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Phillip L. Waalkes Daniel Andrew DeCino Joe LeBlanc Monica Maria Phelps-Pineda Tiffany Somerville Stephen V. Flynn 《Counselor Education & Supervision》2023,62(1):52-63
We conducted a content analysis of generic qualitative counseling dissertations (GQR; N = 70), examining their methodological justifications, coherence, and trustworthiness. Dissertations authors often presented vague methodological justifications. Findings have implications for constructing methodological justifications, integrating relevant literature, and awareness of how GQR compares to other qualitative methodologies. 相似文献
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Karen Sullenger Steve Turner Hart Caplan Joe Crummey Rick Cuming Cynthia Charron Beth Corey 《科学教学研究杂志》2000,37(9):895-915
Does studying about the nature(s) of science contribute to a prospective teachers' effectiveness as a science teacher? This research grew out of a course created by a science educator and historian of science who believed prospective teachers needed more complex understandings of the cultural wars surrounding science. The research team consisted of five prospective teachers who participated in the course as well as the two instructors. This paper describes the experience of participating in the course from both perspectives. We argue that studying the cultural wars over science contributes to prospective teachers' professional growth as much because the course elicits tacit beliefs about school science as it introduces more complex understandings of science. We found that prospective teachers' tacit beliefs about school science were their greatest barrier to developing more complex understandings about the nature(s) of science. We contend that willingness to grapple with complexity and developing a professional identity by locating oneself in the conversations about the nature(s) of science are better criteria for determining the professional growth of prospective teachers than knowledge measures. Finally, we argue that prospective teachers should be viewed as professionals who are responsible for finding their own voice, making their own decisions, and considering the consequences of their beliefs on their practice. This study raises questions critical to teacher education programs for prospective teachers and teacher‐educators alike. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 895–915, 2000 相似文献
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Joe W. Burden Jr. Louis Harrison Jr. Samuel R. Hodge 《Research quarterly for exercise and sport》2013,84(2):224-237
The purpose of this study was to examine the perceptions of African American faculty on their organizational socialization in kinesiology-based (i.e., sport pedagogy, exercise physiology, motor behavior, sport management/history) programs at predominantly White American1 institutions of higher education (PW-IHE). Participants were 9 African American tenure-track faculty members from various kinesiology-based programs at PW-IHE. Data were gathered via interviewing and analyzed within the framework of critical race theory (Ladson-Billings, 2000). Findings are presented using storytelling and thematic narratives. Interviews with the participants revealed four major recurring themes with regard to: (a) resources, opportunities, and power structures; (b) programmatic neglects and faculty mentoring needs; (c) social isolation, disengagement, and intellectual inferiority issues; and (d) double standards, marginalization, and scholarship biases. This study suggests that faculty and administrators at PW-IHE should develop sensitivity toward organizational socialization issues relevant to faculty of color. 相似文献
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Richard J. Moniz Jr. Joe Eshleman David Jewell Brian Mooney Christine Tran 《College & Undergraduate Libraries》2013,20(4):349-364
The goal of information literacy instruction is to enable students to develop skills that they can use for life to facilitate their empowerment through information. Instruction librarians, particularly those teaching Millenials whose need for “hands on” instruction has been widely emphasized, are constantly searching for methodologies that will provide appropriate levels of interactive instruction. Many methods for enhancing the relevance of library instruction have been discussed in the literature. This study, designed and developed by a collaborative team of librarians and science faculty, describes the effects of providing course-integrated, interactive (with clickers) information literacy instruction to undergraduates at a small private nonprofit university in the Southeast. 相似文献