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The Understanding and Experiences of Living with Dementia in Chinese New Zealanders
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 3; Pages: 1280 (2022)
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Adventures into the Unknown: The Lived Experience of East Asian International Students as Foreign-Accented Speakers in Australian Higher Education ...
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Raising Children with Disabilities: A Critical Understanding of the Lived Experiences of Chinese Immigrant Parents in Canada ...
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Voices behind the Statistics: A Systematic Literature Review of the Lived Experience of Rheumatic Heart Disease
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In: International Journal of Environmental Research and Public Health ; Volume 17 ; Issue 4 (2020)
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The Experience of Personal Time in Alzheimer’s Disease ; Переживание личного времени при болезни Альцгеймера
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Digital and the pupil's lived experience in class : a communication space recomposition ? ; Numérique et expérience vécue de l'élève en classe : un espace de communication en recomposition ?
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In: https://tel.archives-ouvertes.fr/tel-02816097 ; Education. Université de Toulon, 2019. Français. ⟨NNT : 2019TOUL0022⟩ (2019)
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| 8 |
An Exploration of the Lived Experiences of Hispanic/Latinx Graduates with an Associate of Applied Science Degree from Interpreter Education Programs in Texas
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In: Master of Arts in Interpreting Studies and Communication Equity Thesis or Action Research Project (2019)
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| 9 |
A qualitative metasynthesis of the meaning of speech-generating devices for people with complex communication needs
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| 10 |
The Use of Google Classroom Application for Writing and Speaking in English Education Class
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In: Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature, Vol 5, Iss 1, Pp 93-110 (2019) (2019)
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| 11 |
"I think everybody's finding it a challenge to be honest" The experience of mental health professionals working in Child and Adolescent Mental Health Services in Ireland
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RYAN, EIMEAR KATHLEEN. - : Trinity College Dublin. School of Linguistic Speech & Comm Sci. Discipline of Clin Speech & Language Studies, 2018
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| 12 |
The lived experience of high achieving Year 13 boys using silent in-school individual study time during timetabled study periods
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Abstract:
This human science research investigates the phenomenon of silent study in a high performing, highly regarded school was in a high decile socio-economic area New Zealand. It constructs a phenomenological description of the meaning of the lived experience of compulsory in-school, supervised, non-guided, silent study periods for Year 13 boys in a large single-sex school. The study’s thirty-five participants were selected from a population of 303 Year 13 CIE students who were preparing for Cambridge International A-Level Examinations and not for the National Certificate of Educational Achievement. Transcripts of interviews during 2014, from three groups and twelve individuals provided comprehensive descriptions of participants’ direct experiences of silent study. Van Manen’s (1997b) framework informed the research design and Gadamer’s (1960/2012, 2006) philosophical hermeneutics formed the basis for reflective interpretation from the interview transcripts. Significant phrases or sentences were identified and extracted. A hermeneutic process of analysis was then used to identify their meanings. The meanings were clustered, and three themes isolated for structuring the writing of the phenomenological description. The themes dealt with the effectiveness of silence for study, how silent study can stimulate wise and appropriate choice of learning activities, and the complexity of student/student and student/supervisor relationships. To construct the phenomenological description each theme was examined through the lens of each of Van Manen’s (1997b, 2014) five existentials - corporeality (lived body); temporality (lived time); spatiality (lived space); sociality (lived relationships); and materiality (lived things and technology). The essential meanings of silent study for all participants are presented. Participants found that silent study was a new experience, but they adapted quickly and found it quiet, peaceful, and beneficial. They liked the silence, the consistency of the routines, the physical comforts, having the same desk every day, and the freedom of choice of activities. They felt isolated from others, but that minimised distraction, because they did not like interruption.
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Keyword:
hermeneutic phenomenology; high decile school; lifeworld existentials; lived experience; silence; vanManen
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URL: http://hdl.handle.net/10523/7886
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| 13 |
Factors affecting successful participation in the workplace by adults with dyslexia: an interpretative phenomenological analysis
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| 14 |
Living in Two Worlds: The Phenomena of the Language Immersion Experience
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In: University of New Orleans Theses and Dissertations (2018)
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| 15 |
Disrupting Authority: The Phenomenality of Antioppressive Education in the Arts
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Reflexivity and exploring the meaning of delirium through media depictions: methodological insights from a phenomenological study
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| 17 |
Regaining a place from which to speak and be heard: In search of a response to the “violence of voicelessness”
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In: Stellenbosch Papers in Linguistics Plus, Vol 49, Iss 0, Pp 317-330 (2016) (2016)
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| 18 |
The lived experience of teaching mindfully in tertiary education. A hermeneutic phenomenological study
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| 19 |
Experiences of Computer Science Curriculum Design: A phenomenological study
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In: Articles (2015)
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"It's really very disturbing ot me": The Social Reality and Real-Life Challenges of Living with Oro-Pharyngeal Dysphagia ; 5th Congress of European Society of Swallowing Disorders
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