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Journal articles on the topic 'Tomorrow's Schools'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Brazee, Edward N. "Tomorrow's Schools: Yesterday, Today, and Tomorrow." Middle School Journal 22, no. 4 (March 1991): 57–59. http://dx.doi.org/10.1080/00940771.1991.11495996.

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2

Lefèvre, Bruno, and Jacques Richardson. "Tomorrow's secondary schools." Futures 20, no. 2 (April 1988): 177–81. http://dx.doi.org/10.1016/0016-3287(88)90023-7.

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3

Green, Tonika Duren, Angela Stephens Mcintosh, Valerie J. Cook-Morales, and Carol Robinson-Zanartu. "From Old Schools to Tomorrow's Schools." Remedial and Special Education 26, no. 2 (March 2005): 82–92. http://dx.doi.org/10.1177/07419325050260020301.

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4

Renihan, Patrick J. "Leadership Succession for Tomorrow's Schools." Procedia - Social and Behavioral Sciences 55 (October 2012): 138–47. http://dx.doi.org/10.1016/j.sbspro.2012.09.487.

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5

Schleicher, Andreas. "Educating Learners for Their Future, Not Our Past." ECNU Review of Education 1, no. 1 (March 2018): 58–75. http://dx.doi.org/10.30926/ecnuroe2018010104.

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Purpose —This paper aims to examine the educational demands in the digital age from tomorrow's teachers and policy-makers, and to encourage and incentivize all actors to develop the innovative learning environments that we need for tomorrow's schools. Design/Approach/Methods —As a conceptual paper, this article has consulted and analyzed a wide range of updated data and literature to consolidate the argumentation on tomorrow's educational demands. Findings —The paper mainly provides possible answers on how to educate students for their future, rather than our past. The heart of future educatio

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6

Maher, Robert. "Are Graduate Schools Preparing Tomorrow's Administrators?" NASSP Bulletin 72, no. 508 (May 1988): 30–34. http://dx.doi.org/10.1177/019263658807250807.

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7

Norris, Cynthia. "Developing Visionary Leaders for Tomorrow's Schools." NASSP Bulletin 74, no. 526 (May 1990): 6–10. http://dx.doi.org/10.1177/019263659007452603.

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8

Jackson, Gregory A., and Terrence E. Deal. "Technology, learning environments, and tomorrow's schools." Peabody Journal of Education 62, no. 2 (January 1985): 93–113. http://dx.doi.org/10.1080/01619568509538477.

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9

Hartley, Matt, and Tom Kecskemethy. "Cultivating Leadership for Tomorrow's Schools of Education." Phi Delta Kappan 89, no. 6 (February 2008): 442–48. http://dx.doi.org/10.1177/003172170808900612.

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10

Mervis, J. "NIST Grants Help Schools Build for Tomorrow's Research." Science 327, no. 5963 (January 14, 2010): 256. http://dx.doi.org/10.1126/science.327.5963.256.

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11

Crow, Gary, and Geoff Southworth. "Preparing Leaders for Tomorrow's Schools: An Internship Project." Journal of School Leadership 13, no. 6 (November 2003): 739–62. http://dx.doi.org/10.1177/105268460301300607.

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12

Johnson, William R. "Inviting Conversations: The Holmes Group and "Tomorrow's Schools"." American Educational Research Journal 27, no. 4 (1990): 581. http://dx.doi.org/10.2307/1163101.

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13

Marante, Leesa, and Shannon Hall-Mills. "Today's Graduate Students, Tomorrow's SLPs: Enhancing School Practicum Experiences." Perspectives of the ASHA Special Interest Groups 4, no. 5 (October 31, 2019): 1128–35. http://dx.doi.org/10.1044/2019_pers-sig16-2019-0003.

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Purpose In this article, we describe a standards-driven, workforce-focused model of school practicum offered by an accredited graduate speech-language pathology program. Method To prepare more than 50% of the American Speech-Language-Hearing Association's membership for the school-based workforce, graduate students require real-life practicum experiences in the schools. Practicum experiences should be standards driven, anchored in the graduate curriculum, and paired with academic coursework to foster the growth of student clinicians' background knowledge prior to engagement in a school-based p

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14

Varnham, Sally. "'Tomorrow's Schools' today - legal issues in New Zealand education." Education and the Law 13, no. 1 (March 2001): 77–86. http://dx.doi.org/10.1080/09539960120046772.

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15

Begley, Paul T. "Book Review: Restructuring and Quality: Issues for Tomorrow's Schools." Australian Journal of Education 42, no. 2 (August 1998): 224–26. http://dx.doi.org/10.1177/000494419804200210.

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16

Griffiths, Jeremy, Sally Bamber, Graham French, Bethan Hulse, Gwyn Jones, Rhys C. Jones, Susan Jones, Gwawr Maelor Williams, Hazel Wordsworth, and J. Carl Hughes. "Growing Tomorrow's Teachers Together: The CaBan Initial Teacher Education Partnership." Cylchgrawn Addysg Cymru / Wales Journal of Education 22, no. 1 (March 1, 2020): 209–31. http://dx.doi.org/10.16922/wje.22.1.10-en.

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In this paper we outline the philosophy and research foundations underpinning the development of CaBan – an Initial Teacher Education (ITE) Partnership developed for the purpose of educating the teachers of tomorrow for North Wales. CaBan represents an ambitious 'learning partnership' of five partners consisting of regional schools, Bangor University, University of Chester, the regional school improvement service (GwE), and the Collaborative Institute for Education Research, Evidence and Impact (CIEREI). Each partner plays a key role in fulfilling our ambitions to contribute to Our National Mi

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17

Powell, AGMT, VC Walker, L. Paterson-Brown, G. Clark, GB Drummond, and S. Paterson-Brown. "Intravenous Fluid Prescribing Knowledge and Confidence in F1 Doctors." Bulletin of the Royal College of Surgeons of England 95, no. 6 (June 1, 2013): 1–6. http://dx.doi.org/10.1308/147363513x13588739440979.

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Rach year in the UK, 7,500 F1 doctors take up post. Most are new graduates from UK medical schools. Teaching in the 33 medical schools in the UK is reviewed by the General Medical Council (GMC). Tomorrow's Doctors, published by the GMC, defines the knowledge, skills and behaviours that UK medical graduates should possess after completion of their undergraduate training.

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18

Wilson, S., and JM Eagles. "Changes in Undergraduate Clinical Psychiatry Teaching in Scotland since “Tomorrow's Doctors”." Scottish Medical Journal 53, no. 4 (November 2008): 22–25. http://dx.doi.org/10.1258/rsmsmj.53.4.22.

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This paper reviews the factors which have driven changes in undergraduate education in psychiatry since the 1993 publication of “Tomorrow's Doctors”,1 after which it describes current undergraduate curricula in the four Scottish medical schools teaching clinical psychiatry. Reasons underlying the differences between curricula are discussed. The authors suggest that research in medical education, alongside communication and debate between medical schools and across specialties, would lead to more uniform and evidence-based curricula.

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19

Novlan, Jerome F. "New Zealand's Past and Tomorrow's Schools: Reasons, reforms and results." School Leadership & Management 18, no. 1 (February 1998): 7–18. http://dx.doi.org/10.1080/13632439869745.

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20

Murray, Frank B. "Response: The Narrow and Broad Readings of "Tomorrow's Schools of Education"." Educational Researcher 25, no. 5 (June 1996): 28. http://dx.doi.org/10.2307/1176208.

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21

Court, Marian, and John O’Neill. "‘Tomorrow's Schools’ in New Zealand: from social democracy to market managerialism." Journal of Educational Administration and History 43, no. 2 (May 2011): 119–40. http://dx.doi.org/10.1080/00220620.2011.560257.

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22

Cottrell, David. "Recruitment, undergraduate education and the possible impact of Tomorrow's Doctors." Psychiatric Bulletin 23, no. 10 (October 1999): 582–84. http://dx.doi.org/10.1192/pb.23.10.582.

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Recruitment into psychiatry varies across medical schools. There is evidence that positive attitudes towards psychiatry at the end of undergraduate education influence career choice and that a major determinant of positive attitudes is exposure to well organised and well taught psychiatry programmes. The General Medical Council's (GMC) guidance on undergraduate medical education provides many opportunities for psychiatrists to increase the exposure of medical students to psychiatry. These opportunities should be seized if we wish to increase recruitment into psychiatry.

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23

Rabiger, Penny. "Does teaching racial justice and equity have a place in our schools?" FORUM 63, no. 2 (July 1, 2021): 131–40. http://dx.doi.org/10.3898/forum.2021.63.2.11.

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Schools are a microcosm of society and often tasked with fixing society's ills. We need to explore the purpose of education and the place of educators not only to prepare young people to gain the best qualifications they can but also to challenge ourselves as educators and our young charges to be active citizens with enough knowledge about society and citizenship to shape tomorrow's world. Recent world events have given educators a push towards addressing issues around racial justice and equity. Although this shift is rife with complexity, some schools and groups are actively addressing the is

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Janzakova, Sh, E. Abdalova, and Zh N. Nurgabylova. "FORMATION OF CIVIL COMPETENCE OF FUTURE TEACHERS." BULLETIN Series Psychology 65, no. 4 (December 22, 2020): 105–10. http://dx.doi.org/10.51889/2020-4.1728-7847.19.

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From the point of view of the modern competence approach in modern education, civil competence is one of the most important learning outcomes. Therefore, the article is devoted to an urgent problem that meets the needs of today. Today, in the conditions ofchanging life, not only flexibility of adaptation is required, but also the need for continuous professional development, including the formation of civil competence of future teachers. The authors analyzed the ways and methods of formation of civil competence of students in secondary schools. Taking into account that the future teacher is to

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25

Cetti, RJ, R. Singh, L. Bissell, and R. Shaw. "The urological foot soldier: are we equipping our foundation-year doctors?" Bulletin of the Royal College of Surgeons of England 92, no. 8 (September 1, 2010): 284–87. http://dx.doi.org/10.1308/147363510x12779829582415.

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Tomorrow's Doctors was first published by the General Medical Council (GMC) in 1993. The recommendations provide a framework for UK medical schools to use to design detailed curricula and schemes of assessment in the training of future doctors. They also set out the minimum standards that are used to judge the quality of undergraduate teaching. In 2003 this guidance was revised and a further 2009 version has now been published. A constant feature of these important documents is a list of therapeutic procedures that all graduates are expected be able to perform safely and effectively. These inc

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26

Julien, Heidi, Brian Detlor, Alexander Serenko, Rebekah Willson, and Maegen Lavallee. "Preparing Tomorrow's Decision Makers: Learning Environments and Outcomes of Information Literacy Instruction in Business Schools." Journal of Business & Finance Librarianship 16, no. 4 (October 2011): 348–67. http://dx.doi.org/10.1080/08963568.2011.605669.

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27

Maxwell, Simon, and Tom Walley. "Teaching safe and effective prescribing in UK medical schools: a core curriculum for tomorrow's doctors." British Journal of Clinical Pharmacology 55, no. 6 (June 2003): 496–503. http://dx.doi.org/10.1046/j.1365-2125.2003.01878.x.

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28

Wing, Kenneth R. "Health Care Reform In The Year 2000: The View From The Front Of The Classroom." American Journal of Law & Medicine 26, no. 2-3 (2000): 277–93. http://dx.doi.org/10.1017/s0098858800011096.

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My thoughts about the status of American health care as it enters the twenty-first century have less to do with any theory or model—or even my own politics—and more to do with my efforts as a teacher. For the past twenty-five years I have taught introductory health law courses in law and public health schools. While what I teach and how I do so have changed enormously during that time, my basic objective has changed very little: preparing my students for the political and legal issues that they will likely confront in their individual and professional lives. It is a task that I find endlessly

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29

Mayer, Jan. "Who are Tomorrow's Foresters and What do They Want? A Sociologist Looks at Two Forestry Schools." Forestry Chronicle 63, no. 5 (October 1, 1987): 372–75. http://dx.doi.org/10.5558/tfc63372-5.

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A survey of first and final year students at the UBC and Lakehead Schools of Forestry suggests that forestry students are much more idealistic about their profession and less materialistic than they are generally given credit for, particularly when compared with students in engineering or business administration. Whether or not their idealism will greatly influence the forestry world of the future will depend on how effectively they learn to communicate, public understanding and support on forestry issues, and the ability of professional associations to enhance the influence and visibility of

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30

Yang, Yihua, Xiao Hu, Qinghe Qu, Fang Lai, Yaojiang Shi, Matthew Boswell, and Scott Rozelle. "Roots of Tomorrow's Digital Divide: Documenting Computer Use and Internet Access in China's Elementary Schools Today." China & World Economy 21, no. 3 (May 2013): 61–79. http://dx.doi.org/10.1111/j.1749-124x.2013.12022.x.

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31

Rees, Martin J. "The Role of Astronomy in Education and ‘Public Understanding'." International Astronomical Union Colloquium 162 (1998): 344–49. http://dx.doi.org/10.1017/s0252921100115374.

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A few comments first on education in schools - this is a special worry here in the UK, where our international rankings are disappointing. An appreciation of science is vital not just for tomorrow's scientist and engineers, but for everyone who will live and work in a world even more underpinned by technology - and even more vulnerable to its failures and misapplications - than the present one. Even more important, the option of higher education in science and technology should not be foreclosed to them. There is widespread concern particularly about the 16-18 age group. Many of us put strong

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32

O'Dair, D. R. F. "Ethics by the pervasive method — the case of contract." Legal Studies 17, no. 2 (July 1997): 305–22. http://dx.doi.org/10.1111/j.1748-121x.1997.tb00409.x.

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‘the duty of the law schools is to help its students to understand the ultimate significance of the lifework they have undertaken: to see the ultimate purpose of a lawyer's work… .’ [Brainard Currie]The Lord Chancellor's Advisory Committee on Legal Education and Conduct (ACLEC) has recently called upon academic law teachers of the undergraduate degree in law to take more of an interest in professional ethics. This means that academic law teachers can no longer set the subject aside as something to be dealt with during vocational legal education. Professional ethics must be taught pervasively,

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33

Griffith, Allison I., and Svitlana Taraban. "Mentoring Narratives ON-LINE:Teaching the Principalship." education policy analysis archives 10 (May 17, 2002): 27. http://dx.doi.org/10.14507/epaa.v10n27.2002.

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The need to develop new models for preparation of school administrators has been a prominent concern in educational discourse in the last decade. Having been criticized for the inadequate preparation of the school leadership cadre, academic departments responsible for training future school administrators have had to revisit their approaches and to reframe their teaching philosophies to ensure the readiness of their graduates for the challenges and complexities of school leadership. This article reports on the new model of principals' training that has been used in York University's Principals

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34

Campbell, John A. "The Educational Debate Over Darwinism." Journal of Interdisciplinary Studies 15, no. 1 (2003): 43–60. http://dx.doi.org/10.5840/jis2003151/24.

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The debate over teaching Darwin's theory in public schools has been a feature of American public life since at least the Scopes trial of 1925. Drawing on the liberal arts tradition centered in rhetoric and civic argument, this essay argues that science education should not merely prepare tomorrow's scientists, but also educate scientifically articulate citzens. It offers the Origin of Species as a model for educational strategies that would protect the integrity of science, while addressing the objections of students and their parents to Darwin's ideas. Darwin's work belongs in the great tradi

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35

Weiler, Richard, Stephen Chew, Ngaire Coombs, Mark Hamer, and Emmanuel Stamatakis. "Physical activity education in the undergraduate curricula of all UK medical schools. Are tomorrow's doctors equipped to follow clinical guidelines?" British Journal of Sports Medicine 46, no. 14 (July 30, 2012): 1024–26. http://dx.doi.org/10.1136/bjsports-2012-091380.

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36

Yao, Alexander C. "Commentary on: “Physical activity education in the undergraduate curricula of all UK medical schools. Are tomorrow's doctors equipped to follow clinical guidelines?”." Annals of Medicine and Surgery 1 (2012): 21–22. http://dx.doi.org/10.1016/s2049-0801(12)70007-9.

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37

Martin, Scott. "Creating Tomorrow's Schools Today: Education—Our Children—Their Futures. Richard Gerver. New York, NY: Continuum International Press, 2010. 160 pp. $27.95 (paperback)." Educational Studies 51, no. 3 (May 4, 2015): 255–58. http://dx.doi.org/10.1080/00131946.2015.1033521.

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38

Ring, Howard, David Mumford, and Cornelius Katona. "Psychiatry in the new undergraduate curriculum." Advances in Psychiatric Treatment 5, no. 6 (November 1999): 415–19. http://dx.doi.org/10.1192/apt.5.6.415.

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Recognising the vast extent of psychiatric morbidity internationally and the burden of mental illness on people, communities and nations, the World Psychiatric Association and the World Federation for Medical Education have recently published global guidelines for developing core curricula in psychiatry for medical students (Walton & Gelder 1999). More locally, major changes are taking place in undergraduate medical education throughout the UK. These changes represent a response to the appreciation, both by medical schools and by the General Medical Council (GMC), of two major pressures in

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39

Mahboob, Usman, and Phillip Evans. "PROFESSIONALISM." Professional Medical Journal 22, no. 05 (May 10, 2015): 664–69. http://dx.doi.org/10.29309/tpmj/2015.22.05.1308.

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Objectives: This paper describes a practical and valid technique for curriculumaudit of professionalism theme of an MBChB programme in a UK medical school. The objectivewas to match the learning outcomes of professionalism covered in an MBChB course, with theguidelines laid by the GMC in Tomorrows Doctors 2003. The benefit being to determine theissues that needs to be addressed in response to the GMC Tomorrows Doctors 2009. StudyDesign: A qualitative study design. Period: 2011. Setting: University of Glasgow. Methods: Toanalyse the learning outcomes set out in the curriculum documents. All the

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40

Kuş, Metin. "Schools of Tomorrow." Journal of Ethnic and Cultural Studies 3, no. 1 (June 28, 2016): 74. http://dx.doi.org/10.29333/ejecs/53.

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Education reformist and philosopher John Dewey has stated that the ultimate aim of writing “School’s of Tomorrow” is not an attempt to develop a complete theory of education nor yet review any systems or discuss the views of prominent educators.This is not a text book of education nor yet an exposition of a new method of school teaching, aims to show the weary teacher or the discontented parent how education should be carried on. The aim of this book is to show what actually happens when schools start out to put into practice each in its own way, the effects of applications arise from new educ

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41

Petrina, Stephen. "Getting a Purchase on “The School of Tomorrow” and its Constituent Commodities: Histories and Historiographies of Technologies." History of Education Quarterly 42, no. 1 (2002): 75–111. http://dx.doi.org/10.1111/j.1748-5959.2002.tb00101.x.

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“The School of Tomorrow,” as envisioned by psychologists Otis Caldwell and Stuart Courtis in 1924, “will pay far more attention to individuals than the schools of the past. Each child will be studied and measured repeatedly from many angles, both as a basis of prescriptions for treatment and as a means of controlling development. The new education will be scientific in that it will rest on a fact basis. All development of knowledge and skill will be individualized, and classroom practice and recitation as they exist today in conventional schools will largely disappear.” “The School of Tomorrow

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42

Harrison, Tim G. "Why bother taking university led chemistry outreach into primary schools? Bristol ChemLabS experience." New Directions in the Teaching of Physical Sciences, no. 3 (February 23, 2016): 41–44. http://dx.doi.org/10.29311/ndtps.v0i3.416.

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The School of Chemistry, University of Bristol is taking postgraduate Chemists and circuses of practical chemistry experiments into primary schools to enthuse, excite and educate tomorrows chemical scientists. With over twenty workshop visits undertaken in 15 months we share our recent experiences.

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43

Baerlocher, Bianca, Martin Stuber, and Eva Lieberherr. "«Zurück in die Zukunft» – Rolle und Bedeutung des Schweizerischen Forstvereins." Schweizerische Zeitschrift fur Forstwesen 169, no. 6 (December 1, 2018): 315–22. http://dx.doi.org/10.3188/szf.2018.0315.

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“Back to the future” – role and meaning of the Swiss Forestry Society Associations can be described as public goods and “schools of democracy”. They enable their members to participate in the political sphere and accomplish public tasks. Beyond this, we can view associations as a means for holding society together; they foster common values and norms as well as reduce societal insecurity. The Swiss Forestry Society, founded in 1843, has taken a supporting role in the landscape of associations in the 19th and early 20th century. However, since the 1990s, this association has faced declining mem

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44

Benade, Leon, and Nesta Devine. "Tomorrow’s School’s Review." Teachers' Work 15, no. 2 (December 20, 2018): 85–86. http://dx.doi.org/10.24135/teacherswork.v15i2.276.

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Wide-ranging changes proposed by the Tomorrow’s Schools Independent Taskforce (2018) seek to end the 30-year period known as ‘Tomorrow’s Schools’, or, what we earlier referred to as the ‘Thirty Years War’ (Devine, Stewart & Benade, 2018).Tomorrow’s Schools (New Zealand Taskforce to Review Education Administration, 1988) emerged from the reform period of the mid-1980s, propelling New Zealand to the forefront of neoliberal policy-making. The current taskforce, composed of notable educationists, has endeavoured to arrive at proposals that emphasise educational interests rather than the compet

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45

Brkovic, Marta, Oriol Pons, and Rosie Parnell. "Where Sustainable School Meets the ‘Tthird Teacher’: Primary School Case Study From Barcelona, Spain." International Journal of Architectural Research: ArchNet-IJAR 9, no. 2 (July 13, 2015): 77. http://dx.doi.org/10.26687/archnet-ijar.v9i2.539.

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Participatory evaluation of aspiring sustainable schools and their pedagogical potential has recently come into focus. A few authors have made a significant start in examining schools as both environmentally and socially sustainable environments, which might simultaneously represent the ‘third teacher’. However, discussion around this idea is new in Spain. This paper describes a participatory post-occupancy study conducted with teachers and pupils in Fort Pienc School, Barcelona, Spain. Findings reveal the pedagogical potential of the school’s spaces and fabric, characterised as ‘sustainable’,

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46

Thompson, Julian. "Commentary: Grow Tomorrow’s School Leaders? Plant Some Seeds Today!" LEARNing Landscapes 1, no. 2 (January 2, 2008): 47–53. http://dx.doi.org/10.36510/learnland.v1i2.253.

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School leadership development has received significant investment in the UK in recent years. Programmes to support leaders at all levels have focussed on national standards, leadership behaviours and capacity building. England is now facing an increasing shortage of headteachers. This article provides a perspective on this situation and offers some practical ideas to school leaders for building approaches to succession planning in their own schools.

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47

Zielińska, Katarzyna Ewa. "Treści oraz cele wychowawcze magazynów szkolnych dwudziestolecia międzywojennego na podstawie pism szkół żeńskich Dziś i Jutro oraz Młodzieńczy Lot." Zeszyty Prasoznawcze 63, no. 4 (244) (2020): 107–21. http://dx.doi.org/10.4467/22996362pz.20.033.12699.

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The Content and Educational objectives of the Interwar School Magazines Based on the Example of the Girls’ Schools Periodicals Today and Tomorrow (Dziś i Jutro) and Youthful Flight (Młodzieńczy Lot) The magazines of pre-war female schools provide knowledge about the development of a new community – girls attending secondary education, which was formed as a result of numerous education reforms after 1918. The article presents the results of a content analysis of two periodicals edited by middle school students from the 1920s and 1930s. The purpose of the research was to identify the most popula

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48

Topçiu, Marta. "The Profile of Tomorrow’s School Teacher." European Journal of Social Sciences Education and Research 8, no. 1 (December 1, 2016): 21. http://dx.doi.org/10.26417/ejser.v8i1.p21-25.

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Nowadays teachers are precious! The list of features that will be considered in this article is not a mere "static" description of the professional teacher we know but it is a set of attributes that should be developed in the name of tomorrow’s new professionalism that raises numerous requests. Traditional competences need to be enriched and complemented (replenished) with new ones. The new form of professionalism requires teachers who want to work and have the concern to lay the foundations of lifelong learning; it requires teachers who want to cultivate creative personalities, open-minded pe

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49

Bork, Alfred. "Schools for tomorrow." International Journal of Educational Research 19, no. 2 (January 1993): 171–83. http://dx.doi.org/10.1016/0883-0355(93)90026-g.

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50

Panaligan, Jan April, and Jimmy Bernabe Maming. "Challenges Encountered by Junior High School Graduates of the School of Tomorrow Program to Senior High School Program in Capiz: A Case Study." International Journal of Multidisciplinary: Applied Business and Education Research 2, no. 4 (April 12, 2021): 321–26. http://dx.doi.org/10.11594/ijmaber.02.04.05.

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The School of Tomorrow (S.O.T.) having the Accelerated Christian Education (A.C.E.) here in the Philippines promises that they can give the most advanced twenty-first-century educational system available, but the experiences and grievances of S.O.T. graduates stated otherwise. This case study intends to determine the key informant's experiences in transitioning from Accelerated Christian Education (A.C.E.) institution to conventional schools in Capiz. This study utilized interviews, observation, and data reviews in gathering the data while the Mayring (2002) approach was utilized in analyzing

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