542 research outputs found
Using a lens of awareness in phenomenographic research: an example from early mathematics education research
No full textThis paper aims to contribute to the advancement of methodological practice for phenomenographic research by introducing the notion of a lens of awareness, as a device that can enable researchers to zoom into the detail of the research process (the parts of the whole) and out again to the related context of a phenomenographic study (the whole). The lens enables researchers to embrace a reflexive stance to bracket prior assumptions, allowing critical inspection of the whole research process and a thorough retrospective and transparent account of the approaches used. We use a lens of awareness to communicate the component parts of a study that examined preschool children’s understandings of the use of numerals in everyday environments. Through an analytical documentation of processes and decisions, we examine challenges, the powerful affordances and application of a phenomenographic approach to research with young children. We discuss four strands of researcher awareness that we argue are important in the application of phenomenography: the nature of the phenomenon; the operationalization of phenomenographic theoretical notions; the researcher’s versus the participant’s experience of the phenomenon and the applied research processes. The paper closes with explorative strategies that may enhance transparency and trustworthiness in phenomenographic research.</p
Sherry Crawford, Debbie Rotolo, and Marion Sell Oral History Interview
No full textDuring the tenure of Tampa Mayor Sandy Freedman (1986-1995), Sherry Crawford, Debbie Rotolo, and Marion Sell all served as executive aides in the mayor\u27s office. Some of the topics they discuss include the mayor\u27s Model Cities Program, the United Way, Paint Your Heart Out, and downtown development issues. The interview ends with a discussion of various visiting dignitaries including Al Gore, Queen Elizabeth II, Richard Simmons, Bill Clinton, and author James Michener
Preschool children’s conceptions of the meanings and use of written numerals in everyday life: a phenomenographic study of the nature and structure of qualitative variation
No full textSupporting children’s understanding of the everyday, cultural use of written numerals is highly significant, as it is this understanding that gives meaning to classroom conversations on the purposes of written numbers. This paper presents findings from a phenomenographic study of the qualitatively different ways in which 3–5-year-old children interpret the meanings and use of numerals in everyday contexts. The study involved a volunteer sample of 37 preschool children. With their family’s support, children played a Number Spotting game, taking photographs of numerals in their environments. These photographs were supplemented with other photographs selected by the researchers and used in individual photo-elicitation interviews with children. We collected data on children’s interpretations of a range of examples of numerals used to denote quantity, order and measurement, and numerals used as labels/identifiers. The findings document qualitatively different categories that capture the range of children’s expressed conceptions as well as the critical aspects of variation that underpin how qualitatively different categories of conceptions differ or relate to each other. The study provides original insights into the nature and structure of children’s awareness of the cultural uses of written numerals. The findings can support early mathematics teaching to make meaningful connections between the knowledge that children develop outside school and the new knowledge about written numbers that they develop in formal education
Preschool children’s notations for denoting ordinal position and quantity
No full textThe research is funded by The Leverhulme Trust (RPG-2019-330), in the UK
Dr Debbie Bird Rose
No full textAnthropologist and author, Dr Debbie Bird RoseDonated by David Ritchie, 22/06/2016Photographs of the Kenbi Handover 2016, the resolution of the 37 year Kenbi Land Claim over the Cox Peninsula. The handback, presided over by Prime Minister Malcolm Turnbull, took place at Mandorah on 21 June 2016 and was attended by many of the people who had worked on, or been involved in the landclaim processes
An investigation of a mathematics recovery programme for multiplicative reasoning to a group of learners in the South African context : a case study approach
No full textThis thesis describes an intervention using the Mathematics Recovery programme in a
South African context with a small sample of Grade 4 learners. The study uses a qualitative
case study approach. The data collection included video recorded one-to-one oral interviews
with the learners. I used the Learning Framework in Number (LFIN) developed by Wright,
Martland, Stafford and Stanger (2006) to profile the learners using pre and post intervention
interview data and to determine their levels of multiplicative reasoning. The analysis
showed the positive impact of the Mathematics Recovery programme on the improvement
of multiplicative reasoning. The study contributes to the use of Mathematics Recovery
programmes in South Africa from both a teacher and teacher educator perspective
Debbie Travis, Reigning Queen Of Renovations: An Entrepreneurial Case Study On Finding Your Hedgehog
No full textDebbie Travis, awarded the titled “Reigning Queen of Renovations” by TV host Regis Philbin, is an international television personality, best-selling author, interior designer, syndicated newspaper columnist and, most importantly, a beloved entrepreneurial icon in the home decorating industry around the world (The Naked Entrepreneur, 2013). Travis had a fast ride to the top decorating and design world, making the most of her opportunities as she went. With no formal decorating or design experience or training, Debbie was able to find her personal hedgehog. She went on to become an award-winning author, with all eight books becoming best sellers. Some of her notable titles include: The Painted House, Decorating Solutions, Weekend Projects, Living and Dining Rooms, Kids’ Rooms, Bedrooms, Kitchens and Baths, and Facelift (Debbie Travis, 2013). She started her own productive painting and design business, which set her off to be a leader in the paint and faux finishing design trend that was hitting North America (The Naked Entrepreneur, 2013). Following a very successful launch of her product line at Canadian Tire, Travis starred in her own television show, From the Ground Up with Debbie Travis. Double dipping in the house and home industry allowed Debbie to follow her two passions of television and home decorating while being very successful at both (Debbie Travis, 2013). When Travis was becoming a known personality in the decorating lifestyle industry, many people asked her, “How did you manage to get on Oprah?” Debbie’s answer was pretty simple, “I asked.” Travis was not afraid of the producers or talk show hosts saying, “No.” She figured there was no harm in asking. Her theory only proved to be successful as she was on all four shows with great success and response from the experience. With Travis’ unique background, Debbie is a sought after inspirational speaker for various women’s conventions, business organizations, and design and decorating shows around the globe. She is constantly looking for the next opportunity to add to her Debbie Travis ever-building empire
L’antiféminisme d’hier à aujourd’hui. Entretien croisé avec Mélissa Blais et Debbie Ging
No full textInternational audienceThis article reports on a joint interview with two researchers specializing in antifeminism : Mélissa Blais (author of a book on the 1989 antifeminist attack at Polytechnique in Quebec, reissued in 2024) and Debbie Ging (a long-time researcher on online antifeminist politics, the incel subculture, and the recruitment of boys and men into radical ideologies advocating male supremacy). They begin by sharing the experiences that led them to focus on this topic. Moving beyond a general overview of the antifeminist landscape, they shed light on the dynamics characterizing the phenomenon : its contemporary developments, its articulations with other reactionary movements, and its various manifestations. After exploring the ways in which antifeminism is shaped by – and shapes – feminism, the conversation addresses some of the challenges that feminist research faces when documenting it, as well as strategies for effectively resisting it without yielding to fear.Ce texte rend compte d’un entretien croisé, mené avec deux chercheuses spécialistes de l’antiféminisme, Mélissa Blais (autrice d’un ouvrage sur l’attentat antiféministe de Polytechnique survenu au Québec en 1989) et Debbie Ging (travaillant de longue date sur les politiques antiféministes en ligne, la sous-culture Incel et la radicalisation des garçons et des hommes dans des idéologies prônant la suprématie masculine). Elles y dévoilent tout d’abord les expériences les ayant conduites à travailler sur cet objet. Puis, dépassant le panorama de la nébuleuse antiféministe, elles éclairent les dynamiques qui caractérisent le phénomène : ses évolutions contemporaines, ses articulations avec d’autres mouvements réactionnaires et ses différentes manifestations. Après avoir rappelé la façon dont l’antiféminisme est transformé par et transforme le féminisme, l’échange aborde finalement certains défis que les recherches féministes ont à relever pour le documenter, mais aussi des pistes pour lutter efficacement contre l’antiféminisme et ne pas céder à la peur
Dean Debbie Bell: Extraordinary Administrator
No full textThis article pays tribute to the impactful leadership of Dean Debbie Bell at the University of Mississippi School of Law. The author highlights her decades-long commitment to legal education, administrative excellence, and student advocacy. Nowlin reflects on Bell’s ability to navigate complex institutional challenges with grace, integrity, and a deep sense of service. The article underscores her legacy in fostering inclusivity, academic rigor, and community within the law school. Ultimately, it presents Dean Bell as a model of quiet but transformative leadership in legal academia
Examining the nature of learning within an afterschool mathematics club : a case study of four learners
No full textThis study examined the nature of learning within an afterschool mathematics club established by the South African Numeracy Chair project. The study sought to establish what sort of progress in mathematical learning occurred in a grade 3 afterschool maths club, using assessment instruments associated with the Learning Framework in Number. The study also sought to understand the nature and effects of mentor mediation in the maths club, using Vygotsky’s notion of the Zone of Proximal Development (ZPD) together with the notion and practice of scaffolding. The study made use of a variety of data collection techniques, including one-to-one assessment interviews, task-based interviews and observations. In line with the case study approach adopted, four learners were selected for interviews. The assessment interview results revealed that, in terms of proficiency in early arithmetical learning, all four learners showed progress after spending four months in an afterschool maths club. Even though they were found to have advanced in their Strategies for Early Arithmetic Learning (SEAL), some of them were observed still using their fingers to support their counting. Such strategies were likely to mirror the teaching approaches used in their usual school mathematical lessons. The overall findings in terms of learners’ proficiency and progress give rise to concerns about current number teaching practices in their school, which emphasize the standard written algorithm in the lower primary grades. The study also made use of Vygotsky’s notion of the ZPD to analyse the nature of mentor-peer mediation. Witnessing the learners’ use of trial and error strategies during the task-based interview allowed both mentors to support learners through understanding their thinking, prompting them and encouraging them to reflect on their answers and develop more effective strategies. Learners progressed through the ZPD at different paces and in different ways, with ‘aha’ moments happening at different points for individual learners. Their progression in the ZPD seemed to depend on interaction among all participants, which varied according to what was contributed and what requested by each participant. The findings revealed that although there was evidence of learners achieving success at the tasks in task based interviews there were also there were also some learners who experienced difficulties. Additionally, in order to argue that learning was fully realised within the ZPD would have required follow up task based interviews to assess the extent to which learners were able to complete the tasks independently without the scaffolding of mentors. This was not possible within the scope of this research but would be useful in future research
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