AN EXPLORATORY CONSTRUCTIVIST GROUNDED THEORY STUDY: HOW SECONDARY SCHOOL SCIENCE TEACHERS INTERPRET STUDENTS’ SCIENTIFIC MODELS THAT ARE COMPRISED OF DRAWING ACTIVITIES

Extant literature lacks an explanation of the thought processes used by secondary school science teachers to interpret students’ scientific models that are comprised of drawing activities. In this exploratory study, a constructivist grounded theory (CGT) was developed to generate an interpretive understanding. The CGT was generated from observations, interviews, and document analyses of five research participants consisting of secondary school science teachers from lower New York State. To generate a CGT, concepts, terms, assumptions, and definitions from selected theories—decolonizing methodologies theory (DMT), visual semiotic theory (VST), and cultural studies theory (CST)—collectively provided a fresh onto-epistemological lens for initially examining and bringing transparency to the invisible influences on the intangible thought processes of science teachers when they interpret students’ scientific models. At the end of the study, a CGT was developed which is expressed as nine assertions, a diagrammatic display/axial coding paradigm, and an explanation consisting of found poetry developed from the research findings. Using reflective and reflexive analytical memos, this study revealed that the thoughts of secondary school science teachers consist of five themes: (1) direction or rules, (2) forms of communication, (3) creations (4) interpretation or understanding, and (5) problem-solving heuristics during students’ struggle. In addition, the theory illustrated that in the context of lower New York State, science disciplinary culture works by crossing borders (Aikenhead & Elliott, 2010; Carter, 2011; New York State Education Department, 2019a; Rasheed, 2001, 2006; Snively & Corsiglia, 2001) between Western cultural thoughts and non-Western/Indigenous cultural thoughts. This study will benefit both stakeholders and scholars. For stakeholders, this study offers a substantive theory for understanding the assessment practices of science teachers. For scholars, this study provides a CGT that integrates theories/subdisciplines that are epistemologically distant/close and generates ongoing research. In particular, the theory provides scholars with findings that can be used to subsequently conduct a quantitative study, whereby a culturally sensitive survey instrument can be generated and validated

Exploring the inclusion of college students with intellectual and/or developmental disabilities (IDD) in recreation and sports through the lens of organizational level stakeholders

Participation in recreation and sports can produce physical and social health benefits for all college students and can open pathways to inclusion for individuals with intellectual and/or developmental disabilities (IDD). Given that individuals with IDD continually experience exclusion, segregation, physical and social inactivity, it is possible that college students with IDD also experience low levels of inclusion in campus recreation and sports. Despite the growing number of college students with IDD on over 260 college campuses across the United States, there is a dearth of literature exploring their inclusion within campus recreation and sports. This dissertation explored the main research question of examining how organizational culture of campus recreation and sports departments and inclusive postsecondary education (IPSE) programs support and inhibit the inclusion of college students with IDD. Through an exploration of the organizational culture of IPSE programs, this dissertation also explored the placement of IPSE programs on an academic-specific continuum and broader continuum of inclusion. Two theoretical frameworks were used to view the research questions: the social model of disability and Tierney’s individual institutional culture framework. A constructivist qualitative case study design, which was instrumental and collective, was used with two universities in the Eastern Time Zone and one university in the Central Time Zone of the United States. A Qualtrics survey and site visit were conducted with each IPSE program, and a document review and individual interviews with administrative and frontline staff were conducted with each recreation and sports department. An iterative and comparative process of analysis was utilized and included the use of poetic analysis. This study revealed specific components of the IPSE programs’ organizational culture that supported inclusion: (a) foundational belief in the dignity of risk, (b) absence of a sense of fear, (c) lower levels of structure, (d) supports that are individualized and person-centered, and (e) absence of specialized, segregated programming that is provided by the IPSE program. These components fall within Tierney’s essential concepts of informal mission, strategy, environment, and information. This study also revealed components of the recreation and sports departments’ organizational culture that impacted inclusion: (a) an innate sense of fear in serving students with IDD, (b) tendencies to follow the lead of the respective IPSE program, (c) influenced views of the “best” programming for students with IDD, (d) leadership style and decision-making strategy, and (e) whether or not students with IDD are viewed as university students. Additionally, while the formal mission of a recreation and sports department is an important component of the department’s organizational culture, the formal mission does not have much of an impact on the inclusion of students with IDD, due to the legal and social pressures that motivate the use of language that broadly speaks to inclusion. These components fall within Tierney’s essential concepts of formal mission, informal mission, strategy, leadership, information, and socialization. Students with IDD are a rapidly growing population on college campuses nationwide, and there is a critical need to assess and examine the inclusion of these students within campus life at large. Additional research with IPSE programs that examines inclusion of students with IDD beyond the academic-specific continuum of inclusion is needed and the broader continuum of inclusion should be considered. It is also recommended for the organizational culture of various departments on campus to be explored using Tierney’s individual institutional culture framework

Soli Deo Gloria: A Doxological Hermeneutic of Mission in Emerging Ministries in the Evangelical Lutheran Church in America

This research project is a grounded theory, ethnographic study of emerging ministries in the Evangelical Lutheran Church in America (ELCA). Twenty emerging ministries were selected from within the ELCA. Six of those sites were the subjects of indepth site visits by a research team. Eleven additional sites were the subjects of partial site visits and interviews. The data-gathering phase of the research concluded with a consultation with thirty emerging leaders held at Luther Seminary. Four sensitizing concepts were used as lenses in data gathering: Lutheran, emerging, missional, and doxological hermeneutics. Leadership in emerging ministries and emerging ministries as contextual and indigenous developed as themes in the research. The sociological concept of transculturation as deculturation and neoculturation emerged in support of a grounded theory that transculturation provides a way forward for the ELCA to glorify God through diversity among and within its congregations and ministries. The research question, “How is God glorified in emerging ministries in the Evangelical Lutheran Church in America (ELCA) and in the lives of their people?” developed from the perspective of a doxological hermeneutic of mission. Mission shapes and is shaped by the praying and believing of the church: lex orandi, lex credendi, lex movendi. A doxological hermeneutic of mission is Spirit led, perichoretically discerned, publicly realized, theoretically informed, and biblically/theologically/confessionally framed—soli Deo gloria! And finally, doxology is perichoretic play

Representasi Pariwisata Budaya Madura dalam Puisi Sastrawan Madura dan Relevansinya sebagai Materi Pembelajaran Sastra di Era Merdeka Belajar

Literature is a replica of life and culture. Therefore, literary learning should be directed in a more creative, innovative, free and fun way, so that students will not be bored and the noble values ​​in literature can be felt directly by students. The purpose of this study is to describe Madura cultural tourism contained in the poetry of Madurese writers and their relevance as literary learning materials in the era of independent learning. The method used in this study is a qualitative descriptive method with a tourism literary theory approach. Data and data sources, the data are in the form of sentence excerpts that represent Madura cultural tourism, while the data sources for this research come from a collection of poetry by Madurese writers. The instrument used for data collection in this study was the researcher himself. The data collection technique in this study was carried out by the note-taking method. To analyze the data, the researcher used the Milles & Huberman model by modifying it as needed. The results showed that there were 14 books of poetry collections of Madurese writers with the theme of Madura cultural tourism, consisting of 69 poetry titles, 121 data were found, with details of 105 data representing Madura traditional tourism and 16 data representing Madura art tourism. Poems written by Madurese writers are relevant if they are used as material for literary learning in the era of independent learning.Sastra adalah replika kehidupan dan kebudayaan. Oleh karena itu, pembelajaran sastra baiknya diarahkan dengan cara yang lebih kreatif, inovatif, bebas dan menyenangkan, dengan begitu perserta didik tidak akan jenuh dan nilai-nilai luhur dalam sastra dapat dirasakan secara langsung oleh peserta didik. Tujuan penelitian ini, yaitu mendeskripsikan pariwisata budaya Madura yang terdapat dalam puisi sastrawan Madura dan relavansinya sebagai materi pembelajaran sastra di era merdeka belajar. Metode yang digunakan dalam penelitian ini, yaitu metode deskriptif kualitatif dengan pendekatan teori sastra pariwisata. Data dan sumber data, data berupa kutipan kalimat yang merepresentasikan pariwisata budaya Madura, adapun sumber data penelitian ini bersumber dari buku kumpulan puisi sastrawan Madura. Instrumen yang digunakan untuk pengumpulan data dalam penelitian ini adalah peneliti sendiri. Teknik pengumpulan data dalam penelitian ini dilakukan dengan metode simak catat. Untuk menganalisis data, peneliti menggunakan model Milles & Huberman dengan memodifikasi sesuai kebutuhan. Hasil penelitian menunjukkan ada 14 buku buku kumpulan puisi sastrawan Madura yang bertema pariwisata budaya Madura, terdiri dari 69 judul puisi, ditemukan 121 data, dengan rincian 105 data merepresentasikan pariwisata adat Madura dan 16 data merepresentasikan pariwisata seni Madura. Puisi-puisi yang ditulis oleh sastrawan Madura relevan jika dijadikan sebagai meteri pembelajaran sastra di era merdeka belajar

It takes a lot out of you : ethnography of secondary English teachers\u27 writing pedagogy

This study was conducted in two case-study teachers’ public middle school classrooms in south Louisiana and a survey in three public school districts. A qualitative research focus with the research design taken from work of Michael Patton’s (2002) Qualitative Research Evaluation Methods and James Spradley and David McCurdy’s (1975) Anthropology: The Cultural Perspective. The survey was developed from the work of Tourangeau, Rips, and Rasinski’s (2002) The Psychology of Survey Responses. The researcher assumed the role of participant observer for three months which resulted in two themes: first, traditional teaching methods in the teaching of writing, and secondly, teacher perceptions influence writing (composing) choices. Findings include the teachers’ modification of the Writing Process (Emig, 1971) omitting social learning aspects, pervasiveness of formula writing, teachers’ desire for professional development in the teaching of writing, and finally, teachers’ may interpret the Writing Process as writing instruction

Konseling individu melalui metafora terapeutik video puisi untuk menstabilkan emosi akibat perceraian orangtua pada Siswa SMAN 6 Pontianak

This research aims to determine the effectiveness of individual counseling using the therapeutic metaphor of poetry videos to increase the meaningfulness of life due to parental divorce in students. The specific target to be achieved in this research is to dig deeper into the workings of individual counseling services with poetry videos through appropriate individual counseling steps so that their effectiveness can be seen. To measure the increased meaning of life due to parental divorce in students, emotional stability instruments were used both before and after treatment. This research uses an experimental design with a pretest posttest group design. The instrument given to the sample was an instrument developed by the author himself. In this design there is one group selected by purposive sampling. Based on data analysis, the average pretest value was 101.25 and after being treated, the posttest value was 57.8 with a Wilcoxon signed-rank test Z value of 118.25, with a p value of 0.006, which means the p value is smaller than 0.05. So it can be concluded that Ha was accepted and Ho was rejected, which means individual counseling through the therapeutic metaphor of poetry videos is effective for stabilizing emotions due to parental divorce

Civil Society Organisations, the Devolution Agenda and the Quest for Gender Sensitive Social Service Delivery in Bindura District

The study endeavoured to examine the contributions of Civil Society Organisations (CSOs) in promoting gender-sensitive social services in the context of a devolved governance system in Zimbabwe. The study used Bindura District as a case study. The study used qualitative methodology and a case study to examine the strategies being used by the CSOs. A total of 54 participants participated in the study and the sample represented a cross-section of CSOs, local council representatives, central government representatives and ordinary citizens. Data were collected using interviews and Focus Group Discussions (FGDs). Key findings were that the CSOs are doing a lot through advocacy and lobbying to raise awareness of the need for gender-sensitive social services and to use the opportunities presented by devolution. The other finding was that the CSOs have been using a collaborative than confrontational approach and this has tended to enhance cooperation with key government stakeholders. The study also found out that the initiatives have been hamstrung by the polarised political environment prevailing in the country and that the sustainability of the campaigns is likely to be affected by lack of long term funding. The study concluded that the work of CSOs in Bindura District has illuminated the need for service accountability and more importantly gender-sensitive social services in local councils. The study recommended the need for policies providing gender-sensitive local governance indicators so that it becomes easy to track the performance of councils

Negotiating the Messiness of Teaching Linguistic Justice Online: Reflections of Multilingual Writing Instructors During COVID

This qualitative phenomenological study explores how multilingual writing instructors define linguistic justice and how they incorporate linguistic justice in their online teaching during the COVID-19 pandemic. The global health crisis officially declared in March 2020, pushed educators around the world to become online instructors overnight. This rapid move to an online environment magnified technology, language, race, and socioeconomic inequalities. In higher education, online environments are prone to linguistic inequalities and linguistic racism. For decades, scholars in the field of composition have argued that in order to dismantle elitist monolingual ideologies, writing instructors, multilingual and monolingual alike, should investigate their own positions and pedagogical practices regarding language (teaching) practices. Thus, through the use of reflexivity, the authors served as researcher-participants and collected four different sources of data. The findings demonstrate that while the authors implement linguistic justice in their courses, their translinguistic histories impact their pedagogies differently. Furthermore, the data suggest that reflexivity prompts them to monitor their own attitudes, ideas, and actions by putting them on pause and allowing them to become uncomfortable – even frightened at times – about their experiences at the intersection of teaching and practicing linguistic justice. An implication of this study is that through reflexive interactions, practitioners can begin to make sense of their nuanced positionalities and become more transparent about their teaching roles and responsibilities as well as their identities in other areas of life in relation to linguistic justice

A Framework for Justice-Centering Relationships and Understanding Impact in Higher Education Community Engagement

Community engagement in higher education has been promoted as critical to fulfilling higher education’s responsibility to the public good through teaching, learning, and knowledge generation. Reciprocity and mutual benefit are key principles of community engagement that connote a two-way exchange of knowledge and shared power and decision making. However, it is not clear, from existing literature, whether community engagement impacts communities in meaningful or positive ways. The problem addressed through this study was how campus-community partnership stakeholders define impact. This was a study of how impact was determined; it was not an assessment of whether identified outcomes were achieved. Using grounded theory, the ways community and campus partners defined, measured, and understood community impact in a diverse set of campus-community partnership initiatives at two U.S. Jesuit universities were explored, placing priority on community voice and knowledges. Relationships as facilitators of impact and as impacts in and of themselves emerged as central themes. The ideal impact described by many community partners was a transformed relationship between higher education and the community, such that colleges and universities recognized their place, roles, and responsibilities as part of the community rather than apart from it. Themes from the data led to the development of the Justice-Centering Relationships Framework. The framework includes two distinct paradigms for understanding community impact in higher education community engagement – Plug-and-Play and Justice-Centering Relationships – that are bridged by a Reframing process. A critical difference between the paradigms is the relationship between campus and community. In the Plug-and-Play paradigm, campus-community partnerships function as individual units/phenomena. Impact is focused on, defined as, and limited by individual behaviors and commitments and short-term, quantifiable outputs. Within this paradigm, the university acts as separate from the community. In the Justice-Centering Relationships paradigm, campus-community partnerships are understood as part of a broader institutional commitment and collective effort. Impacts are longer-term and defined as ever evolving relationships that contribute to institutional and social change. Within this paradigm, the university recognizes its position as part of the community. Through the Reframing process, community-engagement stakeholders dismantle institutional structures and policies that perpetuate injustice to create the conditions for justice-centering relationships