Creative Qualitative Inquiry: Innovative Graduate Level Pedagogies Shaped by Educational Technologies

2011 ◽  
Vol 8 (3) ◽  
pp. 21-26 ◽  
Author(s):  
Thalia M. Mulvihill ◽  
◽  
Dr. Raji Swaminathan ◽  
Keyword(s):  
Qualitative Inquiry ◽  
Educational Technologies ◽  
Graduate Level

Contemplation, Imagination, and Post-Oppositional Approaches Carving the Path of Qualitative Inquiry

2018 ◽  
Vol 11 (3) ◽  
pp. 271-285 ◽  
Author(s):  
Kakali Bhattacharya
Keyword(s):  
Qualitative Research ◽  
Qualitative Inquiry ◽  
Graduate Level ◽  
Multiple Worlds

In this article I explore how paradigmatic polyphony can be enacted in a graduate-level qualitative research class through post-oppositional and contemplative approaches. Specifically, I use the notion of nepantlera, an Anzaldúan concept for a nomadic threshold traveler across multiple worlds, to explore ways of understanding and teaching paradigmatic polyphony. These approaches are enacted in a pedagogical narrative through arts-based activities that open up expansive spaces to explore onto-epistemological possibilities, tensions, contradictions, resistances, and a sense of interrelatedness of being.

Perception of Distorted "R" Sounds in the Synthesized Speech of Chlldren and Adults

1983 ◽  
Vol 26 (4) ◽  
pp. 516-524 ◽  
Author(s):  
Donald J. Sharf ◽  
Ralph N. Ohde
Keyword(s):  
Speech Language Pathology ◽  
Graduate Level ◽  
Point Scale ◽  
Synthesized Speech ◽  
Language Pathology ◽  
High Degree

Adult and Child manifolds were generated by synthesizing 5 X 5 matrices of/Cej/ type utterances in which F2 and F3 frequencies were systematically varied. Manifold stimuli were presented to 11 graduate-level speech-language pathology students in two conditions: (a) a rating condition in which stimuli were rated on a 4-point scale between good /r/and good /w/; and (b) a labeling condition in which stimuli were labeled as "R," "W," "distorted R." or "N" (for none of the previous choices). It was found that (a) stimuli with low F2 and high F3 frequencies were rated 1.0nmdas;1.4; those with high F2 and low F3 frequencies were rated 3.6–4.0, and those with intermediate values were rated 1.5–3.5; (b) stimuli rated 1.0–1.4 were labeled as "W" and stimuli rated 3.6–4.0 were labeled as "R"; (c) none of the Child manifold stimuli were labeled as distorted "R" and one of the Adult manifold stimuli approached a level of identification that approached the percentage of identification for "R" and "W": and (d) rating and labeling tasks were performed with a high degree of reliability.

The Graduate Dysphagia Course: Opening the Door to New Frontiers

2016 ◽  
Vol 1 (13) ◽  
pp. 104-112
Author(s):  
Karen A. Ball ◽  
Luis F. Riquelme
Keyword(s):  
Graduate Student ◽  
Paradigm Shifts ◽  
Speech Language Pathology ◽  
Approaches To Teaching ◽  
Graduate Level ◽  
Graduate Curriculum ◽  
Current Trends ◽  
Language Pathology

A graduate-level course in dysphagia is an integral part of the graduate curriculum in speech-language pathology. There are many challenges to meeting the needs of current graduate student clinicians, thus requiring the instructor to explore alternatives. These challenges, suggested paradigm shifts, and potential available solutions are explored. Current trends, lack of evidence for current methods, and the variety of approaches to teaching the dysphagia course are presented.

Vocational Aspirations and Expectations of Court-Mandated Juveniles: A Qualitative Inquiry

2006 ◽  
Author(s):  
Cindy L. Juntunen ◽  
Patti Mahar ◽  
Emilia Boeschen ◽  
Judy Kienas ◽  
Aften Miller ◽  
...  
Keyword(s):  
Qualitative Inquiry ◽  
Court Mandated ◽  
Vocational Aspirations
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