Collaborative Ethics: Choreographing within the system and beyond

2020 ◽  
Vol 10 (1) ◽  
pp. 9-24
Author(s):  
AGA Collaborative
Keyword(s):  
Collaborative Process ◽  
Individual Achievement ◽  
Choreographic Process ◽  
The Individual

Examining our collaborative choreographic process and embodied investigation of accomplishment, this article argues that our ongoing performance-making practice offers new insights about a systematized, continual demand for productivity that prioritizes the individual. Focusing on our recent trio of dances, choreographed from 2015 to the present, we propose that our collaborative process and relationship intervene on neo-liberal conditioning within academia and provide a different approach to shared institutional experiences. Our insistence on co-authorship and cooperation, both onstage and on the page, creates an undercurrent of resistance to dominating structures of scholarship and hyper-valuing of individual achievement.

Constructing Collective Understanding in School: Principal and Student Use of Iterative Digital Reflection

2011 ◽  
Vol 6 (5) ◽  
pp. 162-180 ◽  
Author(s):  
Christopher Janson ◽  
Sejal Parikh ◽  
James Young ◽  
La'Von Fudge
Keyword(s):  
School Principal ◽  
High School Principal ◽  
College Preparedness ◽  
Reflective Practices ◽  
Participatory Action ◽  
Collaborative Process ◽  
9Th Grade ◽  
Student College ◽  
The Individual ◽  
Reflective Discourse

Principal preparation around the development of reflective practices has traditionally focused on the individual reflective practices of principals. Recently, reflective discourse between principals and students has facilitated principals' understanding of student perspectives regarding school policies and processes. We explore the use of digital video to facilitate principal and student reflection by recasting reflection as a collaborative process in which collective understandings are developed through reflective discourse. Specifically, this participatory action research (PAR) approach examined a case example of the Iterative Digital Reflection (IDR) process between a high school principal and a 9th grade student that focused on practices, processes, and programs that they perceived to facilitate student college preparedness and readiness.

Concurrent Validity of the Peabody Individual Achievement Test and the Wide Range Achievement Test

1977 ◽  
Vol 41 (3_suppl) ◽  
pp. 1279-1284 ◽  
Author(s):  
Marlet K. Smith ◽  
Donald L. McManis
Keyword(s):  
Reading Comprehension ◽  
Concurrent Validity ◽  
Achievement Test ◽  
Diagnostic Screening ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Peabody Individual Achievement Test ◽  
Economically Deprived ◽  
Individual Achievement ◽  
The Individual

The Peabody, Wide Range, and Stanford or Metropolitan Achievement Tests were administered to 28 economically deprived students in Grades 1 to 3 and 28 in Grades 4 to 6 to evaluate the concurrent validity of the Peabody and Wide Range tests. At Grades 1 to 3 the Peabody correlated highly with the group tests ( rho = .79—.87) except in reading comprehension; the Wide Range produced even higher correlations (.86—.92) with reading comprehension again notably lower. At Grades 4 to 6 the Peabody correlations were much lower (.36—.68) as were those for the Wide Range scores (.42—.62). Individually calculated discrepancy scores between the individual and group tests showed significantly ( ps < .05) larger discrepancies at Grades 4 to 6 than at Grades 1 to 3 in most achievement areas. The Peabody had discrepancy means of about two-thirds a grade equivalent on most subtests, and the Wide Range means were less than one-half a grade equivalent (except in reading) at Grades 1 to 3; at Grades 4 to 6 the discrepancy means were typically in excess of one grade equivalent on both tests. Both tests were judged adequate for diagnostic screening purposes at Grades 1 to 3 except in reading comprehension, however, both tests appeared inadequate as screening instruments at Grades 4 to 6 with this type of subject.

scholarly journals MODEL OF PSYCHO-PEDAGOGICAL SUPPORT OF PRIMARY SCHOOL STUDENTS WITH SPEECH DISODERS IN A SECONDARY SCHOOL IN KYIV WITH INCLUSIVE FORM OF EDUCATION

2020 ◽  
Vol 10 (86) ◽  
Author(s):  
Valentyna Dvizhona ◽  
Keyword(s):  
Speech Disorders ◽  
Individual Characteristics ◽  
Educational Opportunities ◽  
Inclusive Classroom ◽  
School Students ◽  
Young Learners ◽  
Inclusive Learning ◽  
Individual Achievement ◽  
The Individual ◽  
Inclusive Form

The article highlights the stages of creating a model of psycho- pedagogical support of primary school students with speech disorders in one of the schools in Kiev with inclusive form of education. Clearly given the terms that are fundamental to this topic: "inclusive education", "inclusion in education", "individual development program", "individual curriculum","adaptation","team psychological and pedagogical support","portfolio of the pupil". Also the modern clinical and pedagogical classification of speech disorders is briefly considered, the basic aspects of activity of a team of psychological and pedagogical support with the indication of duties of each expert with more profound detail of speech therapy intervention function are designated. The article notes the positive impact of long-term support from specialists on the success of education of young learners with speech disorders. It is noted that use of the personal-oriented approach at each lesson allows to form at pupils with speech disorders positive motivation to study, develops communication and speech skills. The author of the article focuses on the fact that this approach in combination with systematic support of a team of psychological and pedagogical support allows to maximize the potential of a student, his "strengths", to stimulate the development of speech, thinking, memory, communication skills, individual characteristics of each child, his creative potential. The essence of the components of diagnosing young learners with speech disorders in inclusive learning environment is described, and thus the assessment of individual achievement of students in the form of a portfolio. It is noted that in the process of learning in an inclusive classroom a team of specialists of psychological and pedagogical support uses different methods of diagnosis, selecting them depending on the individual characteristics and educational opportunities of students with speech disorders in an inclusive learning environment is described, and thus the assessment of individual achievement of learners in the form of a portfolio. It is noted that in the process of learning in an inclusive classroom a team of specialists of psychological and pedagogical support uses different methods of diagnosis, selecting them depending on the individual characteristics and educational opportunities of young learners with speech disorders, and all learners in the class.

scholarly journals The Conceptual Framework of Harmful Gambling: A revised framework for understanding gambling harm

2020 ◽  
Vol 9 (2) ◽  
pp. 190-205 ◽  
Author(s):  
Margo Hilbrecht ◽  
David Baxter ◽  
Max Abbott ◽  
Per Binde ◽  
Luke Clark ◽  
...  
Keyword(s):  
Conceptual Framework ◽  
Review Article ◽  
Social Psychological ◽  
Multiple Stakeholders ◽  
Collaborative Process ◽  
Environment Exposure ◽  
Individual Family ◽  
The Individual ◽  
Framework Development ◽  
Related Harm

AbstractBackground and aimsThe Conceptual Framework of Harmful Gambling moves beyond a symptoms-based view of harm and addresses a broad set of factors related to the risks and effects of gambling harmfully at the individual, family, and community levels. Coauthored by international research experts and informed by multiple stakeholders, Gambling Research Exchange (GREO) facilitated the framework development in 2013 and retains responsibility for regular updates and mobilization. This review article presents information about the revised version of the Conceptual Framework of Harmful Gambling completed in late 2018.MethodsWe describe eight interrelated factors depicted in the framework that represent major themes in gambling ranging from the specific (gambling environment, exposure, gambling types, and treatment resources) to the general (cultural, social, psychological, and biological influences). After outlining the framework development and collaborative process, we highlight new topics for the recent update that reflect changes in the gambling landscape and prominent discourses in the scientific community. Some of these topics include social and economic impacts of gambling, and a new model of understanding gambling related harm.Discussion and conclusionsWe address the relevance of the CFHG to the gambling and behavioral addictions research community. Harm-based frameworks have been undertaken in other areas of addiction that can both inform and be informed by a model dedicated to harmful gambling. Further, the framework brings a multi-disciplinary perspective to bear on antecedents and factors that co-occur with harmful gambling.

Present-Day Requirements for Quality of University Human Resources

2016 ◽  
Vol 5 (4) ◽  
pp. 19-22
Author(s):  
Масалова ◽  
Yuliya Masalova
Keyword(s):  
Human Resources ◽  
Development Strategy ◽  
Performance Indicators ◽  
Performance Criteria ◽  
Key Characteristics ◽  
The Development Strategy ◽  
Individual Achievement ◽  
The Individual ◽  
The University

The article analyzes the conditions under which modern universities function. The main performance criteria of the university are considered. The article describes the requirements for the quality of human resources of the university at present time. the key characteristics quality are analyzed: competence, competitiveness, engagement. It has been established that the competence of the teacher should be consistent with the development strategy of the university. Over the competitiveness influences the individual achievement. Engagement has a direct impact on the effectiveness of the work of the university. The approaches to the formation of a system of performance indicators lecturer are defined. It was determined that the requirements depend on state policy in the field of higher education and the strategy of the university. It was found that a mechanism of quality management of human resources at the university is necessary.

Electronic Collaboration Toward Social Health Outcomes

2009 ◽  
pp. 706-720
Author(s):  
Rakesh Biswas ◽  
Jayanthy Maniam ◽  
Edwin Wen Huo Lee ◽  
Shashikiran Umakanth ◽  
Premalatha Gopal Das
Keyword(s):  
Health Outcomes ◽  
Health Professionals ◽  
Collaborative Process ◽  
Operational Model ◽  
Collaborative Project ◽  
Individual Level ◽  
Care Giving ◽  
Sequence Of Events ◽  
Electronic Collaboration ◽  
The Individual

This is an illustrative process description of a collaborative project utilizing a multidisciplinary approach. The requirement for collaboration originated in an attempt to optimally answer the needs of individual patients and health professionals for information to allow them to achieve better health outcomes. This chapter introduces the problem statement through the auto-ethnographic reflections of three project developers. These reflections illustrate individual experiential agendas that initiated electronic collaboration among diverse stakeholders in the health care network. Each reflection also illustrates the sequence of events in a collaborative process beginning at the individual level and growing through the interaction of multiple individuals including patients, their relatives, health professionals, and other actors in the care giving network. This chapter describes how collaboration was sustained and further developed into an operational model.

scholarly journals Ein Beitrag zur Methode der Messung individueller wissenschaftlicher Leistung – dargestellt am Beispiel der Kernforschungsanlage Jülich / Towards constructing a method of measuring individual scientific achievement - exemplified at the Juelich nuclear research plant

1974 ◽  
Vol 3 (4) ◽  
Author(s):  
Harald Klingemann
Keyword(s):  
Work Experience ◽  
Relative Weight ◽  
Nuclear Research ◽  
Academic Training ◽  
Scientific Achievement ◽  
Individual Scientist ◽  
Quality Dimension ◽  
Hierarchical Position ◽  
Individual Achievement ◽  
The Individual

AbstractThe present paper investigates the question of how to measure individual scientific achievement by means of quantitative and qualitative criteria based on a scientist’s publishing activity. These criteria are analyzed with reference to a sample of scientists from the nuclear research plant at Juelich. The relative weight of the different forms of publication, when differentiated according to disciplines, provides information as to the significance of each criterion. The quality dimension of achievement is developed on the basis of an elaborated version of citation analysis.The investigation of the relationsships among the various achievement criteria reveals that there is a high correlation between the quality and quantity aspects of scientific achievement (r = 0.95), thereby disproving such summary criticism as is usually directed against the application of quantitative criteria to scientific achievement. These results are consonant with those of other studies, which have shown that the strength of this correlation increases with the level of scientific prestige accorded to the organization in which the individual scientist works. - The degree of influence exerted by such background variables as age, work experience, hierarchical position within the organization, field of activity, and level of formal academic training is also determined, which means that a ‚purified‘ individual achievement variable is made available for further analyses.

Investigating Influences Among Individuals and Groups in a Collaborative Learning Setting

2013 ◽  
Vol 9 (1) ◽  
pp. 9-25 ◽  
Author(s):  
Kyparisia A. Papanikolaou ◽  
Evangelia Gouli
Keyword(s):  
Collaborative Learning ◽  
Concept Mapping ◽  
Concept Maps ◽  
Individual Group ◽  
Group I ◽  
Specific Factors ◽  
Individual Achievement ◽  
Group Concept ◽  
The Individual ◽  
Group Characteristics

The research presented in this paper aims at investigating factors that reflect Individual to Group (I-to-G) and Group to Individual (G-to-I) influences in a collaborative learning setting. An empirical study is described, in which students worked on concept mapping tasks, individually and in groups. Analysing the individual and group concept maps, specific factors were identified that account for G-to-I and I-to-G influences reflecting peer interaction and impact on group and individual achievement during and after collaboration. Dependences were also identified between individual/group characteristics, such as knowledge and style, and individual/group progress. Finally, a discussion about how these factors may inform the learner and group models of the adaptive concept mapping environment COMPASS is given.

The role of the aquatic professional in the collaboration process

2012 ◽  
Vol 11 (3) ◽  
pp. 7-16
Author(s):  
Susan J. Grosse, MS
Keyword(s):  
Staff Member ◽  
Primary Source ◽  
Therapeutic Recreation ◽  
Collaborative Process ◽  
Unique Nature ◽  
Collaboration Process ◽  
The Individual ◽  
First Job ◽  
Barriers To Collaboration

The professional in therapeutic recreation has the potential to interact with a variety of other persons who are involved in the life of an individual with a disability. If that individual participates in an aquatic program, one of the persons with whom a therapeutic recreation staff member interacts is the professional in aquatics. To make that interaction as productive as possible, this article will explore several aspects of the interaction between professionals in therapeutic recreation and professionals in aquatics. There are two aspects to the role of the aquatic professional and that professional’s interaction with therapeutic recreation staff participating in the collaboration process when working with individuals with disabilities. The aquatic professionals’ first job is to obtain information that can possibly impact the aquatic participation of the individual with a disability. If the aquatic program is part of a broader therapeutic recreation program, the primary source for that information may be the therapeutic recreation staff. Second and more often overlooked, there is information that the aquatic professional can provide to other individuals, professionals in therapeutic recreation, and caregivers alike, who also interact with the person with a disability. Because of the unique nature of staffing and participation in aquatics, participation in the collaborative process may be difficult. This article explores the specific details of the interactions of the aquatic professional in the collaboration process. Barriers to collaboration are discussed and possible solutions are presented.

Concurrent Validity of the Peabody Individual Achievement Test and the Wide Range Achievement Test for Middle-Class Elementary School Children

1978 ◽  
Vol 42 (1) ◽  
pp. 19-24
Author(s):  
Ralph Sanner ◽  
Donald L. McManis
Keyword(s):  
Grade Level ◽  
Rank Order ◽  
Sixth Grade ◽  
Achievement Test ◽  
Wide Range Achievement Test ◽  
Wide Range ◽  
Individual Achievement ◽  
Grade 3 ◽  
The Individual ◽  
Mathematical Computation

The Peabody, Wide Range, and Stanford achievement tests were given to third grade ( n = 21) and sixth grade ( n = 22) students who were average achievers from nondisadvantaged homes. Rank-order correlations with the Stanford test were substantial for both the Peabody (.76 to .85) and the Wide Range (.67 to .88) at Grade 3 in reading and spelling, but not in mathematics for either the Peabody (.49 to .66) or the Wide Range (.45 to .64). At Grade 6 the correlations with the Stanford were only moderate both for the Peabody (.42 to .66) and for the Wide Range (.47 to .65) in all achievement areas. Examination of individually calculated discrepancy scores between the individual tests and the Stanford showed that, while they did not differ significantly in size of scores at Grade 3, the Wide Range discrepancies approached or exceeded one grade equivalent in most areas (except spelling and mathematical computation) while the Peabody discrepancies were all below one grade level (but in excess of two-thirds a grade equivalent). At Grade 6 the discrepancies on both tests exceeded one grade level in all areas, with neither test consistently producing smaller discrepancies in all achievement areas.

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