B. Sohn, Sandra P. Thomas, Katherine H. Greenberg, H. Pollio
Many contemporary researchers claim to use a phenomenological approach but seldom connect their methods to tenets from phenomenological philosophy. We describe a distinctive approach, grounded in the writings of French philosopher Maurice Merleau-Ponty, for conducting educational research. Procedures are outlined for bracketing pre-understandings of a phenomenon, interviewing, and thematizing data with assistance of an interdisciplinary interpretive group. Using our approach, researchers capture the figural aspects of a phenomenon that dominate perception as well as the contextual background that is less visible but integral to understanding it. This phenomenological approach offers educational researchers a radical empiricism, a flexible structure, and a dialogical community of support.
{"title":"Hearing the Voices of Students and Teachers: A Phenomenological Approach to Educational Research","authors":"B. Sohn, Sandra P. Thomas, Katherine H. Greenberg, H. Pollio","doi":"10.17583/QRE.2017.2374","DOIUrl":"https://doi.org/10.17583/QRE.2017.2374","url":null,"abstract":"Many contemporary researchers claim to use a phenomenological approach but seldom connect their methods to tenets from phenomenological philosophy. We describe a distinctive approach, grounded in the writings of French philosopher Maurice Merleau-Ponty, for conducting educational research. Procedures are outlined for bracketing pre-understandings of a phenomenon, interviewing, and thematizing data with assistance of an interdisciplinary interpretive group. Using our approach, researchers capture the figural aspects of a phenomenon that dominate perception as well as the contextual background that is less visible but integral to understanding it. This phenomenological approach offers educational researchers a radical empiricism, a flexible structure, and a dialogical community of support.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2017-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45071194","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}
This exploratory study investigates lecturers’ and students’ understanding of the concepts and language underpinning higher education strategies of developing employability skills. While a solid grounding in discipline-specific knowledge and skills is what most graduate degrees aim at providing, employability skills are increasingly becoming an important factor when evaluating prospective employees. Embedding the acquisition of employability skills into higher education courses has emerged as a response to industry demands for work-ready graduates. The forces of internationalisation and globalisation mean that employers the world over are looking for graduates with additional soft skills, abilities and achievements. The context for this study is Westminster International University, Tashkent (WIUT), a transnational university in Uzbekistan. By means of a qualitative case study, the views of lecturers and students were investigated and common themes and perspectives identified. The main findings indicate that although students and lecturers share similar perspectives on the importance of employability skills, the purpose of employability focused pedagogy is not easily communicated to students. Furthermore, students feel that a more systematic approach to recognising and demonstrating employability skills would help them in their transition from education to work.
{"title":"‘Because sometimes your failures can also teach you certain skills’: Lecturer and student perceptions of employability skills at a transnational university","authors":"Richard Paterson","doi":"10.17583/QRE.2017.2583","DOIUrl":"https://doi.org/10.17583/QRE.2017.2583","url":null,"abstract":"This exploratory study investigates lecturers’ and students’ understanding of the concepts and language underpinning higher education strategies of developing employability skills. While a solid grounding in discipline-specific knowledge and skills is what most graduate degrees aim at providing, employability skills are increasingly becoming an important factor when evaluating prospective employees. Embedding the acquisition of employability skills into higher education courses has emerged as a response to industry demands for work-ready graduates. The forces of internationalisation and globalisation mean that employers the world over are looking for graduates with additional soft skills, abilities and achievements. The context for this study is Westminster International University, Tashkent (WIUT), a transnational university in Uzbekistan. By means of a qualitative case study, the views of lecturers and students were investigated and common themes and perspectives identified. The main findings indicate that although students and lecturers share similar perspectives on the importance of employability skills, the purpose of employability focused pedagogy is not easily communicated to students. Furthermore, students feel that a more systematic approach to recognising and demonstrating employability skills would help them in their transition from education to work.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2017-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42258779","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}
This article attends to rural school leadership in two South African schools through the lens of the concepts of relational leadership and emotional labour. The inquiry draws on five years of guided conversations and observations that speak to leadership experiences of hope and anticipation as well as despair and disillusionment. I worked with one black male principal and one black female school principal from two rural schools in South Africa. Over time, the tone of their narratives changed from hope to hopelessness and resignation. The findings spoke to how commitment and care were overcome by the educational challenges, which involved hunger and poverty, orphaned learners, teen pregnancy, rape, departmental criticism and lack of support. Theoretically, this inquiry draws on the theories of relational leadership and emotional labour in rural education and empirical evidence was drawn from narrative inquiry.
{"title":"A Narrative Inquiry into Rural School Leadership in South Africa","authors":"Brigitte Smit","doi":"10.17583/QRE.2017.2276","DOIUrl":"https://doi.org/10.17583/QRE.2017.2276","url":null,"abstract":"This article attends to rural school leadership in two South African schools through the lens of the concepts of relational leadership and emotional labour. The inquiry draws on five years of guided conversations and observations that speak to leadership experiences of hope and anticipation as well as despair and disillusionment. I worked with one black male principal and one black female school principal from two rural schools in South Africa. Over time, the tone of their narratives changed from hope to hopelessness and resignation. The findings spoke to how commitment and care were overcome by the educational challenges, which involved hunger and poverty, orphaned learners, teen pregnancy, rape, departmental criticism and lack of support. Theoretically, this inquiry draws on the theories of relational leadership and emotional labour in rural education and empirical evidence was drawn from narrative inquiry.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2017-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49002170","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}
The purpose of this qualitative multiple-case study was to examine the influence of occupational socialization on three novice physical education teachers’ practical knowledge, confidence in teaching content and enacted pedagogical practices. This study involved three novice teachers who taught in Finnish primary schools. Data sources included nonparticipant lesson observations and semi-structured in-depth teacher interviews. The analysis occurred in two phases. Initially, we created a case narrative for each teacher with respect to the research questions through an inductive process that integrated the occupational socialization theory. For the second phase, a cross-case analysis was completed to provide a comprehensive and in-depth understanding of the data set. Each teacher’s occupational socialization experiences influenced their teaching confidence, planning practices and enacted pedagogical actions. In addition, the teacher education program experience extended their practical knowledge and was evident in their PE teaching. Therefore, in designing the pedagogical structure in teacher education, it is essential to consider pre-service teachers’ experiences about teaching, schooling, sport and physical education and thereby strengthen their knowledge and skills of how to teach physical education and provide students with quality learning experiences.
{"title":"The Influence of Occupational Socialization on Novice Teachers’ Practical Knowledge, Confidence and Teaching in Physical Education","authors":"Jan-Erik Romar, A. Frisk","doi":"10.17583/QRE.2017.2222","DOIUrl":"https://doi.org/10.17583/QRE.2017.2222","url":null,"abstract":"The purpose of this qualitative multiple-case study was to examine the influence of occupational socialization on three novice physical education teachers’ practical knowledge, confidence in teaching content and enacted pedagogical practices. This study involved three novice teachers who taught in Finnish primary schools. Data sources included nonparticipant lesson observations and semi-structured in-depth teacher interviews. The analysis occurred in two phases. Initially, we created a case narrative for each teacher with respect to the research questions through an inductive process that integrated the occupational socialization theory. For the second phase, a cross-case analysis was completed to provide a comprehensive and in-depth understanding of the data set. Each teacher’s occupational socialization experiences influenced their teaching confidence, planning practices and enacted pedagogical actions. In addition, the teacher education program experience extended their practical knowledge and was evident in their PE teaching. Therefore, in designing the pedagogical structure in teacher education, it is essential to consider pre-service teachers’ experiences about teaching, schooling, sport and physical education and thereby strengthen their knowledge and skills of how to teach physical education and provide students with quality learning experiences.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2017-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44664526","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}
{"title":"Creatividad, Comunicación y Educación. Más Allá de las Fronteras del Saber Establecido, Coordinado por Pablo Cortés González y María Jesús Márquez García","authors":"M. Prados-Megías","doi":"10.17583/QRE.2017.2590","DOIUrl":"https://doi.org/10.17583/QRE.2017.2590","url":null,"abstract":"","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2017-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45790062","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}
This paper presents an assessment of the understanding of the decimal numeral system in students with Down Syndrome (DS). We followed a methodology based on a descriptive case study involving six students with DS. We used a framework of four constructs (counting, grouping, partitioning and numerical relationships) and five levels of thinking for each one. The results of this study indicate the variability of the six students in the five levels and in their mastery of the constructs. The grouping construct, which is essential to a proper development of the others, proved complex for the students. In general, we found that these students have a better procedural than conceptual understanding. However, the skills displayed by two of the students in the study group are encouraging with a view to advancing the number knowledge of these individuals.
{"title":"Assessment of the Knowledge of the Decimal Number System Exhibited by Students with Down Syndrome","authors":"Aurelia Noda, A. Bruno","doi":"10.17583/QRE.2017.2061","DOIUrl":"https://doi.org/10.17583/QRE.2017.2061","url":null,"abstract":"This paper presents an assessment of the understanding of the decimal numeral system in students with Down Syndrome (DS). We followed a methodology based on a descriptive case study involving six students with DS. We used a framework of four constructs (counting, grouping, partitioning and numerical relationships) and five levels of thinking for each one. The results of this study indicate the variability of the six students in the five levels and in their mastery of the constructs. The grouping construct, which is essential to a proper development of the others, proved complex for the students. In general, we found that these students have a better procedural than conceptual understanding. However, the skills displayed by two of the students in the study group are encouraging with a view to advancing the number knowledge of these individuals.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2017-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46155078","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}
Bastian Carter-Thuillier, V. López-Pastor, Francisco Gallardo Fuentes
The aim of this study is to analyze the integration of immigrant students who participate in the School Sports Program from Segovia, Spain (PIDEMSG). A multiple case study, focused from an ethnographical perspective has been developed, with 11 groups of school sport (118 children in total) in three different categories (7-8, 9-10 and 11-12 years) with a specific focus on 68 immigrant students. Individual and group interviews were conducted, as well as 6 months of observation through the "observer as participant" method. In order to analyze the results, a content analysis has been developed, applying an analytical categories system. The results show that PIDEMSG favors the integration and social inclusion of immigrant students, as well as intercultural communication and the development of educational values, due to their pedagogical approach. The relationship between immigrant students sometimes appears to have a framework of common codes and the recognition of a shared identity, even though they do not all have the same nationality. The experience of the monitors in groups with cultural diversity seems to be a fundamental factor in the achievement of better levels of integration and inclusion of immigrant students.
{"title":"The Integration of Immigrant Students in a School Sports Program with Social Transformations Purposes","authors":"Bastian Carter-Thuillier, V. López-Pastor, Francisco Gallardo Fuentes","doi":"10.17583/QRE.2017.2192","DOIUrl":"https://doi.org/10.17583/QRE.2017.2192","url":null,"abstract":"The aim of this study is to analyze the integration of immigrant students who participate in the School Sports Program from Segovia, Spain (PIDEMSG). A multiple case study, focused from an ethnographical perspective has been developed, with 11 groups of school sport (118 children in total) in three different categories (7-8, 9-10 and 11-12 years) with a specific focus on 68 immigrant students. Individual and group interviews were conducted, as well as 6 months of observation through the \"observer as participant\" method. In order to analyze the results, a content analysis has been developed, applying an analytical categories system. The results show that PIDEMSG favors the integration and social inclusion of immigrant students, as well as intercultural communication and the development of educational values, due to their pedagogical approach. The relationship between immigrant students sometimes appears to have a framework of common codes and the recognition of a shared identity, even though they do not all have the same nationality. The experience of the monitors in groups with cultural diversity seems to be a fundamental factor in the achievement of better levels of integration and inclusion of immigrant students.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2017-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47368339","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}
Durante el ano academico 2014-2015 se realizo una investigacion con una profesora de un instituto publico de Barcelona, la cual trabajo con diarios narrativos escritos por estudiantes en sus clases de lengua catalana de 2o de educacion secundaria. Los objetivos de usar esta herramienta eran trabajar con y desde las emociones, crear un canal de cercania y de comunicacion que beneficiase la relacion docente-alumnos(as) y la ensenanza de la lengua catalana. A continuacion, se presenta la segunda etapa de ese estudio que tuvo como protagonistas a 3 estudiantes y a una docente. Los objetivos de esta investigacion son: (a) hacer un seguimiento a los agentes que participaron en la creacion de diarios narrativos y (b) conocer los efectos que produjo en ellos(as) este tipo de actividad poniendo enfasis en la relacion entre profesor y estudiante. Se trabajo con el metodo biografico narrativo y algunas de las conclusiones son que el uso de diarios narrativos podria ser instrumento util en la mejora de la docencia y del propio aprendizaje porque ayuda a establecer vinculos entre profesor-alumno y porque permite expresar las experiencias usando un lenguaje en primera persona.
{"title":"Narrative Daily: Relationships and Meetings at Secondary Education","authors":"Valeska Cabrera Cuadros, Laura Fuentes Quesada","doi":"10.17583/QRE.2016.1934","DOIUrl":"https://doi.org/10.17583/QRE.2016.1934","url":null,"abstract":"Durante el ano academico 2014-2015 se realizo una investigacion con una profesora de un instituto publico de Barcelona, la cual trabajo con diarios narrativos escritos por estudiantes en sus clases de lengua catalana de 2o de educacion secundaria. Los objetivos de usar esta herramienta eran trabajar con y desde las emociones, crear un canal de cercania y de comunicacion que beneficiase la relacion docente-alumnos(as) y la ensenanza de la lengua catalana. A continuacion, se presenta la segunda etapa de ese estudio que tuvo como protagonistas a 3 estudiantes y a una docente. Los objetivos de esta investigacion son: (a) hacer un seguimiento a los agentes que participaron en la creacion de diarios narrativos y (b) conocer los efectos que produjo en ellos(as) este tipo de actividad poniendo enfasis en la relacion entre profesor y estudiante. Se trabajo con el metodo biografico narrativo y algunas de las conclusiones son que el uso de diarios narrativos podria ser instrumento util en la mejora de la docencia y del propio aprendizaje porque ayuda a establecer vinculos entre profesor-alumno y porque permite expresar las experiencias usando un lenguaje en primera persona.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2016-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67640888","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}
This article explores the practice of respect within qualitative research methods. As interpersonal respect plays a significant role in the esteem felt within a relationship, it can also serve to cultivate trust between researchers and their participants in a research study. This article details the findings of a research study examining respect between a teacher and her pupils by extending the investigation into their experiences of feeling respected during the research process. The emerging data found that participants believed respect to be linked with an esteem of their contribution as well as the relational capacity of the researcher to fully convey this esteem. The reciprocation of esteem by participants was cited helping them to trust a researcher and to a more honest engagement with the study. However, unintentional collusion through this increased rapport emerged as a salient issue and therefore possibly diminishing the validity of the research findings.
{"title":"Research as a Respectful Practice: an Exploration of the Practice of Respect in Qualitative Research","authors":"E. O’Grady","doi":"10.17583/QRE.2016.2018","DOIUrl":"https://doi.org/10.17583/QRE.2016.2018","url":null,"abstract":"This article explores the practice of respect within qualitative research methods. As interpersonal respect plays a significant role in the esteem felt within a relationship, it can also serve to cultivate trust between researchers and their participants in a research study. This article details the findings of a research study examining respect between a teacher and her pupils by extending the investigation into their experiences of feeling respected during the research process. The emerging data found that participants believed respect to be linked with an esteem of their contribution as well as the relational capacity of the researcher to fully convey this esteem. The reciprocation of esteem by participants was cited helping them to trust a researcher and to a more honest engagement with the study. However, unintentional collusion through this increased rapport emerged as a salient issue and therefore possibly diminishing the validity of the research findings.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2016-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67640706","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}
We are deeply concerned about the small representation of faculty of color in the academy; thus, we address the question of how and why doctoral students of color choose a particular career path. This qualitative research study, through the voices of the doctoral students of color, identifies and explains both the overt and covert obstacles encountered by graduate students of color in their consideration of academic careers. The stories of leading change efforts through the pursuit of an advanced education are stories of individual agency. At the same time, their education was not an individual effort; rather, these students of color pursued an advanced education both for themselves and for others. These results suggest specific implications for practice that focus on the unique perspectives of doctoral students of color.
{"title":"My Story, My Identity: Doctoral Students of Color at a Research University","authors":"Audrey J. Jaeger, Karen J. Haley","doi":"10.17583/QRE.2016.2019","DOIUrl":"https://doi.org/10.17583/QRE.2016.2019","url":null,"abstract":"We are deeply concerned about the small representation of faculty of color in the academy; thus, we address the question of how and why doctoral students of color choose a particular career path. This qualitative research study, through the voices of the doctoral students of color, identifies and explains both the overt and covert obstacles encountered by graduate students of color in their consideration of academic careers. The stories of leading change efforts through the pursuit of an advanced education are stories of individual agency. At the same time, their education was not an individual effort; rather, these students of color pursued an advanced education both for themselves and for others. These results suggest specific implications for practice that focus on the unique perspectives of doctoral students of color.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2016-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67640832","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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