The Experts below are selected from a list of 159036 Experts worldwide ranked by ideXlab platform

Cigdem Haser - One of the best experts on this subject based on the ideXlab platform.

  • key experiences in becoming an independent mathematics Education Researcher
    Canadian Journal of Science Mathematics and Technology Education, 2017
    Co-Authors: Cigdem Haser
    Abstract:

    ABSTRACTThe key experiences in becoming an independent mathematics Education Researcher were investigated through interviews with eight doctoral students with academic job intentions at a Turkish university. Findings showed that doctoral students conceptualized a mathematics Education Researcher with several types of knowledge, skills, and attitudes, including research methods, mathematics, critical thinking, and being ethical and patient. They felt like a Researcher when they collected and analyzed data at a research study. However, only the ones who were involved in team research identified themselves as independent Researchers. Providing doctoral students with more research opportunities during the doctoral programs might support their development as independent Researchers.

Robin Adams - One of the best experts on this subject based on the ideXlab platform.

  • integration of scholarship interconnections among three studies on becoming an engineering Education Researcher
    International Journal of Engineering Education, 2016
    Co-Authors: Junaid A Siddiqui, Robin Adams, Cheryl Allendoerfer, Bill Williams
    Abstract:

    This paper looks at the process by which scholars became active in and their perspectives evolved for engineering Educationresearch (EER). We use a soft systems methodology to bring together findings and insights from three separate studiesinvestigating pathways andexperiencesof EER in whichthe authorshave beenactive: two focusingonUS scholarsand oneon international scholars. Despite the broad range of national and international contexts and theoretical frameworksunderlying each study, the three can be connected through the lenses of identity, personal transformation, and sociallearning system. This provides a more comprehensive, complex, and refined picture of the phenomenon of becoming anengineering Education Researcher that emphasizes the importance of relationships and community interactions, thedevelopment of an interdisciplinary identity, and the ways in which these support personal transformation. Practicalimplications include conferences and institutions encouraging educators to become EER scholars and the need to establishsupport systems for the purpose

  • becoming an engineering Education Researcher intersections extensions and lessons learned among three Researchers stories
    Inaugural International Conference on Research in Engineering Education ICREE, 2007
    Co-Authors: Robin Adams, Lorraine Fleming, Karl A Smith
    Abstract:

    1 Robin Adams, Engineering Education, Purdue University, rsadams@purdue.edu 2 Lorraine Fleming, Civil Engineering, Howard University, 3 Karl Smith, Engineering Education, Purdue University, smith511@purdue.edu Abstract Engineering Education is an emerging discipline, and the number of people choosing this career path is increasing. What pathways might we navigate on our way to becoming an engineering Education Researcher? How can we investigate these pathways and what could we learn? In this paper we explore intersections, extensions, and lessons learned among three stories of becoming an engineering Education Researcher. We present these stories to facilitate scholarly discourse on pathways for becoming engineering Education Researchers and to seed the generation of a broader palette of stories through the reader’s self-reflection on their own pathways. The theoretical framework for the article is Bruner’s (1991) “The narrative construction of reality.” Narrative, through storytelling, is used as a method of inquiry to enable shared meaning making and common ground within a community of practice. In this paper, each author presents their story or personal journey of becoming an engineering Education Researcher in their own voice. By bringing the reader into our stories we seek to make visible and shared what we are collectively learning and to invite the reader to reflect on their own stories. For example, we observed many themes among our stories. Key among these is that we each began with a burning question that needed inquiry beyond our own sphere of expertise, and that (regardless of how long we’ve been on our paths) we see our journeys as ongoing. We conclude the paper with a discussion on potential roles for storytelling for building capacity in engineering Education research.

Laurinda C Brown - One of the best experts on this subject based on the ideXlab platform.

  • researching as an enactivist mathematics Education Researcher
    Zdm, 2015
    Co-Authors: Laurinda C Brown
    Abstract:

    This paper focusses on how researching is done through reflections about, or at a meta-level to, the practice over time of an enactivist mathematics Education Researcher. How are the key concepts of enactivist theory (ZDM Mathematics Education, doi: 10.1007/s11858-014-0634-7 , 2015) applied? This paper begins by giving an autobiographical account of the author’s engagement with enactivist ideas and the development of enactivist research projects. The rest of the paper then discusses principles of the design of enactivist followed by four themes of learning, observing, interviewing and find-ing(s). The spelling, find-ing(s), draws attention to the findings of enactivist research being processes not objects. In the case of the collaborative research group used as an exemplar throughout the paper, for instance, the find-ing(s) shed light onto the journeys of professional development travelled by the members of the group as they develop their teaching.

Karl A Smith - One of the best experts on this subject based on the ideXlab platform.

  • becoming an engineering Education Researcher intersections extensions and lessons learned among three Researchers stories
    Inaugural International Conference on Research in Engineering Education ICREE, 2007
    Co-Authors: Robin Adams, Lorraine Fleming, Karl A Smith
    Abstract:

    1 Robin Adams, Engineering Education, Purdue University, rsadams@purdue.edu 2 Lorraine Fleming, Civil Engineering, Howard University, 3 Karl Smith, Engineering Education, Purdue University, smith511@purdue.edu Abstract Engineering Education is an emerging discipline, and the number of people choosing this career path is increasing. What pathways might we navigate on our way to becoming an engineering Education Researcher? How can we investigate these pathways and what could we learn? In this paper we explore intersections, extensions, and lessons learned among three stories of becoming an engineering Education Researcher. We present these stories to facilitate scholarly discourse on pathways for becoming engineering Education Researchers and to seed the generation of a broader palette of stories through the reader’s self-reflection on their own pathways. The theoretical framework for the article is Bruner’s (1991) “The narrative construction of reality.” Narrative, through storytelling, is used as a method of inquiry to enable shared meaning making and common ground within a community of practice. In this paper, each author presents their story or personal journey of becoming an engineering Education Researcher in their own voice. By bringing the reader into our stories we seek to make visible and shared what we are collectively learning and to invite the reader to reflect on their own stories. For example, we observed many themes among our stories. Key among these is that we each began with a burning question that needed inquiry beyond our own sphere of expertise, and that (regardless of how long we’ve been on our paths) we see our journeys as ongoing. We conclude the paper with a discussion on potential roles for storytelling for building capacity in engineering Education research.

Poyin Lai - One of the best experts on this subject based on the ideXlab platform.

  • the asia pacific Education Researcher
    Test Journal, 2014
    Co-Authors: Kwokwai Chan, Poyin Lai
    Abstract:

    A survey study was conducted to examine the relationship among achievement goal orientations, study strategies and achievement of a sample of teacher Education students in Hong Kong. Multivariate data analyses showed there was no significant difference in achievement goal orientations across discipline and programme groups but there was a significant difference in achievement goals between male and female students. The difference was found in performance goal. Analysis of the study strategies showed no significant difference across gender, discipline and programme groups. Correlational and path analyses showed learning goal was significantly and positively related to deep strategy but negatively and significantly related to surface strategy. Performance goal was significantly related to both surface and deep strategies. However, academic achievement was not significantly related to learning and performance goals or surface and deep strategies. The results were discussed in terms of socio-cultural factors and implications were drawn for teaching and learning as well as future directions of research.