Sharing What Works: Building Knowledge through Practitioner Case Study

2021 ◽  
Author(s):  
Alessandra E. Ward ◽  
Joy Dangora Erickson
Keyword(s):  
Author(s):  
Kevin Downing ◽  
Kristina Shin ◽  
Flora Ning

This chapter describes a case study which examines detailed data related to student and tutor usage of an asynchronous discussion board as an interactive communication forum during a first semester associate degree course in applied psychology, and identifies ‘what works’ in relation to discussion board use. The case demonstrates how students gradually create an online community, but only if they are prompted in a timely and appropriate way by the course and assessment structure. Three distinct phases in online interaction are identified, and the case suggests these might be largely mediated by assessment tasks.


2020 ◽  
Vol 114 ◽  
pp. 183-195
Author(s):  
P. Torres-Pereda ◽  
E. Parra-Tapia ◽  
M.A. Rodríguez ◽  
E. Félix-Arellano ◽  
H. Riojas-Rodríguez

Author(s):  
Martha Dunagin Saunders

This study examines Appreciative Inquiry, a relatively new approach to organizational change and growth, as a method for institutionalizing retention activity. Appreciative Inquiry looks for what works best in an organization in order to determine what might be possible. Its strength lies in the consensus building embedded in the process. The results of a case study in a college of arts and sciences suggest the method to be effective in creating a shared vision for the organization, energized participants, improved morale, and increased general awareness of retention issues.


2021 ◽  
Author(s):  
Carley Desjardins

This study builds on the motivation to integrate social media into corporate communications and attempts to understand analytically what works and does not work in terms of the corporate engagement of new communications technologies. The purpose of this study is to better understand the ways in which an organization integrates social media into their communication efforts with an emphasis on feedback within these settings. Of particular importance to this concept of feedback is not just how an organization speaks to their audience within a social media setting, but how they manage listening within the same context; how does audience/stakeholder response filter back through corporate channels when received through social media networks? The specific purpose of this MRP is to observe social listening, that is, how information and communication flows between social media and corporation, with an emphasis on message transmission, processing, and feedback and feed-forward processes through the theoretical lens of autopoiesis, a micro-theory within the larger communications theory of cybernetics. Facebook, in particular, is understood as an autopoietic system. This investigation was undertaken in the form of a case study involving the corporate Facebook page of EMC Corporation, a Fortune200 company. All observation for this study occurred on the Internet and data was collected by taking screenshots of EMC’s official Facebook page. These screenshots were analyzed through the lens of autopoiesis and by using methods from discourse analysis.


Politik ◽  
1970 ◽  
Vol 20 (2) ◽  
Author(s):  
Niels Borch Rasmussen

The idea of what works in evidence based practice is one of the driving forces behind the Danish school reform 2014. However, so far there is little empirical knowledge as to how the logic of “what works” is exercised in the Danish school system. To address this concern, the article investigates empirically, how “what works” is practiced as a steering logic in a public school management in a Danish municipality. In a case study, I show how school teachers are organized in a new team structure, with the purpose of supporting the use of an evidence based teaching concept, inspired by Hattie´s Visible Learning. The use of evidence based knowledge entails that that teachers no longer have the same degree of autonomy in the school organization. In a new team structure, teachers are to prepare teaching material collectively, observe and supervise colleagues. The school management legitimizes the organizational change of the schools in the municipality with the basic narrative of evidence based practice: that knowledge about what works, should inform teaching practices. By exploring the specificities of how evidence based practice operates as a steering logic, the case study contributes to a better understanding of how evidence based practice changes the teacher profession in Danish public schools. 


2013 ◽  
Vol 5 (7) ◽  
pp. 337-341 ◽  
Author(s):  
Indriany Ameka

Technology-based innovation can comes either from market needs (market pull) then obtained the discovery of new innovation technology to help meet the needs of the community or from new invention which was later adapted by the community (technology push) that become useful new needs. The purpose of this paper is to determine the implications that what works better between technology push or market pull in technological innovation carried out by researchers in creating new technologies. In this paper, the study used the example of one of the universities in Indonesia, the ITB because it has a research institute that more active than any other university in Indonesia. Sample taken from the new product invention that have been successfully commercialized or not. To know whether successfully commercialized inventions are more likely depart from the market pull or technology push. We got the result of this research from technology innovation product that has been patented, from dept interviews by the researchers in ITB, and from focus group discussion among the junior researchers. The result of technology innovation product that only has been patented and the technology innovation product that already is commercialized and used by many people will be different. We will see the beginning of the idea appearance and the commercialization of their product innovation in the market from the researchers.


2020 ◽  
Vol 16 (2) ◽  
pp. 225-253
Author(s):  
Phumlani Erasmus Myende ◽  
Selaelo Maifala

This article reports the findings of a qualitative study that examined what it means to be a principal in the context of rurality. We argue that principals in the 21st century encounter complex work situations that make it hard for them to manoeuvre. Furthermore, for principals in the context of rurality, such complexities pose multiple dilemmas, given that rurality exposes principals to multiple challenges. Using a case study within an interpretive paradigm, we interviewed and observed five principals from rural schools in the Limpopo province. The study found that principals’ leadership focuses dominantly on administrative tasks. It further identified social and institutional complexities that principals encounter and argues that these complexities compel to treat rural schools as systems. While we hail this view of schools, it emerged that some units of the system appear to be thwarting the progress of principals in leading rural schools. We conclude that, at times, principals’ leadership in the context of rurality can be defined as a leadership that shuns policies and issues of social justice for the purpose of finding what works in their contexts.


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