Preparing for student resistance: Rules of engagement for sensitive topics

2019 ◽  
pp. 23-31
Keyword(s):  
Student Resistance ◽  
Sensitive Topics

A Design of Educational Game to Prevent Cyber-Bullying among Teenagers and An Analysis of Its Effect (Preprint)

2019 ◽  
Author(s):  
Hyung Yoon
Keyword(s):  
Game Design ◽  
Quantitative Research ◽  
Educational Games ◽  
Educational Game ◽  
Quantitative Research Methods ◽  
Prevention Education ◽  
Future Design ◽  
Sensitive Topics ◽  
Mode Of Development

UNSTRUCTURED This paper is a case study on the design of an educational game for the prevention of cyberbullying and an analysis of its educational effect. I selected a game titled “Angry Daddy,” which was developed based on the request of Korean government authority and analyzed the mode of development of the game and its educational effect. For this research, both qualitative and quantitative research methods were used. Moreover, advice regarding the game design was obtained from many experts belonging to various fields. Based on the analysis of the game design and its educational effect, it was confirmed that the following factors are important to design an educational game meant for the prevention of cyberbullying and to enhance its educational effect: First, cooperation between content experts and game development experts is essential to develop an educational game. Second, it should be verified whether the contents and the format of the game are appropriate by analyzing the play test results of the target audience. Third, it is essential to prepare a manual to guide teachers to apply the game to the field. Fourth, it was confirmed that educating students on sensitive topics like cyberbullying is very effective when educational games that make them feel and experience the outcomes of bullying are utilized. This research is expected to be helpful for future design of educational games and the research and development of the format of cyberbullying prevention education.

QUALITATIVE METHODOLOGY OF SENSITIVE TOPICS IN PUBLIC HEALTH CONTEXTS

2017 ◽  
Vol 6 (Especial) ◽  
pp. 31
Author(s):  
Mirliana Ramírez Pereira
Keyword(s):  
Public Health ◽  
Qualitative Methodology ◽  
Sensitive Topics

La subjetividad siempre se encuentra presente en las metodologías cualitativas, en que se vinculan las emociones, sentimientos, cultura e historia de los participantes e investigadores. Esto es especialmente relevante en el área de la salud, donde lo sensible está presente en muchos de los temas estudiados. Según Lee los temas sensibles son aquellos en que la investigación invade la esfera privada, escarba dentro de alguna experiencia personal profunda, hace referencia a la desviación o control social, afecta a los intereses de personas poderosas o el ejercicio de la coerción y la dominación.  Este artículo se divide en dos apartados; el primero tiene relación con la fundamentación teórica del estudio de temas sensibles en salud pública, desde la perspectiva de los participantes y del equipo de investigación, relevando la importancia de la seguridad e integridad física, psíquica, moral y legal de todos los actores involucrados. En la segunda parte, la autora reflexiona en torno a su experiencia en la investigación en temas sensibles, presentando algunas estrategias de abordaje del trabajo de campo. El objetivo de esta investigación fue describir la producción del conocimiento en relación a la investigación de temas sensibles en salud.

scholarly journals A critical investigation of Y7 students’ perceptions of Roman slavery as evidenced in the stories of the Cambridge Latin Course

2020 ◽  
Vol 21 (42) ◽  
pp. 43-54
Author(s):  
Ella Parodi
Keyword(s):  
High School ◽  
English Language ◽  
Slave Trade ◽  
Roman Law ◽  
Public High School ◽  
Human Beings ◽  
Greco Roman ◽  
Sensitive Topics ◽  
Roman Culture ◽  
Introductory Textbooks

In an article, ‘The Slaves were Happy’: High School Latin and the Horrors of Classical Studies, Erik Robinson, a Latin teacher from a public high school in Texas, criticises how, in his experience, Classics teaching tends to avoid in-depth discussions on issues such as the brutality of war, the treatment of women and the experience of slaves (Robinson, 2017). However, texts such as the article ‘Teaching Sensitive Topics in the Secondary Classics Classroom’ (Hunt, 2016), and the book ‘From abortion to pederasty: addressing difficult topics in the Classics classroom’ (Sorkin Rabinowitz & McHardy, 2014) strongly advocate for teachers to address these difficult and sensitive topics. They argue that the historical distance between us and Greco-Roman culture and history can allow students to engage and participate in discussions that may otherwise be difficult and can provide a valuable opportunity to address uncomfortable topics in the classroom. Thus, Robinson's assertion that Classics teaching avoids these sensitive topics may not be so definitive. Regardless, Robinson claims that honest confrontations in the classroom with the ‘legacy of horror and abuse’ from the ancient world can be significantly complicated by many introductory textbooks used in Latin classes, such as the Cambridge Latin Course (CLC), one of the most widely used high school Latin textbooks in use in both America and the United Kingdom (Robinson, 2017). In particular, Robinson views the presentation of slavery within the CLC as ‘rather jocular and trivialising’ which can then hinder a reader's perspective on the realities of the violent and abusive nature of the Roman slave trade (Robinson, 2017). As far as he was concerned, the problem lay with the characterisation of the CLC's slave characters Grumio and Clemens, who, he argued, were presented there as happy beings and seemingly unfazed by their positions as slaves. There was never any hint in the book that Grumio or Clemens were unhappy with their lives or their positions as slaves, even though, as the CLC itself states in its English background section on Roman slavery, Roman law ‘did not regard slaves as human beings, but as things that could be bought or sold, treated well or badly, according to the whim of their master’ (CLC I, 1998, p. 78). One might argue, therefore, that there seems to be a disconnect between the English language information we learn about the brutality of the Roman slave trade provided in the background section of Stage 6, and what we can infer about Roman slavery from the Latin language stories involving our two ‘happy’ slaves.

scholarly journals Third-Party Effects in Stakeholder Interviews

2020 ◽  
Vol 19 ◽  
pp. 160940692096648
Author(s):  
Melissa Beresford ◽  
J. Leah Jones ◽  
Julia C. Bausch ◽  
Clinton F. Williams ◽  
Amber Wutich ◽  
...  
Keyword(s):  
Natural Resource Management ◽  
Interdisciplinary Research ◽  
Stakeholder Engagement ◽  
Third Party ◽  
Spatial Proximity ◽  
Sensitive Topics ◽  
Research Designs ◽  
Study Population ◽  
Coding Strategy ◽  
Qualitative Analyses

This paper examines the effect of having a third-party scientific expert present in stakeholder interviews. The study was conducted as part of a larger project on stakeholder engagement for natural resource management in the Verde Valley region of Arizona. We employed an experimental design, conducting stakeholder interviews both with and without an identified scientific expert present. Our sample consisted of 12 pairs of interviewees (24 total participants) who we matched based on their occupation, sex, and spatial proximity. For each pair, the scientific expert was present as a third party in one interview and absent in the other. We used a word-based coding strategy to code all interview responses for three known areas of sensitivity among the study population (risk, gatekeeping, and competence). We then performed both quantitative and qualitative analyses to compare responses across the two interview groups. We found that the presence of a scientific expert did not have a statistically significant effect on the mention of sensitive topics among stakeholders. However, our qualitative results show that the presence of a scientific expert had subtle influences on the ways that stakeholders discussed sensitive topics, particularly in placing emphasis on their own credibility and knowledge. Our findings indicate that researchers may be able to pursue collaborative, interdisciplinary research designs with multiple researchers present during interviews without concerns of strongly influencing data elicitation on sensitive topics. However, researchers should be cognizant of the subtle ways in which the presence of a third-party expert may influence the credibility claims and knowledge assertions made by respondents when a third-party expert is present during stakeholder interviews.

Challenges faced by preservice and novice teachers in implementing student-centred models: A systematic review

2021 ◽  
pp. 1356336X2199521
Author(s):  
Rita Silva ◽  
Cláudio Farias ◽  
Isabel Mesquita
Keyword(s):  
Preservice Teachers ◽  
Novice Teachers ◽  
Developmentally Appropriate ◽  
Student Resistance ◽  
Occupational Socialization ◽  
Sport Education ◽  
Inclusion Criteria ◽  
Cooperative Interactions ◽  
Physical Education Teacher Education ◽  
Learning Team

The purpose of this study was to unpack the challenges and constraints encountered by preservice and novice teachers when implementing student-centred models, and to describe the methodological characteristics of research conducted on this topic between 2004 and 2020. The procedure had a three-step approach: (a) searching for publications in electronic databases; (b) selecting studies based on inclusion criteria; and (c) refining this selection to identify research-based papers. 29 articles were selected, most of which were from Europe and North America. The most researched model was Sport Education, and studies considering novice teachers were scarce. The predominant methodology across studies involved multiple qualitative data sources and inductive analysis. Our major finding was the identification of three themes reflecting distinct challenges to the implementation of student-centred models: (a) teacher-related challenges (i.e. pervasive beliefs, occupational socialization, managerial- and instruction-related); (b) student-related challenges (i.e. student resistance to engaged participation in student-centred models); and (c) external challenges (i.e. context- and environment-related). Physical education teacher education should invest in training preservice teachers to: (a) manage the dynamics of students’ cooperative interactions and peer-assisted learning; (b) design developmentally appropriate small-sided games and problem-solving contexts, and (c) scaffold the gradual transfer of responsibility to students for their engagement in persistent learning team activities. Longer studies and the inclusion of student perspectives will be particularly valuable for future investigations.

scholarly journals Recruiting for research on sensitive topics in schools: an experience with Vaxcards, a collectable vaccine card game

Trials ◽  
2021 ◽  
Vol 22 (1) ◽  
Author(s):  
D. S. Epstein ◽  
J. C. Enticott ◽  
H. J. Larson ◽  
C. Barton
Keyword(s):  
Research Team ◽  
Controlled Trial ◽  
Contact Point ◽  
Research Participation ◽  
Cluster Randomised Controlled Trial ◽  
Trial Registration ◽  
Card Game ◽  
Successful Recruitment ◽  
Sensitive Topics ◽  
Randomised Controlled

Abstract Undertaking recruitment for research in schools is an effective way to recruit young people for research participation but it is not without its challenges. Gaining access and coordinating many levels of different organisations and stakeholders whose cooperation and approval are crucial all add time and sometimes logistical challenges for the research team. In addition, recruiting around sensitive research topics can elicit additional barriers to successful research. The research team aimed to conduct a pragmatic cluster randomised controlled trial involving schools in a local government region in Victoria, Australia, to assess the effect of a vaccination-based educational card game called “Vaxcards” on vaccine consent returns. Schools were contacted via phone and email to determine which staff member would best be a contact point for a face-to-face meeting to discuss the methods and purpose of the study. Email follow-ups were scheduled to follow up non-responsive schools and consent forms. The minimum required sample size was 13. Of 31 eligible schools, 13 were recruited. The research team encountered several unanticipated challenges before achieving the recruitment target. The most common reasons for non-participation were being too busy with other commitments, concerns regarding the topic of vaccination being too sensitive, and concerns that key stakeholders in the school would not approve of the research topic of vaccination. One school required a review by a private research ethics board that rejected the study. Significant hesitancy and misinformation about vaccine science was observed that affected engagement with a small number of schools. This paper highlights the challenges of recruiting schools in the context of public anxieties about vaccines and has several important learning lessons for successful recruitment about sensitive topics. This includes navigating approval processes for research in schools, the importance of local champions, dealing with misinformation and the importance of strong relationships and organisational trust. Trial registration Australian New Zealand Clinical Trials Registry (ANZCTR) ACTRN12618001753246. Prospectively registered on 25 October 2018 8:24:21 AM

scholarly journals Utilizing perspectives from HIV-infected women, male partners and healthcare providers to design family planning SMS in Kenya: a qualitative study

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Karren Lewis ◽  
Elizabeth K. Harrington ◽  
Daniel Matemo ◽  
Alison L. Drake ◽  
Keshet Ronen ◽  
...  
Keyword(s):  
Family Planning ◽  
Controlled Trial ◽  
Healthcare Providers ◽  
Short Message ◽  
Male Partners ◽  
Group Discussions ◽  
Sensitive Topics ◽  
Care Workers ◽  
Message Service ◽  
Education Support

Abstract Background Short message service (SMS) presents an opportunity to expand the reach of care and improve reproductive health outcomes. SMS could increase family planning (FP) use through education, support and demand generation. The purpose of this analysis is to determine the perspectives of potential FP users to inform design of SMS. Methods We conducted focus group discussions (FGD) with HIV-infected women and in-depth interviews (IDI) with male partners and health care workers (HCW) at urban and rural clinics in Kenya to design SMS content for a randomized controlled trial. Results Women and men indicated SMS could be used as a tool to discuss FP with their partners, and help decrease misconceptions about FP. Women stated SMS could make them more comfortable discussing sensitive topics with HCWs compared to in-person discussions. However, some women expressed concerns about FP SMS particularly if they used FP covertly or feared partner disapproval of FP use. These findings were common among women who had not disclosed their status. Providers viewed SMS as an important tool for tracking patients and clinical triage in conjunction with routine clinical visits. Conclusion Our findings suggest that SMS has the potential to facilitate FP education, counselling, and interaction with HCWs around FP.

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