Beyond the Wheelchair: The Experience of Dance

2004 ◽  
Vol 21 (3) ◽  
pp. 229-247 ◽  
Author(s):  
Donna L. Goodwin ◽  
Joan Krohn ◽  
Arvid Kuhnle
Keyword(s):  
Spina Bifida ◽  
Semistructured Interviews ◽  
Field Notes ◽  
Visual Artifacts ◽  
Phenomenological Case Study

This phenomenological case study sought to understand the wheelchair dance experiences of five children (ages 6-14 years) with spina bifida. The experiences of one boy and four girls were captured using the phenomenological methods of semistructured interviews, journals, visual artifacts, and field notes. The perspectives of their parents were also gathered. The dancer data and parent data were analyzed separately, revealing four common themes: unconditional acceptance, a dream comes true, beyond the wheelchair, and a stronger self. The experience of dancing from a wheelchair was interpreted and understood by reflecting upon the concepts of ableism, dualism, and the minded body.

scholarly journals Physical Education for Students with Spina Bifida: Mothers’ Perspectives

2007 ◽  
Vol 24 (1) ◽  
pp. 38-58 ◽  
Author(s):  
Jihoun An ◽  
Donna L. Goodwin
Keyword(s):  
Physical Education ◽  
Spina Bifida ◽  
Thematic Analysis ◽  
School Experience ◽  
Good Thing ◽  
Instrumental Support ◽  
School Communication ◽  
Semistructured Interviews ◽  
Field Notes ◽  
Home And School

This study described the meaning 7 mothers of children with spina bifida ascribed to their children’s physical education, the mothers’ roles in the schools, and the importance of the IEP in home and school communication. The stories of 4 mothers of elementary and 3 mothers of secondary aged children were gathered using the phenomenological methods of semistructured interviews, artifacts, and field notes. The thematic analysis revealed three themes: a good thing but …, connection to sports, and beyond the curriculum. The mothers valued their children’s participation in physical education and provided instrumental support to teachers and teaching associates. They also valued sport as an avenue for developing sport specific skills, which in turn enriched the school experience. The findings are discussed within the context of Peters’ (1996) model of disablement.

scholarly journals Exploring EFL Teaching and Learning Processes in Two Undergraduate Mandatory Courses

2021 ◽  
Vol 23 (1) ◽  
pp. 145-160
Author(s):  
Estefanía Durán ◽  
Katherin García
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Stimulated Recall ◽  
Semistructured Interviews ◽  
Multiple Case ◽  
Field Notes ◽  
Stimulated Recall Interviews

This multiple case study explored the influence of English teachers’ methodological practices over undergraduate students’ learning processes in two English as a foreign language mandatory courses for different majors, at Universidad de Pamplona (Colombia). Data were gathered through non-participant observations, field notes, stimulated recall interviews, and semistructured interviews. Findings revealed that teacher-centeredness, the grammar-translation and audiolingual methods dominated the lessons; textbook-oriented classes with an emphasis on listening and writing characterized the courses; teacher and peer correction were encouraged; and classroom tasks and evaluation mostly focused on grammar and vocabulary. Although teachers had methodological practices, these influenced students’ learning processes differently.

scholarly journals The Active Musical Room: Fostering Sensorimotor Discoveries and Musical Creativity in Toddlers

2020 ◽  
pp. 002242942095306
Author(s):  
Alicia Peñalba ◽  
Lucio Martínez-Álvarez ◽  
Andrea Schiavio
Keyword(s):  
School Principal ◽  
Creative Potential ◽  
Childhood Education ◽  
Video Recordings ◽  
Shared Space ◽  
Semistructured Interviews ◽  
Musical Engagement ◽  
Field Notes ◽  
Musical Creativity

In the current study, we investigate the implementation of a musical workshop in an early childhood education setting. The workshop is based on a shared space for musical creativity (the Active Musical Room) comprising six different musically relevant objects, which toddlers were free to explore and play with. Inspired by Delalande’s Pedagogie musicale d’éveil, the workshop was facilitated by a teacher who developed strategies to help the toddlers’ musical engagement. Data sources for this case study included semistructured interviews with the teacher and school principal, video recordings of each session, field notes and observations made by nonparticipant observers, and questionnaires completed by parents of the toddlers. Categories concerning three interrelated dimensions of interest emerged from our analyses: the decisions of the teacher, the affordances of the objects in the room, and the creative potential of each toddler. Although generalizations cannot be proposed given the nature of the study, our results point to the recursive interplay between the exploratory drive of the toddlers, their sensorimotor ability, and the constraints afforded by the environment in which they are situated (i.e., teachers, objects).

Self-Determination and Leisure Experiences of Women Living in Two Group Homes

2009 ◽  
Vol 26 (1) ◽  
pp. 1-20 ◽  
Author(s):  
Brenda Rossow-Kimball ◽  
Donna Goodwin
Keyword(s):  
Participant Observation ◽  
Group Home ◽  
Group Homes ◽  
Self Determination ◽  
Retirement Age ◽  
Staff Members ◽  
Semistructured Interviews ◽  
Phenomenological Case Study ◽  
Experiences Of Women

This phenomenological case study examined the leisure experiences of five women with intellectual disabilities (ages 44–60) in two group homes. Using participant observation, artifacts, and semistructured interviews, the nature of the women’s leisure experiences were understood within the conceptual framework of self-determination. Five staff members were also interviewed to further contextualize the women’s leisure experiences. Thematic analysis revealed three main themes: leisure at home, leisure in the community, and leisure with family and friends. Leisure was experienced differently in each group home, largely due to staff-created input into leisure choices. In one group home, leisure was supervised; in the other, independent leisure was encouraged. The study highlights the importance of promoting self-determined leisure for those approaching retirement age.

Caregivers' Perceptions of Speech-Language Pathologist Talk About Child Language and Literacy Disorders

2020 ◽  
Vol 29 (4) ◽  
pp. 2049-2067
Author(s):  
Karmen L. Porter ◽  
Janna B. Oetting ◽  
Loretta Pecchioni
Keyword(s):  
Language And Literacy ◽  
Collective Case Study ◽  
Study Approach ◽  
School Aged Children ◽  
Speech Language Pathologist ◽  
Therapy Goals ◽  
Semistructured Interviews ◽  
Types Of Information

Purpose This study examined caregiver perceptions of their child's language and literacy disorder as influenced by communications with their speech-language pathologist. Method The participants were 12 caregivers of 10 school-aged children with language and literacy disorders. Employing qualitative methods, a collective case study approach was utilized in which the caregiver(s) of each child represented one case. The data came from semistructured interviews, codes emerged directly from the caregivers' responses during the interviews, and multiple coding passes using ATLAS.ti software were made until themes were evident. These themes were then further validated by conducting clinical file reviews and follow-up interviews with the caregivers. Results Caregivers' comments focused on the types of information received or not received, as well as the clarity of the information. This included information regarding their child's diagnosis, the long-term consequences of their child's disorder, and the connection between language and reading. Although caregivers were adept at describing their child's difficulties and therapy goals/objectives, their comments indicated that they struggled to understand their child's disorder in a way that was meaningful to them and their child. Conclusions The findings showed the value caregivers place on receiving clear and timely diagnostic information, as well as the complexity associated with caregivers' understanding of language and literacy disorders. The findings are discussed in terms of changes that could be made in clinical practice to better support children with language and literacy disorders and their families.

Involving Events as Cocreators of Destination Brand: The Case of South Savo Region

2020 ◽  
Vol 24 (2) ◽  
pp. 375-387
Author(s):  
Jenni Mikkonen ◽  
Ira Lahovuo
Keyword(s):  
Empirical Data ◽  
Stakeholder Involvement ◽  
Destination Branding ◽  
Mega Events ◽  
Semistructured Interviews ◽  
Research Gap ◽  
Sport Events ◽  
Destination Brand ◽  
Eastern Finland

Prior studies have recognized the importance of events in destination branding, but the focus has been on the roles of mega-events or sport events, while smaller cultural and freetime events have received far less attention. The stakeholder involvement in destination branding has also been attracting interest lately by many researchers, but there is lack of knowledge on how to utilize events in the branding processes. This study aims to fill the research gap through a case study in the South Savo region, eastern Finland. The purpose of this study is to examine the roles events have in destination branding, and how events are involved in cocreating the destination brand. The empirical data were collected through 13 semistructured interviews of event organizers and local tourism developers. The study identified four different roles and several involvement methods. The findings revealed the importance and potential of organized events in the branding, but it also revealed that they are not yet effectively utilized at the destination. However, there is a consensus about the importance of stakeholder involvement and a common will towards involving events in the branding process. The findings of this study can be utilized by tourism developers and stakeholders to improve destination branding processes.

scholarly journals Roles, relationships and emotions: Student teachers’ understanding of feedback as interpersonal

2021 ◽  
pp. 003452372198937
Author(s):  
Caroline Elbra-Ramsay
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Small Scale ◽  
First Year ◽  
Case Study Methodology ◽  
Study Methodology ◽  
Undergraduate Programme ◽  
Phenomenological Case Study ◽  
International Teacher

This paper reports the findings of a small-scale study seeking to investigate how student teachers, within a three-year undergraduate programme, understand feedback. Feedback has been central to debates and discussion in the assessment literature in recent years. Hence, in this paper, feedback is positioned within the often-contradictory discourses of assessment, including perspectives on student and teacher feedback. The study focused on two first year undergraduate student teachers at a small university in England and considered the relationships between their understanding of feedback as a student, their understanding of feedback as an emerging teacher, and the key influences shaping these understandings. A phenomenological case study methodology was employed with interviews as the prime method of data collection. Themes emerged as part of an Nvivo analysis, including emotional responses, relationships and dialogue, all of which appear to have impacted on the students’ conceptual understanding of feedback as indelibly shaped by its interpersonal and affective, rather than purely cognitive or ideational, dimensions. The paper therefore seeks to contribute to the wider feedback discourse by offering an analysis of empirical data. Although situated within English teacher education, there are tentative conclusions that are applicable to international teacher education and as well as higher education more generally.

Mirroring Empowerment: Exploring Structural Barriers to Volunteer Motivation Fulfillment in an All-Female Youth Sport Program

2021 ◽  
pp. 089976402110345
Author(s):  
Alaina C. Zanin ◽  
Katrina N. Hanna ◽  
Laura V. Martinez
Keyword(s):  
Youth Sport ◽  
Structuration Theory ◽  
Theoretical Concept ◽  
Structural Barriers ◽  
Organizational Mission ◽  
Female Youth ◽  
Sport Teams ◽  
Field Notes ◽  
Volunteer Coaches

This study utilizes structuration theory to reveal how volunteer coaches in an all-female youth sport program describe barriers and agency to their organizational mission of athlete empowerment. The dataset in this ethnographic case study comes from volunteer coaching experiences within two youth sport teams. Ethnographic data included field notes from four volunteer coaches, collaborative interviews, archival organizational documents, as well as athlete and parent interviews. A qualitative analysis, informed by structuration theory, revealed specific legitimate, dominant, and symbolic structures that enabled and constrained volunteer and youth athlete empowerment within the teams. The analysis also revealed a process of mirroring empowerment, a novel theoretical concept, which describes how athletes reflected back their own empowerment to empower volunteer coaches. Theoretical and practical implications of the findings are discussed.

Perceptions of the feedback process: a case study of veterinary residents and supervisors

2020 ◽  
Vol 187 (11) ◽  
pp. 449-449
Author(s):  
Karen Lisette Perry ◽  
Molly Frendo Londgren ◽  
Claire Vinten
Keyword(s):  
Clinical Performance ◽  
Good News ◽  
Study Cohort ◽  
Feedback Process ◽  
Semistructured Interviews ◽  
Residency Programme ◽  
Competency Based ◽  
Culture Development ◽  
Feedback Delivery

BackgroundAppraisal of resident clinical performance is critical during training. The most common method for this is feedback to residents based on impressions of supervising clinicians. How effective these practices are for veterinary residents remains unknown. This study focused on establishing perceptions of veterinary residents and supervisors regarding the feedback process.MethodsA qualitative case study format was chosen to investigate the perceptions and experiences within a well-developed residency programme. The study cohort consisted of veterinary residents and supervisors from the same specialties. Qualitative data were collected through individual semistructured interviews continuing iteratively until theoretical saturation was reached (14 in total).ResultsMismatches in resident and supervisor perceptions were evident regarding positive feedback delivery and the importance of dialogue. The nature of the resident/supervisor relationship and the efficacy of feedback were closely interlinked. The development of a feedback-friendly culture would be beneficial. Residents perceived that feedback on teaching was lacking. Milestones were perceived to be lacking.ConclusionThe results highlight a need for change away from the ‘no news is good news’ culture. Development of training workshops, formation of closer relationships between supervisors and residents, and a transition to competency-based education may be necessary.

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