Index

Citation

Brown, C. (2018), "Index", How Social Science Can Help Us Make Better Choices, Emerald Publishing Limited, Leeds, pp. 113-117. https://doi.org/10.1108/978-1-78754-353-920181009

Publisher

:

Emerald Publishing Limited

Copyright © 2018, Chris Brown

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INDEX

Accountability

, 53, 103

Active decisions

, 32

Aristotelian reasoning

, 11

Baudrillard’s work

, 87

Benefit, cost and signifying value (BCS value)

, 47, 93

Benefit(s)

, 103

benefit- and signifying-related factors

, 56

codes

, 52

Bialetti coffee maker

, 26–27, 74–75

Bottom-up change

, 37

Bottom-up/teacher-led initiatives

, 41

Brands

, 75

affecting consumption

, 25–27

consumer

, 7, 75

power of

, 25

Chestnut approach

, 90

Chestnut Church of England Learning Federation, The

, 42

Chestnut Learning Federation

model

, 42–43

school improvement plan

, 57–58

Climate Care

, 74

Collaborative and networked orientations

, 57

Collaborative EIP

, 39, 41, 57, 70

Collaborative orientation

, 50, 95

Collaborative professional development

, 90

Competing priorities

, 52–53, 101, 103

Confidence to collaborate

, 50–51, 96, 99

Confident professional autonomy

, 53, 102

Consensus Project

, 2, 86

Constructivism

, 76

Consumer object

, 78

Danes cycling

, 91

Education, case studies from

, 37, 55

allocation of respondents

, 46, 61

allocation of thematic codes

, 49, 63

benefit- and signifying-related factors

, 56

characteristics of interview respondents

, 45

Chestnut Church of England Learning Federation, The

, 42

Chestnut Learning Federation’s model

, 42–43

Chestnut Learning Federation’s school improvement plan

, 57–58

collaborative EIP

, 39, 57–59, 70

EEF

, 41

EIP

, 38

enquiry mindset

, 48, 51

evidence-informed approaches

, 40

Finnish model

, 59

networked learning conversations

, 51

new hierarchy of thematic codes

, 62

OR type of participants

, 45, 59–60

ORPs

, 38–39

ORS approach

, 71

pre-intervention’ interview data

, 55

qualitative methodology

, 43

research-use measures

, 44

research questions

, 44–45

respondents

, 64, 65, 67

RLC approach

, 68

thematic analysis

, 47

type 1 quadrant

, 48, 50

type 2 quadrant

, 50–51

type 3 quadrant

, 51–53

type 4 quadrant

, 53

type 4 rejecter

, 69

Education Endowment Foundation (EEF)

, 41

Educational ‘self-improvement’

, 37

England

Chartered College of Teaching

, 41

‘Drink Aware’ campaign

, 74

Enquiry-related professional growth

, 69–70

Enquiry mindset

, 48, 51, 100

of participants

, 94, 97

Evidence-informed practice (EIP)

, 37, 38, 40, 57

collaborative EIP

, 39, 41, 57–59, 70

Finnish model

, 59, 90

‘First do no harm’ principle

, 40

Gateway belief

, 87

Guardian, The

, 86

Huaca Pucllana excavation site in Lima

, 23

In-depth semi-structured interviews

, 43–44

Inductive analysis

, 47

Interview analysis

, 93

mid-level codes

, 98

networked learning conversations

, 95

signifying values of EIP

, 96, 99

type 1 quadrant

, 93–94

type 2 quadrant

, 97–99

type 3 quadrant

, 99–102

type 4 quadrant

, 102–103

Learning

community culture development

, 58

conversations

, 48, 50, 95, 97

organisations

, 57

London Borough of Tower Hamlets

, 80

London’s 1970s punk-rock music scene

, 76

Malevich’s groundbreaking painting of black square

, 76

Malevich’s suprematism movement

, 76

Mid-level codes

, 47, 48, 50, 93, 98

Moral imperatives

, 11

Nespresso coffee maker

, 25, 26, 74–75

Netflix

, 29

Network orientation

, 48, 51, 96, 97

of participants

, 52

Networked learning conversations

, 51, 52, 95, 97

Non-financial costs

, 30

Optimal rational positions (ORPs)

, 9, 14, 73, 81, 83, 85

brand

, 28

brands

, 75

discourses/behaviours

, 81

England’s ‘Drink Aware’ campaign

, 74

London Borough of Tower Hamlets

, 80

relational approach to

, 24

scenes

, 75, 76

temporal scenes

, 79

types

, 29–30

Optimal rational/semiotic approach (ORS approach)

, 37, 43

Optimal rationality (OR)

, 9, 10

Aristotelian reasoning

, 11

individuals

, 18

positions

, 14

post-intervention

, 60

potential rational behaviour

, 15

rationality gaps

, 17

rationality types

, 19

short-term responses

, 12

short-term welfare reward

, 16

type of participants

, 45, 59–60

Paul McCartney’s ‘Meat Free Mondays’

, 91

Performativity

, 103

‘Pre-intervention’ interview data

, 55

Rational choice theory (RCT)

, 9, 10

Rationality gaps

, 17, 23

active decisions

, 32

archaeologists

, 23, 24

benefits

, 29–30

brands

, 25, 26

costs

, 30–31

ORPs

, 24, 28

semiotic analysis into OR matrix

, 33

semiotics

, 25

signification

, 28–29

Reflection on academic research

, 52, 57, 94, 100

‘Research-engaged’ schools

, 39

Research Learning Community approach (RLC approach)

, 57

independent scientific evaluation

, 72

key attributes

, 58

Research Schools initiative

, 41

ResearchED conferences

, 41

Scenes

, 75, 76, 80–82

capital

, 78–79

characteristics

, 76–77

consumer object

, 78

temporal

, 79–80

Semiotic analysis

, 88, 89

to fill rationality gaps

, 23–34

Semiotics

, 25

Signifying values

, 47, 50, 51, 53, 96, 99, 102

Social science, lessons for

, 85

Baudrillard’s work

, 87

Danes cycling

, 91

Finnish model

, 90

semiotic analysis

, 88

technical and adaptive changes

, 86

time interventions

, 89

Suprematism movement

, 76

Teaching assistants (TA)

, 51, 98

‘Teachmeets’ conferences

, 41

Thematic analysis

, 47

Thematic codes

allocation

, 49

hierarchy

, 47, 48

Type 1 individuals

, 18, 20, 59, 67, 89–90

Type 1 ORP

, 73

Type 1 quadrant

, 48, 50, 55, 88, 93–94, 97

Type 2 individuals

, 18, 67

Type 2 quadrant

, 50–52, 97–99

Type 3 individuals

, 18, 20

Type 3 quadrant

, 51–53, 99–102

Type 4 individuals

, 18, 20

Type 4 quadrant

, 53, 102–103

Type 4 rejecter

, 69

Universal moral imperative

, 11