Apprenticeship and empowerment

2017 ◽  
Author(s):  
Helena Gaunt
Keyword(s):  
Communities Of Practice ◽  
Conceptual Framework ◽  
Peer Interactions ◽  
Research Literature ◽  
Creative Performance ◽  
Relevant Research ◽  
Collaborative Process ◽  
Socially Constructed ◽  
One To One ◽  
Classical Musicians

This chapter considers ways in which pathways to creative performance are supported through one-to-one lessons between a student and a specialist teacher. One-to-one interactions are generally considered central to the development of western classical musicians and traditionally have been conceived in terms of apprenticeship. More recently, however, understanding of the socially constructed nature of learning, including the essential parts played by peer interactions and engagement in communities of practice, has increased. In addition, the importance of collaboration in facilitating and channelling creativity in many fields has become apparent. Taken together, these suggest a need to develop a multifaceted and more nuanced conceptual framework for understanding one-to-one lessons and their relationship to performance. The chapter explores relevant research literature alongside perspectives provided by expert performer–teachers, and it concludes by setting out a provisional model for understanding both the collaborative process between student and teacher in one-to-one lessons and the potential for this context to underpin transformative processes of development for performers.

scholarly journals Bentham, Not Epicurus: The Relevance of Pleasure to Studies of Drug-Involved Pain

2018 ◽  
Vol 49 (1) ◽  
pp. 118-138
Author(s):  
Scott Jacques
Keyword(s):  
College Students ◽  
Conceptual Framework ◽  
Drug Users ◽  
Sexual Contact ◽  
Relevant Research ◽  
Resource Transfer ◽  
Methamphetamine Use ◽  
The Cross ◽  
Cross Fertilization

There is a disproportionate focus on pain over pleasure in policy-relevant research on drugs. This is unfortunate because theories of and findings on drug-involved pleasure can be used to inform knowledge of drug-involved pain. The cross-fertilization of theories and findings is bolstered by the availability of a conceptual framework that links drug-involved pain and pleasure in a comprehensive, powerful, simple, and instrumental manner. This article proposes such a framework. It consists of four types of drug-involved pain and pleasure: drug-specific corporal, drug-related corporal, economic, and social. This quaternary scheme is illustrated with findings from four literatures, namely, those on methamphetamine use, alcohol-related sexual contact among college students, resource transfer among drug users and dealers, and relational and communal issues related to drugs. The article concludes with implications for the field.

Teachers Conceptions and Approaches to Blended Learning

2018 ◽  
pp. 912-934
Author(s):  
Vicki Caravias
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Blended Learning ◽  
Conceptual Framework ◽  
Critical Review ◽  
Research Literature ◽  
Personality Types ◽  
Learning Needs ◽  
Face To Face ◽  
Online Technologies

This paper presents a critical review and synthesis of research literature in higher education exploring teachers' conceptions of blended learning and their approaches to both design and teaching. Definitions of blended learning and conceptual frameworks are considered first. Attention is given to Picciano's Blending with Purpose Multimodal framework. This paper builds upon previous research on blended learning and conceptual framework by Picciano by exploring how objectives from Picciano's framework affect teachers' approaches to both design and teaching in face-to-face and online settings. Research results suggest that teachers use multiple approaches including face-to-face methods and online technologies that address the learning needs of a variety of students from different generations, personality types and learning styles.

A Conceptual Framework for Technology-Assisted Music Learning

2020 ◽  
pp. 1-18
Author(s):  
William I. Bauer
Keyword(s):  
General Education ◽  
Conceptual Framework ◽  
Content Knowledge ◽  
Music Teachers ◽  
Research Literature ◽  
Music Learning ◽  
Daily Lives ◽  
Education Society ◽  
Use Of Technology ◽  
Music Classrooms

This chapter serves as an introduction to the book and the Technological Pedagogical and Content Knowledge (TPACK) conceptual framework around which the book is designed. The discussion situates the use of technology for music learning within a context of technology’s role in general education, society, and our daily lives. Drawing on the research literature, the point is made that technology hasn’t become a truly integrated aspect of many music classrooms. Taking the position that a major reason for this is that most music teachers don’t have the complete knowledge and skill set (TPACK) necessary to effectively incorporate technology into classes and rehearsals, the TPACK model is introduced as an approach that may be advantageous. The model is explained, with applications to music provided.

Teacher leadership: toward a new conceptual framework

2019 ◽  
Vol 4 (1) ◽  
pp. 2-14 ◽  
Author(s):  
Jill Harrison Berg ◽  
Bill Zoellick
Keyword(s):  
Conceptual Framework ◽  
Knowledge Base ◽  
Teacher Leadership ◽  
Research Literature ◽  
Teacher Leader ◽  
Content Type ◽  
Four Dimensions ◽  
Education Leaders ◽  
Definition Of ◽  
Teaching Learning

Purpose Conceptual ambiguity about the term “teacher leadership” has retarded development of useful research on this topic. The purpose of this paper is to propose a conceptual framework that researchers might utilize to clarify key assumptions embedded in their use of the term “teacher leadership,” enabling members of this research community to better understand and build upon each other’s work and to develop a knowledge base on teacher leadership. Design/methodology/approach In 2016 a community of researchers convened in a conversation about their varied conceptions of teacher leadership. The authors analyzed documentation from this convening to identify key ways in which members’ conceptions of teacher leadership diverged. They then drew upon the teacher–leader research literature and their own experiences with teacher–leader initiatives to propose a conceptual framework that would support researchers to define teacher leadership in ways that meet established criteria for an empirically-useful concept. Findings Four dimensions of teacher leadership that should be referenced in an empirically-useful definition of teacher leadership are: legitimacy, support, objective and method. It is hypothesized that clarifying one’s assumptions about each of these dimensions and providing descriptive evidence of how they are instantiated will address the conceptual ambiguity that currently stymies the accumulation of knowledge in this field. Originality/value This paper presents a framework that can provide a strong foundation for the development of a knowledge base on teacher leadership, which is needed to inform education leaders’ efforts to maximize teachers’ leadership influence as asset for improving teaching, learning and schools.

Achieving Consensus in the Measurement of Psychological Adjustment to Cleft Lip and/or Palate at Age 8+ Years

2020 ◽  
Vol 57 (6) ◽  
pp. 746-752 ◽  
Author(s):  
Nicola Marie Stock ◽  
Vanessa Hammond ◽  
Daniela Hearst ◽  
Tina Owen ◽  
Zoe Edwards ◽  
...  
Keyword(s):  
Conceptual Framework ◽  
Psychological Adjustment ◽  
Outcome Measures ◽  
Clinical Utility ◽  
Cleft Lip ◽  
Outcome Measurement ◽  
Collaborative Process ◽  
The United Kingdom ◽  
Core Outcome Measures ◽  
Current Article

Background: Consensus regarding optimal outcome measurement has been identified as one of the most important, yet most challenging developments for the future of cleft lip and/or palate (CL/P) services. In 2011, a process began to adopt a shared conceptual framework and to identify a set of core outcome measures for the comprehensive assessment of psychological adjustment. Objectives: The aim of the current article is to outline the collaborative process used to achieve consensus in the academic and clinical measurement of psychological adjustment to CL/P from the age of 8 years onward. Results: A conceptual framework and corresponding parent- and self-reported outcome measures for use at ages 8, 10, 12, 15, 18, 20, and 25 years have been agreed upon by clinicians, researchers, and patient and parent representatives. All measures have been evaluated according to their psychometric properties, clinical utility, ability to produce meaningful longitudinal data, and a range of pragmatic considerations. Conclusions: Although the collaborative process has been challenging and has required ongoing dedication from multiple stakeholders, consistency in data collection over time will allow for key research questions in CL/P to be addressed, both in the United Kingdom (UK) and internationally. The process has also demonstrated the clinical utility of the measures and the potential for the gradual integration of the measures into clinical practice. UK progress has sparked global interest, and the adaptation of the framework and its corresponding measures for worldwide use is now a prominent focus.

The Dimension of Social Solidarity in Distributive Justice

2003 ◽  
Vol 42 (2) ◽  
pp. 255-276 ◽  
Author(s):  
Clara Sabbagh
Keyword(s):  
Distributive Justice ◽  
Conceptual Framework ◽  
Social Action ◽  
Social Contexts ◽  
The Other ◽  
Social Solidarity ◽  
Socially Constructed ◽  
Integral Component ◽  
Affective Climate ◽  
Definition Of

Some normative and empirically based theories conceptualize distributive justice as principles of social action which are characterized by their universal validity, while others see these principles as being local or socially constructed. I discuss these contrasting approaches while arguing that social contexts are a substantive and integral component in the definition of distributive justice. The conceptual framework offered here maps five main attributes of social contexts which, according to the literature, shape justice principles (goals and motives, object of perception, relating to the other, affective climate and type of exchanged resource). It reconsiders these attributes in a more comprehensive way as different aspects of a common dimension, namely, the dimension of social solidarity.

scholarly journals Trends in global research on sanitation: A 30-year perspective from 1990 to 2019

2020 ◽  
Author(s):  
Li Huang ◽  
Mi Zhou
Keyword(s):  
Developed Countries ◽  
Research Literature ◽  
Future Research ◽  
Relevant Research ◽  
Main Research ◽  
Sanitation Services ◽  
The Past ◽  
Sanitation And Hygiene ◽  
Main Determinants ◽  
New Research

In the past three decades, the field of sanitation has attracted much academic attention, and a large volume of relevant research results have emerged. In order to explore the characteristics and trends of global sanitation research literature, this paper presents a bibliometric analysis of 9559 articles published between 1990–2019 and extracted from the Web of Science Core Collection database. With the rapid increase in the number of related publications, both the breadth and depth of sanitation studies have increased significantly in the 21st century. In terms of multiple criteria, the comprehensive research strength of developed countries is greater than that of developing countries. The field is highly interdisciplinary, meaning that collaborations between research institutions are increasing. Keyword clustering analysis shows that the main research topics in the domain of sanitation are: (a) drinking water; (b) sustainability; (c) biofilm; (d) epidemiology; and (e) WaSH (i.e. Water, Sanitation and Hygiene). Meanwhile, keyword bursts analysis showed that the new research hotspots and frontiers mainly concentrated on: (a) sustainable development of sanitation services adapting to climate change; (b) main determinants affecting child malnutrition; (c) research based on global and multinational data; and (d) evaluations on various aspects of performance. This paper provides a better understanding of sanitation research trends that have emerged over the past 30 years, and can serve as a reference for future research.

scholarly journals Pronouns, Address Forms and Politeness Strategies in Odia

2013 ◽  
Vol 3 (1) ◽  
pp. 29-46
Author(s):  
Kalyanamalini SAHOO
Keyword(s):  
Communities Of Practice ◽  
Speech Acts ◽  
Social Relationship ◽  
Politeness Theory ◽  
Address Forms ◽  
Socially Constructed ◽  
The Social ◽  
Politeness Strategies ◽  
And Gender ◽  
Linguistic Usage

This study discusses how various politeness strategies are implemented linguistically and how linguistic usage is related to social and contextual factors in the Indic language Odia. The study extends the validity of politeness theory (Brown & Levinson, 1978) with reference to Odia speech-patterns and shows that Odia usage of politeness would be more differentiated according to the social relationship and gender than the content of the message.  In Brown and Levinson’s model, individual speech acts are considered to be inherently polite or impolite.  However, in Odia, it is found that communities of practice, rather than individuals, determine whether speech acts are considered polite or impolite. Thus, politeness should be considered as a set of strategies or practices set by particular groups or communities of practice as a socially constructed norm for themselves.

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