Basics of qualitative research: Grounded theory procedures and techniques

https://dialnet.unirioja.es/descarga/articulo/4035394.pdf

Professional Capital: Transforming Teaching in Every School

This article reviews claims for methodological innovation in qualitative research. It comprises a review of 57 papers published between 2000–9 in which claims to innovation in qualitative methods have been made. These papers encompass creative methods, narrative methods, mixed methods, online/e-research methods, focus groups and software tools. The majority of claims of innovation are made for new methods or designs, with the remainder claiming adaptations or adoption of existing methodological innovations. However, the evidence provided of wholly new methodologies or designs was limited, and in several papers such claims turned out to relate either to adaptations to existing methods, or to the transfer and adaptation of methods from other disciplines, primarily from arts and humanities. We argue that over-claiming innovation in the sense of the development of a wholly new methodology or design has a number of important implications that are potentially detrimental to qualitative social science.

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Innovation in qualitative research methods: a narrative review

Chronic illness is common and has a profound impact on the education of affected children. A variety of approaches and programs to facilitate the transition from hospital to school for children with chronic health problems has been described in the literature. Traditional transition plans may no longer be effective because medical service delivery has changed to reduce long-term hospital stays while increasing outpatient care. As a result, comprehensive hospital-to-school transitions increasingly emphasize home and family involvement that includes homebound instruction strategies, flexible school days, using differentiated instructional strategies, increasing child autonomy, and addressing affective issues. This article describes the needs of children with chronic illness, identifies educational programming consistent with the current health care system, and describes current hospital-to-school transition plans that integrate systemic needs of schools and health care systems with the needs of children with chronic illness. © 2007 Wiley Periodicals, Inc.

Hospital-to-School Transition for Children with Chronic Illness: Meeting the New Challenges of an Evolving Health Care System.

Objective To review the results of any published research study examining the psychosocial functioning of children who have recently completed cancer treatment. Methods Five electronic databases were searched (from 1978 to 2008). Of 1,734 identified articles, 19 met all inclusion criteria. Four articles utilized a qualitative methodology, thirteen utilized a quantitative methodology, and two used mixed methods. Results Children may experience positive psychosocial outcomes on treatment completion, including high self-worth, good behavioral conduct, and improved mental health and social behavior. However, they may also experience significant negative outcomes, including lower levels of psychological well-being, mood, liveliness, self-esteem, and motor and physical functioning, as well as increased anxiety, problem behaviors, and sleeping difficulties. Conclusions Completing treatment can be a psychologically complex time for children as they wait to make the transition from ‘‘cancer patient’’ to long-term ‘‘cancer survivor.’’ Further high-quality research targeting the needs of these children is warranted. Despite the large numbers of children surviving cancer worldwide (Dickerman, 2007), surprisingly little research describes the psychological and social issues of children who have recently completed cancer treatment. In addition, it is a disparate literature varying across disciplines from medicine to nursing and allied health (e.g., psychology and social work). Not only does this make it difficult for clinicians and researchers to quickly appraise the content and quality of the evidence but there are also few guidelines available to support the ever increasing population of children through the first years after treatment. To address this gap, the present paper comprises a systematic review of studies exploring the psychosocial issues faced by children who have recently (i.e., within the last 5 years) completed cancer treatment. The review was justified because despite the large and growing bodies of psychosocial research documenting the impact of being on cancer treatment as well as the impact of long-term

The Psychosocial Impact of Completing Childhood Cancer Treatment: A Systematic Review of the Literature

This study investigated the psychosocial adjustment, quality of life, and school experiences of posttreatment survivors of pediatric cancer. A multimethod, multisource approach examined survivors' adjustments to cancer and views related to educational and psychosocial sequelae of cancer treatment. Data were collected from 51 survivors, 8 to 17 years old. Quantitative assessments revealed anxiety in children and difficulties in psychosocial adjustment in the areas of scholastic competence, emotional stability, and social competence. Qualitative results revealed that students who repeated a grade were particularly concerned with their academic performance and peer relationships. Homebound instruction was reported to be academically inadequate and socially isolating. These results suggest that educators need specific knowledge and skills to successfully assess and teach students who have cancer.

http://journals.sagepub.com/doi/pdf/10.1177/001440290106700304

Children Surviving Cancer: Psychosocial Adjustment, Quality of Life, and School Experiences:

Teacher stress can be conceptualized as an imbalance between risk and protective factors. Stress emanates from risk factors at the personal, interpersonal, and organizational levels. When risk factors exceed protective factors, teacher ability to cope with adversity is inhibited, likely resulting in stress and pernicious consequences. In this paper we draw on empirical evidence as well as our own professional efforts at reducing stress among novice teachers to explain the phenomenon and recommend interventions.

Teacher Stress: What It Is, Why It's Important, How It Can be Alleviated

The aim of this study was to assess baseline knowledge of skin cancer, sun protection practices, and perceptions of tanning among third through fifth grade elementary students in Florida. A total of 4,002 students in nineteen elementary schools in Palm Beach County, Florida were surveyed. SunSmart America TM curriculum pretest responses were the main outcome measures. Overall students' knowledge using a students' mean knowledge scale scores of skin cancer and sun protection were low (<40% of questions answered correctly) and was found to increase with increasing grade level (p < 0.01). Boys more frequently reported spending greater than 2 hours in the sun when compared with girls (p < 0.01). Girls, however, were more likely to try and get a tan most of the time or always when compared with boys (p = 0.02). Non-Hispanic White students (51.3%) more frequently reported use of SPF 15 or greater sunscreen ''most of the time or always'' compared with Hispanic (35.3%) and non-Hispanic Black (13.4%) students (p < 0.01). Elementary aged students in south Florida have limited knowledge about sun safety, despite spending considerable amount of time in the sun. Sun safe behavior is associated with gender and ethnicity. The findings provide empirical support for the need of a school-based educational intervention.

Knowledge, Attitudes, and Behaviors of Elementary School Students Regarding Sun Exposure and Skin Cancer

Despite the wealth of studies on smaller learning communities (SLCs), student voices are missing from the debate on high school reform. This article examines how students experience SLCs. A participatory research method, data-in-a-day was used to provide a systematic and inclusive method for gathering data on student perceptions. Data-in-a-day is a quick and efficient way of collecting, analyzing, and synthesizing a broad spectrum of data that can be utilized to evaluate the implementation of reforms in any organization. Utilizing the data-in-a-day process provided a large sample of students and captured a wide range of experiences as expressed by students. The SLC model not only provides a basis for a high-quality education as defined in scholarly research but also provides the learning environment desired by students. The SLC concept calls for small, interdisciplinary teaching and learning teams; rigorous and relevant curriculum and instruction; and a focus on inclusive programming and inclusive classro...

What Students Need, What Students Say They Want: Student Perspectives on the Promise of Smaller Learning Communities

The Educational Reform Rating Rubric is an evaluation tool created to manage, orga- nize, and integrate qualitative and quantitative data collected on school reform programs. The rubric is based on seven key indicators, including collective participa- tion, principal leadership, teacher and instructional quality, parental involvement, student outcomes, project support, and school environment. The Educational Reform Rating Rubric holds promise for effectively and efficiently integrating the complex data that result from real-world school reform evaluations.

Ann G. Bessell

Papers

Children Surviving Cancer: Psychosocial Adjustment, Quality of Life, and School Experiences:

Teacher Stress: What It Is, Why It's Important, How It Can be Alleviated

Knowledge, Attitudes, and Behaviors of Elementary School Students Regarding Sun Exposure and Skin Cancer

What Students Need, What Students Say They Want: Student Perspectives on the Promise of Smaller Learning Communities

The Educational Reform Rating Rubric: Example of a New Tool for Evaluating Complex School Reform Initiatives