Education Commons^™

Longitudinal Qualitative Research Design: Experience Over Time, Stacy M. Carter

Faculty of Social Sciences - Papers (Archive)

In this paper I examine time in qualitative researchdesign. I focus on a study design that is almost absent from the literature, inwhich qualitative data are collected repeatedly and prospectively from a cohort of individuals over a long period. I will refer to this design as longitudinal qualitative research, and argue that it carries risks and benefits. It heightens the need for ethical clarity, particularly in respect to repeated participation. Unless the aim is to examine a trajectory of experience, longitudinal design may diminish a study's explanatory power by making the sampling less purposive: commitments to long engagement must be …

Using The Internet For Professional Development: The Experience Of Rural And Remote Professionals, Anthony J. Herrington, Janice A. Herrington

Faculty of Education - Papers (Archive)

The retention of professionals employed in rural and remote areas of Australia is a critical factor in community growth and sustainability. Retaining professionals depends to a large extent on the availability of support and professional development that is becoming increasingly accessible through the internet. This paper describes a research study that used survey and interview methods to indicate how a range of ten professional groups employed in rural and remote Australia, are accessing the internet for professional development. The findings indicate that email, the world wide web, discussion, chat and listservs were commonly used, however, the ability of professionals to …

Nsw High School Students Construction Of Democratic Citizenship Through Language Learning: A Case Study Of Japanese Language Learning Experience, Yuko Ramzan

Faculty of Education - Papers (Archive)

This study reports on the perceptions of five high school students in NSW who have been studying Japanese language since their primary schooling. The study examines how the students construct their self and others within their Japanese language classes and how the classes contribute to citizenship education. The discussion, based on data derived from in-depth and semi-structured interviews is focused on perceptions of language learning, interculturality and citizenship education. The results suggest that language learning contributes to the students’ construction of interculturality, which in turn provides a focus for meting the students’ needs for citizenship education.

Incorporating Real Experience Into The Development Of A Classroom-Based Simulation, Brian Ferry, Lisa K. Kervin, Brian L. Cambourne, Janice B. Turbill, John Hedberg, David Jonassen

Faculty of Education - Papers (Archive)

This paper reports on the design of an on-line simulation that enhanced preservice teacher practicum experience in the important area of literacy teaching. Research with more than 200 users of the simulation showed that it developed pre-service teacher understanding of complex classroom situations associated with the teaching of literacy by giving them the opportunity to slow down or accelerate classroom events, revisit and reflect on critical decision points and replay events in the light of new understandings. This gave preservice teachers time to think critically about complex teaching situations which relied on the teacher’s ability to tune into children’s experiences, …

Experiences Teaching Website Engagibility To Computer Science Students., Pan Liqiang, Bryan Duggan, Ronan Fitzpatrick

Conference papers

In the second year of our degree program, DT228 students study a subject called Web Development. In this paper we describe our studio classroom based teaching approach to this subject and explain how using this approach has enabled us to expand the scope of the course to include the important concept of website engagibility. We present a summary of current theories on website engagibility and explain how we incorporated these theories into the course. We further describe an experiment which we carried out in order to encourage students to reflect on website engagibility and incorporate it into their continuous assessments.

Pre-School Experience And Literacy And Numeracy Development At The End Of Key Stage 1, Louise Quinn, Edward Melhuish, Karen Hanna, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart, Aidan Doyle

Faculty of Social Sciences - Papers (Archive)

This longitudinal study assesses the attainment and development of children followed from the age of 3 until the end of Key Stage 1 (age 8). Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres in Northern Ireland. Both qualitative and quantitative methods are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 8 years of age. In addition to the effects of pre-school experience, the study investigates the contribution to children's development of individual …

Factors Influencing The Employment Experience And Aspirations Of A Cohort Of Beginning Teachers: Two Years On, Ted Booth, Jennifer Runge

Faculty of Education - Papers (Archive)

Contemporary beginning teachers have a diverse mix of ages and prior experiences and many are seeking teaching work beyond their own state in a rapidly changing national and international market. The purpose of this longitudinal study is to investigate the employment experience and changing aspirations of a cohort of newly qualified teachers (NQTs) who entered the teaching workforce in 2003 in a ‘tight teaching labour market’. The case study commenced with a sample of 174 beginning teachers from a regional Australian university. The purpose of this paper is to report on their employment experiences two years on and changes in …

Non-Native English Speakers And Their Experience In College: A Study Based On Interview Conducted With International Students At The University Of Massachusetts In Amherst, Amadou Kamara

Master's Capstone Projects

This study explores the experiences of international students within their learning environment and the community at large from the vintage point of being second, third, or fourth language speakers of English. Six undergraduate participants ( three male and three female) were selected from five disciplines and·one undeclared major at the University of Massachusetts Amherst. A phenomenological interviewing process was used to explore the experiences of the non-native English speakers. Three sixty-minute interviews were conducted with each of the participants and later transcribed. The study explores the educational and social experiences of the participants in college, and also their experiences of …

Becoming A Beginning Teacher: An Online Mentoring Experience For Pre-Service Physical And Health Educators, Douglas Hearne, Lori Lockyer, Gregg Rowland, John Patterson

Faculty of Education - Papers (Archive)

A key feature of any professional education is opportunity for students to engage in meaningful practical learning experiences. In pre-service teacher education, the practicum is a central component. However, due to increasing student numbers and limited resources in university and school sectors, the practicum has undergone challenges in recent years. As a result, innovations to enhance the practical component of this professional degree have been sought. This paper highlights the findings of one aspect of a larger study that used asynchronous Web-based communication tools to facilitate mentoring and peer support through the practice teaching experience. Analysis of qualitative data including …

Pre-School Experience And Social/Behavioural Development At The End Of Year 3 Of Primary School, Edward Melhuish, Karen Hanna, Louise Quinn, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart

Faculty of Social Sciences - Papers (Archive)

This longitudinal study assesses the attainment and development of children followed from the age of 3 until the end of Key Stage 1 (age 8). Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres in Northern Ireland. Both qualitative and quantitative methods are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 8 years of age. In addition to the effects of pre-school experience, the study investigates the contribution to children's development of individual …

Pre-School Experience And Social/Behavioural Development At The End Of Year 1 Of Primary School, Louise Quinn, Edward Melhuish, Karen Hanna, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart

Faculty of Social Sciences - Papers (Archive)

This longitudinal study assesses the attainment and development of children followed between the ages of 3 and 7 years. Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres. Both qualitative and quantitative methods (including multilevel modelling) are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 7 years of age. In addition to the effects of preschool experience, the study investigates the contribution to children's development of individual and family characteristics such as gender, …

Pre-School Experience And Social/Behavioural Development At The End Of Year 2 Of Primary School, Edward Melhuish, Louise Quinn, Karen Hanna, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart

Faculty of Social Sciences - Papers (Archive)

This longitudinal study assesses the attainment and development of children followed from the age of 3 until the end of Key Stage 1 (age 8). Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres in Northern Ireland. Both qualitative and quantitative methods are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 8 years of age. In addition to the effects of pre-school experience, the study investigates the contribution to children's development of individual …

Pre-School Experience And Literacy And Numeracy Development At The End Of Year 2 Of Primary School, Edward Melhuish, Louise Quinn, Karen Hanna, Kathy Sylva, Iram Siraj-Blatchford, Pam Sammons, Brenda Taggart

Faculty of Social Sciences - Papers (Archive)

This longitudinal study assesses the attainment and development of children followed from the age of 3 until the end of Key Stage 1 (age 8). Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres in Northern Ireland. Both qualitative and quantitative methods are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 8 years of age. In addition to the effects of pre-school experience, the study investigates the contribution to children's development of individual …

Pre-School Experience And Cognitive Development At The End Of Year 1, Louise Quinn, Edward Melhuish, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart, Karen Hanna, Graham Sweeney

Faculty of Social Sciences - Papers (Archive)

This longitudinal study assesses the attainment and development of children followed between the ages of 3 and 7 years. Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres. Both qualitative and quantitative methods (including multilevel modelling) are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 7 years of age. In addition to the effects of preschool experience, the study investigates the contribution to children's development of individual and family characteristics such as gender, …

Pre-School Experience And Cognitive Development At The Start Of Primary School, Edward Melhuish, Louise Quinn, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart, Christopher Shields

Faculty of Social Sciences - Papers (Archive)

This longitudinal study assesses the attainment and development of children followed between the ages of 3 and 7 years. Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres. Both qualitative and quantitative methods (including multilevel modelling) are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 7 years of age. In addition to the effects of preschool experience, the study investigates the contribution to children's development of individual and family characteristics such as gender, …

Pre-School Experience And Social/Behavioural Development At The Start Of Primary School, Edward Melhuish, Louise Quinn, Kathy Sylva, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart, Gail Currie

Faculty of Social Sciences - Papers (Archive)

This longitudinal study assesses the attainment and development of children followed between the ages of 3 and 7 years. Over 700 children were recruited to the study during 1998 and 1999 from 80 pre-school centres. Both qualitative and quantitative methods (including multilevel modelling) are used to explore the effects of pre-school experience on children's cognitive attainment and social/behavioural development at entry to school and any continuing effects on such outcomes up to 7 years of age. In addition to the effects of preschool experience, the study investigates the contribution to children's development of individual and family characteristics such as gender, …

Narrated Voices Of African American Women In Academe, Sharon L. Holmes

Student Affairs Faculty Scholarship

This study was conducted to investigate the academic experiences of selected African American women faculty and administrators employed by two-year and four-year predominantly white institutions. The sample selection was purposeful, and three faculty members and two administrators agreed to participate. Each participant was interviewed on five separate occasions using an open-ended interview guide. Data analysis followed the standard inductive coding procedures articulated by Y. Lincoln and E. Guba (1985), and the constant comparative method (A. Strauss and J. Corbin, 1990) was used to generate theory in the study. The narratives of the participants provide insight into the academic experiences of …

Nf01-478 Creating A Strong Family: "I Should Have Spent More Time At Work", John Defrain

University of Nebraska-Lincoln Extension: Historical Materials

The key for family members is finding a level of commitment and emotional bond that works for everyone. Each of us has different needs in this regard, and often, some compromises need to be worked out. For what it's worth, I vote for a commitment to family over work and making this commitment long before it's too late. An ounce of prevention is worth a ton of cure when it comes to family dynamics.

Turning Memories Into Memoirs: The Australian Experience, Rae Luckie

Faculty of Social Sciences - Papers (Archive)

Eighteen months ago I began to teach a hybrid course of "creative writing/writing life stories" through Kiama Adult & Community Education. I searched the Internet for resources and happened upon a web page "Turning Memories into Memoirs" which promoted lifewriting and had a network of teaching affiliates. The author of the program, Denis Ledoux, has been teaching lifewriting since 1988. His partner and publisher, artist Martha Blowen and I began an e-mail correspondence of gigantic proportions. I lived through their severe ice storm, saw the Arkansas massacre through her eyes, learnt about home schooling and life in Maine. We've e-mailed …

First Year Experience Technical Report, Carl Simpson, Linda D. (Linda Darlene) Clark

Office of Institutional Effectiveness

Executive Summary: This report was prepared as background to ongoing discussions concerning the first year experience, in particular the study group by that name headed by Dean Marie Eaton. Data come from surveys of a cohort of new freshmen and new transfers, who entered Western in Fall, 1994. They were surveyed that Fall and in the Spring of that same academic year. Only about one-third of new students, many of whom failed to attend Summer advising sessions, find the transition to Western "very" or "moderately" difficult. The great majority expected Western to be more difficult than their previous schools. Most …

Experience, Learning And Knowledge, John L. Rury

SCPS Competency-based Education Publications and Presentations

No abstract provided.

Health Promoters, Political Struggle And Social Transformation: Framework For Systematizing The Experience Of A Popular Health Education Project In Chile, Karen L. Anderson

Master's Capstone Projects

No abstract provided.

Using A Case Study Method To Teach Culture In The Esl Classroom, William Peter Polaski

MA TESOL Collection

No abstract provided.

An Introspective Workshop On The Teaching/Learning Process, Prentiss Wharton Phillips

MA TESOL Collection

This is a course outline for a 16+hour teacher-training workshop. It is designed for about 16 participants. The purpose of the workshop is to engage teachers and prospective teachers in the processes of self evaluation, goal formation and the development/application of more effective ways to teach. This is done through a series of introspective/extra-spective exercises based on four central questions:

What kind of teacher are you now? What is teaching/learning? How do you want to be as a teacher? How can you reach your objectives?

These questions are systematically explored in four corresponding units. Some of the questions are worked …

Taylor University Magazine (Fall 1974), Taylor University

The Taylor Magazine (1963-Present)

The Fall 1974 edition of Taylor Magazine, published by Taylor University in Upland, Indiana.

The Effect Of Kindergarten Attendance On Later School Experiences, Janice Louise Trevan

Master's Theses

Problem

It is estimated that about one-half of our nation's six-year-olds receive their initial formal education when entering first grade. Many authorities in the field of education feel that an early childhood educational experience may be a causative factor in a child's later academic and social adjustment in school.

The purpose of this study was to: (1) compare the academic achievement and social adjustment of first-grade children who have had kindergarten experience and first grade children who have not had kindergarten experience; and (2) compare the academic achievement and social adjustment of fourth grade children who have had kindergarten experience …

Change In Parental Attitudes As A Result Of Experience In A Cooperative Nursery School Program, Melba Judge Lehner

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

The purpose of this study was to determine if parents change in their attitudes toward child guidance after participating in a Cooperative Nursery School Parent Education Program. The study was conducted in the Fall of 1959 in the Weber College Department of Family Life.

Control and experimental groups were used. The experimental group was made up of forty mothers and father who were enrolled in the Parent Education Program and whose children were enrolled in the nursery school. The control group was made up of forty mothers and fathers whose children were on the waiting list of the nursery school. …

Taylor University Echo: December 15, 1924, Taylor University

1924-1925 (Volume 12)

Barton Rees Pogue Reads “Taming Of The Shrew” in Schriner Auditorium — Badger Boosters — The Wisconsin Display — Chronicles — Local News — Student Life in Holland — Discovering God — Eulogonian Debating Club — Eureka Club — Mnanka Debating Club — Soangetaha — Volunteer Band — Holiness League — The Hill of Experience — Skyscraping at $10,000,000 Per Scrape — Laugh — A Busy Man For Action — Whistling Some Old Tune — Thalonian Literary Society — A Correction — “Dope” The Editor Missed — Hartford City Court News — Prayer Band — Athletic — Simplicissimus — Taylor …

Taylor University Echo: June 26, 1923, Taylor University

1922-1923 (Volume 10)

The Seniors Go By — The New Gem — Pogue in Chautauqua — The New York State Evangelistic Group — Taylor’s Missionaries — Were Abbey in Burma — A Word of Explanation — Sacrificial Service Wins For Taylor University — Local Echoes — The Heart of the Garden-An Idyl — Alumni and Former Students — Lessons of Experience — Blood Washed and Spirit Filled — The Words of Malachi 3:10 Literally Fulfilled To a Poor Widow — The Resume — Special Meetings Cancelled — The Seventy-Seventh Annual Commencement of Taylor University — Tresler-Davis — Pageant-The Challenge of Missions — Splendid …