Accommodations in the College Setting: The Perspectives of Students Living with Disabilities

Using a critical interpretive framework, the authors utilized semi-structured interviews to understand the experiences and perceptions of two college students living with disability concerning their use of accommodations, modifications, and adaptations in program requirements, classroom instruction, and testing. The central research questions were: “Are accommodations perceived as effective in supporting students with disabilities in their academic and social pursuits? Do students perceive that accommodations allow them maximum engagement and participation in their educational experiences?” and “To what extent are accommodations perceived by the participants as leveling the playing field for students with disabilities?” And, finally, “What do the participants perceive as the biggest obstacles to success for students with disabilities?” An understanding of the participants’ perceptions will enhance the overall awareness and appreciation for the experiences of students living with disability and will have direct implications for faculty-student interactions, student-to-student interactions as well as larger interactions within society

Choreographing Intertextual Stories: Qualitative Inquiry Meets Oral History

In Oral History for the Qualitative Researcher: Choreographing the Story (2010), Valerie J. Janesick offers readers an engaging conversational exploration of oral history methods using the metaphor of choreography. Janesick weaves together the theoretical and practical dimensions of conducting oral history projects and generously shares valuable examples throughout the text

Hats, Heels, and High Ideals: The Student Dean Program at Syracuse University, 1931- 1960

Mulvihill tells the story of the Student Dean Program: how it started, what it was all about, and how its impact is still being felt

Problem-Based Learning Pedagogies in Teacher Education: The Case of Botswana

The development of primary school teachers is an important aspect of a country’s economic, social, and political well-being. The use of particular pedagogies in teacher education may greatly influence how teachers perform in their classrooms after completing their training programs. This micro-ethnography investigated the extent to which teacher educators in Botswana’s College of Education used problem-based learning (PBL) approaches in the development of preservice primary teachers. While the findings of this micro-ethnography showed that particular teacher educators rarely used problem-based learning approaches, the accompanying insights helped to bring a deeper understanding of what is needed for Botswana’s teacher education program to shift to a problem-based learning pedagogy on three levels: teaching practices, curriculum policies, and further research within a particular geopolitical context

Catching the “Tail/Tale” of Teaching Qualitative Inquiry to Novice Researchers

This article responds to the call for deeper examination of qualitative inquiry teaching practices by presenting representative examples from the pedagogies of three teacher-educators who have taught Qualitative Research Methods courses for the past 15 years. We focus in particular on the pedagogical complexities of teaching data analysis, which is a topic that remains under-theorized and under-represented in contemporary scholarship on qualitative methodologies. Using a critical friends framework, we analyze and synthesize our pedagogical responses to key dilemmas we have encountered in our respective contexts, all state universities, to introducing qualitative inquiry to novice researchers who often enter the analytic process with positivist notions of knowledge creation. They sometimes enter the analytic process with the belief if they can only “catch the tail” of this thing called qualitative research they will be able to “do it right.” Yet, as the metaphor implies, catching a fierce beast by the tail, thinking you can control its actions, can intrude on the inductive and holistic character of the qualitative inquiry process

Trauma-Informed Youth Sport: Identifying Program Characteristics and Challenges to Advance Practice

This purpose of this qualitative study was to explore shared characteristics and local challenges of trauma-informed youth sport program design and implementation through the voices of ten program facilitators (e.g., director, trainer; 8 women, 2 men; average age of 36.2 years, SD = 6.03) across four U.S. regions. Within a postpositivist approach and through thematic analysis of semi-structured interviews (average length of 53 minutes), shared characteristics identified by facilitators included promoting a safe and supportive environment, cultivating healthy relationships among adults and peers, and intentional psychological and social skill-building (e.g., attentional cues). Facilitators also explained the importance of understanding the local context to engage youth and develop key strategies to mitigate challenges such as prioritizing the voices of youth involved in their programs, attending to staff needs and providing continual development and training, and collaboration among community partners to support their programmatic efforts. The study findings may be used to inform future research conceptualizing best practices for inclusive youth sport settings and provide added context for facilitators in the development, implementation, and sustainability of the trauma-informed approach

Community in Emma Willard\u27s educational thought, 1787--1870

The life and work of Emma Hart Willard (1787-1870), founder of the Troy Female Seminary, is the subject of this study focusing on issues of community building by educators in the early Republic. This dissertation was approached as a narrative history. Historical documents were analyzed in light of historical and sociological literature in order to reconstruct the life of a prominent nineteenth century educator. This study started from the premise that educational institutions are socially constructed environments. In particular, this dissertation examined the historical antecedents of Willard\u27s understanding of an educational community, considered specific issues regarding the relationship between the American public and their educational institutions, described Willard\u27s belief in education as the catalyst for community building, and reviewed Willard\u27s extensive work as a historian. The author further explored Willard\u27s work as Connecticut\u27s first female superintendent, the associations she developed to involve parents in educational institutions, the teacher training activities she was involved with, the professional writings she contributed to the fields of education, history, and science and finally, the significance of Willard\u27s relationship with her sister, Almira Hart Lincoln Phelps. This dissertation offers a reexamination of Willard\u27s work within the context of her entire life, rather than just the first forty years where others have concentrated their study. In conclusion, this dissertation asserts that Willard\u27s ideas about community prominently guided her professional and personal decisions throughout her life. An important subtheme of this dissertation addresses the life of a public figure in the nineteenth century by showing Willard\u27s negotiation of the politics of her time

Teaching Qualitative Research

This timely resource provides a framework for teaching students how to think qualitatively and become more critical and reflexive researchers. Presented are a wealth of pedagogical tools that instructors across the disciplines can tailor to their own needs, including thought-provoking discussion questions, group work exercises, and field activities. The authors discuss issues and choices in course design, including approaches to assessment and grading, and share sample syllabi for both online and face-to-face course formats. Exploring the complexities and debates that surround teaching qualitative research, the book argues for a holistic model of preparing novice researchers. It demonstrates effective ways to engage students in the qualitative inquiry process from start to finish—from understanding positionality and crafting a research problem to writing up findings for different audiences