The Importance of Relationships in Education: Reflections of Current Educators

2021 ◽  
pp. 002205742110570
Author(s):  
Cathy McKay ◽  
Grace Macomber
Keyword(s):  
Thematic Analysis ◽  
Phenomenological Study ◽  
Reflective Writing ◽  
Building Relationships ◽  
K 12 ◽  
Strong Relationships

The purpose of this study was to seek to understand and describe current educators’ perceptions of building relationships in education. Thirty-five K-12 educators completed reflective writing responses as part of this phenomenological study. The thematic analysis constructed four themes: (a) “students are motivated to learn when strong relationships are formed,” (b) “if they don’t trust you and don’t think you care, learning decreases,” (c) “teachers had a great impact on me that I admire deeply-these teachers are the reason I went into education,” and (d) “they can always google the content.” The findings highlight the significant impact of relationships.

Influences on Academic Talent Development of Black Girls in K-12: A Systematic Review

2021 ◽  
pp. 1932202X2110138
Author(s):  
Brenda K. Davis
Keyword(s):  
Systematic Review ◽  
Racial Identity ◽  
Thematic Analysis ◽  
Systematic Approach ◽  
Talent Development ◽  
Academic Development ◽  
Black Girls ◽  
Personal Attributes ◽  
Future Research ◽  
K 12

Black girls experience numerous challenges to their academic development. This study examines the literature from the last 30 years related to the influences on the academic talent development of school-aged Black girls. Environmental and intrapersonal influences to Black girls academic talent development are explored. Using a systematic approach, 43 articles are reviewed and summarized. Thematic analysis conducted on the results and findings sections from each article reveal four major themes related to personal attributes, racial identity, relationships, and institutions. The themes expand the understanding of the complexity of talent development of Black girls and identify several intrapersonal and environmental influences that can promote or hinder academic achievement. Implications for future research are discussed.

Digitalization of K-12 Teacher Training

2021 ◽  
pp. 123-144
Author(s):  
Linda M. Forrest
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
School System ◽  
Phenomenological Study ◽  
Face To Face ◽  
System Leaders ◽  
Blended Professional Development ◽  
Face To Face Learning ◽  
Teachers Attitudes ◽  
K 12

This chapter explores the need for reform in teacher training and professional development of K-12 teachers. Barriers caused by traditional models of professional development courses will be addressed. Information from a phenomenological study investigating teachers' attitudes, perceptions, and motivations regarding blended professional development will provide guidance and insights on the value of blended learning methods. An author-created theoretical framework for blended online professional development, which combines the convenience of online learning with face-to-face learning communities, will be shared. The chapter concludes with recommendations for school system leaders on how to meet the needs and desires of teachers, as well as for the digitalization of teacher training to reform professional development practices and promote 21st century skills for both staff and students.

scholarly journals Relationships and interactions in healthy process to be an adolescent

2010 ◽  
Vol 31 (1) ◽  
pp. 136-142 ◽  
Author(s):  
Adelita Campos Araújo ◽  
Valeria Lerch Lunardi ◽  
Rosemary Silva da Silveira ◽  
Maira Buss Thofehrn ◽  
Adrize Rutz Porto
Keyword(s):  
Interpersonal Relationships ◽  
Thematic Analysis ◽  
Social Life ◽  
Rio Grande ◽  
Exploratory Research ◽  
Rio Grande Do Sul ◽  
Structured Interviews ◽  
Building Relationships ◽  
State College ◽  
Basic Health Units

The purpose of this study is to explore how teenagers view the relationships and interactions in the process of healthily becoming an adolescent. This qualitative exploratory research was conducted with ten teenagers in a state college in a town in southern Rio Grande do Sul, Brazil, from August to October, 2007. We used semi-structured interviews to collect the data. Later, we decided to use a thematic analysis, in which two themes emerged: (1) the process of building relationships and interactions in adolescence and (2) the risk in social life. As a result, we realized the importance of interpersonal relationships formed in adolescence, which deserve the nurse’s attention. Nurses can help in the guiding of this population in basic health units, hospitals or schools, to a healthy adolescence. Thus, teenagers may enjoy the relationships built in this process in order to grow and to enter into adulthood.

scholarly journals Emotion in Consumption Experience of Social Support; a Phenomenological Perspectives

2018 ◽  
Vol 56 ◽  
pp. 02006
Author(s):  
Rosmanizah Derahman ◽  
Md Akhir Sharift
Keyword(s):  
Social Support ◽  
Thematic Analysis ◽  
Research Method ◽  
Phenomenological Study ◽  
Scientific Research ◽  
Self Control ◽  
Positive Behavior ◽  
Consumption Experience

The purpose of this paper is to explore the emotion of consumption experiences of social support. This phenomenological study employs a scientific research method with 17 informants using thematic analysis and three main themes become the central feeling and is the first interpretation of emotion in consumption experience. Three main themes were found (the feeling of uselessness, determination to self-control, and positive behavior) thru a study using purposive judgmental sampling.

scholarly journals A qualitative inquiry into social justice issues facing educators of students with autism spectrum disorders

2017 ◽  
Author(s):  
◽  
Adam John Stephens
Keyword(s):  
Special Education ◽  
Social Justice ◽  
School Districts ◽  
Phenomenological Study ◽  
School Personnel ◽  
Autism Spectrum ◽  
Qualitative Inquiry ◽  
Learner Outcomes ◽  
Social Justice Theory ◽  
K 12

The purpose of this study was to explore the experiences of various educators charged with the task of educating students with ASD within three public Midwestern school districts. Through the lens of social justice theory, this phenomenological study sought to further the understanding of the unique and varied needs of both the ASD student subgroup, and the multiple school stakeholders charged with providing equity within ASD education. The researcher examined the views and perceptions of special education administrators, special education teachers, and paraprofessionals with regard to challenges and obstacles to ASD equity, and methods used to overcome those obstacles. Participant responses demonstrated that the social justice principles of distribution, recognition, and opportunities (Hytten and Bettez, 2011), are reflected in the practices of ASD educators at varying levels levels. However, within certain school personnel, a lack of knowledge and valuation of students with ASD is still prevalent. Therefore, the implications of this study demonstrate a need for K-12 school districts and higher education institutions to offer more opportunities for educators of students with ASD to learn about their unique traits and strategies the study findings and research have shown improve learner outcomes for students across the autism spectrum.

scholarly journals Looking Inward: Philosophical and Methodological Perspectives on Phenomenological Self-Reflection

2018 ◽  
Vol 31 (3) ◽  
pp. 245-252 ◽  
Author(s):  
Natalie M. Pool
Keyword(s):  
Qualitative Research ◽  
Phenomenological Study ◽  
Phenomenological Research ◽  
Reflective Writing ◽  
Use Of Self ◽  
Self Reflection

Engaging in early and ongoing self-reflection during interpretive phenomenological research is critical for ensuring trustworthiness or rigor. However, the lack of guidelines and clarity about the role of self-reflection in this methodology creates both theoretical and procedural confusion. The purpose of this article is to describe key philosophical underpinnings, characteristics, and hallmarks of the process of self-reflection in interpretive phenomenological investigation and to provide a list of guidelines that facilitate this process. Excerpts from an interpretive phenomenological study are used to illustrate characteristics of quality self-reflection. The guidelines are intended to be particularly beneficial for novice researchers who may find self-reflective writing to be daunting and unclear. Facilitating use of self-reflection may strengthen both the interpretive phenomenological body of work as well as that of all qualitative research.

Exploring Pre-Nursing Students’ Perceptions of Caring and Nursing: A Phenomenological Study

2014 ◽  
Vol 18 (1) ◽  
pp. 8-16
Author(s):  
Claudia C. Grobbel, ◽  
Linda Rowe,
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Phenomenological Study ◽  
Nursing Interventions ◽  
Building Relationships ◽  
Clinical Nursing ◽  
Professional Nursing Practice ◽  
High Acuity ◽  
Education Needs ◽  
Baccalaureate Curriculum

Caring is the essence of professional nursing practice. In today’s complex healthcare environment the challenge becomes how to balance the demands of the high acuity environment with caring practices. Nursing is at risk for losing the essence of caring as technology threatens to overwhelm our work (Wagner, 2008). As clinical nursing care reprioritizes caring knowledge and practices, it becomes critical to examine how caring practices are taught, how they are prioritized and evaluated in the baccalaureate curriculum. A phenomenological study was conducted to understand the presence of caring knowledge in pre-nursing students’ essays. Fifty essays were analyzed revealing seven themes of caring. They are: the language of caring, sharing information, building relationships, role modeling, providing competent care, delivering caring actions and the results of being ill. Nursing education needs to consider these findings with caring as a way of being and a therapeutic intervention that is equal in importance to all other nursing interventions and care.

scholarly journals Reconciling Leadership Paradigms: Authenticity as Practiced by American Indian School Leaders

2015 ◽  
Vol 17 (1) ◽  
pp. 211 ◽  
Author(s):  
David Henderson ◽  
Jioanna Carjuzaa ◽  
William G. Ruff
Keyword(s):  
Educational Leadership ◽  
American Indian ◽  
Leadership Training ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Phenomenological Study ◽  
School Leaders ◽  
Ways Of Knowing ◽  
Indian School ◽  
K 12

This phenomenological study examined the complexity American Indian K-12 school leaders face on reservations in Montana, USA The study described how these leaders have to reconcile their Westernized educational leadership training with their traditional ways of knowing, living, and leading. Three major themes emerged that enabled these leaders to address racism in their schools and create spaces that were more conducive to the practice of culturally responsive pedagogy. The study highlights how leaders reconcile cultural clashes and confront racism by using identity, relationality, and re-normed practices.

scholarly journals Computers in the clinical encounter: a scoping review and thematic analysis

2016 ◽  
Vol 23 (3) ◽  
pp. 654-665 ◽  
Author(s):  
Noah H Crampton ◽  
Shmuel Reis ◽  
Aviv Shachak
Keyword(s):  
Best Practices ◽  
Thematic Analysis ◽  
Educational Interventions ◽  
Clinical Encounter ◽  
Building Relationships ◽  
Consultation Room ◽  
Qualitative Thematic Analysis ◽  
Full Text Review ◽  
Clinician Communication ◽  
The Impact

Objective Patient-clinician communication has been associated with increased patient satisfaction, trust in the clinician, adherence to prescribed therapy, and various health outcomes. The impact of health information technology (HIT) on the clinical encounter in general and patient-clinician communication in particular is a growing concern. The purpose of this study was to review the current literature on HIT use during the clinical encounter to update best practices and inform the continuous development of HIT policies and educational interventions. Methods We conducted a literature search of four databases. After removing duplicates, reviewing titles and abstracts, performing a full-text review, and snowballing from references and citations, 51 articles were included in the analysis. We employed a qualitative thematic analysis to compare and contrast the findings across studies. Results Our analysis revealed that the use of HIT affects consultations in complex ways, impacting eye contact and gaze, information sharing, building relationships, and pauses in the conversation. Whether these impacts are positive or negative largely depends on the combination of consultation room layout, patient and clinician styles of interaction with HIT as well as each other, and the strategies and techniques employed by clinicians to integrate HIT into consultations. Discussion The in-depth insights into the impact of HIT on the clinical encounter, especially the strategies and techniques employed by clinicians to adapt to using HIT in consultations, can inform policies, educational interventions, and research. Conclusion In contrast to the common negative views of HIT, it affects the clinical encounter in multiple ways. By applying identified strategies and best practices, HIT can support patient-clinician interactions rather than interfering with them.

A Phenomenological Study of the Lived Experience of Roman Catholic Sisters and Successful Aging

2020 ◽  
Vol 38 (4) ◽  
pp. 350-361
Author(s):  
Deborah McManus
Keyword(s):  
Lived Experience ◽  
Thematic Analysis ◽  
Successful Aging ◽  
Phenomenological Study ◽  
Roman Catholic ◽  
The Body ◽  
Spiritual Practices ◽  
Aging Research ◽  
Catholic Sisters

Purpose: To gain an understanding of how religious and spiritual practices might enable Catholic Sisters to age successfully. Design: A purposive sample of 12 retired Roman Catholic Sisters aged 75 years and older from two convent settings were interviewed. Method: Using a semistructured recorded interview, the Roman Catholic Sisters shared their lived experiences of aging, and practices of religion, spirituality, and meditation. Data analysis utilized thematic analysis of the interview texts. Findings: Thematic analysis identified the following themes: daily engagement in religious and spiritual practice and meditation; self-contentment and positivity regarding the meaning of successful aging; life acceptance; sense of faith and positivity regarding the afterlife; and intersection of meditation, prayer, spirituality, and cognitive engagement. Conclusion: This research contributes to the body of aging research and presents successful aging as understood and more specifically as experientially influenced. The findings of the study provided insight regarding the meaning and experience of successful aging, and the role of everyday religious and spiritual practices in the lives of the Catholic Sisters which influenced their individual life experiences as they age.

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