scholarly journals How is Brilliance Enacted in Professional Practices? Insights from the Theory of Practice Architectures

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Nick Hopwood ◽  
Ann Dadich ◽  
Chris Elliot ◽  
Kady Moraby
Keyword(s):  
Problem Solving ◽  
Video Recording ◽  
Professional Practices ◽  
Ethnographic Methods ◽  
Professional Work ◽  
Theory Of Practice ◽  
Practice Architectures ◽  
Working Together

Brilliance has been overlooked in studies of professional work. This study aimed to understand how brilliant practices are made possible and enacted in a multidisciplinary paediatric feeding clinic, where professionals from different disciplines work together and with parents and carers of children. The existing literature has thematically described brilliance but not theorised how it is accomplished and enabled. Using video reflexive ethnographic methods, the study involved the video-recording of 17 appointments and two reflexive discussions with the participating professionals, who selected and reviewed five episodes exemplifying brilliant care. These were analysed through three themes: carer-friendly and carer-oriented practice; ways of working together; and problem-solving in actu (in the very act of doing). Using the theory of practice architectures, we explored brilliant practices as complexes of sayings, doings, and relatings, identifying the arrangements that enabled those practices and the forms of praxis involved.

scholarly journals What affordances do open-ended real-life tasks offer for sharing student agency in collaborative problem-solving?

2021 ◽  
Author(s):  
Juuso Henrik Nieminen ◽  
Man Ching Esther Chan ◽  
David Clarke
Keyword(s):  
Problem Solving ◽  
Video Recording ◽  
Real Life ◽  
Collaborative Problem Solving ◽  
Student Agency ◽  
Student Groups ◽  
Collaborative Problem ◽  
Mathematical Arguments ◽  
Life Tasks ◽  
Collaborative Construction

AbstractThe important role of student agency in collaborative problem-solving has been acknowledged in previous mathematics education research. However, what remains unknown are the processes of agency in open-ended tasks that draw on real-life contexts and demand argumentation beyond “mathematical”. In this study, we analyse a video recording of two student groups (each consisting of four students) taking part in collaborative problem-solving. We draw on the framework for collaborative construction of mathematical arguments and its interplay with student agency by Mueller et al. (2012). This original framework is supplemented by (i) testing and revising it in the context of open-ended real-life tasks, with (ii) student groups rather than pairs working on the tasks, and by (iii) offering a strengthened methodological pathway for analysing student agency in such a context. Based on our findings, we suggest that the framework suits this new context with some extensions. First, we note that differences in student agency were not only identified in terms of the discourse students drew on, but in how students were able to shift between various discourses, such as between “mathematical” and “non-mathematical” discourses. We identify a novel discourse reflecting student agency, invalidation discourse, which refers to denying other students’ agency by framing their contribution as invalid. Finally, we discuss the need to reframe “mathematical” arguments—and indeed student agency—while the task at hand is open-ended and concerns real-life contexts.

Working Together with Computers

2012 ◽  
pp. 20-41
Author(s):  
Uma Shanker Tiwary ◽  
Tanveer J. Siddiqui
Keyword(s):  
Problem Solving ◽  
Human Computer Interaction ◽  
General Framework ◽  
Specific Problem ◽  
The Other ◽  
Problem Solving Skills ◽  
Interaction Layer ◽  
Three Layer Architecture ◽  
Working Together ◽  
General Skills

The objective of this chapter is twofold. On one hand, it tries to introduce and present various components of Human Computer Interaction (HCI), if HCI is modeled as a process of cognition; on the other hand, it tries to underline those representations and mechanisms which are required to develop a general framework for a collaborative HCI. One must try to separate the specific problem solving skills and specific problem related knowledge from the general skills and knowledge acquired in interactive agents for future use. This separation leads to a distributed deep interaction layer consisting of many cognitive processes. A three layer architecture has been suggested for designing collaborative HCI with multiple human and computational agents.

Working Together: Collaboration Among Professionals

1986 ◽  
Vol 10 (1) ◽  
pp. 21-27 ◽  
Author(s):  
Peter Mittler
Keyword(s):  
Problem Solving ◽  
Intellectual Disabilities ◽  
Special Needs ◽  
Multidisciplinary Approach ◽  
Children With Disabilities ◽  
Children With Special Needs ◽  
Collaborative Practices ◽  
Joint Planning ◽  
Working Together

ABSTRACTChildren with disabilities, and those with physical and intellectual disabilities in particular, need co-ordinated multidisciplinary approach as no single profession can hope to achieve very much single-handed. In order to provide appropriate services we should work with and through others who interact with these children. While one of the hallmarks of the good professional is collaboration, collaborative practices are all too infrequent. Some related problems currently affecting the development of services for children with special needs in the U.K. are outlined. Examples of actual and possible productive practice between and among teachers and other professionals are provided, with the desirability of active and systematic joint planning and problem solving, emanating from a base of shared training, stressed.

Becoming Problem Solvers: The Case of Three Future Administrators

1998 ◽  
Vol 8 (3) ◽  
pp. 303-331 ◽  
Author(s):  
Janet H. Chrispeels ◽  
Kathleen J. Martin
Keyword(s):  
Problem Solving ◽  
Implicit Theories ◽  
Problem Based Learning ◽  
Group Processes ◽  
Organizational Factors ◽  
Theory And Practice ◽  
Collaborative Problem Solving ◽  
Problem Solving Skills ◽  
Theory Of Practice ◽  
Problem Solvers

This study examines how students in an administrative credential program developed collaborative problem-solving competence through their participation in two problem-based learning classes. Data collected at three times over the course of a year (videotapes, student reflective papers, faculty and student evaluations, final group projects, and interviews) were analyzed to assess how students develop problem-solving skills within a group. The data indicate that these classes allowed students to acquire knowledge and skills in group processes and problem-solving as well as course content. Follow-up studies of three students who served as telling cases, and who are the focus of this study, suggest students could see the link between theory and practice, and between the classes and their jobs as administrators. Although the students entered the classes with differing levels of problem-solving ability, all three perceived that the experiences in the problem-based learning classes enhanced their skills. The data also suggest that more active guidance by the faculty could enhance students’ reflective skills and their ability to identify implicit theories of practice. Thus, a metacognitive framework for acquiring and improving problem-solving skills in collaborative groups was developed to enable students to explore personal and organizational factors that shape their theory of practice.

Ideas

1985 ◽  
Vol 32 (8) ◽  
pp. 27-32
Author(s):  
Jean M. Shaw
Keyword(s):  
Problem Solving ◽  
Mathematics Learning ◽  
Learning Center ◽  
Working Together

Calculators and active minds make an unbeatable combination for computation and problem solving. The IDEAS worksheets for this month present situations in which students can do some thinking first, then push the buttons on their calculators to get quick and accurate answers. The exercises are suitable for work by individual students. Pairs of students can also profit from working together to devise strategies for solving the problems and then sharing a calculator to answer them. Teachers might also duplicate and place the worksheets in their mathematics learning center so that students can work on them independently.

Helping and Getting Help—Essential Skills for Effective Group Problem Solving

1994 ◽  
Vol 41 (9) ◽  
pp. 521-525 ◽  
Author(s):  
Sydney Farivar ◽  
Noreen M. Webb
Keyword(s):  
Problem Solving ◽  
Seventh Grade ◽  
Group Problem ◽  
Group Problem Solving ◽  
Grade Teacher ◽  
Working Together ◽  
Essential Skills ◽  
Effective Group ◽  
The Right

Seventh grade teacher: “My students have been working together in groups for a while now. They're getting along fine. But I'm finding that a lot of them still don't understand the work. I tell them to ‘work together’ and that it is all right to help each other. Sometimes I worry that they are only giving each other the answers. How can I get them to focus on problem solving and not just putring down the right answer?”

The relational work of international teachers: A case study of a Sino-foreign school

2019 ◽  
Vol 3 (2) ◽  
pp. 127-144 ◽  
Author(s):  
Alex Kostogriz ◽  
Gary Bonar
Keyword(s):  
Rapid Expansion ◽  
Teacher Mobility ◽  
International Teachers ◽  
Theory Of Practice ◽  
Relational Work ◽  
Practice Architectures ◽  
English Speaking ◽  
Linguistic Challenges ◽  
International Teacher

Abstract In the context of a rapid expansion of 'internationalized' schools around the world, and the subsequent demands for a teaching workforce, teachers are increasingly on the move. It is, however, no longer sufficient to represent international teacher mobility merely as a movement of predominantly English-speaking teachers who can deliver American, British, Canadian or Australian curricula. The increase in schools that offer bilingual and dual curricula has resulted in the mobility of local teachers who work alongside English-speaking ones. Although these schools are attractive to many international and local teachers, they also present certain professional, cultural and linguistic challenges. Drawing on the theory of practice architectures, this article identifies and discusses the relational tensions between foreign and local teachers as they grapple to build a new professional culture of collaboration ‐ one that demands the transformation of dispositions, professional knowledge, actions and judgements to 'fit in' to the internationalized school.

scholarly journals ‘Team ethnography visual maps’: Methods for identifying the ethnographic object in multiple sites of fieldwork

Ethnography ◽  
2021 ◽  
pp. 146613812110383
Author(s):  
Stephen Parkin ◽  
Louise Locock ◽  
Catherine Montgomery ◽  
Alison Chisholm
Keyword(s):  
Mixed Methods ◽  
National Health Service ◽  
Health Service ◽  
National Health ◽  
Mixed Methods Study ◽  
Design Development ◽  
Ethnographic Methods ◽  
Methodological Perspective ◽  
Visual Maps ◽  
Working Together

Team ethnography is becoming more popular in research. However, there is currently limited understanding of how multiple ethnographers working together actually share their experiences of conducting team ethnography. There is also an associated lack of explanation regarding how evidence and conclusions are drawn from such collective endeavour. This article attempts to address this absence of detail regarding the practice and conduct of team ethnography. In the following account, the authors present details of the design, development and application of ‘team ethnography visual maps’ and the collaborative reflexivity that took place within ‘team ethnography data sessions’ that were each embedded within a mixed methods study of frontline services located in six different National Health Service Trusts throughout England (UK). After a presentation of the ethnographic methods and analyses that occurred as part of team ethnography, they are then discussed in terms of their applied and academic value from a methodological perspective.

scholarly journals PROBLEM SOLVING BY EXPERTS AND NOVICES IN CHEMISTRY: ANALYSIS OF ERRORS, RUN TIMES AND PARAMETERS OF EYE MOVEMENTS

2021 ◽  
pp. 281-313
Author(s):  
Irina V. Blinnikova ◽  
Yulia A. Ishmuratova Ishmuratova
Keyword(s):  
Eye Movements ◽  
Problem Solving ◽  
Cognitive Processing ◽  
Video Recording ◽  
Cognitive Structure ◽  
Professional Experience ◽  
Metacognitive Skills ◽  
Run Time ◽  
Process Diagrams ◽  
Movement Differences

Background. Professional experience is one of the most discussed problems in modern labor psychology. Researchers are trying to expose and describe the system of cognitive and metacognitive skills and abilities, which gives an advantage to experienced professionals. However, there is still a sufficient number of contradictions and unexplored aspects. The aim of the study is to identify specific features of problem solving by chemists at different levels of professional experience by analyzing performance indicators and eye movements. Techniques and sampling. The pilot study involved 35 experts and novices in the field of chemistry. They were asked to read descriptions, find errors and fill in gaps in chemical process diagrams. The tasks were based on technological regulations for the production of chemical products. We recorded the run time, errors and indicators of eye movements with the SMI Hi-Speed contactless video recording system with a 1200 Hz frequency. The results showed that the run time and the number of errors were significantly lower for experts than for novices. In addition, the two groups featured significant differences in the average duration of blinking, indicating a higher emotional stress among novices. Other eye movement differences demonstrated that experts tend to favor focal type of cognitive processing. This is revealed in longer fixations, short and slow saccades. Also, the experts were characterized by an uneven distribution of attention and cognitive efforts relative to different parts of the task and by a smaller number of transitions between them. The general analysis showed that experts, solving problems, rely more on mental representations and previous knowledge, while novices are guided by the information presented on the slides. Conclusions. The data demonstrate the superiority of experts in solving chemical problems and reveal the cognitive structure of professional experience.

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