Learning From Parents of Children With Disabilities

2016 ◽  
Vol 26 (2) ◽  
pp. 64-76 ◽  
Author(s):  
Donald M. Taylor
Keyword(s):  
Graduate Students ◽  
Music Education ◽  
Children With Disabilities ◽  
Final Examination ◽  
Focus Group Interviews ◽  
Individual Interviews ◽  
Empathic Understanding ◽  
Group Interviews ◽  
The Impact

The purpose of this intrinsic case study was to examine the impact that interactions with parents of children with disabilities might have on 10 graduate students (6 men and 4 women) between the ages of 22 and 32 years ( M = 26.7 years, SD = 3.5) enrolled in a 3-week intensive music education course. Participants attended the course, 5 days a week, 3 hours a day for a total of 13 class sessions, followed by a final examination. In addition to class discussions based on assigned readings, each day included a presentation from a parent of a child with a disability. Data were generated from daily focus group interviews, daily journal submissions, and individual interviews. Throughout the course, students demonstrated a learning process that progressed from sympathetic concern to empathic understanding.

scholarly journals Graduate Transitions

2020 ◽  
Vol 30 ◽  
pp. 264-289
Author(s):  
Jordan Stouck ◽  
Lori Walter
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
Academic Literacy ◽  
Future Research ◽  
Focus Group Interviews ◽  
Research Areas ◽  
Institutional Expectations ◽  
Group Interviews ◽  
Perceived Experiences

This exploratory study researches the experiences of Canadian graduate students as they pursue writing tasks for their degree. It also explores the supports currently utilized by such students and the need for additional supports. The research uses a case study design based on qualitative focus group interviews to provide detailed information regarding graduate students' perceived experiences with their academic writing tasks and available supports. The approach is informed by academic literacy theory. Graduate students who participated in this study identified a transition in voice, increased pressure to publish and professionalize, and misalignments between their own and supervisory and institutional expectations, which resulted in some interrogation of institutional norms. They utilized Writing Centre, online and supervisory supports, but called for additional ongoing and peer support. The study has implications for the development of new, collaborative and peer-based writing supports, as well as identifying future research areas related to interdisciplinary degrees.

scholarly journals CHALLENGES IN PRESENTING ACADEMIC CRITICISM: CASE STUDY OF INDONESIAN STUDENTS

2019 ◽  
Vol 3 (2) ◽  
pp. 27
Author(s):  
Nova Ariani
Keyword(s):  
Graduate Students ◽  
Cultural Values ◽  
Critical Literacy ◽  
Academic Writing ◽  
Critical Discussion ◽  
Literacy Practice ◽  
Focus Group Interviews ◽  
English Speaking ◽  
Group Interviews

Presenting academic criticism in academic papers is one of the most challenging study tasks for students from Non-English-Speaking Background (NESB) countries studying in Australia. Most lecturers in Australian university expect students to engage in critical discussion and put their adversarial position in academic writing. This study investigates the challenges experienced by Indonesian students studying in Australia in presenting academic criticism. Data were collected through questionnaires along with two focus group interviews of Indonesian graduate students in Australia. The study has found that cultural values, socio-political situations, and previous educational experience in Indonesia have contributed to participants’ limited writing experience and limited critical literacy practice. All of these have manifested to their struggle of presenting academic criticism and writing according to the expected dominant discourse in Australia.

scholarly journals Women’s place-making through craft in post-earthquake Christchurch

2019 ◽  
Vol 31 (1) ◽  
pp. 17-30
Author(s):  
Jane Maidment ◽  
Raewyn Tudor ◽  
Ada Campbell ◽  
Karen Whittaker
Keyword(s):  
Service Users ◽  
Creative Arts ◽  
Focus Group Interviews ◽  
Place Making ◽  
Individual Interviews ◽  
Aotearoa New Zealand ◽  
Social Work Practitioners ◽  
Group Interviews ◽  
The Impact

INTRODUCTION: There is little research on the role of creative arts and craft in disaster recovery. This article reports findings about the emergent role of crafting from research conducted after the 2010–2011 series of earthquakes in Christchurch and surrounding districts in Aotearoa New Zealand. In particular, the article focuses on the significance and differing interpretations of the notion of place expressed by participants through their craftwork, in this case led by women and mediated by the post-earthquake geographic and temporal context.METHOD: This qualitative research included nine individual interviews and five focus group interviews with crafters from Christchurch and surrounding districts. There were 35 participants in total, 33 were women. Applied thematic analysis was used to code the data and identify themes. These themes included connection to place, the symbolism of craft, the healing experience of craft groups and places for women. The notion of place was evident across all three themes.FINDINGS: The findings from the research demonstrate differing ways in which the significance of place was reflected in the craftwork. Participants interpreted the concept of place in descriptive, symbolic, and therapeutic ways.IMPLICATIONS: More understanding about the way creative endeavours like crafting can be used to help ameliorate the impact of natural disasters is needed. Social work practitioners are encouraged to explore place-based wellbeing during their work with service users and to include aspects of artistry, craft and creativity.

Graduate Transitions

2020 ◽  
Vol 30 ◽  
pp. 264-285
Author(s):  
Jordan Stouck ◽  
Lori Walter
Keyword(s):  
Graduate Students ◽  
Academic Writing ◽  
Academic Literacy ◽  
Future Research ◽  
Focus Group Interviews ◽  
Research Areas ◽  
Institutional Expectations ◽  
Group Interviews ◽  
Perceived Experiences

This exploratory study researches the experiences of Canadian graduate students as they pursue writing tasks for their degree. It also explores the supports currently utilized by such students and the need for additional supports. The research uses a case study design based on qualitative focus group interviews to provide detailed information regarding graduate students’ perceived experiences with their academic writing tasks and available supports. The approach is informed by academic literacy theory. Graduate students who participated in this study identified a transition in voice, increased pressure to publish and professionalize, and misalignments between their own and supervisory and institutional expectations, which resulted in some interrogation of institutional norms. They utilized Writing Centre, online and supervisory supports, but called for additional ongoing and peer support. The study has implications for the development of new, collaborative and peer-based writing supports, as well as identifying future research areas related to interdisciplinary degrees.

scholarly journals What are the key contextual factors when preparing for successful implementation of assistive living technology in primary elderly care? A case study from Norway

BMJ Open ◽  
2017 ◽  
Vol 7 (9) ◽  
pp. e015455 ◽  
Author(s):  
Martha Therese Gjestsen ◽  
Siri Wiig ◽  
Ingelin Testad
Keyword(s):  
Contextual Factors ◽  
Healthcare Personnel ◽  
Focus Group Interviews ◽  
Policy Documents ◽  
Individual Interviews ◽  
Technology Intervention ◽  
Micro Level ◽  
Assistive Living ◽  
Group Interviews

ObjectiveTo identify contextual factors at different organisational levels to guide the implementation of an assistive living technology intervention in Norwegian primary home care.DesignA single embedded case study design was carried out in an urban municipality in Western Norway to get an overview of key contextual factors from the municipality’s perspective.Data collection and analysisThe data collection was based on a triangulation of methods involving document analysis, semi-structured individual interviews and focus group interviews to get a broad insight when preparing for an intervention. Data were collected on three levels of the healthcare system: (1) national policy documents and regulations (macro), (2) five individual interviews with senior managers and municipal strategy documents (meso) and (3) two focus group interviews with nurses and nurse managers in direct patient care (micro). The Model for Understanding Success in Quality framework was used as a guide in the data analysis.ResultsThe main contextual factors identified were external motivators and project sponsorship (macro level); leadership, workforce focus and maturity (meso level);and motivation to change and maturity (micro level). Strategies developed in policy documents affected upper management in the municipality, but healthcare personnel at the micro level were not so familiar with strategies and emphasis on assistive living technologies. Healthcare personnel in our study were motivated to use technological solutions, but lack of data infrastructure and resource availability hindered this.ConclusionsAligning interests across multiple stakeholders remain a challenge when planning for an assistive living technology intervention in primary care. In the studied municipality, integration of technological solutions into healthcare services was more a vision than a reality because of a low level of organisational readiness.

scholarly journals As Steady as a Rock! Gaining Insight in Recruitment and Retention Among Primary School Children With Behavioural Problems in Sport Mix Club

2022 ◽  
Vol 9 ◽  
Author(s):  
Lotte Prevo ◽  
Maria Jansen ◽  
Dave Van Kann ◽  
Stef Kremers
Keyword(s):  
Primary School Children ◽  
Behavioural Problems ◽  
Focus Group Interviews ◽  
Community Partners ◽  
Recruitment And Retention ◽  
Psychological Need ◽  
Individual Interviews ◽  
Number Of Children ◽  
Group Interviews

The number of children dealing with behavioural problems is increasing. A major challenge in many health-supportive programmes is the recruitment and retention of these children. In the current study, Sport Mix Club (SMC), an approach to enhance socioemotional disorders of 4- to 12-year-old children through sport classes in municipality Vaals, the Netherlands, is used as an illustration. Where many studies faced difficulties getting and keeping children in their interventions, SMC overcame this challenge. Therefore, we decided to explore “What factors contribute to enhanced recruitment and retention procedures among children with behavioural problems in Sport Mix Club?” A qualitative case study design using the analysis of the administrative logbook of the SMC coach and trainees, individual interviews with the SMC coach, trainees (n = 2), school teachers (n = 3) and parents of participating children (n = 9), and four focus group interviews with children (n = 13) were carried out. During the recruitment and retention of SMC, the human psychological need of relatedness seemed to be of crucial value. The fact that the SMC coach: (1) made efforts to become a familiar face for children, parents and community partners beforehand; (2) showed enthusiasm; and (3) placed her focus on having fun as opposed to the children's problems, seemed to be decisive in the process of getting children to participate in SMC and retaining their participation.

scholarly journals Assessment of learners with dyslexia in mainstream primary schools: An investigation

2021 ◽  
Vol 41 (2) ◽  
pp. 1-8
Author(s):  
Duduzile Nkomo ◽  
Peter Mulaudzi ◽  
Buyisani Dube
Keyword(s):  
Primary Schools ◽  
Qualitative Approach ◽  
Assessment Tools ◽  
Focus Group Interviews ◽  
Case Study Design ◽  
Individual Interviews ◽  
Exploratory Case Study ◽  
Current Trends ◽  
Group Interviews

With this study we sought to investigate the effectiveness of assessment of learners with dyslexia in mainstream primary schools in the Bubi district of Matabeleland North, Zimbabwe. An exploratory case study design of the qualitative approach was adopted. Semi-structured individual interviews and focus group interviews (FGI) were used to collect data from heads of schools and teachers selected for the study. Gathered data were analysed and interpreted thematically. The major findings of the study were that no standardised instruments existed to assess learners with dyslexia in the infant category, the test used for those in the junior school category was not effective enough and most teachers had limited knowledge of dyslexia. We recommend the development of a variety of culturally sensitive assessment tools for infants as well as the junior school category. We also recommend that early diagnosis for early intervention and continuous professional development of teachers to keep abreast of the current trends in the education of learners with dyslexia be implemented.

scholarly journals Evaluating a methodology for assessing the strategic alignment of a mining company recruitment function

2009 ◽  
Vol 7 (1) ◽  
Author(s):  
Adelé Janse van Rensburg ◽  
Gerhard Roodt
Keyword(s):  
Best Practice ◽  
Strategic Alignment ◽  
Research Data ◽  
Focus Group Interviews ◽  
Bottom Line ◽  
Mining Company ◽  
Strategic Objectives ◽  
Emerging Themes ◽  
Group Interviews

In the human capital era, the strategic importance of measurement is unmistakable.  Therefore, the  objective  of  this  study  was  to  qualitatively  evaluate  a  methodology  for  assessing  the strategic alignment of a recruitment function. Persons working in the recruitment best practice community of a mining company were targeted as the case study for this research.  Individual (one-on-one) and focus group interviews were conducted to elicit the research data.  Thematic coding was used to identify the emerging themes from the research data.  The findings indicated that  this methodology can be used effectively  to determine  the alignment of  the  recruitment function with the strategic objectives of the company.  However, the bottom line contribution is still unclear.

Being “adopted” into a teaching community

2017 ◽  
Vol 6 (3) ◽  
pp. 228-241 ◽  
Author(s):  
Erinn Bentley ◽  
Madison Workman ◽  
Alex Overby
Keyword(s):  
Focus Group ◽  
Student Teachers ◽  
Teacher Candidates ◽  
Mentor Teachers ◽  
Mentoring Relationships ◽  
Field Placement ◽  
Focus Group Interviews ◽  
Content Type ◽  
Group Interviews ◽  
The Impact

Purpose In order to prepare new members of the education profession, it is imperative that teachers enter their classrooms with the confidence, knowledge, and skills to serve their students from day one. One method for preparing such teacher candidates or student teachers is through school-based field placements during their preparation program. The purpose of this paper is to describe one example of a yearlong field placement and the mentoring relationships that emerged among participants. Design/methodology/approach This qualitative study used the following data sources: focus group interviews among the teacher candidates, focus group interviews among the mentor teachers, field placement reflections and teaching analyses composed by the teacher candidates, and interviews conducted among teacher candidates and mentor teachers. Findings Analysis of the data revealed that the yearlong field placement promoted positive mentoring relationships between teacher candidates and their classroom teachers. Specifically the following themes emerged: the “adoption” of teacher candidates into the high school classrooms, risk-taking within the classrooms, the mentor teachers’ use of constructive feedback, and collaborative “mentoring-down-the-hall.” Originality/value In recent years, various scholars have investigated the impact of field placement experiences on teacher candidates; however, these studies have lacked a detailed analysis of how such experiences impacted mentoring relationships among candidates and their mentor teachers in a collaborative setting. This paper provides an in-depth study of the perceived experiences of mentor teachers and their candidates.

scholarly journals Change in store? An investigation into the impact of the book superstore environment on use, perceptions and expectations of the public library as a space, place and experience

2009 ◽  
Vol 28 (88) ◽  
pp. 13-26
Author(s):  
Helen Cartwright
Keyword(s):  
Young People ◽  
Focus Group ◽  
Public Library ◽  
Focus Group Interviews ◽  
Community Resource ◽  
Middle Income ◽  
The Public ◽  
Group Interviews ◽  
Perceptions And Expectations ◽  
The Impact

The book superstore is promoted not just as a place to buy books but also as a community resource in which to read, learn and socialise: traits that have in combination traditionally been the preserve of the public library. This study investigates the impact of the bookstore environment on public library space. The attitudes and behaviours of library and bookstore users were examined through focus group interviews and a self-completed questionnaire. Clear areas of overlap in the functions of the two sites were found, as was evidence of age and income-related splits in use and perception of bookstores and libraries. Results suggest attention should be paid to the beliefs and behaviours of young people and middle-income earners (the groups most noticeably increasing their use of the bookstore) and to the desired balance of education and recreation in the image and nature of the public library.

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