ethanporcaro/eric-fulltext-meta huggingface dataset:
Linguistic Identities and Experiences of Generation 1.5 Teacher Candidates: Race Matters
Author: Faez, Farahnaz
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Immigrants,Experience,Racial Identification,Critical Theory,Race,Language Proficiency,English (Second Language),White Students,Minority Group Students,Racial Discrimination,Case Studies

This article recounts the experiences of six Generation 1.5 teacher candidates (TCs) as they grapple with the significance of their racial identity in asserting their native-English-speaking status. A one-year qualitative case study, it draws on critical race theory and positioning theory to elucidate how native-English-speaking status is linked to levels of language proficiency and country of birth as well as to individuals' race. Whereas Generation 1.5 non-white teacher candidates' discourses reveal instances of marginalization and racism, discourses of white Generation 1.5 teacher candidates express privilege and acceptance. (Contains 1 table.)
Immigrant Students Navigating Canadian Schools: A Longitudinal View
Author: Gunderson, Lee
Date: 2012-00-00
Type: Journal Articles
Subjects: Academic Achievement,Immigrants,Foreign Countries,Dropout Rate,Educational History,Longitudinal Studies,Second Language Learning,English (Second Language),Student Mobility,Graduation,Eligibility,Higher Education,Social Class,Gender Differences,Native Language,Teaching Methods,Age,Immigration,Educational Policy

Findings are presented from studies of the academic and language achievement of 1,307 young immigrant students whose educational history was traced from their arrival in Canada and entry into primary education in the early 1990s until their graduation from secondary schools. Five major findings are reported: school mobility, disappearance and dropout rates, success in provincial examinations, eligibility for postsecondary education, and ethnolinguistic differences in academic success. Findings reveal distinct differences in academic success related to immigrant class, gender, and first language (L1), whereas differences related to age on arrival (AOA) are less apparent. These and other findings are reported and described, and implications for pedagogical policy are presented. (Contains 1 figure and 4 tables.)
Investigating Cohesion and Coherence Discourse Strategies of Chinese Students with Varied Lengths of Residence in Canada
Author: Leo, Krista
Date: 2012-00-00
Type: Journal Articles
Subjects: Connected Discourse,English (Second Language),Foreign Countries,Discourse Analysis,Expository Writing,Age,Asians,Second Language Learning,Chinese,Native Speakers,Writing Skills,Comparative Analysis,Qualitative Research,Language Proficiency,Essays,Immigration,Immigrants,Guidelines

This study examines how three age-on-arrival (AOA) groups of Chinese-background ESL students use two types of cohesive devices on a standardized essay exam. A discourse analysis of 90 first-year students' expository writing samples was conducted to ascertain how factors such as first language (L1) and length of residence (LOR) in Canada influence a student's ability to create cohesive and coherent writing. The study uses both quantitative and qualitative methods to explore how Canadian-born Chinese (CBC) students use lexical and referential discourse markers. Twelve essay features of this group of Generation 1.5 students are compared with those of two other cohorts of Chinese students with a shorter LOR. Key writing variables that measure academic writing proficiency were quantitatively analyzed to compare the expository writings of the CBC cohort with those of the later AOAs. Results indicate that synonymy and content words distinguish the writings of the CBC students from those of their later-arriving peers. A qualitative analysis of one CBC essay reveals that a more flexible and contextualized approach to evaluating writing by longterm Generation 1.5 students is required to acknowledge fully the productive lexical and discoursal strengths of these students. (Contains 1 figure and 8 tables.)
Alberta K-12 ESL Proficiency Benchmarks
Author: Salmon, Kathy
Date: 2012-00-00
Type: Journal Articles
Subjects: Grades (Scholastic),English (Second Language),Foreign Countries,Speech Communication,Video Technology,Language Proficiency,Elementary Secondary Education,Benchmarking,Second Language Learning,Second Language Instruction,Writing Skills,Communicative Competence (Languages),Reading Skills,Listening Skills

The Alberta K-12 ESL Proficiency Benchmarks are organized by division: kindergarten, grades 1-3, grades 4-6, grades 7-9, and grades 10-12. They are descriptors of language proficiency in listening, speaking, reading, and writing. The descriptors are arranged in a continuum of seven language competences across five proficiency levels. Several supporting resources have been developed to support classroom teachers in using the Benchmarks, which include: (1) illustrative examples; (2) writing samples; (3) speaking videos; (4) tracking sheets; (5) division-level summaries. This article provides information on the Alberta K-12 ESL Proficiency Benchmarks with a description of the Benchmarks, their supporting resources, and a commentary on their use in the classroom. (Contains 9 tables.)
Words for English-Language Learners
Author: Biemiller, Andrew
Date: 2012-00-00
Type: Journal Articles
Subjects: English (Second Language),Reading Comprehension,Second Language Learning,Elementary School Students,Vocabulary Development,Predictor Variables,Native Speakers,Word Lists

It is well-established that vocabulary is the strongest predictor of reading comprehension from grades 2 or 3 on. In this article, I argue (a) that English vocabulary is acquired in a similar sequence by native-English speakers and English-language learners; and (b) that it is possible to identify words that both lower-vocabulary English-speakers and English-language learners need to acquire. At least one published listing of these needed word meanings is available. (Contains 1 figure, 2 tables and 2 notes.)
Cultural Competence in Alberta Schools: Perceptions of ESL Families in Four Major School Boards
Author: Ngo, Hieu V.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Environment,Cultural Pluralism,School Activities,English (Second Language),Foreign Countries,Elementary Secondary Education,Second Language Learning,Questionnaires,Cultural Awareness,Boards of Education,School Community Relationship,Family School Relationship

Complex linguistic, acculturative, and social needs of English-as-a-second-language (ESL) learners challenge the K-12 education system to develop cultural competence in working with culturally diverse families. This study surveyed 242 self-identified ESL students and their parents from four of Alberta's major school boards. Results of the survey questionnaire offer insights into the perception of ESL learners and their parents on how Alberta schools respond to cultural diversity with respect to school environment, cultural representation, school practices, competence of school staff, school- and student-family interactions, family-school communication, school-community collaboration, and involvement of families in school activities. (Contains 12 tables.)
Helping Children to Learn at Home: A Family Project to Support Young English-Language Learners
Author: Jasinski, Mary-Anne
Date: 2012-00-00
Type: Journal Articles
Subjects: Access to Education,Stakeholders,Nonprofit Organizations,Foreign Countries,Feedback (Response),Educational Change,Community Development,Leadership Training,Elementary Secondary Education,English (Second Language),Second Language Learning,Educational Quality,Literacy,Cultural Awareness,Decision Making,Curriculum Development,Student Needs,Family Environment

The Coalition for Equal Access to Education (CEAE) is a Calgary-based nonprofit organization committed to working with community, education, and government stakeholders to promote access to quality, equitable education and services for K-12 English-as-a-second-language (ESL) learners. CEAE is active in developing innovative projects, research publications, and informing policy and decision-makers on issues that affect education and services for children and youth. In addition, the organization engages in community development initiatives through literacy development support for ethnocultural children and youth, leadership training on active parental involvement, and promotion of systemic change and cultural competence. In its work to address the complex needs of ESL children, families, and the professionals who support them, the CEAE has developed Helping Children Learn at Home, a parents' program that supports ethnocultural parents in creating healthy learning environments in the home, in understanding better and addressing their young children's learning needs, learning about the Canadian education system, and contributing to decision-making processes in schools and in the community that affects their children's educational success. This article describes the program and the pilot session completed in February 2011. The evaluation phase included feedback from the participants, the CEAE staff, and the curriculum developers in order to produce and publish a completed version of the document, which will be available for use by other agencies.
An Intensive Academic English Course for Generation 1.5 ELLs Bound for Postsecondary Studies: Curriculum Design, Development, and Implementation
Author: Crossman, Katie
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,English for Academic Purposes,Intensive Language Courses,Curriculum Design,Curriculum Development,Curriculum Implementation,College Bound Students,Immigrants,Summer Programs,At Risk Students,Academic Discourse,Material Development,Program Effectiveness,Pretests Posttests,Writing (Composition),Vocabulary

Immigrants and the children of immigrants who have completed their schooling in Canadian school settings, commonly referred to as Generation 1.5, are increasingly identified in the research literature as academically at risk due to inadequately developed academic language proficiency and learning strategies. This article describes the design, development, and implementation of a curriculum that targets the academic needs of these students as they transition from high school to university. A thematically integrated design is adopted for the purposes of contextualizing the academic demands of science and engineering, business, and social sciences and humanities. Preliminary insights from a prototype iteration of the curriculum are presented. (Contains 3 figures and 3 tables.)
Understanding the Culture of Ahiska Turks in Wheaton, Illinois: A Case Study
Author: Avci, Omer
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Semi Structured Interviews,Immigrants,Males,Family (Sociological Unit),Family Influence,Islam,Role of Religion,Muslims,Turkish,Language Role,Language Maintenance,Collective Settlements,Marriage,Ethnicity,Cultural Influences,Social Attitudes,Authoritarianism,Cultural Maintenance,Social Mobility,Educational Attainment

This study focuses on the cultural characteristics of Ahiska Turks in Wheaton, Illinois in the United States. By trying to understand the culture of the participants, I sought to shed light on how the Ahiska Turks managed to cope with the hardship they experienced and yet preserved their ethnic identities. In this multicase study, I interviewed six male Ahiska Turks. As a result of my analyses, eight themes emerged: family, religion (i.e., Islam), language (i.e., Turkish), communal life, endogamy, authoritarianism, oppression against the preservation of culture and identity, and education for upward mobility. The Ahiska Turks' agrarian way of life, the preservation of their language, and their preference of integration to the larger society for acculturation make them who they are today.
A Key Challenge in Global HRM: Adding New Insights to Existing Expatriate Spouse Adjustment Models
Author: Gupta, Ritu
Date: 2012-00-00
Type: Journal Articles
Subjects: Adjustment (to Environment),Grounded Theory,Sex Role,Human Resources,Spouses,Foreign Nationals,Qualitative Research,Indians,Relocation,Employment,Cultural Differences,Family Environment,Social Support Groups,Personality Traits,Ideology,Marriage,Foreign Countries

This study is an attempt to strengthen the existing knowledge about factors affecting the adjustment process of the trailing expatriate spouse and the subsequent impact of any maladjustment or expatriate failure. We conducted a qualitative enquiry using grounded theory methodology with 26 Indian spouses who had to deal with their partner's expatriate assignment relocation. The open and axial coding techniques and the process of theoretical sampling are discussed at length. Our investigation reveals the recurrence of several factors earlier studied in previous models such as cultural novelty, family and peer support, the organization's support and the spouse's personality. Additionally, we found that the Indian spouses' adjustment to expatriate assignments was influenced greatly by their perceived gender-role ideology and their marital obligations to their partners. The resulting extended model of spousal adjustment to expatriate adjustments may help management practitioners to enhance expatriate success in global assignments. (Contains 2 figures and 5 tables.)
Interrelated Processes toward Quality of Life in Survivors of Childhood Cancer: A Grounded Theory
Author: Tsonis, Miranda
Date: 2012-00-00
Type: Journal Articles
Subjects: Children,Quality of Life,Questionnaires,Grounded Theory,Cancer,Interviews,Identification,Theories

Past research has not adequately addressed the quality of life (QOL) of survivors of childhood cancer. The purpose of this study was to understand how QOL is experienced for individuals who have survived childhood cancer. Specific research questions included: (a) How do childhood cancer survivors define the concept of QOL and (b) What processes do childhood cancer survivors go through regarding their QOL? Researchers used grounded theory to analyze in-depth interviews conducted with eight survivors. Survivors use a process of specific action strategies and intervening conditions to manage impacts and effects, resulting in life enjoyment, or good QOL. The identification of this process has led to an emergent theory titled Interrelated Processes toward Quality of Life Theory. (Contains 1 figure.)
Fostering Change in Organizational Culture Using a Critical Ethnographic Approach
Author: Brander, Rosemary A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Health Services,Administrator Role,Foreign Countries,Patients,Organizational Culture,Focus Groups,Mixed Methods Research,Interviews,Patient Education,Expectation,Ethnography,Interpersonal Relationship,Helping Relationship,Participative Decision Making,Likert Scales,Credibility

Healthcare organizations are striving to meet legislated and public expectations to include patients as equal partners in their care, and research is needed to guide successful implementation and outcomes. The current research examined the meaning of customer service as related to the culture of care relationships within a Canadian hospital in southeastern Ontario. The goals were to better understand these expectations, develop shared meanings and influence cultural change from the perspective of the organization's employees about their interactions with patients, families and work colleagues, and to generate ideas and groundswell for change. An ethnographic approach within the critical research paradigm was used over the course of a three phase study, where direct care healthcare providers (Phase 1), mid-level leaders (Phase 2) and senior leaders (Phase 3) volunteered to explore their values, philosophies and suggestions for change in the organization's care relationships. This paper describes Phase 2 of the overall research project. A mixed methodology was used where mid-level leaders were individually surveyed and then participated in a focus group and/or interview to discuss these concepts. Mid-level leaders indicated that providing excellent customer service was important in their own work with many customers including staff, patients and their families, students, volunteers and outside agencies. They believed that this in turn led to improved partnerships for care, health service transitions and linkages, customer satisfaction and health outcomes. The majority stated that the organization's culture would support change related to customer service relationships and opportunities for this were explored. (Contains 4 tables.)
Women in Transition: A Qualitative Analysis of Definitions of Poverty and Success
Author: Marsh-McDonald, Crystale M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Females,Transitional Programs,Role of Education,Quality of Life,Context Effect,Educational Attainment,Children,Poverty,Phenomenology,Semi Structured Interviews,Qualitative Research,Democratic Values,Social Mobility,Success,Definitions,Differences,Social Support Groups,Change Agents,Parents,Family Environment,Mental Health Workers

A phenomenological approach examined the stories of ten women transitioning from childhood poverty to adult life. Women were chosen from a pool of participants in an Upward Bound program designed to assist low-income and/or first-generation college students in the Midwestern United States. Semi-structured interviews were conducted to retrospectively explore their lived experiences. Recurring themes included facilitators of change, specifically the people, including mental health professionals, family members, romantic partners, and friends who helped make change possible. Another frequent theme found in the research was the impact an education had on the participants. Finally, the participants shared their own insights related to the stigma of poverty and their diverse experiences in transitioning away from poverty. Research findings could prove beneficial to social service professionals interested in understanding the complex realities of resilient, impoverished women. (Contains 1 table.)
African American Women: The Face of HIV/AIDS in Washington, DC
Author: Amutah, Ndidiamaka N.
Date: 2012-00-00
Type: Journal Articles
Subjects: Identification,Females,Health Needs,Health Services,Acquired Immunodeficiency Syndrome (AIDS),African Americans,Ethnography,Social Problems,Mental Health Programs,Adolescents,Coping,Interviews,Observation,Nonprofit Organizations,Qualitative Research,Fear,Disclosure

In 2007, the estimated HIV and AIDS case rates among adult and adolescent African-American females in the United States was 60.6 per 100,000, as compared to 3.3 per 100,000 for adult and adolescent white American females. Women living with HIV or AIDS often face complex social problems that may inhibit them from accessing resources and healthcare services to assist them in coping with the disease. In-depth interviews and direct observations utilizing open-ended note taking were conducted at an HIV service provider's office to determine the unique needs that develop because of these complex social issues, specifically among HIV positive women of color in Washington, DC. Ethnographic methods were used to address the study's research questions among 10 women of different ages and backgrounds in group settings at a non-profit organization in Washington, DC. The qualitative results of the study indicate that the women dealt with a myriad of social and mental issues related to their diagnosis, such as fear of disclosure to family and friends. The study also revealed that the women were in dire need of mental health services to address their unresolved issues regarding their diagnosis. The implications of this research add to the growing body of literature on the mental and social health needs of women of color who are HIV positive.
The Relationship of Researcher and Participant in Qualitative Inquiry: From "Self and Other" Binaries to the Poststructural Feminist Perspective of Subjectivity
Author: Varga-Dobai, Kinga
Date: 2012-00-00
Type: Journal Articles
Subjects: Qualitative Research,Inquiry,Researchers,Participation,Interpersonal Relationship,Research Methodology,Feminism,Empowerment,Consciousness Raising,Sociolinguistics,Bias

Whether approached from a positivist perspective or a more comprehensive postpositivist theoretical and philosophical grounding, the relationship between researcher and participant entails the strong binary opposition of the I-Thou (Buber, 1971) or Self and Other (Bhabha, 2004) within which I or Self is associated with the researcher and Thou or Other represents the research subject. The goal of this paper is to offer an overview of the various theoretical and methodological approaches to the researcher-participant relationship in qualitative research. The author will first explore how traditional qualitative and emancipatory feminist research have addressed this issue, then she will investigate how poststructural feminists such as Butler (1992), Lather (1991), Pillow (2003), St. Pierre (2000), and Spivak (1993), as well as Wisweswaran (1994), mainly through the use of the notion of subjectivity and voice, stepped into the debate and explored the researcher-participant relationship from a poststructuralist perspective.
Transcription and Analysis of Qualitative Data in a Study of Women Who Sexually Offended against Children
Author: McNulty, Elizabeth Anne
Date: 2012-00-00
Type: Journal Articles
Subjects: Child Abuse,Violence,Females,Qualitative Research,Sexual Abuse,Classification,Interviews,Therapy,Interpersonal Relationship,Role,Victims

Research on sexual violence is often conducted within the qualitative paradigm. However, many writers have described the lack of specific detail provided with regard to decisions and processes involved in transcribing and analyzing this type of data. In this article, I will provide a description and discussion of the organization, categorization, and analysis of in-depth interviews in a recent study of women who sexually abused children. The study revealed common experiences of sexual and other abuse in the women's childhood and adult relationships. These experiences created vulnerabilities that appeared to play a significant role in the women's offenses. Although abused women rarely abuse others, the findings suggest that supporting and providing therapy to victims of abuse might minimize the potential for such outcomes.
What Therapists Learn from Psychotherapy Clients: Effects on Personal and Professional Lives
Author: Hatcher, Sherry L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Psychopathology,Cultural Differences,Ethics,Psychotherapy,Psychologists,Counselor Client Relationship,Coding,Coping,Personality,Counselor Attitudes,Qualitative Research,Surveys

While considerable research has examined how clients learn from psychotherapists, there is only sparse literature on what therapists learn from their therapy clients. In a qualitative, exploratory study, nine researchers interviewed 61 psychologists from across North America in order to see what psychotherapists may have learned and how they have been affected by their clients both personally and professionally. Participants responded to nine open-ended questions on learning about life-lessons, relationships, ethical decision-making, coping, courage, wisdom, psychopathology, personality, cultural differences, lifespan development and more. Participants' richly elaborated responses were coded thematically and narrative data illustrates the most frequent themes. Therapists reported learning a great deal across each of the questions, consistently expressing respect for their clients' resilience, courage and moral sensibilities.