ethanporcaro/eric-fulltext-meta huggingface dataset:
Mandatory Identification Bar Checks: How Bouncers Are Doing Their Job
Author: Monk-Turner, Elizabeth
Date: 2011-01-00
Type: Journal Articles
Subjects: Identification,Security Personnel,Behavior,Role,Job Performance,Law Enforcement,Drinking

The behavior of bouncers at on site establishments that served alcohol was observed. Our aim was to better understand how bouncers went about their job when the bar had a mandatory policy to check identification of all customers. Utilizing an ethnographic decision model, we found that bouncers were significantly more likely to card customers that were more casually dressed than others, those who were in their 30s, and those in mixed racial groups. We posit that bouncers who failed to ask for identification did so because they appeared to know customers, they appeared to be of age, or they took a break and no one was checking for identification at the door. We found that bouncers presented a commanding presence by their dress and demeanor. Bouncers, we posit, function in three primary roles: customer relations, state law management, and establishment rule enforcer.
The Lived Experience of Late-Stage Doctoral Student Attrition in Counselor Education
Author: Willis, Brad
Date: 2011-01-00
Type: Journal Articles
Subjects: Grounded Theory,College Students,Counselor Training,Counseling,Student Attrition,Graduate Study,Doctoral Programs,Interviews,Doctoral Degrees,Withdrawal (Education),Sampling

Doctoral student attrition occurs across academic disciplines and presents problems for noncompleting students and the programs from which they withdraw. The following research question guided the present study, "What is the experience of doctoral attrition in counselor education?" Six late-stage doctoral noncompleters from counselor education programs participated in research interviews that were analyzed using a grounded theory approach. Results showed two distinct types of attrition. Five participants reported a negative experience of encountering barriers that acted against the internal desire of the participants to obtain the doctorate. One participant reported a positive experience of an internal change that altered the priority of continuing in doctoral study. Results of the present study have implications for prospective and current doctoral students.
The QUIPPED Project: Exploring Relevance and Rigor of Action Research Using Established Principles and Criteria
Author: Chapman, Christine
Date: 2011-01-00
Type: Journal Articles
Subjects: Research Projects,Action Research,Health Education,Educational Quality,Quality Control,Educational Principles,Evaluation Criteria,Foreign Countries,Health Services,Evaluation Research,Relevance (Education)

This paper is the last in a series of three manuscripts published in the TQR journal over the past few years. This work is part of a larger program of research that has been carried out by a team of researchers detailing various aspects of a three year action research project carried out from 2005 and 2008. This particular paper addresses issues of quality in action research by critiquing our research against five interdependent principles and criteria raised in the literature specifically by Davison, Martinson and Kock which was published in 2004. Our action research project aimed to facilitate interprofessional education for health care learners in the Faculty of Health Sciences at a Canadian University. (Contains 1 table and 1 footnote.)
YouTube as a Qualitative Research Asset: Reviewing User Generated Videos as Learning Resources
Author: Chenail, Ronald J.
Date: 2011-01-00
Type: Journal Articles
Subjects: Qualitative Research,Research Methodology,Video Technology,Interviews,Observation,Educational Resources,Web Sites,Information Sources,Electronic Libraries,Instructional Material Evaluation,Research Reports

YouTube, the video hosting service, offers students, teachers, and practitioners of qualitative researchers a unique reservoir of video clips introducing basic qualitative research concepts, sharing qualitative data from interviews and field observations, and presenting completed research studies. This web-based site also affords qualitative researchers the potential avenue to share their reusable learning resources for all interested parties to use. In this article, the author presents a number of clips worth viewing. He organizes this presentation in four general categories of videos: Introductory Overviews and How To's, Data Generation and Collection, and Study Results.
Learning to Appraise the Quality of Qualitative Research Articles: A Contextualized Learning Object for Constructing Knowledge
Author: Chenail, Ronald J.
Date: 2011-01-00
Type: Journal Articles
Subjects: Qualitative Research,Writing for Publication,Research Reports,Educational Objectives,Writing Evaluation,Educational Quality,Resource Units,Research Methodology,Introductory Courses

Helping beginning qualitative researchers critically appraise qualitative research articles is a common learning objective for introductory methodology courses. To aid students in achieving competency in appraising the quality of qualitative research articles, a multi-part activity incorporating the Critical Appraisal Skills Programme's (CASP) Making Sense of Evidence Tool: 10 Questions to Help You Make Sense of Qualitative Research to evaluate the articles is shared. A Contextualized Learning Object for Constructing Knowledge or CLOCK approach is used to represent the appraising activity in terms of its context, content, evaluation components, exemplary outcomes, and options for customizing parts of the assignment.
Qualitative Researchers in the Blogosphere: Using Blogs as Diaries and Data
Author: Chenail, Ronald J.
Date: 2011-01-00
Type: Journal Articles
Subjects: Web Sites,Qualitative Research,Electronic Publishing,Research Methodology,Diaries,Researchers,Data,Computer Uses in Education,Information Dissemination,Research Tools,Computer Mediated Communication,Data Collection

Weblogs or blogs for short can be personal diaries shared by individuals giving readers a sometimes voyeuristic view into the lives and minds of these virtual authors. The ability for readers to find and promote weblogs makes the practice of blogging appealing for parties wanting to market their products and services. The popularity and the potential of blogging have made it attractive to qualitative researchers in a number of ways. Weblogs can provide qualitative researchers with a medium for expressing their thoughts and opinions on qualitative research methods and products as well as serving as the source of data for qualitative studies. In this article, the author reviews some of the more interesting efforts qualitative researchers have attempted to utilize the blogosphere for promotion, education, and research.
Interviewing the Investigator: Strategies for Addressing Instrumentation and Researcher Bias Concerns in Qualitative Research
Author: Chenail, Ronald J.
Date: 2011-01-00
Type: Journal Articles
Subjects: Qualitative Research,Research Methodology,Interviews,Researchers,Pilot Projects,Questioning Techniques,Data Collection,Experimenter Characteristics,Bias,Research Problems

Instrumentation rigor and bias management are major challenges for qualitative researchers employing interviewing as a data generation method in their studies. A usual procedure for testing the quality of an interview protocol and for identifying potential researcher biases is the pilot study in which investigators try out their proposed methods to see if the planned procedures perform as envisioned by the researcher. Sometimes piloting is not practical or possible so an "interviewing the investigator" technique can serve as a useful first step to create interview protocols that help to generate the information proposed and to assess potential researcher biases especially if the investigator has a strong affinity for the participants being studied or is a member of the population itself.
Facilitating Coherence across Qualitative Research Papers
Author: Chenail, Ronald J.
Date: 2011-01-00
Type: Journal Articles
Subjects: Qualitative Research,Connected Discourse,Rhetoric,Writing for Publication,Editing,Research Methodology,Data Interpretation,Research Reports,Writing Improvement

Bringing the various elements of qualitative research papers into coherent textual patterns presents challenges for authors and editors alike. Although individual sections such as presentation of the problem, review of the literature, methodology, results, and discussion may each be constructed in a sound logical and structural sense, the alignment of these parts into a coherent mosaic may be lacking in many qualitative research manuscripts. In this paper, four editors of The Qualitative Report present how they collaborate with authors to facilitate improvement papers' coherence in such areas as co-relating title, abstract, and the paper proper; coordinating the method presented with method employed; and calibrating the exuberance of implications with the essence of the findings. The editors share exercises, templates, and exemplary articles they use to help mentor authors to create coherent texts. (Contains 1 figure.)
Communicating Qualitative Analytical Results Following Grice's Conversational Maxims
Author: Chenail, Jan S.
Date: 2011-01-00
Type: Journal Articles
Subjects: Qualitative Research,Data Analysis,Research Methodology,Guidelines,Communication Strategies,Interpersonal Communication

Conducting qualitative research can be seen as a developing communication act through which researchers engage in a variety of conversations. Articulating the results of qualitative data analysis results can be an especially challenging part of this scholarly discussion for qualitative researchers. To help guide investigators through this difficult communicative process, the authors suggest Grice's (1989) Conversational Maxims of Quantity, Quality, Relation, and Manner as general guidelines to follow when formulating and presenting  findings in qualitative research products as well as basic assumptions to guide readers when judging the quality of result representations.
Face-to-Face in Writing: My First Attempt at Conducting a Text-Based Online Focus Group
Author: Terrell, Steven R.
Date: 2011-01-00
Type: Journal Articles
Subjects: Educational Research,Research Methodology,Focus Groups,Group Dynamics,Computer Mediated Communication,Internet,Distance Education,Synchronous Communication,Integrated Learning Systems,Graduate Study,College Faculty,Facilitators (Individuals)

Having completed graduate degrees in educational research and counseling, I have studied the theory of focus groups and participated in many while in a classroom setting.  Interestingly, I had never moderated one until my first attempt in a text-based online environment. This paper describes my preparation for the session as well as the issues I faced while actually conducted the focus group. Readers will find that being prepared by establishing rapport with their group prior to the event, understanding the change of dynamics that distance brings to the process and handling the pressures of an expanded role as moderator, will help ensure a successful focus group session
Utilizing Microsoft[R] Office to Produce and Present Recursive Frame Analysis Findings
Author: Chenail, Ronald J.
Date: 2011-01-00
Type: Journal Articles
Subjects: Computer Software,Qualitative Research,Discourse Analysis

Although researchers conducting qualitative descriptive studies, ethnographies, phenomenologies, grounded theory, and narrative inquiries commonly use computer-assisted qualitative data analysis software (CAQDAS) to manage their projects and analyses, investigators conducting discursive methodologies such as discourse or conversation analysis seem to find such software packages not as useful. In our work with Recursive Frame Analysis (RFA), a systemic approach to the analysis of text and talk, we have taken a slightly different route by utilizing Microsoft[R] Office applications to produce and present our RFA findings. In the paper we describe RFA, explain how we use Word and PowerPoint to carry out RFA's semantic, sequential, and pragmatic analyses, and illustrate our work with some examples from a recent study. (Contains 7 figures.)
How-To Data Collection Series: The Evolution of the Focused Discussion Group--From Non-Participant to One of the Crew
Author: Calderon, Jose Luis
Date: 2011-01-00
Type: Journal Articles
Subjects: Discussion Groups,Data Collection,Focus Groups,Qualitative Research,Participatory Research,Participant Observation,Facilitators (Individuals),Researchers,Research Methodology,Health Activities,Health Programs,Health Promotion,African Americans,Hispanic Americans,Disadvantaged,Cultural Relevance,Experimenter Characteristics

This article is part of The Weekly Qualitative Report's occasional series on &quot;How-To Collect Qualitative Data.&quot; The qualitative data collection method described is that of focused discussion groups (FDG's). This method involves the moderator, or scripter as is the preferred term in focused discussion groups, to move beyond that of a non-participant data collector to that of an engaged participant-observer, observer-participant who is willing to get into the discussion with the participants and to provide accurate information to them while prodding them to discuss the topic in increasingly personally meaningful ways. Focused discussion groups are particularly helpful for working with marginalized, under-resourced populations around issues of health and poverty. Optimally, the scripter would share the sociocultural background of the participants.
How I Learned to Conduct Focus Groups
Author: Del Rio-Roberts, Maribel
Date: 2011-01-00
Type: Journal Articles
Subjects: Human Services,Qualitative Research,Focus Groups,Group Dynamics,Guidelines,Questioning Techniques,Data Collection,Facilitators (Individuals),Research Methodology

The use of focus groups may provide researchers with important insights into research questions via participant discussion and interaction. As a human services practitioner and researcher, I became interested in learning how to conduct focus groups in order to apply these steps to my research and gain valuable insights about the human experience that the focus group interaction aims to bring to light. In this review, I will highlight the steps that I took to learn to conduct focus group research and through my experience I hope that readers gain familiarity and clarity into this unique qualitative research approach.
Looking Back at Their Futures: Preservice Middle Level Teachers' Examination of Past Educational Experiences
Author: Wellenreiter, Benjamin R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Methods Courses,Teacher Education Curriculum,Elementary Secondary Education,Middle School Teachers,Educational Experience,Researchers,Teaching Methods,Reflection,Higher Education,Evaluation,Educational Philosophy,Social Studies,Student Centered Curriculum,Teacher Education

The researchers investigated the reflections of preservice middle school teachers (PSMTs) who were enrolled in an activity-based middle level social studies methods course. These reflections concerned the students' past educational experiences. Through weekly journals, the PSMTs were encouraged to reflect on course activities and relate them to the perceived effectiveness of teacher-centered and student-centered methodologies experienced in K-12 and college settings. Findings indicated that the analysis and evaluation of past educational experiences grew in complexity throughout the course. As the course progressed, the participants actively integrated the current activities into reconceptualizations of their past experiences. The researchers recommend future work with preservice teachers' reflections to address preservice teachers' perceptions of the reflective process and the effects on future practice.
The Use of Common Planning Time: A Case Study of Two Kentucky Schools to Watch
Author: Cook, Christopher M.
Date: 2010-00-00
Type: Journal Articles
Subjects: Middle Schools,Program Effectiveness,Case Studies,Academic Achievement,Educational Improvement,Educational Change,Accountability,Evaluation,Grade 6,Grade 7,Grade 8,Teaching Experience,Leadership,Middle School Students,Middle School Teachers,School Schedules,Time

Interdisciplinary teams with common planning time have been a hallmark of the middle school organizational structure since the 1960s, yet research on the effective use of common planning time is limited. This study explores how interdisciplinary teams at schools designated Kentucky Schools to Watch use common planning time, including the factors that enhance common planning time effectiveness, the beliefs and perceptions of the teachers concerning the use of common planning time, and the topics and activities discussed during common planning time sessions. Results indicate a common vision and mission, clearly defined goals for all types of planning (interdisciplinary team planning, grade level planning, and professional learning communities), and effective building leadership are factors for enhancing the effectiveness of common planning time. (Contains 2 tables.)
Influences of High-Stakes Testing on Middle School Mission and Practice
Author: Musoleno, Ronald R.
Date: 2010-00-00
Type: Journal Articles
Subjects: Integrated Curriculum,Middle Schools,Federal Legislation,Educational Philosophy,Testing,High Stakes Tests,Developmentally Appropriate Practices,Teaching Methods,Accountability,Middle School Teachers,Surveys,Test Preparation,Middle School Students,Early Adolescents,Intellectual Development,Cooperative Learning,Academic Achievement,Remedial Instruction,Scores,Standardized Tests

This study explored the effects of high-stakes testing and accountability on the fundamental practices associated with middle school philosophy. Participants were middle school educators, including administrators and teachers, from Pennsylvania middle schools. An online survey was used to collect data for this study. The survey addressed the following middle school practices: grouping for instruction, developmentally appropriate instructional practices, interdisciplinary and integrated curriculum, interdisciplinary teaming and planning, and advisory programs. Participants were also encouraged to add comments throughout the survey. Findings revealed that since the implementation of No Child Left Behind (NCLB) and the associated high-stakes tests, developmentally appropriate practices in middle schools have been altered to provide additional time for test preparation. In many cases, tested subject areas (specifically reading, writing, and mathematics) were given more instructional time during the school day. Furthermore, special area subjects (i.e., electives) were often sacrificed and, in some cases, advisory time was used for remediation. Implications for practice focus on the need to maintain a balance between test preparation and practices deemed appropriate for middle school students. (Contains 8 tables.)
Understanding, Questioning, and Representing Mathematics: What Makes a Difference in Middle School Classrooms?
Author: Capraro, Mary Margaret
Date: 2010-00-00
Type: Journal Articles
Subjects: Teacher Effectiveness,Academic Achievement,Classrooms,Grade 6,Middle School Teachers,Mathematics Teachers,Middle Schools,Mathematical Concepts,Mathematics Instruction,Mathematics Education,Evaluation,Video Technology,Mathematics Achievement,Intervals,Scores,Pretests Posttests,Regression (Statistics)

Understanding the nexus of theorized Teaching Quality Measures (TQMs) and classroom enactments of learning goals is important. Video and student performance data for a two-year period were examined for two sixth grade mathematics teachers. Due to their importance in contributing to the development of mathematical conceptual understanding, the TQMs coded in the videos were "probing for student understanding, encouraging curiosity and questioning, and using accurate representational forms." For each of the TQMs, graphical, time-integrated analyses were constructed and used to aid analysis and presentation of the results of coding. Although these middle school teachers generally remained consistent in their delivery of instruction, they modestly increased their enactments of the three TQMs. By the second year, both teachers demonstrated increases from their initial level of enactments, and when comparing each teacher's performance to the prior year, their increased enactments were related to improved student performance based on the learning goal of converting fractions, decimals, and percents. (Contains 3 figures and 3 tables.)
Measuring Middle School Students' Interest in Statistical Literacy
Author: Carmichael, Colin
Date: 2010-00-00
Type: Journal Articles
Subjects: Middle School Students,Rating Scales,Statistics,Literacy,Student Interests,Measures (Individuals),Interviews,Student Attitudes,Goodness of Fit,Validity,Intervention,Item Analysis,Foreign Countries

The following paper describes the development of an instrument designed to assess middle school students' interest in statistical literacy. The paper commences with a review of the literature as it relates to interest in this context and then proposes a theoretical model upon which the proposed instrument is based. The Rasch Rating Scale model is then applied to student responses to items in the instrument and fit statistics are analysed in order to assess the extent to which these responses conform to the requirements of the measurement model. The paper then presents evidence, including interview data, to support the validity of interpretations that can be made from the proposed instrument. The findings suggest that the proposed instrument provides a theoretically sound measure of middle school students' interest for statistical literacy that will be useful for the evaluation of interventions aimed at developing these students' statistical literacy. (Contains 6 tables and 2 figures.)
Students' Interpretations of Mathematical Statements Involving Quantification
Author: Piatek-Jimenez, Katrina
Date: 2010-00-00
Type: Journal Articles
Subjects: Undergraduate Students,College Mathematics,Mathematical Logic,Validity,Mathematics Education

Mathematical statements involving both universal and existential quantifiers occur frequently in advanced mathematics. Despite their prevalence, mathematics students often have difficulties interpreting and proving quantified statements. Through task-based interviews, this study took a qualitative look at undergraduate mathematics students' interpretations and proof-attempts for mathematical statements involving multiple quantifiers. The findings of this study suggest that statements of the form "There exists . . . for all . . ." (which can be referred to as EA statements) evoked a larger variety of interpretations than statements of the form "For all . . . there exists . . ." (AE statements). Furthermore, students' proof techniques for such statements, at times, unintentionally altered the students' interpretations of these statements. The results of this study suggest that being confronted with both the EA and AE versions of a statement may help some students determine the correct mathematical meanings of such statements. Moreover, knowledge of the structure of the mathematical language and the use of formal logic may be useful tools for students in proving such mathematical statements. (Contains 1 table and 3 footnotes.)