The three R’s: reading, (W)Riting, and researching through multi-genre project

2017 ◽  
Vol 12 (1) ◽  
pp. 42-55 ◽  
Author(s):  
Kathryn Roberts ◽  
Kristy Brugar
Keyword(s):  
Teaching And Learning ◽  
Teacher Educators ◽  
Peer Interactions ◽  
Student Response ◽  
Methods Course ◽  
Research Approach ◽  
Historical Inquiry ◽  
Social Studies Methods ◽  
Content Type ◽  
Action Research Approach

Purpose The purpose of this paper is to examine how the authors, two teacher educators, planned for and guided 23 students (teacher candidates) through a multi-genre historical inquiry experience, integrating instruction on the Inquiry Arc and writing process, during a co-taught literacy and social studies methods course. The authors describe the ways in which the students demonstrated both active and passive participation and resistance to this process/project, and the related implications. Design/methodology/approach Using an action research approach, this paper reports analysis and interpretation of lesson plans, course materials, debriefing notes, field notes, student response notebooks and intermediate and final inquiry project artifacts. Findings All students demonstrated gains in content knowledge through their products, oral presentations, group discussions, or conferences with the authors; and all gained experience with the Inquiry Arc and process writing. Many students saw the benefits of collaboration and social construction of knowledge as they moved toward more central participation. Practical implications Instructors cannot mandate full participation in any task, but can influence the conditions (i.e. pedagogy, task, scaffolding) to increase the possibility of positive peer interactions and learning. Originality/value This paper contributes to the knowledge of teaching and learning innovation in teacher preparation coursework.

Teaching and learning with morning meeting in elementary social studies methods courses

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ariel Cornett ◽  
Alexa M. Quinn
Keyword(s):  
Social Studies ◽  
Teaching And Learning ◽  
Teacher Educators ◽  
Methods Course ◽  
National Council ◽  
Methods Courses ◽  
Social Studies Methods ◽  
Content Type ◽  
Elementary Social Studies ◽  
Morning Meeting

PurposeUsing morning meeting, an evidence-based practice that is part of the responsive classroom (RC) approach, the authors (two teacher educators [TEs]) created opportunities for teacher candidates (TCs) to experience representations, decompositions and approximations of practice in multiple iterations of an elementary social studies methods course.Design/methodology/approachThe authors detail how TEs can expose TCs to social studies content (e.g. the National Council for the Social Studies themes) that can be incorporated into structured, daily classroom routines, such as morning meeting.FindingsThe authors include TE-created morning meeting facilitation guides with components such as a morning message, greeting, share, group activity and theme justification. Furthermore, the authors outline TCs' reflections on planning and implementing a morning meeting with a partner in addition to their own reflections on the TCs' feedback.Originality/valueThis work has implications related to TEs and TCs in elementary social studies methods courses as well as current and future students in elementary classrooms.

Meeting the demands of the C3 framework in elementary social studies methods

2017 ◽  
Vol 12 (3) ◽  
pp. 358-371 ◽  
Author(s):  
Michael Alan Neel ◽  
Amy Palmeri
Keyword(s):  
Teacher Education ◽  
Social Studies ◽  
Teacher Educators ◽  
Social Studies Education ◽  
Methods Course ◽  
Social Studies Methods ◽  
Content Type ◽  
Elementary Social Studies ◽  
Social Studies Teacher ◽  
Social Studies Teacher Education

Purpose In both elementary schools and elementary teacher education programs, social studies is marginalized while standards require increasingly more ambitious reasoning, reading, and writing in social studies than has historically been documented in American elementary schools. The purpose of this paper is to explain the challenges that elementary social studies teacher educators face in preparing elementary school teachers to facilitate the kind of ambitious social studies envisioned in the NCSS’s C3 Framework and advocate an approach to successfully address these challenges. Design/methodology/approach This paper articulates a targeted and ambitious approach to elementary social studies teacher education. The authors describe five recommendations from the teacher education literature for supporting preservice teachers in learning disciplinary-oriented social studies teaching, recommendations that guided the redesign of the social studies methods course. The authors then highlight key aspects of the redesigned methods course and demonstrate how the authors engaged the challenges inherent in the work of elementary social studies teacher education. Findings Although this paper is not arranged in such a way as to substantiate empirical findings, the purpose of the paper is to demonstrate an approach to elementary social studies education aligned with extant literature on preparing teachers to engage in reform teaching practices, specifically those disciplinary oriented practices suggested in NCSS’s C3 Framework. As such, the paper should be read as a perspective on practice. Research limitations/implications The type of disciplinary-oriented approach described here is increasingly under investigation in secondary teacher education research and similar approaches are under investigation in elementary math and science education research. To the authors’ knowledge, the approach is novel in elementary social studies education. Furthermore, the authors believe it offers a direction for researchers interested in gaps in the literature related to practice based teacher education and disciplinary-oriented social studies teacher education. Practical implications The approach described here offers specific guidance and resources for teacher educators who are struggling with the challenges of the contemporary social studies education landscape and/or who wish to focus methods courses in disciplinary ways. Social implications Research in social studied education has demonstrated that when students are exposed to disciplinary practices in social studies, their literacy skills improve and they learn analytical skills that support their development as citizens (consumption of media, participation in public discourse, ability to discern arguments). Originality/value As noted above, the approach described here is novel in elementary social studies education. Combining a disciplinary approach with a practice-based frame in elementary social studies represents an opportunity for empirical research and offers new approaches to the practice of teacher education and early career professional development.

Analysing student perceptions to enhance engagement

2018 ◽  
Vol 11 (2) ◽  
pp. 161-177 ◽  
Author(s):  
Marjolein Schaddelee ◽  
Christine McConnell
Keyword(s):  
International Education ◽  
Student Perceptions ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
First Year ◽  
Research Approach ◽  
Content Type ◽  
Action Research Approach ◽  
Geographical Regions ◽  
Taking Action

PurposeThe purpose of this paper is to better understand what helps and hinders the engagement of students in a project-based learning (PjBL) approach as the sole mode of teaching and learning for the entire first year of a Bachelor of Applied Management.Design/methodology/approachThis study takes an action research approach by investigating the perceptions of students of an interdisciplinary PjBL programme, and then taking action and responding to the students. Students were asked to share their experiences through a series of surveys spanning the first two years of the programme’s introduction.FindingsResults indicate that there were significant challenges associated with the introduction of a PjBL programme. Students expressed both their positive and negative experiences in relation to working in groups, the way the programme and projects were designed and how the programme was communicated and integrated. The comments and suggestions students made led to a number of recommendations to further improve student engagement and learning outcomes.Research limitations/implicationsThe research was conducted at a state-funded tertiary provider located in New Zealand and may not necessarily be applied to other geographical regions or cultures.Practical implicationsThe results and recommendations have value for international education in business providers that are interested to introduce or further develop an interdisciplinary PjBL approach.Social implicationsFurther understanding of how students may be further engaged has value for a variety of different contexts where engagement and motivation feature as a desired outcome.Originality/valueThis research study contributes to the understanding of how PjBL can be implemented to increase student motivation and engagement, and the insights provided practical suggestions for similar programmes of an interdisciplinary nature.

Social studies teacher educators who do race work

2018 ◽  
Vol 13 (3) ◽  
pp. 330-344 ◽  
Author(s):  
Sara B. Demoiny
Keyword(s):  
Social Studies ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Teacher Educators ◽  
Methods Course ◽  
Methods Courses ◽  
Social Studies Methods ◽  
Content Type ◽  
Pedagogical Content ◽  
Social Studies Teacher

Purpose The purpose of this paper is to explore how 11 social studies teacher educators (SSTEs) incorporated race into their social studies methods courses. It examines the instructional practices of the SSTEs using racial-pedagogical-content-knowledge (RPCK) as an analytical framework. Design/methodology/approach The paper is a qualitative interview study. The data sources included two 40–90 min semi-structured interviews per participant, methods course syllabi and reading lists, and university documents such as departmental mission statements and program course requirements. Data were analyzed using three cycles of coding: descriptive coding, focused coding and analytic generalizations. Findings The paper illustrates how the SSTEs incorporated race into their social studies methods courses through developing counter-narrative content knowledge, modeling the application of critical race theory tenets through pedagogical content knowledge, and cultivating a working racial knowledge among pre-service teachers. Originality/value This paper extends the literature of the RPCK framework through illustrating many ways each component of RPCK can be applied within a social studies methods course.

Untangling service design routines for digital servitization: empirical insights of smart PSS in maritime industry

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Birgit Andrine Apenes Solem ◽  
Marko Kohtamäki ◽  
Vinit Parida ◽  
Thomas Brekke
Keyword(s):  
Single Case ◽  
Service Design ◽  
Research Approach ◽  
Concept Design ◽  
Manufacturing Companies ◽  
Maritime Industry ◽  
Senior Managers ◽  
Content Type ◽  
Growth Outcomes ◽  
Action Research Approach

PurposeThe present study sets out to understand how a manufacturing company in the maritime industry utilized creative design principles and developed service design routines to advance digital servitization (i.e. the transition to offering smart product-service-software systems–PSS) and realize subsequent positive growth outcomes.Design/methodology/approachWe build upon a longitudinal single case of a marine solution provider. Using an action research approach, we collected data through in-depth interviews and informal conversations involving senior managers, project members and customer representatives over a three and a half-year period. In addition, secondary data such as documentary data, service design tools and visualization were utilized.FindingsThe inductive analysis highlights the underlining role of four service-design routines that drive creativity and an innovative approach to digital servitization transformation. More specifically, we identify (a) user insights through creative customer data acquisition, (b) smart PSS collaboration through co-creation across departments, (c) smart PSS ideation through creative forms of collaboration and (d) effective smart PSS delivery and commercialization through creative concept design as the drivers of the case company digital servitization transformation.Practical implicationsWe encourage senior managers within large manufacturing companies to promote the development of service design routines as these promote the transformation process from being a product-centric to service-centric firm. The four service design routines are built on a set of service design sub-activities providing concrete actions that can be applied by senior managers to successfully develop and deliver smart PSS offerings and achieve growth outcomes.Originality/valueThis study contributes by integrating digital servitization and service design literatures. We illustrate how manufacturing firms can drive a transition to digital servitization through service design activities and routines development for smart PSS strategy implementation.

scholarly journals Hand-arm vibration management: an operational health and safety strategy framework

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David John Edwards ◽  
Igor Martek ◽  
Obuks Ejohwomu ◽  
Clinton Aigbavboa ◽  
M. Reza Hosseini
Keyword(s):  
Critical Realism ◽  
Health And Safety ◽  
Opportunity To Learn ◽  
Well Being ◽  
Structured Interview ◽  
Work Place ◽  
Research Approach ◽  
Philosophical Approach ◽  
Content Type ◽  
Action Research Approach

PurposeHuman vibration exposure from hand-operated equipment emissions can lead to irreparable and debilitating hand-arm vibration syndrome (HAVS). While work-place health and well-being (H&WB) policies, strategies and procedures have been extensively researched and documented, little has been done to develop a specific strategic framework tailored to the management of hand-arm vibration (HAV). This study fills that gap.Design/methodology/approachA mixed philosophical approach of interpretivism and critical realism is adopted within a case study of a utilities contractor. Within this overarching epistemological design, action research approach is implemented via a three-stage investigation, namely, relevant company H&WB documents and procedures were examined, leading to the formulation of semi-structured interview questioning of the H&WB team. Their responses informed the next line of questions, delivered to middle-management responsible for overseeing H&S.FindingsThe findings are instructive in revealing that while substantial documentation management (augmented with protocols and checks) was in place, the system fell short of implementation within the workforce and thus failed to preserve worker H&WB. The investigation generated recommendations for shoring up H&WB deficiencies observed and developed a theoretical model to represent these. Though these recommendations were developed in response to a specific case, they form the core of a HAV operational H&WB strategy framework with applicability over a broader context.Originality/valueThis research provides unique insight into contemporary industry practices employed to manage HAV in the workplace and represents an invaluable opportunity to learn from prevailing practices and rectify deficiencies observed.

Rebuilding Nepal: traditional and modern approaches, building or diminishing resilience?

2018 ◽  
Vol 9 (3) ◽  
pp. 218-229 ◽  
Author(s):  
Catherine Forbes
Keyword(s):  
Building Materials ◽  
Local Community ◽  
Vernacular Architecture ◽  
Research Approach ◽  
Content Type ◽  
Knowledge And Skills ◽  
Masonry Construction ◽  
Action Research Approach ◽  
The Impact ◽  
Over Time

Purpose The purpose of this paper is to highlight the importance of vernacular architecture and traditional knowledge to building resilience in Nepal and the impact of modernisation on that resilience and architectural diversity. Design/methodology/approach Using an action research approach, including field observations and discussions with local community members, artisans, architects, engineers and other international experts, the study examines the resilience of traditional building typologies to natural hazards in Nepal, including earthquake; the changes that have occurred over time leading to the failure and/or rejection of traditional construction; and a review of post-earthquake reconstruction options, both traditional and modern. Findings Although traditional approaches have been cyclically tested over time, this study found that changes in building materials, technologies, knowledge and skills, access to resources, maintenance practices, urban environments and societal aspirations have all contributed to the popular rejection of vernacular architecture following the earthquakes. Research limitations/implications The research is limited to traditional timber and masonry construction in the Kathmandu Valley and surrounding mountain areas. Practical implications To improve resilience the study identifies the need for capacity building in both traditional and modern construction technologies; adoption of approaches that use local materials, knowledge and skills, whilst addressing local timber shortages and access issues; a transparent construction certification system; good drainage; and regular maintenance. Originality/value The study critically evaluates the impact of technological, environmental, social and economic changes over time on the resilience of vernacular housing in Nepal.

Professionals harnessing experiential knowledge in Dutch mental health settings

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Simona Karbouniaris ◽  
Alie Weerman ◽  
Bea Dunnewind ◽  
Jean Pierre Wilken ◽  
Tineke A. Abma
Keyword(s):  
Mental Health ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Health Care Professionals ◽  
Experiential Knowledge ◽  
Research Approach ◽  
Content Type ◽  
Action Research Approach ◽  
Mental Health Settings ◽  
Four Levels

Purpose This study aims to explore the perspectives of mental health professionals who are in a process of integrating their own experiential knowledge in their professional role. This study considers implications for identity, dilemmas and challenges within the broader organization, when bringing experiential knowledge to practice. Design/methodology/approach As part of a participatory action research approach, qualitative methods have been used, such as in-depth interviews, discussions and observations during training and project team. Findings The actual use of experiential knowledge by mental health care professionals in their work affected four levels: their personal–professional development; the relation with service users; the relation with colleagues; and their position in the organization. Research limitations/implications Because of its limited context, this study may lack generalisability and further research with regard to psychologists and psychiatrists, as well as perceptions from users, is desirable. Social implications According to this study, social change starts from a bottom-up movement and synchronously should be facilitated by top-down policy. A dialogue with academic mental health professionals seems crucial to integrate this source of knowledge. Active collaboration with peer workers and supervisors is desired as well. Originality/value Professionals with lived experiences play an important role in working recovery-oriented, demonstrating bravery and resilience. Having dealt with mental health distress, they risked stigma and rejections when introducing this as a type of knowledge in current mental health service culture. Next to trainings to facilitate the personal–professional process, investments in the entire organization are needed to transform governance, policy and ethics.

The Design of Learning Materials within Small Scale Projects

2012 ◽  
pp. 371-386
Author(s):  
Michael Hammond ◽  
Jie Hu
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Instructional Material ◽  
Early Stage ◽  
User Participation ◽  
Small Scale ◽  
Research Approach ◽  
Learning Materials ◽  
Academic Reading ◽  
Action Research Approach

This chapter discusses the design of learning materials in the context of small scale projects within higher education. It describes the enduring appeal of instructional material and its growing use following the take up of virtual learning environments (VLEs) / learning platforms in teaching and learning. It suggests that action research approaches may be of value in the design of instructional material as they offer systematic, formative feedback at an early stage in the design process and prioritise user participation. A case study is provided of a broadly action research approach to the design of instructional material to support academic reading skills at one university. The case exemplifies the strengths of action research but also highlights the tensions and difficulties, in particular that of securing the engagement of stakeholders. The implications for further research are brought out.

scholarly journals Integrated approach for risk management in servitization decision-making process

2020 ◽  
Vol 26 (7) ◽  
pp. 1949-1977 ◽  
Author(s):  
Sarra Dahmani ◽  
Xavier Boucher ◽  
Didier Gourc ◽  
Sophie Peillon ◽  
François Marmier
Keyword(s):  
Decision Making ◽  
Decision Process ◽  
Positive Impact ◽  
Practical Implication ◽  
Risk Identification ◽  
Decision Makers ◽  
Decision Making Process ◽  
Research Approach ◽  
Content Type ◽  
Action Research Approach

PurposeThe paper proposes an innovative systemic method helping decision-makers to control servitization transition process, through decision process risk diagnosis.Design/methodology/approachThe proposed method is based on the modeling of decision processes and risk identification and analysis. This method was based on an action-research approach, in close relationship with two companies (SMEs). The paper develops the feasibility experiment at Automelec company.FindingsThe method was successfully implemented and delivered concrete diagnosis results.Research limitations/implicationsThe generalization of the applicability of the method needs to be tested on several different cases.Practical implicationsThe first practical implication is related to the efficiency of the method to help decision-makers in a servitization context to limit uncertainty and get a global view of the weaknesses of their decision-making process, it raises their awareness about servitization transition for their companies. Furthermore, the method also helps to explain the strategy of a servitization transition. It enhances the level of maturity of the decision process of the company, and can be used as a training/learning tool for managers.Social implicationsThe results brought by the research contribute to give the decision-making boards for organization living a servitization transition and especially SMEs a better control over the servitization decision process and related risks, which will increase the economic stability of the company and its vision over long, medium and short horizons. This will bring positive impact on the overall economic and social environment and networks of the servitized SME, and enhance the confidence of coworkers, subcontractors and clients.Originality/valueThe first originality of the paper is related to the new way of considering risk, not only as an analysis criterion but as the central driver in steering a strategic transition for the company, such as servitization. The second originality of the study is about assessing risk occurrence over a decision-making process through decision reliability and decision confidence.

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