Gotowe bibliografie tematyczne / Small group research

Gotowa bibliografia na temat „Small group research”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 10 lutego 2022

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Artykuły w czasopismach na temat "Small group research"

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Emich, Kyle J., Satish Kumar, Li Lu, Kurt Norder i Nitesh Pandey. "Mapping 50 Years of Small Group Research Through Small Group Research". Small Group Research 51, nr 6 (13.07.2020): 659–99. http://dx.doi.org/10.1177/1046496420934541.

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At its 50-year milestone, we assess the Small Group Research ( SGR) corpus to reflect on the development of group research over the past half century. To do this, we examine the evolution of the corpus’s context and content. We examine its context by assessing its impact, which journals it communicates with, and the internationality of its authors. We examine its content—the topics discussed in its articles—using keyword clustering and co-occurrence network analysis. We identify 10 research communities and track their relationships over the four editorial periods associated with the SGR corpus (lagged 2 years for influence): 1970–1981, 1982–1991, 1992–2010, and 2011–2019. Our analyses indicate that the global and local study of group dynamics has fluctuated over time and that phenomenologically based topics connect theoretical topics and stimulate theoretical development. We also provide three criteria to identify communities and topics of group research most likely to benefit from future integration.
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Levine, J. M., i R. L. Moreland. "Progress in Small Group Research". Annual Review of Psychology 41, nr 1 (styczeń 1990): 585–634. http://dx.doi.org/10.1146/annurev.ps.41.020190.003101.

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Gil Rodríguez, Francisco, i Carlos María Alcover de la Hera. "Small Group Research in Europe". European Psychologist 7, nr 4 (grudzień 2002): 265–74. http://dx.doi.org/10.1027//1016-9040.7.4.265.

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After a long period of scarce resources and a long delay in new scientific results suffered as a consequence of recent Spanish history, research concerning groups has experienced a rapid development over the last 15 years of the 20th century—the result of the late but then clear institutionalization of psychology into university structure. Although most research has been carried out at the very heart of social psychology and along the traditional lines of the field, a significant growth in the study of groups and work teams in organizational contexts can now be highlighted, coinciding with the tendency detected internationally during the last years. Beyond the normalization of group research in Spain, it is necessary to point out its excessive dependency in both theory and methodology on models and tools elaborated throughout North America and Europe. The present review closes with the proposal of creating a European formative curriculum for group psychologists in order to unify and promote research within this active and important field of psychology.
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Beck, Dieter, i Michael Diehl. "Advances in Small Group Research". European Psychologist 2, nr 4 (styczeń 1997): 368–76. http://dx.doi.org/10.1027/1016-9040.2.4.368.

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Keyton, Joann. "The Future of Small Group Research". Small Group Research 47, nr 2 (5.02.2016): 134–54. http://dx.doi.org/10.1177/1046496416629276.

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Altman, Irwin. "The Reemergence of Small Group Research". Contemporary Psychology: A Journal of Reviews 34, nr 3 (marzec 1989): 253–54. http://dx.doi.org/10.1037/027775.

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Messick, David M. "Soviet Collectives and Small Group Research". Contemporary Psychology: A Journal of Reviews 33, nr 9 (wrzesień 1988): 802. http://dx.doi.org/10.1037/026011.

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Keyton, Joann, i Aaron Brower. "Small Group Research 2015 Annual Review Issue". Small Group Research 46, nr 5 (16.09.2015): 487–88. http://dx.doi.org/10.1177/1046496415606818.

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Keyton, Joann, i Aaron Brower. "Small Group Research 2015 Annual Review Issue". Small Group Research 46, nr 6 (11.11.2015): 587–88. http://dx.doi.org/10.1177/1046496415616357.

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Parker, John N., Edgar Cardenas, Alexander N. Dorr i Edward J. Hackett. "Using Sociometers to Advance Small Group Research". Sociological Methods & Research 49, nr 4 (2.05.2018): 1064–102. http://dx.doi.org/10.1177/0049124118769091.

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New technologies transform research specialties and potentiate new fields. Sociometers—wearable electronic sensors collecting quantitative, dynamic data about embodied social interactions at hyperfine scales—represent such a possibility for small group research. This article introduces this new method and its distinctive qualities and affordances. Next, we relate its potential for advancing understanding of three types of small group phenomena: (1) rhythmic entrainment, emotional energy, and solidarity; (2) nonverbal dominance and deference; and (3) groups as complex systems. We then present findings from two pilot studies of small group creativity in science and art collaborations. To do so, we combine sociometric, survey, and ethnographic data to consider how speech participation, body movement, and volume shape group creativity and to illustrate how sociometric data complements traditional qualitative and quantitative methods. We close by relating practical lessons learned to aid future researchers working to harness this powerful new research technology.
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Rozprawy doktorskie na temat "Small group research"

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Johnson, Karen Y. "Teachers' Perceptions of the Use of Small-Group Tutorial". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2000.

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This study addressed the implementation of the tutorial program currently in use at an urban school district in Mississippi. Because successful completion of assessments is a graduation requirement, the study site implemented the tutorial program to help at-risk students improve their academic outcomes on state-mandated assessments in Biology I, United States History, English II, Algebra I. The purpose of this study, guided by Bloom's theory of mastery learning, was to examine the perceptions of the teachers who served as tutors in the program. Using the narrative inquiry method, the research focused on the implementation of the tutorial program, the perceived impact of the program on the academic achievement of at-risk students and what changes would benefit the program. Interviews were conducted with a purposive sample of 10 tutors. Data were collected using open-ended questions in semi-structured interviews that were transcribed and coded. Emergent themes indicated the program needed more administrative support, better parental notification, and better communication between tutors. While the results suggested that the program was beneficial for at-risk students, recommendations were made to further improve the program's delivery through the development of an executive report to school administration and an evaluation report to stakeholders. Suggested modifications included designating a specific time for tutors collaboration and administrators taking a more active role during the implementation of the program. Modifications made to the existing tutorial program could lead to positive social change by increasing the academic success on both the state-mandated examinations and in academic classes, thus leading to increasing the graduation rates of at-risk students.
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Thiboumery, Arion Jean. "Small meat lockers working group a participatory action research project to revitalize the decentralized meatpacking sector in Iowa /". [Ames, Iowa : Iowa State University], 2007.

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Goings, Carolyn Smith. "Racial Integration in One Cumberland Presbyterian Congregation: Intentionality and Reflection in Small Group". Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1479350273590395.

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Alavi, Seyyed Babak Education Faculty of Arts &amp Social Sciences UNSW. "A multilevel study of collective efficacy, self-mental models, and collective cognition in university student group activities". Awarded by:University of New South Wales. Education, 2005. http://handle.unsw.edu.au/1959.4/33242.

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The main goal of this study was to identify some determinants of collective efficacy in small groups. A multilevel approach was used to posit hypotheses and research questions relating individual and shared beliefs of collective efficacy to collective cognition activities, task interdependence, self-efficacy for group work, and collective orientation. A two-phase longitudinal design was employed. The sample comprised 270 university students, enrolled in seven courses and involved in 86 work groups in both phases of the study. All groups were required to perform interdependent academic tasks. The results of multiple regression analysis of aggregated variables provided some evidence that the more group members perceived themselves to be interdependent in the early stages of group work and assigned their tasks interdependently during group processes, the more likely they developed high collective efficacy in the final stages of group work. Collective efficacy was also related to the group average of self-efficacy for group work when task interdependence was high. Multilevel analysis was also used. These results showed that variation at the individual level was considerable, and there was significant but relatively little variation at the group level, with small effect sizes, for a few variables including collective efficacy. Structural equation modelling was used to confirm the theoretical framework at the individual level after accounting for group level variation. The results suggested that integration and constructive evaluation of ideas during group processes and self-efficacy for group work may have been determinants of collective efficacy at the individual level. Moreover, collective efficacy at the individual level was related to an interdependent perception of self in relation to other group members. The results suggest that helping group members learn how to evaluate and integrate each other???s ideas during group activities, and perceive themselves to be interdependent may enhance group capabilities for performing tasks. In addition, improving students??? self-efficacy for group work was identified as a key factor, as it may enhance a sense of interdependence among group members, improve the extent to which group members participate in integrating and evaluating ideas, and increase the whole group???s capabilities for performing tasks.
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Walker, Anne. "Evaluation of the influence of the Phono-Graphix™ programme on children's reading achievement : direct instruction of phonological processing skills with a small group of predominantly Māori students : research project". Thesis, University of Canterbury. School of Professional Development, Centre for Postgraduate Studies, 2006. http://hdl.handle.net/10092/2934.

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A weakness in phonological-processing skills and alphabetic understanding is theorized to be responsible for the lack of reading development with some children. This study investigated the influence of a programme designed to use a direct instruction approach to teach these skills and knowledge on reading development. Fourteen children and the teacher from one classroom in a small urban primary school participated in this study. The students ranged in age from 7 years 7 months to 9 years 9 months, and ranged in reading ability from achieving below to achieving above their comparable chronological age in reading. At the time of the study, the school roll consisted of 81% Maori, 2% Cook Island, and 17% New Zealand European. Of the 14 students involved in the study, 12 were Maori, one was a Cook Island Maori and one was New Zealand European. The study took place over nine months, and consisted of 20-minute direct instruction sessions on phonological-processing skills and alphabetic knowledge and understanding, supported by other daily practice sessions as suggested by the programme's curriculum. Children were administered a range of tests on phonological-processing skills, word attack and identification, and reading comprehension and attitude at the beginning, middle and end of the study period. Comparisons and analysis of the data revealed that there were differences with all groups; i.e., those achieving in reading at, above, or below their expected level, with all aspects tested. Because of other interventions put into place by the classroom teacher, it is not possible to fully attribute the development of skills and understanding, and acquisition of knowledge, to the implementation of the programme. Nevertheless, these results suggest that children responded favourably to the specific, explicit teaching. Although this study was small, the positive response of the Maori and Cook Island Maori participants is worthy of further or closer investigation.
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Turpin, Rebecca L. "Psychometric Testing of the Presence of Nursing Scale: Measurability of Patient Perceptions of Nursing Presence Capability of Nurses in an Academic Medical Center". Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3096.

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Introduction: Nursing presence occurs when nurses expend themselves on the behalf of a unique patient. This phenomenon requires further research to develop instruments. The Presence of Nursing Scale (PONS) measures the patient’s perspective (Kostovich, 2012). Psychometric testing of PONS-Revised using exploratory factor analysis is warranted to further develop a reliable and valid measure of nursing presence. Contextual workplace variables need exploration in inpatient settings for correlation with nursing presence. Method(s): A convenience sample of 122 adult inpatients from ten acute-care nursing units in a Southeastern Magnet hospital were surveyed to conduct the first psychometric testing of this revised instrument using exploratory factor analyses. Seven research questions evaluated potential correlations between the PONS-R, patient satisfaction using nurse-sensitive measures of HCAHPS, nursing unit-specific workforce factors and patient demographic factors. Results: PONS-R demonstrated high internal consistency reliability (r = .974), test-retest reliability (statistically significant at the .01 level) and divergent validity (p=.002). PONS-R compared to nurse HCAHPS measures was statistically significant at the .01 level, (r = .736). EFA revealed one factor (eigenvalues over 1), with a weak secondary factor centered on intimacy factors suggesting addition of items and repeated study with a larger sample size to further psychometrically develop the instrument. Unexpected negative correlations were found with unit-workforce factors including average RN experience level (r= -.185, significant at the .05 level), and average RN age (r = - .218). An unexpected positive correlation was found - percentage of Associate degree nurses (r = .269, statistically significant at the .05 level. The Triangle region was correlated with a higher PONS-R score (p = .038; n=4), otherwise no statistically significant correlations were found for PONS-R and patient demographics nor patient-specific variables such as estimated number of RN providing care, nor length of stay on the unit. Discussion & Conclusions: Further psychometric testing is indicated with larger samples and perhaps with the inclusion of intimacy factor items. Additional correlational studies focused on other patient quality outcomes measures with expansion of nurse demographics is indicated to explore for confounding variables.
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Brubaker, Dale M. "Predicting strength of consensus in small groups". Thesis, This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-08222009-040244/.

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Freeburg, Darin S. "Information Culture and Belief Formation in Religious Congregations". Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1383573397.

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Armstrong, Marilyn Christine. "Perceptions on Collaborative Learning: A Case Study of Female Community College Instructors". Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/2990.

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Abstract In the 1980s, academic assessments called for "the ability of individuals and groups to talk, listen judge, and act on issues of common interest" (Morse, 1989, p. 30). More recently, corporate research findings, Are They Ready to Work? Employers' Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce (The Conference Board, Inc., Partnership for 21st Century Skills, The Corporate Voices for Working Families, & Society for Human Resource Management, 2006), report the workplace is seeking college graduates with skill in collaboration (e.g. build diverse relationships, negotiate, manage conflict). While the interest in collaborative learning has expanded in higher education and business, "sparse application" is reported in the college classroom. In academia, collaborative learning has been dependent on cooperative learning research focused on quantitative student achievement outcomes while faculty perceptions of a nonfoundational social constructivist view of collaborative learning is reported as "hardly begun." Along with an increased ambiguity in the terms collaborative and cooperative learning, a comprehensive understanding of collaborative learning and its potential uniqueness, if any, has been skewed. The purpose of this study was to describe and explain collaborative learning from the perspective of selected classroom practitioners representing multiple academic disciplines at a learning-centered institution. The exploratory questions guiding this qualitative case study were: (a) what elements constituted community college collaborative learning practitioners classroom experience and (b) what variables influenced the elements. The theoretical framework undergirding this dissertation is social constructivism nested in constructivism. A purposeful sampling of four instructional criteria indicative of a nonfoundational socio-constructivist concept of collaborative learning guided the participant selection process. The limited candidate list consisted of 31 faculty (20 females, 11 males) at the field site, a learning-centered community college with an FTE near 30,000 for the 2009 - 2010 school year. From 22 initial responses, seven faculty participants (6 female, 1 male) were selected and participated in two semi-structured in-depth interviews. The data collection included interviews, institutional and practitioner documents, the researcher's reflective journal, and field notes. The male participant was removed from the study because he did not submit all requested documents. Therefore, though unintended, six case studies of female instructors were analyzed over an eight month period and reduced to four when saturation was reached, no new information was elicited. All four participants fulfilled all four specified instructional criteria. The central finding able to help the college classroom is the strong identified practice of the defined collaborative learning concept with the articulated understanding limited and term interchange and confusion profound. Thus, the value of this study is the lack of definitional clarity in the terms collaborative and cooperative learning within academia which may offer one possible explanation for the reported sparse application in the college classroom. Supporting this major finding the single most defining attribute of this sophisticated or challenging concept of collaborative learning is the instructional criteria of distributed authority. Manifesting itself in students teaching students the faculty participants high level of consistent classroom application in concert with intellectual negotiation, consensus building, and student ownership of learning constitutes the collaborative learning skills sought by the work force. This study contributed to all three research attributes reported as minimal in the literature, qualitative research from a faculty perspective on the specified concept of collaborative learning. A comprehensive participant selection process was not conducted. In view of the central finding and the existing gaps in the literature, a priority recommendation for future research would be a more intentional expansion of candidate recruitment to potentially increase identification of classroom instructors practicing the particularized concept of collaborative learning. Other research recommendations would include a more focused study of the defined concept of collaborative learning in relationship to: (a) the learning-centered institution, (b) disciplines with a high density of foundational knowledge, (c) student and faculty resistance, (d) lines of authority, and (e) personality, gender, teaching styles, and learning styles.
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Franklin, Iniki. "My Life's in Shambles: Examining Interpersonal Relationships as a Moderating Factor in Reducing Post-Graduate Stress". DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/131.

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This study examines whether interpersonal relationships serve as a moderating factor in reducing post-graduate stress. A researcher developed survey was used to gather data and examined three areas: interpersonal support, perceived stress, and self-optimism. Interpersonal support encompassed familial and peer relationships. Perceived stress encompassed anxiety and depression symptomologies. Self-confidence encompassed graduates’ individuation and optimism levels regarding major life tasks after commencement. Perceived stress and self-confidence levels were also used to identify how interpersonal relationships impacted graduates’ interpretation of stress. Further analysis of the study also examined whether interpersonal support impacted perceived stress and self-confidence across various racial groups. Findings of the study suggest that interpersonal support has an impact on post-graduate stress.
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Książki na temat "Small group research"

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Blumberg, Herbert, M. Valerie Kent, A. Paul Hare i Martin F. Davies. Small Group Research. New York, NY: Springer New York, 2012. http://dx.doi.org/10.1007/978-1-4614-0025-7.

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Small group discussion. Greenwood, Ind: Alistair Press, 1999.

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Siân, Koppel, Greenhalgh Trisha i Macfarlane Fraser, red. Groups: A guide to small group work in healthcare, management, education and research. Abingdon, Oxon: Radcliffe Medical Press, 2001.

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Blumberg, Herbert H. Small group research: Implications for peace psychology and conflict resolution. New York: Springer, 2011.

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Bennett, Catherine. Small group teaching and learning in psychology: A review of research in small-group teaching and suggestions for good practic. York: ltsn Psychology, 2002.

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1932-, Johnsen Eugene C., red. Social influence network theory: A sociological examination of small group dynamics. Cambridge: Cambridge University Press, 2011.

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Prince, Les. Some problems associated with the use of the interpersonal matrix in small group research. Birmingham: AstonUniversity. Management Centre, 1987.

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Stotz, Daniel. Verbal interaction in small-group activities: A process study of an English language learning classroom. Tübingen: G. Narr, 1991.

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Sagan, Rachel. It's in your court: How to use the Massachusetts Small Claims Courts : a project of the Massachusetts Public Interest Research Group, Education Fund. Boston, MA: The Fund, 1993.

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Partanen, Anna-Maija. Challenging the school mathematics culture: An investigative small-group approach : ethnographic teacher research on social and sociomathematical norms. Rovaniemi: University of Lapland, 2011.

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Części książek na temat "Small group research"

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Blumberg, Herbert, M. Valerie Kent, A. Paul Hare i Martin F. Davies. "Cooperation, Competition, and Conflict Resolution". W Small Group Research, 1–44. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0025-7_1.

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Blumberg, Herbert, M. Valerie Kent, A. Paul Hare i Martin F. Davies. "Bargaining, Coalitions, and Games: Classified Citations". W Small Group Research, 45–54. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0025-7_2.

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Blumberg, Herbert, M. Valerie Kent, A. Paul Hare i Martin F. Davies. "Group Dynamics and Social Cognition". W Small Group Research, 55–84. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0025-7_3.

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Blumberg, Herbert, M. Valerie Kent, A. Paul Hare i Martin F. Davies. "The Group and the Organization". W Small Group Research, 85–117. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0025-7_4.

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Blumberg, Herbert, M. Valerie Kent, A. Paul Hare i Martin F. Davies. "Team Performance". W Small Group Research, 119–66. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0025-7_5.

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Blumberg, Herbert, M. Valerie Kent, A. Paul Hare i Martin F. Davies. "Intergroup Relations". W Small Group Research, 167–201. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0025-7_6.

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Davies, Huw, Allan Hutchinson, Richard Barrett, Tony Campbell i Andy Eastlake. "The UK Approach to Greater Market Acceptance of Powered Light Vehicles (PLVs)". W Small Electric Vehicles, 41–51. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65843-4_4.

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AbstractThis paper summarises the UK activity for powered light vehicles (PLVs) with the purpose of driving market acceptance. If alternative vehicle concepts are to emerge from the margins and transition into the main stream, there is a need to think differently. This opportunity has motivated a number of UK organisations to come together as a working group and identify a way forward. We contend that thinking differently requires a reshaping of the whole value chain. Each of the partners has contributed to this activity and we describe the development of a pathway towards the realisation of a UK PLV market. Research and policy development requirements for the UK market are defined, supported by a discussion on two specific segments of the PLV market—light freight vehicles and micromobility.
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Lasserre, Pierre. "Marine microcosms: Small-scale controlled ecosystems". W Enclosed Experimental Marine Ecosystems: A Review and Recommendations: A Contribution of the Scientific Committee on Oceanic Research Working Group 85, 20–60. Washington, D. C.: American Geophysical Union, 1990. http://dx.doi.org/10.1029/ce037p0020.

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Schudel, Kai, i Katharina Maag Merki. "Taking Composition and Similarity Effects into Account: Theoretical and Methodological Suggestions for Analyses of Nested School Data in School Improvement Research". W Accountability and Educational Improvement, 83–106. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_6.

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AbstractSchool improvement research is faced with a school teaching staff, which is not a simple homogeneous entity. The compositional attributes of the teaching staff – such as diversity – can have a crucial influence on school processes. Whether the teaching staff is highly fractured, consists of sharply dissociated subgroups, or has shared beliefs, affects the adoption of school improvement programs differently. However, school improvement research has not yet taken into account what different compositions of the teaching staff mean from a methodological viewpoint. It is true that the use of multilevel analysis is standard in school improvement research and that it considers nested school data. However, this method alone only takes averaged measures of teaching staffs into consideration but not their different compositions. In this contribution, we argue that school improvement research has to consider, theoretically and methodologically, how compositional attributes of the teaching staff can be conceptualized. We first discuss some advancements in the conceptualization of group composition from research on small groups and organizations. We then incorporate suggestions for different diversity typologies from small group research to describe the compositional attributes of the teaching staff. Additionally, we address how the composition of the teaching staff influences each teacher differently, depending on the specific position a teacher has within the teaching staff. We further suggest incorporating the Group Actor-Partner Interdependence Model (GAPIM; Kenny, DA, Garcia RL, Small Group Res 43:468–496, 2012) as a methodological approach for assessing these compositional influences. In addition to classic multilevel analysis, the GAPIM also considers the effects of the other teachers on staff and the similarity and dissimilarity of a teacher to the other members of the teaching staff. Finally, we illustrate the possibilities of the theoretical and methodological endorsements discussed by applying the GAPIM to a data set of 37 German upper secondary schools by way of example. We show that a teacher’s job satisfaction is not only influenced by their individual and collective teacher self-efficacy but also by positional effects: The similarity of a teacher to the other teachers on staff and the similarity among the other members of the teaching staff have additional influences on job satisfaction.
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McGrath, Joseph E., i Jennifer L. Berdahl. "Groups, Technology, and Time". W Theory and Research on Small Groups, 205–28. Boston, MA: Springer US, 2002. http://dx.doi.org/10.1007/0-306-47144-2_10.

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Streszczenia konferencji na temat "Small group research"

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Cao, Ying, Aikaterini Mari, Pierre-Philippe A. Ouimet, Amreen Nasim Thompson i Jenay R. Sermon. "Emergent explicit group regulation in small group scientific activities". W 2019 Physics Education Research Conference. American Association of Physics Teachers, 2020. http://dx.doi.org/10.1119/perc.2019.pr.cao.

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Jiang, Pei, Qingshan Li i Mingyang Lian. "The Preparation and Research of Small Molecular Group Water". W International Conference on Biomedical and Biological Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/bbe-16.2016.36.

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Blue, Jennifer Blue, Gregg W. Wentzell i Matthew J. Evins. "What Do Students Want? Small Group Instructional Diagnoses of STEM Faculty". W 2014 Physics Education Research Conference. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/perc.2014.pr.007.

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Od-Cihen, Yehudit. "Small Group Instruction - School Principals’ Point Of View - Continuous Research". W ERD 2017 - Education, Reflection, Development, Fourth Edition. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.06.22.

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Kopp, Birgitta. "SMALL GROUP WORK FOR INCREASING KNOWLEDGE ABOUT VALUES-ORIENTED BEHAVIOR". W 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1147.

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Zhang, Le, Hua Wei, Zhongliang Lyu i Hong Hu. "Research on WebGIS Technology of Small Hydro Group Based on HTML5". W 2019 IEEE 3rd International Electrical and Energy Conference (CIEEC). IEEE, 2019. http://dx.doi.org/10.1109/cieec47146.2019.cieec-2019504.

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Wen, Xiankui, Li Su, Chenghui Lin, Qiang Fan, Jiqun Tang i Cheng Mao. "Research on Small Hydropower Group Output Characteristics of Multiple Time Scales". W 2016 International Conference on Computer Engineering, Information Science & Application Technology (ICCIA 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/iccia-16.2016.73.

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Stephens, A. Lynn, i John J. Clement. "Whole class vs. small group settings for using animations in physics: Case study comparisons". W 2015 Physics Education Research Conference. American Association of Physics Teachers, 2015. http://dx.doi.org/10.1119/perc.2015.pr.076.

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Chin, Chloe, Sarah Grove, Sarah Treaddell, Stephen Barclay i Anna Spathis. "20 Small group research in the east of england: a novel approach to palliative medicine research training". W The APM’s Annual Supportive and Palliative Care Conference, In association with the Palliative Care Congress, “Towards evidence based compassionate care”, Bournemouth International Centre, 15–16 March 2018. British Medical Journal Publishing Group, 2018. http://dx.doi.org/10.1136/bmjspcare-2018-aspabstracts.47.

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Zhou, Jia. "Research on Influence of Small Group Teaching Mode in Stimulation of Learning Motivation of Medical Students". W 3rd International Conference on Science and Social Research (ICSSR 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icssr-14.2014.270.

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Raporty organizacyjne na temat "Small group research"

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Álvarez Marinelli, Horacio, Samuel Berlinski i Matías Busso. Research Insights: Can Struggling Primary School Readers Improve Their Reading through Targeted Remedial Interventions? Inter-American Development Bank, listopad 2020. http://dx.doi.org/10.18235/0002863.

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This paper assesses the effectiveness of an intervention aimed at improving the reading skills of struggling third-grade students in Colombia. In a series of randomized experiments, students participated in remedial tutorials conducted in small groups during school hours. Trained instructors used structured pedagogical materials that can be easily scaled up. Informed by the outcomes of each cohort, the intervention tools are fine-tuned for each subsequent cohort. The paper finds positive and persistent impacts on literacy scores and positive spillovers on some mathematics scores. The effectiveness of the program grew over time, likely because of higher dosage and the fine-tuning of materials.
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Lumpkin, Shamsie, Isaac Parrish, Austin Terrell i Dwayne Accardo. Pain Control: Opioid vs. Nonopioid Analgesia During the Immediate Postoperative Period. University of Tennessee Health Science Center, lipiec 2021. http://dx.doi.org/10.21007/con.dnp.2021.0008.

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Background Opioid analgesia has become the mainstay for acute pain management in the postoperative setting. However, the use of opioid medications comes with significant risks and side effects. Due to increasing numbers of prescriptions to those with chronic pain, opioid medications have become more expensive while becoming less effective due to the buildup of patient tolerance. The idea of opioid-free analgesic techniques has rarely been breached in many hospitals. Emerging research has shown that opioid-sparing approaches have resulted in lower reported pain scores across the board, as well as significant cost reductions to hospitals and insurance agencies. In addition to providing adequate pain relief, the predicted cost burden of an opioid-free or opioid-sparing approach is significantly less than traditional methods. Methods The following groups were considered in our inclusion criteria: those who speak the English language, all races and ethnicities, male or female, home medications, those who are at least 18 years of age and able to provide written informed consent, those undergoing inpatient or same-day surgical procedures. In addition, our scoping review includes the following exclusion criteria: those who are non-English speaking, those who are less than 18 years of age, those who are not undergoing surgical procedures while admitted, those who are unable to provide numeric pain score due to clinical status, those who are unable to provide written informed consent, and those who decline participation in the study. Data was extracted by one reviewer and verified by the remaining two group members. Extraction was divided as equally as possible among the 11 listed references. Discrepancies in data extraction were discussed between the article reviewer, project editor, and group leader. Results We identified nine primary sources addressing the use of ketamine as an alternative to opioid analgesia and post-operative pain control. Our findings indicate a positive correlation between perioperative ketamine administration and postoperative pain control. While this information provides insight on opioid-free analgesia, it also revealed the limited amount of research conducted in this area of practice. The strategies for several of the clinical trials limited ketamine administration to a small niche of patients. The included studies provided evidence for lower pain scores, reductions in opioid consumption, and better patient outcomes. Implications for Nursing Practice Based on the results of the studies’ randomized controlled trials and meta-analyses, the effects of ketamine are shown as an adequate analgesic alternative to opioids postoperatively. The cited resources showed that ketamine can be used as a sole agent, or combined effectively with reduced doses of opioids for multimodal therapy. There were noted limitations in some of the research articles. Not all of the cited studies were able to include definitive evidence of proper blinding techniques or randomization methods. Small sample sizes and the inclusion of specific patient populations identified within several of the studies can skew data in one direction or another; therefore, significant clinical results cannot be generalized to patient populations across the board.
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Patton, Amy, Kylie Dunavan, Kyla Key, Steffani Takahashi, Kathryn Tenner i Megan Wilson. Reducing Stress, Anxiety, and Depression for NICU Parents. University of Tennessee Health Science Center, maj 2021. http://dx.doi.org/10.21007/chp.mot2.2021.0012.

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This project aims to appraise evidence of the effectiveness of various practices on reducing stress, anxiety, and depression among parents of infants in the neonatal intensive care unit (NICU). The project contains six research articles from both national and international journals. Study designs include one meta-analysis, one randomized controlled trial, one small scale randomized controlled trial, one prospective phase lag cohort study, on pretest-posttest study, and one mixed-methods pretest-posttest study. Recommendations for effective interventions were based on best evidence discovered through quality appraisal and study outcomes. All interventions, except for educational programs and Kangaroo Care, resulted in a statistically significant reduction of either stress, anxiety, and/ or depression. Family centered care and mindfulness-based intervention reduced all barriers of interest. There is strong and high-quality evidence for the effect of Cognitive Behavioral Therapy on depression, moderate evidence for the effect of activity-based group therapy on anxiety, and promising evidence for the effect of HUG Your Baby on stress.
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McDonagh, Marian, Andrea C. Skelly, Amy Hermesch, Ellen Tilden, Erika D. Brodt, Tracy Dana, Shaun Ramirez i in. Cervical Ripening in the Outpatient Setting. Agency for Healthcare Research and Quality (AHRQ), marzec 2021. http://dx.doi.org/10.23970/ahrqepccer238.

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Objectives. To assess the comparative effectiveness and potential harms of cervical ripening in the outpatient setting (vs. inpatient, vs. other outpatient intervention) and of fetal surveillance when a prostaglandin is used for cervical ripening. Data sources. Electronic databases (Ovid® MEDLINE®, Embase®, CINAHL®, Cochrane Central Register of Controlled Trials, and Cochrane Database of Systematic Reviews) to July 2020; reference lists; and a Federal Register notice. Review methods. Using predefined criteria and dual review, we selected randomized controlled trials (RCTs) and cohort studies of cervical ripening comparing prostaglandins and mechanical methods in outpatient versus inpatient settings; one outpatient method versus another (including placebo or expectant management); and different methods/protocols for fetal surveillance in cervical ripening using prostaglandins. When data from similar study designs, populations, and outcomes were available, random effects using profile likelihood meta-analyses were conducted. Inconsistency (using I2) and small sample size bias (publication bias, if ≥10 studies) were assessed. Strength of evidence (SOE) was assessed. All review methods followed Agency for Healthcare Research and Quality Evidence-based Practice Center methods guidance. Results. We included 30 RCTs and 10 cohort studies (73% fair quality) involving 9,618 women. The evidence is most applicable to women aged 25 to 30 years with singleton, vertex presentation and low-risk pregnancies. No studies on fetal surveillance were found. The frequency of cesarean delivery (2 RCTs, 4 cohort studies) or suspected neonatal sepsis (2 RCTs) was not significantly different using outpatient versus inpatient dinoprostone for cervical ripening (SOE: low). In comparisons of outpatient versus inpatient single-balloon catheters (3 RCTs, 2 cohort studies), differences between groups on cesarean delivery, birth trauma (e.g., cephalohematoma), and uterine infection were small and not statistically significant (SOE: low), and while shoulder dystocia occurred less frequently in the outpatient group (1 RCT; 3% vs. 11%), the difference was not statistically significant (SOE: low). In comparing outpatient catheters and inpatient dinoprostone (1 double-balloon and 1 single-balloon RCT), the difference between groups for both cesarean delivery and postpartum hemorrhage was small and not statistically significant (SOE: low). Evidence on other outcomes in these comparisons and for misoprostol, double-balloon catheters, and hygroscopic dilators was insufficient to draw conclusions. In head to head comparisons in the outpatient setting, the frequency of cesarean delivery was not significantly different between 2.5 mg and 5 mg dinoprostone gel, or latex and silicone single-balloon catheters (1 RCT each, SOE: low). Differences between prostaglandins and placebo for cervical ripening were small and not significantly different for cesarean delivery (12 RCTs), shoulder dystocia (3 RCTs), or uterine infection (7 RCTs) (SOE: low). These findings did not change according to the specific prostaglandin, route of administration, study quality, or gestational age. Small, nonsignificant differences in the frequency of cesarean delivery (6 RCTs) and uterine infection (3 RCTs) were also found between dinoprostone and either membrane sweeping or expectant management (SOE: low). These findings did not change according to the specific prostaglandin or study quality. Evidence on other comparisons (e.g., single-balloon catheter vs. dinoprostone) or other outcomes was insufficient. For all comparisons, there was insufficient evidence on other important outcomes such as perinatal mortality and time from admission to vaginal birth. Limitations of the evidence include the quantity, quality, and sample sizes of trials for specific interventions, particularly rare harm outcomes. Conclusions. In women with low-risk pregnancies, the risk of cesarean delivery and fetal, neonatal, or maternal harms using either dinoprostone or single-balloon catheters was not significantly different for cervical ripening in the outpatient versus inpatient setting, and similar when compared with placebo, expectant management, or membrane sweeping in the outpatient setting. This evidence is low strength, and future studies are needed to confirm these findings.
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Pedersen, Gjertrud. Symphonies Reframed. Norges Musikkhøgskole, sierpień 2018. http://dx.doi.org/10.22501/nmh-ar.481294.

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Symphonies Reframed recreates symphonies as chamber music. The project aims to capture the features that are unique for chamber music, at the juncture between the “soloistic small” and the “orchestral large”. A new ensemble model, the “triharmonic ensemble” with 7-9 musicians, has been created to serve this purpose. By choosing this size range, we are looking to facilitate group interplay without the need of a conductor. We also want to facilitate a richness of sound colours by involving piano, strings and winds. The exact combination of instruments is chosen in accordance with the features of the original score. The ensemble setup may take two forms: nonet with piano, wind quartet and string quartet (with double bass) or septet with piano, wind trio and string trio. As a group, these instruments have a rich tonal range with continuous and partly overlapping registers. This paper will illuminate three core questions: What artistic features emerge when changing from large orchestral structures to mid-sized chamber groups? How do the performers reflect on their musical roles in the chamber ensemble? What educational value might the reframing unfold? Since its inception in 2014, the project has evolved to include works with vocal, choral and soloistic parts, as well as sonata literature. Ensembles of students and professors have rehearsed, interpreted and performed our transcriptions of works by Brahms, Schumann and Mozart. We have also carried out interviews and critical discussions with the students, on their experiences of the concrete projects and on their reflections on own learning processes in general. Chamber ensembles and orchestras are exponents of different original repertoire. The difference in artistic output thus hinges upon both ensemble structure and the composition at hand. Symphonies Reframed seeks to enable an assessment of the qualities that are specific to the performing corpus and not beholden to any particular piece of music. Our transcriptions have enabled comparisons and reflections, using original compositions as a reference point. Some of our ensemble musicians have had first-hand experience with performing the original works as well. Others have encountered the works for the first time through our productions. This has enabled a multi-angled approach to the three central themes of our research. This text is produced in 2018.
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Salter, R., Quyen Dong, Cody Coleman, Maria Seale, Alicia Ruvinsky, LaKenya Walker i W. Bond. Data Lake Ecosystem Workflow. Engineer Research and Development Center (U.S.), kwiecień 2021. http://dx.doi.org/10.21079/11681/40203.

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The Engineer Research and Development Center, Information Technology Laboratory’s (ERDC-ITL’s) Big Data Analytics team specializes in the analysis of large-scale datasets with capabilities across four research areas that require vast amounts of data to inform and drive analysis: large-scale data governance, deep learning and machine learning, natural language processing, and automated data labeling. Unfortunately, data transfer between government organizations is a complex and time-consuming process requiring coordination of multiple parties across multiple offices and organizations. Past successes in large-scale data analytics have placed a significant demand on ERDC-ITL researchers, highlighting that few individuals fully understand how to successfully transfer data between government organizations; future project success therefore depends on a small group of individuals to efficiently execute a complicated process. The Big Data Analytics team set out to develop a standardized workflow for the transfer of large-scale datasets to ERDC-ITL, in part to educate peers and future collaborators on the process required to transfer datasets between government organizations. Researchers also aim to increase workflow efficiency while protecting data integrity. This report provides an overview of the created Data Lake Ecosystem Workflow by focusing on the six phases required to efficiently transfer large datasets to supercomputing resources located at ERDC-ITL.
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, lipiec 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.
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McKenna, Patrick, i Mark Evans. Emergency Relief and complex service delivery: Towards better outcomes. Queensland University of Technology, czerwiec 2021. http://dx.doi.org/10.5204/rep.eprints.211133.

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Emergency Relief (ER) is a Department of Social Services (DSS) funded program, delivered by 197 community organisations (ER Providers) across Australia, to assist people facing a financial crisis with financial/material aid and referrals to other support programs. ER has been playing this important role in Australian communities since 1979. Without ER, more people living in Australia who experience a financial crisis might face further harm such as crippling debt or homelessness. The Emergency Relief National Coordination Group (NCG) was established in April 2020 at the start of the COVID-19 pandemic to advise the Minister for Families and Social Services on the implementation of ER. To inform its advice to the Minister, the NCG partnered with the Institute for Governance at the University of Canberra to conduct research to understand the issues and challenges faced by ER Providers and Service Users in local contexts across Australia. The research involved a desktop review of the existing literature on ER service provision, a large survey which all Commonwealth ER Providers were invited to participate in (and 122 responses were received), interviews with a purposive sample of 18 ER Providers, and the development of a program logic and theory of change for the Commonwealth ER program to assess progress. The surveys and interviews focussed on ER Provider perceptions of the strengths, weaknesses, future challenges, and areas of improvement for current ER provision. The trend of increasing case complexity, the effectiveness of ER service delivery models in achieving outcomes for Service Users, and the significance of volunteering in the sector were investigated. Separately, an evaluation of the performance of the NCG was conducted and a summary of the evaluation is provided as an appendix to this report. Several themes emerged from the review of the existing literature such as service delivery shortcomings in dealing with case complexity, the effectiveness of case management, and repeat requests for service. Interviews with ER workers and Service Users found that an uplift in workforce capability was required to deal with increasing case complexity, leading to recommendations for more training and service standards. Several service evaluations found that ER delivered with case management led to high Service User satisfaction, played an integral role in transforming the lives of people with complex needs, and lowered repeat requests for service. A large longitudinal quantitative study revealed that more time spent with participants substantially decreased the number of repeat requests for service; and, given that repeat requests for service can be an indicator of entrenched poverty, not accessing further services is likely to suggest improvement. The interviews identified the main strengths of ER to be the rapid response and flexible use of funds to stabilise crisis situations and connect people to other supports through strong local networks. Service Users trusted the system because of these strengths, and ER was often an access point to holistic support. There were three main weaknesses identified. First, funding contracts were too short and did not cover the full costs of the program—in particular, case management for complex cases. Second, many Service Users were dependent on ER which was inconsistent with the definition and intent of the program. Third, there was inconsistency in the level of service received by Service Users in different geographic locations. These weaknesses can be improved upon with a joined-up approach featuring co-design and collaborative governance, leading to the successful commissioning of social services. The survey confirmed that volunteers were significant for ER, making up 92% of all workers and 51% of all hours worked in respondent ER programs. Of the 122 respondents, volunteers amounted to 554 full-time equivalents, a contribution valued at $39.4 million. In total there were 8,316 volunteers working in the 122 respondent ER programs. The sector can support and upskill these volunteers (and employees in addition) by developing scalable training solutions such as online training modules, updating ER service standards, and engaging in collaborative learning arrangements where large and small ER Providers share resources. More engagement with peak bodies such as Volunteering Australia might also assist the sector to improve the focus on volunteer engagement. Integrated services achieve better outcomes for complex ER cases—97% of survey respondents either agreed or strongly agreed this was the case. The research identified the dimensions of service integration most relevant to ER Providers to be case management, referrals, the breadth of services offered internally, co-location with interrelated service providers, an established network of support, workforce capability, and Service User engagement. Providers can individually focus on increasing the level of service integration for their ER program to improve their ability to deal with complex cases, which are clearly on the rise. At the system level, a more joined-up approach can also improve service integration across Australia. The key dimensions of this finding are discussed next in more detail. Case management is key for achieving Service User outcomes for complex cases—89% of survey respondents either agreed or strongly agreed this was the case. Interviewees most frequently said they would provide more case management if they could change their service model. Case management allows for more time spent with the Service User, follow up with referral partners, and a higher level of expertise in service delivery to support complex cases. Of course, it is a costly model and not currently funded for all Service Users through ER. Where case management is not available as part of ER, it might be available through a related service that is part of a network of support. Where possible, ER Providers should facilitate access to case management for Service Users who would benefit. At a system level, ER models with a greater component of case management could be implemented as test cases. Referral systems are also key for achieving Service User outcomes, which is reflected in the ER Program Logic presented on page 31. The survey and interview data show that referrals within an integrated service (internal) or in a service hub (co-located) are most effective. Where this is not possible, warm referrals within a trusted network of support are more effective than cold referrals leading to higher take-up and beneficial Service User outcomes. However, cold referrals are most common, pointing to a weakness in ER referral systems. This is because ER Providers do not operate or co-locate with interrelated services in many cases, nor do they have the case management capacity to provide warm referrals in many other cases. For mental illness support, which interviewees identified as one of the most difficult issues to deal with, ER Providers offer an integrated service only 23% of the time, warm referrals 34% of the time, and cold referrals 43% of the time. A focus on referral systems at the individual ER Provider level, and system level through a joined-up approach, might lead to better outcomes for Service Users. The program logic and theory of change for ER have been documented with input from the research findings and included in Section 4.3 on page 31. These show that ER helps people facing a financial crisis to meet their immediate needs, avoid further harm, and access a path to recovery. The research demonstrates that ER is fundamental to supporting vulnerable people in Australia and should therefore continue to be funded by government.
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