Selecting solutions for complex problems

The solution variable analysis tool and decision variable analysis tool have universal application to systematically evaluate and recommend solutions to clients. These tools provide a structured process for analyzing identified solutions to root causes; identifying pros and cons of proposed solutions; determining solutions that can address multiple root causes; weighing cost, quality, and timeliness of proposed solutions; and identifying solutions in a cost‐effective and timely manner.     

Precision and Craft in Whitehead's Educational Philosophy

In this paper, the intimate relationship between experience and learning in the cycle of precision is elaborated. I believe this relationship is the foundation of Whitehead's account of the pedagogical relationship, which has intrinsic value, because this understanding is valuable in itself, and is particularly valuable for me as an educator. Whitehead's view is most clearly exemplified in his account of technical education where aesthetic appreciation is its aim just as bodily feelings are its organic foundation.     

A study of cross-national collaborative research: reflecting on experience in Pakistan

This paper seeks to offer insights into the complexities involved in cross-national collaborative research. It identifies and provides an account of the various issues running through the research process, whilst at the same time derives principles upon which such work should be based. Key narratives were identified by highlighting a number of critical incidents. These narratives were related to issues of ownership, trust, and power, whilst in the course of theorising the research process itself, the metaphors of voice and crossing borders were found to be profoundly empowering and transformative. The complexities of working cross-nationally in the research group, understanding roles, clarifying professional frames and ethical values, at the same time as creating and maintaining a context for effective partnership and participation, made managing and sustaining the research process challenging.     

THE INTERPLAY BETWEEN ADOLESCENTS’ PERCEPTIONS OF TEACHER‐STUDENT RELATIONSHIPS AND THEIR ACADEMIC SELF‐REGULATION: DOES LIKING A SPECIFIC TEACHER MATTER?

Although positive teacher‐student relationships are known to aid students’ academic self‐regulation, the emotional aspects of teacher liking are often neglected within research. The present study used a large sample of seventh‐ and eighth‐grade students (N = 1,088; M_Age =  13.7) in secondary schools in Germany to investigate whether the motivation students gain from specific well‐liked teachers (i.e., that students identify) can moderate the relation between their perception of teacher‐student relationships overall and academic self‐regulation (intrinsic motivation, identified, introjected, and external regulation). By means of latent moderated structural equations, students’ motivation based on liking one specific teacher was found to moderate the association between teacher‐student relationships and intrinsic motivation. The present study makes a contribution to the existing research on teacher‐student relationships and academic self‐regulation by investigating the role of students’ motivation related to the liking of a specific teacher. Results indicate that when early adolescent students can identify a well‐liked teacher, they tend to have higher levels of academic motivation. Hence, students’ motivation based on liking a single teacher compensates for generally low‐quality teacher‐student relationships and their respective impact on students’ intrinsic motivation.