The first part of the Handbook introduces in some detail the concept of qualitative research and its application to communication disorders, and describes the main qualitative research approaches. The contributions are forward-looking rather than merely giving an overview of their topic. The second part illustrates these approaches through a series of case studies of different communication disorders using qualitative methods of research.
This Handbook is an essential resource for senior undergraduate and graduate students, researchers and practitioners, in communication disorders and related fields.
Despite claims that clinical education lies at the heart of health care education, little empirical research has explored what constitutes effectiveness in clinical teaching and learning. This book draws on the research, ideas and expertise of researchers who have observed and researched different aspects of clinical education. Their research has spanned clinical education topics including professional identity and socialisation, assessment and feedback, pedagogical methods, clinical reasoning, dealing with ambiguity, dealing with diversity and interprofessional education. This book has been designed to synthesise empirical clinical education research and ideas about the context, value, processes and outcomes of clinical education. Each chapter presents a research based facet of clinical education as a platform from which knowledge and future research in clinical education can occur. The authors entice the reader to reconceptualise facets of their own teaching and learning practices based on research findings, expertise and innovation.
Volume I, on understanding learning, provides the background information that teachers need to know and be able to use in their classroom. Volume II, on facilitating learning, covers the three main facets of teaching: planning, instructing, and assessing. Volume III, on designing curriculum, covers the contexts for, processes in, and types of ELT curricula—linguistic based, content-based, learner-centered, and learning-centered. Throughout the three volumes, the focus is on outcomes, that is, student learning.
• Situated in current research in the field of English language teaching and other disciplines that inform it
• Sample data, including classroom vignettes
• Three kinds of activities/tasks: Reflect, Explore, and Expand
The authors present their own experiences including, on occasion, their trials and tribulations and how they dealt with them. They lay themselves open to criticism in doing so, but they make their contributions much the richer as well. The classroom contexts extend to different countries, and range from elementary schools to universities. Some of the issues presented are:
* the necessarily collaborative nature of the research;
* the question of meshing pedagogically sound and experimentally acceptable practices;
* the often strong possibility that political and social decisions will interrupt the research;
* the perennial question of reporting out the results; and
* the training of graduate student researchers.
The texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education), and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes).
Discourse and Social Life is concerned with a variety of different types of data - talk, text and interaction - and covers research sites which range from the home setting through the health care setting and the courtroom to the public sphere. The book not only provides a critical, historical overview of different traditions of discourse analysis, but also projects to some extent the possible developments of this field of study, as other allied disciplines (Philosophy, Psychology, Sociology, Rhetoric and Communication Studies) are taking a discursive turn. Readers are invited to draw parallels between these different approaches to studying discourse in its social context.
The contributors are- Sally Candlin, Malcolm Coulthard, Justine Coupland, Nikolas Coupland, Norman Fairclough, Ruqaiya Hasan, Robert Kaplan, Geoff Leech, Yon Maley, Greg Myers, Celia Roberts, Srikant Sarangi, Ron Scollon, Theo van Leeuwen, Henry Widdowson and Ruth Wodak.