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As the United States' population grows via migration and immigration, with this rise in diverse identities, there has been increasing concern regarding disparities for undocumented immigrants living in the U.S. with limited access to the health system. Given the various constraints involving communication and social structures that undocumented immigrants face, a culture-centered approach is drawn on to investigating how this group goes about navigating a dominant health system given their restricted access. I explore co-constructed themes that emerged through conversations with undocumented immigrants, (people without papers as I call them in this work) living in the United States to gain an understanding as to the structural and cultural limitations faced by this group. By doing qualitative semi-structured interviews with local participants living in the South Florida region, I describe the various features of a complex U.S. health system that undocumented immigrants (people without papers) deemed as important obstacles that limit their willingness to interact with official medical spaces. This work draws on narratives and accounts to shed light on the intersection of disparities this group has to overcome in order to consider entering a medical space to receive the treatment they might need. The findings of this article highlighted the structural violence that certain subaltern groups, such as people without papers experience due to their limited access to foundational systems in their environment. [ABSTRACT FROM AUTHOR]

In China, master's students in humanities and social sciences (HSS) are becoming the main target of Chinese-language predatory journals. Existing research has not paid enough attention to why these students publish papers in Chinese-language predatory journals. This research interviewed 30 HSS master's students with different majors using semi-structured interviews and Grounded Theory to analyze the data; it found that research discrimination, research context, self-awareness, and individual demand are the main reasons why students publish papers in Chinese-language predatory journals. This study provides the following suggestions in an effort to solve the problem of Chinese-language predatory journals. First, the Chinese government should draw up a blacklist of Chinese-language predatory journals. Second, the research evaluation departments of Chinese universities and research institutions should evaluate the research results of HSS master's students based on this list. Third, Chinese universities or scientific research institutions should strengthen the training of HSS master tutors and increase their awareness of Chinese-language predatory journals. And finally, Chinese HSS master's students should be taught about the hazards of Chinese-language predatory journals in research integrity and ethics courses, and refuse to publish papers in Chinese-language predatory journals. [ABSTRACT FROM AUTHOR]

The confluence of the two major challenges has combined to create special challenges for rural nonprofits serving victims of crime: the fluctuation of federal funding, and the Covid-19 pandemic. We discuss the challenges faced by Child Advocacy Centers in northwestern South Carolina in the context of these shifting challenges. From qualitative interviews conducted at 14 centers in this primarily rural region, we explain the challenges they face and the potential effects on the communities they serve interpreted through the lens of Resource Dependence Theory, which predicts that organizations reduce uncertainty of funding through increasing their partnership bonds with cooperative entities. [ABSTRACT FROM AUTHOR]

The controversy over vaccines, which has recently intensified following the COVID-19 pandemic, provokes heated debates, with both advocates and opponents raising allegations of bias and fraud in research. Researchers whose work raises doubts about the safety of certain vaccines claim to be victims of discriminatory treatment aimed at suppressing dissent, including the unjustified retraction of their published research. Such practices have previously been discussed in other controversial fields in science (e.g., AIDS, the environment, and water fluoridation) but not in the field of vaccines. The purpose of this study was to analyze, for the first time, the subjective views of researchers whose papers were retracted. Study participants are active researchers, most with international reputations in their respective fields. They perceived retraction as a means of censoring and silencing critical voices with the aim of preserving the pro-vaccination agenda of interested parties. Participants also reported additional measures aimed at harming them personally and professionally. These findings point to the need for a fair, open, and honest discourse about the safety of vaccines for the benefit of public health and the restoration of trust in science and medicine. [ABSTRACT FROM AUTHOR]

The use of respondent quotes to headline qualitative research papers is a popular literary device found in many academic journals. This practice has increased over the last four decades and now appears normalised within qualitative research writing. This article provides a critical analysis of this trend in academic writing and concomitant publishing. Content and framework analyses of 40 papers employing this literary device to summarise the respective studies identified (i) a lack of methodological rigor, (ii) incomplete analysis, (iii) an overall mis-representation of the wider qualitative dataset, and (iv) possible investigator bias associated with using respondent quotes as titles of qualitative research papers. This article questions the credibility of purposely selecting a single experience that reduces the wider collective experience into one deterministic statement. This article contends that such practice is antithetical to the principles of qualitative research. Recommendations are provided to better monitor this practice throughout the academy. [ABSTRACT FROM AUTHOR]

The article is based on a Keynote Lecture at the 2022 Colloquium of the Society for Educational Studies. It analyses the articles published in four leading journals in 2021 and compares these with the same journals 20 years earlier. Key findings include a considerable increase in authorship and multiple authorship and a very strong international dimension to authorship in current UK-based journals. Two-thirds of the papers were empirical, and by far the most common type of research design was qualitative interview studies, often of a very small-scale nature. Aspects of the teaching profession were the most common form of content, and there was also a focus on social class and multi-cultural issues. [ABSTRACT FROM AUTHOR]

Over the last few years, the fourth industrial revolution has attracted more and more attentions all around the world. In the current literature, there is still a lack of efforts to systematically review the state of the art of this new industrial revolution wave. The aim of this study is to address this gap by investigating the academic progresses in Industry 4.0. A systematic literature review was carried out to analyse the academic articles within the Industry 4.0 topic that were published online until the end of June 2016. In this paper, the obtained results from both the general data analysis of included papers (e.g. relevant journals, their subject areas and categories, conferences, keywords) and the specific data analysis corresponding to four research sub-questions are illustrated and discussed. These results not only summarise the current research activities (e.g. main research directions, applied standards, employed software and hardware), but also indicate existing deficiencies and potential research directions through proposing a research agenda. Findings of this review can be used as the basis for future research in Industry 4.0 and related topics. [ABSTRACT FROM AUTHOR]

Purpose: To discuss the representation and organization of information describing persons' lived experience of health from a personal factors perspective in the light of the International Classification of Functioning, Disability and Health, using spinal cord injury as a case in point for disability. Methods: The scientific literature was reviewed, discussion rounds conducted, and qualitative secondary analyses of data carried out using an iterative inductive–deductive approach. Results: Conceptual considerations are explicated that distinguish the personal factors perspective from other components of the International Classification of Functioning, Disability and Health. A representation structure is developed that organizes health-related concepts describing the internal context of functioning. Concepts are organized as individual facts, subjective experiences, and recurrent patterns of experience and behavior specifying 7 areas and 211 concept groups. Conclusions: The article calls for further scientific debate on the perspective of personal factors in the light of the International Classification of Functioning, Disability and Health. A structure that organizes concepts in relation to a personal factors perspective can enhance the comprehensiveness, transparency and standardization of health information, and contribute to the empowerment of persons with disabilities. The present study collected data from scientific literature reviews, discussion rounds and qualitative secondary analyses in order to develop a representation and organization of information describing persons' lived experience of health from a personal factors perspective in the light of the International Classification of Functioning, Disability and Health. The following representation structure for health-related information from a personal factors perspective was developed: (i) Individuals facts (i.e., socio-demographical factors, position in the immediate social and physical context, personal history and biography), (ii) subjective experience (i.e., feelings, thoughts and beliefs, motives), and (iii) recurrent patterns of experience (i.e., feelings, thoughts and beliefs) and behavior. With this study, we aim to stimulate further scientific discussion about the personal factors component in the International Classification of Functioning, Disability and Health, including its application and subsequent validation for potential implementation into clinical practice. [ABSTRACT FROM AUTHOR]

In this paper, we suggest that in most cases there is no need for a lengthy description of methodological procedures in qualitative higher education journal articles. Doing so often adds no real value beyond creating a scientific façade, and the space this requires as a proportion of the total paper word limit could be better utilized for crafting a more critical contribution for the field. With the relatively short word limits allowed for articles, there is always a trade-off between what can be covered and what might be needed. However, our preference would be to have journals and authors use the space to develop a deeper conceptual or theoretical engagement with the topic of interest, rather than writing about interview protocols and how codes and themes were identified. [ABSTRACT FROM AUTHOR]

Background: Training both pre – and in-service teachers who are capable of planning and enacting engineering design–based science instruction are critical for integrating engineering into K-12 science curricula. Purpose: This study investigates pre-service teachers' efforts to integrate engineering into their lesson plans. Sample: 13 pre-service chemistry teachers, enrolled in a 13-week engineering-infused integrated STEM course, were the participants of the study. Design and Method: Considering the purpose of the study, qualitative design was deemed to be the best fit including qualitative data collected through lesson plans and reflection papers. To assist pre-service teachers' learning, 13-week engineering-infused integrated STEM was started with the information about the engineering profession and how engineers work. Additionally, pre-service teachers engaged in six integrated STEM activities including engineering design cycle. After each activity, the participants were asked to write a reflection paper on what they learned about engineering, the engineering design process, and integrated STEM. Finally, the participants had three chances for analyzing strong and weak integrated STEM lesson plans and planning integrated STEM lesson planning experience with mentors. The pre-and post-course lesson plans (n=26) were analyzed using existing codes from the related literature, which is a deductive coding process. Later, an inductive approach was used to determine the categories of engineering integration into the lesson plans. Four categories (ranging from a complete engineering lesson to a science lesson with no engineering link) were formed. Reflection papers were used to support the findings. Result: The results showed that none of the pre-plans included engineering. However, after participated in a 13-week integrated STEM course, all post-course lesson plans integrated engineering through the use of engineering design processes to some extent. Conclusion: The training with different experiences seems promising for pre-service teachers to learn engineering integration into STEM lesson plans. [ABSTRACT FROM AUTHOR]

Higher education professional recognition programs, which lead to the awarding of such accolades as teaching and learning fellowships, offer participants opportunities to reflect carefully on their practice. However, few resources exist to help participants engage in reflection after the award-receiving stage. This reflection is important in helping participants not rest on their laurels and, instead, build on the practices for which they received recognition. Through a process of collaborative reflection, a group of fellowship-recipients, from different disciplines and higher education institutions, addressed this gap as stakeholder-participant-researchers by developing a transdisciplinary approach to undertaking post-award reflective practice. From this collaboration, a novel two-stage tool was developed using an iterative design methodology. The tool presented in this paper as the result of this research can be understood as a means of supporting self-paced, continued post-award reflective practice; the tool's first stage guides users through retrospective reflection, looking back on previous achievements, while the second stage leads users through anticipatory planning, looking towards the future, to achieve fresh goals. The tool thus deepens the reflective practice of recognition program awardees and supports their ongoing professional development. This paper reports on the development of this bespoke tool, which may be enacted in varied settings. [ABSTRACT FROM AUTHOR]

This paper presents a narrative literature review on the evidence relating to the youth worker role with young people in the hospital setting, within which the research gaps and inconsistencies within the body of knowledge available are highlighted. Medline, CINAHL, PsycINFO, AMED and British Nursing Index databases were searched and screened for papers which involved the youth worker role with young people in a hospital setting. Data relating to the youth workers who worked with young people in the hospital setting were extracted by two independent reviewers. A total of 11 papers were identified dating from 1971 to 2018, from a range of countries. In order to present the available body of knowledge, this narrative synthesis of the literature is presented under three headings: descriptive work, service evaluation and empirical research. The findings suggest that the youth worker role in the hospital setting has a positive impact upon the lives of young people and this was accomplished through the interventions the youth worker employed when working with young people. Equally, challenges were highlighted relating to the youth worker undertaking their role in the hospital setting. However, changes during this time period in attitudes towards adolescent health particularly within the United Kingdom, along with the loss of funding for youth work has had an impact on the research in this area of clinical practice. The number of descriptive papers in this review, highlights the necessity for empirical evidence in both quantitative and qualitative research in order to gain a greater understanding of what the youth worker role in the hospital provides to young people and the impact of their interventions from the perspectives of young people, parents, youth workers and members of the multi-disciplinary team. [ABSTRACT FROM AUTHOR]

What role do texts play in LGBTQ (lesbian, gay, bisexual, transgender, and queer) parents’ experiences of disability service systems? In interviews with 15 LGBTQ parents of disabled children in Toronto, Canada, participants selected documents to be used as a focus for discussion. Parents considered how LGBTQ identity and other intersectional identities influenced their experiences of institutional texts including adoption certificates, intake forms, and assessments. Findings suggest that documentation practices can operate as forms of systemic gatekeeping. LGBTQ identity was sometimes very significant in parents’ accounts, and sometimes less central than other aspects of their families' identities and experiences. [ABSTRACT FROM PUBLISHER]

With the ubiquitous presence of media devices, media multitasking has become prevalent in an educational context. Several authors have synthesized the literature on this topic, but no systematic review has been carried out so far. The present study fills this gap by examining the academic papers in the past decade to delineate the research trends, gaps, and directions for future research. Following the Standard Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA), we analyzed 88 papers from various aspects including study focus, contexts, participants, and methods. Findings point to the necessity to focus on the reasons behind multitasking, include more K-12 learners, and adopt qualitative methodology. To support future work on the predictors of media multitasking, we propose a conceptual framework that includes nine variables in technology, personal, and environment domains. [ABSTRACT FROM AUTHOR]

Despite the persistent dominance of a ‘scientific psychology’ paradigm in health psychology, the use of qualitative research continues to grow. Qualitative approaches are often based on fundamentally different values from (post)positivistempiricism, raising important considerations for quality, and whether qualitative work adheres to, and is judged by, appropriate publication standards. Thematic analysis (TA) has become a particularly popular method in qualitative health psychology, but poor practice is widespread. To support high quality, methodologically coherent TA practice and reporting, we critically reviewed 100 systematically selected papers reporting TA, published in five prominent health psychology journals. Our review assessed reported practice, and considered this in relation to methodological and quality recommendations. We identified 10 common areas of problematic practice in the reviewed papers, the majority citing reflexive TA. Considering the role of three ‘arbiters of quality’ in a peer review publication system – authors, reviewers, and editors – we developed 20 recommendations for authors, to support them in conducting and reporting high quality TA research, with associated questions for reviewers and editors to consider when evaluating TA manuscripts for publication. We end with considerations for facilitating better qualitative research, and enriching the understandings and knowledge base from which health psychology is practiced. [ABSTRACT FROM AUTHOR]

In the United Kingdom, people with non-white ethnicities are more likely to report being in worse health conditions and have poorer experiences of healthcare services than white counterparts. The voices of those of Black ethnicities are often merged in literature among other non-white ethnicities. This literature review aims to analyse studies that investigate Black participant experiences of primary care in the UK. We conducted a systematic literature review searching Medline, Web of Science, EMBASE, SCOPUS, Social Policy and Practice, CINAHL plus, Psych INFO and Global Health with specific search terms for appropriate studies. No publish date limit was applied. 40 papers (39 articles and 1 thesis) were deemed eligible for inclusion in the review. A number of major themes emerged. Patient expectations of healthcare and the health seeking behaviour impacted their interactions with health systems in the UK. Both language and finances emerged as barriers through which some Black participants interacted with primary care services. (Mis)trust of clinicians and the health system was a common theme that often negatively impacted views of UK primary care services. The social context of the primary care service and instances of a cultural disconnect also impacted views of primary care services. Some papers detail patients recognising differential treatment based on ethnicity. The review included the voices of primary care professionals where descriptions of Black patients were overwhelmingly negative. Views and experiences of Black groups may be radically different to other ethnic minorities and thus, should be teased out of broader umbrella terms like Black and Asian Minority Ethnic (BAME) and Black Minority Ethnic (BME). To address ethnicity-based health inequalities, culturally sensitive interventions that engage with the impacted community including co-designed interventions should be considered while acknowledging the implications of being racialised as Black in the UK. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Intelligence in defence organizations is widely seen as an under-researched topic. This paper assesses this claim and, by means of a metareview, systematically analyses the body of literature that has focused on intelligence in defence organizations between 2009 and 2018. The review includes 13 key journals on intelligence studies (e.g., Intelligence and National Security), military studies (e.g., Small Wars and Insurgencies) and conflict and peace studies (e.g., Journal of Strategic Studies). The analysis provides insight on the focus areas, the timeframes and conflicts that are addressed as well as the authors involved. Based on this, the paper provides suggestions for further research into intelligence within defence organizations. [ABSTRACT FROM AUTHOR]

Effective intersectoral collaboration across health and education has been a policy priority for decades as a means of meeting the needs of children with neurodevelopmental disorders in school yet remains rare in practice. A meta-ethnography was undertaken to explore the experiences of occupational therapists (OTs) and speech and language therapists (SLTs) with the aim of contributing new insights into the nature of their collaborative work in schools, and how it may best be facilitated. Electronic and manual searches were conducted. Papers were double-screened and critically appraised. A line of argument analysis was undertaken. Fourteen papers were analyzed, reporting the experiences of 369 practitioners from schools across six countries. Five concepts were identified: (a) negotiating liminal professional spaces; (b) gaining entry; (c) collaborative endeavor; (d) collaborative inertia; and (e) collaborative conviction. We describe the complex, effortful, and relational nature of intersectoral collaboration. We propose a conceptualization of SLT and OT collaborative practice in schools as articulation work, with elements of boundary work, much of which is invisible and non-routine. We argue the need for collaborative leadership to promote knowledge and awareness of the role of SLTs and OTs in school, and to support the contextual integration of their relational work in this setting. [ABSTRACT FROM AUTHOR]

Background: This paper builds on the growing focus on learning about teaching science with digital technologies, and the relationship between different elements that constitute teacher knowledge and how these are captured and understood during teacher education program. Purpose: The aim of the paper is to capture and understand how student teachers integrate digital technologies into their science teaching. In the paper, research on Pedagogical Content Knowledge (PCK) is used to inform the discussion of Technological Pedagogical Content Knowledge (TPACK) the integration of technology into the teaching of a particular science content. Content Representation (CoRe) as a reflective tool is modified to a Technological Content Representation (T-CoRe) to stimulate 24 primary student teachers´ reflections on how to integrate digital technologies into science teaching. Design and methods: After completing the T-CoRes, the student teachers participated in group discussions that aimed to stimulate a deeper reflection on how and why they integrate digital technologies into their science teaching. The data consist of student teachers´ completed T-CoRes (n = 12) and audio recorded group discussions (n = 6) to provide examples where the student teachers reflected on knowledge components of TPACK, both separately and integrated. A qualitative content analysis was performed to identify examples of participants' understanding of how to use digital tools when teaching a specific science topic. Results: The results demonstrate that the T-CoRe helped student teachers to reflect on their teaching of science with the use of digital technologies and made explicit the ways in which technology, content and purpose are closely linked in teaching. Conclusion: The practices and processes highlighted in this paper will help to inform the involvement of student teachers in capturing and developing a knowledge base for using digital technologies in their science teaching. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Thematic analysis (TA) is one of the most popular methods in social science. There are several different approaches to TA that hold different ontological commitments, ranging from positivistic coding reliability TA to constructivist reflexive TA. However, there has been less focus on developing an approach that is informed by critical realism, with the notable exception of Wiltshire and Ronkainen. The first part of this paper proposes a five-step critical realist approach to TA. This approach aims to produce nuanced causal explanations of events, countering the mistaken assumption that qualitative research cannot produce causal knowledge. The second part of the paper brings this critical realist approach to TA into conversation with three alternatives: coding reliability, reflexive, and Wiltshire and Ronkainen's approach. The approach to TA in this paper builds on the strengths of these alternatives, offering an accessible way to adopt a critical realist philosophical grounding when doing TA. [ABSTRACT FROM AUTHOR]

The paper discusses the limit cycle performance of the nonlinear 2DOF single track vehicle model. That means that periodic solutions arise under constant vehicle speed and steering angle, under excessive handling conditions, with axle characteristics playing a dominant role. These characteristics are modelled using the Magic Formula tyre model, with the model parameters varied to investigate the sensitivity of peak friction and slip stiffness on limit cycle occurrence. In the transition to limit cycling, different types of bifurcation are found, being mainly of homoclinic and Hopf type, and sometimes saddle-node bifurcation, or bifurcation involving unstable limit cycles. Dealing with models being strongly nonlinear, the research includes qualitative analysis tools being appropriate for such models, such as phase plane analysis and the application of the stability diagram. The paper discusses two conjectures on the necessary and sufficient conditions on axle characteristics for the existence of limit cycle behaviour, and the relationship between steering angle and vehicle speed at the transition to limit cycling. Limit cycle performance and the impact on global stability are elements of the dynamic vehicle performance under high acceleration conditions, and therefore very relevant for excessive handling situations and our understanding of active safety under critical circumstances. [ABSTRACT FROM AUTHOR]

This paper explores the use of Critical Communicative Methodology (CCM) as a collaborative research approach to co-construct knowledge with participants in a research project aimed to enhance the inclusion of students with special educational needs and/or disabilities (SEND) in three mainstream schools in England. The paper discusses how collaboration between researchers and research participants (i.e. school staff, parents and students), based on egalitarian dialogue, created knowledge co-construction through the use of reflective conversations, communicative focus groups and communicative observations. By describing the design of the project and reflecting on the decisions taken with the participants, the paper highlights how CCM supported the researchers and the participants in reconsidering their assumptions towards inclusive practices. The paper also shows how the generation of qualitative findings with the participants led to the co-creation of a toolkit to improve the services schools provide to students with SEND and their families. The main ethical issues, the unique role of CCM, and challenges in its implementation are discussed. It is concluded that CCM can enhance inclusive practices in an inclusive way based on egalitarian dialogue between academic- and practice-based knowledge co-construction. [ABSTRACT FROM AUTHOR]

There is an increasing focus on collecting more diverse demographic data from research participants but standard methodological approaches still hinder such efforts. This paper addresses the need for methodological improvements by advocating for the inclusion of self-written diversity statements in demographic surveys as a form of epistemic justice. Using examples from a large qualitative research study, I demonstrate the depth and richness of data that can be obtained through self-written diversity statements. In particular, I highlight the benefits of combining open-ended demographic questions and self-written diversity statements into holistic introductory stories to help capture the complexity of participants' intersectional identities. Therefore, I argue that using such an approach gives participants the agency to choose how they are represented in research. [ABSTRACT FROM AUTHOR]

This paper takes the relationship between media context and advertising reception into renewed consideration. We build our argument on a literature review that analyses and classifies existing literature on media context into three different streams of research: editorial media context, total media context and experienced media context. The literature review shows there is a lack of qualitative research within media context studies. Therefore, the second part of the paper outlines the potential gain of method plurality in media context studies by adopting qualitative methods and suggests that reception analysis and media ethnography can provide new insights. The paper contributes to theory and practice by offering an overview of the existing knowledge of media contexts' contextual influence on advertising processing and by offering a way forward that allows for method plurality. [ABSTRACT FROM AUTHOR]

Research on patient-centeredness within physiotherapy points to a need for clarification about what the concept entails in science and practice and how research positions itself within health care. Thus, the aim is to systematically map the characteristics of research on patient-centeredness in physiotherapy and critically discuss the dominant understandings within. A systematic research mapping was carried out, based on searches in leading bibliographic databases. Four categories were selected in order to characterize the research field: focus, design, theoretical approach and inherent logic. Of 5,324 studies, 101 were included in the final mapping, pointing to a limited amount of research. The papers included were published in 47 different journals. Two major research foci emerges: one testing or developing technologies (tools) to promote patient-centeredness and one exploring patients' or professionals' experiences related to physiotherapy practice. Most papers reported on empirical research and there seems to be a dearth of conceptual papers. The theoretical approaches applied were mainly psychological, pedagogical and biomedical. The papers included were divided into equal amounts of studies carried out within inherent logics of causality and complexity. The mapping suggests an incipient awareness of patient-centeredness within the research field of physiotherapy. Empirical studies dominate the field, whereas conceptual and critical papers seem in need of wider acknowledgment. The research field is divided into two mutually disconnected trends: one concerned with understanding the complexity of clinical practice and patients' experiences of treatment and illness, and another trend concerned with solving "the problem" of patient involvement. [ABSTRACT FROM AUTHOR]

Due to the global COVID-19 pandemic, in-person data collection methods have been considerably hampered by requirements for social distancing and safety. Consequently, academic inquiry has shifted largely to virtual means, leading to the considerable growth of virtual qualitative research. Conducting virtual research in post-conflict contexts, such as Sri Lanka, with increased state surveillance, security concerns, and censorship presents researchers with additional tensions, particularly during a pandemic. Limited literature, however, has grappled with these unique situations. This paper addresses this gap by reflecting on the process of conducting virtual qualitative research through a case study of faculty members in peace education instruction at Sri Lankan universities. The study drew on semi-structured interviews (n = 32), documentary evidence, and memos created during the data collection and analysis stages. This paper discusses the challenges and complexities of conducting virtual research within the intersections of peace education, post-conflict legacies, ethical dimensions, and positionality dimensions, which are interwoven, adding several layers of considerations in this context. Furthermore, the paper chronicles the key tensions faced: surveillance and consent, residual embodiments, and the choices made in response to navigate them. This paper concludes with a discussion around these tensions and aims to expand the literary discourse beyond the technological aspects of conducting virtual research. The study highlights the need for future research into residual embodiments, ethical and micro-ethical issues, and practical challenges in virtual research in conflict-affected contexts, suggesting that institutions should provide researchers with training to address these complexities and support robust knowledge co-creation. [ABSTRACT FROM AUTHOR]

Underlying thematic analysis are a few fundamental human cognitive processes, such as categorizing, prototyping and metaphorical mapping. By unpacking these basic processes of human cognition, this paper hopes to provide a cognitive basis for thematic analysis as a foundational method in data analysis for qualitative research. In particular, it hopes to address the gap between qualitative methodologists' assumption of thematic analysis as a subjective, creative and flexible process and editors/reviewers' expectation that thematic analysis shall be objective, reliable and rigorous. By consciously and purposefully applying these cognitive processes, thematic analysis can be subjective and yet disciplined, creative and yet rigorous, flexible and yet reliable. The ultimate goal of this paper is to demystify, delineate and further demarcate the thematic analysis process for young and novice qualitative researchers. [ABSTRACT FROM AUTHOR]

Government implemented education access policies occupy a prominent place in the discourse on access to education. Education access issues have, thus, been examined almost exclusively from macro-level structural perspective. The micro-politics that take place behind the scenes after structural access issues have been resolved is minimally broached. Drawing on qualitative data from first generation educated women in Ghana and their mothers, this paper addresses the dark underbelly of girls' access to education, and the resistance activities undertaken by women to ensure that girls who become causalities of non-enrolment decisions are enrolled. Thus, the paper is guided by two questions. How do girls who become casualties of non-enrolment decisions go to school? How does the resistance activities women take against such non-enrolment decisions enable access for girls? In presenting the roles played by different actors such as mothers and kins, this paper makes an argument that, through women's resistance activities such as subverting the norms, covert diplomacy, and infractions of gendered rules in decision-making, women resist structural distribution of norms that exclude them from decision-making before girls can go to school unimpeded. [ABSTRACT FROM AUTHOR]

This paper presents an overview of approaches and proposals to improve the integration of migrant children in schools in Spain and it is linked to the European research project Migrant Children and Communities in a Transforming Europe (MiCREATE). It focuses on a part of the research in which stakeholders were interviewed. Based on the needs of migrant children and practices already implemented in Spain, experts from different fields problematised and proposed improvements in current policies and practices in education. The main conclusions indicate that a more holistic and transversal approach to the inclusion of migrants is needed, as well as better coordination between institutions in different contexts and areas of action. This implies rethinking inclusive practices and involving children's families and taking their environment into consideration, as well as supporting educational practices that foster a sense of belonging among migrant children and their families in schools, the community, and society. Finally, the paper highlights the importance of gathering data from stakeholders in different fields of expertise and areas of action in order to obtain a more complex and insightful overview of the phenomenon under study. [ABSTRACT FROM AUTHOR]

While on paper Zimbabwe has a comprehensive child protection legal framework, the occurrence of child sexual abuse (CSA) is high. Drawing from findings of a qualitative study, a case study design, and a research population consisting of a forum of organizations providing CSA interventions: the Victim Friendly System, this paper presents how some cultural myths, cultural practices, cultural rites, and religious practices may contribute to CSA in Zimbabwe. Purposive sampling was used to select 38 professional working in the VFS, 4 key informants, 17 VFS monthly meeting minutes, and 300 court files of tried and sentenced CSA cases from Harare and Gokwe. CSA is a gross child and human rights violation that places some religions, myths, beliefs, and cultural practices at crossroads with social work principles. Various social work interventions are suggested as ways to navigate the paradox: shaped by cultural, traditional, religious, and mythical factors contributing to CSA and legal frameworks to address CSA. [ABSTRACT FROM AUTHOR]

In this paper, we question how we might disrupt positivist research paradigms that preclude students from engaging and experiencing ownership in the research process. We question what we, as professors, could do to facilitate the transition from traditional research reporting to a disposition of inquiry that allows for ambiguity and discovery in the research process.Evidence presented was gathered over the course of a two-year qualitative research project completed in a capstone education course. Like most capstone courses, we required a summative research paper, but student work suggested they had minimal interest or enthusiasm for the project. However, by redirecting our students' research interest from traditional research reporting to the generation of authentic research questions drawn from their student teaching experience, a solution emerged. The students' questions provided the basis for the ensuing qualitative inquiry project that afforded them a new and authentic type of inquiry.This paper describes the process our students engaged in to complete this qualitative inquiry, including the identification of the research question and analysis of field notes and documents. It concludes by sharing samples of the students' research questions and findings that illustrate the authentic inquiry and ownership they experienced as a result of the project. [ABSTRACT FROM AUTHOR]

Philosophy for Children is a pedagogical approach practised worldwide. Although well known for its contribution to democratic teaching and learning its contribution to critical research is relatively unknown. In this paper we present the use of a Community of Enquiry (CoE), as conceptualised in Philosophy for Children, as a qualitative research method that foregrounds participant voice. Framed through Freirean critical pedagogy and social transformation, we present research undertaken with primary pre-service teachers in England, exploring their emerging teacher identity, and detail the method of how a CoE was enabled. We conclude and advocate that a CoE aligns with a research axiology concomitant with ethical critical practices and argue for an environment that enables the researcher, and participants, to generate data collaboratively and collectively through democratic dialogue. Finally, our findings show that a CoE can have much to offer qualitative critical scholars beyond its originally intended pedagogical contribution. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Psychotherapy & Counselling is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Over the past half century, qualitative reception studies have provided powerful in-depth accounts of the interpretive diversity of media audiences. However, despite the growing availability of digital reception traces, the field still lacks systematic tools to examine the distribution of interpretation, a lacuna which hinders theory development. This paper argues that a comparative approach to polysemy, namely – the diversity of interpretations to a media text, could increase the generalizability of reception studies. Drawing on the concept of framing and on the marketplace metaphor, it offers the Marketplace of Interpretation (MoI), a method combining qualitative and quantitative analysis to quantify and compare polysemy without sacrificing its complexity and nuance. The paper walks readers through the method and demonstrates it on a study that compared the polysemy of Facebook comment threads responding to different news stories about the same event. Potential future applications within and across audience analyses are discussed. [ABSTRACT FROM AUTHOR]

This paper aims to contribute to the advancement of methodological practice for phenomenographic research by introducing the notion of a lens of awareness, as a device that can enable researchers to zoom into the detail of the research process (the parts of the whole) and out again to the related context of a phenomenographic study (the whole). The lens enables researchers to embrace a reflexive stance to bracket prior assumptions, allowing critical inspection of the whole research process and a thorough retrospective and transparent account of the approaches used. We use a lens of awareness to communicate the component parts of a study that examined preschool children's understandings of the use of numerals in everyday environments. Through an analytical documentation of processes and decisions, we examine challenges, the powerful affordances and application of a phenomenographic approach to research with young children. We discuss four strands of researcher awareness that we argue are important in the application of phenomenography: the nature of the phenomenon; the operationalization of phenomenographic theoretical notions; the researcher's versus the participant's experience of the phenomenon and the applied research processes. The paper closes with explorative strategies that may enhance transparency and trustworthiness in phenomenographic research. [ABSTRACT FROM AUTHOR]

This paper explores reflexivity in qualitative research, challenging conventional perspectives that revolve around the binary of 'insider' and 'outsider' positioning. While traditionally reflexivity has been understood through the lens of a researcher's socio-historical positionality, we argue for a more dynamic understanding, emphasizing that academic self-formation is an ongoing process of self-creation. Drawing inspiration from the ancient Akadēmía, where writing was a method of self-reflection, we recontextualize reflexive qualitative writing, aligning it with Foucault's interpretations of Ancient Greek and Renaissance concepts. We posit that writing, especially in doctoral research, is not just a tool for communication but a means of self-formation. This perspective redefines reflexivity as a transformative intellectual and existential process. The paper critically examines the prevailing insider/outsider binary in the research literature, suggesting that researcher identities are fluid and constantly shaped by interactions. By integrating Foucault's later work on ethics, we explore the ethical dimensions of reflexivity and the formation of the ethical subject. Ultimately, this paper contributes to the academic discourse on reflexivity, offering a more fluid, transformative view of the doctoral process and reflexive writing in qualitative research. [ABSTRACT FROM AUTHOR]

This paper problematizes the experience of temporality in school education and explores its potentialities, examining the implications for educational justice in and for qualitative research. In a first stage, we develop a pars destruens of how the experience of temporality takes place as a transversal dimension of school activities. Using phenomenological perspective as theoretical and critical lens, we show that the objective of this approach is to organize time and experience in a standardized, contradictory, and tense manner; at the same time, we describe a pars construens of the experience of temporality, endowed with a horizon of possibilities: the school as free time that contributes to questioning certain aspects in relation to temporality as a project of progress in education, without failures, without different rhythms. These approaches propose a link between experience of temporality and educational justice that we discuss in the conclusion. [ABSTRACT FROM AUTHOR]

This paper describes the methodological design of a qualitative research strategy that followed the bricolage approach. The research, a qualitative case study, followed the empowerment journey of 12 adult learners in a second chance educational programme, aiming at recording the mechanisms through which the learners were empowered or disempowered. The initial plan to use a single methodology was modified to address the challenges that raised from the study itself. This modification led to the implementation of the bricolage approach. Following the bricolage principles opened a space of a creative combination of different methodologies, theories, and tools and the implementation of all the five types of bricolage, namely the theoretical, the methodological, the interpretive, the narrative, and the political. The paper presents a detailed account on how bricolage was developed as a "custom-fit" construct to serve the goals of the study. Hermeneutic Phenomenology and Critical Discourse Analysis were the two main methodologies combined. [ABSTRACT FROM AUTHOR]

This storied paper reflects my awakening to the notion of interbeing, a core concept of Engaged Buddhism posed by the Vietnamese Zen Buddhist Thich Nhat Hanh. My awareness was heightened in writing about a young Vietnamese child, Dylan, with whom I engaged in an early childhood study in Aotearoa New Zealand. Underpinned by Chen's Asia as Method, interbeing is considered a research orientation for decolonization, an alternative way of knowing and thinking in mutuality and relatedness. In the light of interbeing, the writing is a process of living my lives and the others' lives as well as transforming myself to see with the child. The paper conveys critical moments in my writing path with the potential to integrate non-Western philosophy into qualitative research with young children. [ABSTRACT FROM AUTHOR]

Primary dysmenorrhea (PD) has a significant impact on women's lives, especially among young women who miss school and work due to painful periods. Experiences and how women manage PD have been explored to some extent, but the evidence has not been systematically collated and reviewed to allow health professionals to better understand women's experiences of and perceptions about PD. Hence, we aim to synthesize the qualitative evidence related to women's experiences of PD and associated symptoms. For this purpose, seven databases (Ovid MEDLINE®, PubMed, Embase, APA PsycINFO, Web of Science, CINAHL and OpenGrey) were searched for relevant papers published in English, Spanish, Greek and Chinese between January 1997 and May 2021. All studies investigating women's experiences with PD were included; besides, The Critical Appraisal Skills Programme (CASP) tool for qualitative studies was used to critically appraise the papers. A data extraction form was developed using JBI template and findings from the papers were analyzed and synthesized using meta-aggregation. Sixteen articles were included and during the analysis five themes were identified: Experiencing pain and associated symptoms, the psychological dimension of PD, knowledge and support, day-to-day living with PD, and coping strategies. We concluded taboos and deeply rooted beliefs around menstruation can potentially lead to gender inequalities; hence, women's common concerns and their experiences with PD need to be considered. Training and treatment protocols for health practitioners are needed. Future research should focus on development and testing of protocols for diagnosis, pharmacological and non-pharmacological management and men's perceptions of menstruation of their lovers. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Emphasizes on the need for high standards of qualitative research. Effect of dialogue on adoption of the highest standards of publishing by the Journal of Sports Sciences (JSS); New approaches and profound illumination of new areas being explored; Identification in advance of 'audiences' and standards of qualitative approaches expected by such readers; Criterion for the proper treatment of the participants' experiences and contributions.

This systematic review examines the impact of assistive technology (AT) on educational and psychosocial outcomes for students with disabilities (SWDs) in higher education. Qualitative, quantitative and mixed method studies were identified through systematic searches of five databases: PsycINFO, PubMed, CINAHL, ERIC and Web of Science (Social Science Citation Index). The search was conducted in January 2018. Thematic synthesis was carried out to collate findings across papers and the methodological quality of included papers was assessed using a Mixed Methods Appraisal Tool (MMAT). Twenty-six papers were included for analysis. Four analytic themes were identified; "AT as an enabler of academic engagement"; "barriers to effective AT use can hinder academic engagement"; "the transformative possibilities of AT from a psychological perspective"; and "AT as an enabler of participation". This systematic review identifies that AT can promote educational, psychological and social benefits for SWD. However, AT users and AT officers must be aware of certain factors, such as inadequate AT training, inadequacies of devices, availability of external support and the challenge of negotiating multiple information sources, can hinder effective AT use and thus restrict engagement in the higher education environment. Future AT practices should focus on harnessing the potential of mainstream devices as AT for all students, thus facilitating inclusion and reducing stigma. Students with disabilities face academic, psychological and social challenges within the higher education environment. Assistive technology (AT) use can enable academic engagement and social participation and be transformative from a psychological perspective. Disability support staff in higher education should ensure that the AT needs of students with disabilities are met in order to enhance the educational experience. Harnessing the potential of mainstream devices as AT for all students will facilitate inclusion and reduce stigma. [ABSTRACT FROM AUTHOR]

Acquiring information about one's child's cancer diagnosis is a complex and ever-changing process, and parents' needs change over time. As yet, we know little about what information parents require at different stages of their child's illness. This paper is part of a larger randomized control trial studying the parent-centered information given to mothers and fathers. The aim of this paper was to describe the topics addressed in person-centered meetings between nurses and parents of children with cancer and how those changed over time. Using qualitative content analysis, we analyzed nurses' written summaries of 56 meetings with 16 parents and then computed for each topic the percentage of parents who brought it up at any time during the intervention. The main categories were Child's disease and treatment (addressed by 100% of parents), Consequences of treatment (88%), Emotional management for the child (75%), Emotional management for the parent (100%), Social life of the child (63%), and Social life of the parent (100%). Different topics were addressed at different points in time, and fathers raised more concerns about the child's emotional management and the consequences of treatment than mothers. This paper suggests that parental information demands change over time and differ between fathers and mothers, implying that information should be person-centered. Registered at Clinicaltrials.gov (NCT02332226). [ABSTRACT FROM AUTHOR]

The relationship between theory and qualitative research has been extensively examined in the literature and has emerged as a problematic matter. This debate has been driven forward mainly in Anglo-Saxon countries and has done scant justice to an understanding of these issues in regions of the South. This paper addresses this matter by drawing on a geopolitical perspective. The study here provides an analysis of 24 papers by Latin-American researchers in higher education, as included in the Web of Science between 2006 and 2015. Theories in Latin America are mainly produced in the North and exhibit two patterns: (i) critical perspectives are used to address local problems – 'epistemic problematization'; and (ii) a nuancing of Northern theories so as to contextualize them – 'epistemic nuancing'. Suggestions are also made for a new configuration of knowledge production in higher education studies – a model of knowledge from and for the South. [ABSTRACT FROM AUTHOR]

The study sought to determine lecturers' and students' perceptions of factors contributing to students' failure to submit research projects on time in three departments of the Zimbabwe Open University. The study employed a descriptive survey design and was both quantitative and qualitative. The questionnaire used as a data-gathering instrument had both closed and open-ended sections. In this study, a sample of 76 research students and 17 research supervisors was extracted using the purposive sampling method. The study found out that both lecturers and students contributed to inconsistency in meeting for consultations and this also led to late feedback on submitted work, which, in turn, affected the research progress. It also became apparent that there was no follow-up from the institution to find out how the research in departments was progressing. Among other matters, the study recommended regular research workshops and seminars for supervisors and supervisees and research presentations by students. [ABSTRACT FROM AUTHOR]

This paper poses a central question: what is the present moment in qualitative tourism research? To answer this, the authors review the state of contemporary qualitative tourism research over the past decade (2007–2017), against current progress in the social sciences. Specifically, a systematic bibliometric analysis of tourism journals was undertaken to determine how tourism scholarship maps against Denzin and Lincoln's social science 'moments'. These moments prove useful in heuristically framing the development of qualitative social research and thinking; from early moments characterized by positivist ways of knowing, through to later moments where scholars struggle through and beyond the crisis of representation. Using an adapted moments-based framework, our analysis of 1541 qualitative papers across 51 tourism journals indicates that the majority of papers are emblematic of 'early moment' thinking. Despite clear evidence of a crisis of representation in some areas, and an increase in the number of qualitative papers published, there is a lack of 'later moment' thinking, methodology and/or approach. The political, social and philosophical constraints and opportunities presented by these findings are discussed. [ABSTRACT FROM AUTHOR]

Copyright of European Journal of Social Work is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)