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Going Beyond Defining: Preschool Educators' Use Of Knowledge In Their Pedagogical Reasoning About Vocabulary Instruction, Julie Dwyer, Rachel E. Schachter
Going Beyond Defining: Preschool Educators' Use Of Knowledge In Their Pedagogical Reasoning About Vocabulary Instruction, Julie Dwyer, Rachel E. Schachter
Department of Child, Youth, and Family Studies: Faculty Publications
Previous research investigating both the knowledge of early childhood educators and the support for vocabulary development present in early childhood settings has indicated that both educator knowledge and enacted practice are less than optimal, which has grave implications for children's early vocabulary learning and later reading achievement. Further, the nature of the relationship between educators' knowledge and practice is unclear, making it difficult to discern the best path towards improved knowledge, practice, and children's vocabulary outcomes. The purpose of the present study was to add to the existing literature by using stimulated recall interviews and a grounded approach to examine …
Demystifying Qualitative Data Analysis For Novice Qualitative Researchers, Neringa Kalpokaite, Ivana Radivojevic
Demystifying Qualitative Data Analysis For Novice Qualitative Researchers, Neringa Kalpokaite, Ivana Radivojevic
The Qualitative Report
Qualitative research is a rich and diverse discipline, yet novice qualitative researchers may struggle in discerning how to approach their qualitative data analysis among the plethora of possibilities. This paper presents a foundational model that facilitates a comprehensive yet manageable approach to qualitative data analysis, and it can be applied within an array of qualitative methodologies. Based on an exhaustive review of expert qualitative methodologists, along with our own experience of teaching qualitative research, this model synthesises commonly-used analytic strategies and methods that are likewise applicable to novice qualitative researchers. This foundational model consists of four iterative cycles: The Inspection …
Spark: Why I Wrote A Novel Designed To Teach The Research Process, Patricia Leavy
Spark: Why I Wrote A Novel Designed To Teach The Research Process, Patricia Leavy
The Qualitative Report
I’m a sociologist specializing in research methodology. I’m also a novelist. When my latest novel, Spark, was released, people remarked that it seemed inevitable for me to combine my two passions. I agree. In some ways this is probably always where my work was heading, although it necessarily took a long time to get here. I’d like to share why as a scholar I turned to fiction, the inspiration for Spark, and my hopes for the book.
Understanding The Relationship Between Gender And Self-Efficacy In Northeast Texas Public Schools, Abbie Strunc Ph.D., Kimberly Murray Ph.D.
Understanding The Relationship Between Gender And Self-Efficacy In Northeast Texas Public Schools, Abbie Strunc Ph.D., Kimberly Murray Ph.D.
Journal of Human Services: Training, Research, and Practice
Using a sample of 147 K-12 teachers in Northeast Texas, the authors examine the importance of gender for teachers, and if gender impacts his or her own feelings of self-efficacy, while controlling for demographic variables. Findings enhance scholars’ understanding of how men and women view themselves and their perceptions of their own self-efficacy in education. This research also merges the literature in education and sociology, providing an example of how interdisciplinary research can improve our understandings of social problems found within educational institutions.
"They Were There For People Who Needed Them": Student Attitudes Toward The Use Of Trigger Warnings In Victimology Classrooms, Alison C. Cares, Cortney A. Franklin, Bonnie S. Fisher, Lisa Growette Bostaph
"They Were There For People Who Needed Them": Student Attitudes Toward The Use Of Trigger Warnings In Victimology Classrooms, Alison C. Cares, Cortney A. Franklin, Bonnie S. Fisher, Lisa Growette Bostaph
Sociology and Criminology Department Faculty Works
Over the last five years, vigorous debate has been waged about the purpose, use, and impact of trigger warnings in courses offered at institutions of higher education. This debate has been largely uninformed by research findings. This study fills this gap using quantitative and qualitative data collected via surveys in a large undergraduate victimology course to explore student attitudes toward trigger warnings. Findings revealed considerable, but nuanced support for trigger warning use in victimology courses. Support does not appear to differ between crime victims and non-victims; support is higher among females than males. These findings underscore that universal decisions mandating …
Debate For Civic Learning, S Bodnar-Deren, E Coston, D Mthethwa, L.E. Pelco, E Peron, M Pyles, T Swecker
Debate For Civic Learning, S Bodnar-Deren, E Coston, D Mthethwa, L.E. Pelco, E Peron, M Pyles, T Swecker
Division of Community Engagement Resources
No abstract provided.
Pensamiento Crítico Y Escritura: Un Análisis Documental En El Contexto Educativo Latinoamericano, Diana Rocío Debia Mendieta, Herimey Hennessey Ramírez, Andrea Mesa Mojica, Lina Paola Quete Alarcón
Pensamiento Crítico Y Escritura: Un Análisis Documental En El Contexto Educativo Latinoamericano, Diana Rocío Debia Mendieta, Herimey Hennessey Ramírez, Andrea Mesa Mojica, Lina Paola Quete Alarcón
Licenciatura en Español y Lenguas Extranjeras
Este artículo recoge los hallazgos de una investigación que surge al interior del Semillero AGLAIA y se constituye en un aporte a la consolidación de un estado del arte del estudio denominado Sistematización de experiencias de formación docente en programas y escenarios educativos orientados hacia el desarrollo de pensamiento crítico con profesores en formación y en ejercicio, adelantado por un equipo de investigadores del grupo de trabajo de CLACSO de la Facultad de Ciencias de la Educación. En ese marco y teniendo en cuenta la necesidad de indagar sobre las investigaciones ligadas al estudio de la escritura para la formación …