ethanporcaro/eric-fulltext-meta huggingface dataset:
Capturing Undergraduate Experience through Participant-Generated Video
Author: O'Toole, Paddy
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Video Technology,Student Experience,Phenomenology,Personal Narratives,Data Collection,Ethics,Research Methodology,College Science,Science Interests,Student Interests,Achievement Need,Academic Persistence,Foreign Countries

The enrolment and attrition rate in science degrees in the Western world is of increasing concern, both nationally and at university level. At the same time, teaching undergraduate science requires universities to invest in laboratories, staff and equipment to meet the initial demand of enrolling students. In this article, I discuss participant-generated video as an innovative method of research used in a study to extend understanding about the experience of science students' experience in an Australian university. In this paper, I present the methods and practices used to explore the experience of a selected number of undergraduate science students, using a phenomenological approach. Students used video cameras to record their daily experiences and their commentaries on these over the course of a semester. This method of data collection presented interesting issues related to ethics, the underlying organization of the design, and the way the students engaged as participant-researchers. The results of the study showed that the method of participant-generated video data collection educated the students on aspects of research ethics involving human subjects and on reflecting on meaning, which enabled the students to present powerful insights into their own experience
International Graduate Students' Cross-Cultural Academic Engagement: Stories of Indonesian Doctoral Students on an American Campus
Author: Mukminin, Amirul
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Students,Graduate Students,Surveys,Phenomenology,Semi Structured Interviews,Educational Experience,Group Dynamics,Classroom Communication,Cultural Awareness,Teacher Student Relationship,Barriers,Second Language Learning,Conflict,Foreign Countries,Homework,Assignments,Learner Engagement,English (Second Language),Doctoral Programs,Qualitative Research

The purpose of this study was to explore the lived experience of academic engagement of twelve Indonesian doctoral students attending an American graduate school during their first term and over time through demographic background surveys and semi-structured in-depth interviews. The research design was qualitative in the phenomenological approach (Creswell, 2007; Merriam, 1998; Moustakas, 1994; Patton, 1990). We analyzed our interviews data by using within-case and cross-case displays and analyses (Miles &amp; Huberman, 1994) while we analyzed the demographic data descriptively. We identified five major themes related to Indonesian doctoral students' academic engagement experiences , including (a) academic workload, (b) unfamiliarity with classroom dynamics, (c) unfamiliarity with the nature of relationships between faculty and student, (d) personal conflicts with and unfair treatment from professors, and (e) linguistic barriers. Implications of findings and future research are discussed.
The Power of Resilience: A Theoretical Model to Empower, Encourage and Retain Teachers
Author: Taylor, Janice L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Teacher Empowerment,Teacher Persistence,African American Teachers,Females,Rural Schools,School Districts,School Desegregation,Qualitative Research,Personal Narratives,Case Studies,Semi Structured Interviews,Self Efficacy

Due to the many challenges that teachers face in today's classrooms to facilitate the academic success of all children and to meet federal and state accountability standards, having both the competence and the ability to adjust to meet these challenges are required. Teacher retention is an ongoing issue in the United States; teachers who lack these traits may have a negative impact on teacher retention. Resiliency is a critical element that teachers need to meet these challenges and remain in the education profession. In this study, the stories of four female African American teachers who taught in the same school district in a rural community in the South before, during, and after desegregation, were examined. Using qualitative methodology and a narrative inquiry technique, the data analyzed from the stories of the four women confirmed eight themes of resilience as identified in Polidore's Theory of Adult Resilience in Education (2004). An additional resilience theme, efficacy, also emerged. The additional theme provided an enhanced conceptualization and construct of Polidore's Theory of Adult Resilience in Education model. With the massive challenges facing educators today, the stories of the four teachers can be used to empower, encourage and retain teachers in the education profession.
&quot;I Love My Work But...&quot; The Professionalization of Early Childhood Education
Author: Boyd, Margaret
Date: 2013-00-00
Type: Journal Articles
Subjects: Early Childhood Education,Professional Development,Preschool Teachers,Interviews,Teacher Qualifications,Teaching Experience,Teacher Salaries,Teacher Persistence,Poverty,Fringe Benefits,Job Security,Work Environment,Job Satisfaction,Qualitative Research

There are two separate but related issues that have challenged advocates, researchers and practitioners in the field of early education and care work for decades: improving the quality of children's programs and increasing the wages and benefits of the workers. The solution has been framed as a need for professionalizing the workforce--professional development training, higher education and enhanced skills. While seeking professional status is expected to improve the quality of childcare programs and worker compensation, the relationship between quality, compensation and professional development training has not been fully explored. Through in-depth interviews with 32 early childhood educators I explored the relationship between educational qualifications and experience, with teacher pay and conditions of employment. Although the majority saw their work as &quot;valuable and meaningful&quot; they did not intend to remain in early childhood education. They experienced poverty wages, few benefits, high work related expenses and job insecurity. Their narratives highlight a crisis in early childhood education that requires radical change within the profession of early education. To retain the most qualified and motivated early childhood educators, pay and working conditions must be improved. Obtaining professional status and credentials for early education and care workers is not enough. Substantial increases in wages and benefits must be central to this movement; anything less suggests exploitation not professionalization.
&quot;Falling through the Cracks&quot;: Challenges for High School Students with Autism Spectrum Disorder
Author: Hedges, Susan H.
Date: 2014-00-00
Type: Journal Articles
Subjects: Pervasive Developmental Disorders,Autism,High School Students,Barriers,Focus Groups,Qualitative Research,Educational Environment,Interpersonal Relationship,Knowledge Level,Student Needs,Postsecondary Education,College Students,Parent Attitudes,Student Attitudes,Student Characteristics,School Personnel,Secondary School Teachers,Special Education Teachers,Coding,Teacher Expectations of Students,Family Environment,Communication Problems,Teacher Role

High school students with autism spectrum disorder (ASD) often struggle in the complex social and academic secondary environment. Current literature suggests postsecondary success is limited for adults with ASD, but little is known about the high school experiences of individuals with ASD that may be impacting their postsecondary outcomes. Focus groups with multiple stakeholders were used to examine challenges facing high school students with ASD and their service providers. Through qualitative analysis, three themes emerged that illuminate challenges posed in the high school setting for students with ASD: (1) inconsistencies, many of which are intrinsic to the secondary environment, (2) difficulties with interpersonal connections, and (3) knowledge/process breakdowns. The findings demonstrate the misalignment or &quot;crack&quot; that exists between the nature of high schools and the needs of students with ASD as they prepare for success in postsecondary environments.
Academic Staff Perceptions of Factors Underlying Program Completion by Australian Indigenous Nursing Students
Author: West, Roianne
Date: 2014-00-00
Type: Journal Articles
Subjects: Nursing Students,Indigenous Populations,Academic Persistence,Graduation Rate,College Faculty,Teacher Attitudes,Undergraduate Students,Student Characteristics,Institutional Characteristics,Partnerships in Education,Interpersonal Relationship,Social Networks,Indigenous Knowledge,Cultural Awareness,Mixed Methods Research,Teacher Surveys,Performance Factors,Achievement Need,School Holding Power,Foreign Countries,Qualitative Research

An increase in the number of Indigenous health professionals is one way to help reduce the poor health outcomes of Australia's Indigenous people. However, while Indigenous students are enrolling in Australian tertiary undergraduate nursing courses in increasing numbers, their completion rates remain lower than non-Indigenous students and many barriers hinder course completion. This critical interpretive qualitative study explores academic staff perceptions of factors enabling successful course completions by Indigenous nursing students from universities in Queensland, Australia. Content analysis of data revealed five themes: (a) Individual student characteristics; (b) Institutional structures, systems, and processes; (c) Relationships, connections, and partnerships; (d) Family and community knowledge, awareness, and understanding; and (e) Academics' knowledge, awareness, and understanding. To increase the number of Indigenous nurses, strategies such as appointing Indigenous nursing academics; partnerships between nursing schools and Indigenous Education Support Units, and the implementation of tailored cross-cultural awareness programs for nurse academics are proposed.
Letters to Grandma: A Comparison of Generational Perspectives of Women's Growth as Higher Education Faculty
Author: Palmer, Elyn McReynolds
Date: 2014-00-00
Type: Journal Articles
Subjects: Higher Education,Womens Education,Womens Studies,Women Faculty,College Faculty,Generational Differences,Ethnography,Qualitative Research,Interviews,Phenomenology,Females,Correlation,Educational History,Gender Differences,Letters (Correspondence),Quality of Working Life,Tenure,Job Satisfaction

This ethnographic compilation is the result of a course exercise in qualitative research. A current student of Texas Tech University interviewed an 87-year old faculty member from the 1950s, comparing her experiences to those of the author in similar, present-day academic environments. The author developed the format of the paper as letters between a young faculty member and her experienced grandmother. Results of the study reflect many similarities between the experiences of past female faculty members and female faculty of today; the exercise does convey, however, many advances for women in the academic culture as well. Finally, the recorded experiences of the older woman support those scenarios highlighted in the study of higher education's history
Cognitive Apprenticeship and the Supervision of Science and Engineering Research Assistants
Author: Maher, Michelle A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Apprenticeships,Engineering Education,College Faculty,Skill Development,Research Skills,Doctoral Programs,Cognitive Processes,Teacher Student Relationship,Graduate Students,Supervision,Science Education,Student Attitudes,Comparative Analysis,Personal Narratives,Profiles,Scoring Rubrics,Semi Structured Interviews,Research Assistants

We explore and critically reflect on the research development of eight science or engineering doctoral students serving as research assistants over the course of an academic year. We use a cognitive apprenticeship framework, assumed to explain doctoral students' skill development, to interpret narratives of skill development for students and their faculty supervisors, and compare these narratives against empirical measurements of student research skill development over the course of an academic year. We found abundant evidence for the &quot;cognitive&quot; component of cognitive apprenticeship, but questionable evidence for the &quot;apprenticeship&quot; component. We suggest that cognitive apprenticeship can be particularly potent in the development of students' research skills through research assistantship, but not without deliberate intention of both faculty supervisor and student.
From Research Assistant to Professional Research Assistance: Research Consulting as a Form of Research Practice
Author: Pollon, Dawn E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Research Assistants,Consultants,Professional Development,Masters Programs,Doctoral Programs,Supervisors,Supervisor Supervisee Relationship,Training,Self Evaluation (Individuals)

Research assistantships have long been viewed as an extension of the formal education process, a form of apprenticeship, and a pathway into the professional practice of research in institutional settings. However, there are other contexts in which researchers practice research. This self-study documents the formative role research assistantships played in the authors&apos; development as professional research consultants. Four professional research consultants who held research assistant positions during their master&apos;s and doctoral studies describe the contributions of their research assistantship experiences to the advancement of their knowledge, skills, and passion for research and subsequently to their career decisions. Professional research consulting is identified as a natural extension of research assistant roles and a potential career path. The article enhances current understandings about the ways research assistantships contribute to the development of researchers, and specifically to the development of professional research consultants. The analysis will be of interest to students contemplating entering into research assistantships, current research assistants, current research assistant supervisors, academic staff looking to improve their research productivity, and department chairs.
From Research Assistant to Researcher: Being Wakeful in a Mentorship Journey about Methodology, Poverty, and Deficit Thinking
Author: Grenville, Heather
Date: 2013-00-00
Type: Journal Articles
Subjects: Mentors,Poverty,Graduate Students,Females,Research Assistants,Student Attitudes,Researchers,Personal Narratives,Student Role,Teacher Attitudes,College Faculty,Stereotypes,Elementary School Students,Foreign Countries,Academic Achievement,Teacher Student Relationship

This article explores how insights and new knowledge were incorporated about narrative inquiry methodology, poverty, and deficit ways of thinking through a journey of mentorship. The experiences of a graduate student, as she journeys through the roles of a research assistant and graduate researcher, all the while being part of a positive mentorship experience, are relayed. The article describes the journey of an evolving researcher who becomes wakeful through the narrative inquiry methodology while engaged as a research assistant as well as a graduate student alongside her supervisor.
Researching with Undergraduate Students: Exploring the Learning Potentials of Undergraduate Students and Researchers Collaborating in Knowledge Production
Author: Wulf-Andersen, Trine
Date: 2013-00-00
Type: Journal Articles
Subjects: Undergraduate Students,Student Research,Research Projects,Problem Based Learning,Cooperative Learning,Research Assistants,Student Attitudes,Student Experience,Student Role,Experiential Learning,Competence,Research Skills,Foreign Countries

The article presents a particular case of undergraduate students working on subprojects within the framework of their supervisors' (the authors') research project during Autumn Semester 2012 and Spring Semester 2013. The article's purpose is to show that an institutionalized focus on students as &quot;research learners&quot; rather than merely curriculum learners proves productive for both research and teaching. We describe the specific university learning context and the particular organization of undergraduate students' supervision and assistantships. The case builds on and further enhances a well-established and proven university model of participant-directed, problem-oriented project work. We explore students' and researchers' experiences of being part of the collaboration, focusing on learning potentials and dilemmas associated with the multiple roles of researchers and students that characterized this particular intertwined research and education arrangement. We show that the connection to the research project assisted students to orientate, learn, and contribute in relation to empirical and theoretical aspects of research and supported the development of broad perspectives and deep analysis.
A Dual Perspective on Risks and Security within Research Assistantships
Author: Rossouw, Johannes Petrus
Date: 2013-00-00
Type: Journal Articles
Subjects: Research Assistants,Graduate Students,Ethics,Foreign Countries,Standards,Recruitment,Contract Training,Contracts,Novices,Employer Employee Relationship,Employment Problems,Recognition (Achievement),Research Projects,Supervisor Supervisee Relationship,Legal Problems,Risk,Educational Policy

Although research assistantships are considered research learning venues in graduate education, there is a scarcity of literature that examines ethical elements attached to the employment of graduate student research assistants or the position of their research supervisors. This article explores the need to implement formal regulations specific to research assistantships in order to increase security and decrease risks for research assistants and research supervisors. Relationships between research assistants and research supervisors have some similarities with regular employment relationships; yet some distinct differences arise due to the educational and developmental nature of research assistantships. The article is written from a dual perspective reflecting the authors' roles (a research supervisor and a research assistant, respectively) and institutional locations (Faculties of Education in South Africa and Canada). The authors draw from existing literature, an analysis of institutional policies and practices at their universities, and their personal and professional experiences to illustrate risks that research assistants and their supervisors may face within research assistantships. They assess the extent to which existing and proposed policies and practices influence working conditions and safeguard experiences within graduate research assistantships. The findings reveal that research assistantships are a unique form of employment focused on educational and professional development that requires specific documentation of expected standards of practice. The authors argue that lack of clear regulations exposes both parties to unnecessary risks and offer recommendations for creating a &quot;Standards of Good Practice&quot; document that will be useful for individuals engaged in research assistantships.
Building Sustainable Research Engagements: Lessons Learned from Research with Schools
Author: Vukotich, Charles J., Jr.
Date: 2014-00-00
Type: Journal Articles
Subjects: Cooperation,Teamwork,Research Methodology,Research,School Role,Public Health,College School Cooperation,Public Schools,Observation,Medical Research,Sampling,Participatory Research,School Culture,School Administration,Institutional Mission,Relationship,Civil Rights,Privacy,Legal Responsibility,Evaluators,Researchers,Information Dissemination

Engaged scholarship, translational science, integrated research, and interventionist research, all involve bringing research into a practical context. These usually require working with communities and institutions, and often involve community based participatory research. The article offers practical guidance for engaged research. The authors have experience in doing medical research with schools. There are very few guiding principles or literature to assist the school-based researcher, especially outside of educational research. Practical guidance for all community investigators is in short supply. The dual purpose of this article is to provide a comprehensive framework for conducting school based research and to offer broad-based guidance, and a set of heuristics, for engaged researchers.
Walking the Fine Line between Fieldwork Success and Failure: Advice for New Ethnographers
Author: Gill, Peter Richard
Date: 2014-00-00
Type: Journal Articles
Subjects: Ethnography,Interpersonal Relationship,Foreign Countries,Urban Areas,Geographic Isolation,Researchers,Males,High School Students,Field Studies

While the importance of ethnographic research in developing new knowledge is widely recognised, there remains minimal detailed description and discussion of the actual practice and processes involved in completing ethnographic fieldwork. The first author's experiences and struggles as an ethnographer of a group of young men from two locations (a gymnasium in Melbourne, and a remote Australian fishing town) are presented and discussed as a means of informing research practice. Challenges faced by the author were often intrapersonal or interpersonal, but also included meeting institutional demands. The fieldwork process was full of negotiation and compromise between fieldwork dynamics and the restraints and realities of researching within a university. While this project was manageable in the end, it had profound personal impacts and gave rise to consideration of many research implications.
Understanding Student Veterans in Transition
Author: Jones, Kevin C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Veterans,Student Development,Higher Education,Private Colleges,Phenomenology,Interviews,Adjustment (to Environment),Self Concept,Undergraduate Students

In this research report the author details a phenomenological study documenting identity development in student veterans making the transition from active military service to higher education. This study took place at a doctoral granting proprietary university with a significant veteran population and consisted of in-depth interviews. This analysis illustrates how student veterans construct and achieve more complex senses of self that incorporate their experiences as service member, veteran, and civilian student into a coherent identity.
Prospective Elementary Teachers' Views on Their Teachers and Their Effectiveness
Author: Karakas, Mehmet
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Preservice Teachers,Elementary School Teachers,Teacher Attitudes,Teacher Effectiveness,Teaching Methods,Educational Strategies,Teacher Characteristics,Personality Traits,Teaching Styles,Aspiration,Action Research,Personal Narratives,Interviews,Qualitative Research

In this paper future elementary teachers reflect on their past experiences and talk about their teachers and the way they were taught, and portray the characteristics of effective and not so effective teachers. The study also highlights Turkish teachers` way of instruction and the strategies they use. Participants were 41 sophomore and 62 junior prospective elementary teachers enrolled in a small university in northeastern Turkey. Data were collected using mostly the document analysis techniques. Findings show that effective teachers are caring, loving, funny, and patient, show special in and out of class interest in students, and are fair to everyone. Not so effective teachers are out of temper, fear imposing, using abusive language, authoritarian, using violence, unfair and discriminating between students, and boring in class.