scholarly journals Negotiating Tensions and Roles in International Development: A Workshop for Graduate Students

2008 ◽  
Vol 37 (2) ◽  
Author(s):  
Jennifer Hales
Keyword(s):  
Graduate Students ◽  
International Development ◽  
Global Education ◽  
Research Study ◽  
Group Discussion ◽  
Development Work ◽  
Structural Level ◽  
Self Reflection ◽  
Qualitative Research Study ◽  
Personal Level

This paper presents the findings from a qualitative research study involving graduate students who are studying or working in international development. The students participated in an activity-based workshop during which they reflected on and discussed their tensions and concerns about the nature of international development and their roles and positions in this work. Tensions ranged from those on a personal level, where students questioned their individual privilege and power in international development, to those on a structural level, where students questioned the overall nature of development practices. The workshop activities, designed by the author and based on a global education framework (Pike & Selby, 2000), generated group discussion, provoked personal reflection, challenged assumptions and reaffirmed goals. The study addresses the potential pedagogical value of such a workshop in promoting critical self-reflection and raising critical consciousness about one’s politics and practice in international development work. Cet article présente les résultats d'une recherche qualitative concernant des étudiants gradués qui vont étudier ou travailler dans un milieu de développement international. Ces étudiants ont participé à un atelier d'activités où ils ont réfléchi aux tensions et aux soucis vis-à-vis de la nature du développement international, y compris leurs rôles et leurs positions dans ce travail. Les tensions se rangent depuis le niveau personnel, où les étudiants se demandent sur leur privilège individuel et leur pouvoir dans le développement international, jusqu'à celles du niveau structurel, où ils se questionnent la nature globale des pratiques de développement. Les activités de l'atelier, conçues par l'auteur d'après un cadre d'éducation globale (Pike & Selby, 2000) créent des discussions en groupe, provoquent des réflexions personnelles, mettent en question les assomptions et réaffirment les objectifs. L'étude aborde la valeur pédagogique possible d’un tel atelier dans le développement de l'autocritique et dans le soulèvement de la conscience critique sur sa politique et ses pratiques propres dans le travail de développement international.

scholarly journals Translating processes and elementary writing in German as a foreign language

Linguistica ◽  
2014 ◽  
Vol 54 (1) ◽  
pp. 439-453
Author(s):  
Sabine Hoffmann ◽  
Giolo Fele
Keyword(s):  
Foreign Language ◽  
Research Study ◽  
Group Discussion ◽  
Video Recording ◽  
Basic Knowledge ◽  
Elementary Writing ◽  
Qualitative Research Study ◽  
Advantages And Disadvantages ◽  
First Results ◽  
Academic Year

The article presents the first results of a qualitative research study on writing in a foreign language with the help of Google Translator. It examines the processes of  the construction of verbal and discursive forms during group discussion on the translation of a tourist website structures ensuing from a tourist website const. This study took place in the 2013/2014 academic year, and it was based on a video recording of about 12 hours of group work by 16 students while planning and producing a draft of the German translation of the homepage of an Italian tourist site. This study highlights both the advantages and disadvantages of the use of an online translation resource by students with basic knowledge of a foreign language.

Tranquility Room Study: Caring Perspectives

2013 ◽  
Vol 17 (4) ◽  
pp. 15-19
Author(s):  
Roxana Gonzalez, ◽  
Jillian Pizzi, ◽  
Sabratha Thomas, ◽  
Kristin Cooper, ◽  
Mary Ellen Clyne,
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Research Study ◽  
Self Care ◽  
Patient Centered ◽  
Self Reflection ◽  
Qualitative Research Study ◽  
Service To Others ◽  
The Mind ◽  
Human Caring

A tranquility room in the nursing environment can serve as a self-reflective sanctuary. Self-reflection is essential to gain a true sense of authenticity and service to others (Pipe & Bortz, 2009). Telemetry nurses participated in a qualitative research study based on grounded theory and the theory of human caring. Caring perspective themes relating to the wellness of the mind, body, and spirit were identified. Fostering a supportive patient-centered environment the tranquility room facilitated a presence of self. Nurses are able to nurture and relate caring in their relationships with colleagues and patients when provided with the opportunity for self-care and reflection.

scholarly journals LEADing the way in Early Childhood Education and Care Through a Mentor/Protégé Program

2017 ◽  
Vol 42 (1) ◽  
pp. 23
Author(s):  
Tina Bonnett ◽  
Krista Ly
Keyword(s):  
Service Learning ◽  
Career Advancement ◽  
Research Study ◽  
Group Discussion ◽  
Entry Level ◽  
Qualitative Research Study ◽  
Childhood Education ◽  
Education And Care ◽  
Field Notes ◽  
One Year

<div class="page" title="Page 1"><div class="section"><div class="layoutArea"><div class="column"><p><span>Mentoring is an approach utilized by many professions because it has been deemed to be advantageous, most notably for entry-level practitioners, those in search of career advancement, and students engaged in service learning. </span><span>Research exploring elements that inform meaningful mentor/ </span><span>protégé relationships in the Canadian childcare sector is, however, lacking. This qualitative research study seeks to </span><span>unearth attributes that influence a formal mentor/protégé experience. Fourteen professionals participated in a one-year </span><span>program in Ontario. Applied thematic analysis was employed </span><span>to explore journals, focus group discussion transcripts, and researcher field notes. Predominant themes uncovered include </span><span>structures that support the pairing, reciprocity, outcomes, goals and motivators, and recommendations for delivery of future mentor/protégé programs. </span></p></div></div></div></div>

Graduate Students' Perceptions of the Benefits and Drawbacks of Online Discussion Tools

2016 ◽  
Vol 6 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Jessica Decker ◽  
Valerie Beltran
Keyword(s):  
Graduate Students ◽  
Research Study ◽  
Online Discussion ◽  
Online Discussions ◽  
Online Environment ◽  
Online Classes ◽  
Face To Face ◽  
Qualitative Research Study ◽  
University Level ◽  
The University

With an increase in the number of online classes being taught at the university level, professors are exploring ways to create collaboration in the online environment. One such strategy is through using online discussion tools. The purpose of this qualitative research study was to explore students' beliefs about the benefits of using a variety of discussion tools in online classes. In analyzing students' responses to four open-ended questions, five key themes emerged that highlighted four benefits and one drawback to the use of online discussion tools. Online discussions helped build relationships, led to students hearing others' perspectives and feeling their perspectives were respected, led to students reflecting on the content and developing a deeper understanding, and helped groups coordinate projects and manage teamwork. In contrast, online discussions did not allow the same authenticity of dialogue in face-to-face discussions.

scholarly journals The Correlation of Open Learning, Collaboration, Learning Tools, and Creative Problem Solving by Graduate Students in Thailand

2018 ◽  
Vol 13 (09) ◽  
pp. 280
Author(s):  
Narin Nonthamand ◽  
Jaitip Na-Songkhla
Keyword(s):  
Graduate Students ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Research Study ◽  
Group Discussion ◽  
Creative Problem Solving ◽  
Open Learning ◽  
Team Working ◽  
Creative Problem ◽  
Usage Level

Objectives of this research study were to investigate the correlation and forecast the independent variables of the correlation of opinions regarding open learning, collaboration, creative problem solving and usage level of teaching and learning media for graduate students in Thailand. It was a quantitative research study which used a questionnaire to collect data. The question items in the instrument were check listed and a rating scale was established which had been approved for validity by an expert. The samples consisted of 419 higher education students from 16 universities using correlation analysis and multiple regression analysis. Research Findings 1 determined: Open learning was positively related to team working and willingness to work with others, group discussion behaviors, usage of teaching and learning media, and creative problem solving abilities. The highest results included the correlation of group discussion and creative problem solving abilities at 609**. Finding 2 included: Applied statistics methods including coefficient correlation analysis and multiple regression analysis were used to analyze open learning, group behavior, usage of teaching and learning media, creative problem solving abilities and resulted with the forecast equation showing creative problem solving abilities = .524, open learning = +.111, team working = + .317 , duty to work with others = + .099, group discussion behavior = * + .371, usage level of teaching and learning media = +. 087

Searching for hope in brain, lung, and pancreatic cancers: A collaborative qualitative research study

2010 ◽  
Author(s):  
Amy Pearson ◽  
Maureen Rigney ◽  
Anitra Engebretson ◽  
Johanna Villarroel ◽  
Jenette Spezeski ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Research Study ◽  
Qualitative Research Study ◽  
Pancreatic Cancers

Location-thinking, value-thinking, and graphical forms: combining analytical frameworks to analyze inferences made by students when interpreting the points and trends on a reaction coordinate diagram

2021 ◽  
Author(s):  
Alexander P. Parobek ◽  
Patrick M. Chaffin ◽  
Marcy H. Towns
Keyword(s):  
Reaction Rate ◽  
Research Study ◽  
Reaction Rates ◽  
Reaction Coordinate ◽  
Structured Interviews ◽  
Chemistry Students ◽  
Qualitative Research Study ◽  
The Impact ◽  
Analytical Frameworks ◽  
Chemical Representations

Reaction coordinate diagrams (RCDs) are chemical representations widely employed to visualize the thermodynamic and kinetic parameters associated with reactions. Previous research has demonstrated a host of misconceptions students adopt when interpreting the perceived information encoded in RCDs. This qualitative research study explores how general chemistry students interpret points and trends on a RCD and how these interpretations impact their inferences regarding the rate of a chemical reaction. Sixteen students participated in semi-structured interviews in which participants were asked to interpret the points and trends along provided RCDs and to compare relative reaction rates between RCDs. Findings derived from this study demonstrate the diversity of graphical reasoning adopted by students, the impact of students’ interpretations of the x-axis of a RCD on the graphical reasoning employed, and the influence of these ideas on inferences made about reaction rate. Informed by analytical frameworks grounded in the resources framework and the actor-oriented model of transfer, implications for instruction are provided with suggestions for how RCDs may be presented to assist students in recognizing the critical information encoded in these diagrams.

scholarly journals Education and Heritage of Medieval Warfare. A Study on the Transmission of Knowledge by Informal Educators in Defensive Spaces

2021 ◽  
Vol 11 (7) ◽  
pp. 320
Author(s):  
Darío Español-Solana ◽  
Jesús Gerardo Franco-Calvo
Keyword(s):  
Middle Ages ◽  
Research Study ◽  
Learning Spaces ◽  
Qualitative Research Study ◽  
Transmission Of Knowledge ◽  
Historical Reenactment ◽  
Heritage Education ◽  
Informal Educators ◽  
Teaching Learning ◽  
Informal Settings

Historical reenactment is becoming a top-tier teaching tool in the countries of Southern Europe. In Spain specifically, this discipline is experiencing a boom as a heritage education method, particularly in informal settings. This article is the outcome of a qualitative research study of the results obtained from one hundred and fifteen educators from historical reenactment groups. The study analyses the methods used by the exponents of this discipline to teach war in the Middle Ages, specifically in three Spanish castles dating from the 11th to the 12th centuries. It has made it possible to analyse how the educational discourses are organised in relation to Medieval war within military spaces from this period, and how historical reenactment is a coadjutant in the construction of teaching/learning spaces from a heritage education perspective.

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