Learning from the apprentice: an account of action research practice in a university department

An action research project, managed by a graduate student, resulted in the development of an academic website as an effective internal and external communication tool. The main focus of the investigation was to uncover the tacit knowledge held by staff in the Department of Management Communication through a series of in-depth interviews, a focus group, and informal conversations to facilitate the development of a website which effectively captured this knowledge. The cyclical nature of the action research methodology provided the flexibility to ensure that issues could be addressed as they arose; although the relative unfamiliarity of staff with action research methodologies created other barriers to be overcome. The key outcome for the staff was that they became aware of the extent of the tacit knowledge and resources available in the department; they valued these, and they utilised them effectively. The research highlights the different learning outcomes experienced by the student researcher, supervisors and departmental colleagues.     

Some Notes on Gender Differences in Mathematics

This paper is a belated follow‐up to an article by Sharma & Meighan published in 1980. They suggested that pupils who studied other numerical subjects, specifically physics and technical drawing, did better in mathematics O level than pupils who studied only arts subjects with mathematics. They further suggested that sex differences in enrollments in other cognate subjects might account for sex differences in mathematics performance. However, their results were based on small samples and did not employ any control for general ability. Using data from the GIST project 1 have explored the same issues. Studying physics did seem to improve mathematics achievement, allowing for general ability, but studying technical drawing had no effect on grades in mathematics. No overall sex difference in mathematics achievement at 16 was found, but girls studying physics with mathematics achieved better than comparable boys studying the same subjects.     

Positioning ourselves in our academic lives: exploring personal/professional identities,voice and agency

ABSTRACT

This paper provides a rationale for understanding personal/professional identities to support personal/professional learning and positioning in academe and higher education. It explains the importance of women writing and speaking out the stories of their lives (everyday and academic), having their voices heard and responded to, and using embodied knowledge to question and challenge workplace systems and structures of power and sexism and invisibility. Importantly, this paper opens the space for women’s visibility, voice and agency in academic and educational life.     

Mentoring pathways program for first-year education doctor of education students: perspectives of a program redesigned for sustainability

ABSTRACT

Education doctoral (EdD) students face unique challenges to complete a doctorate as scholar-practitioners. An EdD mentoring pathways program for first year EdD students to receive support and advice from fellow colleagues and graduates of the doctoral program to successfully complete the degree at a mid-sized, midwestern university was initially implemented in the 2016–2017 academic year. In order to sustain the EdD mentoring pathways program, the program was redesigned and studied for sustainability the following year for first year EdD students (mentees). To better understand mentees’ perspectives of the mentoring pathways program, mentees participated in pre- and post-surveys, an interview, and a focus group during the 2017–2018 academic year. Themes emerged from quantitative and qualitative data and include: (a) mentees view mentors as successful role models and resources; (b) mentees used the mentoring program to connect with one another; and (c) mentees desire more access to and advice from mentors.     

Engaging,innovating and inspiring: the paradox of the mediated voice of award-winning teachers

ABSTRACT

Although there is no agreed definition of teaching excellence, ‘excellent teaching’ is an accepted notion. However, recent discussion about the recognition of quality teaching and the rise of standards frameworks has challenged the notion of teaching excellence as rewarded in teaching excellence schemes. It has raised questions about how we evaluate quality teaching and whether, and how, excellent teaching, as awarded in such schemes, differs from good teaching. Applicants for teaching awards are required to present themselves and their teaching for judgement in a prescribed genre. This article analyses two national teaching excellence award schemes which were established as comparable in geographical, temporal and socio-political terms. Erving Goffman’s theory of presentation of self is used to investigate the way in which university award winners have responded to the criteria required by the schemes. The task for the teachers is dual in that they must present themselves as excellent teachers and provide relevant evidence in a compelling presentation of self. The research approach was primarily interpretive, involving the close analysis of award winners’ texts from a period of five years. Discourse analysis was undertaken of both the criteria required for excellence and the response of applicants to the criteria in their presentation of self in the citation which accompanies the application. Adherence to the prescribed genre and skilful presentation of self are revealed as key determinants of the recognition of award-winning teachers as excellent teachers. Paradoxically, while the awards are for excellence in teaching, the mediation of the written word in skilful presentation of self is essential in order to receive an award.     

Exploring variations in teachers' work,lives and their effects on pupils: key findings and implications from a longitudinal mixed‐method study

This article outlines the research design of a large‐scale, longitudinal research study in England intended to describe and explore variations in teachers' work, lives and their effects on pupils' educational outcomes. The study, funded by the Department for Education and Skills (DfES) and incorporated into the Teaching and Learning Research Programme (TLRP) as an ‘Associate Project’, used an innovative mixed‐methods research design to create case studies of 300 teachers in Years 2, 6 and 9. The research was conducted over three consecutive academic years and collected a wide range of data through interviews, questionnaire surveys of teachers' and pupils' views and assessment data on pupils' attainments in English and mathematics. The text summarises the main findings from the research in relation to four interconnected themes of the study: Professional Life Phases; Professional Identity; Relative Effectiveness; and Resilience and Commitment. The influence of school context, in terms of level of social disadvantage of pupil intake, is also investigated. Key findings and their implications for policy and practice are highlighted.     

Embedding librarians in online tertiary classrooms: A new model for learner support

Embedded librarians working in online classrooms present a new avenue of learner support direct to students in the space where they learn. The development of embedded librarian practice has evolved since 2004 and is becoming commonplace in online tertiary classrooms, but what is not yet so common is theory underlying this new practice. A multiple case study of embedded librarians in online tertiary classrooms in New Zealand was conducted to identify what makes this practice effective in providing support. Six factors were identified as contributing to effectiveness: relationality, immediacy, relevancy, interactivity, parity and faculty–librarian collaboration. The Embedded Librarian Support model was derived from, and is presented as the culmination of, the findings of this research.