Academic literature on the topic 'Researcher'

This article critically examines the conventional researcher-researched relationship thatempowers the researcher over the researched. The orthodoxy of objectivity – claimed to locatethe researchers as neutral observer – is here argued to be a power relation that has an excludingeffect where subject communities are concerned. By means of an archaeological case study thatincluded mapping and interpretation of ancient rock engravings we offer a new way of negotiatinginterpretations. This new way involved four members from a Bushman community who helped usnavigate spiritual, ontological and environmental dimensions in making sense of rock art.

The purpose of this study was to explore the academic researcher decision-making processes related to participant compensation. Compensation for research participants is a complex issue nested within human subjects research, involving potential ethical pitfalls, such as undue influence and coercion. Regulations require researchers possess sufficient understanding of their subject population to make informed decisions with respect to compensation issues. Despite the key role compensation practices play in the research process, few researchers have considered these practices from the perspective of the academic researcher. The researcher collected data via semi-structured interviews to understand factors academic researcher consider when electing to compensate or not compensate research participants, the ethical challenges faced by academic researchers when determining research compensation for their studies, and, from the perspective of academic researchers, how compensation practices be improved. Compensation is an integral part of human subjects research, but it involves ethical considerations due to its potential impact on the participant’s voluntarism. Researcher decision making about compensation is complex and is influenced by myriad factors, including budgetary constraints, the type of study, perceptions of participant burden, institutional and departmental factors, and more. This study expanded the understanding of participant compensation by exploring the researcher decision-making processes.

Aquesta tesi pretén analitzar la supervisió del doctorat mitjançant l'abordatge d'alguns temes rellevants sobre la seva conceptualització, experiències i pràctiques relacionades amb el desenvolupament de l'investigador. Comprèn una revisió i tres estudis empírics realitzats des d'un enfocament sociocultural. El disseny va ser transversal i combina dades quantitatives i qualitatives. Els principals instruments van ser un qüestionari dirigit a avaluar a les experiències significatives dels estudiants de doctorat, desenvolupat en un projecte més ampli sobre la identitat dels investigadors novells [I+D+i La formació de l'investigador en Ciències Socials impulsat pel Ministeri d'Economia i Competitivitat de l'Estat Espanyol (ref .: CSO2013-41108-R)] (Castelló, Pardo, Sala-Bubaré i Suñe-Soler, 2017, Castelló, McAlpine i Phyältö, Phyältö i McAlpine, en premsa), i un qüestionari obert per examinar les percepcions dels supervisors. Les anàlisis es van realitzar utilitzant un disseny de mètode mixt. L'estudi 1 comprèn una revisió integrativa de les característiques, propòsits i aportacions de la investigació sobre supervisió realitzada entre 2005 i 2016. Els resultats refereixen les característiques de la investigació sobre la supervisió del doctorat que els autors han desenvolupat durant l'última dècada i indiquen que la majoria dels estudis revisats es centren en l'anàlisi de les percepcions. L'estudi 2 aborda les experiències significatives dels estudiants de doctorat relacionades amb la supervisió i les estratègies que tenen per fer front a aquestes experiències quan són percebudes com desafiants o negatives. Es van identificar cinc categories d'experiències: 1) supervisió del procés d'investigació; 2) coaching; 3) prerequisits centrals per a la supervisió; 4) gestió i supervisió del projecte; i 5) elecció del supervisor. Els resultats també van indicar una variació entre els estudiants, en termes de les estratègies per manejar els problemes relacionats amb la supervisió i la prevalença dels estudiants orientats al problema sobre els orientats a l'estratègia. A més, els resultats van suggerir una relació entre les experiències de supervisió i la satisfacció dels estudiants amb la seva trajectòria doctoral. L'estudi 3 se centra en les concepcions i pràctiques dels supervisors pel que fa a l'escriptura de la investigació. Els resultats van mostrar que els supervisors atribueixen diferents funcions a l'escriptura -des del procés fins al producte- que es relacionen amb pràctiques centrades en: 1) produir textos acadèmics apropiats, 2) generar activitat epistèmica i 3) promoure la comunicació i la socialització. Es van identificar tres categories de suport per a l'escriptura, això basat en el tipus d'activitats reportades pels supervisors: 1) dir als estudiants què fer, 2) revisar i editar els textos dels estudiants, i 3) discutir de manera col·laborativa dels textos dels estudiants. Els resultats també suggereixen relacions complexes entre les funcions que els supervisors atribueixen a l'escriptura i el tipus de suport d'escriptura que ofereixen als estudiants. Aquestes relacions semblen estar intervingudes pel coneixement i els recursos que els supervisors tenen pel que fa a l'escriptura de la investigació. L'estudi 4 examina les relacions entre les percepcions dels supervisors sobre les seves experiències doctorals des de dues posicions com a estudiants i supervisors. Les experiències significatives dels participants reportades en ambdues posicions es van relacionar amb cinc categories: 1) habilitats de recerca, 2) suport de supervisió, 3) agència, 4) interacció i 5) recursos. Aquestes categories integren els aspectes més significatius que els supervisors consideren ajuden o dificulten el procés doctoral. Els resultats van revelar que els participants tenen percepcions més positives pel que fa a les seves experiències actuals com a supervisors. També es van confirmar relacions interessants entre l'experiència prèvia dels participants com a estudiants i la seva experiència actual com a supervisors. Aquesta tesi contribueix a ampliar i aprofundir el nostre coneixement sobre la conceptualització i pràctiques de la supervisió de doctorat, mitjançant l'anàlisi de les percepcions i experiències dels que considerem són els principals protagonistes de la supervisió: supervisors i estudiants. D'altra banda els resultats revelen la importància de promoure el coneixement i reflexió crítica dels supervisors sobre les seves concepcions i pràctiques de supervisió. En general, posen de manifest l'important paper de la supervisió en el desenvolupament de l'investigador. Esperem que aquesta tesi ampliï el nostre coneixement sobre la supervisió i contribueixi a conceptualitzar com un procés dialògic, relacional i multidimensional sostingut per la interacció entre els estudiants, els supervisors i els seus contextos acadèmics i de desenvolupament.<br>La presente tesis pretende analizar la supervisión del doctorado mediante el abordaje de algunos temas relevantes sobre su conceptualización, experiencias y prácticas relacionadas con el desarrollo del investigador. Comprende una revisión y tres estudios empíricos realizados desde un enfoque sociocultural. El diseño fue transversal y combina datos cuantitativos y cualitativos. Los principales instrumentos fueron un cuestionario dirigido a evaluar a las experiencias significativas de los estudiantes de doctorado, desarrollado en un proyecto más amplio sobre la identidad de los investigadores noveles [I+D+i La formación del investigador en Ciencias Sociales impulsado por el Ministerio de Economía y Competitividad del Estado Español (ref.: CSO2013-41108-R)] (Castelló, Pardo, Sala-Bubaré y Suñe-Soler, 2017, Castelló, McAlpine y Phyältö, Phyältö y McAlpine, en prensa), y un cuestionario abierto para examinar las percepciones de los supervisores. Los análisis se realizaron utilizando un diseño de método mixto. El estudio 1 comprende una revisión sistemática de las características, propósitos y aportes de la investigación sobre supervisión realizada entre 2005 y 2016. Los resultados refieren las características de la investigación sobre la supervisión del doctorado que los autores han desarrollado durante la última década e indican que la mayoría de los estudios revisados se centran en el análisis de las percepciones. El estudio 2 aborda las experiencias significativas de los estudiantes de doctorado relacionadas con la supervisión y las estrategias que tienen para hacer frente a estas experiencias cuando son percibidas como desafiantes o negativas. Se identificaron cinco categorías de experiencias: 1) supervisión del proceso de investigación; 2) coaching; 3) prerrequisitos centrales para la supervisión; 4) gestión y supervisión del proyecto; y 5) elección del supervisor. Los resultados indicaron una variación entre los estudiantes, en términos de las estrategias para manejar los problemas relacionados con la supervisión y la prevalencia de los estudiantes orientados al problema sobre los orientados a la estrategia. Además, los resultados sugirieron una relación entre las experiencias de supervisión y la satisfacción de los estudiantes con su trayectoria doctoral. El estudio 3 se centra en las concepciones y prácticas de los supervisores con respecto a la escritura de la investigación. Los resultados mostraron que los supervisores atribuyen diferentes funciones a la escritura -desde el proceso hasta el producto- que se relacionan con prácticas centradas en: 1) producir textos académicos apropiados, 2) generar actividad epistémica y 3) promover la comunicación y la socialización. Se identificaron tres categorías de apoyo para la escritura, esto basado en el tipo de actividades reportadas por los supervisores: 1) decir a los estudiantes qué hacer, 2) revisar y editar los textos de los estudiantes, y 3) discutir de manera colaborativa los textos de los estudiantes. Los resultados también sugieren relaciones complejas entre las funciones que los supervisores atribuyen a la escritura y el tipo de apoyo de escritura que ofrecen a los estudiantes. Estas relaciones parecen estar mediadas por el conocimiento y los recursos que los supervisores tienen con respecto a la escritura de la investigación. El estudio 4 examina las relaciones entre las percepciones de los supervisores sobre sus experiencias doctorales desde dos posiciones como estudiantes y supervisores. Las experiencias significativas de los participantes reportadas en ambas posiciones se relacionaron con cinco categorías: 1) habilidades de investigación, 2) apoyo de supervisión, 3) agencia, 4) interacción y 5) recursos. Estas categorías integran los aspectos más significativos que los supervisores consideran ayudan o dificultan el proceso de doctorado. Los resultados revelaron que los participantes tienen percepciones más positivas con respecto a sus experiencias actuales como supervisores. También se confirmaron relaciones interesantes entre la experiencia previa de los participantes como estudiantes y su experiencia actual como supervisores. Esta tesis contribuye a ampliar y profundizar nuestro conocimiento sobre la conceptualización y prácticas de la supervisión del doctorado, mediante el análisis de las percepciones y experiencias de quienes consideramos son sus principales protagonistas: supervisores y estudiantes. Además, los resultados revelan la importancia de promover el conocimiento y reflexión crítica de los supervisores sobre sus concepciones y prácticas de supervisión. En general, ponen de manifiesto el importante rol de la supervisión en el desarrollo del investigador. Esperamos que esta tesis amplíe nuestro conocimiento sobre la supervisión y contribuya a conceptualizarla como un proceso dialógico, relacional y multidimensional sostenido por la interacción entre los estudiantes, los supervisores y sus contextos académicos y de desarrollo.<br>This thesis aims to analyze doctoral supervision by means of addressing some relevant issues of its conceptualization, experiences and practices related to the researcher development. It integrates a review and three empirical studies, carried out from a sociocultural approach. Design was cross-sectional and combines quantitative and qualitative data. Main instruments were a questionnaire addressed to assess PhD students’ significant experiences, developed in a related and larger project on early career researcher identity [I+D+i Researcher’s Identity Education in Social Sciences funded by the Spanish Ministry of Economy and Competitiveness (ref.: CSO2013-41108-R)] (Castelló, Pardo, Sala-Bubaré and Suñe-Soler, 2017; Castelló, McAlpine and Phyältö, 2017; Castelló, Phyältö and McAlpine, in press), and an open-ended survey designed to prompt supervisors’ perceptions. Mixed-method analyses were conducted. Study 1 consists of an integrative literature review of the characteristics, purposes and contributions of the research on supervision conducted between 2005 to 2016. Results allowed us to describe the path that authors have taken to study supervision during the last decade and indicated that the reviewed studies focused on the analysis of perceptions that surround doctoral supervision. Study 2 addresses doctoral students’ significant experiences related to supervision and the strategies they have to cope with these experiences when they are perceived as challenging or negative. Five categories of experiences were identified: 1) supervision of the research process, 2) coaching, 3) central prerequisites for supervision, 4) project management and supervisor, and 5) supervisor choice. Results also indicated a variation among students, in terms of the strategies to handle problems related to supervision and the prevalence of problem-oriented than strategy-oriented students. Furthermore, results suggested a relation between specific supervision experiences and students’ satisfaction with their doctoral trajectory. Study 3 focuses on supervisors’ conceptions and practices regarding research writing. Results showed that supervisors attributed different roles to doctoral writing, ranging from process to product-oriented, which relate to practices focusing on 1) producing appropriate academic texts, 2) generating epistemic activity, and 3) promoting communication and socialization. Three categories of supervisory writing support were identified based on the type of activities reported by the supervisors: 1) telling the students what to do, 2) reviewing and editing students’ texts, and 3) collaboratively discussing students’ texts. Results also suggest that there were complex relationships between the role that supervisors’ attributed to writing and the type of writing support supervisors were able to offer. These relations appear to be mediated by supervisors’ awareness and resources regarding doctoral writing. Study 4 examines how supervisors perceive their doctoral experiences both as students and supervisors and the relationships between these perceptions. Participants’ significant experiences from both positions –as students and supervisors- were related to five categories: 1) research skills, 2) supervisory support, 3) agency, 4) interaction and 5) resources and affordances. These categories integrate the most significant aspects they considered help or hinder the doctoral process. Results revealed that participants hold more positive perceptions regarding their current experiences as supervisors. Interesting relationships between participants’ students’ experience and their current experience as supervisors were also confirmed. This thesis contributes to enlarging and deepening our knowledge of the conceptualization and practices embedded in doctoral supervision, by analyzing perceptions and experiences from who we consider the main protagonists of supervision: supervisors and students. Moreover, the results highlight the importance of enabling supervisors’ awareness and critical reflection regarding their supervision conceptions and practices. Overall they bring to visibility the significant role supervision plays in the researcher development. We hope this thesis enlarges our knowledge on supervision and contribute to conceptualize it as a dialogical, relational and multidimensional process sustained by the interplay between the students, supervisors and their academic and developmental contexts.

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.<br>Made available in DSpace on 2012-10-22T08:01:19Z (GMT). No. of bitstreams: 1 230685.pdf: 475338 bytes, checksum: f828f51f7a55fcc9b9a2aa0897e26074 (MD5)<br>O objetivo desta investigação é mostrar a maneira com que os professores concebem seus próprios conceitos de leitura e se os mesmos influenciam sua prática em sala de aula e também discutir o conteúdo metafórico da fala de uma professora se tornando pesquisadora, enquanto implementa materiais novos em uma turma avançada de inglês da primeira série do ensino médio em um colégio público em Florianópolis, refletindo sobre seus conceitos de leitura e conflitos na presença de novos paradigmas. A coleta de dados se deu através de câmera de vídeo e gravadores e foi feita em três fases: durante reuniões prévias à intervenção em sala de aula, bem como durante as aulas e em reuniões posteriores à implementação da prática em sala de aula. Para a coleta de dados, além das gravações, a pesquisadora fez uso de diários de campo que foram transcritos e analisados e um mapa explanatório sobre metáforas conceituais sobre leitura foi construído. À partir desse mapa, estabeleceu-se uma comparação/contraste entre a fala da professora e a maneira implícita que estas concepções influenciavam sua prática pedagógica. As metáforas encontradas foram 1)LEITURA É UM JOGO 2)O PROFESSOR É UM TREINADOR/ DIRETOR E MAESTRO 3) ALUNOS SÃO JOGADORES E ATORES, refletindo assim a maneira pela qual esta professora concebe respectivamente a leitura, a prática em sala de aula e seus alunos. Este estudo fornece um método de pesquisa de análise de crenças dos professores através destas metáforas conceituais, levando professores a uma reflexão sobre seus conceitos, no caso específico sobre leitura, e como estes influenciam sua prática implicitamente. The objective of this research is to show in which way teachers conceive their own reading concepts and if they influence these teachers' practice in the classroom. This study intends to discuss the metaphorical content in the speech of a teacher becoming a researcher reflecting on her reading concepts and conflicts in the presence of new paradigms while implemented new materials in one advanced English group from high school in a public school in Florianópolis. The data collection was based on video camera and tape recorders and it was made in three phases: during pre counseling meetings before classroom intervention as well as pos-counseling meetings after classroom practice implementation. Besides video and tape recorders, the researcher also made use of research diaries which were transcribed and analyzed and an explanatory map about conceptual metaphors on reading was built. From this map, a comparison was established between the teacher's speech and the implicit way these conceptions influenced her pedagogical practice. The metaphors found were: 1) READING IS A GAME 2) THE TEACHER IS A TRAINER/DIRECTOR AND ORCHESTRA CONDUCTOR 3) STUDENTS ARE PLAYERS AND ACTORS reflecting the way this teacher conceives respectively reading, her classroom practice and her students. This study provides an analysis of teachers' beliefs research method through these conceptual metaphors, fostering teachers to reflect about their concepts, in this specific case about reading and how these concepts influence implicitly their practice.

This thesis examines the issue of ethnicity and kinship and explores the advent of identity formation, specifically in a Reformn Jewish context, via youth movement participation. Through the mediums of informal education, focus group discussion and individual semi-structured interviews, I engage in an exploration of identifying what it means to be Jewish, how youth movements augment and abet Jewish identity formation, and the boundaries that exist between young Jews and their host communities. Youth movement youngsters are observed in situ and Grounded Theory (Strauss, 1987; Glaser, 1978; Glaser, 1992; Giaser, 1998; Glaser, and Strauss, 1968) is employed to elucidate their engagements and interactions. Three case studies (Stake, 1995) are then presented to illustrate the experience of youth movement "graduates". Interpretive Phenomenological Analysis (Smith, 2004; Smith and Osborn, 2003) is used to consider the dimensions of their relationship to Judaism, their youth movement and mainstream society.

The 'Becoming a Qualitative Researcher: Guidelines and Opportunities' seminar, led by David Silverman, is a comprehensive 3 half-day workshop aimed at equipping researchers new to qualitative research with the skills to design and conduct a qualitative project. Relevant for both PhD students and established researchers moving into qualitative research,and faculty and professional researchers unfamiliar with qualitative approaches, this course will help to clear up misunderstandings about qualitative research and provide guidelines for a sound research project

Academic institutions have made significant investments to support public access to research data requirements, yet little to no data about these services, infrastructure, and costs currently exist or are widely shared. For public access to research data to be optimized, funding agencies, institutions, and organizations must better understand the investments made by institutions and individual researchers toward meeting these requirements. This mixed-methods study was funded by the US National Science Foundation (grant #2135874). The Association of Research Libraries (ARL) and six research-intensive academic institutions—Cornell University, Duke University, University of Michigan, University of Minnesota, Virginia Tech, and Washington University in St. Louis—used surveys and interviews to provide an initial examination of institutional expenses for public access to research data. Due to the breadth and heterogeneity of research data and funding, we scoped this work to three US federal funding agencies (Department of Energy, National Institutes of Health, and National Science Foundation) and five disciplinary areas (biomedical sciences, environmental science, materials science, physics, and psychology).

Since the mainstream racial awakening to pervasive and entrenched structural racism, many organizations have made commitments and adopted practices to increase workplace diversity, inclusion, and equity and embed these commitments in their organizational missions. A question often arises about how these concepts apply to research. This paper discusses how organizations can build on their specific commitments to diversity, inclusion, and equity by applying these principles in the research enterprise. RTI International’s framework for conducting equity-centered transformative research highlights how incorporating principles of diversity, inclusion, and equity requires a departure from mainstream practice because of historical and intentional exclusion of these principles. Drawing on methodologies of culturally responsive evaluation, research, and pedagogy; feminist, Indigenous, and critical methodologies; community-based participatory research; and theories of social transformation, liberation, and racial justice, this organizing framework illustrates what this departure requires and how research can serve liberation and social justice by transforming the researcher, the research content, and the day-to-day practice of conducting research. Centering the work of seminal scholars and practitioners of color in the field, this paper provides a holistic framework that incorporates various research approaches and paradigms intended to shift power to minoritized and marginalized communities to achieve social transformation through research.