Reflecting on the importance of theory-informed qualitative research in people with chronic respiratory disease and their carers

Giles, Emma L.; Harrison, Samantha

doi:10.1177/14799731231185128

Cited by 2 publications

(1 citation statement)

References 7 publications

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“…This is a typical decision in the qualitative research space, which means that choosing not to apply theory to the qualitative study is not the single or exceptional case (Bradbury-Jones et al, 2014). Because in qualitative research, it is not the conceptual literature that determines the direction of the empirical research, but the findings of the conducted empirical qualitative research guide the researchers to select the literature purposefully in order to support the empirical findings (Giles, Harrison, 2023).…”

Section: Data Collectionmentioning

confidence: 99%

Empowerment and Power of a Teacher through Contributing to Positive Relationships and Using Positive Discipline in the School Environment: Teachers’ Experiences in Two Baltic Countries

2024

European Journal of Contemporary Education

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There is growing evidence of the role of relationships in teaching, learning and disciplining. This research aimed to compare Latvian and Lithuanian teachers' experiences regarding their empowerment through contributing to positive relationships and power through using positive discipline in school environment. The research questions were two: What does empowerment mean to teachers through their contribution to positive relationships in the school environment? What does the use of positive discipline in the classroom mean for teachers in regard to their power? The total sample consisted of 152 teachers from LV and LT. The research was implemented by applying semi-structured interviews with focus groups and using latent qualitative content analysis for data analysis. Findings showed that LT teachers express their expectations for relationship improvement, while Latvian teachers speak about actions for implementing empowering relationships in the school environment; LT teachers emphasize their power through creating the dyadic trustful, group-related relationships with students as a basic for teaching/learning, while LV teachers use the potential of the school community. Conclusions highlight that LT teachers relate positive discipline to learning from experience which means learning knowledge and skills through direct practice. This entails teachers and students reflecting on the experience they have had to identify new skills and knowledge that they can use within the specific context, case or situation. Regarding their power to apply positive discipline, LV teachers highlight their individual responsibility for structuring the learning environment and managing the classroom, which is related to the teacher's professional expertise/teaching methodology.

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Section: Data Collectionmentioning

confidence: 99%

Empowerment and Power of a Teacher through Contributing to Positive Relationships and Using Positive Discipline in the School Environment: Teachers’ Experiences in Two Baltic Countries

2024

European Journal of Contemporary Education

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Culturally Responsive Approaches to Health Research with Black Canadians: Challenges and Strategies

Alaazi,

Yohani,

Salami

2024

J. Racial and Ethnic Health Disparities

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Reflecting on the importance of theory-informed qualitative research in people with chronic respiratory disease and their carers

Cited by 2 publications

References 7 publications

Empowerment and Power of a Teacher through Contributing to Positive Relationships and Using Positive Discipline in the School Environment: Teachers’ Experiences in Two Baltic Countries

Empowerment and Power of a Teacher through Contributing to Positive Relationships and Using Positive Discipline in the School Environment: Teachers’ Experiences in Two Baltic Countries

Culturally Responsive Approaches to Health Research with Black Canadians: Challenges and Strategies

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