Graduate Student Experiences Using Easy Onsets

2015 ◽  
Vol 25 (2) ◽  
pp. 61-68
Author(s):  
Charles Hughes ◽  
Scott Palasik ◽  
Kellie Ellis
Keyword(s):  
Graduate Students ◽  
Qualitative Study ◽  
Graduate Student ◽  
Thematic Analysis ◽  
Mental Effort ◽  
Previous Experience ◽  
Student Experiences ◽  
Major Theme ◽  
Self Perceptions

This qualitative study explored reports from 18 graduate students related to their experiences using easy onsets in three speaking situations for a total of 54 speaking situations recorded across all participants. Thematic analysis revealed three major themes and seven minor themes. Major Theme 1 was related to the influence that the listener and situation had on self-perceptions. The 3 minor themes that contributed to this major theme were: anxiety related to listener reactions, the telephone being an easier speaking situation, and nature of the situation having an influence. Major Theme 2 was related to the uncomfortable nature of using the skills with 2 minor themes contributing and consisting of: mental effort and energy to use the skill, and the feeling of unnatural sounding and difficulty in using the skill. Major Theme 3, the final major theme found, related to previous success and comfort using the skill. Two minor themes contributed to this same major theme and included: previous experience using the skill had an impact on self-perceptions and more comfort using the skill over multiple attempts.

scholarly journals Children's Voices: Perspectives on Using Assistive Technology

2016 ◽  
Vol 26 (1) ◽  
Author(s):  
Robin E. Schock ◽  
Elizabeth A Lee
Keyword(s):  
Learning Disabilities ◽  
Qualitative Study ◽  
Assistive Technology ◽  
Thematic Analysis ◽  
Elementary School Children ◽  
Students With Learning Disabilities ◽  
Self Perceptions ◽  
Students With Ld ◽  
Children’S Voices ◽  
Technology In Schools

Rarely are the views of children with learning disabilities elicited. In this study, we used focus groups involving eight students with learning disabilities to explore their self-perceptions as learners and writers using assistive technology (AT). Three groups of two to three Grade 4–8 students and their parents participated in the qualitative study. Both student and parent responses provided data for thematic analysis that resulted in three themes: (a) changes in students’ self-perceptions as learners; (b) student and parental self-reported benefits of using assistive technology; and (c) inconsistencies in approaches to using assistive technology in schools. The implications for education are greater attention to the views of elementary school children; greater focus on the use of AT in the classroom; and greater AT training for teachers in order to better support the use of AT by students with LD.

Student experiences of a return to practice programme: a qualitative study

2021 ◽  
Vol 30 (15) ◽  
pp. 900-908
Author(s):  
Maggie Coates ◽  
Ann Macfadyen
Keyword(s):  
Higher Education ◽  
Clinical Practice ◽  
Qualitative Study ◽  
Thematic Analysis ◽  
Health Professionals ◽  
Student Experiences ◽  
Previous Knowledge ◽  
Allied Health Students ◽  
Professional Registration ◽  
Collection Methods

Background: Nurses, midwives and other health professionals who return to practice come from a range of backgrounds and return for a variety of reasons. Much of the research on return to practice concerns programme provision rather than returnee experience. Aim: This qualitative study focused on the experiences of nursing, midwifery and allied health students undertaking a return to practice programme at a higher education institute. It interpreted the perceptions of the student experience of returning to clinical practice following a lapse in professional registration. Methods: Data collection methods were qualitative and involved focus groups. Findings were analysed using thematic analysis. Findings: Several themes and subthemes emerged from the data, including ‘the importance of returnee identity’ and ‘challenges and barriers’. Findings demonstrated different approaches to and influences on returnees' learning journeys. Conclusion: Previous knowledge, skills and experience were often hidden from view and hard to explain although crucial to returnee success.

Graduate Students of Color

2016 ◽  
Vol 3 (1) ◽  
pp. 1-13 ◽  
Author(s):  
David L. Brunsma ◽  
David G. Embrick ◽  
Jean H. Shin
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Literature Review ◽  
Student Success ◽  
Graduate Student ◽  
Students Of Color ◽  
Student Experiences ◽  
Graduate Students Of Color ◽  
Graduate Student Success ◽  
Great Stress

The graduate student experience, for many, can be a time of great stress, insecurity, and uncertainty. Overwhelmingly, studies verify that good mentoring is one of the best indicators of graduate student success. In this literature review, we outline in detail previous research that attest to these experiences, and pay specific attention to the experiences of students of color. In general, our read of the literature suggests that academia, in general, and sociology, in particular, does not do a good job of mentoring graduate students of color. We begin our essay with an overview of graduate student experiences. Next, we discuss the mentoring side of the equation, addressing reasons that might explain variations in how students are mentored in higher education. Finally, we end with some thoughts on what faculty and departments can do to address the inadequate mentoring of graduate students of color.

Identity Development During Student Exchange: A Qualitative Study of Students’ Perspectives on the Processes of Change

2020 ◽  
pp. 216769682096946
Author(s):  
Samuel McKay ◽  
Lyda Lannegrand ◽  
Jason Skues ◽  
Lisa Wise
Keyword(s):  
Identity Development ◽  
Qualitative Study ◽  
Influencing Factors ◽  
Thematic Analysis ◽  
Previous Experience ◽  
Processes Of Change ◽  
Positive Outcomes ◽  
Exchange Students ◽  
Student Exchange ◽  
Students Attitudes

Student exchange is associated with many positive outcomes, however, little is known about the experiences that drive such changes. The aim of the current qualitative study was to explore how exchange students conceptualize the processes of change and development during exchange within an identity framework. Twenty interviews were conducted with Australian and French exchange alumni aged 19–23 years. Thematic analysis identified two major themes of change with specific associated driving experiences titled “ I did it, so I can do it” and “ I know who I am, I know what I want.” The second theme included two subthemes addressing an increased valuing of diversity and interest in international experiences. Three themes of influencing factors showed that students’ attitudes, previous experience, and family environments could impact exchange outcomes. The findings suggest that identity development is central to development during exchange, with the findings aligning with pre-existing models from the identity literature.

scholarly journals Scaffolding Understanding of Scholarly Educational Research Through Teacher/Student Conferencing and Differentiated Instruction

2022 ◽  
Vol 10 ◽  
Author(s):  
Ghazi Ghaith ◽  
Ghada Awada
Keyword(s):  
Graduate Students ◽  
Qualitative Study ◽  
Differentiated Instruction ◽  
Educational Research ◽  
Thematic Analysis ◽  
Instructional Intervention ◽  
Critical Reading ◽  
Journal Articles ◽  
Supportive Relationships ◽  
Teacher Student

This article reports the results of a qualitative study of the effectiveness of a critical reading instructional intervention based on differentiated instruction (DI) and teacher/student conferencing (TSC) in improving the participants’ understanding and evaluation of published educational research. A cohort of eleven (n = 11) novice graduate students took part in a 15-week course during which they critiqued several self-selected journal articles and reflected on their experience. Results of the thematic analysis of the participants’ reflection logs revealed that their’ initial feelings of apprehension and anxiety transformed into growth in their self-efficacy as consumers and designers of educational research. Likewise, the participants benefitted from scaffolding their challenges and the provision of feedback in becoming more proficient readers and in developing supportive relationships. The study implications, limitations, and suggestions for further research are discussed.

scholarly journals Dissemination and Acceptance of COVID-19 Misinformation in Iran: A Qualitative Study

2021 ◽  
pp. 0272684X2110221
Author(s):  
Faezeh Taghipour ◽  
Hasan Ashrafi-rizi ◽  
Mohammad Reza Soleymani
Keyword(s):  
Qualitative Study ◽  
Thematic Analysis ◽  
Sampling Method ◽  
Public Awareness ◽  
Evidence Based ◽  
Major Theme ◽  
Structured Interviews ◽  
Health Related ◽  
Information And Communication ◽  
The Impact

Introduction Misinformation refers to unclear information from unreliable resources, and it is a common phenomenon of society; it can even constitute a part of family and social conversations due to the relative damages. Misinformation dissemination under the circumstances of the COVID-19 pandemic can be considered a cause of health-related anxieties and severe harm to the countries. The present study aims to explain factors related to the dissemination and acceptance of coronavirus misinformation in Iran. Material and Methods This qualitative study was carried out through content analysis in the year 2020. The population included Iranian experts in Information and Communication Sciences, among whom 19 experts were selected through the purposive sampling method. The data were collected through semi-structured interviews and analyzed through Continuous Thematic Analysis. Such criteria authenticated data trustworthiness as credibility, confirmability, dependability, and transferability proposed by Guba and Lincoln. Findings Based on the experiences of participants, six major categories and 18 subcategories were identified regarding the major theme. The major categories included the official news and informing system, misinformation nature, users, media, misinformation source, and social determinants. Conclusion Concurrent with the Covid-19 outbreak, a sort of information tsunami occurs. Unavoidably, a significant amount of misinformation regarding the various aspects of the virus, such as its origin, transmission methods, control, and treatment, are published. In many cases, the spreading information is not checked and verified in terms of accuracy and authenticity. The spread and acceptance of Covid-19 related misinformation happen under the impact of various factors. Being familiar with these factors will boost the culture of health and pave the path toward establishing evidence-based information public awareness schemes.

scholarly journals Radical Interrelated Qualitative Space in the Midst of Multipandemics: A Collaborative Scholarly Personal Narrative

2021 ◽  
pp. 153270862110448
Author(s):  
Lisa Delacruz Combs ◽  
Maretha Dellarosa ◽  
Myung-Jin Kim ◽  
Alexander G-J Pittman ◽  
Chelsea Gilbert ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Graduate Students ◽  
Faculty Member ◽  
Graduate Student ◽  
White Supremacy ◽  
Personal Narrative ◽  
Student Experiences ◽  
Transformative Change ◽  
Vulnerable Group ◽  
Scholarly Personal Narrative

Given the current unprecedented multiple pandemics of COVID-19, anti-Black and anti-Asian violence, and white supremacy, we—a group of graduate students and a faculty member who hold diverse identities across disciplines, race, gender, nationality, and additional categories—came together to focus on qualitative research as an ontological, epistemological, and axiological space toward community and culture change. Specifically, we took up scholarly personal narrative, which centers postmodernism and focuses on the reality that “we see what we believe; we observe what we narrate; we transform what we reframe.” What emerged were radical interrelated understandings of privilege, guilt, and the importance of kinship. As such, this vulnerable group reflected on graduate student experiences with multiple pandemics and how the academy may enact transformative change, reframing our own understandings of qualitative space.

scholarly journals Programming for Successful Retention of Graduate Students

1999 ◽  
Vol 19 (2) ◽  
pp. 28-33
Author(s):  
Cheryl J. Poison
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Student Retention ◽  
Graduate Student ◽  
Degree Completion ◽  
Student Persistence ◽  
Heterogeneous Group ◽  
Student Experiences

Graduate students represent nearly one out of every four students attending universities or comprehensive institutions. It is an extremely heterogeneous group and provides unique challenges to higher education. This article summarizes current programming efforts to enhance graduate student experiences. Included is a focus on programs for the entering student as well as programs that support student persistence. Ideas for programming that facilitate a successful entry into careers have also been included. These programming efforts can facilitate graduate student retention through degree completion.

Gender Non-traditional High School Study: Reasons for Choice and Evaluation of Experience

2017 ◽  
Vol 7 (3) ◽  
pp. 46-66
Author(s):  
Irena Smetáčková ◽  
Petr Pavlík
Keyword(s):  
High School ◽  
Qualitative Study ◽  
Secondary School ◽  
Thematic Analysis ◽  
Peer Groups ◽  
Male Students ◽  
School Program ◽  
School Study ◽  
Qualitative Thematic Analysis ◽  
Opposite Sex

Career choices of most pupils at the end of the primary school conform to gender norms. Only a few of them continue to study in a field traditionally considered appropriate for the opposite sex. The qualitative study presented here maps the reasons for such choices based on a sample of 25 female and 31 male students who study gender-atypical secondary school program for one to three years. The data were collected using a questionnaire with open-ended items and analysed using the qualitative thematic analysis. The results revealed that the reasons for school choices of boys and girls differ to certain extent. Their situation also differs with respect to the support they receive from their close ones and the acceptance by their classmates. The parents of girls disapproved of their choices more often than the parents of boys. Girls were also ridiculed more frequently by their peer groups.

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