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1.
In recent years, more and more international comparative research has been conducted in internationally and geographically spread project teams and international research networks, and comparative research has become a fundamentally collaborative effort. Accordingly, research in such projects has to cope with a higher level of methodological complexity than non‐comparative research as well as with a particular sociocultural complexity. This complexity can have an influence on the research process and therefore on the quality and validity of the results, an issue that has so far not been discussed much, either in Higher Education research or beyond. Thus, this article refers to studies that provide empirical insights into comparative collaborative research teams and illuminates why international collaboration in comparative research projects is both a source of better solutions and of amplified complications and how they are interrelated. On this basis it provides a conceptual reflection and delineates dimensions of task‐related, methodological complexity and team diversity. While comparative research has specific methodological challenges that can be alleviated by international team collaboration, collaborative research has particular social challenges that can be aggravated in comparative research. The conclusion makes propositions for further analyses, discusses lessons for comparative Higher Education research and sets out implications for its institutional development.  相似文献   

2.
ABSTRACT

This article suggests that situations in which multiple research teams are convened under similar conditions present an opportunity to discover factors that lead to productive collaboration. It argues that social network analysis of research team outputs becomes more valuable when paired with data about research participant perceptions; and that any variables used as indicators of collaboration need to be calibrated using datasets from multiple studies with cross-team comparisons. The article provides an example of the kind of methodology needed to achieve this, describing a study with data from four research teams based at an Australian university campus, reporting their research performance over four years under conditions in which many variables were controlled and with results augmented by a survey of participant perceptions. Findings from the study indicate that there were exceptions to hypothesized associations between participant perceptions of collaboration and specific social network analysis measures over co-authorship data. The article suggests that, given the methodological challenges of studying research teams in the field, multiple datasets combining findings such as those in the present study are a path towards the development of indicators of productive higher education research collaboration.  相似文献   

3.
We set out to understand how different instantiations of inquiry emerged in two different years of one elementary teacher's classroom. Longitudinal observations from Mrs. Charles' 5th grade science classroom forced us to carefully and deliberately consider who exactly was responsible for the change in the class activities and norms. We provide empirical evidence to show how a focus on the teacher can easily overlook the complex dynamics of the classroom. The data reveal that students had a substantive and generative role in the class's arrival at the different instantiations of scientific inquiry—the nature and form of inquiry—that were constructed each year. We argue that, in an environment where a teacher carefully attends and responds to student thinking, the nascent resources students have for reasoning about phenomena can affect not only the conceptual ideas that emerge, but also influence what inquiry activities or practices become established as normative and productive over time. Our work with Mrs. Charles illuminates an important methodological concern with research on teacher development as well as the construct of teacher learning progressions; research accounts that focus primarily on the teacher may overlook the classroom norms that are negotiated between teacher and student, and thereby provide an incomplete portrayal of the teacher's activity within one classroom and the teacher's progress across multiple years. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 429–464, 2012  相似文献   

4.
This paper presents an empirical study grounded in the Community of Inquiry framework (Garrison, Anderson Archer, 2000) and employs quantitative content analysis of student discourse and other artifacts of learning in online courses in an effort to enhance and improve the framework and offer practical implications for online education. As a theoretical framework the purpose of the widely referenced CoI model is to describe, explain, and predict learning in online environments. The current study grows out of an ongoing research agenda to understand student and faculty experiences in emerging technology-mediated education systems and to make recommendations for theory and practice. The major question addressed here is whether the CoI model adequately explains effective learner behavior in fully online courses and to articulate a new conceptual element — learning presence. Results indicate that learning presence is evident in more complex learning activities that promote collaboration and is correlated with course grades.  相似文献   

5.
The OnCreate project was initiated by ten universities with expertise in collaborative work in online-based learning environments and explores the specific challenges of implementing university courses in creative disciplines in such an environment. The first research phase comprises a literature search on creativity and its contextual factors in online collaboration in an educational setting. From this research a first set of possible key challenges and contextual key factors has been selected and applied to categorize the results of interviews and surveys on current good practice in creative online collaboration among experienced online teachers from the partner universities. From the key findings we formulate hypotheses to guide future research towards a framework for creative online collaboration. At the same time, the results can serve as inspiration for the educational practice. Notable observations of the good practice research among the partner universities are that they realise innovative collaboration concepts usually on mashed-up environments of state-of-the-art web services rather than on the omnipresent learning management systems (such as Moodle or Blackboard). Also, they show a paradigm shift from teaching to coaching and promotion of an open peer-review culture among the students.  相似文献   

6.
This paper reports a researcher-facilitator's reflection of implementing a professional development approach, and serves to address the inadequate attention given to the influence of researcher-facilitators in professional development efforts. The researcher-facilitator's experiences were compared to four Grade 9–10 Singapore Science teachers participating in a variation theory-framed learning study that promoted teacher research and collaboration. Extending current understandings of implementation and sustainability challenges, an analysis employing conceptual change framework surfaced three issues, namely, the choice and role of theoretical framework, degrees of openness to differences in patterns of variation, and role of a researcher-facilitator. Insights emerging from the reflection are discussed.  相似文献   

7.
This study concerns teaching and learning development in science through collaboration between science teachers and researchers. At the core was the ambition to integrate research outcomes of science education—here ‘didactic models’—with teaching practice, aligned with professional development. The phase where the collaboration moves from initial establishment towards a stable practice is investigated. The study aims to identifying features of formation and exploring consequences for the character of contact between research and teaching. Specific questions are “What may be identified as actions and arrangements impacting the quality and continuation of the emerging practice?” and “What and in what ways may support teacher growth?” The analysis draws on practice architectures as a theoretical framework and specifically investigates the initial meetings as a practice-node for a new practice, empirically drawing on documented reflections on science teaching, primarily from meetings and communication. The results take the form of an analytical-narrative account of meetings that focused planning, enactment and reflection on teaching regarding the human body. We identify enabling actions such as collaborative work with concrete material from the classroom and arrangements such as the regular meetings and that the collaborative group had a core of shared competence—in science teaching and learning. Constraining were actions such as introducing research results with weak connection to practical action in the school practice and arrangements such as differences between school and university practice architectures and the general ‘oppression’ of teachers’ classroom practice. The discussion includes reflections on researchers’ roles and on a research and practice base for school development.  相似文献   

8.
ABSTRACT

New opportunities for research collaborations within universities are explored through reflection on a recent collaboration between an academic researcher, the library and the eResearch Centre at a regional Australian university. Such opportunities arise from significant changes to the research landscape, including increased emphasis on open access publication of research outputs and the growth of eResearch capabilities. The latter has resulted in increases in data size and complexity and provides opportunities for collaboration across research institutions. This article reflects on the dynamics and assesses the outcomes of a collaboration formed during an externally funded open research data project. This project and a precursor project are briefly described, together with the specific contribution of each collaborator. Collaboration dynamics and the reasons for project success are assessed, as are implications for future research practice. Outcomes from eResearch collaborations may provide broader benefits to universities, as well as rewards to academic researchers.  相似文献   

9.
This study examines fifth-grade Mexican American students’ beliefs about emergent gender roles. We used participant-observation methodology to conduct research on six focal-student participants selected from the general fifth-grade population at an elementary school located in the Southwestern United States. Collected data included focal-student interviews, classroom observations, and survey responses. We included an account of gender differences unique to students of Mexican descent. At school, students selected personal reading texts through their gender group norms. Although students claimed to have equitable views of various professions, they also revealed contradictory behavior about gender roles. Student influences included popular toys, media and literature targeted for young adolescent consumers. Further, teachers at the school remained unaware and mostly unconcerned about students’ emerging gender beliefs. Results indicate how students inscribed gender norms learned from home cultural practices. This study should be of interest to teachers concerned about critical literacy classroom applications which can raise awareness about the complexity of tween popular culture and emergent gender beliefs.  相似文献   

10.
This article reflects on six years of research activities in the field of long‐distance collaboration and more specifically on how creative virtual teams operate and respond to challenges set by emerging and developing technologies. Furthermore, it considers how to build, manage and shape a more inclusive virtual team, documenting the methodologies applied in each activity, the experiences of both tutors and students and the educational context in which the international study took place. The project set out with a methodology for observing, managing and developing the interaction dynamics between each creative team member involved in the design of activities and practice of delocalized teams. The project is positioned within the field of educational technology and identifies a set of operative recommendations aimed at educators so that remote creative collaborative work can result most effective. The article explores the potential of virtual teams supporting communication and design.  相似文献   

11.
Complexity theory is essentially a formal attempt to question how coherent and purposive wholes emerge from the interactions of simple and sometimes non-purposive components. Explicit recognition of complexity can provide a fresh and enlightening perspective on action research. Through an expository discussion of the foundational postulates of complexity theory this article demonstrates the theoretical and methodological connections between complexity and action research, with particular emphasis on the relevance of complexity in educational and workplace contexts. Complexity is an emerging theoretical perspective, which presents possibilities for revolutionizing approaches to action research, as well as strengthening arguments promoting the value of action research in a wide range of contexts. Complexity, it is argued, can provide a valuable theoretical underpinning for action research. Furthermore, action research provides a valid methodological approach to the study of complexity. This article is primarily theoretical and attempts to demonstrate the application of complexity to a specific action research project will be left to future publication(s). Rather, this article explores the general applicability of complexity as both theory and metaphor in action research. The article begins with a brief exploration of the theory, particularly focusing on its application in the social sciences. The theoretical and methodological connections between complexity and action research are discussed through several of the foundational postulates of complexity, how these manifest in action research and how they add to our understanding of action research itself.  相似文献   

12.
In this three-part article we seek to establish connections between the emerging framework of sustainability science and the methodological basis of research and practice in science education in order to bring forth knowledge and competences for sustainability. The first and second parts deal with the implications of taking a sustainability view in relation to knowledge processes. The complexity, uncertainty and urgency of global environmental problems challenge the foundations of reductionist Western science. Within such debate, the proposal of sustainability science advocates for inter-disciplinary and inter-paradigmatic collaboration and it includes the requirements of post-normal science proposing a respectful dialogue between experts and non-experts in the construction of new scientific knowledge. Such a change of epistemology is rooted into participation, deliberation and the gathering of extended-facts where cultural framings and values are the hard components in the face of soft facts. A reflection on language and communication processes is thus the focus of knowledge practices and educational approaches aimed at sustainability. Language contains the roots of conceptual thinking (including scientific knowledge) and each culture and society are defined and limited by the language that is used to describe and act upon the world. Within a scenario of sustainability, a discussion of scientific language is in order to retrace the connections between language and culture, and to promote a holistic view based on pluralism and dialogue. Drawing on the linguistic reflection, the third part gives examples of teaching and learning situations involving prospective science teachers in action-research contexts: these activities are set out to promote linguistic integration and to introduce reflexive process into science learning. Discussion will focus on the methodological features of a learning process that is akin to a communal and emancipatory research process within a sustainability scenario.  相似文献   

13.
Improving collaboration among organizations is a goal of interagency educational teams, but collaboration is typically thought of as an ambiguous concept that cannot be quantified. To assess the collaborative strength of a state-level interagency team in a Midwestern state, team members completed the Levels of Collaboration Scale (Frey et al., American Journal of Evaluation 27(3):383, 2006) for three consecutive years. The team members then utilized the results of the social network analysis to support and sustain collaborative efforts. Findings revealed that the number of partnerships increased and the depth of collaboration expanded across the 3 years. Social network analysis results were utilized to develop collaboration strategies, thus influencing the expansion of the network across the 3-year period.  相似文献   

14.
The increasing availability of data on higher education systems, institutions and their members creates new opportunities for comparative research adopting a quantitative approach. The value of future studies crucially depends on the capability to recognise and address some major methodological challenges existing in quantitative comparative research in higher education. The higher education context presents in fact specific features that can hinder comparisons, and political and social processes occurred in recent decades further enhanced complexity. This article aims to discuss key challenges that are currently met in quantitative comparative research in higher education while developing the conceptual framework and in research operationalisation, to discuss possible solutions and the value of configurational and multilevel analytical approaches in identifying meaningful objects of comparisons, to take into account the complexity of the higher education context and in identifying causal relationships.  相似文献   

15.
ABSTRACT

Educational research teams are increasingly recognized as an optimal configuration for addressing more complex mixed methods research problems; however, their development is often approached as a conventional research collaboration rather than an integrative one. An approach informed by complexity theory provides the practical guidance for studying mixed methods research teams as complex adaptive systems with the capacity for generating novel educational research outcomes greater than the sum of individual contributions alone. In this paper, I advance a complexity-sensitive strategy through which to realize the integrative capacity of educational mixed methods research teams comprising of four interrelated elements: membership, contributions, interactions, and performance. These elements embody amalgamations from a decade of my readings of the literature and real-life professional experience. Each element is examined in light of the three key concepts of complex adaptive systems to describe the necessary conditions for emergence, influential challenges illustrating interdependency, and desirable individual and team adaptations. The study’s theoretical and practical implications are discussed.  相似文献   

16.
This special issue brings together a set of contributions that represent and explore the state of the art regarding the development and application of digital technology‐enhanced research approaches in educational research—e‐research for education. Over the recent years, digital technologies have enhanced various aspects of scholarly practices, such as data collection and analysis, research collaboration, and publishing. New technology‐enhanced research approaches have been emerging in a number of educational research domains, such as learning analytics, educational data mining, digital ethnography and educational informatics. Although the potential of digital approaches has been generally acknowledged, many overarching conceptual and methodological questions remain unexplored and under‐theorised. This special issue provides a landmark collection that synthesises some important empirical and methodological advances in this research field, including methodologically innovative case studies and critical analyses of overarching epistemological, methodological and practical issues that inevitably will shape future developments of this research field.  相似文献   

17.
This article focuses on methodological and epistemological issues arising from a research project with two Gypsy communities (2010–2012) in the South West of England. Although the two communities seem to share cultural roots and values, and live within a few miles of each other, they have contrasting experiences within the education system and very different relationships with the surrounding mainstream communities. The article explores difficulties emerging as a consequence of the contrasting positions of the participant communities, the differing research aspirations and practices across the research team, and also the tensions between ethnographic work and participatory action research. It queries the problematic nature of participation, and proposes the concept of the faux-participant.  相似文献   

18.
This study aimed to investigate team learning in the context of teacher teams in higher vocational education. As teacher teams often do not meet all criteria included in theoretical team definitions, the construct team entitativity was introduced. Defined as the degree to which a group of individuals possesses the quality of being a team, this makes it possible to extend team learning research from strict teams-in-theory to various types of teams-in-practice, including teacher teams. The team learning beliefs and behaviours model, including team entitativity, was applied to teacher teams, assessing whether it still stands in these non-strict teams. Data were collected from 105 teams and analysed using multilevel analysis. Results showed that team entitativity, psychological safety and group potency were related to the occurrence of team learning. The latter appeared to be significantly related to team effectiveness, and the formation of mutually shared cognition was found to be a mediating variable in this relationship.  相似文献   

19.
Abstract

Examples from a team of collaborating secondary teachers—one visual arts teacher and one science teacher—highlight key aspects of this professional development project in arts integration. The article traces a regional network designed to build teacher capacity with implications for the design, effectiveness, and sustainability of professional development for secondary teachers. It describes the framework for professional development through the first two years of the project. In year one, teachers increased their understanding of arts integration; collegial collaboration; the design and use of assessments that align with standards, benchmarks, and learning goals; and how to reflect on student work. In year two, professional development activity focused on co-teaching and helping teachers to increase the rigor of student learning goals as a way to improve student learning in arts and non-arts content areas. Project outcomes and challenges to sustaining such job-embedded and networked professional learning opportunities are discussed and directions for further research are offered.  相似文献   

20.
In this article, the authors extend Phelps & Hase's (2002) explorations of the theoretical and methodological connections of complexity theory and action research by emphasizing complexity science as the study of learning systems. By emphasizing the importance of ‘complexity thinking’, an argument is made for conceptualizing action research as a ‘pragmatics of transformation’ that explicitly aims to bring together the self-interests of autonomous agents into grander collective possibilities. In addition, the authors offer pragmatic advice that is relevant for the ‘educational’ and ‘learning’ aspects of educational action research by describing a number of conditions that need to be in place in order for complex learning systems to develop and thrive.  相似文献   

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