Show simple item record

dc.contributor.authorMcGinn, Michelle K.
dc.contributor.authorNiemczyk, Ewelina K.
dc.date.accessioned2021-12-13T18:54:14Z
dc.date.available2021-12-13T18:54:14Z
dc.date.issued2020
dc.identifier.citationAlberta journal of educational research 66/4 (2020)en_US
dc.identifier.issn1923-1857
dc.identifier.urihttp://hdl.handle.net/10464/15516
dc.description.abstractAlthough the contemporary research environment encourages knowledge generation through research collaboration rather than individualized projects, limited scholarly attention has been devoted to the practice of collaboration within research teams. This paper presents a qualitative analysis of team dynamics and learning opportunities within four social science research teams. The findings reveal similarities and differences in leadership style and interaction approaches that affected how research was undertaken and the possibilities for team members to learn from each other. The snapshots provide models for other research teams that extend situated learning theories and the existing research base about collaboration, research teams, and research leadership.en_US
dc.language.isoen_USen_US
dc.publisherUniversity of Alberta. Faculty of Education.en_US
dc.subjectResearch teamsen_US
dc.subjectResearch leadershipen_US
dc.subjectResearcher developmenten_US
dc.subjectSituated learningen_US
dc.titleTeam Dynamics and Learning Opportunities in Social Science Research Teamsen_US
dc.typeArticleen_US
dc.identifier.doihttps://doi.org/10.11575/ajer.v66i4.56459
refterms.dateFOA2021-12-13T18:54:15Z


Files in this item

Thumbnail
Name:
56459-Other-211879-1-18-202012 ...
Size:
381.5Kb
Format:
PDF
Description:
Main article

This item appears in the following Collection(s)

Show simple item record