Interpretation as Action

Awbrey, Jon; Awbrey, Susan M.

doi:10.5840/inquiryctnews199515125

Cited by 6 publications

(2 citation statements)

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“…Above all, inquiry in education is a student-centered approach in that inquiry involves questioning, more narrowly a quest for truth, more broadly a quest for meaning. Students' questions do not necessarily (Awbrey & Awbrey, 1995;Hubbard & Power, 1993;Lipman, 2003;O'Neill 2011). Lipman (2003) states that a CoI is where "students listen to one another with respect, build on one another's ideas, challenge one another to supply reasons for otherwise unsupported opinions, assist each other in drawing inferences from what has been said, and seek to identify one another's assumptions" (p. 20).…”

Section: Theoretical Departure Pointmentioning

confidence: 99%

The Community of Inquiry as a Framework in Student Teachers’ Music Education

Enbuska¹,

Tuisku²,

Hietanen³

2018

EJSBS

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Music education today seeks to respond to the changing demands of 21st century learners (Portowitz et al. (2014). Today's music educators face a great challenge how best to take advantage of the digital music technology in music education, involving students with different musical backgrounds, with the different readiness of music technology and how digital music technology can be used in different learning environments. Blended learning provides solutions on how to create e-learning environments and how to make them useful for students as well as teachers. The teaching in this project, is based on the idea of community of inquiry (CoI) introduced by Garrison (2017) and the research at hand asks what kind of possibilities will the community of inquiry framework offer in student teachers' music education in the blended learning environment. The data consist of 19 students' written communications with the teacher. The analysis started as data-based, by searching to find out what the data tells us, then continued as theory-guided content analysis. Referring to Dana and Dumez (2015) and using both inductive and, to some extent, deductive approaches, this study's research strategy followed the logic of content analysis. The analysis is completed as theory-guided content analysis (Krippendorff, 2004). The methodological approach is mainly qualitative and constructive, which allows for an open-ended view of the data and even unexpected results (Kasanen et al., 1993). This research reveals that in studying music in the blended learning environment from the perspective of community of inquiry, there are students who are knowledgeable, students who have sight-reading problems, students who notice the progress of one's playing skills, students who do not give up and students who have ability to face challenges.

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Section: Theoretical Departure Pointmentioning

confidence: 99%

The Community of Inquiry as a Framework in Student Teachers’ Music Education

Enbuska¹,

Tuisku²,

Hietanen³

2018

EJSBS

View full text Add to dashboard Cite

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“…Group assessment Cdntexts @ac give students opportunities to collaborate wiI1 overestimate individual cclmpetaee when students use resources in the p u p to solve probIems that they would not have been able to solve on their own. This is espCeiarIly a concern when students are allowed to collaborate on all aspects GROUP VERSUS INDIVIDUAL ASSESSMENT 133 of the task, including the work that they will submit for evaluation (e.g., Awbrey, 1992; Shavelson & Baxter, 1992).…”

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confidence: 99%

Collaborative Group Versus Individual Assessment in Mathematics: Processes and Outcomes

Webb¹

1993

Educational Assessment

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Large-scale assessment programs are beginning to design group assessment tasks in which small groups of students collaborate to solve problems or complete projects. Little is known, however, about the validity of data from group assessment for makin8 inferences about the competence of individual students. This study compared performance in small-group and individual assessment contexts to deter~nine how well achievement scores from the group setting represented the mathematics skills of individual students and to determine what additional ir~fprmation about students' skills was provided by data on their behavior in the group setting. All students performed at high levels in the group setting; the profile of group interaction was a better predictor of individual achic:vement than was individual performance in the group setting.Large-scale assessment programs are increasingly turning to group assessment in which small groups, of students collaborate to solve problems or complete projects instead of or in addition to students working on tasks individually (e.

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Curiosity, Creativity, and Surprise as Analytic Tools: Grounded Theory Method

Müller

2014

Ways of Knowing in HCI

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Interpretation as Action

Cited by 6 publications

References 0 publications

The Community of Inquiry as a Framework in Student Teachers’ Music Education

The Community of Inquiry as a Framework in Student Teachers’ Music Education

Collaborative Group Versus Individual Assessment in Mathematics: Processes and Outcomes

Curiosity, Creativity, and Surprise as Analytic Tools: Grounded Theory Method

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