Puzzling Out Leadership Styles: An Educational Group Activity for Teaching and Learning about Leadership Styles and Group Dynamics in Team Work
|
|
- Brooke Day
- 8 years ago
- Views:
Transcription
1 Puzzling Out Leadership Styles: An Educational Group Activity for Teaching and Learning about Leadership Styles and Group Dynamics in Team Work Andrew Hund, M.A., Ph.D (Corresponding author) The United Arab Emirates University College of Humanities and Social Science Department of Sociology PO Box Al Ain, The United Arab Emirates Karen Knaus, Ph.D University of Colorado Denver College of Liberal Arts and Sciences Department of Chemistry Campus Box 194 P.O. Box Denver, CO ABSTRACT This pragmatic educational activity helps participants understand various leadership styles and group interactions as they influence effectiveness of team work towards the accomplishment of a puzzle-solving task. The activity can easily be facilitated in one to two hours and helps participants understand how team work can be assisted or hindered based on various leadership styles and group interactions and dynamics. The small group activities are not applicable to all leadership styles, group interactions and situations, but they do serve as valuable educational experiences that encourage participants to learn how factors such as decentralized power and cooperation may promote a team-building and influence task completion and team work. Furthermore, the suggested educational activity and research endeavor proposed herein provides a unique classroom active-learning exercise for teaching and learning about leadership styles and group dynamics in team work. Larger overarching themes relevant to this work include balance of power and cooperation in teams and organizational leadership. Keywords: Leadership styles, small group interactions, team building, team work, task completion, organizational leadership. 1. INTRODUCTION The educational group activity described in this paper involves having participants attempt a group puzzle-solving task under differing instructions that encourage participants understanding and perceptions of how various leadership styles and/or group interactions may influence task completion. In addition, the group activity teaches participants various ways that team leaders and members may function and/or work together while approaching a group task. Furthermore, the goal of the learning activity and research approach described in this paper is to facilitate the learning of various leadership styles and group dynamics, which will result in a greater understanding of factors that influence the effective functioning of team work. A means for achieving these goals is an experiential research approach that facilitates the comprehension of structural and dynamical aspects of groups in order to understand functional versus dysfunctional group models that may be encountered by individuals while they work with teams. Society for Business Research Promotion 1
2 In group work exercises, frequently the objective is to enlighten participants on what it means to be a team member rather than the process by which the team achieves its purpose (Brandler 1988: 99). Rogers (1969) claimed that groups have the ability to assist participants in gaining empathy and increasing communication that enable them to understand the processes involved in being a member of a group. In addition, O Dee (1995) noted that group work offers a forum in which participants can explore how to challenge inequitable or oppressive environments and practices (p. 168). Thus, focusing on an understanding of the social processes involved in an actor s participation or lack of participation in a group influences group dynamics and is a critical component of assisting participants understanding of varied group dynamics and leadership styles while simultaneously enhancing pragmatic skills for working within a group setting in the classroom (Salmon, Getzel, and Kurland 1991). Moreover, exposing students to various group dynamics and leadership styles is essential to achieving an intellectual understanding of the complexities of group work. Additionally, group discussions assist students by stimulating relevant experiences, which in turn are used to increase awareness and build their understanding of group work (Franks, Bransford, and Auble 1982). The collaborative active-learning activity proposed in this research has the potential to achieve these classroom learning objectives more efficiently than possible using the standard didactic teaching model. The educational process described in this paper involves the use of puzzles constructed under different circumstances to assist in the understanding of particular leadership styles as they influence group dynamics. Puzzles have been used in a limited capacity to illustrate group formulations. For example, Brandler (1988) performed a jigsaw puzzle exercise that divided the class into two groups of six to eight students who solved identical puzzles. The remaining students in the classroom were given explicit instructions on being observers and asked to explain how the two different groups were able to solve the puzzles. Specifically, the student observers were asked to look for the emergence of leadership and organization of the group which were used in solving the puzzles. The educational process and research described in this paper builds upon the earlier study conducted by Brandler (1988) by expanding the number of groups used (n = 8) and integrating the observer and participant roles. In addition, the groups/teams are provided with explicit instructions on the division of labor and leadership styles for their group. Expanding the number of groups has had the effect of increasing the variety of leadership styles and organizational dynamics experienced by participants, which may enhances participants reflection and understanding of group work as well as enrich future classroom discussion of leadership styles and group dynamics. Hence, the research question addressed is: Does the participation and discussion of various leadership styles and group dynamics involved in a puzzle-solving activity influence the understanding and perceptions of leadership styles and group dynamics? 2. DESCRIPTION OF PROCESS OF GROUP/TEAM SELECTION The active-learning group activity involves the formation of eight (8) puzzle-solving teams/groups with at least five (5) persons per group. Each team/group will be provided with a different set of instructions for solving a puzzle task (see section below). Selection of groups involves the random assignment of forty individuals to one (1) of eight (8) teams/groups. Random assignment of eight, five person groups can be accomplished by random number generation and assignment. For groups one through five (1-5), members will be assigned a number from one to five (1-5). In groups one (1) through three (3), one member is selected to serve as group facilitator/leader (e.g., groups one and two) or as a group participant (e.g., group 3). For groups four (4) and five (5), two (2) members are selected at random with group four having two leaders and group five being divided into a subgroup of two. Groups six (6), seven (7), and eight (8) will have no additional selections. 3. DESCRIPTION OF INSTRUCTIONS FOR GROUPS/TEAMS Instructions for all eight teams/groups can be shown on an overhead projector and then participants are asked to assemble into their respective groups and group areas to complete Society for Business Research Promotion 2
3 the puzzle-solving task. Participants selected as facilitators/leaders of each group will acquire the puzzles (e.g., groups 1-5). Since groups/teams numbered six through eight (6-8) do not have a designated facilitator/leader their puzzle will have been previously distributed to their group work area with instructions. Group eight which will not be provided with instructions. Puzzles have been previously labeled with a number between one and eight (1-8) corresponding to each puzzle-solving team/group. Groups with additional instructions one through seven (1-7) will be provided with the following instructions the group facilitator(s)/leader or group appointed member will read the instructions prior to opening the puzzle. The following list is the various compositions of the groups and an overview of the various leadership styles/group dynamics that guide group/team members puzzle solving strategy. After random number selection participants will be informed of which group they will participate. Those selected as a team facilitator/leader will be handed the puzzle and informed to read the instructions ahead of time and communicate the instructions to their respective team members. Once the instructions have been communicated by the leaders to the teams, groups will be given 20 minutes to complete the puzzle-solving task. Each puzzle should be the same size and contain the same number of pieces. Previously, commercially available puzzles were used for the activity that were 12.5 inches by 15 inches (31.75 X cm) in size and contained 100 pieces. The puzzles featured images of animals (e.g., cats, raccoons, rabbits, and horses in a natural setting). Upon completion of the allotted puzzle-solving time (20 minutes), each group, starting with group number one (1) through group number eight (8) are asked to respond to five (5) semi-structured interview questions. The semi-structured interview questions are answered in the large classroom setting before all group participants (n = 40) and all participants (n = 40) involved in the educational activity. 3.1 Group Instructions Group One -- The randomly selected facilitator reads the instructions then instructs the four others that they may only watch as the facilitator solves the puzzle independently. The four members must not contribute to the puzzle-solving process through any type of communication or action. In other words, the members may not contribute to the solving of the puzzle. The role of team members in group one involved observing the facilitator solve the puzzle independently Group Two -- The randomly selected facilitator reads the instructions then instructs each of the members where to place a piece one at a time. The team members may not select a piece nor suggest anything about the piece without being told in advance where to place it. The facilitator must wait for the team member to place the puzzle piece as instructed before selecting another piece and person to place an additional puzzle piece. Each of the four members must take turns placing a puzzle piece before starting over again Group Three The randomly selected leader/facilitator places each puzzle piece only after the other four members of the team have come to a unanimous consensus on selection and placement of each piece. Specifically, the four members must select a piece then vote on each piece before instructing the leader/facilitator where to place the piece. After each puzzle piece is placed the group starts the process of selecting a new puzzle piece, placement of the puzzle piece and the associated voting process over again. This iterative cycle is repeated until all the puzzle pieces have been selected and placed. In the event that consensus cannot be achieved on the selection and placement of an individual puzzle piece, the team must select a new puzzle piece, placement of the piece and start the voting process over again Group Four -- The two randomly selected facilitators/leaders both read the puzzlesolving instructions. The two facilitators are asked to attempt to solve the puzzle and place more pieces of the puzzle correctly than each other. The two facilitators must recruit one of the others team members to count their pieces correctly placed. Aside from occasionally Society for Business Research Promotion 3
4 being a selected as a puzzle piece counter the other team members serve as observers and may not provide assistance/feedback on the puzzle-solving construction process Group Five The two members selected at random to serve as leaders/facilitators form a subgroup as do the remaining three team members. In other words, the puzzlesolving task is divided and each of the two subgroups can only work with their half of the puzzle. The two subgroups must work independently of each other as they attempt to correctly solve more of the puzzle than the other subgroup. Members of the two subgroups may not talk, work together or coordinate on solving the puzzle-solving task. In addition, members of the two subgroups may not exchange puzzle pieces Group Six -- All five members of the team are instructed to discuss the various strategies on how the puzzle can be solved. The five members of the team may not place any puzzle pieces, nor open the puzzle box and examine pieces Group Seven This group is provided with instructions that all members must work together and attempt to correctly solve the puzzle as quickly as possible. Members of the team are instructed that they should consider all group members as equals and they may freely come up with a coordinated plan to select and place puzzle pieces together with the goal of solving the puzzle as efficiently as possible Group Eight This group is provided with a puzzle but no instructions on how to approach the puzzle-solving task. 4. DESCRIPTION OF SUGGESTED RESEARCH INSTRUMENTS AND DATA COLLECTION STRATEGY For those interested in gathering data and conducting research with the puzzle-solving educational activity described in this paper, a research design/approach has been suggested and provided. Specifically, it is suggested that data collection includes using a combination of two previously developed research instruments including a pre and post survey instrument and a semi-structured interview questionnaire. The pre and post survey instrument consists of sixteen (16) questions. Specifically, the pre-test survey contains thirteen (13) questions from the Baylor College of Medicine Team Learning in Medical Education scale and three (3) basic demographic questions (age, race/ethnicity, and major). It is suggested that the pre-test survey should be administered approximately one (1) week before the active-learning puzzle-solving group activity. It is suggested that the group discussion of the puzzle-solving educational activity be taperecorded with a micro-cassette recorder and the group discussion would serve as the semistructured interview that can be later transcribed for the collection of qualitative research data. Furthermore, participants should be requested not to provide individual s names during the group discussion and interview. In the event that the name of a participant is mentioned during the interview discussion process, it is recommended to expunge this information from the interview transcripts. The intention in design of semi-structured interview questions is to assist participants to share their respective understandings and perceptions of various leadership styles and group dynamics experienced with the entire group of participants involved in the education and research activity. In addition, it is suggested that following the participants involvement in the puzzle solving exercise, a posttest survey be administered. The post-test survey has been designed to include forty-one (41) questions comprised of thirteen (13) questions from the Baylor College of Medicine scale, three (3) demographic questions, and twenty-five (25) question addressing the specific leadership styles and group dynamics related to the educational puzzle-solving group activity. 5. DESCRIPTION OF SUGGESTED DATA ANALYSIS AND DATA MANAGEMENT PLAN The pre-test and post-test survey data can be coded and entered into the SPSS or NVIVO statistical analysis programs. Participants can be identified with code names Society for Business Research Promotion 4
5 assigned using an ID Number and group number. No other identifying information should be collected on surveys, audiotapes or semi-structured interviews. No master list of individually identifiable data should exist, because no names will be elicited from participants. Completed surveys and audio tapes can be stored in a locked file cabinet in the researcher s work or home. The audio tapes can be transcribed and verified by a research investigator. No one else should have access to the tapes. Transcripts should not include identifying information other than the code names as group numbers. Upon entering the survey data in SPSS and interview data into NVIVO, all completed surveys and micro-cassette recorder tapes should be destroyed either by a paper shredder or by physically destroying the tapes after data has been entered into data analysis software programs. Destruction of paper copies of survey instruments, data collected and interview tapes should occur within three months of data collection. A comparative analysis of pretest and post-test can be analyzed with the SPSS statistical software program. Recorded semi-structured interviews can be transcribed and placed in the NVIVO program for analysis of qualitative interview data. 6. CONCLUSION The educational puzzle-solving group activity described in this paper provides a valuable active-learning group experience that teaches participants about various leadership styles and group dynamics that influence task completion. In addition, the group activity provides a unique forum for enhancing participants understandings and perceptions of various leadership styles and group interactions as they relate to team work. The larger themes addressed in this educational activity and suggested research approach includes the necessary balance of power and cooperation in teams that likely serve larger organizations. Furthermore, the educational activity explained in this paper provides a valuable contribution to both business management and organizational leadership education and research programs. REFERENCES Brandler, Sondra The Jigsaw Puzzle: An experiment in understanding group process. Social Work with Groups. 11(1/2), Franks, J. J. Bransford, and P. Auble The Activation and Utilization of Knowledge. In Handbook of Research Methods in Human Memory and Cognition, C. R. PuE, ed., pp New York: Academic Press. O Dee, Margaret Using groupwork methods in social work education. Groupwork. 8(2): Rogers, C.R Freedom to Learn. Columbus, OH: Merrill. Robert Salmon, George Getzel, and Roselle Kurland. "The Neophyte, The Natural, The Thinker, and The Star," Journal of Teaching in Social Work, 5(1), Society for Business Research Promotion 5
Guidelines for Using the Retrospective Think Aloud Protocol with Eye Tracking
Guidelines for Using the Retrospective Think Aloud Protocol with Eye Tracking September, 2009 Short paper by Tobii Technology Not sure of how to design your eye tracking study? This document aims to provide
More informationThe Essentials of Critical Care Orientation (ECCO) Program's Impact on New Graduate Nurses' Critical Thinking Development
The Essentials of Critical Care Orientation (ECCO) Program's Impact on New Graduate Nurses' Critical Thinking Development Sigma Theta Tau International s 21 st International Nursing Research Congress Mahmoud
More informationStudent diaries: using technology to produce alternative forms of feedback
Student diaries: using technology to produce alternative forms of feedback NUZ QUADRI University of Hertfordshire PETER BULLEN University of Hertfordshire AMANDA JEFFERIES University of Hertfordshire 214
More informationHOW TO EVALUATE YOUR TRUANCY REDUCTION PROGRAM
HOW TO EVALUATE YOUR TRUANCY REDUCTION PROGRAM National Center for School Engagement September 2005 An initiative of the Colorado Foundation for Families and Children 303 E. 17 th Avenue, Suite 400 Denver,
More informationTeachers Use of Writing Software with Students with Special Needs. Anna Evmenova EDRS 810. George Mason University
Teachers Use of Writing Software 1 Running head: TEACHERS USE OF WRITING SOFTWARE Teachers Use of Writing Software with Students with Special Needs Anna Evmenova EDRS 810 George Mason University Teachers
More informationSection 4: Key Informant Interviews
UCLA CENTER FOR HEALTH POLICY RESEARCH Section 4: Key Informant Interviews Purpose Key informant interviews are qualitative in-depth interviews with people who know what is going on in the community. The
More informationThe Focus Group Interview and Other Kinds of Group Activities
The Focus Group Interview and Other Kinds of Group Activities Why being clear about what is and what is not a focus group interview important? With the rise in popularity it*s become in vogue to call many
More informationTeaching Phonetics with Online Resources
Teaching Phonetics with Online Resources Tien-Hsin Hsing National Pingtung University of Science of Technology, Taiwan thhsin@mail.npust.eud.tw Received October 2014; Revised December 2014 ABSTRACT. This
More informationUsing Focus Groups in Program Development and Evaluation
Using Focus Groups in Program Development and Evaluation by Roger A. Rennekamp, Ph.D. and Martha A. Nall, Ed.D. Extension Specialists in Program and Staff Development 203 Scovell Hall University of Kentucky
More informationVirtual Teaching in Higher Education: The New Intellectual Superhighway or Just Another Traffic Jam?
Virtual Teaching in Higher Education: The New Intellectual Superhighway or Just Another Traffic Jam? Jerald G. Schutte California State University, Northridge email - jschutte@csun.edu Abstract An experimental
More informationน กศ กษา นายจ กรพงษ แผ นทอง ปร ญญาโท สาขา การสอนคณ ตศาสตร (ท นสควค.)
การบ านว ชา ระเบ ยบว ธ ว จ ย ให น กศ กษา ค นคว างานว จ ยมา 1 เร องและเข ยนรายละเอ ยดตามห วข อ ต อไปน 1. ช อ นามสก ล ผ เข ยน นางสาวประภ สรา โคตะข น 2. ช อเร อง งานว จ ย การพ ฒนาก จกรรมการเร ยนการสอนว ชาคณ
More informationCONTRIBUTING FACTORS TO CHILDREN S CRITICAL THINKING ABILITY: THE PERCEPTION OF PRE-SERVICE TEACHERS FROM A PRIVATE UNIVERSITY IN MALAYSIA.
CONTRIBUTING FACTORS TO CHILDREN S CRITICAL THINKING ABILITY: THE PERCEPTION OF PRE-SERVICE TEACHERS FROM A PRIVATE UNIVERSITY IN MALAYSIA. Wirawani binti Kamarulzaman 1, Dr. Ismail Sheikh bin Ahmad 2
More informationStudents beliefs and attitudes about a business school s academic advising process
Students beliefs and attitudes about a business school s academic advising process ABSTRACT M. Wayne Alexander Minnesota State University Moorhead Deborah Kukowski Minnesota State University Moorhead Lee
More informationQualitative methods for effectiveness evaluation: When numbers are not enough
Chapter 7 Qualitative methods for effectiveness evaluation: When numbers are not enough 7.1 Introduction 7.2 Methods of collecting qualitative information 7.2.1 Interviews and focus groups 7.2.2 Questionnaires
More informationBehavioral Data as a Complement to Mobile Survey Data in Measuring Effectiveness of Mobile Ad Campaign
Behavioral Data as a Complement to Mobile Survey Data in Measuring Effectiveness of Mobile Ad Campaign Thao Duong, Ph.D. Senior Statistical Analyst, comscore (tduong@comscore.com) Steven Millman Vice President,
More informationQualitative data acquisition methods (e.g. Interviews and observations) -.
Qualitative data acquisition methods (e.g. Interviews and observations) -. Qualitative data acquisition methods (e.g. Interviews and observations) ( version 0.9, 1/4/05 ) Code: data-quali Daniel K. Schneider,
More informationVANGUARD UNIVERSITY - DEPARTMENT OF PSYCHOLOGY Syllabus Introduction to Industrial / Organizational Psychology
VANGUARD UNIVERSITY - DEPARTMENT OF PSYCHOLOGY Syllabus Introduction to Industrial / Organizational Psychology PSY 370-01 Spring 2014 Lecture: Tuesdays, 7:00 9:45 p.m., NURS 101 Professor: Sibylle Georgianna,
More informationPositive Cartoon Animation to Change Children Behaviors in Primary Schools
Presentation Title Positive Cartoon Animation to Change Children Behaviors in Primary Schools Format Paper Session [ 6.03 ] Sub-theme Teaching and Education Innovation Positive Cartoon Animation to Change
More informationBuilding Online Learning Communities: Factors Supporting Collaborative Knowledge-Building. Joe Wheaton, Associate Professor The Ohio State University
For more resources click here -> Building Online Learning Communities: Factors Supporting Collaborative Knowledge-Building Joe Wheaton, Associate Professor David Stein, Associate Professor Jennifer Calvin,
More informationMSW Admissions Process
MSW Admissions Process Information and Instructions Introduction: The Department of Social Work seeks capable students with diverse backgrounds. Admission to the MSW program at MSU Denver is based on evidence
More informationHuman Resource Management: Business Administration 205, 207, 333, 335; Communication 228, 260; Psychology 210.
Academic Offerings This section contains descriptions of programs, majors, minors, areas of concentration, fields of specialization, and courses. Semesters following course titles indicate when each course
More informationAurora University Master s Degree in Teacher Leadership Program for Life Science. A Summary Evaluation of Year Two. Prepared by Carolyn Kerkla
Aurora University Master s Degree in Teacher Leadership Program for Life Science A Summary Evaluation of Year Two Prepared by Carolyn Kerkla October, 2010 Introduction This report summarizes the evaluation
More informationMotivating Education Faculty to Teach Online Courses: Implications for Administrators
Motivating Education Faculty to Teach Online Courses: Implications for Administrators Technology, particularly online learning, is revolutionizing higher education, enabling greater reliability, scalability
More informationGuide to Knowledge Elicitation Interviews
Guide to Knowledge Elicitation Interviews Purpose Gather knowledge from individuals in a manner that others will find useful. Description Knowledge interviews are conversations between people who have
More informationSUPERINTENDENT S MESSAGE
SUPERINTENDENT S MESSAGE Dear Parents: It is with pleasure that I welcome you and your children to Gifted Education in the Harrison County School District. The program described within this handbook is
More informationMethodology Teaching in a Digital Age Phase 1
Methodology Teaching in a Digital Age Phase 1 Participants Forty-four educators from seven schools participated in the study, representing a diverse range of technology initiatives, years of implementation,
More informationKey Success Factors of elearning in Education: A Professional Development Model to Evaluate and Support elearning
US-China Education Review A 9 (2012) 789-795 Earlier title: US-China Education Review, ISSN 1548-6613 D DAVID PUBLISHING Key Success Factors of elearning in Education: A Professional Development Model
More informationHolyoake DRUMBEAT Program Evaluation
Holyoake DRUMBEAT Program Evaluation Interim evaluation Report 11 April 2013 Chief Investigators: Dr Lisa Wood, Dr Karen Martin, UWA Background DRUMBEAT (Discovering Relationships Using Music -Beliefs,
More informationCASE STUDY. JUNIATA COLLEGE Assessing Global Learning: Lessons from the Field BY JENIFER CUSHMAN, JUNIATA COLLEGE
CASE STUDY JUNIATA COLLEGE Assessing Global Learning: Lessons from the Field BY JENIFER CUSHMAN, JUNIATA COLLEGE Reproduction is strictly prohibited without written permission of the author. 2013 Jenifer
More informationPortfolio Assessment as an Alternate Appraisal Method: A Faculty Perspective
828 Portfolio Assessment as an Alternate Appraisal Method: A Faculty Perspective Kimberly D. Clements School District of Lee County Geri McArdle Barry University Ann F. Cole School District of Lee County
More informationMath Science Partnership (MSP) Program: Title II, Part B
Math Science Partnership (MSP) Program: Title II, Part B FLOYD COUNTY: COLLABORATIVE SYMPOSIUM FOR MATH IMPROVEMENT IN FLOYD COUNTY SCHOOLS ANNUAL EVALUATION REPORT: YEAR TWO Report Prepared by: Tiffany
More informationAssessment: Getting Started with Interviewing Dave Baca, PhD University of Arizona ALA Annual 2006 Why Interview? When interpersonal contact is important When you need more in-depth data When you need
More informationFamily Focused Therapy for Bipolar Disorder (Clinical Case Series) Participant Information Sheet
Family Focused Therapy for Bipolar Disorder (Clinical Case Series) Participant Information Sheet Study Title: Family Focused Therapy for Bipolar Disorder: A Clinical Case Series) We would like to invite
More informationThe Importance of Learning Aidsitude in Employees
Bonfring International Journal of Data Mining, Vol. 2, No.4, December 2012 6 Investigation of Managers Perception about Employees Learning Aptitude Muhammad Faisal Aziz Abstract--- Corporate sector is
More informationLesson 2: Team-Building and Communication Skills
Lesson 2: Team-Building and Communication Skills Introduction In Lesson 1 of Module D, students examined the characteristics of effective teams and the development stages that teams go through from Forming
More informationA reflective teaching practice experience: a case study
A reflective teaching practice experience: a case study Bertha Paredes Zepeda Hilda Hidalgo Avilés Universidad Autónoma del Estado de Hidalgo Abstract This paper aims to share an experience of how students,
More informationMPA Program Assessment Report Summer 2015
MPA Program Assessment Report Summer 2015 Introduction: This was the second full year for doing learning outcomes assessment based on the 2009 NASPAA accreditation standards and conducting our exit interviews
More informationHSU Division of Enrollment Management and Student Affairs. Assessment Workbook
HSU Division of Enrollment Management and Student Affairs Assessment Workbook Contents Introduction..... 3 Mission Statements...... 4 Goals......5 Outcomes.6 Program Outcomes Learning Outcomes Methods
More informationCreating Quality Developmental Education
***Draft*** Creating Quality Developmental Education A Guide to the Top Ten Actions Community College Administrators Can Take to Improve Developmental Education Submitted to House Appropriations Subcommittee
More informationStages of Instructional Design V. Professional Development
Stages of Instructional Design V. Professional Development Derived from Gagné, R. M., Briggs, L. J., & Wager, W. W. (1992). Principles of Instructional Design (4th ed.). Fort Worth, TX: Harcourt Brace
More informationAnalyzing Qualitative Data
Analyzing Qualitative Data The purpose of coding qualitative data is to take an overwhelmingly large amount of words or artifacts and organize them into manageable chunks. Following the steps in this outline
More informationHighlights from Service-Learning in California's Teacher Education Programs: A White Paper
University of Nebraska Omaha DigitalCommons@UNO Service Learning, General Service Learning 2-2000 Highlights from Service-Learning in California's Teacher Education Programs: A White Paper Andrew Furco
More informationHealth Education Program Undergraduate Program Course of Study. Mission and Philosophy
Health Education Program Undergraduate Program Course of Study Mission and Philosophy The Health Education Program strives to ensure a quality course of study that prepares students to address the health
More informationOutcome: Compare and contrast different research methods used by psychologists including their respective advantages and disadvantages.
BS Psychology FY14 Closing the Loop: Previous FY Assessment Summary Annual Assessment Summary Ongoing Providing Department: BS Psychology Responsible Roles: In the text box below, please complete your
More informationCONTENT ANALYSIS OF UNDERGRADUATE RESEARCH STUDENT EVALUATIONS
CONTENT ANALYSIS OF UNDERGRADUATE RESEARCH STUDENT EVALUATIONS Christine Ward Department of Psychology University of Delaware Joan S. Bennett Undergraduate Research Program University of Delaware Karen
More informationASIAN JOURNAL OF MANAGEMENT RESEARCH Online Open Access publishing platform for Management Research
Online Open Access publishing platform for Management Research Research Article ISSN 2229 3795 Influence of Non Financial Rewards on Job Satisfaction: A Case Study of Educational Sector of Pakistan Department
More informationCase study 1: Setting up a quality management system in a Spanish secondary school
Case study 1: Setting up a quality management system in a Spanish secondary school Stephen Hughes, IES, Bulyana, Spain Summary of the case study Very often knowledge of TQM does not filter down to the
More informationCHAPTER 3 : RESEARCH DESIGN AND METHODOLOGY
CHAPTER 3 : RESEARCH DESIGN AND METHODOLOGY 3.1 INTRODUCTION The qualitative research design was used in the study. In-depth individual interviews were conducted with lovelife counselors to understand
More informationExamples of Teacher-Designed/Scored Feedback Questionnaires A Guided Self-Analysis for Beginning Instructors
Examples of Teacher-Designed/Scored Feedback Questionnaires A Guided Self-Analysis for Beginning Instructors Teaching is a complex process that rests in large part on the quality of the exchanges between
More informationResearch Findings on the Transition to Algebra series
Research Findings on the Transition to Algebra series Pre- and Post-Test Findings Teacher Surveys Teacher Focus Group Interviews Student Focus Group Interviews End-of-Year Student Survey The following
More informationExecutive Summary PROMOTING SOCIAL AND COGNITIVE DEVELOPMENT THROUGH COLLABORATIVE ENQUIRY: AN EVALUATION OF THE THINKING THROUGH PHILOSOPHY PROGRAMME
Executive Summary PROMOTING SOCIAL AND COGNITIVE DEVELOPMENT THROUGH COLLABORATIVE ENQUIRY: AN EVALUATION OF THE THINKING THROUGH PHILOSOPHY PROGRAMME This study investigated the effects of collaborative
More informationCreative Education and New Learning as Means of Encouraging Creativity, Original Thinking and Entrepreneurship
Creative Education and New Learning as Means of Encouraging Creativity, Original Thinking and Entrepreneurship Abstract: by Mirjana Radovic-Markovic Lecturer, Dusan Markovic Fellow, World Academy of Art
More informationTips & Tools #17: Analyzing Qualitative Data
Tips & Tools #17: Analyzing Qualitative Data Introduction Qualitative evaluation methods yield narrative data often describing experiences, perceptions, or opinions from key informant interviews, open
More informationCLINICAL RESEARCH GENERIC TASK DESCRIPTIONS
Purpose Purpose Purpose Primary responsibility for implementation, coordination, evaluation, communication and/or management of research studies. May involve more than one study or multiple sites within
More informationQuestion Specifications for the Cognitive Test Protocol
Question Specifications for the Cognitive Test Protocol Core Questions These are the 6 disability questions to be tested in the interview. All of the other questions in the cognitive test protocol are
More informationMBA Marketing Student Perceptions of their Own Learning. Sharyn Rundle-Thiele, Griffith University. Abstract
MBA Marketing Student Perceptions of their Own Learning Sharyn Rundle-Thiele, Griffith University Abstract This research responds to Engelland (2004) who suggested that marketing educators need to evaluate
More informationTowards the design of a decentralized support system for online learners (Proposal Feedback ID 493)
Towards the design of a decentralized support system for online learners (Proposal Feedback ID 493) Olabisi Kuboni University of the West Indies, Trinidad and Tobago olabisi.kuboni@dec.uwi.edu INTRODUCTION
More informationAnalysing Technological Pedagogic Content Knowledge of Science Teacher Candidates According to Various Variables
Analysing Technological Pedagogic Content Knowledge of Science Teacher Candidates According to Various Variables 1 Mehmet Barış Horzum, 2 Murat Demirbaş, 1 Mustafa Bayrakcı 1 Sakarya University Education
More informationNONPF SPECIAL MEETING NP Education Today, NP Education Tomorrow November 8-9, 2013 Washington, DC EXECUTIVE SUMMARY
NONPF SPECIAL MEETING NP Education Today, NP Education Tomorrow November 8-9, 2013 Washington, DC EXECUTIVE SUMMARY The leadership of the National Organization of Nurse Practitioner Faculties (NONPF) called
More informationToday s Coffee Break will begin with a discussion of the various uses of NVivo in analyzing qualitative data. An example discussing how NVivo can be
1 2 3 Today s Coffee Break will begin with a discussion of the various uses of NVivo in analyzing qualitative data. An example discussing how NVivo can be used to analyze interview transcripts to evaluate
More informationDEPARTMENT OF PSYCHOLOGY RESEARCH PARTICIPATION POLICIES AND PROCEDURES
DEPARTMENT OF PSYCHOLOGY RESEARCH PARTICIPATION POLICIES AND PROCEDURES The Department of Psychology provides opportunities for students to become familiar with the nature of psychological research through
More informationHow To Learn About Politics At Sacred Heart University
SACRED HEART UNIVERSITY UNDERGRADUATE CATALOG 2012-2013 POLITICAL SCIENCE The Political Science major seeks to awaken in students an appreciation and an understanding of politics and government in the
More informationThe Umbrella Concept. Results of the SME and Start-up Survey 2012. Prof. Dr. R.-Dieter Reineke Andrew Mpeqa, MSc, MA Michael Sitte, MSc, MA
The Umbrella Concept Results of the SME and Start-up Survey 2012 Prof. Dr. R.-Dieter Reineke Andrew Mpeqa, MSc, MA Michael Sitte, MSc, MA Institut für Unternehmensführung Olten, November 2012 Agenda THE
More informationResearch Project. Abstracts AAP ACADEMY ADMINISTRATION PRACTICE. Growth Starts With Knowledge
AAP ACADEMY ADMINISTRATION PRACTICE Research Project Growth Starts With Knowledge Abstracts The following abstracts describe a sampling of projects completed by Hanover Research on behalf of various higher
More informationPsy 105: Introduction to Psychology David Allbritton dallbrit@depaul.edu
Psy 105: Introduction to Psychology David Allbritton dallbrit@depaul.edu Course Syllabus, Spring 2010 PSY 105, Section 308, Course #36180 Course location: Online. The course Blackboard site is linked from
More informationClassroom Instruction Plan Agricultural Communications Unit: Public Relations
Classroom Instruction Plan Agricultural Communications Unit: Public Relations I. Interest Approach: How are you going to gain the attention of the students? Search for ways National FFA have promoted their
More informationModule 5: Doing qualitative data analysis
Equal Access Participatory Monitoring and Evaluation toolkit Module 5: Doing qualitative data analysis You will understand: Outcomes from using this module how good quality qualitative data analysis (QDA)
More informationThe Graduate School & International Admissions The University of Northern Colorado 501 20 th Street Campus Box 135 Greeley, CO 80639
Counseling Psychology Doctor of Philosophy (PhD) Degree An American Psychological Association (APA) Accredited Program Dear Prospective Applicant: Thank you for your interest in the Counseling Psychology
More informationRunning Head: HUMAN RESOURCE PRACTICES AND ENTERPRISE PERFORMANCE. Pakistan. Muzaffar Asad. Syed Hussain Haider. Muhammad Bilal Akhtar
Running Head: HUMAN RESOURCE PRACTICES AND ENTERPRISE PERFORMANCE Human Resource Practices and Enterprise Performance in Small and Medium Enterprises of Pakistan Muzaffar Asad Syed Hussain Haider Muhammad
More informationIssues in Information Systems Volume 16, Issue I, pp. 142-148, 2015
IN THE KNOW: DESIRED SKILLS FOR ENTRY-LEVEL SYSTEMS ANALYST POSITIONS Guido Lang, Quinnipiac University, guido.lang@quinnipiac.edu Kiku Jones, Quinnipiac University, kiku.jones@quinnipiac.edu Lori N. K.
More informationResearch on the strategies of improving Online Testing Credibility
Research on the strategies of improving Online Testing Credibility Ruey-Shin Chen * National Quemoy University rueyshin_chen@nqu.edu.tw 摘 要 為 了 增 加 線 上 考 試 的 可 靠 性, 本 研 究 利 用 命 題 的 策 略 或 技 巧 來 提 高 線 上
More informationHealth Information Technology in the United States: Information Base for Progress. Executive Summary
Health Information Technology in the United States: Information Base for Progress 2006 The Executive Summary About the Robert Wood Johnson Foundation The Robert Wood Johnson Foundation focuses on the pressing
More informationIPP Learning Outcomes Report. Faculty member completing template: Greg Kim Ju, Marya Endriga (Date: 1/17/12)
Page 1 IPP Learning Outcomes Report Program: Department: Psychology MA (General) Psychology Number of students enrolled in the program in Fall, 2011: 48 (Appendix A) Faculty member completing template:
More informationSeattle Youth Violence Prevention Initiative Risk Assessment Tool Validation Findings and Recommendations from Quality Assurance Interviews
University of Washington Division of Public Behavioral Health and Justice Policy Seattle Youth Violence Prevention Initiative Risk Assessment Tool Validation Findings and Recommendations from Quality Assurance
More informationPilot Interview of a Magnet Program in Sports Medicine Objective: Design and Setting: Subjects: Measurements: Results: Conclusion: Key Words:
Pilot Interview of a Magnet Program in Sports Medicine Denisha S. Fergusson, Jennifer L. Doherty, Lindsey E. Eberman Florida International University Miami, FL Objective: The objective of this investigation
More informationAMERICAN PUBLIC UNIVERSITY SYSTEM. The Professional Women at Dahlgren Naval Base DEBORAH LAWTON DEPARTMENT OF HISTORY AND MILITARY HISTORY
AMERICAN PUBLIC UNIVERSITY SYSTEM The Professional Women at Dahlgren Naval Base DEBORAH LAWTON 4260407 DEPARTMENT OF HISTORY AND MILITARY HISTORY Oral History History 523 16 March, 2013 1 The Professional
More informationUniversal Design for Learning and Gifted Students in the 21 st Century Classroom
UNIVERSAL DESIGN FOR LEARNING AND GIFTED STUDENTS 1 Universal Design for Learning and Gifted Students in the 21 st Century Classroom By Jackie Cholach Abstract This study examined the ways and extent to
More informationMiami University: Human Subjects Research General Research Application Guidance
Miami University: Human Subjects Research General Research Application Guidance Use the accompanying Word template for completing the research description. You must provide sufficient information regarding
More informationAcademic FY2 in General Practice. Ravi Parekh August November 2012
Academic FY2 in General Practice Ravi Parekh August November 2012 Overview Background Aims of the Placement Research projects Teaching experience Experience of academia Learning points Future career plans
More informationInvestigating the diffusion and impact of data and business analytics on the performance of UK retail firms. Executive Summary
Investigating the diffusion and impact of data and business analytics on the performance of UK retail firms Executive Summary University of Bedfordshire Business School November 2012 Diffusion and impact
More informationStakeholder Engagement Working Group
Stakeholder Engagement Working Group Stakeholder Engagement: Planning and Budget Resource December 2015 Purpose: This resource was developed as part of the Society of Practitioners of Health Impact Assessment
More informationTITLE: The Impact Of Prostate Cancer Treatment-Related Symptoms On Low-Income Latino Couples
AD Award Number: W81WH-07-1-0069 TITLE: The Impact Of Prostate Cancer Treatment-Related Symptoms On Low-Income Latino Couples PRINCIPAL INVESTIGATOR: Sally L. Maliski, Ph.D., R.N. CONTRACTING ORGANIZATION:
More informationDesigning and Assessing Career and Professional Development Programs for Master s and Doctoral Students: A Case Study
Designing and Assessing Career and Professional Development Programs for Master s and Doctoral Students: A Case Study Council of Graduate Schools Annual Meeting, December 2009 Judith Stoddart, Ph.D., Asst.
More informationAppendix D: Summary of studies on online lab courses
1 Appendix D: Summary of studies on online lab courses 1) Sloan Consortium Class Differences: Online Education in the United States (2011) Searched for lab, laboratory, science found no significant hits
More informationDOCTOR OF PHILOSOPHY DEGREE. Educational Leadership Doctor of Philosophy Degree Major Course Requirements. EDU721 (3.
DOCTOR OF PHILOSOPHY DEGREE Educational Leadership Doctor of Philosophy Degree Major Course Requirements EDU710 (3.0 credit hours) Ethical and Legal Issues in Education/Leadership This course is an intensive
More informationVisualizing the Teaching / Learning Process through Computer Graphics. Visualizing, technology, computer graphics, education
Visualizing the Teaching / Learning Process through Computer Graphics 1 Aghware F. O.; 2 Egbuna E. O.; 3 Aghware A. and 4 Ojugo Arnold 1, 2, 3 Computer Science Department, College of Education, Agbor 4
More informationSchool Psychology Program Goals, Objectives, & Competencies
RUTGERS SCHOOL PSYCHOLOGY PROGRAM PRACTICUM HANDBOOK Introduction School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science
More informationCognitive Interviewing as a Tool for Improving Data Quality in Surveys: Experiences in Istat.
Cognitive Interviewing as a Tool for Improving Data Quality in Surveys: Experiences in Istat. Sebastiani G., Tinto A., Battisti A., De Palma E. 1 Abstract In recent years, the growing awareness of communication
More informationThe role of intuitive feelings as a diagnostic tool in the criminal investigation process
Study from Interviews with Criminal Investigators from KRIPOS, the national Norwegian unit for fighting organised and other serious crime The role of intuitive feelings as a diagnostic tool in the criminal
More informationStudent Feedback on Online Summer Courses
Student Feedback on Online Summer Courses October 8, 2015 Santa Clara University Office of Assessment Report Introduction In the summer of 2015, approximately 700 undergraduate students were enrolled in
More informationAppendix 1: Methodology Interviews. A1 Sampling Strategy
Appendix 1: Methodology Interviews A1 Sampling Strategy Creswell noted that in qualitative research, the intent is not to generalize to a population, but to develop an in-depth exploration of a central
More informationThe Michigan State University Institute for Health Policy (IHP) is recruiting a sample of office based primary care providers to be interviewed
The Michigan State University Institute for Health Policy (IHP) is recruiting a sample of office based primary care providers to be interviewed concerning their perceptions of the Meaningful Use of electronic
More informationEvaluating the Effectiveness of MBA Internship Programme An Experiential Approach
Evaluating the Effectiveness of MBA Internship Programme An Experiential Approach Dr Gunmala Suri & Shikha Sharma Abstract MBA internship is the opportunity for full-time a MBA student, that generally
More informationHello, thank you for joining me today as I discuss universal instructional design for online learning to increase inclusion of I/DD students in
Hello, thank you for joining me today as I discuss universal instructional design for online learning to increase inclusion of I/DD students in Associate and Bachelor degree programs. I work for the University
More informationI n t r o d u c t i o n
Preventing Alcohol and Drug Misuse in Young People: Adaptation and Testing of the Strengthening Families Programme 10-14 (SFP10-14) for use in the United Kingdom In 2006 Coombes et al produced a report
More informationPETS Qualitative Study
PETS Qualitative Study Background Most peer intervention studies in the HIV literature examine changes in clients knowledge, risk reduction behaviors, and emotional coping strategies. (Broadhead, 2002,
More informationUniversity of Arkansas at Little Rock Division of Educational, Student Services, and Student Life Strategic Planning Manual 2013-2014
University of Arkansas at Little Rock Division of Educational, Student Services, and Student Life Strategic Planning Manual 2013-2014 Table of Contents I. CHARGE FOR THE DIVISION OF EDUCATIONAL, STUDENT
More informationThank you for your interest in the Executive Leadership Program. We are delighted to offer this exceptional program to our members.
1799 Pennsylvania Street P.O. Box 539 Denver, Colorado 80201-0539 303.839.5177 (main) 800.884.1328 (toll free) 303.863.8956 (fax) MSEC.org Dear Member: Thank you for your interest in the Executive Leadership
More informationTeacher Opinions Regarding the Impact of Educational Software on Reading Skills of First Graders *
Teacher Opinions Regarding the Impact of Educational Software on Reading Skills of First Graders * Hatice Degirmenci, Ph.D. Ministry of Education Ankara 06500 Turkey Abstract The purpose of this study
More informationWe Could Do That! A Guide to Diversity Practices in California Community Colleges
1 We Could Do That! A Guide to Diversity Practices in California Community Colleges Robert Gabriner, Eva Schiorring, and Gail Waldron City College of San Francisco We Could Do That! is a manual with tools
More information