Re-visioning one's Narratives: Exploring the relationship between researcher self-study and teacher research

2006 ◽  
Vol 2 (1) ◽  
pp. 59-76 ◽  
Author(s):  
Teresa Strong-Wilson
Keyword(s):  
Teacher Research ◽  
Self Study ◽  
The Relationship

Perspectives on Teacher Research

2017 ◽  
pp. 191-206
Author(s):  
Salika A. Lawrence ◽  
Rochelle G. Kaplan ◽  
Ellina Chernobilsky
Keyword(s):  
Professional Growth ◽  
Teaching And Learning ◽  
Teacher Research ◽  
Classroom Research ◽  
Limited Time ◽  
Teachers Perceptions ◽  
Self Study ◽  
Self Reports ◽  
Classroom Inquiry ◽  
The Relationship

Given the diversity encountered in today's classrooms, teacher research presents an opportunity for teachers to discuss how to conduct research and benefit from self-study in their own classrooms. Although teachers derive their decision-making through different paths, in this chapter the authors explore the practices teachers apply when engaging in research and teachers' perceptions about the benefits and challenges of classroom inquiry. Data from teachers' self-reports are examined to determine the extent to which teachers' classroom research impacted their practices. Teachers reported that classroom inquiry was a beneficial form of professional growth because it helped them to closely examine the relationship between teaching and learning through close examination of data and student practices. However, teachers consistently reported that limited time hindered ongoing inquiry and opportunities to collaborate with colleagues.

Private Tutoring and Academic Achievement: Self-Study as a Mediator

2018 ◽  
Vol 46 (5) ◽  
pp. 823-830 ◽  
Author(s):  
Eun Hee Seo
Keyword(s):  
Academic Achievement ◽  
Middle School Students ◽  
Private Tutoring ◽  
Study Time ◽  
School Students ◽  
Mediating Role ◽  
Self Study ◽  
The Relationship ◽  
Positive Effect

I examined the relationships among private tutoring in mathematics, self-study, and academic achievement, in particular, the potential mediating role of self-study in the relationship between private tutoring and academic achievement. The responses of 3,689 Korean middle school students were analyzed. Results showed that private tutoring time positively predicted self-study time and academic achievement. Number of hours of self-study also predicted academic achievement and mediated the relationship between private tutoring and academic achievement. These findings showed that private tutoring increased the time students spent on self-study rather than replacing it. In addition, the positive effect of private tutoring on academic achievement was mediated by increased self-study time. Practical and theoretical implications are discussed.

scholarly journals Pengaruh Kinerja Tutor terhadap Kemandirian Belajar Mahasiswa dalam Problem Based Learning di Fakultas Kedokteran UISU

2012 ◽  
Vol 1 (3) ◽  
pp. 193
Author(s):  
Martinus Martinus ◽  
Gandes Retno Rahayu ◽  
Ova Emilia
Keyword(s):  
Cross Sectional Study ◽  
Primary Data ◽  
Learning Activity ◽  
Average Score ◽  
Cross Sectional ◽  
Evaluation Questionnaire ◽  
Significant Difference ◽  
Self Study ◽  
Reporting Process ◽  
The Relationship

Background: For two years implementation of PBL in Faculty of Medicine Islamic University of Sumatera Utara several phenomenon should be evaluated such as various performance of tutor in facilitating PBL and student’s self study not much. This research aimed to evaluate the relationship between tutor performance and student’s self study and reporting process in PBL.Method: This was observational analytical research, cross sectional study with population of all students of Faculty of Medicine Islamic University of Sumatera Utara. Primary data was collected from June to August 2009. Instrument used were tutor performance evaluation questionnaire, self learning activity evaluation questionnaire and student’s self study and reporting process in PBL questionnaire with Likert scale. Kruskall Wallis test was used to assess the relationship between tutor and student performance.Results: Average score of tutor performance on first year was higher compared to the second year students (p=00,32). There is significant difference in student’s self study and report process in PBL between high and moderate tutor performance’s group (p=0,000; p=0,000), high and low tutor performance’s group (p=0.007, p=0,008), but not significant difference between moderate and low tutor performance’s group (p=0,111, 0,280).Conclusion: Tutor performance is related to higher level of student’s self study and report process in PBL.

scholarly journals Teacher Research as Self-Study and Collaborative Activity

2015 ◽  
Vol 8 (2) ◽  
pp. 173-187
Author(s):  
Sharada Gade
Keyword(s):  
Teacher Research ◽  
Local Action ◽  
Classroom Interventions ◽  
Collaborative Activity ◽  
Self Study ◽  
Teacher Researcher ◽  
Institutional Boundaries

This article highlights two insightful methods for advancing teacher research: practitioner self-study in relation to a range of texts, with which to examine one’s educational landscape; and classroom interventions conceived as a Vygotskian activity, via teacher-researcher collaboration. Both approaches allow teachers and collaborating researchers to share individual expertise across institutional boundaries and engage in creative local action.

scholarly journals The relationship between script and image with specific reference to the work of Celeste van der Merwe, Willem Boshoff and Barbara Kruger

2012 ◽  
Author(s):  
◽  
Celeste Van der Merwe
Keyword(s):  
South African ◽  
Social Issues ◽  
Specific Reference ◽  
Family Structures ◽  
Dysfunctional Family ◽  
Concrete Poetry ◽  
Self Study ◽  
Self Actualization ◽  
Self Discovery ◽  
The Relationship

The crux of my thesis is the study of the relationship of script and image in the work of contemporary arts. I chose to focus on three selected artists, i.e. myself, Celeste van der Merwe, a local South African male artist named Willem Boshoff and an international female artist, Barbara Kruger. My intention was to write a readable self-study thesis that would be both informative and educational while simultaneously appealing to the heart of the reader. In order to realise this intention, I focussed on how the above-mentioned artists used script and image to address social issues prevalent in society today. I also made social statements through the medium of my art based on the familiar allegory, Little Red Riding Hood. My aim has been to address the breakdown of the family structure by focussing on the suffering of teenagers as a result of dysfunctional family structures and behaviours. I explored the powerful and provocative manner in which Barbara Kruger effectively wields the combination of script and image in her work. Boshoff on the other hand is a South African linguist who incorporates script in a variety of disciplines such as installations, visual poetry, concrete poetry, sculpture. In my own art I deconstructed and transformed materials and found that the process of breaking down and rebuilding reflected the breakdown and restoration in/of the lives of children. By consciously investigating my practice as a creative artist using script and image I have gained a better understanding of myself and I believe I am now able to improve my practise. Through this self-study research I have grown in self-discovery and self-actualization as an artist and have developed as a researcher. Finally, I concluded that the relationship between script and image is open-ended, not conclusive and differs in each work of art.

scholarly journals Reinvigorating Conceptions of Teacher Identity: Creating Self-Boxes as Arts-Based Self-Study

2008 ◽  
Vol 2 (1) ◽  
pp. 145-162 ◽  
Author(s):  
Ruth Leitch
Keyword(s):  
Teacher Development ◽  
Teacher Identity ◽  
The Self ◽  
Self Study ◽  
The Creation ◽  
Individual Self ◽  
The Relationship

This paper presents a palimpsest of ways in which self-study draws upon arts-based methods not just as processes towards teacher development, but also as means to problematize and inquire into conceptualizations of the self. It focuses on the creation of individual self-boxes that mediate teachers’ dynamic narratives of identity. Concepts of the unitary self, the decentred self and the relationship between inner and outer experience are challenged and illustrated through two interlapping stories made manifest through the creation of self-boxes.

scholarly journals Active learning through discussion: ICAP framework for education in health professions

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Jaeseo Lim ◽  
Hyunwoong Ko ◽  
Ji Won Yang ◽  
Songeui Kim ◽  
Seunghee Lee ◽  
...  
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Test Performance ◽  
Health Professions ◽  
Mental Effort ◽  
Interactive Engagement ◽  
Self Study ◽  
Post Test ◽  
Bonferroni Test ◽  
The Relationship

Abstract Background The ICAP framework based on cognitive science posits four modes of cognitive engagement: Interactive, Constructive, Active, and Passive. Focusing on the wide applicability of discussion as interactive engagement in medical education, we investigated the effect of discussion when it was preceded by self-study and further investigated the effect of generating questions before discussions. Methods This study was conducted in the second semester of 2018 and was participated in by 129 students majoring in health professions, including medicine, dentistry, veterinary medicine, and nursing. The students were assigned to four different trial groups and were asked to fill out a Subjective Mental Effort Questionnaire after completing each session. Their performance in posttest scores was analyzed using Bonferroni test, and mental effort was analyzed using mediation analysis. Results These results indicated that the self-study and question group had the highest performance and that the lecture and summary group had the lowest performance when comparing the total score. Using the analysis of mental effort, it was confirmed that the relationship between different study conditions and post-test performance was mediated by mental effort during test. Conclusions Our findings support the ICAP framework and provide practical implications for medical education, representing the fact that students learn more when they are involved in active learning activities, such as self-study and question generation, prior to discussions.

scholarly journals THE PLACE OF SOFT SKILLS SOCIAL SKILLS IN THE SYSTEM OF COMPETENCES OF FUTURE SOCIAL WORKERS

2021 ◽  
pp. 42-51
Author(s):  
Tetiana Kochubey ◽  
Yuliia Tkachuk
Keyword(s):  
Social Skills ◽  
Social Workers ◽  
Soft Skills ◽  
Case Methods ◽  
Professional Activities ◽  
Hard Skills ◽  
Effective Activity ◽  
Self Study ◽  
Main Components ◽  
The Relationship

The article considers the issues of future social workers' competencies and the need to develop three groups of skills: hard skills, soft skills, digital skills. The relationship between social skills and soft skills has been established. The main components of soft skills for future social workers are identified critical thinking, creativity, collaboration, communication. The main methods of future social workers' social skills development of soft skills in Ukrainian modern institutions of higher education are established self-study (on mastering the models of effective activity); search for the opposite (regarding the effectiveness of professional activities from the standpoint of gaining personal experience); studying the experience of successful people, interaction with the coach (mentor); situational training; case methods; a combination of obtaining the necessary education with the implementation of activities in the speciality (dual education).

scholarly journals Vanishing Point - or Meeting in the Middle? Student/Supervisor Transformation in a Self-Study Thesis

2014 ◽  
Vol 1 (1) ◽  
pp. 1-24
Author(s):  
Dee Pratt ◽  
Beth Peat
Keyword(s):  
Interpersonal Communication ◽  
Transformational Learning ◽  
Research Approach ◽  
Doctoral Study ◽  
Integrated Arts ◽  
Mature Students ◽  
The Arts ◽  
Self Study ◽  
Student Relationship ◽  
The Relationship

Abstract This account explores the divergent perspectives of supervisor and student interacting in self-study research, showing how both participants were transformed by the experience. Although both supervisor and student had faced similar problems as mature students engaging in doctoral study, and both possessed strong convictions about their chosen paths, their focus was very different. The student, being visually creative, was investigating the value of integrated arts as a transformational learning medium; the supervisor, from a linguistics background, was focused on exploring the nature of written communication. The supervisor/student relationship comprises a complex nexus of interconnections between persons, material objects, times and places: it is never static, but always emerging, with the relationship often ending up being more collegial than at first, as with the authors of this paper. In the counterpoint dialogue presented by student and supervisor, it can be seen that both learned from each other: the student, the rigours of structuring a passionate argument intellectually; the supervisor, to express an intellectual argument more personally. Both authors were transformed by the supervisor/student interaction: the supervisor, in rediscovering the value of interpersonal communication; the student, in mastering a research approach which did justice to her belief in the creative power of the arts. The value of engaging with perspectives which initially appear to be irreconcilable is not just to ‘learn new things’, but to push the inner limits of our perspectives, transforming not only the ways in which we perceive things, but the ways in which we learn.

scholarly journals MEDIATING EFFECTS OF ENGLISH PROFICIENCY ON THE ASSOCIATION BETWEEN RELIGIOSITY COMMITMENT, STUDY HABITS, SELF-STUDY CONCEPT, AND PERCEIVED STRESS

2020 ◽  
Vol 8 (5) ◽  
pp. 219-232
Author(s):  
Mohd Aidil Riduan Awang Kader ◽  
Nurul Nadia Abd Aziz ◽  
Mohamad Ridhuan Mat Dangi
Keyword(s):  
Perceived Stress ◽  
Significant Relationship ◽  
Structural Equation ◽  
English Proficiency ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Study Habits ◽  
Mediating Role ◽  
Self Study ◽  
The Relationship

Purpose of the study: The purpose of this study is to examine the relationship between religiosity commitment, self-study concept, study habits, and English proficiency. Besides, this paper aims to investigate the way English proficiency mediates the relationship between religiosity commitment, self-study concept, and study habits with perceived stress, respectively, among undergraduates, enrolled in a Management course. Methodology: A quantitative method was employed in this study involving 243 undergraduates of Universiti Teknologi MARA (UiTM) Pahang. The respondent selection method employed a simple random sampling technique. A questionnaire survey was designed based on previous literature. Statistical Package for Social Sciences (SPSS) 22.0 and Structural Equation Modelling (SEM) using AMOS software were used to analyze and test all hypotheses developed. Main Findings: This study found a significant relationship between religiosity commitment, study habits, and self-study concept with English proficiency. The results also demonstrated a positive and significant relationship between English proficiency and perceived stress. Furthermore, the results of this study revealed that English proficiency mediated the relationship between religiosity commitment, study habits, self-study concept, and perceived stress. Applications of this study: This study is intended to provide insight for undergraduates to identify the critical factors that can contribute to their English proficiency. Furthermore, it can serve as a guideline and control mechanism for the university and lecturers to ensure the course will be delivered excellently, which will lead to an increase in English proficiency and reduce the stress level among university students. Novelty/Originality of this study: Due to the lack of research considering English proficiency as a mediator, this study will bridge the gap by examining the mediating role of English proficiency on the relationship between religiosity commitment, study habits, self-study concept, and perceived stress.

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