This paper aims to provide insights into the challenges of Communicative Language Teaching (CLT) practice at higher secondary level in Bangladeshi rural settings. Employing qualitative approach, in-depth interviews were conducted with 24 rural English language teachers to explore the problems they face in CLT implementation. The interview data were scrutinized using thematic analysis. Three major themes emerge from the analysis which are: (i) pedagogical factors; (ii) contextual factors; and (iii) personal factors that obstruct CLT implementation to reach at its expected outcome. The paper reveals the gap between the objectives of the present ELT curriculum and teachers’ practices. The teachers are optimistic with CLT approach for improving students’ English skill, but they need viable support to overcome the factors working as the barriers of its proper implementation. Based on the teachers’ suggestion, the study recommends the aligning of curriculum and test format, and also the training and logistic support for the teachers to overcome the issues surrounding the CLT implementation in the rural context of Bangladesh.
{"title":"Practices and Outcomes of Communicative Language Teaching in Higher Secondary Schools in Rural Bangladesh","authors":"Md. Hasan Mahmadun Nuby, R. A. Rashid, M. Hasan","doi":"10.17583/QRE.2019.4093","DOIUrl":"https://doi.org/10.17583/QRE.2019.4093","url":null,"abstract":"This paper aims to provide insights into the challenges of Communicative Language Teaching (CLT) practice at higher secondary level in Bangladeshi rural settings. Employing qualitative approach, in-depth interviews were conducted with 24 rural English language teachers to explore the problems they face in CLT implementation. The interview data were scrutinized using thematic analysis. Three major themes emerge from the analysis which are: (i) pedagogical factors; (ii) contextual factors; and (iii) personal factors that obstruct CLT implementation to reach at its expected outcome. The paper reveals the gap between the objectives of the present ELT curriculum and teachers’ practices. The teachers are optimistic with CLT approach for improving students’ English skill, but they need viable support to overcome the factors working as the barriers of its proper implementation. Based on the teachers’ suggestion, the study recommends the aligning of curriculum and test format, and also the training and logistic support for the teachers to overcome the issues surrounding the CLT implementation in the rural context of Bangladesh.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43554365","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}
Carlos Sanz Simón, Miriam Sonlleva Velasco, Teresa Rabazas Romero
The article proposes to know how the formation of the national identity took place in the tutelary institutions of the first Francoism, during the stage of primary schooling, in the city of Madrid. To do this, a documentary collection of reports on practices and the statistics of the yearbooks of the National Institute of Statistics are used. Applying a historical-educational methodology, the texts and photographs of the archive are analyzed around three categories: national identity, educational practices, and the gender perspective. The results show the politicization and indoctrination to which the students were subjected in these centers, in which the symbology, the school subjects and the daily practices became tools to train in their own education of each sex and social class. The study advances the need to carry out new research with alternative sources and in other contexts in order to know how this education was lived by those who suffered the "protection" of National-Catholicism in the post-war tutelary institutions.
{"title":"Entre los Muros del Asilo. Los Procesos de Nacionalización en los Centros Tutelares de Menores en la España del Primer Franquismo","authors":"Carlos Sanz Simón, Miriam Sonlleva Velasco, Teresa Rabazas Romero","doi":"10.17583/QRE.2019.4356","DOIUrl":"https://doi.org/10.17583/QRE.2019.4356","url":null,"abstract":"The article proposes to know how the formation of the national identity took place in the tutelary institutions of the first Francoism, during the stage of primary schooling, in the city of Madrid. To do this, a documentary collection of reports on practices and the statistics of the yearbooks of the National Institute of Statistics are used. Applying a historical-educational methodology, the texts and photographs of the archive are analyzed around three categories: national identity, educational practices, and the gender perspective. The results show the politicization and indoctrination to which the students were subjected in these centers, in which the symbology, the school subjects and the daily practices became tools to train in their own education of each sex and social class. The study advances the need to carry out new research with alternative sources and in other contexts in order to know how this education was lived by those who suffered the \"protection\" of National-Catholicism in the post-war tutelary institutions.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42269712","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 aim of the research is to relate the middle school students’ literacy skills to their basic language skills. The study was designed as an action research. The participants of the study are middle school students. The data collection tool consists of semi-structured interview form, semi-structured observation form, log form and activity files. The research process was carried out in three stages: cultural awareness, cultural diversity and cultural literacy. It was observed that participants cultural literacy skills developed at each stage. In addition, while performing basic language skills, they were found to be more effective at every stage. Based on the results of the study, it is concluded that the mother language education lesson can be associated with the learning outcome of cultural literacy skills and basic language skills.
{"title":"Cultural Literacy in Mother Tongue Education: an Action Research","authors":"M. Bal, Filiz Mete","doi":"10.17583/QRE.2019.4186","DOIUrl":"https://doi.org/10.17583/QRE.2019.4186","url":null,"abstract":"The aim of the research is to relate the middle school students’ literacy skills to their basic language skills. The study was designed as an action research. The participants of the study are middle school students. The data collection tool consists of semi-structured interview form, semi-structured observation form, log form and activity files. The research process was carried out in three stages: cultural awareness, cultural diversity and cultural literacy. It was observed that participants cultural literacy skills developed at each stage. In addition, while performing basic language skills, they were found to be more effective at every stage. Based on the results of the study, it is concluded that the mother language education lesson can be associated with the learning outcome of cultural literacy skills and basic language skills.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44665026","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}
In 2016, Gallup reported 80 percent of recent U.S. college graduates who had visited career services offices (CSO) rated their engagement to be somewhat to very helpful. Quantitative reports such as this provide student views of CSOs, but neither address CSO staff’s perceptions of the value of their work nor the tools they use to assist students. Staff perceptions provide insight into how they communicate with students and align with emerging career education paradigms. Through in-depth interviews and participant observations, this study illuminates the communicative strategies used by CSO staff at a large U.S. Midwestern public university to support student employability. This study extends our theoretical understanding of career education and employability discourse, where staff engaged students’ assumptions about careers and provided opportunities for them to diversify knowledge about themselves and work to develop their career identities. Additionally, career education activities supported the development of students’ social capital and personal adaptability through staying positively focused and proactive in career exploration and job searches. Practical implications for this study are that employability discourse could (1) emphasize how institution-sponsored activities could increase student job seeker competitiveness, but also (2) instill a “no guarantees” academic culture where students are responsible for their employability.
{"title":"Career Education Discourse: Promoting Student Employability in a University Career Center","authors":"Rose Helens-Hart","doi":"10.17583/QRE.2019.3706","DOIUrl":"https://doi.org/10.17583/QRE.2019.3706","url":null,"abstract":"In 2016, Gallup reported 80 percent of recent U.S. college graduates who had visited career services offices (CSO) rated their engagement to be somewhat to very helpful. Quantitative reports such as this provide student views of CSOs, but neither address CSO staff’s perceptions of the value of their work nor the tools they use to assist students. Staff perceptions provide insight into how they communicate with students and align with emerging career education paradigms. Through in-depth interviews and participant observations, this study illuminates the communicative strategies used by CSO staff at a large U.S. Midwestern public university to support student employability. This study extends our theoretical understanding of career education and employability discourse, where staff engaged students’ assumptions about careers and provided opportunities for them to diversify knowledge about themselves and work to develop their career identities. Additionally, career education activities supported the development of students’ social capital and personal adaptability through staying positively focused and proactive in career exploration and job searches. Practical implications for this study are that employability discourse could (1) emphasize how institution-sponsored activities could increase student job seeker competitiveness, but also (2) instill a “no guarantees” academic culture where students are responsible for their employability. ","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43288342","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}
In this article we explore and develop the understanding of young people’s motives for (non)participation in lower secondary education. Based on a two-year study dominated by qualitative and explorative methods, we combine a focus on young peoples’ motives and goal orientations with a socio-cultural (and social constructivist) understanding of motivation/learning (Wenger, 1998; Wertsch, 1994). This combination allows us to explore the dynamic complexity of pupils’ motives for participation in school and look into how motivation is produced in the interplay between individual goals and motives and the learning climate within the school context (Ames, 1992; Dowson & McInerney, 2003; Maehr & Zusho, 2009; Jackson, 2006; Lemos, 2001). In the article, we identify key motivational orientations as they unfold in the social and learning processes that take place in the learning contexts young people are part of. As a mean to synthesise and highlight the complexities at play we introduce a situated model that visualises our results.
{"title":"New Insights on Young Peoples’ Motivation in Lower Secondary Education in Denmark","authors":"M. Pless, N. Katznelson","doi":"10.17583/QRE.2019.3946","DOIUrl":"https://doi.org/10.17583/QRE.2019.3946","url":null,"abstract":"In this article we explore and develop the understanding of young people’s motives for (non)participation in lower secondary education. Based on a two-year study dominated by qualitative and explorative methods, we combine a focus on young peoples’ motives and goal orientations with a socio-cultural (and social constructivist) understanding of motivation/learning (Wenger, 1998; Wertsch, 1994). This combination allows us to explore the dynamic complexity of pupils’ motives for participation in school and look into how motivation is produced in the interplay between individual goals and motives and the learning climate within the school context (Ames, 1992; Dowson & McInerney, 2003; Maehr & Zusho, 2009; Jackson, 2006; Lemos, 2001). In the article, we identify key motivational orientations as they unfold in the social and learning processes that take place in the learning contexts young people are part of. As a mean to synthesise and highlight the complexities at play we introduce a situated model that visualises our results. ","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43225763","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":"Towards a New Ethnohistory: Community-Engaged Scholarship among the People of the River, by Keith Thor Carlson, John Sutton Lutz, David M. Schaepe, and Naxaxalhts’i (Albert “Sonny” McHalsie)","authors":"Jennifer Markides","doi":"10.17583/QRE.2019.4055","DOIUrl":"https://doi.org/10.17583/QRE.2019.4055","url":null,"abstract":"","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45820543","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 aim of this study was to examine Turkish first-time and advanced supervisees’ supervisory relationship experiences. A phenomenological design was preferred for examining whether undergraduate- and graduate-level supervisees’ supervisory relationship experiences according to their professional developmental levels. The participants consisted of 27 supervisees enrolled in undergraduate, master’s, and doctoral programs in Counseling and Guidance at a public university in western Turkey. A semi-structured interview form was used to collect data. The results of content analysis demonstrated that according to first-time and advanced supervisees, the unchanged but definitive constructs of the supervisory relationship were supervisor’s facilitative and prescriptive interventions, sincere and nonjudgmental characteristics, constructive feedbacks; supervisee’s self-disclosure within supervision, anxiety in the early stages of the relationship and calmness in the further stages of the relationship, development of self-awareness and professional kills. The study findings were discussed and some implications are suggested.
{"title":"The Supervisory Relationship Experiences of Turkish First- Time and Advanced Supervisees","authors":"Betül Meydan, M. Kocyigit","doi":"10.17583/QRE.2019.3942","DOIUrl":"https://doi.org/10.17583/QRE.2019.3942","url":null,"abstract":"The aim of this study was to examine Turkish first-time and advanced supervisees’ supervisory relationship experiences. A phenomenological design was preferred for examining whether undergraduate- and graduate-level supervisees’ supervisory relationship experiences according to their professional developmental levels. The participants consisted of 27 supervisees enrolled in undergraduate, master’s, and doctoral programs in Counseling and Guidance at a public university in western Turkey. A semi-structured interview form was used to collect data. The results of content analysis demonstrated that according to first-time and advanced supervisees, the unchanged but definitive constructs of the supervisory relationship were supervisor’s facilitative and prescriptive interventions, sincere and nonjudgmental characteristics, constructive feedbacks; supervisee’s self-disclosure within supervision, anxiety in the early stages of the relationship and calmness in the further stages of the relationship, development of self-awareness and professional kills. The study findings were discussed and some implications are suggested. ","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49206461","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}
What insights emerge through researcher reflections on a Design-Based Research (DBR) curricular integration project that contribute to the professional learning of education faculty/ researchers? To answer this question, two researchers captured their debriefing discussions and reflections after monthly meetings with participating teachers. The meetings familiarized the teachers with DBR methods and enhanced teachers’ understanding of integrating literacy and science instruction. Data were open coded, collapsed into sub-categories and interpretations were then clustered into three themes. The first theme is our acknowledgement of the layers that needed to be peeled back to understand teacher participants’ planning and assessment. The second theme is the realization that the teacher participants were novices with respect to understanding and practicing curricular integration. The final theme honors the value of DBR as a research and professional learning method. Findings are discussed in light of the scant literature that describes the experience of DBR educational researchers.
{"title":"Multiple Layers: Education Faculty Reflecting on Design-Based Research focused on Curricular Integration","authors":"T. Gallagher, Xavier Fazio","doi":"10.17583/QRE.2019.3795","DOIUrl":"https://doi.org/10.17583/QRE.2019.3795","url":null,"abstract":"What insights emerge through researcher reflections on a Design-Based Research (DBR) curricular integration project that contribute to the professional learning of education faculty/ researchers? To answer this question, two researchers captured their debriefing discussions and reflections after monthly meetings with participating teachers. The meetings familiarized the teachers with DBR methods and enhanced teachers’ understanding of integrating literacy and science instruction. Data were open coded, collapsed into sub-categories and interpretations were then clustered into three themes. The first theme is our acknowledgement of the layers that needed to be peeled back to understand teacher participants’ planning and assessment. The second theme is the realization that the teacher participants were novices with respect to understanding and practicing curricular integration. The final theme honors the value of DBR as a research and professional learning method. Findings are discussed in light of the scant literature that describes the experience of DBR educational researchers. ","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41516940","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":"El Pensamiento Reflexivo a través de las Metodologías Narrativas: Experiencias de Innovación en Educación Superior, Coordinado por Marta Sabariego Puig","authors":"Daniel Bores García","doi":"10.17583/QRE.2019.4364","DOIUrl":"https://doi.org/10.17583/QRE.2019.4364","url":null,"abstract":"..................................................................................................................................................................................8 PREÁMBULO .............................................................................................................................................................................9 INTRODUCCIÓN ............................................................................................................................................................... 11","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2018-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49409924","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 research attempted to explore to what level children’s right to participation was realized at a primary school which is highly qualified in terms of children’s rights in Turkey. The study was designed as a case study. The study group of the research was chosen via critical case sampling. The data were gathered through observations, interviews and document analysis. The data were analyzed by conducting content and descriptive analysis. In the research, children’s right to participation related 15 different contexts, of which three were laws, were determined at the primary school which is highly qualified in terms of children’s rights. It was revealed that the realization level of children’s right to participation changed in different classrooms based on teachers’ attitudes and beliefs. The results of the research demonstrated that there was a difference in children’s right to participation at the primary school which is highly qualified in terms of children’s rights ranging from the level at which children were not involved to the level at which children participated in decision-making processes.
{"title":"An Analysis of Children’s Right to Participation at Primary Schools in Turkey: A Case Study","authors":"Ahmet Kilic, Ayşe Öztürk","doi":"10.17583/QRE.2018.3528","DOIUrl":"https://doi.org/10.17583/QRE.2018.3528","url":null,"abstract":"This research attempted to explore to what level children’s right to participation was realized at a primary school which is highly qualified in terms of children’s rights in Turkey. The study was designed as a case study. The study group of the research was chosen via critical case sampling. The data were gathered through observations, interviews and document analysis. The data were analyzed by conducting content and descriptive analysis. In the research, children’s right to participation related 15 different contexts, of which three were laws, were determined at the primary school which is highly qualified in terms of children’s rights. It was revealed that the realization level of children’s right to participation changed in different classrooms based on teachers’ attitudes and beliefs. The results of the research demonstrated that there was a difference in children’s right to participation at the primary school which is highly qualified in terms of children’s rights ranging from the level at which children were not involved to the level at which children participated in decision-making processes.","PeriodicalId":42606,"journal":{"name":"Qualitative Research in Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2018-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46168126","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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