ethanporcaro/eric-fulltext-meta huggingface dataset:
An Evaluation Study of an Executive Master of Business Administration (EMBA) Program in an Urban City: Examining the Transfer of Knowledge and Leadership Practices
Author: Choi, Hye Lim
Date: 2011-00-00
Type: Journal Articles
Subjects: Business Administration Education,Masters Programs,Program Effectiveness,Urban Education,Urban Environment,Leadership Training,Outcomes of Education,Theory Practice Relationship,Praxis,Professional Education,Program Evaluation,Learning Theories,Adult Learning,Leadership

This study examined the effectiveness of the Executive Master of Business Administration (EMBA) degree program in terms of transfer of knowledge and leadership practices. Based on a review of literature related to adult learning theories, EMBA programs, the importance of evaluation practices, and leadership practices, this study was designed to determine whether an EMBA education can lead to the transfer of knowledge at workplaces to demonstrate and facilitate an employee's leadership skills. Findings from this study showed that the curriculum and the transfer of knowledge were the most significant predictors of the use of leadership practices. Age and gender were found influential in the development of leadership skills. A significant finding was that curriculum was the most salient factor in determining the effectiveness of the transfer of knowledge and in promoting the use of leadership practices. (Contains 2 figures.)
Critical Perspectives on Urban Teaching and Learning: Four Projects in One Urban College of Education
Author: Still, Kristine
Date: 2011-00-00
Type: Journal Articles
Subjects: Urban Teaching,Diversity (Faculty),Educational Change,Schools of Education,Methods Courses,Early Childhood Education,Culturally Relevant Education,Field Experience Programs,Critical Literacy,Urban Schools

This study encompassed four different projects implemented in one urban College of Education. Projects included discussions in the faculty diversity self-study group, teaching and learning about culturally responsive pedagogy in an early childhood methods class, the use of fieldwork as a site for student learning about educational change, and teaching and learning about critical literacy in professional development sessions conducted at an elementary school. Following the descriptions of individual projects, joint analysis of these projects is offered by using lenses from a four-dimensional critical perspective (Lewison, Flint, & Van Sluys, 2002; Van Sluys, Lewison, & Flint, 2006).
More about &quot;Research in Ambiguous, Conflictual, and Changing Contexts&quot;: Studying Ethnic Populations in China, Xi'an to Urumqi
Author: Dorsten, Linda
Date: 2011-11-00
Type: Journal Articles
Subjects: Research Methodology,Foreign Countries,Data Collection,Researchers,Conflict,Ethnic Groups,Cultural Context,Social Change,Political Influences,Violence,Age,Older Adults,Cultural Differences

A recent article in this journal discusses ways to manage uncertainty when the research field abruptly and significantly changes on researchers working inside their own society (Kacen &amp; Chaitin, 2006). Our essay extends this discussion by asking: How do researchers manage ambiguous, conflictual, and rapidly changing events when they engage in study outside their own society? We describe three aspects of our data collection experience that coincidentally began one week before the Urumqi city, Xinjiang, China, riots of 2009 in which over 200 people were reported as killed and several thousand injured: (a). our original research agenda and the uncertain situation in Xinjiang in recent years; (b). how we modified our research project and approach to data collection; and (c). what we learned that can contribute to knowledge about conducting research under ambiguous, potentially unstable and rapidly changing socio-political conditions. (Contains 2 footnotes.)
Delphi in Criminal Justice Policy: A Case Study on Judgmental Forecasting
Author: Loyens, Kim
Date: 2011-11-00
Type: Journal Articles
Subjects: Delphi Technique,Expertise,Pilot Projects,Case Studies,Police,Criminology,Prediction,Foreign Countries

This article provides an in-depth case study analysis of a pilot project organized by the section &quot;Strategic Analysis&quot; of the Belgian Federal Police. Using the Delphi method, which is a judgmental forecasting technique, a panel of experts was questioned about future developments of crime, based on their expertise in criminal or social trends. The results demonstrate how police authorities could implement judgmental forecasting methods like Delphi methodology for the anticipation of future criminal trends, and how this technique, applied under specific conditions, can complement current crime analysis techniques. This article will not focus on criminal trends that were forecasted in the pilot project, but on the preconditions for using the Delphi method in criminal justice policy. Hence, this article could contribute to future applications of judgmental forecasting techniques by practitioners in both criminal justice systems and other policy domains. (Contains 4 tables and 1 footnote.)
AIDS Related Stigma in Social Relations: A Qualitative Study in Turkey
Author: Kasapoglu, Aytul
Date: 2011-11-00
Type: Journal Articles
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Socioeconomic Status,Social Behavior,Sexually Transmitted Diseases,Patients,Foreign Countries,Fear,Social Bias,Social Attitudes,Communicable Diseases,Social Discrimination,Interpersonal Relationship,Friendship,Family Relationship,Peer Relationship,Sexuality,Employer Employee Relationship,Allied Health Personnel,Interviews,Gender Differences,Grounded Theory

The actual number of HIV/AIDS cases in Turkey is higher than the number of cases reported, and People Living with HIV (PLWHIV) may refrain from acknowledging their sickness or seeking help because of the stigma associated with HIV and fear of discrimination from their close friends, workmates, and even their families. In this paper we aim to explore HIV-positive people's relationships with significant others such as family members, friends, sexual partners, employers and health professionals in order to present the patients' perceptions about stigma and attitudes that lead to pro-social or anti-social behavior towards them. We carried out a qualitative study based on in-depth interviews with 16 PLWHIV in order to understand the conditions of people living with HIV/AIDS in Turkey. Our results revealed that except for family relations, the fear of contagion is the main obstacle for HIV-positive people's relations with others. HIV-positive people are severely afflicted with discrimination due to the overlapping &quot;instrumental&quot; and &quot;symbolic&quot; stigmas that directly affect their relations. The attribute of responsibility is related to gender and socio-economic status of PLWHIV living in Turkey. (Contains 3 figures.)
From Tactics to Praxis: Learning Feminist Pedagogy through Methodology
Author: Janik-Marusov, Laura L.
Date: 2011-11-00
Type: Journal Articles
Subjects: Graduate Students,Feminism,Ethnography,Methods,Learning Experience,Instruction,Praxis,Higher Education,Research Projects,School Safety,Campuses,Accountability,Self Concept

Through a self-reflexive and ongoing process, in this paper we chronicle how we as graduate students learned about feminist pedagogy through methodology. Primarily, we noted dilemmas in feminist methodology that became central dilemmas for us in our roles as feminist research guides within a combined graduate and undergraduate feminist methodologies course. As we became aware of these specific dilemmas, not only did we attempt to apply them to the research we were conducting for an institutional ethnographic research project on campus safety, but we also found them to be central pedagogical concerns in ways that were both unique and similar to each individual graduate student. Our analysis focuses on the insider/outsider dilemma, self-reflection, and multiple subjectivities in the hopes that we can share our experiences of what became a vital and unique learning experience.
Contextualizing the Perceived Barriers of Adult Learners in an Accelerated Undergraduate Degree Program
Author: Deggs, David
Date: 2011-11-00
Type: Journal Articles
Subjects: Adult Students,Undergraduate Students,Barriers,Acceleration (Education),College Programs,Phenomenology

Research has consistently suggested that colleges and universities should review academic programs and support services in order to make modifications to meet the needs of adult learners. However, one could argue that colleges and universities cannot be successful in meeting adult learners' needs without understanding the barriers they experience. This study utilized phenomenology to examine the perceived barriers of adult learners in an accelerated undergraduate degree program in the mid-South. Analysis of data collected from adult learners identified three types of barriers: (a). intrapersonal, (b). career and job-related barriers, and (c). academic-related. The results of this study suggested that barriers are never extinct for adult learners and they must work to overcome or manage barriers which emerge from their multiple life roles. (Contains 1 table.)
Does Recreational Reading in Native Language Influence Foreign Language Learning Process?
Author: Aydin, Selami
Date: 2011-11-00
Type: Journal Articles
Subjects: Recreational Reading,Native Language,Context Effect,Second Language Learning,English (Second Language),Learning Processes,Turkish

Limited studies have been conducted on the effects on recreational reading in native language on foreign language learning, whereas no findings exist on the effects of recreational reading in Turkish as a native language (L1) on English as a foreign language (EFL) learning. Thus, this study aims to investigate the effects of recreational reading in L1 on the process of learning EFL. The sample group consists of 70 learners and a background questionnaire, interviews, oral presentations, classroom discussions, essay papers, and responses to examination questions were used for data collection. The results indicated that recreational reading in L1 has some significant contributions to EFL learning although it has some negative effects. (Contains 1 figure.)
Methodological Gravitism
Author: Zaman, Muhammad
Date: 2011-11-00
Type: Journal Articles
Subjects: Marriage,Spouses,Foreign Countries,Social Environment,Role,Family Relationship,Models,Research Methodology,Grounded Theory,Qualitative Research,Individualism

In this paper the author presents the case of the exchange marriage system to delineate a model of methodological gravitism. Such a model is not a deviation from or alteration to the existing qualitative research approaches. I have adopted culturally specific methodology to investigate spouse selection in line with the Grounded Theory Method. This approach, indeed, suggests the unification of methodological individualism, collectivism, and the social positioning of the actor to study the complex and intricately intertwined networks of relatedness. (Contains 1 table, 5 figures and 2 footnotes.)
Grounded Theory Methodology: Positivism, Hermeneutics, and Pragmatism
Author: Age, Lars-Johan
Date: 2011-11-00
Type: Journal Articles
Subjects: Grounded Theory,Critical Theory,Scientific Methodology,Hermeneutics,Models,Criticism,Data Collection

Glaserian grounded theory methodology, which has been widely adopted as a scientific methodology in recent decades, has been variously characterised as "hermeneutic" and "positivist." This commentary therefore takes a different approach to characterising grounded theory by undertaking a comprehensive analysis of: (a) the philosophical paradigms of positivism, hermeneutics, and pragmatism; and (b) the general philosophical questions of the aims of science and the issue of choosing a scientific methodology. The commentary then seeks to position grounded theory methodology in terms of these philosophical perspectives. The study concludes that grounded theory methodology contains elements of positivism, hermeneutics, and pragmatism. In coming to this conclusion, the study clarifies the degree to which these three perspectives are found within Glaserian grounded theory methodology. (Contains 2 figures.)
Understanding the Evolving Roles of Improvement-Oriented High School Teachers in Gilgit-Baltistan
Author: Ali, Takbir
Date: 2011-11-00
Type: Journal Articles
Subjects: Secondary School Teachers,Teacher Role,Change Agents,Educational Change,Social Change,Organizational Change,Case Studies,Foreign Countries,Interviews,Observation,Discussion,Content Analysis

In this paper the author presents a framework for understanding how improvement-oriented high school teachers' accounts of change experiences portray their evolving roles as change agents in school reform. The data on which this paper is based come from a one-year long in-depth study (doctoral thesis research project) in which the author set out to investigate how improvement-oriented teachers pursue important changes in the realm of classroom, school and community; how the teachers-initiated changes can be characterized; and how the teachers' roles evolve with their change practices. The researcher employed qualitative case study methodology, using in-depth interviews, classroom observations, post-observation discussion, and document analysis, as the main sources of data. The teachers whose change practices and values are depicted in this report recognize their roles in pedagogical, institutional and social change, and wherever possible, they try to engage in efforts to bring these changes about. Through the study the author recognizes an inherent link between teachers' endeavors aimed at bringing about fundamental change in the classroom and their efforts towards promoting institutional change in the schools and social change in the community.
Working Together More than Alone: Students' Evolving Perceptions of Self and Community within a Four-Year Educational Administration Doctoral Cohort
Author: Ford, Lance
Date: 2011-11-00
Type: Journal Articles
Subjects: Educational Administration,Professional Isolation,Doctoral Programs,Phenomenology,Learning Activities,Distance Education,Blended Learning,Professional Development,Interprofessional Relationship,Communities of Practice,Student Attitudes,Computer Mediated Communication

School administrators rarely have the opportunity to confer and share their challenges with colleagues. To address this problem in 2005 the Educational Administration Department (EAD) at Central University (a Midwestern PhD granting institution located in a thriving city of about 100,00 people) created a virtual/local doctoral cohort for 14 school leaders living and working in two states. Three years into the course of study we conducted a year long inquiry that asked, &quot;How did students' self-perceptions evolve within a cohort context, and how did these changes advance or retard professional learning community (PLC) growth?&quot; Our interviews had a phenomenological focus but we used symbolic interactionism to analyze them and dramaturgy to present our findings. Themes of faculty and student relationships, work and/or personal problems and dealing with technology indicated that despite some significant hurdles students' identity evolutions moved the group toward becoming a PLC, a collaborative culture of thinkers.
Who Wants to Be a Physical Education Teacher? A Case Study of a Non-Traditional Undergraduate Student in a Physical Education Teacher Education Program
Author: Ronspies, Scott
Date: 2011-11-00
Type: Journal Articles
Subjects: Nontraditional Students,Preservice Teachers,Males,Career Choice,Physical Education Teachers,Physical Education,Socialization,Case Studies,Student Characteristics,Student Attitudes

Forty percent of undergraduate students are non-traditional students. The purpose of this study was to identify what attracted the participant to physical education, identify what situational/social factors facilitated the career choice, and the beliefs of the participant about what it meant to be a physical educator. The study consisted of one male non-traditional student. Artifacts, observation, and interview methods were employed to gain an understanding of why the participant wanted to become a physical educator and what were the beliefs of the participant about physical education teaching or teachers. Findings indicated the participant was attracted to physical education by his love for physical activity, sport, and the chance to work with youth. His socialization into physical education was influenced by situational and social factors, such as positive experiences with a teacher/coach, positive support of family and friends, and his strong beliefs/values for physical education/teaching.
Competing Cultural Worldviews in the United States: A Phenomenological Examination of the Essential Core Elements of Transnationalism and Transculturalism
Author: Orbe, Mark P.
Date: 2011-11-00
Type: Journal Articles
Subjects: World Views,Focus Groups,Phenomenology,Global Approach,Models,Immigration,Immigrants,Cultural Background,Ethnic Groups

The objective of this study was to explore inductively the complex ways in which everyday discourse reflects larger--and often competing--cultural worldviews. A phenomenological framework was used to analyze transcripts generated through 13 focus group discussions involving 100 individuals. This particular analysis highlights how individuals who adopted a transnational worldview worked to transform cultural divisions through criticism of existing labels that failed to capture the multicultural nature of their identifies. Alternatively, individuals who adopted a transcultural worldview worked to transcend traditional cultural divisions through a rejection of traditional labels that worked against one unified social identity. The thematic insights generated through the study are significant in that they provide a heuristic framework for scholars and practitioners who are interested in promoting greater understanding through engaging transnationalism, transculturalism, and related issues. (Contains 1 figure.)
Ten Steps for Conceptualizing and Conducting Qualitative Research Studies in a Pragmatically Curious Manner
Author: Chenail, Ronald J.
Date: 2011-11-00
Type: Journal Articles
Subjects: Qualitative Research,Interests,Researchers,Research Methodology,Mixed Methods Research,Personality Traits,Research Design,Grounded Theory

In a world of methodological pluralism and mixed-methods, qualitative researchers can take a pathway of pragmatic curiosity by exploring their research interests and the possible design and methodology choices to create studies that not only allow them to pursue their investigative curiosities, but also result in coherent and effective systems of procedural choices. Ten steps are offered for researchers to conceive and conduct qualitative research projects that are both responsive to research goals and objectives and defendable to criteria of quality and critics of utility.
Appraising Qualitative Research Reports: A Developmental Approach
Author: Cooper, Robin
Date: 2011-11-00
Type: Journal Articles
Subjects: Qualitative Research,Evaluation,Scoring Rubrics,Periodicals,Peer Evaluation,Constructivism (Learning),Measurement Techniques

In this paper, the author discusses the development of an appraisal instrument designed for evaluating submissions to "The Qualitative Report"--the TQR Rubric. Following a description of the context of TQR, she explains what led to the development of the TQR Rubric and describes its components. She concludes by presenting the plan of implementation of the rubric and a discussion of how the TQR Rubric's elements relate to notions of quality presented in the literature.
The Starting Line: Developing a Structure for Teacher Ratings of Students' Skills at Kindergarten Entry
Author: Goldstein, Jessica
Date: 2011-00-00
Type: Journal Articles
Subjects: Familiarity,Preschool Children,Receptive Language,Expressive Language,Kindergarten,Conflict Resolution,Early Childhood Education,Young Children,Evaluation,School Readiness,Factor Analysis,Emergent Literacy,Computation,Psychomotor Skills,Preschool Teachers,Elementary Schools

Developmentally appropriate, psychometrically sound instruments are needed to assess young children and evaluate learning programs. In the United States, little guidance exists on the development and use of large-scale assessments that cover the broad range of skills that encompass young children's development. In 2005 and 2006, the State of Connecticut passed legislation requiring the implementation of a statewide developmentally appropriate assessment that &quot;measures a child's level of preparedness for kindergarten.&quot; In response to this legislation, the Connecticut State Department of Education developed a Kindergarten Entrance Inventory. The Inventory was designed to provide a statewide snapshot of the skills that children demonstrate, based on teachers' observations, at the beginning of the kindergarten year. This article investigates teacher ratings of children's skills at kindergarten entry in one large urban district using a series of exploratory and confirmatory factor analyses. Analyses indicate that readiness evaluations should address the following skills: expressive language, receptive language, responses to stories, familiarity with books, familiarity with letters, emergent writing, counting, shapes and patterns, measurement, fine motor skills, gross motor skills, conflict resolution, social engagement, engagement with self-selected activities, and creative skills. (Contains 5 tables.)
Money Matters for Early Education: The Relationships among Child Care Quality, Teacher Characteristics, and Subsidy Status
Author: St.Clair-Christman, JeanMarie
Date: 2011-00-00
Type: Journal Articles
Subjects: School Readiness,Teacher Characteristics,Learning Activities,Child Care,Teaching Methods,Low Income Groups,Young Children,Early Childhood Education,Regression (Statistics),Federal Legislation,Family (Sociological Unit),Preschool Education,Teacher Salaries,Wages

Child care is the first out-of-home learning opportunity for many children. For low-income children, a high-quality child care placement can provide many of the experiences and skills that help build a foundation for later school success. Among the many measures of child care quality, some closely linked to later success in school are those assessing learning activities and children's opportunities to develop language and reasoning skills. Previous research in this area reveals that teacher characteristics such as education and wages are related to child care quality. However, there is less research on how funding streams, such as the federal child care subsidy program, influence child care quality. Using a sample from the Delaware (USA) Early Care and Education Baseline Quality Study, regression analysis was used to examine the relationships among teacher characteristics, program subsidy status, and the quality of care as defined by measures of language and reasoning and learning activities. The results indicate a relationship between child care quality and program subsidy status: Programs that do not accept subsidy funds are more likely to offer high-quality programming in language and reasoning activities that have a positive impact on children's development and school readiness. (Contains 5 tables.)
Studying the Strawberry Farm: Investigation and Representation in a Standards-Based Kindergarten
Author: Wheeler, Charlene
Date: 2011-00-00
Type: Journal Articles
Subjects: Kindergarten,Teaching Methods,Early Childhood Education,Field Trips,Experiential Learning,Active Learning,Field Instruction,Observation,Data Collection,Young Children,Investigations,Preschool Teachers

This article documents a first project undertaken by kindergarten children and their teacher in a public school in the southeastern United States. Images, work samples, records of children's comments, and the teacher's description tell the story of the project as it unfolds. The authors provide interpretation of the project events documented in terms of situating the Project Approach in a standards-based school context. (Contains 67 figures.)