Student Narratives Research Articles

Qualitatively recognizing the dimensions of student environmental identity development within the classroom context

AbstractThis study qualitatively explored the process of student environmental identity development (sEID) within the highly social and structured context of elementary school science. Social practice theory was used as the lens to distinguish the dimensions of sEID that were visible during a curriculum‐based, in‐school program focused on the issue of pollution. Student narratives, collected from small group interviews and reflective journals, were prioritized to capture the process of students in context identifying as “being for the environment.” Data collected from 35 grade six students were qualitatively coded, a network diagram was used to visualize the relationships in the data, and a research vignette was constructed. Eight dimensions were recognized as contributing to sEID; the opportunity to be an environmental actor with peers, increased awareness of environmental threat, emotional responses, self‐recognition for environmental action, perceived agency, changed behavior across social contexts, social recognition for identity actions, and personal meaning. While many of these dimensions have been directly or indirectly discussed in the research on adult environmentalists, shifting the emphasis from group membership to the individual student in context led to the addition of two dimensions—personal meaning and emotional responses. Recognizing the eight dimensions of sEID is an important contribution to the literature as students engaging in environmental action as a requirement of school is distinct from the existing research. Identifying the dimensions of sEID can support the intentional design of learning sequences that foster environmental identities in school and beyond.

Interactions of Power and Social Pedagogical Recognition: An Analysis of Narratives of Pupils Who Use Alcohol and Drugs in an Upper Secondary School Context in Sweden

The aim of this study is to contribute new knowledge about interactions of power and social pedagogical recognition in narratives of students who use alcohol and drugs in an upper secondary school context. In this context, the student narratives create and re-create a series of images of varied treatment by professional actors (e.g., teachers, student coordinators, counsellors). The reproduced power interactions in narratives describing the practices of professional actors are significant for student learning, teaching, nurturing, inclusion, change, discipline, and identity creation. The social pedagogical recognition of the “other party” in the pupil–professional actor relationship is especially important for achieving the aims of including pupils who use alcohol and drugs in a learning context and enacting positive change through the creation and re-creation of social pedagogical identities (e.g., successful pupil identity) in the upper secondary school context.

Analysis of Debate Skills to the Learners’ Confidence and Anxiety in the Use of the English Language in Academic Engagements

Competitive debating in education has grown in recent years. Debating shaped the skills of students in researching, argumentation, language use, and persuasiveness. Language fluency allowed the students to express their thoughts in clear and concise manner. The aim of this study was to explore how debating grows the confidence and reduce anxiety in English language use, particularly during academic engagements. There were 12 trained debate students who participated in the study from high school and college. This study explored the narratives of students on what nature of competitive debating influenced their speaking skills within their academic engagements e g., class discussions and responding to questions. Narrative analysis suggested that students experienced changes on how they construct sentences in their minds―they did it quickly and more efficiently now. Notably, their exposure to competitive debates reduced their fear in public speaking which then helped them understand their weaknesses in terms of grammar, structures, and vocabulary. Debating also reduced their fear of public speaking because they feel they are more capable of responding to questions and sharing opinions. This qualitative analysis shed light on which aspects the students perform good at after years of engaging to competitive debates.

Examining trans student narratives of transitioning while in college

We collected narratives from five undergraduates who identified as either in the process of or had formerly transitioned from one gender to another while enrolled in a postsecondary institution. We used a narrative life story protocol to explore the greater context of participants as individuals. Participant stories focused on: the importance of relationships including roommates, friends, romantic partners, and role models; their experiences during enrollment, and institutional structures such as campus environments, faculty, and staff. We found the presence of health services focused on trans students’ needs and a trans-specific student organization contributed to perceptions of an affirming campus. We also found that gender binary norms still impacted participants through their struggle to align with cisnormative practices. Implications for higher education educators and administrators include proper training of faculty and staff on trans issues and the need to systemically address practices and policies rooted in the gender binary.

Lärarutbildningen som demokratiskt rum – medvetet engagemang och erbjudanden om ömsesidighet

Education is the cornerstone for developing a democratic society, and vital to the work of fostering new generations of citizens. Therefore, knowledge about how to work with democracy in school and in teacher training is important. Education is often considered as the arena where society can transfer democratic values and give people insights into the meaning of democracy. However, there is a lack of empirical research conducted in classrooms, which urges us to investigate the interpretation of how the doing of democracy in education is carried out. In this case study we explore how democratic values are or are not, manifested by teacher students and teachers in teacher education. In order to understand democracy in education, we ask questions about student influence, reciprocity and critical thinking. The empirical material consists of observations and narratives of teacher students, and the analysis is done by using Cultural analysis. The findings show that teacher educators’ and teacher students’ engagement, and mutual responsibility, is significant for democratic education. Also, critical aspects are identified concerning students' expectations, teachers' limited space for action and an inflexible organizational structure. To conclude, we have revealed a need for more research, to continue the debate of democracy in teacher education.

'Like the virus just brings out the worst in people': Positioning and identity in student narratives during the Covid-19 outbreak in Australia.

This paper illustrates how superdiverse youth negotiate their identity in everyday interactions during Australia's Covid-19 outbreak. The discussion is based on oral narratives collected from classroom conversations among international and local students living in Australia. The paper illustrates how participants position themselves and others in narratives, how these positionings reveal complex identity work among youth from diverse backgrounds and how identities are constructed and negotiated through stories about everyday encounters. Students' experiences of racism and microaggressions point to interethnic interactions as sites of struggle where identities come into conflict. The paper contributes to current work on identity in narrative discourse and narratives of racism.

How Studying Anthropology Changes Students

AbstractStudent research fellows at three universities (Illinois State University, St. Mary's College of Maryland, and Wheaton College) conducted ethnographic research among peers in anthropology programs to better understand students’ experiences in the major and their career goals. In this article, we highlight student narratives of personal and intellectual growth. We found that current majors had more to say about how they had been transformed by anthropology than about the specific anthropological skills relevant to future careers. We posit that students’ personal growth, including greater empathy and open‐mindedness, and intellectual growth, including cross‐cultural understanding and the ability to think critically, developed through students’ integration into departmental communities of practice.

Narratives of occupational therapy students from the Philippines on virtual internship

Virtual internships became an alternative work-based learning for the continuity of education affected by the pandemic. This transition made an impact on the internship experience of Filipino students, particularly the occupational therapy students in delivering services. Occupational therapy (OT) is a client-centered profession that focuses on the therapeutic use of activities in treating impairments that hinder an individual’s occupational participation. This study aims to explore experiences of OT interns from CALABARZON, a region in the Philippines during virtual internships. A phenomenological study approach was utilized. Six (6) OT interns from different universities in CALABARZON participated in a focus group discussion via ZOOM video conferencing platform. Data collected were recorded, transcribed, and analyzed through thematic analysis. Five themes emerged: (1) preparation to virtual internship through bridging programs; (2) positive experiences, attitudes, and practices in virtual internship; (3) perceived advantages and disadvantages of virtual internship; (4) challenges and additional demands in virtual internship; and (5) preview of real occupational therapy through virtual internship.

Child Health and School Sanitation across School Systems

The impact of sanitation facilities on academic environment and childhealth in Pakistan is a field of study that is often ignored. This researchprimarily attempts to provide an overview on the current sanitationscenario in different socioeconomically divided schools across threeurban cities of Punjab, Pakistan. The study used a triangulation of urbanethnography with phenomenological approach to gather informationthrough observations, interviews, student narratives and documentanalysis. The study, on one hand, highlighted the need of healthy safeschool environment initiatives run and monitored by the state across theglobe. The study also a hempted to explore the relation of this challengingissue to educational success and child health

Питання мовного критерію в наративах українських письменників і пересічних українців

The issue of language criteria and language choice is becoming increasingly important, although it arose long ago and worried many people. Nowadays, the choice of language is not only the choice of national identifier, but also the presentation of cultural and educational environment, evidence of respect for the language and culture of the indigenous people of Ukraine, belonging to an ethnic group that defends its independence in battle. The article analyzes the issues of language criteria and language choice in the practice of writing works of art and everyday life, actualized in the narratives of Ukrainian writers, ordinary residents of Luhansk region (mostly graduates). To do this, we use the method of describing narratives, paying attention to the theme of the narrative and the way of expressing opinions. The analysis involves mainly journalistic or, occasionally, artistic, thoughts of writers and students. Narratives about the «language criterion» in choosing the language of communication and writing works of art usually have all the marks of a journalistic style. And although they do not have a sharp plot line, as in the stories, the chain of events in the narratives are the evidence that the author selects to substantiate his opinion. Both literary and student narratives have much in common. In particular, it is the assertion of the position that language is the soul of the nation, it is a means of identifying the people, a means of communication and mastery of knowledge. Motives that refer to the native language are often related to the mother’s or father’s word, the native land. The choice of language must be conscious, then speaker feels its beauty, uniqueness, connection with culture, history. Among the motives for choosing the language of communication, students call beauty, its melodiousness; the uniqueness of the native land where the Ukrainian language is spoken. It is also important for students that language is a means and source of personal development, a means of self-identification.

Patterns in undergraduate students’ and educators’ sense of the ontology of the atom and implications for addressing learning impediments

In this study, we explored undergraduate chemistry education at Kotebe University of Education (KUE) in terms of the ontological orientations, patterns and source domains of educators’ and undergraduate students’ sense of the atom. Due to the ambiguity and controversy regarding atomic ontology as a case of interest and the requirement for a thorough analysis, an interpretative case study design was employed. It mainly involved a semi-structured interview of 10 educators and 14 undergraduate students. The analysis involved Charmaz's approach for coding. Four core patterns were found to constitute the overall narrative of educators and undergraduate students, from which the interpretative, mechanical, and hypothetical orientations were implied. The ways of thinking in the three patterns were traced back to the underemphasis and distorted portrayal of the History and Philosophy of Science (HPS) in the curriculum and classroom discourse. The usage of some words and expressions with mechanical connotations was also discovered to be the fourth theme of patterns to which the mechanical orientations are attributed. Views of controversial ontologies are held by the participants of this single system. There is also an emerging inclination among undergraduate students toward reductionism, which is not expected from a chemistry student. Therefore, this study implies that the historical and philosophical aspects need to be critically examined in classroom instruction, curriculum development, professional development of educators, and research on chemistry education to avoid ontological complications and address learning impediments. The instructional approaches, materials, and classroom discourse also need to be examined carefully from an ontological point of view to avoid unnecessary complications and obstacles.

Nursing Student and Faculty Narratives During COVID-19 Pandemic: Challenges and Recommendations From a Canadian Perspective.

Worldwide, COVID-19 affected nursing students' and faculty's mental and physical health. The final clinical placement for fourth-year nursing students during the third wave of COVID-19 in Toronto, Canada, included direct patient care without vaccination eligibility. Students' experiences during the pandemic and faculty exposure to teaching and supporting them provide unique reflective opportunities. To examine the lived experiences of nursing students and faculty during the third wave of the COVID-19 pandemic. The study used a qualitative phenomenological design with thematic analysis. A voluntary response sample of 80 participants shared their narratives of working and teaching during January to May 2021. An optional interview guide offered open-ended questions requiring reflection. The study was conducted in a nursing school in Toronto, Canada during fourth-year baccalaureate students final clinical placement settings. A total of 77 fourth-year baccalaureate nursing students and three faculty members participated. Thematic analysis of nursing student narratives identified four main themes: (i) fear and anxiety of COVID-19 during clinical practice; (ii) impact on students' learning environments; (iii) intrinsic and extrinsic factors that enabled students to persevere; and (iv) how to deal with future pandemics. Thematic analysis of faculty narratives identified three main themes: (i) the importance of preparatory work; (ii) psychological and physical manifestations of supporting students; and (iii) the resilience of students and faculty. Future disease outbreaks and other large-scale health events will require nurse educators to understand and plan strategies for both themselves and students practicing in high-risk clinical settings. Nursing schools should rethink all fourth-year students' experiences, perceptions, and feelings to minimize their susceptibility to physical and psychological distress.

Assessing Social Capital and Value Creation in Virtual Student Project Teams: Evidence from Online Management Courses

This study contributes to the Scholarship of Teaching and Learning by expanding the investigative areas on the role of social capital in collaborative learning environments. This is done by examining aspired and experienced social capital in student reflections on team dynamics in online project teams and aligning student narratives to expected student outcomes. Within a value creation framework which is aligned to the four stages of team development, including forming, storming, norming, and performing in order to illuminate value creation experiences and aspirations of participants, the study covered 39 management education students in 8 online project teams spanning 3 courses at an East Coast US institution of higher learning from spring 2015 to spring 2016. Findings from 185 emerging themes suggest an alignment between social capital and student learning outcomes and appear to validate the explanatory strength of the value creation framework in relation to social capital as a value creator and as value created in learning communities. The findings demonstrate that social capital is both inherent and created in learning communities of the evaluated online project teams, and that social capital contributes to both individual and collective objectives of online project teams. Recommendations for online project team learners and instructors are discussed.

Narratives of home-making on a Colombian intercultural campus

In an increasingly globalised society, the internationalisation of higher education has become a prime goal for many universities, which seek to promote the development of intercultural competencies and insert their actors in dynamics of academic cooperation, knowledge construction and negotiation of meanings in an environment of respect. What is sometimes overlooked, however, is the fact that university campuses are already intercultural spaces by nature, even in the absence of internationalisation initiatives; in other words, university campuses are places where diversity abounds, making it possible to experience intercultural encounters, leading to the development of intercultural competencies. This article presents the narratives of four students and their home-making experiences at a Colombian university. Through their stories, these students give us a glimpse of the intercultural challenges they face when they try to create a sense of belonging while developing, constraining or reaffirming their identities on campus. The article analyses the student narratives through the lenses of new materialism, social semiotics, intersectionality and intercultural communication to understand the complexity of building a home with others amid diversity and, sometimes, adversity.

Formation of Student Character in Islamic Religious Education

Schools or madrasas are one of the places that provide teaching on Aqidah Akhlak and Islamic religious education, so it is appropriate for madrasas or schools to provide facilities in the form of learning media/learning media that support teaching and learning activities, of course with the hope that what is the basic goal of learning can be achieved. This subject seeks to create quality human resources (HR) not only in cognitive aspects but also in affective and psycho-motor aspects based on Islamic religious values. The type of research used is library research. While the data obtained is a descriptive narrative of student's character building. The research includes that learning Aqidah Akhlak and Islamic religious education is a very important factor for students. So students get good learning in madrasas, with good methods, supporting facilities and infrastructure in the form of learning media/learning media used, of course this is an aspect that supports student success in forming themselves with Islamic character. While parents have full responsibility for everything related to students, parents are responsible for the child's future, so they are required to provide positive education, including by cultivating their potential and need to emphasize early on so that results will be achieved. the maximum. Parents' responsibility can also be increased by giving homework, namely work given by the teacher that students must do at home. With the involvement of third parties, communication is established, especially with parents and family. In this case the expected input is communication with parents as well as parental control over their children.

Rola odkrywania i rozwijania siebie w kształceniu przyszłych nauczycieli – analizy i refleksje z praktyki akademickiej

The paper addresses the contexts of pedeutology, incidentally revealed in the literature, considering personal development as an important educational element preparing for the role of a teacher. Pedagogy is a praxeological science, linked to continuous development and inspiration search, the acquisition of new theoretical knowledge and methodological skills, supplemented with the development of interpersonal competences and improvement of self-knowledge. Hence, an important element of the academic training of future teachers is personal development classes. It is also necessary to develop a curriculum of courses with the widest possible range of optional workshop classes, which help students build their self-knowledge, recognise and discover their individual areas of self-fulfilment, and develop self-creation competences. The analyses of the narratives of pre-school education students and early childhood pedagogy of the University of Silesia in Katowice show the relevance and efficiency of self-improvement through participation in workshops based on dance and movement, and in other expressive activities, which are indeed an integral part of academic education.

Informed self-assessment during the transition to medical school: a longitudinal narrative study

ObjectivesTo explore how medical students’ narratives of informed self-assessment (ISA) change during their first 18 months of study.DesignThis longitudinal study used student narratives drawn from qualitative interviews and written reflections...

Community partnerships in medical education: Narratives of medical students

AbstractWhile medical education has traditionally been designed, led and delivered exclusively by clinicians and academics, there has been an increasing shift towards diversifying actors involved in training future generations of health professionals. Public and patient involvement in learning increases the likelihood that learning is relevant to the communities we purport to serve. This article explores the experiences of medical students who were partnered with a community‐based organisation (CBOs) as part of the intercalated Global Health BSc at Imperial College London. Students involved in this programme highlight opportunities to understand the needs of communities they were placed with, beyond what is possible to understand in clinical practice; this is essential to support them in becoming holistic, patient‐centred practitioners. Students also found this opportunity helpful to gain insight into the role and value of the voluntary sector in healthcare and develop transferrable skills in project leadership and management. It is hypothesised that the benefits of this partnership extend to community‐organisations; they gain experience working with students, who provide an external view of their services and may be helpful in the delivery of quality‐improvement projects. Communities could also benefit from interactions with students by sharing insight into their needs and priorities, and in turn, shaping students’ priorities as future health professionals and co‐designers of voluntary‐sector initiatives within the community. Whilst the establishment of these partnerships does not come without its challenges, this article also highlights lessons for students and institutions undergoing similar programmes, including clarification of goals, stakeholder consultation, sustainability of interventions, voicing the community, timetable flexibility and funding.

PENGARUSUTAMAAN MODERASI BERAGAMA MELALUI MEDIA SOSIAL SEBAGAI UPAYA MENANGKAL RADIKALISME DI KALANGAN PELAJAR MILENNIAL SLTA KOTA KEDIRI

Religious issues that bring intolerance, radicalism, and anti-local culture presented by social media to millennial students become negative tutorials that lead to a radicalism mindset in the life of religion and the nation. radicalism has become a fairly high case during the pandemic. The spread of radicalism is carried out through social media by broadcasting activities that have gone viral so that they become massive. The main purpose of religious moderation through the digital realm is none other than to voice moderate and tolerant religious narratives. It is hoped that the voice of religious moderation values ​​through social media can be disseminated massively either through IG, Face Book, WA, Twitter, Youtube, Tiktok, etc. so that it becomes a familiar narrative for students. A familiar term will become something viral and will be followed by a trend by millennial students as well as an air of assumptions for those who have been exposed to radicalism. The main topics of discussion in this research are: 1. What are the assumptions of high school millennial students in Kediri City regarding issues of intolerance on social media? 2. How are the efforts of stakeholders in mainstreaming religious moderation to millennial students of Kediri City Senior High School as an antidote to radicalism through social media?
 38.6% of high school students in the city of Kediri agree on issues that lead to radicals. The assumptions they build are part of Islamic teachings that must be obeyed. This data was obtained from a number of 50 respondents from high school and Madrasah Aliyah students throughout the City of Kediri, 90% of whom were active social media users.
 The incessant voice of religious moderation by stakeholders (Ministry of Religion, Ministry of National Education, schools and madrasas) through social media is expected to have moderate religious values ​​such as the value of tawasut, the value of tawaznu, the value of i'tidal, the value of tasamuh, the value of musawah, the value of shura, the value of islah, awlawiyah values, tathawwur wal ibkar values, and tahadhur values ​​are massively internalized and socialized through social media be it IG, Face Book, WA, Twitter, Youtube, Tiktok etc. so that they become familiar narratives for students. Familiar terms will become something viral and millennial students will follow the trend

Value creation in student team projects. Evidence from intra-group assessments in online management courses

ABSTRACT A value creation conceptual framework is used to analyse perceived value creation in intra-group assessment narratives of students in online team projects enrolled in Management courses. Emerging categorised themes organised under four domains including preparedness, contribution to productivity, respect for others, and flexibility, aligned with the four value creation cycles in the conceptual framework and appear to advance expected student learning outcomes made up of critical thinking; interactions with other students; student engagement in initiating or contributing to content or other learning activities; and use of problem-solving skills. Team size appears to affect individual team member contributions. Participating students wanted their team mates to be prepared for project activities; to contribute substantially or intangibly to team productivity; to be respectful of others; to seek consensus and compromiise; and to show flexibility in their interaction with others. Instructors should consider these findings when they provide guidance to students in learning teams.