ethanporcaro/eric-fulltext-meta huggingface dataset:
Shared Journaling as Peer Support in Teaching Qualitative Research Methods
Author: Humble, Aine M.
Date: 2012-00-00
Type: Journal Articles
Subjects: Research Methodology,Qualitative Research,Metacognition,Journal Writing,Professional Development,College Faculty,College Students,Interpersonal Relationship,Self Esteem,Goal Orientation

Teaching qualitative research methods (QRM), particularly early on in one's academic career, can be challenging. This paper describes shared peer journaling as one way in which to cope with challenges such as complex debates in the field and student resistance to interpretive paradigms. Literature on teaching QRM and the pedagogical value of journaling for metacognition are reviewed. The two authors describe key points about their teaching contexts and then demonstrate with journal excerpts how they developed (a) clarity, (b) confidence, and (c) connection through two years of co-creating their journal. The article concludes with recommendations for shared journal writing as well as ways to extend it.
Enabling Outcomes for Students with Developmental Disabilities through Collaborative Consultation
Author: Villeneuve, Michelle
Date: 2012-00-00
Type: Journal Articles
Subjects: Stakeholders,Special Education,Cooperation,Foreign Countries,Developmental Disabilities,Occupational Therapy,Leadership,Accountability,Allied Health Personnel,Special Education Teachers,Social Theories,Teamwork,Individualized Education Programs,Elementary School Students

Collaborative consultation has been widely adopted in school-based occupational therapy practice; however, limited research has examined how collaboration between educators and occupational therapists contributes to students' outcomes. The purpose of this study was to describe the nature of collaborative working in two cases of school-based occupational therapy service delivery. This paper reports a cross-case analysis, comparing findings about the nature of a joint effort in each case study to identify workplace practices that facilitated educator-occupational therapist collaboration. Ethnographic case study methods (Stake, 1995; Wolcott, 2008) and socio-cultural activity theory (SCAT; Engestrom, 2001) were used to examine multiple perspectives concerning school-based occupational therapy collaborative consultation for two students with developmental disability in one region of Ontario, Canada. Cross-case analysis (Stake, 2006) facilitated examination of the similarities and differences in teamwork. Specific ways that educator-occupational therapist collaboration can be facilitated were identified in three areas: (a) focus for educational programming; (b) communication practices; and (c) leadership practices of educators. SCAT provided a robust framework for describing the depth, quality, and context of interactions from multiple stakeholder perspectives. As such, this research contributes to the development of theoretical and empirical perspectives on the processes of collaborative working and the relationship of these processes to outcomes. (Contains 3 figures and 3 tables.)
The Influence of Informal Music Education in Teacher Formation: An Autoethnography
Author: Nethsinghe, Rohan
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Musicians,Doctoral Programs,Music Education,Background,Individual Characteristics,Ethnography,Autobiographies,Informal Education,Skills,Music,Qualitative Research,Social Environment,Experience,Social Influences,Career Choice,Music Teachers

In this paper I explore how my musical background, teaching skills, understanding and knowledge as well as music-making abilities and skills, have formed my current self as musician, teacher and researcher. An autoethnographical method is used to investigate my background, including the different modes of music education I received. From this qualitative study, it was possible to find that my interests along with the methods of interpretations I practice in the field of multicultural music are influenced by and formulated through my appreciation and understandings of and beliefs gained from education. Most importantly, they are shaped by the social context, cultural placing, and life experiences.
Adolescent Dating Violence Prevention and Intervention in a Community Setting: Perspectives of Young Adults and Professionals
Author: Martsolf, Donna S.
Date: 2012-00-00
Type: Journal Articles
Subjects: Prevention,Intervention,Adolescents,Young Adults,Community Problems,Dating (Social),Violence,Interviews,Program Development,Community Programs

Adolescent dating violence (ADV) is a significant community problem. In this study, we examine the perspectives of two groups (young adults who experienced ADV as teens and professionals who work with teens) on ADV prevention/intervention in a community context. We interviewed 88 young adults and 20 professionals. Our research team used Thorne's (2008) interpretive description methods to determine participants' perspectives on community views on ADV, community ADV prevention/intervention programs, and ideal ADV prevention/intervention strategies. Participants perceived most communities as being blind to ADV. They perceived prevention programs as unavailable, inappropriate, or impersonal. Young adults indicated that professionals should use a gradual approach with teens experiencing ADV. Participants suggested that ideal prevention programs should include personal development and education. Helping professionals can use these findings to develop effective community-based ADV prevention/intervention programs. (Contains 2 tables.)
Teachers' Perceptions of a Multiple High-Risk Behavior Prevention Program and Delivery of Universal Programming
Author: Collier, Crystal
Date: 2012-00-00
Type: Journal Articles
Subjects: Prevention,Program Implementation,High Schools,Teacher Attitudes,Positive Attitudes,Qualitative Research,Phenomenology,Interviews,High School Students,Alcohol Abuse,Drug Abuse,At Risk Students,Secondary School Teachers,School Counselors,Student Needs

Much of the success of high-risk behavior prevention programs rests with teachers who deliver the curriculum however; few studies have investigated teachers' perceptions of program implementation. The objective of this phenomenological study was to answer the question, &quot;What are the experiences of teachers who are asked to be involved in the implementation process when their school adopts a multiple high-risk behavior prevention program&quot;? Participants included 10 teachers at a local, private high school in the Southern United States. Five themes emerged: (a) lack of consistent historical effort, (b) need for program, (c) positive but tentative perceptions, (d) challenges with implementation, and (e) review of program counselor. The qualitative results identified factors that can promote or hinder success of the program.
Recursive Frame Analysis: A Practitioner's Tool for Mapping Therapeutic Conversation
Author: Keeney, Hillary
Date: 2012-00-00
Type: Journal Articles
Subjects: Qualitative Research,Protocol Analysis,Therapy,Counseling Techniques,Interpersonal Communication,Allied Health Personnel,Role,Figurative Language,Story Grammar,Behavior Change,Counselor Client Relationship,Therapeutic Environment

Recursive frame analysis (RFA), both a practical therapeutic tool and an advanced qualitative research method that maps the structure of therapeutic conversation, is introduced with a clinical case vignette. We present and illustrate a means of mapping metaphorical themes that contextualize the performance taking place in the room, recursively enacted to produce a lineal progression from an opening act to a closing act. RFA is offered to therapists, supervisors, teachers, and researchers as an exit from impoverished ways of framing both the choices we have in how to work with clients as well as the ways in which pedagogy is structured and research conducted. (Contains 5 figures and 8 footnotes.)
Writing Interview Protocols and Conducting Interviews: Tips for Students New to the Field of Qualitative Research
Author: Jacob, Stacy A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Qualitative Research,Interviews,Oral Tradition,Ethnography,Graduate Students,College Faculty,Researchers

Students new to doing qualitative research in the ethnographic and oral traditions, often have difficulty creating successful interview protocols. This article offers practical suggestions for students new to qualitative research for both writing interview protocol that elicit useful data and for conducting the interview. This piece was originally developed as a classroom tool and can be used by professors teaching qualitative research in conjunction with academic readings about qualitative interviewing.
Contextualizing Theories and Practices of Bricolage Research
Author: Rogers, Matt
Date: 2012-00-00
Type: Journal Articles
Subjects: Qualitative Research,Figurative Language,Theory Practice Relationship,Researchers,Research Methodology,Inquiry,Feminism

Within the last decade, bricolage, as an approach to qualitative inquiry, has gained popularity in academic circles. However, while conceptual and concrete precedents exist, the approach has remained relatively misunderstood, and unpopular, in broader research communities. This may be because the complexity of the approach has stymied widespread discussions and commentary. This article means to address this concern by providing a thick, yet accessible, introduction to bricolage as an approach to qualitative inquiry. While researchers and scholars have conceptualized bricolage, few have attempted to provide an overview of how the concept emerged in relation to qualitative research. Further, while the literature on bricolage offers invaluable conceptual insights, lacking is a survey that provides clear examples of how bricolage has been implemented in research contexts. Therefore, while greatest attention in this article is devoted to contextualizing bricolage and introducing influential theorists, it also provides key examples of research that adopts the bricolage approach. In drawing on a plurality of sources, the article provides a thick discussion of the complex bricolage project; one that can be beneficial to both novice and seasoned researchers who pursue alternative methodological approaches.
Uneven Distribution of Novice Teachers in the Chilean Primary School System
Author: Meckes, Lorena
Date: 2012-10-01
Type: Journal Articles
Subjects: Academic Achievement,Achievement Gap,Exit Examinations,Advantaged,Foreign Countries,Beginning Teachers,Disadvantaged Schools,Socioeconomic Background,Teacher Qualifications,Teacher Education,Educational Policy,Public Schools,Educational Finance,Socioeconomic Status

This study examines the allocation of novice primary teachers in Chilean schools, looking at their characteristics and at the attributes of the schools at which they are hired after having completed their initial teacher training. The study reveals that in Chile, more qualified novice teachers are more prone to get jobs in socio-economically advantaged schools or in schools with better academic outcomes. In contrast, in disadvantaged schools, it is more likely to find novice teachers with poor results on their exit exams and who come from socioeconomic backgrounds similar to those of the school populations. These findings provide new data to inform Chilean policies. Thus, achieving a more equitable distribution of highly qualified teachers is a challenge for Chile if the aim is to reduce the achievement gap between schools attended by pupils of higher and lower socioeconomic status. Furthermore, these findings might shed some light on the current debate surrounding teacher education policies. A new law will mandate that novice teachers pass the exit exam that until now they have taken voluntarily in order to be hired in any publicly funded school. This study provides support and evidence to inform the debate that will follow in parliament, since we found that novice teachers performing at a very low level--perhaps below the minimum that will be required--have a high probability of ending up working in schools in more disadvantaged areas. On a more general scale, this research also provides a simple but complete methodology that can be used to study issues of teacher distribution elsewhere. (Contains 6 tables and 20 footnotes.)
Is Administration Leaner in Charter Schools? Resource Allocation in Charter and Traditional Public Schools
Author: Arsen, David
Date: 2012-10-08
Type: Journal Articles
Subjects: Charter Schools,Resource Allocation,Traditional Schools,Educational Administration,Comparative Analysis,Educational Finance,School District Spending,Expenditure per Student,Models

There is widespread concern that administration consumes too much of the educational dollar in traditional public schools, diverting needed resources from classroom instruction and hampering efforts to improve student outcomes. By contrast, charter schools are predicted to have leaner administration and allocate resources more intensively to instruction. This study analyzes resource allocation in charter and district schools in Michigan, where charter and tradition public schools receive approximately the same operational funding. Controlling for factors that could affect resource allocation patterns between school types, we find that charter schools on average spend $774 more per pupil per year on administration and $1141 less on instruction than traditional public schools. (Contains 5 tables and 7 footnotes.)
Trends in Mathematics and Science Performance in 18 Countries: Multiple Regression Analysis of the Cohort Effects of TIMSS 1995-2007
Author: Hong, Hee Kyung
Date: 2012-10-23
Type: Journal Articles
Subjects: Academic Achievement,Teacher Effectiveness,Science Achievement,Program Effectiveness,Teaching Experience,Multiple Regression Analysis,Grade 8,Mathematics Achievement,Educational Trends,Trend Analysis,Time Factors (Learning),Time on Task,Economics,Cohort Analysis,Correlation,Developed Nations,Developing Nations

The purpose of this study was to simultaneously examine relationships between teacher quality and instructional time and mathematics and science achievement of 8th grade cohorts in 18 advanced and developing economies. In addition, the study examined changes in mathematics and science performance across the two groups of economies over time using data from the TIMSS 1995-2007 assessments. While economy did not account for variation in mathematics and science achievement, findings from regression analyses indicated significant relationships between school inputs and achievement in both groups of countries across the years. Teaching experience was a strong indicator of mathematics performance in developing countries, while instructional time was mildly related to achievement in both subjects in advanced economies. (Contains 5 tables.)
Evidence for the Influence of School Context on College Access
Author: Strick, Betsy R.
Date: 2012-11-05
Type: Journal Articles
Subjects: Educational Environment,Socioeconomic Status,Charter Schools,Secondary Schools,Economically Disadvantaged,College Preparation,High School Graduates,Enrollment,Colleges,Two Year Colleges,Hispanic American Students,African American Students,Asian American Students,Comparative Analysis

Since the release of the Coleman Report in 1966, studies (such as Sirin, 2005; Radford, Berkner, Wheeless, &amp; Shepherd, 2010) have continued to find an association between socioeconomic status and educational attainment. Wyner, Bridgeland, and Diiulio (2007) observe that a progressively lower proportion of low-income, high achieving students remain successful as they advance from elementary school through college. The present study considers college enrollments from a college preparatory charter secondary school serving low-income students. The study finds that alumni enrolled in Preuss, a four-year colleges at a higher rate than did lottery-assigned comparison students. These four-year college enrollment findings held for Hispanic, African American, and Asian American students. At the same time, the overall college enrollment rates, meaning enrollment in two- and four-year colleges in contrast to no college enrollment, were quite similar for the Preuss School and comparison students. These results were achieved, this study suggests, through numerous academic and social supports that increase college eligibility rates and institute four-year college and financial aid applications as part of coursework. The four-year college enrollment findings offer the promise that schools can be arranged to increase academic opportunities for low-income students. (Contains 4 tables, 4 figures, and 7 footnotes.)
Personal Development in Secondary Education: The Irish Transition Year
Author: Clerkin, Aidan
Date: 2012-11-26
Type: Journal Articles
Subjects: Foreign Countries,Grouping (Instructional Purposes),Secondary Education,Social Development,Educational Needs,Individual Development,Transitional Programs,Secondary School Students,Program Evaluation

Secondary education in Ireland includes an optional Transition Year (TY) between the junior and senior examination cycles, when students are typically about 15 years old. Transition Year is an innovative programme, unique to Irish education, which is intended as a non-academic year devoted to personal and social development in the absence of examination pressure. Slightly more than half of the eligible student cohort take part in the programme, with the remainder skipping TY and progressing directly to senior education. Qualitative evidence suggests that TY is generally viewed as a positive experience for participating students. However, competing perspectives regard the programme as a luxury that is no longer worth sustaining. This article discusses the development of the programme and its relevance to the Irish education system, reviews previous and related research, and identifies future directions and areas where further attention is warranted. (Contains 1 figure and 3 footnotes.)
Developmental State Policy, Educational Development, and Economic Development: Policy Processes in South Korea (1961-1979)
Author: Kim, Ki Su
Date: 2012-12-10
Type: Journal Articles
Subjects: Educational Policy,Foreign Countries,Economic Development,Educational Development,Human Capital,Policy Formation,Economic Impact,Government Role,Role of Education,Politics of Education,Policy Analysis,Performance Factors,Educational Practices,Exit Examinations,Community Benefits,Educational Benefits,Educational Assessment,Educational Indicators

This paper explores two inter-connected issues--the state's role in educational development and educational contribution to economic development--in the policy processes entailed by the South Korean state's pursuit of economic development during the Park Chung Hi era, 1961-1979. It disputes the statist view that South Korea's economic development was the outcome of a strong state's imposition of developmental policies. It also denies the human capital account that central to the South Korean state's education policy was the skills formation agenda. In this paper's process analysis, educational contribution to economic development was made most importantly in the entrance competition-swept schools by virtue of their equipping South Koreans with basic knowledge and intellectual skills and the most important educational asset for economic development was those schools' explosive growth. The latter took place as an unexpected effect of the state's developmental policy of containment which aimed to secure scarce funds for strategic developmental projects. This policy intensified entrance competitions, boosted demand for education, and provoked public call for state commitment to educational expansion. The legitimacy-deficient regime responded politically and compromised on the developmental education policy from one level of formal schooling to another. The image of the developmental state thus portrayed is quite contrary to that provided by the statist-human capital perspective. (Contains 8 footnotes.)
Factor Structure of Opportunity to Learn for Students with and without Disabilities
Author: Cawthon, Stephanie W.
Date: 2012-12-17
Type: Journal Articles
Subjects: Disabilities,Academic Achievement,National Competency Tests,Class Activities,Learning Activities,Factor Structure,Grade 4,Educational Indicators,Achievement Gains,Performance Factors,Teacher Education,Professional Development,Access to Computers,Mathematics Achievement,Reading Achievement,Science Projects,Technology Uses in Education,Factor Analysis,Educational Opportunities,Calculators,Benchmarking,Predictor Variables,Student Characteristics,Item Response Theory,Standardized Tests,Individualized Education Programs,Measurement Techniques

Opportunity to Learn (OTL) stems from the basic premise that there is an important relationship between the quality and intensity of classroom instruction and students' levels of academic success. For many students with disabilities, an emphasis on OTL has become national priority, yet measuring its impact is a complex challenge. The first purpose of this study was to explore the factorial validity of OTL using indicators found in the 2005 4th grade National Assessment of Educational Progress (NAEP). The study entailed confirmatory factor analyses for potential OTL factors including teacher preparation, professional development, classroom activities, and access to technology. Separate factor analyses were conducted using the reading and mathematics datasets. The authors then looked at the degree to which OTL factors influenced NAEP estimates of ability for both students with disabilities and their non-disabled peers. The following three OTL factors differentially predicted student scores: classroom activities (reading), student constructed projects (reading), and using calculators for instruction (mathematics). For the remaining three reading factors and seven mathematics factors, there were no differences in the relationship between the factors and scores for students with and without disabilities. (Contains 13 tables.)
Learning Mathematics Needed for Teaching through Designing, Implementing, and Testing Learning Objects
Author: Mgombelo, Joyce
Date: 2012-11-00
Type: Journal Articles
Subjects: Testing,Mathematics Education,Mathematics Instruction,Focus Groups,Secondary School Teachers,Mathematics,Pilot Projects,Secondary School Mathematics,Learning Experience,Mathematical Concepts,Preservice Teachers,Questionnaires

This paper discusses the results of a pilot study that explored how prospective secondary school teachers are shaped by learning experiences during their undergraduate mathematics education. The collaborative study, which was conducted by a mathematician and a mathematics educator, drew from the experiences of prospective teachers in a non-traditional undergraduate mathematics program that makes extensive use of technology. Analysis of data collected from detailed questionnaires, journals, and focus group discussions strongly suggests that designing, implementing, and testing Learning Objects promotes prospective teachers' learning of the mathematics needed for teaching. Furthermore, the analysis shows that prospective teachers' experiences of ownership, engagement, and pride are key to positive learning experiences. (Contains 2 figures.)