The purpose of the study was to describe the nature of the architectural apprenticeship experience from a curricular, instructional, social, and transformative perspective to help interns move from novice status to entry-level expertise in architectural practice. The study examined the apprenticeship experience from a holistic perspective to develop a better understanding of the architectural internship program. To meet the study purpose and inquiry, a case study research design was used to explore and describe the nature of the apprenticeship experience from the perspectives of three stakeholder groups: the interns, the mentors, and the members of the community of practice (CoP). Overall, as evidenced by the perspectives of the Interns, the Firm serving as the case study emphasized all-aspects of architectural practice as the basis for the development of a holistic apprenticeship experience. That is, the Interns participated in the whole of the Firm’s architectural practice. Additionally, the Firm used work- and project-based learning as the vehicle for the apprenticeship curriculum and instruction. As a result, the Interns were grounded in authentic learning and work contexts requiring the application of architectural knowledge and skills. Further, because of the all-accepts of architectural practice and the grounding of work- based and project-based learning, the interns purposefully progressed in expertise through increased participation in architectural projects requiring enhanced demands in terms of knowledge and skills. Study findings highlighted the role of a holistic approach to the apprenticeship experience, the value of immersion in all aspects of architectural practice, and the firm’s commitment to be engaged in a process of shared transformation. As such, related findings should be helpful in the conceptualization and implementation of the architectural apprenticeship experience in the field.

This study is a qualitative examination of the construction of identities of three novice English teachers at one university-level institute in Saudi Arabia. The study uses multiple theoretical frameworks to build a narrative describing construction of these identities: Goffman’s (1959; 1963; 1974) performing, frame analysis, and spoiled identity concepts, Anderson’s (1991) imagined community, Canagarajah’s (1996) “from bottom up” narrative style, Wenger’s (1998) three modes as a framework of the identity construction, and Pinar and Grumet’s (1976) currere. The purpose of this study is twofold: (a) to offer a rich description of how novice, nonnative English speakers (NNES), especially teachers, constructed their identities and their positions, both inside and outside the classroom, and how they negotiated their access to power and were perceived as legitimate bilingual English teachers, as it pertains to the NNES label, and (b) theoretical multiplicity establishes a novel methodological approach to use narrative as a research tool that can fully capture the complexity of novice teachers’ identities. These purposes are embedded in an action and movement to remove stigmas that NNES English Language teachers experience because of the NNES label given to them and their learners (Kamhi-Stein, 2016). This study adopted the interview autobiographical narrative approach, reflections, and observations inside and outside the classroom because of the many life stories that were shared as a window or frame into understanding the participants’ experiences as English Language teachers. The findings suggest that the dichotomy of the native and nonnative English speaker is power-driven and political, rather than linguistic power (Canagarajah, 1999; Phillipson, 1992). This study’s participants were able to strategically position themselves as legitimate speakers where they were able to show a part of their identity that was worthy of investment. Their investment did not fit the community of practice (CoP) expectations. They were able to build relationships with the CoP and they felt satisfied in their job positions.

Staff training packages combining instructions, modeling, practice, and feedback have been shown to be effective in demonstrating skills to work in early intensive behavioral intervention, but maintenance and generalization of the skills trained are often not addressed. Establishing a community of practice, in which staff members continue to learn and develop new skill sets from one another through shared experiences and information, may lead to the endurance and maintenance of desired staff behavior over time. The purpose of the current study is to evaluate the effects of a behaviorally designed community of practice on staff use of socially embedded consequences. The effects of the training procedure were evaluated using a concurrent multiple baseline design across two sites (7 staff members). The results suggest that the behaviorally planned community of practice was effective in reinforcing and maintaining staff use of socially embedded consequences for at least 5 to 9 weeks. Additionally, the number of learning opportunities provided by the staff and social engagement between staff and child increased.

京都大学 / 0048 / 新制・課程博士 / 博士(工学) / 甲第19980号 / 工博第4224号 / 新制||工||1653(附属図書館) / 33076 / 京都大学大学院工学研究科都市社会工学専攻 / (主査)教授 Cruz Ana Maria , 教授 小林 潔司, 准教授 横松 宗太 / 学位規則第4条第1項該当 / Doctor of Philosophy (Engineering) / Kyoto University / DFAM

There is a lack of understanding of the factors that determine one's motivation to share knowledge within a public sector community of practice. Additionally, the impact of knowledge sharing in communities of practice on the work performance of members remains under-investigated. The purpose of this study was first to investigate how motivational factors, enablers and barriers influence knowledge sharing within a community of practice in a public organization and, second, to examine how community of practice members' work performance is associated with knowledge sharing. Findings are as follow. First, all three motivating factors considered in the study, community related considerations, normative considerations, and personal benefits, were found to have a unique contribution to the variance in knowledge sharing. Second, results showed that three enablers have a significant main effect on knowledge sharing: social interaction, reward, and support. Third, two of the four barriers, degree of courage and degree of empathy, which measured organizational culture, were found to have a significant main effect on knowledge sharing. Fourth, the interaction of normative consideration with social interaction, personal benefit with support, and normative considerations with courage had a moderating effect on the relationship between motivating factors and knowledge sharing. Fifth, there was a moderate positive correlation between knowledge sharing and work performance. Trust and reward were not significant predictors of one's willingness to share knowledge in a community of practice

This qualitative study analyzes a professional development course and its associated influence on the induction of a beginning mathematics teacher from a sociocultural perspective. Specifically, it examines whether a specific high school mathematics professional development course formed a community of practice through the elements of mutual engagement, joint enterprise, and shared repertoire. A community of practice is an inherently sociocultural framework. The results show how each element was present in the professional development, indicating that a community of practice had formed. Using those three elements of community of practice, the study further analyzes the induction of one first-year teacher, Sarah, who was a participant in the community of practice. Sarah's induction is framed as consisting of her conformance to the school mathematics department accepted by both her colleagues and herself, as well as her transformation of the system. The results of the study demonstrate how each element of the community of practice influences each aspect of Sarah's induction into the mathematics department at her school.

Situated cognition and engagement in a community of practice in online education has been difficult to attain through the information and communication technologies deployed throughout higher education. Effective real-time collaboration is a key component to the development of a community of practice and what has been missing in online business education. This study examined the integration of web conferencing tools and discussion boards to determine whether a community of practice formed in the Fox Online MBA program at Temple University. The investigation examined 13 students' interactions throughout a compressed five-week online marketing course delivered primarily through WebEx and Blackboard. Results show that the students were consistently actively engaged in the course throughout the real-time classes as well as the discussion board. Further, students' active participation focused primarily on how the course content related to personal and professional experiences. Evidence suggests that the students developed strong social bonds and a community of practice was present. / CITE/Mathematics and Science Education

Undergraduate research education occurs in a variety of formats including co-curricular, summer internship, and course-based formats. Research on such programs historically focuses on undergraduate outcomes particularly in STEM disciplines. Situated learning theories such as cognitive apprenticeship and community of practice feature in exploratory research on how research is associated with participant learning. However, there is a lack of practical research on the role of undergraduate research experiences as situated learning and on the type and implementation of practices associated with undergraduate research program delivery, particularly in natural resources disciplines. Understanding the roles of such mechanisms in providing the broad range of benefits to undergraduate and mentor participants is an area of further exploration. This research describes undergraduate research experience programs, associated outcomes, and outcomes' relationships with situated learning elements. The first research chapter sampled program coordinators using researcher-led respondent driven sampling and describes the population of natural resources undergraduate research experience programs during 2012-2016 across 127 such programs. Two-step cluster analysis using program characteristics identified seven variables that distinguish between seven program types. Variables included pay amount, academic preparation activities, graduate student mentorship, highest student classification allowed, affirmative action statement presence, undergraduate cohort siting, and summer duration. Program types were underclass intensive traditional, extended graduate student mentored, professional development, distributed intensive, site-based traditional, shorter duration intensive, and larger long-term types. The next research chapter explores how undergraduate participants in a subset of natural resources research experiences viewed their programs as situated learning and outcomes attributed to their experience. Exploratory factor analysis identified six situated learning domains associated with the practice of undergraduate research in natural resources disciplines: effective mentorship methods, project and task sequencing, mutual engagement, broad repertoire, specific repertoire, and joint enterprise. Outcome factors indicated moderate to strong gains in the following areas: general skills, career trajectory, academic and career readiness, communication of science, cognitive skills, and researcher identity development. Effective mentorship methods, sequencing, broad repertoire, and specific repertoire were significant predictors of increased gains across all outcome factors. The final chapter is a mixed-methods case study evaluation of a postgraduate mentored research experience program titled PINEMAP Fellowship. Participant outcomes associated with the fellowship lend support to prior literature on how participants, particularly a set of demographic groups, benefit from participation. Findings offer empirically-based considerations for program developers and coordinators in promoting and adapting programs to undergraduates' needs and goals as well as provide suggestions for further analysis of causal relationships. Additional research is needed to explain how and to what degree undergraduate experiences in natural resources and other disciplines provide positive outcomes for a diversity of participants. / Doctor of Philosophy / Undergraduates as part of their education may conduct research with faculty and graduate students, and students generally experience many different benefits from research participation. For example, a student may individually work with a research mentor during the academic year, or groups of students may work with several research mentors over the summer, and in some courses taken for credit students may conduct research-related activities. Research on summer-based programs varies greatly and typically focuses on undergraduate outcomes in science, technology, engineering, and mathematics disciplines. Studying these types of programs and their participants' outcomes is difficult and some areas have been understudied, particularly in natural resources disciplines. Further, there is a need to understand which kinds of training practices identified in theory provide the broad range of benefits to undergraduate and mentor participants. This research describes the variation in natural resources undergraduate research experience programs, and it suggests how undergraduates may benefit from participating in these programs. One chapter describes an estimate of the size and types of summer internship-style natural resources undergraduate research experience programs operating from 2012 to 2016. Surveys indicated 127 programs operated during that time and could be classified as either underclass intensive traditional, extended graduate student-mentored, professional development, distributed intensive, site-based traditional, shorter duration intensive, and larger long-term types. Program types were identified with seven important variables: pay amount, academic preparation activities, graduate student mentorship, highest student classification allowed, affirmative action statement presence, undergraduate cohort siting, and summer duration. Another chapter explores how undergraduate researchers in natural resources experienced a range of teaching and social learning practices including mentor's teaching practices, how learning activities were sequenced, engagement with others, general information and tools, project-specific information and tools, and research community purpose. Undergraduates also reported gains in general skills, career trajectory, academic and career readiness, communication of science, cognitive skills, and researcher identity development. Mentor teaching practices was an important factor in predicting how much students benefitted in each outcome, and most practices were associated with other outcomes. The last research chapter used different methods to evaluate the PINEMAP Fellowship program. Undergraduates experienced a variety of gains, particularly in communication skills, although generally their attitudes toward research did not change. Mentors in the program also experienced work-related, social and emotional, interpersonal, professional, and thinking skills gains. PINEMAP Fellowship participants' data supported other studies' findings on how participants, and particularly some demographic groups, benefit from participating in undergraduate research programs. Altogether, this study offers considerations for program developers and coordinators in promoting and adapting programs to undergraduates' needs and goals as well as provides suggestions for deeper analysis of how participants obtain their gains. Further research is needed to explain how and to what degree undergraduate experiences in natural resources and other disciplines provide positive outcomes for a diversity of participants.

Yes / Community-Based Learning (CBL) has been more recently introduced into some psychology programmes in the UK than in the USA, where it has existed for a number of decades in the form of ‘service learning’. CBL holds promise as a means of promoting and developing critical community psychology practice, but there are risks involved in its acritical adoption in the psychology curriculum. If associated power dynamics are not considered, CBL has the capacity to serve neoliberal interests and perpetuate, rather than challenge, oppressive social relations. This article examines ways in which CBL can be both conducive and corrosive to critical community psychology practice. Drawing on interdisciplinary literature, it explores ways in which students participating in CBL can be vulnerable to exploitation – both as victims and perpetrators – through collusion and cultural voyeurism. Consideration is given to ways of resisting institutional and other pressures to comply uncritically with the demands of the ‘employability agenda’. These include the importance of facilitated reflective processes in associated modules, to consider aspects of the interactions of people and systems. The article concludes that whilst CBL is inherently risky and involves discomfort for students, this enables development of a more informed consciousness where truly participatory work evolves towards greater social justice.

Der Facharbeitskreis Technische Thermodynamik Sachsen ist ein Musterbeispiel für hochschulübergreifende Zusammenarbeit und gelungenen Austausch in den Bereichen Hochschul-/Ingenieurdidaktik und der Digitalisierung der Lehre. Schlüsselelemente für den Erfolg dieser Community of Practice sind, neben der gemeinsamen fachlichen Basis, der Transfer von Lehrinhalten und kontinuierliche Treffen zur kollegialen Beratung unter Einbeziehung von Experten der Hochschul- und Mediendidaktik. Ergebnisse sind gemeinsam durchgeführte Lehr-Lern-Projekte und eine Vielzahl von Veröffentlichungen und Transfermaßnahmen zur Förderung guter Lehre.