Bilingual Supports for Clinicians: Where Do We Go From Here?

Purpose The purpose of this study was to identify and define the support needs of bilingual speech-language pathologists working in one urban school district and to investigate the experiences of the clinicians engaged in a professional learning community (PLC) format within their public school system. Method Twenty-three bilingual speech-language pathologists met in a PLC over the course of 5 months, with a total of four sessions that were a mix of in person and virtual. The participants engaged in group discussions and activities alongside their peers to address self-identified areas of support and need. Additionally, initial and final focus group and exit slip data following the PLC were collected to inform the discussion topics of the PLC and gather final impressions. Constant comparative analysis was utilized to analyze focus group and exit slip data. Results When looking across the experiences of the clinicians in the district, the three themes that emerged from the data were systemic obstacles, professional obstacles, and supports. The three themes that emerged from the speech-language pathologists' experiences in the PLC included their positive experiences, the challenges with participation, and the positive outcomes from exposure to new techniques and earning platforms. Conclusion The findings of this study suggest that bilingual clinicians benefit from a PLC model when addressing specific areas of need.

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The University Partnerships for Critical Reflection by Teacher Trainers

Professional Development and Workplace Learning ◽

10.4018/978-1-4666-8632-8.ch099 ◽

2016 ◽

pp. 1806-1821

Author(s):

Eda Üstünel ◽

Kenan Dikilitaş

Keyword(s):

Professional Development ◽

Focus Group ◽

Professional Learning ◽

Likert Scale ◽

Data Sets ◽

Educational Training ◽

Focus Group Discussions ◽

Group Discussions ◽

University Partnerships ◽

The University

This chapter explores educational training-based partnerships between universities in relation to in-service teacher education practices to enhance the quality of the professional development activities currently in practice. With this in mind, the nature and content of the collaboration between different universities located in Turkey are depicted through the analysis of triangulated data sets from written reports, focus group discussions, and the Likert scale questionnaire in order to elaborate on the impact of exchange of information and visitations on the trainers' professional development. The chapter accomplishes the self-reported impact of university-university collaboration on the participating trainers as well as one-day T-PLUS (Trainers' Professional Learning and Unlimited Sharing) meeting during which the trainers exchange ideas about teacher training and professional development tools and procedures in focus group discussions. The results indicate positive stance towards such a collaboration model that emerged as a result of the written reports and the Likert scale questionnaire.

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Developing an Online Community to Promote Engagement and Professional Learning for Pre-Service Teachers Using Social Software Tools

Journal of Cases on Information Technology ◽

10.4018/jcit.2010010102 ◽

2010 ◽

Vol 12 (1) ◽

pp. 17-30 ◽

Cited By ~ 13

Author(s):

Catherine McLoughlin ◽

Mark J.W. Lee

Keyword(s):

Learning Community ◽

Professional Learning ◽

Online Community ◽

Peer Mentoring ◽

Professional Community ◽

Social Software ◽

Mentoring Relationships ◽

Group Discussions ◽

Mutual Engagement ◽

Joint Enterprise

To support students undertaking an initial teacher training program, a communities of practice model (Wenger, 1998) was implemented, supported by a social software-based technology framework, to enable mutual engagement, joint enterprise, and a shared repertoire. Participants formed peer-to-peer mentoring relationships, creating and sharing web log (blog) entries and voice recordings of critical incidents while on their practicum. Data from the students’ discourse was analyzed to explore issues and patterns that were indicators of a learning community. This data, together with data collected from post-practicum focus group discussions in which students reflected on the benefits of these media for peer mentoring and support, attests to the relevance and effectiveness of the adopted approach to developing a socio-professional community to support the development of pre-service teachers. The authors believe that best outcomes are achieved when activities are structured, when students are adequately trained in using the technologies, and when instructors or experts are available to scaffold reflection processes as the need arises.

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‘People have started to deliver in the facility these days’: a qualitative exploration of factors affecting facility delivery in Ethiopia

BMJ Open ◽

10.1136/bmjopen-2018-025516 ◽

2019 ◽

Vol 9 (6) ◽

pp. e025516 ◽

Cited By ~ 3

Author(s):

Zelee Hill ◽

Yared Amare ◽

Pauline Scheelbeek ◽

Joanna Schellenberg

Keyword(s):

Rural Communities ◽

Focus Group ◽

Health Workers ◽

Facility Delivery ◽

Focus Group Discussions ◽

Group Discussions ◽

Factors Affecting ◽

Positive Experiences ◽

Qualitative Exploration ◽

Push And Pull

ObjectivesTo understand the recent rise in facility deliveries in Ethiopia.DesignA qualitative study.SettingFour rural communities in two regions of Ethiopia.Participants12 narrative, 12 in-depth interviews and four focus group discussions with recently delivered women; and four focus group discussions with each of grandmothers, fathers and community health workers.ResultsWe found that several interwoven factors led to the increase in facility deliveries, and that respondents reported that the importance of these factors varied over time. The initial catalysts were a saturation of messages around facility delivery, improved accessibility of facilities, the prohibition of traditional birth attendants, and elders having less influence on deciding the place of delivery. Once women started to deliver in facilities, the drivers of the behaviour changed as women had positive experiences. As more women began delivering in facilities, families shared positive experiences of the facilities, leading to others deciding to deliver in a facility.ConclusionOur findings highlight the need to employ strategies that act at multiple levels, and that both push and pull families to health facilities.

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Cases of Pedagogical Discontentment of Secondary English Teachers

International Journal of Multidisciplinary: Applied Business and Education Research ◽

10.11594/ijmaber.02.05.07 ◽

2021 ◽

Vol 2 (5) ◽

pp. 413-416

Author(s):

Bryan Jester S. Balmeo

Keyword(s):

Focus Group ◽

Professional Learning ◽

Affective Response ◽

English Teachers ◽

Focus Group Discussions ◽

Group Discussions ◽

Secondary English ◽

Individual Interviews ◽

Pedagogical Discontentment ◽

Very High

This research aimed to analyze secondary English teachers' pedagogical discontent and identify factors relating to this construct. Further, this study established the teachers’ affective response to his evaluation of the effectiveness of his existing teaching practices and goals. This study utilized descriptive research with a qualitative approach using the multiple-case study design. The researcher distributed a pedagogical discontentment checklist to identify the English teachers with ‘high’ or ‘very high’ pedagogical discontentment, wherein eight (8) participants were identified. They belong to the eight (8) secondary schools in one of the districts in the Schools Division of Zambales. The eight (8) participants were subjected to individual interviews and focus group discussions. It was found out that most of the participants were female, middle adult, holding Teacher I position; Seven (7) participants have high pedagogical discontentment whereas only one (1) participant has very high discontentment; Teachers are recommended to undergo training workshops on pedagogy. Conducting regular focus group discussions on improving the weak areas are noted; An investigation on the frustrations, attitudes and beliefs, interventions, classroom practices, and aspirations of the English teachers should be conducted considering their contexts. Professional learning communities are deemed necessary.

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Disclosure of Parental HIV Status to Children: Experiences of Adults Receiving Antiretroviral Treatment at an Urban Clinic in Kampala, Uganda

AIDS Research and Treatment ◽

10.1155/2017/3458684 ◽

2017 ◽

Vol 2017 ◽

pp. 1-11

Author(s):

Charles Peter Osingada ◽

Monica Okuga ◽

Rose Chalo Nabirye ◽

Nelson Kaulukusi Sewankambo ◽

Damalie Nakanjako

Keyword(s):

Focus Group ◽

Highly Active Antiretroviral Therapy ◽

Hiv Disclosure ◽

Focus Group Discussions ◽

Group Discussions ◽

Research Software ◽

Highly Active ◽

Positive Experiences ◽

Depth Interviews ◽

Parental Hiv Disclosure

Limited data are available on the experiences of parental HIV disclosure to children in Uganda. We conducted a qualitative study comprising sixteen in-depth interviews and four focus group discussions with parents receiving highly active antiretroviral therapy. Analysis was done using Atlas.ti qualitative research software. Back-and-forth triangulation was done between transcripts of the in-depth interviews and focus group discussions, and themes and subthemes were developed. Barriers to parents’ disclosure included perceptions that children are too young to understand what HIV infection means and fears of secondary disclosure by the children. Immediate outcomes of disclosure included children getting scared and crying, although such instances often gave way to more enduring positive experiences for the parents, such as support in adherence to medical care, help in household chores, and a decrease in financial demands from the children. Country-specific interventions are needed to improve the process of parental HIV disclosure to children and this should encompass preparation on how to deal with the immediate psychological challenges associated with the parent’s disclosure.

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Music Student Teachers’ Perceptions of Their Seminar Experience: An Exploratory Study

Journal of Music Teacher Education ◽

10.1177/1057083719867340 ◽

2019 ◽

Vol 29 (1) ◽

pp. 11-25

Author(s):

Christopher M. Baumgartner ◽

Kimberly H. Councill

Keyword(s):

Focus Group ◽

Student Teachers ◽

Learning Community ◽

Student Teaching ◽

Professional Learning ◽

High Stakes ◽

Safe Place ◽

Teachers Perceptions ◽

Music Student ◽

Group Interviews

The purpose of this study was to examine music student teachers’ (MST) perceptions of their student teaching seminar. MSTs immersed in their P -12 placements and the accompanying seminar at three state universities in the Midwest served as focus group participants. Through analysis of focus group interviews and course documents, we focused on MSTs’ perceptions of seminar purpose, structure, content, and assessment methods. Overwhelmingly, MSTs perceived the seminar as a professional learning community and a “safe place,” and they appeared to prefer frequent seminar meetings. While some MSTs felt more time per seminar was needed, others expressed difficulty in focusing after a full day of teaching. High-stakes teacher performance and portfolio assessments were a major focus of seminar content. We recommend incorporating activities into the seminar that support continued pedagogical growth and socialization into the profession.

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The University Partnerships for Critical Reflection by Teacher Trainers

Professional Development Schools and Transformative Partnerships - Advances in Higher Education and Professional Development ◽

10.4018/978-1-4666-6367-1.ch015 ◽

2015 ◽

pp. 213-227

Author(s):

Eda Üstünel ◽

Kenan Dikilitaş

Keyword(s):

Professional Development ◽

Focus Group ◽

Professional Learning ◽

Likert Scale ◽

Data Sets ◽

Educational Training ◽

Focus Group Discussions ◽

Group Discussions ◽

University Partnerships ◽

The University

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Perceptions and acceptability of the female condom [Femidom ] sex workers in the Songkla province, Thailand amongst commercial

International Journal of STD & AIDS ◽

10.1258/0956462981921800 ◽

1998 ◽

Vol 9 (3) ◽

pp. 168-172 ◽

Cited By ~ 19

Author(s):

Piyarat Sinpisut ◽

Verapol Chandeying ◽

Steven Skov ◽

Charn Uahgowitchai

Keyword(s):

Focus Group ◽

Sex Work ◽

Sex Workers ◽

Descriptive Study ◽

Female Condom ◽

Focus Group Discussions ◽

Group Discussions ◽

Additional Information ◽

The Future ◽

Positive Experiences

In a prospective descriptive study on the perceptions and acceptability of the female condom in a group of Thai commercial sex workers (CSWs) in the Songkla province, we invited CSWs from selected brothels to participate. Those who used the female condom were interviewed after one week and 16 weeks of use. Focus group discussions were also conducted at the end of the study period to obtain additional information. The group comprised 56 CSWs. Only 34% of them had heard of the female condom prior to this study and none had ever used one. A high proportion of CSWs reported positive experiences and perceptions. There were no significant changes in perceptions and experiences during the study. Eighty per cent of participants said they were satisfied with the female condom and would use it again in the future and would recommend it to their friends. However, the female condom was used in only 29% of the total number of sexual acts reported, and 98% of CSWs said they would prefer to use a male condom for sex work. Many of the women were concerned that the physical appearance of the condom would reduce its acceptability to their clients. This was the most frequently cited reason for not using the female condom in the future. While a promising device, the female condom must also become more acceptable to men if it is to enable women to be in control of their own protection from pregnancy and STD/HIV.

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Perceptions of a Collaborative Professional Learning Program: Seeing the “Bigger Picture”

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_persp-19-00041 ◽

2020 ◽

Vol 5 (1) ◽

pp. 290-303

Author(s):

P. Charlie Buckley ◽

Kimberly A. Murza ◽

Tami Cassel

Keyword(s):

Data Analysis ◽

Professional Learning ◽

Social Communication ◽

Special Educators ◽

Service Providers ◽

Integrative Approach ◽

Theory Approach ◽

Learning Program ◽

Speech Language Pathologists ◽

Related Service

Purpose The purpose of this study was to explore the perceptions of special education practitioners (i.e., speech-language pathologists, special educators, para-educators, and other related service providers) on their role as communication partners after participation in the Social Communication and Engagement Triad (Buckley et al., 2015 ) yearlong professional learning program. Method A qualitative approach using interviews and purposeful sampling was used. A total of 22 participants who completed participation in either Year 1 or Year 2 of the program were interviewed. Participants were speech-language pathologists, special educators, para-educators, and other related service providers. Using a grounded theory approach (Glaser & Strauss, 1967 ) to data analysis, open, axial, and selective coding procedures were followed. Results Three themes emerged from the data analysis and included engagement as the goal, role as a communication partner, and importance of collaboration. Conclusions Findings supported the notion that educators see the value of an integrative approach to service delivery, supporting students' social communication and engagement across the school day but also recognizing the challenges they face in making this a reality.

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Three Innovations: Promises and Perils

The Canadian Journal of Action Research ◽

10.33524/cjar.v19i3.429 ◽

2018 ◽

Vol 19 (3) ◽

pp. 73-90

Author(s):

Sam Oh Neill

Keyword(s):

Longitudinal Study ◽

Learning Community ◽

Professional Learning Community ◽

School Board ◽

Professional Learning ◽

Social Emotional Learning ◽

School Reforms ◽

Social Emotional ◽

Purpose Of Education ◽

Differentiation Of Instruction

In 2003, I began a longitudinal study into the purpose of education. The process of my investigation included getting involved in new innovations as they were introduced to our school board. As I looked deeper into the purpose of schooling I discovered some startling things about how and why systems of education, through the apparatus of schooling, influence who and what, professionally, people become. I also discovered patterns related to the act of becoming that exist in school reforms. This study analyzes three reforms introduced between 2003 and 2017: Professional Learning Community, Differentiation of Instruction, and Social-Emotional Learning.

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