Item Type | Journal Article |
---|---|
Author | Stefan Timmermans |
Author | Iddo Tavory |
URL | https://doi.org/10.1177/0735275112457914 |
Volume | 30 |
Issue | 3 |
Pages | 167-186 |
Publication | Sociological Theory |
ISSN | 0735-2751 |
Date | 2012-09-01 |
Extra | Publisher: SAGE Publications Inc |
DOI | 10.1177/0735275112457914 |
Accessed | 2024-01-03 10:47:27 |
Library Catalog | SAGE Journals |
Language | en |
Abstract | A critical pathway for conceptual innovation in the social is the construction of theoretical ideas based on empirical data. Grounded theory has become a leading approach promising the construction of novel theories. Yet grounded theory–based theoretical innovation has been scarce in part because of its commitment to let theories emerge inductively rather than imposing analytic frameworks a priori. We note, along with a long philosophical tradition, that induction does not logically lead to novel theoretical insights. Drawing from the theory of inference, meaning, and action of pragmatist philosopher Charles S. Peirce, we argue that abduction, rather than induction, should be the guiding principle of empirically based theory construction. Abduction refers to a creative inferential process aimed at producing new hypotheses and theories based on surprising research evidence. We propose that abductive analysis arises from actors’ social and intellectual positions but can be further aided by careful methodological data analysis. We outline how formal methodological steps enrich abductive analysis through the processes of revisiting, defamiliarization, and alternative casing. |
Short Title | Theory Construction in Qualitative Research |
Item Type | Journal Article |
---|---|
Author | Sara De Felice |
Author | Antonia F. de C. Hamilton |
Author | Marta Ponari |
Author | Gabriella Vigliocco |
URL | https://royalsocietypublishing.org/doi/10.1098/rstb.2021.0357 |
Volume | 378 |
Issue | 1870 |
Pages | 20210357 |
Publication | Philosophical Transactions of the Royal Society B: Biological Sciences |
Date | 2022-12-26 |
Extra | Publisher: Royal Society |
DOI | 10.1098/rstb.2021.0357 |
Accessed | 2023-10-25 16:09:33 |
Library Catalog | royalsocietypublishing.org (Atypon) |
Abstract | Learning in humans is highly embedded in social interaction: since the very early stages of our lives, we form memories and acquire knowledge about the world from and with others. Yet, within cognitive science and neuroscience, human learning is mainly studied in isolation. The focus of past research in learning has been either exclusively on the learner or (less often) on the teacher, with the primary aim of determining developmental trajectories and/or effective teaching techniques. In fact, social interaction has rarely been explicitly taken as a variable of interest, despite being the medium through which learning occurs, especially in development, but also in adulthood. Here, we review behavioural and neuroimaging research on social human learning, specifically focusing on cognitive models of how we acquire semantic knowledge from and with others, and include both developmental as well as adult work. We then identify potential cognitive mechanisms that support social learning, and their neural correlates. The aim is to outline key new directions for experiments investigating how knowledge is acquired in its ecological niche, i.e. socially, within the framework of the two-person neuroscience approach. This article is part of the theme issue ‘Concepts in interaction: social engagement and inner experiences’. |
Short Title | Learning from others is good, with others is better |
Item Type | Conference Paper |
---|---|
Author | Yanyan Ren |
Author | Kathi Fisler |
URL | https://dl.acm.org/doi/10.1145/3545945.3569760 |
Series | SIGCSE 2023 |
Place | New York, NY, USA |
Publisher | Association for Computing Machinery |
Pages | 402–408 |
ISBN | 978-1-4503-9431-4 |
Date | March 3, 2023 |
DOI | 10.1145/3545945.3569760 |
Accessed | 2023-09-04 |
Library Catalog | ACM Digital Library |
Abstract | Myriad projects and efforts are underway to infuse more content on ethical and socially-responsible computing into Computer Science curricula. Talks and papers on these projects largely focus on case studies and examples that can be included in assignments. This paper instead takes a pedagogic perspective. Drawing on papers on ethics-based design from multiple computing disciplines, as well as frameworks for identifying security threats, we designed a framework for identifying a variety of social threats in the kinds of programs that university students develop in their first two years of study. The framework is unique in centering around architectural components of applications, rather than stakeholders and values. |
Proceedings Title | Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 |
Item Type | Journal Article |
---|---|
Author | Shiri Lavy |
Author | Eman Naama-Ghanayim |
URL | https://www.sciencedirect.com/science/article/pii/S0742051X19302550 |
Volume | 91 |
Pages | 103046 |
Publication | Teaching and Teacher Education |
ISSN | 0742-051X |
Date | 2020-05-01 |
Journal Abbr | Teaching and Teacher Education |
DOI | 10.1016/j.tate.2020.103046 |
Accessed | 2023-08-31 17:45:40 |
Library Catalog | ScienceDirect |
Abstract | Research on teacher-student relationships shows their impact on students. However, it typically focuses on teachers’ interactions and instruction, with less attention to motivations/feelings. Specifically, almost no quantitative research has focused on teachers’ caring for students, despite its potential importance. The present multilevel study, comprising 675 students in ages 15–17 and their 33 homeroom teachers, linked students’ feelings that their teacher cares for them with their self-esteem, well-being, and school engagement and indicated that teacher-student relationships quality mediates these links. Furthermore, students’ reports on teachers’ caring were associated with teachers’ sense of meaning at work, suggesting its role in enhancing caring. |
Short Title | Why care about caring? |
Item Type | Blog Post |
---|---|
Author | Maha Bali |
URL | https://blog.mahabali.me/educational-technology-2/pedagogy-of-care-covid-19-edition/, https://blog.mahabali.me/educational-technology-2/pedagogy-of-care-covid-19-edition/ |
Date | 2020-05-28T03:02:25+00:00 |
Accessed | 2023-08-31 10:12:44 |
Language | en |
Blog Title | Reflecting Allowed |
Short Title | Pedagogy of Care |
Item Type | Journal Article |
---|---|
Author | Natalia Pilato |
URL | http://www.ijea.org/v19si9/index.html |
ISSN | 1529-8094 |
Date | 2018 |
Extra | Publisher: The Pennsylvania State University Libraries |
DOI | 10.18113/P8IJEA19SI09 |
Accessed | 2023-08-31 10:08:30 |
Library Catalog | DOI.org (Datacite) |
Short Title | Pedagogy of Care |
Item Type | Report |
---|---|
Author | The Royal College of Psychiatrists |
URL | https://www.rcpsych.ac.uk/improving-care/campaigning-for-better-mental-health-policy/college-reports/2021-college-reports/mental-health-of-higher-education-students(CR231) |
Date | 2021 |
Item Type | Report |
---|---|
Author | HESA |
URL | https://www.hesa.ac.uk/ |
Date | 2021 |
Item Type | Report |
---|---|
Author | C. Maguire |
Author | J. Cameron |
URL | https://www.mentalhealth.org.uk/ |
Date | 2021 |
Institution | The Mental Health Foundation |
Item Type | Report |
---|---|
Author | Kukulska-Hulme, A., Bossu, C., Charitonos, K., Coughlan, T., Deacon, A., Deane, N., Ferguson, R., Herodotou, C., Huang, C-W., Mayisela, T., Rets, I., Sargent, J., Scanlon, E., Small, J., Walji, S., Weller, M., & Whitelock, D. |
Place | Milton Keynes |
Date | 7 June 2023 |
Institution | The Open University |
Item Type | Journal Article |
---|---|
Author | Eileen Kennedy |
Author | Martin Oliver |
Author | Allison Littlejohn |
URL | http://ijet.itd.cnr.it/index.php/td/article/view/1237 |
Rights | Copyright (c) 2022 Eileen Kennedy, Martin Oliver, Allison Littlejohn |
Volume | 30 |
Issue | 1 |
Pages | 30-48 |
Publication | Italian Journal of Educational Technology |
ISSN | 2532-7720 |
Date | 2022-04-15 |
Extra | Number: 1 |
DOI | 10.17471/2499-4324/1237 |
Accessed | 2023-08-30 18:25:25 |
Library Catalog | ijet.itd.cnr.it |
Language | en |
Abstract | This study examines the challenges experienced, and the pedagogy adopted, by university teachers as they transferred their teaching online during the Covid-19 pandemic. Thematic analysis of survey and interview data show that teachers engaged regularly in emotional support of students, and a pedagogy of care was discernible in the ways teachers described seeking out signals that the students’ needs were being met online. However, technology mediated communication made this more difficult in online teaching than face-to-face, increasing teachers’ emotional labour. Teachers’ efforts to achieve interaction with, and feedback from, students to inform their teaching approach, incurred a heavy burden of emotional labour that is insufficiently recognised or rewarded. This study has implications for the debate around the justification of equivalent fees for online teaching, since it reveals more emotional labour is involved. Universities risk burnout of experienced educators unless the emotional labour in online teaching is acknowledged and supported. Moreover, since emotional labour is often borne by the least privileged sections of the university workforce, this study uncovers uncomfortable questions about the persistence of systemic problems causing staff inequalities that cannot afford to be ignored. |
Short Title | “YOU MAKE YOURSELF ENTIRELY AVAILABLE” |
Item Type | Web Page |
---|---|
Author | Jessica Larsen |
URL | https://www.science.org/content/article/professors-we-can-and-should-prioritize-compassion-our-students |
Accessed | 2023-08-30 18:23:03 |
Language | en |
Abstract | This professor, whose father died when she was an undergrad, supports her students as she wishes she had been |
Item Type | Conference Paper |
---|---|
Author | Virginia Grande |
Author | Päivi Kinnunen |
Author | Anne-Kathrin Peters |
Author | Matthew Barr |
Author | Åsa Cajander |
Author | Mats Daniels |
Author | Amari N. Lewis |
Author | Mihaela Sabin |
Author | Matilde Sánchez-Peña |
Author | Neena Thota |
URL | https://dl.acm.org/doi/10.1145/3571785.3574122 |
Series | ITiCSE-WGR '22 |
Place | New York, NY, USA |
Publisher | Association for Computing Machinery |
Pages | 37–63 |
ISBN | 9798400700101 |
Date | December 29, 2022 |
DOI | 10.1145/3571785.3574122 |
Accessed | 2023-08-30 |
Library Catalog | ACM Digital Library |
Abstract | This paper provides insights into role modeling by educators in computing that is beyond the technical, theoretical and rational perspectives which have historically been described as dominant in computing. Surveying 199 educators in higher education, we have built on frameworks of role modeling, care, emotions, and professional competencies as a lens to see different ways of engaging in computing. Our quantitative and qualitative findings show how educators model ways of caring (for oneself, other humans and living species, technology, and the planet), emotions, professional competencies and other types of role modeling. Examples of contexts within computing and reasons why an educator can(not) model these aspects bring new light to research on care and emotions being shown in computing. This work contributes to a better understanding of computing educators as potential role models, particularly in terms of displaying emotions and various types of care. Our work can support ways of developing the professional competences of computing educators and the teaching culture of computing departments. Our findings may inspire other educators to think about their own display of emotions and care, and what this transmits to their students. Thus, the work also contributes to the discussion of ways to increase diversity among students and equitable access to computing education. |
Proceedings Title | Proceedings of the 2022 Working Group Reports on Innovation and Technology in Computer Science Education |
Short Title | Role Modeling as a Computing Educator in Higher Education |
Item Type | Book |
---|---|
Author | Nel Noddings |
URL | http://ebookcentral.proquest.com/lib/gla/detail.action?docID=1342614 |
Place | Berkeley, UNITED STATES |
Publisher | University of California Press |
ISBN | 978-0-520-95734-3 |
Date | 2013 |
Accessed | 2023-08-30 17:58:04 |
Library Catalog | ProQuest Ebook Central |
Abstract | With numerous examples to supplement her rich theoretical discussion, Nel Noddings builds a compelling philosophical argument for an ethics based on natural caring, as in the care of a mother for her child. In Caring--now updated with a new preface and afterword reflecting on the ongoing relevance of the subject matter--the author provides a wide-ranging consideration of whether organizations, which operate at a remove from the caring relationship, can truly be called ethical. She discusses the extent to which we may truly care for plants, animals, or ideas. Finally, she proposes a realignment of education to encourage and reward not just rationality and trained intelligence, but also enhanced sensitivity in moral matters. |
Short Title | Caring |
Item Type | Blog Post |
---|---|
Author | Maha Bali |
URL | https://blog.mahabali.me/pedagogy/critical-pedagogy/pedagogy-of-care-caring-for-teachers/ |
Date | 2021-04-10T05:43:53+00:00 |
Accessed | 2023-08-30 17:44:54 |
Language | en |
Abstract | “Committed acts of caring let all students know that the purpose of education is not to dominate, or prepare them to be dominators, but rather to create the conditions for freedom. Caring educators… |
Blog Title | Reflecting Allowed |
Item Type | Journal Article |
---|---|
Author | Orna Farrell |
Author | James Brunton |
Author | Caitriona Ni She |
Author | Eamon Costello |
URL | https://oer.pressbooks.pub/openteach/chapter/the-pedagogy-of-care/ |
Date | 2021-06-22 |
Extra | Book Title: #Openteach: professional development for open online educators |
Accessed | 2023-08-30 17:43:34 |
Library Catalog | oer.pressbooks.pub |
Language | en |
Item Type | Journal Article |
---|---|
Author | Jason J. Teven |
Author | James C. McCroskey |
URL | https://doi.org/10.1080/03634529709379069 |
Volume | 46 |
Issue | 1 |
Pages | 1-9 |
Publication | Communication Education |
ISSN | 0363-4523 |
Date | 1997-01-01 |
Extra | Publisher: Routledge _eprint: https://doi.org/10.1080/03634529709379069 |
DOI | 10.1080/03634529709379069 |
Accessed | 2023-08-29 16:17:57 |
Library Catalog | Taylor and Francis+NEJM |
Abstract | The research reported relates to the construct of “perceived caring” in the instructional context which is believed to be related to the classical construct of “good will” in Aristotelian rhetorical theory as well as to more contemporary social scientific views of “intent toward receiver” in conceptualizations of source credibility. Student perceptions of caring on the part of their teachers were found to be substantially associated with the students' evaluation of their teachers, their affective learning, and their perceptions of their cognitive learning. Research is called for which helps to identify the specific teacher behaviors which communicate caring to students. |
Item Type | Journal Article |
---|---|
Author | Shiri Lavy |
Author | Eman Naama-Ghanayim |
URL | https://www.sciencedirect.com/science/article/pii/S0742051X19302550 |
Volume | 91 |
Pages | 103046 |
Publication | Teaching and Teacher Education |
ISSN | 0742-051X |
Date | 2020-05-01 |
Journal Abbr | Teaching and Teacher Education |
DOI | 10.1016/j.tate.2020.103046 |
Accessed | 2023-08-29 15:54:17 |
Library Catalog | ScienceDirect |
Abstract | Research on teacher-student relationships shows their impact on students. However, it typically focuses on teachers’ interactions and instruction, with less attention to motivations/feelings. Specifically, almost no quantitative research has focused on teachers’ caring for students, despite its potential importance. The present multilevel study, comprising 675 students in ages 15–17 and their 33 homeroom teachers, linked students’ feelings that their teacher cares for them with their self-esteem, well-being, and school engagement and indicated that teacher-student relationships quality mediates these links. Furthermore, students’ reports on teachers’ caring were associated with teachers’ sense of meaning at work, suggesting its role in enhancing caring. |
Short Title | Why care about caring? |
Item Type | Conference Paper |
---|---|
Author | Matthew Barr |
Author | Syed Waqar Nabi |
Pages | 1-9 |
Date | 2022-10 |
Extra | ISSN: 2377-634X |
DOI | 10.1109/FIE56618.2022.9962611 |
Library Catalog | IEEE Xplore |
Conference Name | 2022 IEEE Frontiers in Education Conference (FIE) |
Abstract | Work-based degree programmes are seen as a means of addressing the reported lack of employability skills in Computing Science (CS) graduates. In the UK, work-based CS degree programmes – or apprenticeships – were established to close this skills gap. In Scotland, a national ‘meta-skills’ framework has been developed, comprising twelve employability skills (for example, ‘Adapting’, ‘Communicating’) grouped under three headings (Self management, Social intelligence, and Innovation). This paper explores how a cohort of Software Engineering apprentices (N = 30) developed these meta-skills during their time in the workplace, across the first year of their programme. Apprentices were asked to report on the meta-skills they felt they had developed most in the workplace, with reference to the published framework. The most prevalent skill said to have been developed in the workplace was ‘Communicating’, followed by ‘Focusing’ and ‘Adapting’, both of which fall under the heading of ‘Self management’. The data presented here illustrate how students developed their meta-skills while working as apprentice Software Engineers. Meanwhile, a significant emergent theme that appears to underpin the development of many of these meta-skills is confidence. This work provides evidence of how a Software Engineering apprenticeship may develop specific employability skills. It supports assumptions about the benefits of work-based learning in computing education, and suggests that apprenticeships may help address the employability skills deficit in CS graduates. |
Proceedings Title | 2022 IEEE Frontiers in Education Conference (FIE) |
Item Type | Journal Article |
---|---|
Author | Jill Webb |
Author | Caroline Chaffer |
URL | https://doi.org/10.1080/09639284.2016.1191274 |
Volume | 25 |
Issue | 4 |
Pages | 349-367 |
Publication | Accounting Education |
ISSN | 0963-9284 |
Date | 2016-07-03 |
Extra | Publisher: Routledge _eprint: https://doi.org/10.1080/09639284.2016.1191274 |
DOI | 10.1080/09639284.2016.1191274 |
Accessed | 2023-08-18 15:04:43 |
Library Catalog | Taylor and Francis+NEJM |
Abstract | Accounting educators are criticised for a focus on the development of technical skills at the expense of generic employability skills. This study considers the perspective of UK graduates training for the CIMA professional accountancy qualification and examines their perceptions of the extent to which opportunities for generic skills development are exploited in accounting degrees. The results are compared with opportunities for generic skills development in degrees from other discipline areas, formal work-based training and the training undertaken when studying for professional examinations. The results of the questionnaire-based survey suggest that there is scope for improvement in the extent to which universities exploit opportunities for the development of generic skills. However, across most skill areas trainees’ perceptions of opportunities for the development of generic skills in UK accounting degrees are comparable to those offered in other discipline areas and compare favourably to those offered in both professional training and formal work-based training. The results indicate that the development of oral communication skills, the ability to take a comprehensive and global vision of an organisation, resilience and ethical awareness could be improved. |
Short Title | The expectation performance gap in accounting education |
Item Type | Journal Article |
---|---|
Author | Stewart Falconer |
Author | Malcolm Pettigrew |
URL | https://doi.org/10.1108/01437720310464963 |
Volume | 24 |
Issue | 1 |
Pages | 48-59 |
Publication | International Journal of Manpower |
ISSN | 0143-7720 |
Date | 2003-01-01 |
Extra | Publisher: MCB UP Ltd |
DOI | 10.1108/01437720310464963 |
Accessed | 2023-08-18 15:03:48 |
Library Catalog | Emerald Insight |
Abstract | This paper examines the extent to which the softer or transferable skills that are apparently sought by firms are developed through work‐based learning. The study is a pilot study, as it is restricted to the experience of students and graduates of a single degree programme at Napier University, Edinburgh. However, the results indicate a positive contribution of work‐based learning to the development of the transferable skills of those involved in the programme. The paper concludes that these tentative positive results drawn from the pilot study need to be tested across a broader sample of students and graduates from a wide range of programmes and institutions. This would enable an effective evaluation of the role of work‐based learning in skilling the firm. |
Item Type | Journal Article |
---|---|
Author | Anita Walsh |
Author | Ben Kotzee |
URL | https://eprints.glos.ac.uk/3883/ |
Issue | 4-1 |
Pages | 36-50 |
Publication | Learning and Teaching in Higher Education |
ISSN | 1742-240X |
Date | 2010 |
Extra | Number: 4-1 Publisher: University of Gloucestershire |
Accessed | 2023-08-18 15:02:20 |
Library Catalog | eprints.glos.ac.uk |
Language | en |
Abstract | The last decade has seen a development of interest in the nature of ‘graduateness’. Starting with the (former) Higher Education Quality Council’s Graduate Skills project in the mid-1990s and culminating in the current preoccupation with transferable skills, the question has been asked what the common skills or attributes are that distinguish graduates from non-graduates. In contrast with business or government’s interest in generic graduate skills, the view of graduateness within universities is very much associated with specific disciplines and undergraduate education with enculturation into a particular academic discipline. This focus on disciplinary content has posed some challenges for the design of Foundation degrees, which are intended to be a blend of academic and workplace learning, and it also reinforces the academic/vocational divide. Recently, a number of honours degrees entitled ‘Professional Studies’ have been developed; these awards are designed to offer successful Foundation degree students a route through to honours which uses work-based learning. These awards vary in content and structure but tend to be designed on the basis that generic graduate attributes, which Barrie defines ‘… as being the skills, knowledge and abilities of university graduates, beyond disciplinary content knowledge …’ (2004, p.262), can be developed outside a conventional academic discipline. This paper examines the pedagogic principles underlying the design of one work-based learning ‘top up’ programme which leads to a BSc in Professional Studies. It explores the issues involved in drawing directly on experience in the workplace as the material for higher level learning. The programme challenges conventional pedagogic approaches which are dominant in the university, and emphasises the importance of direct action and experience to learning. The authors outline the challenges which need to be addressed in programme design when moving away from a focus on disciplinary content, and explain the importance of a focus on process in reconciling graduateness and work-based learning. |
Item Type | Journal Article |
---|---|
Author | Sara M. Fulmer |
Author | Jan C. Frijters |
URL | https://doi.org/10.1007/s10648-009-9107-x |
Volume | 21 |
Issue | 3 |
Pages | 219-246 |
Publication | Educational Psychology Review |
ISSN | 1573-336X |
Date | 2009-09-01 |
Journal Abbr | Educ Psychol Rev |
DOI | 10.1007/s10648-009-9107-x |
Accessed | 2023-08-18 14:16:30 |
Library Catalog | Springer Link |
Language | en |
Abstract | Within psychological and educational research, self-report methodology dominates the study of student motivation. The present review argues that the scope of motivation research can be expanded by incorporating a wider range of methodologies and measurement tools. Several authors have suggested that current study of motivation is overly reliant on self-report measures, warranting a move toward alternative approaches. This review critiques self-report methodology as a basis for examining alternative conceptualizations of motivation (e.g., phenomenological, neuropsychological/physiological, and behavioral) and related measurement tools. Future directions in motivational methodology are addressed, including attempts at integration or combination of these approaches and a preliminary functional framework for the development of novel, multidimensional approaches to the study of motivation. |
Item Type | Journal Article |
---|---|
Author | Reinhard Pekruna |
URL | https://eric.ed.gov/?id=EJ1260612 |
Volume | 8 |
Issue | 3 |
Pages | 185-193 |
Publication | Frontline Learning Research |
Date | 2020/00/00 |
Extra | Publisher: European Association for Research on Learning and Instruction ERIC Number: EJ1260612 |
Accessed | 2023-08-18 14:08:23 |
Library Catalog | ERIC |
Language | en |
Abstract | Self-report is required to assess mental states in nuanced ways. By implication, self-report is indispensable to capture the psychological processes driving human learning, such as learners' emotions, motivation, strategy use, and metacognition. As shown in the contributions to this special issue, self-report related to learning shows convergent and predictive validity, and there are ways to further strengthen its power. However, self-report is limited to assess conscious contents, lacks temporal resolution, and is subject to response sets and memory biases. As such, it needs to be complemented by alternative measures. Future research on self-report should consider not only closed-response quantitative measures but also alternative self-report methodologies, make use of within-person analysis, and investigate the impact of respondents' emotions on processes and outcomes of self-report assessments. |
Short Title | Commentary |
Item Type | Document |
---|---|
Author | UK Engineering Council |
URL | https://www.engc.org.uk/media/3464/ahep-fourth-edition.pdf |
Publisher | UK Engineering Council |
Date | 2020 |
Accessed | 2023-08-14 |