The Qualitative Report最新文献

“I know how much he cares for our learning”: Moral Life in University ELT Classrooms "我知道他是多么关心我们的学习"：大学英语语言教学课堂上的道德生活

The Qualitative Report Pub Date : 2024-07-01 DOI: 10.46743/2160-3715/2024.4987

Leila Tajik, Seyyed-Abdolhamid Mirhosseini, Mahsa Kashkooli

{"title":"“I know how much he cares for our learning”: Moral Life in University ELT Classrooms","authors":"Leila Tajik, Seyyed-Abdolhamid Mirhosseini, Mahsa Kashkooli","doi":"10.46743/2160-3715/2024.4987","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.4987","url":null,"abstract":"In Iran’s higher education English language teaching (ELT) context, we explored the moral nuances embedded in two conversation courses offered to undergraduate students majoring in English Literature at one of the branches of the Islamic Azad University (IAU) in Tehran. We collected data through classroom observations, field notes, and semi-structured individual and focus group interviews. Our content analysis revealed a range of moral values embedded in significant incidents, which we categorized into five themes: (a) relations, (b) rules and regulations, (c) assessment, (d) curricular substructure, and (I) culture. These themes were further subcategorized into more specific concepts that emerged from our data. We selectively focused on two subthemes, Class Initiation and Turn Taking, as well as the main theme of Assessment, as these were the most morally loaded, with a higher frequency of moral values extracted from related class episodes compared to other categories. This selection allowed for a deeper exploration of the complexities and nuances within these themes, providing further support on the role of ELT teachers as moral exemplars for their students.","PeriodicalId":510558,"journal":{"name":"The Qualitative Report","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141711045","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}

引用次数: 0

“Understand What the Feelings of the Student Must Be:” Newcomer Youths’ High School Integration Experiences "理解学生的感受："新移民青少年的高中融入经历

The Qualitative Report Pub Date : 2024-07-01 DOI: 10.46743/2160-3715/2024.6395

A. Kassan, Alissa Priolo, Natalie C. Sweeney, Susanne Goopy, Rahat Zaidi

{"title":"“Understand What the Feelings of the Student Must Be:” Newcomer Youths’ High School Integration Experiences","authors":"A. Kassan, Alissa Priolo, Natalie C. Sweeney, Susanne Goopy, Rahat Zaidi","doi":"10.46743/2160-3715/2024.6395","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.6395","url":null,"abstract":"The present study was grounded in a social constructionist epistemology with an integrative social justice lens. It highlights the perspectives of one group – that of newcomer youth – from a collective case study exploring the phenomenon of school integration across multiple collaborators in one designated high school. As school integration is a central component in the lives and experiences of newcomer youth, this study aimed to provide insights and lessons learned directly from this group as they were integrating into a high school in Western Canada. In line with the epistemology and research design, the research prioritized participant voices with the goal of affecting change within the designated high school. The central research question guiding this study was: How do participants perceive and describe their experiences of integrating into high school? To address this question, semi-structured, qualitative interviews were conducted with 13 newcomer high school students between the ages of 15 and 19. Upon conducting a thematic analysis on the interview transcripts, five salient themes were developed, including (a) the stress of acculturation, (b) language transition, (c) making connections, (d) navigating academics, and (e) renegotiating life. In this manuscript, the inter-relationship between these themes is discussed in a manner that captures the complex, multifaceted process of school integration. Relatedly, implications are presented.","PeriodicalId":510558,"journal":{"name":"The Qualitative Report","volume":"163 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141708507","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}

引用次数: 0

The Concept of an Independent Curriculum with an Agrarian Insight in Early Childhood: Perspectives of Indonesian Teachers 幼儿教育中具有农业洞察力的独立课程概念：印度尼西亚教师的观点

The Qualitative Report Pub Date : 2024-07-01 DOI: 10.46743/2160-3715/2024.6721

M. Fadlillah, Eka Oktivianingsih, N. Lisdayana

{"title":"The Concept of an Independent Curriculum with an Agrarian Insight in Early Childhood: Perspectives of Indonesian Teachers","authors":"M. Fadlillah, Eka Oktivianingsih, N. Lisdayana","doi":"10.46743/2160-3715/2024.6721","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.6721","url":null,"abstract":"The current condition of agriculture in Indonesia shows a decline in productivity. One reason for this decline is the low interest of children and young people in the agricultural sector. For this reason, the introduction and cultivation of a love of agriculture needs to be done from an early age. Schools must design curriculum and learning that is oriented towards agriculture. The independent curriculum implemented in Indonesia provides ample opportunities to develop agrarian insights in schools. This study aimed to discover teachers' views in Indonesia on the concept of an independent curriculum with an agrarian perspective as a medium for introducing and instilling the love of agriculture in early childhood at school. This research uses descriptive qualitative methods. The research data were obtained through in-depth interviews with early childhood education teachers in Indonesia. The results showed that the concept of an independent curriculum with an agrarian perspective is a curriculum that frees teachers to be creative and innovative in carrying out learning activities with the theme of agriculture. This agrarian-oriented learning consists of planting crops in the fields, planting grains in the schoolyard, visiting agro-tourism, and watching agricultural videos together. Hopefully, these activities can foster a love of agriculture in early childhood.","PeriodicalId":510558,"journal":{"name":"The Qualitative Report","volume":"10 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141702839","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}

引用次数: 0

Thematic Analysis of Using Visual Methods to Understand Healthcare Teams 使用可视化方法了解医疗团队的专题分析

The Qualitative Report Pub Date : 2024-06-01 DOI: 10.46743/2160-3715/2024.6618

Faisal Ahmed, Konain Ali, Muskaan Mann, Shannon L. Sibbald

{"title":"Thematic Analysis of Using Visual Methods to Understand Healthcare Teams","authors":"Faisal Ahmed, Konain Ali, Muskaan Mann, Shannon L. Sibbald","doi":"10.46743/2160-3715/2024.6618","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.6618","url":null,"abstract":"In healthcare, teams are essential in solving today’s toughest challenges. However, narrow disciplinary perspectives have limited our current understanding of how teams function in various healthcare contexts. Researchers often rely on traditional survey methods as their primary tool, which can prevent them from gathering comprehensive data. To overcome this limitation, sharing stories and narratives visually allows participants to create representations of their perceptions of team experiences and complex encounters using a variety of approaches. Despite the potential of this method, there is little empirical guidance on how to use it in health sciences research. To address this gap and provide guidance on using visual methods, particularly for analysing team function, we contacted researchers worldwide specializing in qualitative research methods. These researchers had published experience using visual methods. Over a year, three virtual, asynchronous brainstorming sessions were conducted with 16 researchers. The brainstorming sessions consisted of respondents receiving a survey with open-ended prompts to gather insight into the best practices for using visual methods. Researchers agreed that visual methods can gather implicit data, break down researcher-participant power dynamics, and improve a study’s accessibility to under-represented groups. It was highlighted, when interpreting drawings, co-analysis with the creator should be facilitated to mitigate biases and support interpretation. This use of visual methods can aid the creation of tacit and more nuanced descriptions of complex phenomena and improve team function through a deeper understanding and respect of each members’ needs/experiences/perspectives. Future studies should pilot visual methods with different healthcare teams to further investigate team dynamics and how findings can be used to optimize team function.","PeriodicalId":510558,"journal":{"name":"The Qualitative Report","volume":"39 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141277668","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}

引用次数: 0

Poetry in Teaching & Learning Qualitative Research 诗歌教学定性研究

The Qualitative Report Pub Date : 2024-06-01 DOI: 10.46743/2160-3715/2024.7336

Amber Mullens, Audra Skukauskaitė, Megan Mitchell

引用次数: 0

Towards a Versatile and Impactful Qualitative Research Paradigm: A Comprehensive Guide to Grounded Theory for Organizational Researchers 迈向多用途、有影响力的定性研究范式》（Towards a Versatile and Impactful Qualitative Research Paradigm：组织研究人员基础理论综合指南

The Qualitative Report Pub Date : 2024-06-01 DOI: 10.46743/2160-3715/2024.7347

Tito Dimas Atmawijaya

引用次数: 0

Comparative Analytic Autoethnography: Situating The Doctoral Journey and The Hero’s Journey 比较分析自我民族志：博士之旅与英雄之旅的定位

The Qualitative Report Pub Date : 2024-06-01 DOI: 10.46743/2160-3715/2024.6660

Wayne Taylor

{"title":"Comparative Analytic Autoethnography: Situating The Doctoral Journey and The Hero’s Journey","authors":"Wayne Taylor","doi":"10.46743/2160-3715/2024.6660","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.6660","url":null,"abstract":"This analytical autoethnography offers a comprehensive and insightful exploration of the researcher's academic odyssey by drawing parallels between their personal experiences and Joseph Campbell's Hero's Journey archetype. Adopting Anderson's analytical autoethnographic approach, the researcher assumed the role of a complete member of the Doctor of Education (EdD) program, engaging in analytical reflexivity to develop a theoretical understanding of their academic journey. Through systematic data collection and introspective analysis, the study uncovers thematic threads and arcs of growth that resonate with the monomythic narrative archetype. The research incorporates a comparative examination with Campbell's Hero's Journey, providing a structured framework for organizing and analyzing the autoethnographic data. This framework reveals potential connections and emergent themes throughout the doctoral pursuit. Concurrent data analysis involving reflective journals, coursework materials, social media dialogues, and communications with cohort members allows for a comprehensive exploration of the researcher's personal experiences. The analytical layered-account autoethnographic data analysis illuminates the relationship between the researcher's academic journey and the theoretical framework, elucidating the significance and relevance of their experiences within the broader context of the monomythic narrative archetype. As a result, the autoethnographic account provides a comprehensive and thought-provoking narrative of the researcher's transformative doctoral odyssey.","PeriodicalId":510558,"journal":{"name":"The Qualitative Report","volume":"35 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141276296","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}

引用次数: 0

Special Education Teacher Preparation in Saudi Arabia: Qualitative Interview Design 沙特阿拉伯的特殊教育教师培养工作：定性访谈设计

The Qualitative Report Pub Date : 2024-03-15 DOI: 10.46743/2160-3715/2024.6522

Salman Almughyiri

{"title":"Special Education Teacher Preparation in Saudi Arabia: Qualitative Interview Design","authors":"Salman Almughyiri","doi":"10.46743/2160-3715/2024.6522","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.6522","url":null,"abstract":"This study explored preservice special education teachers’ perceptions regarding special education teacher preparation courses, practicum, and evidence-based practices they recently completed. The participants of the study included five preservice special education teachers from two universities, Shaqra University and King Saud University, in Riyadh. A variety of qualitative interview designs, such as semi-structured interviews and in-depth interviews were employed to gather the data. This involved conducting a total of 15 interviews. Thematic analysis was used to analyze the data. Additionally, peer debriefing and member checks were used to increase the credibility of the study and help prevent personal bias. The study aimed to explore the perceptions of five preservice special education teachers specializing in autism spectrum disorder and intellectual disabilities regarding their experiences in special education teacher preparation in Riyadh universities. The findings revealed that the five preservice special education teachers identified the issues they faced during their 4 years in teachers preparation programs as: (a) limited content of educational strategies and Evidence-Based Practices (b) classroom communication was one-sided (c) redundant content in textbooks (d) course content is focused on theory instead of practical knowledge (e) lack of supervision by their faculty adviser and school members during the practicum.","PeriodicalId":510558,"journal":{"name":"The Qualitative Report","volume":" 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140391481","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}

引用次数: 0

I Didn’t See It Coming: Navigating an Uncomfortable Episode During Doctoral Research Fieldwork 我没想到会这样博士研究实地工作中的一次不愉快经历

The Qualitative Report Pub Date : 2024-03-15 DOI: 10.46743/2160-3715/2024.6465

N. Samah

{"title":"I Didn’t See It Coming: Navigating an Uncomfortable Episode During Doctoral Research Fieldwork","authors":"N. Samah","doi":"10.46743/2160-3715/2024.6465","DOIUrl":"https://doi.org/10.46743/2160-3715/2024.6465","url":null,"abstract":"In this article, I revisit my experiences during my doctoral fieldwork from the lens of a novice qualitative researcher. Initially embracing the role of narrative inquirer, I was in the midst of navigating my inquisitive journey by re-examining my personal practical knowledge as a means to confront my puzzle of practice. Six months of fieldwork allowed me to re-experience my classroom teaching practice through a pair of new eyes. As my research was ending, events took an unexpected turn, leading to the delicate issue of female teacher/lecturer-student relationships during research fieldwork and the dilemma of deciding whether to include or ignore this so-called \"uncomfortable episode\" in my thesis. This article employs an autoethnographic approach to further explore the sequence of events I experienced during and after an interview session with a male research participant, as they happened. By sharing this story from an autoethnographic lens, I hope to shed some light on the implications of such an episode. The lesson learnt suggests that rigour, honesty, integrity, respect, responsibility, and reflexivity are among the principles that an ethical researcher upholds and are frequently embedded in one's own personal belief system. As such, a novice qualitative researcher should constantly embrace these values when faced with an unforeseen occurrence during research.","PeriodicalId":510558,"journal":{"name":"The Qualitative Report","volume":" 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140392222","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}

引用次数: 0

Strategies for Educators to Teach Mixed Methods Research: A Discussion 教育工作者教授混合方法研究的策略：讨论

The Qualitative Report Pub Date : 2024-03-15 DOI: 10.46743/2160-3715/2024.6464

Ahtisham Younas, Angela Durante, Sergi Fàbregues, E. Escalante-Barrios

引用次数: 0