Learning by Collaborating: Convergent Conceptual Change

The goal of this article is to construct an integrated approach to collaboration and conceptual change. To this end, a case of conceptual change is analyzed from the point of view of conversational interaction. It is proposed that the crux of collaboration is the problem of convergence: How can two (or more) people construct shared meanings for conversations, concepts, and experiences? Collaboration is analyzed as a process that gradually can lead to convergence of meaning. The epistemological basis of the framework of analysis is a relational, situated view of meaning: Meanings are taken to be relations among situations and verbal or gestural actions. The central claim is that a process described by four primary features can account for students' incremental achievement of convergent conceptual change. The process is characterized by (a) the production of a deep-featured situation, in relation to (b) the interplay of physical metaphors, through the constructive use of (c) interactive cycles of conversational turn-taking, constrained by (d) the application of progressively higher standards of evidence for convergence.     

Collaborating with children in exploring marginalisation: an approach to inclusive education

This article focuses on the importance of engaging with children's voices in school settings in order to understand and deal with marginalisation. Engaging with the views of children and young people is an essential part of the process of developing inclusion. It can be viewed as an approach to inclusive education, which predominantly places emphasis on the views of the learners rather than on other organisational aspects within a school context. The study reported here is from a collaborative piece of research in one primary school classroom where practitioners, children and the researcher worked together in order to identify areas of concern within the particular context, in order to address marginalisation. The benefits, as well as the complexities of engaging in such processes are discussed. Furthermore, the study has led to the development of a framework for promoting inclusion that is presented here. The framework can be used to guide a systematic way of collecting evidence that will facilitate the process of understanding and dealing with marginalisation, and promoting inclusion, that can be incorporated into the daily work of practitioners.     

Collaborating and creating on music technologies

Across all UK secondary school subject areas the proliferation of information and communication technologies (ICTs) has changed the nature of learning. Music education now includes the use of digital tools, such as programmable keyboards and computers, as key learning and music making instruments. Despite such usage there is relatively little understanding of the kinds of musical experiences and interactions such instruments might support. This research note discusses the outcomes of a series of studies that explored the processes employed by 42 young people (30 dyads, 12 triads; 11–17 years) when using a pre-recorded sample software package called eJay (http://www.ejay–uk.com). The results provide an overview of the kinds of collaborative creative thinking process the young people engaged in, and how important the processes of discovery and exploration were to their shared discussions. This research note briefly examines the importance of understanding open-ended tasks and computer supported collaborative creativity for learning.     

Overcoming Obstacles: Approaches to Dealing with Problem Pupils

Hayley Martin, Teacher of Physical Education at Beacon Community College, Crowborough, and Sid Hayes, Senior Lecturer in Physical Education, Faculty of Education, Sports and Leisure, University of Brighton, consider the effects of feedback to pupils, and identify successful strategies for dealing with problem behaviour.     

Coopetition in education: Collaborating in a competitive environment

While educational theory has often seen collaboration and competition as incompatible, there is increasing evidence that collaboration persists in educational markets characterized by competition. In this paper, we use the theoretical lens of ‘coopetition’, a relationship between organizations involving competition in some segments and cooperation in others, to study this phenomenon and look at the applicability of this concept to education. A case study approach was used to study collaboration and competition in a network of eleven 6th-form colleges, which teach 16–18-year-old students in England. Semi-structured interviews were undertaken with managers in each college. Documentary evidence was collected such as websites, brochures, and publicity materials. Results show that the collaborative network was perceived positively. The concept of coopetition was clearly applicable to this network, with collaboration and competition equally informing college strategies and policies, and many aspects of coopetition theory applying to the network. However, challenges to future collaboration were identified.     

Undergraduate Research Mentoring: Obstacles and Opportunities

Researchers and policy-makers in higher education increasingly espouse the view that undergraduate students should have the opportunity to learn about scholarship and research in the context of faculty-mentored research experiences. There is mounting consensus that mentored undergraduate research should be standard pedagogical practice in all undergraduate disciplines. Although high-impact, mentored undergraduate research, scholarship, and creative work (URSCW) requires significant resources, with faculty time and energy foremost among them. This article addresses the current gap between aspiration and effective execution of well-mentored URSCW, including the most prevalent obstacles (e.g. institutional, departmental, individual) to undergraduate mentoring. This article is written for academic leaders and institutional officers. It concludes with several specific recommendations for increasing the frequency of mentored URSCW experiences for undergraduates.     

Collaborating in historical ethnography: researching critical events in education

From time to time, critical events in education bring radical change and development for pupils and teachers. In this paper, I discuss my research on such events. Basically, the exercise was one of “historical ethnography,” using a range of qualitative techniques on events in the recent past. The work was collaborative; teachers, pupils, and other critical agents worked with the researcher to reconstruct and analyse the event. Evaluation focused on expressive outcomes, using a large measure of teacher and pupil articulations. Respondent validation was important within the context of other tests of validity. One of these tests is the ability of the research to strengthen the participants in their work and to influence other practitioners — in other words, for the research to share in the criticality of the event.     

Self-paced learning with video for undergraduates: a multimedia Keller Plan

The Keller Plan for self-paced learning has been shown to be effective in enhancing learning, especially in basic science and mathematics, but it is little used nowadays. The author reports on its use with extensive electronic backup (25 half-hour videotapes, an interactive videodisc and computer delivered tutorials). He found that in this way improved examination marks can still be obtained while the amount of tutorial support can be reduced to an economic level.     

A view from the inside: Collaborating with students to flip the classroom in real time

This article details decisions made to flip a small, public administration graduate-level course in real time. Interweaving student feedback with instructor notes and reflections gives a unique, personal look into a scenario-based course that changed weekly. We detail this dynamism, highlighting successes and failures in flipping the classroom. Students were positively able to apply administrative theories in real time but struggled to maintain relevance and connection to the readings. The narrative details how we all collaborated on an innovative pedagogical practice to apply public sector theories in real time.     

Provoking Points of Convergence: Museum and University Collaborating and Co‐evolving

This article outlines art education courses undertaken in museum and gallery contexts as a component of the Certificate Programme in Visual and Material Culture within the University of British Columbia's Department of Curriculum Studies. With the creation of this programme and through the forging of relationships with area museums, unique ways have evolved for graduate students from diverse areas of education and art teacher education candidates to interact with works of art, museum professionals, artists, and the museum space itself. The purpose of these courses is to use museum and gallery settings as sites to test ideas, critique educational programmes, and advance new approaches for teachers to use museums in more creative and integrated ways in their teaching while expanding theoretical knowledge and interpretive repertoires. Through participating in this collaborative venture we have learned that when you invite teachers into museums, make efforts to increase their comfort within these spaces, while recognising what interpretive insights they offer as active participants in museum discourses, points of convergence between teachers, universities, and museums are formed.     

Collaborating with colleagues for the sake of academic and professional development in higher education

Abstract

This research examines how faculty members in higher education collaborate with colleagues, their collaborative professional work, the nature of these collaborations, and the benefits they get from it. Research findings show that collaborations are perceived as one of the important components of academic and professional development. The findings indicate issues about the characteristics and nature of collaborations as well as about colleagues with whom faculty members prefer to collaborate, the ways in which they collaborate, the advantages of collaborations, and the important role that academic leaders and institutions play in encouraging collaborations.     

Collaborating with front-line teachers to incorporate self-regulated learning in Chinese language classes

This study aimed to initially explore the possibility of helping front-line teachers to integrate the principles of self-regulated learning (SRL) into Chinese reading instruction in a 1-year collaborative project. A total of 197 Secondary 3 students and 6 Chinese language teachers from a secondary school in Hong Kong participated in the study. The findings of quantitative and qualitative data in this study generally support the feasibility of incorporating the elements of SRL in Chinese reading instruction. Students improved their comprehension performance, intrinsic motivation, strategic knowledge, and strategy use after this learning experience. Teachers also expressed positive attitudes towards the new instruction and made constructive changes on the instructional materials and activities. However, the study found teachers' traditional beliefs might affect theimplementation of SRL instruction. The implications of these findings for understanding Chinese students' capacity for SRL and planning effective reading instruction to enhance their SRL abilities are discussed.     

Overcoming Barriers: School Principals and SROs Collaborating to Create a Safe School Environment

Relationships between school administrators and School Resource Officers (SROs) are particularly important with the current emphasis on school safety. The majority of research in this area focuses on the effectiveness of SRO programs; however, there is a dearth of research involving the relationship between school administration and SROs. Understanding the need to overcome some of the existing barriers such as cultural and mission differences between the two organizations should enhance the possibility of creating an effective partnership. Focusing on the essential aspects of the interagency relationships in the context of school emergency readiness should allow this important partnership to be successfully implemented. This examination of the interagency relationship is important in navigating the barriers that exist in this dynamic relationship.     

Compromise in Collaborating With Families: Perspectives of Beginning Special Education Teachers

This qualitative study evaluated the belief systems and professional practice of program graduates of an early childhood special education teacher preparation program regarding collaboration with families of children with disabilities. Eleven graduates were interviewed over the course of a school year to identify perceived challenges to their implementation of family-centered practices on the job. Results revealed that (a) underpreparation, (b) attitudinal barriers, (c) workload issues, and (d) language and cultural differences inhibited teachers' collaboration with families of children with disabilities. Implications concerning the role and challenges of teacher preparation and the importance of job design for early childhood teachers are addressed.