7,515 research outputs found

    Using Narrative Research and Portraiture to Inform Design Research

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    Abstract. Employing an interdisciplinary perspective, this paper addresses how narrative research and portraiture- methods originating from, and commonly used in social sciences- can be beneficial for HCI and design research communities. Narrative research takes stories as a basis for data collection and analysis, while portraiture can be used to create written narratives about interview participants. Drawing on this knowledge, we show how a focus on narrative data, and analysis of such data through portraiture, can be adopted for the specific purpose of enhancing design processes. We hope to encourage design and HCI researchers to consider adopting these methods. By drawing on an illustrative example, we show how these methods served to inform design ideas for digital crafting. Based on our experiences, we present guidelines for using narrative research and portraiture for design research, as well as discussing opportunities and strengths, and limitations and risks

    Exploring Successful Partnerships Between Teachers of Students Who Are Deaf or Hard of Hearing and General Education Classroom Teachers

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    The field of deaf education has moved from a direct service model to a primarily indirect service model. This means that teachers of students who are deaf or hard of hearing (TSDHH) increasingly work with school staff as well as with students. However, many TSDHH report feeling unprepared for the consultative aspect of their role, for which training may have been limited during their preparation program. This qualitative study used appreciative inquiry to study what is working in TSDHH and classroom teacher partnerships. Five dyads were selected through a two-step nomination process. The 10 selected teachers (general education classroom teachers and TSDHH) participated in separate semi-structured interviews about their professional partnerships. Joint and separate interviews served as the primary methods of data collection. A portraiture design was utilized to answer the following: What are the perceptions and experiences of teachers of students who are deaf or hard of hearing and general education classroom teachers regarding the consultation process? What are the qualities of successful partnerships between teachers of students who are deaf or hard of hearing and general education classroom teachers? Themes that arose among dyads included flexibility, shared goals, and mutual respect. For classroom teachers, themes included flexibility, a welcoming nature, and “good” teaching. For TSDHH, themes included flexibility, positivity, an ability to read the teacher, and an ability to work the room. Results have implications for teacher preparation and professional development, especially in terms of explicitly teaching consultation models, skills, and processes. Findings are integrated with current research, and suggestions for teacher preparation and professional development are discussed

    The rivers of life: a portraiture study of three black female educational leaders in a large urban school district.

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    This dissertation is a qualitative portraiture study that explores Black female educational leaders’ lived experiences and the way those experiences cultivate knowledge formation. This study uses Black feminist thought as a theoretical framework. Black feminist thought grounds this research study in advancing intellectual traditions, equal educational opportunities, and the ethic of personal accountability. Black feminist thought serves as an ideal theoretical framework to ground this research study because its utility in clarifying the unique way Black female educational leaders translate theory into action (Loder, 2005; Lomotey, 1993; Tillman, 2008; Renix, 2016). The findings of this research study position Black female educational leaders at the nucleus of the knowledge validation process regarding declarations of expertise on implementing relevant pedagogical practices and policies that elevate Black and marginalized students’ lived experiences. Through the creation of portraits, the actors in this research study produce a counternarrative that reflects the journey along the rivers of their lives

    The Construction of Self in an Adult Survivor of Childhood Sexual Abuse

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    Counselors working in a wide array of settings are likely to encounter clients who have significant histories of childhood trauma, including childhood sexual abuse (CSA). The effects of CSA on the adult survivor are complex, and often difficult to resolve. Many trauma theorists have hypothesized that these problems may be mediated by disturbances in the survivor\u27s construction of self. This exploratory, phenomenological study examined the subjective self as it moved through the processes of therapy and recovery from CSA. The data consisted of written material generated over several years of my own therapeutic work, including journals, letters, and poems. The analysis of data revealed significant shifts in elements of the self including the development of a truer and more coherent autobiographical narrative, a greater sense of connection with and ownership of the body, and a stronger sense of both autonomy and the ability to enter and sustain healthy relationships. The purpose of this study was to offer a conceptual bridge between the subjective world of a survivor and the theoretical and clinical perspectives of the practicing counselor and counselor educator. The results revealed one person\u27s strategies for creating a stronger and more integrated self as well as suggestions for future researc

    The Construction of Self in an Adult Survivor of Childhood Sexual Abuse

    Get PDF
    Counselors working in a wide array of settings are likely to encounter clients who have significant histories of childhood trauma, including childhood sexual abuse (CSA). The effects of CSA on the adult survivor are complex, and often difficult to resolve. Many trauma theorists have hypothesized that these problems may be mediated by disturbances in the survivor\u27s construction of self. This exploratory, phenomenological study examined the subjective self as it moved through the processes of therapy and recovery from CSA. The data consisted of written material generated over several years of my own therapeutic work, including journals, letters, and poems. The analysis of data revealed significant shifts in elements of the self including the development of a truer and more coherent autobiographical narrative, a greater sense of connection with and ownership of the body, and a stronger sense of both autonomy and the ability to enter and sustain healthy relationships. The purpose of this study was to offer a conceptual bridge between the subjective world of a survivor and the theoretical and clinical perspectives of the practicing counselor and counselor educator. The results revealed one person\u27s strategies for creating a stronger and more integrated self as well as suggestions for future researc

    Portraits of successful Thai English teachers: an exploration of teaching journeys

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    This study is an exploration of the journey to becoming a Thai English teacher. Guided by narrative epistemology and by utilizing the theoretical lens of goodness, I employed life story interviews, classroom observations, photo-elicitations, shadowing techniques, and artifacts to collect the data necessary for this study. The teachers were recruited through the combination of a principal’s suggestion, a department head’s recommendation, a teacher’s reference, and their willingness to participate in the study. The data were analyzed by using the portraiture methods and the Zoom model. The data revealed that the journey to becoming an English teacher for each participant was developmental, messy, complicated, and multidimensional. The journeys consisted of three vital events: (a) inspirations for becoming an English teacher, (b) individual journeys to become an English teacher, and (c) motivations to remain an English teacher. The three Thai English teachers decided to enter the teaching profession because of the following reasons: destiny, pride, schooling, the influence of their mothers, job security, society, and resisting an affront. After entering the profession, the three Thai English teachers became successful through hard work and active involvement in the profession. These teachers shared similar characteristics; they were all exertive, responsible, and innovative. They also had unique attributes that contributed to their success such as well-roundedness, leadership, kindheartedness, good mannerisms, sassiness, willingness to advocate for change, and sense of humor. The findings also showed that the three Thai English teachers stayed in the teaching profession because of the following reasons: students, pride, teaching, sense of belonging, right career, and hometown

    Portrait of an Urban Elementary School: Place-Based Education, School Culture, And Leadership

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    This study explored the interaction between place-based education, school culture, and leadership at one elementary school in an inner city section of Boston, MA. The centerpiece is a stand alone research portrait that tells a story about how an external program, a willing and ready school community, and a skillful school leader reinforced each other to achieve a shared vision under challenging conditions. From an under-subscribed school in chaos and lacking focus, the subject school transformed into a vibrant, highly sought school with a pervasive, environmentally-oriented culture and curriculum. Portraiture methods were adapted to a utilization-focused evaluation purpose, drawing on archival and newly collected program evaluation data (interviews, surveys, documents, observations) spanning three years. The electronic version of this dissertation is accessible through the OhioLINK ETD Center, https://etd.ohiolink.edu

    Portraits of primary school pre-service teachers at a South African university: Implications for nuanced student support Sarita

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    In a study of low-income students of colour in a primary school teacher education program in South Africa, the authors aimed to portray the diverse students along the lines of the demographic information about them and their views of their experiences of education. The researchers were concerned about student achievement and progression and argued that the genre of portraiture research could yield sociological research outcomes, which may provide useful information for program coordinators. They constructed six ‘personas,’ representing some of the demographic characteristics of a cohort of first year students as well as the challenges they face when they enter into higher education. They found that many are first generation students, who are expected contribute to the extended family, enabling them to respond to what is sometimes referred to as ‘Black Tax’ in South Africa. The authors suggest a radical rethink of financial- and academic support for such students

    Improving the Practice and Culture of Early Learning in Ohio

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    How can preschool programs situated in public schools “get better at getting better?” This dissertation suggests a framework based on the principles of Improvement Science as one-way school districts can include preschool in their continuous improvement efforts. Document Analysis, is the method used to examine a continuous improvement protocol used in Ohio school districts known as The Ohio Improvement Process (The OIP Guide was the document analyzed). Additionally, Portraiture as “lived” experiences including both early learning educators and traditional school age leaders were reflected upon. The following research questions guided the study: What are the key operational components of the Ohio Improvement Process? How can schools benefit from merging the cultures of early learning programming with the culture of public schools while acknowledging the unique needs of children during the preschool years? What type of Design-based framework can be developed to assist with awareness, inquiry and implementation of services to align preschool with school-age programming? The findings suggest cultural awareness between preschool and school age program needs to be understood as it resides in the broader context of traditional public schooling. Additionally, assessment, dialogue and teaming are key components to consider in the inclusion of preschool in public school continuous improvement efforts

    Portrait of an Urban Elementary School: Place-Based Education, School Culture, And Leadership

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    This study explored the interaction between place-based education, school culture, and leadership at one elementary school in an inner city section of Boston, MA. The centerpiece is a stand alone research portrait that tells a story about how an external program, a willing and ready school community, and a skillful school leader reinforced each other to achieve a shared vision under challenging conditions. From an under-subscribed school in chaos and lacking focus, the subject school transformed into a vibrant, highly sought school with a pervasive, environmentally-oriented culture and curriculum. Portraiture methods were adapted to a utilization-focused evaluation purpose, drawing on archival and newly collected program evaluation data (interviews, surveys, documents, observations) spanning three years. The electronic version of this dissertation is accessible through the OhioLINK ETD Center, https://etd.ohiolink.edu
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