ethanporcaro/eric-fulltext-meta huggingface dataset:
Caregiving: A Qualitative Concept Analysis
Author: Hermanns, Melinda
Date: 2012-00-00
Type: Journal Articles
Subjects: Caregivers,Definitions,Concept Formation,Semi Structured Interviews,Qualitative Research,Nursing,Sociology,Psychology,Psychiatry,Personality Traits,Psychological Patterns,Skills,Time

A common definition of caregiving does not exist. In an attempt to define the concept of caregiving, the authors used a hybrid qualitative model of concept development to analyze caregiving. The model consists of three phases: (a) theoretical, (b) fieldwork, and (c) analytical. The theoretical phase involves conducting an interdisciplinary literature search, examining existing definitions, and developing a working definition of caregiving. In the fieldwork phase, six participants were interviewed using a structured interview guide. Qualitative data analysis led to the development of two overarching themes: Holistic Care and Someone in Need of Help. Responses from participants were compared to the extant literature and a new definition of caregiving was thus formulated. (Contains 2 figures and 4 tables.)
Qualitative Research as a Hero's Journey: Six Archetypes to Draw on
Author: Villate, Vanessa M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Qualitative Research,Personality,Researchers,Reflection

Is the research process similar to a hero's journey? Just as a hero draws on different archetypes during the journey, a researcher moves through phases and must draw upon different strengths. In this article, the six archetypes that Pearson (1998) links to the hero's journey are described. Then, each phase of a qualitative research study is described, followed by reflection on which of Pearson's six archetypes were active. Discussion focuses on how other archetypes could have been helpful in each phase, as well as how other researchers could use this process of archetypal reflectivity to make their work more authentic and intentional. (Contains 2 tables.)
Critical Ethnography: A Useful Methodology in Conducting Health Research in Different Resource Settings
Author: Oladele, Dunsi
Date: 2012-00-00
Type: Journal Articles
Subjects: Public Health,Smoking,Health Personnel,Ethnography,Foreign Countries,Participant Observation,Focus Groups,Health Promotion,Philosophy,Interviews

Over the years, many policies have been implemented across nations to prevent, reduce and tighten enforcement on smoking and tobacco use. However, despite all of the major initiatives, smoking related deaths and diseases still remain high and present a major challenge for many nations of the world. In this paper we argue that conducting a critical ethnography study in different settings, as this research sets out to do (in Nigeria) is a first step to understanding the tobacco control policies that will work effectively in different resource settings. As the act of smoking becomes global, it is beneficial to study the effect of specific methods, methodology and policies in addressing smoking in the population. This paper is one of three on the study of public health challenge of smoking in Nigeria, and explains the method used in collecting and analyzing data. The research was undertaken and analyzed through a critical ethnography lens using critical realism as a philosophical underpinning. In the study we relied upon the following components: original field work in Nigeria which includes participant observation of smokers, in-depth interviews and focus groups with smokers, and in depth interviews with health professionals working in the area of tobacco control in Nigeria.
Nahuatl as a Classical, Foreign, and Additional Language: A Phenomenological Study
Author: De Felice, Dustin
Date: 2012-00-00
Type: Journal Articles
Subjects: Student Attitudes,Spanish,Language Maintenance,Phenomenology,American Indian Languages,Language Variation,Second Language Learning,Interviews,English,Native Speakers,Language Usage,American Indian History,Learning Motivation

In this study, participants learning an endangered language variety shared their experiences, thoughts, and feelings about the often complex and diverse language-learning process. I used phenomenological interviews in order to learn more about these English or Spanish language speakers' journey with the Nahuatl language. From first encounter to their current state in their journey, participants described their challenges with gaining access to the language through courses, materials and institutions, their language observations and their sustaining motivations. In addition to those descriptions, my analysis showed many participants shared two underlying motivations for studying this language: (a) using the Nahuatl language for specific purposes, and (b) using Nahuatl as a connection to an historical or cultural past. Both of these motivations were driven by a higher purpose in ensuring the survival of speakers of this language group. (Contains 5 figures and 4 tables.)
Practicing the Four Seasons of Ethnography Methodology while Searching for Identity in Mexico
Author: Pitts, Margaret Jane
Date: 2012-00-00
Type: Journal Articles
Subjects: Field Experience Programs,Ethics,Ethnography,Foreign Countries,Research Methodology,Experiential Learning,Self Concept,Researchers,Interviews,Observation,Western Civilization,Scientific Attitudes,Logical Thinking

This narrative is an account of my field experiences and challenges practicing Gonzalez's (2000) Four Seasons of Ethnography methodology in Mexico City. I describe the complexities and tensions inherent in managing two scientific paradigms: Western scientific logic vs. a more organic ontology. The experiential knowledge produced in this text is useful to ethnographers who face questions of identity and ethics in the field. To evoke a sense of experience, I re-present the ethnography for the reader in the way it unfolded for me--sometimes painful, other times insightful, oftentimes both. This dual text exposes my struggles as emergent ethnographer grappling with issues of voice, identity, and representation while describing scenes from life in Mexico drawn from observations and narrative interviews. At the forefront of this text are the methodological choices and ontological experiences of the Four Seasons of Ethnography methodology, while observations and conversations in Mexico City form the backdrop. (Contains 1 table.)
A Phenomenological Study: The Experience of Live Supervision during a Pre-Practicum Counseling Techniques Course
Author: Koltz, Rebecca L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Phenomenology,Counseling Techniques,Counselor Training,Supervision,Graduate Students,Semi Structured Interviews,Skill Development,Professional Identity,Student Experience

The experiences of live supervision for three, master's level, pre-practicum counseling students were explored using a phenomenological methodology. Using semi-structured interviews, this study resulted in a thick description of the experience of live supervision capturing participants' thoughts, emotions, and behaviors. Data revealed that live supervision during pre-practicum is a multifaceted experience comprised of numerous roles that not only contribute to counselor skill development, but counselor identity development. Participants' stories reflected the benefit and impact that live supervision provides in the educational context. (Contains 1 figure.)
A Preliminary Qualitative Evaluation of the Virginia Gold Quality Improvement Program
Author: Craver, Gerald A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Pilot Projects,Medical Services,Improvement Programs,Focus Groups,Program Evaluation,Quality Assurance,Work Environment,Performance Factors,Performance Technology,Total Quality Management,Best Practices,Organizational Development,Program Improvement,Audits (Verification),Program Effectiveness,Allied Health Personnel,Allied Health Occupations,Medical Care Evaluation,Interviews,Caregiver Attitudes,Job Simplification

Certified nursing assistants (CNAs) perform an important role in the long-term care system because they provide the majority of paid care to nursing facility residents. Unfortunately, annual CNA turnover often exceeds 100 percent nationally. Many factors account for this, including stressful working conditions, low pay, and limited benefits. The end result of high turnover is compromised continuity of care for residents, which often leads to poor quality and substandard care. In an effort to improve quality of care and staffing, the Virginia Department of Medical Assistance Services in 2009 implemented a pilot program, known as the Virginia Gold Quality Improvement Program, which provided funding to five nursing facilities to develop projects that improved working conditions for CNAs. This study presents the results of an evaluation performed on the program toward the end of its first year using 10 CNA and resident focus groups. Eight themes emerged from the focus groups, suggesting that both quality of care and working conditions improved in the pilot facilities after the program was implemented. However, these findings are preliminary and additional research is needed to more fully understand how the program influenced conditions in the pilot facilities. (Contains 1 figure, 3 tables and 8 footnotes.)
Self-Regulation of a Chiropractic Association through Participatory Action Research
Author: Sheppard, Lorraine A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Action Research,Health Occupations,Medical Education,Foreign Countries,Participatory Research,Self Management,Professional Associations,Role Perception,Questionnaires,Research Methodology,Program Descriptions

Participatory action research (PAR) can be used in the health professions to redefine their roles. This study investigated a small health professional group, the members of The Chiropractic Association Singapore (TCAS), by using a PAR method; researchers and participants gained insights into the self-regulation of a health profession. A qualitative process using a theory-building approach and an action component was a practical way of developing self-regulation in a small professional group. This approach bridged the gap between practice and research with TCAS members fully engaged in the process of being critically reflective of their future roles in the local health care market.
Handling Interpretation and Representation in Multilingual Research: A Meta-Study of Pragmatic Issues Resulting from the Use of Multiple Languages in a Qualitative Information Systems Research Work
Author: Baumgartner, Ilse
Date: 2012-00-00
Type: Journal Articles
Subjects: Multilingualism,Qualitative Research,Information Systems,Interviews,Data Collection,Data Analysis,Research Problems,Language Usage,French,Indo European Languages,German,Russian,English,Foreign Countries

Although the number of multilingual qualitative research studies appears to be growing, investigations concerned with methodological issues arising from the use of several languages within a single research are still very scarce. Most of these seem to deal exclusively with issues related to the use of interpreters and translators in qualitative research (e.g., Temple &amp; Edwards, 2002; Temple, Edwards &amp; Alexander, 2006; Edwards, 1998; Temple &amp; Young 2004). Methodological investigations going beyond pure translation dilemmas in qualitative research are, however, almost non-existent. The reason for this seems to be simple: the situation where the researcher possesses mother-tongue fluency in all or most of the languages used in a particular study--and, thus, is in a position to probe interpretational and representational problematics related to the multilingual character of this study with an adequate depth--is very rare. The author of this paper has used her recent qualitative research work in the area of Information Systems as the basis for a meta-study in which she investigates selected methodological issues resulting from the use of five different languages within the frame of a single research work. This paper specifically focuses on challenges encountered and observations made concerning three different issues, namely, how to choose the interview languages in a situation where the prospective interviewees have very diverse ethnic backgrounds, which languages to use for the data analysis in a situation where the data has been collected in several different languages, and how to determine the most appropriate stage of the research for transitioning from the languages used to collect and analyze the data to the language of the final research product. Although this meta-study is based on an Information Systems research work and is, thus, specifically addressing qualitative Information Systems researchers conducting multilingual research and encountering language-related issues in their work, this study might also be of interest to any researcher using qualitative research methodologies and employing more than one language to collect data, conduct data analysis, and craft the final research product. (Contains 1 figure, 6 tables and 7 footnotes.)
Careers Boundaries in the Arts in Brazil: An Exploratory Study
Author: Bendassolli, Pedro F.
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Careers,Artists,Semi Structured Interviews,Content Analysis,Career Development,Professional Identity,Social Networks,Recognition (Achievement),Business

Over the last years the scholarly literature on careers has been enriched by the proposal of new career models which present a rhetoric that asks for the end of career boundaries: individual, hierarchical, organizational and geographical. However, in the real world, many constrains continue to exist. This paper tries to contribute to the understanding of the new boundaries of the 21st century careers. To do so we look at the case of careers in the arts. We review existing literature on careers, present a historical, contextual perspective of artistic careers, and conduct field work in the city of Sao Paulo based on in-depth interviews with 18 Brazilian artists from nine different occupations in the field of arts, whose data were subjected to qualitative content analysis. Our results show that career boundaries exist even in a sector we could consider as historically boundaryless. We identify and discuss four boundaries of the artistic career, seeking to reflect on the importance of considering the relationship of the individual and the context in which he/she operates in order to understand careers today. (Contains 4 charts.)
The Lived Experience of a Doctoral Student: The Process of Learning and Becoming
Author: Callary, Betina
Date: 2012-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Learning Processes,Doctoral Degrees,Student Experience,Journal Writing,Student Journals,Kinetics,Phenomenology,Personal Narratives,Reflection,Student Research,Research Projects,Research Methodology,Academic Aspiration,Occupational Aspiration

The PhD experience is often a transition from student to future faculty member, which involves considerable learning and development (Glaze, 2002; Hockey, 2004). Using a lifelong learning perspective (Jarvis, 2009), the purpose of this article is to explore, through a reflective self-study, my process of learning throughout the PhD degree. In this qualitative self-study, I kept a detailed personal, professional, and academic reflective journal over four years and used the journal entries as data to explore the process of learning. The results reveal my "process of becoming", moving from a beginner PhD student to an aspiring professor and new mother. The results are discussed in light of how I learned during the four years of the PhD, and how my lifetime of previous experiences influenced the learning that occurred.
A Critical Review of the Canadian Empirical Literature: Documenting Generation 1.5's K-16 Trajectories
Author: Garnett, Bruce
Date: 2012-00-00
Type: Information Analyses
Subjects: Foreign Countries,Immigrants,Educational Research,Outcomes of Education,Elementary Secondary Education,Higher Education,Literature Reviews,Ethnic Groups,English (Second Language),Language Proficiency,Socioeconomic Status,Educationally Disadvantaged,Teacher Education

Little empirical research has ever systematically documented the academic trajectories of Generation 1.5 in Canadian schools. Indeed, this label has not even been used to define the population of interest in the studies reviewed here. Nonetheless, some earlier work, along with more current studies made possible by recent availability of data, has created a small blossoming of relevant literature that might now be critically synthesized. Therefore, this report synthesizes 17 available largescale Canadian empirical studies that examine the outcomes and trajectories of immigrant youth in Canadian K-12 schools and university. Despite differences in variables across the studies, this article finds that school outcomes vary predictably among ethnocultural groups and by English-language proficiency. It also finds that the role of socioeconomic status in explaining these differences is not yet clear. It appears that some immigrant groups are underserved and that teachers may be underprepared for classrooms of linguistic and ethnocultural diversity. Policy implications and further research directions are discussed. (Contains 1 table.)
English Language Learners in Canadian Schools: Emerging Directions for School-Based Policies
Author: Cummins, Jim
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,English Language Learners,Academic Achievement,Literacy,Learner Engagement,Models,Learning Experience,Bilingualism,Language Proficiency,Power Structure,Identification,Scaffolding (Teaching Technique),Diaries,Story Telling

This article attempts to provide ESL teachers, school administrators, and policymakers with a concise overview of what matters in promoting academic success among learners of English in Canadian schools. We review research focused on bilingual and biliteracy development, the nature of academic language, and the roles of societal power relations and identity negotiation in determining the academic achievement of English language learners (ELL). On the basis of this research, we propose the Literacy Engagement framework that identifies literacy engagement as a major determinant of literacy achievement for ELL and non-ELL students. In order to enable ELL students to engage with literacy, the framework highlights the importance of teachers scaffolding meaning, connecting with students' lives, affirming student identities, and extending their awareness and knowledge of language across the curriculum. The application of the framework is illustrated with reference to the literacy and academic learning experiences of two ELL students in the Toronto area. (Contains 6 figures.)
Through the Eyes and from the Mouths of Young Heritage-Language Learners: How Children Feel and Think about Their Two Languages
Author: Jean, Maureen
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Elementary School Students,Language Attitudes,Student Attitudes,Grade 3,Grade 4,Native Language,English (Second Language),Beliefs,Preferences,Emotional Response,Visual Measures

This study explores the affective responses and beliefs school-aged heritage-language learners (HLLs) hold regarding learning their two languages. Sixty-three HLLs in grades 3 and 4 were presented with pictorial scenarios involving activities across five language and literacy domains in their HL and second language (English). Children were asked to indicate the affect they associated with the scenario and were queried about their chosen affect. They associated positive affect with listening and speaking the HL at home and with English across all domains regardless of context. Qualitative analysis of children's attributions revealed skill in the domain or language as the most common rationale for their chosen affective responses. Other common themes in children's rationales in descending order of frequency included children's degree of interest in the domain or language, the perceived availability of assistance from others, their membership in language groups, and the influence of language environments on language-learning. Implications for further research with this population and recommendations for relevant parties are discussed. (Contains 1 figure and 2 tables.)
The Language Socialization and Identity Negotiations of Generation 1.5 Korean-Canadian University Students
Author: Kim, Jean
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Asians,North Americans,Immigrants,Socialization,Peer Influence,English (Second Language),Second Language Learning,Females,Student Experience,High School Students,College Students,Longitudinal Studies,Case Studies

This article, based on a larger longitudinal multiple-case study of Generation 1.5 Korean-Canadians, explores two female students' experiences in high school and then university. Foregrounding aspects of language socialization (Duff &amp; Hornberger, 2008) and identity (Norton, 2000) in language-learning and use, the study examines the contextual factors involved in the students' language socialization in and through Korean and English. The findings reveal that through the complex interplay of their past, present, and future &quot;imagined&quot; experiences, the students were socialized into various beliefs and ideologies about language-learning and use, often necessitating the negotiation of investments in their identities in relation to Korean and English. Given the personal backgrounds of these students, coupled with the phenomena of globalization and transnationalism, we suggest that Canadian universities and Generation 1.5 students and their families pay more attention to the students' linguistic, educational, and social backgrounds, affiliations, and trajectories by underscoring the advantages of bilingualism and biculturalism along with the importance of English for integration into Canadian society and international networks.
&quot;They're Different from Who I Am&quot;: Making Relevant Identities in the Middle through Talk-in-Interaction
Author: Mossman, Tim
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Immigrants,Identification,Self Concept,Discourse Analysis,Semi Structured Interviews,Social Justice,Power Structure

This qualitative study builds on earlier research on language and identity by focusing on how Canadian Generation 1.5 university students enact their identities through talk-in-interaction. Drawing on (applied) Conversational Analysis (CA) to analyze critically the production and management of social institutions in talk-in-interaction in tandem with Membership Categorization Analysis (MCA) to examine the cultural resources individuals draw on to describe, identify, or make reference to other people and themselves, I undertake a critical discourse analysis (CDA) of data from semistructured interviews with four Generation 1.5 students conducted in a large, public, English-medium university in British Columbia. Rather than approaching the interview as a neutral technology that seeks to discover &quot;truths,&quot; I theorize the interviews as meaning-making ventures in themselves, adopting a reflexive orientation that recognizes that data are situated representations co-constructed through interaction with the interviewer. The study reports on how these students, in response to the interactionally occasioned constraints &quot;inhabiting&quot; our talk, produced identities that aligned with select &quot;scholarly representations&quot; from the applied linguistics literature that casts Generation 1.5 students in the middle. The study reveals how identity, power, and social issues are produced and managed in talk-in-interaction and how insights from M/CA might address matters of social justice in educational contexts. (Contains 2 notes.)