Introduction

The purpose of the present study was to examine the learning experiences of a high performance, head baseball coach within a learning community. We drew upon the barriers and enablers of a learning community to structure the current study's learning community intervention. Our learning community was comprised of one collegiate summer league head baseball coach and three coach educators (i.e. facilitators). Data were collected via eight weekly learning community meetings (i.e. recorded and transcribed), the coach’s daily journal and post-learning community meeting journal, and the memory of his coaching experiences. The findings, which suggest a potential framework for sustaining an effective learning community, resulted in six themes (i.e. problem setting, problem sharing, questioning to prompt reflection, prescribed suggestions, collaborative solutions and psychological wellness) that describe the coach’s experiences both internal and external to the learning community. The findings are discussed in relation to research on learning communities, experiential learning and reflection. Furthermore, we provide implications for future research by considering the learning community’s influence on the head coach’s reduction of stress and the utilisation of technology to sustain a stable learning community setting.

and a Master of Divinity student at the

Sutirtha Chatterjee) join the editor-in-chief (Robert Davison) to craft a position statement regarding the ISJ's view on theory. It is applicable, with sensitivity, to the empirical research articles that we consider for publication.

This chapter describes the history of the international research group “Science and Technology in the European Periphery” (STEP). It analyses STEP’s genuine academic culture, its complex relation with the mainstream historiography of science and the crucial role that Professor Kostas Gavroglu has played in the making of the whole project, from its foundation in Barcelona in 1999 to its further intellectual, academic growth. It also describes in detail STEP’s main achievements through conferences and publications on subjects such as scientific travels, scientific textbooks and their circulation, national historiographies of science, science popularization in the periphery, scientific controversies, with the most recent meetings covering different topics organized into thematic sessions. Taking “centers” and “peripheries” as flexible and dynamic categories, the STEP research agenda has enriched the study of circulation of knowledge in the past and shall also contribute to a new multicultural approach to a truly European history of science in the future.

A joint AAPG–Society of Petroleum Engineers–Society of Exploration Geophysicists Hedberg Research Conference was held in Saint-Cyr sur Mer, France, on July 8 to 13, 2012, to review current research and explore future research directions related to improved production from carbonate reservoirs. Eighty-seven scientists from academia and industry (split roughly equally) attended for five days. A primary objective for the conference was to explore novel connections among different disciplines (primarily within geoscience and reservoir engineering) as a way to define new research opportunities. Research areas represented included carbonate sedimentology and stratigraphy, structural geology, geomechanics, hydrology, reactive transport modeling, seismic imaging (including four-dimensional seismic, tomography, and seismic forward modeling), geologic modeling and forward modeling of geologic processes, petrophysics, statistical methods, numerical methods for simulation, reservoir engineering, pore-scale processes, in-situ flow experiments (e.g., x-ray computed tomography), visualization, and methods for data interaction. The conference was organized into four thematic sessions on the first two days (fundamentals, measurement and detection of flow on laboratory to field scales, uncertainty and prediction, and novel modeling and simulation techniques); a field trip on the third day was preceded by a dedicated poster session that introduced the geology of the area, whereas the ice breaker featured guest lectures on innovation and complex adaptive leadership, as well as a panel discussion. Given the challenge of cross-disciplinary communication, delegates were encouraged to adopt a beginner's mind, challenging the status quo and exploring basic questions that the establishment might have overlooked. Stepping back and slowing down to promote effective conversations among different disciplines was emphasized upfront. Several delegates noted that technical jargon was a significant barrier to novel thinking in the way that it impeded effective communication among disciplines during the meeting. Cross-disciplinary interactions were encouraged by several further mechanisms, representing a shift from more common Hedberg Conference formats. Overall, the …

Continuing education (CE) for occupational therapists typically takes place in workshops, seminars, or webinars with little support for practice change after the event concludes. Continuing education that occurs over an extended time with opportunities for social learning and competence assessment may improve knowledge translation. This study explored how pediatric occupational therapists who participated in a short-term, online learning community acquired new knowledge about evidence-based interventions from learning activities and how they applied this new knowledge to practice. Weekly modules with facilitated discussions, competency self-assessment, and peer-reviewed journal article readings occurred over a six-week period. An exploratory design included content analysis of participants’ online discussion postings, goal-setting activities, reflections, and a researcher-developed evaluation survey. Of the 19 participants who completed the evaluation survey, 17 participants indicated that the case simulation helped to assess their competence and that readings on evidence-based interventions obtained from ProQuestTM were helpful. All participants (n = 19) agreed that the learning community enriched their understanding of how to work with children and youth with autism spectrum disorder and they planned to apply new knowledge to their practice. Qualitative data analysis yielded two themes: becoming evidence-based and integrating evidence into practice. A community of occupational therapists with shared interests who participated in socially mediated learning opportunities with multiple educational components increased understanding and application of evidence-based interventions. Future research should investigate the relationship between engagement in a short-term learning community and application of evidence-based interventions with follow-up.

PurposeThe aim of this paper is to explore the relationship between practitioners and academics in scholarly communication in library and information science (LIS) journals.Design/methodology/approachThe research is based on a reader survey, a citation analysis and an editor survey. The reader survey identifies both differences in journal rankings between practitioners and academics and the contribution of practitioners to LIS journals. The editor survey provides the proportions of practitioners and academics for the journals. The citation analysis shows the disparities in information exchange between the journals mainly preferred by practitioners and those more favoured by academics. Furthermore, it is possible to explore if practitioner journals differ from academic journals in the citation indicators and in other data collected in the editor survey.FindingsIt is found that: practitioners play an active role both as readers and as authors of articles in LIS journals; there is only a low level of information exchange between practitioner and academic journals; the placement of advertisements, the size of the editorial board, requirements concerning an extensive bibliography, the number and the half‐life of the references show a clear distinction between practitioner and academic journals. Interestingly, the impact factor did not turn out to be a good indicator to differentiate a practitioner from an academic journal.Research limitations/implicationsThis research is only exploratory because it is based on separate studies previously conducted. Further research is also needed to explore the relationship between practitioners and academics more deeply.Originality/valueThe value of this paper lies in bringing together the findings from complementary studies (reader survey, editor survey and citation analysis) and identifying hypotheses for future research, especially with regards to the roles of and interactions between LIS practitioners and academics in scholarly communication.

<p class="3">Research on scholars’ use of social media suggests that these sites are increasingly being used to enhance scholarly communication by strengthening relationships, facilitating collaboration among peers, publishing and sharing research products, and discussing research topics in open and public formats. However, very few studies have investigated perceptions and attitudes towards social media use for scholarly communication of large cohorts of scholars at national level. This study investigates the reasons for using social media sites for scholarly communication among a large sample of Italian university scholars (N=6139) with the aim of analysing what factors mainly affect these attitudes. The motivations for using social media were analysed in connection with frequency of use and factors like gender, age, years of teaching, academic title, and disciplinary field. The results point out that for the most used tools the influence of the variables examined was higher in shaping scholars’ motivations. In fact, frequency of use, age, years of teaching, and disciplinary field were found to be relevant factors especially for LinkedIn and ResearchGate-Academia.edu, while gender and academic title seemed to have a limited impact on scholars’ motivations for all social media sites considered in the study. Considerations for future research are provided along with limitations of the study.</p>

This article reports a case study on a popular informal science learning community via social media in China, named GuoKr (meaning “nutshell” in English). Data were collected through a variety of Chinese social media and social networking sites, web-based community portals, and discussion boards. Content analyses and data mining were conducted to investigate how GuoKr successfully attracted and engaged public in informal learning on scientific topics in particular. The study found three key characteristics that contributed to the success of such learning communities: (a) utilizing a variety of social media to empower participants with just-in-time, accidental learning opportunities; (b) daily tweets related to emerging or ongoing social events or hot topics to provide brief but intriguing knowledge “bites”, which often leads to extended readings and related resources; and (c) the integration of social media and traditional face-to-face local events to engage the public in science-related learning and knowledge sharing. Practical and research implications are discussed with suggestions for future research as related to ubiquitous learning communities for informal science learning.

This chapter builds on the previous chapters in that it will discuss how the current research findings help to further advance developmental theory regarding the personal and social lives of adolescents. That is, how do the theories and empirical evidence findings discussed in Chapters 1 and 2 further the discourse on current educational and developmental literature and help to develop programs that aim to foster the ability to interpret ambiguity and silences in adolescence? This chapter will describe the three main audiences that will benefit or learn from the findings including: 1) developmental neuro-social-cognitivitists, 2) educators, therapists, policy makers, and learners, and 3) future researchers. Each audience or community of learners will be discussed in turn.

Juliette Cadiot, Le Laboratoire imperial: Russie-URSS, 1870-1940 (The Imperial Laboratory: Russia and the USSR, 1870-1940). 267 pp. Paris: Editions CNRS, 2007. ISBN 2271064821 (paper). Marina Mogil'ner, Homo imperii: Istoriia fizicheskoi antropologii v Rossii (konets XIX-nachalo XX v.) (Imperial Man: The History of Physical Anthropology in Russia in the Late 19th and Early 20th Centuries). 512 pp., illus. Moscow: Novoe literaturnoe obozrenie, 2008. ISBN-13 978-5867935672. Human beings are diverse. This is a fact of nature, as inevitable and universal as the primordial distinction between self and other. But the terms we use to describe, define, and classify human diversity are manmade, rooted in particular cultural, social, and intellectual contexts; in short, they have a history. Since the 1990s, this constructivist truism has formed the basis for a growing body of literature on the conceptualization of human diversity to which scholars of the Russian Empire have made substantial contributions. (1) But while the theme of human diversity has echoed broadly throughout the recent literature of Russia and the Soviet Union, the works under review are among the first to address head on two of the most powerful and pervasive measures of difference: ethnicity in Juliette Cadiot's Le Labaratoire imperial, and race in Marina Mogil'ner's Homo imperii. Cadiot and Mogil'ner place their discussions within roughly congruous chronological boundaries. They begin their narratives in the aftermath of the Great Reforms, focus particular attention on the first decade of the 20th century, and follow their subjects well into the Soviet period. Thus both works join a growing body of recent literature spanning the boundary of 1917 in search of common trajectories and patterns that transcend the dramatic shift in ideology and practices brought by the revolution. (2) Authors of such works tend to view the period of the late 19th and early 20th centuries as an incubator of ideas and practices that would find broader application by the modern state both in the Soviet Union and abroad. Markers of group identity in particular--such as class, gender, nationality, and race--served as instruments through which the state organized its population into manageable units readily arrangeable into hierarchies of utility and trust. Yet the recognition of these tools of identity opens new agendas for research: why were some modes of classification preferred over others? How were markers denoting innate features reconciled with belief in the malleability of the individual? And who controlled the ways in which markers of difference were articulated and deployed? Such questions, of course, were not unique to Russia and the Soviet Union. The fact that Russian statisticians, ethnographers, anthropologists, psychiatrists, and government officials participated in international discussions on the human sciences and their practical applications underlines the importance of the comparative context. Cadiot and Mogil'ner, like many recent scholars, firmly resist the notion of a Russian Sonderweg, showing in considerable detail the international ties of Russian scholars and the circulation of West European concepts within Russia. Nonetheless, the evidence they present suggests a number of ways in which the Russian experience was distinct: the tsarist state's tardiness in embracing the category of ethnicity, for example, or the downplaying of race by key elements within the scholar community, to note two of the most obvious instances. But how much analytical weight do these particularistic elements merit? Were Russia's distinct features merely variations on a larger European imperialist theme, or do they bear witness to fundamental differences? In one way or another, both authors face the challenge of placing Russia's experience in an international context and accounting for its distinctiveness. Both works focus on the processes through which concepts of difference were established and deployed to classify, quantify, and administer the population of the empire; and both writers look to academic disciplines as workshops within which a modern vocabulary of ethnicity and race was formulated and disseminated. …

Purpose For understanding how funding affects research and scholarly communication environments, this study investigates the evolving landscape of funded and non-funded research in Information Science and Library Science (ISLS) from 2008 to 2023. Design/methodology/approach In total,64,784 articles which were indexed in the Web of Science Core Collection were analyzed. Findings Funded research is more frequently published in English, appears in high-impact journals from major commercial publishers and attracts more citations and co-authorship. It also tends to focus on interdisciplinary and technology-driven topics. Conversely, non-funded research sustains core and traditional ISLS themes and reflects greater bibliodiversity across languages, publishers and regions. Originality/value This study addresses the concentration of funding in select venues and the potential narrowing of research agendas. The study discussed the need for inclusive funding strategies that support not only innovation but also a foundational and diverse research agenda to ensure balanced scholarly communication.

To understand political behavior we must appreciate both the cognitive and affective processes that influence actors' preferences and their perceptions of the world around them. Strategic choice analysts, who focus on the situational incentives associated with interdependent outcomes, contend that we may often adequately account for actors' behavior without examining cognitive or affective processes in any detail. The result is two research programs, both of which capture key pieces of politics but speak almost entirely past each other. This paper identifies three kinds of bridges between the cognitive and strategic choice research programs. Identifying these bridges serves two purposes. They will give each research agenda a stronger positive heuristic on its own terms, one that will help both sets of scholars to explain the distinctive questions that interest them. By suggesting how these connections can be identified, we also contribute to a set of shared reference points that could facilitate conversations across different scholarly communities.

PurposeThe explosive growth in the number of digital tools utilized in everyday learning activities generates data at an unprecedented scale, providing exciting challenges that cross scholarly communities. This paper aims to provide an overview of learning analytics (LA) with the aim of helping members of the information and learning sciences communities understand how educational Big Data is relevant to their research agendas and how they can contribute to this growing new field.Design/methodology/approachHighlighting shared values and issues illustrates why LA is the perfect meeting ground for information and the learning sciences, and suggests how by working together effective LA tools can be designed to innovate education.FindingsAnalytics-driven performance dashboards are offered as a specific example of one research area where information and learning scientists can make a significant contribution to LA research. Recent reviews of existing dashboard studies point to a dearth of evaluation with regard to either theory or outcomes. Here, the relevant expertise from researchers in both the learning sciences and information science is offered as an important opportunity to improve the design and evaluation of student-facing dashboards.Originality/valueThis paper outlines important ties between three scholarly communities to illustrate how their combined research expertise is crucial to advancing how we understand learning and for developing LA-based interventions that meet the values that we all share.

Review question/objective The objective of this systematic review is to provide a narrative summary synthesis of the quality of existing Husserlian phenomenological research studies in the health sciences. As a methodological systematic review, only studies that focus on adult patients’ experiences of preventive, screening, diagnosis, treatment or rehabilitation interventions/procedures will be considered to serve as a paradigm “case” of the use of the Husserlian phenomenological approach within the broad field of health. The review question is: What is the quality of existing Husserlian phenomenological research studies in the health sciences? The motivation for this systematic review is not to fault authors of existing Husserlian phenomenological research, but to explore the problems encountered in existing research literature, if any, and to provide guidance to authors for future health research guided by this specific philosophical perspective. In order to avoid repetition, the term ‘Husserlian phenomenological approach’ as used in the text refers to the approach described by Edmund Husserl in English translations of his own published work; or as described in English language commentaries by internationally recognized scholars; or from Husserlian phenomenological scholars including the structured framework presented by Spiegelberg. Each time the ‘content of Husserlian phenomenological research studies’ is used in the text it should be understood to mean ‘content of Husserlian phenomenological research studies as reflected in the stated philosophical perspective, research methodology, data collection methods, data analysis methods, presentation and interpretation of the results, and the conclusions’. Definition of terms: 1. Husserlian phenomenological research studies refers to primary qualitative research studies that are explicitly grounded in the work of Husserl reflected in explicit statements or descriptions by the authors. 2. Quality refers to the extent to which there is congruence between the Husserlian phenomenological approach and the content of Husserlian phenomenological research studies. These stipulative definitions are intended to preclude the need to cite the scientific literature as there is no need to demonstrate their ‘validity’ or ‘acceptability’ by the communities of scholars. TRUNCATED AT 350 WORDS.