Hearing the Voices of Students and Teachers: A Phenomenological Approach to Educational Research

Sohn, Brian K.; Thomas, Sandra P.; Greenberg, Katherine H.; Pollio, Howard R.

doi:10.17583/qre.2017.2374

Cited by 49 publications

(40 citation statements)

References 22 publications

(20 reference statements)

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“…For example, if researchers wish to view score reporting through a critical lens, it may help to partner with someone in the social foundations of education, who is skilled in analyzing written discourse for evidence of implied power structures. Research in the phenomenological tradition would benefit from collaboration with someone who has skill and experience with bracketing (Sohn, Thomas, Greenberg, & Pollio, ), implementing interview strategies that uncover subjective meaning held by the interviewee, and navigating the fluid context of such work. Collaboration with a social psychologist or prevention science researcher could allow a study within the sociopsychological tradition to best identify factors that moderate behavior in response to the transmission of an informational message.…”

Section: Discussionmentioning

confidence: 99%

A Review of Recent Research on Individual‐Level Score Reports

Gotch

Roberts

2018

Educational Measurement

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As the primary interface between test developers and multiple educational stakeholders, score reports are a critical component to the success (or failure) of any assessment program. The purpose of this review is to document recent research on individual‐level score reporting to advance the research and practice of score reporting. We conducted a search for research studies published or presented between 2005 and 2015, examining 60 scholarly works for (1) the research focus, (2) stated or implied theoretical frameworks of communication, and (3) the characteristics of data sets employed in the studies. Results show that research on score properties, especially subscores, and score report design/layout are well‐represented in the literature base. The predominant approach to score reporting has been through a cybernetics tradition of communication. Data sets were often small or localized to a single context. We present example research questions from novel communication frameworks, and encourage our colleagues to adopt new roles in their relationships to stakeholders to advance score reporting research and practice.

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Section: Discussionmentioning

confidence: 99%

A Review of Recent Research on Individual‐Level Score Reports

Gotch

Roberts

2018

Educational Measurement

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“…In qualitative descriptive studies, the purpose of data analysis is to identify important characteristics, themes and patterns inherent to a specific phenomenon of interest to the researcher (Fitzpatrick 2018 :155; Sohn et al 2017 :139). In this study, data were analysed according to Creswell’s principles of data analysis (Creswell 2016 :154).…”

Section: Methodsmentioning

confidence: 99%

Lived experiences of psychiatric patients with mood disorders who attended group therapy facilitated by professional psychiatric nurses

2020

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Background: According to the World Health Organization (WHO), up to 25% of people worldwide will develop mental health disorders during their lifetime. Patients admitted to acute inpatient units for mood disorders experience emotional distress. Group therapy has the potential to foster the therapeutic change through specific therapeutic mechanisms. Psychiatric nurses working in inpatient units are in a unique position to offer group therapy.Objectives: Explore and describe stabilised acute psychiatric patients with mood disorders’ lived experiences of group therapy facilitated by psychiatric nurses. Make specific recommendations for psychiatric nurses to facilitate constructive group therapy for stabilised acute psychiatric patients with mood disorders in an inpatient unit.Method: A qualitative, exploratory, descriptive and contextual design was used in the study. A purposive sample of all patients with mood disorders older than 18 years admitted to inpatient units who participated in group therapy was made. Data were collected through conducting phenomenological interviews, observation and field notes. Interviews focussed on the following open question: ‘How did you experience group therapy facilitated by the psychiatric nurses?’ An independent coder analysed the data by using thematic coding. Measures to ensure trustworthiness were applied. The following four ethical principles were adhered to: autonomy, non-maleficence, beneficence and justice.Results: Three themes emerged from this study. Theme 1 entailed the psychological experiences of patients attending group therapy. Theme 2 highlighted the interpersonal experiences of patients. Theme 3 evolved around patients’ experiences outside group therapy. Patients initially experienced attending group therapy as anxiety provoking. However, negative psychological experiences soon transformed into positive psychological experiences.Conclusion: The findings of this study were used to make specific recommendations to facilitate constructive group therapy for patients with mood disorders.

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“…I followed procedures as described in Thomas and Pollio (2002) and Sohn et al (2017), beginning with a bracketing interview. The research group interpreted the transcript of my bracketing interview and found three themes regarding my experience of the course and my subsequent research: There were “a bunch of people” sharing stories and perspectives in a “banquet-like” atmosphere, some students stood out more than others, and I considered the course’s classroom climate to be ideal.…”

Section: Methodsmentioning

confidence: 99%

Coming to Appreciate Diversity: Ontological Change Through Student–Student Relationships

Sohn

2020

Journal of Transformative Education

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This article, developed from a phenomenological case study of a graduate seminar, presents the development of student–student relationships over the course of a semester and the ways in which they were part of a transformative learning (TL) experience. Often neglected in studies of adult learners, such relationships are revealed to be of critical importance to fostering TL —not to diminish teacher–student relationships but to augment them. Participant diversity included gender, age, race, religion, and field of study. Findings include the student experiences of being “all together” in a collegial and supportive classroom environment and how their relationships developed over time. Superficial comparisons between students, as the course progressed, gave way to intimate explorations of content and changes in disposition. Interpretation of the findings is guided by existential phenomenology and TL theory. Implications for instructors include adapting a phenomenological approach to teaching that brings students together through emotional engagement.

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Hearing the Voices of Students and Teachers: A Phenomenological Approach to Educational Research

Cited by 49 publications

References 22 publications

A Review of Recent Research on Individual‐Level Score Reports

A Review of Recent Research on Individual‐Level Score Reports

Lived experiences of psychiatric patients with mood disorders who attended group therapy facilitated by professional psychiatric nurses

Coming to Appreciate Diversity: Ontological Change Through Student–Student Relationships

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