Research Article
Iyanuoluwa Emmanuel Olalowo
AM J QUALITATIVE RES, Volume 4, Issue 3, pp. 1-13
ABSTRACT
Children are brought up in diverse yet specific physical and social environments formally regarded as preschool centres; they are engaged from preschool age in activities where their development is affected by an array of social factors. Some of these factors are natural while some are measures of external circumstances, which if neglected may endanger proper child care, learning and development at the early years. As the child’s age stands as one of such natural factors that can’t be tampered with, literatures from Nigeria researches mostly give account of it from either an underage or age appropriate perspective, little is known or revealed on the state of overage children in preschools. With developmentally appropriate practices in mind, this study therefore investigated the experiences of overage children in preschool centres with respect to the suitability of their physical environment, peer interaction as well as the kind of interaction between these children and their teachers. In answering the research question, a qualitative research design was staged. The qualitative data collection adopted a phenomenological approach where experiences of respondents and other features were examined qualitatively. Twelve (12) overage pupils from 6 preschool centres in Ibadan were interviewed through conversational key informant interview. Interviews were recorded, transcribed and were presented alongside field notes from research assistants using a thematic analysis. Findings had it that children in rural setting were of the view that their teachers do not interact with them so well, urban pre-primary schools children claimed that their teachers played with them as most of them also have nick names given to them by their teachers. Caregivers as well as preschool administrators should therefore ensure that provisions and daily activities within the school system is geared towards the development of the whole child such that no child is left behind regardless educational dilatory experience.
Keywords: Overage Preschool Children, Peer Interaction, Physical Ambience, Preschool, Teacher-child Interaction.
Research Article
Dao Nguyen
AM J QUALITATIVE RES, Volume 4, Issue 3, pp. 14-44
ABSTRACT
This paper sheds light on academic leadership pathways and practices of Asian American women (AAW) in higher education in the United States (U.S.) under intersectionality of social and institutional identities/elements. The preliminary intersection model of these identities/elements is the ultimate outcome of the paper. The paper is crystalized from an empirical study founded on intersectionality concept and leadership theories in general, and on established knowledge base of AAW and leadership in particular. The multiple case study method (MCSM) and success case method (SCM) were employed in combination to examine four AAW cases, which were purposively selected from four 4-year-universities in California and Pennsylvania. The data source primarily came from in-depth semi-structured interviews. The data analysis on NVivo 12 revealed that AAW’s leadership pathways and practices were influenced and shaped by social identities of individuals (gender, race/ethnicity, class, and culture), and institutional cultures (tangible and intangible). Religion and female role models in family, graduate study, and workplace were found as additive elements impacting AAW’s leadership experiences. These multiple identities and elements intersected with each other in different ways to feature lived experiences of AAW in academic leadership. The study responded to recent calls for applying incorporation approach of leadership and diversity in research on leadership. It also supported the existing literature on leadership pipelines and experiences of AAW in the academy. The research was among few qualitative studies in the AAW leadership scholarship using the NVivo program in data management, analysis, and presentation. The preliminary intersection model of social and institutional identities/elements influencing and shaping AAW’s leadership in the academy could imply direction for further study on AAW and leadership not only in academe but also in other areas.
Keywords: Asian American Women, Leadership Labyrinth, Multiple Success Case Study, Preliminary Intersection Model of Social and Institutional Identities/Elements.
Research Article
Amber Garbe, Uzeyir Ogurlu, Nikki Logan, Perry Cook
AM J QUALITATIVE RES, Volume 4, Issue 3, pp. 45-65
ABSTRACT
In the spring of 2020, schools across the globe closed their doors to decrease the spread of the viral outbreak during the COVID -19 pandemic. This physical closure led to a rapid shift to remote learning which placed more responsibility for learning on parents and guardians. As one of the major stakeholders in the education process, experiences of parents with their children during remote learning are worth examining to inform future policy decision making. This study aimed to investigate parents’ experiences and struggles during school closure using an online survey. The results indicate parents agreed with the school closure policy and were generally satisfied with the level of support provided by school districts whilst describing some areas of struggle. Parents described having difficulties with balancing responsibilities, learner motivation, accessibility, and learning outcomes. The results of the study suggest some important implications and recommendations for educators and policymakers.
Keywords: COVID-19, remote learning, pandemic, parents