ethanporcaro/eric-fulltext-meta huggingface dataset:
Compatibility between Text Mining and Qualitative Research in the Perspectives of Grounded Theory, Content Analysis, and Reliability
Author: Yu, Chong Ho
Date: 2011-05-00
Type: Journal Articles
Subjects: Grounded Theory,Qualitative Research,Content Analysis,Information Retrieval,Reliability,Data Analysis,Validity,Data Processing,Pattern Recognition,Natural Language Processing,Computer Software,Programming

The objective of this article is to illustrate that text mining and qualitative research are epistemologically compatible. First, like many qualitative research approaches, such as grounded theory, text mining encourages open-mindedness and discourages preconceptions. Contrary to the popular belief that text mining is a linear and fully automated procedure, the text miner might add, delete, and revise the initial categories in an iterative fashion. Second, text mining is similar to content analysis, which also aims to extract common themes and threads by counting words. Although both of them utilize computer algorithms, text mining is characterized by its capability of processing natural languages. Last, the criteria of sound text mining adhere to those in qualitative research in terms of consistency and replicability.
Themes of Identity: An Auto-Ethnographical Exploration
Author: Jaya, Peruvemba S.
Date: 2011-05-00
Type: Journal Articles
Subjects: Identification (Psychology),Self Concept,Immigrants,Autobiographies,Ethnography,Cross Cultural Studies,Films,Foreign Countries

The study is focused on understanding identity construction through combining my own experience with the theoretical underpinnings of postcolonial theory, social identity theory and through the examination of two films. The central question that I am interested in is understanding the identity construction and formation process especially as it relates to individuals who have crossed borders and immigrated or moved to countries other than their home countries. The methodology I am employing is auto-ethnography; I am integrating this by using two films as sites of inquiry. Through this introspective, reflection combined with the theoretical framework of identity I uncover themes of identity. These themes include nation, foreignness, community, and home. (Contains 2 footnotes.)
Support Network Responses to Acquired Brain Injury
Author: Chleboun, Steffany
Date: 2011-05-00
Type: Journal Articles
Subjects: Personality Traits,Social Support Groups,Neurological Impairments,Injuries,Brain,Data Analysis,Interpersonal Relationship,Case Studies,Interviews,Intervention,Health Personnel,Rehabilitation

Acquired brain injury (ABI) affects social relationships; however, the ways social and support networks change and evolve as a result of brain injury is not well understood. This study explored ways in which survivors of ABI and members of their support networks perceive relationship changes as recovery extends into the long-term stage. Two survivors of ABI and members of their respective support networks participated in this case study integrating information from interviews, field notes, and artifacts. Inductive data analysis revealed themes of adjustment to impairments and compensations, connection changes with other people, feelings of protectiveness toward the survivor, emotional intensity, and the influence of personality traits on the recovery process. Application of these themes to intervention suggests health care professionals might benefit from shifting their focus from the survivor alone to the survivor functioning within a social support network.
"Every Word Is True": Stories of Our Experiences in a Qualitative Research Course
Author: Richards, Janet C.
Date: 2011-05-00
Type: Journal Articles
Subjects: Methods Courses,Qualitative Research,Research Methodology,Graduate Study,Doctoral Programs,College Faculty,Researchers,Personal Narratives,Teacher Student Relationship,Classroom Environment

There is a sparse body of literature about students' and instructors' experiences in graduate qualitative courses. In this study, 11 doctoral students and one instructor employed a narrative framework to uncover our perceived truths about our experiences as we interacted, studied, pondered, and journeyed through a qualitative research methods course. Data were my chronologically ordered notes documenting my thinking and perceptions about my students and me and the doctoral students' chronologically ordered e-mail stories to their peers and to me. The inquiry illuminated the doctoral students' growth as researchers and highlighted the power of shared stories. Our narratives captured our lives, and illuminated our joys, worries, intentions, and beliefs.
Consistency and Change in Participatory Action Research: Reflections on a Focus Group Study about How Farmers Learn
Author: Piercy, Fred P.
Date: 2011-05-00
Type: Journal Articles
Subjects: Action Research,Research Methodology,Focus Groups,Agricultural Education,Adult Vocational Education,Participatory Research,Agricultural Occupations,Farm Management,Cognitive Style,Sustainable Development,Reliability,Reflection,Research Problems,Experimenter Characteristics,Inquiry

The purpose of this paper is to reflect on our efforts to balance consistency in our multi-year participatory action research study with the need to adapt our research protocol to what we are learning along the way. While both are important, we share several examples of how our flexibility and openness to adapt our protocol to our research findings has lead to methodological refinements and serendipitous learnings. We discuss implications for both agricultural education and research.
Public Opinion and the Death Penalty: A Qualitative Approach
Author: Falco, Diana L.
Date: 2011-05-00
Type: Journal Articles
Subjects: Opinions,Focus Groups,Death,Justice,Public Support,Public Opinion,Qualitative Research,Social Attitudes,Vignettes,Costs,Racial Factors,Court Litigation,Criminals,Punishment,Crime

Strong public support for capital punishment is arguably the number one reason why the death penalty continues to be used as a form of correctional policy in the U.S. criminal justice system. Therefore, it is fundamental that the measure of death penalty opinion be heavily scrutinized. Utilizing a methodological approach not typically employed in this area, the current study conducted six focus groups to gain a better understanding of the complexity of these opinions. During the focus groups, participants were asked to state their general beliefs concerning the death penalty, respond to scenarios, and respond to research findings regarding the death penalty (i.e., costs, deterrence, wrongful convictions, race, etc.). The findings suggest that participants' views regarding the death penalty are more multifaceted than previously believed. This study further suggests that current methods used to measure public support of the death penalty fail to capture the complexity of sentiment on this issue. (Contains 1 table and 1 footnote.)
Socio-Cultural Challenges in Conducting Ethnographic Research among Ethiopian Street Youth
Author: Walls, Patricia Guy
Date: 2011-05-00
Type: Journal Articles
Subjects: Research Methodology,Ethnography,Cultural Differences,Foreign Countries,Data Collection,Researchers,Social Work,Sociocultural Patterns,Cultural Pluralism,Homeless People,Youth

Little has been written on the personal experience of the researcher as it relates to data collection, data analysis and interpretation of results. Even more scarce has been knowledge that addresses the challenges and barriers faced by 21st century researchers engaged in ethnographic data collection amidst culturally diverse populations. The present work has addressed these gaps in the literature by detailing the personal, methodological and cultural challenges encountered by this researcher in a larger study which utilized a mixed method design to investigate homeless street youth in Addis Ababa, Ethiopia. Results indicated the need for social workers to possess an awareness of their own limitations and biases as it may relate to cultural differences. (Contains 1 figure.)
Applying Grounded Theory to Weight Management among Women: Making a Commitment to Healthy Eating
Author: Zunker, Christie
Date: 2011-05-00
Type: Journal Articles
Subjects: Grounded Theory,Body Weight,Females,Eating Habits,Health Behavior,Program Effectiveness,African Americans,Whites,Adults,Life Style,Focus Groups,Interviews

In this study we developed a theory grounded in data from women who continued healthy eating behaviors after a weight management program. Participant recruitment was guided by theoretical sampling strategies for focus groups and individual interviews. Inclusion criteria were: African American or Caucasian women aged 30+ who lost [greater than or equal to] 5% of their body weight in a weight management program [greater than or equal to] year ago. Participants [greater than or equal to] 5% below their baseline weight were maintainers (n = 9); those above were non-maintainers (n = 14). We asked open-ended questions regarding healthy eating behaviors. The systematic design is described in detail, including categories from open coding, connection during axial coding, and integration into a theory, labeled Commitment to Healthy Eating, during selective coding. Procedures for establishing credibility are also included. (Contains 1 table, 1 figure and 1 footnote.)
Communicating Qualitative Research Study Designs to Research Ethics Review Boards
Author: Ells, Carolyn
Date: 2011-05-00
Type: Journal Articles
Subjects: Qualitative Research,Institutional Research,Ethics,Researchers,Foreign Countries,Research Projects,Evaluators

Researchers using qualitative methodologies appear to be particularly prone to having their study designs called into question by research ethics or funding agency review committees. In this paper, the author considers the issue of communicating qualitative research study designs in the context of institutional research ethics review and offers suggestions for researchers to consider in their communication of study designs to research ethics review boards. General information about the mandate of research ethics review boards is provided. In light of wide international variability with respect to research ethics regulatory environments and review board processes, specific considerations and suggestions about communicating qualitative study designs effectively are presented within a Canadian case study example.
Extensive Reading and the Effect of Shadowing
Author: Nakanishi, Takayuki
Date: 2011-04-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Reading Comprehension,Reading Tests,Majors (Students),Statistical Analysis,Pretests Posttests,Scores,Foreign Countries,Language Tests,English (Second Language),Second Language Learning,Second Language Instruction

The aim of this study is to investigate the effects of extensive reading (ER) and shadowing on performance on reading comprehension tests. This study addressed the following research questions: (a) Can extensive reading improve students' reading comprehension? and (b) can shadowing enhance the effects of extensive reading? The participants in the study were 89 Japanese university students majoring in human science. Based on two experimental groups and two control groups, we examined the relationships and interactions of the two variables (ER and shadowing) over a one-year treatment (two semesters), using ANOVA. Three reading comprehension tests, a pretest, posttest 1 (after the first semester), and posttest 2 (after the one-year treatment), were administered. The results indicated that there was no statistically significant difference among groups, but a significant difference was found between the three test scores. Results are also considered in terms of an increased understanding of shadowing, and implications for curricula and classroom applications are discussed. (Contains 5 figures, 6 tables, and 2 notes.)
Teaching Textual Conversations: Intertextuality in the College Reading Classroom
Author: Armstrong, Sonya L.
Date: 2011-00-00
Type: Journal Articles
Subjects: Teaching Methods,Reading Instruction,College Students,Learner Engagement,Reader Text Relationship,Scaffolding (Teaching Technique),Colleges,Community Colleges,Universities,Educational Research,Student Attitudes

In this article, a model of intertextuality is introduced as an instructional approach for postsecondary developmental reading courses. This model involves a scaffolded, schema building approach to teaching college reading that aims to link core material (a text, a concept, or specific academic content) with supplementary texts that focus on specific topics associated with that core material. The purpose is to facilitate the building of a knowledge base on topics associated with the core material in order for students to engage on a deeper level with that core material. Two exemplar course designs are described: one at a community college and another in an alternative-admissions program in a university setting. Implications for practice and future research possibilities are included. (Contains 2 tables and 1 figure.)
The Impact of Tutoring on the Academic Success of Undeclared Students
Author: Reinheimer, David
Date: 2011-00-00
Type: Journal Articles
Subjects: Grade Point Average,Academic Persistence,Program Effectiveness,Tutoring,Majors (Students),College Students,Correlation,School Holding Power,Academic Achievement,Statistical Analysis,Regression (Statistics),Graduation

A cohort of first-time, full-time, degree-seeking undeclared freshmen at a medium-sized university in Pennsylvania was used to study the relationship between tutoring and the retention rates and decision paths of undeclared students. Undeclared students who did and did not receive tutoring were tracked over four years to determine rate and longevity of retention, academic performance, and time span for selecting a major. This research utilized a non-experimental, causal-comparative methodology with data analyzed through t-tests, chi-square procedures, logistic regression, and survival analysis. Findings from the study indicate that tutoring had a significant impact  on retention, but not on GPA or on time to select a major. (Contains 7 tables.)
Using an Electronic Highlighter to Eliminate the Negative Effects of Pre-Existing, Inappropriate Highlighting
Author: Gier, Vicki
Date: 2011-00-00
Type: Journal Articles
Subjects: Reading Comprehension,Educational Technology,Active Learning,Teaching Methods,College Students,Reading Strategies,Prediction,Metacognition,Electronic Equipment,Comparative Analysis,Learning Strategies

The purpose of the present experiment was to determine whether using an active learning technique, electronic highlighting, can eliminate the negative effects of pre-existing, poor highlighting on reading comprehension. Participants read passages containing no highlighting, appropriate highlighting, or inappropriate highlighting. We hypothesized that the act of using an electronic highlighter could reduce or eliminate the effects of inappropriate highlighting. We measured comprehension of the passages in addition to three measures of metacomprehension: Judgment of Learning (JOL), Prediction of Knowing (POK), and confidence ratings. The results indicated that using the electronic highlighter eliminated negative effects of pre-existing, poor highlighting on both comprehension and metacomprehension.
Metadiscourse Awareness and ESAP Comprehension
Author: Jalififar, A. R.
Date: 2011-00-00
Type: Journal Articles
Subjects: Experimental Groups,Reading Comprehension,Specialization,Language Proficiency,English Instruction,Control Groups,Comparative Analysis,Tests,Pretests Posttests,Statistical Analysis,Undergraduate Students,Universities

The present study examined the effect of explicit instruction about linguistic hedging on the English for Specific Academic Purposes (ESAP) reading comprehension performance of English Language Learning (ELL) university students through an awareness raising task. A reading comprehension test was developed and validated as the pre-test and post-test. The test, including items for assessing the comprehension of students in their area of specialization, was administered to 100 lower-level and 100 higher-level language proficient undergraduates who were randomly assigned to experimental and control conditions. Then, participants attended ten class sessions on hedging. During the first three sessions, the participants in the experimental group were instructed on the essential meaning of a hedge, as well as the types and functions of hedging devices. The next sessions focused on the practical use of these markers as they appear in academic texts. After the treatment, the test was again given to the same students as the post-test. The results of two "t" tests and a two-way ANOVA provided empirical support for the facilitative effect of explicit instruction in recognizing hedging devices that improved their language proficiency and, therefore, improved their reading comprehension scores. (Contains 9 tables.)
Reading Books in Class: What &quot;Just to Read a Book&quot; Can Mean
Author: Marianne
Date: 2011-04-00
Type: Journal Articles
Subjects: Ethnography,Teacher Student Relationship,English (Second Language),High School Students,Interaction,Fiction,Reading Assignments,Critical Thinking,Foreign Countries,Interviews,Language Proficiency,English Instruction,Reading Materials,Reading Comprehension,Teaching Methods

This article presents and analyzes qualitative ethnographic data from research investigating intensive reading in an English Second Language high school class. It focuses on selected teacher-student interactions and considers the effect of these interactions in terms of the processes and products of students' intensive study of a fiction text. The article considers how the teacher asserted control over physically handling the text, the processes of reading it, and the classroom discourses about the text. Data analysis and discussion unpacks the teacher's claim that what she wanted students to get out of their experience of reading &quot;The Cay&quot; was &quot;just to read a book.&quot; This claim, and the teacher-student interactions which followed, is considered against the backdrop of curriculum goals aiming to create sophisticated, critical readers. The article concludes by highlighting several critical pedagogical and intellectual implications arising from aspects of teacher-student interactions and provides direction for future research.
Writing and the World of Work: An Integrative Learning Community Model at a Two-Year Institution
Author: Stebleton, Michael
Date: 2011-00-00
Type: Journal Articles
Subjects: Career Planning,Writing (Composition),Community Colleges,Intellectual Development,Student Participation,College Faculty,English Instruction,Counselors,Cooperative Planning,Reflection,Self Evaluation (Individuals),Writing Assignments,Cultural Pluralism

Learning community (LC) programs continue to proliferate across college campuses as a strategy to engage and retain students. Although evidence exists to suggest increased levels of social engagement among LC participants, there is an ongoing debate about the impact on student academic engagement and intellectual development. This article describes a learning community effort at a community college between an English composition faculty member and a faculty counselor who teaches a life-career planning course. A primary objective of this collaboration was to promote deeper student integrative learning. Students in the LC engaged in the process through writing, refection, and self-assessment based on issues related to work in a pluralistic society. Theoretical concepts and practical implications are analyzed and shared.
Adult Learning Theory: Applications to Non-Traditional College Students
Author: Kenner, Cari
Date: 2011-00-00
Type: Journal Articles
Subjects: Learning Theories,Adult Education,Adult Learning,Adult Students,Educational Environment,Adults,College Students,College Faculty,Nontraditional Students,Theory Practice Relationship,Learning Strategies,Cognitive Style

Adult learners that enter today's higher education community bring learning styles and life experiences that may either be critical foundations for future success or deeply entrenched beliefs that hinder learning in the academic environment. As adult learners enroll in their entry level courses, college instructors will need to realize that these adult learners differ from the traditional college student. Although these differences present challenges for educators, they also provide opportunities for educators to embrace the life experiences and wisdom that these adult learners bring to the collegiate community. While adult learners can be classified in many ways, this paper will focus on how best to understand and teach entry-level adult learners who are between the ages of 25 and 50, have a high school diploma or a GED, are financially independent, and have one semester or less of college-level coursework. By understanding what makes adult learners different from traditional students, developmental educators can provide specific tools that help adult learners integrate into the college or university environment and increase their chances for success.
Roles of General versus Second Language (L2) Knowledge in L2 Reading Comprehension
Author: Guo, Ying
Date: 2011-04-00
Type: Journal Articles
Subjects: Reading Comprehension,Reading,Structural Equation Models,Second Languages,Vocabulary,Reading Strategies,Reading Processes,Vocabulary Development,English (Second Language),Second Language Learning,Metacognition,College Students,Foreign Countries,Language Research

We examined the roles of metacognitive awareness of reading strategies, syntactic awareness in English, and English vocabulary knowledge in the English reading comprehension of Chinese-speaking university students (n = 278). Results suggested a two-factor model of a General Reading Knowledge factor (metacognitive awareness employed during the English reading process) and a Second Language (L2) Specific Knowledge factor (comprising vocabulary knowledge and syntactic awareness) offered the best fit to the data; 87% of the variance in reading comprehension was explained by the two factors together. L2 Specific Knowledge was a stronger predictor of reading comprehension than metacognitive awareness. A multigroup analysis was conducted using structural equation modeling to compare poor-reader and good-reader groups. The correlation between the L2 Specific Knowledge and metacognitive awareness and their relations to reading comprehension was the same across groups. (Contains 2 figures and 4 tables.)
A Primer on the General Service List
Author: Gilner, Leah
Date: 2011-04-00
Type: Journal Articles
Subjects: Research Methodology,Vocabulary Development,Word Lists,Word Frequency

This paper aims to be an introduction to the General Service List (GSL) that brings together descriptive data with material otherwise dispersed throughout the literature. The discussion first provides an historical overview of the work that scholars, researchers, and educators used as foundations for the manufacturing of the GSL. Following, a collection of modern studies is presented in an effort to critically assess the contents and intent of the GSL. In this manner, the paper attempts to provide comprehensive information on the manufacture, content, characteristics, and analyses of the GSL that can serve to inform those interested in the GSL, in particular, and the compilation and assessment of new word-lists, in general. (Contains 4 tables.)