Relevant bibliographies by topics / Researcher critical

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Researcher critical'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Researcher critical"

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Fremlova, Lucie. "Non-Romani Researcher Positionality and Reflexivity." Critical Romani Studies 1, no. 2 (2019): 98–123. http://dx.doi.org/10.29098/crs.v1i2.25.

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This paper considers the positionality and reflexivity of nonRomani, ally-identified researchers vis-à-vis insider/outsider research by critically examining – or queer(y)ing – non-Romani researcher identity and the privilege that goes with it. On a theoretical level this can be facilitated by, for example, queer theoretical concepts and the concept of critical whiteness. Critical whiteness is “queer” by virtue of being counter/non/anti-normative in relation to whiteness as a social norm (whitenormativity). In practical terms, employing queer, feminist, and critical whiteness methodologies means that reflective and reflexive researchers conducting research “with,” “for,” and “on” Roma do not “have to be” Romani in order to participate inknowledge production on Romani communities. Nonetheless, it implicates their ability to critically examine their own privilege and challenge it accordingly, that is, not only academically but also politically and socially.
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Korth, Barbara. "Critical Qualitative Research as Consciousness Raising: The Dialogic Texts of Researcher/Researchee Interactions." Qualitative Inquiry 8, no. 3 (2002): 381–403. http://dx.doi.org/10.1177/10778004008003011.

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Choi, Yong-Geun. "The most critical trait of great researcher." Journal of the Korean Association of Oral and Maxillofacial Surgeons 46, no. 4 (2020): 219. http://dx.doi.org/10.5125/jkaoms.2020.46.4.219.

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Jain, Tania. "Researcher vs advocate: ethnographic-ethical dilemmas in feminist scholarship." Equality, Diversity and Inclusion: An International Journal 36, no. 6 (2017): 566–85. http://dx.doi.org/10.1108/edi-01-2017-0016.

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Purpose The purpose of this paper is to explore the nature of dilemmas that emerge at the theoretical and practical interfaces of ethnographic fieldwork and feminist advocacy. This is done by examining the researcher’s role in the field and the complex relationships between the researcher and the researched. Design/methodology/approach Critical self-reflections and autoethnographic analyses of fieldwork experiences in the author’s home country in South Asia are used to explore these dilemmas. Findings Using situated examples from a typical organisational setting involving both the oppressive and the oppressed, the researcher’s participant observation is found to be conflicted between critical participation and critical observation. Conscious and/or unconscious critical participation through enactment of feminist ethics by combining researcher and advocacy roles allows a route to assuage these conflicts. Practical strategies used to accomplish this are also discussed. Research limitations/implications Although the practical strategies discussed in this paper are culturally and organisationally specific and hence limited by them, it is hoped that suitable variants will emerge for readers from their discussion. Further research is needed to investigate the variety of ways in which the researcher-advocate positionality proposed in this paper can be strategically adopted conditional on cultural and organisational contexts, feminist research questions, and researchers’ abilities and constraints. Practical implications This paper seeks to shed light on the dilemmas of feminist ethics faced by critical feminist researchers conducting ethnographic fieldwork. It also discusses ways to enable researchers to circumvent these dilemmas in both epistemologically productive ways by collecting rich data and in ontologically enriching ways by allowing some enactment of feminist ethics. To this end, a positionality of the feminist researcher-advocate is conceptualised that does not enforce constraints of extreme positionalities of either a conventional ethnographer or an action researcher. Social implications Besides illustrating the need to stretch beyond traditional boundaries of participant observation, the researcher-advocate positionality also allows feminist researchers to make small, but directly tangible impact towards gender equality in their field setting. Implications for researchers’ emotional, and cognitive safety are also discussed especially when they identify with one or more minority identities. Originality/value This paper contributes to discussions on the theory of methods by highlighting the benefits of enacting feminist ethics as a way of critical participation in research settings.
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Henderson, Juliet. "Post-critical writing praxis as a qualitative researcher." International Journal of Qualitative Studies in Education 31, no. 6 (2018): 535–44. http://dx.doi.org/10.1080/09518398.2017.1422292.

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Sá, Kátia, and Abrahão Baptista. "CRITICAL REVIEW (CRITICAL INFORMATION MODEL): PATHS FOR A SUCCESSFUL CAREER AS A RESEARCHER." Revista Pesquisa em Fisioterapia 5, no. 1 (2015): 7–11. http://dx.doi.org/10.17267/2238-2704rpf.v5i1.587.

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Etherington, Kim. "The counsellor as researcher: boundary issues and critical dilemmas." British Journal of Guidance and Counselling 24, no. 3 (1996): 339–46. http://dx.doi.org/10.1080/03069889600760311.

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Etherington, Kim. "The counsellor as researcher: Boundary issues and critical dilemmas." British Journal of Guidance & Counselling 24, no. 3 (1996): 339–46. http://dx.doi.org/10.1080/03069889608253018.

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Kellehear, Allan. "Ethical Issues for the Qualitative Researcher: Some Critical Reflections." Annual Review of Health Social Science 8, no. 1 (1998): 14–18. http://dx.doi.org/10.5172/hesr.1998.8.1.14.

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Schoorman, Dilys, and Ira Bogotch. "What is a critical multicultural researcher? A self-reflective study of the role of the researcher." Education, Citizenship and Social Justice 5, no. 3 (2010): 249–64. http://dx.doi.org/10.1177/1746197910382257.

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Dissertations / Theses on the topic "Researcher critical"

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Svyantek, Martina V. "Institutional Counter-surveillance using a Critical Disability Studies Lens." Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/103643.

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This study examines policy and procedure documents related to Disability at 3 U.S. institutions of higher education over a 25-year time frame. Policy and procedure documents are the foundation that govern how institutions "handle" Disability, outlining expectations and guidelines for providing services and establishing bureaucratic channels used to determine who has access to those services. This research employs a comparative case study mixed methods approach. The found documents and their online contexts are analyzed according to four qualities: findability, cohesion, consistency, and transparency. A document's findability refers to the ability of a user to locate the original document, and a document's cohesion, consistency, and transparency, refer to respectively where, what, and how these documents persist from their original creation date. As I collected these documents, I constructed comparative matrices to track these qualities within and across three different universities. The initial findability of documents demonstrates two key results: 1) during the overall 1990– 2015 time frame, there was a marked change in the availability of materials in a digital format, and 2) the emergence of a way to describe documents via the phrase "Does Not Exist." These materials definitively did not exist prior to a given time frame, but later versions of such documents included an earlier start date. Cohesion results indicate that the documents most likely to be presented in a single source were broadly usable to a large portion of the university population: the general student body. Consistency results address a major issue with the document search: while these materials were likely to exist, at each of these institutions and time frames (barring the DNE documents), they are very difficult to track down. Transparency across found, single-source documents was ubiquitous; if it could be found, it had searchable text. Beyond the findings of my document collection, I created two major products as a result of this dissertation work: key recommendations for different stakeholder groups and a curated exhibit of VT-specific materials collected for this study.<br>Doctor of Philosophy<br>This study examines policy and procedure documents related to Disability at 3 U.S. institutions of higher education over a 25-year time frame. Policy and procedure documents are the foundation that govern how institutions "handle" Disability, outlining expectations and guidelines for providing services and establishing bureaucratic channels used to determine who has access to those services. This research employs a comparative case study mixed methods approach. The found documents and their online contexts are analyzed according to four qualities: findability, cohesion, consistency, and transparency. A document's findability refers to the ability of a user to locate the original document, and a document's cohesion, consistency, and transparency, refer to respectively where, what, and how these documents persist from their original creation date. As I collected these documents, I constructed comparative matrices to track these qualities within and across three different universities. The initial findability of documents demonstrates two key results: 1) during the overall 1990– 2015 time frame, there was a marked change in the availability of materials in a digital format, and 2) the emergence of a way to describe documents via the phrase "Does Not Exist." These materials definitively did not exist prior to a given time frame, but later versions of such documents included an earlier start date. Cohesion results indicate that the documents most likely to be presented in a single source were broadly usable to a large portion of the university population: the general student body. Consistency results address a major issue with the document search: while these materials were likely to exist, at each of these institutions and time frames (barring the DNE documents), they are very difficult to track down. Transparency across found, single-source documents was ubiquitous; if it could be found, it had searchable text. Beyond the findings of the document collection, there are two major products as a result of this dissertation work. First, key recommendations for different stakeholder groups (SEEKERS, WRITERS, and KEEPERS) are outlined; these recommendations are intended for the entire audience as practices that they can incorporate within their own documents. Second, the work undertaken to create a repository using materials from my document collection, utilizing the Qualitative Data Repository (based in Syracuse University) as the host for a curated exhibit of VT-specific materials, is described.
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Lee, Sue Mei. "Cultural work in language and literacy : reflections of a researcher as a cultural worker /." ProQuest subscription required:, 2003. http://proquest.umi.com/pqdweb?did=990270691&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Blair, Andrea Jane. "Being in Brazil : an autoethnographic account of becoming ethically responsible as a practitioner-researcher in education." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/14501.

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This thesis explores an autoethnography which is written in the spirit of ubuntu, with and through others. Viewing this as an ethically responsible methodology for educational research conducted in and between the Global North and the Global South, this autoethnography foregrounds both self and other. The story of a practitioner- researcher unfolds around a move from disillusionment with the examinations factories of the English education system into exploring a human ethic of essential care (Boff, 2005) and a pedagogy of unconditional love (Andreotti, 2011) in a Brazilian non- government organisation. In these shifting contexts, the writer shares a journey of critical reflection (Brookfield, 1995; 2000) on ethical relationships in research and education, deconstructing the hegemonic assumptions underpinning her worldview. Borrowing insight from postmodern philosophy for education and actionable postcolonial theory in education, a journey of (un)learning unfolds as the author grapples with taken-for-granted assumptions about and in the Global South. The aims of the study emerge from a life lived forward (Muncey, 2005) through critical reflection on the ends of education and the role of the practitioner-researcher. As such, the nature of data collection becomes a process of data creation incorporating a rich tapestry of research conversations, images, sounds and other embodied memories. As ethical relations become a central focus of the author’s critical reflection, the author has sought to minimise her inflection on the data and in doing so includes many of the original contributions gifted to her throughout a two year period. Through critical self- scrutiny and reflection the author has been able to examine her own educational and cultural assumptions through a different lens in the Global South. The beauty of this autoethnography lies in exploring the kinds of intercultural spaces the author and others inhabit in twenty-first century research and classrooms.
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Adame, Alexandra L. "Negotiating Discourses: How Survivor-Therapists Construe Their Dialogical Identities." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1263579790.

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Adame, Alexandra L. "Negotiating discourses how survivor-therapists construe their dialogical identities /." Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1263579790.

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Moreira, Cláudio. "A prática docente no ensino de ciências no Ciclo II do Ensino Fundamental /." Bauru : [s.n.], 2008. http://hdl.handle.net/11449/90950.

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Orientador: Ana Maria Lombardi Daibem<br>Banca: Alice Helena Campos Pierson<br>Banca: Renato Eugênio da Silva Diniz<br>Resumo: O presente trabalho buscou enfocar as práticas docentes no ensino de ciências nas séries finais do Ensino Fundamental, na atualidade, e os fundamentos teóricos que as embasam, assim como o nível de envolvimento dos professores com as propostas de inovações e/ou reorganizações curriculares para tal ensino. A pesquisa, de natureza qualitativa, teve a participação de cinco professores de ciências que atuam em quatro escolas da rede pública estadual de São Paulo. Para a coleta de dados foram aplicados questionários, realizadas entrevistas individuais e grupais, observadas 25 (vinte e cinco) aulas desses professores e analisados seus planos de ensino e os livros didáticos adotados por eles. Através desses instrumentos tentou-se desvendar o retrato do ensino de ciências na atualidade e os entraves que limitam as práticas docentes para compreensão do que falta para que o ensino e a aprendizagem ocorram de modo mas satisfatório. Estes aspectos foram priorizados por serem relevantes como ponto de partida para qualquer processo de mudança no ensino. Conclui-se que, muito ainda há de ser feito, principalmente no campo da formação inicial e continuada de professores de ciências, visto que o ensino ministrado conserva os pressupostos da pedagogia tradicional, quando o desejável seria o ensino ativo, para o alcance da educação voltada para a alfabetização científica.<br>Abstract: This paper aims to give emphasis about practical teaching of science teachers of high school nowadays, as well to concern about theorical embasaments of teaching and learning and so their involvement when facing innovation and/or reorganization purposes related to this matter. The research based on qualitative data had 05 science teachers from public schools of São Paulo State and the data were gathered through 25 questionnaires, individual and grupal interviews and 25 times observation of classes by these teachers when doing that. Their schedules (plans of work), school methods adopted by high schools were still subjected to a study. By those instruments the portrait of science nowadays was the goal to face problems that this work can cause to education process, in order to bring comprehension to the lacks of teacher's practice to make them the way to a better job in education (satisfaction ways of doing this). These points of view were considered initial to any change in education process. Finally, there are so much things to do in education mainly about professional career, about its beginning and in its continuing of science teachers, cause their job still has traditional pedagogic practices and the ideal way to work could be actually being active when teaching, in order to reach scientific alphabetization in educational process.<br>Mestre
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Peterson, Kristina. "Transforming researchers and practitioners: The unanticipated consequences (significance) of Participatory Action Research (PAR)." ScholarWorks@UNO, 2011. http://scholarworks.uno.edu/td/129.

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Each of us has knowledge but it is not complete. When we come together to listen, we learn, we grow in understanding and we can analyze better the course that needs to be taken. One thing I learned over the past several years is that words and their interpretation have power. Grand Bayou community member This dissertation examines the question of change in the non-community people who have interacted or come into contact with the Grand Bayou Participatory Action Research (PAR) project. Who Changes?, a book on institutionalizing participation in development, raises the issu of "where is the change?" in a participatory project (Blackburn1998). Fischer (2000), Forester (1992), and Wildavsky (1979) indicate that a participatory process is beneficial to all stages of planning policy development, and analysis. However, planners, academics, and practitioners who work with high risk communities are often of different cultures, values, and lived experience than those of the community. Despite the best intentions of these professionals, these differences may at times cause a disconnect from or a dismissal of the community's knowledge, values or validity claims as the participatory process transpires. The outside experts often fail to learn from the local communities or use the community's expertise. The Grand Bayou Participatory Action Research (PAR) project, funded in part by a National Science Foundation (NSF) grant, investigated the viability of PAR in a post-disaster recovery project. The NSF report revealed that the community did gain agency and political effectiveness; the study and evaluation, however, did not focus on the outside collaborators and their change. Freirian and Habermasian theories of conscientization and critical hermeneutics would assume that those engaged with the project have changed in some way through their learning experience and that change may be emancipatory. The change builds on a core tenet of PAR in developing relational knowledge while honoring the other. This study used a case study methodology utilizing multiple sources of evidence to explore the answer to this question. A better understanding of the change in outside collaborators in a PAR project can be helpful in developing a more holistic participatory community planning process.
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Leitão, Poliana Dayse Vasconcelos. "A apreensão do gênero projeto de pesquisa por alunos do curso de licenciatura em letras." Universidade Federal da Paraí­ba, 2008. http://tede.biblioteca.ufpb.br:8080/handle/tede/6382.

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Made available in DSpace on 2015-05-14T12:42:48Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 5386340 bytes, checksum: 71a1471d0543ac37b37195fc51906dd2 (MD5) Previous issue date: 2008-12-19<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior<br>Low performance in reading activities and, mainly, in writing is a problem that affects students of all ages and levels of education, including higher education, in several subjects. Therefore, the expansion of literacy practice has been one of the main objectives of Education in recent years, particularly of professionals who work with language teaching. This expansion requires a new conception of teaching-learning of reading and writing, based on the study of textual genres, with emphasis on their social-historical-ideological aspects. It also requires that we teachers should have a critical-reflective positioning, in which we play the role of researcher and literacy agents. For this, we needed to grasp different textual genres, among them, the academic and scientific, and particularly the Research Project. Several theoretical and methodological proposals have emerged in order to help us to take these difficulties and these essential tasks. One of the most complete is the Social-discursive Interactionism (SDI), because it considers language as unit of analysis, the active conducts and the conscious thought in order to explain the process of texts-discourses production, considering it as a tool to human development. Our work is situated in this theoretical and methodological approach and aims at investigating the process of the textual genre Research Project for pre-graduate students in Literature. To achieve the objective mapped out, we conducted an action research with Modern Languages students of the sixth semester of a private institution of the state of Bahia. Our tools for data collection were direct observation and participatory implementation of a Pre-Test, of a Post-Test and several activities of production and rewriting. We organized the results of our research into four chapters: 1 Teacher development and Academic Literacy (HENGEMUHLE, 2007; TARDIF, 2002; AMARAL, and MOREIRA RIBEIRO, 1996; LOPES, 1997; SOARES, 1998 and 2005; Bazerman, 2006; OLSON , 1997; KLEIMAN, 1995 and 2006, and MATENCIO, 2006); 2 Social-discursive Interactionism: path to support the analysis and the scaling of literacy practices(BRONCKART, 1999 and 2006 and MACHASDO, 2005); 3 Research Project: the first step to the development of investigative attitude (ABNT NBR 15287: 2005; GIL, 2002; LUNA, 2006; MICHEL, 2005; Bagno, 1998; MACHADO, LOUSADA and ABREU-TARDELLI, 2005), and 4 The understanding of the Genre Research Project for Students of undergraduate Course in Literature: a process of (re) construction of knowledge. We concluded that initial representations relating to both the concept and the superstructure of the genre studied focuses predominantly on the textual typology discourse. Meanwhile, the final representations are guided into the version of the research project studied in the classroom. Items which have caused more difficulties were: the problems, because of the background knowledge triggered by vocabulary which named this item, usually related to the difficulty, and the objectives, by not differentiating the personal, the teaching and research objectives. Based on analyzed the data, it was found that the apprehension of the genre Research Project triggers a continuous process of (re) construction of knowledge, especially linguistic-textual and enunciative-discursive knowledge as well as the reconstruction of concepts concerning the genre itself.<br>O baixo desempenho nas atividades de leitura e, principalmente, de escrita é um problema que afeta alunos de todas as idades e níveis de ensino, inclusive os de ensino superior, nas mais diversas disciplinas. Por isso, a ampliação das práticas de letramento tem sido um dos principais objetivos da Educação nos últimos anos, especialmente, dos profissionais que trabalham com o ensino de línguas. Essa ampliação exige uma nova concepção de ensino-aprendizagem de leitura e de escrita, pautada no estudo dos gêneros textuais, com ênfase em seus aspectos sócio-histórico-ideológicos. Requer também que nós, professores, assumamos uma postura crítico-reflexivo, na qual exerçamos o papel de pesquisador e de agentes de letramento. Para tanto, precisamos nos apropriar de diferentes gêneros textuais, dentre eles, dos acadêmico-científicos e, particularmente, do Projeto de Pesquisa. Várias propostas teórico-metodológicas têm surgido no intuito de auxiliarmo-nos a assumir essas difíceis e imprescindíveis tarefas. Uma das mais completas é o Interacionismo Sociodiscursivo (ISD), pois toma como unidades de análise a linguagem, as condutas ativas e o pensamento consciente, com o intuito de explicar o processo de produção de textos-discursos, considerando-os como instrumentos de desenvolvimento humano. Nosso trabalho situa-se nessa abordagem teórico-metodológica e tem como objetivo principal investigar o processo de apreensão do gênero textual Projeto de Pesquisa por alunos pré-concluintes licenciandos em Letras. Para atingirmos o objetivo traçado, realizamos uma pesquisa-ação com alunos do VI período de um curso de Licenciatura Letras de uma instituição particular do interior do estado da Bahia. Nossos instrumentos de coleta de dados foram a observação direta participativa e a aplicação de um Pré-Teste, de um Pós-Teste e de várias atividades de produção e reescritura. Organizamos os resultados de nossa pesquisa em quatro capítulos: 1 Formação do Professor Pesquisador e Letramento Acadêmico (HENGEMUHLE, 2007; TARDIF, 2002; AMARAL, MOREIRA e RIBEIRO, 1996; LOPES, 1997; SOARES, 1998 e 2005; BAZERMAN, 2006; OLSON, 1997; KLEIMAN, 1995 e 2006; e MATENCIO, 2006); 2 Interacionismo Sociodiscursivo: caminho para subsidiar a análise e o redimensionamento das práticas de letramento (BRONCKART, 1999 e 2006 e MACHASDO, 2005); 3 Projeto de Pesquisa: primeiro passo para o desenvolvimento da postura investigativa (ABNT NBR 15287: 2005; GIL, 2002; LUNA, 2006; MICHEL, 2005; BAGNO, 1998; MACHADO, LOUSADA e ABREU-TARDELLI, 2005); e 4 A Apreensão do Gênero Projeto de Pesquisa por alunos Pré-concluintes do Curso de Letras: um processo de (re) construção do conhecimento. Concluímos que as representações iniciais referentes tanto à conceituação como à superestrutura do gênero em estudo centram-se, predominantemente, na tipologia textual dissertativa. Entretanto, as representações finais pautam-se no modelo do Projeto de Pesquisa trabalhado em sala. Os itens que provocaram maiores dificuldades foram: os Problemas, em virtude do conhecimento de mundo acionado pelo vocábulo que nomeia esse item, geralmente, relacionado à dificuldade; e os Objetivos, pela não diferenciação de objetivos pessoais, de ensino e de pesquisa. Frente aos dados analisados, constatamos que a apropriação do gênero Projeto de Pesquisa aciona um processo contínuo de (re) construção do conhecimento, particularmente, do conhecimento linguístico-textual e enunciativo-discursivo, bem como a reconstrução das concepções concernentes ao próprio gênero.
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Moreira, Cláudio [UNESP]. "A prática docente no ensino de ciências no Ciclo II do Ensino Fundamental." Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/90950.

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Made available in DSpace on 2014-06-11T19:24:50Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-03-07Bitstream added on 2014-06-13T20:13:12Z : No. of bitstreams: 1 moreira_c_me_bauru.pdf: 2309302 bytes, checksum: ecbf3373a03a4a0eac2f08bc12173522 (MD5)<br>Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)<br>O presente trabalho buscou enfocar as práticas docentes no ensino de ciências nas séries finais do Ensino Fundamental, na atualidade, e os fundamentos teóricos que as embasam, assim como o nível de envolvimento dos professores com as propostas de inovações e/ou reorganizações curriculares para tal ensino. A pesquisa, de natureza qualitativa, teve a participação de cinco professores de ciências que atuam em quatro escolas da rede pública estadual de São Paulo. Para a coleta de dados foram aplicados questionários, realizadas entrevistas individuais e grupais, observadas 25 (vinte e cinco) aulas desses professores e analisados seus planos de ensino e os livros didáticos adotados por eles. Através desses instrumentos tentou-se desvendar o retrato do ensino de ciências na atualidade e os entraves que limitam as práticas docentes para compreensão do que falta para que o ensino e a aprendizagem ocorram de modo mas satisfatório. Estes aspectos foram priorizados por serem relevantes como ponto de partida para qualquer processo de mudança no ensino. Conclui-se que, muito ainda há de ser feito, principalmente no campo da formação inicial e continuada de professores de ciências, visto que o ensino ministrado conserva os pressupostos da pedagogia tradicional, quando o desejável seria o ensino ativo, para o alcance da educação voltada para a alfabetização científica.<br>This paper aims to give emphasis about practical teaching of science teachers of high school nowadays, as well to concern about theorical embasaments of teaching and learning and so their involvement when facing innovation and/or reorganization purposes related to this matter. The research based on qualitative data had 05 science teachers from public schools of São Paulo State and the data were gathered through 25 questionnaires, individual and grupal interviews and 25 times observation of classes by these teachers when doing that. Their schedules (plans of work), school methods adopted by high schools were still subjected to a study. By those instruments the portrait of science nowadays was the goal to face problems that this work can cause to education process, in order to bring comprehension to the lacks of teacher's practice to make them the way to a better job in education (satisfaction ways of doing this). These points of view were considered initial to any change in education process. Finally, there are so much things to do in education mainly about professional career, about its beginning and in its continuing of science teachers, cause their job still has traditional pedagogic practices and the ideal way to work could be actually being active when teaching, in order to reach scientific alphabetization in educational process.
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Thompson, Susan Wilensky. "Net Generation Researchers: An Inquiry Into Hypertext Reading and Research Strategies of First-Year Composition Students." Master's thesis, University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2165.

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Hypertext and hyperlinks are present on almost every web site or electronic document. As integral components of visual rhetoric, they are foundational to any discussion of technology and literacy. This inquiry is designed to explore first-year composition students' advances in technological literacy, specifically hypertext reading and research strategies. To accomplish this, a hypertext-reading project was designed to investigate the ways in which first-year composition students assimilate and employ hypertext information as a source from which they must extract information to use in the development of an argument. A program, designed and written specifically for this project, presented research participants, 76 students enrolled in second semester first-year composition, the components of hypertext reading as an online reading and research activity. Participants first completed a technology survey designed to reveal each participant's prior experience and self-perceived expertise with current technology, after which they completed a two-part exercise consisting of a hypertext reading assignment and a post-reading questionnaire. Participants were instructed to use their reading to inform and develop a thesis for an argument. The article selected for this study was "Illegal Immigration," accessed by navigating to http://en.wikipedia.org/wiki/Illegal_immigration. The article discusses a current controversial national concern, illegal immigration. While the use of Wikipedia, an online user-edited encyclopedia, often raises credibility concerns, the site in general offers excellent examples of hypertext reading that include textual as well as graphic links. In the analysis, it is revealed that while the study group rated themselves highly proficient users of Internet search engines, email, social networking, and word processing applications, the majority initially did not recognize a relationship between the actions they take as users of those applications and hyperlinks or hypertext. Post-reading responses revealed that the majority of the group read the article from top to bottom with few to no diversions. Furthermore, while most did recognize the hyperlinks as information portals, they made conscious decisions to not access the links for a variety of stated and implied reasons. This research involved a relatively small student sample that defines the limited scope of the findings; however, the data suggests attitudes and expectations of this group that may reflect student populations with similar or shared demographics. These data are used to inform potential pedagogical application suggestions, including the usefulness of technological proficiency assessments and research using technology within the classroom as well as in external assignments.<br>M.A.<br>Department of English<br>Arts and Humanities<br>English MA
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Books on the topic "Researcher critical"

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Kearnes, Matthew, Francisco Klauser, and Stuart Lane, eds. Critical Risk Research. John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781119962748.

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Kress, Tricia M. Critical Praxis Research. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-1790-9.

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Critical social research. Unwin Hyman, 1990.

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Critical research and evaluation. University Press of America, 2001.

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Alvesson, Mats. Doing critical management research. Sage Publications, 2000.

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Albert, Hans. Treatise on critical research. Princeton University Press, 1985.

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Nádai, László, and József Padányi, eds. Critical Infrastructure Protection Research. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28091-2.

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Critical qualitative research reader. Peter Lang, 2012.

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Heller, Monica, Sari Pietikäinen, and Joan Pujolar. Critical Sociolinguistic Research Methods. Routledge, 2017. http://dx.doi.org/10.4324/9781315739656.

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Critical discourse analysis. Continuum, 2004.

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Book chapters on the topic "Researcher critical"

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Harris, Anne, and Christine Sinclair. "Scene 7: Researcher As Artist / Artist As Researcher." In Critical Plays. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-755-1_14.

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Walsh, Richard T. G. "Researcher-Participant Relationship." In Encyclopedia of Critical Psychology. Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-5583-7_267.

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Solvason, Carla. "The Responsibility of the Practice-Based Researcher." In A Critical Companion to Early Childhood. SAGE Publications, Inc., 2015. http://dx.doi.org/10.4135/9781473910188.n26.

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Knowles, Sarah Young. "6. Researcher-Participant Relationships in Cross-Language Research: Becoming Cultural and Linguistic Insiders." In Critical Reflections on Research Methods, edited by Doris S. Warriner and Martha Bigelow. Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788922562-008.

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Tilley-Lubbs, Gresilda A. "Critical Autoethnography and the Vulnerable Self as Researcher." In Re-Telling Our Stories. SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-567-8_1.

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Harvey, Clare. "Blurring Boundaries Between Researcher and Participant: The Ethical Use of a Psychoanalytically Informed Research Interview." In The Palgrave Handbook of Ethics in Critical Research. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74721-7_11.

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Kenny, Ailbhe. "Body Politics: Positioning the Pregnant Researcher Amongst Asylum Seekers." In The Politics of Diversity in Music Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65617-1_3.

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AbstractResearcher positionality has gained increased attention in recent years, and music education is following suit. Carrying out research that addresses diversity in music education demands a high level of reflexivity and a problematising of one’s own position as researcher. This chapter offers critical insights into the complexity of such a positioning and how research practices might reflect, confirm and/or disrupt the existing ‘body politic’ that our bodies signify. Researcher positionality is here examined in terms of pregnancy within a research project based at an asylum seeker accommodation centre. Applying a Butlerian lens to the examination, the chapter uncovers how the researcher’s pregnant body was ‘performed’ and became the main focus of ‘recognition’ amongst the people encountered at the centre. These processes of ‘performing’ and being ‘recognised’ as a ‘pregnant researcher’ manifested in various ways such as gaining access, credibility, trust, relationships, ethical considerations and power. Thus, the chapter opens a space to reflect critically on researcher positionality and specifically its influence on the research process in sites that seek to understand diversity in music education.
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Hay-Smith, Jean, Melanie Brown, Lynley Anderson, and Gareth J. Treharne. "Blurred Researcher–Participant Boundaries in Critical Research: Do Non-clinicians and Clinicians Experience Similar Dual-Role Tensions?" In The Palgrave Handbook of Ethics in Critical Research. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74721-7_10.

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Mayeza, Emmanuel. "Ethical Research and the Policing of Masculinity: Experiences of a Male Researcher Doing Ethnography with Young School Children." In The Palgrave Handbook of Ethics in Critical Research. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-74721-7_22.

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Reame, Nancy King. "Toxic Shock Syndrome and Tampons: The Birth of a Movement and a Research ‘Vagenda’." In The Palgrave Handbook of Critical Menstruation Studies. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-0614-7_51.

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Abstract Reame reflects on her role as an early researcher on tampon safety and assesses the climate of vigilance today, demonstrating that 30 years after the discovery of the link between tampons and toxic shock syndrome, efforts to improve tampon safety protections have languished. In drawing on her past research, Reame shows how critical it is to innovate research methods and materials and to ensure that federal standards for tampon absorbency ranges and nomenclature, as well as testing procedures for tampon safety, don’t lose ground. Reame draws attention to the fact that tampon producers continue to introduce various product innovations with little government oversight for testing standards or ingredient disclosure. She concludes by offering suggestions for crucial ways in which activists in the ‘second menstrual moment’ can partner with the federal research enterprise to improve the research ‘vagenda’ in menstrual health.
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Conference papers on the topic "Researcher critical"

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Lee-Johnson, Yin Lam. "“I really don’t know what you mean by critical pedagogy.” Reflections made by in-service teachers in the USA." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11253.

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This is a study of the responses given by in-service teachers in an exit interview upon completing a grant program that prepared them to be ESL teachers in the USA. There were 28 participants in this study and they were in-service K-12 teachers who would become ESL certified. Based on Gee’s (2015) discourse analysis, the researcher analyzed their responses and found that the majority (96%) did not know about critical pedagogy or took the literal meaning and thought that the term meant critical thinking or evaluation of teaching. The researcher advocates for academic programs to include critical pedagogy for strengthening the knowledge base of MA TESOL programs.
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NURİ, Nahar Muhammed. "ATATÜRK IS THE PIONEER OF TURKISH SECULARISM: A STUDY ON THE SECULARIZATION OF EDUCATION IN THE ATATÜRK ERA." In 9. Uluslararası Atatürk Kongresi. Atatürk Araştırma Merkezi Yayınları, 2021. http://dx.doi.org/10.51824/978-975-17-4794-5.54.

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Many studies have dealt with the Atatürk era from historical or critical perspectives, but important fields of the Atatürk era still need to be re-examined and read in- depth from the perspective of revision, re-reading the historical era and reveal the fact of importance. Thus, the Atatürk era is one of the problematic fields whose importance derives not only from a historical perspective but from a comparative epistemological perspective, which contributes to the comparative studies needed by the researcher to compare the great value shifts that accompanied the Turkish state structures and institutions During the Atatürk era.
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Chaw, Ei Phyu, and Erika Kopp. "Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/08.

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Teacher education program differs internationally in accordance with the admission, assessment, teaching practice period, induction program, professional learning, initial teacher learning, continuous professional development, and performance appraisal systems for recognizing accredited teaching. Experts in teacher education recommends that the practicum is the focus and an integral part of initial teacher education program. In most countries, teacher education programs face difficulties in finding the proper role and form of practice. Referring to National Education Strategic Plan (2016-21) of Myanmar, practicum in teacher preparation program is dull and it has limited guidance and supervision. Moreover, very few publications are available in Myanmar that label the perceptions of teacher candidate on their practicum experience. This study explores student-teachers' experience during practicum in their pre-service teacher education program. The doctoral research will focus on the role of practicum in pre-service teacher education in Myanmar. This document describes the results of the pilot study conducted in 2019, July. The researcher employed convergent mixed-method design to collect data for the pilot study. Data collection methods include semi-structured focus group interviews and questionnaires. The final year student-teachers (N=23) who were enrolled in 2014 academic year at the Yangon University of Education are the subject of the study. The questionnaire consists of 27 closed items. Fourteen final-year student-teachers discussed their practicum experiences in two focus group interviews. Student-teachers' responses to the questionnaire are mostly positive. In the focus group interview, they mentioned their critical point of views such as their university program could prepare them to some extent for their practicum. There were some differences in responses to the questionnaire and focus group interviews. From the results of the quantitative and qualitative part, the researcher could learn some potential problem areas that can affect the whole doctoral research.
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Shui Ng, Wing. "Nurture Adolescents’ Cyberethics by Enhancing Their Self-Knowledge and Self-Awareness Using a Pressure-Free Self-Assessment Strategy [Abstract]." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3663.

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Aim/Purpose: In adolescents’ cyberethics education, case-based discussion, debate and role-playing are commonly used instructional strategies to engage students in critical dialogues in an open setting. However, the open setting is entirely different from the private and individual environment when adolescents go online. Teachers are in a position of higher power and peers’ observation provokes certain level of peer pressure. Students may not truly express their attitudes in the process for self-reflection. Background: This study elaborated an instructional strategy with a pressure-free self-assessment exercise that aimed to enhance adolescents’ self-knowledge and self-awareness regarding their attitudes on cyberethics. Methodology: The instructional strategy was divided into two phases. The purpose of the first phase was to enable students to obtain background knowledge on cyberethics. The second phase, with a pressure-free self-assessment element, aimed to enhance students’ self-knowledge and self-awareness on cyberethics. The study was carried out in a subsidized secondary school in Hong Kong. A total of 28 students at secondary three level participated in this study. Contribution: In theoretical perspective, the researcher suggested an adolescents’ cyberethics framework with dimensions of information security, privacy, intellectual property and netiquette. To nurture adolescents’ cyberethics, this study emphasized the importance of including theories of self-presentation, self-knowledge and self-awareness in the area of social psychology into cyberethics education. Findings: Students considered that the self-assessment exercise enabled self-reflection and enhanced self-knowledge on their attitudes of cyberethics. They also found it more effective for self-reflection compared with commonly used strategies and they will be more aware of cyberethics in their future online activities. Recommendations for Practitioners : Education practitioners are recommended to include a pressure-free self-assessment exercise to enhance the teaching effectiveness of cyberethics education. Recommendation for Researchers: This study opens avenues for further investigations of adolescents’ cyberethics with consideration of adolescents’ cognitive, psychological, social and emotional factors. Impact on Society : It is expected that the attitudes and behaviors of digital citizens can be improved by using this instructional strategy in cyberethics education. Future Research: Researcher could explore how different developmental factors affect adolescents’ decision-making on various issues of cyberethics.
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Qidwai, Siddiq M., Nithyanand Kota, Alan C. Leung, and Amit Bagchi. "Comparison of Mechanical Variable Identifiers of Brain Injury." In ASME 2013 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/sbc2013-14035.

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Multiple mechanical variables have been used to describe the occurrence of brain injury in impact modeling of the human head [1, 2]. The validity of these variables for this purpose is usually established separately through the following process. First, a loading test is performed on an animal. Location, type and spatial extent of injury on the brain are measured upon or after loading. Subsequently, computational simulation is performed based on a particular constitutive model of the brain. Mechanical variables such as pressure or effective stress are plotted for the region of interest. The magnitude of the mechanical variable that results in a contour of the same size as the observed extent of experimental injury is declared as the critical value for that type of injury. The choice of mechanical variable itself could be based on conventional wisdom, precedence, or experience of the researcher. Another, much simpler variable-injury correlation process, which does not rely upon simulations, uses the ex vivo failure response of brain tissue as the criterion. For example, the uniaxial failure strain of the tissue may be taken as the critical value for injury.
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Polski, Paul A. "Aviation security research and development effort at the FAA." In Critical Review Collection. SPIE, 1992. http://dx.doi.org/10.1117/12.141393.

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Esener, Sadik, Joseph E. Ford, and Susan Hunter. "Optical data storage and retrieval: research directions for the '90s." In Critical Review Collection. SPIE, 1992. http://dx.doi.org/10.1117/12.161584.

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Prasad, Paras N. "Four-wave mixing: applications to both fundamental research and photonics technology." In Critical Review Collection. SPIE, 1997. http://dx.doi.org/10.1117/12.279848.

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Kief, M. T. "In-situ ellipsometry: applications to thin film research, development, and production." In Critical Review Collection. SPIE, 1999. http://dx.doi.org/10.1117/12.351666.

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Ugolo, Obaro Jerry. "Application of LEAN Supply Chain Management as a Panacea to Sustainable Future Profitability in the Nigerian Oil and Gas Industry." In SPE Nigeria Annual International Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/208228-ms.

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Abstract The Nigeria oil and gas industry is a highly capital intensive market. with possibility of high profit or great losses. Oil price trends over the last 3 decades shows cyclical and relatively high volatility. This is due to geopolitical and economic factors including dollar value, governments and organizations (like OPEC's actions), that influence global supply and demand. In 2020, due to the COVID-19 crises, public health became a key factor influencing oil price (due to its severe adverse impact on demand). Studies have shown that even an increase in production volumes will not be able to bring about profitability in the industry. Clearly, management of costs including a lean supply chain that ensures that material/services for production are available at the right price and time is critical for the profitability of future oil and gas supply. Oil producing firms require an optimum supply level of material and services to competitively deliver its end-product. This paper discusses the effect of LEAN supply chain management on the profitability of oil &amp; gas firms in Nigeria. It also appraises the relationship between lean processes and operational efficiency of oil and gas producing companies. Using quantitative and descriptive research design methods, an online survey has been used to gather information from respondents from different oil and gas companies. Secondary data was also obtained from annual reports of relevant companies to show their crude oil production levels vis-à-vis profitability over a five-year period. Based on analysis of information received from the research conducted, it has been recommended that better supply related collaboration between the organizations in the industry is necessary for sustained profitability. Companies need to link upstream and downstream flows of products, services and information to help reduce costs, wastages and ensure profitability. In, line with this, steps have been proferred to establish lean processes for organization. The researcher concludes that established industry-wide lean supply chain management processes and practices and collaboration e critical to competiveness and sustainable profitability in the oil and gas industry.
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Reports on the topic "Researcher critical"

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Xu, Liwei, Xunming Deng, Anka Abken, et al. Critical Research for Cost-Effective Photoelectrochemical Production of Hydrogen. Office of Scientific and Technical Information (OSTI), 2014. http://dx.doi.org/10.2172/1235383.

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Goda, Joetta M. Overview of National Criticality Experiments Research Center (NCERC) Critical Assemblies. Office of Scientific and Technical Information (OSTI), 2014. http://dx.doi.org/10.2172/1131781.

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National Research Council. Critical Infrastructure for Ocean Research and Societal Needs in 2030. Office of Scientific and Technical Information (OSTI), 2011. http://dx.doi.org/10.2172/1044991.

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Mudd, G. M., T. T. Werner, Z. H. Weng, et al. Critical minerals in Australia: a review of opportunities and research needs. Geoscience Australia, 2018. http://dx.doi.org/10.11636/record.2018.051.

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Rao, D. V., and M. S. El-Genk. Critical heat flux predictions for the Sandia Annular Core Research Reactor. Office of Scientific and Technical Information (OSTI), 1994. http://dx.doi.org/10.2172/10196536.

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Logan, R. Design For Six Sigma with Critical-To-Quality Metrics for Research Investments. Office of Scientific and Technical Information (OSTI), 2005. http://dx.doi.org/10.2172/919232.

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Pan, Paul Y., Brian D. Boyer, and Chantell L. Murphy. Safeguards by Design (SBD): Safeguards Guidance for Research Reactors and Critical Assemblies. Office of Scientific and Technical Information (OSTI), 2012. http://dx.doi.org/10.2172/1055240.

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Hochgreb, Simone. Optical Diagnostic Equipment for Research on Critical Processes in Spark-Ignition Engines. Office of Scientific and Technical Information (OSTI), 1999. http://dx.doi.org/10.2172/758821.

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Santero, Nicholas, Eric Masanet, and Arpad Horvath. Life Cycle Assessment of Pavements: A Critical Review of Existing Literature and Research. Office of Scientific and Technical Information (OSTI), 2010. http://dx.doi.org/10.2172/985846.

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Anderson, Earl B., and R. Stanton Hales. Critical path method applied to research project planning: Fire Economics Evaluation System (FEES). U.S. Department of Agriculture, Forest Service, Pacific Southwest Forest and Range Experiment Station, 1986. http://dx.doi.org/10.2737/psw-gtr-93.

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