scholarly journals Co-designing cross-setting activities in a large-scale STEM partnership program – Teachers’ and students’ experiences

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Kristine Bakkemo Kostøl ◽  
Kari Beate Remmen ◽  
Anette Braathen ◽  
Shelley Stromholt
Keyword(s):  
Large Scale ◽  
Design Tool ◽  
Student Experiences ◽  
Theory Approach ◽  
Stem Learning ◽  
Teachers And Students ◽  
Authentic Problems ◽  
Stem Engagement ◽  
Grounded Theory Approach ◽  
Partnership Program

STEM partnerships are popular initiatives but can be challenging to implement in practice. Accordingly, within the context of a nationwide, cross-setting STEM partnership program in Norway – Lektor2 – a co-design tool was introduced to support teachers to collaborate with STEM professionals in developing curriculum units involving authentic STEM problems and practices. Thus, the purpose of this study was to describe the teachers’ and students’ experiences from the curriculum units based on the co-design tool and how the tool might help facilitate partnerships in STEM education. Teacher and student data were collected in 2015-2018 (N= 2479), and responses to open-ended questions were coded using a grounded theory approach. Findings indicate that the co-design tool, particularly “the commission” – where students are commissioned by STEM professionals to design solutions to authentic problems – enhanced teachers’ collaboration with STEM professionals, led to changes in pedagogical approaches, and enabled the teachers to differentiate in their teaching. Student experiences from participating in the co-designed curriculum units are characterised as more expansive views of STEM, STEM learning, and increased STEM engagement. We discuss how the co-design tool enabled teachers to overcome partnership challenges and what aspects of the commission appeared to be important for the students’ experiences. This study provides a specific example of a co-design tool that can enhance pedagogical designs developed through STEM partnerships.

scholarly journals Coaching in design-based learning: a grounded theory approach to create a theoretical model and practical propositions

2019 ◽  
Author(s):  
M. R. van Diggelen ◽  
K. I. Doulougeri ◽  
S. M. Gomez-Puente ◽  
G. Bombaerts ◽  
K. J. H. Dirkx ◽  
...  
Keyword(s):  
Grounded Theory ◽  
Theoretical Model ◽  
Qualitative Study ◽  
Formative Assessment ◽  
Theoretical Perspective ◽  
Problem Based Learning ◽  
Theory Approach ◽  
Coaching Model ◽  
Teachers And Students ◽  
Grounded Theory Approach

Abstract The purpose of this study is to determine what good coaching during design-based learning (DBL) entails by integrating theoretical and practical perspectives on good coaching. For this purpose, a grounded theory approach was used. For the practical perspective, themes on good coaching were derived from a qualitative study on coaching by observing and interviewing teachers and students involved in a DBL project. For the theoretical perspective, we consulted and analyzed literature on scaffolding, feedback, and formative assessment and coaching in problem-based learning from the learning sciences and the studio model from arts and design literature. Synthesizing themes from both perspectives led to the development of a theoretical coaching model consisting of three main categories (and four subcategories), seventeen themes and thirteen propositions. The model and propositions might be of use for those involved in coaching students in DBL and provide relevant directions for research on coaching in DBL.

The Process of Whistleblowing in a Japanese Psychiatric Hospital

2008 ◽  
Vol 15 (5) ◽  
pp. 631-642 ◽  
Author(s):  
Kayoko Ohnishi ◽  
Yumiko Hayama ◽  
Atsushi Asai ◽  
Shinji Kosugi
Keyword(s):  
Grounded Theory ◽  
Psychiatric Hospital ◽  
Nursing Staff ◽  
Large Scale ◽  
Professional Responsibility ◽  
Professional Judgment ◽  
Theory Approach ◽  
Staff Members ◽  
Delayed Action ◽  
Grounded Theory Approach

This study aims to unveil the process of whistleblowing. Two nursing staff members who worked in a psychiatric hospital convicted of large-scale wrongdoing were interviewed. Data were analyzed using a modified grounded theory approach. Analysis of the interviews demonstrated that they did not decide to whistleblow when they were suspicious or had an awareness of wrongdoing. They continued to work, driven by appreciation, affection, and a sense of duty. Their decision to whistleblow was ultimately motivated by firm conviction. Shortly after whistleblowing, wavering emotions were observed, consisting of a guilty conscience, fear of retribution, and pride, which subsequently transformed to stable emotions containing a sense of relief and regret for delayed action. It is necessary for nurses to recognize that their professional responsibility is primarily to patients, not to organizations. Nurses should also have professional judgment about appropriate allegiance and actions.

‘Big Build’: Hidden Depression in Men

2005 ◽  
Vol 39 (10) ◽  
pp. 921-931 ◽  
Author(s):  
Suzanne Brownhill ◽  
Kay Wilhelm ◽  
Lesley Barclay ◽  
Virginia Schmied
Keyword(s):  
Emotional Distress ◽  
Qualitative Data ◽  
Tertiary Education ◽  
Clinical Status ◽  
Education Institution ◽  
Theory Approach ◽  
Female Teachers ◽  
Teachers And Students ◽  
Men's Experience ◽  
Grounded Theory Approach

Objective: To investigate men's experience of depression. Method: A sample ofmale and female teachers and students was recruited from four sites of a tertiary education institution to a series of focus groups. A grounded theory approach to qualitative data analysis was used to elucidate men's experience of depression. Content analysis was applied to the women's data to examine similarities and contrasts with the men. Standard measures of mood and dispositional optimism confirmed the non-clinical status of the group. Results: The findings suggest that some men who are depressed can experience a trajectory of emotional distress manifest in avoidant, numbing and escape behaviours which can lead to aggression, violence and suicide. Gender differences appear not in the experience of depression per se, but in the expression of depression. Conclusion: Emotional distress, constrained by traditional notions of masculinity, may explain why depression in men can often be hidden, overlooked, not discussed or ‘acted out’. There are implications for the types of questions asked of men to detect depressive symptoms.

scholarly journals Exploring the Interactions of Factory Workers in China: A Model Development Using the Grounded Theory Approach

2020 ◽  
Vol 12 (17) ◽  
pp. 6750
Author(s):  
Ye Ye ◽  
Rosmini Omar ◽  
Binyao Ning ◽  
Hiram Ting
Keyword(s):  
Grounded Theory ◽  
Large Scale ◽  
Model Development ◽  
Individual Characteristics ◽  
Management Style ◽  
Human Interaction ◽  
Theory Approach ◽  
Technological Advancement ◽  
Factory Workers ◽  
Grounded Theory Approach

This study uses the grounded theory approach to explore factory workers to factory worker interaction (FWI) in the context of Chinese factories and proposes a model of FWI in the workplace. Human interaction in the workplace is indispensable in most sectors. Compared with large-scale factories, China’s small and medium-sized enterprise (SME) factories lack capital resources and technological advancement, and sustainably managing factory workers is essential for the development of Chinese SME factories. However, previous studies have ignored FWI in Chinese factories. The model developed in this study considers the types, driving factors, and influential outcomes of FWI. The main factors affecting FWI are the individual characteristics of the workplace and external environmental factors and, among types of FWI, information sharing is the most dominant and prevailing. The managers’ management style and the emotional state of factory workers are playing moderating roles in FWI. Results show that factory managers can take advantage of the positive impacts of FWI to improve the efficiency of factory workers and avoid its negative effects to achieve sustainable development of the factory. Theoretical and managerial implications are provided.

The Analysis of Nurses’ Positive Deviance Behaviours as a Measure in Preventing the Transmission of Healthcare-Associated Infections (HAIs) at M. Djamil Hospital, Padang, West Sumatera

2018 ◽  
Vol 1 (1) ◽  
pp. 3-7
Author(s):  
Esthika Ariany Maisa ◽  
Yulastri Arif ◽  
Wawan Wahyudi
Keyword(s):  
Grounded Theory ◽  
Wound Care ◽  
Positive Deviance ◽  
Care Practice ◽  
Theory Approach ◽  
Nursing Managers ◽  
Theoretical Sampling ◽  
Develop Theory ◽  
Healthcare Associated ◽  
Grounded Theory Approach

Purpose: To explore the nurses’ positive deviance behaviors as an effort to provide solutions in preventing and controlling infections in the hospital. Method: This is a qualitative research using grounded theory approach. Thirteen nurses from Dr.M.Djamil hospital were selected based on theoretical sampling in order to develop theory as it appears. Nurses were interviewed from June to September 2014. Interviews were thematically analyzed using techniques of grounded theory to then generate a theory from themes formed. Findings: The modes of positive deviance behavior identified were practicing hand hygiene beyond the standards (bringing handsanitizer from home), applying nursing art in wound care practice, placing patients with MRSA infections at the corner side, giving a red mark on a MRSA patient’s bed for easy identification by nurses, changing clothes and shoes in hospital, reducing hooks on the wall, and cleaning the ward on scheduled days. Conclusion: The study shows that nurses have a number of positive deviance behaviors to prevent infection transmission in the wards. It is sugested that the hospital management and nursing managers adopt some of the uncommon solution highlighted by the nurses to solve the HAIs problems in the hospital.

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