Gotowe bibliografie tematyczne / Ways of knowing

Gotowa bibliografia na temat „Ways of knowing”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Ways of knowing"

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Dods, Roberta Robin. "Knowing ways/ways of knowing: Reconciling science and tradition". World Archaeology 36, nr 4 (grudzień 2004): 547–57. http://dx.doi.org/10.1080/0043824042000303719.

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Paré, Anthony. "Ways of Knowing". McGill Journal of Education 43, nr 3 (2008): 221. http://dx.doi.org/10.7202/029696ar.

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Jones, Roger. "Ways of Knowing". British Journal of General Practice 68, nr 676 (25.10.2018): 507. http://dx.doi.org/10.3399/bjgp18x699449.

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Sayeau, Michael. "Ways of knowing". Philosophers' Magazine, nr 46 (2009): 99–101. http://dx.doi.org/10.5840/tpm20094650.

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Smoyak, Shirley A. "Ways of Knowing". Journal of Psychosocial Nursing and Mental Health Services 38, nr 8 (sierpień 2000): 8–9. http://dx.doi.org/10.3928/0279-3695-20000801-03.

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Davison, Clare. "Ways of knowing". British Journal of Midwifery 29, nr 12 (2.12.2021): 666–67. http://dx.doi.org/10.12968/bjom.2021.29.12.666.

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Walker, Marilyn. "Ways of Knowing". Janus Head 2, nr 1 (1999): 111–18. http://dx.doi.org/10.5840/jh19992121.

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Ponder, Gerald. "Ways of Knowing". Kappa Delta Pi Record 22, nr 2 (styczeń 1986): 34. http://dx.doi.org/10.1080/00228958.1986.10517745.

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Aickin, Mikel. "Ways of Knowing". Journal of Alternative and Complementary Medicine 16, nr 8 (sierpień 2010): 819–20. http://dx.doi.org/10.1089/acm.2010.0333.

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Ings, Simon. "Ways of knowing". New Scientist 237, nr 3166 (luty 2018): 46. http://dx.doi.org/10.1016/s0262-4079(18)30357-9.

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Rozprawy doktorskie na temat "Ways of knowing"

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Bustamante, Vásquez Stephanie E. "Ways of knowing and cultural awareness". Thesis, Wichita State University, 2012. http://hdl.handle.net/10057/6129.

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Nyberg, Gunn. "Ways of knowing in ways of moving : A study of the meaning of capability to move". Doctoral thesis, Stockholms universitet, Institutionen för etnologi, religionshistoria och genusstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-102527.

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The overall aim of this thesis has been to investigate the meaning of the capability to move in order to identify and describe this capability from the perspective of the one who moves in relation to specific movements. It has been my ambition to develop ways to explicate, and thereby open up for discussion, what might form an educational goal in the context of movements and movement activities in the school subject of physical education and health (PEH). In this study I have used a practical epistemological perspective on capability to move, a perspective that challenges the traditional distinction between mental and physical skills as well as between theoretical and practical knowledge. Movement actions, or ways of moving, are seen as expressions of knowing. In order to explore an understanding of the knowing involved in specific ways of moving, observations of  actors’ ways of moving and their own experiences of moving were brought together. Informants from three different arenas took part: from PEH in upper secondary school, from athletics and from free-skiing. The results of the analyses suggest it is possible to describe practitioners’ developed knowing as a number of specific ways of knowing that are in turn related to specific ways of moving. Examples of such specific ways of moving may be discerning and modifying one’s own rotational velocity and navigating one’s (bodily) awareness. Additionally, exploring learners’ pre-knowing of a movement ‘as something’ may be fruitful when planning the teaching and learning of capability to move. I have suggested that these specific ways of knowing might be regarded as educational goals in PEH. In conducting this study, I have also had the ambition to contribute to the ongoing discussion of what ‘ability’ in the PEH context might mean. In considering specific ways of knowing in moving, the implicit and taken-for-granted meaning of ‘standards of excellence’ and ‘sports ability’can be discussed, and challenged.

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: In press. Paper 4: Epub ahead of print. 

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Walton, Joan. "Ways of knowing : can I find a way of knowing that satisfies my search for meaning?" Thesis, University of Bath, 2008. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.512282.

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My enquiry starts when I experience the suffering of young people in care, and realise I do not have the knowledge to help them. I find that traditional ways of knowing in western culture – Christian theistic religion and classical Newtonian science – do not provide me with the knowledge required to resolve this ignorance. Intuitively, I feel there must be more effective ways of knowing. This thesis records my search for a way of knowing that enables me to find meaning in a world where such suffering is possible. This search has taken me to many places. Intellectually, my sources of theory and information include the social sciences, philosophy, depth and transpersonal psychology, eastern and western religions, quantum physics, and a science of consciousness. Professionally, I have moved from social work, to education, and then to the development of my own business. In engaging with an ‘experiment in depth’, I develop a meditative and journaling practice which connects me to a sense of a loving dynamic energy with limitless creative potential. I realise that over time, through being ‘true to myself’, my connection with this source provides me with a spiritual resilience which enables me to retain equanimity within life’s challenges. The hypothesis that feels meaningful and makes most sense of my experience is that I am involved in an evolution of consciousness, where the story of humanity is the story of ‘self-disclosure of spirit’ (Ferrer 2002). My experience of synchronicity provides evidence of a principle of interconnection and integration between psyche and matter, inner and outer, theory and action, science and spirituality. Through telling my personal story, I offer an emergent methodology that includes both narrative inquiry and action research. I generate a living theory which offers ‘spiritual resilience gained through connection with a loving dynamic energy’ as an original standard of judgment.
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Mumford, Steven W. "Ways of Knowing in Participatory Program Evaluation". Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10682557.

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The study investigated the potential role of individual “ways of knowing” in participatory program evaluation. Ways of knowing refer to individual styles and preferences for creating and testing knowledge in a group setting. These implicit preferences were hypothesized to influence perceptions of credible research methods, appropriate meeting discourse approaches, and prioritized learning outcomes of evaluation. Researchers have identified three ways of knowing most directly relevant to the study: “separate knowing,” or playing “devil’s advocate”; connected knowing, or playing the “believing game”; and “constructed knowing,” or combining both approaches according to context. To identify participants’ preferred “ways of knowing,” the study applied Q methodology, guiding participants to rank a series statements according to which are most descriptive of them. These rankings were analyzed through by-person factor analysis to group participant preferences. The application of Q methodology took place early on within a broader action research case study, in which the researcher facilitated a participatory program evaluation with a team of five stakeholders from a non-profit organization. Results of the case study were compared with Q findings to explore the Q tool’s usefulness for understanding participants' actual behaviors and perceptions of the evaluation process.

The Q tool developed and refined for use in the study served to differentiate the three theoretical ways of knowing among participants, in a more nuanced fashion than extant Likert-scale surveys. The results of the tool were useful for understanding case study participants’ discursive preferences, particularly between argumentative and narrative styles. Hypothesized relationships between ways of knowing and evaluation design and learning outcomes were not supported in this study; rather, the evaluation context was paramount in shaping these decisions. The Q tool represents the primary practical contribution of the study, and it may be adapted and applied to future studies, and to the practice of participatory evaluation. The study also revealed potential relationships between ways of knowing and other phenomena of interest that might be investigated further. The conceptual distinction among the three ways of knowing can inform our understanding of group dialogue, and how best to promote it among diverse participants.

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Kelly, Vicki. "Aesthetic ways of knowing, a personal narrative". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ62986.pdf.

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Phillips, Margaret K. "Adapting ways of knowing dependent on context". Thesis, Wichita State University, 2010. http://hdl.handle.net/10057/3739.

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This study is a further investigation of epistemological beliefs, specifically ways of knowing, and whether people will adapt these beliefs dependent upon social context (i.e. in-group or out-group). In addition, this research examined the role of gender and one’s use of connected knowing (CK) or separate knowing (SK). One hundred twenty-three college students were surveyed to determine if use of CK or SK shifted when thinking of in-group or out-group associations. Results did not confirm a shift in the use of CK or SK dependent upon social context. The results confirmed that men had higher SK scores than women; however, no gender differences were confirmed in CK scores.
Thesis (M.Ed.)--Wichita State University, College of Education, Dept. of Educational and School Psychology.
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Kethro, Philippa. "Pedagogical ways-of-knowing in the design studio". Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004338.

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This research addresses the effect of pedagogical ways-of-knowing in higher education design programmes such as Graphic Design, Interior Design, Fashion, and Industrial Design. One problematic aspect of design studio pedagogy is communication between teachers and students about the aesthetic visual meaning of the students’ designed objects. This problematic issue involves ambiguous and divergent ways-of-knowing the design meaning of these objects. The research focus is on the design teacher role in design studio interactions, and regards pedagogical ways-of-knowing as the ways in which teachers expect students to know visual design meaning. This pedagogical issue is complicated by the fact that there is no agreed-upon corpus of domain knowledge in design, so visual meaning depends greatly on the social knowledge retained by students and teachers. The thesis pursues an explanation of pedagogical ways-of-knowing that is approached through the philosophy of critical realism. How it is that particular events and experiences come to occur in a particular way is the general focus of critical realist philosophy. A critical realist approach to explanation is the use of abductive inference, or inference as to how it is that puzzling empirical circumstances emerge. An abductive strategy aims to explain how such circumstances emerge by considering them in a new light. This is done in this study by applying Luhmann’s theory of the emergence of cognition in communication to teacher ways-of-knowing in the design studio. Through the substantive use of Luhmann’s theory, an abductive conjecture of pedagogical ways-of-knowing is mounted. This conjecture is brought to bear on an examination of research data, in order to explain how pedagogical ways of-knowing constrain or enable the emergence of shared visual design meaning in the design studio. The abductive analysis explains three design pedagogical ways-of-knowing: design inquiry, design representation and design intent. These operate as macro relational mechanisms that either enable or constrain the emergence of shared visual design meaning in the design studio. The mechanism of relation is between design inquiry, design representation and design intent as historical knowing structures, and ways-of-knowing in respect of each of these knowing structures. For example, design inquiry as an historical knowing structure has over time moved from ways-of-knowing such as rationalistic problem solving to direct social observation and later to interpretive cultural analysis. The antecedence of these ways-of-knowing is important because communication about visual meaning depends upon prior knowledge, and teachers may then reproduce past ways-of-knowing. The many ways-of-knowing that respectively relate to design inquiry, design representation and design intent are shown to be communicatively formed and recursive over time. From a Luhmannian perspective, these ways-of-knowing operate as variational distinctions that indicate or relate to the knowing structures of design inquiry, design representation and design intent. This is the micro-level operation of pedagogical ways-of-knowing as relational mechanisms in design studio communication. Design teachers’ own ways-of-knowing may then embrace implicit way-of-knowing distinctions that indicate the knowledge structures of design inquiry, design representation and design intent. This implicit indication by distinction is the relational mechanism that may bring design teachers’ expectation that this and not that visual design meaning should apply in communication about any student’s designed object. Such an expectation influences communication between teachers and students about the potential future meaning of students’ designs. Consequently, shared visual design meaning may or may not emerge. The research explanation brings the opportunity for design teachers to make explicit the often implicit way-of-knowing distinctions they use, and to relate these distinctions to the knowing structures thus indicated. The study then offers a new perspective on the old design pedagogical problem of design studio conflict over the meaning of students’ designs. Options for applying this research explanation in design studio interactions between students and teachers are therefore suggested.
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Kim, Sue In. "Naming Movement: Nomenclature and Ways of Knowing Dance". Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/110764.

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Dance
Ph.D.
This study examines dance terminologies and documentation of Korean and French court dances, Jeongjae and Belle Dance, respectively. For Belle Dance, Raoul Feuillet's Chorégraphie (1700) and Pierre Rameau's Maître à Danser (1725) provide lists of movement terms, definitions of them, and instructions for how to enact them. For Jeongjae, Jeongjae mudo holgi, written in the nineteenth century, comprises diagrams and descriptions of dance movements. These sources have their own ways of converting dance movement into language, revealing the divergent perspectives toward body movement in each culture. Their divergent modes of documenting dance demonstrate the characteristic ways of expressing and constructing knowledge of body movement of their historical and cultural contexts. By comparing the terminologies and documentation that carry historically and culturally specific concepts, I explore underlying assumptions about what kinds of information are considered knowledge and preserved through articulation in words and graphic symbols. This study addresses the research question, what do dance terminologies and processes of documentation suggest about perspectives on dance movement in two distinct dance cultures. To articulate the differences, this study examines selected documents as a whole and dance terms in specific. The significance of characteristic features found in the textual analysis will be illuminated through an exploration of intertextual relationships between the dance texts and important sources of the period that focus on the body and how it is conceived in relation to the human being. This study suggests that, dance documents, which translate selected aspects of dance movement into words and graphic symbols, encapsulate historically and culturally specific ways of knowing dance movement. Intending to capture movement analytically and visually, Belle Dance treatises attempt to establish objective knowledge of dance. This mode of knowing corresponds to philosophical and practical milieus that constructed the theory of mind-body dualism, mathematical foundations of modern science, and reliance on sense perceptions. In contrast, Jeongjae documents take the performer's experience as the standard point of view, considering his or her inner experience as well as observable results of movement. Correspondingly, Korean traditional culture adhered to a holistic view of the body and promoted implicit expressions to describe body movements.
Temple University--Theses
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Sybert, Darlene. "Two ways of knowing and the romantic poets /". free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3052219.

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McVeigh, Alana Carol. "The Haptic Dimension of Ceramic Practice: Ways of Knowing". Thesis, Curtin University, 2020. http://hdl.handle.net/20.500.11937/81389.

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This research examines how streams of tacit knowledge and sensory awareness have impacted Australia’s approach to ceramic making. Through a combination of creative practice and exegesis, the investigation considers how experiential knowledge amassed over time builds a visual, cognitive and sensual vocabulary that becomes embodied as a visceral form of making. A form of making and awareness that entered Australian ceramic studio practice from China, Japan, Korea and Britain primarily during the 1940s–1960s.
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Książki na temat "Ways of knowing"

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Nancy, Ware, red. Ways of knowing. Dubuque, Iowa: Kendall/Hunt Pub., 1996.

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Moses, Jonathon W., i Torbjørn L. Knutsen. Ways of Knowing. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-00841-1.

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Moses, Jonathon W., i Torbjørn L. Knutsen. Ways of Knowing. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-1-137-15997-7.

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Seven ways of knowing. Lanham: Hamilton Books, 2010.

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Frank, Rennie, i Mason Robin, red. Bhutan: Ways of knowing. Charlotte, NC: IAP, 2008.

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Kok, John H. Ways of knowing in concert. Sioux Center, Iowa: Dordt College Press, 2005.

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Olson, Judith S., i Wendy A. Kellogg, red. Ways of Knowing in HCI. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4939-0378-8.

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Ways of knowing in HCI. New York: Springer, 2014.

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Daniel, Brewer, Hayes Julie Candler 1955- i Voltaire Foundation, red. Using the Encyclopédie: Ways of knowing, ways of reading. Oxford: Voltaire Foundation, 2002.

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B, Plouffe Paul, red. Science and its ways of knowing. Upper Saddle River, N.J: Prentice Hall, 1997.

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Części książek na temat "Ways of knowing"

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Calder, Nigel. "Ways of Knowing". W Processing Mathematics Through Digital Technologies, 17–30. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-627-4_2.

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Spiro, Jane. "Ways of knowing". W Crossing Borders in University Learning and Teaching, 81–102. London: Routledge, 2022. http://dx.doi.org/10.4324/9780429426261-5.

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Zbikowski, Lawrence M. "Ways of knowing". W Music-Dance, 57–75. Abingdon, Oxon; New York, NY: Routledge, 2018. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315271996-4.

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Moses, Jonathon W., i Torbjørn L. Knutsen. "Introduction". W Ways of Knowing, 1–18. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-00841-1_1.

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Moses, Jonathon W., i Torbjørn L. Knutsen. "Comparing Contexts". W Ways of Knowing, 231–55. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-00841-1_10.

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Moses, Jonathon W., i Torbjørn L. Knutsen. "Contextualizing Statistics". W Ways of Knowing, 256–79. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-00841-1_11.

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Moses, Jonathon W., i Torbjørn L. Knutsen. "Interpretive Experiments". W Ways of Knowing, 280–99. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-00841-1_12.

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Moses, Jonathon W., i Torbjørn L. Knutsen. "Conclusion". W Ways of Knowing, 300–313. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-00841-1_13.

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Moses, Jonathon W., i Torbjørn L. Knutsen. "The Naturalist Philosophy of Science". W Ways of Knowing, 19–51. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-00841-1_2.

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Moses, Jonathon W., i Torbjørn L. Knutsen. "The Experimental Method". W Ways of Knowing, 52–69. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-1-137-00841-1_3.

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Streszczenia konferencji na temat "Ways of knowing"

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Hmelo-Silver, Cindy E. "Collaborative ways of knowing". W the Conference. Morristown, NJ, USA: Association for Computational Linguistics, 2002. http://dx.doi.org/10.3115/1658616.1658645.

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Lupetti, Maria Luce, Cristina Zaga i Nazli Cila. "Designerly Ways of Knowing in HRI". W HRI '21: ACM/IEEE International Conference on Human-Robot Interaction. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3434073.3444668.

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Howard, Dorothy, i Lilly Irani. "Ways of Knowing When Research Subjects Care". W CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290605.3300327.

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Brown, Barry. "Session details: alt.chi: ways of knowing in HCI". W CHI '14: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/3250878.

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LIMA, Ana Gabriela Godinho, i Alessandra Márcia de Freitas STEFANI. "Past, present and future of designerly ways of knowing". W Design frontiers: territories, concepts, technologies [=ICDHS 2012 - 8th Conference of the International Committee for Design History & Design Studies]. Editora Edgard Blücher, 2014. http://dx.doi.org/10.5151/design-icdhs-016.

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Chang-Kredl, Sandra. "Interrogating Societal Valuations of Childcare Work Through Educators' Ways of Knowing". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1576196.

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Puniwai, Noelani. "Oceanic Insights - A Weaving of Indigenous Ways of Knowing the Kai". W Goldschmidt2022. France: European Association of Geochemistry, 2022. http://dx.doi.org/10.46427/gold2022.13333.

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Francis, Juanita. "“LUXURY” LIVING IN TWO WAYS OF KNOWING – TRADITIONAL AND WESTERN WORLDS". W GSA Connects 2022 meeting in Denver, Colorado. Geological Society of America, 2022. http://dx.doi.org/10.1130/abs/2022am-383756.

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Lopez, Ann. "Challenging Uncritical Ways of Knowing and Leading Through Transformative Decolonizing Educational Leadership". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1436136.

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Liu, Dejang, Margaret Asalele Mbilizi i Lemuel Watson. "Women's ways of knowing in information technology specialties at a community college". W 2013 IEEE Frontiers in Education Conference (FIE). IEEE, 2013. http://dx.doi.org/10.1109/fie.2013.6684831.

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Raporty organizacyjne na temat "Ways of knowing"

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Allison-Cassin, Stacy, Sean Hillier, Alan Odjig Corbiere, Deborah McGregor i Joy Kirchner. Perspectives on Openness: Honouring Indigenous Ways of Knowing. Chair Rosa Orlandini. York University Libraries, październik 2020. http://dx.doi.org/10.25071/10315/38038.

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York University Libraries Open Access Week 2020 panel discussion entitled, "Perspectives on Openness: Honouring Indigenous Ways of Knowing", moderated by Stacy Allison-Cassin, in conversation with Alan Ojiig Corbiere, Deborah McGregor, and Sean Hillier, that took place online on October 20, 2020. The theme for Open Access Week 2020 is Open With Purpose: Taking Action to Build Structural Equity and Inclusion. The basis of the discussion for the panel is the question, "In an era of open scholarship and research, how do we as a research community navigate and balance openness while respecting Indigenous knowledge and cultural expression?". This panel discussion offers the opportunity to encourage broader participation in conversations and actions around emerging scholarly communication issues, by centering on Indigenous approaches to open scholarship and research.
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Dickson, Chelsee, i Christina Holm. Open Access Publishing Biases OER. Digital Commons@Kennesaw State University, sierpień 2022. http://dx.doi.org/10.32727/27.2022.2.

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Academic publishing processes are shaped by the ways in which scholars within the field review and evaluate the work of their peers. In an ideal world, these methods would simply promote the publication of the best forms of research without prejudice or subjectivity. In reality, issues such as Knobloch-Westerwick, Glynn, and Huge’s Matilda effect, Merton’s Matthew effect, Blank’s institution bias, and Robert’s and Verhoef’s gender bias shape the ways that scholarly inquiry are evaluated. Knowing that the peer review process can introduce issues of bias, what then of other aspects of the publishing cycle? For example, what of the subvention funding provided by some institutions to support their faculty in pursuing dissemination of research in Open Access (OA) journals? This Open Educational Resource (OER) will present an overview of the OA landscape and provide learners with tools to develop their own inquiries into the inequities present within the OA publishing industry. All assignments include suggested grading rubrics and build upon one another in a cumulative manner.
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DoD Office of Inspector General. U.S. Air Force Spent Billions on F117 Engine Sustainment Without Knowing What a Fair Price Was. Fort Belvoir, VA: Defense Technical Information Center, marzec 2016. http://dx.doi.org/10.21236/ad1016478.

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Morton, A., i G. Mirsky, red. Well-Known Port Assignments for the One-Way Active Measurement Protocol (OWAMP) and the Two-Way Active Measurement Protocol (TWAMP). RFC Editor, marzec 2019. http://dx.doi.org/10.17487/rfc8545.

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Ochiai, Kazuyasu. Working paper PUEAA No. 14. Evaluating long-term cultural diplomacy between Mexico and Japan: examining former participants in a governmental bilateral student exchange program. Universidad Nacional Autónoma de México, Programa Universitario de Estudios sobre Asia y África, 2022. http://dx.doi.org/10.22201/pueaa.012r.2022.

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This paper summarizes a research project, titled “Long-term outcomes of bilateral student exchange program between Mexico and Japan: 50 years of governmental cultural diplomacy”. The project provides an analysis of the youth exchange program that was implemented in 1971 between Mexico and Japan. In this way, paper describes the negotiation process between the Mexican government and the Japanese government to implement exchange programs. Apart from this, the author analysis the quantitative and qualitative results of the youth exchange program between Mexico and Japan through decades. To obtain the quantitative information, it considers how many students have participated in this program; for obtaining quantitative results, it considers the students’ personal experience for knowing the effects of studying in Mexico or Japan in their lives. Finally, the author believes that studying the exchange program between Mexico and Japan is a means of achieving development through cooperation.
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Malek, Mohammad Abdul, Aiko Kikkawa, Yasuyuki Sawada i Abdul Kalam Azad. Rural Development in Bangladesh Over Four Decades: Findings from Mahabub Hossain Panel Data and the Way Forward. Asian Development Bank Institute, grudzień 2022. http://dx.doi.org/10.56506/ppxg8315.

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The Mahabub Hossain Panel Data (MHPD) was initiated in 1988 and maintained by and named after the late Mahabub Hossain, a well-known agricultural and development economist who led a number of reputed organizations in Bangladesh (Bangladesh Institute of Development Studies and BRAC) and in the region (International Rice Research Institute). We portray the historical context, sampling evolution, survey structure and methodology, and academic and policy contributions of the MHPD with some lessons learned for the next step forward. The MHPD has tracked rural households for a period of over 3 decades (1988–2014) with five waves of household surveys covering over 2,800 households and has collected a wide range of information on household composition, schooling of household members, assets, cropping intensity and patterns including cost and return, employment and income, consumption, participation in different government and nongovernment programs. We reviewed several books and journal articles authored by Mahabub Hossain and related academic papers and documents and collated information on MHPD, including (i) mapping out information on past and ongoing panel or cross-sectional household survey data series in Bangladesh; (ii) undertaking the review of all past rounds of MHPD survey documents, such as survey implementation plans, questionnaires, codebooks, databases, and processed data; (iii) consulting relevant stakeholders, including the past implementers of the surveys and the users of the data as needed to validate documented information; (iv) taking stock of the contribution of MHPD to academic literature and policy development; and (v) drawing a number of lessons learned for future data collection and policy making. The report aims to (i) serve as a comprehensive reference document for scholars and policy makers who wish to understand MHPD for possible use in their research; and (ii) provide a comprehensive baseline from which we can consider ways to enhance MHPD further to continue contributing to understanding the economic and social issues of today and near future. By compiling all associated research work based on MHPD, we offer a historical landscape of Bangladesh’s social and economic development and a credible explanation for the Bangladesh development model for global comparison.
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Martínez Villarreal, Déborah, Cristina Parilli, Carlos Scartascini i Alberto Simpser. Research Insights: Unintended Byproducts of News Coverage about Noncompliance: A Social Norms Exploration. Inter-American Development Bank, maj 2021. http://dx.doi.org/10.18235/0003256.

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Social norms used in communications can help/hurt compliance with public health guidelines. In Mexico, a survey experiment was conducted to explore the knowledge-behavior gap in social distancing noncompliance. Despite believing that attending social gatherings is inappropriate, communicating to a person that friends are highly likely to attend the party increases the probability of generalizing others attendance and possibly their own. Believing that it is appropriate to attend a party during COVID-19 and knowing that most friends will go does not make one more likely to guess that a person will attend that party than if one believed it was not appropriate to attend the party. This represents a contradiction.
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Scholl, Lynn, Daniel Oviedo i Orlando Sabogal-Cardona. Disrupting Personal (In)Security? The Role of Ride-Hailing Service Features, Commute Strategies, and Gender in Mexico City. Inter-American Development Bank, grudzień 2021. http://dx.doi.org/10.18235/0003812.

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This paper sheds light on the personal security dimension of ride-hailing from a gender perspective. We explore how features of Transportation Network Companies (TNCs) services affect riders perceptions of security when commuting in ride-hailing services, and how general perceptions of fear of crime shape the way people value such features. Moreover, we analyze the strategies women and men are using to enhance their own security in ride-hailing and factors influencing these strategies. We conducted a survey of users of the TNC DiDi in Mexico City. The statistical methods used are structural equation models SEM and ordered logit models OLOGIT. Results show that women are more likely to value the information made available by ride-hailing applications (e.g., knowing your location or knowing driver information) and the presence of a panic button. The value given to information also increases if a person feels insecure in the streets, in a public transit station or in public transit. People who perceive higher insecurity in the streets have increased positive perceptions of the possibility of travelling without transfers. We also find that women are 64.4% less likely to share ride-hailing trips (pooling) and 2.14 times more likely to share details of their trips through their cellphones.
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Rarasati, Niken, i Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), styczeń 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Velusamy, Yasothaa, Muhammad Hibatullah Romli, Putri Yubbu, Shankar Aissvarya i Karuppiah Thilakavathy. Safety And Efficacy of Pharmacological Approaches Available for Multisystem Inflammatory Syndrome in Children (Mis-C): A Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, luty 2022. http://dx.doi.org/10.37766/inplasy2022.2.0052.

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Review question / Objective: What are the evidence on safety and efficacy of pharmacological treatments used in MIS-C management? Condition being studied: Multisystem Inflammatory Syndrome in Children (MIS-C) - In early 2020, rare cases associated with SARS-CoV-2 were reported in children known as Multisystem Inflammatory Syndrome in Children (MIS-C) by the Centers for Disease Control and Prevention. This condition which is also known as Paediatric Inflammatory Multisystem Syndrome (PIMS) was initially presented as Kawasaki disease as it has similar symptoms. However, MIS-C was then defined as a new disease because of several differences in features. This emergence addresses the need for safe and efficient treatment approaches.
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