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Book part
Publication date: 26 September 2017

Nikita Basov and Julia Brennecke

The social and cultural duality perspective suggests dual ordering of interpersonal ties and cultural similarities. Studies to date primarily focus on cultural similarities in…

Abstract

The social and cultural duality perspective suggests dual ordering of interpersonal ties and cultural similarities. Studies to date primarily focus on cultural similarities in interpersonal dyads driven by principles such as homophily and contagion. We aim to extend these principles for sociocultural networks and investigate potentially competing micro-principles that generate these networks, taking into account not only direct dyadic overlap between interpersonal ties and cultural structures, but also the indirect interplay between the social and the cultural.

The empirical analysis utilizes social and semantic network data gathered through ethnographic studies of five creative organizations around Europe. We apply exponential random graph models (ERGMs) for multiplex networks to model the simultaneous operation of several generative principles of sociocultural structuring yielding multiplex dyads and triads that combine interpersonal ties with meaning sharing links.

The results suggest that in addition to the direct overlap of shared meanings and interpersonal ties, sociocultural structure formation is also affected by extra-dyadic links. Namely, expressive interpersonal ties with common third persons condition meaning sharing between individuals, while meaning sharing with common alters leads to interpersonal collaborations. Beyond dyads, the dual ordering of the social and the cultural thus operates as asymmetrical with regard to different types of interpersonal ties.

The paper shows that in addition to direct dyadic overlap, network ties with third parties play an important role for the co-constitution of the social and the cultural. Moreover, we highlight that the concept of network multiplexity can be extended beyond social networks to investigate competing micro-principles guiding the interplay of social and cultural structures.

Details

Structure, Content and Meaning of Organizational Networks
Type: Book
ISBN: 978-1-78714-433-0

Keywords

Book part
Publication date: 21 June 2002

Jere Brophy

Abstract

Details

Social Constructivist Teaching: Affordances and Constraints
Type: Book
ISBN: 978-1-84950-150-7

Book part
Publication date: 11 December 2023

Fatih Varol, Merve Oksuz and Eren Yalcin

Cities were regions ruled by local governments, where people were supposed to live together and provide equal access to sociocultural opportunities. In the 21st century, global…

Abstract

Cities were regions ruled by local governments, where people were supposed to live together and provide equal access to sociocultural opportunities. In the 21st century, global warming and overuse of scarce limited resources has made sustainability more examined about for our entire environment, particularly cities. With the rapid increase in the population in the cities, humankind has faced a lot of pollution, destruction, and social inequality. Many regions and countries have started to build new smart cities using technology to overcome crowded life, traffic, and air pollution, improve food production, and use scarce natural resources sustainable. Smart cities also provide residents to improve their quality of life and their health; therefore, eco-gastronomy is related to organic farming and cooking method that minimize the damage to the environment with organic ingredients. For a healthy and quality life, meals made with healthy ingredients are required. Smart cities have also started to implement eco-gastronomy projects by using technology. In this chapter, cities which can be associated with the eco-gastronomy dimension of smart cities such as Gaziantep, Izmir, and Konya from Turkey and Copenhagen were analyzed.

Details

Smart Cities for Sustainability
Type: Book
ISBN: 978-1-80455-902-4

Keywords

Book part
Publication date: 26 July 2005

Jenny Ritchie

Since 1998 New Zealand early childhood educators have been required to implement programs consistent with Te Whàriki (Ministry of Education, 1996), a bicultural early childhood…

Abstract

Since 1998 New Zealand early childhood educators have been required to implement programs consistent with Te Whàriki (Ministry of Education, 1996), a bicultural early childhood curriculum that validates and enacts kaupapa Màori (a Màori theoretical paradigm reflected through the medium of the Màori language). This curriculum document affirms and validates the status of Màori, the indigenous people of this country so that Pàkehà (New Zealanders of European descent) early childhood educators now need to reposition themselves alongside Màori whànau (families) and colleagues who remain the repositories of Màori knowledge. This means a decentering of the “mainstream” curriculum to develop models that parallel Màori language and content inclusively alongside western knowledges in all facets of the early childhood curriculum. This chapter utilizes data from a recent study to illustrate some ways in which the bicultural requirements of Te Whàriki, are being understood and experienced by early childhood teachers, teacher educators, and professional development facilitators. In particular, this chapter considers how Te Whàriki challenges non-Màori teachers’ to confront the power relations that have historically positioned them as curriculum ‘experts’ and marginalized indigenous cultural knowledge.

Details

Practical Transformations and Transformational Practices: Globalization, Postmodernism, and Early Childhood Education
Type: Book
ISBN: 978-1-84950-364-8

Book part
Publication date: 26 August 2019

Kathryn H. Au and Taffy E. Raphael

Purpose – This chapter discusses the application of the Gradual Release of Responsibility (GRR) to school change and the learning of groups of leaders, teachers, and students…

Abstract

Purpose – This chapter discusses the application of the Gradual Release of Responsibility (GRR) to school change and the learning of groups of leaders, teachers, and students. Specifically, the authors describe the Seven Levels to Success, a model for school change that supports teachers in building their school’s own staircase (coherent) curriculum in literacy. The authors discuss the effectiveness of this model for capacity building – giving schools a “deep bench” of leaders and teachers who can sustain improved student achievement over a period of years.

Design/Methodology/Approach – The theoretical underpinning of this research is provided by the Vygotsky Space, a construct that shows how learning may be understood in terms of the intersections of collective and individual actions, and public and private settings. This construct allows us to understand what drives a school’s advancement through the Seven Levels and how that advancement can be restarted after it has been slowed or interrupted. The authors report findings about school change from 20 years of work in 264 elementary and secondary schools, reflecting a wide range of students and communities across the United States.

Findings – While schools’ typical advancement in the Seven-Level model is neither steady nor linear, it adheres to an overall pattern: Leaders must take ownership first, followed by teachers and then students. To build their school’s staircase curriculum, teachers must see themselves as creators rather than consumers of curriculum. Teachers who see themselves as creators take ownership of their curriculum. Their deep understanding of the curriculum promotes continuous improvements and related success in improving their students’ literacy learning. Four case examples illustrate change in a variety of school settings, providing existence proofs of how the Seven-Level model functions to improve students’ literacy learning.

Research Limitations/Implications – The authors highlight the importance of the school as the unit of analysis in change efforts, and of understanding a school’s progress over time. The authors emphasize considering the role of multiple constituencies, beginning with school leaders and encompassing teachers, students, and families. One implication of this study is that more attention should be paid to the role of school leaders – administrators, curriculum coordinators, and teacher leaders – in setting the stage for sustainable improvement.

Practical Implications – The authors provide guidance to practitioners working on school change within the framework of the Seven Levels to Success and other social constructivist models. Specifically, the authors give examples of relevant actions external consultants and school leaders take at critical junctures in a school’s progress.

Originality/Value of Paper – This chapter breaks new ground in applying the GRR model and the Vygotsky Space to the area of school change in literacy. Summarizing 20 years of work with the Seven-Level model demonstrates potential of teacher-developed curricula for the sustainable improvement of students’ literacy learning.

Book part
Publication date: 6 May 2015

Lynn E. Shanahan, Andrea L. Tochelli-Ward and Tyler W. Rinker

This chapter serves to synthesize existing literature centered on inservice teacher video-facilitated reflection on literacy pedagogy.

Abstract

Purpose

This chapter serves to synthesize existing literature centered on inservice teacher video-facilitated reflection on literacy pedagogy.

Methodology/approach

The inservice teacher literature review is focused on: (1) video analysis frameworks and scaffolds used to facilitate inservice teachers’ video reflection; (2) reflection and video discussions; and (3) the use of video for inservice teacher change and development.

Findings

From this review we learn that there is a dearth of video reflection research with inservice teachers on literacy pedagogy. Within the field of literacy, we know far less about how, when, and why to use video with inservice teachers than preservice teachers.

Research limitations/implications

The review of literature does not incorporate inservice teacher video reflection in disciplines such as science and mathematics. Expanding this review to all disciplines would present a more comprehensive picture of video reflection with inservice teachers.

Practical implications

The chapter highlights the potential value of using video in inservice professional development and points to the specific needs for studies to identify the most effective uses of video specific to inservice professionals.

Originality/value

This chapter provides significant research-based information for designing and implementing future studies and professional development focused on video reflection with inservice teachers.

Details

Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice
Type: Book
ISBN: 978-1-78441-676-8

Keywords

Book part
Publication date: 19 March 2013

Patrick Blessinger and Charles Wankel

The chapters in this book focus on using an array of different Web 2.0 technologies and web-enabled learning platforms to create technology-rich learning environments. These types…

Abstract

The chapters in this book focus on using an array of different Web 2.0 technologies and web-enabled learning platforms to create technology-rich learning environments. These types of social learning technologies can be used to build flexible and agile learning environments and foster collaborative learning activities for students. Whereas Web 1.0 is considered a content-centric paradigm, Web 2.0 is considered a social-centric paradigm. In other words, at the heart of Web 2.0 is social networking, social media, and a vast array of participatory applications and tools. This book examines the possibilities of Web 2.0 technologies in general and social technologies in particular, including blended (hybrid) learning technologies and applications. At least four factors have driven the rapid changes we have experienced in the way we teach and learn with these technologies: (1) these technologies are digital, making them highly versatile and integrative, (2) these technologies are globally ubiquitous, making them accessible to anyone and anywhere there is an Internet connection, (3) these technologies are generally low cost or free, making them accessible to anyone with a computer or mobile device, and (4) the development of more sophisticated learning theories, greatly increasing our understanding of how to best apply these technologies in an academic setting.

Details

Increasing Student Engagement and Retention in e-learning Environments: Web 2.0 and Blended Learning Technologies
Type: Book
ISBN: 978-1-78190-515-9

Book part
Publication date: 9 August 2005

Janet Fulk, Peter Monge and Andrea B. Hollingshead

Dispersed multinational teams include people from multiple nations, some of whom are not collocated. In a knowledge economy, such teams must locate, store, allocate, and retrieve…

Abstract

Dispersed multinational teams include people from multiple nations, some of whom are not collocated. In a knowledge economy, such teams must locate, store, allocate, and retrieve knowledge. Three central questions are: (a) How can dispersed multinational teams manage knowledge resource flows? (b) What factors influence knowledge resource distribution in these teams? and (c) How do dispersed multinational teams evolve over time? This chapter examines knowledge resource sharing in multinational teams through three theoretical lenses: transactive memory theory, collective action theory, and evolutionary theory, and concludes with practical suggestions for managing dispersed multinational teams that are derived from these three theoretical lenses.

Details

Managing Multinational Teams: Global Perspectives
Type: Book
ISBN: 978-1-84950-349-5

Abstract

Details

Understanding Intercultural Interaction: An Analysis of Key Concepts, 2nd Edition
Type: Book
ISBN: 978-1-83753-438-8

Book part
Publication date: 2 December 2019

Frank Fitzpatrick

Abstract

Details

Understanding Intercultural Interaction: An Analysis of Key Concepts
Type: Book
ISBN: 978-1-83867-397-0

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