Making use of pedagogic models as reflective catalysts for investigating pedagogic practice

The notion of pedagogy for anyone in the teaching profession is innocuous. The term itself, is steeped in history but the details of the practice can be elusive. What does it mean for an academic to be embracing pedagogy? The problem is not limited to academics; most teachers baulk at the introduction of a pedagogic agenda and resist attempts to have them reflect on their classroom teaching practice, where ever that classroom might be constituted. This paper explores the application of a pedagogic model (Education Queensland, 2001) which was developed in the context of primary and secondary teaching and was part of a schooling agenda to improve pedagogy. As a teacher educator I introduced the model to classroom teachers (Hill, 2002) using an Appreciative Inquiry (Cooperrider and Srivastva 1987) model and at the same time applied the model to my own pedagogy as an academic. Despite being instigated as a model for classroom teachers, I found through my own practitioner investigation that the model was useful for exploring my own pedagogy as a university academic (Hill, 2007, 2008). Cooperrider, D.L. and Srivastva, S. (1987) Appreciative inquiry in organisational life, in Passmore, W. and Woodman, R. (Eds) Research in Organisational Changes and Development (Vol 1) Greenwich, CT: JAI Press. Pp 129-69 Education Queensland (2001) School Reform Longitudinal Study (QSRLS), Brisbane, Queensland Government. Hill, G. (2002, December ) Reflecting on professional practice with a cracked mirror: Productive Pedagogy experiences. Australian Association for Research in Education Conference. Brisbane, Australia. Hill, G. (2007) Making the assessment criteria explicit through writing feedback: A pedagogical approach to developing academic writing. International Journal of Pedagogies and Learning 3(1), 59-66. Hill, G. (2008) Supervising Practice Based Research. Studies in Learning, Evaluation, Innovation and Development, 5(4), 78-87

Graduate research capabilities : a new agenda for research supervisors

There has been a conversation about university graduate employability within the Higher Education literature for some time (Cryer, 1997; Barrie, 2004, 2006, 2007; Murray, 2000; McAlpine, 2005). Within this, and often under the banner of questioning the relevance of the PhD (Murray, 2000), there have been discussions about the employability of research postgraduates. Both the broad discussion of graduate employment and the specific discussion of research degree graduate employment have produced an agenda of graduate research capabilities. Traditionally, assisting research higher degree (RHD) students with their career development has not been an articulated part of the research supervision process. However, the graduate research capabilities agenda has added a new element to the practices of research supervision, in that it brings with it a mandate for research graduates to be aware of the range of capabilities they have acquired through their research degree candidature and how these apply in the workforce. Additionally, there is an emphasis on preparing students for varied career paths rather than a traditional academic route (e.g., in industry or government). Supervisors have a vital role to play in assisting students with these important career development tasks. In this practice application brief we report on a strategy recently used at Queensland University of Technology (QUT) to assist supervisors understand their role in a student’s career development.

From evidence to action: a shared leadership approach

This paper proposes an organisational effectiveness model that applies the theoretical frameworks of shared leadership, appreciative inquiry, and knowledge creation. Similar to many libraries worldwide, Auraria Library technical services department struggled to establish efficient and effective workflow for electronic resources management. The library purchased an Electronic Resource Management System, as the literature suggests; however, this technology-enabled system did not resolve workflow issues. The Auraria Library case study demonstrates that a technical services division can successfully reorganize personnel, reassign responsibilities, and measure outcomes within an evidencebased shared leadership culture, which invites and enables participants to identify problems and create solutions amidst a dynamically changing electronic resources environment.

Distributing leadership and cultivating dialogue with collaborative EBIP

The purpose of this paper is to demonstrate the efficacy of collaborative evidence based information practice (EBIP) as an organizational effectiveness model. Shared leadership, appreciative inquiry and knowledge creation theoretical frameworks provide the foundation for change toward the implementation of a collaborative EBIP workplace model. Collaborative EBIP reiterates the importance of gathering the best available evidence, but it differs by shifting decision-making authority from "library or employer centric" to "user or employee centric". University of Colorado Denver Auraria Library Technical Services department created a collaborative EBIP environment by flattening workplace hierarchies, distributing problem solving and encouraging reflective dialogue. By doing so, participants are empowered to identify problems, create solutions, and become valued and respected leaders and followers. In an environment where library budgets are in jeopardy, recruitment opportunities are limited and the workplace is in constant flux, the Auraria Library case study offers an approach that maximizes the capability of the current workforce and promotes agile responsiveness to industry and organizational challenges. Collaborative EBIP is an organizational model demonstrating a process focusing first on the individual and moving to the collective to develop a responsive and high performing business unit, and in turn, organization.

Good Practice in Achieving Best Evidence Interview with Child Witnesses in Northern Ireland – Criminal Justice Perspectives

This report outlines the findings from a research project examining what works well in investigative interviews (ABE interviews) with child witnesses in Northern Ireland. The project was developed in collaboration with key stakeholders and was joint funded by the Department of Justice NI, NSPCC, SBNI and PSNI. While there is substantial a research literature examining the practice of forensic interview both internationally and within the UK there has been little in the way of exploration of this issue in Northern Ireland. Equally, the existing literature has tended to focus on a ‘deficit’ approach, identifying areas of poor practice with limited recognition of the practical difficulties interview practitioners face or what works well for them in practice. This study aimed to address these gaps by adopting an ‘appreciative inquiry’ approach to explore stakeholder perspectives on what is working well within ABE current practice and identify what can be built on to deliver optimal practice.

The compassion gap in UK universities

Context: This critical reflection is set in the context of increasing marketisation in UK higher education, where students are seen as consumers, rather than learners with power. The paper explores the dark side of academic work and the compassion gap in universities, in order to make recommendations for practice development in higher education and the human services. Aims: The paper aims to show how reflexive dialogue can be used to enable the development of compassionate academic practice. Conclusions and Implications for Practice: Toxic environments and organisational cultures in higher education have compounded the crisis in compassionate care in the NHS. Implications for practice are: • Narrative approaches and critical appreciative inquiry are useful methods with which to reveal, and rectify, failures of compassion; • Courageous conversations are required to challenge dysfunctional organisational systems and processes; • Leadership development programmes should include the application of skills of compassion in organisational settings.

Moving from values inaction to values-in-action : an exploration of how values can be managed intentionally by national sports organizations

The study examined the intentional use of National Sport Organizations' (NSOs) stated values. Positive Organizational Scholarship (POS) was applied to an Appreciative Inquiry (AI) approach of interviewing NSO senior leaders. One intention of this research was to foster a connection between academia and practitioners, and in so doing highlight the gap between values inaction and values-in-action. Data were collected from nine NSOs through multiple-case studies analysis of interview transcripts, websites, and constitutional statements. Results indicated that while the NSOs operated from a Management by Objectives (MBO) approach they were interested in exploring how Management by Values (MBV) might improve their organization's performance. Eleven themes from the case studies analysis contributed to the development of a framework. The 4-1 framework described how an NSO can progress through different stages by becoming more intentional in how they use their values. Another finding included deepening our understanding of how values are experienced within the NSO and then transferred across the entire sport. Participants also spoke about the tension that arises among their NSO' s values as well as the dominant values held by funding agents. This clash of values needs to be addressed before the tension escalates. Finally, participants expressed a desire to learn more about how values can be used more intentionally to further their organization's purpose. As such, strategies for intentionally leveraging values are also suggested. Further research should explore how helpful the 4-1 framework can be to NSOs leaders who are in the process of identifying or renewing their organization's values.

Riffing on a Theme: Faculty Experiences With Service-Learning in a Food Security Research Network in Ontario

While service-learning is often said to be beneficial for all those involved—students, community members, higher education institutions, and faculty members—there are relatively few studies of the attraction to, and effect of, service-learning on faculty members. Existing studies have tended to use a survey design, and to be based in the United States. There is a lack of information on faculty experiences with service-learning in Ontario or Canada. This qualitative case study of faculty experiences with service-learning was framed through an Appreciative Inquiry social constructionist approach. The data were drawn from interviews with 18 faculty members who belong to a Food Security Research Network (FSRN) at a university in northern Ontario, reports submitted by the network, and personal observation of a selection of network-related events. This dissertation study revealed how involvement with service-learning created opportunities for faculty learning and growth. The focus on food security and a commitment to the sustainability of local food production was found to be an ongoing attraction to service-learning and a means to engage in and integrate research and teaching on matters of personal and professional importance to these faculty members. The dissertation concludes with a discussion of the FSRN’s model and the perceived value of a themed, transdisciplinary approach to service-learning. This study highlights promising practices for involving faculty in service-learning and, in keeping with an Appreciative Inquiry approach, depicts a view of faculty work at its best.

Introducing matrix management within a children's services setting - personal reflections

This article reflects on the introduction of ‘matrix management’ arrangements for an Educational Psychology Service (EPS) within a Children’s Service Directorate of a Local Authority (LA). It seeks to demonstrate critical self-awareness, consider relevant literature with a view to bringing insights to processes and outcomes, and offers recommendations regarding the use of matrix management. The report arises from an East Midland’s LA initiative: ALICSE − Advanced Leadership in an Integrated Children’s Service Environment. Through a literature review and personal reflection, the authors consider the following: possible tensions within the development of matrix management arrangements; whether matrix management is a prerequisite within complex organizational systems; and whether competing professional cultures may contribute barriers to creating complementary and collegiate working. The authors briefly consider some research paradigms, notably ethnographic approaches, soft systems methodology, activity theory and appreciative inquiry. These provide an analytic framework for the project and inform this iterative process of collaborative inquiry. Whilst these models help illuminate otherwise hidden processes, none have been implemented following full research methodologies, reflecting the messy reality of local authority working within dynamic organizational structures and shrinking budgets. Nevertheless, this article offers an honest reflection of organizational change within a children’s services environment.

A investigação apreciativa como metodologia participativa e as suas possíveis interfaces com comunicação organizacional: um estudo de caso na Nutrimental

This work aims to present Appreciative Inquiry as a participative methodology and seeks to establish possible relationships with organizational communication. For this, we make a literature review about topics such as participation, participative planning, appreciative inquiry, it's basic concepts, it's methodology and possibilities. It also presents the fundamental concepts of communication and organizational culture and public relations, searching to highlight the perceived interfaces through the interrelation of concepts, the main references, authors such as Demo (1999), Gandin (1994) Brose (2010), Cooperrider and Whitney (2006), Varona (2004), Bordenave (1999), Kunsch (2002) and Marchiori (2013). In order to verify the applicability of this methodology, this paper also develops a qualitative study, using the technique of indepth research with the first Brazilian organization using Appreciative Inquiry: Nutrimental, a food company. The results of the application of AI in the organization are presented and then seeks to make the possible connections with the concepts of communication and organizational culture

Exploring Interprofessional Education: Through the values of the students and the eyes of exemplary faculty

Thesis (Ph.D.)--University of Washington, 2016-06

Down Syndrome Across the Life Span

Beyond the myths: representing people with Down syndrome / Jan Gothard -- Learning in young children with Down syndrome: public perceptions, empirical evidence / Jennifer G. Wishart -- Self-regulation in children and young people with Down syndrome / Sheila Glenn and Cliff Cunningham -- What matters most? A reflection on a quarter century of early childhood intervention / Robin Treloar and Susan Cairns -- Making inclusion work: improving educational outcomes for students with Down syndrome in the regular classroom / Loretta R. Giorcelli -- Cognitive development and education: perspectives on Down syndrome from a twenty-year research programme / Susan Buckley and Gillian Bird -- Broadening approaches to literacy education for young adults with Down syndrome / Christina E. van Kraayenoord ... [et al.] -- Numeracy and money management skills in young adults with Down syndrome / Sandra Bochner ... [et al.] -- Life styles of adults with Down syndrome living at home / Anne Jobling and Monica Cuskelly -- Some studies involving individuals with Down syndrome and their relevance to a quality of life model / Verity Bottroff ... [et al.] -- From autonomy to work placement / Anna Contardi -- An appreciative inquiry about adults with Down syndrome / Susanne Muirhead -- Multiple perspectives of family life / Monica Cuskelly ... [et al.] -- Verbal-motor behaviour in persons with Down syndrome / Brian K.V. Maraj ... [et al.].

Exploring How Well UK Coach Education Meets the Needs of Women Sports Coaches

Inclusive and equitable processes are important to the development of sports coaching. The aim of this study was to explore how well UK coach education meets the needs of women sports coaches in order to make recommendations to further enhance the engagement of, and support for, aspiring and existing women coaches. The national governing bodies (NGBs) of four sports (Cycling, Equestrian, Gymnastics and Rowing) volunteered to participate and semi-structured interviews using the tenants of Appreciative Inquiry (AI) within a Self Determination Theory (SDT) framework were undertaken with 23 coaches, eight coach educators and five NGB officers. The data themed into an analytic structure derived from SDT comprising ‘Autonomy: Freedom to coach’, ‘Coaching competence’, and ‘Relatedness and belonging’. The coaches perceived potential benefit from enhanced relatedness and belonging within their sport with the findings suggesting that NGBs should embrace coach-led decision making in terms of the developmental topics which are important and should adopt the development of competence, rather than assessing technical understanding, as the foundational principle of more inclusive coach education. Future research should investigate the impact of the inclusive practices which are recommended within this investigation such as the softening of the technocratic focus of formal coach education.

Intervention for organizational innovation: a case study

This article is intended to report an intervention in a SME of the IT sector, aiming at an organizational change process towards a greater proactivity of employees. The presentation of the case includes the diagnosis, intervention, and the beginning of the implementation of innovation projects, based on an adapted model of third generation large-group organizational change methods. In addition to the steps followed, small-world analysis techniques were used, with the intention of determining the existing communication networks; also, a content analysis of collected success stories was made, in order to suggest strong points for a future organizational culture. The results clarified the desirable characteristics of an intervention method with large groups, adapted to Portuguese companies, and effective in organizational innovation project design. The analysis of the success stories helped to determine the strengths of an orientation for the future, while the use of measures of small-world networks allowed us to analyze the existing informal organization. Although this study does not include the completion of the projects, due to difficulties in the company, it can provide a solid basis for application in future interventions.