Family Socialization and Experiences of Early Childhood Programs in the Rohingya Camps: Study Protocol

Objective of Protocol: The primary objective of this protocol is to record the process of conceptualizing a semi-structured interview protocol, training enumerators on the protocol, collecting data, translating findings into English, and analyzing data in English and Bengali, in a study of family socialization among a stateless and conflict-affected population, Rohingya refugees, in Cox’s Bazar, Bangladesh. Research Questions of Study: (1) What are the socialization goals that mothers have for their children, and how do they perceive these goals in relation to their future or current roles as caregivers? (2) What are parents’ experiences with their children’s participation in Humanitarian Play Labs (education/child care provisions in the camps), and what are their perceptions of how their child’s participation in the programs has influenced their child/family? (3) What were the experiences of parents with their children as they migrated from Myanmar to Bangladesh? Design of Study: The design of the study involved a qualitative grounded theory approach based on an analysis of the participants’ responses to a semi-structured interview protocol. Study population: Participants included a purposive sample of 28 mother/father dyads in the Rohingya camps in Cox’s Bazar.

Cognitive Aspects of Students’ Mathematical Reasoning Habits: A Study on Utilizing Lesson Study and Open Approach

This study aimed to investigate the cognitive aspects of the mathematical reasoning habits of 3rd Grade students by utilizing Lesson Study (LS) and Open Approach (OA) in teaching mathematics. The cognitive aspects of mathematical reasoning habits are a powerful complement to teaching mathematics because they are particularly focused on skills and procedures. However, the major problem with teaching mathematical reasoning is that teachers cannot teach mathematical reasoning habits directly but can set up tasks that encourage reasoning. A total of eight students were purposively selected as they have been taught using OA treatment in the LS process for two years, from 2016 to 2018. Four study instruments were used: lesson plans, activity worksheets, field notes, and an interview protocol. In addition, the National Council of Teachers of Mathematics (NCTM) (2009) framework, consisting of four cognitive aspects of mathematical reasoning habits, namely (i) analyzing a problem; (ii) implementing a strategy; (iii) using connections, and (iv) reflecting on a solution, was employed to determine the cognitive aspects of mathematical reasoning habits. Qualitative results revealed three pieces of evidence to support all four cognitive aspects of mathematical reasoning habits. In conclusion, the results of this study contribute significantly to our recognition of the importance of OA treatment in the LS process while teaching mathematics in improving students’ mathematical reasoning habits.

Experiences of Life and Intersectionality of Transgender Refugees Living in Italy: A Qualitative Approach

Transgender refugees are at risk of experiencing increased minority stress due to experiences of trauma in their country of origin, and the intersection of multiple marginalized identities in their host country. Adopting a transfeminist and decolonial approach, the present study aimed at exploring transgender refugees’ experiences of life and migration. A semi-structured interview protocol was developed, grounded in the perspectives of minority stress and intersectionality. Participants were five transgender refugees (four women and one non-binary) from different cultural/geographic contexts, professing different religions. Using thematic analysis, the researchers identified three themes: pre- and post-migration minority stress and transphobia; religion as a protective factor for gender affirmation; and individuation and the synthesis of social identities. Participants reported traumatic experiences and the inability to openly live out their gender identity in their country of origin as the main push factors to migration. They also reported feelings of isolation and experiences of victimization during interactions with the Italian asylum services, due to a lack of adequate training, racial prejudice, and transphobia. Participants demonstrated positive individuation, linked to gender affirmation treatments and religious protective factors. The interview protocol may be used by social operators to support the claims of transgender asylum seekers, and to clinically assess transgender people with an immigrant background.

Mapping Memories: Do Sketchplans Help Young Adolescents Recall more Information about an Event?

<p>A common practice among forensic interviewers in New Zealand involves asking children to draw a sketchplan of the location of the incident to help them recall and report more information about their experiences (Wolfman, Brown & Jose, 2016). There is no evidence to suggest, however, that this technique is useful when used alongside an exhaustive verbal interview. So, the purpose of the current study was to examine whether sketchplans, when used in conjunction with a forensically relevant interview protocol, help young adolescents recall more information about an event. Sixty-eight 11-13 year-old children viewed a staged magic show and, one month later, were interviewed using the National Institute of Child Health and Human Development Investigative Interview Protocol. Following the interview, children were asked to either: draw a sketchplan, draw generally, or have a break and think about the event, and were then asked to report anything else they could remember. The visual aids (i.e. sketchplans and drawings) did not increase the amount of new information reported relative to the talk-only condition, but did help children maintain accuracy. Sketchplans did, however, help young adolescents recall location-based information about the event. The findings do not support the use of sketchplans as a tool for helping young adolescents recall more information about their experiences when best practice guidelines are followed. Sketchplans may be useful, however, when location details about the incident are required for the investigation.</p>

Mapping Memories: Do Sketchplans Help Young Adolescents Recall more Information about an Event?

<p>A common practice among forensic interviewers in New Zealand involves asking children to draw a sketchplan of the location of the incident to help them recall and report more information about their experiences (Wolfman, Brown & Jose, 2016). There is no evidence to suggest, however, that this technique is useful when used alongside an exhaustive verbal interview. So, the purpose of the current study was to examine whether sketchplans, when used in conjunction with a forensically relevant interview protocol, help young adolescents recall more information about an event. Sixty-eight 11-13 year-old children viewed a staged magic show and, one month later, were interviewed using the National Institute of Child Health and Human Development Investigative Interview Protocol. Following the interview, children were asked to either: draw a sketchplan, draw generally, or have a break and think about the event, and were then asked to report anything else they could remember. The visual aids (i.e. sketchplans and drawings) did not increase the amount of new information reported relative to the talk-only condition, but did help children maintain accuracy. Sketchplans did, however, help young adolescents recall location-based information about the event. The findings do not support the use of sketchplans as a tool for helping young adolescents recall more information about their experiences when best practice guidelines are followed. Sketchplans may be useful, however, when location details about the incident are required for the investigation.</p>

Teacher Beliefs, Knowledge, and Reported Practices Regarding Numeracy Outcomes in the Solomon Islands

<p>The low level of basic numeracy achievement in the Solomon Islands education system is a growing concern to key stakeholders. Apart from monitoring numeracy standards, no attempt has been made to explore how Solomon Islands teachers structure mathematics teaching and learning, or the quality and effectiveness of teaching and learning in schools. It has been widely recognised that teachers' beliefs, knowledge, and practices are major influences in teaching and learning mathematics in classroom situations. Therefore, the purpose of this study is to explore Solomon Islands primary school teachers' beliefs, knowledge, reported practices, and professional learning experiences that enhance numeracy outcomes. The review of literature thus focuses on teacher beliefs about mathematics, its teaching, and learning; teacher pedagogical content knowledge; and professional development. Sixteen mainly urban based primary school teachers were interviewed to explore teachers' beliefs, pedagogical content knowledge, and professional learning experiences. A phenomenological approach to qualitative methodology was adopted to explore the phenomenon. A methodological triangulation of data collection was used involving a Belief Cards exercise and a semi-structured interview protocol. The combination of these methods helped to provide a coherent picture of teacher beliefs, knowledge, and practices. The results were analysed using interpretative phenomenological analysis. The findings of the Belief Cards exercise showed that individual teachers held disparate and inconsistent views and beliefs about mathematics, its teaching, and learning. Although the majority of the teachers agreed with beliefs about the nature of mathematics as problem solving and favoured pupil-centred approaches, when it came to specific beliefs representing pedagogic strategies about teaching and learning of mathematics, teachers held differing views about linking mathematics to real life situations; mathematics as teacher-centred and transmitted, and pupils as passive listeners; and teachers' enthusiasm about doing mathematics. The study also indicates most study teachers displayed a combination of traditional-transmission and contemporary-constructivist beliefs and views about mathematics, its teaching, and its learning. Further findings based on the interview protocol included that almost 50 per cent of the teachers claimed to have insufficient knowledge about mathematical content and theoretical perspectives about learning, inadequate specific mathematics teaching resources, and 75 per cent claimed a lack of ongoing professional development support in mathematics. Some constructivist mathematical practices were reported; however, the teaching described by some teachers tended to reflect the traditional-transmission approach to teaching and learning of mathematics. The overall results showed a disparity between teacher beliefs and practices exists.</p>

Teacher Beliefs, Knowledge, and Reported Practices Regarding Numeracy Outcomes in the Solomon Islands

<p>The low level of basic numeracy achievement in the Solomon Islands education system is a growing concern to key stakeholders. Apart from monitoring numeracy standards, no attempt has been made to explore how Solomon Islands teachers structure mathematics teaching and learning, or the quality and effectiveness of teaching and learning in schools. It has been widely recognised that teachers' beliefs, knowledge, and practices are major influences in teaching and learning mathematics in classroom situations. Therefore, the purpose of this study is to explore Solomon Islands primary school teachers' beliefs, knowledge, reported practices, and professional learning experiences that enhance numeracy outcomes. The review of literature thus focuses on teacher beliefs about mathematics, its teaching, and learning; teacher pedagogical content knowledge; and professional development. Sixteen mainly urban based primary school teachers were interviewed to explore teachers' beliefs, pedagogical content knowledge, and professional learning experiences. A phenomenological approach to qualitative methodology was adopted to explore the phenomenon. A methodological triangulation of data collection was used involving a Belief Cards exercise and a semi-structured interview protocol. The combination of these methods helped to provide a coherent picture of teacher beliefs, knowledge, and practices. The results were analysed using interpretative phenomenological analysis. The findings of the Belief Cards exercise showed that individual teachers held disparate and inconsistent views and beliefs about mathematics, its teaching, and learning. Although the majority of the teachers agreed with beliefs about the nature of mathematics as problem solving and favoured pupil-centred approaches, when it came to specific beliefs representing pedagogic strategies about teaching and learning of mathematics, teachers held differing views about linking mathematics to real life situations; mathematics as teacher-centred and transmitted, and pupils as passive listeners; and teachers' enthusiasm about doing mathematics. The study also indicates most study teachers displayed a combination of traditional-transmission and contemporary-constructivist beliefs and views about mathematics, its teaching, and its learning. Further findings based on the interview protocol included that almost 50 per cent of the teachers claimed to have insufficient knowledge about mathematical content and theoretical perspectives about learning, inadequate specific mathematics teaching resources, and 75 per cent claimed a lack of ongoing professional development support in mathematics. Some constructivist mathematical practices were reported; however, the teaching described by some teachers tended to reflect the traditional-transmission approach to teaching and learning of mathematics. The overall results showed a disparity between teacher beliefs and practices exists.</p>

KESEJAHTERAAN PSIKOLOGI MANGSA BENCANA DI PENEMPATAN SEMULA KOMUNITI MANGSA BENCANA BANJIR

Disasters have had an impact on the psychological well-being of victims for a long period of time. Past research related to the psychological well-being of disaster victims shows the negative and positive psychological well-being experienced by victims even though actions have been taken by certain parties in helping disaster victims. Flooding is a natural disaster that often occurs in Malaysia. Major floods that occurred in 2014 in several states in Malaysia, especially on the east coast, have resulted in certain parties taking action to move disaster victims to new resettlement to avoid repeated tragedies. Thus, the present study was conducted to identify the level of psychological well-being of disaster victims in the relocation area. The study was conducted using a qualitative design where data collection was done through interview methods. A total of 23 informants were interviewed using an interview protocol formed based on previous theories and studies. Data is analyzed using thematic analysis. The results found that stress, sadness and anxiety are elements of negative psychological well-being that informants feel when recalling these events. This negative element is balanced with the positive element of gratitude, acceptance and social support received. This study contributes to the theories of psychological well-being by the addition of acceptance and grateful as a new dimension. The results of this study also contributed to strengthen policies in relation to the importance of intervention from the psychological aspect provided to disaster victims. Keywords: Psychological effects, Natural disaster, Floods, Relocation of flood victims, Qualitative research Abstrak: Bencana mendatangkan kesan terhadap kesejahteraan psikologi mangsa untuk satu tempoh masa yang agak panjang. Penelitian berkaitan kesejahteraan psikologi mangsa bencana menunjukkan kesejahteraan psikologi secara negatif dan positif dialami oleh mangsa meskipun tindakan telah diambil oleh pihak tertentu dalam membantu mangsa bencana. Banjir adalah merupakan bencana alam yang seringkali terjadi di Malaysia. Banjir besar yang dialami pada tahun 2014 di beberapa buah negeri di Malaysia terutama di pantai timur telah mengakibatkan pihak-pihak tertentu mengambil tindakan untuk memindahkan mangsa bencana ke penempatan semula bagi mengelak tragedi ini berulang. Lantaran itu, kajian ini dilakukan bertujuan untuk mengenal pasti tahap kesejahteraan psikologi mangsa bencana di kawasan penempatan semula. Kajian ini dilakukan menggunakan reka bentuk kualitatif iaitu pengumpulan data melalui kaedah temubual. Sejumlah 23 orang informan telah ditemubual menggunakan protokol temubual yang dibentuk berdasarkan teori dan kajian lepas. Data dianalisis menggunakan analisis tematik. Hasil kajian mendapati tekanan, kesedihan dan kebimbangan adalah merupakan elemen kesejahteraan psikologi negatif yang dirasai oleh informan ketika mengenangkan peristiwa berkenaan. Elemen negatif ini diseimbangkan dengan elemen positif iaitu syukur, redha dan sokongan sosial yang diterima. Kajian ini menyumbang kepada teori psikologi iaitu Teori Kesejahteraan Psikologi, Teori Penentuan Diri dan Teori Modal Insan dengan menyumbang kepada penambahan redha dan bersyukur sebagai dimensi baru. Hasil kajian ini turut menyumbang kepada pengukuhan polisi berkaitan dengan kepentingan intervensi dari aspek psikologi diberikan kepada mangsa bencana. Kata kunci: Kesan psikologikal, Bencana alam, Penempatan mangsa banjir, Kajian kualitatif