Clandinin, D Jean; Cave, Marie T; Berendonk, Charlotte
Narrative research, an inclusive term for a range of methodologies, has rapidly become part of medical education scholarship. In this paper we identify narrative inquiry as a particular theoretical and methodological framework within narrative research and outline its characteristics. We briefly summarise how narrative research has been used in studying medical learners' identity making in medical education. We then turn to the uses of narrative inquiry in studying medical learners' professional identity making. With the turn to narrative inquiry, the shift is to thinking with stories instead of about stories. We highlight four challenges in engaging in narrative inquiry in medical education and point toward promising future research and practice possibilities. © 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education.
Narrative inquiry is gaining momentum in the field of nursing. As a research approach it does not have any single heritage of methodology and its practitioners draw upon diverse sources of influence. Central to all narrative inquiry however, is attention to the potential of stories to give meaning to people's lives, and the treatment of data as stories. This is the first of two papers on the topic and addresses the theoretical influences upon a particular narrative inquiry into nursing scholars and scholarship. The second paper, Conducting a narrative analysis, describes the actual narrative analysis as it was conducted in this same study. Together, the papers provide sufficient detail for others wishing to pursue a similar approach to do so, or to develop the ideas and procedures according to their own way of thinking. Within this first theoretical paper, perspectives from Jerome Bruner (1987) and Wade Roof (1993) are outlined. These relate especially to the notion of stories as 'imaginative constructions' and as 'cultural narratives' and as such, highlight the profound importance of stories as being individually and culturally meaningful. As well, perspectives on narrative inquiry from nursing literature are highlighted. Narrative inquiry in this instance lies within the broader context of phenomenology.
Caine, Vera; Estefan, Andrew; Clandinin, D. Jean
In the 25 years since narrative inquiry emerged as a social science research methodology, it has been rapidly taken up in the social sciences. In what is sometimes called a "narrative revolution," researchers with diverse understandings have co-opted the concept of narrative inquiry and used narrative inquiry or narrative research to…
Lisa C. Yamagata-Lynch
Full Text Available The goal of this article is to introduce activity systems as a methodological tool in narrative inquiry to gain a holistic understanding of socially shared experiences from an examination of documents. The research question was how can qualitative researchers use activity systems as a tool for engaging in narrative inquiry of socially shared experiences to uncover new meanings by constructing a story? In this article, we share a sample analysis of our experience relying on documents and media as a form of narrative to begin to understand the socially shared human activity associated with net neutrality and its potential impact on U.S. residents. We end this article with reflections of lessons learned from our activity systems guided story construction process.
Full Text Available With its capacity to unharness the power of narrative to promote meaning-making of lived experience, narrative inquiry is developing as a credible approach to research in several areas in the field of language teaching (Johnson, 2006. This article tells the story of two narrative researchers working in language teacher education who engaged in a collaborative narrative inquiry as both participants and inquirers, in order to learn more about narrative inquiry. The ‘bounded’ nature of their inquiry design provided a feasible way for them to explore their focus of research (i.e. their learning about narrative inquiry, and led them, through an iterative and reflexive process of analysing their narrative data, to formulate what they believe are essential ingredients of principled narrative inquiry work. Four narrative inquiry variables became the scaffolding which enabled them to answer their research questions, and are offered here as a heuristic for teaching practitioners, whether they be teachers, teacher educators or researchers, to guide them in narrative inquiries into their own work.
Full Text Available Narrative journalism is a method to craft stories worth reading about real people. In this article, we explore the ability of that communicative power to produce insights complementary to those obtainable through traditional qualitative and quantitative research methods. With examples from a study of journalistic narrative as patient involvement in professional rehabilitation, interview data transcribed as stories are analyzed for qualities of heterogeneity, sensibility, transparency, and reflexivity. Building on sociological theories of thinking with stories, writing as inquiry, and public journalism as ethnography, we suggest that narrative journalism as a common practice might unfold dimensions of subjective otherness of the self. Aspiring to unite writing in both transparently confrontational and empathetically dialogic ways, the narrative journalistic method holds a potential to expose dynamics of power within the interview.
Application of inquiry in teacher education is gaining momentum. Inquiry is used to build connections with the local community (Nicholas, Baker-Sennett, McClanahan, & Harwood, 2012), student-centered inquiry is used as a curricular model (Oliver et al., 2015), inquiry is used to accentuate......’-module is a 6 week full-time study including a 2 weeks stay at a youth folk high school, where the teacher students are to focus on a self-determined element of the praxis. The students are to study this focus through narrative inquiry based on the North-American tradition within narrative inquiry (Clandinin....... Aarhus; Kbh.: Klim; i samarbejde med Folkehøjskolernes Forening. Salerno, A. S., & Kibler, A. K. (2015). Questions they ask: Considering teacher-inquiry questions posed by pre-service english teachers. Educational Action Research, 23(3), 399-415....
This paper considers how the integral theory model of Nancy Davis and Laurie Callihan might be enacted using a different qualitative methodology, in this case the narrative methodology. The focus of narrative research is shown to be on "what meaning is being made" rather than "what is happening here" (quadrant 2 rather than…
O'Kane, Gabrielle; Pamphilon, Barbara
Despite the usefulness of quantitative research, qualitative research methodologies are equally needed to allow researchers to better understand the important social and environmental factors affecting food choice and eating habits. The present paper contributes insights from narrative inquiry, a well-established qualitative methodology, to a food-related doctoral research study. The connections between food shoppers and the producer, family, friends and others in the food system, between eaters and the earth, and how these connections affect people's meaning-making of food and pathways to food citizenship, were explored in the research. The research used narrative inquiry methodology and focus groups for data collection. Five different food-ways in the Canberra region of Australia were selected for the present research; that is, community gardens, community-supported agriculture, farmers' markets, fresh food markets and supermarkets. Fifty-two people voluntarily attended eight focus groups with four to nine participants in each. From a practical perspective, the present paper offers a guide to the way in which narrative inquiry has been applied to one research project. The paper describes the application of narrative inquiry methodology, revealing the important place of narratives in generating new knowledge. The paper further outlines how phased narrative analysis can lead to a defensible and rigorous interpretive framework grounded in the data generated from people's stories and meaning-making. We argue that individual, social and system change will not be possible without further rigorous qualitative studies to inform and complement the empirical basis of public health nutrition practice.
Barton, Sylvia S
This methodology utilizes narrative analysis and the elicitation of life stories as understood through dimensions of interaction, continuity, and situation. It is congruent with Aboriginal epistemology formulated by oral narratives through representation, connection, storytelling and art. Needed for culturally competent scholarship is an experience of research whereby inquiry into epiphanies, ritual, routines, metaphors and everyday experience creates a process of reflexive thinking for multiple ways of knowing. Based on the sharing of perspectives, narrative inquiry allows for experimentation into creating new forms of knowledge by contextualizing diabetes from the experience of a researcher overlapped with experiences of participants--a reflective practice in itself. The aim of this paper is to present narrative inquiry as a relational methodology and to analyse critically its appropriateness as an innovative research approach for exploring Aboriginal people's experience living with diabetes. Narrative inquiry represents an alternative culture of research for nursing science to generate understanding and explanation of Aboriginal people's 'diabetic self' stories, and to coax open a window for co-constructing a narrative about diabetes as a chronic illness. The ability to adapt a methodology for use in a cultural context, preserve the perspectives of Aboriginal peoples, maintain the holistic nature of social problems, and value co-participation in respectful ways are strengths of an inquiry partial to a responsive and embodied scholarship.
Bignold, Wendy; Su, Feng
This paper explores narratives as an effective means of capturing multiple identities of research participants in complex social environments in education research. In doing so, it explores the role of the narrator in two case studies in two modes of narrative inquiry. Both studies present narratives of young people, focusing on multiple…
Abdallah, Mahmoud Mohammad Sayed
The article suggests that though narrative inquiry as a research methodology entails free conversations and personal stories, yet it should not be totally free and fictional as it has to conform to some recognized standards used for conducting educational research. Hence, a qualitative study conducted by Russ (1999) was explored as an exemplar…
I share a number of experiences of writing as a mode of educational inquiry, with particular reference to narrative experiments inspired by Gilles Deleuze and Félix Guattari's figuration of the rhizome — a process characterised as rhizosemiotic play — and demonstrate the generativity of intertextual readings of selected ...
Ravitch, Sharon M.
Within the ever-developing, intersecting, and overlapping contexts of globalization, top-down policy, mandates, and standardization of public and higher education, many conceptualize and position practitioner research as a powerful stance and a tool of social, communal, and educational transformation, a set of methodological processes that…
Schaafsma, David; Pagnucci, Gian; Wallace, Rob; Stock, Patricia Lambert
Narrative inquiry in English education comes in many shapes and forms--tales of classrooms and communities, didactic argu-stories, postmodern pastiches, open tales with O. Henry endings--but the heart of the enterprise is research in the form of story or, in other words, exploring the world by telling a story about it. In many such tales, all of…
Gilmore, Miranda; Miller, Marianne McInnes
In this study, we told the story of a Kenyan couple, B. and F., who has left Kenya and moved to Southern California. We followed a narrative inquiry framework, using Clandinin and Connelly's (2000) guidelines. We delineated core components of narrative inquiry research, as well as related the journey of B. and F., who have created dual lives in…
Coulter, Cathy A.; Smith, Mary Lee
Narrative research has become part of the landscape of education inquiry, yet its theory and practice are still debated and evolving. This article addresses the construction of narratives using literary elements common to nonfiction and fiction writings. The authors discuss these elements and use four narratives to illustrate them. They address…
Zimmerman, Aaron Samuel; Kim, Jeong-Hee
Narrative inquiry has been a popular methodology in different disciplines for the last few decades. Using stories, narrative inquiry illuminates lived experience, serving as a valuable complement to research methodologies that are rooted in positivist epistemologies. In this article, we present a brief introduction to narrative inquiry including…
Narrative inquiry has a long tradition in qualitative educational research, although it remains a relatively untapped method of investigation in English curriculum and pedagogy studies. This paper presents one experimental narrative approach through the use of song lyrics as a musical method for storying interview data. Working with non-linear and…
Spector-Mersel, Gabriela; Knaifel, Evgeny
Despite the breadth of narrative studies on individuals with severe mental illness, the suitability of narrative inquiry to exploring mental health recovery (MHR) has not been examined. (1) Examining the appropriateness of narrative inquiry to studying MHR; (2) assessing the extent to which narrative studies on MHR conform to the unique features of narrative research, as a distinctive form of qualitative inquiry. Review of empirical, theoretical and methodological literature on recovery and narrative inquiry. Considering the perspectives of recovery and narrative as paradigms, the similarity between their ontology and epistemology is shown, evident in 10 common emphases: meaning, identity, change and development, agency, holism, culture, uniqueness, context, language and giving voice. The resemblance between these "sister" paradigms makes narrative methodology especially fruitful for accessing the experiences of individuals in recovery. Reviewing narrative studies on MHR suggests that, currently, narrative research's uniqueness, centered on the holistic principle, is blurred on the philosophical, methodological and textual levels. Well-established narrative research has major implications for practice and policy in recovery-oriented mental health care. The narrative inquiry paradigm offers a possible path to enhancing the distinctive virtues of this research, realizing its potential in understanding and promoting MHR.
Drawing on narrative inquiry, the present study aims to investigate the trajectory of identity formation of EFL university teachers. Two types of data are collected. One type comes from life histories of Hyland (2014), Nunan (2011) and Widdowson (2009), and the other type comes from semi-structured interviews with three excellent university…
Craig, Cheryl J.; Zou, Yali; Poimbeauf, Rita
This article maps how narrative inquiry--the use of story to study human experience--has been employed as both method and form to capture cross-cultural learning associated with Western doctoral students' travel study to eastern destinations. While others were the first to employ this method in the travel study domain, we are the first to…
Hinojosa, Tamara J.; Carney, JoLynn V.
The authors used narrative inquiry and Anzaldúa's (1999) bordlerlands theory to understand the cultural experiences of 5 Mexican American women in doctoral programs accredited by the Council for Accreditation of Counseling and Related Educational Programs. Results indicated that participants navigated multiple cultural spheres and that the…
The purpose of this qualitative study was to discover how communication professors at four-year private universities help students who exhibit public speaking apprehension (PSA) learn to cope with their anxiety. The research was framed in the narrative inquiry paradigm, interviewing eight college communication professors about their experiences…
This qualitative study takes a narrative approach to inquiring into the lived experiences of linguistically diverse students. As students are often placed into developmental education courses due to factors that point back to their linguistic diversity, scholarly literature demonstrates a need for inquiry that informs both research and practice.…
Martin, Jennifer L.
This study explores the impact of reading "Huckleberry Finn" through the lens of critical race theory for both teacher and students in a racially diverse urban high school environment. The teacher/researcher used narrative inquiry and creative non-fiction to examine student language usage, white privilege (including her own), and student…
Torrissen, Wenche; Stickley, Theo
To identify the potential relationship between participation in theatre and mental health recovery. To give voice to the stories told by participants of Teater Vildenvei, a theatre company that has been part of the rehabilitation programme for mental health service users in Oslo since 1995. Twelve narrative interviews were conducted among participants of Teater Vildenvei, and the data were subject to a narrative analysis process following the philosophy of Paul Ricoeur and the specific methods of thematic, event and relational analysis as identified by Riessman. The narratives are considered in the theoretical light of the mental health recovery framework as identified by Leamy et al. Each participant had experienced a transformation in identity; the sense of belonging within the group was perceived as highly important to their mental health; engagement with the theatre company gives people something meaningful to do, a sense of hope and individuals feel empowered. This narrative inquiry gave opportunity for participants to elaborate on their stories of their engagement with Teater Vildenvei. It is through the richness of the data that the depth of the significance of meaning that people ascribe to their stories demonstrates the potential power of participatory theatre for mental health recovery. Because of its effects, people make life-changing and life-saving claims.
Rutten, N.P.G.; van Joolingen, W.R.; Haverkamp-Hermans, Gerdi G.N.; Bogner, Franz X.; Kretschmer, Thomas; Stracke, Christian M.; Lameras, Petros; Chioccariello, Augusto; Doran, Rosa; Tiemann, Rüdiger; Kastrinogiannis, Timotheos; Maravic, Jasminka; Crotty, Yvonne; Kelly, Claire; Markaki, Vassiliki; Lazoudis, Angelos; Koivula, Jani; Polymatidis, Dimitris
In this study we used a narrative approach to investigate the function that digital, interactive tools can fulfill in inquiry teaching and learning. Such a narrative can be conceived of as 'talking through' a lesson in which a teacher supports inquiry with technology. By subsequently coding these
Gail M. Lindsay
Full Text Available Background: Congruent with the practice development movement, arts-informed narrative inquiry addresses practitioner awareness of self and others within the social context of mental health care. Through our research programme, which explores experience using creative activities and dialogue, we invite nurses to reveal how they shape and are shaped by organisational change. The personhood of the nurse is implicated in the relationship with patients and others. Objectives: Participants and researchers renewed a commitment to enhance person-centred care through self-reflective practice, to make transparent the construction of knowledge and to transform the practice environment from the frontline perspective. Methods: We used arts-informed narrative inquiry processes with our participants in five sessions over eight weeks. Three group sessions were in person and two were completed independently with online resources for guidance. The creative activities preceding group dialogue included: writing stories, metaphor development, collage, walking meditation, mandalas and music-guided art. Findings/results: Arts-informed narrative inquiry illuminates the construction of practitioner knowledge and relationships within a mental health setting. Nurses articulated the autobiographical resonances they bring to relationships with patients and others, illuminating person-centred care. Heightened awareness of how nurses’ agency is connected to their values, other caregivers and organisational policies and practices was evident. The potential for transfer of the creative activities to patient care was discerned. How other disciplines, patients and the organisation could be involved in care delivery innovation was articulated. Implications for practice: • Practitioners demonstrate how arts-informed narrative inquiry can be used to construct knowledge and relationships to support practice development • Practitioners are guided to be more response-able, rather
Lindsay, Gail M; Mior, Silvano A; Côté, Pierre; Carroll, Linda J; Shearer, Heather M
The purpose of this narrative inquiry was to explore the experiences of persons who were injured in traffic collisions and seek their recommendations for the development of clinical practice guideline (CPG) for the management of minor traffic injuries. Patients receiving care for traffic injuries were recruited from 4 clinics in Ontario, Canada resulting in 11 adult participants (5 men, 6 women). Eight were injured while driving cars, 1 was injured on a motorcycle, 2 were pedestrians, and none caused the collision. Using narrative inquiry methodology, initial interviews were audiotaped, and follow-up interviews were held within 2 weeks to extend the story of experience created from the first interview. Narrative plotlines across the 11 stories were identified, and a composite story inclusive of all recommendations was developed by the authors. The research findings and composite narrative were used to inform the CPG Expert Panel in the development of new CPGs. Four recommended directions were identified from the narrative inquiry process and applied. First, terminology that caused stigma was a concern. This resulted in modified language ("injured persons") being adopted by the Expert Panel, and a new nomenclature categorizing layers of injury was identified. Second, participants valued being engaged as partners with health care practitioners. This resulted in inclusion of shared decision-making as a foundational recommendation connecting CPGs and care planning. Third, emotional distress was recognized as a factor in recovery. Therefore, the importance of early detection and the ongoing evaluation of risk factors for delayed recovery were included in all CPGs. Fourth, participants shared that they were unfamiliar with the health care system and insurance industry before their accident. Thus, repeatedly orienting injured persons to the system was advised. A narrative inquiry of 11 patients' experiences with traffic collision and their recommendations for clinical
This article discusses how a performed drama based on a narrative inquiry into the lived experience of women casual academics in Australian universities is understood by an audience. The audience, principally comprised of casual and ongoing academics, described the drama as authentic and personally recognised many of the main scenarios and…
Grant, A; Biley, F C; Leigh-Phippard, H; Walker, H
This paper, part one of a two paper report, describes key aspects of the research context of an ongoing practice development project, conducted on two UK sites. The paper begins with a discussion of the project's origins within a community of people working in the recovery paradigm, including the contributory strand of the first author's recovery and survivor writing. The discussion then turns to three inter-related areas within which the research component sits and which provide it with philosophical, theoretical and conceptual coherence. Each area will be unpacked and its significance explained. This will provide a platform for discussing the focus, methodology and methods of the research, and related assumptions governing both data collection and analysis. The paper concludes with a research commitment to a mental health nursing practice allied to recovery as narrative healing. Links are made to the second paper which describes the context and specifics of a Writing for Recovery project for users, survivors and carers. This shares with, and builds on, the overall project's research context and its assumptions. © 2012 Blackwell Publishing.
Full Text Available The purpose of this article was a narrative inquiry of spiritual intelligence leadership lessons from the Tanakh. Spiritual intelligence skills and traits were discussed which are: Honesty and integrity; Purpose; Kindness and compassion; Humility; Communication; Performance management; Team development; Courage; Justice and fairness and finally Leadership development. The findings were that spiritual intelligence from the Tanakh was a contributor to the winning of many wars and projects by these ancient biblical leaders and acted as a touchstone for lessons today. The article concluded that it is unspoken truism that religiosity and spirituality were important in influencing leaders’ intelligence. A recommendation was given for corporates to adopt intelligent skills from the Bible since even greatest scientists as cited in the article got knowledge from the Tanakh.
Many teacher education programs hire new mentors every year to work with their student teacher population. The literature about teacher mentoring suggests the importance of relevant and ongoing professional development (PD) for teacher mentors at all levels. However, it is much more commonly the case that most teacher mentors volunteer and do not have access to PD. Past research about mentoring provides a descriptive sense of the practices of experienced mentors, especially within a PD context, but little is known about how novice mentors, who are mentoring for the first or the second time, with no prior PD related to mentoring articulate their work as mentors. Using the telling form of narrative inquiry, my study documented how four novice science mentors (NSMs) who had no prior mentoring-related PD articulated the work of mentoring through the stories they told about their past experiences as learners and teachers. The term learner included experiences that the NSMs had before school through K-12 and in their teacher education programs. The experiences as a teacher referred to NSMs' in-service experiences -- teaching, coaching, and mentoring (if any). Each NSM was interviewed once a month for a period of five months. The interviews captured experiences of the NSMs since their childhood to present day experiences as teachers to summarize the experiences that informed their current mentoring practices; to document salient mentoring practices they employed; to identify sources and factors that shaped those practices, and to understand mentoring from mentor teachers' perspectives. Clandinin and Connelly's (2000) three commonplaces (temporality- sociality- place ) framework was used for structuring interview questions and analyzing data. The NSMs employed number of practices discussed in the literature. The study found that the most influential life experiences were upbringing, student teaching, teaching, prior mentoring, and coaching. By taking temporality into
Coulter, Cathy A.
The author responds to comments by Barone (2009), Clandinin and Murphy (2009), and M. W. Smith (2009) on "The Construction Zone: Literary Elements in Narrative Research" (Coulter & M. L. Smith, 2009). She clarifies issues regarding point of view, authorial surplus, narrative coherence, and the relational qualities of narrative research. She…
Preddy, Leslie B.
Discusses the appropriate use of inquiry among students, teachers, and library media specialists. Topics include planning for an inquiry research project; collaboration between the library media specialist and classroom teacher; national goals, standards, and best practices; teacher roles for inquiry; and evaluating inquiry research. (LRW)
This study aimed at modifying a teaching and learning model for a geographic inquiry to enhance both the subject-related skills of geography and so-called twenty-first century skills in middle-school students (14-15 years old). The purpose of this research is to extend our understanding of the user experiences concerning certain tools for learning…
Willie T. Chinyamurindi
Full Text Available Orientation: The role of the career change experience has been investigated in this research. Understanding career change will assist with organisational interventions for the support and retention of employees.Research purpose: The study explores the factors that influence career change amongst a sample of distance learners.Motivation for the study: Distance learning is becoming popular in South Africa as individuals can work and learn simultaneously. Some people use distance learning to facilitate career change.Research design, approach and method: A narrative and storytelling inquiry was used. Data was obtained through unstructured interviews by purposive sampling.Main findings: Sources of career change included personal growth and ambition, and structural changes in relation to current work. The career change experience was found through participants’ stories and narratives to influence individual well-being. Finally, distance learning was favoured as a vehicle for career change for its flexibility and low cost.Practical/managerial implications: Organisations will benefit from an understanding of employee career change experiences as identified in this study. Arising from this, support and retention interventions can be put in place.Contribution/value-add: The research study shifts attention to career change as part of the career decision-making process. This focus is an emerging area of inquiry in the careers literature. This adds to the body of knowledge by identifying, in a South African context, the factors influencing career change and the impact of this on the individual. Interventions for individuals and organisations are suggested.
Musanti, Sandra I.
The study explores English as a second language (ESL) and bilingual teachers' narratives within a learning community as they collectively engage in reflecting on practices to more effectively support English learners. This longitudinal qualitative study integrates narrative inquiry approach and critical incident methodology. Participants were…
Willie T. Chinyamurindi
Research purpose: The study explores the factors that influence career change amongst a sample of distance learners. Motivation for the study: Distance learning is becoming popular in South Africa as individuals can work and learn simultaneously. Some people use distance learning to facilitate career change. Research design, approach and method: A narrative and storytelling inquiry was used. Data was obtained through unstructured interviews by purposive sampling. Main findings: Sources of career change included personal growth and ambition, and structural changes in relation to current work. The career change experience was found through participants’ stories and narratives to influence individual well-being. Finally, distance learning was favoured as a vehicle for career change for its flexibility and low cost. Practical/managerial implications: Organisations will benefit from an understanding of employee career change experiences as identified in this study. Arising from this, support and retention interventions can be put in place. Contribution/value-add: The research study shifts attention to career change as part of the career decision-making process. This focus is an emerging area of inquiry in the careers literature. This adds to the body of knowledge by identifying, in a South African context, the factors influencing career change and the impact of this on the individual. Interventions for individuals and organisations are suggested.
Full Text Available In this article, the author explains how and why one particular qualitative research approach, the naturalistic inquiry paradigm, was implemented in an e-learning research study that investigated the use of the World Wide Web technology in higher education. A framework is presented that situates the research study within the qualitative research literature. The author then justifies how the study was compliant with naturalistic inquiry and concludes by presenting a model for judging the quality of such research. The purpose of this article is to provide an example of how naturalistic inquiry can be implemented in e-learning research that can serve as a guide for researchers undertaking this form of qualitative inquiry. As such, the focus of the article is to illustrate how methodological issues pertaining to naturalistic inquiry were addressed and justified to represent a rigorous research approach rather than presenting the results of the research study.
Nolan, Samantha; Hendricks, Joyce; Williamson, Moira; Ferguson, Sally
This article presents a discussion highlighting the relevance and strengths of using narrative inquiry to explore experiences of social networking site (SNS) use by adolescent mothers. Narrative inquiry as a method reveals truths about holistic human experience. Knowledge gleaned from personal narratives informs nursing knowledge and clinical practice. This approach gives voice to adolescent mothers in relation to their experiences with SNS as a means of providing social support. Discussion paper. This paper draws and reflects on the author's experiences using narrative inquiry and is supported by literature and theory. The following databases were searched: CINAHL, Cochrane Library, Medline, Scopus, ERIC, ProQuest, PsychINFO, Web of Science and Health Collection (Informit). Key terms and Boolean search operators were used to broaden the search criteria. Search terms included: adolescent mother, teenage mother, "social networking sites", online, social media, Facebook, social support, social capital and information. Dates for the search were limited to January 1995-June 2017. Narrative research inherently values the individual "story" of experience. This approach facilitates rapport building and methodological flexibility with an often difficult to engage sample group, adolescents. Narrative inquiry reveals a deep level of insight into social networking site use by adolescent mothers. The flexibility afforded by use of a narrative approach allows for fluidity and reflexivity in the research process. © 2017 John Wiley & Sons Ltd.
Full Text Available This study aimed to elevate the experiences and voices of teachers who led the STEM informal education program summer series: National Federation of the Blind Engineering Quotient (NFB EQ. Through its integration with science, technology, engineering, and math (STEM, NFB EQ opened opportunities from 2013–2016 in Baltimore, Maryland, for 60 blind students (Grades 9–12 to learn about engineering. The purpose of this narrative inquiry study was to understand how teachers foster interest towards STEM among blind students. The participants were two sighted teachers, one blind teacher, one sighted teacher–researcher, and one sighted researcher participant. We collected data in the form of field notes, semi-structured interviews, personal narratives, collective narratives, a focus group discussion, and teaching artifacts. We engaged in conversation analysis and used MAXQDA 12 software for data analysis. Guided by the principles of community of practices and universal design for learning, our results identified the importance of teacher awareness and positionalities in guiding blind students’ inclusion and identity in the STEM classroom. Findings also suggest teachers are in a unique position to allow or prevent inclusive opportunities from occurring in their classrooms.
Avdi, Evrinomy; Georgaca, Eugenie
This paper is a review of studies which utilise the notion of narrative to analyse psychotherapy. Its purpose is to systematically present this diverse field of research, to highlight common themes and divergences between different strands and to further the development and integration of narrative research in psychotherapy. The paper reviews studies which employ an applied textual analysis of narratives produced in the context of psychotherapy. Criteria for inclusion of studies are, firstly, the analysis of therapeutic and therapy-related texts and, secondly, the adoption of a narrative psychological perspective. The studies were examined on the basis of the notion of narrative they employ and the aspects of client narratives they focus on, and were grouped accordingly in the review. The majority of the studies reviewed assume a constructivist approach to narrative, adopt a representational view of language, focus primarily on client micro-narratives and relate to cognitive-constructivist and process-experiential psychotherapeutic approaches. A smaller group of studies assume a social constructionist approach to narrative and a functional view of language, focus on micro-narratives, highlight the interactional and wider social aspects of narrative and relate to postmodern trends in psychotherapy. The range of conceptualisations of narrative in the studies reviewed, from a representational psychological view to a constructionist social view, reflects tensions within narrative psychology itself. Moreover, two trends can be discerned in the field reviewed, narrative analysis of therapy, which draws from narrative theory and utilises the analytic approaches of narrative research to study psychotherapy, and analyses of narrative in therapy, which study client narratives using non-narrative qualitative methods. Finally, the paper highlights the need for integration of this diverse field of research and urges for the development of narrative studies of psychotherapy
Full Text Available This study aims to re-story the provision of the context-model-based instruction in teaching EFL writing, focusing especially on students’ development of the context model and learning to guide EFL writing with the context model. The research data have been collected from the audio recordings of the classroom instruction, the teacher-researcher’s memos, and the students’ reflections on their learning experience in the study. The findings that have resulted from this narrative inquiry show (1 the context-model-based instruction has helped students develop their context model; (2 students could learn to configure the four elements of the context model (i.e. “the purpose of communication, the subject matter, the relationship with the reader and the normal pattern of presentation”; and (3 students could learn to be mindful to proactively apply the context model in the process of EFL writing to manage the situated, dynamic and intercultural issues involved.
The problem was that Hispanic English Second Language (ESL) students enrolled in the ESL program had consistently failed the California High School Exit Examination (CASHEE) in greater numbers than their cohorts. The purpose of this qualitative narrative inquiry was to explore the life stories of Hispanic ESL students in identifying the factors…
The problem addressed in the qualitative narrative inquiry is the perceived level of adjunct faculty job satisfaction. The general problem is the inconclusive and contradictory information on job satisfaction for adjuncts nationwide. The specific problem is poor job satisfaction for adjunct faculty in California where adjuncts are 48% of the…
This article attends to rural school leadership in two South African schools through the lens of the concepts of relational leadership and emotional labour. The inquiry draws on five years of guided conversations and observations that speak to leadership experiences of hope and anticipation as well as despair and disillusionment. I worked with one…
Full Text Available This paper is my endeavour to shorten the gap between the realities in my own teaching practices and those practices presented in books and research reports as effective English teaching. In this paper, through narrative inquiry method of writing, I will refer to my experiences to show my way of knowing as well as my way of writing the specific contexts of my teaching of English. Here and then, I may show my subjectivity upon certain issues in the English teaching-learning process but I do this to enable myself go deeper to my personal values. Nonetheless, for the betterment of my classroom practices specifically and the teaching of English for Islamic studies in Indonesia, in general, my inquiry on my own professional practices and the insights on how I should see and make some changes in my teaching as specified by the AAA perspective discussed in details will become a very good start.
Ellinger, Andrea D.; McWhorter, Rochell
This article introduces the concept of qualitative case study research as empirical inquiry. It defines and distinguishes what a case study is, the purposes, intentions, and types of case studies. It then describes how to determine if a qualitative case study is the preferred approach for conducting research. It overviews the essential steps in…
Full Text Available The article explores undergraduate students' experiences of developing mindful agency as a positive learning disposition, their perceived change as a learner, and the possible impact of mindful agency coaching on students' learning and personal growth, using a narrative research method. Seventy Chinese undergraduate students generated personal reflective journals and eight participants' journals were selected to enter into the narrative-oriented inquiry. Our analysis revealed a number of primary themes based on which we produced a meta-story. The supplements of the story were exacted for further critical cross-case discussion. The finding indicated that the multifaceted development of mindful agency involved learning methods, emotional regulation, strategic thinking, and awareness of planning, openness to experience, self-acceptance and self-esteem, and learning engagement, with enhanced sense of personal awareness and awakening. The coaching was supportive for students to foster positive self-identities and become more reflective, mindful, and self-determined.
Wang, Qing; Law, Ho Chung; Li, Yan; Xu, Zhanfei; Pang, Weiguo
The article explores undergraduate students' experiences of developing mindful agency as a positive learning disposition, their perceived change as a learner, and the possible impact of mindful agency coaching on students' learning and personal growth, using a narrative research method. Seventy Chinese undergraduate students generated personal reflective journals and eight participants' journals were selected to enter into the narrative-oriented inquiry. Our analysis revealed a number of primary themes based on which we produced a meta-story. The supplements of the story were exacted for further critical cross-case discussion. The finding indicated that the multifaceted development of mindful agency involved learning methods, emotional regulation, strategic thinking, and awareness of planning, openness to experience, self-acceptance and self-esteem, and learning engagement, with enhanced sense of personal awareness and awakening. The coaching was supportive for students to foster positive self-identities and become more reflective, mindful, and self-determined.
Creswell, John W.
This new version explores the philosophical underpinnings, history, and key elements of each of five qualitative inquiry approaches: narrative research, phenomenology, grounded theory, ethnography, and case study. Using an accessible and engaging writing style, the author compares theoretical frameworks, ways to employ standards of quality, and…
George, Serena D.; O'Neill, Linda K.
This research explored the experiences of 8 street-involved youth (4 male, 4 female) between the ages of 20 and 27 living in north-central British Columbia. The analysis was carried out in 3 phases based on the narrative approach developed by Lieblich, Tuval-Mashiach, and Zilber (1998). The narratives represented the holistic experiences of the…
Full Text Available Background: Nursing is often referred to as an art and a science. Consistent with the literature, art is subjective, encouraging imagination and creative self-expression. Stories told through artistic illustrations over time access deeper meanings that nurses may hold about their identity as caregivers, as well as their professional and therapeutic relationships. Thus, by engaging in creative self-expression, nurses have the opportunity to expand their reflective practice. Objective: To explore nurses’ experiences of creating their own individual art pieces and artistic instruments, and so to learn what meaning these creations hold for their nursing practice and their identity as caregivers. Method and data collection: In this arts-informed narrative inquiry, two participants engaged in a narrative interview and in an adaptation of Schwind’s narrative reflective process (2014. Specifically, participants were invited to tell stories of their nursing practice and then to choose and draw a metaphor that best represents them as caregivers. Participants’ stories were reconstructed and analysed using the three narrative inquiry commonplaces (temporality, sociality and place, and examined through the theoretical lens of Carper’s patterns of knowing (1978a, 1978b. Findings and discussion: The study revealed six narrative threads: empathy; quality of life; communication; power imbalances; personal development; and professional development, highlighting the importance of person-centred care, and the value of reflective practice. Implications for practice: •\tEducation – the use of arts in education encourages diverse ways of teaching and learning, including relationship building and development of critical thinking skills •\tPractice – engaging in artistic self-expression links theory to practice, revealing how nurses co-construct their identity and knowledge. The use of arts also supports reflective practice for the purpose of personal
Law, Bernice Yee-Shui; Chan, Engle Angela
To explore the process of learning to speak up in practice among newly graduated registered nurses. Speaking up is an important aspect of communication to ensure patient safety within a healthcare team. However, nurses have reported being hesitant about speaking up or being unable to be heard, despite adopting various safety tools. A power differential could be a factor in their hesitation to speak up. While a large number of new graduates are employed in the lower rungs of the hospital hierarchy to resolve local and global nursing shortages, the process of their learning to speak up remains under-explored. The narrative concept of experience is addressed through the three-dimensional space of a narrative inquiry. Eighteen new graduates were recruited. Stories of experiences of speaking up emerged naturally during repeated unstructured interviews and ongoing email conversations with three participants. The complex process of learning to speak up is schematically represented. Three interrelated narrative threads were identified: (1) learning to speak up requires more than one-off training and safety tools, (2) mentoring speaking up in the midst of educative and miseducative experiences and (3) making public spaces safe for telling secret stories. Speaking up requires ongoing mentoring to see new possibilities for sustaining professional identities in the midst of miseducative experiences under the potential shaping of the Chinese culture and generational differences. Appreciative inquiry might be a new approach that can be used to promote positive cultural changes to encourage newly graduated registered nurses to learn to speak up to ensure patient safety. Cultivating a safe and open culture of communication and mentoring new graduates to speak up will benefit patient safety now and in the future by helping to retain committed patient advocates who could mentor future generations. © 2015 John Wiley & Sons Ltd.
Chan, Engle Angela; Cheung, Kin; Mok, Esther; Cheung, Sharon; Tong, Edmond
Abundant studies have investigated how health concepts held by individuals shape and are shaped by psychosocial and cultural factors, though many were limited to the conceptual level. The meaning and significance of health behaviours are better understood as an expression of something occurring over time. This narrative study explores how Hong Kong Chinese adults understand the meaning of health and the ways by which they construct and express these meanings in their lives. Additionally, by recognizing the central features of temporality, personal-social interactions within a place/culture in narrative thinking, this narrative inquiry may help health-care professionals to revisit the meaning of health promotion within the context of an individual's life situation. Five participants were recruited for the study. Data were collected through a series of audio-taped unstructured interviews and conversations with each participant. Findings underscore several features of participants' concepts and expressions of health: the significance of Confucian teachings on roles and responsibilities, Eastern view of self, Western biomedical orientation, and Hong Kong's unique work culture. Their responses not only express the attitudes and behaviours of individuals, but also the ways they engage in their constructed identity. Participants' concepts of health evolved over time according to the personal meanings attached to them at various life stages. While participants recognized the interconnectedness of the mind and body, the physical foci of traditional Western medicine remained salient in their health stories. Furthermore, there is a clear delineation of personal management of the psychological health and professional management of physical health.
The purpose of this study is to assess issues that arise in the context of epistemological claims in narrative educational research by means of narrative analysis and epistemological evaluation. The research questions which guided the study were: 1) To what extent is epistemology considered by narrative educational researchers?; 2) What issues do…
Margus Pedaste; Leo Siiman; Bregje de Vries; Mirjam Burget; Tomi Jaakkola; Emanuele Bardone; Meelis Brikker; Mario Mäeots; Marianne Lind; Koen Veermans
Ark of Inquiry is a learning platform that uses a computer-based inquiry learning approach to raise youth awareness to Responsible Research and Innovation (RRI). It is developed in the context of a large-scale European project (http://www.arkofinquiry.eu) and provides young European citizens
Tan, Eloise; Lefebvre, Haidee Smith
Through a qualitative approach of narrative inquiry, this paper examines how Quebec's distinct society identity interacted with objectives of a Multicultural Education course in Montreal. The authors, one of whom was a teaching assistant in the course and the other a student in the course, interviewed seven students and the professor. The…
Some types of first-person narrations of mental processes that constitute phenomenological accounts and texts, such as internal monolog statements, epitomize the best expressions and representations of human consciousness available and therefore may be used to model phenomenological streams of consciousness. The type of autonomous monolog in which an author or narrator declares actual mental processes in a think aloud manner seems particularly suitable for modeling streams of consciousness. A narrative method to extract and depict conscious processes, operations, contents, and states from an acceptable phenomenological text would require three subsequent steps: operational criteria for producing and/or selecting a phenomenological text, a system for detecting text items that are indicative of conscious contents and processes, and a procedure for representing such items in formal dynamic system devices such as Petri nets. The requirements and restrictions of each of these steps are presented, analyzed, and applied to phenomenological texts in the following manner: (1) the relevance of introspective language and narrative analyses to consciousness research and the idea that specific narratives are of paramount interest for such investigation is justified; (2) some of the obstacles and constraints to attain plausible consciousness inferences from narrative texts and the methodological requirements to extract and depict items relevant to consciousness contents and operations from a suitable phenomenological text are examined; (3) a preliminary exercise of the proposed method is used to analyze and chart a classical interior monolog excerpted from James Joyce’s Ulysses, a masterpiece of the stream-of-consciousness literary technique and, finally, (4) an inter-subjective evaluation for inter-observer agreement of mental attributions of another phenomenological text (an excerpt from the Intimate Journal of Miguel de Unamuno) is presented using some mathematical tools
Full Text Available Some types of first person narrations of mental processes that constitute phenomenological parliaments and texts, such as internal monologue statements, epitomize the best expressions and representations of human consciousness available and therefore may be used to model phenomenological streams of consciousness. The type of autonomous monologue in which an author or narrator declares actual mental processes in a think aloud manner seems particularly suitable for modeling streams of consciousness. A narrative method to extract and depict conscious processes, operations, contents, and states from an acceptable phenomenological text would require three subsequent steps: operational criteria for producing and/or selecting a phenomenological text, a system for detecting text items that are indicative of conscious contents and processes, and a procedure for representing such items in formal dynamic system devices such as Petri nets. The requirements and restrictions of each of these steps are presented, analyzed, and applied to phenomenological texts in the following manner: (1 The relevance of introspective language and narrative analyses to consciousness research and the idea that specific narratives are of paramount interest for such investigation is justified; (2 Some of the obstacles and constraints to attain plausible consciousness inferences from narrative texts and the methodological requirements to extract and depict items relevant to consciousness contents and operations from a suitable phenomenological text are examined; (3 A preliminary exercise of the proposed method is used to analyze and chart a classical interior monologue excerpted from James Joyce’s Ulysses, a masterpiece of the stream-of-consciousness literary technique and, finally, an inter-subjective evaluation for inter-observer agreement of mental attributions of another phenomenological text (an excerpt from the Intimate Journal of Miguel de Unamuno is presented using some
Some types of first-person narrations of mental processes that constitute phenomenological accounts and texts, such as internal monolog statements, epitomize the best expressions and representations of human consciousness available and therefore may be used to model phenomenological streams of consciousness. The type of autonomous monolog in which an author or narrator declares actual mental processes in a think aloud manner seems particularly suitable for modeling streams of consciousness. A narrative method to extract and depict conscious processes, operations, contents, and states from an acceptable phenomenological text would require three subsequent steps: operational criteria for producing and/or selecting a phenomenological text, a system for detecting text items that are indicative of conscious contents and processes, and a procedure for representing such items in formal dynamic system devices such as Petri nets. The requirements and restrictions of each of these steps are presented, analyzed, and applied to phenomenological texts in the following manner: (1) the relevance of introspective language and narrative analyses to consciousness research and the idea that specific narratives are of paramount interest for such investigation is justified; (2) some of the obstacles and constraints to attain plausible consciousness inferences from narrative texts and the methodological requirements to extract and depict items relevant to consciousness contents and operations from a suitable phenomenological text are examined; (3) a preliminary exercise of the proposed method is used to analyze and chart a classical interior monolog excerpted from James Joyce's Ulysses, a masterpiece of the stream-of-consciousness literary technique and, finally, (4) an inter-subjective evaluation for inter-observer agreement of mental attributions of another phenomenological text (an excerpt from the Intimate Journal of Miguel de Unamuno) is presented using some mathematical tools.
Narratives are being increasingly used in nursing and action research. In this participatory action research study, nurse leaders of an acute care of the older person unit collectively, critically and creatively reflected on lived experiences in order to explore the concept of person-centred leadership within their own practice. This paper…
Gordon, Lisi J; Rees, Charlotte E; Ker, Jean S; Cleland, Jennifer
Objectives To explore medical trainees’ experiences of leadership and followership in the interprofessional healthcare workplace. Design A qualitative approach using narrative interviewing techniques in 11 group and 19 individual interviews with UK medical trainees. Setting Multisite study across four UK health boards. Participants Through maximum variation sampling, 65 medical trainees were recruited from a range of specialties and at various stages of training. Participants shared stories about their experiences of leadership and followership in the healthcare workplace. Methods Data were analysed using thematic and narrative analysis. Results We identified 171 personal incident narratives about leadership and followership. Participants most often narrated experiences from the position of follower. Their narratives illustrated many factors that facilitate or inhibit developing leadership identities; that traditional medical and interprofessional hierarchies persist within the healthcare workplace; and that wider healthcare systems can act as barriers to distributed leadership practices. Conclusions This paper provides new understandings of the multiple ways in which leadership and followership is experienced in the healthcare workplace and sets out recommendations for future leadership educational practices and research. PMID:26628525
Hasanah, N.; Prasetyo, A. P. B.; Rudyatmi, E.
Inquiry-based instruction in biology has been the focus of educational research conducted by Unnes biology department students in collaboration with their university supervisors. This study aimed to describe the methodological aspects, inquiry teaching methods critically, and to analyse the results claims, of the selected four student research reports, grounded in inquiry, based on the database of Unnes biology department 2014. Four experimental quantitative research of 16 were selected as research objects by purposive sampling technique. Data collected through documentation study was qualitatively analysed regarding methods used, quality of inquiry syntax, and finding claims. Findings showed that the student research was still the lack of relevant aspects of research methodology, namely in appropriate sampling procedures, limited validity tests of all research instruments, and the limited parametric statistic (t-test) not supported previously by data normality tests. Their consistent inquiry syntax supported the four mini-thesis claims that inquiry-based teaching influenced their dependent variables significantly. In other words, the findings indicated that positive claims of the research results were not fully supported by good research methods, and well-defined inquiry procedures implementation.
Full Text Available Currently, biographical-narrative inquiry has its identity within qualitative research, and it merits attention. This article reviews and describes the biographical-narrative research origin, development and variants in the social sciences of Iberoamerican countries. It offers a broad overview of this field of investigation, defining the main areas of narrative and (autobiographical inquiry. In this context, it is opted to do a synchronic and a diachronic approach to the current situation. It is based on development and experienced training in this field: 1 It offers a biographical-narrative research characterization about diverse and heterogeneous modalities, methodological variants, forms and dimensions 2 It highlights the roots and the reasons for the current relevance of this approach in social research in the Iberoamerican setting. 3 It describes the main questions and the approach progression, adopting a prospective point of view. 4 It describes the most relevant orientations, the most noteworthy instruments and the key characteristics that must be present in this type of investigation. URN: urn:nbn:de:0114-fqs0604125
Gordon, Lisi J.; Rees, Charlotte E.; Ker, Jean S.; Cleland, Jennifer
This research was part of LJG’s PhD research which was generously funded by NHS Education for Scotland through SMERC. OBJECTIVES: To explore medical trainees' experiences of leadership and followership in the interprofessional healthcare workplace. DESIGN: A qualitative approach using narrative interviewing techniques in 11 group and 19 individual interviews with UK medical trainees. SETTING: Multisite study across four UK health boards. PARTICIPANTS: Through maximum variation sampling, 65...
Gunn, Wendy; Buch Løgstrup, Louise
of practice. They do so by combining participant observation, anthropology methodology and design anthropology research inquiry engaging with practice based explorations to understand if methods and methodologies, understood as being central to anthropological inquiry, can be taught to interaction design...... engineering students studying in an engineering faculty and engineers working in an energy company. They ask how do you generate anthropological capacities with interaction design engineering students engaged in engineering design processes and employees of an energy company setting out to reframe...... their relation with the private end user? What kind of ways can engaging within collaborative processes of designing offer opportunities for both designing and anthropological research inquiry simultaneously?...
Marlo Goldstein Hode
Full Text Available This paper explores the complexities, issues, and challenges of neurologically mixed romantic relationships; specifically focusing on relationships in which one partner is diagnosed with Asperger’s syndrome. Using a narrative approach to data drawn from online discussion boards, blogs, autobiographies, and research articles, the findings are presented in the form of a narrative reconstruction. Reconstructing data into a fictional, non-traceable format is a fruitful method of attending to the ethical and privacy issues inherent in online research. Starting with a discussion of autism and Asperger’s communication and traits, identity politics, and online community building, this article articulates some of the ways that neurological differences result in real differences in emotional needs, sensory perceptions, and ways of thinking and communicating in romantic relationships.
Smit, Marion; Rendtorff, Jacob Dahl
Narrative research is an appropriate method for studying the constructs and sensemaking of moral courage. Moral courage or speaking up by professionals is needed for maintaining ethical checks and balances in organizations. Personal narratives give the researcher and the researched increased
Muylaert, Camila Junqueira; Sarubbi, Vicente; Gallo, Paulo Rogério; Neto, Modesto Leite Rolim
Objetives This methodological study explain and emphasize the extent and fertility of the narrative interview in qualitative research. Methods To describe the narrative method within the qualitative research. Results The qualitative research method is characterized by addressing issues related to the singularities of the field and individuals investigated, being the narrative interviews a powerful method for use by researchers who aggregate it. They allow the deepening of research, the combination of life stories with socio-historical contexts, making the understanding of the senses that produce changes in the beliefs and values that motivate and justify the actions of possible informants. Conclusion The use of narrative is an advantageous investigative resource in qualitative research, in which the narrative is a traditional form of communication whose purpose is to serve content from which the subjective experiences can be transmitted.
Bautista Garcia-Vera, Antonio
We present data collected from the research project funded by the Ministry of Education and Science of Spain entitled "Audiovisual Narratives and Intercultural Relations in Education." One of the aims of the research was to determine the nature of thought processes occurring during audiovisual narratives. We studied the possibility of…
This paper considers how the school science curriculum can be conceptualised in order to address the contingent and complex nature of environmental and sustainability-related knowledge and understanding. A special concern lies in the development of research perspectives and tools for investigating ways, in which teachers are faced with complex and various situations in the sense-making of science-related issues, and subsequent pedagogic issues. Based on an empirical examination of Korean teachers' sense-making of their curricular practice, the paper develops a narrative approach to teachers' perspectives and knowledge by considering the value of stories as sense-making tools for reflective questioning of what is worth teaching, how and why. By employing the idea of 'repertoire', the study regards teachers' stories about their environment-related personal and teaching experiences as offering angles with which to understand teachers' motivation and reflection in curricular development and implementation. Furthermore, three empirical cases present ways in which the nature of knowledge and understanding is recognised and potentially integrated into pedagogies through teachers' narratives. Finally, the paper argues for the need to reconsider the role of the science teacher in addressing environmental and sustainability-related issues, in ways that facilitate teachers' reflexive interpretation of meanings in cultural texts and the construction of pedagogic text.
Evelyn Asamoah Ampofo
Full Text Available There is a general notion among Ghanaian women that the labour is a painful process that must be endured. Regardless of this notion, labour pain experience overwhelms most women. The aim of this study was to inquire into women’s perceptions and experience of labour pain and how women cope with pain. Using the narrative inquiry methodology, five low risk pregnant Ghanaian women; two nulliparous and three multiparas were purposefully selected. Tape-recorded conversations, writing of field notes and journals were used as the main source of data collection before delivery and within one week after delivery. The women’s perception of pain before and after delivery was used to construct narrative accounts from which the findings of the study were generated. To ensure credibility of each narrative account, the interim narrative accounts constructed by the researcher were sent to the women to read and respond to. The findings revealed that before the labour experience, women perceived labour as a painful experience expected to be endured. Antenatal education on labour pain management was inadequate. Additionally use of pain relief methods was lacking although women expressed need for pain relief. Furthermore the findings revealed inadequate physical and emotional support for women in labour to help cope with labour pain. In conclusion the researcher recommends that midwives in consultation with clients adopt a more active method of assessing labour pain. Also antenatal education on pain relief options must be provided. A more conscious effort to provide support for women in labour should be promoted.
Craig, Cheryl J.
When Theseus sailed from Athens to the island of Crete to slay the Minotaur, a fearsome monster whose food was human flesh and whose home was the labyrinth, Ariadne, the daughter of the Cretan King Minos, gave her new found love, Theseus, a ball of thread to assist him in maneuvering his way through the great maze of winding passages. "Unwind it…
Cross-cultural research has become important in this postmodern world where many people have been made, and are still, marginalised and vulnerable by others in more powerful positions like colonial researchers. In this paper, I contend that qualitative research is particularly appropriate for cross-cultural research because it allows us to find answers which are more relevant to the research participants. Cross-cultural qualitative research must be situated within some theoretical frameworks....
Stockton, Rex; Morran, Keith
We offer comments regarding two articles in this issue, one titled "Bridging the Practitioner-Scientist Gap in Group Psychotherapy Research" and a complementary article providing the results of a survey, entitled "A Survey of Canadian Group Psychotherapist Association Members' Perceptions of Psychotherapy Research." We also make several recommendations for collaborative research between practitioners and scientists, such as the inclusion of clinicians on the research team, practice research networks, and improved approaches to communicating clinically relevant research findings. Also discussed are reflections and recommendations from the authors' experience as scientist-practitioners.
Gube, Maren; Shore, Bruce M.
From the 1990s until 2017 the High Ability and Inquiry Research Group (HAIR) at McGill University in Montreal, received C$1.3M in research funds from Canadian, Quebec, and US agencies to support its research and graduate training in education and educational psychology. Their research encompassed two principal areas, Inquiry in Education and…
In recent decades, the history of childhood and history of education have gained status as political concerns through the establishment of numerous truth commissions and inquiries into historical institutional child abuse. This article discusses the methodological and ethical dilemmas that arise when writing the history of abused children with the…
Full Text Available For four decades, the Norwegian University of Science and Technology, NTNU Trondheim, has pioneered the field of drama and theatre in higher education in Norway. This article addresses educational, academic and artistic challenges that emerge when practice as research in the arts enters the academic field of humanities. In particular, the article examines narrative supervision methodology at the master’s level. The first part of the paper identifies the foundations of the contextual and methodological challenges. The main body of the article explores three discussion topics, each illustrated by case examples of practical-theoretical master’s projects. The first example investigates experiential and theoretical borderland tensions; the second addresses onto-epistemic questions; and the third explores the communication of complex narrative construction. Storytelling metaphors are used to advance our emphasis on narrative inquiry as practitioner-researchers and supervisors. The dilemmas outlined are relevant to the Nordic and international community currently navigating this relatively new research area.
Marilyn Kay Nations
Full Text Available The narrative is a research technique that has been used in Medical Anthropology research as an access form to illness experience and its reconstruction. The illness experience, in fact, has been recognized by medical anthropology authors as indispensable to the establishment of a more empatic and ethic dialogue among health professional and patient and his/her social network. Thus, in the health research issues, valorization of illness experience means it’s necessary to eliciate narratives, both in the care and in the research. In this article, we linked the illness experience concept and structure to the narrative concept and structure, describing its contributions to research, the research types in what it can be used, the types of narratives in that the human experiences are translated, the procedures for its eliciation, as well as the techniques of analysis of data obtained in the fieldwork. In respect to these techniques, we describe here three: (1 the analysis of narratives proposed by Shütze; (2 the Thematic Content Analysis; and (3 the technique of the Collective Subject’s Speech.
Huang, Ju; Xu, Shijing
This article is part of a narrative study of Chinese beginning teacher induction through cross-cultural teacher development, which has been developed and contextualized in the "Teacher Education Reciprocal Learning Program" between the University of Windsor (UW), Canada and Southwest University (SWU), China. This program is part of…
Gordon, Erick; McKibbin, Kerry; Vasudevan, Lalitha; Vinz, Ruth
In this tale of a single event told from the perspectives of multiple narrators, Erick Gordon, Kerry McKibbin, Lalitha Vasudevan, and Ruth Vinz write about their work together on a Student Press Initiative (SPI) writing project at Horizon Academy, the Department of Correction/Department of Education high school at Rikers Island Jail in New York…
Buchanan, Ian P.
Using a critical race lens, this narrative study employs a focus group design to explore the intersections between black males, hip hop culture and schooling experiences. To provide a sociocultural grounding, this study first reviews the research literature around hip hop culture.s sociocultural development and its impact as a culture force that…
Narratives and activity theory are useful as socially constructed data collection tools that allow a researcher access to the social, cultural and historical meanings that research participants place on events in their lives. This case study shows how these tools were used to promote reflection within a cultural-historical activity theoretically…
This critical narrative inquiry was guided by two overarching research questions. First, this study examined how white undergraduates interpreted and gave meaning to their white racial identities. This line of inquiry sought to understand how participants made sense of their white racial selves, the self in relation to people of color, and the…
In response to the fact that college students complain on their unsuccessful story of their EFL learning experience such as the limited number of vocabulary, English Grammar confusion, low competence of English language skills, this article explores an alternative effective way of helping them to improve their English through Text-Based Learning (TBL) model. This article is then intended to narrate the implementation of TBL to teach English for college students of non English Department of Po...
Chan, Engle Angela; Jones, Aled; Wong, Kitty
To report a qualitative study which explores registered nurses' views on the issue of time in the workplace. There is a worldwide shortage of healthcare workers, subsequently time as a healthcare resource is both finite and scarce. As a result, increased attention is being paid to the restructuring of nursing work. However, the experience of time passing is a subjective one and there exists little research which, over a prolonged period of time, describes nurses' experiences of working in time-pressurized environments. A narrative inquiry. Five registered nurses were individually interviewed a total of three times over a period of 12 months, amounting to a total of 15 interviews and 30 hours of data. Data were collected and analysed following a narrative enquiry approach during the period 2008-2010. Participants describe how attempts to work more effectively sometimes resulted in unintended negative consequences for patient care and how time pressure encourages collegiality amongst nurses. Furthermore, the registered nurses' account of how they opportunistically create time for communication with patients compels us to re-evaluate the nature of communication during procedural nursing care. Increasingly nursing work is translated into quantitative data or metrics. This is an inescapable development which seeks to enhance understanding of nursing work. However, qualitative research may also offer a useful approach which captures the otherwise hidden, subjective experiences associated with time and work. Such data can exist alongside nursing metrics, and together these can build a better and more nuanced consideration of nursing practice. © 2013 Blackwell Publishing Ltd.
Terrill, Lauren; Gullifer, Judith
This study explored experiences of eight rural, Anglo-Australian women aged between 65 and 75 using semi-structured interviews. Thematic analysis revealed three prominent themes: (a) the free and busy me highlights the increased freedom in later life enabling choices regarding activities the women would like to engage in; (b) the secret is being positive and pragmatic emphasizes the importance of adopting a pragmatic acceptance of growing older; and (c) narratives of growth and stagnation highlights the pursuit of growth among older women in order to enhance the current self. Findings emphasize the construction of later life as one of liberation, resilience and growth.
Full Text Available As qualitative research undertakings are not independent of the researcher, the “indissoluble interrelationship between interpreter and interpretation” (Thomas & James, 2006, p. 782 renders it necessary for researchers to understand that their text is a representation, a version of the truth that is the product of writerly choices, and that it is discursive. Endlessly creative, artistic and political, as there is no single interpretative truth, the interpretative process facilitates the refashioning of representations, the remaking of choices and the probing of discourses. As a consequence of the particularity of any researcher’s account, issues pertaining to researcher identity and authorial stance always remain central to research endeavours (Kamler & Thomson, 2006, p. 68; Denzin & Lincoln 2011, pp. 14-15. Therefore, researchers are encouraged to be reflexive about their analyses and research accounts (Elliott, 2005, p. 152, as reflexivity helps spotlight the role of the researcher as narrator. In turn, spotlighting the researcher as narrator foregrounds a range of complex issues about voice, representation and interpretive authority (Chase, 2005, p. 657; Genishi & Glupczynski, 2006, p. 671; Eisenhart, 2006. In essence, therefore, this paper is reflective of the challenges of “doing” qualitative research in educational settings. Its particular focus-the shaping of beginning primary teachers’ identities, in Ireland, throughout the course of their initial year of occupational experience, post-graduation- endeavours to highlight issues pertaining to the researcher as narrator (O’Sullivan, 2014.
Full Text Available As qualitative research undertakings are not independent of the researcher, the “indissoluble interrelationship between interpreter and interpretation” (Thomas & James, 2006, p. 782 renders it necessary for researchers to understand that their text is a representation, a version of the truth that is the product of writerly choices, and that it is discursive. Endlessly creative, artistic and political, as there is no single interpretative truth, the interpretative process facilitates the refashioning of representations, the remaking of choices and the probing of discourses. As a consequence of the particularity of any researcher’s account, issues pertaining to researcher identity and authorial stance always remain central to research endeavours (Kamler & Thomson, 2006, p. 68; Denzin & Lincoln 2011, pp. 14-15. Therefore, researchers are encouraged to be reflexive about their analyses and research accounts (Elliott, 2005, p. 152, as reflexivity helps spotlight the role of the researcher as narrator. In turn, spotlighting the researcher as narrator foregrounds a range of complex issues about voice, representation and interpretive authority (Chase, 2005, p. 657; Genishi & Glupczynski, 2006, p. 671; Eisenhart, 2006. In essence, therefore, this paper is reflective of the challenges of “doing” qualitative research in educational settings. Its particular focus-the shaping of beginning primary teachers’ identities, in Ireland, throughout the course of their initial year of occupational experience, post-graduation- endeavours to highlight issues pertaining to the researcher as narrator (O’Sullivan, 2014.
Geography teacher recruitment and retention is an important issue for the future of geography education. This Special Issue of "International Research in Geographical and Environmental Education" ("IRGEE") tackles this issue head on by focusing on geography teachers' narratives about their experiences of teaching geography, and…
Full Text Available This paper examines the dilemmas in narrative research created by the gaps between the authority of experience (the participant’s understanding of his or her life and the authority of expertise (the researcher’s interpretive analysis of that life. It raises the question of who, at various levels, "owns" the narrative. Using a detailed case example, the paper explores the relationship between authority and authorship as it contrasts the researcher’s intention and the participant’s reactions to what is presented. Ethical dilemmas that ensue are not easily managed, but a suggestion is offered. The dynamics of narcissism that underlie the interpersonal stress of telling another’s life are also considered.
Full Text Available In response to the fact that college students complain on their unsuccessful story of their EFL learning experience such as the limited number of vocabulary, English Grammar confusion, low competence of English language skills, this article explores an alternative effective way of helping them to improve their English through Text-Based Learning (TBL model. This article is then intended to narrate the implementation of TBL to teach English for college students of non English Department of Post Graduate Program of State Islamic Institute of Tulungagung, Indonesia. The result of implementing this teaching model proves to be able to not only stimulate joyful learning atmosphere but to attract the students’ active participation during the EFL instructional process as well. This further brings about their better practical understanding on English language skills as their expectation. Therefore, for English lecturers, this model is pedagogically good to be implemented in their English instructional practices.
O'Neill, Brian; Riedl, Mark
We propose a methodology for knowledge engineering for narrative intelligence systems, based on techniques used to elicit themes in qualitative methods research. Our methodology uses coding techniques to identify actions in natural language corpora, and uses these actions to create planning operators and procedural knowledge, such as scripts. In an iterative process, coders create a taxonomy of codes relevant to the corpus, and apply those codes to each element of that corpus. These codes can...
Edwards, Sharon Lorraine
To offer dramatic poetry as representing findings from narrative research that is more accessible. This article is drawn from the author's doctorate work on how students' stories about their 'clinical' experiences can aid learning. Nursing students' stories of clinical practice experiences when engaged in the care of patients represented as dramatic poetry. Qualitative analytical approaches in narrative data analysis to provide a review of student stories from a variety of perspectives. This article illustrates a method for converting story data to poetry. It suggests that a range of audiences can learn from nursing students' stories of clinical practice when translated into dramatic poetry. Audiences can come close to understanding what students are experiencing in practice when engaged in the care of patients and learning from their practice experiences, when these experiences are expressed as dramatic poetry. Representing findings from narrative research as dramatic poetry can help audiences engage with nursing students' experiences at an emotional level. Enabling researchers and readers to become immersed in the poem transforming their understanding of what the students have learned.
Clandinin, D. Jean; Murphy, M. Shaun
In this comment article on Coulter and Smith (2009), the authors raise concerns that focusing exclusively on issues of representation may lead readers to misunderstandings about narrative research. The authors argue that narrative ways of thinking about the phenomena under study are interwoven with narrative research methodologies. Drawing on…
Remington, Tara; Legge, Maureen
This research examines teaching outdoor education in two rural primary schools in Aotearoa New Zealand. The aim was to give "voice" to how outdoor education is taught, programmed and understood. Underpinning the research was the question: what factors enable/constrain teachers' ability to implement outdoor education? The findings…
This study aims to re-story the provision of the context-model-based instruction in teaching EFL writing, focusing especially on students' development of the context model and learning to guide EFL writing with the context model. The research data have been collected from the audio recordings of the classroom instruction, the teacher-researcher's…
Rönnebeck, Silke; Bernholt, Sascha; Ropohl, Mathias
Despite the importance of scientific inquiry in science education, researchers and educators disagree considerably regarding what features define this instructional approach. While a large body of literature addresses theoretical considerations, numerous empirical studies investigate scientific inquiry on quite different levels of detail and also…
Bower-Phipps, Laura; Cruz, Maria; Albaladejo, Cristina; Johnson, Arlette; Homa, Thomas
This article details the second cycle of cooperative inquiry undertaken by emerging educators who self-identify as "other" because of gender, language, ethnicity, and/or sexual orientation. The current cycle focuses on the impact participation in cooperative inquiry had on researchers' teaching practices. Data sources include transcripts…
Drawing from both narrative research and Joe Kincheloe's work of research bricolage this study inquired into how textiles have served as educator throughout my life. Weaving, as the earliest and most integral of textile fabrications, is particularly featured in this narrative inquiry. A loom, in its most basic form, consists of three components; a…
Li, Xin; Lal, Dhyan
A two-year ethnographic observation of an inner-city high school in Los Angeles, USA, indicated that the principal, who was extremely dedicated to at-risk students and possessed a unique style of mentoring, played a major role in students academic achievement. We--the principal and the researcher who observed the school--inquired about the…
Vance, Angela; Pendergast, Donna; Garvis, Susanne
This study set out to explore how high school teachers perceive their resilience as they teach a scripted social and emotional learning program to students with the goal of promoting the resilience skills of the students in their pastoral care classes. In this emerging field of research on teacher resilience, there is a paucity of research…
Bober, Delia A.
The purpose of this qualitative study was to explore and understand single-mother community college students' perceptions of their ability to succeed. The theoretical framework that guided this research was Bandura's (1977) social cognitive theory concept of self-efficacy, defined as a person's belief in his or her ability to succeed. Given…
Hoskins, Marie L.; White, Jennifer
In this article we describe some of the challenges and constraints that students face when they engage in qualitative research interviews. We borrow extensively from Ron Pelias' in-depth description of "leaning in" during everyday life encounters. Although he refers to other kinds of relationships, we believe that the similarities…
Narratives have become increasingly important in the field of applied linguistics, as recent publications have illustrated, yet narrative analysis could still be considered undertheorized. This article outlines a specific, dialogical approach to the narrative analysis of data in qualitative research. Building on Bakhtin's notion of dialogue,…
Broom, Frances A.
This mixed method case study employs action research, conducted over a three month period with 11 elementary math and science practitioners. Inquiry as an instructional practice is a vital component of math and science instruction and STEM teaching. Teachers examined their beliefs and teaching practices with regard to those instructional factors that influence inquiry instruction. Video-taped lessons were compared to a rubric and pre and post questionnaires along with two interviews which informed the study. The results showed that while most beliefs were maintained, teachers implemented inquiry at a more advanced level after examining their teaching and reflecting on ways to increase inquiry practices. Because instructional practices provide only one component of inquiry-based instruction, other components need to be examined in a future study.
Full Text Available This paper explored the value of learner’s stories for ESL (English as a Second Language teachers’ teaching and research through a narrative inquiry of the lived English learning experience of a first generation Canadian immigrant. It first reviewed the concept of narrative and the significance of launching narrative inquiry. Then, it presented an interview conducted with the Canadian immigrant as a model of narrative inquiry. Themes of the narrative interview were found to resonate with theoretical issues of SLE (Second Language Education, ESL and SLA (Second Language Acquisition. Considering the themes and the entire interviewing process, this paper closed with a discussion of the benefits of narrative inquiry for ESL teachers’ teaching and research.
Burris, Silas E.; Brown, Danielle D.
Narratives, also called stories, can be found in conversations, children's play interactions, reading material, and television programs. From infancy to adulthood, narrative comprehension processes interpret events and inform our understanding of physical and social environments. These processes have been extensively studied to ascertain the multifaceted nature of narrative comprehension. From this research we know that three overlapping processes (i.e., knowledge integration, goal structure understanding, and causal inference generation) proposed by the constructionist paradigm are necessary for narrative comprehension, narrative comprehension has a predictive relationship with children's later reading performance, and comprehension processes are generalizable to other contexts. Much of the previous research has emphasized internal and predictive validity; thus, limiting the generalizability of previous findings. We are concerned these limitations may be excluding underrepresented populations from benefits and implications identified by early comprehension processes research. This review identifies gaps in extant literature regarding external validity and argues for increased emphasis on externally valid research. We highlight limited research on narrative comprehension processes in children from low-income and minority populations, and argue for changes in comprehension assessments. Specifically, we argue both on- and off-line assessments should be used across various narrative types (e.g., picture books, televised narratives) with traditionally underserved and underrepresented populations. We propose increasing the generalizability of narrative comprehension processes research can inform persistent reading achievement gaps, and have practical implications for how children learn from narratives. PMID:24659973
Silas E. Burris
Full Text Available Narratives, also called stories, can be found in conversations, children’s play interactions, reading material, and television programs. From infancy to adulthood, narrative comprehension processes interpret events and inform our understanding of physical and social environments. These processes have been extensively studied to ascertain the multifaceted nature of narrative comprehension. From this research we know that three overlapping processes (i.e., knowledge integration, goal structure understanding, and causal inference generation proposed by the constructionist paradigm are necessary for narrative comprehension, narrative comprehension has a predictive relationship with children’s later reading performance, and comprehension processes are generalizable to other contexts. Much of the previous research has emphasized internal and predictive validity; thus, limiting the generalizability of previous findings. We are concerned these limitations may be excluding underrepresented populations from benefits and implications identified by early comprehension processes research. This review identifies gaps in extant literature regarding external validity and argues for increased emphasis on externally valid research. We highlight limited research on narrative comprehension processes in children from low-income and minority populations, and argue for changes in comprehension assessments. Specifically, we argue both on- and off-line assessments should be used across various narrative types (e.g., picture books, televised narratives with traditionally underserved and underrepresented populations. We propose increasing the generalizability narrative comprehension processes research can inform persistent reading achievement gaps, and have practical implications for how children learn from narratives.
Akyol, Zehra; Garrison, D. Randy
Communications technologies have been continuously integrated into learning and training environments which has revealed the need for a clear understanding of the process. The Community of Inquiry (COI) Theoretical Framework has a philosophical foundation which provides planned guidelines and principles to development useful learning environments…
Ryan, Kath; Bissell, Paul; Morecroft, Charles
Part 2 of this paper aims to provide a methodological framework for the study of medication narratives, including a semi-structured interview guide and suggested method of analysis, in an attempt to aid the development of narrative scholarship within pharmacy practice research. Examples of medication narratives are provided to illustrate their diversity and usefulness. The framework is derived from the work of other researchers and adapted for our specific purpose. It comes from social psychology, narrative psychology, narrative anthropology, sociology and critical theory and fits within the social constructionist paradigm. The suggested methods of analysis could broadly be described as narrative analysis and discourse analysis. Examples of medication narratives are chosen from a variety of sources and brief interpretations are presented by way of illustration. Narrative analysis, a neglected area of research in pharmacy practice, has the potential to provide new understanding about how people relate to their medicines, how pharmacists are engaged in producing narratives and the importance of narrative in the education of students. IMPACT OF THE ARTICLE: This article aims to have the following impact on pharmacy practice research: Innovative approach to researching and conceptualising the use of medicines. Introduction of a new theoretical perspective and methodology. Incorporation of social science research methods into pharmacy practice research. Development of narrative scholarship within pharmacy.
Problem finding is a creative process whereby individuals develop original ideas for study. Secondary science students who successfully participate in authentic, novel, open inquiry studies must engage in problem finding to determine viable and suitable topics. This study examined problem finding strategies employed by students who successfully completed and presented the results of their open inquiry research at the 2007 Connecticut Science Fair and the 2007 International Science and Engineering Fair. A multicase qualitative study was framed through the lenses of creativity, inquiry strategies, and situated cognition learning theory. Data were triangulated by methods (interviews, document analysis, surveys) and sources (students, teachers, mentors, fair directors, documents). The data demonstrated that the quality of student projects was directly impacted by the quality of their problem finding. Effective problem finding was a result of students using resources from previous, specialized experiences. They had a positive self-concept and a temperament for both the creative and logical perspectives of science research. Successful problem finding was derived from an idiosyncratic, nonlinear, and flexible use and understanding of inquiry. Finally, problem finding was influenced and assisted by the community of practicing scientists, with whom the students had an exceptional ability to communicate effectively. As a result, there appears to be a juxtaposition of creative and logical/analytical thought for open inquiry that may not be present in other forms of inquiry. Instructional strategies are suggested for teachers of science research students to improve the quality of problem finding for their students and their subsequent research projects.
María Cristina Sarasa
Full Text Available This paper summarizes a narrative inquiry carried out with forty volunteer undergraduate participants attending the course Overall Communication, in the English Teacher Education Program in the School of Humanities of the Universidad Nacional de Mar del Plata, Argentina. It addresses their family/academic identities and personal practical knowledge—as articulated in their written narratives about a class activity concerning the telling of “unheroic” lives—produced by these students while exploring heroes in Irish films. Narrative interpretation of these undergraduates’ work yields categories of analysis concerning story protagonists’ origins, moral values, types of knowledge generated, and implications for English teacher education. Finally, the paper discusses some issues its findings raise in this field.
Horn, Brian R.
This paper examines how, as a teacher researcher, I employed a narrative approach to research to better understand my 8th grade Language Arts students' empowerment in school. Drawing on sociocultural theory, critical pedagogy and a narrative approach to teacher research, students' voices were privileged and compared to the systemic assumptions…
Full Text Available Background: There is an assumption that sexual health research has great influence on the quality of human life through elevating sexual health standards, and their results will eliminate the burden of sexual health challenges on family relationships. The aim of this study was to review ethical considerations in sexual health research. Materials and Methods: This narrative review was conducted between January 1990 and December 2017 based on the five-step approach of York University. The keywords used to search for the studies included ethical issues, research, sexual health, reproductive health, and sensitive topics. The language of the literatures was English and the search process was performed on PubMed, Elsevier, Ovid, Springer, Google Scholar, ResearchGate, SAGE Publishing, ProQuest, WHO website, Kinsey Confidential, and Worldsexology. Results: After assessing the quality and eligibility of 94 articles, 13 were selected. The results of the present study showed that the most important ethical considerations were protecting the confidentiality and privacy of participants, obtaining informed consent, and paying attention to vulnerable people. Conclusions: The review of literature exhibited several considerations that sexual health researchers are faced with. In order to manage these considerations, the researcher should have sufficient understanding of them. The important matter is that strategies to manage these challenges should be completely rational and practical according to each context. These strategies can also be applied in other societies with great similarities in their context.
Vallido, Tamara; Wilkes, Lesley; Carter, Bernie; Jackson, Debra
This paper is a report of a literature review of qualitative empirical research investigating women's experiences of mothering disrupted by illness. As a primary identity, motherhood is endangered by illness. Illness can interfere with a woman's ability to mother her child/children. Healthcare professionals regularly fail to acknowledge a woman's dual identities of mother and patient. CINAHL, Medline, PsychInfo, Scopus and Sociological abstracts were searched 1980-2009. A narrative synthesis was used, with quality appraisal guided by the Critical Appraisal Skills Programme method. Concepts were analysed thematically, explicating common experiences of women disrupted in their mothering by illness. This allowed for both descriptive and narrative synthesis to occur. Thirteen papers were included in the final review. Themes identified were: mechanism of disruption; reframing the mother role; protecting the children; experiencing guilt or shame; problems with healthcare professionals; and living to mother, mothering to live. Women disrupted in their mothering by illness view themselves as a mother first and a patient second. Women found themselves unsupported in their mothering role by healthcare professionals, and this may have left them reluctant to broach difficulties they had relinquishing mothering duties when ill. Nurses are well-positioned to support women in illness by acknowledging the importance of their identity as mothers, offering them opportunities to discuss how illness is disrupting their ability to mother, providing support to help them negotiate the social/emotional distress experienced when mothering is disrupted and, where necessary, referring them to other members of the healthcare team, such as social workers.
Narrative study of teachers and teaching is seen as sited at the intersection of many current intellectual and professional concerns. These include not only classroom practice and professional careers, but also the Self, Experience, Memory, Identity, Autobiography, Life History, Agency, and Structure. Narrative as genre presents post-modernist…
Scutt, Cecily; Hobson, Julia
As higher education research is largely practised by those immersed within the university, the questions we ask, and the stories we tell, over time co-create the university itself. Using Bruner's concept of the "narrative mode," we argue for a revaluing of narrative and storytelling within higher education research. We ground our…
Sools, Anna Maria
In qualitative health research many researchers use a narrative approach to study lay health concepts and experiences. In this article, I explore the theoretical linkages between the concepts narrative and health, which are used in a variety of ways. The article builds on previous work that
Wissman, Kelly K.; Staples, Jeanine M.; Vasudevan, Lalitha; Nichols, Rachel E.
This paper conceptualizes an approach to adolescent literacies research we call "research pedagogies." This approach recognizes the pedagogical features of the research process and includes three dimensions: created spaces, engaged participation, and embodied inquiry. By drawing upon and sometimes recasting foundational anthropological…
Sim, Kang; Sum, Min Yi; Navedo, Deborah
Past didactic pedagogy on biomedical research ethics and informed consent in our program had resulted in passive memorization of information and disengaged learning within psychiatry residents and clinical researchers. The question is how do we better motivate and engage learners within the session. Thus, we incorporated narratives into the learning environment and hypothesised that the use of narratives in the teaching of biomedical research ethics and informed consent would be associated with greater engagement, motivation, understanding, reflective learning and effectiveness of the teaching session. The narratives were chosen from the history of research ethics and the humanities literature related to human subject research. Learners were asked to provide post-session feedback through an anonymised questionnaire on their learning session. An outcomes logic model was used for assessment with focus on immediate outcomes such as engagement, motivation, understanding and reflective learning. Overall, 70.5% (N = 273) of the learners responded to the questionnaire. Amongst the respondents, 92.6% (N = 253) of the participants ranked use of narratives as most helpful in appreciating the historical context of research ethics and informed consent in research. The majority felt engaged (89.8%, N = 245), more motivated to learn (77.5%, N = 212) and better equipped (86.4%, N = 236) about the subject matter. Better appreciation of the learning topic, engagement, motivation to learn, equipping were strongly correlated with the promotion of reflective learning, effectiveness of teaching, promotion of critical thinking and overall positive rating of the teaching session on research ethics (all p ethics and informed consent, and address underlying motivational factors behind learning and understanding of research ethics.
Stinson, David W.; Walshaw, Margaret
In this essay, traveling through the past half-century, the authors illustrate how mathematics education research shifted, theoretical, beyond its psychological and mathematical roots. Mapping four historical moments of mathematics education research onto broader paradigms of inquiry, the authors make a case for the field to take up a theoretical…
Gunn, Wendy; Said Mosleh, Wafa; Andersen, Pernille Viktoria
focus on how to register reception of knowledge(s) generated through design anthropological research inquiry. Our main contributions lie here in relating theory and practice and the abstract material in learning-centred research practices. While nurturing skills of engagement within learning...
Hooker, Roderick S; Kuilman, Luppo; Everett, Christine M
To examine physician assistant (PA) job satisfaction and identify factors predicting job satisfaction and identify areas of needed research. With a global PA movement underway and a half-century in development, the empirical basis for informing employers of approaches to improve job satisfaction has not received a careful review. A narrative review of empirical research was undertaken to inform stakeholders about PA employment with a goal of improved management. The a priori criteria included published studies that asked PAs about job satisfaction. Articles addressing PA job satisfaction, written in English, were reviewed and categorized according to the Job Characteristics Model. Of 68 publications reviewed, 29 met criteria and were categorized in a Job Characteristics Model. Most studies report a high degree of job satisfaction when autonomy, income, patient responsibility, physician support, and career advancement opportunities are surveyed. Age, sex, specialty, and occupational background are needed to understand the effect on job satisfaction. Quality of studies varies widely. Employers may want to examine their relationships with PAs periodically. The factors of job satisfaction may assist policymakers and health administrators in creating welcoming professional employment environments. The main limitation: no study comprehensively evaluated all the antecedents of job satisfaction. PAs seem to experience job satisfaction supported by low attrition rates and competitive wages. Contributing factors are autonomy, experienced responsibility, pay, and supportive supervising physician. A number of intrinsic rewards derived from the performance of the job within the social environment, along with extrinsic rewards, may contribute to overall job satisfaction. PA job satisfaction research is underdeveloped; investigations should include longitudinal studies, cohort analyses, and economic determinants.
Narrative research in TESOL still remains very much in its infancy. And the predominant mode of narrative research in TESOL--following the trend in educational research, as well as in other social sciences--has clearly been that of narrative inquiry, with its concomitant privileging of autobiographical "big stories", or researcher-elicited…
Ironside, Pamela M
This article provides a review of current disciplinary understanding of Narrative Pedagogy and describes the implications for ongoing transformation in nursing education. Narrative Pedagogy has been enacted and investigated by teachers around the world for more than 15 years. Few nursing educational innovations or pedagogies in nursing have been adopted in such an array of settings/levels. A review of the nursing literature was conducted to locate reports of research on and teaching innovations derived from Narrative Pedagogy. Narrative Pedagogy has an extensive and longitudinal body of research describing how the approach contributes to the educational transformation the discipline seeks. Narrative Pedagogy and the growing literature describing how it is enacted provides a way for teachers and students to persist in questioning their current understanding of nursing, the ways they think about the situations they encounter, and how their practice can best be learned.
Inquiry-based instruction is driven by active participation by the learner. Through the learning process, critical thinking skills are practiced. While inquiry methods are often discussed in the realm of science education, the methods are not subject specific. In fact, the Kentucky Program of Studies calls for the incorporation of inquiry strategies into all areas of the curriculum. This call for more inquiry-based education occurs in the midst of a national testing debate in which accountability is tied to student test scores. This study takes a narrative approach to explore teachers' experiences with using inquiry methods. Interviews were conducted with teachers who, at least 1 year prior to participating in this study, had attended a weeklong intensive professional development workshop on using inquiry methods for instruction. A method is described for analyzing interview data direct in its digital audio form---without transcription. Eight teachers' experiences are presented here in the narrative form and their narratives are compared for an overall analysis. Themes of conflict previously reported in the literature are explored in participants' stories. This research concludes with a discussion of the results, a reflection on the method, and suggestions for the future based on teachers' experiences with using inquiry-based learning strategies.
Lincoln, Yvonna S., Ed.; Denzin, Norman K., Ed.
The chapters of this volume traces the changes in the discipline of qualitative inquiry over the last five decades. The collection serves as a textbook for training scholars in the history and trajectory of qualitative research. The chapters of part 1, The Revolution of Representation: Feminist and Race/Ethnic Studies Discourses, are: (1) Situated…
Makar, Katie; Dole, Shelley
A series of research projects were implemented over seven years to understand and facilitate teachers' experiences in adopting inquiry. An overview of the project, methodology and key outcomes are outlined as a basis for the partnership described in this symposium. We end the paper with a list of recommendations for designing collaborative…
Mullins, Mary H.
Active learning approaches have shown to improve student learning outcomes and improve the experience of students in the classroom. This article compares a Process Oriented Guided Inquiry Learning style approach to a more traditional teaching method in an undergraduate research methods course. Moving from a more traditional learning environment to…
Mittwede, Steven K.
A survey and analysis of four major research paradigms--positivism, postpositivism, critical theory and constructivism--reveal that all have been applied effectively in recent theological inquiry. Although these paradigms might resemble worldviews to some extent, they are not so all-encompassing. Rather, they are essentially matrices of deeply…
Lander, Dorothy A.
Presents a theoretical framework for teaching and learning research literacies. Describes a classroom demonstration involving graduate student cohorts in appreciative inquiry into practitioners' ways of writing. Addresses the issues of human subjects, informed consent, and the ethics of representation. (Contains 49 references.) (SK)
J.P.J.M. Essers (Juup)
textabstractThis paper aims to re-invigorate the critical function of narrative methods in organization studies. Without it storytelling runs the risk of becoming a bland instrument of ideological manipulation. Some years ago Gabriel (2003) already warned against the potentially deceptive
? To investigate this is the purpose of this article. The notion of narrative temporality is not new in the study of Biblical texts. However, there have not been many studies which make this notion their main thrust. Rather, generally speaking, it has ...
Niemi, Reetta; Heikkinen, Hannu L. T.; Kannas, Lasse
In this article we will present a reflexive way of producing a narrative analysis on teaching and learning that involves all participants of the pedagogical process. Our theoretical contribution rests on the concept "lived pedagogy", adapted from Max van Manen's term "lived experience". Like van Manen, we start by asking the…
Full Text Available Abstract Reporting bias represents a major problem in the assessment of health care interventions. Several prominent cases have been described in the literature, for example, in the reporting of trials of antidepressants, Class I anti-arrhythmic drugs, and selective COX-2 inhibitors. The aim of this narrative review is to gain an overview of reporting bias in the medical literature, focussing on publication bias and selective outcome reporting. We explore whether these types of bias have been shown in areas beyond the well-known cases noted above, in order to gain an impression of how widespread the problem is. For this purpose, we screened relevant articles on reporting bias that had previously been obtained by the German Institute for Quality and Efficiency in Health Care in the context of its health technology assessment reports and other research work, together with the reference lists of these articles. We identified reporting bias in 40 indications comprising around 50 different pharmacological, surgical (e.g. vacuum-assisted closure therapy, diagnostic (e.g. ultrasound, and preventive (e.g. cancer vaccines interventions. Regarding pharmacological interventions, cases of reporting bias were, for example, identified in the treatment of the following conditions: depression, bipolar disorder, schizophrenia, anxiety disorder, attention-deficit hyperactivity disorder, Alzheimer's disease, pain, migraine, cardiovascular disease, gastric ulcers, irritable bowel syndrome, urinary incontinence, atopic dermatitis, diabetes mellitus type 2, hypercholesterolaemia, thyroid disorders, menopausal symptoms, various types of cancer (e.g. ovarian cancer and melanoma, various types of infections (e.g. HIV, influenza and Hepatitis B, and acute trauma. Many cases involved the withholding of study data by manufacturers and regulatory agencies or the active attempt by manufacturers to suppress publication. The ascertained effects of reporting bias included the
James, Jennifer Hauver; Kobe, Jessica; Shealey, Glennda; Foretich, Rita; Sabatini, Ellen
This is the story of our collaborative work as educators and researchers. Because writing as a collective is challenging, we have elected Jenn to serve as narrator, but the story is ours collectively. We are Glennda and Rita, elementary school teachers, Ellen, principal, and Jess, graduate research assistant. The story told here is distilled from…
Kreuter, Matthew W; Green, Melanie C; Cappella, Joseph N; Slater, Michael D; Wise, Meg E; Storey, Doug; Clark, Eddie M; O'Keefe, Daniel J; Erwin, Deborah O; Holmes, Kathleen; Hinyard, Leslie J; Houston, Thomas; Woolley, Sabra
Narrative forms of communication-including entertainment education, journalism, literature, testimonials, and storytelling-are emerging as important tools for cancer prevention and control. To stimulate critical thinking about the role of narrative in cancer communication and promote a more focused and systematic program of research to understand its effects, we propose a typology of narrative application in cancer control. We assert that narrative has four distinctive capabilities: overcoming resistance, facilitating information processing, providing surrogate social connections, and addressing emotional and existential issues. We further assert that different capabilities are applicable to different outcomes across the cancer control continuum (e.g., prevention, detection, diagnosis, treatment, survivorship). This article describes the empirical evidence and theoretical rationale supporting propositions in the typology, identifies variables likely to moderate narrative effects, raises ethical issues to be addressed when using narrative communication in cancer prevention and control efforts, and discusses potential limitations of using narrative in this way. Future research needs based on these propositions are outlined and encouraged.
Murphy, Gill; Peters, Kath; Wilkes, Lesley; Jackson, Debra
Background Conceptual frameworks are important to ensure a clear underpinning research philosophy. Further, the use of conceptual frameworks can support structured research processes. Aim To present a partnership model for a reflective narrative for researcher and participant. Discussion This paper positions the underpinning philosophical framework of the model in social constructionism (the idea that jointly constructed understandings form the basis for shared assumptions) and narrative enquiry. The model has five stages - study design, invitation to share a research space and partnership, a metaphorical research space, building a community story, and reading the community story to others. Core principles of the partnership model are continual reflection by the researcher, potential reflections by participants, reciprocal sharing, and partnership in research. Conclusion A 'trajectory of self' for both participants and researchers can be enhanced within reflective partnerships. Implications for practice This model can be applied to studies that use narrative enquiry and are seeking a humanistic approach with participant engagement.
Clandinin, Jean; Cave, Marie Thérèse; Cave, Andrew
As researchers note, medical educators need to create situations to work with physicians in training to help them attend to the development of their professional identities. While there is a call for such changes to be included in medical education, educational approaches that facilitate attention to the development of medical students' professional identities, that is, who they are and who they are becoming as physicians, are still under development. One pedagogical strategy involves narrative reflective practice as a way to develop physician identity. Using this approach, medical residents first write narrative accounts of their experiences with patients in what are called "parallel charts". They then engage in a collaborative narrative inquiry within a sustained inquiry group of other residents and two researcher/facilitators (one physician, one narrative researcher). Preliminary studies of this approach are underway. Drawing on the experiences of one medical resident in one such inquiry group, we show how this pedagogical strategy enables attending to physician identity making.
Herrington, Deborah G.; Bancroft, Senetta F.; Edwards, Molly M.; Schairer, Caroline J.
This qualitative study examined how and why research experiences for teachers (RETs) influenced middle and high school science teachers' beliefs, attitudes, and values about teaching science as inquiry. Changes teachers reported after participating in the RET ranged from modifying a few lessons (belief change) to a comprehensive revision of what…
Ulmer, Jasmine B.
The posthuman turn has radically--and rapidly--shifted what is possible in research methodology. In response, my aim in this conceptual paper is to suggest entry points into posthuman educational research methodology. I outline aspects of posthumanism while recognizing its multiplicity: there are many posthumanisms and each offers different…
This article discusses methodological and philosophical issues linked to action research. The concepts of subjectivity and objectivity--potential sources of bias that mislead researchers in dealing with these concepts--and how to cope with them are discussed. Controversial issues of truth in positivism, postpositivism, and other schools of…
Laura, Crystal T.
Academics have a hard time talking about the role of "love" in social research, and the lack of a working definition for its meaning only partly explains our difficulty. The more substantial barrier is our tendency to think about "research" not as a careful exploration of specific social, intellectual, or methodological…
Lozenski, Brian D.
Drawing from a two-year ethnographic study, this article establishes jazz as an epistemological metaphor for critical participatory action research. The author juxtaposes the tensions inherent in jazz music and critical participatory research methodologies to provide a framework for understanding how dissonance can become a productive element for…
María Eugenia Plata Santos
Full Text Available The present article introduces the central elements of the research and pedagogical innovation project entitled: “The Use of Questions as a Pedagogical Strategy in the Construction of Research Problems”, developed by the students of the ‘Rizoma’ research training group of the School of Psychopedagogy, which began in the year 2009, and which forms part of the “Educational Innovations” research line of the Masters sin Education Program at UPTC. The question as strategy, pedagogy or didactics, becomes an educational option for the development of thinking processes, and contributes to an education that embraces uncertainty, in order to develop flexible thinking, as well as critical and creative attitudes towards knowledge. These qualities constitute the basis of all research tasks, and are fundamental in the education of professionals in the midst of the current, fast-moving and uncertain postmodern condition. Emerging from the students’ and teacher’s own voices, this article offers an account of this experience and characterizes the findings of this education and research work.
D'Cruz, Kate; Douglas, Jacinta; Serry, Tanya
Although narrative storytelling has been found to assist identity construction, there is little direct research regarding its application in rehabilitation following traumatic brain injury (TBI). The aim of this review was to identify published evidence on the use of personal narrative approaches in rehabilitation following TBI and to synthesise the findings across this literature. A systematic search of four databases was conducted in December 2016. No limit was set on the start date of the search. Personal narrative approaches were defined as direct client participation in sharing personal stories using written, spoken or visual methods. The search retrieved 12 qualitative research articles on the use of personal narrative approaches in TBI rehabilitation. Thematic synthesis of the narrative data and authors' reported findings of the 12 articles yielded an overall theme of building a strengths-based identity and four sub-themes: 1) expressing and communicating to others; 2) feeling validated by the act of someone listening; 3) reflecting and learning about oneself; and 4) being productive. The findings of this review support the use of personal narrative approaches in addressing loss of identity following TBI. Healthcare professionals and the community are encouraged to seek opportunities for survivors of TBI to share their stories.
Fox, NJ; Alldred, P
This article has been made available through the Brunel Open Access Publishing Fund. This paper discusses issues of research design and methods in new materialist social inquiry, an approach that is attracting increasing interest across the social sciences as an alternative to either realist or constructionist ontologies. New materialism de-privileges human agency, focusing instead upon how assemblages of the animate and inanimate together produce the world, with fundamental implications f...
Gunn, Wendy; Løgstrup, Louise B.
Within the design studio, and across multiple field sites, the authors compare involvement of research tools and materials during collaborative processes of designing. Their aim is to trace temporal dimensions (shifts/ movements) of where and when learning takes place along different sites of practice. They do so by combining participant…
Almost 43% of the world's population is online. Research suggests that the prowess attributed to young people as a tech-savvy homogeneous population is misguided. Many of our students are laboring to utilize the Internet and other digital technologies as tools for literacy and learning. Furthermore, many teachers are struggling to create the…
Woods, Phillip; Gapp, Rod; King, Michelle A
In successful community pharmacy business enterprises suitably responsive actions to meet ever-increasing change require capable pharmacy managers who readily learn and adapt. Capability as a concept is generally understood to be the ability of a manager to identify and act to solve unfamiliar problems in unfamiliar situations. Capability is characterized by adaptability and flexibility. However, different understandings of the concept 'capability' and what it means to be 'capable' are indirect and incomplete. This paper aims to clarify current theories regarding the concept of 'capability' at the level of the individual, and through this to make more explicit what is known about the phenomenon, but more particularly, how we know what we know. The analysis includes the concept of 'competence' because explanations of capability include competence, and the two concepts are not clearly separated in the literature. By probing the epistemological origins of current theory concerning both concepts, the limiting taken for granted assumptions are revealed. Assumptions about context and time, and the psychological theory through which individuals are assumed to perceive, know and learn, are illuminated. The analysis, in connection with the literature, shows how the interpretive philosophic research approach may reveal a different and useful theoretical perspective for explaining capability as a dynamic performance. It is suggested that such a perspective may narrow the gap between the theory of capability and its practice. The interpretive perspective holds potential to reveal how capability, as performed by successful community pharmacy managers, might be further researched and strengthened. This paper supports the challenging suggestion that pharmacy social research needs to rebalance the dominance of purely empirical research by exploring interpretive methodologies to better understand human actions and relations in the context of pharmacy. Crown Copyright © 2015
Li, Yufeng; Xiong, Jianwen
Scientific inquiry is one of the science curriculum content, "Scientific inquiry" - Pedagogical Content Knowledge is the face of scientific inquiry and teachers - of course pedagogical content knowledge and scientific inquiry a teaching practice with more direct expertise. Pre-service teacher training phase of acquisition of knowledge is…
Botha, Carolina S.; Hay, Johnnie
This article documents the (often counter-normative) narrative journey of four South African adolescent girls whose biological parents had divorced--and one (or both) parent(s) remarried. Through purposive sampling within a qualitative research paradigm of feminist participatory action research, they were supported in group context by the primary…
This paper is a narrative of my personal experiences of conducting action research in Kenyan primary schools. It highlights the opportunities, successes, challenges and dilemmas I encountered during the process: from the school hunting period, to the carrying out of the actual research in two schools, with four teachers. This study reveals that…
Fernandez-Cano, Antonio; Torralbo, Manuel; Vallejo, Monica; Fernandez-Guerrero, Ines M.
This paper reviews a series of Greek myths put forward as cultural narratives that could be used as metaphors or interpretative similes for explanatory and evaluative purposes in educational research and evaluation. These myths have been used in educational research literature, and most of them were found by carrying out an exhaustive search of…
Narrative construction is an approach to social research in which data are configured into any of a variety of diachronic, or storied, formats. Having recently gained popularity, this approach is now in danger of marginalization (along with other qualitative and quantitative forms of social research) as a result of politically charged attempts to…
Rump, Camilla Østerberg; Damsholt, Tine; Sandberg, Marie
, where students coproduce knowledge together with teachers. Two case studies, (3) and (4), also relate to students engaging in research-like activities, where students are engaged in inquiry, but do not produce new knowledge as such. One project was done across faculties (3), one was done...... a two-dimensional model distinguish between different research-based forms of teaching: Research-led: Students are mainly an audience, emphasis on research content • Students learn about current research in the discipline. Research-oriented: Students are mainly an audience, emphasis on research...... processes and problems • Students develop research skills and techniques. Research-based: Student are active, emphasis on research processes and problems • Students undertake research and inquiry. Research-tutored: Student are active, emphasis on research content • Students engage in research discussions...
The author's purpose in this article is to describe the effectiveness of video-cued narrative reflection as a research approach for accessing relational, practice-based, and lived understandings. Video-cued narrative reflection provides moment-by-moment access to tacit experience. The immediate nature of the videotape captures emotional nuances, embodied perceptions, spatial influences, relational understandings, situational factors, and temporal manifestations. By watching videotaped interactions, participants are able to re-collect, re-experience, and interpret their life world. Video-cued narrative reflection allows participants to be simultaneously engaged and reflective while describing significant understandings. By inserting audiotaped reflective commentary of participants into the original videotape transcript, contextual meanings can be located and articulated more easily. Although not appropriate for all types of research, this approach offers promise for certain studies.
A group of teachers and researchers organized the Written Literacy Forum (WLF) to investigate how research on writing instruction could be made more practical for educators. WLF examined common research assumptions and their effects on formal research presentations, highlighting the surprising lack of effort by researchers to talk with teachers…
George, L. A.; Parra, J.; Rao, M.; Offerman, L.
Research experiences for science teachers are an important mechanism for increasing classroom teachers' science content knowledge and facility with "real world" research processes. We have developed and implemented a summer scientific research and education workshop model for high school teachers and students which promotes classroom science inquiry projects and produces important research results supporting our overarching scientific agenda. The summer training includes development of a scientific research framework, design and implementation of preliminary studies, extensive field research and training in and access to instruments, measurement techniques and statistical tools. The development and writing of scientific papers is used to reinforce the scientific research process. Using these skills, participants collaborate with scientists to produce research quality data and analysis. Following the summer experience, teachers report increased incorporation of research inquiry in their classrooms and student participation in science fair projects. This workshop format was developed for an NSF Biocomplexity Research program focused on the interaction of urban climates, air quality and human response and can be easily adapted for other scientific research projects.
Syljuberget, Dan R.
With the highest attrition rate of any minority group enrolled in higher education institutions, American Indian/Alaska Native students rightly garner considerable attention. Researchers and administrators study the factors for both attrition and persistence. Such scrutiny calls for studies of those individuals who successfully navigated the…
Stephens, Casheena A.
The purpose of this study was to explore working single mothers' work-life balance in order to better understand how employers can assist them. Role theory, role conflict theory, and spillover theory were utilized to examine how working single mothers experience work-life balance and how they perceive it. In this study, the researcher sought to…
Recent reading on the practices and discourses of academic research prompted me to investigate the conventions of research reporting, especially in the field of teaching. When researchers have gathered information on their hypotheses (or research questions) in a systematic fashion, reflected on the meaning and ...
The Vee Map is a method by which any teacher can implement guided inquiry in their classroom. It was originally designed to work with classic laboratories. However, Coffman and Riggs (2006) used the idea so that students could gather online scientific data to answer a research question. This is known as the "Virtual Vee Map" because the scientific data collected is online or virtual. Students have great difficulty with designing and conducting a research project. They also are not able to work with scientific data. Many organizations are now making their scientific data available for use by the educational community. However, many educators and students have found geoscience data difficult to find and use. Ledley et al. (2008) suggests that organizations use educationally relevant review criteria for their data sites. As part of a National Oceanic and Atmosphere Administration (NOAA) research project, a website was developed using the Great Lakes Environmental Research Laboratory's (GLERL) scientific data about the Great Lakes. This data was made available such that pre-service Earth Science elementary teachers could design a research question for use with the Virtual Vee Map's guided inquiry approach.
One of the strengths of narrative research in TESOL is its potential to provide insight into long-term language learning experiences that cannot be investigated in real time. Reliance on retrospection, however, brings two problems that are addressed in this article through the concept of "language learning careers". The first problem is…
This paper is a reflective-reflexive examination of provisions of trustworthiness in critical narrative research. The author presents her understanding of provisions of trustworthiness as a science and as an art, and blurs these boundaries as she acknowledges their tension in practice. She weaves between theory and her experience in two…
As qualitative research undertakings are not independent of the researcher, the "indissoluble interrelationship between interpreter and interpretation" (Thomas & James, 2006, p. 782) renders it necessary for researchers to understand that their text is a representation, a version of the truth that is the product of writerly choices,…
Dzidic, Peta; Bishop, Brian
How do you reconcile tensions between ethical research practice, personal values, and disciplinary values? This article focuses on an ethical challenge involving the engagement of rural Indigenous community members that emerged during my PhD fieldwork. The narrative illustrates the necessity to engage in critical reflexive research practice, a process which saw me respond to my own feelings of "wrong" and "right," contemplate a distinction between procedural ethics and virtue ethics in community-based research, explore colonizing research practices, and endeavor to reconcile an instance where the values of community psychology appeared in contest. The "voice" in this narrative is that of the first author; the dual authorship reflects the ongoing collaboration between both authors. When this ethical issue came about, our relationship was one of "student" and "supervisor"; we are now colleagues and friends. © Society for Community Research and Action 2017.
Anuar, Nor Syuhada Binti Saiful; Sani, Siti Shamsiah Binti; Ahmad, Che Nidzam Binti Che; Damanhuri, Muhd Ibrahim Bin Muhammad; Borhan, Mohamad Termizi Bin
Inquiry-based learning (IBL) is one of the teaching approaches that has been suggested by the Kementerian Pelajaran Malaysia (KPM). Although IBL has been in existence for many years, the effect of this approach in terms of teacher's verbal interaction during teaching has not been considered to any great extent. For this reason, a systematic review was conducted to observe the pattern of the existing IBL research. This systematic review of quantitative and qualitative studies published between 2006 and 2016 was undertaken by using the following databases: Taylor & Francis Online (2012-2015), Wiley Online Library (2012-2015), ScienceDirect, SpringerLink, SAGE Journals, and EBSCOHOST. Research articles from trustworthy websites were also used. The main keywords used were teacher verbal interaction, inquiry-based learning (IBL), secondary school science and classroom interaction. Eleven studies were included in this review but only two out of the eleven selected papers discussed teacher verbal interaction. Hence, more research needs to be conducted in order to observe the effect of IBL towards teacher's verbal interaction during learning sessions.
Mills, Jane; Yates, Karen; Harrison, Helena; Woods, Cindy; Chamberlain-Salaun, Jennifer; Trueman, Scott; Hitchins, Marnie
Postgraduate nursing students' negative perceptions about a core research subject at an Australian university led to a revision and restructure of the subject using a Communities of Inquiry framework. Negative views are often expressed by nursing and midwifery students about the research process. The success of evidence-based practice is dependent on changing these views. A Community of Inquiry is an online teaching, learning, thinking, and sharing space created through the combination of three domains-teacher presence (related largely to pedagogy), social presence, and cognitive presence (critical thinking). Evaluate student satisfaction with a postgraduate core nursing and midwifery subject in research design, theory, and methodology, which was delivered using a Communities of Inquiry framework. This evaluative study incorporated a validated Communities of Inquiry survey (n=29) and interviews (n=10) and was conducted at an Australian university. Study participants were a convenience sample drawn from 56 postgraduate students enrolled in a core research subject. Survey data were analysed descriptively and interviews were coded thematically. Five main themes were identified: subject design and delivery; cultivating community through social interaction; application-knowledge, practice, research; student recommendations; and technology and technicalities. Student satisfaction was generally high, particularly in the areas of cognitive presence (critical thinking) and teacher presence (largely pedagogy related). Students' views about the creation of a "social presence" were varied but overall, the framework was effective in stimulating both inquiry and a sense of community. The process of research is, in itself, the creation of a "community of inquiry." This framework showed strong potential for use in the teaching of nurse research subjects; satisfaction was high as students reported learning, not simply the theory and the methods of research, but also how to engage
Full Text Available The Centre for Narrative Research was founded at the turn of the millenium. To commemorate its tenth anniversary, we organised an event which took place on November 10, 2010, at the Marx Memorial Library in London. The day had a very flexible format. We began with a few opening words from the three co-directors (Molly Andrews, Corinne Squire, and Maria Tamboukou and the Research Fellow (Cigdem Esin of CNR. This was followed by contributions from six leading narrative scholars (Jens Brockmeier, Michael Erben, Mark Freeman, Margareta Hydén, Margaretta Jolly, and Olivia Sagan to which Alexandra Georgakopoulou and Matti Hyvärinen then responded. Following lunch, the sixty participants were broken up into smaller groups, where they discussed issues raised in the morning session. The day concluded with a final discussion piece offered by Mike Rustin. The six presenters were faced with a formidable challenge. We invited them to write pieces of approximately 500 words on "the promise and challenges for future narrative research, including critiques of and hopes for our own scholarship." These were prepared in advance of the event, and sent to the discussants, who were asked not only to comment upon the set of issues raised, but also to provide a framework for looking at the problems as a whole set. Not only did the contributors and discussants come from a range of different backgrounds and geographical locations, but the range of intellectual interests represented by those who attended the day was very marked: poets, writers of fiction, policy makers, psychoanalysts, sociologists, psychologists, political scientists, social workers, and others. Perhaps the most outstanding feature of the day was the conversations which happened across boundaries, characterised by both a search for common ground as well as a recognition of the different intellectual standpoints represented by the people there. What follows are written versions of the prepared, spoken
Anderson, Claire; Kirkpatrick, Susan
Introduction Narrative interviews place the people being interviewed at the heart of a research study. They are a means of collecting people's own stories about their experiences of health and illness. Narrative interviews can help researchers to better understand people's experiences and behaviours. Narratives may come closer to representing the context and integrity of people's lives than more quantitative means of research. Methodology Researchers using narrative interview techniques do not set out with a fixed agenda, rather they tend to let the interviewee control the direction, content and pace of the interview. The paper describes the interview process and the suggested approach to analysis of narrative interviews, We draw on the example from a study that used series of narrative interviews about people's experiences of taking antidepressants. Limitations Some people may find it particularly challenging to tell their story to a researcher in this way rather than be asked a series of questions like in a television or radio interview. Narrative research like all qualitative research does not set out to be generalisable and may only involve a small set of interviews.
Campbell, Laurel H.; McDonagh, Deana
This article discusses teaching empathic research methodology as performance. The authors describe their collaboration in an activity to help undergraduate industrial design students learn empathy for others when designing products for use by diverse or underrepresented people. The authors propose that an industrial design curriculum would benefit…
Hooker, Roderick S; Kuilman, Luppo; Everett, Christine M
PURPOSE: To examine physician assistant (PA) job satisfaction and identify factors predicting job satisfaction and identify areas of needed research. With a global PA movement underway and a half-century in development, the empirical basis for informing employers of approaches to improve job
Moss, Hilary; O'Neill, Desmond
Introduction This paper presents three artists' residencies in a geriatric medicine unit in a teaching hospital. The aim of the residencies was creation of new work of high artistic quality reflecting the lived experience of the person with dementia and greater understanding of service user experience of living with dementia. This paper also explores arts-based research methodologies in a medical setting. Method Arts-based research and narrative enquiry were the method used in this study. Artists had extensive access to service users with dementia, family carers and clinical team. Projects were created through collaboration between clinical staff, arts and health director, artist, patients and family carers. Each performance was accompanied by a public seminar discussing dementia. Evaluations were undertaken following each residency. The process of creating artistic responses to dementia is outlined, presented and discussed. Results The artworks were well received with repeat performances and exhibitions requested. Evaluations of each residency indicated increased understanding of dementia. The narratives within the artworks aided learning about dementia. The results are a new chamber music composition, a series of visual artworks created collaboratively between visual artist and patients and family carers and a dance film inspired by a dancer's residency, all created through narrative enquiry. These projects support the role of arts-based research as creative process and qualitative research method which contributes to illuminating and exploring the lived experience of dementia. The arts act as a reflective tool for learning and understanding a complex health condition, as well as creating opportunities for increased understanding and public awareness of dementia. Issues arising in arts-based research in medical settings are highlighted, including ethical issues, the importance of service user narrative and multidisciplinary collaboration in arts and health
Wong, Ambrose H; Tiyyagura, Gunjan K; Dodington, James M; Hawkins, Bonnie; Hersey, Denise; Auerbach, Marc A
Deep exploration of a complex health care issue in pediatrics might be hindered by the sensitive or infrequent nature of a particular topic in pediatrics. Health care simulation builds on constructivist theories to guide individuals through an experiential cycle of action, self-reflection, and open discussion, but has traditionally been applied to the educational domain in health sciences. Leveraging the emotional activation of a simulated experience, investigators can prime participants to engage in open dialogue for the purposes of qualitative research. The framework of simulation-primed qualitative inquiry consists of 3 main iterative steps. First, researchers determine applicability by consideration of the need for an exploratory approach and potential to enrich data through simulation priming of participants. Next, careful attention is needed to design the simulation, with consideration of medium, technology, theoretical frameworks, and quality to create simulated reality relevant to the research question. Finally, data collection planning consists of a qualitative approach and method selection, with particular attention paid to psychological safety of subjects participating in the simulation. A literature review revealed 37 articles that used this newly described method across a variety of clinical and educational research topics and used a spectrum of simulation modalities and qualitative methods. Although some potential limitations and pitfalls might exist with regard to resources, fidelity, and psychological safety under the auspices of educational research, simulation-primed qualitative inquiry can be a powerful technique to explore difficult topics when subjects might experience vulnerability or hesitation. Copyright © 2017 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.
Werner, Thomas P.; Rogers, Katrina S.
"Scholar-Craftsmanship" (SC) is a quadrant methodological framework created to help social science doctoral students construct first-time dissertation research. The framework brackets and predicts how epistemological domains, cultures of inquiries, personality indicators, and research question--types can be correlated in dissertation…
Vossoughi, Shirin; Escudé, Meg
This piece explores the politics and possibilities of video research on learning in educational settings. The authors (a research-practice team) argue that changing the stance of inquiry from "surveillance" to "relationship" is an ongoing and contingent practice that involves pedagogical, political, and ethical choices on the…
Lawton-Sticklor, Nastasia; Bodamer, Scott F.
This article explores a research partnership between a university-based researcher and a middle school science teacher. Our partnership began with project-based inquiry and continued with unstructured thought-partner spaces: meetings with no agenda where we wrestled with problems of practice. Framed as incubation periods, these meetings allowed us…
In this paper, I will tell two of my personal stories to try to explore the secret or opaque space between the original telling and retelling of stories in narrative inquiry. Based upon my difficult struggles with the two stories of tea, school, and narrative, I suggest that narrative inquiry has to be a complex loop of relationship, reflexivity,…
Hubbard, I J; Vyslysel, G; Parsons, M W
Research is often scholarship driven and the findings are then channelled into the practice community on the assumption that it is utilising an evidence-based approach in its service delivery. Because of persisting difficulties in bridging the practice-evidence gap in health care, there has been a call for more active links between researchers and practitioners. The authors were part of an interprofessional research initiative which originated from within an acute stroke clinical community. This research initiative aimed to encourage active participation of health professionals employed in the clinical setting and active collaboration across departments and institutions. On reflection, it appeared that in setting up an interprofessional, practice-driven research collaborative, achievements included the instigation of a community of inquiry and the affording of opportunities for allied health professionals to be actively involved in research projects directly related to their clinical setting. Strategies were put in place to overcome the challenges faced which included managing a demanding and frequently changing workplace, and overcoming differences in professional knowledge, skills and expertise. From our experience, we found that interprofessional, practice-driven research can encourage allied health professionals to bridge the practice-evidence gap, and is a worthwhile experience which we would encourage others to consider.
Healey, Mick; Jenkins, Alan
The focus of this article is on the role of academic developers in supporting and influencing undergraduate research and inquiry, a high-impact activity. We examine the levels at which academic developers can influence undergraduate research and inquiry practices by distinguishing between staff and student practices; disciplinary and departmental…
Ashraf M. Salama
Full Text Available This article responds to the misconceptions that continue to characterize the delivery of knowledge content in architectural courses. Based on reviewing the literature on pedagogy the paper explores the value and benefits of introducing evaluation research as a mechanism for critical inquiry and knowledge construction in theory courses in architecture and urbanism. A framework is developed and employed to demonstrate the way in which this type of learning can be incorporated. The development and implementation of a series of in-class and off campus exercises in two different contexts reveal that structured actions and experiences help students to be in control over their learning while invigorating their understanding of the body of knowledge delivered in a typical lecture format. It firmly believed that this would offer students multiple learning opportunities while fostering their capabilities to shift from passive listeners to active learners and from knowledge consumers to knowledge producers.
Estefan, Andrew; Roughley, Robert A.
This study draws upon recent narrative inquiry research that explored the resilience experiences of 6 young same-sex-attracted men and women (4 men, 2 women; age range = 21-27). This article elucidates the story of one participant, Joseph, a 25-year-old Canadian man. As we conducted the research, Joseph's story stood out for us as having something…
Fowler, Debra A.; Matthews, Pamela R.; Schielack, Jane F.; Webb, Robert C.; Wu, X. Ben
Inquiry-guided learning (IGL) is not new to Texas A&M University, a large research-extensive institution. The ideas of asking questions and seeking answers have always been associated at this university with both learning and discovery. In this article the authors present how, as a natural extension, Texas A&M University infuses IGL more…
Bentley, Danielle Christine; Robinson, Andrea Cristina; Ruscitti, Robert Joseph
With the growing volume of obtainable medical information and scientific literature, it is crucial that students in the field of allied health professions develop and refine the research skill set necessary to effectively find, retrieve, analyze, and use this information. This skill set can be effectively developed using student inquiry; an active…
Winkelmann, Kurt; Baloga, Monica; Marcinkowski, Tom; Giannoulis, Christos; Anquandah, George; Cohen, Peter
Research projects conducted by faculty in STEM departments served as the inspiration for a new curriculum of inquiry-based, multiweek laboratory modules in the general chemistry 1 course. The purpose of this curriculum redesign was to improve students' attitudes about chemistry as well as their self-efficacy and skills in performing inquiry…
This article reports on the design and implementation of an alternative form of writing assessment in a UK English for Academic Purposes (EAP) pre-sessional course. The assessment, termed processfolio, was a response to research inquiry into how writing assessment in a local context negated student agency and inculcated disempowering models of…
Kizilaslan, Aydin; Sozbilir, Mustafa; Yasar, M. Diyaddin
Inquiry-based learning [IBL] enhances students' critical thinking abilities and help students to act as a scientist through using scientific method while learning. Specifically, inquiry as a teaching approach has been defined in many ways, the most important one is referred to nature of constructing knowledge while the individuals possess a…
System-based and collaborative teacher inquiry has unexplored potential that can impact educational policy in numerous ways. This impact can be increased when teacher inquiry builds momentum from classrooms and teaching practices and simultaneously addresses district, state, and national discourses and networks. In this conceptual paper, I…
Yazon, Jessamyn Marie Olivares
My case study explored Filipino secondary students' and teachers' experiences with technology research, project-based pedagogy. The study was conducted to examine the nature of a Technology Research (TR) Curriculum, and how it mediates non-Western students' learning, and interest in technology-based careers. The context for my study is Philippine Science High School's (PSHS) TR program wherein students outline a proposal, design an experiment or a device, and implement their design to address a real world problem. My data sources included semi-structured interviews of 27 students and 2 teachers; participant observations of classroom and group activities, teacher-student consultations, and Science-Technology Fair presentations; TR curriculum documents; and researcher journal logs. My examination of curriculum documents revealed that since the 1960s, the Philippine government has implemented specialized educational programs, such as the PSHS Science/Technology Streaming and TR programs, to support Filipino youth interested in science and technology courses and careers. Data analyses showed that the TR program provided a rich, practical learning environment where 'doing technology design' blended with 'doing science inquiry'. The TR activities enhanced student understanding of science and technology; helped them integrate and apply knowledge and skills learned from other school subjects; encouraged them to be creative, problem-solvers; and helped develop their lifelong learning skills. Students recognized that TR teachers adopted alternative instructional strategies that prompted students to adopt more active roles in their learning. Research findings revealed that student interest in pursuing technology-related careers was supported by their participation in the streaming and the TR programs. Data also showed that Filipino cultural practices mediated student learning, and career decision-making. My research findings suggest that present notions of scientific inquiry
Cantalini-Williams, Maria; Curtis, Debra; Eden-DeGasperis, Kimberley; Esposto, Lauren; Guibert, Jenny; Papp, Heather; Roque, Carlos
This study examined a collaborative inquiry process, facilitated by university faculty in an elementary school, intended to develop a research community, foster knowledge mobilization, and enhance student engagement. The Collaborative Inquiry Team in Education (CITE) initiative consisted of five school-based sessions that included videos,…
Morgan, P.; Bloom, J. W.
For the past three summers, we have worked with in-service teachers on image processing, planetary geology, and earthquake and volcano content modules using inquiry methods that ended with mini-research experiences. Although almost all were science teachers, very few could give a reasonable definition of science at the start of the modules, and very few had a basic grasp of the processes of scientific research and could not include substantive scientific inquiry into their lessons. To build research understanding and confidence, an instructor-student interaction model was used in the modules. Studies have shown that children who participate in classrooms as learning and inquiry communities develop more complex understandings. The same patterns of complex understandings have resulted in similarly structured professional communities of teachers. The model is based on professional communities, emphasizing from the beginning that inquiry is a form of research. Although the actual "research" component of the modules was short, the teachers were identified as professionals and researchers from the start. Research/inquiry participation is therefore an excellent example by which to allow their teachers to learn. Initially the teachers were very reluctant to pose questions. As they were encouraged to share, collaborate, and support each other, the role of the instructor became less of a leader and more of a facilitator, and the confidence of the teachers as professionals and researchers grew. One teacher even remarked, "This is how we should be teaching our kids!' Towards the end of the modules the teachers were ready for their mini- research projects and collaborated in teams of 2-4. They selected their own research topics, but were guided toward research questions that required data collection (from existing studies), some data manipulation, interpretation, and drawing conclusions with respect to the original question. The teachers were enthusiastic about all of their
Scott, Pamela; Pentecost, Thomas C.
How does the degree of inquiry-based laboratory instruction impact student performance and student perseverance in the laboratory portion of a first-semester general chemistry course? The implementation of a new
J. Woudenberg; L. Bobbink; E. Geurts; M. Pelzer; H. Degen-Nijeboer
This book is about narrative methods and narrative research. The word narrativity derives from the Latin word narrare, which means ‘to tell’. Narratives are present everywhere. They come in the form of fairy tales, drama, drawings, art, history, biography, myths and legends. Narratives can be found
This collection of dialogues is the only textbook of its kind. Internet Inquiry: Conversations About Method takes students into the minds of top internet researchers as they discuss how they have worked through critical challenges as they research online social environments. Editors Annette N....... Markham and Nancy K. Baym illustrate that good research choices are not random but are deliberate, studied, and internally consistent. Rather than providing single "how to" answers, this book presents distinctive and divergent viewpoints on how to think about and conduct qualitative internet studies....
Full Text Available In this article, I look back in an art/research experiment of convening an exhibition of women artists and inviting them to a round-table discussion in the context of a sociological conference. The artists who took part in this event had been previously interviewed for a feminist research project, entitled "In the Fold Between Life and Art, a Genealogy of Women Artists". The conference exhibition gave the artists the opportunity to appear to an academic audience and present their work while the round-table discussion created a forum for a narrative event where all women were invited to recount stories of becoming an artist. In looking at this event I want to explore questions around the possibilities and limitations of narratives in microsociological inquiries. In following trails of ARENDT's theorisation of stories, I explore connections and tensions between social, political and cultural entanglements in narrative research. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1501193
Full Text Available Aim/Purpose: These days educators are expected to integrate technological tools into classes. Although they acquire relevant skills, they are often reluctant to use these tools. Background:\tWe incorporated online forums for generating a Community of Inquiry (CoI in a faculty development program. Extending the Technology, Pedagogy, and Content Knowledge (TPACK model with Assessment Knowledge and content analysis of forum discourse and reflection after each CoI, we offer the Diagnostic Tool for Learning, Assessment, and Research (DTLAR. Methodology: This study spanned over two cycles of a development program for medical faculty. Contribution: This study demonstrates how the DTLAR supports in-depth examination of the benefits and challenges of using CoIs for learning and teaching. Findings: Before the program, participants had little experience with, and were reluctant to use, CoIs in classes. At the program completion, many were willing to adopt CoIs and appreciated this method’s contribution. Both CoIs discourse and reflections included positive attitudes regarding cognitive and teacher awareness categories. However, negative attitudes regarding affective aspects and time-consuming aspects of CoIs were exposed. Participants who experienced facilitating a CoI gained additional insights into its usefulness. Recommendations for Practitioners\t: The DTLAR allows analyzing adaption of online forums for learning and teaching. Recommendation for Researchers: The DTLAR allows analyzing factors that affect the acceptance of online fo-rums for learning and teaching. Impact on Society\t: While the tool was implemented in the context of medical education, it can be readily applied in other adult learning programs. Future Research: The study includes several design aspects that probably affected the improve-ment and challenges we found. Future research is called for providing guidelines for identifying boundary conditions and potential for further
Brykczynski, Karen A
Scholarship of teaching in nursing is illustrated by describing the development, implementation, evaluation, and revision of a family and health promotion course for graduate family nurse practitioner students. A narrative pedagogical approach that combines conventional pedagogy with action research is used. The work, an example of curriculum as dialogue, illustrates how teachers can incorporate research, evaluation, and reflection into their daily teaching practice. Given adequate support, these evaluation and research activities could constitute part of the scholarship of teaching, and, as such, would warrant allocation of time in faculty workloads and formal acknowledgment in annual performance evaluations and promotion and tenure decisions. The importance of increasing the clinical relevance of the scholarship of teaching in a practice discipline such as nursing is also emphasized.
O'Byrne, Louise; Smith, Sheree
To identify models used as local initiatives to build capability and capacity in clinical nurses. The National Health Service, Nursing and Midwifery Council and the United Kingdom Clinical Research Collaboration all support the development of the building of research capability and capacity in clinical nurses in the UK. Narrative review. A literature search of databases (including Medline and Pubmed) using the search terms nursing research, research capacity and research capability combined with building, development, model and collaboration. Publications which included a description or methodological study of a structured initiative to tackle research capacity and capability development in clinical nurses were selected. Three models were found to be dominant in the literature. These comprised evidence-based practice, facilitative and experiential learning models. Strong leadership, organisational need and support management were elements found in all three models. Methodological issues were evident and pertain to small sample sizes, inconsistent and poorly defined outcomes along with a lack of data. Whilst the vision of a research ready and active National Health Service is to be applauded to date, there appears to be limited research on the best approach to support local initiatives for nurses that build research capability and capacity. Future studies will need to focus on well-defined objectives and outcomes to enable robust evidence to support local initiatives. To build research capability and capacity in clinical nurses, there is a need to evaluate models and determine the best approach that will provide clinical nurses with research opportunities. © 2010 Blackwell Publishing Ltd.
Dreon, Oliver, Jr.
This phenomenological study demonstrates the influence that affective factors have on beginning teachers' ability to enact instructional practices. Through narratives shared in interviews and web log postings, two beginning science teachers' emotional engagement with their instructional practices, especially that of implementing inquiry-based instruction, and the resulting impact these emotions had on professional decision-making were evidenced. Anxiety emerged as the most significant impacting emotion on instructional decision-making with the participants. Through their stories, the two participants describe how their emotions and views of self influence whether they continue using inquiry pedagogy or alter their lesson to adopt more didactic means of instruction. These emotions arise from their feelings of being comfortable teaching the content (self-efficacy), from the unpredictability of inquiry lessons (control beliefs), from how they perceive their students as viewing them (teacher identity) and from various school constraints (agency). This research also demonstrates how intertwined these aspects are, informing each other in a complex, dialectical fashion. The participants' self-efficacy and professional identity emerge from their interactions with the community (their students and colleagues) and the perceived agency afforded by their schools' curricula and administration. By providing descriptions of teachers' experiences enacting inquiry pedagogy, this study expands our understanding of factors that influence teachers' instructional practices and provides a basis for reforming science teacher preparation.
The act of engaging in sound and ethical practitioner research, regardless of context, encourages and indeed demands an alignment between the ethical framework employed in the research enterprise and the "everyday ethics" of practice. This paper explores the ethical dimensions of what Cochran-Smith and Lytle have termed the dialectic of…
Miller, Jeffrey D; Foley, Kathleen A; Russell, Mason W
The demand for economic models that evaluate cancer treatments is increasing, as healthcare decision makers struggle for ways to manage their budgets while providing the best care possible to patients with cancer. Yet, after nearly 2 decades of cultivating and refining techniques for modeling the cost-effectiveness and budget impact of cancer therapies, serious methodologic and policy challenges have emerged that question the adequacy of economic modeling as a sound decision-making tool in oncology. We sought to explore some of the contentious issues associated with the development and use of oncology economic models as informative tools in current healthcare decision-making. Our objective was to draw attention to these complex pharmacoeconomic concerns and to promote discussion within the oncology and health economics research communities. Using our combined expertise in health economics research and economic modeling, we structured our inquiry around the following 4 questions: (1) Are economic models adequately addressing questions relevant to oncology decision makers; (2) What are the methodologic limitations of oncology economic models; (3) What guidelines are followed for developing oncology economic models; and (4) Is the evolution of oncology economic modeling keeping pace with treatment innovation? Within the context of each of these questions, we discuss issues related to the technical limitations of oncology modeling, the availability of adequate data for developing models, and the problems with how modeling analyses and results are presented and interpreted. There is general acceptance that economic models are good, essential tools for decision-making, but the practice of oncology and its rapidly evolving technologies present unique challenges that make assessing and demonstrating value especially complex. There is wide latitude for improvement in oncology modeling methodologies and how model results are presented and interpreted. Complex technical and
The extensive clinical experience of senior nurses is a valuable resource to assist new nurses to prepare for their professional future in the clinical environment. This study employed the professional life narratives of psychiatric nurses in Taiwan to establish professional meaning and create a development image for Taiwan psychiatric nurses. This study used a narrative approach to interview a psychiatric nurse with nearly thirty years of clinical experience. Researchers analyzed findings and constructed a new meaningful vision in light of social and cultural changes. Results identified three periods, namely Enlightenment, Shaping, and Spiritual Care. Enlightenment focuses on the nurse as a helper; Shaping focuses on the fundamental need for nurses; and Transmitting focuses on spiritual care. These periods outline a development image for psychiatric care in which effectiveness of care shifts from "individual" to "professional". The significance of caring for psychiatric patients should be perceived through shaping, which is generated by social interaction. This case study may be applied to enhance psychiatric nursing education.
Variano, Evan; Taylor, Karen
Inquiry can be implemented in various ways, ranging from simple classroom discussions to longterm research projects. In this article, the authors developed a project in which high school students were introduced to the nature and process of scientific discovery through a two-week guided inquiry unit on "limnology"--the study of fresh water, which…
Littleton, Karen, Ed.; Scanlon, Eileen, Ed.; Sharples, Mike, Ed.
There is currently a rapidly growing interest in inquiry learning and an emerging consensus among researchers that, particularly when supported by technology, it can be a significant vehicle for developing higher order thinking skills. Inquiry learning methods also offer learners meaningful and productive approaches to the development of their…
The purpose of this mixed-methods action research study was to examine to what extent entomological research can promote students' hands-on learning in a high-poverty, urban, secondary setting. In reviewing the literature, the researcher was not able to find a specific study that investigated how entomological research could promote the hands-on learning of students. The researcher did find evidence that research on learning in a secondary setting was important to student growth. It should also be noted that support was established for the implementation of hands-on science inquiry in the classroom setting. The study's purpose was to aid educators in their instruction by combining research-based strategies and hands-on science inquiry. The surveys asked 30 students to rate their understanding of three basic ideas. These core ideas were entomological research, hands-on science inquiry, and urban studies. These core ideas provided the foundation for the study. The questionnaires were based on follow-up ideas from the surveys. Two interview sessions were used to facilitate this one-on-one focus. Because the study included only 30 student participants, its findings may not be totally replicable. Further study investigating the links between entomological research and hands-on science learning in an urban environment is needed.
Full Text Available This article elaborates on the sixth movement of a postfoundational notion of practical theology and is concerned with giving a description of experiences, which are thickened through interdisciplinary investigation. The experiences of interest are those of the co-researchers who formed part of the larger research study, conducted in 2010, and who were at the time adolescent male orphans, affected by HIV and AIDS, poverty and father abandonment. The research was conducted within the theoretical frameworks of a postfoundational notion of practical theology, narrative therapy and research, and social constructionism. A qualitative research strategy was employed, with the case study design as point of departure in collecting and analysing research data. Various key aspects were investigated with the use of the model of narrative and the seven movements of a postfoundational notion of practical theology. The aim of this article is to provide an illustration of the application of the principles of a postfoundational notion of practical theology, and its sixth movement – an interdisciplinary investigation – as it is applied within this specific research context. Four interdisciplinary conversationalists, each from a different academic field, were invited to reflect on the three narrated stories of the co-researchers. This article, then, gives a report on their feedback and the value of interdisciplinary investigation in aiding, with the understanding of the meaningmaking process behind collected narratives.
White, Mary T; Satterfield, Caley A; Blackard, Jason T
Participation in short-term educational experiences in global health (STEGHs) among medical trainees is increasingly accompanied by interest in conducting research while abroad. Because formal training in both global health and research methods is currently under-represented in most medical curricula, trainees are often unfamiliar with the knowledge, attitudes, and skills necessary to design and conduct research successfully. This narrative review identifies essential global health research competencies for medical trainees engaged in STEGHs. The authors searched the literature using the terms global health, competency, research, research methods/process/training, scholarly project, medical student, and medical education/education. Because articles directly addressing global health research competencies for medical trainees were limited, the authors additionally drew on the broader literature addressing general research competencies and global health competencies. Articles yielded by the literature search, combined with established guidelines in research ethics and global health ethics, were used to identify six core domains and twenty discrete competencies fundamental to global health research at a level appropriate for medical trainees enrolled in STEGHs. Consideration was given to diverse research modalities, varying levels of training, and the availability of mentoring and on-site support. Research may provide important benefits to medical trainees and host partners. These competencies provide a starting point; however, circumstances at any host site may necessitate additional competencies specific to that setting. These competencies are also limited by the methodology employed in their development and the need for additional perspectives from host partners. The competencies identified outline basic knowledge, attitudes, and skills necessary for medical trainees to conduct limited global health research while participating in STEGHS. They may also be used as a
Wininger, Michael; Pidcoe, Peter
The Academy of Pediatric Physical Therapy Research Summit IV issued a Call to Action for community-wide intensification of a research enterprise in inquiries related to pediatric brain injury and motor disability by way of technological integration. But the barriers can seem high, and the pathways to integrative clinical research can seem poorly marked. Here, we answer the Call by providing framework to 3 objectives: (1) instrumentation, (2) biometrics and study design, and (3) data analytics. We identify emergent cases where this Call has been answered and advocate for others to echo the Call both in highly visible physical therapy venues and in forums where the audience is diverse.
Meng, Jingbo; Martinez, Lourdes; Holmstrom, Amanda; Chung, Minwoong; Cox, Jeff
The article presents a narrative review of scholarship on social support through social networking sites (SNSs) published from 2004 to 2015. By searching keywords related to social support and SNSs in major databases for social sciences, we identified and content analyzed directly relevant articles (N = 88). The article summarizes the prevalence of theory usage; the function of theory usage (e.g., testing a theory, developing a theory); major theories referenced; and methodologies, including research designs, measurement, and the roles of social support and SNS examined in this literature. It also reports four themes identified across the studies, indicating the trends in the current research. Based on the review, the article presents a discussion about study sites, conceptualization of social support, theoretical coherence, the role of social networks, and the dynamic relationships between SNS use and social support, which points out potential avenues for shaping a future research agenda.
Putnam, N. M.; Maness, H. L.; Rossi, E. A.; Hunter, J. J.
The vision science activity was originally designed for the 2007 Center for Adaptive Optics (CfAO) Summer School. Participants were graduate students, postdoctoral researchers, and professionals studying the basics of adaptive optics. The majority were working in fields outside vision science, mainly astronomy and engineering. The primary goal of the activity was to give participants first-hand experience with the use of a wavefront sensor designed for clinical measurement of the aberrations of the human eye and to demonstrate how the resulting wavefront data generated from these measurements can be used to assess optical quality. A secondary goal was to examine the role wavefront measurements play in the investigation of vision-related scientific questions. In 2008, the activity was expanded to include a new section emphasizing defocus and astigmatism and vision testing/correction in a broad sense. As many of the participants were future post-secondary educators, a final goal of the activity was to highlight the inquiry-based approach as a distinct and effective alternative to traditional laboratory exercises. Participants worked in groups throughout the activity and formative assessment by a facilitator (instructor) was used to ensure that participants made progress toward the content goals. At the close of the activity, participants gave short presentations about their work to the whole group, the major points of which were referenced in a facilitator-led synthesis lecture. We discuss highlights and limitations of the vision science activity in its current format (2008 and 2009 summer schools) and make recommendations for its improvement and adaptation to different audiences.
Hullman, Jessica; Diakopoulos, Nicholas
Narrative visualizations combine conventions of communicative and exploratory information visualization to convey an intended story. We demonstrate visualization rhetoric as an analytical framework for understanding how design techniques that prioritize particular interpretations in visualizations that "tell a story" can significantly affect end-user interpretation. We draw a parallel between narrative visualization interpretation and evidence from framing studies in political messaging, decision-making, and literary studies. Devices for understanding the rhetorical nature of narrative information visualizations are presented, informed by the rigorous application of concepts from critical theory, semiotics, journalism, and political theory. We draw attention to how design tactics represent additions or omissions of information at various levels-the data, visual representation, textual annotations, and interactivity-and how visualizations denote and connote phenomena with reference to unstated viewing conventions and codes. Classes of rhetorical techniques identified via a systematic analysis of recent narrative visualizations are presented, and characterized according to their rhetorical contribution to the visualization. We describe how designers and researchers can benefit from the potentially positive aspects of visualization rhetoric in designing engaging, layered narrative visualizations and how our framework can shed light on how a visualization design prioritizes specific interpretations. We identify areas where future inquiry into visualization rhetoric can improve understanding of visualization interpretation. © 2011 IEEE
Gifford, Wendy A; Holyoke, Paul; Squires, Janet E; Angus, Douglas; Brosseau, Lucie; Egan, Mary; Graham, Ian D; Miller, Carol; Wallin, Lars
Nurses and allied health care professionals (physiotherapists, occupational therapists, speech and language pathologists, dietitians) form more than half of the clinical health care workforce and play a central role in health service delivery. There is a potential to improve the quality of health care if these professionals routinely use research evidence to guide their clinical practice. However, the use of research evidence remains unpredictable and inconsistent. Leadership is consistently described in implementation research as critical to enhancing research use by health care professionals. However, this important literature has not yet been synthesized and there is a lack of clarity on what constitutes effective leadership for research use, or what kinds of intervention effectively develop leadership for the purpose of enabling and enhancing research use in clinical practice. We propose to synthesize the evidence on leadership behaviours amongst front line and senior managers that are associated with research evidence by nurses and allied health care professionals, and then determine the effectiveness of interventions that promote these behaviours. Using an integrated knowledge translation approach that supports a partnership between researchers and knowledge users throughout the research process, we will follow principles of knowledge synthesis using a systematic method to synthesize different types of evidence involving: searching the literature, study selection, data extraction and quality assessment, and analysis. A narrative synthesis will be conducted to explore relationships within and across studies and meta-analysis will be performed if sufficient homogeneity exists across studies employing experimental randomized control trial designs. With the engagement of knowledge users in leadership and practice, we will synthesize the research from a broad range of disciplines to understand the key elements of leadership that supports and enables research use
Narrative Absorption brings together research from the social sciences and Humanities to solve a number of mysteries: Most of us will have had those moments, of being totally absorbed in a book, a movie, or computer game. Typically we do not have any idea about how we ended up in such a state. No...
Full Text Available Abstract Background The best available evidence demonstrates that conventional weight management has a high long-term failure rate. The ethical implications of continued reliance on an energy deficit approach to weight management are under-explored. Methods A narrative literature review of journal articles in The Journal of Human Nutrition and Dietetics from 2004 to 2008. Results Although the energy deficit approach to weight management has a high long-term failure rate it continues to dominate research in the field. In the current research agenda, controversies and complexities in the evidence base are inadequately discussed, and claims about the likely success of weight management misrepresent available evidence. Conclusions Dietetic literature on weight management fails to meet the standards of evidence based medicine. Research in the field is characterised by speculative claims that fail to accurately represent the available data. There is a corresponding lack of debate on the ethical implications of continuing to promote ineffective treatment regimes and little research into alternative non-weight centred approaches. An alternative health at every size approach is recommended.
Adkins, Florence E.
This qualitative phenomenological research study used narrative inquiry to examine police officer perceptions of effective school responses to active shooting scenarios. Creswell's (2013) six step process for analyzing and interpreting qualitative data was used to examine the interview information. The study results support the idea that changes…
Urias, Marissa Vasquez; Falcon, Vannessa; Harris, Frank, III; Wood, J. Luke
With the use of a narrative approach to inquiry, this chapter seeks to reframe deficit-oriented research on men of color, which often focuses on patterns of failure and underachievement, by exploring the pathways of community college men of color who successfully transferred to 4-year institutions.
This narrative inquiry study uses personal experiences as a method of ethnographic research among Black women student leaders. The collegiate life stories of six African American women undergraduates experiencing gendernoir racial battle fatigue are described and analyzed. Combined are participant journaling, lived experiential interviews, and…
Holmes, Janet; Marra, Meredith
Narratives are often overlooked in workplace talk, but they contribute in crucial ways to relationship building and identity construction in workplace interaction. In this article we analyse narratives told by skilled migrants from non-English-speaking backgrounds during a workplace internship conducted as part of a Workplace Communication course.…
M.C.R. Grever (Maria); T. Van der Vlies (Tina)
textabstractNational narratives have often served to mobilize the masses for war by providing myths and distorted interpretations of the past, while conversely wars were major sources for producing national narratives. Because national history is very likely to remain a central topic in history
M.C.R. Grever (Maria); Vlies, T.
textabstractNational narratives have often served to mobilize the masses for war by providing myths and distorted interpretations of the past, while conversely wars were major sources for producing national narratives. Because national history is very likely to remain a central topic in history
McCreaddie, M; Kuzemski, D; Griffiths, J; Sojka, E M; Fielding, M; Al Yateem, N; Williams, J J
This article identified, critically analysed and synthesized the literature on international nursing and midwifery research capacity building and standards. The United Arab Emirates is heavily dependent up on expatriate nurses. Only 4% of nurses working within the country are Emirati. The nation is therefore committed to developing nurses and nursing as a profession. The United Arab Emirates' Nursing and Midwifery Council was formed in 2009 and initially focused on regulation, education and specialization. This review was undertaken to inform the work of the Council's newly established Scientific Research Sub-Committee. A rapid narrative review was conducted using the Cumulative Index of Nursing and Allied Health Literature database, key words, Boolean operators, parameters and a journal-specific search. An inclusion/exclusion criterion was identified. The search provided 332 articles with 45 included in the final review. The literature on nursing research 'standards' and 'capacity building' is diverse and inconsistent across continents and in approaches. Nursing research has evolved to varying degrees across the globe. Nevertheless, irrespective of the locale, there are similar problems encountered in growing research, for example nursing faculty shortage, lack of collaborative research, funding. There are also specific challenges in the Middle East and North Africa region. The review was constrained by time and access. There are specific challenges for the United Arab Emirates. However, the country is well placed to learn from the experiences of colleagues elsewhere. Time and commitment is required to build the solid foundations necessary to ensure robust, sustained growth. Identifying research capacity as both a process and outcome at the outset may also assist. Further, it may be prudent to consider initiating a Gulf Coast Countries' collaborative approach to building research capacity to harness scare resources and create a larger critical mass. © 2017
In this article, I interrogate the changing forms that may be fundamental to transformative learning and how these are best chronicled and understood. Drawing on auto/biographical narrative research, I challenge the continuing primacy of a kind of overly disembodied, decontextualized cognition as the basis of transformation. Notions of epistemic…
Boeije, H.R.; Slagt, M.I.; van Wesel, F.
In mixed methods research (MMR), integrating the quantitative and the qualitative components of a study is assumed to result in additional knowledge (or "yield"). This narrative review examines the extent to which MMR is used in the field of childhood trauma and provides directions for improving
Boeije, H.; Slagt, M.; Wesel, F. van
In mixed methods research (MMR), integrating the quantitative and the qualitative components of a study is assumed to result in additional knowledge (or “yield”). This narrative review examines the extent to which MMR is used in the field of childhood trauma and provides directions for improving
Boeije, Hennie; Slagt, Meike; van Wesel, Floryt
In mixed methods research (MMR), integrating the quantitative and the qualitative components of a study is assumed to result in additional knowledge (or "yield"). This narrative review examines the extent to which MMR is used in the field of childhood trauma and provides directions for improving mixed methods studies in this field. A…
Grant, A; Biley, F C; Leigh-Phippard, H; Walker, H
This paper is the second part of a two-article practice development report. It builds on the first part by introducing and discussing a Writing for Recovery practice development project, conducted at two UK sites. The paper begins by briefly describing the project within the context of helping mental health users, carers and survivors develop skills in creative writing in order to engage in the process of narrative re-storying in line with preferred identity. A selective overview of broad and focal background literature relevant to the project is then provided in order to position it within a values-based mental health nursing practice. Following this, the specific plan for running the project is briefly summarized, covering actual and anticipated ethical issues. The paper ends with a discussion of dissemination aims. © 2012 Blackwell Publishing.
An important stage in any research inquiry is the development of research questions that need to be answered. The strategies to develop research questions should be defined and described, but few studies have considered this process in greater detail. This study explores pre-service science teachers' research questions and the strategies they can…
Full Text Available The burgeoning interest in arts-informed research and the increasing variety of visual possibilities as a result of new technologies have paved the way for researchers to explore and use visual forms of inquiry. This article investigates how collage making and concept mapping are useful visual approaches that can inform qualitative research. They are experiential ways of doing/knowing that help to get at tacit aspects of both understanding and process and to make these more explicit to the researcher and more accessible to audiences. It outlines specific ways that each approach can be used with examples to illustrate how the approach informs the researcher's experience and that of the audience. The two approaches are compared and contrasted and issues that can arise in the work are discussed.
Full Text Available Jean Clandinin1, Marie Thérèse Cave2, Andrew Cave21Center for Research for Teacher Education and Development, University of Alberta, Edmonton, Alberta, Canada; 2Department of Family Medicine, Faculty of Medicine and Dentistry, University of Alberta, Edmonton, Alberta, CanadaAbstract: As researchers note, medical educators need to create situations to work with physicians in training to help them attend to the development of their professional identities. While there is a call for such changes to be included in medical education, educational approaches that facilitate attention to the development of medical students' professional identities, that is, who they are and who they are becoming as physicians, are still under development. One pedagogical strategy involves narrative reflective practice as a way to develop physician identity. Using this approach, medical residents first write narrative accounts of their experiences with patients in what are called "parallel charts". They then engage in a collaborative narrative inquiry within a sustained inquiry group of other residents and two researcher/facilitators (one physician, one narrative researcher. Preliminary studies of this approach are underway. Drawing on the experiences of one medical resident in one such inquiry group, we show how this pedagogical strategy enables attending to physician identity making.Keywords: physician identity formation, residency
Research on Internet interventions has grown rapidly over the recent years and evidence is growing that Internet-based treatments often result in similar outcomes as conventional face-to-face psychotherapy. Yet there are still unanswered concerns such as whether a therapeutic alliance can be established over the Internet and whether the alliance is important in this new treatment format. A narrative review of studies formally assessing the therapeutic alliance in Internet interventions was conducted. It is the first review summarizing findings on the therapeutic alliance that (i) distinguishes between different forms of Internet interventions and (ii) does not restrict itself to specific Internet-based treatment formats such as guided self-help treatments, e-mail or videoconferencing therapies. Independent of communication modalities, diagnostic groups and amount of contact between clients and therapists, client-rated alliance scores were high, roughly equivalent to alliance ratings found in studies on face-to-face therapy. Mixed results were found regarding the therapist-rated alliance and alliance-outcome associations. The review points to the limitations of the available evidence and identifies unanswered questions. It is concluded that one of the major tasks for future research is to identify unique characteristics of the therapeutic alliance in the different treatment formats.
Luciana Schleder Gonçalves Kobus
Full Text Available The objective of this research was to understand the meanings of the failure kidney for a client whofor twelve years is in hemodialisys treatment. The study was developed from November, 2002 through March,2003.The Oral History as a research strategy showed the following categories: The failure kidney sick diagnosticdiscovery and the routine with it; The hemodialisy treatment and its limitation; The concerns about self image; Thehopeness for a kidney transplant; The relationship with health professionals team; The family support; Newprojects of life; Attempts to feel itself useful. The patients narrative showed how difficult is the treatment, dealingchallenges daily, discoveries and hopes, a constant effort to fight against the limits, but demonstrating capacity toexceed the suffering. It was evident the positive and trustful relationship established with the health professionalteam, strengthening its social and ethical commitment in co-responsibility relationship, involvement, cooperation,consensus, dialogue and participative feelings. This study presents how important is to perceive each person as asingular one and the way that this person lives and deals with illness situation.
O'Riordan, T.; Kemp, R.; Purdue, M.
The Economic and Social Research Council has studied four major environmental public inquiries, including Sizewell-B. This report summarizes some of the observations of the Sizewell Inquiry Review Project which has been analyzing the context, content and conduct of the Sizewell-B Inquiry. Although public inquiries in Britain have an important function in building public trust in planning decisions where opinions are divided and independent advice is needed, one outcome of the Sizewell-B Inquiry may be a streamlining of the inquiry process, eg by prior examination of policy matters, leaving the Inquiry to consider specifically site-related matters only. (UK)
Trifonas, Peter Pericles
In recent decades, proponents of naturalistic and/or critical modes of inquiry advocating the use of ethnographic techniques for the narrative-based study of phenomena within pedagogical contexts have challenged the central methodological paradigm of educational research: that is, the tendency among its practitioners to adhere to quantitative…
Maria Teresa Cantalini-Williams
Full Text Available This study examined a collaborative inquiry process, facilitated by university faculty in an elementary school, intended to develop a research community, foster knowledge mobilization, and enhance student engagement. The Collaborative Inquiry Team in Education (CITE initiative consisted of five school-based sessions that included videos, discussions, and the completion of a research action plan. Data collection and analysis involved sessions’ transcripts, feedback from participants, documents such as brainstorming charts, and student artifacts. Findings indicate that the collaborative inquiry process with enablers of time, flexibility, and support from university faculty increased educators’ research acumen and student engagement in classrooms. The CITE initiative is an effective example of applied education research and knowledge mobilization with the inclusion of faculty and technological support, innovative resources, and the co-construction of new understandings.
Conable, Katharine M; Rosner, Anthony L
Manual muscle testing (MMT) is used for a variety of purposes in health care by medical, osteopathic, chiropractic, physical therapy, rehabilitation, and athletic training professionals. The purpose of this study is to provide a narrative review of variations in techniques, durations, and forces used in MMT putting applied kinesiology (AK) muscle testing in context and highlighting aspects of muscle testing important to report in MMT research. PubMed, the Collected Papers of the International College of Applied Kinesiology-USA, and related texts were searched on the subjects of MMT, maximum voluntary isometric contraction testing, and make/break testing. Force parameters (magnitude, duration, timing of application), testing variations of MMT, and normative data were collected and evaluated. "Break" tests aim to evaluate the muscle's ability to resist a gradually increasing pressure and may test different aspects of neuromuscular control than tests against fixed resistances. Applied kinesiologists use submaximal manual break tests and a binary grading scale to test short-term changes in muscle function in response to challenges. Many of the studies reviewed were not consistent in reporting parameters for testing. To increase the chances for replication, studies using MMT should specify parameters of the tests used, such as exact procedures and instrumentation, duration of test, peak force, and timing of application of force. Copyright © 2011 National University of Health Sciences. Published by Elsevier Inc. All rights reserved.
Degerbøl, Stine; Nielsen, Charlotte Svendler
The article concerns doing ethnography in education and it reflects upon using "videographic participation" for data collection and the concept of "audiovisual narratives" for dissemination, which is inspired by the idea of developing academic video. The article takes a narrative approach to qualitative research and presents a…
Zuiker, Steven; Reid Whitaker, J.
This paper describes the 5E+I/A inquiry model and reports a case study of one curricular enactment by a US fifth-grade classroom. A literature review establishes the model's conceptual adequacy with respect to longstanding research related to both the 5E inquiry model and multiple, incremental innovations of it. As a collective line of research, the review highlights a common emphasis on formative assessment, at times coupled either with differentiated instruction strategies or with activities that target the generalization of learning. The 5E+I/A model contributes a multi-level assessment strategy that balances formative and summative functions of multiple forms of assessment in order to support classroom participation while still attending to individual achievement. The case report documents the enactment of a weeklong 5E+I/A curricular design as a preliminary account of the model's empirical adequacy. A descriptive and analytical narrative illustrates variable ways that multi-level assessment makes student thinking visible and pedagogical decision-making more powerful. In light of both, it also documents productive adaptations to a flexible curricular design and considers future research to advance this collective line of inquiry.
kapitlet omhandler Narrative psykologiske teorier i et personlighedspsykologisk og socio-kulturelt perspektiv.......kapitlet omhandler Narrative psykologiske teorier i et personlighedspsykologisk og socio-kulturelt perspektiv....
Anderson, Emily E; Wasson, Katherine
The stories in this volume shed light on the potential of narrative inquiry to fill gaps in knowledge, particularly given the mixed results of quantitative research on patient views of and experiences with genetic and genomic testing. Published studies investigate predictors of testing (particularly risk perceptions and worry); psychological and behavioral responses to testing; and potential impact on the health care system (e.g., when patients bring DTC genetic test results to their primary care provider). Interestingly, these themes did not dominate the narratives published in this issue. Rather, these narratives included consistent themes of expectations and looking for answers; complex emotions; areas of contradiction and conflict; and family impact. More narrative research on patient experiences with genetic testing may fill gaps in knowledge regarding how patients define the benefits of testing, changes in psychological and emotional reactions to test results over time, and the impact of testing on families.
Vyacheslav V. Volchik
Full Text Available This article addresses a range of questions associated with the occurrence of a new field of study – narrative economics, which is considered in the context of modern institutionalism. Pioneering works of R. Shiller, G. Akerlof and D. Snower spotlighted the importance of analyzing narratives and narrative influence when studying economic processes. In this paper, a qualitative study of narratives is seen through the prism of an answer to the question: «How do prescribed narratives influence institutions and change them? ». Narratives have much in common with institutions since very often, explicitly or implicitly, they contain value judgements about social interactions or normative aspects shaping behavioral patterns. The identification of dominating narratives enables us to understand better how institutions influence economic (social action. Repeated interactions among social actors are structured through understanding and learning the rules. Understanding of social rules comes from the language – we articulate and perceive the rules drawing on common narratives. Narratives and institutions are helpful when actors gain knowledge about various forms of social communication. Digital technologies, mass media and social networking sites facilitate the spread of narratives, values and beliefs; this process is characterized by increasing returns. Studying narratives and institutions is crucial for modern economic theory because it helps to improve qualitative and quantitative methods of analyzing empirical evidence and enables researchers to understand complex economic processes.
Over the past couple of decades, research on religion and health has grown into a thriving field. Misperceptions about the history and scope of this field, however, continue to exist, especially among new investigators and commentators on this research. Contrary to the tacit narrative, published research and writing date to the nineteenth century, programmatic research to the 1950s, and NIH funding to 1990; elite medical journals have embraced this topic for over 100 years; study populations are religiously and sociodemographically diverse; and published findings are mostly positive, consistent with psychosocial theories of health and confirmed by comprehensive reviews and expert panels.
Ball, T.; Hunter, L.
This paper confirms and complicates claims that undergraduate research experiences are critical for the advancement of key science and engineering reasoning skills. We use descriptive statistics and narrative vignettes to report on the frequency and quality of opportunities for six participants in a research apprenticeship program to engage in scientific argumentation. The results of our two year study suggest that, on average, these interns were more likely to engage in scientific argumentation during preparatory learning activities carefully designed to mimic research practices than while working at their appointed research sites. Our findings include examples of particular curricular elements and pedagogic strategies that supported and advanced intern participation.
Yavuz Konokman, Gamze; Yanpar Yelken, Tugba
The purpose of the study was to determine the effect of preparing digital stories through an inquiry based learning approach on prospective teachers' resistive behaviors toward technology based instruction and conducting research. The research model was convergent parallel design. The sample consisted of 50 prospective teachers who had completed…
Cole, Barbara Ann
This paper examines narrative methodologies as one approach to exploring issues of gender, education and social justice and, particularly, insights into "undoing gender". It furthermore examines the possibilities of exploring gender and its multiple intersections in a range of global and policy contexts through the use of personal experience approaches. The "storying" of lived experience is examined as a means of challenging dominant discourses which can construct and other individuals and groups in relation to many aspects of gender and education. Drawing on intersectionality, as a complex and developing feminist theory, the paper considers ways in which narrative can illuminate often hidden complexities while seeking to avoid generalisations and essentialisms. The difficulties of using narrative in relation to these aims are explored in the light of the warnings of feminist writers such as Michele Fine and bell hooks. The paper briefly considers narrative as both methodology and phenomenon, and finally, drawing on critical discourse analysis, discusses the potential of intersectionality and narrative in relation to undoing gender.
Tackney, Charles T.; Chappell, Stacie F.; Sato, Toyoko
This is a founders’ narrative and research paper content analysis of the first 15 years of the Management Spirituality and Religion Interest Group (MSR) of the Academy of Management. Based on archival data and founder interviews, our inquiry recounts how the early collaborators established......: a corpus epitomizing MSR research and practice. The combined study is a benchmark of founding and institutionalization for current and potential MSR members. By tracing the research trends MSR has taken in light of the founding aspirations, we illuminate the distinctive values, tensions, and meanings...
Tang, Hsin-Yi Jean; Vezeau, Toni
Although music has been widely used in healthcare, there has been scant review of literature analyzing the use of music as an intervention in healthcare research. The purpose of this article was to provide a narrative review of the literature to explore how "music therapy" has been used in healthcare research to promote healing in adult populations. The following five questions were addressed: (a) In what populations and under what conditions has music intervention been studied? (b) What specific kinds of music have been used for study intervention? (c) How has the music intervention been operationalized? (d) What metrics have been used as outcome measures? (e) Have music interventions been effective? Articles were retrieved from several scientific databases (PubMed, CINAHL, and PsycINFO) using the following search parameters: MeSH search terms "music therapy" in the title field with the search limit to "adults 19 years and older," "humans," "clinical randomized controlled studies," and "English." A total of 33 clinical randomized controlled studies that met the search criteria were reviewed. (a) In the reviewed studies (studied articles), subjects with dementia were the most commonly studied population group, and the predominant aim of the study was to alleviate anxiety. (b) Employed music interventions may be categorized as one of two types: passive (receptive) and active. The passive (receptive) music intervention commonly involved subjects in a resting position listening to music, whereas the active music intervention is usually carried out in a group format in which subjects are actively involved in the music intervention. (c) Intervention frequency, dosing, and duration were highly variable across the reviewed studies. Very few studies described the intervention setting, which made evaluation of these studies difficult. Direct supervision seemed to be an influential factor for adherence. (d) Outcome measures in retrieved articles involved two types
Al-Ismaily, Said; Kacimov, Anvar; Al-Maktoumi, Ali
Three strategies in a soil science undergraduate programme with inquiry-based learning (IBL) principles at Sultan Qaboos University, Oman, are presented. The first strategy scaffolds courses into three phases: with direct instructional guidance, structured IBL, and finally, guided to open IBL. The second strategy involves extra-curricular activities of undergraduates, viz. conducting workshops on soils for pupils in grades 7-9 with their teachers. The third strategy promotes the teaching-research nexus through collaboration between the undergraduates and faculty within a student-supporting, government-funded programme through 1-year long research grants of up to 5,500 US/project. The efficiency of the strategies was evaluated by students' evaluations of courses and instructors and questionnaire-based surveys. Statistics of students' responses in teaching evaluations of IBL courses showed a significantly higher level of satisfaction compared with regular courses taught in the department and college. In surveys of other constituencies of the program, viz. the secondary schools, more than 90% of respondents "agreed" or "strongly agreed" that they had learned new information/secrets about soils. The indicators of success in the third strategy are: winning a highly competitive grant and, moreover, earning an even more competitive annual national award for the best executed research project. The two top graduates of the IBL soil programme progressed into the MSc programme with the university and national scholarships. Key words: inquiry based learning, soil science undergraduate program, scaffold of courses, outreach activities, teaching-research nexus, evaluation of program's efficiency
林勇吉 Yung-Chi Lin
Full Text Available 本研究旨在透過敘說取向個案研究，描述1 位國中教師發展數學探究教學的故事。利用「訪談」、「課室觀察錄影」、「研究群會議錄影」、「教師」與「研究者」反思筆記獲得研究資料，進行「敘說分析」，以整體描繪其信念與實務的改變。研究發現，個案教師初期的信念與實務立基於過去學習經驗與家人的影響；在專業成長活動中，透過文獻閱讀、觀摩資深教師教學、反思課室實務、與同儕間的互動與討論，促進了個案教師改變這些信念與實務。 The purpose of this study was to use a narrative approach to investigate the process undertaken by a mathematics teacher as she implemented a mathematics inquiry teaching program. Data collection methods included unstructured interviews, videotaped classroom observations, videotaped group meetings, and the teacher’s and researcher’s reflective notes. By means of a narrative analysis, an emplotment was developed to depict changes in the teacher’s beliefs and practices. The research findings showed that the teacher’s initial beliefs and practices were founded upon her former learning experiences and the influence of her family. Participation in the activities of a professional development research group, which included reviewing recent literature, inspecting and learning from an exemplary teacher’s instruction, reflecting on each other’s videotaped classroom teaching, and interacting with peers, seemed to encourage the case teacher to change her beliefs and practices.
Lin, Kuan-Ling Olivia
It is important to foster resilience in early childhood as this quality is, according to this author, "an individual's progressing development to adjust to life difficulties." This narrative study provides a cultural perspective by investigating a Taiwanese context and shifts the attention to preschoolers' resilience development in both…
Denzin, Norman K., Ed.; Lincoln, Yvonna S., Ed.
"Strategies of Qualitative Inquiry, Third Edition," the second volume in the paperback version of "The SAGE Handbook of Qualitative Research, 3rd Edition," consists of Part III of the handbook ("Strategies of Inquiry"). "Strategies of Qualitative Inquiry, Third Edition" presents the major tactics--historically, the research methods--that…
Fuchs, Hans U.
Narrative in science learning has become an important field of inquiry. Most applications of narrative are extrinsic to science--such as when they are used for creating affect and context. Where they are intrinsic, they are often limited to special cases and uses. To extend the reach of narrative in science, a hypothesis of narrative framing of…
I denne power point gennem grundtrækkene i den narrative vending og der kommes med eksempler på narrative undervisningsformer.......I denne power point gennem grundtrækkene i den narrative vending og der kommes med eksempler på narrative undervisningsformer....
Vigeant, Margot; Prince, Michael; Nottis, Katharyn
This study examines the use of inquiry-based instruction to promote the understanding of critical concepts in thermodynamics and heat transfer. Significant research shows that students frequently enter our courses with tightly held misconceptions about the physical world that are not effectively addressed through traditional instruction. Students'…
Bruce and Bishop's community informatics work brings forward four critical concepts: inquiry, community, technology, and literacy. These four terms serve as the basis for a discussion of qualitative research in the twenty-first century--what is lacking and what is needed. The author suggests that to resolve the tensions or challenges…
Hadzigeorgiou, Yannis; Garganourakis, Vassilios
This paper reports on an action research project undertaken with the primary aim of investigating the extent to which situations that evoke a sense of wonder can promote scientific inquiry. Given the intense interest, curiosity, and wonder that some students had begun to develop after seeing the film "The Prestige", a science teacher…
Helskog, Guro Hansen
This paper presents an account of how I developed the Dialogos approach to practical philosophy through action inquiry research. The process of development is understood as a contribution to the reconstruction of the notion "Bildung zur Humanität" as an ideal in education. Core perspectives, traditions and purposes involved in the action…
This paper addresses the fundamental contributions of client narrative disclosure in psychotherapy and its importance for the elaboration of new emotional meanings and self understanding in the context of Emotion-focused therapy (EFT) of depression. An overview of the multi-methodological steps undertaken to empirically investigate the contributions of client story telling, emotional differentiation and meaning-making processes (Narrative Processes Coding System; Angus et al., 1999) in EFT treatments of depression is provided, followed by a summary of key research findings that informed the development of a narrative-informed approach to Emotion-focused therapy of depression (Angus & Greenberg, 2011). Finally, the clinical practice and training implications of adopting a research-informed approach to working with narrative and emotion processes in EFT are described, and future research directions discussed.
Narrative permeates health care--from patients' stories taken as medical histories to the development of health policy. The narrative approach to health care has involved the move from narratives in health care as objects of study to the lens through which health care is studied and, more recently, to narrative as a form of care. In this paper, I argue that narrative care requires a move in the field of ethics--from a position where narratives are used to inform ethical decision making to one in which narrative is the form and process of ethical decision making. In other words, I argue for a narrative ethics for narrative care. The argument is relatively straightforward. If, as I argue, humans are narrative beings who make sense of themselves, others, and the world in and through narrative, we need to see our actions as both narratively based and narratively contextual and thus understanding the nature, form, and content of the narratives of which we are a part, and the process of narrativity, provides an intersubjective basis for ethical action. Copyright © 2015 Elsevier Inc. All rights reserved.
Aydeniz, Mehmet; Baksa, Kristen; Skinner, Jane
The purpose of this study was to understand the impact of an apprenticeship program on high school students' understanding of the nature of scientific inquiry. Data related to seventeen students' understanding of science and scientific inquiry were collected through open-ended questionnaires. Findings suggest that although engagement in authentic…
Full Text Available This paper examines the narration of developmental disability through interviews between participants, researchers, and members of community organizations serving the disabled population, in the context of university-community collaborations. These kinds of collaborations are extremely important for researching vulnerable or hard-to-reach populations, which often face lower levels of physical, mental, and social well-being as a consequence of shame, stigma, or discrimination. Community collaboration can thus be invaluable for reaching members of marginalized populations, who may be difficult to locate or otherwise avoid contact with outsiders, because it provides members of a research team with local knowledge of a population, a means of accessing possible participants, and legitimation for the project. I suggest, however, that although the researcher's externality may initially invite skepticism toward the investigation from participants, it can also benefit them by providing a forum for catharsis. Based on a pilot study I conducted with a community advocacy organization for the disabled, I note that some participants expressed an appreciation for being able to discuss certain emotions and experiences during interviews with an outsider who was not involved as a caseworker. I conclude that the presence of a trusted community advocate and a researcher at an interview affects a participant's narrative by providing a safe space for participants to voice their stories to outsiders.
Aerts, Walter; Clubb, C.; Imam, S.
Narrative accounting disclosures are an integral part of the corporate financial reporting package. They are deemed to provide a view of the company “through the eyes of management”. The narratives represent management's construal of corporate events and are largely discretionary. Research in
Narratives are an integral part of human expression. In the graphic form, they range from cave paintings to Egyptian hieroglyphics, from the Bayeux Tapestry to modern day comic books (Kunzle, 1973; McCloud, 1993). Yet not much research has addressed the structure and comprehension of narrative images, for example, how do people create meaning out…
Narratives are an integral part of human expression. In the graphic form, they range from cave paintings to Egyptian hieroglyphics, from the Bayeux Tapestry to modern day comic books (Kunzle, 1973; McCloud, 1993). Yet not much research has addressed the structure and comprehension of narrative images, for example, how do people create meaning out of sequential images? This piece helps fill the gap by presenting a theory of Narrative Grammar. We describe the basic narrative categories and their relationship to a canonical narrative arc, followed by a discussion of complex structures that extend beyond the canonical schema. This demands that the canonical arc be reconsidered as a generative schema whereby any narrative category can be expanded into a node in a tree structure. Narrative "pacing" is interpreted as a reflection of various patterns of this embedding: conjunction, left-branching trees, center-embedded constituencies, and others. Following this, diagnostic methods are proposed for testing narrative categories and constituency. Finally, we outline the applicability of this theory beyond sequential images, such as to film and verbal discourse, and compare this theory with previous approaches to narrative and discourse. Copyright © 2012 Cognitive Science Society, Inc.
Kastens, Kim A.; Rivet, Ann
To help teachers enrich their students' understanding of inquiry in Earth science, this article describes six modes of inquiry used by practicing geoscientists (Earth scientists). Each mode of inquiry is illustrated by using examples of seminal or pioneering research and provides pointers to investigations that enable students to experience these…
Increased emphasis is being placed on integrating research and teaching in higher education because of the numerous benefits accrued by students. In accordance, research methods courses are ubiquitously contained in curricula, ostensibly to promote research training and the research-teaching nexus. Students may not appreciate the inclusion,…
Geertz, Armin W.
Denne artikel er en introduktion til et temanummer i religionslærernes tidsskrift i USA. Den er et udtræk af mit kapitel "Religious Narrative, Cognition and Culture: Approaches and Definitions" udgivet i Religious Narrative, Cognition and Culture: Image and Word in the mind of Narrative, redigeret...
Brown, Patrick L.; Abell, Sandra K.; Demir, Abdulkadir; Schmidt, Francis J.
The purposes of this study were to (a) gain an understanding of the views of inquiry held by faculty members involved in undergraduate science teaching and (b) describe the challenges, constraints, and opportunities that they perceived in designing and teaching inquiry-based laboratories. Participants included 19 college professors, representing both life and physical science disciplines, from (a) 2-year community college, (b) small, private nonprofit liberal arts college, (c) public master's granting university, and (d) public doctoral/research extensive university. We collected data through semistructured interviews and applied an iterative data analysis process. College science faculty members held a full and open inquiry view, seeing classroom inquiry as time consuming, unstructured, and student directed. They believed that inquiry was more appropriate for upper level science majors than for introductory or nonscience majors. Although faculty members valued inquiry, they perceived limitations of time, class size, student motivation, and student ability. These limitations, coupled with their view of inquiry, constrained them from implementing inquiry-based laboratories. Our proposed inquiry continuum represents a broader view of inquiry that recognizes the interaction between two dimensions of inquiry: (a) the degree of inquiry and (b) the level of student directedness, and provides for a range of inquiry-based classroom activities.
Wynne, B [Lancaster Univ. (UK)
The recently published report entitled 'The Big Public Inquiry' from the Council for Science and Society and the Outer Circle Policy Unit is considered, with especial reference to any future enquiry which may take place into the first commercial fast breeder reactor. Proposals embodied in the report include stronger rights for objectors and an attempt is made to tackle the problem that participation in a public inquiry is far too late to be objective. It is felt by the author that the CSS/OCPU report is a constructive contribution to the debate about big technology inquiries but that it fails to understand the deeper currents in the economic and political structure of technology which so influence the consequences of whatever formal procedures are evolved.
Steinhardt, Joseph; Shapiro, Michael A
Narrative messages are increasingly popular in health and risk campaigns, yet gain/loss framing effects have never been tested with such messages. Three experiments examined framing in narrative messages. Experiment 1 found that only the character's decision, not framing, influenced judgments about characters in a narrative derived from a prospect theory context. Experiment 2 found that a framing effect that occurred when presented in a decision format did not occur when the same situation was presented as a narrative. Using a different story/decision context, Experiment 3 found no significant difference in preference for surgery over radiation therapy in a narrative presentation compared to a non-narrative presentation. The results suggest that health and risk campaigns cannot assume that framing effects will be the same in narrative messages and non-narrative messages. Potential reasons for these differences and suggestions for future research are discussed. © 2015 Society for Risk Analysis.
The nuclear debate, far from being concluded by the Windscale decision, was in fact opened up and its scope widened to take into account the political, international, environmental and social issues involved. This debate continues and the selection of literature presented here aims to illustrate all aspects of the Inquiry and its implications. The material is presented in two main sections. Section A is concerned with the Inquiry itself: the proceedings, the report and the government's decision. Section B presents a selection of the literature and debate that resulted. (author)
’Don’t block the road of inquiry” was the motto of Peirce and also Dewey situated inquiry in its ideal version in a democratic and cooperative community. Abduction became the key concept for the pragmatic and creative research process where the lonely engineer is substituted with intelligent...... collaborations of the many. Thus, inquiry is from a pragmatic understanding rather a social than a purely cognitive task. The paper will firstly give a sketch of this understanding of inquiry and creativity on the background of the theories of Peirce and Dewey and will draw some parallels to recent...... of Thevenot’s critical pragmatism this understanding might be naïve – not because this is an idealistic rather than a real-life scenario but because the idea of collaborative creativity and self-realization has actually become the driving force in a marked dominated organization of science and production...
Despite a growing consensus regarding the value of inquiry-based learning (IBL) for students' learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students' inquiry practices and encourage them to think and act as scientists, a better understanding of factors that influence their attitudes towards scientific research and scientists' practices is very much needed. Within this context there is a need to re-examine the science teachers' views of scientists and the cultural factors that might have an impact on teachers' views and pedagogical practices. A diverse group of Egyptian science teachers took part in a quantitative-qualitative study using a questionnaire and in-depth interviews to explore their views of scientists and scientific research, and to understand how they negotiated their views of scientists and scientific research in the classroom, and how these views informed their practices of using inquiry in the classroom. The findings highlighted how the teachers' cultural beliefs and views of scientists and scientific research had constructed idiosyncratic pedagogical views and practices. The study suggested implications for further research and argued for teacher professional development based on partnerships with scientists.
On 6 July 1995, a television documentary entitled 'Deadly Experiments' was broadcast on Channel 4 as part of the 'True Stories' series. The programme, produced by Twenty-Twenty Television, featured a number of research projects conducted between 1950 and 1970 in which either measurements were made of the amount of radiation absorbed by, or radioactive substances were administered to, human subjects in the UK and USA. The level of public concern generated by the broadcast and the implication of unethical practices in the conduct of some of the research sponsored by the MRC, has acted as the trigger for the MRC to establish this independent Committee of Inquiry. Its remit has been to clarify the facts surrounding the research and to examine issues of 'acceptability and consent in the context of the scientific and ethical standards of the period in, which the research was carried out. The following studies featured in the programme were funded by the MRC. The study measuring levels of Strontium 90 uptake, in which samples of bone were taken at autopsy (the programme featured a case in North Wales where the femora were removed from a deceased infant). The work carried out at University College London and reported in 1952 and 1958, in which radioiodine was administered to women in order to measure thyroid function throughout the menstrual cycle and in pregnancy. The work carried out at the Hammersmith Hospital, London, in 1953, in which radioactive sodium was used to measure maternal placental blood flow in normal and hypertensive women. The studies at Aberdeen Maternity Hospital, which investigated iodine metabolism and maternal thyroid function during pregnancy, and the development of the human fetal thyroid. The Coventry study in which women from the Asian community were asked to consume specially prepared chapattis in order to measure levels of iron absorption, with a view to investigating the problem of anaemia
Richardson, Matthew L.; Richardson, Scott L.; Hall, David G.
Scientists researching biological control should engage in education because translating research programs into classroom activities is a pathway to increase scientific literacy among students. Classroom activities focused on biological control target all levels of biological organization and can be cross-disciplinary by drawing from subject areas…
Lees, David; Procter, Nicholas; Fassett, Denise; Handley, Christine
To describe the research model developed and successfully deployed as part of a multi-method qualitative study investigating suicidal service-users' experiences of mental health nursing care. Quality mental health care is essential to limiting the occurrence and burden of suicide, however there is a lack of relevant research informing practice in this context. Research utilising first-person accounts of suicidality is of particular importance to expanding the existing evidence base. However, conducting ethical research to support this imperative is challenging. The model discussed here illustrates specific and more generally applicable principles for qualitative research regarding sensitive topics and involving potentially vulnerable service-users. Researching into mental health service users with first-person experience of suicidality requires stakeholder and institutional support, researcher competency, and participant recruitment, consent, confidentiality, support and protection. Research with service users into their experiences of sensitive issues such as suicidality can result in rich and valuable data, and may also provide positive experiences of collaboration and inclusivity. If challenges are not met, objectification and marginalisation of service-users may be reinforced, and limitations in the evidence base and service provision may be perpetuated.
Zinken, Jörg; Blakemore, Caroline; Zinken, Katarzyna
Psychological research has emphasized the importance of narrative for a person's sense of self. Building a coherent narrative of past events is one objective of psychotherapy. However, in guided self-help therapy the patient has to develop this narrative autonomously. Identifying patients......' narrative skills in relation to psychological distress could provide useful information about their suitability for self-help. The aim of this study was to explore whether the syntactic integration of clauses into narrative in texts written by prospective psychotherapy patients was related to mild...... to moderate psychological distress. Cross-clausal syntax of texts by 97 people who had contacted a primary care mental health service was analyzed. Severity of symptoms associated with mental health difficulties was assessed by a standardized scale (Clinical Outcomes in Routine Evaluation outcome measure...
Fazio, Xavier Eric
Science curriculum reform goals espouse the need to foster and support the development of scientific literacy in students. Two critical goals of scientific literacy are students' engagement in, and developing more realistic conceptions about scientific inquiry (SI) and the nature of science (NOS). In order to promote the learning of these curriculum emphases, teachers themselves must possess beliefs and knowledge supportive of them. Collaborative action research is a viable form of curriculum and teacher development that can be used to support teachers in developing the requisite beliefs and knowledge that can promote these scientific literacy goals. This research study used a collective case study methodology to describe and interpret the views and actions of four teachers participating in a collaborative action research project. I explored the teachers' SI and NOS views throughout the project as they investigated ideas and theories, critically examined their current curricular practice, and implemented and reflected on these modified curricular practices. By the end of the research study, all participants had uniquely augmented their understanding of SI and NOS. The participants were better able to provide explanatory depth to some SI and NOS ideas; however, specific belief revision with respect to SI and NOS ideas was nominal. Furthermore, their idealized action research plans were not implemented to the extent that they were planned. Explanations for these findings include: impact of significant past educational experiences, prior understanding of SI and NOS, depth of content and pedagogical content knowledge of the discipline, and institutional and instructional constraints. Nonetheless, through participation in the collaborative action research process, the teachers developed professionally, personally, and socially. They identified many positive outcomes from participating in a collaborative action research project; however, they espoused constraints to
Ward, Linda D
Decades of research in biology education show that learning genetics is difficult and reveals specific sources of learning difficulty. Little is known about how nursing students learn in this domain, although they likely encounter similar difficulties as nonnursing students. Using qualitative approaches, this study investigated challenges to learning genetics among nursing students. Findings indicate that nursing students face learning difficulties already identified among biology students, suggesting that nurse educators might benefit from biology education research.
Wilson, Christine Brown; Clissett, Philip
Aim The purpose of this paper is to identify practical suggestions that could enable other researchers to consider how quality may be evidenced using constructivist principles including the perspectives of older people and their caregivers. Background Constructivism suggests that reality is part of a social construction, which holds different meanings for each person, in which people are active agents, making autonomous decisions. This approach to research has been identified as suitable for health and social care professionals because these underpinning principles reflect the values of these professions, facilitating the involvement of users and carers. The authenticity criteria have been developed to reflect these philosophical principles but have been criticized for their inaccessible language. To incorporate user and carer perspectives, the criteria have been revised into a more accessible model matrix known as the AldreVast Sjuharad criteria. Discussion This paper reports on two constructivist studies that explored relationships between older people, families and staff in different settings – the community and care homes. Examples from both settings demonstrate how the perspectives of users and carers were incorporated throughout the research process. Following the AldreVast Sjuharad model matrix, practical guidance is provided on how the quality of constructivist research may be implemented in nursing research. Conclusions The different settings in this paper influenced how the AldreVast Sjuharad model matrix was applied. Further work is needed in exploring how the perspective of users and carers may be incorporated into the quality process of constructivist research. PMID:21073505
Popova, Yanna B
This paper proposes an understanding of literary narrative as a form of social cognition and situates the study of such narratives in relation to the new comprehensive approach to human cognition, enaction. The particular form of enactive cognition that narrative understanding is proposed to depend on is that of participatory sense-making, as developed in the work of Di Paolo and De Jaegher. Currently there is no consensus as to what makes a good literary narrative, how it is understood, and why it plays such an irreplaceable role in human experience. The proposal thus identifies a gap in the existing research on narrative by describing narrative as a form of intersubjective process of sense-making between two agents, a teller and a reader. It argues that making sense of narrative literature is an interactional process of co-constructing a story-world with a narrator. Such an understanding of narrative makes a decisive break with both text-centered approaches that have dominated both structuralist and early cognitivist study of narrative, as well as pragmatic communicative ones that view narrative as a form of linguistic implicature. The interactive experience that narrative affords and necessitates at the same time, I argue, serves to highlight the active yet cooperative and communal nature of human sociality, expressed in the many forms than human beings interact in, including literary ones.
Yanna B. Popova
Full Text Available This paper proposes an understanding of literary narrative as a form of social cognition and situates the study of such narratives in relation to the new comprehensive approach to human cognition, enaction. The particular form of enactive cognition that narrative understanding is proposed to depend on is that of participatory sense-making, as developed in the work of Di Paolo and De Jaegher. Currently there is no consensus as to what makes a good literary narrative, how it is understood, and why it plays such an irreplaceable role in human experience. The proposal thus identifies a gap in the existing research on narrative by describing narrative as a form of intersubjective process of sense-making between two agents, a teller and a reader. It argues that making sense of narrative literature is an interactional process of co-constructing a story-world with a narrator. Such an understanding of narrative makes a decisive break with both text-centered approaches that have dominated both structuralist and early cognitivist study of narrative, as well as pragmatic communicative ones that view narrative as a form of linguistic implicature. The interactive experience that narrative affords and necessitates at the same time, I argue, serves to highlight the active yet cooperative and communal nature of human sociality, expressed in the many forms than human beings interact in, including literary ones.
Cullen, Theresa A.; Akerson, Valarie L.; Hanson, Deborah L.
Teachers are required to work with data on a daily basis to assess the effectiveness of their teaching strategies, but may not approach it as research. This paper presents a reflective discussion of how and when a professional development team used an action research project to help 12 K-6 teachers explore the effectiveness of reform based Nature of Science (NOS) teaching strategies in their classrooms. The team encouraged community development and provided “just in time” supports to scaffold the steps of the action research process for teachers. The discussion includes concerns they addressed and issues related to management and support of the professional development model. Evaluation results are shared to suggest how this approach can be improved in the future.
Narrative coaching is representative of the new wave – or third generation – of coaching practice . The theory and practice of narrative coaching takes into account the social and cultural conditions of late modern society, and must be seen as intertwined with them. Some initial conceptualizations...... of narrative coaching were developed by David Drake (2006, 2007, 2008, 2009) in the USA and Australia, by Ho Law in the UK (Law, 2007a + b; Law & Stelter, 2009) and by Reinhard Stelter (2007, 2009, 2012, in preparation; Stelter & Law, 2010) in Denmark. In the following chapter the aim is to present coaching...... as a narrative-collaborative practice, an approach that is based on phenomenology, social constructionism and narrative theory. Seeing narrative coaching as a collaborative practice also leads to reflecting on the relationship between coach and coachee(s) in a new way, where both parts contribute to the dialogue...
Dialectical Enquiry (DI) as a research method was used in the study of customer/student experience and its management (CEM) in not for profit as higher education. The (DI) method is applied to senders, receivers of the customer experience across six English universities to gather real world data using an imposed dialectical structure and analysis.…
Sánchez Ares, Rocío
Feminist action research interrogates gendered dynamics in the development of a collective consciousness. A group of immigrant Latina women (Latinas) from the Caribbean and Central America employed community-based theater as an instrument to mobilize diverse audiences against discriminatory practices and policies. Based on their theater work, I…
Calhoun, Emily; Poirier, Tracy; Simon, Nicole; Mueller, Lisa
Three Canadian teachers (an English language first grade teacher, a French immersion first grade teacher, and a grade four/five teacher of students with special needs) used an action research framework and a multidimensional model of teaching to study and expand their literacy strategies and watch the effects on their students. The model they…
Many scientists who research biological control also teach at universities or more informally through cooperative outreach. The purpose of this paper is to review biological control activities for the classroom in four refereed journals, The American Biology Teacher, Journal of Biological Education...
Rock, B. N.; Hale, S. R.; Graham, K. J.; Hayden, L.; Barber, L.; Perry, C.; Schloss, J.; Sullivan, E.; Yuan, J.; Abebe, E.; Mitchell, L.; Abrams, E.; Gagnon, M.
Watershed Watch (NSF 0525433) engages early undergraduate students from two-year and four-year colleges in student-driven full inquiry-based instruction in the biogeosciences. Program goals for Watershed Watch are to test if inquiry-rich student-driven projects sufficiently engage undeclared students (or noncommittal STEM majors) to declare a STEM major (or remain with their STEM major). A significant component of this program is an intensive two-week Summer course, in which undeclared freshmen research various aspects of a local watershed. Students develop their own research questions and study design, collect and analyze data, and produce a scientific or an oral poster presentation. The course objectives, curriculum and schedule are presented as a model for dissemination for other institutions and programs seeking to develop inquiry-rich courses designed to attract students into biogeoscience disciplines. Data from self-reported student feedback indicated the most important factors explaining high-levels of student motivation and research excellence in the course are 1) working with committed, energetic, and enthusiastic faculty mentors; and 2) faculty mentors demonstrating high degrees of teamwork and coordination.
Johnson, J V; Hall, E M
In this article, the authors discuss the ongoing tension between etiologically oriented research--particularly that focused on the demand-control model--and the need to conceptually expand the work stress field to include gender and class-specific exposure contexts. Epidemiological research on the effects of low levels of work control is critically reviewed, and new methods of long-term psychosocial work-exposure assessment are presented. The process of conceptually expanding the demand-control model is discussed with respect to including other important variables, such as work-related social support, and specifying the nature of the gendered work process that involves developing new concepts and measures of the invisible and emotional labor often performed by women.
This research contributes to the literature on the subjective experience of knowledge sharing from the perspective of those actively engaged in it. The sharing of knowledge in organizations is influenced by interconnecting factors, including organizational mission, the use made of information technology, and the motivation of individuals. Much of the existing literature takes a reductionist approach to investigating these, treating knowledge as an asset and humans as rational beings. A re...
Department of Adaptive Machine Systems, Department of Materials and Manufucturing Science and Department of Business engineering have constructed the educational programs of consecutive system from master to doctor courses in graduate school of engineering, “Pioneering Integrated Education and Research Program (PP) ”, to produce volitional and original mind researchers with high abilities of research, internationality, leader, practice, management and economics by cooperation between them for reinforcement of their ordinary curriculums. This program consists of the basic PP for master course students and the international exchange PP, leadership pp and tie-up PP of company and University for Doctor course students. In 2005th the basic PP was given to the master course students and then their effectiveness of the PP was investigated by questionnaire. The results of questionnaire proved that the graduate school students improved their various abilities by the practical lesson in cooperation between companies and our Departments in the basic PP, and that the old boys after basic PP working in companies appreciated the advantages to business planning, original conception, finding solution, patents, discussion, report skills required in companies.
Wolf, Ilene Sue; Paoletti, Cathy; Du, Hongyan
In our journey to achieve Magnet designation, we sought to increase staff nurses' research participation and teach them about the research process by conducting a corporate-wide study, a blind taste test, using potato chips. To compare 3 varieties of the same-brand potato chips for overall preference and perception of healthiness. We hypothesized that the potato chip the nurses liked the best would not be the chip they perceived as the healthiest. For this institutional review board-approved study, nurses were recruited via (1) randomly selected units and (2) a convenience sample during cafeteria lunch hours. After informed consent was obtained, nurses rated each potato chip in a blinded manner, based on appearance, crispiness, flavor, saltiness, and greasiness. They indicated which potato chip they perceived to be the healthiest and which they preferred overall, and they completed an anonymous demographic questionnaire. A total of 263 nurses participated, with 78% being staff nurses. Regular (full fat) was most preferred (37.6%), whereas fat free was least preferred (16%) and also considered the healthiest (45.2%) (P free chip as the healthiest, proving our hypothesis that the preferred chip would not be considered the healthiest. This study was easy, feasible, and helped promote systemwide nursing research.
Full Text Available Introduction: Critical inquiry has been adopted by various academic disciplines. However, there is a lack of consistency and transparency in the way this complex theoretical and methodological position is applied in research. For novice researchers that ambiguity can lead to blurring the conceptual distinction between critical research and the act of criticizing. Objective: The purpose of this essay is to reflect on what it means to keep a critical perspective for novice researchers. Method: The concepts are explored through a personal narrative that allows authors to examine the details of their trajectory to embrace a critical perspective, which has the power to lead to change, both personal and social. Results: We explore the methodological foundations of the critical research and observe how the emotion is taken over or suppressed in the investigation process. Conclusion: We contextualize key concepts of critical investigation, examining its recent application both in occupational science and in occupational therapy.
Full Text Available Narrative is one of many qualitative methodologies that can be brought to bear in collecting and analysing data and reporting results, though it is not as frequently used as say in case studies. This article provides a window into its use, from the perspective of a researcher who has used it consistently over the past decade to examine early career researcher experience – doctoral students, and those who have completed their degrees and are advancing their careers. This experience has contributed to a robust understanding of the potential of narrative, as well as its limitations. This paper first lays out the broad landscape of narrative research and then makes transparent the thinking, processes and procedures involved in the ten-year narrative study including the potential for creativity that narrative invites. The goal is to engage other researchers to consider exploring the use of narrative – if it aligns with their epistemological stance.
Dindler, Christian; Iversen, Ole Sejer
At designe i en fortællemæssig ramme giver brugere og designere mulighed for i fællesskab at udforske fremtidens it-anvendelser. Metoden hedder Fictional Inquiry, og den motiverer brugerne til at tænke ud over dagligdagens begrænsninger og sætte ord på ting i hverdagen, som ellers er svære...
Girvin, June; Jackson, Debra; Hutchinson, Marie
To investigate the current public understanding and perceptions of nursing. In recent years, attention to large scale health-care failures has focused considerable concern upon nursing standards. To avoid short-term solutions, and the temptation to see individual failures as representative of the wider profession, it is important to understand contemporary public perceptions of nursing. A systematic review and narrative synthesis of peer reviewed papers from January 2010 to September 2015. Four main themes were identified: (1) media portrayal of nursing as a troubled profession; (2) entertainment value in demeaning nursing; (3) role incongruity - nursing trusted but not respected; and (4) nursing roles remain poorly understood. Although there is evidence of strong public trust, this does not generally appear to be born out of an understanding of nursing work and impact; rather it appears to stem from the respect held for the traditional, more sentimental stereotypes of selfless, hardworking young females. A long-term, strategic solution is required that focuses on public engagement and interaction with the profession in a context wider than personal health/ill-health, and that goes beyond the marketing campaigns seen in the past to address recruitment crises. © 2016 John Wiley & Sons Ltd.
Hooper, E. J.; Pfund, C.; Mathieu, R.; Branchaw, J.
How effective of a mentor are you? Have you thought much about this question? Have you participated in training to become a better mentor? For many academics, the typical three answers are "pretty good, I think ... why wouldn't I be?!"; "I am right now while reading this;" "Uh, no." The University of Wisconsin-Madison has developed a program called Research Mentor Training to help train scientists in myriad STEM (science, technology, engineering and mathematics) disciplines, including astronomy, for their crucial role of mentoring the next generation. Most of the field testing to date has focused on graduate students, post-docs, academic staff, and faculty mentoring undergraduate students who are participating in summer research experiences. The materials have proven quite effective in other areas as well, with only modest modifications. For example, several faculty cohorts concentrating on mentoring graduate students and post-docs have completed the training. In addition, the materials are used to prepare graduate students and undergraduates to mentor high school students. The preferred venue for the mentor training program is a seminar meeting one hour per week for 8 to 9 weeks, plus readings and outside activities, including mentoring a student. However, the structure is flexible, and some meaningful learning can occur in a single 90-minute interactive workshop like the one presented at the 2009 ASP annual meeting, "Science Education and Outreach: Forging a Path to the Future." All of the materials, including case studies, facilitator notes and guidelines, plus reading lists, are available online for no charge (http://researchmentortraining.org). Users can select pre-built curricula, or they can customize a package using a "shopping cart" interface.
Kirill Ole THOMPSON
Full Text Available We are bearing witness to the rapid rise of a brave new world of education as flashy websites and interactive software replace individual study and classroom lectures. The expansion of college lecture halls has been stretched thin with video lessons and distance learning, and the siren call of massive open online courses (MOOCs by star Ivy League professors renders the traditional classroom barren in the eyes of savvy students who have the system pegged. Several questions arise in this context. Can the students of today receive a college education in the full sense? Does learning still have the same quality without close interactions with teachers and classmates in small to medium sized classrooms? Does research hold the same significance today when much of the work is done and so much information supplied by computers? What lessons do Zhu Xi’s teachings on inquiry and learning have for this educational world of e-texts and cyber-lessons? While not a Luddite tract, the present study raises questions and concerns about the goals and conduct of higher education today which, as Heisenberg avers, should not only aim at transmitting knowledge understood in set ways, but also at inculcating new ways of thinking and understanding. A college education, as Zhu Xi holds for “advanced learning”, is as much about cultivating a thoughtful, responsible person as producing a professional expert. Such education should include cultivating a student’s sensitivity, logic, and judgment, as well as knowledge about humanity, society, and the world. It is often forgotten that such sensitivity, logic, knowledge, and commitment not only make the student more thoughtful and responsible, in short more self-conscious, but also give her additional perspectives and enhance her professional expertise.
Duffy, Aaron M.
Two of the main areas of focus in university academics are research and education. The mission statements of Utah State University and the Department of Biology emphasize both areas, as do the requirements of funding agencies. I attempted to integrate research and education by using tools that I developed to support and inform my biological research projects to teach science. Ferns have a life cycle with alternating haploid and diploid life stages, both of which are free-living and potentially long-lived. The haploid gametophytes of some ferns reproduce asexually and may have different environmental requirements than the diploid sporophytes, so it is possible for populations of gametophytes to exist without sporophytes. This dissertation includes a description of surveys for Hymenophyllum wrightii, a fern with independent gametophytes in the Pacific Northwest, and improves our understanding of the range, distribution, and habitat requirements of these plants which were previously assumed to be rare. It also describes an attempt to explore the population genetics of gametophytes of Crepidomanes intricatum, a widespread fern in the Appalachian Mountains for which no sporophytes have ever been found. To help visualize evolutionary processes in independent gametophyte populations I developed the Virtual Population Genetics Simulator (VPGsim) to simulate populations of ferns in a 3-dimensional environment. This dissertation includes a description of VPGsim, a learning module using it to teach undergraduate genetics, and a study demonstrating its effectiveness at improving students' understanding of science content and confidence in their ability to perform science inquiry. That simulation tool led to a collaboration to find other ways to teach science with simulations, and to the development of a Virtual Plant Community simulator (VPCsim) for teaching middle school students about the effects of the environment and human impacts on living organisms. This dissertation
Driscoll, Mary C. [St. Bonaventure University, St Bonaventure, NY(United States)
The Project Narrative describes how the funds from the DOE grant were used to purchase equipment for the biology, chemistry, physics and mathematics departments. The Narrative also describes how the equipment is being used. There is also a list of the positive outcomes as a result of having the equipment that was purchased with the DOE grant.
Selland, Makenzie K.
This paper examines the interplay of daily storytelling and societal narratives of teaching in one student teacher's experience. Drawing on narrative and post-structural theories, I conducted a case study using narrative inquiry and ethnographic methods to examine the moment-to-moment storytelling of one student teacher across a range of teaching…
Dette pilotstudies ambition er at undersøge, hvordan og hvorfor narrative elementer lejlighedsvist aktiveres af aktører i deres kontakt med bibliotekarer i folkebiblioteker. Ved hjælp af en kulturanalytisk tilgang studeres forskellige aktørers narrative udvidelser af referenceinterviewet. Teoretisk....... Pilotstudiet bekræfter de 2 indledende antagelser: 1) at nogle aktører anvender narrative udvidelser, fordi de vælger at betone den mellemmenneskelige relation mellem aktør og bibliotekar, som om det var enhver anden social relation og derved ignorerer andre, mere repræsentative dele af bibliotekarernes...... funktioner. Og 2) at nogle aktører anvender narrative udvidelser i bestræbelserne på at legitimere egne sociale positioner og identitetsdannelse gennem kritisk refleksion over bibliotekarernes og folkebibliotekets institutionelle position og magt. Gennem den narrative udvidelse formår disse aktører...
While conducting a qualitative inquiry involving in-depth interviews on the perceptions of health risks within a group of profoundly poor urban families in the southern part of Mexico City, Martinez-Salgado and her interdisciplinary team of women interviewers got involved in emotionally complex situations with the women participants in the study.…
Schmiedel, Theresa; Müller, Oliver; vom Brocke, Jan
of large textual data sets and increased computational power, text mining has become an attractive method that has the potential to mitigate some of these limitations. Thus, we suggest applying topic modeling, a specific text mining technique, as a new and complementary strategy of inquiry to study...
Ireland, Joseph; Watters, James J.; Lunn Brownlee, J.; Lupton, Mandy
Learning science through the process of inquiry is advocated in curriculum documents across many jurisdictions. However, a number of studies suggest that teachers struggle to help students engage in inquiry practices. This is not surprising as many teachers of science have not engaged in scientific inquiry and possibly hold naïve ideas about what constitutes scientific inquiry. This study investigates teachers' self-reported approaches to teaching science through inquiry. Phenomenographic interviews undertaken with 20 elementary teachers revealed teachers identified six approaches to teaching for inquiry, clustered within three categories. These approaches were categorized as Free and Illustrated Inquiries as part of an Experience-centered category, Solution and Method Inquiries as part of a Problem-centered category, and Topic and Chaperoned Inquiries as part of a Question-centered category. This study contributes to our theoretical understanding of how teachers approach Inquiry Teaching and suggests fertile areas of future research into this valued and influential phenomenon broadly known as 'Inquiry Teaching'.
Watkins, Sarah; Dewar, Belinda; Kennedy, Catriona
High profile accounts of failures in patient care reflect an urgent need for transformational development in healthcare. Appreciative Inquiry is promoted as an approach to exploring and bringing about change in social systems. Appreciative Inquiry has been used extensively in North American business since the late 1980s. The application of Appreciative Inquiry may have merit in the complex world of human health experiences. To identify, evaluate and synthesise the evidence about the impact of Appreciative Inquiry on changing clinical nursing practice in in-patient settings. An integrative review and narrative synthesis. In-patient settings including paediatrics, maternity and mental health. Nurses of all grades, patients, carers, relatives, other healthcare professionals including allied healthcare staff, management and students. An electronic search of the following electronic databases was performed in January 2015 and updated in July 2015: MEDLINE, EMBASE, Cochrane Library (Cochrane database of systematic reviews), Cumulative Index of Nursing and Allied Health Literature, PsychINFO, PsychARTICLES, Amed, Assia, Scopus and Web of Science. Hand searching of reference lists of included studies was undertaken. Limits were set to include literature published in English only and publications from 1990 to July 2015. Three reviewers independently assessed eligibility for inclusion and extracted data. Full text articles were systematically appraised using a standardised data extraction instrument in conjunction with criteria to assess whether change using Appreciative Inquiry is transformational. Eight studies (reported in 11 papers) met the inclusion criteria. Overall, these studies demonstrate poor application of Appreciative Inquiry criteria in a nursing context. This makes judgement of the impact difficult. One study achieved transformation against agreed criteria for Appreciative Inquiry. Other included studies demonstrated that Appreciative Inquiry is being
Wong, Siu Ling; Kwan, Jenny; Hodson, Derek; Yung, Benny Hin Wai
Interviews with key scientists who had conducted research on Severe Acute Respiratory Syndrome (SARS), together with analysis of media reports, documentaries and other literature published during and after the SARS epidemic, revealed many interesting aspects of the nature of science (NOS) and scientific inquiry in contemporary scientific research in the rapidly growing field of molecular biology. The story of SARS illustrates vividly some NOS features advocated in the school science curriculum, including the tentative nature of scientific knowledge, theory-laden observation and interpretation, multiplicity of approaches adopted in scientific inquiry, the inter-relationship between science and technology, and the nexus of science, politics, social and cultural practices. The story also provided some insights into a number of NOS features less emphasised in the school curriculum—for example, the need to combine and coordinate expertise in a number of scientific fields, the intense competition between research groups (suspended during the SARS crisis), the significance of affective issues relating to intellectual honesty and the courage to challenge authority, the pressure of funding issues on the conduct of research and the ‘peace of mind’ of researchers, These less emphasised elements provided empirical evidence that NOS knowledge, like scientific knowledge itself, changes over time. They reflected the need for teachers and curriculum planners to revisit and reconsider whether the features of NOS currently included in the school science curriculum are fully reflective of the practice of science in the 21st century. In this paper, we also report on how we made use of extracts from the news reports and documentaries on SARS, together with episodes from the scientists’ interviews, to develop a multimedia instructional package for explicitly teaching the prominent features of NOS and scientific inquiry identified in the SARS research.
Full Text Available Pierre Gosselin1–3, Diane Bélanger1,3,4, Véronique Lapaige1,5,6, Yolaine Labbé11Quebec National Public Health Institute, Quebec, 2Laval University, Faculty of Medicine, Department of Social and Preventive Medicine, Quebec, 3National Institute of Scientific Research, Water-Earth-Environment Centre, Quebec, 4Research Centre of the Quebec University Hospital Centre, Quebec, 5University of Montreal, Faculty of Medicine, Department of Psychiatry, Montreal, 6Fernand-Seguin Research Centre, Montreal, QC, CanadaAbstract: This paper presents a public health narrative on Quebec’s new climatic conditions and human health, and describes the transdisciplinary nature of the climate change adaptation research currently being adopted in Quebec, characterized by the three phases of problem identification, problem investigation, and problem transformation. A transdisciplinary approach is essential for dealing with complex ill-defined problems concerning human–environment interactions (for example, climate change, for allowing joint research, collective leadership, complex collaborations, and significant exchanges among scientists, decision makers, and knowledge users. Such an approach is widely supported in theory but has proved to be extremely difficult to implement in practice, and those who attempt it have met with heavy resistance, succeeding when they find the occasional opportunity within institutional or social contexts. In this paper we narrate the ongoing struggle involved in tackling the negative effects of climate change in multi-actor contexts at local and regional levels, a struggle that began in a quiet way in 1998. The paper will describe how public health adaptation research is supporting transdisciplinary action and implementation while also preparing for the future, and how this interaction to tackle a life-world problem (adaptation of the Quebec public health sector to climate change in multi-actors contexts has progressively been
Kovanovic, Vitomir; Gaševic, Dragan; Hatala, Marek
This paper describes doctoral research that focuses on the development of a learning analytics framework for inquiry-based digital learning. Building on the Community of Inquiry model (CoI)--a foundation commonly used in the research and practice of digital learning and teaching--this research builds on the existing body of knowledge in two…
Skórzynska, Izabela; Glowacka-Sobiech, Edyta; Chmura-Rutkowska, Iwona
The article attempts to present selected theoretical standpoints concerning the place and role of school textbook narrative in teaching history to school students. In this context we posit a hypothesis about the hybrid construction (history memories and ideology) of the narration for teaching history in Polish school textbooks in lower secondary…
of research regarding young adults with cancer. They stress the need for more specific research, clinically and politically appropriate services to this group of cancer patients. Thanks to technology, young people living with cancer, now have an opportunity to actively participate in providing information......Abstract Young adults with cancer are regarded as an emerging field for research. Because of the particular life phase they are in they are particularly vulnerable, as they are often both marginalised and individualised and their experiences are seldom described due to their small numbers. By using...... an on-line free association narrative inquiry and an experimental writing format, the purpose of this paper is to explore the subjective perspective of what it means to be a young adult living with cancer, and to discuss whether this approach contributes something new to the emerging field. Seven...
Hanegan, Nikki L.; Bigler, Amber
Societal benefit depends on the general public's understandings of biotechnology (Betsch in World J Microbiol Biotechnol 12:439-443, 1996; Dawson and Cowan in Int J Sci Educ 25(1):57-69, 2003; Schiller in Business Review: Federal Reserve Bank of Philadelphia (Fourth Quarter), 2002; Smith and Emmeluth in Am Biol Teach 64(2):93-99, 2002). A National Science Foundation funded survey of high school biology teachers reported that hands-on biotechnology education exists in advanced high school biology in the United States, but is non-existent in mainstream biology coursework (Micklos et al. in Biotechnology labs in American high schools, 1998). The majority of pre-service teacher content preparation courses do not teach students appropriate content knowledge through the process of inquiry. A broad continuum exists when discussing inquiry-oriented student investigations (Hanegan et al. in School Sci Math J 109(2):110-134, 2009). Depending on the amount of structure in teacher lessons, inquiries can often be categorized as guided or open. The lesson can be further categorized as simple or authentic (Chinn and Malhotra in Sci Educ 86(2):175-218, 2002). Although authentic inquiries provide the best opportunities for cognitive development and scientific reasoning, guided and simple inquiries are more often employed in the classroom (Crawford in J Res Sci Teach 37(9):916-937, 2000; NRC in Inquiry and the national science education standards: a guide for teaching and learning, 2000). For the purposes of this study we defined inquiry as "authentic" if original research problems were resolved (Hanegan et al. in School Sci Math J 109(2):110-134, 2009; Chinn and Malhotra in Sci Educ 86(2):175-218, 2002; Roth in Authentic school science: knowing and learning in open-inquiry science laboratories, 1995). The research question to guide this study through naturalistic inquiry research methods was: How will participants express whether or not an authentic inquiry experience enhanced
On 6 July 1995, a television documentary entitled 'Deadly Experiments' was broadcast on Channel 4 as part of the 'True Stories' series. The programme, produced by Twenty-Twenty Television, featured a number of research projects conducted between 1950 and 1970 in which either measurements were made of the amount of radiation absorbed by, or radioactive substances were administered to, human subjects in the UK and USA. The level of public concern generated by the broadcast and the implication of unethical practices in the conduct of some of the research sponsored by the MRC, has acted as the trigger for the MRC to establish this independent Committee of Inquiry. Its remit has been to clarify the facts surrounding the research and to examine issues of 'acceptability and consent in the context of the scientific and ethical standards of the period in, which the research was carried out. The following studies featured in the programme were funded by the MRC. The study measuring levels of Strontium 90 uptake, in which samples of bone were taken at autopsy (the programme featured a case in North Wales where the femora were removed from a deceased infant). The work carried out at University College London and reported in 1952 and 1958, in which radioiodine was administered to women in order to measure thyroid function throughout the menstrual cycle and in pregnancy. The work carried out at the Hammersmith Hospital, London, in 1953, in which radioactive sodium was used to measure maternal placental blood flow in normal and hypertensive women. The studies at Aberdeen Maternity Hospital, which investigated iodine metabolism and maternal thyroid function during pregnancy, and the development of the human fetal thyroid. The Coventry study in which women from the Asian community were asked to consume specially prepared chapattis in order to measure levels of iron absorption, with a view to investigating the problem of anaemia.
Herodotou, Christothea; Sharples, Mike; Scanlon, Eileen
The term ‘citizen inquiry’ was coined to describe ways that members of the public can learn by initiating or joining shared inquiry-led scientific investigations (Sharples et al., 2013). It merges learning through scientific investigation with mass collaborative participation exemplified in citizen science activities, altering the relationship most people have with research from being passive recipients to becoming actively engaged, and the relationship between scholarship and public understa...
Su, I-Ru; Chou, Yi-Chun
Most of the research on second language (L2) narratives has focused on whether or how L2 learners carry their L1 narrative styles into L2 narration; few studies have explored whether L2 learners' knowledge of the L2 also in turn affects their L1 narrative performance. The present study attempted to probe the issue of cultural transfer in narrative…
Blanchard, Margaret R.
It is argued that teachers must experience inquiry in order to be able to translate it to their classrooms. The National Science Foundation's (NSF's) Research Experiences for Teachers (RETs) offer promising programs, yet scant empirical support documents the effectiveness of these programs. In this study, ten experienced, secondary science teachers were followed back to the classroom after a five-week, marine ecology RET, addressing the questions: How do teachers' conceptions and enactment of classroom inquiry change after the program?; What are the program's goals?; What accounts for these differences?; and What do these findings imply for future RETs? Data collected includes pre and post program questionnaires, audiotapes and videotapes of pre and post program teaching, post program STIR instrument responses, interviews, and field notes. The study found that an extensive, reflective program model, conducted by scientists who are teacher-centered, successfully conveyed the program model of inquiry. Post program, teachers' conceptions of inquiry were more student centered, focused less on assessment and classroom management and more on authentic content, questions, and presentations, and incorporated program language. Question patterns during enactment shifted to fewer teacher questions, more student questions, and increased higher order questions by students and teachers. More procedural questions indicated role shifts. The STIR instrument fostered understanding of enactment and, with critical incidents analyses, highlighted underlying teacher value structures. Teachers with more theoretical sophistication and who had Rationalistic and Egalitarian value structures applied inquiry throughout their teaching and moved beyond contextual constraints. Implications suggest that those who develop and implement RETs need to be masterful "bridge builders" to help transition teachers and their learning back to the classroom. Reflection holds promise for illuminating teachers
Alyson J. McGregor
Full Text Available The National Institutes of Health recently highlighted the significant role of sex as a biological variable (SABV in research design, outcome and reproducibility, mandating that this variable be accounted for in all its funded research studies. This move has resulted in a rapidly increasing body of literature on SABV with important implications for changing the clinical practice of emergency medicine (EM. Translation of this new knowledge to the bedside requires an understanding of how sex-based research will ultimately impact patient care. We use three case-based scenarios in acute myocardial infarction, acute ischemic stroke and important considerations in pharmacologic therapy administration to highlight available data on SABV in evidence-based research to provide the EM community with an important foundation for future integration of patient sex in the delivery of emergency care as gaps in research are filled.
Kristiansen, Claus Krogholm
The dissertation deals with narrative as a cognitive structure - as a way of handling experience in the modern world. The question is: What is man when he is not created in god's image. Some recent scandinavian novels are analysed as examples.......The dissertation deals with narrative as a cognitive structure - as a way of handling experience in the modern world. The question is: What is man when he is not created in god's image. Some recent scandinavian novels are analysed as examples....
Milat, Andrew J; Li, Ben
A significant challenge in research translation is that interested parties interpret and apply the associated terms and conceptual frameworks in different ways. The purpose of this review was to: a) examine different research translation frameworks; b) examine the similarities and differences between the frameworks; and c) identify key strengths and weaknesses of the models when they are applied in practice. The review involved a keyword search of PubMed. The search string was (translational research OR knowledge translation OR evidence to practice) AND (framework OR model OR theory) AND (public health OR health promotion OR medicine). Included studies were published in English between January 1990 and December 2014, and described frameworks, models or theories associated with research translation. The final review included 98 papers, and 41 different frameworks and models were identified. The most frequently applied knowledge translation framework in the literature was RE-AIM, followed by the knowledge translation continuum or 'T' models, the Knowledge to Action framework, the PARiHS framework, evidence based public health models, and the stages of research and evaluation model. The models identified in this review stem from different fields, including implementation science, basic and medical sciences, health services research and public health, and propose different but related pathways to closing the research-practice gap.
McCann, Edward; Brown, Michael
To examine discrimination and resilience experiences of people who identify as transgender and establish potential health service responses. People who identify as transgender face many challenges in society in terms of the knowledge, understanding and acceptance of a person's gender identity. A narrative review of quantitative empirical research. A comprehensive search of CINAHL, MEDLINE, PsycINFO and Sociological Abstracts electronic databases from 2006-2016 was conducted. The search yielded 1,478 papers and following the application of rigorous inclusion and exclusion criteria a total of 19 papers were included in the review. The findings reveal that there is a need to ensure that the needs of transgender people are represented, fully integrated and clearly linked to outcomes that improve their health and quality of life. Discrimination experiences can result in poorer health outcomes; however, many people have developed resilience and positive coping strategies. Nurses need to recognise and respond appropriately to the care and treatment needs of this population. Comprehensive nursing assessments and plans of care that encompass all aspects of the person should be in place supported by clear policy guidelines and evidence-based research. The education requirements of practitioners are outlined. © 2017 John Wiley & Sons Ltd.
Greenhalgh, Trisha; Potts, Henry W W; Wong, Geoff; Bark, Pippa; Swinglehurst, Deborah
Context: The extensive research literature on electronic patient records (EPRs) presents challenges to systematic reviewers because it covers multiple research traditions with different underlying philosophical assumptions and methodological approaches. Methods: Using the meta-narrative method and searching beyond the Medline-indexed literature, this review used “conflicting” findings to address higher-order questions about how researchers had differently conceptualized and studied the EPR and its implementation. Findings: Twenty-four previous systematic reviews and ninety-four further primary studies were considered. Key tensions in the literature centered on (1) the EPR (“container” or “itinerary”); (2) the EPR user (“information-processer” or “member of socio-technical network”); (3) organizational context (“the setting within which the EPR is implemented” or “the EPR-in-use”); (4) clinical work (“decision making” or “situated practice”); (5) the process of change (“the logic of determinism” or “the logic of opposition”); (6) implementation success (“objectively defined” or “socially negotiated”); and (7) complexity and scale (“the bigger the better” or “small is beautiful”). Conclusions: The findings suggest that EPR use will always require human input to recontextualize knowledge; that even though secondary work (audit, research, billing) may be made more efficient by the EPR, primary clinical work may be made less efficient; that paper may offer a unique degree of ecological flexibility; and that smaller EPR systems may sometimes be more efficient and effective than larger ones. We suggest an agenda for further research. PMID:20021585
van der Meij, Marjoleine G.; Broerse, Jacqueline E. W.; Kupper, Frank
Playfulness supports people in learning. This study synthesizes a framework for playfulness for one particular type of learning: responsible research and innovation (RRI) reflection processes. Playfulness design elements were extracted from literature about playfulness in various learning and
Full Text Available Background: A significant challenge in research translation is that interested parties interpret and apply the associated terms and conceptual frameworks in different ways. The purpose of this review was to: a examine different research translation frameworks; b examine the similarities and differences between the frameworks; and c identify key strengths and weaknesses of the models when they are applied in practice. Methods: The review involved a keyword search of PubMed. The search string was (translational research OR knowledge translation OR evidence to practice AND (framework OR model OR theory AND (public health OR health promotion OR medicine. Included studies were published in English between January 1990 and December 2014, and described frameworks, models or theories associated with research translation. Results: The final review included 98 papers, and 41 different frameworks and models were identified. The most frequently applied knowledge translation framework in the literature was RE-AIM, followed by the knowledge translation continuum or ‘T’ models, the Knowledge to Action framework, the PARiHS framework, evidence based public health models, and the stages of research and evaluation model. Conclusion: The models identified in this review stem from different fields, including implementation science, basic and medical sciences, health services research and public health, and propose different but related pathways to closing the research–practice gap.
In recent years, the concept of food addiction has gained more and more popularity. This approach acknowledges the apparent parallels between substance use disorders and overeating of highly palatable, high-caloric foods. Part of this discussion includes that “hyperpalatable” foods may have an addictive potential because of increased potency due to certain nutrients or additives. Although this idea seems to be relatively new, research on food addiction actually encompasses several decades, a fact that often remains unrecognized. Scientific use of the term addiction in reference to chocolate even dates back to the 19th century. In the 20th century, food addiction research underwent several paradigm shifts, which include changing foci on anorexia nervosa, bulimia nervosa, obesity, or binge eating disorder. Thus, the purpose of this review is to describe the history and state of the art of food addiction research and to demonstrate its development and refinement of definitions and methodologies. PMID:26339213
In recent years, the concept of food addiction has gained more and more popularity. This approach acknowledges the apparent parallels between substance use disorders and overeating of highly palatable, high-caloric foods. Part of this discussion includes that "hyperpalatable" foods may have an addictive potential because of increased potency due to certain nutrients or additives. Although this idea seems to be relatively new, research on food addiction actually encompasses several decades, a fact that often remains unrecognized. Scientific use of the term addiction in reference to chocolate even dates back to the 19th century. In the 20th century, food addiction research underwent several paradigm shifts, which include changing foci on anorexia nervosa, bulimia nervosa, obesity, or binge eating disorder. Thus, the purpose of this review is to describe the history and state of the art of food addiction research and to demonstrate its development and refinement of definitions and methodologies.
PROMOTING ACCESS TO AFRICAN RESEARCH. AFRICAN ... This paper argues that the Setswana storytelling session is a highly participatory event. The paper ... Keywords: performance, storytelling, narrator, audience, narrative, Setswana ...
Kent, Peter; Briggs, Andrew M; Albert, Hanne Birgit
Background Although reproducibility in reading MRI images amongst radiologists and clinicians has been studied previously, no studies have examined the reproducibility of inexperienced clinicians in extracting pathoanatomic information from magnetic resonance imaging (MRI) narrative reports and t...
Lopes, J. B.; Silva, A. A.; Cravino, J. P.; Santos, C. A.; Cunha, A.; Pinto, A.; Silva, A.; Viegas, C.; Saraiva, E.; Branco, M. J.
This study deals with the problem of how to collect genuine and useful data about science classroom practices, and preserving the complex and holistic nature of teaching and learning. Additionally, we were looking for an instrument that would allow comparability and verifiability for teaching and research purposes. Given the multimodality of…
Boyle, Elizabeth; MacArthur, Ewan; Connolly, Thomas; Hainey, Thomas; Kärki, Anne; Van Rosmalen, Peter
Basic competence in research methods and statistics is core for many undergraduates but many students experience difﬁculties in acquiring knowledge and skills in this area. Interest has recently turned to serious games as providing engaging ways of learning. The CHERMUG project was developed against
Strong, Erin A; De Castro, Rochelle; Sambuco, Dana; Stewart, Abigail; Ubel, Peter A; Griffith, Kent A; Jagsi, Reshma
Leaders in academic medicine are often selected from the ranks of physician-researchers, whose demanding careers involve multiple professional commitments that must also be balanced with demands at home. To gain a more nuanced understanding of work-life balance issues from the perspective of a large and diverse group of faculty clinician-researchers and their mentors. A qualitative study with semi-structured, in-depth interviews conducted from 2010 to 2011, using inductive analysis and purposive sampling. One hundred former recipients of U.S. National Institutes of Health (NIH) K08 or K23 career development awards and 28 of their mentors. Three researchers with graduate training in qualitative methods conducted the interviews and thematically coded verbatim transcripts. Five themes emerged related to work-life balance: (1) the challenge and importance of work-life balance for contemporary physician-researchers, (2) how gender roles and spousal dynamics make these issues more challenging for women, (3) the role of mentoring in this area, (4) the impact of institutional policies and practices intended to improve work-life balance, and (5) perceptions of stereotype and stigma associated with utilization of these programs. In academic medicine, in contrast to other fields in which a lack of affordable childcare may be the principal challenge, barriers to work-life balance appear to be deeply rooted within professional culture. A combination of mentorship, interventions that target institutional and professional culture, and efforts to destigmatize reliance on flexibility (with regard to timing and location of work) are most likely to promote the satisfaction and success of the new generation of clinician-researchers who desire work-life balance.
Mordhorst, Mads; Schwarzkopf, Stefan
’ of the 1970s. It then compares the different conceptualisations of narrative analysis that have emerged in historical research and in management and organisational studies. Finally, this introduction points out various ways in which business history can become enriched if its practitioners become more aware......This article, and the special issue that it introduces, encourages business historians to reflect on the narrative nature of the work they produce. The articles provides an overview of how and why narratives came to occupy such a prominent status during the linguistic and narrative ‘turns...
Full Text Available In this essay I pose the question of whether it might be possible to articulate a collaborative, critical narrative mode of research in which teachers and students come together using a critical and analytic epistemology to engage in adventurous pedagogy. This approach has echoes of Freire’s “teachers-as-students and students- -as-teachers,” but elaborates the Freirean metaphor to include conceptions of emotion, creativity, and incorporation of the latent historical subjectivities of teachers and students in the process. Contrary to the deadening, circumscribed epistemology of putatively “evidence-based” pedagogies, in which teachers and children are expected to check their cultural meaning-making capacities and their emotional investments at the door, this is a plea for a regenerative, engaged, local curriculum making process. As I note in the essay, “This is a strategy that cannot work in the service of utilitarian modes of education that are focused only on value (cf. Appiah, 2015. It can only work for forms of schooling that seek to foster values of receptivity, cultural respect, open-mindedness, and critical imaginaries. In these coldly utilitarian times we need to provide leadership to progressively minded teachers to allow them to develop, document, and disseminate such practices.”
Narrative Research into the Possibilities of Classroom-Generated Stories in English Teacher Education (Una investigación narrativa en torno a las posibilidades de los relatos realizados en clase en la formación del profesorado de inglés)
Sarasa, María Cristina
This paper summarizes a narrative inquiry carried out with forty volunteer undergraduate participants attending the course Overall Communication, in the English Teacher Education Program in the School of Humanities of the "Universidad Nacional de Mar del Plata," Argentina. It addresses their family/academic identities and personal…
Sikes, Elizabeth Morghen; Richardson, Emma V; Cederberg, Katie J; Sasaki, Jeffer E; Sandroff, Brian M; Motl, Robert W
The Godin Leisure-Time Exercise Questionnaire has been a commonly applied measure of physical activity in research among persons with multiple sclerosis over the past decade. This paper provides a comprehensive description of its application and inclusion in research on physical activity in multiple sclerosis. This comprehensive, narrative review included papers that were published between 1985 and 2017, written in English, involved participants with multiple sclerosis as a primary population, measured physical activity, and cited one of the two original Godin papers. There is a broad scope of research that has included the Godin Leisure-Time Exercise Questionnaire in persons with multiple sclerosis. Overall, 8 papers evaluated its psychometric properties, 21 evaluated patterns of physical activity, 24 evaluated correlates or determinants of physical activity, 28 evaluated outcomes or consequences of physical activity, and 15 evaluated physical activity interventions. The Godin Leisure-Time Exercise Questionnaire is a valid self-report measure of physical activity in persons with multiple sclerosis, and further is an appropriate, simple, and effective tool for describing patterns of physical activity, examining correlates and outcomes of physical activity, and provides a sensitive outcome for measuring change in physical activity after an intervention. Implications for rehabilitation There is increasing interest in physical activity and its benefits in multiple sclerosis. The study of physical activity requires appropriate and standardized measures. The Godin Leisure-Time Exercise Questionnaire is a common self-report measure of physical activity for persons with multiple sclerosis. Godin Leisure-Time Exercise Questionnaire scores are reliable measures of physical activity in persons with multiple sclerosis. The Godin Leisure-Time Exercise Questionnaire further is an appropriate, simple, and effective tool for describing patterns of physical activity, examining
McAloon, Conor G; Macken-Walsh, Áine; Moran, Lisa; Whyte, Paul; More, Simon J; O'Grady, Luke; Doherty, Michael L
Bovine Johne's Disease (JD) is a disease characterised by chronic granulomatous enteritis which manifests clinically as a protein-losing enteropathy causing diarrhoea, hypoproteinaemia, emaciation and, eventually death. Some research exists to suggest that the aetiologic pathogen Mycobacterium avium subspecies paratuberculosis may pose a zoonotic risk. Nationally coordinated control programmes have been introduced in many of the major milk producing countries across the world. However, JD is challenging to control in infected herds owing to limitations of diagnostic tests and the long incubation period of the disease. Internationally, research increasingly recognises that improved understanding of farmers' subjective views and behaviours may inform and enhance disease management strategies and support the identification and implementation of best practice at farm level. The aim of this study was to use qualitative research methods to explore the values and knowledges of farmers relative to the control of JD at farm level. The Biographical Narrative Interpretive Method (BNIM) was used to generate data from both infected and presumed uninfected farms in Ireland. Qualitative analysis revealed that cultural and social capital informed farmers' decisions on whether to introduce control and preventive measures. Cultural capital refers to the pride and esteem farmers associate with particular objects and actions whereas social capital is the value that farmers associate with social relationships with others. On-farm controls were often evaluated by farmers as impractical and were frequently at odds with farmers' knowledge of calf management. Knowledge from farmers of infected herds did not disseminate among peer farmers. Owners of herds believed to be uninfected expressed a view that controls and preventive measures were not worthy of adoption until there was clear evidence of JD in the herd. These findings highlight important barriers and potential aids to prevention and
Full Text Available Two new approaches in systematic reviewing i.e. Meta-narrative review(MNR (which a health researcher can use for topics which are differently conceptualized and studied by different types of researchers for policy decisions and Meta-triangulation review(MTR (done to build theory for studying multifaceted phenomena characterized by expansive and contested research domains are ready for penetration in an arena of health system research. So critical look at which approach in Meta-review is better i.e. Meta-narrative review or Meta-triangulation review, can give new insights to a health system researcher. A systematic review on 2 key words-"meta-narrative review" and "meta-triangulation review" in health system research, were searched from key search engines, such as Pubmed, Cochrane library, Bio-med Central and Google Scholar etc till 21st March 2014 since last 20 years. Studies from both developed and developing world were included in any form and scope to draw final conclusions. However unpublished data from thesis was not included in systematic review. Meta-narrative review is a type of systematic review which can be used for a wide range of topics and questions involving making judgments and inferences in public health. On the other hand Meta-triangulation review is a three-phased, qualitative meta-analysis process which can be used to explore variations in the assumptions of alternative paradigms, gain insights into these multiple paradigms at one point of time and addresses emerging themes and the resulting theories.
Given reform recommendations emphasizing scientific inquiry and empirical evidence pointing to the difficulties beginning teachers face in enacting inquiry-based science, this study explores a well-started beginning elementary teacher's (Sofia) beliefs about inquiry-based science and related instructional practices. In order to explore Sofia's beliefs and instructional practices, several kinds of data were collected in a period of 9 months: a self-portrait and an accompanying narrative, a personal philosophy assignment, three interviews, three journal entries, ten lesson plans, and ten videotaped classroom observations. The analysis of these data showed that Sofia's beliefs and instructional practices were reform-minded. She articulated contemporary beliefs about scientific inquiry and how children learn science and was able to translate these beliefs into practice. Central to Sofia's beliefs about science teaching were scientific inquiry and engaging students in investigations with authentic data, with a prevalent emphasis on the role of evidence in the construction of scientific claims. These findings are important to research aiming at supporting teachers, especially beginning ones, to embrace reform recommendations.
Sambuco, Dana; Dabrowska, Agata; Decastro, Rochelle; Stewart, Abigail; Ubel, Peter A; Jagsi, Reshma
Few researchers have explored the negotiation experiences of academic medical faculty even though negotiation is crucial to their career success. The authors sought to understand medical faculty researchers' experiences with and perceptions of negotiation. Between February 2010 and August 2011, the authors conducted semistructured, in-depth telephone interviews with 100 former recipients of National Institutes of Health mentored career development awards and 28 of their mentors. Purposive sampling ensured a diverse range of viewpoints. Multiple analysts thematically coded verbatim transcripts using qualitative data analysis software. Participants described the importance of negotiation in academic medical careers but also expressed feeling naïve and unprepared for these negotiations, particularly as junior faculty. Award recipients focused on power, leverage, and strategy, and they expressed a need for training and mentorship to learn successful negotiation skills. Mentors, by contrast, emphasized the importance of flexibility and shared interests in creating win-win situations for both the individual faculty member and the institution. When faculty construed negotiation as adversarial and/or zero-sum, participants believed it required traditionally masculine traits and perceived women to be at a disadvantage. Academic medical faculty often lack the skills and knowledge necessary for successful negotiation, especially early in their careers. Many view negotiation as an adversarial process of the sort that experts call "hard positional bargaining." Increasing awareness of alternative negotiation techniques (e.g., "principled negotiation," in which shared interests, mutually satisfying options, and fair standards are emphasized) may encourage the success of medical faculty, particularly women.
Sambuco, Dana; Dabrowska, Agata; DeCastro, Rochelle; Stewart, Abigail; Ubel, Peter A.; Jagsi, Reshma
Purpose Few researchers have explored the negotiation experiences of academic medical faculty even though negotiation is crucial to their career success. The authors sought to understand medical faculty researchers' experiences with and perceptions of negotiation. Method Between February 2010 and August 2011, the authors conducted semi-structured, in-depth telephone interviews with 100 former recipients of National Institutes of Health mentored career development awards and 28 of their mentors. Purposive sampling ensured a diverse range of viewpoints. Multiple analysts thematically coded verbatim transcripts using qualitative data analysis software. Results Participants described the importance of negotiation in academic medical careers but also expressed feeling naïve and unprepared for these negotiations, particularly as junior faculty. Award recipients focused on power, leverage, and strategy, and they expressed a need for training and mentorship to learn successful negotiation skills. Mentors, by contrast, emphasized the importance of flexibility and shared interests in creating win-win situations for both the individual faculty member and the institution. When faculty construed negotiation as adversarial and/or zero-sum, participants believed it required traditionally masculine traits and perceived women to be at a disadvantage. Conclusions Academic medical faculty often lack the skills and knowledge necessary for successful negotiation, especially early in their careers. Many view negotiation as an adversarial process of the sort that experts call “hard positional bargaining.” Increasing awareness of alternative negotiation techniques (e.g., “principled negotiation,” in which shared interests, mutually satisfying options, and fair standards are emphasized), may encourage the success of medical faculty, particularly women. PMID:23425992
Ward, Trina C Salm
Mother-infant bed-sharing has been a common practice for centuries. Understanding the reasons parents choose to bed-share can help tailor safe sleep education. The purpose of this article was to systematically review the international literature on: (1) reasons parents bed-share, (2) the cultural context of bed-sharing, and (3) implications for interventions and future research. The search occurred August-September 2013 via PubMed, CINAHL, and Psyc INFO using the terms: "infant," "sleep," "bed shar*," "co sleep*," "sleep location," "sleep practices," and "sleep arrangements," alone or in combination. Google Scholar was searched using: "bed share," "bed sharing," "co sleep," and "co sleeping." Inclusion criteria were: (1) referenced bed-sharing with infants 12 months or younger; (2) provided reasons for bed-sharing; and (3) published between 1990 and 2013. Studies were excluded if they focused on disorders such as epilepsy, breathing disorders, or among multi-gestational infants. Narrative synthesis was used to summarize findings. Thirty-four studies met inclusion criteria. The main themes around bed-sharing based on this synthesis included: (1) breastfeeding, (2) comforting, (3) better/more sleep, (4) monitoring, (5) bonding/attachment, (6) environmental, (7) crying, (8) tradition, (9) disagree with danger, and (10) maternal instinct. Findings suggest that future research should examine parents' decision-making process on infant sleep location, including how they weigh personal reasons and sources of advice. Public health interventions should incorporate the particular reasons of the population they are targeting. Clinicians should discuss infant sleep environment with each family, along with their motivations for choosing this environment, and work within that framework to address the safety of the sleep environment.
Vahideh Zareh Gavgani
Full Text Available Background and Objectives: Evidence based librarianship (EBL was defined as “use of best available evidence from qualitative and quantitative research results and rational experience and decisions acquired from the daily practice of library”. However there are controversies about if the nature of EBL deals with library services or professional practice and if it needs a formal education or informal continuing education is enough? To shed light on this ambiguity, the aim of this study was to find out the state-of-the-art of education of EBL in the world. Material and Methods: The study utilized library and documentation methods to investigate the academic education of EBL through review of the available literature and websites. Results: The findings of the study revealed that evidence based librarianship does have formal curriculum for academic education in post graduate levels (post master and master. It also revealed that “Evidence Based Approach” (EBA and “Evidence Based Medicine” (EBM were also similar courses that are offered in Master and PhD levels. Conclusion: Based on the history and revolution of EBA, it is time to develop formal curriculum and field of study for Evidence Based Information Practice. This study suggests establishment of the academic field of Evidence Based and Information Science to overcome the problems and limitations that library science faces in practice.
Rock, B. N.; Hale, S.; Graham, K.; Hayden, L. B.
Watershed Watch (NSF 0525433) engages early undergraduate students from two-year and four-year colleges in student-driven full inquiry-based instruction in the biogeosciences. Program goals for Watershed Watch are to test if inquiry-rich student-driven projects sufficiently engage undeclared students (or noncommittal STEM majors) to declare a STEM major (or remain with their STEM major). The program is a partnership between two four-year campuses - the University of New Hampshire (UNH), and Elizabeth City State University (ECSU, in North Carolina); and two two-year campuses - Great Bay Community College (GBCC, in New Hampshire) and the College of the Albemarle (COA, in North Carolina). The program focuses on two watersheds: the Merrimack Ricer Watershed in New Hampshire and Massachusetts, and the Pasquotank River Watershed in Virginia and North Carolina. Both the terrestrial and aquatic components of both watersheds are evaluated using the student-driven projects. A significant component of this program is an intensive two-week Summer Research Institute (SRI), in which undeclared freshmen and sophomores investigate various aspects of their local watershed. Two Summer Research Institutes have been held on the UNH campus (2006 and 2008) and two on the ECSU campus (2007 and 2009). Students develop their own research questions and study design, collect and analyze data, and produce a scientific oral or poster presentation on the last day of the SRI. The course objectives, curriculum and schedule are presented as a model for dissemination for other institutions and programs seeking to develop inquiry-rich programs or courses designed to attract students into biogeoscience disciplines. Data from self-reported student feedback indicate the most important factors explaining high-levels of student motivation and research excellence in the program are: 1) working with committed, energetic, and enthusiastic faculty mentors, and 2) faculty mentors demonstrating high degrees of
Dennhardt, Silke; Apramian, Tavis; Lingard, Lorelei; Torabi, Nazi; Arntfield, Shannon
The rise of medical humanities teaching in medical education has introduced pressure to prove efficacy and utility. Review articles on the available evidence have been criticised for poor methodology and unwarranted conclusions. To support a more nuanced discussion of how the medical humanities work, we conducted a scoping review of quantitative studies of medical humanities teaching. Using a search strategy involving MEDLINE, EMBASE and ERIC, and hand searching, our scoping review located 11 045 articles that referred to the use of medical humanities teaching in medical education. Of these, 62 studies using quantitative evaluation methods were selected for review. Three iterations of analysis were performed: descriptive, conceptual, and discursive. Descriptive analysis revealed that the medical humanities as a whole cannot be easily systematised based on simple descriptive categories. Conceptual analysis supported the development of a conceptual framework in which the foci of the arts and humanities in medical education can be mapped alongside their related epistemic functions for teaching and learning. Within the framework, art functioned as expertise, as dialogue or as a means of expression and transformation. In the discursive analysis, we found three main ways in which the relationship between the arts and humanities and medicine was constructed as, respectively, intrinsic, additive and curative. This review offers a nuanced framework of how different types of medical humanities work. The epistemological assumptions and discursive positioning of medical humanities teaching frame the forms of outcomes research that are considered relevant to curriculum decision making, and shed light on why dominant review methodologies make some functions of medical humanities teaching visible and render others invisible. We recommend the use of this framework to improve the rigor and relevance of future explorations of the efficacy and utility of medical humanities teaching
Berger, Bettina; Weger, Ulrich; Heusser, Peter
Personalised and contextualised care has been turned into a major demand by people involved in healthcare suggesting to move toward person-centred medicine. The assessment of person-centred medicine can be most effectively achieved if treatments are investigated using ‘with versus without’ person-centredness or integrative study designs. However, this assumes that the components of an integrative or person-centred intervention have an additive relationship to produce the total effect. Beecher’s model of additivity assumes an additive relation between placebo and drug effects and is thus presenting an arithmetic summation. So far, no review has been carried out assessing the validity of the additive model, which is to be questioned and more closely investigated in this review. Initial searches for primary studies were undertaken in July 2016 using Pubmed and Google Scholar. In order to find matching publications of similar magnitude for the comparison part of this review, corresponding matches for all included reviews were sought. A total of 22 reviews and 3 clinical and experimental studies fulfilled the inclusion criteria. The results pointed to the following factors actively questioning the additive model: interactions of various effects, trial design, conditioning, context effects and factors, neurobiological factors, mechanism of action, statistical factors, intervention-specific factors (alcohol, caffeine), side-effects and type of intervention. All but one of the closely assessed publications was questioning the additive model. A closer examination of study design is necessary. An attempt in a more systematic approach geared towards solutions could be a suggestion for future research in this field. PMID:28321318
Stage, Frances K.; Wells, Ryan S.
This chapter briefly traces the development of the concept of critical quantitative inquiry, provides an expanded conceptualization of the tasks of critical quantitative research, offers theoretical explanation and justification for critical research using quantitative methods, and previews the work of quantitative criticalists presented in this…
Kirkby, Jane; Moss, Julianne; Godinho, Sally
This paper reveals how the art device of trompe l'oeil provided a way of thinking about the induction and mentoring experiences of seven beginning teachers in secondary school settings in the state of Victoria, Australia. The research study--a phenomenological, narrative inquiry--drew on Bourdieu's theorising of "misrecognition" and…
Fivush, Robyn; Bohanek, Jennifer G.; Zaman, Widaad; Grapin, Sally
In this study, the authors examined gender differences in narratives of positive and negative life experiences during middle adolescence, a critical period for the development of identity and a life narrative (Habermas & Bluck, 2000; McAdams, 2001). Examining a wider variety of narrative meaning-making devices than previous research, they found…
examples of successful refugee resettlement and national self-assertion. Within the master narrative of Partition migration history, however, the experiences of forced movement and resettlement suffered by the ‘Untouchables' are obscured. Popular accounts of violence, forced movement and suffering...
is presented to give a concrete example of this narrative, community psychological oriented intervention, a process which helps people to develop a sense of personal or cultural identity and an understanding of their doing as being in correspondence with their values and intentions. The overarching focus...
Søndergaard Jakobsen, Nina; Kaufmann, Lisbeth; Hennesser, Yvonne
Using cases and empirical data from a research and development project at a Danish prevention center, this study explores whether and how the use of narrative dietary counseling can strengthen dietitians' relationships and collaboration with clients who are chronically ill. The results of the study...... dietary counseling empowered clients and improved relationship building and collaboration between client and dietitian....
(co-editor with Carly McLaughlin and Wladyslaw Witalisz) This book presents articles resulting from joint research on the representations of migration conducted in connection with the Erasmus Intensive Programme entitled «Migration and Narration» taught to groups of international students over...
Kronick, Rachel; Rousseau, Cécile; Cleveland, Janet
Asylum seeking children arriving in Canada regularly face incarceration in medium-security-style immigration detention centres. Research demonstrates the human cost of detaining migrant children and families and the psychiatric burden linked with such imprisonment. This study aims to understand the lived experiences of children aged 3-13 held in detention. Informed by a qualitative methodology of narrative inquiry, child participants created worlds in the sand and generated stories to express their subjective experience. Results suggest that children's sandplay confirms the traumatic nature of immigration detention while also revealing children's sometimes conflicting understanding of the meaning of detention and their own migration. The results are contextualized by a description of detention conditions and the psychiatric symptoms associated with immigration incarceration. The study highlights the need for more research examining the impact of immigration detention on children's mental health, while also underlining how refugee children's voices provide important direction for policy change.
van der Gijp, A; Ravesloot, C J; Jarodzka, H; van der Schaaf, M F; van der Schaaf, I C; van Schaik, J P J; Ten Cate, Th J
Eye tracking research has been conducted for decades to gain understanding of visual diagnosis such as in radiology. For educational purposes, it is important to identify visual search patterns that are related to high perceptual performance and to identify effective teaching strategies. This review of eye-tracking literature in the radiology domain aims to identify visual search patterns associated with high perceptual performance. Databases PubMed, EMBASE, ERIC, PsycINFO, Scopus and Web of Science were searched using 'visual perception' OR 'eye tracking' AND 'radiology' and synonyms. Two authors independently screened search results and included eye tracking studies concerning visual skills in radiology published between January 1, 1994 and July 31, 2015. Two authors independently assessed study quality with the Medical Education Research Study Quality Instrument, and extracted study data with respect to design, participant and task characteristics, and variables. A thematic analysis was conducted to extract and arrange study results, and a textual narrative synthesis was applied for data integration and interpretation. The search resulted in 22 relevant full-text articles. Thematic analysis resulted in six themes that informed the relation between visual search and level of expertise: (1) time on task, (2) eye movement characteristics of experts, (3) differences in visual attention, (4) visual search patterns, (5) search patterns in cross sectional stack imaging, and (6) teaching visual search strategies. Expert search was found to be characterized by a global-focal search pattern, which represents an initial global impression, followed by a detailed, focal search-to-find mode. Specific task-related search patterns, like drilling through CT scans and systematic search in chest X-rays, were found to be related to high expert levels. One study investigated teaching of visual search strategies, and did not find a significant effect on perceptual performance. Eye
Zuiker, Steven; Whitaker, J. Reid
This paper describes the 5E+I/A inquiry model and reports a case study of one curricular enactment by a US fifth-grade classroom. A literature review establishes the model's conceptual adequacy with respect to longstanding research related to both the 5E inquiry model and multiple, incremental innovations of it. As a collective line of research,…
Specht, M. (2012, 8 November). Mobile Inquiry Based Learning. Presentation given at the Workshop "Mobile inquiry-based learning" at the Mobile Learning Day 2012 at the Fernuniversität Hagen, Hagen, Germany.
Department of Homeland Security — All non-media public inquiries and complaints and responses to inquiries received by telephone, e-mail and fax, and handles contacts in English and Spanish. The data...
van der Leeuw, Renée M.; Overeem, Karlijn; Arah, Onyebuchi A.; Heineman, Maas Jan; Lombarts, Kiki M. J. M. H.
Physicians involved in residency training often receive feedback from residents on their teaching. Research shows that learners value narrative feedback, but knowledge of the frequency and determinants of narrative feedback in teaching performance evaluation is lacking. This study aims to
Background/Context: Most narratives of Brown v. Board of Education primarily focus on integrated schooling as the ultimate objective in Black people's quest for quality schooling. Rather than uniformly assuming integration as Black people's ideological model, the push by Black people for quality schooling instead should be viewed within the…
Kusnadi, K.; Rustaman, N. Y.; Redjeki, S.; Aryantha, I. N. P.
The implementation of the inquiry laboratory based project to enhance scientific inquiry literacy of prospective biology teachers in Microbiology course has been done. The inquiry lab based project was designed by three stages were debriefing of basic microbiology lab skills, guided inquiry and free inquiry respectively. The Study was quasi experimental with control group pretest-posttest design. The subjects were prospective biology teachers consists of 80 students. The scientific inquiry literacy instrument refers to ScInqLiT by Wenning. The results showed that there was significant difference of scientific inquiry literacy posttest scores between experiment and control (α 0,05) and was obtained N-gain score was 0.49 (medium) to experiment and 0.24 (low) to control. Based on formative assessment showed that development of student’s scientific attitude, research and microbiology lab skills during conducting project were increased. Student’s research skills especially in identification of variables, constructing a hypothesis, communicating and concluding were increased. During implementation of inquiry project also showed that they carried out mind and hands-on and so collaborative group investigation lab activities. Our findings may aid in reforming higher-education, particularly in microbiology laboratory activities to better promote scientific inquiry literacy, scientific attitude, research and laboratory skills.
Stone, Brian Andrew
Scientific inquiry is widely used but pervasively misunderstood in elementary classrooms. The use of inquiry is often attached to direct instruction models of teaching, or is even passed as textbook readings or worksheets. Previous literature on scientific inquiry suggests a range or continuum beginning with teacher-directed inquiry on one extreme, which involves a question, process, and outcome that are predetermined by the teacher. On the other end of the continuum is an element of inquiry that is extremely personal and derived from innate curiosity without external constraints. This authentic inquiry is defined by the study as primal inquiry. If inquiry instruction is used in the elementary classroom, it is often manifested as teacher-directed inquiry, but previous research suggests the most interesting, motivating, and lasting content is owned by the individual and exists within the individual's own curiosity, questioning and processes. Therefore, the study examined the impact of teacher-directed inquiry in two elementary fourth grade classrooms on climate-related factors including interest, motivation, engagement, and student-generated inquiry involvement. The study took place at two elementary classrooms in Arizona. Both were observed for ten weeks during science instruction over the course of one semester. Field notes were written with regard for the inquiry process and ownership, along with climate indicators. Student journals were examined for evidence of primal inquiry, and twenty-two students were interviewed between the two classrooms for evidence of low climate-related factors and low inquiry involvement. Data from the three sources were triangulated. The results of this qualitative study include evidence for three propositions, which were derived from previous literature. Strong evidence was provided in support of all three propositions, which suggest an overall negative impact on climate-related factors of interest, motivation, and engagement for
Wilcox, Jesse; Kruse, Jerrid W.; Clough, Michael P.
Science education efforts have long emphasized inquiry, and inquiry and scientific practices are prominent in contemporary science education reform documents (NRC 1996; NGSS Lead States 2013). However, inquiry has not become commonplace in science teaching, in part because of misunderstandings regarding what it means and entails (Demir and Abell…
Suarez, Angel; Ternier, Stefaan; Specht, Marcus
The Personal Inquiry Manager (PIM) is an integration approach based on a mobile application, based on Android, to support the IBL process and gives users mobile access to their inquiries. Moreover it facilitates a more self-directed approach as it enables to set up their own personal inquiries. The
Boje, David M.; Svane, Marita Susanna; Gergerich, Erika
stereotypical representations of race, class, and gender, and offer theory and methodology resources for a more meaningful understanding of homeless life and cultures. The second case explores narrative-counternarrative and antenarrative inquiry into a cross-cultural merger between two companies. Both cases...
Ciuffetelli Parker, Darlene; Craig, Cheryl J.
This article features an international inquiry of two high-poverty urban schools, one Canadian and one American. The article examines poverty in terms of "small stories" that educators and students live and tell, often on the edges, unheard and unaccounted for in grand narratives. It also expands the story constellations approach to…
universal dimensions of human life and cultural differences in a more and more mediatized global media culture. How do individuals and groups imagine each other in this new, global media culture, in what Appadurai (1996) has called a new post-national political world with an emerging diasporic public sphere......Cosmopolitan Narratives: Documentary Perspectives on Afghanistan Cosmopolitanism is a concept discussed in relation to globalization in contemporary societies by sociologists, anthropologists and media scholars (Beck 2006, Delanty 2006, Appadurai 1996). The concept indicates the dialectic between...... close others in our everyday life. But the media play an increasingly strong and important role in developing a cosmopolitan imaginary through narratives that bring us closer to the various distant, global others. Through migration those earlier distant others are also more and more mixed in our daily...
This thesis presents the results of the conducted research and development of applications to support collaborative inquiry-based learning, with a special focus on leveraging learners’ agency. The reported results are structured into three parts: the theoretical foundations, the design and
Russell J. Cook
Full Text Available This illustrated phenomenological inquiry into storytelling in screen media identifies important media transformations of experience. Viewers embody, or situate their experienced selves, according to screen requirements. A viewer’s compelled perspective on the screen causes fundamental spatio-temporal transformations of narrative experience, including horizontal stretching of screen space and time compression or leakage. Virtual media have the potential, as yet unrealized, to break out of the screen and to restore narrative to its primordial, experiential roots.
Full Text Available This study mainly aims at applying Roundtable technique in teaching writing narrative text for the fourth semester students of English Education Department of IKIP PGRI Semarang in the academic year 2012-2013. This study also aims at finding out the problems faced by the students and the lecturer when the technique is applied in teaching learning process. The design of this study is a qualitative research. Observation and interview were used to collect the data. In analyzing the data, there are three steps done, namely data reduction, data display, and drawing conclusion. The result of the study is that to apply Roundtable technique in teaching narrative text, there are some steps done: 1 the students were grouped into six each of which consisted of 5 to 6 students, 2 the groups were given the same topic, 3 the lecturer gave a paper and a pen to each group, 4 roles were labeled to each student based on the generic structure of narrative text, 5 students in each group wrote narrative text based on the roles got, 6 each group submitted their work, 7 each group evaluated and corrected the other group’s work, and 8 each group reported their group evaluation to the whole class. There were some problems faced by the students when the technique applied: 1 the students seemed to face difficulty when they had to continue their friend’s work, and 2 the students tend to ask their friends in individual work because of their lack of vocabulary mastery, 3 chaos happened in some groups due to different perspective they had toward the story. Instead of the problems faced by the students, the lecturer also faced the difficulties in running this technique: 1 the lecturer got involved to deep in the group management and 2 the lecturer found it difficult in giving guidance to the students.
Huerta, Andrew L.
With increasing numbers of first-generation college students enrolling in colleges and universities across the US, so too is the need to begin preparing such underrepresented students for graduate school and a career in academia. As a phenomenological case study of student transformation, this dissertation examines the experience of nine…
Boeijinga, A.; Hoeken, Hans; Sanders, José
Objective: To develop a practical step-by-step approach to constructing narrative health interventions in response to the mixed results and wide diversity of narratives used in health-related narrative persuasion research. Method: Development work was guided by essential narrative characteristics as
Despite a growing consensus regarding the value of inquiry-based learning (IBL) for students' learning and engagement in the science classroom, the implementation of such practices continues to be a challenge. If science teachers are to use IBL to develop students' inquiry practices and encourage them to think and act as scientists, a better…
Musacchio Adorisio, Anna Linda
In this paper I will discuss the possibility offered by the “linguistic turn” for narrative research in the realm of financial communication. I will propose three categories by which a narrative interpretive approach can be applied to financial communication: narrative-as-artifacts, narrative......-as-practice and narrative-as-method. Such a constitutive communication approach challenges a mechanistic and functionalist view of communication as a tool to represent social realities in favor of an interpretive view that could remain sensitive to the production and reproduction of meaning by the actors involved....
van Leeuwen, L.; van den Putte, B.; Renes, R.J.; Leeuwis, C.
Previous research suggests that narrative engagement (NE) in entertainment-education (E-E) narratives reduces counterarguing, thereby leading to E-E impact on behavior. It is, however, unclear how different NE processes (narrative understanding, attentional focus, emotional engagement, narrative
Erlandson, Benjamin E.; Nelson, Brian C.; Savenye, Wilhelmina C.
Educational multi-user virtual environments (MUVEs) have been shown to be effective platforms for situated science inquiry curricula. While researchers find MUVEs to be supportive of collaborative scientific inquiry processes, the complex mix of multi-modal messages present in MUVEs can lead to cognitive overload, with learners unable to…
Pedaste, Margus; Mäeots, Mario; Siiman, Leo A.; de Jong, Anthonius J.M.; van Riesen, Siswa; Kamp, E.T.; Kamp, E.T.; Manoli, Constantinos C.; Zacharia, Zacharias C.; Tsourlidaki, Eleftheria
Inquiry-based learning is gaining popularity in science curricula, international research and development projects as well as teaching. One of the underlying reasons is that its success can be significantly improved due to the recent technical developments that allow the inquiry process to be
Lodi-Smith, Jennifer; Geise, Aaron C; Roberts, Brent W; Robins, Richard W
The present research investigated the longitudinal relations between personality traits and narratives. Specifically, the authors examined how individual differences in 170 college students' narratives of personality change (a) were predicted by personality traits at the beginning of college, (b) related to actual changes and perceived changes in personality traits during college, and (c) related to changes in emotional health during college. Individual differences in narratives of personality trait change told in the 4th year of college fell into 2 dimensions: affective processing, characterized by positive emotions, and exploratory processing, characterized by meaning making and causal processing. Conscientious, open, and extraverted freshmen told exploratory stories of change as seniors. Emotionally healthy freshmen told stories of change that were high in positive affect. Both positive affective and exploratory stories corresponded to change in emotional stability and conscientiousness during college above and beyond the effects of perceived changes in these traits. In addition, both positive affective and exploratory narratives corresponded to increases in emotional health during college independent of the effects of changes in personality traits. These findings improve our understanding of how individuals conceptualize their changing identity over time.
This research investigated nine secondary science teachers' conceptions and use of inquiry teaching throughout a year-long professional development program. The professional development program consisted of a two-week summer inquiry institute and research experience in university scientists' laboratories, as well as three academic year workshops. Teachers' conceptions of inquiry teaching were established through both qualitative interviews and a quantitative instrument given before and after the summer institute and again at the end of the academic year. Videotapes of all nine teachers presenting inquiry lessons in their own classrooms were evaluated using an observation protocol that measured the teachers' degree of reform teaching. Three of the teachers were chosen for an in-depth case study of their classroom teaching practices. Data collected from each of the case study teachers included videotapes from classroom observations, responses to an inquiry survey, and transcripts from two additional qualitative interviews. Students' responses to their teachers' use of inquiry teaching were also investigated in the case study classrooms. Through their participation in the professional development experience, the teachers gained a deeper understanding of how to implement inquiry practices in their classrooms. The teachers gained confidence and practice with inquiry methods through developing and presenting their institute-developed inquiry lessons, through observing other teachers' lessons, and participating as students in the workshop inquiry activities. Data analysis revealed that the teachers' knowledge of inquiry was necessary but not sufficient for their implementation of inquiry teaching practices. The teachers' conceptions of science, their students, effective teaching practices, and the purpose of education were found to have a direct effect on the type and amount of inquiry instruction performed in the high school classrooms. The research findings suggest that
Full Text Available The research work done by the author investigates a phenomenological field—the subjective experience of chronic illness and disability—by means of a specific research instrument, the autobiographical narrative interview. It focuses on the concept of narrative identity and its empirical substrate in the scientifically generated texts. Narrative identity is regarded as a situated, pragmatic, autoepistemic and interactive activity drawing on culturally transmitted narrative conventions which is performed within the research context. We have been working with a systematic analytic approach which covers interactive and contextual aspects of the interview situation as well as rhetoric and positioning strategies in the act of telling. Other research questions concern the concept of "narrative coping" and the comparison of partner's narratives on problems of illness and disability, especially on scrutinizing aspects of identity and alterity (self and other in the texts. This work can be understood as combining aspects of the research domains of narratology, identity and coping on the background of a qualitative methodology. URN: urn:nbn:de:0114-fqs0002189
Dixon, Kathleen A
The aim of this study was to uncover and critically examine hidden assumptions that underpin the findings of nurses' unethical conduct arising from inquiries conducted by the Nurses Tribunal in New South Wales. This was a qualitative study located within a post-structural theoretical framework. Transcripts of five inquiries conducted between 1998 and 2003 were analysed using critical discourse analysis. The findings revealed two dominant discourses that were drawn upon in the inquiries to construct nurses' conduct as unethical. These were discourses of trust and accountability. The way the nurses were spoken about during the inquiries was shaped by normalising judgements that were used to discursively position the nurse through narrative.
thought. Furthermore, it is argued that a central role in the structuring of this mental text is played by an overwhelming amount of brackets. The article suggests a categorisation of the different types of parenthetic remarks in the novel according to their function in the textual, would-be narrative...... construct, and concludes that Makanin's use of brackets in Andegraund, the most extensive use in his oeuvre so far, is crucial to the extreme processuality of the novel's text and its paradoxical, solipsistic addressivity. Udgivelsesdato: October...
Frølunde, Lisbeth; Pedersen, Christina Hee; Novak, Martin
involved in collaborative knowledge production across difference (including age, professional position, life situation, nation). We tell about our experiences with how collaboration can lead toward re-invention of our research practices and methods, as well as our own subjectivities, through involvement......In our presentation we strive to disturb and unravel the romantic discourses of collaboration, dialogue and empowerment in relation to qualitative inquiry. For more than two years we (five Danish and Czech researchers) have been exploring the complex obstructions, difficulties and potentials...... in the not-yet-known. Over the years, we have shared and analyzed personal stories about our collaborative experiences in an on-going reflective learning process. We draw on writing methodologies, including memory-work (Haug, Davies) and collaborative writing such as by Wyatt, Gale, Gannon & Davies. Our...
Degerbøl, Stine; Svendler Nielsen, Charlotte
to qualitative research and presents a case from contemporary circus education examining embodied learning, whereas the particular focus in this article is methodology and the development of a dissemination strategy for empirical material generated through videographic participation. Drawing on contributions...... concerned with the senses from the field of sport sciences and from the field of visual anthropology and sensory ethnography, the article concludes that using videographic participation and creating audiovisual narratives might be a good option to capture the multisensuous dimensions of a learning situation....
黃淑玲 Shu-Ling Huang
new immigrants and 10 school teachers for children of new immigrants. By means of narrative inquiry, this study uses the immigrants’ life experiences to write narrative texts which are applied to the curriculum of immigration education in teacher education subsequently. The teaching mode of cross-cultural understanding is implemented in the curriculum as well. Before participating in the curriculum of narrative inquiry, most student teachers view new immigrants as outsiders with sociological-pathological perspectives. With the cross-cultural understanding and communicative curriculum of narrative inquiry, student teachers start to comprehend immigrants’ experiences and the process of their ego formation and transformation in the historical, social and cultural construction and context. Instead of the previous negative attitude, student teachers look upon new immigrants as insiders with the concept of egalitarian model of culture. They realize all cultures have their own values and meanings, and know how to respect differences between new immigrants’ cultures and mainstream culture. This study suggests that as the giver of knowledge and culture in the multicultural Taiwan society, it is necessary for teachers to understand the unique of their own culture and reflect their values on the culture. Simultaneously, teachers should keep the attitude of tolerance, understanding, appreciation toward different cultures and be capable of teaching their student these perspectives to be pioneers in the field of the multicultural education.
Kim, Jane Paik; Roberts, Laura Weiss
Empirical ethics inquiry works from the notion that stakeholder perspectives are necessary for gauging the ethical acceptability of human studies and assuring that research aligns with societal expectations. Although common, studies involving different populations often entail comparisons of trends that problematize the interpretation of results. Using graphical model selection - a technique aimed at transcending limitations of conventional methods - this report presents data on the ethics of clinical research with two objectives: (1) to display the patterns of views held by ill and healthy individuals in clinical research as a test of the study's original hypothesis and (2) to introduce graphical model selection as a key analytic tool for ethics research. In this IRB-approved, NIH-funded project, data were collected from 60 mentally ill and 43 physically ill clinical research protocol volunteers, 47 healthy protocol-consented participants, and 29 healthy individuals without research protocol experience. Respondents were queried on the ethical acceptability of research involving people with mental and physical illness (i.e., cancer, HIV, depression, schizophrenia, and post-traumatic stress disorder) and non-illness related sources of vulnerability (e.g., age, class, gender, ethnicity). Using a statistical algorithm, we selected graphical models to display interrelationships among responses to questions. Both mentally and physically ill protocol volunteers revealed a high degree of connectivity among ethically-salient perspectives. Healthy participants, irrespective of research protocol experience, revealed patterns of views that were not highly connected. Between ill and healthy protocol participants, the pattern of views is vastly different. Experience with illness was tied to dense connectivity, whereas healthy individuals expressed views with sparse connections. In offering a nuanced perspective on the interrelation of ethically relevant responses, graphical
Dreon, Oliver; McDonald, Scott
This phenomenological study demonstrates the influence that affective factors have on beginning teachers' ability to enact inquiry science pedagogy. Through narratives shared in interviews and weblog postings, two beginning science teachers' emotional engagement with their teaching practices, especially that of implementing inquiry-based…
Dahlstrom, Michael F
Although storytelling often has negative connotations within science, narrative formats of communication should not be disregarded when communicating science to nonexpert audiences. Narratives offer increased comprehension, interest, and engagement. Nonexperts get most of their science information from mass media content, which is itself already biased toward narrative formats. Narratives are also intrinsically persuasive, which offers science communicators tactics for persuading otherwise resistant audiences, although such use also raises ethical considerations. Future intersections of narrative research with ongoing discussions in science communication are introduced.
Rockenbach, Alyssa Bryant; Bachenheimer, Aaron; Conley, Abigail Holland; Grays, Shaefny
Grounded in narrative inquiry, this study explored the ways in which graduate and undergraduate students representing different worldview identities come together in dyads to share stories that reflect their existential and spiritual development. The study revealed two contrasting types of exchange: (1) deep, personal exchanges that involved a…
This paper examines youth practitioner professionality responses to neo-liberal policy changes in youth work and the youth support sector in the UK, from New Labour to Conservative-led administrations. Using a narrative inquiry approach, six early career practitioners explore and recount their experiences of moving into the field during changing…
The authors examine six Canadian inquiries to determine their values as scientific assessments, their ability to combine scientific data with policy considerations, and their effectiveness in extending public debate on scientific issues. Among the inquiries examined are the environmental assessment hearings into the Point Lepreau nuclear generating station, the Bayda inquiry into the Cluff Lake uranium mine, and the Porter commission on electric power planning in Ontario
Full Text Available This article is a proposal of identity research through its process and narrative character. As a starting point I present a definition of identity understood as the whole life process of finding identification. Next I present my own model of auto/biography-narrative research inspired by hermeneutic and phenomenological traditions of thinking about experiencing reality. I treat auto/biography-narrative research as a means of exploratory conduct, based on the narrator’s biography data, also considering the researcher’s autobiographical thought. In the final part of the article I focus on showing the narrative structure of identity and autobiography. I emphasise this relation in definitions qualifying autobiography as written life narration and identity as a narration of autobiography.
Artayasa, I. Putu; Susilo, Herawati; Lestari, Umie; Indriwati, Sri Endah
This research aims to compare the effect of the implementation of three levels of inquiry: level 2 (structured inquiry), level 3 (guided inquiry), and level 4 (open inquiry) toward science concept understanding of elementary school teacher candidates. This is a quasi experiment research with pre-test post-test nonequivalent control group design.…
a functional framework for these concepts, but tries increasingly to endow the main idea of the cultural project with a spatially aesthetic expression - a shift towards “experience architecture.” A great number of these projects typically recycle and reinterpret narratives related to historical buildings......In this essay, I focus on the combination of programs and the architecture of cultural projects that have emerged within the last few years. These projects are characterized as “hybrid cultural projects,” because they intend to combine experience with entertainment, play, and learning. This essay...... and architectural heritage; another group tries to embed new performative technologies in expressive architectural representation. Finally, this essay provides a theoretical framework for the analysis of the political rationales of these projects and for the architectural representation bridges the gap between...
Schachtel, Paula L.; Messina, D. L.; McDermott, L. C.
As a science coach in the Seattle School District, I am responsible for helping other elementary teachers teach science. For several years, I have been participating in a program that consists of intensive NSF Summer Institutes and an ongoing academic-year Continuation Course. Teachers in this program work through modules in Physics by Inquiry, a research-based curriculum developed by the Physics Education Group at the University of Washington.1 I will discuss how this type of professional development has deepened my understanding of topics in physical science, helped me to teach science by inquiry to my own students, and enabled me to assist my colleagues in implementing inquiry science in their K-5 classrooms. Sponsored by Lillian C. McDermott. 1. A research-based curriculum developed by L.C. McDermott and the Physics Education Group at the University of Washington, Physics by Inquiry, New York, NY, John Wiley & Sons, Inc. (1996.)
Kim, Minkee; Lavonen, Jari; Juuti, Kalle; Holbrook, Jack; Rannikmae, Miia
In inquiry-based science education, there have been gradual shifts in research interests: the nature of scientific method, the debates on the effects of inquiry learning, and, recently, inquiry teaching. However, many in-service programs for inquiry teaching have reported inconsistent results due to the static view of classroom inquiries and due…
Sampson, Deborah A; Caldwell, Dennis; Taylor, Andre D; Taylor, Jacquelyn Y
In this paper, we examine the implementation and difficulties when conducting genetics research in a rural, traditional West African culture within the frame of the United States' grounded research ethics. Research challenges are highlighted by Western researchers following U.S. Institutional Review Board (IRB) guidelines and practices in a non-Western country. IRB concepts are culture bound in Western ideals that may not have synchronicity and compatibility with non-Western cultures. Differences in sociocultural norms, traditions, language, and geography were influencing factors that can affect application of IRB principles. Suggestions for change are offered, which will potentially aid researchers considering application of IRB requirements when conducting research in non-Westernized, non-industrialized countries.
Recent research has highlighted how parental narratives can be important in the resistance against disabling processes. This article contains analyses of enabling language in narratives published by Scandinavian disability rights organizations. First, drawing on the work of Fisher and Goodley, I point out that the material constitute a threefold: normality narratives, resistance narratives, and narratives that demonstrate an appreciation of the present and the child's individual alterity. Second, I demonstrate that the last narrative draws on Romanticism rather than linguistic resources from disability culture. Third, I show that these narratives are hyperboles - texts that strengthen and emphasise the valuation to the point where the narrative structure transcends narrative consistency. Fourth, drawing on the work of Kristeva, I argue that this form of narration constitutes an intimate politics of love. © 2013 The Author. Sociology of Health & Illness © 2013 Foundation for the Sociology of Health & Illness/John Wiley & Sons Ltd.
Paulo Cesar Vaz Guimarães
Full Text Available This work investigates the narratives of corporations, public agencies, politicians, unions, lawyers, public attorneys and community in different public inquiries undertaken as a response to an organizationally-based environmental disaster in Brazil. In order to understand the phenomenon, this paper creates a framework that integrates sensemaking, narrative analysis and theater metaphor. Then we use the conceptual framework to analyze five public inquiries of an ongoing pollution caused by Shell’s actions of producing, storing and dumping toxic chemical products in Vila Carioca, São Paulo, Brazil since the early 1940s. The analysis uncovers relationships between public management, corporations and society through their narratives, which are imbued with contradictions, revealing how meanings were selected, legitimized, codified and institutionalized.
Anmeldelse af Anne Mangen: New Narrative Pleasures? A Cognitive-Phenomenological Study of the Experience of Reading Digital Narrative Fictions.......Anmeldelse af Anne Mangen: New Narrative Pleasures? A Cognitive-Phenomenological Study of the Experience of Reading Digital Narrative Fictions....
Bardone, Emanuele; Burget, Mirjam; Saage, Katrin; Taaler, Maarja
Originally introduced in several policy documents issued by different institutions belonging to the European Union (EU), the term responsible research and innovation (hereafter RRI) has gained considerable attention in recent years among researchers coming from different backgrounds and disciplines. RRI constitutes an attempt to articulate a…
Bowers, Alex J.
The quantitative research methods course is a staple of graduate programs in education leadership and administration. Historically, these courses serve to train aspiring district and school leaders in fundamental statistical research topics. This article argues for programs to focus as well in these courses on helping aspiring leaders develop…
Hamm, Ellen M.; Cullen, Rebecca; Ciaravino, Melissa
When a college professor who teaches research methods to graduate education students was approached by a local public urban elementary school to help them teach research skills to 4th-graders, it was thought that the process would be simple--take what we did at the college level and differentiate it for the childhood classroom. This article will…
Kurby, Christopher A; Asiala, Lillian K E; Mills, Steven R
The perception of event structure in continuous activity is important for everyday comprehension. Although the segmentation of experience into events is a normal concomitant of perceptual processing, previous research has shown age differences in the ability to perceive structure in naturalistic activity, such as a movie of someone washing a car. However, past research has also shown that older adults have a preserved ability to comprehend events in narrative text, which suggests that narrative may improve the event processing of older adults. This study tested whether there are age differences in event segmentation at the intersection of continuous activity and narrative: narrative film. Younger and older adults watched and segmented a narrative film, The Red Balloon, into coarse and fine events. Changes in situational features, such as changes in characters, goals, and objects predicted segmentation. Analyses revealed little age-difference in segmentation behavior. This suggests the possibility that narrative structure supports event understanding for older adults.
Eduardo Salvador Vila Merino
Full Text Available With this article we investigate through a narrative inquiry into the links between parenting, and life experience, education and professional practice. The study involved 24 collaborators, whose status as parents and educators has allowed us to biographical approach to the links between the two facets of their lives. In the studywe have assumed a unique perspective and opinion of the experience of parenthood, read in conjunction withmale socialization processes, and embedded in professional development of each employee. The work resulted in each case the collection and analysis of data through personal accounts, with the approach we were looking for new ways to address parenting and its influence on educational craft itself. In this article, apart from general considerations derived from the analysis of the 24 stories, 4 cases recovered from their singularities to try to show each employee’s subjective sense and understanding of social and relational scenarios in which these subjectivities are going setting, here by trying to expand personal conceptions, political and social justice is the education profession, placed in relation to male gender identity. Fromthe analysis of the stories related conclusions emerge formative potential of narrative, the implications of parenthood in personal and professional life and your relationships, look changes that have occurred from there and the importance of reflecting on these issues from alternative male models to the hegemonic.We finished the job pointing out possible future research and action in the light of the stories.
Horne, Christopher R.
This study explores the experiences of 4th grade students in an inquiry-based space science classroom. At the heart of the study lies the essential question: What is the lived experience of children engaged in the process of space science inquiry? Through the methodology of phenomenological inquiry, the author investigates the essence of the lived experience of twenty 4th grade students as well as the reflections of two high school students looking back on their 4th grade space science experience. To open the phenomenon more deeply, the concept of space is explored as an overarching theme throughout the text. The writings of several philosophers including Martin Heidegger and Hans-Georg Gadamer are opened up to understand the existential aspects of phenomenology and the act of experiencing the classroom as a lived human experience. The methodological structure for the study is based largely on the work of Max van Manen (2003) in his seminal work, Researching Lived Experience, which describes a structure of human science research. A narrative based on classroom experiences, individual conversations, written reflections, and group discussion provides insight into the students' experiences. Their stories and thoughts reveal the themes of activity , interactivity, and "inquiractivity," each emerging as an essential element of the lived experience in the inquiry-based space science classroom. The metaphor of light brings illumination to the themes. Activity in the classroom is associated with light's constant and rapid motion throughout the Milky Way and beyond. Interactivity is seen through students' interactions just as light's reflective nature is seen through the illumination of the planets. Finally, inquiractivity is connected to questioning, the principal aspect of the inquiry-based classroom just as the sun is the essential source of light in our solar system. As the era of No Child Left Behind fades, and the next generation of science standards emerge, the
Iversen, Marjolein M; Graue, Marit; Leksell, Janeth; Smide, Bibbi; Zoffmann, Vibeke; Sigurdardottir, Arun K
Similarities and differences across borders of Nordic countries constitute a suitable context for investigating and discussing factors related to the development of diabetes nursing research over the last three decades. The present study reviewed the entire body of contemporary diabetes nursing research literature originating in four Nordic countries: Norway, Sweden, Denmark and Iceland. Our aims were (i) to catalogue and characterise trends in research designs and research areas of these studies published over time and (ii) to describe how research involving nurses in Nordic countries has contributed to diabetes research overall. The larger goal of our analyses was to produce a comprehensive picture of this research in order to guide future studies in the field. We conducted a narrative literature review by systematically searching Medline, Medline in process, EMBASE, CINAHL, PsycINFO and Cochrane databases. These searches were limited to studies published between 1979 and 2009 that had an abstract available in English or a Nordic language. Two researchers independently selected studies for analysis, leading to the inclusion of 164 relevant publications for analysis. In summary, Nordic nurse researchers have contributed to the development of new knowledge in self-management of diabetes in childhood, adolescence and adulthood, and to some extent also in the treatment and care of diabetes foot ulcers. Future research may benefit from (i) larger nurse-led research programmes organised in networks in order to share knowledge and expertise across national groups and borders, (ii) more multidisciplinary collaborations in order to promote patient-centred care and (iii) further research directed towards improving the dissemination and implementation of research findings. Using complex intervention designs and a mix of research methods will enrich the research. © 2015 Nordic College of Caring Science.
Full Text Available This study shares the findings of a school-based Action Research project to explore how inquiry-based science practical lessons designed using the Flipped Science Inquiry@CGS classroom pedagogical model influence the way students learn scientific knowledge and also students' development of 21st century competencies, in particular, in the area of Knowledge Construction. Taking on a broader definition of the flipped classroom pedagogical model, the Flipped Science Inquiry@CGS framework adopts a structure that inverted the traditional science learning experience. Scientific knowledge is constructed through discussions with their peers, making use of their prior knowledge and their experiences while engaging in hands-on activities. Through the study, it is found that with the use of the Flipped Science Inquiry@CGS framework, learning experiences that are better aligned to the epistemology of science while developing 21st century competencies in students are created.
Armine Kotin Mortimer
Full Text Available The cloturai device of narration as salvation represents the lack of finality in three novels. In De Beauvoir's Tous les hommes sont mortels an immortal character turns his story to account, but the novel makes a mockery of the historical sense by which men define themselves. In the closing pages of Butor's La Modification , the hero plans to write a book to save himself. Through the thrice-considered portrayal of the Paris-Rome relationship, the ending shows the reader how to bring about closure, but this collective critique written by readers will always be a future book. Simon's La Bataille de Pharsale , the most radical attempt to destroy finality, is an infinite text. No new text can be written. This extreme of perversion guarantees bliss (jouissance . If the ending of De Beauvoir's novel transfers the burden of non-final world onto a new victim, Butor's non-finality lies in the deferral to a future writing, while Simon's writer is stuck in a writing loop, in which writing has become its own end and hence can have no end. The deconstructive and tragic form of contemporary novels proclaims the loss of belief in a finality inherent in the written text, to the profit of writing itself.
Yousefi, Alireza; Bazrafkan, Leila; Yamani, Nikoo
The supervision of academic theses at the Universities of Medical Sciences is one of the most important issues with several challenges. The aim of the present study is to discover the nature of problems and challenges of thesis supervision in Iranian universities of medical sciences. The study was conducted with a qualitative method using conventional content analysis approach. Nineteen faculty members, using purposive sampling, and 11 postgraduate medical sciences students (Ph.D students and residents) were selected on the basis of theoretical sampling. The data were gathered through semi-structured interviews and field observations in Shiraz and Isfahan universities of medical sciences from September 2012 to December 2014. The qualitative content analysis was used with a conventional approach to analyze the data. While experiencing the nature of research supervision process, faculties and the students faced some complexities and challenges in the research supervision process. The obtained codes were categorized under 4 themes Based on the characteristics; included "contextual problem", "role ambiguity in thesis supervision", "poor reflection in supervision" and "ethical problems". The result of this study revealed that there is a need for more attention to planning and defining the supervisory, and research supervision. Also, improvement of the quality of supervisor and students relationship must be considered behind the research context improvement in research supervisory area.
Cattadori, M.; Editorial Staff of the I-CLEN Project
Italian citizens' perception of the seriousness of the issue of climate change is one of the lowest in Europe (Eurobarometer survey, 2008), running next to last among the 28 EU Nations. This has recently driven many national science institutions to take action in order to connect society with the complexities and consequences of climate change. These connection initiatives have encountered a certain deal of opposition in Italian schools. A fact most likely due both to a further weakening of the use of inquiry-based educational practices adopted by teachers and to their reluctance to cooperate on a professional level, which hinders the diffusion of educational practices. I-CLEEN (Inquiring on CLimate and Energy, www.icleen.museum) is a service that offers a new type of link between schools and the complexity of climate change. The project took off in 2008 thanks to the Trento Science Museum (former Tridentine Museum of Natural Science), one of the major Italian science museums that includes both research and science education and dissemination departments. The main aim is to create, using the tools of professional cooperation, a free repository of educational resources that can support teachers in preparing inquiry-based lessons on climate change and earth system science topics, making the task less of a burden. I-CLEEN is inspired by many models, which include: the ARISE (Andrill Research Immersion for Science Educators), the OER (Open Educational Resources) models and those of other projects that have developed similar information gateways such as LRE (Learning Resource Exchange) and DLESE (Digital Library on Earth Science Education). One of the strategies devised by I-CLEEN is to rely upon an editorial team made up of a highly selected group of teachers that interacts with the researchers of the museum and of other Earth system science research centres like the National Institute of Geophysics and Volcanology (INGV). Resource selection, production, revision and
Full Text Available This essay argues for narrative competence as an underlying skill neglected in educational policy makers’ calls for enhanced literacy through improved reading, writing, numeracy and working with digital technology. This argument is presented in three parts. First, a genealogy of the narrative is presented by looking at understandings of narratives with respect to changes in technology and socio-cultural relations. Three technological forms of the narrative are examined: the oral, written and image based narrative. Second, revisiting Bernstein, narrative competency is connected to pedagogic practice. The focus is upon code recognition and the rhythm of narrative in a classroom context. Third, a proposal is made to develop narrative competence as a research programme capable of exploring literacy in an age of open learning. The core assertion of this essay is that when narrative is understood in a multi-directional, multi-voiced and multi-punctual sense, opportunities are created for a pedagogic practice that is in tune with the demands placed upon youth and their relationship to changing technologies. This makes the exploration of connections between narrative competence, pedagogic practice and technology the central focus of this essay.
Full Text Available Young adults with cancer are regarded as an emerging field for research. Because of the particular life phase they are in they are particularly vulnerable, as they are often both marginalised and individualised and their experiences are seldom described due to their small numbers. By using an on-line free association narrative inquiry and an experimental writing format, the purpose of this paper is to explore the subjective perspective of what it means to be a young adult living with cancer, and to discuss whether this approach contributes something new to the emerging field. Seven condensed poetic products emerged from the analysis: 1 It came from nothing, 2 It sets off a chain reaction, 3 Being a bit into adult life, 4 No one shares your experiences, 5 Go on with your life, 6 My new me and 7 Maybe the lucky ones die? The results empirically support the emerging body of research regarding young adults with cancer. They stress the need for more specific research, clinically and politically appropriate services to this group of cancer patients. Thanks to technology, young people living with cancer, now have an opportunity to actively participate in providing information regarding their subjective experiences. This will challenge the traditional hierarchy of knowledge, where healthcare professionals and researchers reign over the power of knowledge and decisions.
Stamatakis, Emmanuel; Ekelund, Ulf; Ding, Ding; Hamer, Mark; Bauman, Adrian E; Lee, I-Min
Sedentary behaviour (SB) has been proposed as an 'independent' risk factor for chronic disease risk, attracting much research and media attention. Many countries have included generic, non-quantitative reductions in SB in their public health guidelines and calls for quantitative SB targets are increasing. The aim of this narrative review is to critically evaluate key evidence areas relating to the development of guidance on sitting for adults. We carried out a non-systematic narrative evidence synthesis across seven key areas: (1) definition of SB, (2) independence of sitting from physical activity, (3) use of television viewing as a proxy of sitting, (4) interpretation of SB evidence, (5) evidence on 'sedentary breaks', (6) evidence on objectively measured sedentary SB and mortality and (7) dose response of sitting and mortality/cardiovascular disease. Despite research progress, we still know little about the independent detrimental health effects of sitting, and the possibility that sitting is mostly the inverse of physical activity remains. Unresolved issues include an unclear definition, inconsistencies between mechanistic and epidemiological studies, over-reliance on surrogate outcomes, a very weak epidemiological evidence base to support the inclusion of 'sedentary breaks' in guidelines, reliance on self-reported sitting measures, and misinterpretation of data whereby methodologically inconsistent associations are claimed to be strong evidence. In conclusion, public health guidance requires a consistent evidence base but this is lacking for SB. The development of quantitative SB guidance, using an underdeveloped evidence base, is premature; any further recommendations for sedentary behaviour require development of the evidence base and refinement of the research paradigms used in the field. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise
Buxner, Sanlyn R.
The nature of science is a prevalent theme across United States national science education standards and frameworks as well as other documents that guide formal and informal science education reform. To support teachers in engaging their students in authentic scientific practices and reformed teaching strategies, research experiences for teachers…
Winters, J. M.; Jungblut, D.; Catena, A. N.; Rubenstein, D. I.
Providing rigorous academic supplement to a professional development program for teachers, QUEST is a fusion of Drexel University's environmental science research department with Princeton University's Program in Teacher Preparation. Completed in the summers of 2012 (in partnership with Earthwatch) and 2013 in Barnegat Bay, New Jersey, QUEST's terrapin field research program enhances K-12 teachers' ecological knowledge, develops inquiry-based thinking in the classroom, and builds citizen science engagement. With a focus on quality question development and data analysis to answer questions, teachers are coached in developing, implementing, and presenting independent research projects on diamondback terrapin nesting ecology. As a result, teachers participating in QUEST's week long program bring a realistic example of science in action into their classrooms, helping to develop their own students' critical thinking skills. For teachers, this program provides training towards educating students on how to do real and imaginative science - subsequently sending students to university better prepared to engage in their own independent research. An essential component of the collaboration through QUEST, in addition to the teacher's experience during and after the summer institute, is the research data collected which supplements that of the Principal Investigator. In 2012, by documenting terrapin nest site predators, teachers gained valuable scientific experience, while Drexel acquired important ecological data which would have not been able to be collected otherwise. In 2013, teachers helped answer important questions about terrapin nesting success post Superstorm Sandy. In fact, the 2013 QUEST teachers are the first to visualize the frighteningly increased erosion of a primary terrapin nesting site due to Sandy; showing how most terrapin nests now lie in the bay, instead of safe on shore. Teachers comment that interacting with scientists in the field, and contributing to
On 15 August 2000, the Senate resolved to establish the Select Committee for an Inquiry into the Contract for a New Reactor at Lucas Heights and report to the Parliament. The Select committee majority report is divided into three parts: the need for a new reactor; the tendering process and the nature of the contract; and Australia's nuclear waste management strategy and public health and safety. There is a final chapter which brings together the major issues examined in the report. Based on the evidence presented to it, the Committee notes that some Australian scientists and engineers present a strong case for the new reactor. While the Committee is of the view that nuclear science and technology is not backward looking and does offer opportunities for researchers to keep at the forefront of important areas in scientific research and development it does not automatically follow that the best way to promote scientific and medical research in this country is by spending substantial amounts of public funds for the next forty years on a single research reactor. Nevertheless, the Committee recommends that before the Government proceeds any further with the proposed reactor, it undertake a thorough and comprehensive public review of funding for medical and scientific research in Australia with a view to assessing priorities including the role, if any, a research reactor would have in contributing to Australia's scientific, medical and industrial interests. The Committee also requested that the Australian National Audit Office consider examining the tender and contract documents for the new reactor at Lucas Heights with a view to determining: whether further investigation of the tendering process and the contract is warranted; whether, during the tendering process, ANSTO ensured that there was adequate and appropriate independent verification and validation of the tenderers claims. Two supplementary report are included: one from the Liberal and National members (minority
Sools, Anna Maria; Murray, Michael; Westerhof, Gerben Johan
In this editorial, we position narrative health psychology as a variety of narrative psychology, a form of qualitative research in health psychology, and a psychological perspective that falls under the interdisciplinary term narrative health research. The aim of this positioning is to explore what
Asbell-Clarke, Jodi; Edwards, Teon; Rowe, Elizabeth; Larsen, Jamie; Sylvan, Elisabeth; Hewitt, Jim
This paper reports on research of a game designed for scientific inquiry in a new and publicly available massively-multiplayer online environment (MMO). Educators and game designers worked together to create a highly immersive environment, a compelling storyline, and research-grounded tools for scientific inquiry within the game. The designers…
Application was made to the director of the Science and Technology Agency (STA) for the license relating to the modification of usage of nuclear fuel material (the establishment of waste safety testing facility) from the director of the Japan Atomic Energy Research Institute on November 30, 1978. After passing through the safety evaluation in the Nuclear Safety Bureau of STA, inquiry was conducted to the head of the Atomic Energy Safety Commission (AESC) on June 6, 1979, from the director of the STA. The head of AESC directed to conduct the safety examination to the head of the Nuclear Fuel Safety Examination Specialist Committee on June 7, 1979. The content of the modification of usage of nuclear fuel material is the establishment of waste safety testing facility to study and test the safety relating to the treatment and disposal of high level radioactive liquid wastes due to the reprocessing of spent fuel. As for the results of the safety examination, the siting of the waste safety testing facility which is located in the Tokai Laboratory, Japan Atomic Energy Research Institute (JAERI), and the test plan of the glass solidification of high level radioactive liquid are presented as the outline of the study plan. The building, main equipments including six cells, the isolation room and the glove box, the storage, and the disposal facilities for gas, liquid and solid wastes are explained as the outline of the facilities. Concerning the items from the viewpoint of safety, aseismatic design, slightly vacuum operation, shielding, decay heat removal, fire protection, explosion protection, criticality management, radiation management and environmental effect were evaluated, and the safety was confirmed. (Nakai, Y.)
Full Text Available The objective in this research to explore the relationship between ability of the knowledge essential features inquiry science and their reasons underlying sense of scientific inquiry for physics teacher candidates on content geometrical optics. The essential features of inquiry science are components that should arise during the learning process subject matter of geometrical optics reflectance of light on a flat mirror, the reflection of light on curved mirrors and refraction of light at the lens. Five of essential features inquiry science adopted from assessment system developed by the National Research Council. Content geometrical optics developed from an analysis of a college syllabus material. Based on the study of the essential features of inquiry and content develop the multiple choice diagnostic test three tier. Data were taken from the students who are taking courses in optics and wave from one the LPTK in North Sumatra totaled 38 students. Instruments showed Cronbach alpha reliability of 0.67 to test the essential features of inquiry science and 0.61 to there as on geometrical optics science inquiry.
Hunter, Lisa; Emerald, Elke
Narrative research has been employed by many researchers in the field of physical culture (including movement, play, dance, sport, leisure, physical pursuits, physical activity, physical education and health). From our storied worlds, narrative research reveals complex embodied and emplaced social phenomena within this field. However, there are…
Mellis, Alexandra M; Snider, Sarah E; Bickel, Warren K
Reading experimenter-provided narratives of negative income shock has been previously demonstrated to increase impulsivity, as measured by discounting of delayed rewards. We hypothesized that writing these narratives would potentiate their effects of negative income shock on decision-making more than simply reading them. In the current study, 193 cigarette-smoking individuals from Amazon Mechanical Turk were assigned to either read an experimenter-provided narrative or self-generate a narrative describing either the negative income shock of job loss or a neutral condition of job transfer. Individuals then completed a task of delay discounting and measures of affective response to narratives, as well as rating various narrative qualities such as personal relevance and vividness. Consistent with past research, narratives of negative income shock increased delay discounting compared to control narratives. No significant differences existed in delay discounting after self-generating compared to reading experimenter-provided narratives. Positive affect was lower and negative affect was higher in response to narratives of job loss, but affect measures did not differ based on whether narratives were experimenter-provided or self-generated. All narratives were rated as equally realistic, but self-generated narratives (whether negative or neutral) were rated as more vivid and relevant than experimenter-provided narratives. These results indicate that the content of negative income shock narratives, regardless of source, consistently drives short-term choices. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
Ford, Denise Marie
Students identified as gifted come from varying socio-economic strata and nationalities with a range of talents and temperaments comprising a diverse community. They may experience stress for a variety of reasons. Although a certain amount of stress can enhance the learning process, too much stress can impede learning, especially memory. Strategies have been offered for relieving stress, yet the benefits of physical activities as stress reducers for the gifted have frequently been overlooked. The purpose of this study was to investigate the relationship among aerobic activity, stress, and memory ability in students in an elementary school gifted program. An exceptional aspect of this research was that the students were an integral part of their own study. As co-researchers they had a vested interest in what they were doing, enhancing the significance of the experience and heightening learning. This action research project conducted in a mid-western school district with fourth and fifth grade students examined the impact of aerobic movement on physical indicators of stress and memory. The study lasted twelve weeks with data collected on physical indicators of stress, memory test scores, parent observations, interviews with students, a parent focus group session, observational data, student comments, and investigator/teacher journal. By infusing regular exercise into curricula, stress levels in students identified as gifted were examined. Students' scores on declarative memory tasks conducted with and without an accompanying aerobic activity were documented. Students learned of the delicate relationship between stress and memory as they studied the physiology of the brain. Twenty-four hour retention rates of declarative memory items were higher when a 20-minute aerobic activity intervention preceded the memory activity. Perceived stress levels were lowered for 14 of the 16 co-researchers. Students indicated a positive attitude toward physical activity and its
Ravioli, Antonio Franco; Soárez, Patrícia Coelho De; Scheffer, Mário César
The current study aimed to systematically analyze trends and priorities in the theoretical and conceptual approaches and empirical studies on specific health services management modalities in the Brazilian Unified National Health System. A narrative review of the literature identified, in 33 publications, the location and nature of services, management models, methodological procedures, and study outcomes. The research deals mainly with the models' conceptual and legal characteristics and management practices, in addition to addressing contracts, procurement, human resources, financing, and control mechanisms. In conclusion, the literature is limited and concentrated in the State of São Paulo, showing little theoretical diversity and methodological weaknesses, while it is nonconclusive as to the superiority of one management model over another. New evaluation studies are needed that are capable of comparing different models and assessing their performance and their effects on the quality of health services' provision, the population's health, and the health system's organization.
Hidle, Jade Tiffany
This dissertation treats contemporary Vietnamese American literature as responses to common inquiries about history and identity stemming from U.S.-centric, myopic, and racialized narratives about the U.S.-Viet Nam War that serve to assuage lingering American guilt and eclipse Vietnamese American perspectives. These inquiries include "Where are you from?" and "What was the war like?" The works studied here represent various literary genres-- comic books, cookbooks, memoirs, and novels--that o...
Tides, Krill, Penguins, Oh My!: Scientists and Teachers Partner in Project CONVERGE to Bring Collaborative Antarctic Research, Authentic Data, and Scientific Inquiry into the Hands of NJ and NY Students
Hunter-thomson, K. I.; Kohut, J. T.; Florio, K.; McDonnell, J. D.; Ferraro, C.; Clark, H.; Gardner, K.; Oliver, M. J.
How do you get middle and high school students excited about scientific inquiry? Have them join a collaborative research team in Antarctica! A comprehensive education program brought ocean science, marine ecology, and climate change impact research to more than 950 students in 2014-15 to increase their exposure to and excitement of current research. The program was integrated into a collaborative research project, involving five universities, that worked to characterize the connection between ocean circulation, plankton distribution, penguin foraging behavior, and climate change around Palmer Station, Antarctica. The scientists and education team co-led a weeklong workshop to expose 22 teachers to the research science, build relationships among the teachers and scientists, and refine the program to most effectively communicate the research to their students. In the fall, teachers taught NGSS-aligned, hands-on, data-focused classroom lessons to provide their students the necessary content to understand the project hypotheses using multiple science practices. Through a professional science blog and live video calls from Antarctica, students followed and discussed the science teams work while they were in the field. To apply the science practices the students had learned about, they designed, conducted, and analyzed their own ocean-related, inquiry-based research investigation as the culminating component of the program (results were presented at a Student Research Symposium attended by the science team). Of their own choosing, roughly half of the students used raw data from the CONVERGE research (including krill, CODAR, penguin, and glider data) for their investigations. This presentation will focus on the evaluation results of the education program to identify the aspects that successfully engaged teachers and students with scientific inquiry, science practices, and authentic data as well as the replicability of this integrated scientist-teacher partnership and
Recent work on the relation between narrative and selfhood has emphasized embodiment as an indispensable foundation for selfhood. This has occasioned an interesting debate on the relation between embodiment and narrative. In this paper, I attempt to mediate the range of conflicting intuitions......) strictly is or is not; rather, we need to see narrative as an attribute admitting of degrees. I suggest that the relation between narrative and embodiment should be seen along these lines, proposing three levels of the narrativity of embodied experiencing: 1) the unnarratable, 2) the narratable and 3...
Losh, Molly; Gordon, Peter C
Autism is a neurodevelopmental disorder characterized by serious difficulties with the social use of language, along with impaired social functioning and ritualistic/repetitive behaviors (American Psychiatric Association in Diagnostic and statistical manual of mental disorders: DSM-5, 5th edn. American Psychiatric Association, Arlington, 2013). While substantial heterogeneity exists in symptom expression, impairments in language discourse skills, including narrative (or storytelling), are universally observed in autism (Tager-Flusberg et al. in Handbook on autism and pervasive developmental disorders, 3rd edn. Wiley, New York, pp 335-364, 2005). This study applied a computational linguistic tool, Latent Semantic Analysis (LSA), to objectively characterize narrative performance in high-functioning individuals with autism and typically-developing controls, across two different narrative contexts that differ in the interpersonal and cognitive demands placed on the narrator. Results indicated that high-functioning individuals with autism produced narratives comparable in semantic content to those produced by controls when narrating from a picture book, but produced narratives diminished in semantic quality in a more demanding narrative recall task. This pattern is similar to that detected from analyses of hand-coded picture book narratives in prior research, and extends findings to an additional narrative context that proves particularly challenging for individuals with autism. Results are discussed in terms of the utility of LSA as a quantitative, objective, and efficient measure of narrative ability.
Describes "impersonal narration," an approach that defends the concept of the cinematic narrator as a logical and pragmatic necessity. Compares this approach with existing theories of the cinematic narrator, addressing disagreements in the field of film narrative theory. (MM)
Neumayer, Christina; Rossi, Luca
in the Blockupy protests against the opening of the European Central Bank headquarters in Frankfurt am Main on 18 March 2015. It does so through a novel combination of quantitative analysis, content analysis of images, and identification of narratives. The article concludes by arguing that the visual in political......While political protest is essentially a visual expression of dissent, both social movement research and media studies have thus far been hesitant to focus on visual social media data from protest events. This research explores the visual dimension (photos and videos) of Twitter communication...... protest in social media reproduces existing visualities and hierarchies rather than challenges them. This research enhances our conceptual understanding of how activists’ struggles play out in the visual and contributes to developing methods for empirical inquiry into visual social media content....
Christopher R Stones
Oct 2, 2014 ... ... analysis. Likewise, it is argued that Ricoeur's work on narrativity and narrative ... method of Husserl's static phenomenological analysis .... the possibility of description in a qualitative research ... theoretical perspective, assumption, hypothesis, and so on” .... every case the noetic constitution of the object is.
Jacobus J. (Jakkie Strachan
Full Text Available As an Afrikaner man doing research on ubuntu, what are the possibilities for meaningful research? In this article, some aspects of the difficulties and possibilities that may be encountered in such a research programme will be explored. Within a postmodern worldview, and framed within postfoundational practical theology, social-constructionism, a narrative hermeneutic metaphor and autoethnography will be used as tools to explore some difficulties and possibilities of such a research undertaking.
Duvander, Mille Themsen
I blogindlægget gives en lille indblik i hvordan Appreciative Inquiry kan anvendes i undervisningen af pædagogstuderende på en Professionshøjskole i Danmark......I blogindlægget gives en lille indblik i hvordan Appreciative Inquiry kan anvendes i undervisningen af pædagogstuderende på en Professionshøjskole i Danmark...
Eva Laass: Broken Taboos, Subjective Truths. Forms and Functions of Unreliable Narration in Contemporary American Cinema. A Contribution to Film NarratologyVolker Ferenz: Don’t believe his lies. The unreliable narrator in contemporary American cinema
Ulrich, Anita; Evron, Lotte; Ostenfeld-Rosenthal, Ann
Objectives: In this paper,we investigate Danish cancer patients’ narratives on spiritual beliefs and practices and the relationship these practices may have to complementary and alternative medicine (CAM). Design: Narrative inquiry is used to uncover how spiritual beliefs and practices may......, religious and spiritual issues were not extensively unfolded in participants’ illness narratives. However, these issues were significantly elaborated on in narratives by four female participants. Conclusion: We propose that for some cancer patients CAM may function, not only or primarily as a treatment...... for cancer related symptoms and side effects, but as a spiritual practice as well. For some individuals this may be true to an even higher extent than in established religious institutions....
David Daniel Ebert
Full Text Available Although psychological interventions might have a tremendous potential for the prevention of mental health disorders (MHD, their current impact on the reduction of disease burden is questionable. Possible reasons include that it is not practical to deliver those interventions to the community en masse due to limited health care resources and the limited availability of evidence-based interventions and clinicians in routine practice, especially in rural areas. Therefore, new approaches are needed to maximize the impact of psychological preventive interventions. Limitations of traditional prevention programs could potentially be overcome by providing Internet- and mobile-based interventions (IMIs. This relatively new medium for promoting mental health and preventing MHD introduces a fresh array of possibilities, including the provision of evidence-based psychological interventions that are free from the restraints of travel and time and allow reaching participants for whom traditional opportunities are not an option. This article provides an introduction to the subject and narratively reviews the available evidence for the effectiveness of IMIs with regard to the prevention of MHD onsets. The number of randomized controlled trials that have been conducted to date is very limited and so far it is not possible to draw definite conclusions about the potential of IMIs for the prevention of MHD for specific disorders. Only for the indicated prevention of depression there is consistent evidence across four different randomized trial trials. The only trial on the prevention of general anxiety did not result in positive findings in terms of eating disorders (EDs, effects were only found in post hoc subgroup analyses, indicating that it might be possible to prevent ED onset for subpopulations of people at risk of developing EDs. Future studies need to identify those subpopulations likely to profit from preventive. Disorders not examined so far include
Ebert, David Daniel; Cuijpers, Pim; Muñoz, Ricardo F; Baumeister, Harald
Although psychological interventions might have a tremendous potential for the prevention of mental health disorders (MHD), their current impact on the reduction of disease burden is questionable. Possible reasons include that it is not practical to deliver those interventions to the community en masse due to limited health care resources and the limited availability of evidence-based interventions and clinicians in routine practice, especially in rural areas. Therefore, new approaches are needed to maximize the impact of psychological preventive interventions. Limitations of traditional prevention programs could potentially be overcome by providing Internet- and mobile-based interventions (IMIs). This relatively new medium for promoting mental health and preventing MHD introduces a fresh array of possibilities, including the provision of evidence-based psychological interventions that are free from the restraints of travel and time and allow reaching participants for whom traditional opportunities are not an option. This article provides an introduction to the subject and narratively reviews the available evidence for the effectiveness of IMIs with regard to the prevention of MHD onsets. The number of randomized controlled trials that have been conducted to date is very limited and so far it is not possible to draw definite conclusions about the potential of IMIs for the prevention of MHD for specific disorders. Only for the indicated prevention of depression there is consistent evidence across four different randomized trial trials. The only trial on the prevention of general anxiety did not result in positive findings in terms of eating disorders (EDs), effects were only found in post hoc subgroup analyses, indicating that it might be possible to prevent ED onset for subpopulations of people at risk of developing EDs. Future studies need to identify those subpopulations likely to profit from preventive. Disorders not examined so far include substance use
Blodgett, Amy T.; Schinke, Robert J.; Smith, Brett; Peltier, Duke; Pheasant, Chris
Recently, awareness within academia has grown regarding the incompatibilities of mainstream research with indigenous cultures as well as the historical injustices that have accrued through colonizing practices. Accordingly, support for alternative (non-Westernized) research approaches has been increasing. Participatory action research (PAR) and…
Holligan, Chris; Wilson, Michael
Drawing on insights from phenomenological sociology and various strands of socio-cultural theory, this paper reports the findings of a qualitative investigation into critical incidents as formative influences in the research orientation and research cultivation of 22 academics working in research-intensive university education departments. The…
United Nations Educational, Scientific, and Cultural Organization, Paris (France). Intergovernmental Oceanographic Commission.
This report, which examines expected major trends in ocean research up to the year 2000, focuses on the most important ocean research problems that should receive particular attention during the next decades, what major advances should be expected and what kinds of research should be encouraged for them to be achieved, and impediments to achieving…
The current policy interest in early childhood education and care is driven by an investment narrative, a story of quality and high returns emerging from a dominant neoliberal political economy. This short note expresses deep reservations about this narrative, and hints at another narrative that foregrounds democracy, experimentation and…
Finney, Mark David
This dissertation focuses on the place of narrative in the transformational encounter that can take place between hearers of sermons and God. Chapter 1 surveys the history and development of contemporary scholarship related to narrative preaching. It argues that most homileticians consider narrative either as a way of structuring sermons, or as a…
Elson, David K.
This thesis describes new approaches to the formal modeling of narrative discourse. Although narratives of all kinds are ubiquitous in daily life, contemporary text processing techniques typically do not leverage the aspects that separate narrative from expository discourse. We describe two approaches to the problem. The first approach considers…
The paper extends the critique in earlier research of human rights as exclusive of otherness and difference by introducing the work of Adriana Cavarero (2000) on a "narratable self." Hence, the formation of human rights is thus about the relations between different narratable selves, not just Western ones. A narrative learning, drawing…
Bohanek, Jennifer G.; Fivush, Robyn
Relations between narratives, especially the inclusion of internal state language within narratives, and well-being have been found in adults. However, research with adolescents has been sparse and the findings inconsistent. We examined gender differences in adolescents' personal autobiographical narratives as well as relations between internal…
Ley, Clemens; Barrio, María Rato
The article explores different types and effects of physical activity for people living with HIV. Considering the lack of studies done in African contexts and the disparity between research settings and natural settings, a narrative review of the literature was conducted and contextualised to South Africa. Various physical, psychological and social-cultural constraints impair the wellbeing of people living with HIV, in part by restricting their participation in physical activities. Apart from the well-studied immediate physiological benefits on health, we argue that physical-sportive group activities, such as sport or recreational games, can improve psychosocial factors and generate holistic health effects for people living with HIV. Group-activity effects could improve individuals' motivation and adherence to participating in physical activities, provided that positive interaction and non-stigmatisation are guaranteed. However, most studies in this field have been limited to the benefits of aerobic exercise and resistance training. There has been little research on the types and different effects of physical activity and adherence to physical activity of people living with HIV in African contexts. Based on an analysis of the different types and effects, we suggest opportunities for and challenges to implementing physical activities for people living with HIV, especially in disadvantaged settings, and also identify gaps in the research to date.
This present paper troubles and literally ‘shakes’ the idea of methods as the founding ground of qualitative inquiry. It does so by addressing the real-time messiness of research and the retrospective character of research reports. While the paper is not as such opposed to methods, it does suggest...
"Art-Based Research" (McNiff, 1998a) introduced the idea of using artistic expressions by researchers as ways of knowing and methods of inquiry as distinguished from approaching art made by subjects as data which are interpreted by discursive methods, a practice that has been widely used in various disciplines studying human behaviour.…
Johnson, Brian J.; Graham, Kate J.
This paper will describe a guided inquiry activity for teaching ligand field theory. Previous research suggests the guided inquiry approach is highly effective for student learning. This activity familiarizes students with the key concepts of molecular orbital theory applied to coordination complexes. Students will learn to identify factors that…
Hulshof, C.D.; Wilhelm, P.; Beishuizen, J.J.; Beishuizen, J.J.; van Rijn, H.
A computerized learning environment (Flexible Inquiry Learning Environment; FILE) is discussed. FILE allows researchers in inquiry learning to design, administer, and analyze learning tasks in which content domain and task complexity can be configured independently, while other factors (e.g., the
This paper examines how mathematical understandings might be facilitated through student-centred inquiry. Data is drawn from a research project on student-centred inquiry learning that situated mathematics within authentic problem-solving contexts and involved students in a collaboratively constructed curriculum. A contemporary interpretive frame…
Some important research questions in medical education and health services research need 'mixed methods research' (particularly synthesizing quantitative and qualitative findings). The approach is not new, but should be more explicitly reported. The broad search question here, of a disjointed literature, was thus: What is mixed methods research - how should it relate to medical education research?, focused on explicit acknowledgement of 'mixing'. Literature searching focused on Web of Knowledge supplemented by other databases across disciplines. Five main messages emerged: - Thinking quantitative and qualitative, not quantitative versus qualitative - Appreciating that mixed methods research blends different knowledge claims, enquiry strategies, and methods - Using a 'horses for courses' [whatever works] approach to the question, and clarifying the mix - Appreciating how medical education research competes with the 'evidence-based' movement, health services research, and the 'RCT' - Being more explicit about the role of mixed methods in medical education research, and the required expertise Mixed methods research is valuable, yet the literature relevant to medical education is fragmented and poorly indexed. The required time, effort, expertise, and techniques deserve better recognition. More write-ups should explicitly discuss the 'mixing' (particularly of findings), rather than report separate components.
Full Text Available This research aimed to reveal creative accounting practices in the form of narrative accounting occuring in companies in Indonesia. Using content analysis, this research analyzed the management discussion and analysis section in the annual report on the group of companies whose performance had increased and declined in several companies listed on the Indonesian Stock Exchange. This research finds that the narrative accounting practices are applied in these companies. The four methods of accounting narratives are found in both groups of companies. There are stressing the positive and downplaying the negative, baffling the readers, differential reporting, and attribution.
This thesis is concerned with the Windscale Inquiry of 1977 and its effect on the public inquiry system. It focusses both on the major influences of the Windscale Inquiry process, and on the participants, their aims, motivations, expectations and achievements. It provides the most detailed examination of the Inquiry to date and, as a result, uncovers aspects of the process while have not been explored previously. The central questions of the thesis are: Was the outcome of the Windscale Inquiry inevitable or could it have reached different conclusions? and did the Windscale Inquiry demonstrate that the public inquiry system could be used by a government to reach a decision which it favoured? The thesis argues that the outcome of the Windscale Inquiry was almost inevitable. In fact it was found that the Inspector had made up his mind in favour of oxide reprocessing before the Inquiry opened. However, this finding does not express fully the Inquiry's impact, because, as the thesis shows, the Inquiry became a mechanism which forced the nuclear industry and the government to explain, and substantially alter, some parts of their policies. The process of bringing the government and industry to account, did not alter the THORP decision, but it demonstrated that any subsequent inquiries could subject nuclear developments to searching criticism and investigation. Indeed it is suggested that the Windscale Inquiry made it impossible for subsequent Governments to proceed with nuclear expansion without subjecting them to the public inquiry process. Part I of the thesis examines the history and structure of the public Inquiry system and the relevant aspects of planning law. Part II describes the history of reprocessing and the themes which led to the public inquiry being established. Part III forms the most detailed part of the thesis and examines the Windscale Inquiry process focussing on the participants and the issues involved. (author)
Sakr, Mona; Connelly, Vince; Wild, Mary
Digital technologies have material and social properties that have the potential to create new opportunities for children’s expressive arts practices. The presence and development of oral narratives in young children’s visual art-making on paper has been noted in previous research, but little is known about the narratives children create when they engage in digital art-making. How do young children construct narratives during digital art-making? How do the features of these narratives relate ...
de Vries Martine C
Full Text Available Abstract Background Pediatric oncology has a strong research culture. Most pediatric oncologists are investigators, involved in clinical care as well as research. As a result, a remarkable proportion of children with cancer enrolls in a trial during treatment. This paper discusses the ethical consequences of the unprecedented integration of research and care in pediatric oncology from the perspective of parents and physicians. Methodology An empirical ethical approach, combining (1 a narrative review of (primarily qualitative studies on parents' and physicians' experiences of the pediatric oncology research practice, and (2 comparison of these experiences with existing theoretical ethical concepts about (pediatric research. The use of empirical evidence enriches these concepts by taking into account the peculiarities that ethical challenges pose in practice. Results Analysis of the 22 studies reviewed revealed that the integration of research and care has consequences for the informed consent process, the promotion of the child's best interests, and the role of the physician (doctor vs. scientist. True consent to research is difficult to achieve due to the complexity of research protocols, emotional stress and parents' dependency on their child's physician. Parents' role is to promote their child's best interests, also when they are asked to consider enrolling their child in a trial. Parents are almost never in equipoise on trial participation, which leaves them with the agonizing situation of wanting to do what is best for their child, while being fearful of making the wrong decision. Furthermore, a therapeutic misconception endangers correct assessment of participation, making parents inaccurately attribute therapeutic intent to research procedures. Physicians prefer the perspective of a therapist over a researcher. Consequently they may truly believe that in the research setting they promote the child's best interests, which maintains the
The aim of this article is to review cross-disciplinary accumulated empirical research on one-to-one computer projects in school settings as published in peer-reviewed journals between 2005 and 2010, particularly the results of teacher- and pupil-oriented studies. Six hundred and five research articles were screened at the abstract and title…
Hermann, Ronald S.; Miranda, Rommel J.
This article provides an instructional approach to helping students generate open-inquiry research questions, which the authors call the "open-inquiry question template." This template was created based on their experience teaching high school science and preservice university methods courses. To help teachers implement this template, they…
Chan, Esther Yim Mei
Human development is a cultural process, and language serves as a cultural tool is closely related to virtually all the cognitive changes. The author addresses issues of language in education, and suggests that changing the medium of instruction should not be understood as purely a pedagogical decision. The connection between culture and language…
The main objective of this study was to examine the intergenerational learning behaviour within the family between Generation X parents and their Generation Y teenage children. This study was designed to investigate the nature of intergenerational knowledge exchange, to identify the characteristics of learning behaviour and culture in such 'learning families', and to find out the subject areas that parents could learn from their teenage children. The sample of this study was made up of t...
As one of two newly-hired Learning & Development (L&D) consultants for the Vancouver School District (VSD), the author, along with an administrator, was tasked to design and implement a new district-wide focus around two core questions: "What Do We Know About Learning?" and "What Are We Doing About It?" In the spring of…
Bailey, P H
Many nurse-researchers using qualitative strategies have been concerned with assuring quality in their work. The early literature reveals that the concepts of validity and reliability, as understood from the positivist perspective, are somehow inappropriate and inadequate when applied to interpretive research. More recent literature suggests that because of the positivist and interpretive paradigms are epistemologically divergent, the transfer of quality criteria from one perspective to the other is not automatic or even reasonable. The purpose of this article, therefore, is to clarify what the terms quality, trustworthiness, credibility, authenticity, and goodness mean in qualitative research findings. The process of assuring quality, validation, in qualitative research will be discussed within the context of the interpretive method, narrative analysis. A brief review of quality in narrative analysis nursing research will also be presented.
Guarnieri, Franck; Travadel, Sebastien; Martin, Christophe; Portelli, Aurelien; Afrouss, Aissame; Takesada, Tomoko
While outlining that the Fukushima accident could have been more severe without the courage and action of men who stayed at the controls of the plant under the management of Masao Yoshida, this book proposes a translation of the manager's narrative made for the official inquiry commission. He tells the story of a team of workers facing a disaster foretold. Besides this narrative, the authors propose a discussion on emergency engineering, present the Kan inquiry commission, present the power station and recall the circumstances of the accident and its consequences. Several hearings are reported
methodology, specifically applying a dialogic approach to understanding difference in terms of collaborative relationships across organizations. It is part of the panel "How is knowledge co-produced in dialogue through the harnessing of `difference´?" In the discussion, the main topics under consideration...... are the methodological challenges of evaluation, relational ethics, and difference in collaborative research. (This is an updated abstract, the online version available on the ICA conference website is an older version)...
Full Text Available This paper demonstrates that digital tools provide opportunities for new storytelling techniques. To take full advantage of the new media resources and to establish an innovative news narrative structure, the existing research limit and the relationship between narrative and the media were examined. This paper progresses from a discussion on the narrative structure to how the plot of a story is influenced by its discourse, and then to how different media characteristics can change the structure and voice of the involved narrative. A new narrative structure that can be used to explore the hypertext and interactivity of Internet news is described. Finally, this paper discusses the cultivation of news storytelling in the digital age.
Krogh, Ellen; Piekut, Anke
This paper investigates issues of voice and narrative in L1 writing. Three branches of research are initial-ly discussed: research on narratives as resources for identity work, research on writer identity and voice as an essential aspect of identity, and research on Bildung in L1 writing. Subsequ...... training of voice and narratives as a resource for academic writing, and that the Bildung potential of L1 writing may be tied to this issue.......This paper investigates issues of voice and narrative in L1 writing. Three branches of research are initial-ly discussed: research on narratives as resources for identity work, research on writer identity and voice as an essential aspect of identity, and research on Bildung in L1 writing...... in lower secondary L1, she found that her previous writing strategies were not rewarded in upper secondary school. In the second empiri-cal study, two upper-secondary exam papers are investigated, with a focus on their approaches to exam genres and their use of narrative resources to address issues...
Full Text Available The number of males entering higher education via an enabling pathway is slowly increasing; yet, males still battle with the anti-intellectual attitude that is prevalent in regional areas of Australia. Previous research undertaken by the authors began exploring the factors that inhibited or enhanced the male experience within an enabling course. This paper expands upon this research with a deeper focus on the male experience through personalised accounts derived from individual interviews. Using qualitative methodology and narrative inquiry, the findings provide a deeper understanding of the issues that males of different ages face when creating a new identity as a university student. This paper shares insights into what motivated the male students to enter university via an enabling pathway; the actual personal experiences both positive and negative during this time; and the effect that this commitment to study had on them personally and the people around them. The lens of transformative theory underpins this research through exploring frames of reference that align with the students’ experiences. Portraiture prose shares the individual stories which are analysed and the key findings extrapolated.
Our choice of energy sources has important consequences for the economy and the environment. Nuclear energy is a controversial energy source, subject to much public debate. Most individuals find it difficult to decide between conflicting claims and allegations in a variety of technical subjects. Under these circumstances, knowledge of various relevant inquiries can be helpful. This publication summarizes the composition and major findings of more than thirty nuclear energy inquiries. Most of the these are Canadian, but others are included where they have relevance. The survey shows that, contrary to some claims, virtually every aspect of nuclear energy has been subject to detailed scrutiny. The inquiries' reports include many recommendations on how nuclear energy can be exploited safely, but none rejects it as an acceptable energy source when needed. (Author) 38 refs
Full Text Available As fighting between Russian backed rebels and government forces is taking place in eastern Ukraine, it is all the more apparent the existing political divide that exists in the country. The complex history of being subjugated by surrounding countries and major resettlements of Ukrainians is testing the country in a major way. Historically, emphasis on understanding the Soviet Union was focused on the Soviet perspective — the Soviet narratives, and most recently on reemerging Russia. As a result, little attention is placed on Ukraine’s history. In order to understand the Ukrainian identity, it’s necessary to know the narratives that encompass Ukraine’s history. As freedom and liberty exemplifies American identity and ideology, the history of Ukraine also contains a system of stories that support Ukrainian culture. This paper, the first chapter of my dissertation, details the sources I’ve used to develop my methodology for understanding and analyzing narratives. As I began my research I soon realized the complexity of narratives leading me to explore the elements contained in narratives such as story, plot, character, archetypes, and the Hero’s Journey or Monomyth. I will explain how I understand the meaning of narrative and master narrative, supported by relevant sources, and conclude with the methodology I will use for analysis of the master narratives that envelope the major historical events of Ukraine
Gaydos, H Lea
This paper explores the need for and nature of personal narratives and their relevance to nursing practice. It proposes that the co-creative aesthetic process can be used to understand and co-create personal narratives through an emphasis on self-defining memories and metaphor. Many authors in nursing and other human sciences have recognized the need for and importance of personal narrative, its relationship to aesthetic knowing and its value in qualitative research and in practice. The role of memory and metaphor in the creation of meaning in personal narratives, however, has not been sufficiently explored in nursing literature. The nature of personal narrative is explored, focusing on the way meaning is created from self-defining memories using metaphor. Then, the importance of personal narratives in nursing practice is considered, followed by discussion about how meaning in personal narratives may be co-created between clients and nurses using an aesthetic process developed by the author. The co-creative aesthetic process is an example of nursing as art and can be used to co-create personal narratives in practice. The experience of co-creating a self story with a nurse can be healing, as the self story is heard by a caring person, memories are understood in new ways, and the self story is both confirmed and recreated.
van der Gijp, A.; Ravesloot, C. J.; Jarodzka, H.; van der Schaaf, M. F.; van der Schaaf, I. C.; van Schaik, J. P.; ten Cate, Th. J.
Eye tracking research has been conducted for decades to gain understanding of visual diagnosis such as in radiology. For educational purposes, it is important to identify visual search patterns that are related to high perceptual performance and to identify effective teaching strategies. This review of eye-tracking literature in the radiology…
van der Gijp, A; Ravesloot, C J; Jarodzka, H; van der Schaaf, M F; van der Schaaf, I C; van Schaik, J P J; ten Cate, Olle
Eye tracking research has been conducted for decades to gain understanding of visual diagnosis such as in radiology. For educational purposes, it is important to identify visual search patterns that are related to high perceptual performance and to identify effective teaching strategies. This review
Scientific research has shown that laughter may have both preventive and therapeutic values. Health-related benefits of laughter are mainly reported from spontaneous laughter interventional studies. While the human mind can make a distinction between simulated and spontaneous laughter, the human body cannot. Either way health-related outcomes are deemed to be produced. Simulated laughter is thus a relatively under-researched treatment modality with potential health benefits. The aim of this review was firstly to identify, critically evaluate and summarize the laughter literature; secondly to assess to which extent simulated laughter health-related benefits are currently sustained by empirical evidence; and lastly to provide recommendations and future directions for further research. A comprehensive laughter literature search was performed. A list of inclusion and exclusion criteria was identified. Thematic analysis was applied to summarize laughter health-related outcomes, relationships, and general robustness. Laughter has shown different physiological and psychological benefits. Adverse effects are very limited and laughter is practically lacking in counter-indications. Despite the limited number of publications, there is some evidence to suggest that simulated laughter has also some effects on certain aspects of health, though further well-designed research is warranted. Simulated laughter techniques can be easily implemented in traditional clinical settings for health and patient care. Their effective use for therapeutic purposes needs to be learned, practiced, and developed as any other medical strategy. Practical guidelines and further research are needed to help health care professionals (and others) implement laughter techniques in their health care portfolio. Copyright © 2011 Elsevier Ltd. All rights reserved.
Hartings, Matthew R.; Fox, Douglas M.; Miller, Abigail E.; Muratore, Kathryn E.
The Department of Chemistry at American University has replaced its junior- and senior-level laboratory curriculum with two, two-semester long, student-led research projects as part of the department's American Chemical Society-accredited program. In the first semester of each sequence, a faculty instructor leads the students through a set of…
This paper takes a narrative inquiry approach to investigating nursing undergraduate student goals and impressions of their first year English ESP course at the University of Toyama. The data informing this investigation is comprised of student reflective writing, completed as homework as part of their normal coursework, from the beginning and end of their first semester at university. The objective of this investigation is to base descriptions of students’ motivations, hopes and experiences ...
Pappas, Marjorie L.
In this article, the author discusses inquiry learning and primary sources. Inquiry learning puts students in the active role of investigators. Questioning, authentic and active learning, and interactivity are a few of the characteristics of inquiry learning that put the teacher and library media specialist in the role of coaches while students…
Marcia Stanley Wertz
Full Text Available This paper illustrates the use of composite first person narrative interpretive methods, as described by Todres, across a range of phenomena. This methodology introduces texture into the presently understood structures of phenomena and thereby creates new understandings of the phenomenon, bringing about a form of understanding that is relationally alive that contributes to improved caring practices. The method is influenced by the work of Gendlin, Heidegger, van Manen, Gadamer, and Merleau-Ponty. The method's applicability to different research topics is demonstrated through the composite narratives of nursing students learning nursing practice in an accelerated and condensed program, obese female adolescents attempting weight control, chronically ill male parolees, and midlife women experiencing distress during menopause. Within current research, these four phenomena have been predominantly described and understood through quantified articulations that give the reader a structural understanding of the phenomena, but the more embodied or “contextual” human qualities of the phenomena are often not visible. The “what is it like” or the “unsaid” aspects of such human phenomena are not clear to the reader when proxies are used to “account for” a variety of situated conditions. This novel method is employed to re-present narrative data and findings from research through first person accounts that blend the voices of the participants with those of the researcher, emphasizing the connectedness, the “we” among all participants, researchers, and listeners. These re-presentations allow readers to develop more embodied understandings of both the texture and structure of each of the phenomena and illustrate the use of the composite account as a way for researchers to better understand and convey the wholeness of the experience of any phenomenon under inquiry.
Wertz, Marcia Stanley; Nosek, Marcianna; McNiesh, Susan; Marlow, Elizabeth
This paper illustrates the use of composite first person narrative interpretive methods, as described by Todres, across a range of phenomena. This methodology introduces texture into the presently understood structures of phenomena and thereby creates new understandings of the phenomenon, bringing about a form of understanding that is relationally alive that contributes to improved caring practices. The method is influenced by the work of Gendlin, Heidegger, van Manen, Gadamer, and Merleau-Ponty. The method's applicability to different research topics is demonstrated through the composite narratives of nursing students learning nursing practice in an accelerated and condensed program, obese female adolescents attempting weight control, chronically ill male parolees, and midlife women experiencing distress during menopause. Within current research, these four phenomena have been predominantly described and understood through quantified articulations that give the reader a structural understanding of the phenomena, but the more embodied or "contextual" human qualities of the phenomena are often not visible. The "what is it like" or the "unsaid" aspects of such human phenomena are not clear to the reader when proxies are used to "account for" a variety of situated conditions. This novel method is employed to re-present narrative data and findings from research through first person accounts that blend the voices of the participants with those of the researcher, emphasizing the connectedness, the "we" among all participants, researchers, and listeners. These re-presentations allow readers to develop more embodied understandings of both the texture and structure of each of the phenomena and illustrate the use of the composite account as a way for researchers to better understand and convey the wholeness of the experience of any phenomenon under inquiry.
Liu, Laura Blythe
Globally, teachers are trained to educate and assess children through matrices based on comparative competition, a practice that thrives on ranking. In an era of glocalization, how might educational systems cultivate classroom connections embracing diverse student gifts? This arts-based narrative inquiry explores fatherly life lessons of 17…
Østergaard, Lars Domino
The present project is a case study founded on the decreasing motivation and engagement in physical education. The project suggests inquiry based learning (IBL) as an educational methodology. This may help to turn the trend as IBL has shown to engage and motivate students at different educational...... levels and within different subjects. In this pilot research project performed at a physical education teacher education program, qualitative methods were chosen to investigate students’ motivation and engagement within an IBL-unit in physical education and to accentuate challenges, advantages...... and disadvantages within the IBL-methodology in relation to students’ motivation. Instructed in guided inquiry, 32 students of physical education in a teacher training college worked with inquiry based learning in physical education over a four week period. During the IBL-unit, qualitative data such as the students...
Nielsen, Kristian Hvidtfelt
The Danish Galathea Deep Sea Expedition between 1950 and 1952 combined scientific and official objectives with the production of national and international narratives distributed through the daily press and other media. Dispatched by the Danish government on a newly acquired naval ship, the expedition undertook groundbreaking deep sea research while also devoting efforts to showing the flag, public communication of science, and international cooperation. The expedition was conceived after the war as a way in which to rehabilitate Denmark's reputation internationally and to rebuild national pride. To this end, the expedition included an onboard press section reporting the expedition to the Danish public and to an international audience. The press section mediated the favourable, post-war and postcolonial image of Denmark as an internationalist, scientific, modernizing and civilizing nation for which the expedition planners and many others were hoping. The expedition, therefore, was highly relevant to, indeed fed on, the emerging internationalist agenda in Denmark's foreign policy. Bringing out these aspects of the historical context of the expedition, this paper adds important perspectives to our knowledge about the expedition in particular and, more generally, about scientific exploration in the immediate post-war and postcolonial period.
Malone, Kareen Ror; Nersessian, Nancy J.; Newstetter, Wendy
This article presents qualitative data and offers some innovative theoretical approaches to frame the analysis of gender in science, technology, engineering, and mathematics (STEM) settings. It begins with a theoretical discussion of a discursive approach to gender that captures how gender is lived "on the ground." The authors argue for a less individualistic approach to gender. Data for this research project was gathered from intensive interviews with lab members and ethnographic observations in a biomedical engineering lab. Data analysis relied on a mixed methodology involving qualitative approaches and dialogues with findings from other research traditions. Three themes are highlighted: lab dynamics in relation to issues of critical mass, the division of labor, and knowledge transmission. The data illustrate how gender is created in interactions and is inflected through forms of social organization.
von Renesse, Christine; Ecke, Volker
This paper links educational psychology research about curiosity to teacher moves that are effective in an inquiry-based mathematics classroom. Three vignettes will show explicit teacher moves (staging disagreement, intriguing anecdotes, and creating a safe space) for different audiences (math majors, mathematics for liberal arts students, and…
LeChasseur, Kimberly; Mayer, Anysia; Welton, Anjale; Donaldson, Morgaen
Professional learning communities (PLCs) have become a popular strategy in various forms (e.g., data teams, grade-level teams) and with various champions (e.g., district leaders, university researchers, teacher advocates). Although well-implemented PLCs have been shown to distribute leadership, the tension between democratic inquiry processes and…
... 42 Public Health 1 2010-10-01 2010-10-01 false Inquiry. 93.212 Section 93.212 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES HEALTH ASSESSMENTS AND HEALTH EFFECTS STUDIES OF HAZARDOUS SUBSTANCES RELEASES AND FACILITIES PUBLIC HEALTH SERVICE POLICIES ON RESEARCH MISCONDUCT...
Arellano, Elvira L.; Barcenal, Tessie L.; Bilbao, Purita P.; Castellano, Merilin A.; Nichols, Sharon; Tippins, Deborah J.
The purpose of this study was to investigate the potential for using case-based pedagogy as a context for collaborative inquiry into the teaching and learning of elementary science. The context for this study was the elementary science teacher preparation program at West Visayas State University on the the island of Panay in Iloilo City, the Philippines. In this context, triple linguistic conventions involving the interactions of the local Ilonggo dialect, the national language of Philipino (predominantly Tagalog) and English create unique challenges for science teachers. Participants in the study included six elementary student teachers, their respective critic teachers and a research team composed of four Filipino and two U.S. science teacher educators. Two teacher-generated case narratives serve as the centerpiece for deliberation, around which we highlight key tensions that reflect both the struggles and positive aspects of teacher learning that took place. Theoretical perspectives drawn from assumptions underlying the use of case-based pedagogy and scholarship surrounding the community metaphor as a referent for science education curriculum inquiry influenced our understanding of tensions at the intersection of re-presentation of science, authority of knowledge, and professional practice, at the intersection of not shared language, explicit moral codes, and indigenization, and at the intersection of identity and dilemmas in science teaching. Implications of this study are discussed with respect to the building of science teacher learning communities in both local and global contexts of reform.
Dahlstrom, Michael F.
Although storytelling often has negative connotations within science, narrative formats of communication should not be disregarded when communicating science to nonexpert audiences. Narratives offer increased comprehension, interest, and engagement. Nonexperts get most of their science information from mass media content, which is itself already biased toward narrative formats. Narratives are also intrinsically persuasive, which offers science communicators tactics for persuading otherwise resistant audiences, although such use also raises ethical considerations. Future intersections of narrative research with ongoing discussions in science communication are introduced. PMID:25225368
Trad, Leny Alves Bomfim
In this article I reflect on the peculiarities of contemporary ethnographic research, highlighting some challenges inherent to this process. The discussion focuses in particular on the following aspects: the limits imposed by the clear reduction in immersion time in the field; the challenges in learning about ethnographic work, either in the process of observation or interaction in the field, or in the task of textual production; issues of an epistemological and ethical nature that deserve particular attention on the part of practitioners of the ethnographic approach and the scientific community in general. It is especially appropriate to foster debate around the ethnographic method, addressing its peculiarities, operational complexity and potential as a tool for knowledge production, in the sphere of health/public health, bearing in mind the marked increase of this approach in this field.
Musacchio Adorisio, Anna Linda
This article focuses on organizational remembering in banking. To provide an alternative to the repository image of memory in organization, organizational remembering is conceptualized as narrative, where narrative represents a way to organize the selection and interpretation of the past....... The narrative perspective deals with both the experiential and contextual nature of remembering by addressing concerns raised by critiques of organizational memory studies, namely, the subjective experience of remembering and the social and historical context in which remembering takes place. Antenarrative...... the narrative perspective reveals ruptures and ambiguities that characterize organizational remembering that would remain hidden in the organizational memory studies approach....
This report is the second in a series of annual reports responding to congressional inquiries as to the utilization of nuclear regulatory research. NUREG-1175, ''NRC Safety Research in Support of Regulation,'' published in May 1986, reported major research accomplishments between about FY 1980 and FY 1985. This report narrates the accomplishments of FY 1986 and does not restate earlier accomplishments. Earlier research results are mentioned in the context of current results in the interest of continuity. Both the direct contributions to scientific and technical knowledge and their regulatory applications, when there has been a definite regulatory outcome during FY 1986, have been described
Steffen, Joan E; Fassler, Ella A; Reardon, Kevin J; Egilman, David S
In 2001, DePuy, a wholly-owned subsidiary of Johnson & Johnson (J&J/DePuy), initiated a seeding study called the "Multi-center, Prospective, Clinical Evaluation of Pinnacle Acetabular Implants in Total Hip Arthroplasty" (PIN Study). J&J/DePuy designed this study to develop new business opportunities during the launch of their Pinnacle Hip System (PHS) and generate survivorship data for marketing. This article, the first review of a seeding trial for a medical device, examines internal company documents relating to the PIN Study; the analysis herein focuses on the integrity of J&J/DePuy's research practices in conception, implementation, and analysis. J&J/DePuy violated the study protocol and manipulated data; consented participants in violation of standards protecting human subjects; and did not secure Institutional Review Board approval for all study sites. J&J/DePuy used PIN Study results as the "fundamental selling point" for the PHS. Medical device seeding trials are distinct from previously-documented pharmaceutical seeding trials because companies can profit directly from device sales and because these studies may be the first clinical evaluation of the device (as was the case for the PIN Study). Seeding trials are malleable marketing projects, not rigorous scientific studies. Regulatory bodies, physicians, and others should be vigilant for persuasive marketing accounts disguised as science.
Koenitz, Hartmut; Haahr, Mads; Sezen, Digdem; Sezen, Tonguç Ibrahim
The book is concerned with narrative in digital media that changes according to user input-Interactive Digital Narrative (IDN). It provides a broad overview of current issues and future directions in this multi-disciplinary field that includes humanities-based and computational perspectives. It assembles the voices of leading researchers and practitioners like Janet Murray, Marie-Laure Ryan, Scott Rettberg and Martin Rieser. In three sections, it covers history, theoretical perspectives and varieties of practice including narrative game design, with a special focus on changes in the power rela
Sun, Weiyi; Rumshisky, Anna; Uzuner, Ozlem
Temporal information in clinical narratives plays an important role in patients' diagnosis, treatment and prognosis. In order to represent narrative information accurately, medical natural language processing (MLP) systems need to correctly identify and interpret temporal information. To promote research in this area, the Informatics for Integrating Biology and the Bedside (i2b2) project developed a temporally annotated corpus of clinical narratives. This corpus contains 310 de-identified discharge summaries, with annotations of clinical events, temporal expressions and temporal relations. This paper describes the process followed for the development of this corpus and discusses annotation guideline development, annotation methodology, and corpus quality. Copyright © 2013 Elsevier Inc. All rights reserved.
There is a strong tradition in psychology and philosophy, claiming that the self is a narrative construction. The paper examines this idea and concludes that the narrative self is not a viable theoretical construct, but that we should opt for an adjacent idea of a historical self. The aim is to e...
Poulsen, Jens Aage
Analyse af narrative strukturer i nordiske læremidler om historie- og nordiske læreres forståelse og brug af læremidlerne i undervisningen......Analyse af narrative strukturer i nordiske læremidler om historie- og nordiske læreres forståelse og brug af læremidlerne i undervisningen...
Mulvaney, Matthew Keefe
According to the narrative perspective on personality development, personality is constructed largely by interpreting and representing experience in story format (scripts) over the course of the lifespan. The focus of this paper is to describe briefly the narrative perspective on personality development during childhood and adolescence, to discuss…