ethanporcaro/eric-fulltext-meta huggingface dataset:
Guidance on Performing Focused Ethnographies with an Emphasis on Healthcare Research
Author: Higginbottom, Gina M. A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Ethnography,Qualitative Research,Research Methodology,Health Services,Sampling,Sample Size,Data Collection,Data Analysis,Researchers,Role

Focused ethnographies can have meaningful and useful application in primary care, community, or hospital healthcare practice, and are often used to determine ways to improve care and care processes. They can be pragmatic and efficient ways to capture data on a specific topic of importance to individual clinicians or clinical specialties. While many examples of focused ethnographies are available in the literature, there is a limited availability of guidance documents for conducting this research. This paper defines focused ethnographies, locates them within the ethnographic genre, justifies their use in healthcare research, and outlines the methodological processes including those related to sampling, data collection and maintaining rigour. It also identifies and provides a summary of some recent focused ethnographies conducted in healthcare research. While the emphasis is placed on healthcare research, focused ethnographies can be applicable to any discipline whenever there is a desire to explore specific cultural perspectives held by sub-groups of people within a context-specific and problem-focused framework. (Contains 1 figure, 1 box, and 2 tables.)
Interviewing Key Informants: Strategic Planning for a Global Public Health Management Program
Author: Kun, Karen E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Public Health,Health Programs,International Programs,Developing Nations,Strategic Planning,Program Evaluation,Qualitative Research,Interviews,Program Effectiveness,Program Development,Capacity Building

The Centers for Disease Control and Prevention's Sustainable Management Development Program (SMDP) partners with low- and middle-resource countries to develop management capacity so that effective global public health programs can be implemented and better health outcomes can be achieved. The program's impact however, was variable. Hence, there was a need to both engage in a strategic planning process and collect useful data to inform the process. We therefore designed a qualitative evaluation and findings that emerged concerning our program's contribution to individual career advancement and professional growth; the need for institutional support and a champion to move public health management capacity development efforts forward in low- and middle-resource countries; and interest in diverse professional learning opportunities contributed to program improvement and suggested new strategic directions for CDC's global public health management service delivery. Our inquiry provides a concrete example of how qualitative methods, specifically key informant interviews, can provide useful data for strategic planning within public health settings. It may be useful to readers who are interested in conducting strategic planning within public health and other related areas including health care, mental and behavioral health, and the social sciences. (Contains 1 table and 1 figure.)
Subjectivity NOT Statement and NOT APA!
Author: Cihelkova, Dana
Date: 2013-00-00
Type: Journal Articles
Subjects: Qualitative Research,Researchers,Bias,Social Science Research

I inspect in a brief theoretical-philosophical essay the roots of subjectivity and suggest many possible directions for examining the phenomenon of subjectivity so that multiple different meanings can be revealed. For instance, a researcher can explore her or his own subjectivity or he/she can attempt to define subjectivity per se or the researcher can uncover subjectivity or merely learn about subjectivity. I propose that subjectivity is an inner essence of flux and ask if it is even possible to fully capture a researcher's subjectivity. Another proposition is to view subjectivity as an inner essence of each and every individual. Finally, I conclude that to demarcate subjectivity as opposite to objectivity is the least fruitful way to uncover the ultimate core of subjectivity--the multiple connections toward a vital balance of any type of research endeavor.
When Pandora's Box Is Opened: A Qualitative Study of the Intended and Unintended Impacts of Wyoming's New Standardized Tests on Local Educators' Everyday Practices
Author: Cho, Jeasik
Date: 2013-00-00
Type: Journal Articles
Subjects: Standardized Tests,Computer Assisted Testing,Educational Practices,Elementary School Teachers,Teacher Attitudes,Focus Groups,Grounded Theory,Qualitative Research,School Culture,Teacher Role,Educational Change,Student Attitudes,Student Behavior,Formative Evaluation,Educational Legislation,Federal Legislation

In the context of a newly adopted statewide assessment system, PAWS (Proficiency Assessment for Wyoming Students), this paper describes intended instructional changes and unintended outcomes in classrooms and schools as a result of an assessment policy involving an innovative online portion of the test. An elementary school was selected and prolonged qualitative fieldwork with in-depth and focus group interviews were conducted for 1 1/2 years. A constant comparative data analysis and interpretation from grounded theory methodology led to the following themes: adaptive implementation policy, teachers' dilemmas, instructional change, and school culture change. While observing an elusive role for teachers that involved external accountability factors, researchers also found a practical hope for future PAWS tests, foreshadowing the need for promptly delivered test results for realistic instructional improvement.
Picturing Leisure: Using Photovoice to Understand the Experience of Leisure and Dementia
Author: Genoe, M. Rebecca
Date: 2013-00-00
Type: Journal Articles
Subjects: Dementia,Leisure Time,Qualitative Research,Photography,Participatory Research,Action Research,Interviews,Participant Observation,Ethics,Memory,Phenomenology,Older Adults,Foreign Countries

Interviews and participant observation are commonly used to explore the experience of dementia, yet may not adequately capture perspectives of persons with dementia as communication changes. We used photovoice (i.e., using cameras in qualitative research) along with interviews and participant observation to explore meanings of leisure for persons with dementia. We discuss our photovoice process and the challenges we encountered, including ethical concerns, difficulty using the equipment, forgetting the context of photos, and questioning self. Despite challenges, photovoice aided in cuing memory, planning for the interview, sharing stories, and capturing meaning. We recommend further exploration of photovoice with this population. (Contains 4 figures and 1 footnote.)
The Integration of Language and Content: Form-Focused Instruction in a Content-Based Language Program
Author: Valeo, Antonella
Date: 2013-00-00
Type: Journal Articles
Subjects: Grammar,Second Language Instruction,Second Language Learning,English (Second Language),Teaching Methods,Comparative Analysis,Classroom Research,Adult Students,English for Special Purposes,Pretests Posttests,Language Tests,Measures (Individuals),Morphemes,Language Processing,Correlation,Comprehension

This comparative, classroom-based study investigated the effect and effectiveness of introducing a focus on form approach to a content-based, occupation-specific language program for adults. Thirty-six adults in two classes participated in a 10-week study. One group of 16 adults received content-based instruction that included a focus on form component while the other group of 20 adults received the same content-based instruction with a focus on meaning only. Pre-tests/post-tests/delayed post-tests measured learning of two grammatical forms, the present conditional and the simple past tense, as well as  occupational content knowledge. Results indicated significant gains on most of the language measures for both learner groups but significant advantages for the form-focused group on the content knowledge tests. The results are discussed in relation to the impact of specific strategies designed to focus on form and the relationship between attention to form and comprehension of content in the context of content-based language programs. (Contains 6 tables and 1 figure.)
Native Language Effects on Spelling in English as a Foreign Language: A Time-Course Analysis
Author: Dich, Nadya
Date: 2013-00-00
Type: Journal Articles
Subjects: Spelling,Native Speakers,English (Second Language),Native Language,Transfer of Training,Second Language Learning,Indo European Languages,Russian,Italian,Error Correction,Language Processing,Intervals,Language Rhythm,Contrastive Linguistics,College Students

The study explores first language (L1) influences on the mechanisms of spelling in English as a foreign language (EFL). We hypothesized that the transparency of L1 orthography influences (a) the amount of hesitation associated with spelling irregular English words, and (b) the size of units EFL spellers operate. Participants were adult speakers of three languages differing by the degree of transparency, Danish, Russian, and Italian (n = 60), and a group of English native speakers (n = 20). We analyzed keystroke logs from typed spellings of 30 English words. The amount of hesitation (number of corrections and number of long within-word pauses), was equal across all participants groups, thus disconfirming our first hypothesis. Inter-key intervals between onsets and rhymes were longer than within-rhyme intervals, but only in Danes and native English speakers, and not in Russians and Italians. We discuss how the characteristics of the L1 may explain the observed cross-linguistic differences. (Contains 2 tables and 1 note.)
Unit-Weighted Scales Imply Models that Should Be Tested!
Author: Beauducel, Andre
Date: 2013-02-00
Type: Journal Articles
Subjects: Factor Analysis,Structural Equation Models,Goodness of Fit,Personality Measures,Raw Scores,Foreign Countries

In several studies unit-weighted sum scales based on the unweighted sum of items are derived from the pattern of salient loadings in confirmatory factor analysis. The problem of this procedure is that the unit-weighted sum scales imply a model other than the initially tested confirmatory factor model. In consequence, it remains generally unknown how well the model implied by the unit-weighted sum scales fits the data. Nevertheless, the derived unit-weighted sum scales are often used in applied settings. The paper demonstrates how model parameters for the unit-weighted sum scales can be computed and tested by means of structural equation modeling. An empirical example based on a personality questionnaire and subsequent unit-weighted scale analyses are presented in order to demonstrate the procedure. (Contains 2 tables.)
Studies of the Effect of Formative Assessment on Student Achievement: So Much More Is Needed
Author: McMillan, James H.
Date: 2013-02-00
Type: Journal Articles
Subjects: Formative Evaluation,Academic Achievement,Elementary Secondary Education,Educational Research,Meta Analysis,Research Methodology,Effect Size,Selection Criteria

Kingston and Nash (2011) recently presented a meta-analysis of studies showing that the effect of formative assessment on K-12 student achievement may not be as robust as widely believed. This investigation analyzes the methodology used in the Kingston and Nash meta-analysis and provides further analyses of the studies included in the study. These analyses suggest, consistent with other reviews, that some of the conclusions reached by Kingston and Nash may not be credible. The studies used in the Kingston and Nash meta-analysis were limited by the nature of the selection process, the questionable quality of their methodologies, and the multiple ways formative assessment was defined and operationalized, often without inclusion of recognized formative assessment characteristics that are needed for successful practice. These limitations mitigate Kingston and Nash's conclusion that the median effect size of experimental studies reviewed suggests a much smaller overall impact than reported by others. Recommendations for further research in this area are summarized to establish an improved body of literature on the effects of formative assessment on student achievement.
Classroom Test Construction: The Power of a Table of Specifications
Author: Fives, Helenrose
Date: 2013-02-00
Type: Journal Articles
Subjects: Student Evaluation,Test Construction,Test Content,Teacher Made Tests,Decision Making,Test Validity,Charts

Classroom tests provide teachers with essential information used to make decisions about instruction and student grades. A table of specification (TOS) can be used to help teachers frame the decision making process of test construction and improve the validity of teachers' evaluations based on tests constructed for classroom use. In this article we explain the purpose of a TOS and how to use it to help construct classroom tests. (Contains 3 tables.)
Factor Analysis Using &quot;R&quot;
Author: Beaujean, A. Alexander
Date: 2013-02-00
Type: Journal Articles
Subjects: Factor Analysis,Data Analysis,Computer Software,Open Source Technology

&quot;R&quot; (R Development Core Team, 2011) is a very powerful tool to analyze data, that is gaining in popularity due to its costs (its free) and flexibility (its open-source). This article gives a general introduction to using &quot;R&quot; (i.e., loading the program, using functions, importing data). Then, using data from Canivez, Konold, Collins, and Wilson (2009), this article walks the user through how to use the program to conduct factor analysis, from both an exploratory and confirmatory approach. (Contains 3 tables.)
Fitting the Mixed Rasch Model to a Reading Comprehension Test: Identifying Reader Types
Author: Baghaei, Purya
Date: 2013-03-00
Type: Journal Articles
Subjects: Item Response Theory,Models,Reading Comprehension,Reading Tests,Multiple Choice Tests,Test Items,Test Validity,Cognitive Processes,Junior High School Students,English (Second Language),Foreign Countries

Standard unidimensional Rasch models assume that persons with the same ability parameters are comparable. That is, the same interpretation applies to persons with identical ability estimates as regards the underlying mental processes triggered by the test. However, research in cognitive psychology shows that persons at the same trait level may employ different strategies to arrive at the solutions. This is a major threat to the construct validity of a test since the construct representation of the test changes for different classes of respondents. In this study a reading comprehension test composed of 20 multiple-choice items is analysed with mixed Rasch model. Findings show that a two-class model fits the data best. After investigating class specific item profiles the implications of the study for test validation along with the contribution of the research to our understanding of reading processes are discussed. (Contains 2 tables and 2 figures.)
Practical Considerations for Using Exploratory Factor Analysis in Educational Research
Author: Beavers, Amy S.
Date: 2013-03-00
Type: Journal Articles
Subjects: Factor Analysis,Educational Research,Best Practices,Sample Size,Matrices,Correlation,Graphs

The uses and methodology of factor analysis are widely debated and discussed, especially the issues of rotational use, methods of confirmatory factor analysis, and adequate sample size. The variety of perspectives and often conflicting opinions can lead to confusion among researchers about best practices for using factor analysis. The focus of the present review is to clarify terminology, identify key issues, and clarify areas of debate regarding best practices and functions of factor analytic procedures. The conclusions and implications drawn should be useful to researchers in education, psychology, and cognate social fields who employ factor analytic procedures or evaluate research using factor analytic methods. (Contains 2 figures, 6 tables and 2 footnotes.)
Forest Plots in Excel: Moving beyond a Clump of Trees to a Forest of Visual Information
Author: Derzon, James H.
Date: 2013-04-00
Type: Journal Articles
Subjects: Spreadsheets,Graphs,Statistical Analysis,Meta Analysis

Forest plots provide an effective means of presenting a wealth of information in a single graphic. Whether used to illustrate multiple results in a single study or the cumulative knowledge of an entire field, forest plots have become an accepted and generally understood way of presenting many estimates simultaneously. This article explores advanced uses of the forest plot with the intent of highlighting the flexibility of Excel in generating both simple and complex forest plots. A step-by-step tutorial is included with specific directions for generating a stratified forest plot and general suggestions for modifying the forest plot to meet the user's specific needs. (Contains 5 figures, 1 table and 6 footnotes.)
Determining the Number of Factors to Retain in EFA: Using the SPSS R-Menu v2.0 to Make More Judicious Estimations
Author: Courtney, Matthew Gordon Ray
Date: 2013-04-00
Type: Journal Articles
Subjects: Factor Analysis,Computer Software,Open Source Technology,Computation,Statistical Analysis

Exploratory factor analysis (EFA) is a common technique utilized in the development of assessment instruments. The key question when performing this procedure is how to best estimate the number of factors to retain. This is especially important as under- or over-extraction may lead to erroneous conclusions. Although recent advancements have been made to answer the number of factors question, popular statistical packages do not come standard with these modern techniques. This paper details how to program IBM SPSS Statistics software (SPSS) to conveniently perform five modern techniques designed to estimate the number of factors to retain. By utilizing the five empirically-supported techniques illustrated in this article, researchers will be able to more judiciously model data. (Contains 9 figures, 2 tables and 1 footnote.)
Creating a Culturally Appropriate Web-Based Behavioral Intervention for American Indian/Alaska Native Women in Southern California: The Healthy Women Healthy Native Nation Study
Author: Gorman, Jessica R.
Date: 2013-00-00
Type: Journal Articles
Subjects: Females,Alaska Natives,American Indians,Internet,Focus Groups,Fetal Alcohol Syndrome,Web Based Instruction,Health Promotion,Cultural Relevance,Educational Technology,Screening Tests,Prevention,Prenatal Influences,Drinking,Community Programs,Pregnancy

Health disparities in fetal alcohol spectrum disorders (FASD) are of high importance to American Indian/Alaska Native (AI/AN) communities. We conducted focus groups and interviews with 21 AI/AN women and key informants in Southern California to modify a brief, Web-based program for screening and prevention of prenatal alcohol use. This process resulted in several important program modifications and was essential for fostering partnerships between researchers and the community, engaging community members in research, and identifying community priorities.
A Cognitive-Behavioral Treatment for Depression in Rural American Indian Middle School Students
Author: Listug-Lunde, Lori
Date: 2013-00-00
Type: Journal Articles
Subjects: Intervention,Reservation American Indians,Anxiety,Depression (Psychology),Middle School Students,Rural Areas,Cognitive Restructuring,Behavior Modification,Counseling Techniques,Cultural Relevance,Symptoms (Individual Disorders),Outcomes of Treatment,Coping,Parent Participation

Rural American Indian (AI) middle school students with depressive symptoms who participated in a culturally modified version of the Adolescent Coping with Depression (CWD-A) course (n = 8) reported significant improvement in depressive symptoms at post-intervention and at 3-month follow-up. There was also a nonsignificant but clinically relevant decrease in participants' anxiety symptoms. Students reported satisfaction with the intervention, and it was potentially more cost-effective and less stigmatizing than the individualized treatment-as-usual interventions to which it was compared. These results suggest the CWD-A is a promising approach for reducing depressive and anxiety symptoms in rural AI students and should be further evaluated with a larger sample of students. (Contains 1 table.)
Expanding Urban American Indian Youths' Repertoire of Drug Resistance Skills: Pilot Results from a Culturally Adapted Prevention Program
Author: Kulis, Stephen
Date: 2013-00-00
Type: Journal Articles
Subjects: Enrichment,Prevention,American Indian Students,Drug Abuse,Humor,Communication Strategies,Urban American Indians,Middle School Students,Resistance (Psychology),Culturally Relevant Education,Pretests Posttests,Program Effectiveness,Gender Differences,Age Differences,Grades (Scholastic),Parents,Educational Attainment,Place of Residence

This article examines changes in the drug resistance strategies used by urban American Indian (UAI) middle school students during a pilot test of a substance use prevention curriculum designed specifically for UAI youth, &quot;Living in 2 Worlds&quot; (L2W). L2W teaches four drug resistance strategies (refuse, explain, avoid, leave [R-E-A-L]) in culturally appropriate ways. Data come from 57 UAI students (53% female; mean age = 12.5 years) who participated in L2W during an academic enrichment class for Native youth at two Phoenix schools. Students completed a pre-test questionnaire before the L2W lessons and a post-test 7 months later. Questions assessed the use of R-E-A-L and alternative strategies commonly reported by UAI youth (change the subject, use humor). Tests of mean differences from pre-test to post-test showed significant increases in use of refuse, explain, and leave, and an expanding R-E-A-L repertoire. Use of more passive strategies (avoid, use humor) did not change significantly, except for change the subject, which increased. Changes in the use of strategies did not differ significantly by gender, age, school grades, parental education, or length of urban residence. The L2W curriculum appears effective in teaching culturally relevant communication strategies that expand UAI youths' repertoire of drug resistance skills. (Contains 3 tables.)
Transforming Space in the Curriculum Materials Center
Author: Teel, Linda
Date: 2013-00-00
Type: Journal Articles
Subjects: Academic Libraries,Library Facilities,Facility Improvement,Educational Facilities Design,Interior Space,Space Utilization,Educational Facilities Planning,Teacher Education

Transforming space to facilitate and compliment learning has become an integral component in the redesign and renovation of academic libraries. This article offers a framework of discussion based on the redesign and renovation of the existing curriculum materials center at East Carolina University Joyner Library. The curriculum materials center, better known as the Teaching Resources Center (TRC), is housed on the second floor of the four-story academic library. The TRC utilizes more than 17,800 square footage of the academic library. Planning, budgeting, implementation, promotion and assessment are discussed highlighting specific details of value in consideration when redesigning and renovating space in a curriculum materials center. (Contains 5 figures.)