scholarly journals Teacher sense-making about being responsive to students’ science ideas: A case study

2017 ◽  
Vol 5 (4) ◽  
pp. 314-342 ◽  
Author(s):  
Amy D. Robertson ◽  
Jennifer Richards
Keyword(s):  
Sense Making

scholarly journals Comprehensive or Comprehensible Experience? A Case Study of Religion and Traumatic Bereavement

2020 ◽  
pp. 136078042097866
Author(s):  
William McGowan ◽  
Elizabeth A Cook
Keyword(s):  
Data Collection ◽  
Social Order ◽  
Critical Appraisal ◽  
Religious Faith ◽  
Sense Making ◽  
Traumatic Bereavement ◽  
Relative Potential ◽  
Corresponding Analysis

The first half of this article provides a brief overview of two respective projects concerning traumatic bereavement, in which religious faith appeared to feature amid a constellation of significant coping and sense-making mechanisms for survivors. After presenting some illustrative examples of the kind of data produced in the course of our research, the second half of the article develops a retrospectively critical appraisal of our data collection and corresponding analysis practices. In questioning the extent to which our accounts of our participants’ accounts can be considered adequate representations of social order, we critically explore the relative potential of ‘reflexivity’ for bridging the experiential gap between researchers and participants. Taken together, these reflections prompt a return to the salutary question: what counts as sociologically ‘see-able’?

Clipped wings: School leaders’ identities in ICT-enriched education landscapes – a narrative inquiry

2020 ◽  
pp. 174114322091825 ◽  
Author(s):  
Vicente Chua Reyes
Keyword(s):  
Narrative Inquiry ◽  
School Leaders ◽  
Sense Making ◽  
Information Communication ◽  
Reform Initiatives ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Field Notes ◽  
Communication And Technology

This qualitative research inquiry explores how school leaders shape their identities while navigating incessant and seemingly endless school transformations. The central questions addressed are the following: how do school leaders make sense of their identities in rapid periods of reform? And how do they view themselves in new educational landscapes? An exploratory case study of four target schools that took part in policy reform initiatives directed at the ubiquitous use of Information Communication and Technology was undertaken for this inquiry. Using narrative inquiry as an analytical frame for the focus group discussions interviews and field notes, this inquiry investigates and builds emerging explanations to school leaders’ sense-making in periods of reform.

scholarly journals Metabolising Risk: Food Scares and the Un/Re-Making of Belgian Beef

10.1068/a3513 ◽  
2003 ◽  
Vol 35 (3) ◽  
pp. 449-462 ◽  
Author(s):  
Pierre Stassart ◽  
Sarah J Whatmore
Keyword(s):  
Meat Products ◽  
Sense Making ◽  
Production And Consumption ◽  
Consumption Practices ◽  
Knowledge Claims

In this paper we explore the event of foodscares as an example of what Callon calls ‘hot situations’, in which the landscape of competing knowledge claims is at its most molten, and alternative production and consumption practices galvanise new modes of sense-making against the market and state-sanctioned rationalities of industrialisation. Through a case study of the Belgian cooperative Coprosain and its meat products, we examine the ‘stuff’ of food as a ready messenger of connectedness and affectivity in which ‘risk’ is transacted as a property both of the growing distance between the spaces of production and consumption and of the enduring metabolic intimacies between human and nonhuman bodies.

Applying Sense-Making and Narrative Techniques to Capture Lessons Learnt

2007 ◽  
Vol 06 (03) ◽  
pp. 165-171 ◽  
Author(s):  
Bonnie Cheuk
Keyword(s):  
Traditional Approach ◽  
Major Change ◽  
Virtual Space ◽  
Sense Making ◽  
Multiple Perspectives ◽  
Senior Managers ◽  
British Council ◽  
Narrative Techniques ◽  
The Uk

This case study demonstrates how we have designed a knowledge management project around story-telling ("narrative" feedback). The aim is to create a global virtual space for sharing of good and bad experiences from the commissioning pilot. This project is also designed to help senior managers understand the experiences of the pilot phase of a major change programme within the British Council. The change programme (referred to as commissioning change programme) is about introducing a new internal model/process to release funding to support new products and services' development and implementation. The research design is informed by Dervin's sense-making theory and Snowden's Cynefin framework and mass narrative representation tools. Telephone and face-to-face interviews were conducted with 30 colleagues in the UK and overseas. An initial indirect question was posed to respondents—"What was your experience with the commissioning pilot?"—to capture their stories. The stories told were transcribed and indexed and patterns were identified. The analysis helps to highlight the problematic areas as well as opportunities for improvement. This case study demonstrates the potential of using narratives to evaluate and capture learning points which can be viewed by managers and staff using multiple perspectives. This approach complements the traditional approach of producing an evaluation report which would be written for a specific group of audience, such as the senior management team.

Sense Making and Professional Identity in the Implementation of edTPA

2018 ◽  
Vol 71 (1) ◽  
pp. 9-23 ◽  
Author(s):  
Julie Cohen ◽  
Ethan Hutt ◽  
Rebekah L. Berlin ◽  
Hannah M. Mathews ◽  
Jillian P. McGraw ◽  
...  
Keyword(s):  
Teacher Educators ◽  
Public University ◽  
Sense Making ◽  
National Assessment ◽  
Organizational Complexity ◽  
Case Study Design ◽  
Teacher Professionalization ◽  
Mixed Methods Case Study ◽  
Internal Variation

edTPA is designed to strengthen teacher professionalization and provide a framework for program redesign. However, using a national assessment to shift the content of local programs is challenging because of their inherent organizational complexity. In this article, we focus on this complexity, using a systems lens to analyze edTPA implementation at a large, public university. Employing a mixed-methods case study design, we survey 250 teacher educators and candidates to understand how they interpret the demands of edTPA and how their varied perspectives impact each other. We interview a stratified, purposive subset of participants to explore mechanisms underlying quantitative findings. We find substantial internal variation in edTPA implementation that translates into differential support for candidates. This variation could not be explained by duration of implementation of edTPA. Varied perspectives may stem from distinct perceptions of teacher educators’ professional roles and the role they see edTPA playing in teacher professionalization.

scholarly journals A Cognitively-Inspired Model for Making Sense of Hasse Diagrams

2021 ◽  
Author(s):  
Dimitra Bourou ◽  
Marco Schorlemmer ◽  
Enric Plaza
Keyword(s):  
Spatial Reasoning ◽  
Geometric Configuration ◽  
Sense Making ◽  
Qualitative Spatial Reasoning ◽  
Diagram Geometry ◽  
Hasse Diagrams ◽  
Image Schemas ◽  
Making Sense ◽  
Logical Semantics

In this paper, we present a model of the sense-making process for diagrams, and describe it for the case of Hasse diagrams. Sense-making is modeled as the construction of networks of conceptual blends among image schemas and the diagram’s geometric configuration. As a case study, we specify four image schemas and the geometric configuration of a Hasse diagram, with typed FOL theories. In addition, for the diagram geometry, we utilise Qualitative Spatial Reasoning formalisms. Using an algebraic specification language, we can compute conceptual blends as category-theoretic colimits. Our model approaches sense-making as a process where the image schemas and the diagram geometry both structure each other through a complex network of conceptual blends. This yields a final blend in which the sort of inferences we confer to diagrammatic representations emerge. We argue that this approach to sense-making in diagrams is more cognitively apt than the mainstream view of a diagram being a syntactic representation of some underlying logical semantics. Moreover, our model could be applied to various types of stimuli and is thus valuable for the general field of AI.

scholarly journals Applying Brenda Dervin's sense-making methodology to fan studies

2020 ◽  
Vol 33 ◽  
Author(s):  
CarrieLynn D. Reinhard
Keyword(s):  
Popular Culture ◽  
Fan Studies ◽  
Reception Studies ◽  
Sense Making ◽  
Sports Media ◽  
Interpretive Study ◽  
Fan Behavior ◽  
Humanistic Approach ◽  
Fan Identity

Communication scholar Brenda Dervin created sense-making methodology (SMM), an approach for conducting interviews that draws on metatheoretical concepts such as hermeneutics, phenomenology, and the humanistic approach to psychology. Since its formulation, SMM has been utilized across different disciplines through the development of interview protocols for both one-on-one interviews and focus groups. Among these studies are those that focus on people's engagement with media products or with each other in relation to media products. These SMM audience and reception studies demonstrate that the methodology can be useful for studying fans by bringing a more systematic, and thus quantifiable, approach to a phenomenological, interpretive study of fan behavior, be it mental, emotional, physical, or social. SMM would allow for studies that analyze how fans make sense of a situation involving their fandom and fan identity. After explaining what SMM is and how it has been used to study fans, a case study demonstrates how SMM may suggest a way to define being a fan and applying the concept of fandom beyond the traditional domains of sports, media, and popular culture.

scholarly journals Building Bridges Instead of Walls: Engaging Young Children in Critical Literacy Read Alouds

2020 ◽  
Vol 2 (1) ◽  
pp. 76-94
Author(s):  
Cassie J Brownell ◽  
Anam Rashid
Keyword(s):  
Young Children ◽  
Critical Literacy ◽  
Social Issues ◽  
Sense Making ◽  
Read Alouds ◽  
Close Analysis ◽  
Personal Connections ◽  
Southern Border ◽  
Politically Active

Situated in the months after the 2016 United States presidential election, this qualitative case study illuminates third-grade children’s sense-making about the GOP Administration’s proposed border wall with Mexico. In light of these present-day politics, close analysis of how young children discuss social issues remains critical, particularly for social studies educators. Looking across fifteen book discussions, we zero in on three whole-class conversations about (im)migration beginning with initial read alouds through the final debrief wherein children conversed with a local university anthropologist about the clandestine migration of individuals across the U.S.’s southern border. During initial discussions, children in the Midwestern school demonstrated their frustration towards racist laws of the mid-1900s. Others responded with empathy or made personal connections to their own family heritage. In the findings, we note a clear progression in how children understood (im)migration issues as evidenced by how their questions and curiosities shifted in later lessons. We highlight how, when children are encouraged to engage with social topics, they can act as critical consumers and position themselves as politically active and engaged citizens.

Sign in / Sign up

Export Citation Format

Share Document