Reflective Interviews Research Articles

Discovering students' responses using flipped classroom model through reading comprehension teaching

Recently there has been a spate of interest on the flipped classroom that is the new learning model on education. Flipped classroom learning model is when the teacher giving material online through internet (outside the classroom). Students’ learning to understand the topic or material at home and conducting discussions or questions and answers, where the teacher answers the difficulties of students related material in the classroom. The teacher ask students with some of questions to check the students’ comprehension. In this research, focused on Flipped classroom model in teaching reading comprehension: students responses. The purpose of this research to find out the flipped classroom learning model is incorporated technology assisted and then to find out the flipped classroom learning model responded balance by students’. In research site and participant the researcher involved 36 students, 6 students as participants from second grade of Senior High School 1 Karawang West Java, with study objective sampling by using qualitative narrative inquiry method. To collect the data the researcher used three instrument that is reflective journal, interview and documentation. For data analysis technique the researcher used thematic analysis by Braun & Clark (2006) which is read the data deeply, transcribe, code, categorize, and interpret the data to analyze the data. The result of the research shown that students have positive responses. There are 5 students’ have the same positive responses that is students’ more comfortable to learning, get better understanding the material, make them active discuss in classroom. But 1 of students’ have a negative responded that is the condition of the classroom not conducive make her not really understood the material. It can be concluded that the flipped classroom learning model responded balance by students. The most of students more comfortable to learning the material first at home before teaching and learning in the classroom make them understand better, students more active to express their though in discussion session and also the process of learning was more interesting and helpful of them.

Challenges of developing, conducting, analysing and reporting a COVID-19 study as the COVID-19 pandemic unfolds: an online co-autoethnographic study

ObjectivesTo capture the complexities and unique experience of a newly formed multidisciplinary and multicentre research team developing and deploying a COVID-19 study and to identify lessons learnt.DesignCo-autoethnographic study.SettingStaff at two...

Better Foreign Correspondence Starts at Home: Changing Practice Through Diasporic Knowledge

ABSTRACT Foreign correspondents are uniquely positioned to increase the global plurality of views, understand a complex world of global risk, and create a more cosmopolitan media. In order to better equip foreign correspondents for their postings, innovative approaches are needed. With this aim, a new journalism research practice, called the Frame Reflection Interview (FRI), was developed. The FRI allows correspondents, in a short period of time, to gain an in-depth understanding of social contexts of the target country. The FRI process is based on translating the theory and methodology of frame reflection from the practice of policy design to the practice of journalism. This article reports on the results of a pilot trial of this method where a correspondent, about to be posted to Jakarta, accessed members of the Indonesian diaspora in Sydney before her departure. The results of the pilot were measured via content analysis of stories completed by the journalist during the early months of her posting, and by qualitative interviews with the journalist. The results of this research show the potential for FRIs to improve foreign correspondence, especially in postcolonial contexts.

Post-match video-based feedback: A longitudinal work-based coach development program stimulating changes in coaches’ knowledge and understanding

The literature regarding formal coach education and development highlights issues of transference of usable knowledge to the real-world context. This study sought to engage coaches from a Spanish football academy in a longitudinal work-based coach development program (CDP) focused on the delivery of post-match feedback. The CDP was delivered over a 23-month period through collaboration between a sport pedagogue researcher-practitioner, the Academy Management Team, and an experienced research team. The study adopted a case study design, utilizing a multiple method data collection strategy that occurred in several stages: 1) Systematic observations (Sep–Dec 2018) and 2) debrief (Jan 2019), where baseline coach behaviors and underpinning knowledge were recorded; 3) a workshop and a directed task (Mar 2019), encouraging coaches to apply new knowledge; 4) a directed task 2 and reflective interview (Apr/May 2019), facilitating coaches’ reflection on their past deliveries and rationalization and planning of their forthcoming sessions’ delivery and 5) a consolidation interview (Apr 2020), capturing knowledge stabilization. Qualitative data suggest that there was an increased understanding in the adoption of behaviors including corrective feedback, silence, questioning, and player participation throughout the CDP. In addition, coaches’ self-reflection found acceptance of their coaching delivery or a disconnect between their desired and actual behaviors during the delivery of video-based feedback. This study provides a preliminary framework for further implementation and exploration in developing coaches’ knowledge and understanding of delivering post-match video-based feedback.

Good practice in sport science and medicine support: practitioners’ perspectives on quality, pressure and support

ABSTRACT Purpose/Rationale: Good Practice in Sport Science and Medicine (SSM) delivery is clearly of interest and importance, with both anecdotal insights and developing empirical research focussing on the evaluation of good practice in delivery. Accordingly, to develop deeper understanding of the positive mechanisms of SSM delivery, our aim was to gain longitudinal insight from SMM practitioners (SSMPs) on their experiences of practice in service delivery. This included perceptions on preparation for their roles and the sources of challenge and support experienced in delivery environments. Design/Methodology/Approach: Semi-structured interviews were undertaken over a 6-month period with nine experienced SSMPs, representing six different disciplines. There were three stages of investigation: an induction interview, three longitudinal interviews at 4–6 weekly intervals and a final reflective interview. Data were transcribed and analysed to generate higher order themes. Findings: Results suggest SSMPs perceive a number of challenges to their delivery. The more significant of these were either organisational or interpersonal in nature. However, there were critical forms and sources of support which could aid in navigating the challenges experienced. This suggests both a key role for employment organisations in supporting SSMP delivery and a need for the SSMPs to focus on non-technical, interpersonal skills to support in navigating key challenges. Practical Implications: The more in-depth appreciation of sources of support and challenge has key implications for both the training and ongoing support on offer to SSMP. Research Contribution: Findings offer important and new empirical insight to GP delivery, specifically identifying gaps in training and the role employing organisations have in supporting SSMPs.

Exploring restrictive measures using action research: A participative observational study by nursing staff in nursing homes.

In nursing homes, nursing staff have a key role in the use of restrictive measures. However, their active role in reducing restrictive measures has so far been limited. The aim of this study is to explore how and when the application of restrictive measures in nursing homes occurs including underlying factors, together with nursing staff. Participatory action research was chosen for a bottom-up understanding of the use of restrictive measures. Two Dutch nursing homes participated in 2016/2017 with 18 nursing staff members in the action research team. Nursing staff carried out 33 observations followed by a reflective interview. Nursing staff observed a wide range of restrictions, including restrictions in freedom of choice, not being able to go outside, not being in charge of medication, and a directive/unresponsive care attitude. Factors influencing restrictions included habits and institutionalization, cognitive ability of the resident, availability of personnel, and responsibility for safety. A responsive care attitude and raising awareness were seen as good practices to enhance freedom. By taking a distant view on their work, nursing staff discovered a broad range of restrictions, including 'less obvious' restrictions. Active forms of learning may position nursing staff to discuss and reduce restrictive measures. What problem did the study address?: Restrictive measures are still common in nursing homes. Despite their key role in using restrictive measures, nursing staff's active role in research has been limited. What were the main findings?: By participating as researchers, nursing staff gained a broader perspective on restrictive measures. Many 'less obvious' restrictions were related to routines and institutionalization and were considered as eye opening by nursing staff. Where and on whom will the research have impact?: Active forms of learning such as observing and reflecting has the potential to position nursing staff as 'agents of change'.

A Novel Application of Photovoice in a Statewide Home Visiting Evaluation

Photovoice is an empowering, qualitative, community-based participatory research method that engages participants to take photographs and reflect on their meanings. We employed a novel application of a Photovoice-inspired methodology to evaluate perinatal home visiting services. This article describes the feasibility and utility of remote implementation of a Photovoice-inspired project in one state’s federally funded Maternal, Infant, and Early Childhood Home Visiting Initiative. The initial project aimed to identify aspects of parenting roles/identities, goals, and home visitor–client relationship that can be leveraged to improve program engagement and retention. Training materials were sent to home visitors who acted as liaisons with parents. Reflective interviews about this photo-elicitation method conducted with parents, home visitors, and the evaluators following the project revealed that informational materials were beneficial to understanding the process. Home visitors were noted as gatekeepers and key motivators. Trainings, flexibility, timely communication, and logistics should be considered when remotely implementing Photovoice.

Reflective journals: enhancing doctoral students’ engagement

ABSTRACT Reflection journals (RJs) have been recognised as a vital tool in promoting student learning. However, little is known about how doctoral students use RJs to improve academic engagement. Through a mixed-method study, this paper explored how six international students from a Chinese normal university utilized RJs in their engagement in an advanced learning sciences course. This study used reflective journals, surveys, and interviews to examine doctoral students’ perceptions of the effectiveness of reflective journals in their learning process in a 12-week ‘Frontiers of the Learning Sciences’ course. The quantitative results revealed that all items received a positive rating and were appropriate for exploring how reflective journals enhanced the participants’ critical thinking, writing skills and engagement. Overall, the findings confirmed that reflective journals facilitate critical thinking, metacognition, and self-engagement. The findings of the study likewise provide information for course instructors to adjust their lesson plans in response to students’ comments and suggestions.

Painting and Podcasting as Play: Assemblages (With)in Classroom-Situated Multimodal Design

BackgroundResearchers interested in more playful literacy practices often abandon school-related contexts to instead follow young people to after-school settings, community spaces, social spaces, home environments, and online hangouts. However, play also makes itself visible, even (and sometimes especially) in more formalized learning spaces. Sometimes it emerges subversively in much the same way that flowers grow through cracks in concrete. Other times, teachers deliberately carve out experiences for students to make space for humor, creativity, laughter, and social imagining.Purpose/Objective/Research QuestionThis inquiry examines two questions: What assemblages of play emerge when youth engage in multimodal composition in classroom spaces? What did these assemblages of play produce?ParticipantsParticipants included youth and teachers from two very different classrooms engaging in a diverse set of multimodal composition projects: one 6th-grade class in an independent school engaging in the creation of podcasts, and one 8th-grade class in a rural public school painting a scene from a recently read novel.Research DesignThis inquiry was designed as a qualitative case study.Data CollectionData sources gathered for this project included descriptive fieldnotes taken during approximately 3 hours of classroom observation during multimodal design, audio recordings during class sessions, photographs taken at the school sites, digital products produced by youth, reflective interviews with teachers, follow-up focus groups with 6th-graders, and reflective surveys filled out by all 8th-grade participants.FindingsTwo focal assemblages emerged from various participant/researcher vantage points. Youth conceptualized play as craft, and the researcher observed work-play flows.ConclusionsRecommendations include (a) better recognizing play across age groups and places/spaces, (b) conceptualizing play as a complicated assemblage of materials, humans, emotions, technologies, and space-times, and (c) embracing work-play flows.

Impacting and being impacted by overuse injuries: an ethnodrama of parents’ experiences

ABSTRACT The aim of this study was to explore the experience of parents of gymnasts suffering from overuse injuries. The work is part of a wider ethnographic project, with 43 participants (16 gymnasts, 3 coaches, 1 physiotherapist, 22 parents, 1 manager), which investigated the psychosocial factors affecting the development of overuse injuries in gymnasts. Data collection began with observations, formal and informal interviews, and a focus group, which were transcribed and analysed using reflective thematic analysis. Preliminary results were shared with the participants and reflective interviews were conducted to ensure depth and methodological rigour. Five themes were identified: ‘Catch 22’, highlighting the helplessness parents experienced watching their injured daughters; ‘I (need to) trust these people’, referring to the parent–coach relationship; ‘Because a gymnast cannot rest for too long’, which reconnects to aspects of Nixon’s culture of risk; ‘It’s on me’, and ‘Walking on a thin line’, two themes related to the sense of responsibility and the role of ‘mediator’ parents needed to adopt when dealing with their daughters’ overuse injuries. Findings from the study are presented using ethnodrama, a form of creative analytical practice aiming to create an informative and evocative experience. This study extends existing research which has demonstrated a recent shift away from the simplistic perspective of sport parents being either good or bad (e.g., ‘pushy parents’), and provides a more rounded description of the challenges of dealing with overuse injuries in youth sport. It also adopts an innovative form of representation to reach and impact non-academic audiences.

Perceiving and experiencing subgroups in sport: a proposed conceptual framework

ABSTRACT The purpose of this research was to develop a better understanding of the underlying mechanisms that shape athletes’ perceptions and experiences of subgroups, with the purview of advancing a sport subgroup conceptualisation. We employed a four-phase qualitative design grounded in critical realism, whereby we: (1) conducted six focus group interviews (n = 28 interuniversity athletes), (2) proposed a preliminary conceptualisation based on relevant theory and themes from Phase 1, (3) undertook a conceptualisation review process with group dynamics scholars (n = 5), and (4) reengaged six athletes from Phase 1 for individual reflection interviews. Our resulting conceptualisation suggests that experiences with subgroups are based on the extent to which athletes recognise their presence (i.e., observability) and the associated behaviours (i.e., behavioural) demonstrated by the observed subgroups. These two dimensions subsequently inform athlete affective, behavioural, and cognitive outcomes. We advocate for a nuanced approach to exploring subgroups in sport and provide suggestions for future research and practical advancements.

Interpreters, rapport, and the role of familiarity

This paper explores one of the conditions that can foster interpreters’ ability to process meaning: their familiarity with the primary participants. Discussion focuses on how latent networks (Watts, 2003) inform the interpretation of relational work (Locher and Watts, 2005) and rapport management (Spencer-Oatey, 2000/2008). The relationship between familiarity and interpretation of relational activity is illustrated through the juxtaposition of two independent studies. Data in the first study were generated through semi-structured group discussions involving eight experienced British Sign Language/English interpreters to identify contextual influences on their choice of interpreting strategies around im/politeness. The findings from the first study are complemented by an interactional sociolinguistic analysis of relational practice within healthcare. In this second study, observational recordings of two naturally-occurring general practice consultations, interpreted between Australian Sign Language and English, were supplemented with reflective interviews with the participants. Familiarity emerged as a strong theme across both studies. Familiarity provides the background knowledge enabling interpreters to better understand both the content and the intent of participants’ language. The knowledge afforded by familiarity reduces interpreters’ cognitive load and may therefore facilitate their greater focus on the relational aspects of the interaction.

Partnering with doctoral students in research supervision: opportunities and challenges

ABSTRACT Discourse regarding modern doctoral studies criticises the traditional notion of doctoral education as being too narrow to facilitate knowledge creation and transfer towards the knowledge economy. This study considered the pedagogical links to supervisory practices to enable transformative learning experiences. The study, grounded in the student–faculty partnership framework and transformative learning concepts, partnered five senior doctoral students with three faculty supervisors for more than a year to mentor junior research students through a variety of strategies. Through a qualitative exploratory research design, the data were collected using reflective journals and in-depth interviews with all participants to gain insight into the experience of this partnership. The findings indicated that the partnership provided an opportunity for students and partners to forge an identity, construct research knowledge in stimulating ways and engage in enactive and vicarious learning. Conversely, the challenges of this study included a lack of structure and power and credibility issues. The findings have important implications for doctoral supervision practices in that learning at the doctoral level is a social activity and supervisors play an important role in shaping such practices.

Dismantling the Deadlock: Australian Muslim Women’s Fightback against the Rise of Right-Wing Media

In Australia, as in other multicultural countries, the global Islamophobic discourse linking Muslims to terrorists to refugees results in the belief of an “enemy within”, which fractures the public sphere. Muslim minorities learn to distrust mainstream media as the global discourse manifests in localised right-wing discussion. This fracturing was further compounded in 2020 with increased media concentration and polarisation. In response, 12 young Australian Muslim women opened themselves up to four journalists working for the Australian Broadcasting Corporation (ABC). They engaged in critical journalism research called Frame Reflection Interviews (FRIs). The process gave journalists important knowledge around the power dynamics of Islamophobia and empowered participants to help shape new media discourses tackling Islamophobia. This paper proposes that the FRIs are one method to rebuild trust in journalism while redistributing risk towards the journalists. These steps are necessary to build a normatively cosmopolitan global public sphere capable of breaking the discursive link between refugees and terrorism and fighting back against the rise of the far right.

Reflecting on Mistakes in Practice among Social Workers in China

AbstractReflection is widely practiced in human service professions, but little research has examined whether reflection actually translates into action and, if so, how. This article explores the possibilities and limits of reflective practice by drawing on data collected through reflective interviews with fifteen Chinese social workers on mistakes in practice. The findings demonstrate that social workers in China are aware of being reflective, even critically reflective, by pondering mistakes and failures they have encountered. Their reflections, however, do not extend to future action plans. Rather, they prefer to rely on manual-based knowledge providing explicit guidance, reflecting their developing reflective capacity and low professional identity. The article argues that social workers’ reflective awareness needs to be built up, while fully recognising the limits of reflection. To address mistakes, not only do we need to create opportunities for practitioners to reflect, but also to address the risk-management strategies of social work organisations and the independent roles that should be performed by professional social work associations in Mainland China.

The preterm infant-parent programme for attachment-PIPPA Study: a randomised controlled trial.

There is increasing recognition of adverse mental health consequences of preterm birth and the impact on social-emotional development. However, the quality of the developing parent-infant relationship may be protective, with enhanced maternal sensitivity to infants' cues associated with improved outcomes. Eighty mothers and their preterm infants born <32 weeks gestation were randomised to intervention and standard care groups. Intervention comprised reflective interview, observation of infant cues and video interaction guidance (VIG). The primary outcome, maternal sensitivity during play, was measured by the Child Adult Relationship Evaluation-Index. Secondary outcomes were infant social-emotional problems measured by the Ages and Stages Questionnaire-Social-Emotional version. There was no statistically significant difference between the intervention and standard care groups in maternal sensitivity during play at 9 months corrected age (CA). In the secondary outcome analysis at 12 months CA, infants in the intervention group had fewer self-regulation problems than infants whose mothers received standard care. Per-protocol analysis revealed that infants whose mothers completed VIG had significantly fewer communication problems. This early attachment-focussed intervention integrating VIG for mothers and their preterm infants did not enhance maternal sensitivity; however, there were effects on infant social-emotional problems at 12 months CA. Preterm birth can adversely affect infant and parent mental health and the quality of the parent-infant relationship. Early intervention to support parent-infant interaction can have positive effects on infant social-emotional development. There was no statistically significant difference in maternal sensitivity during play at 9 months CA. However, there were fewer infant self-regulation and communication problems reported by mothers at 12 months CA following intervention. Further evaluations of attachment-focussed interventions in the neonatal intensive care unit are needed.

Reflective Interviewing—Increasing Social Impact through Research

Scholars are increasingly calling for research that “makes a difference” through theoretical, practical, societal, and educational impacts. Recognizing that academic research lags behind practitioners’ issues and that most academic writing is inaccessible to those who need the knowledge, some scholars are calling for embedding social impact in the research process itself. We argue that participant reflection can increase social impact by changing the way individuals think, behave, and perform. Research interviews can be interventionist with the potential to facilitate participant reflection; however, the current literature on the topic is fragmented. We combine this fragmented literature with discussions of social impact and interview techniques to propose interview principles to facilitate participant reflection toward social impact. We hope to stimulate researchers across a broad range of disciplines to think more intentionally about the impactful role of a common qualitative methodological tool, interviews, to support research participants and engage in socially meaningful research.

Reflections on Advanced Practice of Nurse Administered ECT as a Treatment Resource during the COVID-19 Pandemic

Background: With Electro-Convulsive Therapy (ECT) during the COVID-19 pandemic at risk, nurse administered ECT has become a treatment resource. This study aims to investigate the experiences of two senior ECT nurses practicing Nurse Administered ECT. Method: Qualitative reflective interviews were conducted; the data was then analyzed and presented as corresponding themes for inductive data driven analysis. Each nurse was asked to recall positive and negative events from their practice and describe how their experiences have enabled them to cope. Results: Theme 1: The nurse’s competence is positively influenced by feedback, leading to enhancement of personal and professional development. Theme 2: During the COVID-19 pandemic, nurses report an increased sense of teamwork among staff, and feel that “we are all in this together”. Theme 3: The nurse’s ability to manage difficult situations is dependent on their education, individual knowledge, and experience. Limitations: The authors had the role of both researcher and participant. Conclusion: This study found that both nurses valued feedback above any medical and technical skills they had acquired. This strengthened their advanced practice enabling them to handle difficult situations with confidence. The COVID 19 pandemic has led to advanced nursing practice replacing the junior doctor role within ECT treatment. The nurses felt this had been recognised by their organisation and has led to an increased pride in their work. This paper would suggest that Nurse administered ECT is a valuable resource and that, future nurses could be at the forefront of delivering ECT services.

Shaping the Environmental Self: The Role of Childhood Experiences in Shaping Identity Standards of Environmental Behavior in Adulthood

Existing research shows that childhood processes affect identity formation. However, there is limited scholarly understanding about how these processes work as children age. The case of environmental behavior offers the opportunity to interrogate these processes. I use reflective interviews with 40 participants in the 2014 People’s Climate March in New York to understand how the socialization of environmental behavior in childhood shapes their perceptions of the processes of identity formation related to participation in the environmental movement. I argue that environmental movement behavior is facilitated by the development of compatible identity standards during childhood. I find that four processes—nature experiences, witnessing degradation, parental modeling, and school experiences—influence participation in environmental movement behavior in adulthood. My results highlight varied ways that behavior in adulthood can be facilitated through the shaping of identity standards over the life course. This research has implications for research on socialization, identities, social movements, and the environment.

Investigating language teachers’ ideals in images and interviews

Ideals have been linked to identity, motivation and stamina. To investigate language teachers’ ideals in depth, this study employs a novel complex, three-step method, analysing data collected through drawings and one-to-one reflective interviews with a voice centred relational method (VCRM) for analysis. VCRM conserves the interviewees’ personal voice and includes the researcher as part of the process of analysis. This paper will show how the complex method can be employed and how the findings derived from it allow insights into the forces that keep teachers going, their origins, and their potential for integrating change. Thus, qualitative data collection methods combined with a voice-centred analysis method can be harnessed to enhance our understanding of teacher ideals and the tensions between external demands, internal standards, and different cultures language teachers have to cope with.