scholarly journals Under lupen - Praksislæreres observasjonspraksis i barnehagen

2018 ◽  
Vol 17 (1) ◽  
Author(s):  
Johanna Birkeland ◽  
Elin Eriksen Ødegaard
Keyword(s):  
Teacher Education ◽  
Mixed Methods ◽  
Language Development ◽  
Student Learning ◽  
Kindergarten Teacher ◽  
Mixed Methods Study ◽  
Everyday Work ◽  
New Knowledge ◽  
Insight Into

Artikkelen presenterer resultater fra en studie om praksislæreres doxa. Gjennom en Mixed Methods-studie gis innsikt i hvordan barnehagelærere (praksislærere) snakker om hvordan, når og hvorfor de observerer. Analyse av praksislæreres italesettelser gir innsikt i diskursive vilkår praksisstudier gir for studenters læring om observasjon. Studien indikerer et brudd mellom barnehagelærerutdanningens mål og undervisning og praksislærernes bruk av og begrunnelser for observasjon. Studien viser at barnehagelærere oppgir samspill barn -barn og språk som hovedfokus i observasjonsarbeidet, mens barns medvirkning ikke oppgis som fokus. Videre viser studien at praksislærere i svært liten grad bruker systematisk og skriftlig observasjon i det daglige arbeidet. De oppgir mangel på tid som årsak til dette. Forfatterne reiser spørsmål om hvorvidt dette også kan skyldes mangel på nyere metodekunnskap.This article presents results from a study of in-service teachers’ doxa; how they talk about use and reasons for observation in kindergarten. The study provides new knowledge about the lack of coherence between kindergarten teacher education and in-service education. Through a Mixed Methods study we gain insight into how in-service teachers explain how, when and why they observe. Analysis provides insight into the discursive conditions for student learning about observation. The study reveals two main topics for in-service teachers’ observations: interplay between children and language development; however they do not include children’s right to influence. Moreover, the study shows that systematic written observations in everyday work seldom is done due to lack of time. The authors raise the question if another reason could be lack of new methodological knowledge.

scholarly journals Gamblers’ Perception of the Playscan Risk Assessment: A Mixed-Methods Study

2021 ◽  
Author(s):  
David Forsström ◽  
Alexander Rozental ◽  
Emma Wiklund ◽  
Per Carlbring ◽  
Philip Lindner
Keyword(s):  
Risk Assessment ◽  
Mixed Methods ◽  
Structural Equation ◽  
Responsible Gambling ◽  
Gambling Behavior ◽  
Mixed Methods Study ◽  
Equation Modeling ◽  
General View ◽  
Insight Into ◽  
Qualitative Analyses

AbstractResponsible gambling (RG) tools are globally widespread; they aim to prevent or decrease the harm caused by gambling. However, existing research suggests that several included features do not decrease gambling or significantly reduce the subsequent harm. Most of the previous studies have used gambling data to understand the changes in gambling behavior. However, the literature lacks research regarding gamblers’ experience and perception of RG tools, which may provide insight into increasing the usage and effectiveness of RG tools. This mixed-methods study aimed to explore gamblers’ perception of their risk assessment in the RG tool Playscan regarding developing harmful gambling problems. Overall, 757 participants rated the perceived accuracy of their risk assessment and their perception of the overall RG tool that conducted the assessment. Participants were also allowed to leave a comment providing feedback, which was analyzed using thematic analysis. Quantitative data was analyzed using logistic regression and structural equation modeling. Qualitative analyses revealed that most of the participants were pleased with the risk assessment and found it helpful. Moderated mediation analysis showed that participants’ assessment agreement partially mediated the association between expressing a negative view and their general view of Playscan. These results highlight the need to decrease the level of disagreement for promoting a better general view of RG tools to potentially increase their usage and effectiveness.

scholarly journals Attitudes and Beliefs of Students and Lecturers about Educational Theories: Results of a Mixed Methods Study

2020 ◽  
Author(s):  
Stefan T. Siegel ◽  
Martin Daumiller
Keyword(s):  
Teacher Education ◽  
Mixed Methods ◽  
Mixed Methods Study ◽  
Attitudes And Beliefs ◽  
Abstract Concepts ◽  
Negative Attitudes ◽  
Educational Theories

Educational theories are central for teacher education. Despite their theoretical relevance, students’ and lecturers’ understandings of educational theories and their theory-related attitudes and beliefs thereof are hardly understood. To elucidate these constructs and to test their relevance, we conducted a mixed methods study with 32 students and 12 lecturers. We found that both groups perceived educational theories as rather abstract concepts. Students reported rather negative attitudes and naïve beliefs. For both populations, we found that attitudes and beliefs were strongly tied to motivational and affective aspects when dealing with educational theories, which stresses their relevance for teaching and teacher education.

scholarly journals Teacher candidates’ and course instructors' perspectives of a mandatory Indigenous Education course in teacher education

2021 ◽  
Vol 30 (1) ◽  
pp. 117
Author(s):  
Melissa Oskineegish ◽  
Paul Berger
Keyword(s):  
Teacher Education ◽  
Mixed Methods ◽  
Teacher Candidates ◽  
Positive Attitude ◽  
Indigenous Education ◽  
Learning Opportunities ◽  
Mixed Methods Study ◽  
Aboriginal Education ◽  
Faculties Of Education ◽  
Education Courses

This mixed methods study examined non-Indigenous teacher candidates’ disposition towards a mandatory Aboriginal Education course in teacher education from teacher candidates’ and course instructors’ perspectives. Results from a pre- and post Likert Scale survey of two sections of an Aboriginal Education course at a small Canadian University indicated that teacher candidates felt more knowledgeable by the end of the course, and maintained a fairly strong interest in, and positive attitude towards, the course. Results from course instructors provided additional and, at times, contradictory information, describing the course as limited and, at best, an introduction to the issues and perspectives within Indigenous education. The results suggest the need for mandatory Indigenous Education courses and for faculties of education and school boards to provide further learning opportunities with Indigenous education content and resources.

Beyond the “Tourist Environmental Bubble”: Encounters with Locals and Destination Experiences of Business Travelers

2019 ◽  
Vol 59 (8) ◽  
pp. 1493-1505 ◽  
Author(s):  
Orit Unger ◽  
Galia Fuchs ◽  
Natan Uriely
Keyword(s):  
Mixed Methods ◽  
Mixed Methods Study ◽  
Subjective Experiences ◽  
Social Contacts ◽  
Business Travelers ◽  
Quantitative Survey ◽  
Host Interactions ◽  
Depth Interviews ◽  
Insight Into

The current study explores the destination experiences of business travelers by focusing on their social contacts with local colleagues. By crossing out of the local “tourist environmental bubble” (TEB), as conceptualized by Erik Cohen, business travelers are expected to experience difficulties associated with the strangeness of the visited destination but to gain an authentic experience in return. Based on in-depth interviews (n = 28) and a quantitative survey (n = 231) of Israeli business travelers, this mixed-methods study confirms that the supposedly inconvenient extra-TEB experience (particularly confronting strangeness) turns out to be rewarding, and the assumed benefits of crossing out of the bubble (mainly experiencing authenticity) are limited. By focusing on business travelers, the current study provides insight into guest–host interactions and the subjective experiences of travelers who cross out the TEB, mainly with respect to the complex and multidimensional sense of authenticity.

The cognitive load of inpatient consults: A convergent parallel mixed methods study using the consult cognitive load instrument.

2021 ◽  
Vol 39 (15_suppl) ◽  
pp. 11027-11027
Author(s):  
Sam Brondfield ◽  
Kewchang Lee ◽  
Patricia O'Sullivan
Keyword(s):  
Mixed Methods ◽  
Cognitive Load ◽  
Interrater Reliability ◽  
Mixed Methods Study ◽  
Deep Insight ◽  
Intrinsic Cognitive Load ◽  
Complex Skill ◽  
Primary Responsibility ◽  
Member Checks ◽  
Insight Into

11027 Background: Consultation is crucial for inpatient care and a primary responsibility of fellows. Understanding the cognitive load associated with the complex skill of consultation would enhance fellow learning. The authors aimed to determine themes describing the fellow experience during consults, align these themes with Consult Cognitive Load (CCL) scores, and identify strategies to manage cognitive load. Methods: The authors studied 16 fellows using mixed methods. Fellows who accepted an invitation completed a consult followed by the CCL, a measure of cognitive load during consults, and an interview. Three authors conducted a thematic analysis. Member checks and triangulation with fellows supported theme trustworthiness. Subsequently, three authors rated the extent and cognitive demand of each theme expressed in each transcript. The authors measured interrater reliability and used Spearman correlation to describe the association of these ratings with CCL scores. The authors examined themes to identify strategies that educators might use. Results: Analysis revealed four themes: “nature and scope,” which conceptually aligned with intrinsic cognitive load (IL); “leveraging resources,” which had elements of both IL and extraneous cognitive load (EL); “extraneous factors,” which aligned with EL; and “drivers,” which aligned with germane cognitive load (GL). Interrater reliability for extent and demand ratings ranged from 0.57 to 0.79. The correlation between “nature and scope” and IL was 0.37, “extraneous factors” and EL 0.71, and “drivers” and GL 0.32. “Leveraging resources” did not correlate with IL (0.06) or EL (-0.09). Potential strategies based on themes included offering level-appropriate assistance to match IL, focusing the fellow’s attention to reduce EL, and providing succinct teaching to promote GL. Conclusions: This study provided deep insight into the fellow consult experience and suggested trustworthy strategies that educators can use to design and guide consult learning. The theme “leveraging resources” merits further exploration.

Business or Pleasure? A Comparison of Migrant and Non-Migrant Uber Drivers in Australia

2021 ◽  
pp. 095001702110347
Author(s):  
Peter James Holtum ◽  
Elnaz Irannezhad ◽  
Greg Marston ◽  
Renuka Mahadevan
Keyword(s):  
Job Satisfaction ◽  
Mixed Methods ◽  
Labour Market ◽  
Working Conditions ◽  
Migrant Workers ◽  
Job Insecurity ◽  
Mixed Methods Study ◽  
Personal Safety ◽  
Job Tenure ◽  
Insight Into

Despite evidence of sub-standard working conditions and low rates of pay, drivers working on the Uber platform report varying levels of job-satisfaction. In order to better understand driver experience most research conducted to date differentiates driver experience by driver investment (time) on the platform. While this approach offers insight into driver motivations, it obfuscates key socio-political aspects of the globalised labour market; namely the precarity of many migrant workers. We present findings from a mixed methods study into migrant and non-migrant drivers on the Uber platform in Queensland, Australia. Specifically, our data illustrates key differences between migrants and non-migrants’ motivations to drive, their dependency on the platform, and their sense of autonomy and agency. Our findings suggest that migrant drivers experience greater levels of job insecurity, specifically around factors of job tenure, agency, and personal safety.

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