Ethnography inquiry and teacher education. The use of diaries for the comprehension of educational practice

We present in this communication a work of inquiry carried our using the diaries of students participating an educational experience in a primary school. Along a semester, a group of 10 students was workomg with a community learning project. These students were engaged with a teacher training experience which is being developed in the Education College at the University of Málaga. In this experience some teacher students attended two subjects of his education as collaborators in this school. His experience was collected systematically in field diaries in which they reflected their everyday experience in the school, as well as his insights, assessments, feelings, etc. These diaries become into the working material to study the school functioning and their experience. For that reason, working meetings were held with teachers of their subjects at the university. Collaboratively, diaries were analyzed, categorized and interpreted in an attempt to understand the school practice, and thus, progress their training process.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

The Diary of Colonel Israel Angell Commanding Officer, 2nd Rhode Island Regiment, Continental Army

This document includes the full text of Colonel Israel Angell\u27s Diaries compiled by Edward Field and published in 1899. It also includes the text of three manuscript diaries from the collections of the Massachusetts Historical Society in Boston, Massachusetts. These diaries were transcribed and digitized by Norman Desmarais and inserted in their proper location in Field\u27s text. The diaries are organized here by the year of coverage rather than by the individual manuscripts as in Field\u27s book. The five chronological sections of this combined text are also available as individual downloads in the supplemental materials section of this page

USING DIARIES TO IMPROVE ENGLISH WRITING SKILL FOR THE THIRD YEAR STUDENTS OF SMPN 1 LAMONGAN

English is an International language that has important role in the world of knowledge and it is used for communication. In Indonesia, English belongs to a foreign language and it is taught from elementary school to university. In language teaching process, writing is a subject which gets least attention from the teacher and the learner. Whereas, writing, especially in English, is an important subject to master. To solve that problem, one of the efforts which can be done is through writing diaries. This study investigated can diaries be used to improve the students’ writing skill for the third year students of SMPN 1 Lamongan and how effective can the diaries improve the students’ writing skill for the third year students of SMPN 1 Lamongan. The purpose of this study was to find the answer whether the use of diaries can improve the students’ skill or not and to describe how effective the diaries can improve the students’ writing skills for the third year students of SMPN 1 Lamongan. In conducting the study, the writer employed a quasi-experimental design. The subject of this study was one class which consists of 44 students. The instruments used to collect the data were pretest and posttest, then the scores were calculated by using t-test formula. The result of this study showed that there was a significant different between the scores of pretest and posttest. Besides, the result of the calculation of t-test showed that the pretest and posttest already make a significant progress. It means that the end of the study the both tests were significantly different. So, it can be concluded that the diaries can be used to improve the students’ skills in writing and effective to be used to improve the students’ skills in writing

Longitudinal falls data in Parkinson’s disease: feasibility of fall diaries and effect of attrition

Background: Identifying causes of falls for people with Parkinson’s disease has met with limited success. Prospective falls measurement using the “gold standard” approach is challenging. This paper examines the process and outcomes associated with longitudinal falls reporting in this population. Methods: Participants were recruited from ICICLE-GAIT (a collaborative study with ICICLE-PD; an incident cohort study). Monthly falls diaries were examined over 48 months for accuracy of data and rate of attrition. To further inform analysis, characteristics of participants with 36-month completed diaries were compared with those who did not complete diaries. Results: One hundred and twenty-one participants were included at baseline. By 12 months, falls diary data had reduced to 107 participants; to 81 participants by 36 months; and to 59 participants by 48 months. Key reasons for diary attrition were withdrawal from ICICLE-gait (n = 16) (13.2%), and noncompliance (n = 11) (9.1%). The only significant difference between the completed and non-completed diary groups was age at 36 months, with older participants being more likely to send in diaries. Conclusions: Prospective falls data is feasible to collect over the long term. Attrition rates are high; however, participants retained in the study are overall representative of the total falls diary cohort

In the eye of the storm: preliminary evidence on the use of online learning diaries

The surprising lack of pressure and speed in the centre of the vortex of a storm are in stark contrast to the force and destruction often experienced at its periphery. Many spectators watching a developing storm will be caught between fear and a desire to escape. The metaphor of a storm has been applied here to the emotions experienced by many students enrolling in online learning courses. Not only do the requirements of studying online collide with personal and professional commitments, the experience of learning online (often in groups) results in many students feeling displaced, scared or out of control. Learning diaries, especially in an online environment, present students with an opportunity to reach the centre of the vortex, though this may not be as quiet and safe as we may have presumed. This paper reports on students’ reflections in their learning diaries as a prescriptive part of the Professional Certificate in Management offered by the Open University. The research focused on the unstructured learning diary entries of 12 students from one tutor group over an 18 day period of a short compulsory online course. This phenomenographic study used grounded theory as methodology to analyse and describe students’ use of their learning diaries. The research found ample evidence that online learning diaries provide students with a safe space to reflect on the vortex around them. Without a quiet and reflective centre, students may be overwhelmed by the wider forces impacting on them. Students’ postings provided rich descriptions of the vortex of studying online and the function of having a centre to which to withdraw. There is, however, also evidence that posting reflections in learning diaries can itself be a dislocating and uncomfortable experience for some learners, while others question its usefulness. The work provides practical and useful information for managers of online learning experiences, instructional designers and curriculum developer

Diaries or questionnaires for collecting self-reported healthcare utilisation and patient cost data? CHERE Project Report No 20

The literature comparing diaries and questionnaires was reviewed in order to identify the most appropriate method of collecting patient self-reported data, on health service utilisation and out-ofpocket costs, for a longitudinal study. Nine published studies met the review inclusion criteria; four compared the diary method with a self-completed questionnaire and five with an interviewer administered questionnaire. None of the eligible studies measured patient costs, and only two measured some aspects of health service utilisation. Most of the studies reported higher response rates for questionnaires than for diaries, and there was some evidence of selection bias. There was a tendency to report more symptoms, symptom intensity or health care utilisation by questionnaires compared to diaries, and compared to physician reports (included in only two studies). The review provides some information about the two approaches for collecting self-reported data, but does not provide sufficient evidence to favour either approach.diaries, health care utilisation

Measuring physical activity using accelerometry in 13-15-year-old adolescents : the importance of including non-wear activities

Objective: The present study aimed to examine the impact of non-wear activities registered in diaries when using accelerometers to assess physical activity (PA) in young adolescents. Design: Data arise from a large-scale cross-sectional study on PA. PA was objectively assessed using Actigraph (TM) accelerometers (Actigraph MTI, Manufacturing Technology Inc., Pensacola, FL, USA) during seven consecutive days. Non-wear time activity diaries were provided to register the activities for which the accelerometer was removed. After correction to deal with over-reporting, the registered minutes of PA were used to replace periods of non-wear time measured by the accelerometer. Setting: Between October 2008 and May 2009 adolescents were recruited by home visits in Ghent (Belgium). Subjects: Young adolescents (n 513; 48.6% boys) aged 13 to 15 years. Results: Of the total sample, 49.9% registered at least one activity of moderate to vigorous intensity in the non-wear time activity diary. More adolescents registered an activity performed on a weekday than on a weekend day and the registered mean number of minutes of moderate to vigorous PA were higher on weekend days. Repeated-measures (M) ANOVA tests revealed a significant difference between the mean minutes with and without non-wear activities for all PA intensities, regardless of adolescents' socio-economic status or gender. More adolescents achieved the PA recommendations after inclusion of the non-wear activities irrespective of accelerometer thresholds used. Conclusions: The collection of information regarding non-wear time by non-wear time activity diaries when using accelerometers in 13-15-year-old adolescents can lead to different PA outcomes at the individual level and therefore can improve the ability to accurately measure PA

Lessons from a Professor

Over the course of two decades, Katherine Kernberger, professor of English, enlisted the help of 17 students to assist in the project to translate the diaries of Marie Bashkirtseff. Years later, the research experiences continue to influence their lives and careers