We introduce this volume featuring the work of C. L. Clarke and D. A. Hutchinson with references to existing literature addressing complexities of teacher knowledge development…
Abstract
We introduce this volume featuring the work of C. L. Clarke and D. A. Hutchinson with references to existing literature addressing complexities of teacher knowledge development. Drawing from their metaphor of the muskeg, we write about ways in which notions of teacher knowledge intersect with prior personal and professional experiences across time, place, and social interaction. Clarke and Hutchinson write about ways in which identities that they view as having developed at the edges of their communities have contributed to shaping their sense of professional and personal identity in profound ways. They examine the potential impact of these experiences in: shaping their research and the building of research relationships with their participants using a narrative inquiry approach; and developing ways in which the use of poetic expression and word images enriched their understanding of the development of teacher identity and knowledge and informed their curriculum making. A chapter written by their dissertation supervisor offers further insight into ways in which their use of a narrative inquiry approach shaped their research work and writing, and offered a unique glimpse into their research phenomenon. We position this work in relation to existing research in the area of teacher knowledge and highlight ways in which this work contributes to knowledge in the area, as well as contributing to ideas about how narrative inquiry methodology has informed the examination of their research phenomenon.
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Helen Forgasz and Jill Cheeseman
The focus of this chapter is on the effective and inclusive classroom practices for the teaching and learning of mathematics at the primary and early secondary levels. The…
Abstract
The focus of this chapter is on the effective and inclusive classroom practices for the teaching and learning of mathematics at the primary and early secondary levels. The research literature and major national and international reports on effective and inclusive mathematics teaching at the primary and secondary levels of schooling are examined. Some of the challenges to inclusive mathematics teaching are explored. Based in Florian’s (2014) inclusive pedagogical approach in action framework, a research-based exemplar of effective and inclusive primary mathematics teaching is described. The elements of effective and inclusive practices at the secondary level are outlined and a sample lesson presented. Potential impediments to inclusivity are examined.
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David Keatley, Abbie J. Marono and David D. Clarke
Behaviours occur across complex, dynamic timelines. Research methods to analyse these complex timelines have repeatedly used behaviour sequence analysis (BSA) as a primary method…
Abstract
Purpose
Behaviours occur across complex, dynamic timelines. Research methods to analyse these complex timelines have repeatedly used behaviour sequence analysis (BSA) as a primary method. Traditional BSA outputs, however, are limited in that they do not show how prevalent a behaviour sequence is throughout a sample or group. Until now, how many people in a sample showed the sequence was not analysed and reported. This paper aims to provide a new metric to calculate prevalence scores in BSA data sets.
Design/methodology/approach
Open access recorded responses including nonverbal communication of deceptive and truthful individuals were analysed initially with a standard BSA approach and then the prevalence scores of transitions were calculated.
Findings
Prevalence scores offered new insights into the distribution of sequences across groups. The prevalence score showed differences in which transitions were seen across the truthful and guilty samples. This offers new approaches to analysing nonverbal communication.
Originality/value
This is the first paper to provide a prevalence score for BSA research and show how it can be used in applied research. The current prevalence score metric is provided and suggested for all future research into sequences.
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David Keatley and David D. Clarke
While behaviour sequence analysis (BSA) is popular, it is not without limitations, namely, the level of detail required and time taken to run analyses; therefore, this paper aims…
Abstract
Purpose
While behaviour sequence analysis (BSA) is popular, it is not without limitations, namely, the level of detail required and time taken to run analyses; therefore, this paper aims to outline a novel method, using 30 serial homicide cases as a worked example.
Design/methodology/approach
Temporal analysis methods are becoming increasingly popular in applied forensic and criminological research. In recent years, BSA has become a widely used approach.
Findings
Waypoint sequencing provides a streamlined version of the traditional BSA approach, allowing for fewer behaviours to be included and providing a clearer overview of the main behaviours of interest.
Practical implications
Waypoint sequencing is shown in the current paper through serial killer research to show how to conduct the analyses and how it is effective in current investigations by expediting the process and allowing quicker analysis to facilitate current investigations.
Originality/value
The current research provides a novel approach to sequence analysis that is more useful in applied settings as it requires fewer behaviours or events than traditional BSA.
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Serena Elms, David D. Clarke, Mark Briskey and David Keatley
Emergency service dispatchers perform a vital role in assisting callers by helping them through the emergency they are in and ensuring the delivery of first responders. If an…
Abstract
Purpose
Emergency service dispatchers perform a vital role in assisting callers by helping them through the emergency they are in and ensuring the delivery of first responders. If an emergency caller prematurely hangs up a call, before the arrival of first responders, it can impact a dispatcher’s ability to provide them with assistance. This paper aims to understand why staged callers, who are attempting to cover up a crime, and authentic callers hang up by identifying which linguistic and behavioural indicators occur prior to the end of a call.
Design/methodology/approach
A sample of 40 emergency calls (20 staged; 20 authentic) related to health and welfare emergencies were analysed with a temporal measure known as indicator waves. This provided a means to identify which indicators occurred above the level expected by chance near the end of authentic and staged calls.
Findings
The results of the current study show that the indicators that proceeded hanging up in authentic calls reflected the nature of the situation (e.g. nonurgency wherein the victim is deceased or is in a stable condition). Whereas the indicators that proceeded hanging up in staged calls focused on the “staging” aspect of the incident by accounting for forensic evidence that could be incriminating.
Originality/value
The identification of indicators that occur before the end of staged and authentic calls provides further insight into the differences between the two call types and offers opportunities for further research, potentially leading to application.
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David Keatley and David D. Clarke
The purpose of this paper is to outline a variety of related methods for helping with criminal (cold) case investigations. Despite the best efforts of police investigations, many…
Abstract
Purpose
The purpose of this paper is to outline a variety of related methods for helping with criminal (cold) case investigations. Despite the best efforts of police investigations, many cases around the world run out of leads and go cold. While many police departments around the world have developed specialist groups and task forces, academics have also been developing new methods that can assist with investigations.
Design/methodology/approach
Cold cases, by their very nature, typically comprise incomplete data sets that many traditional statistical methods are not suited to. Groups of researchers have therefore developed temporal, dynamic analysis methods to offer new insights into criminal investigations. These methods are combined into a timeline toolkit and are outlined in the current paper.
Findings
Methods from the timeline toolkit have already been successfully applied to many cold cases, turning them back into current cases. In this paper, two real-world cold cases are analysed with methods from the timeline toolkit to provide examples of how these methods can be applied in further cold cases.
Originality/value
Methods from the timeline toolkit provide a novel approach to investigating current and cold cases. This review provides academics and practitioners with a guide to begin using and developing these methods and forming successful collaborations with police departments and cold case task forces. The methods are also suitable for wider groups and to use in their investigations.
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Andreas Schwab, Yanjinlkham Shuumarjav, Jake B. Telkamp and Jose R. Beltran
The use of artificial intelligence (AI) in management research is still nascent and has primarily focused on content analyses of text data. Some method scholars have begun to…
Abstract
The use of artificial intelligence (AI) in management research is still nascent and has primarily focused on content analyses of text data. Some method scholars have begun to discuss the potential benefits of far broader applications; however, these discussions have not led yet to a wave of corresponding AI applications by management researchers. This chapter explores the feasibility and the potential value of using AI for a very specific methodological task: the reliable and efficient capturing of higher-level psychological constructs in management research. It introduces the capturing of basic emotions and emotional authenticity of entrepreneurs based on their macro- and microfacial expressions during pitch presentations as an illustrative example of related AI opportunities and challenges. Thus, this chapter provides both motivation and guidance to management scholars for future applications of AI to advance management research.
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C. L. Clarke and D. A. Hutchinson
In this chapter, we think about shifting stories of research as our experience of relational methodology through narrative leads us to think differently about our work together �…
Abstract
In this chapter, we think about shifting stories of research as our experience of relational methodology through narrative leads us to think differently about our work together – our research relationship and responsibility to one another as colleagues, as well as our participants. We inquire into the ways our relational methods of narrative inquiry have continued to compose shared, sustaining stories of research and research community, support our own curriculum making and identity-making experiences, and provoke our respective thinking in new ways. We revisit Aoki’s metaphor of planned and lived experiences to think about the ways that research is lived out in our lives and the complexities of sense-making about research and ourselves as researchers. Research-as-experience can be viewed as a lived curriculum of research, which interrupts the dominant narrative of research-as-plan and acts as a counterstory of research. Research-as-experience is not a static research plan that must be implemented but rather a course of lives within the context of research to be experienced. This perspective recognized that research shifts, just as the lives and identities of our participants shift. Our plans for our participants within our research cannot contain their shifting identities and must shift with them in order to honour their experience. Our work together helped us to understand that it is only through relationship with our research participants and each other that we could approach a deep understanding of their experiences and the narratives they shared about those experiences.
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Anthony Clarke, Harry Hubball and Andrea Webb
This chapter examines a recently launched initiative for developing institutional leadership for scholarly approaches to and the Scholarship of Graduate Student Supervision…
Abstract
This chapter examines a recently launched initiative for developing institutional leadership for scholarly approaches to and the Scholarship of Graduate Student Supervision (SoGSS) at the University of British Columbia (UBC). This initiative is led by the Dean, Associate Dean, and former Associate Dean of the Faculty of Graduate and Postdoctoral Studies and is supported by a team of National Teaching Fellows and a graduate student. It involves a customized graduate student supervision (GSS) leaders’ cohort within the International Faculty SoTL Leadership Program at UBC. The initiative arose from institutional concerns about quality assurance and strategic supports for the enhancement of GSS in UBC’s multidisciplinary research-intensive context. The following were noted: (1) widespread discrepancies in the ways that GSS (sometimes referred to as mentoring) is being taken up and exercised across campus; (2) lack of strategic leadership for GSS within units and related professional development initiatives; and (3) inadequate faculty assessment and evaluation protocols (e.g., formative for professional development purposes or summative for tenure, promotion and reappointment purposes) for discipline-specific GSS practices.