MamuLEDs: Mixed Reality meets Mamulengo

<p>This qualitative case study examines the teaching practices, inspired by the Pikler approach and RIE philosophy, in one infant and toddler centre in a main city of New Zealand. Specifically the practices studied were primary caregiving, freedom of movement and respect for infants’ confidence and competence. Recommendations for practitioners are made at the conclusion of this thesis. Data were collected through non-participant observations, semistructured interviews with teachers, a focus group interview with parents, and collation and analysis of relevant documentation. The framework for data interpretation and analysis was based on a thematic coding of observations and interview data. The findings indicated that a culture of respect was embedded throughout all aspects of teachers’ interactions with children, colleagues and parents within the centre. Respect, defined as treating with consideration, was the overarching feature underpinning the values and actions of teachers. Teachers engaged in ways that would suggest they accept each person as an individual with rights and freedoms. Teachers invited children to engage with them and no action would be initiated for or with a child without his or her agreement. This agreement was shown through cues and gestures, to which the teachers were all highly attuned. Teachers slowed their pace intentionally and offered children choices in their care and education. Peaceful observation from teachers enhanced their ability to interpret individual children’s needs and wants and they would provide support for children rather than intervene unnecessarily. Limitations to this research included the fact that I only studied one early childhood centre and completed observations over a limited period of two weeks. The centre studied had ratios better than the minimum ratios required by early childhood regulations, which means</p>

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Practicing with Respect: What Does that Mean for Teachers Working with Infants

10.26686/wgtn.16974007 ◽

2021 ◽

Author(s):

◽

Toni Christie

Keyword(s):

Early Childhood ◽

Focus Group Interview ◽

Qualitative Case Study ◽

Data Interpretation ◽

Freedom Of Movement ◽

Semistructured Interviews ◽

Main City ◽

Limited Period ◽

Better Than

<p>This qualitative case study examines the teaching practices, inspired by the Pikler approach and RIE philosophy, in one infant and toddler centre in a main city of New Zealand. Specifically the practices studied were primary caregiving, freedom of movement and respect for infants’ confidence and competence. Recommendations for practitioners are made at the conclusion of this thesis. Data were collected through non-participant observations, semistructured interviews with teachers, a focus group interview with parents, and collation and analysis of relevant documentation. The framework for data interpretation and analysis was based on a thematic coding of observations and interview data. The findings indicated that a culture of respect was embedded throughout all aspects of teachers’ interactions with children, colleagues and parents within the centre. Respect, defined as treating with consideration, was the overarching feature underpinning the values and actions of teachers. Teachers engaged in ways that would suggest they accept each person as an individual with rights and freedoms. Teachers invited children to engage with them and no action would be initiated for or with a child without his or her agreement. This agreement was shown through cues and gestures, to which the teachers were all highly attuned. Teachers slowed their pace intentionally and offered children choices in their care and education. Peaceful observation from teachers enhanced their ability to interpret individual children’s needs and wants and they would provide support for children rather than intervene unnecessarily. Limitations to this research included the fact that I only studied one early childhood centre and completed observations over a limited period of two weeks. The centre studied had ratios better than the minimum ratios required by early childhood regulations, which means</p>

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

International Journal of Developmental and Educational Psychology Revista INFAD de psicología ◽

10.17060/ijodaep.2017.n1.v2.935 ◽

2017 ◽

Vol 2 (1) ◽

pp. 229 ◽

Cited By ~ 1

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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Out-of-Class Learning of Spanish During COVID-19: A Case Study in Trinidad and Tobago

Studies in Self-Access Learning Journal ◽

10.37237/110308 ◽

2020 ◽

pp. 199-219

Author(s):

Diego Mideros

Keyword(s):

Focus Group ◽

Trinidad And Tobago ◽

Focus Group Interview ◽

Qualitative Case Study ◽

Study Habits ◽

Group Interview ◽

Small Scale ◽

Learner Engagement ◽

Face To Face

This paper describes the experiences of 15 students who reported on their study habits and studying of Spanish outside of the classroom during the beginning of the COVID-19 pandemic, when suddenly face-to-face classes had to be delivered remotely. The paper features the voices of eight teachers on how they promoted out-of-class learning. The inquiry took the form of a small-scale qualitative case study with beginner learners of Spanish and Spanish teachers at a language centre. The aim was to explore how students studied Spanish independently after their synchronous live classes by making use of some additional resources recommended by their teachers. Therefore, this paper attempts to look at how students made use of such resources and if they benefited from them. Data for this study were retrieved from an open-ended survey administered to three groups of Spanish students and a focus group interview with eight Spanish teachers. The emerging findings of the study suggest that although students engaged with additional materials, much work is needed in this context to raise more awareness and promote more learner engagement and exploration outside of the classroom.

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A qualitative case study research investigation of youth outcomes during an Appalachian water-quality citizen science program

10.33915/etd.7812 ◽

2020 ◽

Author(s):

Jessica Kaplan

Keyword(s):

Water Quality ◽

Citizen Science ◽

Qualitative Case Study ◽

Case Study Research ◽

Science Program ◽

Youth Outcomes ◽

Study Research

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Qualitative Case Study Research Design

Perspectives on Fluency and Fluency Disorders ◽

10.1044/ffd25.1.39 ◽

2015 ◽

Vol 25 (1) ◽

pp. 39-45 ◽

Cited By ~ 5

Author(s):

Jennifer Tetnowski

Keyword(s):

Research Design ◽

Real World ◽

Qualitative Case Study ◽

Case Study Research ◽

Study Research

Qualitative case study research can be a valuable tool for answering complex, real-world questions. This method is often misunderstood or neglected due to a lack of understanding by researchers and reviewers. This tutorial defines the characteristics of qualitative case study research and its application to a broader understanding of stuttering that cannot be defined through other methodologies. This article will describe ways that data can be collected and analyzed.

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