The New Narrative Research in Education

Casey, Kathleen

doi:10.2307/1167282

Cited by 99 publications

(86 citation statements)

References 102 publications

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“…Several researchers have employed written narrative as an instrument in their research to investigate teachers' identity construction (Casey, 1995;Connelly & Clandinin, 1999;Watson, 2006). In the current study, written narrative in the form of teachers' personal narrative about their teaching was used as another instrument to elicit Iranian teachers' professional life and their stories about their job.…”

Section: Written Narrativementioning

confidence: 99%

Exploring Teachers' Role Identity among Iranian EFL Teachers: A Narrative-based Research

Sahragard

Sadeghi

2017

Int. J. Appl. Linguist. Engl. Lit.

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The aim of this study was to explore the concept of role identity among Iranian English language teachers. Narrative inquiry was adopted as an approach of the study. Twenty-one Iranian English language teachers from three educational contexts (university, school, and institute) were interviewed and provided their written narratives. Then, the collected data were analyzed through thematic analysis and credibility and trustworthiness of the data were ensured through data triangulation and coding agreement. Results of the study revealed that Iranian EFL teachers conceptualized their role identity from multi-dimensional perspectives, including managerial, professional, and socio-cultural perspectives. The findings also showed that thirteen sub-role identities were explored and emerged under three main themes of role identity for Iranian EFL teachers. The three main themes included teachers' role identity as manager, professional, and acculturator and the thirteen sub-role identities consisted of 'knowledge transmitter, trader, juggler, interaction supervisor, promoter, arbiter, entertainer, pundit, collaborator, learner, social panacea, cultural adapter, and tutelageprovider'. The results of the current study can be useful for policy makers, teacher educators, and evaluators to have a better judgment and make appropriate decisions about teachers. Finally, the limitation of the study along with suggestion for the further research were also discussed.

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Section: Written Narrativementioning

confidence: 99%

Exploring Teachers' Role Identity among Iranian EFL Teachers: A Narrative-based Research

Sahragard

Sadeghi

2017

Int. J. Appl. Linguist. Engl. Lit.

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“…Theoretical sampling and purposeful selection of research participants were important considerations (Cresswell, 2012;Casey, 1995;Reissman, 1993). Casey (1995) points out that people think and act in patterned manners and therefore, selection of various groups of participants is crucial in getting the widest possible range of responses. Participants were selected along a set of four criteria:…”

Section: Documented Policiesmentioning

confidence: 99%

ICT Policies in Developing Countries: An Evaluation with the Extended Design‐Actuality Gaps Framework

Palvia

Baqir

Nemati

2015

E J Info Sys Dev Countries

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Information and communication technologies (ICT) are often represented as a factor in global economic growth and social development. Consequently, countries and governments invest large amounts of resources in the ICT sector. However, it is not certain whether the results of these investments necessarily match expectations. In order to investigate this conundrum, this study evaluates government policies for Information Communication Technologies (ICT) growth in a developing country by extending and utilizing the design-actuality gaps framework. A qualitative analysis of government's ICT policy documents (i.e., design) and interviews with 35 citizens and 54 government officials (i.e., actuality) shows significant design-actuality gaps. Additional insights are derived from two focus groups involving 11 citizens. The analysis shows that not only there are gaps between policy design and actuality but also the dimensions of design and actuality are different. The causes of these gaps are discussed along with implications for practitioners and a theoretical extension of the designactuality gaps framework. This research contributes to the literature on design-actuality gaps, ICT in developing countries, and government policy evaluation.

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“…It was therefore the search for explanations to why and how policy decisions were made, communicated and implemented in schools which made the case study relevant to this study. Further, because people's values and attitudes can best be captured during an interaction process, interactive strategies in the form of focus group interviews were employed to capture data from the participants in their own narratives, meanings and perspectives (Casey 1996;Nyarawanda 2003;Moss 2004).…”

Section: Methodsmentioning

confidence: 99%

Perceptions of Policy Duty Bearers on the Inclusive Education Policy for Pregnant Teenagers in South Africa

Runhare

Vandeyar

2012

Journal of Social Sciences

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Post-apa rtheid, South Africa democratised access to education as enshrined in the country's Constitutional Bill of Rights of 1996. This also includes making education accessible to pregnant teenagers as provided for by other post-apartheid legal provisions that prohibit discrimination in education. This study explored the perceptions of education policy duty bearers on the inclusion of pregnant learners in formal schools. The sample of the study comprised teachers, community representatives in school governing bodies (SGB), and parents of pregnant teenagers at two schools that mainstreamed pregnant learners. Data were analysed using Atlas ti computer package which was programmed to code and quote participants' views. Results of the study revealed that socio-cultural gender ideologies were the more influential variables on participants' negative perceptions towards the inclusion of pregnant learners in regular schools. From the findings, we recommend that comprehensive structures and procedures for policy dialogue and advocacy be established in schools.

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The New Narrative Research in Education

Cited by 99 publications

References 102 publications

Exploring Teachers' Role Identity among Iranian EFL Teachers: A Narrative-based Research

Exploring Teachers' Role Identity among Iranian EFL Teachers: A Narrative-based Research

ICT Policies in Developing Countries: An Evaluation with the Extended Design‐Actuality Gaps Framework

Perceptions of Policy Duty Bearers on the Inclusive Education Policy for Pregnant Teenagers in South Africa

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