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The use of the constructivist paradigm to undertake so called 'fourth generation evaluation' (FGE) has been promoted by its initial proponents (Guba and Lincoln) since the late 1980s. Despite this its use is still rarely favoured over the conventional positivist scientific approach. This paper explores the applicability of some of the main principles of FGE in relation to an evaluation undertaken by the authors. [ABSTRACT FROM AUTHOR]

The aim of this paper is to discuss the practice of Islamically informed liberatory pedagogical practice within a MIHEUK, through a 'self-reflective' dialogue. As the former course leader for Education Studies at the Markfield Institute of Higher Education, the paper examines the derived reflections and experience of the author teaching the BA degree program in Islamic studies with Education and the MA Post-Graduate Degree program in Islamic Education (2019–2022). In contributing to the discussion, the paper adopts a critically reflective interpretivist–hermeneutical methodology, whereby Fazlur Rahman's double hermeneutical model is utilised to contextualise core educational principles from the Islamic weltanschauung (1982). The paper cites an example exercise study utilised to analyse the adoption of Islamically informed liberatory pedagogical practices. The findings from this exercise reveal that the students' general ability to critically reflect upon the Islamic educational tradition reflect the influence of the teacher. However, the increased ability of the students to act independently and think critically to challenge the limits to their own potential or understanding of the sources dictating their religiosities and subjectivities is from a place of authenticity, thereby demonstrating the transformative nature of self-realisation as conscientization (critical consciousness) and its realisation of latent potentialities. [ABSTRACT FROM AUTHOR]

This article describes a curriculum innovation conceptualised in the March/April 2020 COVID-19 lockdown and implemented over six months (April to September 2020). Written from a position of hindsight, the article responds to the question: how can the geography of the COVID-19 pandemic enable teachers' geographical thinking? More specifically, it addresses the need for practical 'how to' examples of responsive geography education curriculum-making processes and active learning pedagogical approaches employed in teacher education in the context of the COVID-19 pandemic. The article begins by describing how, despite the many challenges faced across education sectors, COVID-19 was able to be used as a 'teachable moment' in the geography module of the Understanding the Social and Physical World course-- offered in the BEd (Foundation Phase Teaching) qualification at a South African university. The article describes the curriculum design and conceptual framing. It reveals how the constructivist, learner-centred epistemology used was employed to elicit, build on, and expand the student's knowledge of the pandemic from a geographical perspective. Written from a position of hindsight, this article critically reflects on how I used COVID-19 content to conceptualise and implement an enquirybased curriculum responsive to the context in which we found ourselves while maintaining disciplinary integrity. In showcasing examples of how this was achieved, the paper offers insights into the lessons learned, which may stimulate curriculum innovation and pedagogical responsiveness in other geography teacher education programmes. [ABSTRACT FROM AUTHOR]

Contribution: This paper presents a model for educational robotics tools and a corresponding set of heuristics for their development and evaluation specifically adapted to the needs and expectations in formal education settings. Background: The increased use of educational robots in classrooms, and the steadily growing number of alternatives from which to choose, bring the requirement for appropriate methods to develop and evaluate these tools. Yet the current body of literature does not provide comprehensive frameworks that allow this question to be adequately addressed. Although previous research has studied the use of educational robotics in classrooms, there is still a lack of methods to support their development and evaluation. Intended Outcomes: An evaluation framework to support researchers, engineers, educators, and decision makers in taking informed decisions about educational robotics systems. Application Design: This paper proposes to consider activities involving educational robotics tools as a kind of “educational augmented tabletop game.” Within this framework, a set of fourteen heuristics was devised, based on literature on games and learning tools. The validity of these heuristics was examined with a heterogenous group of twelve school teachers, who tested five different educational robotics systems. Findings: The participating teachers had a high level of approval for the heuristics devised. A heuristic evaluation based on the framework proposed here appeared to more appropriately reflecting the teachers’ needs than did conventional methods, namely the isolated comparison of system characteristics. [ABSTRACT FROM AUTHOR]

This article presents research that explored the ways that systemic and family therapists might approach the support of families living with dementia. A constructivist grounded theory methodology was used to interpret interviews with four systemic family therapists working in the United Kingdom. All participants had professional and/or lived experience of dementia. Transcript analysis and theoretical sampling led to the development of five categories, each related to different aspects of considering systemic therapy in a dementia context. These categories were further developed into a 'systemically informed dementia orienteering' conceptual framework, which is presented in this paper as a learning resource. Findings are related to existing literature, and recommendations for future research are made. [ABSTRACT FROM AUTHOR]

Education systems aim to enable students not just to acquire knowledge but also to become capable, confident and enthusiastic learners. At school, students who have positive approaches to learning, in terms of both attitudes and behaviors, tend to enjoy good learning outcomes. Beyond school, children and adults who have developed the ability and motivation to learn on their own initiative are wellplaced to become lifelong learners. Thus, an overall assessment of the outcomes of schooling needs to consider not only students' knowledge and understanding but also their approaches to learning. This paper explains how learning study incorporates in its design and implementation the principles for a high quality of learning proposed by an Organization for Economic Co-operation and Development (OECD). The OECD Programme for International Student Assessment (PISA) provides a unique opportunity to look at how students approach learning, alongside how well they perform in key subject areas project entitled Innovative Learning Environments (ILE), and analyzes the critical conditions that supported its development in school organizations and the education system. It also describes how learning study could integrate the factors for building innovative learning environments and put them into practice in schools and in a professional learning network in the education system. The Programme for International Student Assessment (PISA 2000) aims to measure such wider outcomes of schooling, at the same time as assessing student performance in terms of reading, mathematical and scientific literacy. In this studies examine an approach to learning, especially in Mathematics among higher secondary school students plays a very important role in building Constructivist learning Ability which helps to achieve in Academic Achievement. For this purpose, A sample of Eleventh standard students ware selected out of which there have been 300 girls and 300 boys belonging to the schools in Chennai. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to demonstrate the linkage of case-based instruction with the enhancement of self-regulated learning of employees. Specific objectives are to review and describe: some characteristics of adult learning, features and functions of self-regulated learning (SRL) and the instructional approach, case-based learning (CBL), followed by a synthesis of the information in the form of a detailed, CBL approach for practitioner use. Design/methodology/approach: The approach used in this work is represented in the following phases. First, conduct a literature review of each of these areas: characteristics of adult learners, details of SRL and its components, accompanied by the expression of linkages among the concepts and CBL. This includes exploration of metacognition, as it relates to the self-regulation of learning. Also reviewed was CBL, including theory background. Literature reviews were aided by databases: Education Research Complete, Psych Info and ScienceDirect. The second substantive phase was to synthesize the information obtained in the reviews and analysis and create a detailed design presentation for using CBL with trainees. Findings: The findings of the analysis and synthesis of information enable the expression of a complete, detailed approach to the application of CBL for practitioner use. A review of practices in CBL augmented with examination of important theories of situated cognition and constructivism assist in building a rationale as to how case-based instruction may improve individual and team/group self-regulation of learning. Practical implications: Presented in the paper is a complete model of case-based instruction for practitioner use and refinement. Originality/value: Case-based instruction has not been directly linked to the self-regulation of learning. This paper makes a contribution to the literature of CBL as well as to situational cognition. [ABSTRACT FROM AUTHOR]

Purpose – This paper outlines a teaching and learning collaboration between information literacy (IL) professionals and a social work academic at The University of Auckland. The collaboration was developed for the purpose of introducing evidence-based practice (EBP) and related IL skills to a third-year social work cohort preparing for their first practicum. Embedding the research–practice connection in the minds of students at this level of study is essential, as using evidence in practice is considered to be a fundamental professional objective. Despite this perspective, it is not uncommon for research to be viewed as an ancillary, if not discretionary skill in social work, with the research–practice gap well recognised in the social work literature. EBP offers students a clearly defined, systematic research framework imminently suited to the novice learner which emphasises the importance of research for practice. Research skills, in particular IL and the ability to find, evaluate and apply information, are essential to the development of effective EBP. Apart from the practical skills of being able to find evidence, critical thinking and reflective skills are key skills also inherent to IL processes and practice, and mastery of the evidence-based approach is impossible without mastery of these key IL competencies. Taking a solution-focused frame, theoretically underpinned by a constructivist teaching philosophy, we detail specific EBP and IL teaching practices, challenges and the remedies applied. The paper concludes with key lessons learned and future directions for teaching EBP and IL skills to social work students at The University of Auckland. Design/methodology/approach – A solution-focused frame is theoretically underpinned by a constructivist teaching philosophy. Findings – This paper offers insights derived from seven years of teaching EBP and IL skills to social work students and investigates specific teaching challenges and details the remedies applied. Research limitations/implications – As a case study, this article deals with one instance of EBP and IL teaching. Focusing specifically on EBP in the social sciences, this may not be relevant for other disciplines. Practical implications – This paper offers insights into methods for merging EBP and IL skills teaching in the social sciences, providing practical examples of activities which can be used in teaching, underpinned by relevant theory. Social implications – To be effective practitioners, social workers must understand the importance of research to practice, in particular how this can improve their professional knowledge and practice. Forging the research–practice connection aids the development of competent practitioners and enhances the well-being of social work clients. Originality/value – The authors outline constructivist–connectivist learning activities that can be used to advance students’ IL skills, develop research capacity and enhance the importance of the research-practice connection in social work practice. While much research has been done on EBP and IL connections in the medical and nursing literature, there is limited literature discussing EBP and IL integration in social work. [ABSTRACT FROM AUTHOR]

University teachers are faced with a problem of ‘knowing’ their learners when teaching on a Massive Open Online Course (MOOC). This paper explores and analyses what the University of Edinburgh has come to know about its recent MOOC participants, highlighting one particular course. We draw attention to barriers and enablers from co-existent understandings and expectations of course design, and from an abundance of highly qualified participants. We compare characteristics of participants who report a positive experience with those who do not. Mixed messages about teacher presence may have implications that go beyond MOOCs. We contemplate whether the participant group should be seen as a single massive multivocal entity. The paper concludes with a discussion of the potential opportunity for MOOCs to challenge standardization, homogenization and commodification of education. Shifting attention from the achievements of an individual to what can be done with a multitude, MOOCs may open up new educational arenas. [ABSTRACT FROM PUBLISHER]

This paper implements a constructivist approach from the discipline of International Relations (IR) to investigate the interplay between international politics and cyberspace, and explains why the Taiwanese government has been relatively slow to exploit cyber warfare for national-defense purposes prior to 2016. While this paper acknowledges the technology determinist's argument that new technology can set the direction of politics, developments in Taiwan have brought to our attention a different perspective, which is that politics can still shape the future direction and use of technology. This analysis enables us to understand, through the case of Taiwan, how politics trumps both technical decisions and the overall direction of technology. Looking closely at the case of Taiwan's cybersecurity contributes to the broader IR literature concerning the effects of norms and identities, and extends policy analysis to the domain of cyberspace. It establishes a dialogue between the IR literature and Cybersecurity Studies, and reduces the knowledge gap in understanding Taiwan's security policy. [ABSTRACT FROM AUTHOR]

The classical view of emotions posits that there are a few "basic emotions" that have specific fingerprints (neural circuitry, facial expressions, etc) and that they are either triggered directly by stimuli in the environment or by automatic appraisals of the stimuli. However, there is a growing body of research in support of the constructivist theory of emotion. This theory suggests that emotions traditionally labeled as anger, fear, happiness, disgust, and sadness are based on basic psychological processes (perceptual, attentional, and mnemonic systems) that combine in various ways to produce emotional and affective states, while these psychological "ingredients" may not themselves be specific to emotion. The purpose of this paper is to review the constructivist theory and some practical implications for child-rearing, education, autism interventions, and psychotherapy. [ABSTRACT FROM AUTHOR]

This paper presents a discussion of the differences in using participant observation as a data collection method by comparing the classic grounded theory methodology of Barney Glaser with the constructivist grounded theory methodology by Kathy Charmaz. Participant observations allow nursing researchers to experience activities and interactions directly in situ. However, using participant observations as a data collection method can be done in many ways, depending on the chosen grounded theory methodology, and may produce different results. This discussion shows that how the differences between using participant observations in classic and constructivist grounded theory can be considerable and that grounded theory researchers should adhere to the method descriptions of performing participant observations according to the selected grounded theory methodology to enhance the quality of research. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to share a personal perspective on the 2011 Academy of Management meeting held in San Antonio, Texas. It explores the author's experience of the conference theme of "West meets East: Enlightening, Balancing and Transcending" as well as providing a doctoral student's overall reflections of a major conference. Design/methodology/approach – The paper uses a constructivist perspective in order to reflect upon conference experiences. Observations and the gathering of conference materials helped inform the approach. Findings – This paper argued that the Academy of Management Annual meeting is likely to have a lasting impact on the author. The author was inspired to continue to discover how to become an engaged scholar and practitioner, as well as broadening her understanding of East-West management practices and cultures. Originality/value – This paper has value as it presents a personal perspective of a first-year doctoral student attending her first large, international conference. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to demonstrate the linkage of case-based instruction with the enhancement of self-regulated learning of employees. Design/methodology/approach: The authors carried out a literature review of SRL and CBL, including reviewing the theories of situated learning and constructivism. They then provided a detailed design presentation for using CBL with trainees. Findings: The findings of the analysis enable a full, detailed approach to the application of CBL for practitioner use Originality/value: Case-based instruction has not previously been directly linked to the self-regulation of learning. [ABSTRACT FROM AUTHOR]

Active learning challenges students to learn through experience and reflection on what they have done (Frost, Levitt, and Kosslyn 2017). As this pedagogy has developed, the principles have been useful in teaching a variety of subjects. This paper discusses research from many disciplines and observations from sixteen years of working with secondary students in an active learning environment for Shakespeare education. Key observations from the active learning model include transferring responsibility to the student, encouraging student-led discussion, providing for experimentation, utilizing dual coding, reflecting real-life tasks, and coordinating space for learning. This research is shared with the hope that these foundational principles and illustrations can be applied more broadly across disciplines. [ABSTRACT FROM AUTHOR]

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Constructivist theoretical approaches are very apt for teaching multimedia design and Flash ActionScript classes. Students in these classes are co-creators of their learning outcomes. They use Cloud Computing services to collaborate, develop instructional materials, accomplish projects and evaluate outcomes. Owing to the abundance of Web 2.0 technologies, which provide the students in class and outside an any-time-any-place learning environment, Cloud Computing has proved to be an easy, cheap and reliable delivery method for pedagogy. Cloud Computing is refers to delivery of IT hosted services over the Internet. These could be Infrastructure as a Service (IaaS), Platform as a Service (PaaS), and Software as a service (SaaS) and be accessed and used through a student's web browser. Most of these applications are accessible through the ubiquitous device independent Internet. The paper demonstrates how students are stimulated and actively engaged in their own construction of knowledge, which leads to powerful learning experiences. [ABSTRACT FROM AUTHOR]

This paper reports on the approach taken in a current interdisciplinary research project that is investigating the relationship between 'learning' and 'space'. The key research question being explored is, 'How can middle school (Years 5-9) learning environments be designed and used to enable progressive constructivist pedagogies and improve student engagement in learning? The study is focussed on the co-evolution of educational practice and the design of learning environments in three case study schools situated in Victoria, Australia. Social research methods have been employed to explore the relationships between 'pedagogical practices', 'physical learning environments' and 'student engagement in learning'. New understandings attained through the study are expected to contribute to professional practice - architectural and educational - related to the design and use of middle school buildings. In a departure from the positivist approach adopted by many researchers when investigated the learning/space nexus, this study has approached the issue from an interpretivist epistemological position. Historically, researchers have often undertaken quantitative studies that link student test scores to the condition of school buildings (Fisher, 2004). In this study a qualitative approach has been adopted so that the impacts of the buildings on the socio-pedagogical cultures of middle schools can be investigated. This paper is written at the midpoint of a three year doctoral research project conducted as part of an Australian Research Council Linkage Grant entitled Smart Green Schools. The paper outlines the background to the study as well as the project's objectives, methodologies, analytical frameworks, data and methods, and data analysis techniques. In the data and methods section a brief outline of some of the issues arising from the research are presented. [ABSTRACT FROM AUTHOR]

In this paper, we develop an integrative view on the development of Niklas Luhmann's systems theory out of the constructivist perspective and the influence of the concepts of different proponents of constructivism on his theory. Additionally, the questions of whether social systems can be autopoietic, or why Niklas Luhmann is rather more well known in Europe than the US, will be addressed. [ABSTRACT FROM AUTHOR]

The aim of this paper is to provide an overview of the introduction, implementation, evolution, hybridization, and initial research into the constructivist instructional models deployed within a secondary (high) school in Australia. A concomitant aim is to relate some of the consequences of whole school pedagogical change, which have included the implementation of project- and problem-based learning, the flipped classroom, and a derivative hybridized form, referred to here as “flipped PBL.” Moreover, after a decade of using constructivist approaches, we initiated educational research to better understand some of the effects of these changes and to explore the reasons behind the successful implementation of the models. While still in its infancy, the nature of this research and some of the preliminary findings are detailed here. [ABSTRACT FROM AUTHOR]

In recent years, the discourse regarding the developing and utilization of information related digital technologies has flowed between a notion of autonomous technology and social constructivist perspectives. In higher education, digitized information technologies do not develop in isolation and similarly, the social structures in our classrooms do not develop free from technological influence - there are clear interactions occurring between them but also challenges in how they unfold and operate together. In addition to technological issues for teachers and academic developers who support their professional development, there are problems that arise during the change process from a traditional delivery mechanism, such as the lecture, to an alternative pedagogy such as a problem-based educational model. This paper addresses the need for an analysis of interactions taking place in the blending of online and face-to-face problem-based learning tutorials in the higher education classroom. A desk-based systematic literature review was conducted to gain a deeper understanding of the intersection of social learning and technological relationships of the academic staff who are engaged in professional development in higher education. The main findings of the literature review and experience of designing the blended PBL reveal that an intensive and comprehensive blended PBL staff development program can be effective in transforming teachers' beliefs about teaching and learning with technology. This can emerge from extensive reflection on practice and exposure to appropriate socio-technological models. Further findings show that the benefits of interaction in the blended PBL tutorial are achieved through online and f2f small-group work based on a clear communicative approach and collaborative learning as methods that enhance the learner's autonomy, self-esteem and intrinsic motivation to learn. [ABSTRACT FROM AUTHOR]

This paper attempts to justify the position of post-positivism as a rich paradigm for educational research, specifically pedagogical research. It aim to discuss how educational research has been dominated by constructivist or interpretivist approaches thus, ignored in the context of scientific investigations. In the context education, scientific methods such as the use of quantitative approaches are not very much emphasised and the focus is mostly on qualitative data. Therefore, it is discussed that how post-positivism could be helpful in addressing the problem of the lack of the more scientific research approach in education. The position of post-positivism and its connection to educational research has been clarified and critically discussed. The article further goes on enumerating the advantages of post-positivism in education research specifically focusing on its pluralistic and critical multiplistic aspects. For example, despite the fact that post-positivism uses various instrument to examine a phenomenon clearly and closely, it still believes that no universal truth is found and post-positivist research is only an attempt to explore a phenomenon as much as possible. Finally, the article also discusses how post-positivism is suggestive of mixed methods research and it is different from pragmatism as a paradigm. [ABSTRACT FROM AUTHOR]

Educators must conduct assessments in their learning; it determines students' weaknesses in the teaching material they follow during learning. Unfortunately, the implementation of assessment by educators was not optimal, and the weakness was that the existing assessment method was only fixated on assessing students without providing feedback on the assessment. At the same time, this feedback was essential for students in learning, which can help learners assess performances that cannot be seen and felt by themselves, as well as a tool to motivate students, notification or information, and reinforcement. Therefore, this research aimed to develop a Constructivist Feedback-Based Assessment Method for learning assessment. The method used in this research was Research and Development (R&D). After development, the Constructivist Feedback-Based Assessment Method for learning assessment will be implemented to see its effect on students' adaptive capacity, decision-making, problem-solving, and creativity skills. Independent sample t-test and linear regression analysis were used as data analysis techniques describing the impact of the assessment on those skills. The results showed that the Constructivist Feedback-Based Assessment Method has five stages: preparing the assessment material, diagnostic assessment, assessment for learning, assessment of learning, and reflection. It effectively affects students' skills, such as adaptive capacity, decision-making, problem-solving, and creativity. It can be concluded that the Constructivist Feedback-Based Assessment Method can improve students' adaptive capacity, decision-making, problem-solving, and creativity. Novelty in this research was the existence of constructivism integrated into feedback-based assessment, which the existing assessment has not highlighted the constructivist side of assessment. [ABSTRACT FROM AUTHOR]

Background Baccalaureate nursing students perceive research as unattractive, doubt the value of nursing research, and do not appreciate the link of research with practice. No studies have examined students' cognitive load during an evidence-based practice research course versus a traditional research course. Objectives To assess the effect of integrating constructivist theories and evidence-based practice on student cognitive load and learning performance in a research course. Design A true experimental study. Settings A Registered Nurse-to-Bachelor of Science in Nursing program. Participants Six classes of second-year students. Methods Students were randomly allocated to the control group (two classes) or the experimental group (two classes) using cluster randomization. The control group underwent “traditional research”; the experimental group experienced “integrating evidence-based practice into research.” Instruments for outcome assessment include the Cognitive Load Scale, cognitive test, team critique paper, and qualitative feedback on course satisfaction. The between-subjects effects were compared by Analysis of Covariance. Results The experimental group had significantly higher mental load (8.74 vs. 7.27, p < .001), mental effort (11.07 vs. 10.07, p = .009), mental efficiency (0.33 vs. − 0.31, p < .001), and research knowledge (70.61 vs. 44.92, p < .001) than the control group. The experimental group had better critique paper scores in introduction (92.80%), literature review (91.70%), and assignment requirement and writing (89.40%). Some experimental learners expressed satisfaction with learning evidence-based practice (17.78%) and critiquing a research article (7.78%). Conclusions Integrating evidence-based practice into a research course not only improved the research knowledge of baccalaureate nursing students, but also increased their mental load, mental effort, and mental efficiency. Additional studies may track learners' responses to different learning systems using the developed instrument to measure the three types of cognitive load. These findings may help educators design more effective and interesting curricula for integrating research and evidence-based practice into the studies of student nurses. [ABSTRACT FROM AUTHOR]

The scholar-practitioner leadership model as presented in this paper refers to an ideal that is delineated in a set of literature that emphasizes a unique paradigm of scholarly practice in educational administration. Specifically, this article focuses on reviewing prior and emerging theoretical perspectives as typifications, or the ideal, of the scholar-practitioner educational leader for school administration as defined in a specific regional university doctoral program. Primarily, the synthesis of these sources supporting this theoretical study focuses on the literature presented in this program and centers on, but are not limited to, Foster (1984, 1989), Capper (1998), Horn (2000, 2009), Jenlink (2001, 2006, 2010), Giroux (1992, 1994), Mullen (2003), and Starratt (2001, 2005). Synthesizing the literature, a conceptualization of the scholar-practitioner develops as a school leader who embodies an ability to face the continuously emerging concerns that are the norm in current educational settings. The conclusion is that aspiring to the ideal of the scholar-practitioner will supply school administrators with the theoretical knowledge and practical skills that the 21st century will demand. [ABSTRACT FROM AUTHOR]

The Canadian government has succeeded to maintain its political stability by implementing middle-ways approach to face the separatism movement. Parti Quebecois has been the biggest promoter of Quebec sovereign movement. This political party has held referendums to be independent from the central government and managed to gain public attention. This paper aimed to figure out how the series of Quebec sovereign movements affected Canadian domestic politics. It used constructivist approach to explain why the Quebec struggle for independent and how its strategies influence the Canadian domestic structure. The data obtained from library research. This paper examines the effort of Quebec movement consist of (1) creating a political discourse of “self-determinantion”. The social movement transforms into Québécois political party and it visioned to gain territory of the province since the decade of the 1960s; (2) social construction dealing with the issue of French identity as non-Canadian culture. The supports of the idea embedded in the several forms of regulations and propaganda in the public sphere.

This article explores the pragmatics of operationalizing reflection in experience-based workplace learning. It proposes a constructivist-situative framework – not typically considered feasible – based on balancing the complementary strengths of each individual framework. We distinguish among four empirically demonstrated approaches that operationalize reflection using one or the other framework: cognitive process approach; integration of critically reflective work behaviours; use of phenomenological critical incidents to review emotionally laden experiences; and situated exploration of interactions between individuals and tools. Next, we apply these four approaches to previously collected data from medical and managerial workplace learning contexts. Through secondary analysis, we explore the utility of a combined framework, and consider the challenges therein. We argue that operationalizing reflection based on complementarity looks feasible though challenging. We close by discussing the practice of researching reflection through reflection, and speculating on opportunities for future workplace learning research based on emerging redefinitions of workplaces, interventionist methodologies, and conceptualizing learning environments as sociomaterial. [ABSTRACT FROM AUTHOR]

Background: As there is a paucity of instrument investigating a hybrid teaching conception, the current study is seen as part of attempt to fill this gap. Methodology: The subjects in the study were 310 University participants–instructors in Socialist Republic of Viet Nam (Vietnam). The survey was implemented with the use of Cognitive Constructivism-oriented Teaching Conception Questionnaire (CCOTCQ), including two scales, namely, teachers' beliefs and teachers' intentions of actual practice. Each is inclusive of three factors: Teaching, Teacher, and Students. Results: Exploratory factor analysis was applied to the data and identified three dimensions. The confirmatory factor analysis model was good for both scale of teachers' beliefs and that of their intention of actual practice. The Pearson correlation analysis found a significant relationship in the results for the scale of teachers' beliefs and that of their intentions of actual practice. [ABSTRACT FROM AUTHOR]

Purpose the study to explain the perspective online learning in supporting students procedural abilities from constructivist point of view. This study used literature review methodology to elaborate topics online learning procedural skills and constructivist theory. Scopus article search engines such as springer Nature, SAGE, Taylor & Francis and google scholar provide collected literature. There are 350 articles covering search topic. There were 78 additional articles that met variables study. Selected articles were evaluated along with 47 references. Online learning has fundamental principle of constructivism. Constructivism encourages learning process that places students as the source process through concrete procedural empirical and systematic activities. Online learning provides new model how learning process can be carried out without face to face can increase student ability especially in terms practicum that requires ability in every learning process. [ABSTRACT FROM AUTHOR]

This paper reports on an in-depth qualitative pilot study with three participants which adapted Nancy Kline’s thinking session to develop a new approach for career counselling. The Career Thinking Session focuses on enabling clients to challenge their limiting assumptions. This paper outlines the approach and a brief review of the literature that underpins the work is then offered. The research methodology is then critiqued and the approach taken to data analysis is described, noting the questions that we continue to ask of the material. The case study of Helen is used to illustrate the possible strengths of the model and the challenges it poses. Some commonalities and themes that are suggested across the transcripts are then discussed. This paper concludes with thoughts about the usefulness of the model and its potential for further development. [ABSTRACT FROM PUBLISHER]

Hegemonic masculinity has been a valuable theoretical approach to understanding ways in which cultures coax members to conform to the requisites of dominant masculinity. However, it has difficulty explaining individual resistances to hegemonic pressures. This paper is one in a series of projects which have identified communities that explicitly defy traditional masculinity norms in order to understand the psychosocial methodologies employed to accomplish resistance within the systemic pressures of hegemonic masculinity. We utilized dialogical self theory as a model to investigate how a gay male drag theater troupe negotiates masculinity in order to understand how that negotiation can help resist dominant discourses of masculinity and form community. [ABSTRACT FROM AUTHOR]

Inspiration has been an under-studied phenomenon in the interpretation field. This paper presents the results of a systematic literature review of psychological literature related to inspiration, revealing nine characteristics of inspiration. Of particular interest was the contrasting meanings of inspiration as inspired by and inspired to, and that inspiration is transmissible, positive, individual, transcendent, unexpected, and holistic, and requires receptivity, which may be cultivated. Each characteristic was related to the field of interpretation in practice. After this review of the literature, we propose that giving consideration to inspiration-based interpretation may provide useful insights for practice as a constructivist approach to interpretation. Further exploration into the topic is warranted. [ABSTRACT FROM AUTHOR]

The nature of national identity has been of significant academic interest in the post- Cold war era. In East Europe, the vast majority of the academic literature indicates that language is the key element that defines most nations. However, one particular case appears to deviate from this formula; in Belarus, the Belarusian language has not necessarily formed the basis of Belarusian national identity. This paper examines the nature of Belarusian identity by making use of the extensive literatures on sources of national identity, national language choice, and diglossia. A brief history of national identity development in Belarus and its diaspora, plus data derived from a number of surveys conducted in Belarus from 2009-2010 demonstrate the complicated relationship between the Belarusian language and the identity currently held by Belarusians in the homeland and abroad. While language is meaningful to Belarusians, particularly those in the diaspora, it is not the key element that defines Belarusian identity today. [ABSTRACT FROM AUTHOR]

Higher Education approaches to professional training in the health sector have moved from undergraduate to postgraduate in recent years. In Australia the health system has evolved, giving more responsibility to allied health professionals. In addition the cost of providing clinical training for students has steadily increased as has the need for qualified professionals. In response to these imperatives the Faculty of Health Sciences at La Trobe University has undertaken significant curriculum review and restructure. This has resulted in the development of a model incorporating a common first year across ten health disciplines delivered to approximately 1500 students, across five campuses. Enquiry based learning was chosen as the learning approach with the aim of establishing a collaborative learning environment to enable greater student interaction, and to engage them in an interprofessional learning experience. The revised first year curriculum was designed and developed over two years, and implemented in March 2009. Surveys of students and staff were conducted during the first year as a preliminary indicator of the experience of this altered mode of learning and teaching. This paper outlines the theoretical base for the curriculum design, the development process and provides data on initial staff and student responses. [ABSTRACT FROM AUTHOR]

The paper offers a constructivist theoretical approach to understanding my pedagogy using Web 2.0 applications for class instruction. Students in this ongoing research are described as co-creators of learning outcomes. Web 2.0 technologies which are abundant to students in class and outside provide an any-time-any-place learning environment through social networking sites, cloud computing, social tagging and bookmarking. Most of these applications are accessible through the ubiquitous device independent Internet. The research shows that while traditional teaching methods are still relevant for the type of students attracted to universities, the use of Web 2.0 applications to stimulates reflection and actively involves learners in their own construction of knowledge, which leads to powerful learning experiences. [ABSTRACT FROM AUTHOR]

Constructivist grounded theory reshapes the interactive relationship between researcher and participants and provides the reader with a sense of the analytical views through which the researcher examines the data. This paper presents an overview of grounded theory and constructivist grounded theory, exploring the ontological, epistemological and methodological aspects using examples from nursing research. [ABSTRACT FROM AUTHOR]