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Articles 1 - 5 of 5
Full-Text Articles in Education
Strategies For Educators To Teach Mixed Methods Research: A Discussion, Ahtisham Younas, Angela Durante Dr., Sergi Fàbregues Feijóo Dr., Elsa Lucia Escalante-Barrios
Strategies For Educators To Teach Mixed Methods Research: A Discussion, Ahtisham Younas, Angela Durante Dr., Sergi Fàbregues Feijóo Dr., Elsa Lucia Escalante-Barrios
The Qualitative Report
Mixed methods research has become increasingly popular in multiple disciplines. Teaching mixed methods is critical to prepare students for using and evaluating the quality of published mixed methods research to inform practice. However, there is limited knowledge about instructional and pedagogical approaches to teaching mixed methods. The purpose of this paper is to outline strategies for educators on how to effectively teach mixed methods research. Teaching mixed methods requires educators to use multifaceted teaching and learning strategies targeting reflective, experiential, collaborative, and inquiry-based learning domains. Including case studies, games, and critical appraisal exercises can result in a more engaging and …
I Didn’T See It Coming: Navigating An Uncomfortable Episode During Doctoral Research Fieldwork, Narina A. Samah
I Didn’T See It Coming: Navigating An Uncomfortable Episode During Doctoral Research Fieldwork, Narina A. Samah
The Qualitative Report
In this article, I revisit my experiences during my doctoral fieldwork from the lens of a novice qualitative researcher. Initially embracing the role of narrative inquirer, I was in the midst of navigating my inquisitive journey by re-examining my personal practical knowledge as a means to confront my puzzle of practice. Six months of fieldwork allowed me to re-experience my classroom teaching practice through a pair of new eyes. As my research was ending, events took an unexpected turn, leading to the delicate issue of female teacher/lecturer-student relationships during research fieldwork and the dilemma of deciding whether to include or …
Teaching And Learning Visual And Arts-Based Inquiry: Collaborative Visions And Possibilities In Graduate Education, Lucy E. Bailey, Stacie Warner, Erin E. Davis, Lindsay Myers, Joshua K. Taylor, Andreya Williams
Teaching And Learning Visual And Arts-Based Inquiry: Collaborative Visions And Possibilities In Graduate Education, Lucy E. Bailey, Stacie Warner, Erin E. Davis, Lindsay Myers, Joshua K. Taylor, Andreya Williams
The Qualitative Report
This paper describes a doctoral seminar in visual and arts-based inquiry (V/ABR) to champion the generativity of such approaches for advancing doctoral research. We first describe the social and institutional context of the course and its design to situate the projects and the need for creating institutional spaces to amplify creative inquiry approaches in doctoral education. Then, five researchers reflect on their research approaches, including comics, collaging, critical visual analysis, a virtual walkography, and photo-elicitation. The projects focused on contemporary issues including researcher identity, racial justice, mothering crises, and Christian summer camps, collectively underscoring the productivity of V/ABR inquiry for …
Barriers And Facilitators To Enhance Interprofessional Education For Rehabilitation Science Graduate Students, Mary A. Riopel, Kimberly Wynarczuk, Taylor Grube
Barriers And Facilitators To Enhance Interprofessional Education For Rehabilitation Science Graduate Students, Mary A. Riopel, Kimberly Wynarczuk, Taylor Grube
The Qualitative Report
Interprofessional education (IPE) aims to develop healthcare practitioners who work effectively in teams, demonstrate strong communication skills, respect others, and have a working knowledge of the roles and responsibilities of other professionals. Of identified research to date, it is unclear what students perceive as important for effective IPE delivery and learning. The purpose of this study was to identify graduate students' perceptions of facilitators and barriers to learning interprofessional practice using phenomenology. Three semi-structured focus groups were conducted including athletic training, occupational therapy, or speech-language pathology students and the transcripts were analyzed using thematic analysis. Four themes emerged about IPE …
Teaching-Learning Patchwork Technique: Proposed Active Methodology Applied To Doctoral Education, Jonimar Silva Souza, Aloir Pedruzzi Junior, Queila Regina Sousa Matitz, Natália Rese
Teaching-Learning Patchwork Technique: Proposed Active Methodology Applied To Doctoral Education, Jonimar Silva Souza, Aloir Pedruzzi Junior, Queila Regina Sousa Matitz, Natália Rese
The Qualitative Report
The didactic-pedagogical innovation at the stricto sensu level can be the differential for a program to train qualified professionals for today's demands. Within this perspective, the study seeks to reflect on the application process and impacts of a teaching strategy based on the Teaching-Learning Patchwork Technique (TLPT) active methodology in a doctoral business administration course. Using duoethnography, the research was carried out with a teacher and two students, generating reflections of different visions about the same object, which provided a greater understanding of the phenomena experienced. The results support that TLPT promotes educational innovation from the promotion of teaching worked …