How Things Work - Doha Academy of Tertiary Studies

More documents

Recommendations

Info

Topic Sections Pages Pages of context Questionnaire info Inclusion Teacher training Child-centered educ. Democratic play Program sustainability Choice vs. standard Writing the Final Report 189 Insertions of Patches from Zone 3 Zone 3: Patches Other topics Liubchyk 5 X X D,C,3 1. teacher selection Oksana 3 1 X X X X F,1 2. child protection Teacher training, Aviv 3 1 X X X 4 Press conference, L’viv 2 X X Teacher training, Kiev 2 X Teacher training, Ukraine 2 2 X X Liubchyk 3 X X 3 His parents 2 X X Parent Organizations 2 2 X LEA, Aviv 2 1 B,9 Ministry 2 2 X X X SbS Ukraine 2 2 X X X X 2,8 Interpretation: Alternate education policy 4 X 10 Interpretation: Teacher training 4 X X Interpretation: Inclusion 4 X E,5 Liubchyk 2 X A Total 44 11 3. child view of disability 4. teacher view of disability 5. nature of disability 6. role of church 7. teacher unions 8. European Union TACIS 9. Chernobyl effects 10. special education alternatives 11. preparing parents FiGuRe 11.3. Assembly plan for the Ukraine final report. Quotes, impressions A. Black today, green tomorrow B. Director not bureaucrat C. Liubchyk’s view of time and management D. body contact E. teacher staffing vs. potholes F. Oksana´s activity centers G. parents voted support H. psychological assessment I. aggression, affection
190 QUaLItatIVe ReSeaRCH These priorities do not indicate the order or size of the topic in the report. These terms might or might not be headings of the sections of the report. All that can be done with the page allocation form (Figure 8.4). In Figure 11.3 are the names of topics and the allocation of pages decided on by the researchers, Svitlana Efimova and Natalia Sofiy. In the “Topic Sections” column for Ukraine are roughly the topics just identified. After being told by Step by Step officials that the report should be 45 pages long, the two researchers decided they wanted to give 10 pages to the description of Liubchyk. But also they wanted, as you can see, to start with Liubchyk, to have some middle pages on him, and to end with him. Most of the patches they anticipated would have an experiential flavor, as in what you read about Liubchyk in Chapter 10. They wanted almost a quarter of the report to be about the boy, even though they had considerable obligation to write about Step by Step across the whole country. They wanted the reader to experience him as a person and to be conscious of him while reading about teacher training, parent involvement, and the issues of inclusion and national policy. The Ukrainian physical and political contexts were important. Liubchyk’s community was not far from the nuclear disaster at Chernobyl. Many children had suffered disabilities. A quarter of the pages, 11 out of 44, were apportioned to context, spread out over seven sections of the report. You are following this in Figure 11.3, aren’t you? Even more explicit than with many programs, the Step by Step organization called for political advocacy. The teacher trainers were to press the Ministries of Education to be more supportive of preschool in general and of “alternative” pedagogies, particularly child- centered teaching. Their professional view was partly a political and media view. The Ukraine researchers chose to hold a press conference on the issue of school inclusion of children with disability and then, in planning the case study, to observe and record it for the report. 3 At the time that Efimova and Sofiy first conjectured their assembly plan, they had no patches. But, 2 months later, they had 11 brief topics and 9 quotations. These patches gradually were assigned to the topics identified in the left-hand column. Liubchyk’s clothing suggestion to the 3 The Step by Step people caused news stories to be written about school inclusion of children with disability. Their internal researchers, in a sense, were in a position of creating and reporting the news. They acted professionally. It might have been unethical had they hid this promotional commitment from their readers.
Page 2:
Qualitative ReseaRch
Page 5 and 6:
© 2010 The Guilford Press A Divisi
Page 7 and 8:
vi acknowledgments To kith and kin,
Page 9 and 10:
viii Contents 3. experiential under
Page 14 and 15:
Introduction Make Yourself Comforta
Page 16 and 17:
Introduction 3 aware that quite a f
Page 18 and 19:
Introduction 5 Halldor Laxness: Und
Page 20 and 21:
taBle i.1. summary of the National
Page 22:
Introduction 9 trate an issue or as
Page 25 and 26:
12 QUaLItatIVe ReSeaRCH BOX 1.1. Ga
Page 27 and 28:
14 QUaLItatIVe ReSeaRCH Clinical kn
Page 29 and 30:
16 QUaLItatIVe ReSeaRCH BOX 1.2. (c
Page 31 and 32:
18 QUaLItatIVe ReSeaRCH temological
Page 33 and 34:
20 QUaLItatIVe ReSeaRCH role and (2
Page 35 and 36:
22 QUaLItatIVe ReSeaRCH for? It is
Page 37 and 38:
24 QUaLItatIVe ReSeaRCH stayed out
Page 39 and 40:
26 QUaLItatIVe ReSeaRCH community.
Page 41 and 42:
28 QUaLItatIVe ReSeaRCH parisons. Y
Page 43 and 44:
30 QUaLItatIVe ReSeaRCH for many ye
Page 45 and 46:
32 QUaLItatIVe ReSeaRCH tative rese
Page 47 and 48:
Page 49 and 50:
36 chaPteR 2 Interpretation The Per
Page 51 and 52:
38 QUaLItatIVe ReSeaRCH So that is
Page 53 and 54:
40 QUaLItatIVe ReSeaRCH but of a ge
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
48 QUaLItatIVe ReSeaRCH themselves
Page 63 and 64:
50 QUaLItatIVe ReSeaRCH many of the
Page 65 and 66:
52 QUaLItatIVe ReSeaRCH This more o
Page 67 and 68:
54 QUaLItatIVe ReSeaRCH your city c
Page 69 and 70:
56 chaPteR 3 experiential Understan
Page 71 and 72:
58 QUaLItatIVe ReSeaRCH We ask many
Page 73 and 74:
Page 75 and 76:
62 QUaLItatIVe ReSeaRCH Qualitative
Page 77 and 78:
64 QUaLItatIVe ReSeaRCH BOX 3.2. li
Page 79 and 80:
66 QUaLItatIVe ReSeaRCH 3.4. MultiP
Page 81 and 82:
68 QUaLItatIVe ReSeaRCH ers, practi
Page 83 and 84:
70 QUaLItatIVe ReSeaRCH description
Page 85 and 86:
72 QUaLItatIVe ReSeaRCH You must lo
Page 87 and 88:
74 QUaLItatIVe ReSeaRCH The third p
Page 89 and 90:
76 QUaLItatIVe ReSeaRCH Examples of
Page 91 and 92:
78 QUaLItatIVe ReSeaRCH what someon
Page 93 and 94:
80 QUaLItatIVe ReSeaRCH What happen
Page 95 and 96:
82 QUaLItatIVe ReSeaRCH quantitativ
Page 97 and 98:
84 QUaLItatIVe ReSeaRCH The Researc
Page 99 and 100:
86 QUaLItatIVe ReSeaRCH not care mu
Page 101 and 102:
88 chaPteR 5 Methods Gathering Data
Page 103 and 104:
90 QUaLItatIVe ReSeaRCH researcher
Page 105 and 106:
92 QUaLItatIVe ReSeaRCH BOX 5.1. Ma
Page 107 and 108:
94 QUaLItatIVe ReSeaRCH resent? Wil
Page 109 and 110:
96 QUaLItatIVe ReSeaRCH BOX 5.2. in
Page 111 and 112:
98 QUaLItatIVe ReSeaRCH BOX 5.3. ex
Page 113 and 114:
100 QUaLItatIVe ReSeaRCH BOX 5.4. P
Page 115 and 116:
102 QUaLItatIVe ReSeaRCH BOX 5.5. F
Page 117 and 118:
104 chaPteR 6 Review of Literature
Page 119 and 120:
106 QUaLItatIVe ReSeaRCH The libera
Page 121 and 122:
Causality 108 Comparative Empathy A
Page 123 and 124:
By administrators Portfolios By pee
Page 125 and 126:
112 QUaLItatIVe ReSeaRCH researcher
Page 127 and 128:
114 QUaLItatIVe ReSeaRCH BOX 6.1. P
Page 129 and 130:
116 QUaLItatIVe ReSeaRCH The Intern
Page 131 and 132:
118 QUaLItatIVe ReSeaRCH Quality of
Page 133 and 134:
120 QUaLItatIVe ReSeaRCH 7.1. eviDe
Page 135 and 136:
122 QUaLItatIVe ReSeaRCH Seven year
Page 137 and 138:
124 QUaLItatIVe ReSeaRCH (Flick, 20
Page 139 and 140:
126 QUaLItatIVe ReSeaRCH in family
Page 141 and 142:
128 QUaLItatIVe ReSeaRCH existentia
Page 143 and 144:
130 QUaLItatIVe ReSeaRCH Obviously
Page 145 and 146:
132 QUaLItatIVe ReSeaRCH increased
Page 147 and 148:
134 QUaLItatIVe ReSeaRCH try to be
Page 149 and 150:
136 QUaLItatIVe ReSeaRCH for elemen
Page 151 and 152: 138 QUaLItatIVe ReSeaRCH Observatio
Page 153 and 154: 140 QUaLItatIVe ReSeaRCH BOX 8.1. t
Page 155 and 156: 142 QUaLItatIVe ReSeaRCH BOX 8.1. (
Page 163 and 164: 150 QUaLItatIVe ReSeaRCH teaching:
Page 165 and 166: 152 QUaLItatIVe ReSeaRCH BOX 8.2. D
Page 167 and 168: 154 QUaLItatIVe ReSeaRCH One purpos
Page 169 and 170: 156 QUaLItatIVe ReSeaRCH The value
Page 171 and 172: 158 QUaLItatIVe ReSeaRCH erate and
Page 173 and 174: 160 QUaLItatIVe ReSeaRCH BOX 9.1. Y
Page 175 and 176: 162 QUaLItatIVe ReSeaRCH Program ev
Page 177 and 178: 164 QUaLItatIVe ReSeaRCH A study of
Page 179 and 180: 166 QUaLItatIVe ReSeaRCH we know th
Page 181 and 182: 168 QUaLItatIVe ReSeaRCH and the mu
Page 183 and 184: 170 chaPteR 10 Storytelling Illustr
Page 185 and 186: 172 QUaLItatIVe ReSeaRCH ethical is
Page 187 and 188: 174 QUaLItatIVe ReSeaRCH 10.2. eleM
Page 189 and 190: 176 QUaLItatIVe ReSeaRCH History of
Page 191 and 192: 178 QUaLItatIVe ReSeaRCH BOX 10.4.
Page 193 and 194: 180 QUaLItatIVe ReSeaRCH interpreta
Page 195 and 196: 182 QUaLItatIVe ReSeaRCH tain to id
Page 197 and 198: 184 QUaLItatIVe ReSeaRCH For the fi
Page 199 and 200: 186 QUaLItatIVe ReSeaRCH tion 11.4,
Page 201: 188 QUaLItatIVe ReSeaRCH 11.2. the
Page 205 and 206: 192 QUaLItatIVe ReSeaRCH •• Sin
Page 207 and 208: 194 QUaLItatIVe ReSeaRCH Particular
Page 209 and 210: 196 QUaLItatIVe ReSeaRCH To general
Page 211 and 212: 198 QUaLItatIVe ReSeaRCH diversity
Page 213 and 214: 200 chaPteR 12 advocacy and ethics
Page 215 and 216: 202 QUaLItatIVe ReSeaRCH We do advo
Page 217 and 218: 204 QUaLItatIVe ReSeaRCH I started
Page 219 and 220: 206 QUaLItatIVe ReSeaRCH so later,
Page 221 and 222: 208 QUaLItatIVe ReSeaRCH BOX 12.2.
Page 223 and 224: 210 QUaLItatIVe ReSeaRCH across cul
Page 225 and 226: 212 QUaLItatIVe ReSeaRCH But there
Page 227 and 228: 214 QUaLItatIVe ReSeaRCH deliberate
Page 229 and 230: 216 QUaLItatIVe ReSeaRCH It has bee
Page 231 and 232: 218 Glossary concept: a mental inte
Page 233 and 234: 220 Glossary member checking: askin
Page 236 and 237: ibliography Nicholas Abercrombie, S
Page 238 and 239: ibliography 225 Norman Denzin, 1989
Page 240 and 241: ibliography 227 Ernest House, 1980.
Page 242 and 243: ibliography 229 Matthew Miles and M
Page 244 and 245: ibliography 231 Louis Smith and Wil
Page 246 and 247: author Index Abercrombie, Nicholas,
Page 248 and 249: Koncoková, Eva, vi, 211, 212, 227
Page 250 and 251: Subject Index Page numbers followed
Page 252 and 253:
Etic issues, 15, 74, 95, 218 Europe
Page 254 and 255:
National Collegiate Athletic Associ
Page 256 and 257:
Tape recordings, 94-95, 152 Teacher
show all

How Things Work - Doha Academy of Tertiary Studies

Create successful ePaper yourself

Delete template?

Save as template?