ethanporcaro/eric-fulltext-meta huggingface dataset:
Interrupting Life History: The Evolution of Relationship within Research
Author: Hallett, Ronald E.
Date: 2013-00-00
Type: Journal Articles
Subjects: Biographies,Homeless People,Males,Young Adults,Ethics,Interpersonal Relationship,Qualitative Research

In this paper the author explores how relationships are defined within the context of constructing a life history. The life history of Benjamin, a homeless young man transitioning to adulthood, is used to illustrate how difficult it is to define the parameters of the research environment. During an &quot;ethically important moment&quot; in the research process, the author had to critically analyze his obligation to his participant based upon the relational titles exchanged. As chaos in Benjamin's life increased, a choice needed to be made about the researcher's involvement in his life. Should the researcher provide support or simply document events? Based upon the obligations inherent in how Benjamin defined his relationship with the researcher, the author explains why and how Benjamin's life was interrupted.
Never a Yellow Bird, Always a Blue Bird: Ethnodrama of a Latina Learner's Educational Experiences in 1950-60s South Texas
Author: Gillen, Norman
Date: 2013-00-00
Type: Journal Articles
Subjects: Hispanic American Students,Females,Student Experience,Personal Narratives,Qualitative Research,Drama

This article is a response to calls for more first-person accounts from researchers using narrative formats to interpret data. The authors examine the practice of ethnodrama as a means of exploring and analyzing the experiences of a Latina public-school student in a small South Texas coastal town during the 1950s and 1960s as she attempted to negotiate multiple ethnic spaces while resisting traditional behavioral expectations representative of that period. Through coding and synthesizing the participant's responses, the researchers established themes on which to base the composition of three dramatic scenes for purposes of data representation. In addition to conveying how the participant overcame challenges she faced as a young Chicana activist, we discuss implications surrounding current thinking on ethnodrama as a cross-cultural endeavor, a creative practice, and a potential emancipatory tool. (Contains 1 table and 2 footnotes.)
An Exploration of Positive Identity Development in Women Living with Chronic Pain
Author: Sharpe, Hillary
Date: 2013-00-00
Type: Journal Articles
Subjects: Self Concept,Females,Adults,Chronic Illness,Pain,Medical Services,Clinical Diagnosis,Self Advocacy,Positive Attitudes,Religious Factors,Social Support Groups,Hermeneutics,Phenomenology,Mixed Methods Research

We explored the concept of living positively with chronic pain using a mixed-methods design that relied primarily on hermeneutic phenomenology. Ten women described their experiences of developing a positive identity while contending with chronic pain. Throughout their journeys, the women interviewed experienced a number of key themes including: the sense of being separate from their bodies, the failure of the biomedical system, and the creation of support networks. Three major categories emerged from the data: (a) Before Diagnosis, (b) Redefinition of Self, and (c) Moving Forward. The implications for healthcare providers and the limitations of this study are discussed. (Contains 1 figure.)
Found Poems, Member Checking and Crises of Representation
Author: Reilly, Rosemary C.
Date: 2013-00-00
Type: Journal Articles
Subjects: Poetry,Art,Research Methodology,Learning,Interviews,Reliability,Qualitative Research

In order to establish veracity, qualitative researchers frequently rely on member checks to insure credibility by giving participants opportunities to correct errors, challenge interpretations and assess results; however, member checks are not without drawbacks. This paper describes an innovative approach to conducting member checks. Six members of a learning organization participated in two group interviews to examine the use of poetry as a method to promote individual and organizational learning. Several weeks later, participants received a copy of their transcripts and were asked to create a "found poem" to reflect their thoughts and feelings about using poetry as a learning tool. There was resonance between the interview themes produced by traditional open coding methods and those using participant-created found poems. However, the found poems added an emotional depth and connection that was missing from the traditional approach of coding qualitative data. This suggests that participant-created found poems can provide an agentic alternative to the usual method of member checking and also expand the notions of aesthetic approaches within qualitative research. (Contains 1 figure.)
A Phenomenological Examination of Context on Adolescent Ownership and Engagement Rationale
Author: Cater, Melissa
Date: 2013-00-00
Type: Journal Articles
Subjects: Phenomenology,Qualitative Research,Adolescents,Ownership,Learner Engagement,Personal Autonomy,Recognition (Achievement),Service Learning,Youth Programs,Nonformal Education,Educational Environment,Interviews

Youth ownership and engagement are foundational pieces of the service-learning cycle. Youth voice is posited as a promising practice for building engagement and ownership. As community programs search for proven methods of sustaining youth participation, research that examines the links between practice and outcomes is essential. This study is a phenomenological examination of how adolescents in a non-formal youth development program make meaning of having a voice and its contributions to their ownership and engagement of the program. Findings indicate that an autonomy-supportive environment is a prerequisite for engagement and ownership to develop. (Contains 1 figure.)
Conversations in a Pub: Positioning the Critical Friend as &quot;Peer Relief&quot; in the Supervision of a Teacher Educator Study Abroad Experience
Author: Schneider, Jenifer
Date: 2013-00-00
Type: Journal Articles
Subjects: Study Abroad,Teacher Educators,Student Teacher Supervisors,Experience,Preservice Teacher Education,Peer Relationship,Expectation,Personal Narratives,Ethnography,Foreign Countries

In this paper, we share the results of a self-study of our experience as university supervisors in a study abroad program for U.S. pre-service teachers. We share the shifts in our thinking that occurred as a result of our daily conversations about our work as teacher educators. Our reflections led us to new understandings of the nuances of field experiences, our constructions of pre-service teachers in the field, and the necessity of personal and professional renewal for faculty, not only as critical friends, but as peer relief.
Democratizing Academic Writing: A Revision of an Experience of Writing an Autoethnographic Dissertation in Color
Author: Polanco, Marcela
Date: 2013-00-00
Type: Journal Articles
Subjects: Academic Standards,Therapy,Ethnography,Autobiographies,Indigenous Knowledge,Family Counseling,Gender Differences,Story Telling,Academic Discourse,Writing (Composition),Hispanic Americans,Cultural Differences,Aesthetics,Females,Counselor Training,Doctoral Dissertations

In this paper, I revise my experience of writing an autoethnographic (Ellis, 2004) dissertation in the field of family therapy as a Colombian mestiza. I discuss how I grappled with my writing, and, in the process, stumbled into matters of democratizing texts. I problematize male-dominant academic standards, telling of the tensions when maneuvering at marking cultural and gender differences in my text. I focus on the storywriting of my storytelling when writing aesthetic, evocative, and emotional stories as a woman of color, at the intersection between autobiography and ethnography (Ellis, 2004). I discern elements of my handicraft as an artisan autoethnographer in training, taking from my local knowledge and family therapy training, in particular narrative therapy (White & Epston, 1990). I include excerpts of my dissertation to illustrate how my narrative therapy practices, intermingled with my cultural storytelling traditions, assisted me in shaping my idiosyncratic autoethnographic stories. I hope to add to the diversification of writing in the academia to make it more democratic and accessible; and to continue conversations about alternative ways to go about it.
Finding a Balance: A Narrative Inquiry into Motherhood and the Doctoral Process
Author: Eisenbach, Brooke
Date: 2013-00-00
Type: Journal Articles
Subjects: Personal Narratives,Ethnography,Mothers,Graduate Students,Doctoral Programs,Family School Relationship,Diaries

Carolyn Ellis states, "autoethnography shows struggle, passion, embodied life, and the collaborative creation of sense-making... [it] wants the reader to care, to feel, to empathize, and to do something, to act" (Ellis & Bochner, 2006, p. 433). This autoethnography describes one new mother's struggles to complete her doctoral program of study while remaining devoted to her familial obligations and relationships. In particular, this article investigates the causes of tension and stress that exist as she attempts to find a balance between her need to care and love for her child, to maintain a relationship with her husband, and achieve success within her graduate studies. Using autoethnography, the author makes herself vulnerable as she shares her intimate experiences through personal journal entries and stories of encounters with family and friends. In this way, the author hopes to utilize her personal experience in an effort to open dialogue concerning the diverse needs of today's graduate student mothers as they attempt to successfully earn a graduate degree.
An Autoethnography: Constructing (&amp; Interpreting) Cross-Cultural Awareness through the Mind of a Peace Corps Volunteer
Author: Carano, Kenneth
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Ethnography,Psychological Patterns,Recall (Psychology),Cultural Awareness,Volunteers,Diaries,Power Structure,Attitudes

In the form of an autoethnography, a returned Peace Corps volunteer examines how, when, and if, he was able to establish a significant level of cross-cultural awareness while living in Surname, South America for two years. Employing a process called emotional recall, the author analyzed two years worth of personal journals kept during his time in Suriname. The author writes about the explored interactions of his physical/temporal reality and &quot;enacted&quot; reality to provide examples of going through the first three levels and his fleeting attainment of the fourth level of cross-cultural awareness. Ultimately, one of the primary interpretations the author concludes from this examination is that power structures and personal perceptions have a great influence on cultural experiences and how those experiences are perceived to apply meaning. (Contains 1 figure and 1 footnote.)
The Influence of Power Shifts in Data Collection and Analysis Stages: A Focus on Qualitative Research Interview
Author: Anyan, Frederick
Date: 2013-00-00
Type: Journal Articles
Subjects: Power Structure,Interviews,Interpersonal Relationship,Qualitative Research,Data Collection,Data Analysis,Research Methodology

This paper analyzes the power relation between the interviewer and the interviewee in the qualitative research interview methodology. The paper sets out to grapple with the extent to which the dynamisms in power shifts influence data collection and analysis in the interview methodology. The exploration of power shifts in the qualitative research interview facilitates comprehensive understanding of the nuances of the data by providing more information about the interviewee and the interviewer. This enhances a deeper discerning into the research process, and the topics discussed. This paper also elaborates on how interviewees as well as interviewers display their countermeasures to each other in the course of the interview situation and presents a greater understanding of the power dynamics that exist between the interviewer and interviewee. Power asymmetry seems to be an exasperating circumstance in the interview methodology as pointed out by the discussions in this article. This article also discusses practical recommendations for minimizing the power dynamics during data analysis in the qualitative research interview.
A Phenomenological Study of Falling out of Romantic Love
Author: Sailor, Joanni L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Phenomenology,Qualitative Research,Intimacy,Marriage,Spouses,Interviews,Trust (Psychology),Self Concept,Psychological Patterns

Romantic love is considered a necessary ingredient in marriage. In this study, the experience of falling out of romantic love with one's spouse was examined. Eight individuals who had fallen out of romantic love with their spouse were interviewed. By using Moustakas' Transcendental Phenomenological method, several themes emerged which provided a description of the experience of the phenomena. These themes included loss of trust, of intimacy, and of feeling loved; emotional pain; and negative sense of self. Gradual decline was identified as a slow, progressive deterioration of the relationship in which over time the romantic love decreased and eventually ended. Pivotal moment of knowing was seen as a specific moment in which there was awareness of no longer being in romantic love. The specific circumstances associated with pivotal moment were different for each participant, but the clarity of the moment was universal. Although not exhaustive in their scope, the identified themes were reported to be a part of the romantic love dissolution experience. (Contains 1 table.)
Marginal Mentoring in the Contact Space: Diversified Mentoring Relationships at a Midsized Midwestern State University (MMSU)
Author: Meyer, Marcy
Date: 2013-00-00
Type: Journal Articles
Subjects: Mentors,State Universities,College Faculty,Professional Personnel,Minority Groups,Disproportionate Representation,Intergroup Relations,Intercultural Communication,Qualitative Research,Ethnography,Semi Structured Interviews

This study is a collaborative investigation that melds traditional qualitative social scientific and contemporary autoethnographic methods to examine diversified mentoring relationships at a midsized midwestern state university (MMSU). The first author conducted 21 semi-structured interviews with MMSU faculty members and professional personnel who were members of underrepresented minority (URM) groups. A thematic analysis of the data, informed by the literature on developmental relationships and intergroup communication, reveals a number of problems with MMSU's formal mentoring program and intergroup communication climate. Moreover, the findings indicate that the quality of mentoring relationships affects proteges' co-cultural communication practices. The second author, who is also a participant in the project, interjects her personal reflections about diversified mentoring relationships throughout the analysis. Together, the authors give voice to participants' suggestions to improve the quality of mentoring that occurs in MMSU's contact space and explore the implications of the findings for future research about diversified mentoring relationships.
Refugee Children's Adaptation to American Early Childhood Classrooms: A Narrative Inquiry
Author: Prior, Megan A.
Date: 2013-00-00
Type: Journal Articles
Subjects: Refugees,Young Children,Student Adjustment,Culture Conflict,Early Childhood Education,Story Telling,Personal Narratives,Childrens Art,Foreign Countries

Researchers have suggested that a paucity of research exists on refugee youth in early childhood education settings. Arguing that children's stories provide educators a valuable resource for understanding the meaning children make of initial cross-cultural experiences, this article presents a narrative inquiry into the stories and artwork of three early childhood students, along with the narratives of their families, all Karen refugees from Myanmar. Examining what these stories reveal about the children's initial experiences in an American early childhood setting, we share their stories of adaptation, their experiences of cultural dissonance, and their illustrations of change over time. In addition to developing these themes, we also promote the use of multi-modal storytelling and the collection of family stories in narrative inquiries into young children's experience. As educators strive to provide high-quality educational experiences for all children, listening to children's stories of their adaptation experience and the narratives of their families may help us to foster smooth transitions into American early childhood classrooms for young refugee students. (Contains 3 figures and 2 footnotes.)
Conceptions of Competency: A Phenomenographic Investigation of Beginning Teachers in Malaysia
Author: Goh, Pauline Swee Choo
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Beginning Teachers,Teacher Competencies,Teacher Attitudes,Classroom Techniques,Student Behavior,Pedagogical Content Knowledge,Teacher Student Relationship,Professional Identity,Phenomenology,Research Methodology,Qualitative Research

I use phenomenography, which is an interpretive research approach, to seek and to discover what beginning teachers in Malaysia conceive and understand as competence in relation to what they do everyday as teachers. Phenomenographic approach is used because of its potential to capture variation of understanding, or way of constituting, the conceptions of competency. The outcomes of this study, therefore, are: (a) Categories of description which capture the critical dimensions of how beginning teachers in Malaysia understand the conceptions of competency, and, (b) An outcome space that describes the relationships between the categories. The results show that beginning teachers' conceptions of competence fall into five qualitatively different categories: (a) Classroom and Behaviour Management, (b) Knowing Subject Matter, (c) Understanding Students; (d) Reaching out for Assistance and Support, and (e) Possessing Values of Professionalism. The relationships between these categories are represented diagrammatically as the outcome space. The empirical data through phenomenography has provided a platform for teachers and teacher educators to ask: (a) &quot;What are the implications, for beginning teachers, of their differing ways of understanding the conceptions of competency&quot; (b) &quot;How can teaching institutions better prepare pre-service teachers for their early years of teaching,&quot; and, (c) &quot;How can appraisers (e.g., Principals, Head Teachers, Course Coordinators) use the outcomes to better plan any evaluations of competency?&quot; I discuss each question in the article. (Contains 1 figure.)
A Novel Method of Enhancing Grounded Theory Memos with Voice Recording
Author: Stocker, Rachel
Date: 2013-00-00
Type: Journal Articles
Subjects: Grounded Theory,Audio Equipment,Qualitative Research,Interviews,Data Collection

In this article the authors present the recent discovery of a novel method of supplementing written grounded theory memos with voice recording, the combination of which may provide significant analytical advantages over solely the traditional written method. Memo writing is an essential component of a grounded theory study, however it is often difficult to capture thoughts, feelings, and emerging theorising using written methods after a research interview. I found that many of these potentially valuable ideas were lost or misunderstood upon reading my subsequent written memo, and the feelings and context which influenced the emerging theory were not always clear. I turned to voice recording to enhance my grounded theory memos and soon discovered substantial additional benefits upon listening back. This novel method, the cognitively different ways in which human brains process verbal and written information, and the ultimate benefits I have enjoyed by combining writing and voice recording memos are presented.
The Philosopher's Pedagogy
Author: Makaiau, Amber Strong
Date: 2012-00-00
Type: Journal Articles
Subjects: Advanced Placement,Teaching Methods,Language Arts,Student Experience,Social Studies,Theory Practice Relationship,Philosophy,Educational Change,Reflection,Beliefs,Evaluation

&quot;How come your students are so engaged?&quot; &quot;What are the reasons your students perform so well on the Hawai'i State Assessments and Advanced Placement Exams?&quot; &quot;What makes the student experience in your classrooms so different?&quot; &quot;How do you use philosophy to teach language arts and social studies?&quot; &quot;The students are always talking about your class. What is it that you do in your classrooms?&quot; &quot;What is philosophy for children?&quot; This short article is the authors' best attempt to answer these questions by describing the complex relationship they see between philosophy, education, theory, and practice. They are calling this relationship the philosopher's pedagogy, and it is an approach to teaching that builds on the Philosophy for Children (P4C) movement started by Matthew Lipman in the 1960s. (Contains 9 endnotes.)
Practicing Philosophy for Children in the Search for a Better Society
Author: Toyoda, Mitsuyo
Date: 2012-00-00
Type: Journal Articles
Subjects: Thinking Skills,Foreign Countries,Ethical Instruction,Exchange Programs,Philosophy,Children,Moral Values,Moral Issues

The author's first impression of the philosophy for children program in Hawai'i (p4c) was a strong, intuitive feeling that this approach to education can be a vehicle to change the world. This feeling has not faded at all in the course of her five-year commitment to p4c. Yet, as the author has exchanged her ideas about p4c with teachers and researchers, she has come to realize that these beliefs are not necessarily shared by others. Some of them have expressed a serious concern that p4c might result in value relativism. In this essay, the author will consider a role of philosophy for children in conducting moral education at public schools, particularly on the basis of her experiences with the p4c Hawai'i-Japan exchange program, in which she has explored the application of p4c to moral education.
The Top 10 Things I LOVE about p4c Hawai'i
Author: Ikeda, Jolyn
Date: 2012-00-00
Type: Journal Articles
Subjects: Elementary School Students,Young Children,Philosophy,Inferences,Grade 2,Teaching Methods

In 2001, Dr. Thomas Jackson, or Dr. J as the author and her colleagues affectionately call him, spoke to the faculty at Waikiki Elementary. He described philosophy for children (p4c) Hawai'i and encouraged them to try P4C if something about it &quot;resonated&quot; with them. In the beginning, Dr. J held a p4t (philosophy for teachers) after-school seminar and he, along with some graduate students, did p4c in their classes. That is how the author's p4c Hawai'i experience began. Several years later, she has been asked to share her perceptions of p4c. In speaking with her colleagues, she realizes that p4c is many things to many people. At the very heart of p4c is safety. A safe community, a place where people feel safe to share ideas without judgment or ridicule, is the foundation of the p4c circle. That said, she wants to share the top ten things she loves about p4c.