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article critique 2

Page history last edited by Yan Yang 9 years, 6 months ago

Annotated Bibliography of Qualitative Research:

 

Alvarez McHatton, P., H. Keller, et al. (2009). "Examining efforts to infuse diversity within one college of education." Journal of Diversity in Higher Education 2(3): 127-135.
    As part of a college-wide commitment to infusing diversity into educator preparation, focus groups were conducted to determine (a) faculty efforts to infuse diversity, (b) instructional approaches used, (c) factors that facilitate or hinder infusion, and (d) supports needed to enhance efforts. Results are presented highlighting personal professional development needs, contextual factors, and student-centered challenges that affect the extent to which diversity is addressed, along with future steps to improve efforts and implications for other institutions of higher education. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

Banks, K. H. (2009). "A qualitative investigation of white students’ perceptions of diversity." Journal of Diversity in Higher Education 2(3): 149-155.
    Diversity is used in countless vision statements of institutions of higher learning. Yet, it is critical to examine how students understand the concept and conceptualize their personal involvement. Given that the current population of college students is predominantly White, it is important to examine this population. The current sample consisted of 151 self-identified White college students (61 men and 90 women) from a predominantly White, residential, liberal arts college. Responses to 2 open-ended questions—“In your own words, express how you would define the term diversity?” and “How do Whites fit into your definition of diversity?”—were analyzed in Atlas.ti 5.0 using an open coding method. Race was the most common definition of diversity (61%). A smaller number of students conceptualized diversity as involving interaction across differences (41.7%). The majority of the respondents (80%) felt Whites have a role in diversity, but the nature of that role varied. Findings suggest that it is helpful to have clear institutional definitions of diversity to provide multiple entry points and increase the likelihood that White students will engage in campus diversity initiatives. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

Brereton, A. (2008). "Sign language use and the appreciation of diversity in hearing classrooms." Early Years An International Journal of Research and Development 28(3): 311-324.
    This article is the result of a year-long study into the effects of sign language use on participation in one mainstream preschool setting. Observations and interviews were the primary data-collection tools used during this investigation. This article focuses on how the use of sign language in the classroom affected the learning community's appreciation of diversity. The central themes discussed include appreciation of diverse language and diverse ways of communicating and appreciation of cultural diversity. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

Chiu, L. H. (2005). "Motivation for nurses undertaking a post-registration qualification in Malaysia." International Nursing Review 52(1): 46-51.
    Aim: To present several key factors that motivated Malaysian registered nurses to undertake a post-registration degree through an Australian university. The overall research study, from which this paper is drawn, looked at the professional learning of Malaysian registered nurses and the subsequent impact on their careers. Background: In Malaysia, the demand for a degree for Malaysian nurses provided the impetus for this offshore post-registration nursing programme, developed as a twinning venture between an Australian university and a Malaysian private institution. The degree programme was conducted largely in Malaysia with a 4-week residential block in Australia. Methods: As this larger research study investigated the graduates' personal perspectives of their experiences of this post-registration degree programme, the case study approach was the appropriate methodological choice. Twelve Malaysian graduate nurses were recruited voluntarily from the first cohort of students who completed the Bachelor of Health Science-Nursing (post-registration) 5 years post graduation. Ethical procedures were observed. The data were collected through individual, semi-structured and focus interviews, which took place in Malaysia and were personally tape-recorded and transcribed by the researcher. Findings: The motivation for formal learning emanated from the participants' personal and professional lives. Within these two domains, four separate but interrelated reasons emerged: work-related stimulation and self-growth; compliance with management requirements; professional advancement and keeping up with the profession; and availability and accessibility. However, in a culture where higher education is highly priced and yet scarce, the programmes' availability and accessibility were ultimate factors. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

Deakins, E. (2009). "Helping students value cultural diversity through research-based teaching." Higher Education Research & Development 28(2): 209-226.
    Although international students studying in New Zealand desire and expect contact with their domestic peers, the level of cross-national interactions remains generally low. This paper describes an initiative to promote more and better intercultural understanding within a target group of students having similar needs and interests in a higher education setting. A research-based teaching approach progressively increased student engagement with higher order cognitive skills and both topic and process were aligned in such a way that training opportunities in intercultural competence were explored while also providing a process that offered further training in intercultural competence. Enduring appreciation of cultural diversity issues was achieved via deep styles of teaching and learning that raised awareness, changed attitudes and behaviour and ultimately impacted classroom culture. Initiative design, evaluation and results are described and limitations noted. The findings should be of interest to teachers of multicultural students and to academics studying cultural diversity issues. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

Deuchar, R. (2006). "'Not only this, but also that!' Translating the social and political motivations underpinning enterprise and citizenship education into Scottish schools." Cambridge Journal of Education 36(4): 533-547.
    In the early part of the twenty-first century schools face the challenge of ensuring that both enterprise and citizenship are accommodated within the same curriculum. This paper attempts to identify the political, social and cultural motivations that have led to the reconciliation of enterprise and citizenship and the principles and perspectives that underpin the dual agenda. In addition, it reports on evidence from an exploratory study of 10 primary schools and seven secondary schools in Scotland, in order to examine the main causes of the consistency and inconsistency in the way those principles are translated into practice. Data emerging from teacher interviews and pupil discussion groups is examined, and key findings discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

Gao, F. (2010). "Learning Korean language in China: Motivations and strategies of non-Koreans." International Journal of Bilingual Education and Bilingualism 13(3): 273-284.
    The ethnographic research reported in this article documents how a group of non-Korean families, whose children are participating in a Korean bilingual school in Northeast China, construct their motivations and strategies of learning Korean language. The main motivation of expectancy of further education opportunities and success in future career and strategies mainly in establishing Korean sociocultural context for Korean language acquisition are described. The positive attitude of non-Korean families toward Korean language studies highlights the functional importance of Korean language as a means of acquiring a larger benefit from China’s economic marketization, especially increasing business contacts with South Korea. With the challenges of Korean language studies, this article argues that the increasing significance of trilingualism or even multilingualism in China’s reform period implies the necessity of relevant policy initiations for the increasing needs of language acquisition. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

Giacchino-Baker, R. and B. Filler (2006). "Parental Motivation, Attitudes, Support, and Commitment in a Southern Californian Two-Way Immersion Program." Journal of Latinos and Education 5(1): 5-28.
    This article reports a study of parental motivation, attitudes, support, and commitment for the second year of the two-way immersion (TWI) program at an elementary school in San Bernardino, California. Findings include the unique aspects of border communities; similarities and differences between Spanish-language and English- language participants; factors that influence attrition rates; details of how TWI parents support their children; as well as the identification of parental insistence on "core-enrichment," the development of strong academic skills, and adherence to content standards in both languages. Research data will assist teachers and administrators in gaining and maintaining parental support for TWI programs. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

Macdonald, D., R. Abbott, et al. (2009). "Taking exercise: Cultural diversity and physically active lifestyles." Sport, Education and Society 14(1): 1-19.
    ‘Taking exercise’, whether it be recreational walking, participating in club sport, or joining in a physical education (PE) lesson, is a culturally loaded behaviour. We all see, do and talk about physical activity differently, yet, there has been relatively little research or theorising around difference in race, ethnicity, cultural diversity and physical activity from an educational perspective. This paper presents snapshots of data from three research projects with Indigenous and Muslim young people to illuminate how they and their families think about PE, physical activity and health. We will draw on ‘post’ discussions around biopolitics, colonisation, governmentality and citizenship to argue that PE needs to better account for ‘others’ and ‘othering’ in its research, planning and practices. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

Magogwe, J. M. (2009). "The influence of cultural bias on motivation to learn English: The case of Khoe primary school students in eastern Botswana." Language, Culture and Curriculum 22(1): 1-13.
    This study investigated the influence of cultural bias in the teaching of English and in the books used to teach English in primary schools attended by Khoe students in eastern Botswana. The study also explored the link between cultural bias and the attitudes and motivation of Khoe students learning English. One hundred and thirty-seven students completed an attitude and motivation questionnaire adapted from Gardner's (1985) Attitude and Motivation Test Battery. In addition, five of the students and 12 teachers were interviewed to obtain their opinion on cultural bias in English textbooks. English language textbooks for Standards 4-1 were analysed for culture bias, using Ndura's (2004) investigation of such materials for invisibility, unreliability and stereotyping of learner cultures. The findings show that English language books are not culturally diverse, but this does not affect the attitude and motivation of the students to learn English. The study recommends that English books be reviewed to make them culturally inclusive, and teachers trained to adopt a multicultural attitude in their teaching of English. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

Patrick, H., P. Mantzicopoulos, et al. (2008). "Patterns of young children's motivation for science and teacher-child relationships." Journal of Experimental Education 76(2): 121-144.
    In this article, the authors examined whether there were different motivational profiles within a sample of kindergarteners (N = 110) learning science. The authors identified 3 profiles involving children's perceived competence in, liking, and ease of learning science by using cluster analysis. High motivational beliefs characterized the largest profile. Low competence but high liking characterized a smaller group, and another group reported low liking with moderate competence. These profiles did not differ by gender, race, early academic achievement, or classroom. However, children with the low-competence and high-liking profile reported less teacher support for learning than did children with high motivational beliefs. Exploratory analysis also indicated that the nature and frequency of observed teacher-child interactions differed by motivational profile. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

Phillips, N. and G. Lindsay (2006). "Motivation in gifted students." High Ability Studies 17(1): 57-73.
    This study investigated the factors which had influenced the role of motivation in the high levels of achievement of a sample of fifteen gifted students, aged 14/15 years, in five secondary schools in England. The students were interviewed individually, and their parents and teachers were also interviewed for validation of the students' comments. The results indicated the influences of teaching and learning provision, of support and of social and emotional factors on the students' motivation. The role of motivation in the realisation of the students' high ability, in achievement of personal goals and in maintaining the progress and achievements of those who had problems was also clear. Evidence of the importance of both intrinsic and extrinsic motivation in the students' achievement was also shown. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

Rose-Redwood, C. R. (2010). "The challenge of fostering cross-cultural interactions: A case study of international graduate students' perceptions of diversity initiatives." College Student Journal 44(2): 389-399.
    During the post-World War II era, most U.S. colleges and universities began to promote diversity and internationalization ideals. However, the extent to which U.S. higher education institutions have been successful in achieving diversity, especially in relation to stimulating diverse social interactions between the international and American student body, is an area of study that requires further investigation. The purpose of this study was to examine international graduate students' perceptions of diversity efforts at a specific U.S. higher education institution, and how these perceptions influenced their social interaction choices and practices while pursuing their degrees at the institution. A qualitative methodology was conducted with 60 participants from 26 different countries. Based upon the data that was analyzed, international graduate students identified five major areas at the University that require improvement if diverse social interactions are to take place. Policy recommendations for improvements are also presented which may be useful to higher education faculty, administrators and policy-makers interested in improving international relations and campus diversity initiatives. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

Ryan, M., S. Carrington, et al. (2009). "Taking a ‘reality’ check: Expanding pre-service teachers’ views on pedagogy and diversity." Asia-Pacific Journal of Teacher Education 37(2): 155-173.
    The outcomes of a two-pronged ‘real-world’ learning project, which aimed to expand the views of pre-service teachers about learning, pedagogy and diversity, will be discussed in this paper. Seventy-two fourth-year and 22 first-year students, enrolled in a Bachelor of Education degree in Queensland, Australia, were engaged in community sites outside of university lectures, and separate from their practicum. Using Butin’s conceptual framework for service learning, we show evidence that this approach can enable pre-service teachers to see new realities about the dilemmas and ambiguities of performing as learners and as teachers. We contend that when such ‘real-world’ experiences have different foci at different times in their four-year degree, pre-service teachers have more opportunities to develop sophisticated understandings of pedagogy in diverse contexts for diverse learners. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

Sciame-Giesecke, S., D. Roden, et al. (2009). "Infusing diversity into the curriculum: What are faculty members actually doing?" Journal of Diversity in Higher Education 2(3): 156-165.
    This study was intended as an initial investigation to shed light on how faculty members are implementing multicultural course transformation in their classrooms to prepare students to live and work in a diverse world. The authors investigated faculty practice as they integrated diversity into the curriculum on a small, regional college campus by conducting a content analysis of faculty annual reports over a 5-year period. The vast majority (90%) of faculty included comments about adding diversity course content, just under half (49%) included descriptions of different teaching strategies, and a minority talked about better understanding their students (18%) or themselves (16%). This article concludes with a discussion of the findings’ implications and outlines recommendations for change. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

Sinclair, C. (2008). "Initial and changing student teacher motivation and commitment to teaching." Asia-Pacific Journal of Teacher Education 36(2): 79-104.
    In an era of teacher shortages, what would motivate individuals to become teachers when the demands on teachers are greater than ever and there are plenty of alternative occupations from which to choose? This paper presents the findings of a study of student teachers' motivations to be primary teachers and their commitment to teaching after their first practicum. Results suggested that student teachers are multi-motivated to be teachers. The most common reasons for choosing teaching reflected a positive self-evaluation of their attributes and capabilities to be teachers, to work with children and because of the intellectual stimulation teaching would provide. Motivation and commitment changed to some extent over the first semester of initial teacher education, particularly as a result of the first practicum. Implications for policy, practice and future research are drawn from the results to help attract, retain and educate the next generation of teachers and in some way help offset forecasted teacher shortages. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

Smith, S. D., K.-M. Ng, et al. (2008). "Multiculturalism, diversity, and social advocacy: A 17-year content analysis of Counselor Education and Supervision." Counselor Education and Supervision 47(4): 249-263.
    The authors summarized (a) data regarding multiculturalism, diversity, and social advocacy represented in Counselor Education and Supervision (CES) over a 17-year period (1989-2005, Volumes 28-45); (b) type of articles (i.e., research vs. theory) represented; (c) research methodology and applications used; (d) journal editor and related terms; (e) primary contributors and related institutional affiliations; and (f) the breadth and scope of the data regarding key topics represented. Seventy-eight articles met inclusion criteria. Data indicate the extent to which multiculturalism, diversity, and social advocacy were represented in CES. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

Smith-Sebasto, N. J. (2007). "A reinvestigation of teachers' motivations toward and perceptions of residential environmental education: A case study of the New Jersey School of Conservation." Journal of Environmental Education 38(4): 34-42.
    The author presents the findings of a study that explored teachers' motivations toward and perspectives of the residential environmental education (EE) program at the New Jersey School of Conservation (NJSOC). Thirty-five program coordinators were administered a 24-item instrument that explored the variables of interest. The findings revealed that (a) the coordinators feel strongly that a residential EE experience should be included as part of their students' academic preparation because of the positive effect it has on them, (b) the coordinators were involved with the effort because they perceive it as a requirement of their position, and (c) the cost of a residential EE program and the administrative duties or responsibilities associated with it are two of the biggest challenges. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

Terrion, J. L. and D. Leonard (2010). "Motivation of paid peer mentors and unpaid peer helpers in higher education." International Journal of Evidence Based Coaching and Mentoring 8(1): 85-103.
    While considerable research supports the use of peer mentoring to improve academic performance and decrease student attrition, few studies have examined the motives of peer mentors to take on this role and less clear are distinctions in peer mentor motivation in paid versus unpaid settings. Using semi-structured interviews, this study explored the motivations of student peer mentors in voluntary and paid peer mentoring services at the University of Ottawa, Canada. The findings showed that both paid and unpaid mentors reported being motivated by self-oriented reasons, such as learning about themselves and fulfillment, but that paid mentors were primarily motivated by generativity, or the desire to help young people, while volunteer peer helpers reported being highly motivated to fulfill social needs. This research helps shed light on the impact of payment on motivation to perform the mentoring function and on the communication strategies which may be used to attract student mentors to this position. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

Van Etten, S., M. Pressley, et al. (2008). "College seniors' theory of their academic motivation." Journal of Educational Psychology 100(4): 812-828.
    College seniors participated in an ethnographic interview study about their academic motivations. It was found that grades and graduation are 2 primary distal target goals that motivate their academic efforts during the senior year. A variety of proximal factors were also reported to affect the seniors' motivation. These factors can be divided into students' internal and external factors. Among the internal factors are student characteristics (e.g., social class, expectations) and student beliefs (e.g., belief about control, belief about learning and mastery), whereas the external factors comprise academic-related factors (i.e., course-, examination-, and assignment-related characteristics, reward, and feedback), social factors (i.e., instructors, family members, and peers), general college environment (i.e., physical environment, academic associations, and internship/volunteer opportunities), and extracurricular activities (i.e., fraternities/sororities and sports participation). These results suggest that there is much to learn about academic motivation during the college years. In particular, there is a need for research employing methodologies other than quantitative, survey-based method that can capture the complexities of motivation during college. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

Waite, S. and B. Davis (2006). "Developing undergraduate research skills in a faculty of education: Motivation through collaboration." Higher Education Research & Development 25(4): 403-419.
    This paper explores motivational factors underpinning undergraduates' learning of research skills through individual research projects with collaborative tutorials. Research has long pointed to group support, positive affect and scaffolding as important for motivating and facilitating learning. Furthermore, UK government priorities have placed an increasing emphasis on the need to develop the key skills of inquiry and working with others. However, this is set in a context of assessment and practice in higher education that encourages individualist and instrumental perspectives on gaining competencies and knowledge. Traditionally undergraduate research skills have been taught through lectures and small-scale projects chosen by the students with individual tutorial support in a faculty of education. Here our action research introduced collaborative tutorials as another element of teaching. We examine the process of collaboration to explore factors that support motivation to learn through two principal theoretical frameworks. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

Wright, M. and O. McGrory (2005). "Motivation and the adult Irish language learner." Educational Research 47(2): 191-204.
    What motivates adult language learners in the city of Belfast to enroll and remain in an Irish class in the first years of the twenty-first century is the subject of the research study reported here. The research is placed within the context of the long history of interest in Irish revival in the city as far back as the eighteenth century and is related to relevant literature on motivation and language learning. The paper provides results from quantitative data collected by means of questionnaires issued to learners throughout the city. An overwhelming interest in culture is what primarily motivates these learners to enroll in an Irish class. Learners are also motivated by a strong sense of identity and by a felt obligation to help preserve the language. The paper illuminates issues of language restoration and the links between identity and language preservation. The research reported here contributes to the literatures on motivation, on adult learning and on language survival. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

Zibrowski, E. M., W. W. Weston, et al. (2008). "'I don't have time': Issues of fragmentation, prioritisation and motivation for education scholarship among medical faculty." Medical Education 42(9): 872-878.
    Objectives: Although lack of time has been frequently cited as a barrier to scholarship, there has been little inquiry into what specific factors medical faculty staff perceive as contributing to this dilemma. The purpose of the present study was to explore, in greater detail, lack of time as a barrier for faculty interested in pursuing education scholarship. Methods: In 2004, as part of a cross-sectional, mixed methods needs assessment, 73 (67.6%) medical faculty completed a questionnaire probing areas related to education scholarship. Additionally, one year later, 16 respondents (60% of those invited) each participated in one of three focus groups. Results: Despite their interest and regardless of their background training in education, faculty were able, on average, to devote only negligible amounts of time to education scholarship. The most commonly reported barrier to these pursuits was lack of protected time. Further analysis revealed that the time related factor appeared to involve three themes: fragmentation (where opportunities to work on education projects are sporadic); prioritisation (where work responsibilities including after-hours work and administrative workload complete for time, and where there is difficulty in securing financially remunerated time), and motivation (where the degree of recognition and support for education work by both the department and colleagues is limited). Conclusions: With respect to education scholarship, the dilemma caused by lack of time involves a complex, multi-faceted set of issues which extends beyond the number of hours available in a day. Personal interest and having background training in education do not appear to be sufficient to encourage involvement. Multiple institutional support mechanisms are necessary. (PsycINFO Database Record (c) 2010 APA, all rights reserved) (journal abstract)

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