Meeting Students Where They Eat: A Qualitative Study Exploring K-12 Student Experiences of the School Cafeteria

2020 ◽  
Vol 30 (1) ◽  
pp. 101
Author(s):  
Caruso ◽  
Rosenthal
Keyword(s):  
Qualitative Study ◽  
Student Experiences ◽  
K 12 ◽  
School Cafeteria

scholarly journals Understanding Learners' Experiences of Using ePortfolio in a High School Physics Course

2021 ◽  
Author(s):  
Daniel P. Carroll
Keyword(s):  
Learning Strategies ◽  
Self Efficacy ◽  
Self Regulation ◽  
Authentic Assessment ◽  
Personalized Learning ◽  
Student Experiences ◽  
Structured Interviews ◽  
Written Responses ◽  
Available Technology ◽  
K 12

There has been a move toward personalized learning and alternative types of authentic assessment in K-12 education. This shift toward personalized learning and authentic assessment has been partly driven by increases in the available technology that can support those types of changes. This dissertation is a basic qualitative study aimed at understanding the experience of learners in a first-year physics class working with an ePortfolio as the primary method of assessment for that class. The school in which this research took place fully implemented a 1:1 program and has been piloting personalized learning strategies for the past five years. The use of ePortfolios in some physics classes was part of those initiatives. The data used in this study were taken from written responses to reflective prompts in ePortfolios and a series of individual semi-structured interviews. Data were analyzed using a lens of self-efficacy and self-regulation. Result suggest that student experiences with ePortfolios include aspects of the development of academic self-efficacy and self-regulation along with self-reported reduction in academic stress.

scholarly journals Teaching peace by using nonviolent communication for difficult conversations in the college classroom

2021 ◽  
Author(s):  
Sara Koopman ◽  
Laine Seliga
Keyword(s):  
College Students ◽  
Qualitative Study ◽  
Emotional Regulation ◽  
Peace Education ◽  
College Classroom ◽  
Nonviolent Communication ◽  
Difficult Conversations ◽  
Nonviolent Action ◽  
Teaching Peace ◽  
K 12

Having empathy and respect for oneself and others when engaging in difficult dialogue is an essential part of peace education. Gandhi emphasized that involving emotions was more transformative than purely intellectual approaches to education. Nonviolent communication (NVC), as developed by Marshall Rosenberg, is a tool for fostering empathy and building connection across difference. Using NVC for difficult conversations in any college classroom is a way of mainstreaming peace education across the curriculum. Though there is literature on difficult conversations in the college classroom, and on the effectiveness of NVC in general and in K-12 classrooms, there is very little on NVC in college spaces, and none on NVC for difficult conversations. In this primarily qualitative study college students were asked to use NVC to discuss controversial nonviolent actions. We found that even when both professor and students were NVC beginners, students were able to use it to discuss polarizing protests in a class with a diversity of views and needs for respect were overwhelmingly met. NVC was also useful for deepening analysis of the effectiveness of nonviolent actions, and could serve as a tool of emotional regulation for nonviolent action, or a modern day sort of purification for satyagraha.

scholarly journals uOttawa French Immersion Students' Linguistic Identities: The Duality of their Positionings

2018 ◽  
Vol 9 ◽  
pp. 51-75
Author(s):  
Jessica Durepos
Keyword(s):  
Undergraduate Students ◽  
French Immersion ◽  
Student Experiences ◽  
Language And Culture ◽  
Post Secondary ◽  
Immersion Education ◽  
Post Secondary Institution ◽  
Premier Cycle ◽  
Il Y A ◽  
K 12

An important yet still relatively under researched area of research in immersion studies includes post-secondary immersion research and is increasingly warranted in order to better understand the student experiences of these student. The participants of this case study find themselves in a pivotal life moment as they are transitioning from the K-12 immersion education system to a bilingual post-secondary institution. During this transition, the study examines how Régime d'immersion en français students at the University of Ottawa position themselves and are positioned (Davies & Harré, 1990) towards Francophone language and culture. This study reports on the experiences of three first-year undergraduate students of the Régime d'immersion en français in regards to their linguistic identities. Do they consider themselves as Bilingual, Multilingual, Francophone, Francophile, Anglophone, or Other? Moreover, do their Francophone peers legitimize or challenge these self-ascribed positionings? The study exposes the factors which influenced the linguistic positioning of the participants and comments on patterns in the factors which affected their linguistic identity in particular. Résumé Un domaine de recherche important, mais encore relativement sous-étudié pour la recherche en immersion concerne la recherche sur l'immersion universitaire. Encore plus, il y a peu de recherche qui étudie les expériences de ces étudiants en immersion universitaire. Les participants de cette étude de cas se retrouvent dans une période turbulente de leur vie, alors qu'ils passent du système d'enseignement en immersion de la maternelle à la 12e année à un établissement d'enseignement postsecondaire bilingue. Durant cette transition, l'étude examine comment les étudiants du Régime d'immersion en français de l'Université d'Ottawa se positionnent et sont positionnés (Davies et Harré, 1990) vers la langue et la culture francophones. Cette étude met le point de mire sur les expériences d'apprentissage de trois étudiantes de première année du premier cycle du Régime d'immersion en français avec accent particulier sur leur identité linguistique. Se considèrent-elles comme bilingues, multilingues, francophones, francophiles, anglophones ou autres? De plus, leurs pairs francophones légitiment-ils ou contestent-ils ces positionnements autoproclamés? L'étude expose les facteurs qui ont influencé le positionnement linguistique des participantes et explore ces facteurs qui ont particulièrement influencé leurs identités linguistiques.

Student experiences of a return to practice programme: a qualitative study

2021 ◽  
Vol 30 (15) ◽  
pp. 900-908
Author(s):  
Maggie Coates ◽  
Ann Macfadyen
Keyword(s):  
Higher Education ◽  
Clinical Practice ◽  
Qualitative Study ◽  
Thematic Analysis ◽  
Health Professionals ◽  
Student Experiences ◽  
Previous Knowledge ◽  
Allied Health Students ◽  
Professional Registration ◽  
Collection Methods

Background: Nurses, midwives and other health professionals who return to practice come from a range of backgrounds and return for a variety of reasons. Much of the research on return to practice concerns programme provision rather than returnee experience. Aim: This qualitative study focused on the experiences of nursing, midwifery and allied health students undertaking a return to practice programme at a higher education institute. It interpreted the perceptions of the student experience of returning to clinical practice following a lapse in professional registration. Methods: Data collection methods were qualitative and involved focus groups. Findings were analysed using thematic analysis. Findings: Several themes and subthemes emerged from the data, including ‘the importance of returnee identity’ and ‘challenges and barriers’. Findings demonstrated different approaches to and influences on returnees' learning journeys. Conclusion: Previous knowledge, skills and experience were often hidden from view and hard to explain although crucial to returnee success.

COVID-19 Virtual Dilemma

2021 ◽  
pp. 25-45
Author(s):  
Julie J. Williams Mills ◽  
Julie A. Quast ◽  
Melanie Fields
Keyword(s):  
Qualitative Study ◽  
Student Motivation ◽  
Parental Support ◽  
Mathematics Learning ◽  
Technology Access ◽  
Learning By Teaching ◽  
Learning Challenges ◽  
Specific Focus ◽  
School Day ◽  
K 12

This qualitative study explored the parental support of K-12 students with mathematics during the COVID-19 pandemic. A digital, open-ended survey was completed by parents or caregivers to examine the role they played in their student's school day with a specific focus on the challenges and successes of mathematics learning. The survey was administered after six to eight weeks of remote instruction with at least four weeks of remote instruction remaining. Parents supported learning by teaching, facilitating, promoting independence, and providing resources. Parents mentioned several challenges and some successes during at home mathematics learning. Challenges included student motivation, lack of tools, gaps in learning, and technology access. While some parents reported no successes, others mentioned completing work, reviewing and mastering concepts, and building confidence.

Mental Health Leaves of Absence in College and Therapy: A Qualitative Study of Student Experiences

2018 ◽  
Vol 33 (1) ◽  
pp. 38-46
Author(s):  
Anne E. Story ◽  
Elizabeth A. Carpenter-Song ◽  
Stephanie C. Acquilano ◽  
Deborah R. Becker ◽  
Robert E. Drake
Keyword(s):  
Mental Health ◽  
Qualitative Study ◽  
Student Experiences

“Do you have any Idea who you Just Hired?!?” A Study of Open and Closeted Sexual Minority K–12 Administrators

2003 ◽  
Vol 13 (1) ◽  
pp. 86-124 ◽  
Author(s):  
Donald J. Fraynd ◽  
Colleen A. Capper
Keyword(s):  
Qualitative Study ◽  
Sexual Minority ◽  
School Leaders ◽  
Direct Action ◽  
European American ◽  
Sovereign Power ◽  
American School ◽  
Disciplinary Power ◽  
K 12 ◽  
Depth Interviews

In this exploratory, qualitative study, we considered in-depth interviews with two female and two male European American school leaders, one of each gender who were “closeted” in their sexuality and one of each who were “open.” Foucault's sovereign and disciplinary power and normalization conceptually framed the study. Their fear of disclosure resulted in reproducing heteronormative power. At the same time, all four used their sovereign power to take a stand against homophobia in their settings, though the explicitly out principal took much more direct action than the closeted leaders.

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