Janet C Richards
Biographic Data
| ID | 6509990 |
|---|---|
| NAME | Janet C Richards |
| GIVEN NAMES | Janet C |
| FAMILY NAME | Richards |
| SIGNATURE | RICHARDS J C |
| AFFILIATIONS | University of South Florida |
| ORCID | 0000-0001-8242-3282 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1991 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 2 |
Exploring Critical Events in an Inaugural Arts-Based Research Class through Ethnographic Mapping and Poetry-Enriched Narrative Sketches
Arts-based research (ABR) employs the arts to explore the “experiences of researchers and the people they involve in their studies” (McNiff, 2008, p. 29). However, there is a lack of published studies that investigate what goes on in ABR classes (Cahnmann-Taylor & Siegesmund, 2008; Leavy, 2015; Personal communication, The Qualitative Report 2018 Conference). In this inquiry we (Janet, course designer and instructor, and Steve, student and class a…
Exploring Perceptions of Key Events in a Qualitative Research Class
Little research portrays collaborative analytic inquiry in practice. Drawing on our dual lenses, we, a professor and a doctoral student in an advanced qualitative methods course, applied principles of collaborative analytic inquiry to construct new understandings about key events that occurred during an advanced qualitative research class. Using asynchronous e-mail communication, we shared, affirmed, and questioned each other’s and our own storie…
Understanding Afro-Caribbean educators’ experiences with Englishes across Caribbean and U.S. contexts and classrooms
Post Modern Image-Based Research
As part of course requirements twenty -eight preservice teachers in a field- based content reading course create d a series of se lf-portraits that illustrated their concerns and perceptions about teaching content reading. They accompanied their drawings with dialogue. Analysis of the portraits indicates that arts-based techniques have the potential to provide insights about preservice teachers’ perceived realities and understandings that narrati…
Moving from Separate Subject to Interdisciplinary 1 Teaching
This phenomenological inquiry looked at 28 preservice teachers as they participated in a field-based curricula restructuring initiative that connected the disciplines of creative arts, science, and reading. The preservice teachers offered weekly interdisciplinary lessons to kindergarten and first grade students . A survey, teaching cases, and a group exit interview informed the study. Throughout most of the semester, the preservice teachers strug…
Exploring Education Students’ Reflexivity through the Arts and Sharing My “Bricolage” Dilemmas
As part of course requirements, 16 education students in a master’s cohort tutored groups of elementary children (the same groups throughout the semester) in an after - school writing program that emphasized an ethos of care. The education students had never taught children and consequently had difficulties reflecting about their lessons through weekly e - mail communication. As the course instructor I had a hunch innovative artistic processes mi…
Every Word is True
There is a sparse body of literature about students' and instructors' experiences in graduate qualitative courses. In this study, 11 doctoral students and one instructor employed a narrative framework to uncover our perceived truths about our experiences as we interacted, studied, pondered, and journeyed through a qualitative research methods course. Data were my chronologically ordered notes documenting my thinking and perceptions about my stude…
Master's Students' Challenges, Achievements, and Professional Development
Few inquiries have investigated master's students in education as they mentor preservice teachers. In this embedded case study I explored the professional development of 15 master's students as they mentored 35 preservice teachers for eight weeks in a summer literacy camp. Data sources were e-mail exchanges, written reports, and transcriptions from focus groups and in-class conversations. I analyzed the data through constant comparison methods an…
Psychological and Personal Dimensions of Prospective Teachers' Reflective Abilities
With an increasing concern that teachers develop reflective thinking abilities as part of their teacher training programs, there comes a need to know more about the reflector. This knowledge can guide teacher education programs in providing experiences that will enhance or encourage reflective ability. A Q-technique factor analysis was employed to examine a number of psychological and personal characteristics of prospective teachers in order to p…
Understanding Afro-Caribbean educators’ experiences with Englishes across Caribbean and U.S. contexts and classrooms
Post Modern Image-Based Research
As part of course requirements twenty -eight preservice teachers in a field- based content reading course create d a series of se lf-portraits that illustrated their concerns and perceptions about teaching content reading. They accompanied their drawings with dialogue. Analysis of the portraits indicates that arts-based techniques have the potential to provide insights about preservice teachers’ perceived realities and understandings that narrati…
Every Word is True
There is a sparse body of literature about students' and instructors' experiences in graduate qualitative courses. In this study, 11 doctoral students and one instructor employed a narrative framework to uncover our perceived truths about our experiences as we interacted, studied, pondered, and journeyed through a qualitative research methods course. Data were my chronologically ordered notes documenting my thinking and perceptions about my stude…
Exploring Perceptions of Key Events in a Qualitative Research Class
Little research portrays collaborative analytic inquiry in practice. Drawing on our dual lenses, we, a professor and a doctoral student in an advanced qualitative methods course, applied principles of collaborative analytic inquiry to construct new understandings about key events that occurred during an advanced qualitative research class. Using asynchronous e-mail communication, we shared, affirmed, and questioned each other’s and our own storie…
Moving from Separate Subject to Interdisciplinary 1 Teaching
This phenomenological inquiry looked at 28 preservice teachers as they participated in a field-based curricula restructuring initiative that connected the disciplines of creative arts, science, and reading. The preservice teachers offered weekly interdisciplinary lessons to kindergarten and first grade students . A survey, teaching cases, and a group exit interview informed the study. Throughout most of the semester, the preservice teachers strug…
Exploring Education Students’ Reflexivity through the Arts and Sharing My “Bricolage” Dilemmas
As part of course requirements, 16 education students in a master’s cohort tutored groups of elementary children (the same groups throughout the semester) in an after - school writing program that emphasized an ethos of care. The education students had never taught children and consequently had difficulties reflecting about their lessons through weekly e - mail communication. As the course instructor I had a hunch innovative artistic processes mi…
Psychological and Personal Dimensions of Prospective Teachers' Reflective Abilities
With an increasing concern that teachers develop reflective thinking abilities as part of their teacher training programs, there comes a need to know more about the reflector. This knowledge can guide teacher education programs in providing experiences that will enhance or encourage reflective ability. A Q-technique factor analysis was employed to examine a number of psychological and personal characteristics of prospective teachers in order to p…
Every Word is True
There is a sparse body of literature about students' and instructors' experiences in graduate qualitative courses. In this study, 11 doctoral students and one instructor employed a narrative framework to uncover our perceived truths about our experiences as we interacted, studied, pondered, and journeyed through a qualitative research methods course. Data were my chronologically ordered notes documenting my thinking and perceptions about my stude…
Master's Students' Challenges, Achievements, and Professional Development
Few inquiries have investigated master's students in education as they mentor preservice teachers. In this embedded case study I explored the professional development of 15 master's students as they mentored 35 preservice teachers for eight weeks in a summer literacy camp. Data sources were e-mail exchanges, written reports, and transcriptions from focus groups and in-class conversations. I analyzed the data through constant comparison methods an…
Post Modern Image-Based Research
As part of course requirements twenty -eight preservice teachers in a field- based content reading course create d a series of se lf-portraits that illustrated their concerns and perceptions about teaching content reading. They accompanied their drawings with dialogue. Analysis of the portraits indicates that arts-based techniques have the potential to provide insights about preservice teachers’ perceived realities and understandings that narrati…
Moving from Separate Subject to Interdisciplinary 1 Teaching
This phenomenological inquiry looked at 28 preservice teachers as they participated in a field-based curricula restructuring initiative that connected the disciplines of creative arts, science, and reading. The preservice teachers offered weekly interdisciplinary lessons to kindergarten and first grade students . A survey, teaching cases, and a group exit interview informed the study. Throughout most of the semester, the preservice teachers strug…
Exploring Education Students’ Reflexivity through the Arts and Sharing My “Bricolage” Dilemmas
As part of course requirements, 16 education students in a master’s cohort tutored groups of elementary children (the same groups throughout the semester) in an after - school writing program that emphasized an ethos of care. The education students had never taught children and consequently had difficulties reflecting about their lessons through weekly e - mail communication. As the course instructor I had a hunch innovative artistic processes mi…
Exploring Perceptions of Key Events in a Qualitative Research Class
Little research portrays collaborative analytic inquiry in practice. Drawing on our dual lenses, we, a professor and a doctoral student in an advanced qualitative methods course, applied principles of collaborative analytic inquiry to construct new understandings about key events that occurred during an advanced qualitative research class. Using asynchronous e-mail communication, we shared, affirmed, and questioned each other’s and our own storie…
Understanding Afro-Caribbean educators’ experiences with Englishes across Caribbean and U.S. contexts and classrooms
Exploring Critical Events in an Inaugural Arts-Based Research Class through Ethnographic Mapping and Poetry-Enriched Narrative Sketches
Arts-based research (ABR) employs the arts to explore the “experiences of researchers and the people they involve in their studies” (McNiff, 2008, p. 29). However, there is a lack of published studies that investigate what goes on in ABR classes (Cahnmann-Taylor & Siegesmund, 2008; Leavy, 2015; Personal communication, The Qualitative Report 2018 Conference). In this inquiry we (Janet, course designer and instructor, and Steve, student and class a…
Psychology (9 works) · Pedagogy (8 works) · Sociology (7 works) · Mathematics education (6 works) · Art (4 works) · Social science (4 works) · Art Education and Development (3 works) · Class (philosophy (3 works) · Computer Science (3 works) · Digital Storytelling and Education (3 works)