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Abstract

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Reference Reviews, vol. 31 no. 5
Type: Research Article
ISSN: 0950-4125

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Article
Publication date: 10 June 2014

Lucy Seale

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Reference Reviews, vol. 28 no. 5
Type: Research Article
ISSN: 0950-4125

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Article
Publication date: 16 September 2013

Lucy Seale

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Reference Reviews, vol. 27 no. 7
Type: Research Article
ISSN: 0950-4125

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Article
Publication date: 19 January 2015

Lucy Seale

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Reference Reviews, vol. 29 no. 1
Type: Research Article
ISSN: 0950-4125

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Article
Publication date: 26 April 2013

Lucy Seale

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Reference Reviews, vol. 27 no. 4
Type: Research Article
ISSN: 0950-4125

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Article
Publication date: 12 October 2015

Lucy Seale

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Reference Reviews, vol. 29 no. 7
Type: Research Article
ISSN: 0950-4125

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Article
Publication date: 15 February 2016

Lucy Seale

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Reference Reviews, vol. 30 no. 2
Type: Research Article
ISSN: 0950-4125

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Book part
Publication date: 8 March 2017

Tricia McTague, Carissa Froyum and Barbara J. Risman

There are three main analytic challenges to studying kids, especially where the core focus is inequality: (1) minimizing the power imbalance between adults/researchers and…

Abstract

There are three main analytic challenges to studying kids, especially where the core focus is inequality: (1) minimizing the power imbalance between adults/researchers and kids/participants, (2) attending to the active and imaginative communication styles of young people, and (3) getting beneath the superficial rhetoric of meritocracy, colorblindness, and post-feminism. In this chapter, we draw from our own qualitative insights when studying middle school kids (grades 6–8, ages 11–14) in providing a systematic analysis of the effectiveness of distinct visual strategies and their respective strengths and limitations for producing rich, useful, and specific data. The insights gleaned are applicable to analyses of kids, understandings of inequality, and even methodological training.

Details

Researching Children and Youth: Methodological Issues, Strategies, and Innovations
Type: Book
ISBN: 978-1-78714-098-1

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Article
Publication date: 30 August 2013

Brown Onguko, Lucy Jepchumba and Petronilla Gaceri

The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers '…

Abstract

Purpose

The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers ' professional development (PD) in rural western Kenya. It proposes reforms in provision of teachers ' professional development to enable professional development providers to access specialized skills in instructional design (ID) and blended learning.

Design/methodology/approach

The paper resulted from a design-based research including 12 entry and 12 exit interviews, observations of three face-to-face meetings of blended learning sessions and ten classroom observations of teachers implementing new teaching approaches learned through blended learning.

Findings

The paper provides insights into the authors ' experiences in this research. They shared the following reflections: engagement in ID empowered them and they are confident that they can engage in systematic instructional design on a larger scale; they gained technical knowledge and skills in authoring content in HTML on eXe open source platform; uploading the content and processing audio and video content was equally enthralling to them.

Research limitations/implications

Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to consider incorporating the design-based research, instructional design and blended learning approaches used in this study while conducting related research in their dissimilar contexts.

Practical implications

The paper includes implications for the design, development and implementation of teachers ' professional development for challenging contexts as a contribution towards achievement of both Millennium Development Goals (MDGs) and Education for All (EFA).

Originality/value

This paper fulfils an identified need to study provision of professional development for teachers who lack opportunities for professional development.

Details

European Journal of Training and Development, vol. 37 no. 7
Type: Research Article
ISSN: 2046-9012

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