Keeping Connected: The Design and Overview of the Research

Autor/in	Moss, Julianne
Titel	Keeping Connected: The Design and Overview of the Research
Quelle	In: International Journal of Inclusive Education, 18 (2014) 3, S.219-226 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2012.676086
Schlagwörter	Foreign Countries; Research Design; Research Projects; Adolescents; Adolescent Attitudes; Self Concept; Interpersonal Relationship; Chronic Illness; Trauma; Hospitals; Attendance; Access to Education; Inclusion; Visual Aids; Personal Narratives; Interviews; Longitudinal Studies; Video Technology; Research Methodology; Mixed Methods Research; Australia + Suchen Sie Ihr Suchwort? Ausland; Forschungsdesign; Forschungsvorhaben; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Selbstkonzept; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Chronic disease; Chronische Krankheit; Krankengymnast; Krankenhaus; Anwesenheit; Education; Access; Bildung; Zugang; Bildungszugang; Inklusion; Anschauungsmaterial; Erlebniserzählung; Interviewing; Interviewtechnik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Research method; Forschungsmethode; Australien
Abstract	The special issue "Keeping Connected: Identity, Social Connection and Education for Young People" opens with a paper that discusses the research design and overview of a three-year project by a Melbourne (Australia)-based multi-disciplinary team. Over 2007-2009, the Keeping Connected team of 10 researchers investigated the lives of adolescents with ongoing health conditions. The project centrally is developed by the young people's perspectives, their identity and wellbeing, relationships with others and engagement within changing contexts and their altered opportunities in the world. The research design includes image production underpinned by visual methods and a narrative-informed approach to interview and interpretation of images. The study, which crosses the health and education interface, set out to highlight differences of perspectives adopted by 31 young people, their families and the professional groups, such as teachers and health professionals. The special issue discusses key project findings and contributes a body of scholarship that expands our knowledge of evidence-based research across the education and health interface. The longitudinal study highlighted two themes of importance for education, and poorly catered for in current policies and guidelines: that the situation of these young people needs to be addressed by schools as a process over time (including prospectively); and that the young people's identity is strongly marked by a desire to be seen and treated as "normal" combined with an awareness of being vulnerable. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10