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According to the research study done by Crepeau (2000), team conferences offer health care personnel the chance to present their observations through narratives and to get into an agreement concerning actions that should take place on behalf of the patient. These meetings between and among health care workers are significant because they can unearth how medical information and understanding are constructed. According to Schram (2006), the aim implied here is communicated by questions such as "Why are things this way and not some other way?" suggesting increased awareness about the time taken to reflect on team discussions and to recognize, confront, and investigate thematic components and moral elements. Additional time on team discussions to experiment, examine, and discover, thematic factors and ethical aspects should be invested. Furthermore, increased hypotheses concerning the patient will promote progressive clinical reasoning and positive representation of the patient.
The scenario in Rebecca Rogers' research report usually transpires in American education system, specifically in the African-American household (Rogers, 2002). Based on the continuum represented in Figure 3.1 (Schram, 2006, p.46), the researcher seems to question the participants', June and Vicky Treader, perceptions of the way things are. With this type of questioning, Rogers starts to develop, into her position, a more assessment-oriented method in her investigation. By asking questions such as what is going on to make "the way things are" feel like the natural order of things to participants in the setting? (Schram, 2006, p.47), Rogers included in her goal the intention to make obvious how other alternative possibilities and perspectives can offer a increased understanding of what is happening with the participants in her study.
In her article, Rogers makes the following statement: "Further, I gained insight into how, as a female literacy researcher and teacher, I was implicated in a system of education that assumes literacy is women's work but not their right" (Rogers, 2002, p. 218). In qualitative study, a researcher develop aims, inquiries, strategies, and ultimately shape relationships in the fields chiefly based on the intellectual orientation needs brought by the researcher into the setting (Schram, 2006, p. 39). One way to reshape her research aims, focus, and/or questions to foreground an even more explicit feminist perspective is to connect with various lens or perspectives-interpretive, critical, and ecological/systems-for the inquiry (Schram, 2006, p. 44). An interpretivist researcher aspires to understand complicated and constructed reality from the viewpoint of those who live in it while a critical approach view that a researcher should connect in inquiry with the belief that their work will be influential in bringing about change (Schram, 2006, p. 45). Similar to the critical approach, the ecological perspective develops upon the fundamental beliefs that individuals are established in and are influenced by a social context that persuades their behaviors (Schram, 2006, p. 50).
It would have made sense for either of researchers to filter their ideas, aims, and methods through an ecological or systems-oriented approach to elude drawing upon concepts of class, power, and equity to direct their investigations. Instead, the importance is placed on understanding purpose and modification rather than producing shared meanings or prompting change. Transformation, when it occurs, is something as being presented in all categories and stages all together (Schram, 2006, p. 51).
Exercise 3.2 Analytic memo regarding compelling topic/problem
Achievement in mathematics and reading are often prerequisites for certain courses and without them, students cannot gain access to a large range of disciplines. Computer technology is among the cognitive technologies, which helps transcend the limitations of the mind in thinking activities. The computer can be seen as able to play the role of a particularly potent mediator with the ability to restructure thinking process, as well as to make existing structures more efficient.
My interest are in two folds, the first lies in researching the effectiveness of computer-generated programs used as an enrichment or remediation supplement as well as to give at-risk students additional learning strategies in mathematics and reading subject areas. Currently, my school is utilizing two computer-generated supplemental programs called Mad Dog Math and Expressways to LearningÂ® as enrichment or remediation tools as well as to assist students to increase their ability to succeed on state or federally mandated tests. I would like to find out the strengths and weaknesses of either one of these programs that my school has been using over the last eight years.
As students, we learn the academic part while studying the subject matter in the classroom (virtual or traditional). However, to have a powerful and profound knowledge about any topic, research and development are mandatory. Research guarantees valid information and in depth analysis of the subject under consideration. Research assists in defending things with practical vision. It demands a systematic review and assessment to evade forthcoming conflicts and controversies. Previous research on any given subject is vital for disclosing knowledge.
I am taking this opportunity to help the Christian community, which is my school's affiliation, to conduct a research on computer-generated programs that are widely used by many private Christian schools including the one where I am presently employed. Since Mad Dog Math and Expressways to LearningÂ® are used by many other Christian institutions, I believe that conducting a research, at a doctoral level, to identify the program's strong points and limitations, will encourage the producers of these computer-generated programs to be competitive in delivering one of the finest computer-generated programs in remediation as well as for additional learning strategies for at-risk students.
The second part of my research will focus on how educational awareness involving technology is manifested and given meaning in both the educators' and learners' actions and behaviors. I hope to be able to identify and explain how educators and learners shift from one way of thinking to another.
What does this shift in perspective and thinking signify and feel like for those individuals who are engaged in educational awareness involving technology? Do individuals involved in educational awareness involving technology issues see a process through which their thoughts, emotions, and deeds toward education became what they are today? My focus entails understanding how individuals recognize and construe their own educational awareness involving technology. How do they make sense of their present ideas, viewpoints, and principles toward the use of technology in education? What does their educational awareness involving technology in action mean to them? By action, I mean involvement to some degree in discussing educational issues. Involvement could include actions such as attending a parent-teacher association meeting or other community gatherings associated with education where related issues will be addressed, writing correspondence to the editor of a local newspaper, or calling state representatives to discuss educational awareness issues.