ethanporcaro/eric-fulltext-meta huggingface dataset:
Online Gaming Issues in Offline Couple Relationships: A Primer for Marriage and Family Therapists (MFTs)
Author: Hertlein, Katherine M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Marriage Counseling,Video Games,Literature Reviews,Journal Articles,Marital Satisfaction,Family Counseling,Family Relationship,Hermeneutics,Motivation,Personality Traits,Addictive Behavior,Gender Differences,Well Being,Intimacy,Interpersonal Competence

Although the challenges around participation in online gaming grow, gamers and their partners who experience online relationship issues related to gaming, present a new set of treatment challenges for therapists. In this article, we report on the findings of a hermeneutic research study aimed at evaluating the scholarly literature related to online gaming and interpret these texts to determine the effect such online activity has on the couple relationship. We reviewed 18 articles published between 1998 and 2010 related to online gaming and interpersonal relationships, focusing solely on empirical articles related to the search criteria. Our interpretation of the text concluded that online gaming might add to and/or interfere with a couple's life. Based on these potential problem areas, practical considerations for treatment are also outlined. (Contains 1 figure, 1 table, and 1 footnote.)
Clarifying My World: Identity Work in the Context of Workplace Bullying
Author: D'Cruz, Premilla
Date: 2012-00-00
Type: Journal Articles
Subjects: Bullying,Foreign Countries,Phenomenology,Work Environment,Interviews,Interpersonal Relationship,Identification (Psychology),Coping,Well Being,Outsourcing

Based on a study rooted in van Manen's hermeneutic phenomenology, conducted with agents working in international facing call centers in Mumbai and Bangalore, India, this paper describes targets' identity work in the context of workplace bullying. Data were gathered through conversational interviews and were subject to sententious and selective thematic analyses. The core theme of &quot;clarifying my world&quot; captures participants' attempt to reconstruct their identity following the emergence of identity disruptions stemming from the experience of being bullied. Major themes which include building personal security and insulation, recreating equilibrium, maintaining dignity and poise, re-establishing ontological foundations and seeking continuity in one's evolution, represent the goals of identity work which address specific dimensions of identity disruptions. The findings highlight the long-term effects of workplace bullying on targets and targets' attempts to restore their well-being. (Contains 1 table and 2 notes.)
Intersectionality of Ethno-Cultural Identities and Construal of Distant Suffering Outgroups
Author: Palasinski, Marek
Date: 2012-00-00
Type: Journal Articles
Subjects: Cultural Influences,Catholics,Males,Blacks,Racial Relations,Social Attitudes,Social Bias,Racial Bias,Identification (Psychology),Victims,Social Status,Religion,Foreign Countries,Immigrants,Religious Factors,Social Values,Muslims,Christianity

In this paper, we explore how white Catholic men talk about the indirect dilemma of non-intervention for black ethnic outgroups. We illustrate how they mobilise global categorisation (all humanity) and use various forms of denial to deal with their non-involvement. Having analyzed representative fragments of their prejudice avoidance talk, we conclude with some observation about the strategic deployment of categories and denial forms as part of identity management talk. In contrast to quantitative research that oversimplifies the ingroup-outgroup distinction, we show how the status and outgroupness levels of the needy appear to be both flexible and intricate, which depends on the often-ignored intersecting cultural factors, like the respondents' and victims' ethnic, racial and religious identities. (Contains 1 footnote.)
Being a Korean Studying Koreans in an American School: Reflections on Culture, Power, and Ideology
Author: Lim, Minjung
Date: 2012-00-00
Type: Journal Articles
Subjects: Research Methodology,Ideology,Researchers,Korean Americans,Power Structure,Immigrants,Politics,Advocacy,Parent Participation,Personal Narratives,Ethnography,Educational Research,Educational Environment

Recent debates on situated knowledge highlight the issue of the researcher's position in the research process, challenging the traditional assumption of the insider/outsider dichotomy. Drawing on my fieldwork among Korean immigrant parents in an American school, I describe my shifting positions in negotiation and scrutinize the ways my reflexivity intersects with culture, power relations, and political ideologies in the research process. This self-analysis highlights partial and situated knowledge claims, questioning the author's value-neutral, authoritative voice in texts. I argue that the researcher should critically reflect on her location in the field and articulate how this position influences the research.
Critical Reflections: Interpretation and Analysis of Japanese Women's Settlement  Experiences
Author: Takeda, Atsushi
Date: 2012-00-00
Type: Journal Articles
Subjects: Females,Translation,Foreign Countries,Data Analysis,Interviews,Doctoral Dissertations,Immigration,Land Settlement,Asians,Beliefs,Values

In this paper, I discuss how I came to call into question the way in which I interpreted interview data in my dissertation, which investigated the migration and settlement experience of Japanese women who are married to Australian men and reside in Australia. Through critical reflections, I realized the way in which the positionality of researchers and their experience, values, and beliefs may influence interpretation of data. The translation process of the interview data reminded me of the similarity with the data analysis process. I illustrate how such possible impact changed the meaning of data through sharing my reflections.
Narratives from the Online Frontier: A K-12 Student's Experience in an Online Learning Environment
Author: Barbour, Michael
Date: 2012-00-00
Type: Journal Articles
Subjects: Electronic Learning,Elementary Secondary Education,Online Courses,Educational Opportunities,Student Experience,Interviews,Females,Asynchronous Communication,Rural Schools,Personal Narratives,Grade 12,High School Students,Help Seeking,Comprehension,Internet,Search Engines,Search Strategies,Course Content,Satisfaction,Difficulty Level

Despite a large increase in the number of students enrolled in online courses, published research on student experiences in these environments is minimal. This article reports the narrative analysis of a series of interviews conducted with a female student at a brick-and-mortar school enrolled in a single virtual school course. Her narratives describe a student who often struggled with the content in her online course and was reluctant to interact with her online teacher. When she interacted with people online, it was using text, because she was shy and the hardware often did not work. Darlene's experiences, likely typical of many K-12 online students, highlight a system in need of better strategies for the design and delivery of its educational opportunities. (Contains 10 tables.)
The Process of Creation: A Novel Methodology for Analyzing Multimodal Data
Author: Halverson, Erica Rosenfeld
Date: 2012-00-00
Type: Journal Articles
Subjects: Qualitative Research,Research Methodology,Data Analysis,Films,Film Study,Creative Activities,Creativity,Program Descriptions,Youth Programs,Epistemology,Semiotics,Transcripts (Written Records),Educational Theories

In the 21st century, meaning making is a multimodal act; we communicate what we know and how we know it using much more than printed text on a blank page. As a result, qualitative researchers need new methodologies, methods, and tools for working with the complex artifacts that our research subjects produce. In this article we describe the co-development of an analytic methodology and a tool for working with youth produced films as multimodal artifacts of youth engagement with identity. Specifically, we describe how to employ this multimodal framework in data analysis, with an emphasis on how different modes interact with one another, and how new meanings are made possible through multimodal interactions. (Contains 1 figure and 1 table.)
Democracy and Social Justice in Sarajevo's Schools
Author: McDermott, Peter
Date: 2012-00-00
Type: Journal Articles
Subjects: Social Justice,Democracy,Educational Change,Teacher Attitudes,Teaching Methods,Foreign Countries,Values,Case Studies,Diaries,Trauma,Futures (of Society),Social Change,Cultural Pluralism,Interviews

After the end of the 1992-1995 Bosnian war, the people of Sarajevo found themselves rebuilding their country while also learning to live with their former enemies in this developing democracy. In this study we examined the extent to which democratic practices and social justice values were being taught in Sarajevo's schools. Using a case study method, we gathered data gathered from interviews with educators in a variety of roles in Sarajevo, observations of elementary and secondary classroom teaching, and daily reflective journal entries about living and teaching in the city during the fall of 2008. Our data analyses revealed that democratic teaching practices and multicultural values are not being taught in Sarajevo's schools. Instead, entangled and fragmented governmental structures, lingering emotional trauma from the war, and a general sense of pessimism about the future are interfering with educational reform and movement toward a democratic and socially-just society. (Contains 1 figure and 3 tables.)
Parents' Experiences during Their Infant's Transition from Neonatal Intensive Care Unit to Home: A Qualitative Study
Author: Hutchinson, Sharon W.
Date: 2012-00-00
Type: Journal Articles
Subjects: Grounded Theory,Parent Attitudes,Infants,Child Rearing,Qualitative Research,Neonates,Infant Behavior,Family Environment,Hospitals,Models

Limited literature exists which examines how parents of infants hospitalized in the Neonatal Intensive Care Unit (NICU) transition from their infant's NICU hospital stay to home. This study examines the question, "What are the experiences of parents during their infant's transition from the NICU to home?" Grounded theory methods served as the paradigm to explore twelve NICU parents' experiences during their infant's transition. The basic social psychological process identified was "becoming a parent" which was based on the core problem "I'm not a parent." Analysis of data contributed to a model described by the researchers as the resultant Model of Parental Progression that describes how the parents proceeded through their experiences of their infants' transitions from the NICU to home. (Contains 1 figure and 2 tables.)
Investigating ESL Graduate Students' Intercultural Experiences of Academic English Writing: A First Person Narration of a Streamlined Qualitative Study Process
Author: Gao, Lianhong
Date: 2012-00-00
Type: Journal Articles
Subjects: Writing (Composition),Graduate Students,Universities,Familiarity,Narration,Writing Instruction,English (Second Language),Second Language Learning,Academic Discourse,Qualitative Research,Semi Structured Interviews,Native Language,Intellectual Disciplines,Interference (Language),Culturally Relevant Education

This report is a first person narration of the entire process of a qualitative study exploring the impact of ESL students' native cultural and rhetorical conventions, as well as classroom cultures on their academic English writing in American universities. Data were collected through semistructured interviews. A coding system was constructed to analyze transcriptions of the interviews. The study found that there were impacts of L1 culture on the students' academic English writing, but their effects were minor. The main factors associated with ESL students' English writing were their familiarity with the disciplinary contents and general composing skills. Implications for culturally responsive tertiary education and ESL writing instructions are discussed.
Using Constructivist Case Study Methodology to Understand Community Development Processes: Proposed Methodological Questions to Guide the Research Process
Author: Lauckner, Heidi
Date: 2012-00-00
Type: Journal Articles
Subjects: Grounded Theory,Constructivism (Learning),Community Development,Data Analysis,Occupational Therapy,Case Studies,Research Methodology,Research Design,Data Collection

Often, research projects are presented as final products with the methodologies cleanly outlined and little attention paid to the decision-making processes that led to the chosen approach. Limited attention paid to these decision-making processes perpetuates a sense of mystery about qualitative approaches, particularly for new researchers who will likely encounter dilemmas and uncertainties in their research. This paper presents a series of questions that assisted one Ph.D. student in making key methodological choices during her research journey. In this study, a collective case study design informed by constructivist grounded theory data analysis methods was used to develop a framework of community development from an occupational therapy perspective. Ten methodological questions are proposed regarding research question development, research paradigm, design and analysis, and trustworthiness. Drawing on examples from this research project, these questions are used to explicate the decisions made "behind the scenes," with the intention of providing both theoretical and practical guidance to others embarking on similar research journeys. (Contains 5 tables.)
A Case Study of a Case Study: Analysis of a Robust Qualitative Research Methodology
Author: Snyder, Catherine
Date: 2012-00-00
Type: Journal Articles
Subjects: Grounded Theory,Qualitative Research,Case Studies,Research Methodology,Robustness (Statistics),STEM Education,Transformative Learning,Women Faculty,Career Change,Journal Writing,Photography,Interviews,Schematic Studies,Secondary Education,Content Analysis,Womens Studies

A unique multi-part qualitative study methodology is presented from a study which tracked the transformative journeys of four career-changing women from STEM fields into secondary education. The article analyzes the study's use of archived writing, journaling, participant-generated photography, interviews, member-checking, and reflexive analytical memos. An exploration into the interconnectedness of the methodologies used reveals a robust framework from which the first stages of grounded theory emerged. A detailed explanation of the methodological aspects of conducting the study is discussed with the purpose of making this combination of qualitative methods replicable. (Contains 5 figures and 3 tables.)
Language Symmetry: A Force behind Persuasion
Author: Yeager, Joseph
Date: 2012-00-00
Type: Journal Articles
Subjects: Grammar,Prediction,Praxis,Marketing,Advertising,Politics,Linguistics,Dictionaries,Semantics,Differences,Linguistic Theory,Language Usage,Behavior,Qualitative Research,Communication (Thought Transfer),Geometry,Language Role,Attitude Change,Persuasive Discourse,Feedback (Response),Expectation,Audience Analysis

Language operates according to rules. Rules mean prediction. The application of these language rules to persuasive campaigns through linguistic technology can result in major gains in advertising, political and marketing outcomes. For qualitative researchers in communications, marketing and messaging, one area of persuasive language technology can be found in the linguistic feature of symmetry. Language has many forms of symmetry, and most persuaders are unaware that a great deal of persuasion depends upon symmetrical message structures. In persuasion, a mirror image or symmetrical reflection of an attitude or opinion is more persuasive than a random or non-symmetrical message or idea. Reading the subtle features of language to create symmetrical responses can create extraordinarily successful results for research and applied persuasive efforts ranging from single interviews to mass marketing campaigns.
Defenders against Threats or Enablers of Opportunities: The Screening Role Played by Gatekeepers in Researching Older People in Care Homes
Author: Scourfield, Peter
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Residential Institutions,Older Adults,Audits (Verification),Evaluation Methods,Case Studies,Attitudes,Labeling (of Persons),Social Science Research,Research Reports,Organizational Culture,Theory Practice Relationship,Institutionalized Persons,Interpersonal Communication,Researchers,Staff Role,Barriers,Resistance (Psychology),Administrative Organization,Politics of Education

This paper emerges from a case study of the system of statutory reviews in older people's care homes in the UK. Informed by a review of selected literature on gaining access, this paper provides a critical account of the process of negotiating access with gatekeepers (chiefly, care home managers). The negotiations were time-consuming and largely fruitless in terms of actually gaining access to care home residents. Nevertheless, much was learned about the field, in particular, about the attitudes of those with responsibility for caring for older care home residents. The residents in care homes became &quot;hard to reach&quot; research subjects not necessarily because of any cognitive or communicative impairments on their part, but by the defensive attitudes adopted by gatekeepers. It concludes by suggesting that, in this case, the ambiguous shades of meaning conveyed by the concept of &quot;screener&quot; make it a more appropriate term to describe the role than that of &quot;gatekeeper.&quot;
Precincts and Prospects in the Use of Focus Groups in Social and Behavioral Science Research
Author: Sagoe, Dominic
Date: 2012-00-00
Type: Journal Articles
Subjects: Focus Groups,Behavioral Science Research,Social Science Research,Qualitative Research,Research Methodology,Data Collection,Program Evaluation,Facilitators (Individuals),Nonverbal Communication,Cues,Group Dynamics,Research Problems,Validity,Personnel Selection,Recruitment,Participant Characteristics,Program Length,Experimenter Characteristics,Researchers,Role,Data Analysis,Ethics

Over the past few years, the focus group method has assumed a very important role as a method for collecting qualitative data in social and behavioural science research. This article elucidates theoretical and practical problems and prospects associated with the use of focus groups as a qualitative research method in social and behavioural science research. The core uses of focus groups in social and behavioural science research are discussed. In addition, the strengths and limitations of employing focus groups in social and behavioural science research are elucidated. Furthermore, the article discusses practical recommendations for strengthening the focus group method in social and behavioural science research.
Indicators of Relatedness in Adolescent Male Groups: Toward a Qualitative Description
Author: Hutman, Heidi
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Adolescents,Males,Peer Acceptance,Peer Relationship,Peer Groups,Qualitative Research,Data Collection,Video Technology,Self Determination,Social Theories,Coding,Group Dynamics,Empathy,Self Disclosure (Individuals),Humor

Self-determination theorists (SDT) argue that the satisfaction of the need for relatedness is essential for growth and well-being. However, the current research has yet to account for the unique ways in which adolescent males engage in behaviors to fulfill their need for relatedness within their peer groups. This qualitative study investigates relatedness in six 16- to 17-year-old adolescent males. Independent observations of videotape data and a collaborative analysis revealed 13 main indicators of moment-to-moment relatedness. These indicators include expressing belonging, referring to shared experiences, and helping others out. The indicators of relatedness are discussed in the context of SDT, and additional theoretical frameworks provide an integrative understanding of the construct. Implications for research on the need for relatedness across diverse settings and populations are discussed and the utility of the indicators for professionals who work with adolescent males is considered.
Grappling with Grammar on a Virtual Learning Platform: The Case of First Year French Students at the University of Wollongong
Author: Bissoonauth-Bedford, A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Electronic Learning,Blended Learning,Constructivism (Learning),Undergraduate Students,Online Courses,Learning Strategies,Educational Practices,Peer Relationship,French,Grammar,Second Language Learning,Second Language Instruction,Introductory Courses,Multimedia Instruction,Student Role,Metalinguistics,Qualitative Research,Statistical Analysis,Cooperation

This paper reports on an online discussion forum that was created on the University of Wollongong's Virtual Learning Environment (VLE) to aid and support the learning of French grammar at beginner/false beginner level. The aim was to provide a blended learning situation which combines face to face teaching with online learning using multimedia resources. The key objective of the online forum is to encourage undergraduate students take an active role in their language learning through interaction with peers. Methodology draws on educational practice influenced by a constructivist approach, particularly on the importance of building one's knowledge and linguistic skills through interaction and cooperation with others. Quantitative and qualitative analysis of data show examples of peer exchanges acting as activators in the meta-learning that was occurring outside class hours including reflection and independent language learning awareness. (Contains 3 figures.)
On Online Assignments in a Calculus Class
Author: Jungic, Veselin
Date: 2012-00-00
Type: Journal Articles
Subjects: Assignments,Calculus,Courseware,Administrator Attitudes,Student Attitudes,Teacher Attitudes,Online Systems,Program Descriptions,Learning Experience,Educational Needs,Student Needs,Electronic Learning,Program Development,Problem Sets,Program Effectiveness,Teaching Methods,Formative Evaluation

In this paper, we describe our experience with the creation and utilization of online assignments for several calculus classes at Simon Fraser University (SFU). We present our findings regarding available software by considering the needs and perspectives of the instructors, students, and administrators. We provide a list of questions that guide an instructor in choosing online assignment problems and a list of benefits that are the natural outcome of this endeavor. We analyze survey data from our science/engineering calculus as well as social science calculus courses over the span of five years. As a conclusion we propose a balanced use of both paper and online assignments in teaching introductory calculus classes. Finally, we discuss recent developments and future possibilities of utilizing online problems. (Contains 2 figures and 1 footnote.)