Search

Post-secondary institutions carry out cyclical program reviews (CPRs) to assess educational effectiveness. CPRs often use both qualitative and quantitative data analyses with the aim of improving teaching and learning. Though most of the CPR review studies identify various factors for this purpose, they fail to identify measures/indicators that are relevant and practical for the institutional decision-making process. Our main objectives for this article are two-fold: first, we identify and list variables that are measurable and sort them into clusters/groups that are relevant to all programs, and second, we critically assess the relevance of these indicators to program review in a small-sized, post-secondary institution.

Research that seeks to understand the lived experience of the teacher-student relationship is not prevalent. This article reports on a phenomenological inquiry which explored the nature of this relationship in the context of teacher education. Participant's lived experiences were hermeneutically interpreted against the philosophical writings of Heidegger and Gadamer. In this way, the research focused on the teacher-student relationship as it is "experienced" by lecturers and student teachers in pre-service teacher education programs, rather than how it might be "theorised". The research found that relationships are essential and matter to the educational experience whether this is recognised or not. Similarly, a teacher's comportment was found to have a communicative aspect that is felt and sensed. Further, relationships are experienced as a play that is lived beyond the rules of engagement. Consistent with critical approaches to education, this research calls for the re-educating of educators towards essential understandings of relationship and the relational sensibilities that are integral to being in relationship.

This study articulates the relationship between conceptualisations of time and the accounts of good care in an acute setting. Neoliberal healthcare services, with their focus on efficiencies, predominantly calculate quality care based on time‐on‐the‐clock workforce management planning systems. However, the ways staff conceptualise and then relate to diverse meanings of time have implications for good care and for staff morale. This phenomenological study was undertaken in acute medical–surgical wards, investigating the contextual, temporal nature of care embedded in human relations. The study interviews involved 17 participants: 11 staff, 3 previous patients and 3 family members. Data were analysed iteratively to surface the phenomenality of temporality and good care. The following constituents of the data set are explored that together illustrate the relationship between the conceptualisations of time and the accounts of good care in an acute setting: patient time as a relational journey; patient time, sovereign time and time ethics and time, teamwork and flow. The findings are clinically significant because they offer a contrasting narrative about the relationship between time and care quality. The experiences of giving and receiving good care are indivisible from how temporality is experienced and the social relations within which care is embedded. Healthcare staff experience temporality differently from patients and families, a point that healthcare participants in this study appeared to comprehend and accommodate. For all parties involved in providing care or being the recipient of care, however, the capacity to be present was valued as a humanising ethic of care. Our study reinforces the importance of not creating presumptive binaries about which temporal structures are more or less humanising—there is a place for a fast‐paced tempo, which can be experienced as being in the flow of human relations with one's team and on behalf of patients. [ABSTRACT FROM AUTHOR]

This qualitative study explores the experiences of young people with professionals as they traverse the family court in Aotearoa‐New Zealand. A hermeneutic phenomenological lens, based on the writings of Heidegger, Gadamer, van Manen and Buber, explored this phenomenon, which was embedded in the notion that young people need to have agency, the ability to act, to speak and to share their thoughts in matters that affect them. Six young people aged 8–16 years, four lawyers for the children, four specialist report writers (psychologists) and one parent were interviewed. Each interview was crafted into a story, which were then interpreted into "themes", to allow the young person's experiences to be better understood and presented. This article focuses on one aspect of the young person's experiences as reported by them. The key insight was that the professional who engages in extra‐ordinary listening about the young person's experience of what matters to them, can build a space of trust, the "between", the gap between two people where mutual authenticity can exist, where discussion can occur, and where the professional can hear, respect and represent the young person's views at the decision‐making phase of Court proceedings. Key points for the family court community: Children and young people can have agency and express their views on matters that affect them.Professionals who work with/represent children and young people need to use extra‐ordinary listening skills to hear the message they are being told.A conversation where mutuality and respect occur with each participant listening to the other, where the dialogue is the focus and a 'between' space is created will allow the child/young person to feel heard. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal for the Scholarship of Teaching & Learning is the property of Society for Teaching & Learning in Higher Education 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.)

The lived experience of professional supervision is complex and dynamic. Techne, the knowledge that informs the "know-how" of practice, offers guidance. Phronesis, the dynamic wisdom that trusts the "play" of relationship in the supervision encounter, recognises the spirit of the encounter. While it is hard to capture that which is uniquely in the moment, this paper argues for an opening of the space that allows the phronesis of practice to be revealed. The notion of "play" is explored, recognising supervision arises from the interaction between both parties. To yield effective supervision, play must be rooted in integrity, played out in a safe supportive environment, and underpinned by humility and courage. How the supervisor listens determines what the speaker will say. Unless a listening space is opened there is only empty talk. To embrace the phronesis of practice is to gift the supervision encounter with a rich wisdom that is beyond the scope of mere techne. One must also acknowledge however that this safest-of-all mode of practice paradoxically exposes the supervisor to vulnerability from a public scrutiny that seeks pre-defined ways. Techne has the certainty of the nod of approval while phronesis trusts in its own instinctual wisdom that can seldom be adequately explained. Yet, it is phronesis that makes the difference.