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Article
Publication date: 8 June 2012

Mark Wyatt and Ewen Arnold

The purpose of this paper is to explore the school‐based learning mentoring of a senior teacher of English in Oman, who was conducting action research into her mentoring…

Abstract

Purpose

The purpose of this paper is to explore the school‐based learning mentoring of a senior teacher of English in Oman, who was conducting action research into her mentoring practices while engaged in part‐time in‐service language teacher education. The senior teacher realized teachers in her school found post‐lesson discussions in English with inspectors challenging and, using video‐stimulated recall, tried to help them become more reflective.

Design/methodology/approach

Qualitative case study research methodology: semi‐structured interviews provide insights into the senior teacher's perceptions of her own development and professional knowledge of reflective practice and mentoring. They also provide oral accounts of her action research, written accounts of which are provided by reflective writing. Audio‐recordings and transcripts of post‐lesson discussions, triangulated with classroom observation, provide evidence of mentoring practices.

Findings

The senior teacher developed creative and flexible solutions to the challenges she faced, in the process gaining confidence and assuming mentor identity. Various factors helped, including a supportive environment, the in‐service teacher education course and engagement with video‐stimulated recall.

Research limitations/implications

Despite methodological limitations, including limited observational data and use of self‐report, there are implications for socio‐cultural contexts where English has a semi‐official role in mentoring discussions and where there are moves towards reflective models of teacher development.

Practical implications

Video‐stimulated recall may be a particularly effective tool for supporting learning mentoring in contexts where loyalty to the “in‐group” encourages sharing. To facilitate learning mentoring, the creation and maintenance of supportive environments appears crucial.

Originality/value

Learning mentors seeking fresh ideas, teacher educators and school managers will find this useful.

Details

International Journal of Mentoring and Coaching in Education, vol. 1 no. 3
Type: Research Article
ISSN: 2046-6854

Keywords

Book part
Publication date: 26 August 2019

Joseph C. Rumenapp and P. Zitlali Morales

Purpose – This chapter presents an analysis of a researcher-led follow-up activity during an early childhood reading lesson that was aligned with a gradual release of…

Abstract

Purpose – This chapter presents an analysis of a researcher-led follow-up activity during an early childhood reading lesson that was aligned with a gradual release of responsibility (GRR) model. Particularly, the authors seek to understand how students used their language(s) in this lesson, how they described particular linguistic decisions, and how language could be further conceptualized in such events.

Design/Methodology/Approach – The authors develop a telling case (Mitchell, 1984) from the guided instruction portion of a lesson to make salient theoretical connections between metacognitive strategies taught in early literacy and metalinguistic knowledge theorized from the field of linguistic anthropology. The lesson was video recorded for interactional analysis. The video recording was also used to stimulate recall and allow students to reflect on their own language use.

Findings –Through the telling case, the authors use language socialization as a lens to understand the way students represent story retell with physical objects. Though some students do not use the school-based conventionalized form of retelling, they do engage in retelling by using a variety of other forms. The authors highlight through the case that the metacognitive strategy of story retell is distinct from the abstract linear, left-to-right representation of sequencing of events.

Research Limitations/Implications – This study suggests that further attention is needed to theorize the relationship between reading strategies and forms of representation in multilingual preschool contexts. In particular, the very notions of literacy and language need to be nuanced through conversations among multiple disciplines.

Practical Implications – Practitioners are encouraged to attend to the differences between metacognitive strategies that are useful for reading comprehension and the expected styles of representation. Teachers can consider leveraging the communicative repertoires of emergent bilingual students as they accomplish early literacy activities, thereby, potentially offering further scaffolds for learning reading strategies.

Originality/Value of Paper – This chapter brings nuance to the GRR model by demonstrating that there is a difference between the GRR of metacognitive strategies in reading instruction and the way they are represented through diverse semiotic repertoires.

Details

The Gradual Release of Responsibility in Literacy Research and Practice
Type: Book
ISBN: 978-1-78769-447-7

Keywords

Article
Publication date: 3 January 2020

Hany M. Alsalmi

Less attention has been paid to users’ interactions and behavior in studying multilingual search. Although digital library researchers have yet to assess user interaction…

Abstract

Purpose

Less attention has been paid to users’ interactions and behavior in studying multilingual search. Although digital library researchers have yet to assess user interaction and behavior in multilingual search, they have concurred that there is a need for user studies that document the extent to which information retrieval systems meet multilingual users’ needs and expectations. The paper aims to discuss these issues.

Design/methodology/approach

This study is composed of five individual cases. The case study participants were Saudi students enrolled either at a large state university or Historically Black College and University located in the same community. Research questions are, what do Saudi Digital Library (SDL) users experience when searching within the SDL in Arabic and English? And what strategies do they use if they fail to find resources? Data collected for this study were via a qualitative method called video-stimulated recall.

Findings

In the Arabic search tasks, participants realized that finding resources is not easy. Participants expressed their concerns about the lack of relevance and accuracy of results returned by the search system, indicating weak trust and confidence in the search system. Whereas in the English search task, participants felt more satisfied and confident in their ability to trust the results returned from the search system. Participants expressed their satisfaction in the search experience as it provided them with accurate and varying resources. The participants faced difficulties finding Arabic resources than English resources in the SDL.

Originality/value

This study is considered one of the earliest works in studying the information-seeking behavior of multilingual digital libraries in the Arabic language. The value of this study arises as being the first study to investigate and report the information-seeking behavior of SDL users.

Article
Publication date: 11 July 2016

Guillaume Boutard

The preservation and curation of music with real-time or live electronics is challenging. The goal is not to preserve a recording of the performance but to keep the work…

Abstract

Purpose

The preservation and curation of music with real-time or live electronics is challenging. The goal is not to preserve a recording of the performance but to keep the work alive by providing the means to re-perform them. The purpose of this paper is to present the theoretical and practical outcomes of the documentation, dissemination and preservation of compositions with real-time electronics (DiP-CoRE) project.

Design/methodology/approach

The methodology combines methods stemming from work psychology and ergonomics with conceptual frameworks constructed according to grounded theory. Data were collected during a six months’ creative process. Subsequent interviews were conducted during confrontations with documents, including observational recordings, sketches and technical specifications.

Findings

This paper demonstrates the relevance of the proposed documentation methodology for the preservation of contemporary music with live electronics, focussing on the notion of intelligibility. It brings into light the multiple perspective of the documentation of the activity in a multi-agent creative process, which encompasses what was done but also what could have been done.

Research limitations/implications

The DiP-CoRE project bring to light connections between the notion of intelligibility, the thickness of the activity and boundary objects. The paper proposes further directions of research in order to embed the designed framework within digital repositories.

Practical implications

The documentation methodology, designed and tested in this paper, proposes a framework for practitioners, building on video-stimulated recall as well as documents produced during the creative process. This framework requires less expertise (but a more important technical setup) than a traditional interview-based documentation framework. It thus provides opportunities for various size organizations to build methodical documentation processes and to further build on distributed expertise with computer-supported collaborative work.

Originality/value

This paper proposes a new interdisciplinary documentation methodology relevant in the artistic domain, which brings together transmission with objects and by practice. It specifically defines the relation between this proposal and a high-level model for digital curation, namely, the mixed methods digital curation model. It further creates a link between documentation best practice and the ongoing research in the tracking of creative processes.

Book part
Publication date: 29 November 2019

Rebecca Charboneau Stuvland

This chapter explores the use of three different approaches to capturing other perspectives in lesson study: lesson artefacts, pupil voice and pupil participatory…

Abstract

This chapter explores the use of three different approaches to capturing other perspectives in lesson study: lesson artefacts, pupil voice and pupil participatory approaches. Lesson artefacts and pupil voice appear to be the more common, whereas pupil participatory approaches are more recent initiatives in a lesson study context. Observation of pupils provides one perspective, but is limited because, among other things, it does not include the pupils’ perspectives. These approaches, especially when used together in triangulation, can provide a broader and potentially deeper understanding of pupil learning.

Details

Lesson Study in Initial Teacher Education: Principles and Practices
Type: Book
ISBN: 978-1-78756-797-9

Keywords

Content available
Article
Publication date: 8 June 2012

117

Abstract

Details

International Journal of Mentoring and Coaching in Education, vol. 1 no. 3
Type: Research Article
ISSN: 2046-6854

Article
Publication date: 2 February 2015

Erika C. Piazzoli

The purpose of this paper is to reflect on reflective practice as a qualitative methodology, and reflection-in-action as a modus operandi to engage with the artistry of…

Abstract

Purpose

The purpose of this paper is to reflect on reflective practice as a qualitative methodology, and reflection-in-action as a modus operandi to engage with the artistry of cross-language qualitative research.

Design/methodology/approach

The author draws on the doctoral research, a cross-language multiple case study aimed at investigating the author’s evolving understanding, as a reflective practitioner, of drama-based pedagogy for teaching Italian as a second language.

Findings

A reflective analysis of the author’s tacit decision making during drama improvisation unveiled a clash between covert beliefs and overt attitudes in the author’s practice. In this paper, the author examine this process and highlight the value of translingual writing (writing in two languages) as a method of enquiry that allowed me to become aware of this clash.

Research limitations/implications

A limitation of this research is that the nature of this clash of beliefs is confined to the idiosyncrasy of one practitioner. However, the methodological implications are relevant to cross-language qualitative researchers fluent in two (or more) languages. Frequently, translingual researchers focus all writing efforts in one language only, because of the absence of methodological guidelines bridging cross-language research, reflective practice and translingual studies.

Practical implications

Strategies to investigate awareness of tacit beliefs in educational practice may help other second language/drama reflective practitioners to better understand their knowing in-action.

Originality/value

This paper represents a first step in disseminating knowledge about translingual writing as method, and is of value to all those translingual researchers who are interested in reflective methodologies.

Details

Qualitative Research Journal, vol. 15 no. 1
Type: Research Article
ISSN: 1443-9883

Keywords

Book part
Publication date: 23 June 2022

Matilda Ståhl and Fredrik Rusk

Employing ethnographic methods online offers additional understanding of how online contexts are connected to education (Rusk, 2019; Ståhl & Kaihovirta, 2019; Ståhl &

Abstract

Employing ethnographic methods online offers additional understanding of how online contexts are connected to education (Rusk, 2019; Ståhl & Kaihovirta, 2019; Ståhl & Rusk, 2020). As society evolves, new challenges arise for ethnography to claim its position as a methodology for understanding human sociality. For example, the definition of fieldwork might become blurred when the researcher has constant access to the field from their computer, and accessing a participant's perspective is made more complex when there is no, or limited, face-to-face interaction with participants (Beaulieu, 2004; Shumar & Madison, 2013). This chapter discusses some of the challenges experienced during the process of employing ethnographic methods with students playing the online multiplayer video game Counter Strike: Global Offensive (CS:GO, Valve Corporation & Hidden Path Entertainment, 2012) within an educational context. The challenges included maintaining participant integrity in terms of gaining informed consent from players that became co-observed, defining privacy online during the analysis and in dissemination and portraying participants accurately despite stakeholder interests. These challenges are discussed in relation to maintaining research ethics in situ together with participants and with the research context in mind. The intention is not to portray our approach as best practice, but rather to highlight and discuss the challenges faced.

Details

Ethics, Ethnography and Education
Type: Book
ISBN: 978-1-83982-247-6

Keywords

Article
Publication date: 15 July 2022

Julie Lysberg

The purpose of this study is to gain insight into and understand the authentic lived experience of the processes of collaborative inquiry in teamwork from the perspective…

Abstract

Purpose

The purpose of this study is to gain insight into and understand the authentic lived experience of the processes of collaborative inquiry in teamwork from the perspective of teachers.

Design/methodology/approach

Data comprises stimulated recall interviews and semi-structured interviews. Seventeen teachers from four different teams in four schools form the empirical basis.

Findings

The analysis reveals that a shared focus on students’ learning in teachers’ processes of collaborative inquiry results in awareness and increased knowledge of what constitutes students’ learning. Thus, teachers are potentially becoming better equipped to facilitate students’ learning by offering them a richer set of learning opportunities. Findings confirm the key role of critical reflection through bringing teachers’ assumptions about teaching and learning to the surface, available for common exploration. When exploring problems of practice and sharing ideas and suggestions for possible solutions, teacher teams operate in a collective zone of proximal development.

Practical implications

This analysis of teachers’ reflections on the processes of collaborative inquiry supports school leaders and facilitators of school development by revealing fundamental and often hidden characteristics of teamwork collaboration.

Originality/value

Findings about teachers’ professional learning through collaborative inquiry in teamwork enhance knowledge about how teachers learn in authentic settings, and unpack the capabilities of teachers to author their own pedagogical changes. This study thus challenges linear models of professional development and the idea of professional development as mainly delivery-based.

Details

Journal of Workplace Learning, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1366-5626

Keywords

Book part
Publication date: 10 January 2007

Dalia Aralas

Current ethnographic research is marked by an expanding variety of approaches that indicates not only the infusion of paradigmatic proliferation into the field but also…

Abstract

Current ethnographic research is marked by an expanding variety of approaches that indicates not only the infusion of paradigmatic proliferation into the field but also the expansion of technologies mediating ethnographic exploration as well as the growth in research agendas of educational research. Current researchers therefore have much to draw upon but the diversity of approaches indicates and presents major challenges (Walford, 2002). In particular, the double crisis of representation and legitimation that has become apparent in qualitative research has problematized the very possibility of valid/trustworthy/authentic/useful research. Thus, before an ethnographer even steps one foot, gingerly, in the research site, she would have had to grapple with weighty issues, such as the transparency of language, that have considerable bearing on the formulation of research questions and on the construction of an initial frame for her study. More importantly, the agency of the researcher, as well as the agency of her research subjects – vis-à-vis the structural constraints of epistemic access to the nature of reality – has been cast into doubt, as has the capacity of the researcher and the research subjects to produce a meaningful, dare we say truthful, account of their ways of knowing.

Details

Methodological Developments in Ethnography
Type: Book
ISBN: 978-1-84950-500-0

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