Academic literature on the topic 'Researcher development'

The rapid development of technology makes everything easier. As time passes, technology is growing and human needs can be easily fulfilled. The problem in technological development that is going faster every day is that the development can not be stopped, but the standard of human need for technology will be higher. Researchers write the meaning of application and internet addiction which is the topic of this scientific work. The researcher is using the Forward Chaining method in the process of making this application and using the Waterfall model as a system development method. Researchers also include the understanding of the internet, and the object that researcher researched, which is college student. Researcher gather information by questionnaires and literature study, collecting information such as student data from various colleges and reviewing for books, journals and websites for reference to this research. This website is created to determine the internet addiction of college students in general so college students and parents can find out the impact and find solutions for those who have Internet addiction. Through the research process and the website development that has been done, the researcher concludes that the website that the researchers has created can be useful for students to determine the level of internet addiction owned by the student

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.

<p> Abstract Despite favorable job-growth predictions for many engineering occupations(NSB, 2010), researchers and government agencies have described a crisis in education in the United States. Several simultaneous events have conspired to sound this alarm. First, when compared to other countries, the United States is losing ground in educational rankings, and research and development output and expenditures (NSB, 2014). Second, within the disciplines of science, technology, engineering, and math (STEM) the ranks of engineering education have been identified as one of the most unwelcoming, inequitable, and homogeneous (Johri &amp; Olds, 2014). Third, engineering educators at the university level has historically been select individuals from the dominant culture considered to be content experts in their fields, but having little or no background in educational theory (Froyd &amp; Lohmann, 2014). Researchers and government agencies have recently claimed the changing demographics and need for more engineers in the United States signal a need for revolutionary changes in the way engineers are prepared and the need for a more welcoming and collaborative environment in engineering education (Jamieson &amp; Lohmann, 2012; NSF, 2014). Understanding how to improve the culture of engineering education is an important and necessary ingredient for addressing national concerns with engineering and innovation. </p><p> My study seeks to explore the manifestation of the culture of engineering education in the experiences of five long-time engineering professors, who enrolled as part of a STEM PhD cohort, in a School of Education at a large research university in the northeastern United States. The overarching problem I will address is the persistent culture of engineering education that, despite decades of rhetoric about reform aimed at increasing the number of those historically underrepresented in engineering, continues to promote a hegemonic culture and has failed to take the necessary systemic steps to become more welcoming and more effective for all learners. This research involves the story, and the history, of an engineering education culture quick to identify the haves and the have-nots and dismissive of those individuals &ldquo;not cut out&rdquo; to become engineers. </p><p> My study is driven by the following research questions: (1) What are engineering educators&rsquo; perceptions of teaching and learning? (2) In what ways, if any, have participant experiences with constructivism and social constructivism influenced espoused beliefs, perceptions, and enactments of teaching? (3) What may be potential strategies for shifting the culture of veteran engineering educators toward reflective teaching practices and equitable access to engineering education?</p><p>

The purpose of this research was to explore how postdoctoral researchers and principal investigators (PIs) in scientific disciplines experience researcher development, following the implementation of the Roberts researcher development policies. This doctoral research used a qualitative methodology with a dual approach of “at-home ethnography” (Alvesson, 2009, p. 174) and semi-structured interviewing to explore the experiences of being and developing as a postdoctoral researcher, as well as being an academic employing postdoctoral researchers, within the structural context of a research- intensive institution. Data from 9 Postdoctoral researchers and 12 Principal investigators (academics) interviewed between 2013-14 is presented in this analysis. The Bourdieusian concepts of field, capital and habitus (Bourdieu & Wacquant, 1992) have been used to frame the analysis of researcher development, as a practice within the field of postdoctoral research. An ethnographic exploration permitted to narrate the institutional implementation of researcher development policies; it also allowed to identify objective structures contributing to shaping the Postdoc habitus and the positioning of researchers within the institutional context. From this small-scale explorative study emerged 6 domains of postdoctoral researcher positioning (projecting, grafting, hopping, stepping, resisting and bobbling) within the field of postdoctoral research. These domains were conceptualised on the basis of volumes and configuration of capital, particular habitus, modes of entry into the postdoctoral field and trajectory within the field. The study identifies instances of symbolic violence that pertain to the lack of capital afforded to postdoctoral researchers. An exploration of PIs’ habitus highlights particular stances in approaching researcher development, that point to a reproduction of the field doxa. The findings bring to the fore that researcher development policies have had limited impact in reconfiguring the postdoctoral field logic and challenge researcher developers in their role within the postdoctoral field.

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.

Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, School of Education, 2008.<br>Title from PDF t.p. (viewed on Jul 22, 2009). Source: Dissertation Abstracts International, Volume: 69-10, Section: A, page: 3842. Adviser: David J. Flinders.

Current literature claims that the graduate students’ personal aspects not only influence research training outcomes, but they also serve as a mediator between students’ research activity and research training environment. In previous studies, key predictors of scholarly/research productivity among counseling graduate students have been investigated (Brown, Lent, Ryan, & McPartland, 1996; Kahn, 2001; Kahn & Scott, 1997). However, only 17% of the variance in three factors—research self-efficacy, research interests, and number of years in a program—predicted student research activities directly and research training environment indirectly. Bandura’s social cognitive theory was utilized as the conceptual framework for the study. Data was collected through SurveyMonkey™, an online source that surveyed 292 counseling doctoral students currently enrolled in 90 counseling doctoral programs across the United States. The findings from a factor analysis conducted in the present study indicated, the RIFPQ-R developed by the researcher was a reliable and valid instrument. Additionally, the findings showed that counseling doctoral students’ researcher identity correlated significantly with students’ research activity and research training environment; however, the correlations were weak. Finally, using two multiple regression analyses, students’ research experiences before admission to program, number of credit hours completed in qualitative and quantitative research, number of years enrolled in their program, and weekly hours spent doing research predicted a small portion of variance in students’ reported researcher identity and research activity.

The Church of England is living through a time of significant change in attitudes towards local church ministry, congregational participation and pastoral practices. As it seeks to respond with integrity to changes in contemporary society the Church’s dialogue with empirical social research is beginning to develop more fully. This thesis focuses on a pioneer national project to explore the effectiveness of pastoral ministry in contemporary church weddings. The social science research methods used in this project revealed insights into the ministry of contemporary church weddings with the intention of shaping responsive parochial wedding policies. This thesis considers the potential for further local enquiry by individual marrying clergy to understand the ordinary theology (proposed by Astley) of their communities using methods of ordinary research alongside a shared reflective practice. It highlights the socio-theological interface within reflective empirical theology by pastoral practitioners in the Church. A model of participatory action research incorporating online clergy forums and change agent groups is explored to stimulate parochial and institutional change among clergy in partnership with each other. The role of priest researchers is proposed and identified in other pastoral contexts to examine factors that motivate clergy to participate in the development of pastorally responsive national policies. A methodology of personal diaries, focus groups and one to one interviews is used to explore the responses of clergy to participating in reflective praxis. The findings point to key factors in developing pastoral practice and policies involving the place of ministerial development and attitudes towards collaborative working. A typology of pastoral ministry is developed towards identifying priest researchers in the Church. The research affirms the contribution of pastoral practitioners towards the development of pastorally responsive national policies but the nature of parochial deployment and clergy relationships with each other and the Church institutions frequently preclude much of this contribution.

The Church of England is living through a time of significant change in attitudes towards local church ministry, congregational participation and pastoral practices. As it seeks to respond with integrity to changes in contemporary society the Church’s dialogue with empirical social research is beginning to develop more fully. This thesis focuses on a pioneer national project to explore the effectiveness of pastoral ministry in contemporary church weddings. The social science research methods used in this project revealed insights into the ministry of contemporary church weddings with the intention of shaping responsive parochial wedding policies. This thesis considers the potential for further local enquiry by individual marrying clergy to understand the ordinary theology (proposed by Astley) of their communities using methods of ordinary research alongside a shared reflective practice. It highlights the socio-theological interface within reflective empirical theology by pastoral practitioners in the Church. A model of participatory action research incorporating online clergy forums and change agent groups is explored to stimulate parochial and institutional change among clergy in partnership with each other. The role of priest researchers is proposed and identified in other pastoral contexts to examine factors that motivate clergy to participate in the development of pastorally responsive national policies. A methodology of personal diaries, focus groups and one to one interviews is used to explore the responses of clergy to participating in reflective praxis. The findings point to key factors in developing pastoral practice and policies involving the place of ministerial development and attitudes towards collaborative working. A typology of pastoral ministry is developed towards identifying priest researchers in the Church. The research affirms the contribution of pastoral practitioners towards the development of pastorally responsive national policies but the nature of parochial deployment and clergy relationships with each other and the Church institutions frequently preclude much of this contribution.

The purpose of the study was to explore researcher experiences of community engagement as part of a long-term higher education community engagement (HECE) partnership with rural schools. The theoretical framework that guided the study was grounded in the construct global citizenship. The instrumental case design followed the qualitative approach from a constructivist epistemology. Semi-structured questionnaires were used for data collection with purposively sampled researchers (n=16), comprising male (n=3) and female (n=13) researchers, including local (n=14) and international (n=2) researchers, who completed their research in the conveniently sampled HECE project. Following thematic analysis, two main themes emerged, namely: researcher perspectives on capacity development in higher education community engagement, and researcher perspectives on higher education community engagement as a core function of higher education institutions. Findings indicated, from researchers’ perspectives, that HECE benefits from collaborative partnerships, and that researchers have opportunities for personal and professional development. Researchers felt that such capacity development was necessary to ensure project sustainability. According to researchers, HECE project challenges or barriers need to be addressed to ensure project sustainability. Higher education requires a community engagement policy that guides the establishment of platforms for knowledge generation, human capacity development and collaborative partnerships in order that the core functions of higher education institutions could be performed.<br>Dissertation (MEd)--University of Pretoria, 2017.<br>Educational Psychology<br>MEd<br>Unrestricted

AbstractOur chapter builds upon feminist understandings of the more-than-human, using our experiences of working with peasant farmers involved in seed saving (Leila) and activists’ relation to individual environmental practices (Karijn). Through a dialogue around our experiences, we reflect on feelings of discomfort, and how, rather than resolving our anxieties, discomfort has the potential to open up conventional ways of being a researcher. Focusing on relationality through embodied and processual research challenges the notion of method as a tool used by a disembodied researcher observing an inert or external world, a central concern of feminist-oriented research. We show how participating in plural and more-than-human worlds also challenges multiple binary positionings and allows for unwarranted surprises that might undo the assumptions and categories underpinning our research.

AbstractThis chapter outlines a practical framework for designing scalable technology solutions that solve development challenges. We begin with an overview of the common constraints to sustainable development that often are encountered in the context of poverty. These constraints are based on a large body of research in development economics, political economy, psychology, and other social sciences; and they help to explain why engineering innovations so frequently fail to achieve outcomes when implemented in the real world. In the second part of this chapter, we provide a framework for implementing development engineering projects, consisting of four key activities: innovation, implementation, evaluation, and adaptation. Combining these activities in an iterative (and usually nonlinear) path allows the researcher to anticipate and design around the most common pitfalls associated with “technology for development.”

AbstractIn the chapter I reflect on ten months of research in Yogyakarta, Indonesia undertaken in the company of an 8/9-year-old boy as a single mother. By unpacking the shared journey, how it felt and what we had to consider, I place this social adventure and professional challenge within a feminist assessment of academic, family and parenthood institutions. I highlight the epistemic gains when recognising myself as both mother and academic. Engaging with the growing literature on fieldwork accompanied by children, I focus on the dimensions that construct the field as a parent and researcher showing what I learnt because I was accompanied by a child as part of feminist intellectual and emotional enquiry.

Although the Grounded Theory (GT) methodology has been developed for over 50 years and is one of the most popular methodologies in the world, it is not often used in rural development research. In order to update the possibilities of applying GT in rural development research, this article is based on the analysis of scientific literature and presents the evolution of the development of GT methodology and the possibilities of its application in rural development research. The classic GT strategy is discussed in more detail, as methodology which provides the possibility to researcher to look at the phenomenon from inside without formulating the hypothesis, i.e., to “emerge” the theory, which reveals the main concern and explains how it is resolved, by conceptualizing the authentic experiences of research participants. The article aims to explain that classic GT is a “full package” approach, discusses its coding process; reveales the principles of the emerging classic GT. The GT methodology is discussed as the paradigm that can help researchers discover new insights and develop new theories, explaining the processes of social innovations for rural development.

Many regions in Poland are said to be a unique example of preservation of cultural heritage. These include many examples of Pomorskie, Kujawsko-Pomorskie, Wielkopolskie and Dolnoslaskie voivodships. These regions are known to preserve the traditional way of life and customs as well as the architecture, especially the sacral architecture. It is also much easier to build mutual trust and social capital in them, because people from those regions can always refer to the universal values of their ancestors. However, there are also regions which, under the influence of migration and post-displacement processes after World War II, have lost their cultural and social character. Economic emigrants and displaced people from the Eastern Borderlands and Central Poland shared poverty and desire to settle. Will they succeed, and is there a chance to recreate and build a new identity? Those are the questions we are trying to answer, and the following article presents some of the results. By moving the border of autobiographical and ethnographic methods, authors adopt an autoethnographic method (narrative interviews, participant observation, biographical methods), which means turning to narratives as a way of research and as an expression of the search for a different relationship between the researcher and the subject and between the author and the reader. The researchers use their own experiences as a source of description of the culture in which they participate and examine. As a result, the text is a story created by the local community and researchers, aimed at reproducing and creating identity in the post-immigrant rural communities based on experienced and historical memory. The research was conducted in the years 2016-2017 in the above mentioned voivodships.

The Namibian Basic Education Act 3 of 2020 mandates lifelong learning for all citizens to acquire new skills required in a knowledge-based economy. As part of the quantitative research approach, the researcher conducted a survey to determine what skills adult learners and out-of-school youth need. Using the findings, the researcher was able to devise new approaches for developing initiatives to aid people in acquiring these abilities in their local communities. Purposive sampling was used to select all participants. The researcher used simple statistical processes such as frequency distribution tables and percentages to analyse the data. Participants indicated the need to learn hydroponics, poultry farming, goat husbandry, tailoring, and baking, among other skills. It is worth noting that the majority of those who participated in the study were females. The study also discovered that community projects require government support to succeed. Following the findings, all Community Learning and Development Centres (CLDCs) in all regions should be reformed to ensure that skills development is executed effectively in the communities. CLDCs are well-known for serving as focal points for community-based social development initiatives. An established and managed CLDC can be a long-term growth engine and a bridge to improved living conditions.

The goal of this project was to explore how explicit instruction in spatial reasoning in primary grades can contribute to reductions in variation in STEM outcomes for low-income, minority students in the Chicago Public Schools (CPS). Our project focused on the persistent gender, racial and ethnic, and socioeconomic inequalities in STEM educational and career achievement and attainment. Our approach to addressing this problem was guided by research evidence that much of the variation in STEM outcomes for these groups can be explained by spatial reasoning abilities. Importantly, spatial reasoning skills can be improved through practice, but are rarely explicitly taught in the classroom. The spatial reasoning needs and opportunities identified by this work are relevant to CPS in that they focus on the prevalent science, math, and computer science curricula currently used in CPS K-2 instruction. As such, our findings provide specific, actionable guidance for the development of curricular supports that infuse explicit spatial reasoning instruction.