ethanporcaro/eric-fulltext-meta huggingface dataset:
Spousal Caregiver Narratives and Credible Authority: Uncertainty in Illness of Spousal Caregivers
Author: Sodowsky, Karen
Date: 2012-00-00
Type: Journal Articles
Subjects: Dementia,Caregivers,Spouses,Caring,Audiences,Listening,Phenomenology,Personal Narratives,Decision Making,Terminal Illness,Health Services,Patients,Health,Caregiver Attitudes,Social Services,Safety,Older Adults

This article is taken from a larger longitudinal study that used caregiver interviews, caregiver surveys, and caregiver statistical information of one community. The interviews were conducted with six spousal caregivers to examine the narratives produced by spouses actively caring for their partners with dementia. The spousal caregivers were interviewed multiple times over approximately 12 to 18 months. The author was the caregiver counselor and had worked in the community in social services for fifteen years. The narratives were analyzed using a phenomenological approach that allowed the development of descriptions of uncertainty and sharing caregiver narratives with a specialized audience. The duality of caregiver uncertainty based on making decisions for and about cognitively impaired care recipients is evident in diagnosis, safety, end-of-life decisions, and the caregivers' health. The choice of professional listeners as the audience when talking about uncertainty in illness relates to the importance of credible authority in reducing caregiver uncertainty.
Teachers Are Making a Difference: Understanding the Influence of Favorite Teachers
Author: Smith, Mark A.
Date: 2012-00-00
Type: Journal Articles
Subjects: Preservice Teacher Education,Physical Education Teachers,Preservice Teachers,Teacher Education Programs,Prior Learning,Teacher Influence,Teacher Student Relationship,Recall (Psychology),Educational Background,Teacher Characteristics,Teacher Attitudes,Role Models,Caring,Learning Motivation

Using the theoretical framework of occupational socialization, the purpose of this study was to examine preservice physical education teachers' beliefs and values of teachers and teaching through analysis and interpretation of favorite teacher narratives. One hundred and eighty six preservice physical education teachers' narratives were collected and analyzed using open and axial coding (Corbin & Strauss, 2008). The qualities and characteristics identified through analysis were organized into seven inclusive sub-categories of favorite teacher characteristics and abilities and were articulated into three central themes, described as Pay it Forward, Caring in Teaching, and Motivated to Learn. The findings suggest that understanding favorite teacher influences on preservice teachers provides insights into maximizing the impact of physical education teacher education programs.
The Individually Focused Interview: Methodological Quality without Transcription of Audio Recordings
Author: Clausen, Aksel Skovgaard
Date: 2012-00-00
Type: Journal Articles
Subjects: Interviews,Notetaking,Qualitative Research,Hermeneutics,Caseworkers,Social Work,Reliability,Validity,Transcripts (Written Records),Audio Equipment,Foreign Countries

In this paper, I argue--with an example--that under certain conditions replacement of audio transcriptions with a combination of simultaneously taken and jointly produced notes can be done without affecting reliability, validity, and transparency. These conditions are: (1) professional or otherwise relatively &quot;strong&quot; interviewees (interview persons: IPs) with diverse backgrounds; (2) thorough planning of the interview with well-focused themes; and (3) a thorough and repeated introduction to the interview. The omission of audio transcriptions is an obvious solution to the researcher who wants a breadth of range of statements stemming from the use of many more interviewees than is often possible. The Individually Focused Interview (TIFI) also provides more time for involvement in the field and further analysis. (Contains 1 figure.)
Assessment of the Utilization of HIV Interventions by Sex Workers in Selected Brothels in Bangladesh: An Exploratory Study
Author: Huq, Nafisa Lira
Date: 2012-00-00
Type: Journal Articles
Subjects: Health Services,Acquired Immunodeficiency Syndrome (AIDS),Stakeholders,Sexually Transmitted Diseases,Disease Control,Sexuality,Employees,Focus Groups,Females,Qualitative Research,Intervention,Interviews,Foreign Countries,Contraception,Access to Health Care

In this qualitative study of brothel-based Female Sex Workers (FSWs), the authors explored factors that influence safe sex practices of FSWs within an integrated HIV intervention. Qualitative methods, including focus group discussions (FGDs), in-depth interviews and key informant interviews were applied in four brothels in Bangladesh. Young and elderly FSWs, &quot;Sordarnis&quot; (Madams who own young FSWs and who may be either active or inactive sex workers themselves), program managers and providers were the participants for this study. Findings showed that condom use was high but not consistent among bonded FSWs (those who are under the control of a &quot;Sordarni&quot;) who have regular clients. The bonded FSWs reported being maltreated by the Sordarnis for refusing to have sex without a condom, and access to health services was hindered by Sordarnis. Implications of the study are that integrated HIV intervention should provide more encouragement to relevant stakeholders to promote mutual support towards safe sex practices for the FSWs.
Balancing Act: A Phenomenological Study of Female Adult Learners Who Successfully Persisted in Graduate Studies
Author: Shepherd, Jeff
Date: 2012-00-00
Type: Journal Articles
Subjects: Adult Learning,Graduate Students,Adult Students,Females,Academic Persistence,Academic Achievement,Phenomenology,Barriers,Human Capital,Role of Education,Family School Relationship,Family Work Relationship,Research Needs,Nontraditional Students

A study was conducted utilizing Cross' (1981) barriers to adult learning as a framework to better understand how adults successfully complete their graduate studies. Participants in the study were solicited via Facebook and LinkedIn. Three female adult learners who persisted in their graduate studies while balancing demands outside academics including employment and family responsibilities were selected. The study found the barriers identified by Cross 30 years ago--institutional, dispositional and situational--were still relevant for these female graduate adult learners. The phenomenological approach allowed the participants to describe how they made meaning of these barriers while overcoming them to persist in their graduate studies.
Turkey's Ministry of National Education Study-Abroad Program: Is the MoNE Making the Most of Its Investment?
Author: Celik, Servet
Date: 2012-00-00
Type: Journal Articles
Subjects: Investment,Outcomes of Education,Study Abroad,Foreign Countries,Program Effectiveness,Scholarship,Qualitative Research,Phenomenology,Barriers,Institutional Characteristics,Educational Practices,Participant Satisfaction,Interviews,Measures (Individuals),Cost Effectiveness,Audits (Verification),Educational Policy,Policy Analysis

To answer an overwhelming demand for university faculty, Turkey's Ministry of National Education (MoNE) developed a scholarship program to sponsor graduate study abroad. After completion, program recipients are expected to serve in Turkey's universities. However, the cost of the program relative to the contributions of returning scholars has led to tremendous criticism. In order to explore whether this program is truly worth the investment, the author chose a qualitative research design to investigate the experiences of two program beneficiaries. The results revealed that their contributions were minimized by numerous institutional barriers; consequently, the system was unable to fully benefit from their expertise. The author concluded that the elimination of obstacles inherent in Turkish higher education was necessary to realize the goals of MoNE's graduate study program.
Examining the Potential of Combining the Methods of Grounded Theory and Narrative Inquiry: A Comparative Analysis
Author: Lal, Shalini
Date: 2012-00-00
Type: Journal Articles
Subjects: Grounded Theory,Personal Narratives,Inquiry,Research Methodology,Comparative Analysis,Qualitative Research,Mixed Methods Research,Research Design,Interpersonal Relationship,Researchers,Sampling,Data Collection,Data Analysis,Criteria

Increasingly, qualitative researchers are combining methods, processes, and principles from two or more methodologies over the course of a research study. Critics charge that researchers adopting combined approaches place too little attention on the historical, epistemological, and theoretical aspects of the research design. Rather than discounting eclecticism in qualitative research, we prefer to place it on a continuum of integration whereby at the ideal end of the spectrum, the researcher demonstrates thorough knowledge of the approaches being drawn from and a thoughtful consideration of the rationale for combining methods. However, there is limited reflection in the literature on the combination of methods from specific methodological approaches. To address this gap we examine the extent to which the methods from two distinct qualitative methodologies, grounded theory and narrative inquiry might complement each other within a qualitative study using a framework that encompasses 10 key methodological features of research design.
Learning the Concept of Researcher as Instrument in Qualitative Research
Author: Xu, Mengxuan Annie
Date: 2012-00-00
Type: Journal Articles
Subjects: Qualitative Research,Researchers,Role,Experiential Learning,Graduate Students,Data Interpretation,Research Projects,Research Methodology,Courses,Foreign Countries

The authors describe the process whereby a student with a background in economics was guided to understand the central role in qualitative research of the researcher as instrument. The instructor designed a three-part mock research project designed to provide experiential knowledge of the enterprise of qualitative research. Students, as neophyte qualitative researchers, were guided to develop a sophisticated understanding of the necessity for congruence between the ontological and epistemological philosophical underpinnings of the research question, data collection techniques, and analysis. An example of the trail of analytic decisions one student made during analysis is included to show the complexity of qualitative analysis and interpretation. (Contains 3 tables and 1 figure.)
Using Computer-Assisted Qualitative Data Analysis Software (CAQDAS) to Re-Examine Traditionally Analyzed Data: Expanding our Understanding of the Data and of Ourselves as Scholars
Author: Rademaker, Linnea L.
Date: 2012-00-00
Type: Journal Articles
Subjects: Computer Assisted Testing,Data Analysis,Qualitative Research,Courseware,Teacher Collaboration,Social Psychology,Change Strategies,Educational Change,Data Interpretation,Bayesian Statistics,Mail Surveys,Teacher Educators,Schools of Education

As diverse members of a college of education evaluation committee one of our charges is to support faculty as we document and improve our teaching. Our committee asked faculty to respond to three qualitative questions, documenting ways in which interdepartmental and cross-department conversations are used to promote reflective thinking about our practice. Three of us investigated the use of CAQDAS to provide an additional level of analysis and how we learned more about ourselves as scholars through this collaboration. Our findings include recommendations regarding the use of CAQDAS to support collaborative efforts by diverse scholars. (Contains 1 table and 1 figure.)
Hemiplegia in Men: A Case Study
Author: Chan, Zenobia C. Y.
Date: 2012-00-00
Type: Journal Articles
Subjects: Depression (Psychology),Foreign Countries,Males,Case Studies,Physical Disabilities,Daily Living Skills,Well Being,Literature Reviews,Social Attitudes,Symptoms (Individual Disorders),Rehabilitation,Social Support Groups,Therapy,Counseling Techniques,Interviews,Young Adults,Neurological Impairments

Hemiplegia, or paralysis of one side of the body, is caused by injury or illness (for example, a stroke), and leads to other disabilities. People with hemiplegia are limited physically in their daily activities. This limitation affects their social well-being and thus can lead to depression. This paper provides a comprehensive literature review on hemiplegia in men. A single case study of a man with hemiplegia living in Hong Kong is also presented here. A critical discussion of the signs and symptoms of &quot;male-type&quot; depression and humanising attitudes towards men with hemiplegia follows. Critical areas in rehabilitation, social support, and developing partnerships are also highlighted. This paper intends to facilitate better understanding by health and social care providers of the needs of men with hemiplegia. Implications for clinical practice and research are likewise addressed. Further studies using multiple case studies are recommended to ensure a comprehensive understanding of hemiplegia in men.
Historiography in Graduate Technology Teacher Education
Author: Flowers, Jim
Date: 2012-00-00
Type: Journal Articles
Subjects: Historiography,Teacher Education,Technology Education,Graduate Study,Graduate Students,Research Projects,Student Research,Historical Interpretation,Educational Strategies,Learning Strategies,Teaching Methods,Local History,Instructional Design,Content Area Writing,Research Skills

A proposal is made suggesting the inclusion of historiography (i.e., historical research and the writing of history) into graduate technology teacher education. In particular, a strategy is forwarded to have graduate students in technology teacher education, who are working at schools in different locations, conduct historical research and write histories describing how local inhabitants transmitted technical learning dating back to the earliest human inhabitants. There are potential benefits for the graduate students, the students they teach, and the field of technology teacher education. Collaboration among institutions is recommended. After arguing for the proposal, this article uses a personalized historical narrative approach to evoke a connection with the reader that is not possible with more impersonal approaches and thus illustrating some of the richness of historical techniques.
Following Engineering Graduates
Author: Feutz, Michael
Date: 2012-00-00
Type: Journal Articles
Subjects: Engineering Education,Engineering Technology,Graduate Students,Phenomenology,Student Experience,Graduate Surveys,Qualitative Research,Educational Improvement,College Outcomes Assessment,Educational Attitudes,Program Evaluation,Interviews,Relevance (Education),Curriculum Evaluation,Educational Quality

This study provides an in-depth analysis of recent graduates' experience with completing an engineering technology program and entering the profession. It is unique because the study was conducted on a baccalaureate-level program and because it helps fill a gap in the literature. The phenomenological method was used to obtain qualitative data to understand the personal meaning of the process for the participants. Findings include positive perceptions about the curriculum and faculty, and some areas for improvement. The graduates found personal meaning especially in their capstone course and by being involved with the engineering student organization. There are implications for program evaluation and educational leadership. (Contains 2 figures.)
The Impact of In-Service Technology Training Programmes on Technology Teachers
Author: Gumbo, Mishack
Date: 2012-00-00
Type: Journal Articles
Subjects: Inservice Teacher Education,Technology Education,Professional Development,Knowledge Level,Technological Literacy,Foreign Countries,Statistical Significance,Pretests Posttests,Questionnaires,Knowledge Base for Teaching,Program Effectiveness,Secondary School Teachers,Improvement Programs,Instructional Improvement,Teacher Improvement

The aim of this paper is to assess the impact the Advanced Certificate in Education (ACE) in-service technology training program has on technology teachers' knowledge and understanding of technology. The training of technology teachers is an initiative toward teachers' professional development within the mathematics, science, and technology sphere of education (MSTE). ACE is a two-year training program that technology teachers in the Gauteng and Mpumalanga Provinces (South Africa) attended during 2008 through 2009. The program attendees were senior phase teachers, of whom a few taught in the Further Education and Training band of education (certain high schools begin with grade 8). The research problem that the study addressed is stated in terms of the following hypothesis: There is no statistically significant difference between the pre- and postknowledge and understanding survey scores for teachers attending the ACE professional development program in technology education. A survey questionnaire to collect biographical and technological input was administered to teachers who attended on the days the questionnaire was administered. The same questionnaire was administered at the beginning of training in 2008 and at completion of the program in 2009. The aim of the quantitative study was to evaluate whether the ACE-Technology training had a statistically significant impact on technology teachers' knowledge and understanding of technology. In total, 304 completed questionnaire responses were included in the study. The results indicated that there were improvements in the teachers' technological knowledge and understanding. This indicates that teachers benefited positively from the ACE-Technology training. (Contains 4 tables.)
Voices from the Past: Messages for a STEM Future
Author: Kelley, Todd R.
Date: 2012-00-00
Type: Journal Articles
Subjects: Elementary Secondary Education,STEM Education,Engineering Education,Technology Education,Educational History,Higher Education,Engineering,Active Learning,Student Projects,Theory Practice Relationship,Problem Based Learning,Interdisciplinary Approach

The current emphasis in K-12 education on science, technology, engineering, and mathematics (STEM) (Douglas, Iversen, & Kalyandurg, 2004; Sanders, 2009) creates many ways to partner engineering education with these fields. Therefore, it is appropriate to examine the commonalities these fields have with engineering education. Though much of the science education and mathematics education history is understood, technology education's history is not common knowledge, and as a result misconceptions abound (Daugherty & Wicklein, 1993 Wicklein, 2008). Technology education's longstanding history in problem- and project-based learning, design- and engineering-related pedagogical approach is over a century old and grounded in theories of Comenius, Rousseau, Pestalozzi, Froebel, Herbart, Sheldon, and Dewey (Dewey, 1915; Foster, 1995, 1997; Herschbach, 2009; Kirkwood, 1994). The brief review of technology education's history will reveal an almost eerie parallel to the current engineering education and STEM education movements. (Contains 1 figure.)
School Librarians as Technology Integration Leaders: Enablers and Barriers to Leadership Enactment
Author: Johnston, Melissa P.
Date: 2012-00-00
Type: Journal Articles
Subjects: Educational Technology,Leadership,Technology Integration,School Libraries,Librarians,Leaders,Librarian Teacher Cooperation,Administrators,Principals,Barriers

The highly technological environment of 21st-century schools has significantly redefined the role of school librarians by presenting the opportunity to assume leadership through technology integration. Despite the abundance of literature that has suggested the need for and the importance of school librarians to be a proactive leaders in technology integration, this role is one that has been ignored in the research arena and left undefined for school administrators, teachers, and the school librarians themselves, leading to uncertainty concerning how school librarians enact this role in practice. This research, based on distributed-leadership theory, investigates current practice of accomplished school librarians to identify what factors are enabling some to thrive as technology integration leaders and what factors are hindering others. This report of the results includes the initial identification and categorization of the enablers and barriers experienced by school librarians in enacting a leadership role in technology integration, a discussion of implications for the profession, and areas of future research. (Contains 2 tables and 2 figures.)
School Librarians and Response to Intervention
Author: Robins, Jennifer
Date: 2012-00-00
Type: Journal Articles
Subjects: Librarians,School Libraries,Response to Intervention,Federal Legislation,Online Surveys,Academic Achievement,Librarian Teacher Cooperation,Intervention,Program Implementation,Interviews

Response to Intervention (RtI) is a three-tiered model of instruction that increases learning for all students. RtI meets the requirements of the No Child Left Behind Act to provide research-based instruction and interventions for students as needed. RtI is supported with federal funds from the Individuals with Disabilities Education Act and federal Race to the Top grant funding. School districts nationwide are adopting RtI. For this study school librarians in schools that practice RtI participated in an online survey. Results indicate that seven processes are needed to implement RtI programs. Sixty-two percent of the surveyed librarians have a role in one or more of these processes. The school librarian's involvement differs depending on which processes are supported. Data demonstrate that, in support of RtI activities, librarians have opportunities to lead and assist teachers and to impact student achievement through each of the seven processes: getting started, training staff, planning interventions, assessing students, scheduling interventions, implementing interventions, and evaluating the RtI program. (Contains 2 figures.)
The Role School Counselors Believe They Should Adopt in Dropout Prevention
Author: Carr, Christine V.
Date: 2012-00-00
Type: Journal Articles
Subjects: Dropouts,Accountability,School Counselors,Delivery Systems,Counselor Role,Dropout Prevention,Evaluation Methods,Counselor Attitudes,Advocacy,Cooperation,Systems Approach,Leadership,Counseling Effectiveness,Middle Schools,Attitude Measures,High Schools,School Districts,Surveys

The ASCA National Model's theme and element definitions were used to investigate the school counselor's role in dropout prevention. The domains recommended by the What Works Clearinghouse (staying-in-school, progressing-in-school, and completing-school) were used to determine how accountability should be assessed. Results indicate that counselors view delivery system as the primary role they should adopt followed in order by advocacy and collaboration, systemic change, and leadership. Counselors did not indicate a preference for any one assessment domain except when comparing the completing-school and progressing-in-school domains. In that comparison, the progressing-in-school domain was the preferred method of demonstrating accountability in dropout prevention. (Contains 3 tables.)
Service-Learning and Classroom Guidance: A Program for Elementary Students
Author: Steen, Sam
Date: 2012-00-00
Type: Journal Articles
Subjects: Service Learning,Elementary School Students,School Counseling,Counselor Training,Program Descriptions,Guidance,Student Attitudes,Career Development,Individual Development,Social Development,Citizenship,Academic Achievement

This article defines service-learning within the context of school counseling and describes a school counseling program that integrated service-learning into classroom guidance for elementary students. Student reflections about their experiences within the framework of personal-social, academic, and career development are provided. Additionally, implications for school counselors, future research, and suggestions for implementation are explored. (Contains 3 tables.)