Developing and changing practice in special educational needs through critically reflective action research: a case study

The purpose of this paper is to critically evaluate the use of action research as a tool for developing critical reflection which has the potential to lead to change and development in practice in education, in particular, in the area of special educational needs (SEN) and inclusion. In order to support and illustrate the critique, a case study of a group of Dutch practising teachers and education professionals engaged in studying for a master's degree in SEN is used. The three-year programme of study followed by the group was a practice-based programme of professional development, with heavy emphasis on action research throughout. For this particular group action research was an entirely new concept, and indeed many of them expressed considerable scepticism about its validity as an approach to research, or for that matter, professional development, at the beginning of the programme. The whole group were working in areas associated with SEN where the need to change practice was an urgent imperative, due to changes in education policy and the rapid move towards inclusion in The Netherlands. Having been responsible for the development and teaching of the programme for several years, I decided to make a case study of one cohort of students in order to carry out some more structured and detailed evaluation of the impact of the programme on practice. I also wanted to reaffirm the general impression I had gathered from continuing student evaluation and feedback, that their work, and in particular the action research they had carried out, had led to genuine development and, in some cases, fairly radical change in their professional practice.     

A Mixed Methods Content Analysis of the Research Literature in Science Education

In recent years, more and more researchers in science education have been turning to the practice of combining qualitative and quantitative methods in the same study. This approach of using mixed methods creates possibilities to study the various issues that science educators encounter in more depth. In this content analysis, I evaluated 18 studies from science education journals as they relate to the definition, design, and overall practice of using mixed methods. I scrutinized a purposeful sample, derived from 3 journals (the International Journal of Science Education, the Journal of Research in Science Teaching, and the Research in Science Education) in terms of the type of data collected, timing, priority, design, the mixing of the 2 data strands in the studies, and the justifications authors provide for using mixed methods. Furthermore, the articles were evaluated in terms of how well they met contemporary definitions for mixed methods research. The studies varied considerably in the use and understanding of mixed methods. A systematic evaluation of the employment of mixed methods methodology was used to identify the studies that best reflected contemporary definitions. A comparison to earlier content analyses of mixed methods research indicates that researchers' knowledge of mixed methods methodology may be increasing. The use of this strategy in science education research calls, however, for an improved methodology, especially concerning the practice of mixing. Suggestions are given on how to best use this approach.     

Culturally Diverse Undergraduate Researchers’ Academic Outcomes and Perceptions of Their Research Mentoring Relationships

Few studies have empirically investigated the specific factors in mentoring relationships between undergraduate researchers (mentees) and their mentors in the biological and life sciences that account for mentees’ positive academic and career outcomes. Using archival evaluation data from more than 400 mentees gathered over a multi-year period (2005–2011) from several undergraduate biology research programs at a large, Midwestern research university, we validated existing evaluation measures of the mentored research experience and the mentor–mentee relationship. We used a subset of data from mentees (77% underrepresented racial/ethnic minorities) to test a hypothesized social cognitive career theory model of associations between mentees’ academic outcomes and perceptions of their research mentoring relationships. Results from path analysis indicate that perceived mentor effectiveness indirectly predicted post-baccalaureate outcomes via research self-efficacy beliefs. Findings are discussed with implications for developing new and refining existing tools to measure this impact, programmatic interventions to increase the success of culturally diverse research mentees and future directions for research.     

Nothing about us without us! Youth-led solutions to improve high school completion rates

This Youth Participatory Action Research (YPAR) study represents a collaboration with six students from alternative education to inquire about the experiences of vulnerable youth – students in alternative education and youth who have dropped out of school. Utilizing the Enhanced Critical Incident Technique, youth researchers asked their peers what helped and hindered their retention and success in mainstream and alternative education. Youth researchers engaged in authentic participation and took part in the iterative phases of YPAR – critical reflection and social action. Their involvement empowered them to advocate for their peers by disseminating the results and recommendations to key stakeholders within the community. Youth researchers conducted semi-structured interviews with 18 participants. Overall, the findings show that relationships with staff and peers, flexibility, psychosocial and academic supports, and personal circumstances are vital in helping vulnerable students succeed in school. Engagement in YPAR provided insight into working with vulnerable youth in a manner that promotes agency and social change within educational institutions.     

汉居延置所在置喙--以居延里程简E.P.T59：582为中心

居延里程简（E.P.T59：582）中的居延置,学者认为在景泰县寺滩乡之三道埫附近或白茨水。考虑到另一处汉代遗址老婆子水地处东西大道上,路径平阔,遗址面积较大,与白茨水两者距离汉媪围古城相近,距汉次距离相同,此处才应是居延置所在。而渡乌兰津必经之白墩子盐泽,汉代应为一湖泽,可能也叫居延水。霍去病元狩二年西征“济居延”,应当是从乌兰津渡河,过居延,达到长途奔袭的目的。     

面向科研机构的知识服务支撑体系建设研究

现代科研环境正朝着数字化、网络化、虚拟化发展,科研人员的信息需求也呈现了专深化、知识化、综合性、前瞻性的特点。图书馆的价值和对科研创新的贡献正面临危机。如何应对科研环境的变化和支撑创新的压力,实现服务的转型,成为图书馆必须面对的问题。文章以中国农科院图书馆为例,提出了新形势下图书馆应加强包括机制、人才、基础设施和技术平台的知识服务支撑体系建设,并对其要素组成、构建方法和发展趋势进行了探讨。     

Quality Is Thy Name

In the current study the authors investigate victims' response to a natural disaster crisis event. Crisis communication research has often considered organizations, but neglected the voice of the victims. Similarly, most crisis research emphasizes the negative outcomes of crisis. Positive communication research and sensemaking theory provide insight into the experiences of crisis victims. Twenty-nine individuals were interviewed from one community in Western Kentucky following a massive ice storm that occurred during January 2009. The remembering emphasis of sensemaking was salient in this study. Victims remembered their overall experience through positive terms and positive interpersonal communication. Communities and organizations alike can use this research to consider how their members may respond to crises and create messages based on these results.     

Building Positive Learning Experiences through Pedagogical Research Guide Design

Abstract

Library research guides are traditionally designed in a pathfinder-style format by resource type. However, would a pedagogical-style guide, which moves students through the research process, better support the student learning experience? This study sought to answer the question: Which guide design best supports the student information literacy learning experience outside of a classroom setting? This article reports results of a usability study (n?=?22) of first-year to graduate students who interacted with either a pedagogical or pathfinder-style research guide through a simulated research assignment. Results indicate that, although there is no statistically significant performance difference between guide type, students using the pedagogical guide reported a more positive experience than those using the pathfinder guide. As a result, this led them to spend more time on, interact more with, and consult more resources on the research guide. Librarians who wish to enhance the usability of research guides may get greater student engagement by designing their guides pedagogically.     

Sign(al)s: living and learning as semiotic engagement

Cartesian mind‐body dualism, while often explicitly denied, has left a legacy of conceptions that remain highly influential in education. I argue that trends in both analytic and continental philosophy of language point towards a post‐Cartesian settlement in which the distinction between ‘signs’ and ‘signals’ is collapsed, and which thus construes all living (and learning) as semiotic engagement. I begin to explore the implications of such a view for learning theory, teaching and the curriculum, educational and social research, and broader social policy.