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Full-Text Articles in Education
Critical-Thinking Experiences Of Chinese And U.S. College Students: A Comparative Analysis Using Phenomenology, Lu (Wendy) Yan
Critical-Thinking Experiences Of Chinese And U.S. College Students: A Comparative Analysis Using Phenomenology, Lu (Wendy) Yan
The Qualitative Report
In this study, I investigated the critical-thinking experiences of seven Chinese international and five U.S. students attending a large public university in the United States. I conducted a comparative analysis of these groups’ different experiences with critical thinking in this context, while closely following the twin methods of epoché and reduction in phenomenology to remain attuned to any personal biases. My results indicated that Chinese and U.S. students experienced critical thinking differently on the basis of the four universal existentials noted by van Manen (2016): lived experiences of relation (self–other), materiality (things), time, and space/place. Specifically, the Chinese students tended …
Exploring Students’ Experiences In Occupational Therapy Education: A Phenomenological Study Of Professional Identity Development, Peter O. Ndaa, Katherine Wimpenny, Rebecca Khanna, Simon Goodman, Ajediran I. Bello
Exploring Students’ Experiences In Occupational Therapy Education: A Phenomenological Study Of Professional Identity Development, Peter O. Ndaa, Katherine Wimpenny, Rebecca Khanna, Simon Goodman, Ajediran I. Bello
The Qualitative Report
The existing literature on professional identity enactment and development, subscribes to students’ socializing in a learning environment, where they regularly encounter practicing professionals throughout their education period. However, in most countries with less resourced occupational therapists like Ghana, education in occupational therapy is fraught with inadequate number of same professionals to mentor undergraduate occupational therapy students. The students are thus faced with serious dilemma regarding their professional identity which tends to elicit a bleak perception of their chosen career. The present study was therefore envisaged to interpret and analyse the students’ lived experiences, with the view to capture the process …
The Role Of Support System: A Phenomenological Study Of Pre-Service Teachers’ International Teaching Practicum, Amrita Kaur, Muhammad Kamarul Kabilan, Hairul Nizam Ismail
The Role Of Support System: A Phenomenological Study Of Pre-Service Teachers’ International Teaching Practicum, Amrita Kaur, Muhammad Kamarul Kabilan, Hairul Nizam Ismail
The Qualitative Report
Professional and personal gains related to international teaching practicum (ITP) of pre-service teachers’ (PST) are evidenced in literature. However, challenges faced during ITP have the potential to function as stressors, which may inhibit PSTs’ learning and harm their emotional and psychological wellbeing, which in turn may influence their identity as future teachers and intention to continue as teachers. In the current study, we used interpretive phenomenological approach to examine 12 PSTs’ experiences of the provision of support system during international teaching practicum (ITP). We collected data for this study using in-depth phenomenological interviews and reflective journals. The positive experiences and …
Key Stakeholders’ Lived Experiences While Implementing An Aligned Curriculum: A Phenomenological Study, Pedro P. Aguas
Key Stakeholders’ Lived Experiences While Implementing An Aligned Curriculum: A Phenomenological Study, Pedro P. Aguas
The Qualitative Report
Furthering innovation in English as a foreign language curriculum has been a concern for the Colombian educational system for many years. Nevertheless, the major attempts at the national level continue to fail. Through this phenomenological study of 12 participants at a an urban public school in grades 6-12 I attempted to answer the phenomenological question, “What were the lived experiences of key stakeholders involved in implementing an aligned curriculum at an urban public school in a northern city in Colombia, South America? “The theoretical framework that guides this study included innovation, the theory of policy attribution, and the learner-centered philosophy. …
A Phenomenological Study Of Filipino Immigrant Teachers In South Texas, Olivia Panganiban Modesto
A Phenomenological Study Of Filipino Immigrant Teachers In South Texas, Olivia Panganiban Modesto
The Qualitative Report
This study explored the meanings held by Filipino immigrant teachers of their experiences as public school teachers in South Texas. A hermeneutic phenomenological approach was used in interviewing seven Filipino immigrant teachers who taught various subjects and grade levels. This qualitative method was useful in understanding subjective experiences, forming insights about individuals’ motivations and actions. The research question asked was: What does it mean to be a Filipino immigrant teacher in a public school in South Texas? After a careful inductive analysis of data collected, it was apparent that they viewed their experiences as an opportunity, challenge, and growth. The …
Life Is Like A Box Of Derwents - An Autoethnography Colouring In The Life Of Child Sexual Abuse, Karen D. Barley Ms
Life Is Like A Box Of Derwents - An Autoethnography Colouring In The Life Of Child Sexual Abuse, Karen D. Barley Ms
The Qualitative Report
This autoethnographic study contains vignettes from my life of unrelated but interconnected experiences of sexual abuse which profoundly impacted my life through moments of epiphanous transformation. I am using my voice as the researcher and researched to write authentically and evocatively as a way of truth telling about a difficult subject. This autoethnography invites you to walk in the shoes of myself as the storyteller and for that reason the vignettes are deliberately provocative and expose aspects of my life that have previously been hidden. The vignettes weave together stories that have had a profound impact on me which eventually …
Pursuing A Dream: The Lived Experiences Of Early Leavers And Their Return To Alternative High School, Patrick Morrissette
Pursuing A Dream: The Lived Experiences Of Early Leavers And Their Return To Alternative High School, Patrick Morrissette
The Qualitative Report
This article describes a phenomenological study that explored the experiences of early leavers who chose to return to high school in order to pursue their diploma. Eighteen students, including males and females, participated in individual tape recorded interviews, during which they described their experiences, yielding written protocols that were thematically analyzed. Results from this study revealed seven prominent themes that included the following (a) facing reality, (b) launching process, (c) determination, (d) overcoming barriers, (e) supportive influences, (f) proving self, and (g) learning context. Findings and implications for educators and future research are included.
The Chameleon Characteristics: A Phenomenological Study Of Instructional Designer, Faculty, And Administrator Perceptions Of Collaborative Instructional Design Environments, Papia Bawa, Sunnie Watson
The Chameleon Characteristics: A Phenomenological Study Of Instructional Designer, Faculty, And Administrator Perceptions Of Collaborative Instructional Design Environments, Papia Bawa, Sunnie Watson
The Qualitative Report
While several professionals, organizations and departments may be a part of the instructional designing process usually faculty, instructional designers, and administrators are key stakeholders and collaborators. Although there are some studies related to the process of instructional designing, there is little by way of research that has investigated the stakeholders’ perceptions of the key characteristics of effective collaboration within instructional designing projects. Thus, there is a gap in our understanding of the phenomenon of instructional designing project collaboration. This hermeneutic phenomenological study seeks to add to the literature by sharing the perceptions of seven stakeholders in different roles, who have …
How Do Former Undergraduate Mentors Evaluate Their Mentoring Experience 3-Years Post-Mentoring: A Phenomenological Study, Kari L. Nelson, Christine E. Cutucache
How Do Former Undergraduate Mentors Evaluate Their Mentoring Experience 3-Years Post-Mentoring: A Phenomenological Study, Kari L. Nelson, Christine E. Cutucache
The Qualitative Report
This phenomenological study involves a unique, longitudinal assessment of the lived experiences of former undergraduate mentors (n=7) in light of their current experiences (i.e., career or advanced schooling). The objective of a phenomenological study is to engage in in-depth probing of a representative number of participants. Specifically, we followed up with graduates of the Nebraska STEM 4U (NE STEM 4U) intervention 3 years post-program, with the overall goal of describing the mentors’ experiences using the lens of their current experiences. This type of longitudinal perspective of mentoring is greatly lacking in the current literature. At the time of the interviews, …