sarah edelman change your thinking pdf merger

Participants engaged in an in‐depth home‐based interview about their program experience and the subsequent impacts on their children's and families' interests. To explore the processes of early STEM‐related interest development, we recruited 18 low‐income Spanish‐ and English‐speaking parents who had completed an informal engineering education program for preschool‐age children and their families 1–2 years previously. Although researchers have documented the emergence of these early interests and their implications for long‐term learning outcomes, there is still much that is not understood about how and why these interests develop, including the role of parents and caregivers in supporting interest development at this age.

Emerging evidence over the last several decades indicates that the foundation of STEM‐related interests develops in early childhood, even before children enter the formal education system. Interest is a critical motivating factor shaping how children and youth engage with science, technology, engineering, and mathematics (STEM) inside and outside of school and to what extent they continue to be STEM learners throughout their lives. We conclude with a consideration of how viewing education as a complex system using complex systems’ conceptual and methodological tools can help advance education research and also inform policy. Two research case studies of this approach are discussed. However, it is proposed that computational modeling approaches, being extensively used for studying nonlinear characteristics of complex systems in other fields, can provide a methodological complement to quantitative and qualitative education research approaches. Complexity and research methodologies for education are then considered, and it is observed that commonly used quantitative and qualitative techniques are generally appropriate for studying linear dynamics of educational systems. In this article, an overview is first provided of the Complex Systems Conceptual Framework for Learning (CSCFL), which consists of a set of conceptual perspectives that are generally shared by educational complex systems, organized into two focus areas: collective behaviors of a system, and behaviors of individual agents in a system. Findings will potentially benefit HIV researchers and care providers, those interested in the phenomenon of resilience, social researchers, thanatologists, grief counselors, and survivors of HIV, as well as people such as friends and family who are also impacted by HIV.Education is a complex system, which has conceptual and methodological implications for education research and policy. I believe the narrative of those with HIV, which may include the transformative dimensions of this experience, has the potential to benefit multiple fields of research and practice and to provide insight for those who provide care and support to HIV/AIDS patients. My personal experience with HIV and my subsequent journey from overwhelming fear and hopelessness to understanding, acceptance, and even appreciation for who I am today as a result of diagnosis compelled me to undertake this study in order to benefit others. However, a great deal of fear, misinformation, and stigmatization still exists, resulting in unnecessary suffering.

HIV is now identified as a chronic rather than a terminal illness-or as the “death sentence” it once was thought to be. It was anticipated that this research would reveal personal as well as shared experiences relative to coming to terms with this unique psychological trauma. Themes illuminated the core inquiry, which explores the potential for positive or transformative experiences in the face of life threatening illness.

Interviews were transcribed and common units of text, aligned with each of the interview queries, were identified and coded. Interviewees were invited to reflect on their experiences with and beliefs about HIV prior to diagnosis, their personal experience of receiving a diagnosis, and their social, emotional, and spiritual experiences following diagnosis. This study is a narrative analysis of the lived experiences of individuals diagnosed with human immunodeficiency virus (HIV). The purpose of this study is to explore the experiences of people coming to terms with HIV diagnosis and come to a greater understanding of the trajectory of adjustment and beyond.

Sarah edelman change your thinking pdf merger