Search results

The paper focuses on lesson study, which generally engages the collaborative work of a group of teachers, as implemented with a primary school art teacher who had limited opportunities for collaboration. Through lesson study, the teacher worked closely with a lesson study facilitator and an art education expert to plan a research lesson. The study explores how this collaboration generated cognitive conflicts and eventually teacher change.

This paper presents a case study using a thematic approach to data analysis. The lesson study involved weekly face-to-face meetings and daily online communications over a period of eight weeks. In an attempt to reflect upon and resolve conflicts, the teacher kept a journal in which the teacher wrote down lengthy accounts of the discussions with knowledgeable others, the teacher’s struggles and ways of resolving these. Data were complemented by the different lesson plan versions, the post-lesson discussions and a detailed report documenting the lesson study process.

The paper provides insights into the role that cognitive conflicts play for teacher change. Through ongoing communication, reflection and support to resolve conflicts, the teacher recognised more collaborative opportunities for professional development, freed from rigid lesson planning practices and reported a new conceptualisation to teaching.

Drawing on the literature about effective teacher professional learning, the paper offers implications for supporting teacher change.

This paper provides insights into how lesson study may provide conditions that enable teachers' cognitive conflict and facilitate their consequent resolution.

This study examines the information literacy practices of young video bloggers, focusing on the ways in which they construct their cognitive authority through a health-related information creation process.

This study draws upon socially oriented information literacy research and nexus analysis as its methodological framework. Data, including YouTube videos, theme interviews and video diaries, were collected with three Finnish video bloggers and qualitatively analysed using nexus analytical concepts to describe the central elements of social action.

The study shows that video bloggers employ several information practices during the information creation process, including planning, information-seeking, organization, editing and presentation of information. They construct their cognitive authority in relation to their anticipated audience by grounding it on different types of information: experience-based, embodied and scientific. Trustworthiness, emphasized with authenticity and genuineness, and competence, based on experience, expertise and second-hand information, were recognized as key components of credibility in this context.

This study increases the understanding of the complex ways in which young people create information on social media and influence their audiences. The study contributes to information literacy research by offering insights into the under-researched area of information creation. It is among the few studies to examine cognitive authority construction in the information creation process. The notion of authority as constructed through trustworthiness and competence and grounded on different types of information, can be taken into account in practice by information professionals and educators when planning information literacy instruction.

Describes the origins and development of the UK retailer, Laura Ashley, emphasizing the internationalization of the company and the emphasis on international comparison from an early stage of the company′s development. Charts the company′s overseas development in North America, Europe and the Pacific Basin with particular reference to the modifications to the trading format of the company that were necessary to gain acceptance in these markets. Considers the factors influencing Laura Ashley′s philosophy in its overseas markets and the recent events establishing Laura Ashley as an international retail brand.

The author uses a novel narrative style to detail the stories of two women coming to feminism and the impact organizational experiences have had on their gender awareness. Frames these two stories by detailing her own journey in becoming a feminist. Together the stories bear witness to the importance of organizational experiences in shaping their identities, specifically in relationship to their awareness of gender, and conversely how their identities in turn affect the way we approach and make sense of their lives inside and beyond organizations.

This narrative inquiry centers on teachers' longitudinal experiences of policy-related reforms systematically introduced to T. P. Yaeger Middle School, a campus located in the fourth largest, second most diverse city in America. The embedded research study, with roots tracing back to 1997, uses five interpretive tools to capture six mandated changes in the form of a story serial. Special research attention is afforded pay-for-performance, the sixth reform in the series. The deeply lived consequence of receiving bonuses for his teaching performance prompted Daryl Wilson, Yaeger's long-term literacy department chair, to proclaim “data is [G]od.” Wilson's emergent, inventive metaphor aptly portrays the perplexing conditions under which his career ended, and how my long-term research project likewise concluded.

This chapter is concerned with the varied legitimizing discourses used by midwives to frame their identities in relation to their work. This sociological issue is particularly important in the context of an occupation, such as this one, that exists at the border of competing service claims. Drawing on 26 in-depth interviews, I use narrative analysis to examine the stories that midwives tell about their work. Through these women’s work narratives, I show the complex intersection of narrative, culture, institution, and biography (Chase, 1995, 2001; DeVault, 1999).

This chapter investigates the recent surge of social media (mis)use in horror films including The Cabin in the Woods (2012), Unfriended (2015) and #Horror (2015) and how young women’s relationship to social media in these films often pillories females for existing under, and delighting in, an anonymous, ubiquitous gaze. In these narratives, women are slut shamed both in the plot and through the threat of social media’s panoply of screens, sur- and selfveillance. In my discussion, I will utilize feminist film theory including the writings of Laura Mulvey, Linda Williams and Barbara Creed, while also including contemporary cultural criticism from writers and journalists like Nancy Jo Sales and Leora Tanenbaum to explore the horror genre from a more contemporary, multi-discourse perspective. The technology in these films serve as harbingers, intimating the figurative and literal dangers to come for their female protagonists, ultimately suggesting that the horror in these films is the medium itself and the patriarchal social media culture that these devices cultivate.

This chapter explores the impact of context on the teaching of a multicultural teacher education course and illustrates what can be learned through partnering self-study methodology with discourse analysis. The study described in this chapter draws on data collected at two teacher education institutions with different student demographics in two different states in the United States. By drawing on methods of discourse analysis, we explore how the differences between two classes manifested in response to a set of class readings on race and racial stereotyping in schools. Specifically, we look closely at the discursive resources available in each location to talk about issues of race and racism. Through partnering discourse analysis and self-study methodologies, we uncovered deep-seated assumptions held by each of us that resulted in a reification of issues of race and class in ways that surprised and troubled us.

Purpose – This chapter explores the strategies and tactics employed by researchers when dealing with emotionally challenging situations, both in the field and in academia in general.

Methodology/Approach – It draws on a qualitative longitudinal project investigating how recent Polish migrants from cities that are rather homogenous in terms of ethnicity and religion make sense of, and come to terms with, the much greater diversity they encounter in German and British cities. The project adopts a mixed-methods approach that includes social network analysis, focus groups, creative methods and in-depth interviews.

Findings – Moving beyond the inside–outsider binary in qualitative research, the authors reflect on their management of conflicting feelings about what happens in research situations. The authors discuss interview situations they found particularly emotionally challenging and the different ways they supported each other during and after fieldwork, for instance, when faced with situations in which research participants say things that are racist, Islamophobic, homophobic, xenophobic, classist or misogynist. They reflect on their use of electronic media, especially email and messenger applications, as tools which not only allow them to unpack the emotions that emerge in fieldwork, but also enable them to collaboratively reflect on their own positionalities in the field.

Originality/Value – The chapter argues that face-to-face and virtual interactions with colleagues can create spaces of care, self-care and solidarity. These relational spaces can form integral support systems for researchers and help them to deal with both the emotionality of social-science research and the wider emotional labour of academic work.