Donna L. Rigano

Solidarity through collaborative research

While numerous publications signal the merits of collaborative research, few studies provide interpretive analyses of collaborative‐research practices or collaborative relationships. Through this multiple case study design of collaborative‐research teams, the authors attempt to provide such an analysis by focusing on the collaborative‐research experiences of seven qualitative researchers from two contrasting research teams in Australia and North America. They highlight how solidarity emerged from successful interactions between interdependent members, and how these were both professionally and personally rewarding for individuals and the teams. As well, they identify the opportunities for solidarity afforded to researchers from vertical collaborations (i.e. collaborations involving differential status between team members) that featured evolving and transforming mentoring relationships through the history of the research projects. They propose that solidarity can be stratified within large research teams through sub‐units like dyads. Finally, they suggest that collaborating researchers might benefit from reviewing case studies of collaborative relationships, and engaging in mutual interrogation and subsequent individual reflections of their articulated collaborative practices and relationships.

Student disclosures of fraudulent practice in school laboratories

The debate about the inclusion of laboratory practicals in the school curriculum is continued in this paper which reports on fraudulent practice by students. One of the widely accepted goals of school laboratory practicals is to teach students about the nature of scientific inquiry. This paper reports how student disclosures of their actual practice in school laboratories is at odds with such a goal. We identify and define the student practice of “fudging” which involves faking, fabricating, or stealing data. Five types of fudging behaviour are described. The factors contributing to and the motivations for such behaviour are also identified.

Shifting power relations in “the getting of wisdom”

Some researchers have argued that student teachers should be encouraged to access the wisdom of their supervising teachers through observations and interviews. In this article we discuss two student teachers’ contrasting stories about their experiences in trying to access experienced teachers’ wisdom. In particular, we focus on the power relations between the student teachers and their cooperating teachers. Through this study we have come to believe that it is possible for student teachers to develop wisdom of practice, deliberative wisdom and wisdom-in-practice through observation, inquiry, reflection and practice within a community where members are prepared for “positioning” and shifting power relations.

Writing an ecological mystery in class : merging genres and learning science

Reading and writing stories with science‐related themes make it possible for students to develop interest in and capacity for scientific thinking when specialist science and more popular genres converge. Additionally, feminist scholars have called for greater use of creative writing activities in school science to counter students’ disengagement in participating in science discourses. However, few studies have been conducted into how students construct meaning as fictional and non‐fictional science genres are merged in writing activities. The purpose of this interpretive study was to investigate what happens when a class of fourth‐grade children co‐creates a publishable eco‐mystery—that integrates both fiction and non‐fiction—with their teacher. Interpretations are organized around two themes; namely, when genres clash, and scaffolding science learning. The study asserts that the children’s engagement and interest in the writing tasks were sustained across genres and that the children demonstrated fluency in their use of canonically accurate knowledge of ecological/biological concepts embedded in the eco‐mystery with scaffolding from their teacher. Additional evidence suggests that the children’s fluency with scientific registers had more than a short‐term effect.

Writing together metaphorically and bodily side‐by‐side: an inquiry into collaborative academic writing

Research discourses are permeated by metaphors. As well, metaphors can be used to create new possibilities for action. In this article, we describe our attempt to apply particular metaphors for writing research gleaned from our study of the research practices of 24 education researchers from Australia and North America. With reference to the metaphor: writing as a piano duet, for example, we explore the experience of writing side‐by‐side with each other for the first time. Our reflexive account not only deals with this writing experience, but also discusses potential benefits and shortcomings of this approach to writing and the application of metaphors to guide research practice. Writing in this way is indicative of the metaphor writing as research.

How Do Primary Pre-Service Teachers in a Regional Australian University Plan for Teaching, Learning and Acting in Environmentally Responsible Ways?.

Integrated unit plans with an environmental focus can provide opportunities for school students to develop critical thinking skills, and to act in responsible ways – that is, to develop ‘action competence’. In this study, environmentally focused integrated unit plans, developed and implemented by final year pre‐service teachers at an Australian regional university, were analysed to determine the extent to which they contained concepts that promoted action competence. Results here suggest that more work could be done in the area of pre‐service education to prepare teachers for teaching, learning and acting responsibly in relation to complex environmental issues. In particular, there could be more emphasis on developing integrated unit plans that empower school students and promote critical thinking, democratic processes and action‐oriented knowledge.

Enhancing Community-scale Social Resilience: what is the connection between healthy communities and healthy waterways?

Abstract Qualitative research undertaken in a regional centre of northern Queensland revealed how community members with an interest in water quality see themselves and others being pro-active in maintaining healthy waterways. Interview analysis revealed that respondents saw social resilience to changing water quality as contingent upon personal perceptions of water quality; the ability of a whole community to respond to changes in water quality; and individual behaviour change. Many participants explained that, in general, individuals would not take responsibility for maintaining healthy waterways unless there were personal consequences for not acting. We relate these data to current literature linking individual attitudes to community pro-environmental behaviour. We conclude that certain conditions usually prevail before a whole community will take up environmentally responsible behaviour. These conditions include a latent level of social capital, collective social learning, agency coordination, sufficient resources, and personal significance.

Implementing change within a school science department: progressive and dissonant voices

The purpose of this study was to describe the teaching and leadership experiences of a science teacher who, as head of department, was preparing to introduce changes in the science department of an independent school in response to the requirements of the new junior science syllabus in Queensland, Australia. This teacher consented to classroom observations and interviews with the researchers where his beliefs about teaching practice and change were explored. Other science teachers at the school also were interviewed about their reactions to the planned changes. Interpretive analysis of the data provides an account of the complex interactions, negotiations, compromises, concessions, and trade-offs faced by the teacher during a period of education reform. Perceived barriers existing within the school that impeded proposed change are identified.

Learning the Craft: a student teacher's story

Experienced teachers’ craft knowledge could provide valuable resources for the professional development of pre‐service teachers. Through the voice of a student teacher, this article reports on a process of observing and questioning aimed at accessing the craft knowledge of experienced teachers. Learning partnerships formed during this process helped to overcome difficulties with experienced teachers articulating their knowledge, with the student teacher asking appropriate questions and with the student teacher focusing on relevant classroom events. Incorporation of a reflective component within the process provided a means for the student teacher to understand better the nature of teaching. The data revealed potential benefits for student teachers, teachers and teacher educators participating in this process.

Students' thinking in a chemistry laboratory

Despite the almost mandatory inclusion of a laboratory component in the school curriculum very little has been reported about the effects of laboratory instruction upon student learning and attitudes. The present study was undertaken to investigate the thinking of students in a chemistry laboratory. An interpretive research method was adopted in collecting and analysing data gathered from observations, general interviews and stimulated recall interviews. Four high school students were studied during their participation in a week-long university summer school program. This study reports how the four students responded differently to the same laboratory experience.