Draw me a picture, tell me a story: Evoking memory and supporting analysis through pre-interview drawing activities

In interviews for interpretive inquiry or interpretive case studies, researchers hope to grasp participants’ perspectives and learn about the nature and meaning of their experiences. There are many challenges or requirements for useful or successful interviews. In this paper we identify important aspects of interviews and examine the helpful contributions of using pre-interview activities. Pre-interview activities were drawings or diagrams that participants completed about the experiences of interest. Participants brought the completed drawings to their interviews and the interviews commenced with presentation and discussion of these visuals. This paper presents four studies that illustrate how the use of pre-interview activities can support participants in identifying central ideas in their experiences. In the interviews, the participants spoke at length about the visual representations they produced and in these reflections they identified central ideas or key themes in the experiences. Some drawings were a source of visual metaphors for discussing the experience and some highlighted whole-part relationships that informed interpretation. The findings contribute to conversations about how to “invite stories” rather than “request reports” from participants, how images other than photographs can serve as evocative and potent visuals to support memory and reflection in interviews, and how researchers can better or more directly access a participant’s meaning.Lors d’entrevues dans le contexte d’enquêtes interprétatives ou d’études de cas interprétatives, les chercheurs espèrent comprendre les perspectives des participants et de se renseigner sur la nature et le sens de leurs expériences. Les entrevues utiles ou réussies impliquent de nombreux défis et plusieurs exigences. Dans cet article, nous identifions certains aspects importants d’entrevues et examinons les contributions utiles des activités pré-entrevues. Les activités pré-entrevues consistaient en des dessins ou des diagrammes complétés par les participants et portant sur des expériences qui les intéressaient. Les participants sont arrivés aux entrevues avec leurs dessins terminés; les entrevues ont débuté par une présentation et une discussion de ces illustrations. Cet article présente quatre études qui illustrent la mesure dans laquelle l’emploi d’activités pré-entrevues peut appuyer les participants dans l’identification des idées qui sont centrales à leurs expériences. Lors des entrevues, les participants ont longuement parlé au sujet des représentations visuelles qu’ils avaient produites; au cours de leurs réflexions, ils ont identifié les idées centrales, ou thèmes clés, de ces expériences. Certains dessins étaient sources de métaphores visuelles servant d’appui à l’expérience; d’autres mettaient l’accent sur les relations partie-tout qui éclairaient leurs interprétations. Les résultats viennent contribuer aux conversations sur la façon d‘inviter les participants à « raconter des histoires » plutôt que de leur « demander des rapports », sur le rôle que peuvent jouer les images (autres que les photos) comme illustrations évocatrices et puissantes qui appuient la mémoire et la réflexion lors d’entrevues, et sur les moyens pour les chercheurs d’avoir un meilleur accès, ou un accès plus directe, au sens que veulent communiquer les participants

The listening skill in Primary Education: a classroom-based experience

In this BA dissertation I picture different ways of dealing with listening in the area of foreign languages in primary education. For this, I have done a literature review focusing on how this skill has been taught since the 18th century. Besides, I have commented on some authors who have contributed greatly to the development of this skill in EFL settings. In order to have a more realistic view of how listening is introduced in the classrooms of primary education, I conducted a research through direct observation in a primary school for a period of three weeks. The analysis of such data lead me to draw some relevant conclusions about the treatment of listening today.Universidad de Granada. Facultad de Ciencias de la Educación. Grado en Educación Primari

move shift

My research investigates choreography that uses the kinesthetic experience of making visual art to inform the way I move, assemble movements, and create atmospheres. One practice that I engage with when intersecting a curiosity for visual art making and dance is to blind contour draw movement that I see. From there, I spend time embellishing what is on the paper to understand the priorities that came to light when transposing an ephemeral movement onto a flat picture plane. I aim to not capture exactly what I saw and instead depict a phenomenological experience of witnessing dance, which feels closer to the totality of what live dance spaces contain. This practice is a rich way for me to research my own aesthetic observations, a unique way of looking at the moving body, and a way of beginning a process of making dance phrases for choreographic research.Ope

Proceedings of the International Symposium on Low Cost Housing Problems Related to Urban Renewal and Development

PREFACE TO SECOND EDITION--We are very happy to have a second printing of the Proceedings of the First International Symposium on Low-Cost Housing Problems Related to Urban Renewal and Development. The rather quick and large demand of this publication proved to us, once more, the importance and timeliness of the concern on the topic of housing technology and production. The contributions from eighteen nations painted a real picture of housing conditions and needs around the world. The fifty-one technical papers included in this volume have been selected intentionally in various aspects of housing to draw a complete and meaningful picture of the topic. This is imperative since a successful housing project cannot be isolated from the social and economic environment. All pertinent factors related to housing should be defined and considered in the planning process. An INTEGRATED SYSTEMS APPROACH is the only means to secure success in any housing project. This will be the theme of the Second International Symposium to be held on April 24-25, 1972. The encouragement and positive comments which were conveyed to me after the conference are the foundations of this second Symposium. The faculty of the Civil Engineering Department and the members of the Extension Division should be cited for their contributions and cooperation for the success of this first Symposium.Rolla, MissouriOktay UralOctober, 197

Construction and evaluation of measures of identification of sound elements in words in kindergarten,

Thesis (M.A.)--Boston Universit

First grade reading materials of high interest level for children from the ages of seven through twelve.

Thesis (Ed.M.)--Boston Universit

An analysis of the relationships between articulation and auditory discrimination in kindergarten children

Thesis (Ed.M.)--Boston Universit

Struggling Students\u27 Use of Representation When Developing Number Sense and Problem Solving Abilities

Through my experience I have found students often rely on concrete or pictorial strategies to solve mathematical problems. These strategies are great to build an understanding in mathematical concepts. However, using these strategies becomes a tedious task when working with multi-digit numbers to solve problems involving mathematical operations. For example, a student who relies on drawing base ten blocks to solve three-digit addition problems may experience fatigue, as this is not the most efficient means to solve problems everyday. Through my experience I have found that these strategies may hinder students\u27 abilities to solve a problem correctly because they focus on their drawing and become overwhelmed with how many blocks they have to draw. Concrete manipulatives allow students opportunities to manipulate concrete objects, which help build a strong foundational understanding of mathematical concepts, such as place value (Wai Lan Chan, Au, & Tang, 2014). When students use their understanding of place value with concrete manipulatives they are able to extend this understanding in their mental math abilities, which will help them abstractly compute problems correctly (Bobis, 2008). If students are able to abstractly solve a problem they would then be able to mentally compute a problem, instead of having to use concrete objects or draw a picture. This would help students be able to focus on what a problem features instead of focusing on drawing a picture. The purpose of this study was to help me understand how my students’ flexible engagement with concrete experiences can help construct flexibility abstractly. Furthermore, I wondered if this flexibility would help improve students’ problem-solving abilities in mathematical experiences. Specifically, the purpose of this project was to determine how third grade students (ages 8-9 years old), identified as struggling, flexibly used their concrete experiences to construct flexible abstract strategies when solving mathematical problems involving addition, subtraction, and estimation. Student flexibility was measured through assessments given that involved story problems and numbers lines. It was also measured by student dialogue (Shumway, 2011; Yang & Wu, 2010), whole class counting routines (Shumway, 2011), and number line tasks (Siegler & Booth, 2004.

The development and evaluation of exercises for meaningful responses in reading in grade two

Research chapter for this study will be found in Ash, Dorothea: "Development and evaluation of silent reading exercises in grade one" Thesis (M.A.)--Boston Universit