scholarly journals Language Learning in Outdoor Environments: Perspectives of preschool staff

2015 ◽  
Vol 9 ◽  
Author(s):  
Martina Norling ◽  
Anette Sandberg
Keyword(s):  
Language Learning ◽  
Physical Environment ◽  
Focus Group Interviews ◽  
Verbal Language ◽  
Childhood Education ◽  
Staff Members ◽  
Outdoor Environments ◽  
Group Interviews ◽  
Language Environment ◽  
Preschool Staff

Language environment is highlighted as an important area in the early childhood education sector. The term language environment refers to language-promoting aspects of education, such as preschool staff’s use of verbal language in interacting with the children. There is a lack of research about language learning in outdoor environments; thus children’s language learning is mostly based on the indoor physical environment. The aim of this study is therefore to explore, analyse, and describe how preschool staff perceive language learning in outdoor environments. The data consists of focus-group interviews with 165 preschool staff members, conducted in three cities in Sweden. The study is meaningful, thus results contribute knowledge regarding preschool staffs’ understandings of language learning in outdoor environments and develop insights to help preschool staff stimulate children’s language learning in outdoor environments.

scholarly journals Exploring Military Artefacts in Early Childhood Education: Conflicting Perspectives on Cultural Sustainability, Belonging and Protection

2021 ◽  
Vol 13 (5) ◽  
pp. 2587
Author(s):  
Åsta Birkeland ◽  
Liv Torunn Grindheim
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Local Area ◽  
Positive Interactions ◽  
Focus Group Interviews ◽  
Cultural Sustainability ◽  
Childhood Education ◽  
Group Interviews ◽  
Chinese Kindergarten ◽  
Insight Into

Social and cultural sustainability is outlined as creating surroundings that include and stimulate positive interactions, such as promoting a sense of community and a feeling of belonging to a community, by being safe and attached to the local area. Artefacts chosen in early childhood education (ECE) institutions are integrated parts of the culture in which the ECE institutions are embedded; artefacts, thus, are understood as serving belonging and cultural sustainability. The study examined what insight into cultural sustainability could be surfaced in conflicting perspectives about military artefacts in ECE. Focus group interviews were conducted with Chinese and Norwegian graduate students and ECE researchers, during which photographs of a Chinese kindergarten where military artefacts and toys were highly represented. Conflicting perspectives on military artefacts among the participant surfaced how belonging are closely intertwined with protection and where to belong: locally, nationally or internationally. The skeptical approach to military artefacts is challenged by awareness of different ways to promote national pride and entanglement among generations. The findings indicate a need for more research on conditions for belonging and the normative complexities of artefacts in cultural sustainability.

scholarly journals College Students’ Possible L2 Self Development in an EFL Context during the Transition Year

2015 ◽  
Vol 9 (1) ◽  
pp. 41 ◽  
Author(s):  
Ying Zhan ◽  
Zhi Hong Wan
Keyword(s):  
Language Learning ◽  
Focus Group Interviews ◽  
Efl Context ◽  
Language Learning Motivation ◽  
Self Development ◽  
English Major ◽  
Cyclical Process ◽  
Group Interviews ◽  
Journal Entries ◽  
Academic Year

<p>In the field of second language learning motivation, the studies on process-oriented nature of possible L2 selves are scarce. In order to address this research gap, this study explored how a group of five Chinese non-English-major undergraduates developed their possible L2 selves during the transition year from high school to university. The content analysis of 4 focus group interviews, 202 journal entries, and 50 post-diary interviews show that in the first academic year, the five participants experienced a four-stage cyclical process of developing their possible L2 selves, namely, (a) generating multiple possible L2 selves, (b) selecting a possible L2 self to pursue, (c) realizing the selected possible L2 self, and (d) incorporating the realized possible L2 self into the present self scheme. More specifically, the selected possible L2 self was realized through elaboration of relevant imagination and alignment with a larger community. The study has enriched our understanding of the mechanism of possible L2 self development and shed light on motivating undergraduates to learn English in an EFL context.</p>

What's the Story?: Exploring Parent–Teacher Communication through ePortfolios

2017 ◽  
Vol 42 (4) ◽  
pp. 13-21 ◽  
Author(s):  
Amanda Higgins ◽  
Sue Cherrington
Keyword(s):  
Early Childhood ◽  
Document Analysis ◽  
Electronic Portfolios ◽  
Communication Tool ◽  
Focus Group Interviews ◽  
Teacher Communication ◽  
Childhood Education ◽  
Individual Interviews ◽  
Group Interviews ◽  
Reported Data

ELECTRONIC PORTFOLIOS (ePORTFOLIOS) ARE a relatively new phenomenon in early childhood education (ECE) with minimal existing research available on their use and effectiveness as a learning and communication tool in ECE. This article reports on a study examining the influence of ePortfolios on parent–teacher communication in one early childhood (EC) service. Reported data has been drawn from online surveys, document analysis of ePortfolios, individual interviews and focus group interviews with parents and teachers. Thematic analysis identified two main themes: the benefits and drawbacks of communicating via the ePortfolio, and the types of communication that were evident.

Much changes, much remains the same: Icelandic parents’ perspectives on preschool education

2019 ◽  
Vol 17 (3) ◽  
pp. 220-232
Author(s):  
Johanna Einarsdottir
Keyword(s):  
Cultural Values ◽  
National Curriculum ◽  
Preschool Education ◽  
Focus Group Interviews ◽  
Cultural Discourses ◽  
Childhood Education ◽  
Curriculum Guidelines ◽  
Education And Care ◽  
Group Interviews ◽  
Shed Light

The aim of the study was to shed light on Icelandic parents’ views on their children’s preschool educations and explore if their views have changed over the last decade. In 2005/2006, focus group interviews were conducted with parents of 5- and 6-year-old children in three preschools in Iceland. In 2016, the same preschools were revisited, and now 26 parent participants were interviewed. Several challenges have been facing Icelandic early childhood education and care in the last decade. Iceland is faced with academic pushes and pressures to increase accountability. In addition, society is moving from a homogeneous to a multicultural nature. Therefore, it was of interest to explore if parents’ views had changed over the last decade. However, mostly parents of Icelandic origin were willing to participate. The findings from the present study therefore show the views of dominant Icelandic parents. The views of those parents have not changed much over the last decade, in spite of changes in the societal and educational landscape. They endorsed play as well as social and personal competences. The findings indicate that socio-cultural discourses are influential in shaping the narratives of participating parents. It seems that the parents were expressing ideas proposed by the Icelandic National Curriculum Guidelines for Preschools and their views reflect the dominant cultural values that are presented in the curriculum guidelines. One can assume that these cultural values reflected in the curriculum are stronger than the current neoliberal, global emphasis since the ideas of the participating parents had not changed significantly from the views of parents a decade ago, in spite of an international trend emphasising the academification of preschools and increasing multiculturalism in the country. Hence, the study shows clearly that despite neoliberal pressures, play and child-centred preschools remain a priority for Icelandic parents.

scholarly journals Aspectos quantitativos e qualitativos sobre as barreiras para o uso de bicicleta em adultos de Curitiba, Brasil

2018 ◽  
Vol 20 (1) ◽  
pp. 29-42 ◽  
Author(s):  
Marilson Kienteka ◽  
Edina Maria de Camargo ◽  
Rogério César Fermino ◽  
Rodrigo Siqueira Reis
Keyword(s):  
Comparative Analysis ◽  
Focus Group ◽  
Focus Groups ◽  
Physical Environment ◽  
Heavy Traffic ◽  
Household Survey ◽  
Focus Group Interviews ◽  
Cross Sectional ◽  
Group Interviews ◽  
Bad Weather

The implementation of bicycling promotion programs should consider the barriers to this behavior. The aim of this study was to quantitative and qualitatively characterize barriers to leisure and commuting bicycle use for adults from Curitiba, Brazil. The first phase comprised a cross-sectional household survey involving 677 adults (53% women). Of these, 16.7% and 11.2% reported leisure and commuting bicycle use, respectively. Then, 24 bicycle users (50% women) were recruited and participated in focus group interviews. The content of answers was analyzed with a conceptual matrix. The most reported barriers to leisure bicycle use were “bad weather” (65.5%), “heavy traffic” (53.1%), “lack of bike lanes” (48.7%) and “lack of security “(44.2%). In commuting, the most reported were “bad weather” (69.7%), “heavy traffic”, “lack of safety” and “fear of accidents” (51.3% each). The comparative analysis between barriers reported in the survey and those reported in the focus groups showed a combination of seven of the 11 barriers reported in questionnaires. Some of the barriers identified in the survey were not mentioned in the focus groups (“poor street quality”, “pollution”, “not having a bicycle”, “lack of parking”, “distance to destinations”). The main barriers to bicycle use are related to physical environment and safety aspects, regardless of approach adopted and purpose of use.

scholarly journals LANGUAGE CAMP IN MALAYSIA: ASNAF STUDENTS’ NEEDS AND PERCEPTION

2019 ◽  
Vol 7 (2) ◽  
pp. 287-295
Author(s):  
Nur Yasmin Khairani Binti Zakaria ◽  
Maslawati Mohamad ◽  
Fazilah Idris
Keyword(s):  
Focus Group ◽  
Language Learning ◽  
English Language ◽  
English Language Learning ◽  
Learning Context ◽  
Focus Group Interviews ◽  
Depth Analysis ◽  
Group Interviews ◽  
Addie Model

Purpose of the study: This study aims to identify Asnaf students’ needs in language learning and their perception of the implementation of the language camp module that had been developed by researchers using the ADDIE model Methodology: In-depth analysis of focus group interviews with Asnaf students was conducted, and the data obtained were analysed thematically according to several categories Main Findings and Novelty: The findings of this study revealed that students believed that their anxiety was lowered when they were given the opportunity to cooperate with their friends in a fully immersive and fun English language learning context Applications of this study: The modules and the findings of this study could be used by any English language educators to conduct English language camps especially to Asnaf children who stay in charity homes.

Patient, Family Caregiver, and Nurse Involvement in End-of-Life Discussions During Palliative Chemotherapy: A Phenomenological Hermeneutic Study

2021 ◽  
pp. 107484072110463
Author(s):  
Tine Ikander ◽  
Karin B. Dieperink ◽  
Olfred Hansen ◽  
Mette Raunkiær
Keyword(s):  
End Of Life ◽  
Family Caregivers ◽  
Outpatient Clinic ◽  
Physical Environment ◽  
Time Pressure ◽  
Participant Observation ◽  
Focus Group Interviews ◽  
Lung Cancer Patients ◽  
Instrumental Task ◽  
Group Interviews

The aim of this study was to investigate current nursing practice related to end-of-life discussions with incurable lung cancer patients and their family caregivers from the perspectives of patients, family caregivers, and nurses in an oncology outpatient clinic. This phenomenological hermeneutic study included nine patients, eight family caregivers, and 11 nurses. Data were collected using participant observation, informal and semi-structured individual or joint interviews with patients and family caregivers, and focus group interviews with nurses. A Ricoeur-inspired approach was used to analyze the data. Three themes were identified: (a) content of end-of-life discussions, (b) timing of end-of-life discussions, and (c) challenges in end-of-life discussions. End-of-life discussions were seldom initiated; when they were, it was often too late. Discussions addressed treatment, place of care, practical/economic concerns, and existential matters. The physical environment at the outpatient clinic, lack of continuity, and nurses’ instrumental task workloads and time pressure posed challenges to initiating end-of-life discussions.

scholarly journals An Investigation into the Role of Tablet Devices in Facilitating Collaborative Learning in EFL Language Course

2017 ◽  
Vol 12 (04) ◽  
pp. 39 ◽  
Author(s):  
Haifa Albadry
Keyword(s):  
Collaborative Learning ◽  
Language Learning ◽  
Target Language ◽  
Focus Group Interviews ◽  
Tablet Devices ◽  
Log Files ◽  
Collaborative Interaction ◽  
Group Interviews ◽  
Potential Use

The following paper outlines research concerning the ways in which learners use tablet devices, namely the iPad device, to learn English both in and outside of the classroom and how students’ interdependence and collaborative learning may be fostered by such an approach. The study comprised of 21 Saudi university students at Dammam University, who were provided with the iPad device over a 12-week period. The potential use of the device as a mediating learning tool, in order to develop students’ collaboration and interaction, is discussed with reference to data compiled from students’ learning diaries, focus group interviews, and online log files. The results suggest tablet devices aid learning by providing meaningful opportunities to use the target language in context and encouraging collaborative interaction. The findings also indicate that various types of teacher support, as well as interaction with the teacher and other students, remain necessary alongside tablet-assisted language learning.

scholarly journals Enacting Agency and Valuing Rural Identity by Exploring Local Communities in the English Class

2021 ◽  
Vol 23 (1) ◽  
pp. 125-142
Author(s):  
Lucelly Paredes-Mendez ◽  
Ingrid Alexandra Troncoso-Rodriguez ◽  
Sandra Patricia Lastra-Ramirez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Local Community ◽  
Classroom Practices ◽  
Foreign Language Learning ◽  
Local Communities ◽  
Focus Group Interviews ◽  
Rural Identity ◽  
English Class ◽  
Group Interviews

This article reports on an action research study about the exploration of local communities to enact agency and value rural identity. Thirty-three students from a rural public school in Colombia participated in the study. Our aim was to examine ways in which students enacted agency as a result of participating in local community inquiry to realize the predominant value of their identity as farmers. Data were gathered through a focus group, interviews, students’ artifacts, and teacher journals. Results showed that when communities are linked with classroom practices and foreign language learning, English becomes a vehicle to explore their places, who they are as members of the community, and how to promote decision making to help others.

scholarly journals Status Quo and Innovative Directions for Inpatient Fall Interventions

2020 ◽  
Vol 27 (4) ◽  
pp. 356-365
Author(s):  
Ji Yea Lee ◽  
Juhee Lee ◽  
Yeonsoo Jang ◽  
Eun Chae Kim ◽  
Yong Gu Ji ◽  
...  
Keyword(s):  
Focus Group ◽  
Medical Devices ◽  
Physical Environment ◽  
Status Quo ◽  
University Hospital ◽  
Nursing Interventions ◽  
Focus Group Interviews ◽  
Individual Interviews ◽  
The Status ◽  
Group Interviews

Purpose: The purpose of this study was to explore nurses’ experience of falls, and their perception of the status quo of inpatient fall interventions.Methods: The participants were 28 ward nurses in a university hospital, Seoul, Korea. Five focus group interviews and three individual interviews were conducted. The interviews were analyzed using thematic analysis.Results: The findings from this study suggest that nurses face limitations in providing conventional fall interventions due to patient disease related characteristics, situations in hospital, and medical devices used in the hospital settings. Although nurses adopted their own strategies to prevent falls effectively, they expressed the need for innovative approaches to overcome these limitations.Conclusion: Systematic, technology-based approaches are needed to create a safer physical environment and to improve current nursing interventions to prevent falls.

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