scholarly journals Analyzing Socially Shared Regulation of Learning during Cooperative Learning and the Role of Equal Contribution: A Grounded Theory Approach

2021 ◽  
Vol 11 (9) ◽  
pp. 512
Author(s):  
Loes Hogenkamp ◽  
Alieke M. van Dijk ◽  
Tessa H. S. Eysink
Keyword(s):  
Grounded Theory ◽  
Cooperative Learning ◽  
Theory Approach ◽  
Working Together ◽  
Cooperative Activity ◽  
Study Participants ◽  
Grounded Theory Approach ◽  
Equal Contribution ◽  
Socially Shared Regulation

Although cooperative learning is an effective instructional method, it cannot be taken for granted that students will gain new knowledge when engaging in a cooperative activity. Even if cooperative learning is effectively designed, problems might arise regarding cognitive, behavioral and motivational aspects of learning. For students to gain knowledge, cognition, metacognition, behavior and motivation should be collectively regulated by the group, which is called the socially shared regulation of learning (SSRL). However, up until now, there has been no consensus about how SSRL is manifested during cooperative learning. This study investigated how SSRL is manifested during cooperative learning by means of a grounded theory approach. This was done to identify what is necessary for effective SSRL and what its consequences are. A theoretical model was built based on the data in order to portray these prerequisites and consequences of SSRL. This study also investigated whether equal participation fostered SSRL. In this study, participants were students from the fourth, fifth and sixth grades of elementary school, working together in groups of four (n = 104). The data indicated that SSRL is a rare process, the absence of which caused less structured collaboration in groups who were not prompted to participate equally.

Exploring bullying among Indian managers: a grounded theory approach

2019 ◽  
Vol 13 (4) ◽  
pp. 588-611 ◽  
Author(s):  
Upasna A. Agarwal ◽  
Arpana Rai
Keyword(s):  
Grounded Theory ◽  
Workplace Bullying ◽  
Study Data ◽  
Theory Approach ◽  
Validity Of Results ◽  
Content Type ◽  
Outcome Relationship ◽  
Grounded Theory Approach ◽  
Intervening Factors

Purpose This paper aims to explore the phenomenon of workplace bullying – its nature, antecedents, direct and indirect effects – from victim’s perspective. Design/methodology/approach The study adopted grounded theory approach and centered on the participants experiences and interpretations of bullying. A total of 23 self-reported victims formed the sample of our study. Data from interviews were analyzed using the coding procedure of grounded theory methodology. To enhance validity of results, in addition to interviews, creative drawings were used for triangulation. Findings The study reveals some similarities and culturally relevant variation in the sources and outcomes of bullying. The role of culture on bullying is visible. The study also adds to the limited literature on underlying and intervening factors in bullying–outcome relationship. Research limitations/implications The study examined bullying from the victim’s perspective. Perpetrator and bystander’s perspectives would have added interesting insights into the findings. Practical implications Effective identification of, prevention of and intervention in workplace bullying are imperative for individuals and organizations. Rich descriptions from victims on enablers of bullying and how these events have affected their everyday experiences may also boost practitioners’ and policymakers’ willingness to rectify the potential issues leading to bullying in organizations. Originality/value The present study contributes to the workplace bullying research in general and Indian context in particular by examining contextually relevant antecedents, consequences as well as underlying and intervening factors.

A Theoretical Model of Spousal Caregiving Postintensive Care

2019 ◽  
Vol 32 (2) ◽  
pp. 120-126 ◽  
Author(s):  
Margie E. Burns
Keyword(s):  
Grounded Theory ◽  
Theoretical Model ◽  
Critical Illness ◽  
Literature Review ◽  
Empirical Adequacy ◽  
Nursing Interventions ◽  
Theory Approach ◽  
Spousal Caregiving ◽  
Grounded Theory Approach

Assuming the role of caregiver for a life partner after critical illness can be both a rewarding and challenging experience for spouses. Using a grounded theory approach, Ågård, Egerod, Tønnesen, and Lomborg developed a theoretical model describing the experience from spouse to caregiver and back. To further develop this theoretical model, a literature review was completed and nursing interventions were identified and included in the model. Testing of this theoretical model is recommended to determine its empirical adequacy.

What Counts as an Apology? Exploring Stakeholder Perceptions in a Hypothetical Organizational Crisis

2017 ◽  
Vol 32 (2) ◽  
pp. 202-232 ◽  
Author(s):  
Joshua M. Bentley
Keyword(s):  
Grounded Theory ◽  
Crisis Communication ◽  
Comparative Method ◽  
Two Dimensions ◽  
Organizational Crisis ◽  
Theory Approach ◽  
Constant Comparative Method ◽  
To Receive ◽  
Grounded Theory Approach

Many scholars have studied the role of organizational apologies in crisis communication, but they have defined and operationalized apologies inconsistently. This study uses a grounded theory approach to explore what constitutes an effective organizational apology from the perspective of organizational stakeholders. One hundred participants were asked to imagine being the victims of a data breach at an online retailer and to write the kind of apology they would like to receive from the organization. One hundred more participants were asked to write suggestion lists for how the organization could make its apology effective. These data were analyzed using a constant comparative method. Fifteen apology elements were identified and organized along two dimensions: (a) whether the element involved primarily words or behavior and (b) whether the element focused on fixing the problem or rebuilding relationships. Based on the data, these elements must be combined to make an apology effective with stakeholders.

scholarly journals Nursing Challenges in Motivating Nursing Students through Clinical Education: A Grounded Theory Study

2012 ◽  
Vol 2012 ◽  
pp. 1-7 ◽  
Author(s):  
Hanifi Nasrin ◽  
Parvizy Soroor ◽  
Joolaee Soodabeh
Keyword(s):  
Grounded Theory ◽  
Nursing Students ◽  
Clinical Education ◽  
Role Models ◽  
Clinical Settings ◽  
Theory Approach ◽  
Education Students ◽  
Grounded Theory Approach ◽  
Core Variable

Nurses are the first role models for students in clinical settings. They can have a significant role on students’ motivation. The purpose of this study was to explore the understanding of nursing students and instructors concerning the role of nurses in motivating nursing students through clinical education. The sampling was first started purposefully and continued with theoretical sampling. The study collected qualitative data through semistructured and interactive interviews with 16 nursing students and 4 nursing instructors. All interviews were recorded, transcribed, and analyzed using grounded theory approach. One important pattern emerged in this study was the “concerns of becoming a nurse,” which itself consisted of three categories: “nurses clinical competency,” “nurses as full-scale mirror of the future,” and “Monitoring and modeling through clinical education” (as the core variable). The findings showed that the nurses’ manners of performance as well as the profession’s prospect have a fundamental role in the process of formation of motivation through clinical education. Students find an insight into the nursing profession by substituting themselves in the place of a nurse, and as result, are or are not motivated towards the clinical education.

scholarly journals Professional Translators’ Theorising Patterns in Comparison with Classroom Discourse on Translation: The Case of Japanese/English Translators in the UK

2017 ◽  
Vol 62 (2) ◽  
pp. 271-288 ◽  
Author(s):  
Akiko Sakamoto
Keyword(s):  
Grounded Theory ◽  
Classroom Discourse ◽  
Theory Approach ◽  
Main Concept ◽  
Professional Career ◽  
Knowledge Of Language ◽  
The Uk ◽  
Grounded Theory Approach ◽  
Japanese English

If we aim to offer translation education that prepares our students adequately for their future professional career, it is important to recognise the different subcultures of translation, particularly those of professional translators and translation academics/teachers. The present study describes how the subculture of working translators theorise their practice, specifically, what concepts they use when they justify their translations. Seventeen Japanese/English translators, all commercially successful professionals who work in the UK, were interviewed about their experience of conflictive situations with their clients. In this article, I present an analysis of their justifications of their translation choices using a grounded theory approach. The analysis identifies the concept of the Role of Participants as the most prominent concept in the translators’ discourse. It also highlights several sub-concepts which relate to the main concept in intricate ways. These sub-concepts include Relationship, Knowledge of Language, Time and Effort, Authority and Natural/Literal Translation. The translators’ theorization is compared with classroom discourse about translation and the differences and similarities are discussed.

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