 2009): 2021–54. http://dx.doi.org/10.1177/016146810911100808.
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Background/Context Discussion in classrooms has been cited as an activity integral to active participation in a democracy. Much research into classroom practice reveals that recitation, not discussion, is the most common form of classroom discourse. How teachers conceive of discussion, what they actually do when they attempt discussion with students, and how they are taught to implement discussions are all inquiries that uncover the actual workings of discussion within classrooms. This article addresses students’ experiences in discussion and how one teacher scaffolds instruction in discussion in order to achieve a more democratic discourse in her classroom. Purpose/Objective/Research Question/Focus of Study This article traces one teacher's research into what students experience during class discussions and how their responses led her to inquire into her own practice of implementing discussion-based activities in a content-area course. She seeks a more “democratic” classroom in which genuine discussion among equal peers is possible because the skills underlying discussion are taught. Scaffolding the teaching of discussion skills throughout a year of a world studies class allowed for students to take a more active and engaged role in discussion and expand their vision of active participation and a “good” discussion while grounding their discussion in historical content. Setting A public selective enrollment secondary school in Chicago was the site of this action research. Population/Participants/Subjects Eighty-eight students enrolled in ninth-grade Honors World Studies took part in this study. Research Design This study uses action research, or teacher inquiry into classroom practices and instructional responses to findings. Its data are qualitative in nature. Data Collection and Analysis Data were collected in the form of student reflections after discussions with peers, teacher observations during student-led discussions, and student–teacher debriefings after discussion activities.
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Vaughan, Kathleen. "Pieced Together: Collage as an Artist's Method for Interdisciplinary Research." International Journal of Qualitative Methods 4, no. 1 (March 2005): 27–52. http://dx.doi.org/10.1177/160940690500400103.
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As a visual artist undertaking doctoral studies in education, the author required a research method that integrated her studio practice into her research process, giving equal weight to the visual and the linguistic. Her process of finding such a method is outlined in this article, which touches on arts-based research and practice-led research, and her ultimate approach of choice, collage. Collage, a versatile art form that accommodates multiple texts and visuals in a single work, has been proposed as a model for a “borderlands epistemology”: one that values multiple distinctive understandings and that deliberately incorporates nondominant modes of knowing, such as visual arts. As such, collage is particularly suited to a feminist, postmodern, postcolonial inquiry. This article offers a preliminary theorizing of collage as a method and is illustrated with images from the author's research/visual practice.
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Villeneuve, Michelle A., and Lyn M. Shulha. "Learning together for effective collaboration in school-based occupational therapy practice." Canadian Journal of Occupational Therapy 79, no. 5 (December 2012): 293–302. http://dx.doi.org/10.2182/cjot.2012.79.5.5.
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Background. School-based occupational therapy (SBOT) practice takes place within a complex system that includes service recipients, service providers, and program decision makers across health and education sectors. Despite the promotion of collaborative consultation at a policy level, there is little practical guidance about how to coordinate multi-agency service and interprofessional collaboration among these stakeholders. Purpose. This paper reports on a process used to engage program administrators in an examination of SBOT collaborative consultation practice in one region of Ontario to provide an evidence-informed foundation for decision making about implementation of these services. Methods Within an appreciative inquiry framework (Cooperrider, Whitney, & Stavros, 2008), Developmental Work Research methods (Engeström, 2000) were used to facilitate shared learning for improved SBOT collaborative consultation. Program administrators participated alongside program providers and service recipients in a series of facilitated workshops to develop principles that will guide future planning and decision making about the delivery of SBOT services. Findings. Facilitated discussion among stakeholders led to the articulation of 12 principles for effective collaborative practice. Program administrators used their shared understanding to propose a new model for delivering SBOT services. Implications. Horizontal and vertical learning across agency and professional boundaries led to the development of powerful solutions for program improvement.
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Cummins, Ian. "Discussing race, racism and mental health: two mental health inquiries reconsidered." International Journal of Human Rights in Healthcare 8, no. 3 (September 21, 2015): 160–72. http://dx.doi.org/10.1108/ijhrh-08-2014-0017.
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Purpose – The failings of “community care” in the late 1980s and early 1990s led to a number of inquiries. The purpose of this paper is to examine one of these key issues that is rarely if ever at the forefront of the inquiry process – the experiences of young black men of African-Caribbean origin within mental health services and the Criminal Justice System (CJS). Design/methodology/approach – It sets out to do this by exploring the way in which two inquiries, both from the early 1990s, approached the issues of race, racism and psychiatry. The two inquiries are the Ritchie Inquiry (1994) into the Care and Treatment of Christopher Clunis and Report of the Committee of Inquiry into the death of Orville Blackwood and a Review of the Deaths of Two Other African-Caribbean Patients (Prins, 1994). The Ritchie Inquiry was established following the murder of Jonathan Zito by Christopher Clunis. The Prins Inquiry examined the circumstances of the death of Orville Blackwood at Broadmoor Special Hospital. Findings – These two inquiries are used as contrasting case studies as a means of examining the approaches to the questions of race and racism. However, the attitudes and approaches that the inquiries took to the issue of race are startlingly different. The Prins Inquiry takes a very clear position that racism was a feature of service provision whilst the Ritchie Inquiry is much more equivocal. Originality/value – These issues remain relevant for current practice across mental health and CJS systems where young black men are still over-represented. The deaths of black men in mental health and CJS systems continue to scar these institutions and family continue to struggle for answers and justice.
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Foxall, Fiona, Deborah Sundin, Amanda Towell-Barnard, Beverly Ewens, Vivien Kemp, and Davina Porock. "Revealing Meaning From Story: The Application of Narrative Inquiry to Explore the Factors That Influence Decision Making in Relation to the Withdrawal of Life-Sustaining Treatment in The Intensive Care Unit." International Journal of Qualitative Methods 20 (January 1, 2021): 160940692110283. http://dx.doi.org/10.1177/16094069211028345.
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This paper considers the effectiveness of narrative inquiry as a research method in collecting and analyzing stories from a purposive sample of intensive care nurses and doctors, regarding their perceptions of the factors that influence decision-making in relation to the withdrawal of life sustaining treatment. Delaying the withdrawal of treatment when it is clearly indicated, may result in unnecessary patient suffering at the end of life, distress for the family as well as moral distress for staff. In narrative inquiry participants’ first-hand accounts of their experiences are told through story; the focus of analysis is the story, with the story becoming the object of investigation. Initially, participants’ stories were restoried to produce narratives that were co-constructed between researcher and participant. Narrative analysis, employing McCormack’s lenses and the interconnected analytical lenses, facilitated vertical analysis of each narrative. Horizontal analysis through thematic analysis facilitated the derivation of themes that were consistent within or across narratives. We detail here how narrative inquiry methodology was effective in revealing the meaning participants gave to their decision-making experiences through story, offering a broader understanding of the factors that impact on decision-making regarding the withdrawal of life-sustaining treatment. The study’s findings were powerful, derived from narratives rich and thick in description, depicting a multi-dimensional interpretation of the participants’ perceptions of their decision-making experiences. Participants experienced transformative learning through the narrative process, which led to changes in ways of working in the study setting. Recommendations arose to enhance clinical practice and education in this vital area of practice as a result of this study. The application of narrative inquiry enabled the discovery of significant findings as an avenue to challenge legislation and current opinion regarding the autonomy and role of the family in decision-making.
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Candiotto, Laura. "Socratic Dialogue Faces the History." Culture and Dialogue 5, no. 2 (December 1, 2017): 157–72. http://dx.doi.org/10.1163/24683949-12340031.
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Abstract This essay will demonstrate the nexus between philosophical dialogue and political action by analyzing the work of Leonard Nelson and his disciples Gustav Heckman and Minna Specht. The central question is: “In which sense can a dialogical education be considered as a political action?” In the 1920s and 1930s, Nelson promoted Socratic dialogue amongst his students as a practice of freedom in opposition to the rising Nazi power. Nelson understood that to educate the new generation through a very participative model of philosophical inquiry that privileged critical thinking and autonomy was the best form of resistance. Minna Specht’s idea of education for confidence gave to this dialogical practice a very innovative dimension, which led her to be engaged with unesco’s educational programs in post-war Germany. In this way, the Socratic dialogue faced history.
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Taylor, Rachel, Nuttaneeya (Ann) Torugsa, and Anthony Arundel. "Leaping Into Real-World Relevance: An “Abduction” Process for Nonprofit Research." Nonprofit and Voluntary Sector Quarterly 47, no. 1 (July 9, 2017): 206–27. http://dx.doi.org/10.1177/0899764017718635.
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Positioned in the midst of the heated debate about the production of relevant and usable knowledge for practitioners in the nonprofit sector and a serious shortage of high-impact research that speaks to practice, the purpose of this Research Note is to direct nonprofit scholarship toward embracing “abduction,” which is the initial creative stage in scientific inquiry that facilitates the formulation of testable explanatory hypotheses and makes new discoveries in a sensory and logically structured way. We use an emerging interest in social innovation by the nonprofit sector as an illustrative example to show the advantages of using abductive reasoning as the primary method of reasoning for discovering new knowledge of a nascent but vital phenomenon. The novel contribution of this Research Note lies in encouraging scholarship on the nonprofit sector to an applied “practice-led” research process that is intellectually relevant and has the potential to bridge the scholar–practice divide.
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Yalden, Joan, Brendan McCormack, Margaret O'Connor, and Sally Hardy. "Transforming end of life care using practice development: an arts-informed approach in residential aged care." International Practice Development Journal 3, no. 2 (November 13, 2013): 1–18. http://dx.doi.org/10.19043/ipdj.32.002.
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Purpose: To demonstrate that practice development is an effective strategy to enable an aged care team to embed a palliative approach to care of dying people into practice culture. Method: Practice development methodology was integrated with an action research evaluation framework, as a systematic and reflexive process of inquiry aimed at achieving innovative and transformative end of life care. Drawing on multiple sources of observational, group and interview data, evidence-based guidelines and the use of arts-informed active learning methods, a multidisciplinary aged care team explored personal and professional values and beliefs about principles of care delivery. These were creatively translated into meaningful expressions of evidence-informed end of life care and embedded into daily clinical practice. Results: Reflexive analysis of multiple sources of data, alongside the use of evidence-based guidelines, supported the collaborative development of a ‘palliative care chest of drawers’ (PCCOD). As an artefact and one outcome of using practice development in the implementation of a palliative approach to care, the PCCOD brought visible, shared meanings and new ways of working to support care of people who are dying, their families, other facility residents and staff. The PCCOD enabled the aged care team to embed practice innovations into normative patterns of care. Conclusion: Practice development strategies are effective in enabling practitioner-led innovation in clinical practice through integrated inquiry and transformative processes. Implications for practice: The use of a practice development, arts-informed approach: Enables the creation of space for workbased learning and innovation, such as the development and use of the PCCOD to support the process of implementation of changes in practice Makes visible changes to practice, based on shared meanings of a palliative approach to end of life care that reflects the culture of the workplace Provides a creative strategic tool to engage others in the processes of transformation and collaboration, which takes initiatives from a small active learning group into the workplace Enables what was previously a ‘hidden’ part of care to be a distinctive care package that engages residents, families and all members of the aged care team
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Chandrasiri, Singithi (Sidney). "An ideal hospital." Leadership in Health Services 30, no. 3 (July 3, 2017): 263–71. http://dx.doi.org/10.1108/lhs-03-2016-0014.
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Purpose The purpose of this paper is to explore a novel overarching strategy in tackling the key issues raised by the recent inquiry into bullying, harassment and discrimination in surgical practice and surgical training in Australian and New Zealand hospitals. Design/methodology/approach The approach taken is an analysis of the available evidence-based literature to inform the proposed viewpoint. The theoretical subject scope presented is a discussion of how and why the various strategies put forward in this paper should be integrated into and led from an overarching workforce engagement platform. Findings The key themes isolated from the Inquiry into Australian and New Zealand surgical practice ranged from abuse of power by those in leadership positions, gender inequity in the surgical workforce, opaque and corrupt complaints handling processes, excessive surgical trainee working hours to bystander silence secondary to a fear of reprisal. A workforce engagement perspective has elicited the potential to counter various impacts, that of clinical ineffectiveness, substandard quality and safety, inefficient medical workforce management outcomes, adverse economic implications and the operational profitability of a hospital. Generic strategies grounded in evidence-based literature were able to then be aligned with specific action areas to provide a new leadership framework for addressing these impacts. Originality/value To the author’s knowledge, this is one of the first responses providing a framework on how medical managers and hospital executives can begin to lead a comprehensive and practical strategy for changing the existing culture of bullying, harassment and discrimination in surgical practice by using a staff engagement framework.
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Apriyani Putri, Anisa, Eko Suyanto, and B. Anggit Wicaksono. "Pengaruh Penerapan Model Pembelajaran Inkuiri Terbimbing dengan Praktikum Konversi Energi Panas Ke Lisrik untuk Meningkatkan Kemampuan Berpikir Kritis." Kappa Journal 4, no. 2 (December 30, 2020): 127–35. http://dx.doi.org/10.29408/kpj.v4i2.2351.
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This study aims to determine the effect of the application of guided inquiry learning models with the practice of converting heat to electricity to improve critical thinking skills. The population of this research is all students of class XII Science of SMA Negeri 1 Way Jepara. The selection of research samples using purposive sampling techniques with a sample of class XII Science 5 totaling 33 students. The research design used was One Group Pretest-Posttest. Learning is done by conducting practicum activities using a set of guided inquiry-based heat energy conversion devices. The tool used in practicum activities is an advantage in this study because there has been no previous research that uses practicum learning methods with tools to convert heat energy to electricity. Practicum activities carried out on two learning topics or practicum twice. In practicum activities topic one is about the unit thermoelectric generator module specifications and in practicum activity topic two is regarding the thermoelectric generator circuit to turn on the LED lights. Data were tested by N-gain analysis, normality test, Paired Sample T-Test. Based on the results of the Paired Sample T-test, it can be seen that the significance value of 0.00 is less than 0.05, it can be concluded that there is an influence of students' critical thinking skills before and after using guided inquiry learning models with energy conversion practicum.
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Cruickshank, Andrew, Dave Collins, and Sue Minten. "Driving and Sustaining Culture Change in Olympic Sport Performance Teams: A First Exploration and Grounded Theory." Journal of Sport and Exercise Psychology 36, no. 1 (February 2014): 107–20. http://dx.doi.org/10.1123/jsep.2013-0133.
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Stimulated by growing interest in the organizational and performance leadership components of Olympic success, sport psychology researchers have identified performance director–led culture change as a process of particular theoretical and applied significance. To build on initial work in this area and develop practically meaningful understanding, a pragmatic research philosophy and grounded theory methodology were engaged to uncover culture change best practice from the perspective of newly appointed performance directors. Delivered in complex and contested settings, results revealed that the optimal change process consisted of an initial evaluation, planning, and impact phase adjoined to the immediate and enduring management of a multidirectional perception- and power-based social system. As the first inquiry of its kind, these findings provide a foundation for the continued theoretical development of culture change in Olympic sport performance teams and a first model on which applied practice can be based.
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GARTNER, LAWRENCE M. "Management of Jaundice in the Well Baby." Pediatrics 89, no. 5 (May 1, 1992): 826–27. http://dx.doi.org/10.1542/peds.89.5.826.
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The special article by Newman and Maisels1 provides an important new perspective on the management of jaundice in the full-term, otherwise healthy newborn. As with so many changes in medical care, what at first seems radical is, in fact, often the natural evolution of thinking based on a fresh look at data which has been under our noses for many years. Newman and Maisels' effective application of this method has led to a codification of thinking which many of us in this field of inquiry and practice have gradually moved toward in recent years. Newman and Maisels have provided a data-based framework on which these changes in management can be supported.
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Nease, Donald E., Matthew J. Simpson, Linda Zittleman, Jodi Summers Holtrop, Tristen L. Hall, Mary Fisher, Maret Felzien, and John M. Westfall. "Making the Random the Usual: Appreciative Inquiry/Boot Camp Translation—Developing Community-Oriented Evidence That Matters." Journal of Primary Care & Community Health 11 (January 2020): 215013272090417. http://dx.doi.org/10.1177/2150132720904176.
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Background: The evidence underlying clinical guidelines arising from typical scientific inquiry may not always match the needs and concerns of local communities. Our High Plains Research Network Community Advisory Council (HPRN CAC) identified a need for evidence regarding how to assist members of their community suffering from mental health issues to recognize their need for help and then obtain access to mental health care. The lack of evidence led our academic team to pursue linking Appreciative Inquiry with Boot Camp Translation (AI/BCT). This article describes the development and testing of this linked method. Method: We worked with the HPRN CAC and other communities affiliated with the State Networks of Colorado Ambulatory Practices and Partners (SNOCAP) practice-based research networks to identify 5 topics for testing of AI/BCT. For each topic, we developed AI interview recruitment strategies and guides with our community partners, conducted interviews, and analyzed the interview data. Resulting themes for each topic were then utilized by 5 groups with the BCT method to develop community relevant messages and materials to communicate the evidence generated in each AI set of interviews. At each stage for each topic, notes on adaptations, barriers, and successes were recorded by the project team. Results: Each topic successfully led to generation of community specific evidence, messages, and materials for dissemination using the AI/BCT method. Beyond this, 5 important lessons emerged regarding the AI/BCT method: Researchers must (1) first ensure whether the topic is a good fit for AI, (2) maintain a focus on “what works” throughout all stages, (3) recruit one or more experienced qualitative analysts, (4) ensure adequate time and resources for the extensive AI/BCT process, and (5) present AI findings to BCT participants in the context of existing evidence and the local community and allow time for community partners to ask questions and request additional data analyses to be done. Conclusions: AI/BCT represents an effective way of responding to a community’s need for evidence around a specific topic where standard evidence and/or guidelines do not exist. AI/BCT is a method for turning the “random” successes of individuals into “usual” practice at a community level.
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Idris, Khalid Mohammed, Samson Eskender, Amanuel Yosief, Berhane Demoz, and Kiflay Andemicael. "Exploring Headway Pedagogies in Initial Teacher Education Through Collaborative Action Research into Processes of Learning: Experiences from Eritrea." Nordic Journal of Comparative and International Education (NJCIE) 4, no. 3-4 (December 29, 2020): 139–56. http://dx.doi.org/10.7577/njcie.3746.
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Engaging prospective teachers in collaborative inquiry into their own processes of learning was the driving intention of the collaborative action research (CAR) course which was part of a teacher education program at a college of education in Eritrea in the academic year of 2018/2019. The course led by the first two authors was collaboratively designed and developed by the authors who were closely and regularly working as passionate learning community of educators who are committed to enact change in their own practices for the past seven years. Embracing the complexity of learning teacher educating we align with the notion of inquiry as a stance in learning to live up to the complexity. Accordingly, we engaged in an intentional collaborative self-study into our own practices of facilitating a course on inquiry. The aim of this paper is to articulate key experiences of committed collaborative learning in facilitating a course of inquiry. Employing a self-study methodology, we were engaged in individual and team reflections documented in our shared diary, regular meetings to discuss and develop the CAR process, and analyzing written feedbacks given by our student teachers (STs). In this article we attempt to explore headway pedagogies while we were collaboratively learning to facilitate and support a senior class of prospective teachers (n-27) carry out their CAR projects into their own processes of learning for four months. We argue that those experiences have critical implications in developing professional identity of prospective teachers, creatively overcome the theory-practice conundrum in teacher education by developing essential experiences that prospective teachers could creatively adapt in their school practices.
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Cote, David, and Amr Hamour. "Career Mentoring Surgical Trainees in a Competitive Marketplace." Canadian Journal of Career Development 21, no. 2 (September 9, 2022): 19–27. http://dx.doi.org/10.53379/cjcd.2022.343.
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Resident trainees in Canadian Otolaryngology–Head & Neck Surgery (OHNS) programs have cited job prospects as the biggest stressor they face. Increased numbers of residency training positions combined with decreased employment opportunities have worsened competition for surgical positions. The purpose of this inquiry was to explore gaps in resident career planning and examine how leadership can prepare graduating residents to optimize employability. This mixed-methods prospective study was completed in two phases. A combination of online surveys and two focus group sessions were used to gather information from academic and clinical staff surgeons, resident trainees, and administrative leadership. Eleven of the potential 12 resident participants responded to the initial survey, seven of the 13 staff surgeons, and one administrative leader. Each of the resident and staff focus groups had five participants. This comprehensive inquiry led to the development of a conceptual framework describing domains of concern important to OHNS residents. Themes included lack of career mentoring, complex systemic limitations, inadequacy of exposure to community-based surgical practice, and a potentially stifling organizational culture. OHNS residents face significant stress regarding potential employability following residency. Solutions to address concerns must be collaborative in nature and begin with the existing leadership structure.
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Furani, Khaled. "Said and the Religious Other." Comparative Studies in Society and History 52, no. 3 (June 18, 2010): 604–25. http://dx.doi.org/10.1017/s0010417510000320.
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Whether observed in French laïcité, Kemalist Turkey, Kantian political theory, Western Christian theology, or North Indian classical music, the presence of modern secularity has been demonstrably complex (Asad 2003; Bakhle 2008; Blumenberg 1985; Connolly 1999; Navaro-Yashin 2002). My purpose in this essay is to further examine the intricacies of the modern secular, specifically its relation with what it deems “religious.” My focus will be Edward Said, whose paradigmatic engagement in secular, critical, and comparative inquiry makes his work an ideal place to investigate the modern apparition of the secular. It is widely acknowledged that Orientalism (1979) led to a profound transformation of entire fields of inquiry in the humanities and social sciences, and even the creation of new ones. Said's work as a practice of criticism has been instrumental in addressing the affinities between forms of knowledge and domination, especially in their colonial variety. However, studies of his writings have only recently begun to address the topic of modern secularism in his work, which will be at the center of this paper (e.g., Mufti 2004; Hart 2000; Anidjar 2006; Apter 2004; Robbins 1994; Gourgouris 2004).
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Tattersall, Phil. "Community-Based Auditing: A Post-Normal Science Methodology." Nature and Culture 11, no. 3 (September 1, 2016): 322–36. http://dx.doi.org/10.3167/nc.2016.110306.
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Conflict over natural resource usage has been ongoing in Tasmania for many years. There continues to be considerable community concern, disquiet and conflict over forestry management practices. In an analysis of his numerous community support projects the author saw an opportunity to involve community members in decisions relating to natural resource management. An interest in action research led him to propose a form of activism based on the ideas of post-normal science (PNS). The idea of the extended peer review aspect of post-normal science has been used in the development of a participative inquiry methodology known as community-based auditing (CBA). The contributions to theory and practice of PNS and environmental activism are thought to be significant. Several cases are briefly discussed.
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M. Bettencourt, Genia, Victoria K. Malaney, Caitlin J. Kidder, and Chrystal A. George Mwangi. "Examining Scholar-Practitioner Identity in Peer-Led Research Communities in Higher Education Programs." Journal for the Study of Postsecondary and Tertiary Education 2 (2017): 095–113. http://dx.doi.org/10.28945/3783.
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Aim/Purpose: The purpose of this study is to explore how research skills and communities can be promoted in student affairs and/or higher education graduate preparation programs through a peer-led, team-based model. Background: Numerous scholars emphasized a lack of empirical research being conducted by student affairs professionals, even though integration of scholarship with practice remains of critical importance to field of higher education. Methodology: Though a descriptive case study of a graduate research course, we engage both quantitative and qualitative data points in a convergent parallel mixed methods design. Contribution: This study provides an important contribution in understanding how graduate programs may better prepare students to engage within a spectrum of scholar-practitioner identity. Findings: Findings suggest that while participants see value in a scholar-practitioner identity and its impact on their future goals, there is often a discrepancy between the perceived feasibility of embodying the role in actual student affairs practice as well as variations across master’s and doctoral student levels. Recommendations for Practitioners: Recommendations for practice include working to integrate scholarship in professional positions and promoting greater collaboration between graduate coursework and professional supervisors. Recommendation for Researchers: Recommendations for researchers include continuing to examine how communities of practice develop across the levels of graduate socialization. Impact on Society: Understanding how individuals engage in scholarship in their fields carries interdisciplinary implications for merging research into professional roles. Future Research: A key area for future research is longitudinal inquiry into how emerging professionals in higher education/student affairs negotiate the scholar-practitioner spectrum across career development.
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Holliday, Carol. "Annual Conference 2014 paper: Teacher perceptions of the influence of a psychotherapeutic counselling course on their identity and practice." Psychology of Education Review 39, no. 2 (2015): 22–25. http://dx.doi.org/10.53841/bpsper.2015.39.2.22.
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This paper reports on a project that explored teachers’ perceptions of how knowledge and experiential learning gained on a psychotherapeutic counselling programme contributed to their identities and practices as teachers. It seeks to understand the impact such knowledge may have in practice, particularly on their relationships with children. The project employed creative narrative inquiry. Individual, in-depth interviews were conducted with four participants on two occasions each. Stories and images were generated and analysed utilising a framework derived from narrative inquiry and critical narrative analysis. A highly reflexive and ethical stance was taken throughout. Participants identify personal development as being of particular importance in terms of their relationships with pupils. They specifically identify changes in understanding that resulted in altered responses to children. These responses, in turn, led to improved relationships. Teachers reported this to be beneficial and some stories told of increased confidence, satisfaction, empowerment, liberation and wellbeing. Analysis also illuminated conflict and tension between differing approaches in schools to children and to the handling of their behaviour. Findings suggest that in culture where a behavioural approach in schools is dominant, it can be useful to employ alternative understandings. Implications are, therefore, relevant to current debates about the place of emotional life in education and to the agendas of initial teacher education and teacher’s continuing professional development.
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SCHRAUBE, Ernst. "Why theory matters: Analytical strategies of Critical Psychology." Estudos de Psicologia (Campinas) 32, no. 3 (September 2015): 533–45. http://dx.doi.org/10.1590/0103-166x2015000300018.
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Based on Critical Psychology from the Standpoint of the Subject the article describes analytical concerns and strategies of critical psychology. In a first step, the development of critical psychologies is located in current discussions on the production of knowledge, and three different typical approaches and major steps toward situated critique as a practice of mutual recognition are delineated. This shift, it is argued, has led to a historically new relevance of critique, and two basic analytical elements of critical research are introduced: Everyday conflictuality as the initiating moment of critique as well as the importance of theory for critical inquiry. On this basis a variety of analytic strategies and concepts are presented which inform Critical Psychology from the Standpoint of the Subject and suggest a constituent move from partial perspectives toward situated generalization.
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Dailey, Erika. "Implementation of Judgments: Practical Insights from Civil Society." Journal of Human Rights Practice 12, no. 1 (February 1, 2020): 224–29. http://dx.doi.org/10.1093/jhuman/huaa022.
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Abstract This practice note takes a complementary look at the implementation of court judgments regarding human rights, interrogating the perspectives and lived experience of independent stakeholders, among them victims of human rights violations, advocates, litigators, legislators, judges, and other civil society representatives. It draws on the Open Society Justice Initiative’s Strategic Litigation Impacts inquiry, a partner-led, multi-year comparative socio-legal study based on hundreds of semi-structured interviews and legal analysis of 11 diverse countries, eight international conferences and workshops, and four thematic reports examining various areas of rights: Roma and desegregation of education; indigenous peoples’ land rights; equal access to quality education; and torture in custody. The experience of these stakeholders prompts and responds to government action and inaction, offering a rough mirror image from a civil society perspective.
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Ancess, Jacqueline. "The Reciprocal Influence of Teacher Learning, Teaching Practice, School Restructuring, and Student Learning Outcomes." Teachers College Record: The Voice of Scholarship in Education 102, no. 3 (June 2000): 590–619. http://dx.doi.org/10.1177/016146810010200304.
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This article discusses the reciprocal and dynamic relationship of teacher learning, teaching practice, school restructuring, and student outcomes in three high performing public secondary schools for at-risk students. Student outcomes include improvement in student graduation rates, course pass rates, college admission rates, and academic course-taking rates. The article describes each school's context and the inquiry process that stimulated teacher learning; triggered changes in teaching practice, school organization, and student outcomes; expanded teacher learning; and extended improved outcomes to a wider population of students. It describes how the interaction of these variables produced practitioner knowledge that teachers used to the benefit of student outcomes. It discusses how in each of the three schools teachers’ learning was initially driven by their aspirations for specific student effects, which led them to develop and implement practices that drew on their school's culture, and their knowledge of their students, successful practice, and their content area. In each case teachers made changes in their teaching practice and in school and curricular organization. The article also identifies a set of contextual conditions that support this change process. Lastly, the article presents implications for researchers, reformers, and practitioners who aim to improve student outcomes by changing teacher practice and school organization. The article is based on findings from a five-year multiple-case study of how three high schools connect disenfranchised students to their future.
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Najafi, Hossein. "Displacement of self-continuity: An heuristic inquiry into identity transition in a 3D motion-capture-based animated narrative short film." Animation Practice, Process & Production 8, no. 1 (December 1, 2019): 165–88. http://dx.doi.org/10.1386/ap3_00010_1.
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This practice-led artistic research considers how a fictional allegory might be employed to examine issues of acculturation, displacement and identity transition. Using the story of a refugee family, the study explores through artistic practice the implications of identity reconstruction inside the body of a new culture. The animated short film Stella is designed to serve as a provocative vehicle for considering the social implications of identity loss and transition. Methodologically, the project is shaped by an heuristic inquiry. Inside this journey, the researcher generates a narrative that draws upon experience and theory. The artist creates an experimental animation in which the self of the artist is investigated through iterations of creative explorations. These experimental explorations not only span the conceptual and storytelling side of the creative process but also touch upon technological achievements. In this process a relationship results that elevates both the self (the writer/director/animator) and the body of knowledge, through the process of making and reflection. Beyond its contribution to understanding processes and implications of acculturation, displacement and identity transition, the project’s technological significance lies in its propensity to extend the application and demonstrate the potential of performance capture (using motion capture technology), 3D laser scanning and photogrammetry.
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Lahti, Henna, and Päivi Fernström. "Crafticulation as a method of knowledge creation." Craft Research 12, no. 2 (September 1, 2021): 183–204. http://dx.doi.org/10.1386/crre_00049_1.
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Our aim in this article is to introduce the idea of ‘crafticulation’ as a part of scientific method and to present a case study related to it. A novel course, Materializing in Craft Science, was offered in the first year of the craft teacher master’s degree at the University of Helsinki. The aim of the course was to pilot a method of crafticulation by materializing theoretical mind maps. Crafticulation consists of the words, ‘craft’ and ‘articulation’ and further, crafticulation is seen as a part of practice-led research in which craft plays a key role in eliciting a wide spectrum of knowledge. Our research question is how crafticulation emerged in students’ inquiry processes. The research data included twenty individual mind maps, materializations and reflections of the course. Based on theory-driven data analysis, the results indicated that many students used crafticulation for demonstration purposes. For example, they tested the connection between their craft-making process and well-being. Another approach was to convey a certain experience by way of crafticulation. In some cases, crafticulation was linked to analogies and metaphors in learning theoretical concepts. Furthermore, the students found new avenues in which to reflect research topics and to deepen their inquiry processes.
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Haley, David. "A Walk on the Wild Side: Steps towards an ecological arts pedagogy." International Journal of Education Through Art 17, no. 1 (March 1, 2021): 135–52. http://dx.doi.org/10.1386/eta_00054_1.
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between home and school walking a way to learning life through the city. (David Haley) This article takes the reader for a stroll through a programme of ecological arts-led, performance-based research. The style is more poetic than scientific, although much ecological science is embedded within the art form. Indeed, Charles Darwin was known for his regular walks, as time and space for his reflections on evolution and his grandfather Erasmus Darwin was noted for the poetic form of his scientific treatises. Here also, the author breaks with academic convention to engage with walking and research as creative activities to deal with ecological issues. Of course, other artists like Richard Long and Hamish Fulton have walked as part of their practice, and there are a growing number of artists who consider walking as practice-as-research. In this article, the focus is specifically on walking as a creative form of inquiry, through community participation within urban contexts to create a critical dialogue focused on ecology in action.
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Pritchard, Helen, Jennifer Gabrys, and Lara Houston. "Re-calibrating DIY: Testing digital participation across dust sensors, fry pans and environmental pollution." New Media & Society 20, no. 12 (June 3, 2018): 4533–52. http://dx.doi.org/10.1177/1461444818777473.
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An increasing number of low-cost and do-it-yourself (DIY) digital sensors for monitoring air quality are now in circulation. DIY technologies attempt to democratize environmental practices such as air quality sensing that might ordinarily be the domain of expert scientists. But in the process of setting up and using DIY sensors, citizens encounter just as many challenges for ensuring the accuracy of their devices and the validity of their data. In this article, we look specifically at the infrastructures and practices of DIY digital sensing. Through an analysis of urban sensing in London as an environmental media practice, we consider the specific techniques and challenges of calibrating DIY digital sensors for measuring air pollution to ensure the relative accuracy and validity of data. We ask, “How are DIY calibration practices expressive of particular political subjects and environmental relations—and not others?” “How might we re-calibrate DIY as a digital practice and political commitment through engagements with multiple genealogies and counter-genealogies of citizen-led inquiry?”
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Gauthier, Launa. "Redesigning for Student Success: Cultivating Communities of Practice in a Higher Education Classroom." Journal of the Scholarship of Teaching and Learning 16, no. 2 (April 29, 2016): 1–13. http://dx.doi.org/10.14434/josotl.v16i2.19196.
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In this paper, I discuss the process of redesigning and teaching a mandatory, academic skill building course for students on academic probation at Mount Saint Vincent University (MSVU) in Atlantic Canada. The rationale for redesigning the course was to offer an alternative, holistic instructional approach for instructors who were teaching a modular-based curriculum. The original course was designed to focus on improving students’ individual self-efficacy and motivation for academic success; however, the social and relational nature of learning was not articulated as an underpinning theory in the curriculum. In the new curriculum, I draw on both Etienne Wenger’s (1998) notions of communities of practice as sites for learning and Howe and Strauss’ (2000; 2007) work on generational analysis as theoretical frameworks. Furthermore, I incorporate Wenger, McDermott, and Snyder’s (2002) principles for cultivating communities of practice as a way of putting theory into practice. Initial data collection led to the main inquiry question: How could a curriculum, centered on building community in the classroom, help students to cultivate meaningful learning experiences that take learning beyond a “fake it ‘til you make it” mentality? This question guided the curricular design process and also my experiences teaching the course at MSVU during the Fall semester of 2012
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Ammah-Tagoe, Naa, Kyra Caspary, Matthew A. Cannady, and Eric Greenwald. "Learning to Teach to Argue: Case Studies in Professional Learning in Evidence-Based Science Writing." Teachers College Record: The Voice of Scholarship in Education 123, no. 7 (July 2021): 1–39. http://dx.doi.org/10.1177/016146812112300708.
Full textAbstract:
Background/Context The emphasis on scientific practices articulated by the National Research Council framework and the Next Generation Science Standards requires significant pedagogical shifts for U.S. science teachers. Purpose/Objective/Research Question/Focus of Study This study provides a rare window into the challenges and opportunities teachers encounter as they introduce argument writing into their science classrooms with support from the National Writing Project's Inquiry into Science Writing project. The purpose of this study is to better understand the teacher-change process so as to inform the development of future professional development efforts. Population/Participants/Subjects Case studies were drawn from a professional development network led by the National Writing Project to support teachers in studying and improving their practice while sharing knowledge and benefiting from the expertise of others. The network included 28 middle school teachers at five writing project sites around the United States; the case studies presented in this article are based on the experiences of three of these teachers. Intervention/Program/Practice The Inquiry into Science Writing Project was a 2-year practitioner-driven professional learning experience seeking to better understand and support student practice around evidence-based science writing. During the duration of the project, teachers taught at least one lesson series culminating in written arguments by students each semester, and participated in two summer institutes, an ongoing national professional learning community, and monthly meetings of their local teacher research group. Research Design The study uses a qualitative comparative case study approach. Data Collection and Analysis The case studies draw on interviews, lesson artifacts, written teacher reflections, and samples of student work. Conclusions/Recommendations The study findings reinforce the complexity of the change process: The relationship between teachers’ knowledge, beliefs, and attitudes and their practice was not linear and unidirectional (i.e., change in attitude leads to change in practice) but rather iterative and mediated by both student work and the external supports they received. These findings confirm the need for sustained learning environments with features that promote enactment and reflection on student work to support teacher change. Further, they suggest that professional development providers should think about how to build habits of reflection into their own design processes, allowing space for feedback and learning from practitioners.