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Article
Publication date: 28 October 2014

Wu He and Silvana Watson

To improve the quality of field experience, support field experience cooperation and streamline field experience management, the purpose of this paper is to describe the…

Abstract

Purpose

To improve the quality of field experience, support field experience cooperation and streamline field experience management, the purpose of this paper is to describe the experience in using Activity Theory to design and develop a web-based field experience tracking system for a special education program.

Design/methodology/approach

The authors used Activity Theory to design and develop a web-based field experience tracking system for a special education program. An in-depth evaluation of the developed web-based system including usability testing and actual use of the system was conducted.

Findings

The evaluation and data analysis results demonstrate the value of Activity Theory and show that a web-based tracking system is a valuable tool to support the management of pre-service teachers’ field experiences.

Originality/value

This is the first paper to discuss the design and development of field experience tracking system using Activity Theory. This paper can be used to motivate other developers to use Activity theory to design campus-wide information system. The system and methodology the authors used in this project has wider applicability and generalizability, and can be applied to the management of other competency and field based professional training in areas such as nursing, social work and medicine.

Details

Campus-Wide Information Systems, vol. 31 no. 5
Type: Research Article
ISSN: 1065-0741

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Article
Publication date: 1 August 2005

Paul Kelsey and Mohan Ramaswamy

To share the library school field experience paradigm that the authors developed after their successful participation as a supervisor and student.

Abstract

Purpose

To share the library school field experience paradigm that the authors developed after their successful participation as a supervisor and student.

Design/methodology/approach

A review of field experience literature is provided. The field experience paradigms and perspectives pertaining to the supervisor and the student are explained. The paradigm is suggested as a model for field experience participants and their supervisors.

Findings

The field experience paradigm for the supervisors elucidates the stages – planning, training, mentoring and evaluation. The paradigm for students explains the phases – awareness, interests, planning and participation.

Research limitations/implications

The focus of the field experience, from which the paradigm emanated, was to train and prepare the student for agricultural librarianship in an academic library. The application of the paradigm may vary for different situations.

Practical implications

The paradigm is expected to be useful for supervisors and students of field experience programs.

Originality/value

This paradigm stems from the participation of the authors as a field experience supervisor and student. The steps and methods the authors followed will help advance future field experience programs.

Details

Library Management, vol. 26 no. 6/7
Type: Research Article
ISSN: 0143-5124

Keywords

Content available
Article
Publication date: 1 June 2015

Amani K. Hamdan

Recently, various policies have been implemented in Saudi Arabia to reform science teaching at K-12 levels in order to focus on critical thinking, inquiry-based learning…

Abstract

Recently, various policies have been implemented in Saudi Arabia to reform science teaching at K-12 levels in order to focus on critical thinking, inquiry-based learning, and problem solving. Research is needed to explore the adequacy of teacher preparation programs to determine whether these programs sufficiently prepare Saudi science teachers to teach according to these new reforms. This study explores the challenges that Saudi pre-service science teachers face in these higher education programs. Results indicated that graduates of the programs studied were satisfied with their experiences; however, various concerns were expressed by some pre-service teachers regarding the theory-practice gap between their university coursework and field experiences, and the supervision structures and functions in place for the professional experiences component. Modifications to the teacher preparation programs are suggested in order to address these concerns and to successfully enact reforms in science education in Saudi Arabia.

Details

Learning and Teaching in Higher Education: Gulf Perspectives, vol. 12 no. 1
Type: Research Article
ISSN: 2077-5504

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Article
Publication date: 24 December 2020

Yanru Zou

This paper provides a researcher's account of fieldwork experience in conducting audit research in China. By illustrating on-site fieldwork encounters, the paper reflects…

Abstract

Purpose

This paper provides a researcher's account of fieldwork experience in conducting audit research in China. By illustrating on-site fieldwork encounters, the paper reflects stages of access negotiation and management in the fieldwork, reveals the researcher's embodied “affects” in the fieldwork and reasserts the value of researcher's openness and attention in the fieldwork.

Design/methodology/approach

This paper uses autoethnography as its overall epistemology. Fieldwork diaries and vignettes are written in the first-person voice to present the researcher's embodied account of fieldwork experience, researcher’s learning and coping skills in managing the fieldwork.

Findings

The research findings are not detached from the researcher's experience of the fieldwork. The fieldwork experiences in this study highlight that the fieldwork access is an ongoing process. Different stages of access negotiations, from rejection to acceptance, reveal the tensions between researcher and participants. This study draws attention to the online platform, WeChat, in connecting with auditors to learn from them and suggests openness to the fieldwork encounters and a resilient engagement with auditors.

Originality/value

In reflecting on the researcher's transformation during the fieldwork, this paper argues for a relational and engaged way of conducting fieldwork, rather than a disengaged and judgemental approach in studying auditors' working lives. The paper pays attention to fieldwork as a process and how the knowledge learned in the field is infused with researcher's fieldwork experiences.

Details

Accounting, Auditing & Accountability Journal, vol. 34 no. 3
Type: Research Article
ISSN: 0951-3574

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Article
Publication date: 13 June 2016

Daniella Fjellström and David S. A. Guttormsen

Researchers often face challenges in locating and obtaining relevant and meaningful information during qualitative international business (IB) field research in other…

Abstract

Purpose

Researchers often face challenges in locating and obtaining relevant and meaningful information during qualitative international business (IB) field research in other countries. This process constitutes an immensely critical phase, which determines the success or failure of the research endeavour. The purpose of this paper is to discuss “access” as a multidimensional and contestable concept that poses particular challenges in international and multicultural research contexts.

Design/methodology/approach

This paper builds on the experience as field researchers in China/Hong Kong (120 in-depth interviews) and the need to disseminate acquired field experiences, in particular concerning “access”. The multifaceted issue of “access” is rarely featured on the IB methodological agenda, and has become a silent feature of qualitative IB research.

Findings

This paper is devoted to this nexus: the lack of focus on “access” issues, and the rich sources of acquired, but mostly veiled, field experiences that feature in both IB and management research programmes. A plausible explanation for this circumstance relates to the influence of mainstream positivist and objectivist paradigms in which researchers are not recognised as having an impact on research processes, hence taking this silent feature for granted.

Originality/value

By viewing the multiple dimensions of “access”, we move beyond the mainstream understanding that merely relates it to the question of gaining access to a physical site and/or the time of an individual, and in which “access” is only an enterprise of securing pre-existing, tangible information. Drawing upon specific international field research experiences, this paper contributes to the methodological debate concerning “access” – beyond “technicality” and towards a concept of socio-cultural and multidimensional research practice.

Details

Qualitative Research in Organizations and Management: An International Journal, vol. 11 no. 2
Type: Research Article
ISSN: 1746-5648

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Article
Publication date: 4 January 2018

Yanjun Xie and Jiaojiao Sun

The purpose of this paper is to explore the actions of different senses on visitors’ embodied experience in dark tourism “field,” including embodied emotions/cognitions.

Abstract

Purpose

The purpose of this paper is to explore the actions of different senses on visitors’ embodied experience in dark tourism “field,” including embodied emotions/cognitions.

Design/methodology/approach

This research uses qualitative analysis by applying tourists’ reviews from two main Chinese tourism websites and the software of MAXQDA. It identifies the senses applied in the embodiment process in dark tourism “field” and matches these senses to the specific types of embodied emotions/cognitions.

Findings

This research identifies four main senses. The visual sense has the greatest influence on 27 embodied emotions and 7 embodied cognitions. Auditory and temperature sense create particular emotions. This research also points out the phenomenon of “banned behavior.” At last, to achieve accessibility/acceptability, Nanjing Memorial Hall applies two strategies to distance the extreme historical events from visitors: the construction of aesthetic elements and the way it shows historical objects.

Research limitations/implications

It uses both qualitative and quantitative data to identify the classifications and degrees of senses, emotions and cognitions as well as the relations between them. However, there are difficulties in the coding process because of the language differences, which requires a good understanding of the context of the tourism experience.

Practical implications

The research results could be used as a psychological reference and in the design of dark tourism product.

Social implications

It provides a specific understanding of the way in which visitors interact with dark tourism objects and environment.

Originality/value

This is the first research that explains the dark tourism experience from the perspective of embodiment. It provides conceptual as well as empirical reference for a new research topic.

Details

International Journal of Tourism Cities, vol. 4 no. 1
Type: Research Article
ISSN: 2056-5607

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Book part
Publication date: 7 March 2013

Shawn Michael Bullock

The field experience placement is an integral part of teacher education programmes. It is ostensibly meant to provide a place for teacher candidates to enact pedagogical…

Abstract

The field experience placement is an integral part of teacher education programmes. It is ostensibly meant to provide a place for teacher candidates to enact pedagogical theory gained during coursework under the supervision of an experienced host teacher. In reality, the field placement is a source of considerable tension for teacher candidates, as they struggle to reconcile their prior assumptions about teaching and learning and their prior identities as students with the demands of school culture that requires teachers and students to act in particular ways. The field experience is emotional work that has a considerable impact on the development of new teachers’ identities. In this chapter I will focus on how two new teachers learn during the field experience placement, with a particular emphasis on the roles of emotion and the development of professional identity in learning to teach. Cultural–historical activity theory (CHAT) will provide a useful lens to interpret some of the challenges of learning to teach during the field placement.

Details

Emotion and School: Understanding how the Hidden Curriculum Influences Relationships, Leadership, Teaching, and Learning
Type: Book
ISBN: 978-1-78190-651-4

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Book part
Publication date: 19 April 2018

Daniel Moscovici and Emma Witt

Field-based education for environmental studies has been a foundational principle for the Environmental Studies program at Stockton University, which began in 1971…

Abstract

Field-based education for environmental studies has been a foundational principle for the Environmental Studies program at Stockton University, which began in 1971. Located within the 445,000 hectare Pinelands National Reserve, on an 800-hectare campus near Atlantic City, New Jersey, USA, two professors in the program discuss our rationale and experiences teaching students about the environment within the environment. Expounding on the interdisciplinary literature of field-based learning, we present four unique case studies including local and regional experiences, as well as student learning abroad. The first case proposes that learning outdoors might be beneficial for students with learning disabilities. This is exemplified during a one-week field study to the 2.4 million hectare Adirondack Park & Preserve. The second instance reveals the benefits of working with local towns and environs acting as consultants in a multidisciplinary capstone experience. Next, we show how on-campus data collection and hypothesis formulation help students to learn about environmental design and statistical analysis. Finally, an international trip to the Caribbean opens the minds of students through a service learning project. While on campus, in town, across the United States or at an international destination, learning in the field gives students the opportunity to expand their knowledge through field-based active learning strategies.

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Article
Publication date: 1 September 2002

George T. Patterson

A review of the literature suggests that law enforcement agencies adopted a paramilitary model of management based on little empirical evidence supporting the suitability…

Abstract

A review of the literature suggests that law enforcement agencies adopted a paramilitary model of management based on little empirical evidence supporting the suitability of this model. Moreover, relatively little is known about the effects of prior military service experience on the work events experienced by police officers. This paper will examine the effects of prior military service experience on exposure to organizational and field work events, and perceptions of stress among these events. The results show that more military experience did not significantly predict fewer organizational work events and lower perceptions of stress, or more field work events and greater perceptions of stress. More years of police experience and section assignment predicted fewer field work events, although perceptions of stress were not significantly lower. These results are discussed, as they compare with salient demographic variables found to influence work stress in police officers.

Details

Policing: An International Journal of Police Strategies & Management, vol. 25 no. 3
Type: Research Article
ISSN: 1363-951X

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Article
Publication date: 30 June 2020

Charles Arcodia, Margarida Abreu Novais, Nevenka Cavlek and Andreas Humpe

This paper aims to investigate participants’ motivations and perceptions of a field trip. Specifically, this paper examines if and how students’ perceptions change with…

Abstract

Purpose

This paper aims to investigate participants’ motivations and perceptions of a field trip. Specifically, this paper examines if and how students’ perceptions change with time and it explores the main factors for ensuring success in an experiential learning tourism program.

Design/methodology/approach

The study gathered and compared data collected in two points in time – immediately at the end of the experience and two months afterward. T-tests for paired samples were used to examine potential differences in perceptions and principal component analysis was used to identify the key factors determining the success of the experience.

Findings

The findings indicate that there are various motivations behind participation and that time barely affects perceptions of the experience. Furthermore, three factors emerged as important for meeting expectations, namely, social and professional connections, learning and traditional yet engaging teaching.

Research limitations/implications

While the outcomes are useful, they need to be thoughtfully applied because of the small data set. It is important to repeat similar investigations to allow more certainty in the propositions formulated. Furthermore, future studies should evaluate a broader variety of outcomes to determine whether perceptions remain constant. The implications are that educators and destination managers can easily apply these conclusions for the benefit and the findings can inform other field trips and broader experiential initiatives.

Originality/value

Despite research on learning outcomes and perceptions of experiential learning having expanded considerably, a fundamental question that remains unanswered is how perceptions of such experiences change and, consequently, when the most appropriate time is to assess participant perceptions.

研学旅游与体验式学习:学生对田野实践的认知

摘要

研究目的

本文的研究目的是为了探讨学生对于研学旅游中田野实践的参与动机和观念。特别地, 本文检验了学生的观念是否以及如何随时间变化, 并探讨了影响体验式研学旅行项目成功实施的关键因素。

研究设计/研究架构/研究方法

该研究在两个时间点收集数据, 一是在完成体验式学习之后立即进行数据收集, 二是在两个月后再次进行数据收集。研究主要采用配对样本T检验来检验认知的潜在差异, 采用主成分分析法来识别影响该体验能否成功的关键因素。

研究结论

研究结果表明, 参加体验式研学旅行的人们有着不同的动机, 时间基本不影响参与者对研学体验的认知。此外, 三个因素显得十分重要:社交和专业联系、学习、传统的参与式教学。

研究局限/研究启示

尽管本研究的结果有重要的实践价值, 但由于样本量相对较小, 需要谨慎应用此研究结果。本研究认为, 有必要在未来的研究中进行类似的重复研究, 以确保所得出的结论具有稳健性。此外, 未来的研究应当考虑更多的结果, 从而判断参与者的认知是否稳定。本文的研究意义有三:教育工作者以及旅游目的地经理人可以轻松应用这些结论来盈利, 可以启发其他类型的田野实践, 启发更一般的体验式学习项目。

原创性/研究贡献

近来, 虽然关于体验式学习成效、体验式学习认知的研究迅速增加, 但一个尚未被解答的根本性问题是:体验式学习的认知是如何变化的, 因此, 在哪个时间点去评估参与者的认知是最合适的?

Turismo educativo y aprendizaje experimental: percepciones de los estudiantes sobre las excursiones

Propósito

El propósito de este estudio es investigar las motivaciones y percepciones de un viaje de campo. Específicamente, en este articulo se examina si las percepciones de los estudiantes cambian con el tiempo y se determinan los principales factores para asegurar el éxito de un programa de aprendizaje experimental de turismo.

Diseño/metodología/enfoque

El estudio reunió y comparó datos recopilados en dos puntos en el tiempo – directamente después de la experiencia y dos meses después. Se aplico la prueba “t” para muestras emparejadas para examinar las posibles diferencias en las percepciones y se utilizó el análisis de componentes principales para identificar los factores clave que determinan el éxito de la experiencia.

Resultados

los resultados indican que hay varias motivaciones detrás de la participación y que el tiempo prácticamente no afecta las percepciones de la experiencia. Además, tres factores surgieron como fundamentales para cumplir con las expectativas de los estudiantes: conexiones sociales y profesionales, aprendizaje y enseñanza tradicional pero dinámica.

Limitaciones/implicaciones de la investigación

Si bien los resultados son útiles, deben aplicarse cuidadosamente debido al pequeño conjunto de datos. Es importante repetir investigaciones similares para permitir mayor certeza en las proposiciones formuladas. Además, los estudios futuros deberían evaluar una variedad más amplia de resultados para determinar si las percepciones permanecen constantes. Las implicaciones son que los educadores y los gerentes de destino pueden aplicar fácilmente estas conclusiones para beneficio y los hallazgos pueden informar otras excursiones e iniciativas experimentales más amplias.

Originalidad/valor

Si bien la investigación sobre percepciones del aprendizaje experimental se ha ampliado considerablemente, una pregunta fundamental que queda sin respuesta es cómo cambian las percepciones de tales experiencias y, en consecuencia, cuándo es el momento más apropiado para evaluar las percepciones de los participantes.

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