Lorraine Godden
Biographic Data
| ID | 4414520 |
|---|---|
| NAME | Lorraine Godden |
| GIVEN NAMES | Lorraine |
| FAMILY NAME | Godden |
| SIGNATURE | GODDEN L |
| AFFILIATIONS | Carleton University |
| ORCID | 0000-0001-7997-6708 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Teacher Education, Well-Being and a Sense of Belonging
This article draws from a Canadian project examining the holistic dimensions of well-being in teacher education programs. In keeping with calls to action in research and in the practice of teacher education, conceptualizations offering a wider view of well-being—beyond physical, mental, and emotional health—guided the inquiry. This study presents findings from a questionnaire disseminated to students in three teacher education programs in Western…
Co-constructing Professional Development
Meeting the Employment Needs of Marginalized Youth
The Youth Job Connection program in Ontario, Canada is designed to help multi-barriered youth transition into the workforce. As part of an evaluation of the program, a review of comparable employment programs in Canada and similar English-speaking countries was conducted, which involved 57 national and 36 international programs. The purpose of the review was to identify promising programs and explore how they support the successful transition of …
The coalition model for professional development
The Coalition Model for Professional Development (CMfPD) was created to develop capacity in a network of adult and continuing education (A&CE) staff from eight district school boards in the eastern Ontario region in Canada. The CMfPD had three main components: 1) a collaborative structure, 2) continuous learning and 3) a culture of care. Interviews were conducted with twenty-two network members to explore their experiences with the CMfPD. Qualita…
Theorising career guidance policymaking
In this article, we propose a framework for understanding career guidance policy. We use a systems theory approach informed by Gramscian theories of politics and power to make sense of this complexity. Firstly, we argue that career guidance policy is made by and for people and that there is a need to recognise all of the political and civil society actors involved. Secondly, we argue that policymaking comprises a series of ideological, technical …
Career guidance policy documents
Through a qualitative hermeneutic phenomenological study, I examined the intersection of document analysis, sensemaking and policy implementation, that revealed rich descriptions of situated policy contexts and nested working practices where policy actors from Ontario, Canada, and England, UK, translated and used career guidance policy documents. The different job roles of the study participants in Ontario and England influenced complex and diffe…
Essentials of a Qualitative Doctorate (2012) by Immy Holloway & Lorraine Brown
As a doctoral candidate currently collecting data using qualitative methods, I reviewed Essentials of a Qualitative Doctorate with minor trepidation.Would Holloway and Brown's text provide reassurance of the qualitative path that I had followed or would I find that my doctorate, when measured up against the authors' suggested "essentials" (p.12) be somewhat lacking?These questions were, I felt, important to ask in the context of reviewing this bo…
No prominent works on this page.
Essentials of a Qualitative Doctorate (2012) by Immy Holloway & Lorraine Brown
As a doctoral candidate currently collecting data using qualitative methods, I reviewed Essentials of a Qualitative Doctorate with minor trepidation.Would Holloway and Brown's text provide reassurance of the qualitative path that I had followed or would I find that my doctorate, when measured up against the authors' suggested "essentials" (p.12) be somewhat lacking?These questions were, I felt, important to ask in the context of reviewing this bo…
The coalition model for professional development
The Coalition Model for Professional Development (CMfPD) was created to develop capacity in a network of adult and continuing education (A&CE) staff from eight district school boards in the eastern Ontario region in Canada. The CMfPD had three main components: 1) a collaborative structure, 2) continuous learning and 3) a culture of care. Interviews were conducted with twenty-two network members to explore their experiences with the CMfPD. Qualita…
Theorising career guidance policymaking
In this article, we propose a framework for understanding career guidance policy. We use a systems theory approach informed by Gramscian theories of politics and power to make sense of this complexity. Firstly, we argue that career guidance policy is made by and for people and that there is a need to recognise all of the political and civil society actors involved. Secondly, we argue that policymaking comprises a series of ideological, technical …
Career guidance policy documents
Through a qualitative hermeneutic phenomenological study, I examined the intersection of document analysis, sensemaking and policy implementation, that revealed rich descriptions of situated policy contexts and nested working practices where policy actors from Ontario, Canada, and England, UK, translated and used career guidance policy documents. The different job roles of the study participants in Ontario and England influenced complex and diffe…
Meeting the Employment Needs of Marginalized Youth
The Youth Job Connection program in Ontario, Canada is designed to help multi-barriered youth transition into the workforce. As part of an evaluation of the program, a review of comparable employment programs in Canada and similar English-speaking countries was conducted, which involved 57 national and 36 international programs. The purpose of the review was to identify promising programs and explore how they support the successful transition of …
Teacher Education, Well-Being and a Sense of Belonging
This article draws from a Canadian project examining the holistic dimensions of well-being in teacher education programs. In keeping with calls to action in research and in the practice of teacher education, conceptualizations offering a wider view of well-being—beyond physical, mental, and emotional health—guided the inquiry. This study presents findings from a questionnaire disseminated to students in three teacher education programs in Western…
Co-constructing Professional Development
Sociology (7 works) · Engineering (4 works) · Pedagogy (4 works) · Political science (4 works) · Psychology (4 works) · Public relations (3 works) · Qualitative research (3 works) · Social science (3 works) · Teacher Education and Leadership Studies (3 works) · Global Educational Policies and Reforms (2 works)