Pub Date : 2024-04-15DOI: 10.46743/2160-3715/2024.7218
Niroj Dahal
I am writing this review as an essential reading for readers and writers of the book—Crafting Autoethnography: Processes and Practices of Making Self and Culture, edited by Jackie Goode, Karen Lumsden, and Jan Bradford, which explores the art of crafting autoethnography (Goode et al., 2023). As a novice autoethnographer, I have grappled with challenges and explored borders while shaping my narrative as a self-narrator of autoethnographic writing. So, in this review, I have attempted to engage readers by offering the invitation, encouraging initial reading as entry to the book, subsequent re-entry, and eventual exit as my evaluation of the book. This book resonates with me, emphasizing the significance of writing our lives and stories, developing self-awareness through performative, philosophical, and artistic writing, and shaping our identity—advocacy and transformation. Through diverse perspectives—from sociology to the visual arts—the contributors of the book illuminate their processes, inviting novice and veteran autoethnographers to write to explore the intricate craft of autoethnography.
{"title":"How Do We Craft Autoethnography? A Modest Review","authors":"Niroj Dahal","doi":"10.46743/2160-3715/2024.7218","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.7218","url":null,"abstract":"I am writing this review as an essential reading for readers and writers of the book—Crafting Autoethnography: Processes and Practices of Making Self and Culture, edited by Jackie Goode, Karen Lumsden, and Jan Bradford, which explores the art of crafting autoethnography (Goode et al., 2023). As a novice autoethnographer, I have grappled with challenges and explored borders while shaping my narrative as a self-narrator of autoethnographic writing. So, in this review, I have attempted to engage readers by offering the invitation, encouraging initial reading as entry to the book, subsequent re-entry, and eventual exit as my evaluation of the book. This book resonates with me, emphasizing the significance of writing our lives and stories, developing self-awareness through performative, philosophical, and artistic writing, and shaping our identity—advocacy and transformation. Through diverse perspectives—from sociology to the visual arts—the contributors of the book illuminate their processes, inviting novice and veteran autoethnographers to write to explore the intricate craft of autoethnography.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"47 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140699612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.46743/2160-3715/2024.6184
Chloe Lancaster, Melissa Fickling
Discourse analysis encompasses a variety of disciplinary approaches that broadly aim to understand how individuals and groups use language to construct and maintain their psychological and social realities. A central concept in discourse analysis is we all use discourse to accomplish our communication goals despite being unaware of most discourses we evoke. While discourse studies could help counseling professionals to better understand how they deploy discourses to maintain identities, inequalities, and status quo, the method is not well-represented in counseling research in the United States. This methodological guide presents an introduction to discourse analysis and an overview of the analytic framework, highlighting discourse studies conducted germane to counseling research and practice.
{"title":"Expanding Frameworks: Conducting Discourse Analysis in Counseling Research","authors":"Chloe Lancaster, Melissa Fickling","doi":"10.46743/2160-3715/2024.6184","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.6184","url":null,"abstract":"Discourse analysis encompasses a variety of disciplinary approaches that broadly aim to understand how individuals and groups use language to construct and maintain their psychological and social realities. A central concept in discourse analysis is we all use discourse to accomplish our communication goals despite being unaware of most discourses we evoke. While discourse studies could help counseling professionals to better understand how they deploy discourses to maintain identities, inequalities, and status quo, the method is not well-represented in counseling research in the United States. This methodological guide presents an introduction to discourse analysis and an overview of the analytic framework, highlighting discourse studies conducted germane to counseling research and practice.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140797485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.46743/2160-3715/2024.6398
E. P. Graamans
In popular management literature corporations are sometimes loosely compared to cults. The comparison is a severe allegation as it implies the transgression of subordinate employees’ integrity. This paper explores to what extent such comparisons with cults are warranted as well as the implications this has for the practice of corporate culture management. On grounds of the author’s unique, first-hand experience in both corporate and cultic environments a retrospective autoethnographic (RAE) approach was chosen to further explore the supposed resemblance. The comparison is structured along Lifton’s eight criteria of thought reform and reveals that although akin to cults in all aspects corporations also fundamentally differ due to the infeasibility, at least for now, of controlling the corporate environment in totalist fashion. This might explain why so many attempts to change corporate cultures fail as these initiatives are based on the anachronistic idea that culture change can be “implemented” by somehow “inculcating” employees with “company values.” A sanitized form of brainwashing that fails in the corporate environment.
{"title":"The Blurry Line Between Corporation and Cult: A Retrospective Autoethnographic Study","authors":"E. P. Graamans","doi":"10.46743/2160-3715/2024.6398","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.6398","url":null,"abstract":"In popular management literature corporations are sometimes loosely compared to cults. The comparison is a severe allegation as it implies the transgression of subordinate employees’ integrity. This paper explores to what extent such comparisons with cults are warranted as well as the implications this has for the practice of corporate culture management. On grounds of the author’s unique, first-hand experience in both corporate and cultic environments a retrospective autoethnographic (RAE) approach was chosen to further explore the supposed resemblance. The comparison is structured along Lifton’s eight criteria of thought reform and reveals that although akin to cults in all aspects corporations also fundamentally differ due to the infeasibility, at least for now, of controlling the corporate environment in totalist fashion. This might explain why so many attempts to change corporate cultures fail as these initiatives are based on the anachronistic idea that culture change can be “implemented” by somehow “inculcating” employees with “company values.” A sanitized form of brainwashing that fails in the corporate environment.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"7 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140775538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.46743/2160-3715/2024.6206
Dinah A. Tetteh
Growing evidence suggests that qualitative research about sensitive topics is emotional work with varied unanticipated risks for researchers. This autoethnographic essay adds to the extant literature by discussing the complexities added when the research topic is sensitive, and the researcher has not personally experienced the topic under study. I reflect on and analyze epiphanies in my research with 28 ovarian cancer survivors in northwest Ohio and southern Michigan in the United States, including how I processed the death of some participants. I suggest that practicing active listening, reflexivity, and flexibility can help manage limitations of a research project of this nature; however, these strategies can complicate the emotional vulnerability of the researcher and further limit the research. Implications of the study include a need for researchers seeking to study ovarian cancer or other sensitive topics to proactively incorporate flexibility and reflexivity into every phase of the research process and avoid making decisions for participants. Additionally, this research suggests to healthcare practitioners to understand the varied influences on the ovarian cancer experience, including guilty feelings and fear of death or disease recurrence, and acknowledge these during counseling sessions and at follow-up visits to help validate women’s experiences and open avenues for support.
{"title":"The Emotional Impact of Sensitive Topics: An Autoethnographic Account of an Ovarian Cancer Research","authors":"Dinah A. Tetteh","doi":"10.46743/2160-3715/2024.6206","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.6206","url":null,"abstract":"Growing evidence suggests that qualitative research about sensitive topics is emotional work with varied unanticipated risks for researchers. This autoethnographic essay adds to the extant literature by discussing the complexities added when the research topic is sensitive, and the researcher has not personally experienced the topic under study. I reflect on and analyze epiphanies in my research with 28 ovarian cancer survivors in northwest Ohio and southern Michigan in the United States, including how I processed the death of some participants. I suggest that practicing active listening, reflexivity, and flexibility can help manage limitations of a research project of this nature; however, these strategies can complicate the emotional vulnerability of the researcher and further limit the research. Implications of the study include a need for researchers seeking to study ovarian cancer or other sensitive topics to proactively incorporate flexibility and reflexivity into every phase of the research process and avoid making decisions for participants. Additionally, this research suggests to healthcare practitioners to understand the varied influences on the ovarian cancer experience, including guilty feelings and fear of death or disease recurrence, and acknowledge these during counseling sessions and at follow-up visits to help validate women’s experiences and open avenues for support.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"206 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140792281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.46743/2160-3715/2024.6487
Christine Robinson, Heath Williams
Interpretative Phenomenological Analysis (IPA) is an established qualitative methodology widely adopted within health-based research. However, one gap in the literature is that little has been written about IPA’s employability within educationally situated research. Our paper aims to demonstrate that IPA is a suitable methodology for education research. This paper has two parts. In the first part, the authors utilise the method of exegesis and theoretical analysis to explicate and provide clarity concerning the often-misunderstood philosophical and theoretical background of IPA. In the second part, we advocate for IPA as a suitable option for qualitative research in educational contexts. To execute this advocacy, the authors present a specific example of qualitative research that successfully employed IPA as its methodological approach and system for analysis. We present the details of a research project that utilised IPA to explore spirituality in early childhood education contexts, and in doing so the authors illustrate how the theories and methods of IPA can be actualised, thus introducing IPA into education contexts in a coherent fashion. The overall aim of the paper is to affirm IPA as a viable qualitative approach for education researchers.
{"title":"Interpretative Phenomenological Analysis: Learnings from Employing IPA as a Qualitative Methodology in Educational Research","authors":"Christine Robinson, Heath Williams","doi":"10.46743/2160-3715/2024.6487","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.6487","url":null,"abstract":"Interpretative Phenomenological Analysis (IPA) is an established qualitative methodology widely adopted within health-based research. However, one gap in the literature is that little has been written about IPA’s employability within educationally situated research. Our paper aims to demonstrate that IPA is a suitable methodology for education research. This paper has two parts. In the first part, the authors utilise the method of exegesis and theoretical analysis to explicate and provide clarity concerning the often-misunderstood philosophical and theoretical background of IPA. In the second part, we advocate for IPA as a suitable option for qualitative research in educational contexts. To execute this advocacy, the authors present a specific example of qualitative research that successfully employed IPA as its methodological approach and system for analysis. We present the details of a research project that utilised IPA to explore spirituality in early childhood education contexts, and in doing so the authors illustrate how the theories and methods of IPA can be actualised, thus introducing IPA into education contexts in a coherent fashion. The overall aim of the paper is to affirm IPA as a viable qualitative approach for education researchers.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"2 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140756425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.46743/2160-3715/2024.6423
M. I. Bilbao-Nieva, Alejandra Meyer
In this article, we discuss the contributions that Karen Barad's theorizations can make to the study of well-being, particularly their ontoepistemological framework, “agential realism,” that emphasizes the inseparability of matter, ethics, and knowledge, as the relational entanglements of agencies. We use these ideas to imagine well-being as differential materializations, entanglements of human, and the non-human agencies that “intra-act” with each other and are inseparable from how we know about them and our responsibilities in their reconfigurations. From this perspective, we see well-being as a phenomenon, underpinning its dynamism and processuality. Analyzing an interview fragment, we exemplify how Barad's theorizations can offer a different way to think about well-being, recognizing the differences within and the consequences of thinking about it as being otherwise. We argue that this approach opens new possibilities and research trajectories that expand the field of well-being studies, understanding well-being studies as a more local, dynamic, open-ended phenomenon.
{"title":"Contributions of Barad's New Materialism to Well-Being Research","authors":"M. I. Bilbao-Nieva, Alejandra Meyer","doi":"10.46743/2160-3715/2024.6423","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.6423","url":null,"abstract":"In this article, we discuss the contributions that Karen Barad's theorizations can make to the study of well-being, particularly their ontoepistemological framework, “agential realism,” that emphasizes the inseparability of matter, ethics, and knowledge, as the relational entanglements of agencies. We use these ideas to imagine well-being as differential materializations, entanglements of human, and the non-human agencies that “intra-act” with each other and are inseparable from how we know about them and our responsibilities in their reconfigurations. From this perspective, we see well-being as a phenomenon, underpinning its dynamism and processuality. Analyzing an interview fragment, we exemplify how Barad's theorizations can offer a different way to think about well-being, recognizing the differences within and the consequences of thinking about it as being otherwise. We argue that this approach opens new possibilities and research trajectories that expand the field of well-being studies, understanding well-being studies as a more local, dynamic, open-ended phenomenon.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"109 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140764730","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.46743/2160-3715/2024.6627
Asunción Martínez-Arbelaiz, Aingeru Gutiérrez-Cabello, Estíbaliz Aberasturi-Apraiz, José Miguel Correa Gorospe
Many university scholars, including the authors of this article, acknowledge that they feel like they are riding an emotional roller coaster with academic success, as well as many project failures. Except for our PhD thesis, many of us complete our research tasks in relatively established research groups. However, little research has examined the potential these groups might have to mitigate feelings of academic isolation. To fill in this gap, we designed two methodological steps. First, we adopted the Woolfian metaphor of a room of our own, where we composed individual vignettes regarding our feelings of isolation. We read each other's texts and then, in a second step, moved to a “living room” to negotiate our emerging ideas, echoing a Collaborative Autoethnography. Two full professors and two early-career researchers reflected on and talked about their feelings of academic isolation, from their personal and professional standpoints. Despite the differences in job stability, the four participants acknowledged having felt isolated and abandoned. We argue that viewing research groups not as a community of practice, but a community of care is a more humane and desirable framework to model university research groups in these current times of exacerbating neoliberalism.
{"title":"Juggling Academic Practice and Care: Collaborative Autoethnography within a Basque University Research Group","authors":"Asunción Martínez-Arbelaiz, Aingeru Gutiérrez-Cabello, Estíbaliz Aberasturi-Apraiz, José Miguel Correa Gorospe","doi":"10.46743/2160-3715/2024.6627","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.6627","url":null,"abstract":"Many university scholars, including the authors of this article, acknowledge that they feel like they are riding an emotional roller coaster with academic success, as well as many project failures. Except for our PhD thesis, many of us complete our research tasks in relatively established research groups. However, little research has examined the potential these groups might have to mitigate feelings of academic isolation. To fill in this gap, we designed two methodological steps. First, we adopted the Woolfian metaphor of a room of our own, where we composed individual vignettes regarding our feelings of isolation. We read each other's texts and then, in a second step, moved to a “living room” to negotiate our emerging ideas, echoing a Collaborative Autoethnography. Two full professors and two early-career researchers reflected on and talked about their feelings of academic isolation, from their personal and professional standpoints. Despite the differences in job stability, the four participants acknowledged having felt isolated and abandoned. We argue that viewing research groups not as a community of practice, but a community of care is a more humane and desirable framework to model university research groups in these current times of exacerbating neoliberalism.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"41 33","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140771673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.46743/2160-3715/2024.6346
A. Orellana, Elda C. Kanzki-Veloso, Georgina Arguello, Katarzyna Wojnas
According to the Universal Design for Learning (UDL) framework, as a text-based alternative to auditory information in videos or presentations, captions can make the content equally accessible, and multilingual subtitles can promote a cross-linguistic understanding of the content. We conducted a phenomenological study to understand the common meaning of the participants’ experiences when using real-time automated captions/subtitles during live online class presentations. Twenty-four remote student participants were placed in three study groups. All participants were fluent in spoken and written English, eight could read in one or more additional languages, and none had a hearing disability. We used Microsoft PowerPoint Present Live via Zoom to deliver the online presentation to each group with real-time automated captions/subtitles, and then we conducted a focus group session with each group. Ten themes emerged and were clustered into three overarching themes: challenges, benefits, and interactions with subtitles. Overall, participants described a positive experience, perceiving the captions/subtitles as useful and accurate. Participants found the tool easy to use and highlighted the benefits of using captions/subtitles, such as providing access to live instruction for a wide audience and reinforcing learning for diverse student types. While they were able to troubleshoot connectivity and technological issues encountered, they experienced an apparent split-attention effect and noted limitations in the tool's inability to recognize different dialects. Findings contribute to educational research related to accessible live instruction in multilingual settings and could aid educators in selecting and integrating tools with real-time captioning/subtitling, in line with the UDL guidelines.
根据 "通用学习设计"（UDL）框架，作为视频或演示文稿中听觉信息的文字替代品，字幕可以使内容具有同等的可访问性，而多语种字幕则可以促进对内容的跨语言理解。我们进行了一项现象学研究，以了解参与者在实时在线课堂演示中使用实时自动字幕时的共同感受。24 名远程学生被分为三个研究小组。所有参与者都能说流利的英语和书写流利的英语，其中八人可以阅读一种或多种其他语言，没有人有听力障碍。我们使用 Microsoft PowerPoint Present Live 通过 Zoom 向每个小组提供带有实时自动字幕/副标题的在线演示，然后我们与每个小组进行了一次焦点小组会议。共出现了十个主题，并将其归纳为三个首要主题：挑战、益处和与字幕的互动。总的来说，参与者都有积极的体验，认为字幕/副标题有用且准确。与会者认为该工具易于使用，并强调了使用字幕的益处，如为广大听众提供现场教学的机会，以及加强不同类型学生的学习效果。虽然他们能够解决遇到的连接和技术问题，但也经历了明显的注意力分散效应，并注意到该工具无法识别不同方言的局限性。研究结果为多语言环境下无障碍现场教学的相关教育研究做出了贡献，并可帮助教育工作者根据 UDL 指南选择和整合带有实时字幕/字幕的工具。
{"title":"Students’ Experiences When Using Real-Time Automated Captions and Subtitles in Live Online Presentations: A Phenomenological Study","authors":"A. Orellana, Elda C. Kanzki-Veloso, Georgina Arguello, Katarzyna Wojnas","doi":"10.46743/2160-3715/2024.6346","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.6346","url":null,"abstract":"According to the Universal Design for Learning (UDL) framework, as a text-based alternative to auditory information in videos or presentations, captions can make the content equally accessible, and multilingual subtitles can promote a cross-linguistic understanding of the content. We conducted a phenomenological study to understand the common meaning of the participants’ experiences when using real-time automated captions/subtitles during live online class presentations. Twenty-four remote student participants were placed in three study groups. All participants were fluent in spoken and written English, eight could read in one or more additional languages, and none had a hearing disability. We used Microsoft PowerPoint Present Live via Zoom to deliver the online presentation to each group with real-time automated captions/subtitles, and then we conducted a focus group session with each group. Ten themes emerged and were clustered into three overarching themes: challenges, benefits, and interactions with subtitles. Overall, participants described a positive experience, perceiving the captions/subtitles as useful and accurate. Participants found the tool easy to use and highlighted the benefits of using captions/subtitles, such as providing access to live instruction for a wide audience and reinforcing learning for diverse student types. While they were able to troubleshoot connectivity and technological issues encountered, they experienced an apparent split-attention effect and noted limitations in the tool's inability to recognize different dialects. Findings contribute to educational research related to accessible live instruction in multilingual settings and could aid educators in selecting and integrating tools with real-time captioning/subtitling, in line with the UDL guidelines.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"120 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140769521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-04-01DOI: 10.46743/2160-3715/2024.6440
Olga Gould-Yakovleva, Xiufeng Liu
This grounded in social constructivism yearlong ethnographic case study was conducted at the final stage of a larger, longitudinal, multisite, and multi-year project. The current research focused on a group of urban public elementary schoolteachers who volunteered to participate in the National Science Foundation (NSF)-funded interdisciplinary science and engineering partnership (ISEP) project. These teachers were enrolled in the professional development (PD) college courses in physics and engineering design, summer research in university laboratories, and interdisciplinary science inquiry (ISI) pedagogy sessions. This research sought to understand the factors which contributed to successful teamwork at the elementary school under investigation. Additionally, this study investigated the changes in the ISEP-participating educators’ teaching approaches, methods, and techniques upon their completion of their studies with the ISEP Summer Institute. Data were collected from the structured interviews with the participating teachers and their students and observations of the school-based activities during in-class and extra-curricular instruction. The researchers used Saldaña’s (2013) thematic and value coding and Miles and Huberman (1984) memoing for data analysis. This research found that the teachers’ team embedded their newly acquired research experiences and pedagogic knowledge into their instruction. Joint endeavors of the project participants lead to higher interest and engagement in learning processes in this school’s student population as well as greater involvement of the schoolchildren, their families, and the surrounding community in the team-organized science-based educational events and activities.
{"title":"Mutualism as Mutual Trust: An Ethnographic Case Study on an Elementary-School Teacher-Team Participation in a Science PD Program","authors":"Olga Gould-Yakovleva, Xiufeng Liu","doi":"10.46743/2160-3715/2024.6440","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.6440","url":null,"abstract":"This grounded in social constructivism yearlong ethnographic case study was conducted at the final stage of a larger, longitudinal, multisite, and multi-year project. The current research focused on a group of urban public elementary schoolteachers who volunteered to participate in the National Science Foundation (NSF)-funded interdisciplinary science and engineering partnership (ISEP) project. These teachers were enrolled in the professional development (PD) college courses in physics and engineering design, summer research in university laboratories, and interdisciplinary science inquiry (ISI) pedagogy sessions. This research sought to understand the factors which contributed to successful teamwork at the elementary school under investigation. Additionally, this study investigated the changes in the ISEP-participating educators’ teaching approaches, methods, and techniques upon their completion of their studies with the ISEP Summer Institute. Data were collected from the structured interviews with the participating teachers and their students and observations of the school-based activities during in-class and extra-curricular instruction. The researchers used Saldaña’s (2013) thematic and value coding and Miles and Huberman (1984) memoing for data analysis. This research found that the teachers’ team embedded their newly acquired research experiences and pedagogic knowledge into their instruction. Joint endeavors of the project participants lead to higher interest and engagement in learning processes in this school’s student population as well as greater involvement of the schoolchildren, their families, and the surrounding community in the team-organized science-based educational events and activities.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"92 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140770086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-01-10DOI: 10.46743/2160-3715/2024.5555
Zainab Akef, Şenel Poyrazlı, Isabel Quintero
UNHCR reports that about 82.4 million individuals were forcibly displaced as they attempted to avoid persecution, conflict, or human rights violations in their home countries. In addition to traumatic experiences, refugees encounter stressors such as low income, reduced social support, and language barriers. This qualitative study aimed to explore the impact of pre-migration trauma and political detainment on mental health outcomes and living conditions. A total of eight interviewees participated in video conferencing interviews. A non-probability convenience sampling using the snowballing technique was utilized to identify participants. Data were analyzed using an inductive approach for thematic analysis. The software Dedoose was used to come up with codes and the research team refined the codes into distinct themes. Four themes emerged from data analysis: extrinsic barriers, symptoms of psychological distress, coping and help-seeking behaviors, and interpersonal relationships. Results of the study show the intensity and difficulty of experiences faced by participants and the toll it takes on their mental state and family life. The results highlight a lack of resources available to refugees in the United States and a suggestion to further the research efforts for this understudied population.
{"title":"An Exploration of the Lived Experiences and Psychological States of Migrants and Refugees","authors":"Zainab Akef, Şenel Poyrazlı, Isabel Quintero","doi":"10.46743/2160-3715/2024.5555","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.5555","url":null,"abstract":"UNHCR reports that about 82.4 million individuals were forcibly displaced as they attempted to avoid persecution, conflict, or human rights violations in their home countries. In addition to traumatic experiences, refugees encounter stressors such as low income, reduced social support, and language barriers. This qualitative study aimed to explore the impact of pre-migration trauma and political detainment on mental health outcomes and living conditions. A total of eight interviewees participated in video conferencing interviews. A non-probability convenience sampling using the snowballing technique was utilized to identify participants. Data were analyzed using an inductive approach for thematic analysis. The software Dedoose was used to come up with codes and the research team refined the codes into distinct themes. Four themes emerged from data analysis: extrinsic barriers, symptoms of psychological distress, coping and help-seeking behaviors, and interpersonal relationships. Results of the study show the intensity and difficulty of experiences faced by participants and the toll it takes on their mental state and family life. The results highlight a lack of resources available to refugees in the United States and a suggestion to further the research efforts for this understudied population.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"64 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139534647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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