Formative Experimentation: The Role of Experimental Research in Program Development

Author(s):  
Jonathan Supovitz
2015 ◽  
Vol 1 ◽  
pp. 199-209 ◽  
Author(s):  
Nabila Yousef Abdel Haleem ◽  
Hoda Mahmoud El-Aasar ◽  
Sherif Mohamed Zaki ◽  
Sherif Mohamed Sabry ◽  
Ahmed Wafiq El-Zainy

2020 ◽  
pp. 073346482097880
Author(s):  
M. Aaron Guest ◽  
Brenda Stalzer ◽  
Maria Patton

Adult guardian ad litem programs are a necessary public service to protect adults from abuse and neglect. This article describes the development and implementation of an adult guardian ad litem program. We discuss the program’s impetus, pilot testing, evaluation, and implementation of the program. Our experience highlights the vital role of diverse inter-sectoral stakeholders. Furthermore, the development process highlights the need for flexibility in program development, tension negotiation among stakeholders, and engagement of aging stakeholders in nontraditional arenas.


2021 ◽  
pp. 146735842199389
Author(s):  
Aaron Tham ◽  
Vikki Schaffer ◽  
Laura Sinay

This study probes the ethics of intrusive technologies for experimental research in tourism, through the lens of collaborative ethnography. Amidst the increasing uptake of technology to assess participant responses, the role of ethics in an experimental setting has received scant attention in tourism and hospitality. While intrusive technologies such as eye tracking, skin sensors and neuroscience headgear become more ubiquitous, the ethical boundaries of using such equipment are increasingly blurred and inconsistently approved. Seeking convergence of ethics concerning intrusive technologies is complicated when framing political spaces, target audiences and management of data obtained. Rather than view the role of intrusive technologies as a dichotomous outcome of ethical or unethical approaches, this paper argues that ethics needs to be contextually embedded with increased collaboration and co-creation in the application preparation and approval process.


Author(s):  
Luciano Cupelloni

AbstractThe theme is the urban re-qualification, applied in particular to the architectural heritage and the public space. The goal is the ongoing challenge of outlining a new perspective aimed at “common good” and sustainability. The instrument chosen is the “environmental technological design,” understood as a cultural, scientific, and social position, that is, as a position on the role of architecture. The contribution reiterates the urgency of restoring the transformative power of the design mission to the project, too often reduced to a set of technical compilation procedures. In the best cases, a position that is lost in the complication of procedures, in the extension of time, in the waste of economic and human resources. A crisis of the project as “anticipation” of progressive scenarios, precisely in the most acute, ever more serious phase, of the urgency of the reorganization of urban systems, with a view to environmental, social and economic sustainability. Not a recent urgency, today only brought to light, dramatically, by the reality of the SARS-CoV-2 pandemic. Among the solutions, the design experimental research, well beyond the objective of flexibility, up to the notion of “functional indifference,” understood not as shapeless neutrality, but as the maximum functionality of spatial, architectural and urban quality.


Author(s):  
Zerrin Doganca Kucuk ◽  
Defne Yabas ◽  
Hayriye Sinem Boyaci ◽  
Mehmet Sencer Corlu

This research aimed to investigate and compare teachers’ conceptualizations of their students’ and their own outcomes of our earlySTEM program at the K4 level in two distinct roles: practitioners only and practitioners and program developers jointly. The study group included 66 teachers, 26 of whom had actively contributed to the development of the earlySTEM program. Teachers in both roles were supported by teacher guides, student books and workshops throughout the 8-month long academic year. Data was collected at the end of the academic year through an open-ended survey. The program developer teachers identified more student outcomes under more diverse categories while the practitioner teachers mainly concentrated on cognitive outcomes and limited their conceptualizations to the national curriculum. In addition, the program developer teachers valued their involvement in the program development process and expressed more diverse professional outcomes referring to different types of teacher knowledge.


Sign in / Sign up

Export Citation Format

Share Document