Suchergebnisse

This is a primary, comprehensive textbook for people who are considering undertaking a piece of health-related research. It is an accessible companion with the aim of getting the reader to think broadly about all of the issues that need to be considered when embarking on a project. This is a pragmatic book, a step-by-step guide to research which mirrors the structure of a research project, taking you through the thought process for designing and conducting your study from formulating the right research question at idea inception, ascertaining what methodologies and analysis can answer what type of questions, right through to dissemination, all presented in an easy, digestible style. The book is full of case study illustrations and practical tips such as how to work out ...

Designed as a qualitative investigation, this study focused on the coparticipatory interactive processes of identity construction for preservice teachers and novice students in a university child development school classroom. The theoretical perspective of the study is grounded in interactionist and social constructivist theories on the genesis of the self and in socialization theory (Baldwin, 1906; Cooley, 1902; Corsaro & Rizzo, 1988; Engestrém, 1987; Lave & Wenger, 1991; Mead, 1934; Nias, 1986; Vygotsky, 1978). Following an ethnograghic framework, data were collected in two phases. Specific data sources included participant observation, formal and informal interviews, audio and video taping of classroom interactions, and written documents (e.g., activity plans). Inductive qualitative analysis procedures were used to develop a categorical analysis of the data and to identify major themes (eg., Spradley, 1980). Four major themes were constructed from the analysis of the Phase I data: (1) Changes in interaction patterns occur as the preservice teachers assume more responsibility in the teacher role. (2) Preservice teachers primary focus is on self as a student, but as responsibility increases feelings about self as teacher begin to be constructed. (3) In this setting, three year-old children view school as play and themselves in the student role as "kids" who play. (4) Interactions through play enable children to experiment with the role of self and other. Four refined themes were generated in the Phase II analysis. (1) Three year-old children use physical characteristics in order to construct and classify aspects of self and other. (2) The assumption of responsibility in the teacher "position" is part of being willing to take a risk to make decisions. (3) Preservice teachers make a distinction between becoming "the" teacher and becoming "a" teacher. (4) Within the coparticipatory processes of living together in this three year-old classroom the boundaries between student and teacher often blurred in the doing. Narrative case studies are presented to illustrate the processes of constructing identity. Results are discussed in terms of the concept of bidirectional learning within Vygotskys (1978) zone of proximal development and the tensions of the double bind (Engestrém, 1978). The findings indicate that when teachers and students coparticipate in communication and activity to successfully resolve the tensions of the double bind, learning is bidirectional and the line between teacher and student blurs in the doing. Within these coparticipatory structures individuals open spaces to become democratic communities of learners who are constructing meaning about self and other. ; Ph. D.

Background: Self-help resources are an important means of supporting people bereaved by suicide. These require careful evaluation. Aims: To evaluate the use and impact of Help is at Hand, a hardcopy and online booklet produced as part of England's suicide-prevention strategy. Methods: Data were collected on numbers of copies distributed and online access, and on users' views about the resource through questionnaires, interviews, and a focus group. Results: Large numbers of copies of Help is at Hand were obtained by a range of organizations, but far fewer directly by individuals, although the resource was extensively accessed online. Evaluation of individuals' responses to the resource was challenging. However, most respondents were very positive about the overall format and content and especially sections on experiencing bereavement and practical matters relating to the death. The main complaint was delay in gaining access to Help is at Hand. Conclusions: Evaluation of resources for people bereaved by suicide is difficult but worthwhile. Help is at Hand was largely well received. The main problem was with regard to individuals gaining access to it, especially at a time when they most needed it. Promotion of resources such as Help is at Hand needs to be prioritized.

The dismantlement of evidence-based environmental governance by the Trump Administration requires new forms of activism that uphold science and environmental regulatory agencies while critiquing the politics of knowledge production. The Environmental Data and Governance Initiative (EDGI) emerged after the November 2016 U.S. Presidential elections, becoming an organization of over 175 volunteer researchers, technologists, archivists, and activists innovating more just forms of government accountability and environmental regulation. Our successes include: 1) leading a public movement to archive vulnerable federal data evidencing climate change and environmental injustice; 2) conducting multi-sited interviews of current and former federal agency personnel regarding the transition into the Trump administration; 3) tracking changes to federal websites. In this article, we conduct a "social movement organizational autoethnography" on the field of movements intersecting within EDGI and on our theory, tactics, and practices. We offer ideas for expanding and iterating on methods of public, collaborative scholarship and advocacy.

The dismantlement of evidence-based environmental governance by the Trump administration requires new forms of activism that uphold science and environmental regulatory agencies while critiquing the politics of knowledge production. The Environmental Data and Governance Initiative (EDGI) emerged after the November 2016 U.S. presidential elections, becoming an organization of over 175 volunteer researchers, technologists, archivists, and activists innovating more just forms of government accountability and environmental regulation. Our successes include: (1) leading a public movement to archive vulnerable federal data evidencing climate change and environmental injustice; (2) conducting multisited interviews of current and former federal agency personnel regarding the transition into the Trump administration; (3) tracking changes to federal websites. In this article, we conduct a "social movement organizational autoethnography" on the field of movements intersecting within EDGI and on our theory, tactics, and practices. We offer ideas for expanding and iterating on methods of public, collaborative scholarship and advocacy.