Successfully Working in a Collaborative Research Team: Exploring Teacher Stress & Coping

AbstractI evaluate the extent to which we could learn something about how we should be conducting collaborative research in science from the research on groupthink. I argue that Solomon has set us in the wrong direction, failing to recognize that the consensus in scientific specialties is not the result of deliberation. But the attention to the structure of problem-solving that has emerged in the groupthink research conducted by psychologists can help us see when deliberation could lead to problems for a research team. I argue that whenever we need to generate alternative solutions or proposals, groupthink is a genuine threat, and research teams would be wise to allow individuals opportunities to work alone. But the benefits of team work emerge when scientists seek to evaluate the various proposals generated, and determine a course of action. Then the group is less prone is groupthink, and the interaction of group members can be an epistemic asset.

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The relationship between teacher stress and job satisfaction as moderated by coping using single-item measures

10.32469/10355/88059 ◽

2021 ◽

Author(s):

◽

Seth Woods

Keyword(s):

Job Satisfaction ◽

Randomized Trials ◽

Teacher Stress ◽

Teacher Job Satisfaction ◽

Stress Reaction ◽

Stress Coping ◽

Coping Capacity ◽

Single Item ◽

Using Data ◽

The Relationship

Teacher stress has been studied for decades and the negative outcomes of too much stress are well known, such as burnout and lack of teacher retention. The present study focuses on the relationship between teacher stress and teacher job satisfaction. The Transactional Model of stress specifies that coping must be accounted for when considering a person's stress reaction, as a person's coping capacity or resources are what determines whether stress reaction will occur. The present study seeks to answer the question: Does coping moderate the relationship between teacher stress and job satisfaction? Moderation analysis was conducted using data from randomized trials examining a leadership training program. The results showed that coping moderated the relationship between stress and job satisfaction. Adding to the importance of this study for practitioners is that all three constructs (stress, coping, and job satisfaction) were measured using single items, making it easy for practitioners to measure among their staff.

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Counselors as Advocates: Effects of a Pilot Project Designed to Develop Advocacy Knowledge and Confidence in Trainees

Journal for Social Action in Counseling & Psychology ◽

10.33043/jsacp.9.2.79-94 ◽

2017 ◽

Vol 9 (2) ◽

pp. 79-94

Author(s):

Lisa M. Edwards ◽

Kevin A. Tate ◽

Jennifer M. Cook ◽

Michelle P. Toigo ◽

Abigail C. Yeomans

Keyword(s):

Multicultural Counseling ◽

Collaborative Research ◽

Research Team ◽

Pilot Project ◽

Professional Experience ◽

Future Directions ◽

Self Reflection ◽

Student Reflection ◽

Self Confidence ◽

Core Category

While there has been increased attention to advocacy within counseling and counseling psychology, it has been noted that trainees generally feel unprepared to engage in advocacy and do not participant e in this type of work to a large extent, even with increased age or professional experience). The qualitative study summarizes the findings of a project within a graduate multicultural counseling course designed to increase trainee knowledge and confidence related to advocacy. This project required students (N = 19) to complete individual advocacy projects in the community, with opportunities for self-reflection and evaluation of their progress throughout the semester. Student reflection responses about the effects of this project were analyzed using methods from Grounded Theory by a collaborative research team. This process resulted in a core category of responses that included expanded definitions of advocacy, increased self-confidence regarding advocacy work, obstacles encountered, and reactions to the course assignment. Implications and future directions are discussed.

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Organizational building versus teachers’ personal and relational needs for school improvement

Improving Schools ◽

10.1177/1365480220972873 ◽

2020 ◽

pp. 136548022097287

Author(s):

Mette Liljenberg ◽

Ulf Blossing

Keyword(s):

Public School ◽

School Improvement ◽

Collaborative Research ◽

Research Team ◽

School Leaders ◽

School Organization ◽

School Leader ◽

Research Project ◽

Critical Aspects

Organizational building is essential if school leaders are to promote school improvement, but it can be difficult to combine with school leaders’ requirements to satisfy teachers’ personal and relational needs. The the aim of this study is to explore critical aspects when combining organizational building with requirements to satisfy teachers’ personal and relational needs in efforts to strengthen improvement capacity. The paper draws on a 3-year collaborative research project between a research team at a Swedish university and a municipality. It is based on data acquired in 137 interviews with 535 respondents in 28 public school and preschool units. The results highlight the importance of combining organizational building with efforts to improve teachers’ understanding of, motivation to promote, and adaptation to, the goals of the school organization. The significance of the study lies in clearly distinguishing the need to link organizational building and requirements to meet teachers’ personal and relational needs. Continually telling the story of the school and thus enabling teachers to personally connect to the improvement history is suggested as an innovative school leader strategy.

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Lived experience influencing law reform: insights from a collaborative research project

Qualitative Research ◽

10.1177/1468794120925657 ◽

2020 ◽

pp. 146879412092565

Author(s):

Eilionóir Flynn ◽

Clíona de Bhailís ◽

María Laura Serra

Keyword(s):

Lived Experience ◽

Collaborative Research ◽

Research Team ◽

Self Determination ◽

Law Reform ◽

Legal Capacity ◽

Research Project ◽

Recruitment And Selection ◽

Selection Of

This article will explore the methodologies employed in a collaborative research project on lived experience of exercise or denial of legal capacity, known as the Voices of Individuals: Collectively Exploring Self-determination (VOICES) project. In so doing, the project’s research team will reflect on key decisions about the project’s background, design, implementation (including the recruitment and selection of participants, workshops and editing contributions) and considerations for further research.

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Nurse Will Lead Collaborative Research Team

MCN The American Journal of Maternal/Child Nursing ◽

10.1097/00005721-199703000-00026 ◽

1997 ◽

Vol 22 (2) ◽

pp. 107

Author(s):

&NA;

Keyword(s):

Collaborative Research ◽

Research Team

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Overview of the research work undertaken by Prof. Tanaka and five collaborators

Impact ◽

10.21820/23987073.2020.8.62 ◽

2020 ◽

Vol 2020 (8) ◽

pp. 62-64

Author(s):

Takako Tanaka

Keyword(s):

Collaborative Research ◽

Research Team ◽

Classical Music ◽

Research Work ◽

Cultural Resource ◽

Indian Classical Music

Takako Tanaka, Masakazu Tamori, Yoshitaka Terada, Emi Okada, Jun Obi and Hidetoshi Kobinata have formed a collaborative research team who are creating a reliable and inclusive database of Indian classical music for academic use. Each of the six researchers has unique and valuable knowledge, as well as different areas of expertise within music that they are bringing to this project. The aim of their work is to establish a large cultural resource about Indian classical music that musicologists and music lovers can use to carry out their own research.

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What is an ID?

Online Learning ◽

10.24059/olj.v23i3.1546 ◽

2019 ◽

Vol 23 (3) ◽

Author(s):

Olysha Magruder ◽

Daniel Arnold ◽

Mel Edwards ◽

Shaun Moore

Keyword(s):

Higher Education ◽

Instructional Design ◽

Postsecondary Education ◽

Collaborative Research ◽

Research Team ◽

Instructional Designers ◽

Subject Matter Experts ◽

Job Descriptions ◽

Career Plans ◽

Content Development

Instructional design positions in higher education require greater depth and breadth of knowledge, far beyond the bulleted qualifications found in typical job descriptions. The eDesign Collaborative Research Team wished to explore the discrepancies that exist between commonly identified competencies and those deemed necessary by instructional designers (IDs) actively working in postsecondary education. This study identifies the work performed by instructional designers and compares that work to the competencies and tasks identified in literature focused on instructional design and designers. Likewise, the study sought to explore the career plans and goals of IDs and their access to professional development. A majority (56%) described the ID role as a mix of both faculty and content development. When asked about what they would rather be doing with their time, an even mix between working with faculty more and working on content development more was observed. Many individuals also mentioned an interest in working more with technology and innovative projects. Collaboration with subject matter experts (SMEs), content experts, faculty, and instructors was by far the most important competency, both in importance and time spent. Research and marketing seemed to be least important and garnered the least amount of employee time.

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How to Determine the Order of Authorship for Social Work Research

Research on Social Work Practice ◽

10.1177/1049731520963187 ◽

2020 ◽

pp. 104973152096318

Author(s):

Monit Cheung ◽

Patrick Leung ◽

Carol A. Leung ◽

T. M. Simon Chan ◽

Shu Zhou

Keyword(s):

Decision Making ◽

Social Work ◽

Research Productivity ◽

Collaborative Research ◽

Research Team ◽

Decision Making Process ◽

Social Work Research ◽

Joint Publication

Purpose: Coauthorship is a means for assessing each contributor’s effort on a joint publication. This study aims to identify methods to determine publication coauthorship for crediting effort and order. Method: The research team searched for a framework to affirm the decision-making process when preparing for a coauthored publication by analyzing existing literature and published guidelines in authorship determination. Results: Four coauthorship principles—fairness, accountability, transparency, and effort (FATE)—were described with guidelines. The FATE framework helped the team develop a checklist for scholars to document their research productivity in collaborative projects. Examples of questions were derived from the framework to stimulate educational discussions and collaborative research ideas. Discussion: The coauthorship checklist could provide support for mentors to evaluate their protégés’ performance. Further research is needed to justify its application for initiating conversations about coauthorship. Operational guidelines should also be developed to prevent biases in reporting effort contributions.

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