scholarly journals Developmental Considerations in University-School Collaborative Research

2015 ◽  
Author(s):  
Barbara Carlozzi ◽  
Alfred Carlozzi ◽  
Steven Harrist
Keyword(s):  
Qualitative Study ◽  
Collaborative Research ◽  
Fifth Grade ◽  
Developmental Levels ◽  
Developmental Maturity ◽  
Successful Collaboration ◽  
Contextual Differences

Some common complications that arise in collaborative research between school and university researchers, as well as some conditions for successful collaboration are described in this report. Difficulties possibly attributable to developmental levels of the researchers are discussed utilizing Kegans (1982) theory of constructive developmentalism. A collaborative, qualitative study of needs for independence and inclusion in two fifth grade classrooms is described to illustrate the importance of attending to issues of differing perspectives and experiences that may be related to development. The authors suggest that researchers carefully consider issues of role, status, and contextual differences, as well as the developmental maturity of those with whom they engage in collaborative research.

scholarly journals Valuing the Process and Product of Inquiry-Based Instruction and Learning

2018 ◽  
Vol 42 (1) ◽  
pp. 35-63
Author(s):  
Diane Barone ◽  
Rebecca Barone
Keyword(s):  
Qualitative Study ◽  
Gifted Students ◽  
Fifth Grade ◽  
Considerable Time ◽  
Delicate Balance ◽  
Instruction And Learning ◽  
Based Instruction ◽  
Met Expectations ◽  
Academic Year

This year-long qualitative study explored third-, fourth-, and fifth-grade gifted students’ participation during inquiry explorations. We discovered that it took considerable time for students to balance the process and final product created. For instance, students focused on the process and planning of the outcome. However, when the outcome product was created, they may have only considered one element early in the academic year. There was a delicate balance between engaging in inquiry and developing a product that met expectations.

scholarly journals Student perceptions after touching vs. holding educational animals

2021 ◽  
Vol 2 (2) ◽  
pp. 110-124
Author(s):  
Lauryn Gilmer ◽  
Nick Fuhrman
Keyword(s):  
Qualitative Study ◽  
Focus Groups ◽  
Student Perceptions ◽  
Environmental Issues ◽  
Fifth Grade ◽  
Positive Outcomes ◽  
Fifth Grade Students ◽  
Eastern Box Turtle ◽  
Box Turtle ◽  
Corn Snake

Educators often use reptiles as ambassadors of environmental messages during presentations because of their ease of transport and handling. Although learners may be provided opportunities to touch or hold these animals, this presents a variety of safety and liability issues for the learner and animal. Little is known about whether touching or holding an animal influences perceptions of the animal and related environmental issues. This qualitative study investigated the perceptions of 16 fifth grade students who experienced a live, tactile encounter with a corn snake and Eastern box turtle while participating in an educational class using four focus groups. Regardless of whether students touched the snake or turtle, or fully held the animal, participants noted the uniqueness of the experience and their empathy for the animal and its habitat. Students who fully held the animal thought that they learned more during the experience while students who touched the animal mentioned getting to know the animal better, regardless of whether the animal was a snake or turtle. When learners are unable to completely hold a snake or turtle, educators should consider the equally positive outcomes that can result from touching these animals with two fingers and provide opportunities for such experiences.   

Self-help organisations: A qualitative study of successful collaboration with general practice

2003 ◽  
Vol 9 (3) ◽  
pp. 75 ◽  
Author(s):  
Frances M Boyle ◽  
T. Natasha Posner ◽  
Christopher B Del Mar ◽  
Jill McLean ◽  
Robert A Bush
Keyword(s):  
Health Care ◽  
General Practice ◽  
Qualitative Study ◽  
General Practitioners ◽  
Health Care System ◽  
Cross Section ◽  
Structured Interviews ◽  
Self Help ◽  
Successful Collaboration ◽  
Two Sectors

Thousands of self-help organisations (SHOs) exist in Australia but little is known about how they relate to the mainstream health care system. This qualitative study, based in south-east Queensland, aimed to identify examples of collaboration between general practitioners (GPs) and SHOs in order to examine the attributes of successful partnerships. Representatives of six SHOs, identified by key informants as having good collaborative links with GPs, and seven GPs with whom they collaborated, completed semi-structured interviews. The interviews focused on evidence of collaboration and perceptions of benefits and barriers experienced. Maximum variation sampling enabled a cross-section of SHOs in terms of size, funding, and health issue. Although GPs readily identified SHO benefits, they referred patients to them only rarely. SHO credibility, evidence of tangible benefits for patients, ease of contacting the SHO, and correspondence between the SHO?s focus and the GP?s personal and professional interests appear to contribute to the success of partnerships. We conclude that mutually beneficial partnerships between GPs and SHOs exist but are under-utilised. A more coordinated effort is needed to strengthen links between the two sectors.

Collaborating With Small Business to Fund Your Research

2009 ◽  
Vol 19 (3) ◽  
pp. 90-94
Author(s):  
Shelley B. Brundage ◽  
Ken Graap
Keyword(s):  
Small Business ◽  
Small Businesses ◽  
Collaborative Research ◽  
Ability To Work ◽  
Successful Collaboration

Abstract Merriam-Webster defines collaboration as the ability “to work jointly with others or together, especially in an intellectual endeavor” (Merriam-Webster, 2009). This article describes methods for establishing collaborations and suggests some possible mechanisms to fund collaborative research with small businesses. We briefly describe the processes involved after funding is awarded. The article ends with a list of important variables for successful collaboration.

scholarly journals College Students' Collaborative Use of Inspiration™ to Generate Concept Maps in an Educational Technology Class

2002 ◽  
Vol 30 (4) ◽  
pp. 389-402 ◽  
Author(s):  
Nancy J. Gilbert ◽  
Barbara A. Greene
Keyword(s):  
College Students ◽  
Educational Technology ◽  
Qualitative Study ◽  
Student Learning ◽  
Concept Mapping ◽  
Important Implication ◽  
Concept Maps ◽  
Final Project ◽  
Mapping Tool ◽  
Successful Collaboration

Presented is a qualitative study of five groups of college students using Inspiration™ to construct concept maps in an educational technology class. Analyses addressed how the maps changed during the semester, how the course concepts were applied in a final project, and whether or not students reported that the concept mapping activity facilitated their learning. Participants easily learned to use Inspiration™ for developing concept maps. Findings suggest that the concept maps did reflect student learning and that when done in collaboration seemed to facilitate learning. However, collaboration did not come easily or successfully to two of the five groups. The final projects of students who were in problematic groups were less sophisticated than those developed by students who did work collaboratively on their concept maps. An important implication is that students need to be provided with more assistance in successful collaboration to effectively use the concept mapping tool.

scholarly journals From ‘Here’ to ‘There’: Social Movements, the Academy and Solidarity Research

2014 ◽  
Vol 10 (1) ◽  
Author(s):  
Josh Brem-Wilson
Keyword(s):  
Social Movements ◽  
Social Movement ◽  
Participatory Research ◽  
Collaborative Research ◽  
Ethical Principles ◽  
Research Practice ◽  
Successful Collaboration

Increasing numbers of social movement scholars now advocate participatory and collaborative research approaches. These are often premised upon the assertion of a convergence between movement and researcher that implicates the latter in the struggles of the former. Naming this approach “solidarity research”, in this article I identify the components that provide the rationale for its pursuit. As well as affirming movement-researcher solidarity, this rationale also comprises a situated epistemology that asks academics to think reflexively about their research practice, the roles they play, and the interests they serve. This reveals the diverging positionality, of knowledge and interests, that often exists between movements and academics. Such concerns give rise to specific methodological and ethical principles that indicate the importance of negotiating this positionality to successful collaboration. Reflecting on my own experiences trying and sometimes failing to conduct participatory research with transnational agrarian movements, I identify dynamics that enable and constrain the pursuit of such collaborative research within commitments to broader methodological and ethical principles of solidarity.

Children's Strategies for Solving Compositional Problems with Peers

1994 ◽  
Vol 42 (3) ◽  
pp. 232-252 ◽  
Author(s):  
Jacqueline H. Wiggins
Keyword(s):  
Qualitative Study ◽  
Small Group ◽  
Group Composition ◽  
Learning Processes ◽  
Fifth Grade ◽  
General Music ◽  
Classroom Experiences ◽  
Music Class ◽  
Composition Process ◽  
Children's Strategies

This article reports some of the findings of a qualitative study of musical learning processes. The data were drawn from analysis of videotapes and audiotapes that shadowed the classroom experiences of two target students in a fifth-grade general music class over a period of 5 months. A portion of the curriculum in the study class involved small-group composition projects. Findings reported here characterize the group composition process in terms of the nature of the strategies the children used as they worked together with peers to solve those compositional problems. Children who were successful in completing class assignments used strategies that seemed to follow a pattern of moving from whole (initial planning) to part (development of motivic ideas) and back to whole (reassembling and practicing). The children's decisions seemed to stem from a holistic viewpoint, reflecting a preconceived vision of the final product from the outset. In contrast, there were very few instances of random exploration.

scholarly journals A Qualitative Study of Interviewer-Administered Physical Activity Recalls by Children

2013 ◽  
Vol 10 (6) ◽  
pp. 833-849 ◽  
Author(s):  
Dawn K. Wilson ◽  
Suzanne Domel Baxter ◽  
Caroline Guinn ◽  
Russell R. Pate ◽  
Kerry McIver
Keyword(s):  
Physical Activity ◽  
South Carolina ◽  
Free Recall ◽  
Physical Education ◽  
Qualitative Study ◽  
Retention Interval ◽  
Fifth Grade ◽  
Cognitive Interviews ◽  
School Day ◽  
Retention Intervals

Background:Qualitative methods were used to better understand how to obtain interviewer-administered recalls of physical activity from children.Methods:Subjects were 24 third- and fifth-grade children from 1 school in Columbia, South Carolina. Cognitive interviews targeted different retention intervals (about the same or previous school day). Round 1’s protocols used an open format and had 4 phases (obtain free recall, review free recall, obtain details, review details). Round 2’s protocols used a chronological format and had 3 phases (obtain free recall, obtain details, review details). Trained coders identified discrepancies across interview phases in children’s recalls of physical activity at physical education (PE) and recess. Based on the school’s schedule, children’s reports of PE and recess were classified as omissions (scheduled but unreported) or intrusions (unscheduled but reported).Results:Across interview phases, there were numerous discrepancies for Round 1 (regardless of grade, sex, or retention interval) but few discrepancies for Round 2. For Rounds 1 and 2, respectively, 0% and 0% of children omitted PE, while 33% and 0% intruded PE; 44% and 56% of children omitted recess, while 33% and 0% intruded recess.Conclusions:Results provide important information for facilitating interviewer-administered recalls of physical activity with elementary-age children.

scholarly journals DEVELOPING DATA SENSE: MAKING INFERENCES FROM VARIABILITY IN TSUNAMIS AT PRIMARY SCHOOL

2021 ◽  
Vol 20 (2) ◽  
pp. 16
Author(s):  
SOLEDAD ESTRELLA ◽  
ANDREA VERGARA ◽  
ORLANDO GONZÁLEZ
Keyword(s):  
Qualitative Study ◽  
Lesson Study ◽  
Lesson Plan ◽  
Fifth Grade ◽  
Sense Making ◽  
Statistical Literacy ◽  
Fifth Grade Students ◽  
Data Representations ◽  
New Variables ◽  
Study Modality

In order to study the manifestation of data sense and identify ways of thinking about variability in authentically realistic problems in a group of Chilean fifth-grade students, a lesson plan was designed and implemented, within the framework of statistical literacy and using the “lesson study” modality, in which students were urged to make inferences based on the analysis of data corresponding to the tsunami that struck the Chilean coast in 2010. This article focuses on the qualitative study of the data representations produced by two groups of students during the implementation of the lesson plan. The analysis of the behavior of the tsunami carried out by the students led them to work simultaneously with nominal qualitative, ordinal qualitative, discrete quantitative, and continuous quantitative variables; to create new variables; to construct representations of data (multiple bar graphs and frequency tables); and to make inferences based on the data. We conclude that the use of an authentic context and the construction of their own representations promoted data sense in students and facilitated the development of their statistical thinking, through which they were able to recognize, describe, and explain the variability of the phenomenon. Abstract: Spanish Con el propósito de estudiar la manifestación del sentido del dato e identificar las formas de razonar la variabilidad en problemas auténticamente realistas en un grupo de estudiantes chilenos de quinto grado de primaria, se diseñó e implementó un plan de clases, en el marco de alfabetización estadística y bajo la modalidad “lesson study”, en el que se instó a los estudiantes a hacer inferencias a partir del análisis de los datos correspondientes al tsunami que azotó la costa de Chile en 2010. Este artículo se centra en el estudio cualitativo de las representaciones de datos producidas por dos grupos de estudiantes durante la implementación del plan de clases. El análisis del comportamiento de los datos del tsunami realizado por los estudiantes los llevó a trabajar simultáneamente con variables cualitativas nominales, cualitativas ordinales, cuantitativas discretas y cuantitativas continuas; crear nuevas variables; elaborar representaciones de datos (gráfico de barras múltiples y tabla de frecuencias); y hacer inferencias basadas en los datos. Se concluye que el uso de un contexto auténtico y la construcción de representaciones propias, promovieron en los estudiantes el sentido del dato y facilitaron el desarrollo de su pensamiento estadístico, pudiendo reconocer, describir y explicar la variabilidad del fenómeno.

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