Pub Date : 2023-12-15DOI: 10.46743/2160-3715/2023.6093
M. Eltahir, Nagaletchimee Annamalia, S. Zyoud, Najah Rajeh Al Salhi, Bilal Zakarneh
This study explored the multiple intelligence representation in the micro-credentials designed by Malaysian educators and the reasons for integrating multiple intelligences in their course materials. The study was guided by the eight indicators of multiple intelligences suggested by Howard Gardner. We conducted in-depth qualitative interviews with 20 educators from a university in the northern region of Malaysia. The thematic analysis guided by Braun and Clarke shows a number of reasons why educators included the indicators in designing their content for micro-credential. Educators generally demonstrated that they used all the multiple intelligences indicators in designing the micro-credentials. The findings are encouraging and suggest that all eight intelligences can be included in designing micro–credentials to enhance students' learning experiences with the help of technology. Finally, the authors suggest a pedagogical framework that can be considered by educators who intend to design the micro-credentials.
{"title":"Exploring the Adoption of Multiple Intelligences in Micro Credentials by Educators in Malaysian Higher Education","authors":"M. Eltahir, Nagaletchimee Annamalia, S. Zyoud, Najah Rajeh Al Salhi, Bilal Zakarneh","doi":"10.46743/2160-3715/2023.6093","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.6093","url":null,"abstract":"This study explored the multiple intelligence representation in the micro-credentials designed by Malaysian educators and the reasons for integrating multiple intelligences in their course materials. The study was guided by the eight indicators of multiple intelligences suggested by Howard Gardner. We conducted in-depth qualitative interviews with 20 educators from a university in the northern region of Malaysia. The thematic analysis guided by Braun and Clarke shows a number of reasons why educators included the indicators in designing their content for micro-credential. Educators generally demonstrated that they used all the multiple intelligences indicators in designing the micro-credentials. The findings are encouraging and suggest that all eight intelligences can be included in designing micro–credentials to enhance students' learning experiences with the help of technology. Finally, the authors suggest a pedagogical framework that can be considered by educators who intend to design the micro-credentials.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"322 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138996814","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 : 2023-12-15DOI: 10.46743/2160-3715/2023.6296
Chenyang Zhang
In countries where people see English as a foreign language (EFL), English is merely used in public communication and EFL learners usually experience emotional issues like speaking anxiety and reflect a lower level of emotional intelligence (EI). Although previous studies have found a positive correlation between EI and EFL speaking, few studies explain how EI affects learners’ EFL speaking in terms of their contextual influence. This study aims to explore the effects of EI on English speaking in the context of China’s universities. Data was collected through semi-structured interviews with two participants and was analysed through thematic narrative analysis. Findings suggest that the English-speaking environments in China’s universities are less than supportive. In this situation, when EFL learners are situated in a low-stress learning environment, they are more inclined to embrace happiness and optimism by developing specific interests to enhance their spoken English skills. However, with the stress of the test looming, they often show negative emotions such as uneasiness before exams and fear during exams. Findings highlight that EI, especially adaptability and interpersonal capability can help EFL students cope with their emotional issues, regulate their behaviours, and participate in and profit from non-interactive and (partially) interactive English-speaking practices.
{"title":"The Effects of Emotional Intelligence on Students’ Foreign Language Speaking: A Narrative Exploration in China’s Universities","authors":"Chenyang Zhang","doi":"10.46743/2160-3715/2023.6296","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.6296","url":null,"abstract":"In countries where people see English as a foreign language (EFL), English is merely used in public communication and EFL learners usually experience emotional issues like speaking anxiety and reflect a lower level of emotional intelligence (EI). Although previous studies have found a positive correlation between EI and EFL speaking, few studies explain how EI affects learners’ EFL speaking in terms of their contextual influence. This study aims to explore the effects of EI on English speaking in the context of China’s universities. Data was collected through semi-structured interviews with two participants and was analysed through thematic narrative analysis. Findings suggest that the English-speaking environments in China’s universities are less than supportive. In this situation, when EFL learners are situated in a low-stress learning environment, they are more inclined to embrace happiness and optimism by developing specific interests to enhance their spoken English skills. However, with the stress of the test looming, they often show negative emotions such as uneasiness before exams and fear during exams. Findings highlight that EI, especially adaptability and interpersonal capability can help EFL students cope with their emotional issues, regulate their behaviours, and participate in and profit from non-interactive and (partially) interactive English-speaking practices.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"267 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138996917","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 : 2023-12-15DOI: 10.46743/2160-3715/2023.6230
César Díaz Pacheco, Juan Llanes Ordóñez, María Paz Sandín Esteban, María Leonor Conejeros Solar
Chile has positioned itself as an important receiving nation of immigrants in Latin America, which is evidenced by the emergence of foreign students in both universities and professional institutes. The main objective of this article is to understand the inclusion-exclusion factors of a group of Latin American students immersed in Chile’s higher education system. The authors used a biographical-narrative inquiry to conduct eight in-depth interviews and a participatory group methodology in Chile’s Valparaíso Region. The findings show that factors such as the presence of an influential adult figure, institutional welcoming mechanisms, access to work, and expectations of timely graduation and future residence all play a significant role in the educational transitions of these immigrant students who have experienced cultural and spatial changes. The study concludes that these types of elements translate into key protective factors in the successful educational transitions of this group of young immigrants, who have developed the journey from school to the university world.
{"title":"A Biographical-Narrative Inquiry to the Transitions of Latin American Immigrant Students: A Collective Case Study in the Context of Chilean Higher Education","authors":"César Díaz Pacheco, Juan Llanes Ordóñez, María Paz Sandín Esteban, María Leonor Conejeros Solar","doi":"10.46743/2160-3715/2023.6230","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.6230","url":null,"abstract":"Chile has positioned itself as an important receiving nation of immigrants in Latin America, which is evidenced by the emergence of foreign students in both universities and professional institutes. The main objective of this article is to understand the inclusion-exclusion factors of a group of Latin American students immersed in Chile’s higher education system. The authors used a biographical-narrative inquiry to conduct eight in-depth interviews and a participatory group methodology in Chile’s Valparaíso Region. The findings show that factors such as the presence of an influential adult figure, institutional welcoming mechanisms, access to work, and expectations of timely graduation and future residence all play a significant role in the educational transitions of these immigrant students who have experienced cultural and spatial changes. The study concludes that these types of elements translate into key protective factors in the successful educational transitions of this group of young immigrants, who have developed the journey from school to the university world.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"271 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138997264","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 : 2023-12-15DOI: 10.46743/2160-3715/2023.6313
Jorge Hoyos
The tension between performer and teacher identities in music education is a widely recognized phenomenon within the profession. However, in Colombia, previous research has mainly focused on curricular evaluations, profile, and labor market conditions, leaving a significant gap in our understanding of identity. This study aimed to investigate the role identities among graduates of the Adventist University Corporation. Two focus groups were conducted to explore the existing condition of teacher and performer identities and the impact of government-mandated curricular modifications on recent graduates’ teacher identity. The results revealed a persistent dichotomy among participants in their working lives despite institutional efforts. The major causes of identity imbalance were less than ideal working conditions in public schools, hidden curricula, and career breadth. To address these issues, future governmental and institutional endeavors should focus on improving working conditions, adapting curricula to the labor market, and providing active support for teacher identity based on experiences.
{"title":"Role Identities in Colombian Music Education Graduates","authors":"Jorge Hoyos","doi":"10.46743/2160-3715/2023.6313","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.6313","url":null,"abstract":"The tension between performer and teacher identities in music education is a widely recognized phenomenon within the profession. However, in Colombia, previous research has mainly focused on curricular evaluations, profile, and labor market conditions, leaving a significant gap in our understanding of identity. This study aimed to investigate the role identities among graduates of the Adventist University Corporation. Two focus groups were conducted to explore the existing condition of teacher and performer identities and the impact of government-mandated curricular modifications on recent graduates’ teacher identity. The results revealed a persistent dichotomy among participants in their working lives despite institutional efforts. The major causes of identity imbalance were less than ideal working conditions in public schools, hidden curricula, and career breadth. To address these issues, future governmental and institutional endeavors should focus on improving working conditions, adapting curricula to the labor market, and providing active support for teacher identity based on experiences.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"11 20","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138970552","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 : 2023-12-15DOI: 10.46743/2160-3715/2023.6004
Zachary McCarver, D. Vickland, Meagan Stellino
Parents’ involvement patterns serve as a catalyst to their children’s moral development (Bandura, 1991). Yet, sport culture may convolute parents’ authentic ability to socialize their children’s moral development within a compliant structure focused on performance excellence (Hughes & Coakley, 1991). The purpose of the current study was to examine how parents conceptualize morality while entrenched in a conformity-driven elite youth ice hockey environment. The following research question was explored: how do parents ascribe meaning to, and learn the behavioral representations of, moral and immoral behaviors in youth ice hockey? Parents’ (N = 8, Mage = 53.13) perspectives of morality and immorality were explored within the culture of elite youth hockey through individual semi-structured interviews. A transcendental phenomenological approach was implemented to identify both textural and structural experiences parents used to derive their perceptions of morality and immorality in youth ice hockey (Creswell & Poth, 2018). Results exemplify how normative standards socialized through various dimensions of hockey culture obscured parents’ perceptions of morality and immorality through “relatively conscious” acceptance of socialized norms. Findings highlight the socialization processes that parents use to develop their conceptions of morality by overconforming to the normative standards valorized through the youth hockey sport ethic (Hughes & Coakley, 1991). The “relative consciousness” findings reflected how parents transformed their moral conceptions paralleled with youth hockey culture’s delineation of moral norms and values (Burry & Fiset, 2022; Hughes & Coakley, 1991).
{"title":"\"Well You Know...\": Parents' Perceptions of Morality in AAA Youth Ice Hockey","authors":"Zachary McCarver, D. Vickland, Meagan Stellino","doi":"10.46743/2160-3715/2023.6004","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.6004","url":null,"abstract":"Parents’ involvement patterns serve as a catalyst to their children’s moral development (Bandura, 1991). Yet, sport culture may convolute parents’ authentic ability to socialize their children’s moral development within a compliant structure focused on performance excellence (Hughes & Coakley, 1991). The purpose of the current study was to examine how parents conceptualize morality while entrenched in a conformity-driven elite youth ice hockey environment. The following research question was explored: how do parents ascribe meaning to, and learn the behavioral representations of, moral and immoral behaviors in youth ice hockey? Parents’ (N = 8, Mage = 53.13) perspectives of morality and immorality were explored within the culture of elite youth hockey through individual semi-structured interviews. A transcendental phenomenological approach was implemented to identify both textural and structural experiences parents used to derive their perceptions of morality and immorality in youth ice hockey (Creswell & Poth, 2018). Results exemplify how normative standards socialized through various dimensions of hockey culture obscured parents’ perceptions of morality and immorality through “relatively conscious” acceptance of socialized norms. Findings highlight the socialization processes that parents use to develop their conceptions of morality by overconforming to the normative standards valorized through the youth hockey sport ethic (Hughes & Coakley, 1991). The “relative consciousness” findings reflected how parents transformed their moral conceptions paralleled with youth hockey culture’s delineation of moral norms and values (Burry & Fiset, 2022; Hughes & Coakley, 1991).","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"120 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138999357","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 : 2023-12-15DOI: 10.46743/2160-3715/2023.6165
Ranta Butarbutar, F. Ruing, Nurfajriah Basri, Varissca Utari Tuharea, Seli Marlina Radja Leba
The collaborative use of technology and online teaching and learning is a new pedagogical trend following the spread of the COVID-19 pandemic in 2020. This pedagogy has created flexible learning modes for teachers and students to practice and develop their speaking skills in English as a foreign language through collaborative activities, interactive group projects, and peer feedback. Despite the plethora of studies pertinent to online learning, online collaborative learning (OCL) insights in rural areas are not well-documented, leaving knowledge gaps. Thus, a study of teachers' and students' perceptions of OCL in rural areas of Papua, Indonesia, is needed. Researchers have confirmed that the OCL is a new pedagogical approach to lifelong and sustainable learning. This study employed a qualitative report, using a triple-case study approach. The results propose that: (1) OCL can be implemented using two learning modes: synchronous and asynchronous. The WhatsApp group (WAG) chat feature was used to deliver written discussions and peer evaluations and the WhatsApp voice note tool to provide oral feedback synchronously. Google Classroom asynchronously provided the materials, tasks, and teacher feedback. (2) Teachers’ reasons for choosing OCL in EFL speaking courses include effectiveness, efficiency, interest, and engagement. Students’ perceptions highlighted the OCL effect in light of three aspects: (a) social, (b) psychological, and (c) speaking skills. (3) Teachers’ barriers during OCL implementation: (a) poor internet connection, (b) free-riders, (c) unpunctuality, and (d) unfamiliarity with technology use. (4) Teacher strategies to overcome the barriers to OCL: (a) university-sponsored internet, (b) OCL orientation at the beginning of class, (c) forming groups and choosing topics regarding students’ prior knowledge, (d) extra peer tutoring time, and (e) self-directed learning.
{"title":"Unpacking Online Collaborative Learning in Teaching EFL Speaking: Insights from Three Rural Area Case Studies","authors":"Ranta Butarbutar, F. Ruing, Nurfajriah Basri, Varissca Utari Tuharea, Seli Marlina Radja Leba","doi":"10.46743/2160-3715/2023.6165","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.6165","url":null,"abstract":"The collaborative use of technology and online teaching and learning is a new pedagogical trend following the spread of the COVID-19 pandemic in 2020. This pedagogy has created flexible learning modes for teachers and students to practice and develop their speaking skills in English as a foreign language through collaborative activities, interactive group projects, and peer feedback. Despite the plethora of studies pertinent to online learning, online collaborative learning (OCL) insights in rural areas are not well-documented, leaving knowledge gaps. Thus, a study of teachers' and students' perceptions of OCL in rural areas of Papua, Indonesia, is needed. Researchers have confirmed that the OCL is a new pedagogical approach to lifelong and sustainable learning. This study employed a qualitative report, using a triple-case study approach. The results propose that: (1) OCL can be implemented using two learning modes: synchronous and asynchronous. The WhatsApp group (WAG) chat feature was used to deliver written discussions and peer evaluations and the WhatsApp voice note tool to provide oral feedback synchronously. Google Classroom asynchronously provided the materials, tasks, and teacher feedback. (2) Teachers’ reasons for choosing OCL in EFL speaking courses include effectiveness, efficiency, interest, and engagement. Students’ perceptions highlighted the OCL effect in light of three aspects: (a) social, (b) psychological, and (c) speaking skills. (3) Teachers’ barriers during OCL implementation: (a) poor internet connection, (b) free-riders, (c) unpunctuality, and (d) unfamiliarity with technology use. (4) Teacher strategies to overcome the barriers to OCL: (a) university-sponsored internet, (b) OCL orientation at the beginning of class, (c) forming groups and choosing topics regarding students’ prior knowledge, (d) extra peer tutoring time, and (e) self-directed learning.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"6 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139000569","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 : 2023-11-27DOI: 10.46743/2160-3715/2023.5639
Julie Paquin, Maude Choko
This article aims at exploring the contribution that creative forms of research can make to the study of a little-known aspect of academic freedom in the Canadian context – academic freedom in curriculum development. It seeks to address the methodological challenge posed by research on academic freedom, that is, the fact that any academic writing on this topic necessarily draws initially, though not exclusively, from the researchers’ own experiences and perspectives. The article brings to life a fictional faculty meeting, during which questions about academic freedom in teaching are discussed. Although this meeting is the product of our imagination, its starting point is based on real-life events, that is, the implementation in some North American universities of a course developed and initially offered outside of academia by people closely related to a well-known personal development organization.
{"title":"Reflecting on Academic Freedom Through Fiction: A Theatrical Exploration of the Blurry Contours of the Freedom to Teach","authors":"Julie Paquin, Maude Choko","doi":"10.46743/2160-3715/2023.5639","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.5639","url":null,"abstract":"This article aims at exploring the contribution that creative forms of research can make to the study of a little-known aspect of academic freedom in the Canadian context – academic freedom in curriculum development. It seeks to address the methodological challenge posed by research on academic freedom, that is, the fact that any academic writing on this topic necessarily draws initially, though not exclusively, from the researchers’ own experiences and perspectives. The article brings to life a fictional faculty meeting, during which questions about academic freedom in teaching are discussed. Although this meeting is the product of our imagination, its starting point is based on real-life events, that is, the implementation in some North American universities of a course developed and initially offered outside of academia by people closely related to a well-known personal development organization.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"356 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139233671","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 : 2023-11-27DOI: 10.46743/2160-3715/2023.5915
Joshua C. Eyer, Cho Rong Won, Megan Sawyer, Yan Luo, Kun Wang, Edson Chipalo, Gwen Thomas-Leblanc, Hee Yun Lee
Rural areas with limited access to preventive care, treatment, and recovery services are particularly affected by the opioid crisis. This study identified four rural areas in Alabama that had higher opioid prescription rates than the state and national average. This study explores the views of three groups [healthcare service providers, persons who use/used opioids (PWUO), and community stakeholders] on the barriers to and needs for opioid prevention, treatment, and recovery services using a phenomenological qualitative design. Purposeful and snowball sampling was used to recruit 95 participants across 12 focus groups which were audio-recorded and transcribed verbatim. A seven-member analysis team conducted a directed content analysis using a semi-structured script and seeded themes with a rigorous plan to promote trustworthiness. Regardless of group type, commonly identified barriers and needs related to rural locality, financial factors, cultural norms, and stigma among others. Prominent needs included education and healthcare coordination. Findings suggest recommendations for community and provider interventions to address the knowledge gaps and recovery needs. They also supported the suitability of the Telehealth Extension for Community Healthcare Outcomes, a videoconferencing tool that networks multidisciplinary experts and professionals around specialty topics, as a promising intervention to increase training among providers.
{"title":"A Phenomenological Study of Barriers and Needs Related to Opioid Prevention, Treatment, and Recovery in Rural Alabama","authors":"Joshua C. Eyer, Cho Rong Won, Megan Sawyer, Yan Luo, Kun Wang, Edson Chipalo, Gwen Thomas-Leblanc, Hee Yun Lee","doi":"10.46743/2160-3715/2023.5915","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.5915","url":null,"abstract":"Rural areas with limited access to preventive care, treatment, and recovery services are particularly affected by the opioid crisis. This study identified four rural areas in Alabama that had higher opioid prescription rates than the state and national average. This study explores the views of three groups [healthcare service providers, persons who use/used opioids (PWUO), and community stakeholders] on the barriers to and needs for opioid prevention, treatment, and recovery services using a phenomenological qualitative design. Purposeful and snowball sampling was used to recruit 95 participants across 12 focus groups which were audio-recorded and transcribed verbatim. A seven-member analysis team conducted a directed content analysis using a semi-structured script and seeded themes with a rigorous plan to promote trustworthiness. Regardless of group type, commonly identified barriers and needs related to rural locality, financial factors, cultural norms, and stigma among others. Prominent needs included education and healthcare coordination. Findings suggest recommendations for community and provider interventions to address the knowledge gaps and recovery needs. They also supported the suitability of the Telehealth Extension for Community Healthcare Outcomes, a videoconferencing tool that networks multidisciplinary experts and professionals around specialty topics, as a promising intervention to increase training among providers.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139229652","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 : 2023-11-27DOI: 10.46743/2160-3715/2023.6747
James Bernauer
Based on the theme of the TQR 15th Annual Conference – “Qualitative Inquiry; Access Denied?” this article introspectively examines through a self-interview what I have learned and experienced and my “evolution” in relation to qualitative inquiry. My journey began firmly in the quantitative/rationalistic camp, and I now find myself midway between this camp and the qualitative/naturalistic camp. Is this an integrated space that provides a home to practice mixed methods and a more natural and authentic way to go about discovery and learning?
{"title":"Access to Qualitative Inquiry: An Internal Dialogue","authors":"James Bernauer","doi":"10.46743/2160-3715/2023.6747","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.6747","url":null,"abstract":"Based on the theme of the TQR 15th Annual Conference – “Qualitative Inquiry; Access Denied?” this article introspectively examines through a self-interview what I have learned and experienced and my “evolution” in relation to qualitative inquiry. My journey began firmly in the quantitative/rationalistic camp, and I now find myself midway between this camp and the qualitative/naturalistic camp. Is this an integrated space that provides a home to practice mixed methods and a more natural and authentic way to go about discovery and learning?","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139234364","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 : 2023-11-11DOI: 10.46743/2160-3715/2023.6741
Niroj Dahal
I write this review of the book, Implementing Transformative Education with Participatory Action Research, for readers, writers, and novice and veteran researchers in various social sciences disciplines and educational landscapes. The book explores using Participatory Action Research (PAR) to implement transformative education. The book argues that PAR can be used to create contextualized, sustainable, and student-centered learning environments. It offers invaluable insights from experts who have actively worked on innovative approaches to school transformation. The book also provides practical guidance and research-based strategies to help scholars effectively navigate challenges and implement transformative education. Overall, the book is a valuable resource for anyone interested in learning more about PAR and transformative education. I would highly recommend it to readers looking for ways to use research to positively impact their community of practices.
{"title":"Implementing Transformative Education with Participatory Action Research: A Review","authors":"Niroj Dahal","doi":"10.46743/2160-3715/2023.6741","DOIUrl":"https://doi.org/10.46743/2160-3715/2023.6741","url":null,"abstract":"I write this review of the book, Implementing Transformative Education with Participatory Action Research, for readers, writers, and novice and veteran researchers in various social sciences disciplines and educational landscapes. The book explores using Participatory Action Research (PAR) to implement transformative education. The book argues that PAR can be used to create contextualized, sustainable, and student-centered learning environments. It offers invaluable insights from experts who have actively worked on innovative approaches to school transformation. The book also provides practical guidance and research-based strategies to help scholars effectively navigate challenges and implement transformative education. Overall, the book is a valuable resource for anyone interested in learning more about PAR and transformative education. I would highly recommend it to readers looking for ways to use research to positively impact their community of practices.","PeriodicalId":256338,"journal":{"name":"The Qualitative Report","volume":"39 24","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135086996","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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