scholarly journals Teachers’ Talk of a Walk they Don’t Stride: A Case Study of Education Student Teachers’ Perspectives on Hookah Smoking

2021 ◽  
Vol 8 (11) ◽  
pp. 231-245
Author(s):  
Najah Ghamrawi
Keyword(s):  
Focus Group ◽  
Student Teachers ◽  
Educational Psychology ◽  
Focus Group Interview ◽  
Education Student ◽  
Front Line ◽  
Hookah Smoking ◽  
Teachers Perspectives ◽  
The University

Hookah smoking is widely spreading among Lebanese adolescence. The aim of this study was to investigate the perspectives of prospective student teachers pertaining to hookah smoking to determine their readiness to educate their future students in what relates to the dangers of smoking.  The sample consisted of education sophomore student teachers (N=53), at the Education Faculty of one university in Lebanon. Participants constituted of the students enrolled in two educational psychology classes taught by the researcher. The topic was not part of what is being taught to students at the university. The e-survey obtained information on participants’ demographics, hookah smoking awareness, and their educative perspectives on hookah smoking. The study used mixed methods employing an 18-item survey on hookah smoking, alongside a semi structured heterogeneous focus group interview with six student teachers; two who were identified respectively as: hookah smokers, non-smokers, semi-smokers, and all were selected randomly from the pool of participants. Findings suggest that education student teachers have dispersed and unbalanced educative perceptions on hookah smoking. The study recommends that an efficient Lebanese anti-smoking awareness program should highly emphasize targeting the college student teachers, who are at the future front line with the youthful upcoming generation, and thus can highly affect their awareness pertaining to smoking in general, and hookah smoking in specific.

A Case Study of Use-Centered Descriptions

2011 ◽  
pp. 67-86
Author(s):  
Richard Butterworth
Keyword(s):  
Social Role ◽  
Analytic Model ◽  
Front Line ◽  
Data Standards ◽  
Research Support ◽  
Library Resources ◽  
Research Questions ◽  
Library Staff ◽  
The University

This chapter argues the case that there is a mismatch between current meta-data standards for the description of archival holdings and what many users actually want to know about a collection. Standard archival descriptions objectively describe what is in a collection, whereas users wish to know what they can do with a collection. It is argued that matching users’ research questions to library resources that could help answer those questions is a crucial social role played by librarians, archivists and other front line staff. However placing descriptions of what is in a collection online for users to search directly risks disintermediating the users from library staff. ‘Use centred descriptions’ are proposed as a way of systematically describing what can be done with a collection, and are, in effect, an encoding of library staff’s knowledge about what can be done with a collection. Its is therefore argued that use centred descriptions repair some of dissintermediation gaps caused by putting collection descriptions online. A theoretical motivation for use centred descriptions is presented by showing how Heaney’s (1999) analytic model of collections, which underlies the Research Support Libraries Programme (RSLP) collection description standard, only addresses finding and identifying resources. We augment this model to address selecting resources from a range of possibilities and show how use centred descriptions stem from this augmentation. A case study is presented demonstrating the experience of developing a set of use centred descriptions for the University of London as part of a project to encourage wider access to their archival holdings. The project had necessarily limited aims, and therefore conclusions are drawn about the viability of use centred descriptions in wider domains.

scholarly journals Stress and burnout in anesthesia residency: an exploratory case study of peer support groups

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Jessica Spence ◽  
David Smith ◽  
Anne Wong
Keyword(s):  
Focus Group ◽  
Training Program ◽  
Peer Support ◽  
Support Groups ◽  
Online Survey ◽  
Focus Group Interview ◽  
Maslach Burnout Inventory ◽  
Group Interview ◽  
Survey Responses

Stress and burnout are alarmingly prevalent in anesthesiologists, with the highest risk occurring during anesthesia residency training. To better understand this phenomenon, we conducted a mixed methods case study of our anesthesia training program to explore the residents’ accounts of stress and burnout and the potential value of peer support groups. Eight out of thirty eight residents participated in nine monthly peer support group (PSG) meetings followed by a focus group interview about stress and burnout in training and the value of PSG. We compared the participants’ mean pre-and post-PSG Maslach Burnout Inventory® (MBI) and Perceived Stress Scale® (PSS) and analysed the focus group interview for recurring themes. We captured the perspectives of twenty seven out of thirty residents who did not participate in support groups (non-participants) through an online survey on stress and burnout. We found evidence of a high prevalence of stress and burnout from the MBI and PSS scores and survey responses. Analysis of the focus group interview showed that the specific stressors of anesthesia training included: an individually-based model of training that predisposes to isolation from peers, an over-reliance on the quality of the faculty-resident relationship and the critical, high stakes nature of the profession. Residents strongly endorsed the value of PSG in decreasing isolation, enhancing validation, and support through the sharing of experiences. Lack of dedicated time and integration into the training program were major barriers to PSG participation. These barriers need to be overcome in order to fully realize its role in mitigating stress and burnout.

Designing a pre-service CLIL teacher education program

2019 ◽  
Vol 64 (3 (253)) ◽  
pp. 173-193
Author(s):  
Katarzyna Brzosko-Barratt
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Education Program ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Mentor Teachers ◽  
Instrumental Case Study ◽  
Early Primary ◽  
The University

This paper is a part of a larger instrumental case study exploring the process of creating a CLIL teacher education program for early primary level at the University of Warsaw. The paper identifies some challenges related to program design and describes areas of growth of student teachers specifically related to CLIL planning instruction. The data were collected over a period of five years and included interviews and focused groups with student teachers, teacher educators and mentor teachers as well as the analysis of CLIL units created by the student teachers.

Cross-Institutional Blended Learning in Teacher Education

2010 ◽  
Vol 2 (2) ◽  
pp. 30-49
Author(s):  
Carolin Fuchs
Keyword(s):  
Foreign Language ◽  
Blended Learning ◽  
Student Teachers ◽  
The United States ◽  
The Internet ◽  
American Student ◽  
Model Learning ◽  
Exploratory Case Study ◽  
Teachers Perspectives

This paper presents findings from an exploratory case study, with the purpose of illustrating how student teachers of English as a Second Language (ESL) in the United States and student teachers of English as a Foreign Language (EFL) in Germany evaluated a blended learning course that focused on jointly creating Task-Based Language Teaching (TBLT) units via the Internet. This project enabled participants to share perspectives about teaching contexts and practices in other countries and learn about TBLT through model learning (Willis, 2001). Consequently, student teachers not only became more proficient users of technology, but also grew from the unique opportunity of collaborating with their future colleagues abroad. The author presents the German and American student teachers’ perspectives with regard to what both groups gained by participating in this project. Finally, the author makes suggestions for language teacher training.

Innovation and the Value of Human Capital in a Collegiate Setting

2016 ◽  
pp. 249-274
Author(s):  
Rachel Erin Johnson
Keyword(s):  
Human Capital ◽  
Front Line ◽  
Academic Unit ◽  
Non Profit ◽  
University Of Wisconsin ◽  
Crucial Component ◽  
Innovation Practices ◽  
The University ◽  
Innovation Capital

This case study illustrates the value of intellectual capital measurement, specific to human capital and innovation capital within an academic unit at a University of Wisconsin System campus. Within the case study, the academic unit was audited for their innovation practices and then examined to identify the value of human capital on their front line employees. Innovation continues to be a crucial component within academia as well as organizations in general to provide a competitive advantage. Understanding the value front line employees brings to a non-profit organization in academia continues to be a growing concern for many Universities'. The case study contains three parts; an innovation audit, several models and formulas to understand the value of human capital within a particular academic unit, and an overall conclusion and recommendation will be given for the current academic unit at the University of Wisconsin System campus.

Enhancing the Readership of Teacher Students With Digital Book Subscription Services

2020 ◽  
Vol 11 (2) ◽  
pp. 12-27
Author(s):  
Juli-Anna Aerila ◽  
Johanna Lähteelä ◽  
Teemu Mäkelä ◽  
Merja Kauppinen
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Free Time ◽  
Education Student ◽  
School Students ◽  
Childhood Experiences ◽  
Teacher Education Student ◽  
Teacher Students ◽  
Digital Book ◽  
The University

This article aims to illustrate a 7-month trial of digital book subscription services in teacher education. Student teachers of the University of Turku in Finland were encouraged to implement the service as part of their free time reading. The experiences of the digital subscription service were investigated using a questionnaire, and data were analyzed through a combination of qualitative analysis and quantitative analysis. The aim of the study was to consider the value of digital book subscription services in terms of reading for pleasure and to describe the readership of teacher students as well as their assessment of digital book subscription services as a pedagogical approach for supporting the reading of primary school students. The results indicated that digital book subscription services might enhance the readership of occasional readers and that audiobook services should be implemented more frequently in education since they seem to connect reading to other free time activities. More effort should be placed in supporting the readership of teacher students in teacher education. Currently, the attitude and amount of reading rely primarily on childhood experiences.

scholarly journals On the Cultivation of Their Community of Practice: A Case Study of EFL Malaysian Pre-Service Teachers

2018 ◽  
Author(s):  
Taghreed El Masry ◽  
Mohd Rashid Mohd Saad
Keyword(s):  
Social Interactions ◽  
Student Teachers ◽  
Community Of Practice ◽  
Tacit Knowledge ◽  
Teaching Practice ◽  
Power Relationships ◽  
Self Confidence ◽  
Proficiency Level ◽  
The University

This study examined the experiences of five EFL student teachers/pre-service teachers (PSTs) who participated in a Community of Practice (CoP) during their simulated teaching course and the practicum stage or teaching practice (TP), at The University of Malaya, a public Malaysian university. The experiences and tensions they encountered through this stage were discussed in the light of cultivating their CoP over five stages. Joining the CoP, increasing participation and negotiation of one's tacit knowledge and assumptions were found to be productive at their learning to teach stage. However, some tensions, such as English proficiency level, self-confidence and agency, power relationships and worries of assessment persisted until the end of their practice. The results highlighted the significance of collaboration, reflection and social interactions with other CoP members as key to PSTs' learning.

scholarly journals TRANSITIVITY ANALYSIS OF STUDENTS’ RECOUNT TEXTS

2020 ◽  
Vol 9 (1) ◽  
pp. 20
Author(s):  
Kadek Fredina Elsie ◽  
Ni luh putu sri Adnyani ◽  
I wayan Suarnajaya
Keyword(s):  
Focus Group ◽  
Text Analysis ◽  
Qualitative Method ◽  
Focus Group Interview ◽  
Case Study Research ◽  
Group Interview ◽  
Past Tense ◽  
Verbal Process ◽  
Material Process

<p>This study aimed at identifying the process types that characterize the students’ recount texts, identifying the process types which are dominantly used, and identifying the circumstantial elements that characterize the students’ recount texts. This study applied a descriptive qualitative method with a case study research. The recount texts written by class XI <em>Usaha Perjalanan Wisata</em><em> (UPW)</em> 2 at SMK Wira Harapan were used as the sources of data collection of the study. There were 26 students taken as the subjects of the study. The data of the study which are in the form of sentences and clauses were analyzed based on transitivity system, and the problems experienced by the students in writing the recount texts were discussed through focus group interview in order to determine whether the students made mistakes or errors in their texts. The study discovers that, first, the process types that characterize the students’ recount texts are material process, intensive attributive process, mental process, circumstantial attributive process, verbal process, possessive attributive process, intensive identifying process, existential process, circumstantial identifying process, and behavioral process, which respectively appears 566 times (60.66%), 149 times (15.97%), 100 times (10.72%), 35 times (3.75%), 29 times (3.11%), 21 times (2.25%), 17 times (1.82%), 9 times (0.96%), 4 times (0.43%), and 3 times (0.32%). Second, the process type which is dominantly used in the students’ recount texts is material process with the frequency of occurrence of 565 times (60.82%). The material process was used dominantly since the topics written by the students were related to past activities. Third, the circumstantial elements characterizing the students’ recount texts are location, cause, manner, extent, accompaniment, matter, and role. The results of the focus group interview and the text analysis show that the students made many mistakes and errors in their recount texts, such as the uses of past tense, article, spellings, modal auxiliary, capital letter, plurality, and preposition in a clause. The two aspects leading the deviations are interlingual and intralingual errors.</p><strong></strong><strong></strong><p align="center"><strong> </strong></p>

scholarly journals THE EFFECT OF USING A MOBILE APPLICATION ON EFL LEARNERS’ BELIEFS ABOUT LANGUAGE LEARNING (BALL)

2017 ◽  
Vol 2 (1) ◽  
pp. 229 ◽  
Author(s):  
Rebeca Soler Costa ◽  
Turgay Han
Keyword(s):  
Focus Group ◽  
Qualitative Study ◽  
Language Learning ◽  
Mobile Application ◽  
Focus Group Interview ◽  
Qualitative Case Study ◽  
Efl Learners ◽  
Attitudes Toward Learning ◽  
Positive Attitudes

Abstract.This qualitative case study aimed to examine the effects of using a mobile application (WhatsApp) on on Turkish EFL learners’ BALL. This study demonstrates that following 4-week WhatsApp EFL classes changed 40 Turkish EFL learners’ BALL. Open-ended questions and a focus group interview were used to collect the data. The findings showed that students’ opinions towards using such mobile devices and applications in classrooms are positive and they changed their BALL. It is implicated that such applications can help students to develop positive attitudes toward learning EFL.Keywords: mobile application, health, qualitative study, education.

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