Learning in Field-Experiences: A Multiple Case Study of Eight Preservice Teachers

ABSTRACT The purpose of this multiple case study was to examine the teaching beliefs of eight preservice physical education teachers. The following research questions guided this study. (1) In what ways do field experiences contribute to shape preservice physical education teachers constructs of teaching? (2) What theories of teaching emerge from field-experiences? (3) To what extent do contexts shape preservice teachers’ experiences as they teach? We framed this multiple case study through the lenses of personal and practical knowledge of teaching. Data collection included multiple interviews, field observation, and documentary notes. We analyzed the data using the constant comparative methodology. Data analysis revealed the following themes: (1) struggles, (2) idealism, and (3) disillusionment. The results of this multiple case study are important for researchers and professionals involved in the preparation of preservice physical education teachers. In addition, the results of our multiple case study have theoretical and disciplinary implications in both teaching and applied research. Psychological and Educational theories applied within an educational setting inform on the praxis of teaching and learning

“This is Not What I Expected”: Knowledge Reconfiguration in Preservice Teachers

The aim of this qualitative case study was to investigate how two preservice teachers reconfigured their role as teachers during their practicum. We collected data through interviews, field observations, and documentary notes gathered at an urban school across four months. Data were analyzed using the constant comparative method. The results revealed three themes: (1) Blaming vs. Connecting, (2) Idealism vs. Realism, and (3) Retreating vs. Reconfiguring. The findings of this study indicated that placement was influential for the two preservice teachers. This case study shares valuable information regarding the importance of connecting preservice teachers with quality teaching practicum experiences aimed at bridging theory and practice

Academic and Community Identities: A Study of Kurdish and Somali Refugee High School Students

This research examined the experiences of 11 high school students and their academic and social experiences in the U.S. using identity and agency in figured worlds. We collected data through interviews and field notes and analyzed them using constant comparative analysis. The findings revealed two main themes: the importance of continuity in promoting and maintaining a positive academic environment and the importance of support in creating positive identities. In addition, there was a strong awareness between being accepted, recognized, and encouraged at school and feeling accepted as a Muslim student. In the end, the participants experienced two different realities which contributed to form their figured worlds

Social Isolation and Technology: Implications for Psychosocial Development: A Theoretical Paper

Advances in technology offer new frontiers in terms of conquering temporal dimensions, but with more significant advancements in technology, there is the possibility of having a diminished return in terms of interpersonal relationships. Without necessarily decrying technology as the culprit of a decrease in human social interaction, this conceptual paper discusses the opportunities provided to individuals through media encounters to be selective in their manner of communicating and the implications of this selectivity. This paper considers the complexity of human learning as based in situational, constructive, biological, and cognitive components underscored through the experiential, multisource nature of understanding. However, many encounters with individuals online become, at times an executive, superficial exchange of information aiming at highlighting the individual self. There is no doubt that technology can be a useful tool, but at the same time, considering the lack of opportunities for social interaction, technology may impede personal and social development in individuals. Therefore, while progress shapes the course of society, the individual may become a victim of society\u27s progress. Fostering social development in today\u27s cultural landscape offers both opportunities and challenges to enhance the connection of the personal and physical presence in the classroom. In this theoretical paper, we will utilize several theoretical frameworks dealing with social and personal development (Bandura, Erikson, Iran-Nejad, and Lave) and challenge readers to explore implications of isolation from technology for the psychosocial development of children, adolescents, and adults while incorporating current research on the issue

Spirituality and Sense of Coherence in Muslim Students : A Mixed Methods Study

The purpose of this mixed methods research was to measure sense of coherence of convenient sample of college Muslim students in Tennessee and to investigate from their perspective, meaning attached to faith as a source of strength, motivation and courage. This research was framed in salutogenic model (sense of coherence). Two questions guided the research,1) to what degree do Muslim students indicate, through their education, age groups, place of birth, gender and marital status a sense of coherence? 2) Why and how is their faith important to them-when dealing with stressors- as sources of strength, meaning and courage to cope with challenges? In multiple regression analysis, sense of coherence (SOC) related to the 5 predictors together (R² = .279, F (5, 47) =3.64, p \u3c .05). Except for gender, all other predictors were not related to SOC individually. When the variables measured are consider together as predictors, the results indicated salutogenic model responded positively to this diverse group of students with similar faith but different backgrounds. Qualitative content data analysis revealed five themes that related how religious practices were important to the participants in managing and comprehending events in their lives. The results suggest, educators should not dismiss religious world view of students, for their faith works as a regulator when these students experience stress

Exploring Reflective Engagement that Promotes Understanding in College Classrooms

This study investigated student engagement in class discussions in a university-level, literature-based writing class. The research questions were 1) Does multiple-source learning provide a new lens for the observation of reflective teaching and learning practices? 2) Is there evidence that shows that the practices adopted by one teacher actually relied on and fostered this kind of thinking among students, and if so, what were those practices? The participants were 22 university students and their instructor, chosen because of the instructor’s interest in improving class discussions. Data were collected over one semester through videotapes, formal and informal interviews, and class documents and were analyzed using constant comparison. Results showed the instructor facilitated student engagement through probing questions. The instructor’s use of symbolism, metaphors, and experiences within this class were teaching tools aimed not at fostering domain-specific, elaborative, one-right-answer interpretations but rather at recruiting multiple sources for creating multiple cross-domain perspectives

Voice Thread as a Pedagogical Tool in Asynchronous Courses

The primary aim of this research in progress is to report on the implementation of Voice Thread as a tool faculty and students at Delta State University\u27s College of Education and Human Sciences used in asynchronous courses. Our research started with a grant proposal submission aimed in securing funds for purchasing Voice Thread licenses for ten of our faculty. We were awarded an Instructional Technology Grant in December 2013 in order to implement Voice Thread for ten online courses for the spring of 2014. This pilot study will seek to address three primary research questions: (1) Does Voice Thread engage students and faculty in specific course objectives? (2) What evidences are there that Voice Thread can be utilized to meet specific learning outcomes? (3) Based on our initial pilot study, is it plausible to expand Voice Thread to other faculty? We will utilize a mixed-methods research for our data collection. A pre- and post-test questionnaire will be administered to faculty and students. Additionally, two open-ended questions will be asked. Data will be analyzed descriptively and interpretively. Attendees will be able to learn how Video Thread technology can facilitate course delivery and interaction in online learning

Curiosity and Questioning: Quality Learning in the Classroom

This research was guided by the following research questions: 1) Does multiple-source learning provide a new lens for the observation of reflective teaching and learning practices? 2) Is there evidence which shows that the practices adopted by one teacher fostered this kind of thinking among students, and if so, what were those practices? The participants in this study were 22 university students in a first-year writing class and their instructor, chosen because of the instructor\u27s interest in encouraging active learning. Data were collected over one semester through videotapes of classroom instruction, formal and informal interviews, and class documents. Data were analyzed using constant comparison and simple descriptive statistics. Results showed the instructor facilitated student engagement through her use of probing questions, symbolism and metaphors, and experiences within this class