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Journal articles on the topic 'Engaging'

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Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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1

Dragouni, Mina. "Engaging heritage, engaging communities." International Journal of Heritage Studies 25, no. 3 (July 20, 2018): 329–32. http://dx.doi.org/10.1080/13527258.2018.1493702.

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Purser, Margaret. "Engaging heritage, engaging communities." Heritage & Society 10, no. 2 (May 4, 2017): 191–93. http://dx.doi.org/10.1080/2159032x.2018.1440737.

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3

Firouznia, Maryam, Sayyed Mohsen Allameh, and Seyed Hasan Hosseini. "Engaging leadership, engaging environment, engaging job, and engagement." International Journal of Process Management and Benchmarking 11, no. 2 (2021): 178. http://dx.doi.org/10.1504/ijpmb.2021.113740.

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Allameh, Sayyed Mohsen, Hasan Hosseini, and Maryam Firouznia. "Engaging leadership, engaging environment, engaging job, and engagement." International Journal of Process Management and Benchmarking 1, no. 1 (2020): 1. http://dx.doi.org/10.1504/ijpmb.2020.10019257.

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Garfield, Jay. "Engaging Engagements with Engaging Buddhism." Sophia 57, no. 4 (August 27, 2018): 581–90. http://dx.doi.org/10.1007/s11841-018-0661-x.

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6

Jones, Wilma L. "Re-engaging/Engaging Part-time Librarians." College & Undergraduate Libraries 18, no. 1 (March 10, 2011): 37–43. http://dx.doi.org/10.1080/10691316.2010.525401.

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Rogers-Hayden, Tee, Alison Mohr, and Nick Pidgeon. "Introduction: Engaging with Nanotechnologies – Engaging Differently?" NanoEthics 1, no. 2 (August 3, 2007): 123–30. http://dx.doi.org/10.1007/s11569-007-0013-8.

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8

Kenney, Anne R. "From Engaging Liaison Librarians to Engaging Communities." College & Research Libraries 76, no. 3 (March 1, 2015): 386–91. http://dx.doi.org/10.5860/crl.76.3.386.

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KELEMEN, GABRIELA. "ENGAGING STUDENTS IN MENTAL HEALTH EDUCATION." JOURNAL PLUS EDUCATION 31, no. 2/2022 (November 1, 2022): 216–26. http://dx.doi.org/10.24250/jpe/2/2022/gk.

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The issue of education, especially nowadays, raises many questions regarding its role in school, at home, in society as well as the ability of the educational process to keep up with the unprecedented changes in society, in human life in general. The leap of scientific knowledge has caused an unprecedented evolution of technology, which has entered human life with the aim of improving important aspects, but we also see its negative impact in many ways. The values of the past seem to be somehow overtaken by the new social challenges! Time has become a precious gift; modern man no longer has enough time either for himself or for those close to him. Everything happens at a pace that affects human life as a whole, disrupting family and social relationships. All this is reflected in the man's ability to adapt to new challenges, and thus education that equips the individual with those capabilities that make him able to face these unprecedented challenges is necessary. The emotional and somatic impact is mainly reflected in mental health. That is why the school and the educational system have the role of paying more attention to the field of mental health, raising awareness of the dangers that can lead to the installation of mental imbalance, prevention being the prophylactic basis. In our study, we will emphasize the importance of studying the field outside specialized schools, identifying certain deficiencies in education regarding mental health, as well as some important directions to be followed.
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10

Hughes, Kevin L. "Engaging Unbelief." Augustinian Studies 33, no. 1 (2002): 125–27. http://dx.doi.org/10.5840/augstudies20023319.

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11

Poulter, Emma. "Engaging Objects." International Journal of the Arts in Society: Annual Review 4, no. 5 (2010): 341–50. http://dx.doi.org/10.18848/1833-1866/cgp/v04i05/35717.

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12

Barbour, Karen Nicole. "Engaging Delight." International Journal of the Arts in Society: Annual Review 5, no. 3 (2010): 119–36. http://dx.doi.org/10.18848/1833-1866/cgp/v05i03/35872.

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13

Bernstein, Cynthia, and Robyn R. Warhol. "Engaging Narrators." PMLA 102, no. 2 (March 1987): 218. http://dx.doi.org/10.2307/462551.

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14

Bates, Jane. "Engaging talk." Nursing Standard 26, no. 50 (August 15, 2012): 26–27. http://dx.doi.org/10.7748/ns.26.50.26.s34.

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15

Rosen, David. "Engaging Technology." ADULT LITERACY EDUCATION: THE INTERNATIONAL JOURNAL OF LITERACY, LANGUAGE, AND NUMERACY 2, no. 2 (October 1, 2020): 57–60. http://dx.doi.org/10.35847/drosen.2.2.57.

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16

Carroll, Noël. "Engaging Critics." Film Studies 8, no. 1 (2006): 161–69. http://dx.doi.org/10.7227/fs.8.18.

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17

Hockey, Neil. "Engaging Postcolonialism." Journal of Critical Realism 9, no. 3 (October 29, 2010): 353–83. http://dx.doi.org/10.1558/jcr.v9i3.353.

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18

Fox, Robert Elliot. "Engaging Ngugi." Research in African Literatures 34, no. 4 (December 2003): 115–28. http://dx.doi.org/10.2979/ral.2003.34.4.115.

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19

Shinn, James. "Engaging China." Current History 95, no. 602 (September 1, 1996): 241–45. http://dx.doi.org/10.1525/curh.1996.95.602.241.

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20

Fréine, Celia de, Edward Boyne, and Finbarr McAuley. "Engaging Reality." Books Ireland, no. 173 (1993): 285. http://dx.doi.org/10.2307/20626818.

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21

BERGSTROM, RANDOLPH. "Engaging History." Public Historian 30, no. 1 (February 1, 2008): 7–8. http://dx.doi.org/10.1525/tph.2008.30.1.7.

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22

Delaney, Paul, Claire Connolly, Michael Böss, and Eamon Maher. "Engaging Theory." Irish Review (1986-), no. 31 (2004): 126. http://dx.doi.org/10.2307/29736145.

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23

Misak, Cheryl, and Joseph Raz. "Engaging Reason." University of Toronto Law Journal 51, no. 1 (2001): 63. http://dx.doi.org/10.2307/825956.

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24

Opitz, Michael F., and Valarie G. Lee. "Engaging Readers." Reading Teacher 59, no. 3 (November 2005): 294–95. http://dx.doi.org/10.1598/rt.59.3.11.

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25

Green, Charmaine, Sarah Prout, Fiona Nichols, Kevin Merritt, Gordon Gray, Jennifer Kniveton, Wayne McDonald, and Ashley Taylor. "Engaging tensions." International Journal of Critical Indigenous Studies 6, no. 2 (June 1, 2013): 17–28. http://dx.doi.org/10.5204/ijcis.v6i2.100.

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Increasingly, applied researchers and Indigenous communities are genuinely seeking common ground to undertake research projects that are particularly attentive to issues of ownership and outcomes. Community-Based Participatory Research (CBPR) has been embraced globally as a best practice methodological framework for engaging in research in Indigenous communities, especially at the cultural interface where different knowledge systems meet. This article reviews the authors’ experiences of engaging with the challenging and enriching aspects of tensions encountered when using the CBPR approach during an Indigenous housing research project in regional Western Australia. Consistent with many CBPR processes, a number of tensions emerged in this cross- and intra-cultural research process. They related to multiple (and sometimes competing) expectations regarding what constitutes genuine partnership; the procurement and flows of research funding; data collection; and research translation mediums and activities. We conclude that engaging with the challenges of this methodological framework at the cultural interface opens up critical and dynamic spaces for shifting power relationships and asserting new models of ownership and outcomes in research with, and for, Australian Indigenous communities.
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26

Twycross, Alison. "Engaging participants." Nurse Researcher 23, no. 1 (September 14, 2015): 6–7. http://dx.doi.org/10.7748/nr.23.1.6.s2.

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27

Dowdle, David L. "Engaging Learners." Architectural Engineering and Design Management 2, no. 1-2 (January 2006): 31–48. http://dx.doi.org/10.1080/17452007.2006.9684603.

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28

Jardine, David W., and Barbara Dobbie. "Engaging Silence." Review of Education 13, no. 3-4 (June 1987): 183–86. http://dx.doi.org/10.1080/0098559870130307.

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29

Huebner, Ruth A., Mac Werner, Steve Hartwig, Stacy White, and Daniel Shewa. "Engaging Fathers." Administration in Social Work 32, no. 2 (February 25, 2008): 87–103. http://dx.doi.org/10.1300/j147v32n02_06.

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30

Pal, Satyabrata. "Engaging Pakistan." India Quarterly: A Journal of International Affairs 65, no. 4 (October 2009): 361–71. http://dx.doi.org/10.1177/097492840906500404.

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31

Barney, Ian. "Engaging Stakeholders." Journal of Corporate Citizenship 2003, no. 10 (June 1, 2003): 51–63. http://dx.doi.org/10.9774/gleaf.4700.2003.su.00007.

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32

Schirm, Julia R. L. "Engaging Ethics." Journal of Constructivist Psychology 27, no. 1 (December 13, 2013): 69–73. http://dx.doi.org/10.1080/10720537.2013.812865.

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33

Garb, Tamar. "ENGAGING EMBROIDERY." Art History 9, no. 1 (March 1986): 131–34. http://dx.doi.org/10.1111/j.1467-8365.1986.tb00237.x.

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34

Sutton, Wadham, and Antony Hopkins. "Engaging Companion." Musical Times 126, no. 1705 (March 1985): 160. http://dx.doi.org/10.2307/961669.

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35

Kleinman, Daniel Lee, Jason A. Delborne, and Ashley A. Anderson. "Engaging citizens." Public Understanding of Science 20, no. 2 (October 9, 2009): 221–40. http://dx.doi.org/10.1177/0963662509347137.

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36

Gómez, Fernando. "Engaging Garzón." Nuevo Texto Crítico 17, no. 33-36 (2004): 5–6. http://dx.doi.org/10.1353/ntc.2004.0007.

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37

Doyle, Maureen, Kevin G. Kirby, and Gary Newell. "Engaging constructions." ACM SIGCSE Bulletin 40, no. 1 (February 29, 2008): 58–62. http://dx.doi.org/10.1145/1352322.1352158.

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38

Gasman, Marybeth, and Thai-Huy Nguyen. "Engaging voices." Journal for Multicultural Education 10, no. 2 (June 13, 2016): 194–205. http://dx.doi.org/10.1108/jme-01-2016-0011.

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Purpose This paper aims to discuss the methods that were used to do egalitarian research with ten Historically Black Colleges and Universities (HBCUs). Rather than doing research “on” these institutions, the authors worked with them to understand their successes and build upon their capacity in the science, technology, engineering and math (STEM) areas. Through this process, the authors aimed to bring exposure and interest to the practices that HBCUs use to increase and nurture success in African American students – practices that are rarely used in mainstream STEM programs and, in fact, run counter to well-established practices across STEM. The goal is to challenge traditional methods for pursuing STEM education research as the authors offer alternative methods the uplift and empower HBCUs. Design/methodology/approach The authors used the constant comparative method in developing, testing, and writing-up the HBCU success stories. The constant comparative method collects data in a systematic way by engaging in ongoing exploration and verification of findings with key stakeholders (in this case, the teachers, students and staff at the HBCUs). Across the ten HBCUs in the sample, at least one success story or model at each institution was identified; in some instances, there were more. Findings The research project had several implications for the social and economic health of society. First, supporting the work of HBCUs contributes to the diversification of the STEM fields and addresses the severe drought in the STEM workforce. It is without doubt that a diverse workforce – the unique perspectives and backgrounds of each individual – has a positive and significant influence on progress and innovation in any field. Despite increasingly growing minority communities across the country, many Blacks continue to face roadblocks that impede their opportunities and abilities in the K-20 pipeline and STEM education, specifically. Because HBCUs have a long history and record of tearing down those roadblocks and contributing Black students to the STEM workforce, they are prime and optimal sites for long-term investment. Second, improving the abilities of HBCUs to support student success in STEM also increases the likelihood of greater STEM minority teachers and faculty. A significant factor in the success of minority students in STEM is the opportunity to be taught and mentored by faculty members that look like them and/or deeply understand their personal background and struggles. For many Black students, the presence of a Black science professor can improve and retain student interest and aspiration in STEM. But with so few Black STEM faculty members, many students can easily fall through the cracks. Third, aside from the nation’s security and health, supporting HBCUs’ work in STEM student achievement represents immeasurable benefits for the individual and his/her family for many generations to come (i.e. society overall). Occupations in STEM are plentiful and fruitful for those who achieve the required credentials. Increasing opportunities for Black students to pursue these STEM careers can establish a path toward upward social mobility. The realization of these benefits is contingent upon the investment in early achievement in STEM courses. Research limitations/implications Several research based outcomes are scheduled to result from this project, including a major policy report on HBCUs and their approaches to STEM education (co-constructed with the HBCU representatives); several peer reviewed articles (authored by us as well as the HBCU representatives); a national convening (showcasing both the best practices and the results of the HBCUs’ funded capacity building projects with the HBCU representatives as the primary speakers rather than us); a website featuring the work of the 10 HBCUs, active use of social media to disseminate the findings of the project; several op-eds written for a general audience and co-authored with HBCU representatives; and an authored book published by a university press. Practical implications Best practices gleaned from this project are being shared in a scholarly manner, but they will be shared in ways that are accessible to practitioners, including presidents, faculty, academic advisors, student success staff and other HBCU practitioners. In addition, best practices will be shared with majority colleges and universities to strengthen and improve practices more broadly in STEM. The authors are working with organizations such as the Association of American Universities, Association of Public Land Grant Universities and the American Association of Colleges and Universities to showcase the work of HBCUs and disseminate information. Social implications Conducting research projects in which the research inquiry is co-constructed and the resulting research products are also co-constructed and even co-authored is an empowering and collaborative way to work across institutional types. More importantly, this approach brings attention to those researchers and teachers at HBCUs that are doing the day-to-day work with students, training them to be scientists, doctors and professors. Too often, only those conducting studies on STEM are credited with “discovering” success models for student learning. The authors think that those who have created these models and use them should be recognized and included in the research and dissemination process, and the authors encourage others to think more broadly and openly about collaborative research that engages the voices of HBCU researchers and students. Originality/value This project also has much to teach others about collaborating through research. First, collaborating when conducting research related to STEM is essential, as it encourages collaboration within STEM and among STEM researchers. HBCU researchers that were a part of our project – biologists, physicist and chemists – were encouraged to work across disciplinary lines and together to understand their own STEM education practices more fully.
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39

Wright, Clive. "Engaging Economics." Theology 113, no. 875 (September 2010): 376–77. http://dx.doi.org/10.1177/0040571x1011300514.

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40

Hill, Karen S. "Politically Engaging." JONA: The Journal of Nursing Administration 37, no. 12 (December 2007): 531–33. http://dx.doi.org/10.1097/01.nna.0000302388.83742.71.

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41

PAUL, ROBERT A. "Engaging Humor." American Anthropologist 107, no. 1 (March 2005): 159–60. http://dx.doi.org/10.1525/aa.2005.107.1.159.

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42

Davidheiser, Mark. "Engaging Globalization." Anthropology News 47, no. 6 (September 2006): 4. http://dx.doi.org/10.1525/an.2006.47.6.4.

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43

Chrisman, Noel, and the Executive Program Committee. "Engaging Anthropology." Anthropology News 49, no. 2 (February 2008): 12. http://dx.doi.org/10.1525/an.2008.49.2.12.

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44

Duffy, James, Des Butler, and Elizabeth Dickson. "Engaging Sex." Alternative Law Journal 40, no. 1 (March 2015): 46–49. http://dx.doi.org/10.1177/1037969x1504000111.

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45

Kulick, Don. "Engaging anthropology." HAU: Journal of Ethnographic Theory 10, no. 2 (September 1, 2020): 630–32. http://dx.doi.org/10.1086/709581.

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46

Kornhaber, Mindy, Mara Krechevsky, and Howard Gardner. "Engaging Intelligence." Educational Psychologist 25, no. 3-4 (June 1990): 177–99. http://dx.doi.org/10.1080/00461520.1990.9653110.

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47

Segaric, Cheryl Ann, and Wendy A. Hall. "Progressively Engaging." Journal of Family Nursing 21, no. 1 (December 23, 2014): 35–56. http://dx.doi.org/10.1177/1074840714564787.

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48

Sullivan, Karen. "Engaging pedagogy." SecEd 2016, no. 2 (January 14, 2016): 11. http://dx.doi.org/10.12968/sece.2016.2.11.

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49

Sullivan, Karen. "Engaging pedagogy." SecEd 2016, no. 34 (January 14, 2016): 11. http://dx.doi.org/10.12968/sece.2016.34.11.

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50

Price, Janet E. "Engaging disability." Feminist Theory 8, no. 1 (April 2007): 77–89. http://dx.doi.org/10.1177/1464700107074199.

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