scholarly journals IDENTITY CONSTRUCTION AND CLASSROOM PARTICIPATION OF AN INDONESIAN GRADUATE STUDENT IN AN AUSTRALIAN UNIVERSITY

2021 ◽  
Vol 8 (1) ◽  
pp. 147-174
Author(s):  
M. Faruq Ubaidillah ◽  
Utami Widiati
Keyword(s):  
Narrative Inquiry ◽  
Identity Construction ◽  
Situated Learning ◽  
Dimensional Space ◽  
Three Dimensional ◽  
Classroom Participation ◽  
Social Emotional ◽  
Narrative Study ◽  
Full Participation ◽  
L2 Learning

This narrative study explores identity construction and classroom participation of an Indonesian female student who attended a master’s program in TESOL in an Australian university. Grounded from identity and investment frameworks (Norton, 2000) and situated learning theory (Lave & Wenger, 1991), the study specifically probes into the changing identity construction across time shaped by the participant’s involvement in the community of practice. Data analysis followed Polkinghorne’s (1995) categorical procedure and Connelly and Clandinin’s (2006) three-dimensional space of narrative inquiry. The findings portray gradual and complex identity construction mediated by the participant’s agentive classroom participation. It was also found that the participant’s identity evolved across time together with a movement from peripheral to full participation. This study informs that L2 learning is dependent on social, emotional, cultural, and situated practices depicted in L2 learner’s classroom participation. It also highlights the need for incorporating narrative inquiry to understand multiple, subjective, and conflicting values in L2 learning and other educational contexts. 

Understanding classroom participation and identity negotiation: An undergraduate student’s L2 learning experiences in an English-medium university in Hong Kong

2017 ◽  
Vol 8 (4) ◽  
pp. 375-399 ◽  
Author(s):  
Chit Cheung Matthew Sung
Keyword(s):  
Hong Kong ◽  
Situated Learning ◽  
Learning Experiences ◽  
Identity Negotiation ◽  
Classroom Participation ◽  
Classroom Activities ◽  
Sense Of Competence ◽  
Full Participation ◽  
L2 Learning ◽  
The University

AbstractThis paper reports on a narrative inquiry of a Hong Kong female undergraduate student’s second language (L2) learning experiences in an English-medium university in Hong Kong, with a focus on her participation in classroom oral activities and identity negotiation. Using ideas from situated learning theory and Norton’s (2000) notions of identity and investment, the paper analyzes how the student negotiated her classroom participation and identities over the course of her studies in the university. Findings suggest that the student’s classroom participation in the English-medium university appeared to be a complex and dynamic process which involved ongoing negotiations of identities, competence and membership in the classroom in response to the challenges she faced. It was found that the student’s participation and identity (re)construction in the classroom were mediated by the contextual complexities in specific classroom communities and were contingent upon the agentive choices made by the student in investing in different classroom activities. Findings also indicate that the student’s participation evolved over time alongside a changing sense of competence and showed signs of gradual yet non-linear progression from peripheral to full participation in the classroom.

Moving From Field Text to Research Text in Narrative Inquiry

2016 ◽  
Vol 48 (3-4) ◽  
pp. 62-69 ◽  
Author(s):  
Louela Manankil-Rankin
Keyword(s):  
Narrative Inquiry ◽  
Process Analysis ◽  
Dimensional Space ◽  
Three Dimensional ◽  
Social Conditions ◽  
Text Interpretation ◽  
Time Interaction ◽  
Inquiry Process ◽  
Interpretive Process ◽  
Three Dimensional Space

Narrative Inquiry is a research methodology that enables a researcher to explore experience through a metaphorical analytic three-dimensional space where time, interaction of personal and social conditions, and place make up the dimensions for working with co-participant stories. This inquiry process, analysis, and interpretation involve a series of reflective cognitive movements that make possible the reformulations that take place in the research journey. In this article, I retell the process of my inquiry in moving from field texts (data sources) to research text (interpretation of experience) in Narrative Inquiry. I draw from an inquiry on how nurses experience living their values amidst organizational change to share how I as an inquirer/researcher, moved from field texts to narrative accounts; narrative resonant threads; composite letter as the narrative of experience; personal, practical, and social justifications to construct the research text and represent it another form as a poem. These phases in the inquiry involve considerations in the analytic and interpretive process that are essential in understanding how to conduct Narrative Inquiry. Lastly and unique to my inquiry, I share how a letter can be used as an analytic device in Narrative Inquiry.

Teungku Identity Development: The Role of Dayah Community of Practice

SAGE Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. 215824402110315
Author(s):  
Jarjani Usman ◽  
Syabuddin Syabuddin ◽  
Faishal Zakaria
Keyword(s):  
Identity Development ◽  
Communities Of Practice ◽  
Community Of Practice ◽  
Identity Construction ◽  
Significant Role ◽  
Situated Learning ◽  
Learning Process ◽  
Narrative Study ◽  
Junior Students

This study attempted to delve into the teungku identity development within the traditional dayah institutions in Aceh to examine how four teungku negotiated their participation and membership in their situated teungku community of practice. This narrative study approached the teungku identity construction from Lave and Wenger’s theory of situated learning. Its overarching question was: how does the teungku identity develop within the dayah community of practice? The data were mainly from interviews of four teungku, the graduates of four different dayah institutions in Aceh. The findings showed that the identity of teungku was shaped and reshaped through several modes within the dayah community of practice: the learning process of up to grade 7, teaching junior students, serving communities (e.g., teaching and leading prayers), commemorating the death day of the dayah founder(s), and collaboratively resisting any other isms penetrating Aceh society. It can be deduced that the dayah communities of practice have played a significant role in teungku identity development. These dayah CoPs could go through either formal, less formal, or informal phases.

scholarly journals Patients’ Experiences of Interprofessional Care: A Narrative Inquiry

2021 ◽  
Author(s):  
Kateryna Aksenchuk
Keyword(s):  
Narrative Inquiry ◽  
Care Delivery ◽  
Dimensional Space ◽  
Three Dimensional ◽  
Health Care Expenditures ◽  
Research Approach ◽  
Team Members ◽  
Interprofessional Team ◽  
Interprofessional Care ◽  
Patient Health

Interprofessional care (IPC) has been discussed in the literature as having the ability to lower health care expenditures, decrease wait times, enhance patient health outcomes and increase healthcare provider satisfaction with care-delivery. To date, limited research has been conducted to develop an in depth understanding of patients’ experiences receiving IPC. Using Connelly and Clandinin’s Narrative Inquiry qualitative research approach, three participants were interviewed and asked to engage in a metaphor selection drawing exercise. Participants were invited to describe how they experienced IPC and whether or not they believe person-centered care was delivered to them. Collected stories were analyzed as per Narrative Inquiry approach of three dimensional space: temporality, sociality and place. The National Canadian Interprofessional Competency Framework provided the theoretical lens through which the stories were examined. Along with giving voice to patients, three narrative threads emerged within this study: communication, patient within interprofessional team and interprofessional team members.

scholarly journals Nurses' experiences of creating an artistic instrument for their nursing practice and professional development: an arts-informed narrative inquiry

2021 ◽  
Author(s):  
Neelam Walji
Keyword(s):  
Professional Development ◽  
Narrative Inquiry ◽  
Nursing Practice ◽  
Dimensional Space ◽  
Healthcare Providers ◽  
Three Dimensional ◽  
Reflective Process ◽  
The Arts ◽  
Centered Care ◽  
Patterns Of Knowing

My passion for the arts as a medium motivated me to create an art piece (artistic instrument) to enrich my nursing practice. This inspired me to explore how other nurses experience creating their own artistic instruments and what meaning these held for their nursing practice and professional development. In this arts-informed Narrative Inquiry, two participants engaged in a narrative interview and in the Narrative Reflective Process, an artistic approach to creative reflection. Participants’ stories were re-constructed and analyzed using the Narrative Inquiry three-dimensional space (temporality, sociality, and place), and examined through the theoretical lens of Patterns of Knowing. Findings revealed six narrative threads (empathy, quality of life, communication, power imbalances, and personal as well as professional development) highlighting the importance of person-centered care, the value of reflective practice, and the need for further research exploring the use of arts by healthcare providers across diverse educational and practice based settings.

scholarly journals Nurses' experiences of creating an artistic instrument for their nursing practice and professional development: an arts-informed narrative inquiry

2021 ◽  
Author(s):  
Neelam Walji
Keyword(s):  
Professional Development ◽  
Narrative Inquiry ◽  
Nursing Practice ◽  
Dimensional Space ◽  
Healthcare Providers ◽  
Three Dimensional ◽  
Reflective Process ◽  
The Arts ◽  
Centered Care ◽  
Patterns Of Knowing

My passion for the arts as a medium motivated me to create an art piece (artistic instrument) to enrich my nursing practice. This inspired me to explore how other nurses experience creating their own artistic instruments and what meaning these held for their nursing practice and professional development. In this arts-informed Narrative Inquiry, two participants engaged in a narrative interview and in the Narrative Reflective Process, an artistic approach to creative reflection. Participants’ stories were re-constructed and analyzed using the Narrative Inquiry three-dimensional space (temporality, sociality, and place), and examined through the theoretical lens of Patterns of Knowing. Findings revealed six narrative threads (empathy, quality of life, communication, power imbalances, and personal as well as professional development) highlighting the importance of person-centered care, the value of reflective practice, and the need for further research exploring the use of arts by healthcare providers across diverse educational and practice based settings.

scholarly journals Patients’ Experiences of Interprofessional Care: A Narrative Inquiry

2021 ◽  
Author(s):  
Kateryna Aksenchuk
Keyword(s):  
Narrative Inquiry ◽  
Care Delivery ◽  
Dimensional Space ◽  
Three Dimensional ◽  
Health Care Expenditures ◽  
Research Approach ◽  
Team Members ◽  
Interprofessional Team ◽  
Interprofessional Care ◽  
Patient Health

Interprofessional care (IPC) has been discussed in the literature as having the ability to lower health care expenditures, decrease wait times, enhance patient health outcomes and increase healthcare provider satisfaction with care-delivery. To date, limited research has been conducted to develop an in depth understanding of patients’ experiences receiving IPC. Using Connelly and Clandinin’s Narrative Inquiry qualitative research approach, three participants were interviewed and asked to engage in a metaphor selection drawing exercise. Participants were invited to describe how they experienced IPC and whether or not they believe person-centered care was delivered to them. Collected stories were analyzed as per Narrative Inquiry approach of three dimensional space: temporality, sociality and place. The National Canadian Interprofessional Competency Framework provided the theoretical lens through which the stories were examined. Along with giving voice to patients, three narrative threads emerged within this study: communication, patient within interprofessional team and interprofessional team members.

Three Dimensional structure and organization of diploid chromosomes by optical section microscopy

1987 ◽  
Vol 45 ◽  
pp. 633-635
Author(s):  
David A. Agard ◽  
Yasushi Hiraoka ◽  
John W. Sedat
Keyword(s):  
Dimensional Space ◽  
Three Dimensional ◽  
Developmental State ◽  
Mitotic Cell ◽  
Biological Properties ◽  
Dimensional Structure ◽  
Specific Gene ◽  
Three Dimensional Structure ◽  
Complementary Techniques ◽  
Dynamic Structures

In an effort to understand the complex relationship between structure and biological function within the nucleus, we have embarked on a program to examine the three-dimensional structure and organization of Drosophila melanogaster embryonic chromosomes. Our overall goal is to determine how DNA and proteins are organized into complex and highly dynamic structures (chromosomes) and how these chromosomes are arranged in three dimensional space within the cell nucleus. Futher, we hope to be able to correlate structual data with such fundamental biological properties as stage in the mitotic cell cycle, developmental state and transcription at specific gene loci.Towards this end, we have been developing methodologies for the three-dimensional analysis of non-crystalline biological specimens using optical and electron microscopy. We feel that the combination of these two complementary techniques allows an unprecedented look at the structural organization of cellular components ranging in size from 100A to 100 microns.

Diffraction contrast of dislocations in icosahedral quasicrystals

1990 ◽  
Vol 48 (4) ◽  
pp. 454-455
Author(s):  
K. Urban ◽  
Z. Zhang ◽  
M. Wollgarten ◽  
D. Gratias
Keyword(s):  
Dimensional Space ◽  
Three Dimensional ◽  
Complete Characterization ◽  
Extinction Condition ◽  
Burgers Vector ◽  
Diffraction Contrast ◽  
Lattice Geometry ◽  
Reference Space ◽  
Icosahedral Quasicrystals ◽  
The One

Recently dislocations have been observed by electron microscopy in the icosahedral quasicrystalline (IQ) phase of Al65Cu20Fe15. These dislocations exhibit diffraction contrast similar to that known for dislocations in conventional crystals. The contrast becomes extinct for certain diffraction vectors g. In the following the basis of electron diffraction contrast of dislocations in the IQ phase is described. Taking account of the six-dimensional nature of the Burgers vector a “strong” and a “weak” extinction condition are found.Dislocations in quasicrystals canot be described on the basis of simple shear or insertion of a lattice plane only. In order to achieve a complete characterization of these dislocations it is advantageous to make use of the one to one correspondence of the lattice geometry in our three-dimensional space (R3) and that in the six-dimensional reference space (R6) where full periodicity is recovered . Therefore the contrast extinction condition has to be written as gpbp + gobo = 0 (1). The diffraction vector g and the Burgers vector b decompose into two vectors gp, bp and go, bo in, respectively, the physical and the orthogonal three-dimensional sub-spaces of R6.

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