Recommended Readings and SAGE Journal Articles
Referenced Peer-reviewed Journal Articles
Below are the Hyperlinks to the actual journal articles or the home page to journals where the full-text articles can be accessed. Most articles can be accessed through a university’s library database or through the library’s associated inter-library loan system.
When available, we provided the home pages of the companion Websites of the texts we referenced in our book. For books that do not have companion Websites we provided the link to homepage of the publisher of the book, which provides more information about how to access or purchase the book.
Abrams, L. S., Shannon, S. K. S., & Sangalang, C. (2008). Transition services for incarcerated youth: A mixed methods evaluation study. Children and Youth Services Review, 30, 522–535.
Acee, T. W., & Weinstein, C. E. (2010). Effects of value-reappraisal intervention on statistics students’ motivation and performance. Journal of Experimental Education, 78(4), 487–512.
Acosta, S., Goltz, H. H., & Goodson, P. (2015). Autoethnography in action research for health education practitioners. Action Research, doi:10.1177/1476750315573589.
We propose a methodological framework for conducting collaborative and analytic autoethnography (CAAE) in action research inquiry. Similar to other action research methodologies, CAAE is: (a) systematic, framed by a research question and employing explicit, transparent methods; (b) problem-based, drawn from health educators’ practices; and (c) cyclical, predicated on the assumption that a plan for implementing changes is derived from the findings and will be tested in subsequent action research cycles. The autoethnographic action research framework comprises four phases: inductive stage/formative assessment—developing a hypothesis (phase 1), pre-deductive stage—organizing the study (phase 2), deductive stage/summative evaluation—collecting data and testing the hypothesis (phase 3), and synthesis stage—constructing meaning (phase 4). Collaborative analytic autoethnography supports reflexivity, awareness, and agency by providing practitioners with an explicit framework for continually evaluating the complexities of self, the Other (i.e. experiencing self from another’s perspective), and context.
Anderson, R. B., Doherty, M. E., & Friedrich, J. C. (2008). Sample size and correlational inference. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(4), 929-944.
Baker, M. (2015). Over half of psychology studies fail reproducibility test. Nature, doi:10.1038/nature.2015.18248.
Basadur, M., Graen, G. B., & Scandura, T. A. (1986). Training effects on attitudes toward divergent thinking among manufacturing engineers. Journal of Applied Psychology, 71(4), 612–617.
Baylor, A. L., & Kim, S. (2009). Designing nonverbal communication for pedagogical agents: When less is more. Computers in Human Behavior, 25, 450–457.
Bazeley, P., & Jackson, K. (2013). Qualitative data analysis with NVivo (2nd ed.) Thousand Oaks, CA: Sage.
Beeke, S., Wilkinson, R., & Maxin, J. (2007). Individual variation in agrammatism: A single case study of the influence of interaction. Journal of Language and Communication Disorders, 42(6), 629–647.
Berman, H., Mulcachy, G. A., Forchuk, C., Edmunds, K. A., Haldenby, A., & Lopez, R. (2009). Uprooted and displaced: A critical narrative study of homeless, aboriginal, and newcomer girls in Canada. Issues in Mental Health Nursing, 30(7), 418–430.
Bernard, R. S., Cohen, L. L., & Moffett, K. (2008). A token economy for exercise adherence in pediatric cystic fibrosis: A single-subject analysis. Journal of Pediatric Psychology, 34(4), 354–365.
Birks, M., Chapman, Y., & Francis, K. (2008). Memoing in qualitative research: Probing data and processes. Journal of Research in Nursing, 13(1), 68–75.
Bohannon, J. (2015). Many psychology papers fail replication test. Science, 349(6251), 910-911.
Bortree, D. S., & Seltzer, T. (2009). Dialogic strategies and outcomes: An analysis of environmental advocacy groups’ Facebook profiles. Public Relations Review, 35(3), 317-310.
Box, G. E. P. (2009). Statistical control by monitoring and adjustment, statistics for experimenters: Design, innovation, and discovery (Wiley Series in Probability and Statistics) (2nd ed). Hoboken, NJ: Wiley.
Bryant, D. P., Bryant, B. R., Gersten, R., Scammacca, N., & Chavez, M. M. (2008). Mathematic intervention for first- and second-grade students with mathematics difficulties: The effects of tier 2 intervention delivered at booster lessons. Remedial and Special Education, 29(1), 20–31.
This study sought to examine the effects of Tier 2 intervention in a multitiered model on the performance of first- and second-grade students who were identified as having mathematics difficulties. A regression discontinuity design was utilized. Participants included 126 (Tier 2, n = 26) first graders and 140 (Tier 2, n = 25) second graders. Tier 2 students received 15-min intervention booster lessons for 18 weeks in early mathematics skills and concepts. Results showed a significant intervention effect for second-grade Tier 2 students on the Texas Early Mathematics Inventories—Progress Monitoring (TEMI-PM) total standard score. The effect was not significant for first-grade Tier 2 students.
Burgess, G., Grogan, S., & Burwitz, L. (2006). Effects of a 6-week aerobic dance intervention on body image and physical self-perceptions in adolescent girls. Body Image, 3, 57–66.
Butler-Kisber, L. (2010). Qualitative inquiry: Thematic, narrative and art-informed perspectives. Thousand Oaks, CA: Sage.
Campbell, D. T. (1957). Factors relevant to the validity of experiments in social settings. Psychological Bulletin, 54, 297–312.
Campbell, D. T., & Stanley, J. C. (1963). Experimental and quasi-experimental designs for research. Skokie, IL: Rand McNally.
Cernin, P. A., & Lichtenberg, P. A. (2009). Behavioral treatment for depressed mood: A pleasant events intervention for seniors residing in assisted living. Clinical Gerontologist, 32, 324–331.
Chakraborti, C., Boonyasai, R. T., Wright, S. M., & Kern, D. E. (2008). A systematic review of teamwork training interventions in medical student and resident education. Journal of General Internal Medicine, 23(6), 846-53.
Chao, P., Bryan, T., Burstein, K., & Ergul, C. (2006). Family-centered intervention for young children at-risk for language and behavior problems. Early Childhood Education Journal, 34(2), 147–153.
Chapin, M. H., & Holbert, D. (2009). Differences in affect, life satisfaction, and depression between successfully and unsuccessfully rehabilitated persons with spinal cord injuries. Rehabilitation Counseling Bulletin, 53(1), 6–15.
This study assessed whether persons with spinal cord injuries who were successfully rehabilitated differed from those who were not with regard to positive and negative affect, life satisfaction, and depression. An ex post facto research design compared persons with spinal cord injuries who were previously employed with persons with spinal cord injuries who were not employed after receiving services from a southeastern state Division of Vocational Rehabilitation Services program. There were no significant differences between the two groups based on age, gender, race, current level of education, and time employed prior to their injury.The unsuccessfully rehabilitated had lower positive affect and higher negative affect, were less satisfied with life and more depressed, and had a higher percentage of cervical and lumbar injuries than the successfully rehabilitated. Positive psychotherapy techniques are recommended to see if they can decrease depression and improve satisfaction with life and positive affect, while decreasing negative affect.
Charmaz, K. (2014). Constructing grounded theory: A practical guide through qualitative analysis (2nd ed). London, England: Sage.
Chenail, Ronald (1992). Presenting qualitative data. The Qualitative Report, 2(3).
Chenail, R. (2010). Getting specific about qualitative research generalizability. Journal of Ethnographic & Qualitative Research, 5, 1–11.
Chevalier, J. M., & Buckles, D. J. (2013). Participatory action research: Theory and methods for engaged
inquiry. London, England: Routledge.
Clandinin, D. J., & Connelly, F. M. (2004). Narrative inquiry: Experience and story in qualitative research. San Francisco, CA: Wiley.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erbaum.
Collins, K. M. T., & O’Cathain, A. (2009). Ten points about mixed methods research to be considered by the novice researcher. International Journal of Multiple Research Approaches, 3(1), 2–7.
Comaskey, E. M., Savage, R. S., & Abrami, P. (2009). A randomized efficacy study of web-based synthetic and analytic programmes among disadvantaged urban kindergarten children. Journal of Research in Reading, 32(1), 92–108.
Cook, T. D., & Campbell, D. T. (1979). Quasi-Experimentation: Design and analysis issues for field settings. Chicago, IL: Rand McNally.
Cook, T. D., & Steiner, P. M. (2010). Case matching and the reduction of selection bias in quasi-experiments: The relative importance of pretest measures of outcome, of unreliable measurement, and of mode of data analysis. Psychological Methods, 15(1), 56–68.
Coppola, L., Mastrolorenzo, L., Coppola, A., De Biase, M., Adamo, G., Forte, R., . . . Riccardi, A. (2013). QT dispersion in mild cognitive impairment: A possible tool for predicting the risk of progression to dementia? International Journal of Geriatric Psychiatry, 28(6), 632-639.
Corbin, J., & Strauss, A. (2015). Basics of qualitative research: Techniques and procedures for developing grounded theory (4th ed.). Thousand Oaks, CA: Sage.
Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Thousand Oaks, CA: Sage.
Creswell, J. W. (2013). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: Sage.
Creswell, J. W. (2014). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (5th ed.). Upper Saddle River, NJ: Pearson.
Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage.
Cribbie, R. A., Arpin-Cribbie, C. A., & Gruman, J. A. (2010). Tests of equivalence for one-way independent groups designs. The Journal of Experimental Education, 78, 1–13.
Dasgupta, T., Pillai, N. S., & Rubin, D. B. (2014). Causal inference from 2k factorial designs using potential outcomes. Journal of the Statistical Society: Series B (Statistical Methodology), 77(4), 727-753.
Dennis, J. K. (2003). Problem-based learning in online vs. face-to-face environments. Education for Health, 16(2), 198–209.
DeVellis, R. F. (2011). Scale development: Theory and applications (3rd ed.). Thousand Oaks, CA: Sage.
Dixon, M. R., Jackson, J. W., Small, S. L., Horner-King, M. J., Lik, N. M. K, Garcia, Y., & Rosales, R. (2009). Creating single-subject design graphs in Microsoft Excel™ 2007. Journal of Applied Behavior Analysis, 42(2), 277–293.
Drechsler, J. (2015). Multiple imputation of multilevel missing data-rigor versus simplicity. Journal of Educational and Behavioral Statistics, 40(1), 69-95.
Multiple imputation is widely accepted as the method of choice to address item-nonresponse in surveys. However, research on imputation strategies for the hierarchical structures that are typically found in the data in educational contexts is still limited. While a multilevel imputation model should be preferred from a theoretical point of view if the analysis model of interest is also a multilevel model, many practitioners prefer a fixed effects imputation model with dummies for the clusters since these models are easy to set up with standard imputation software. In this article, we theoretically and empirically evaluate the impacts of this simplified approach. We illustrate that the cluster effects that are often of central interest in educational research can be biased if a fixed effects imputation model is used. We show that the potential bias depends on three quantities: the amount of missingness, the intraclass correlation, and the cluster size. We argue that the bias for the random effects can be substantial while the bias for the fixed effects will be negligible in most real-data situations. We further illustrate this with an application using data from the German National Educational Panel Survey.
Dugard, P., File, P., & Todman, J. B., (2001). Single-case and small-n experimental designs: A practical guide to randomization tests (2nd ed). Mahwah, NJ: Lawrence Erlbaum Associates.
Elliott, M. S., & Williams, D. I. (2002). A qualitative evaluation of an employee counselling service from the perspective of client, counselor, and organization. Counselling Psychology Quarterly, 15(2), 201–208.
Erdogan, Y., Aydin, E., & Kabaca, T. (2008). Exploring the psychological predictors of programming achievement. Journal of Instructional Psychology, 35(3), 264–270.
Faul, F., Erdfelder, E., Lang, A. G., & Buchner, A. (2007). G*Power3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavioral Research Methods, 39(2), 175-191.
Fetterman, D. M. (2009). Ethnography: Step-by-step (3rd ed.). Thousand Oaks, CA: Sage.
Finchman, J. E. (2008). Response rates and responsiveness for surveys, standards, and the journal. American Journal of Pharmaceutical Education, 72(2), 1-3.
Fink, A. G. (2012). How to conduct surveys: A step-by-step guide (5th ed.). Thousand Oaks, CA: Sage.
Forchuk, C., Norman, R., Malla, A., Martin, M., McLean, T., & Cheng, S., . . . Gibney, C. (2002). Schizophrenia and the motivation for smoking. Perspectives in Psychiatric Care, 38(2), 41–49.
Fowler, F. J. (2013). Survey research methods (Applied Social Research Methods (5th ed.). Thousand Oaks, CA: Sage.
Gall, M. D., Gall, J. P., & Borg, W. R. (2007). Educational research: An introduction (8th ed.). Boston, MA: Pearson.
Ganz, J. B., & Flores, M. M. (2009). The effectiveness of direct instruction for teaching language to children with autism spectrum disorders: Identifying material. Journal of Autism and Developmental Disorders, 39, 75–83.
Many children diagnosed with autism spectrum disorder (ASD) exhibit difficulties with complex language and social communication. Direct Instruction (DI) is an empirically supported curriculum designed to teach complex language skills to children with and at risk of learning disabilities. Only recently, the effectiveness of DI has been evaluated among children with autism. The present study evaluated the effectiveness of the DILanguage for Learning curriculum among 18 children diagnosed with ASD. Immediate post-intervention language scores on curriculum post-tests were significantly higher than pre-intervention scores and remained significantly higher than pre-intervention scores up to 6 to 8 months following the intervention. Comparing language skills across groups, children already exposed to the intervention exhibited significantly higher language skills than their non-exposed waitlist counterparts.
Gast, D. L., & Ledford, J. R. (2014). Single case research methodology: Applications in special education and behavioral sciences (2nd ed.). London, England: Routledge.
Geertz, C. (1998). The world in pieces: Cultural politics at the end of the century. FOCAAL: European Journal of Anthropology, 32, 91–117.
Gier, V. S., Kreiner, D. S., & Natz-Gonzalez, A. (2009). Harmful effects of preexisting inappropriate highlighting on reading comprehension and metacognitive accuracy. The Journal of General Psychology, 136(3), 287–300.
Giuffre, M. (1997). Designing research: Ex post facto designs. Journal of PeriAnesthesia Nursing, 12(3), 191–195.
Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. Hawthorne, NY: Aldine Transaction.
Glass, V. G., Wilson, V. L., & Gottman, J. M. (2008). Design and analysis of time-series experiments. Charlotte, NC: Information Age Publishing.
Glombiewski, J. A., Sawyer, A. T., Gutermann, J., Koenig, K., Rief, W., & Hofmann, S. G. (2010). Psychological treatments for fibromyalgia: A meta-analysis. Pain, 151(2), 280-295.
Golafshani, N. (2003). Understanding reliability and validity in qualitative research. The Qualitative Report, 8(4), 597–607.
Green, M., & Cifuentes, L. (2008). An exploration of online environments supporting follow-up to face-to-face professional development. Journal of Technology and Teacher Education, 16(3), 283–306.
Green, S., & Salkind, N. J. (2013). Using SPSS for Windows and Macintosh (7th ed.). Upper Saddle River, NJ: Prentice Hall.
Guadagno, R. E., & Sagarin, B. J. (2010). Sex differences in jealousy: An evolutionary perspective on online infidelity. Journal of Applied Social Psychology, 40(10), 2636–2655.
Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries.Educational Communication and Technology Journal 29, 75–91.
Guyz, D., Dickson-Swift, V., Kenny, A., & Threlkeld, G. (2015). Gadamerian philosophical hermeneutics as a useful methodological framework for the Delphi technique. International Journal of Qualitative Studies on Health and Well-Being, 10, 1-13.
Hall-Kenyon, K. M., Bingham, G. E., & Korth, B. B. (2009). How do linguistically diverse students fare in full- and half-day kindergarten? Examining academic achievement, instructional quality, and attendance. Early Education and Development, 20, 25–52.
Han, G. S., & Davies, C. (2006). Ethnicity, health and medical care: Towards a critical realist analysis of general practice in the Korean community in Sydney. Ethnicity and Health, 11(4), 409–430.
Hannan, M., Happ, M. B., & Charron-Prochownik, D. (2009). Mothers’ perspectives about reproductive health discussion with adolescent daughters with diabetes. The Diabetes Educator, 35(2), 265–273.
Harris, G. T., Rice, M. E., & Cormier, C. A. (2013). Research and clinical scoring of the psychopathy checklist can show good agreement. Criminal Justice and Behavior, 40(11), 1349-1362.
The Hare Psychopathy Checklist (PCL-R) is an important predictor of violent behavior and is widely used to make important decisions about forensic clients. Some research casts doubt on whether the scoring of the PCL-R in clinical practice matches that attained in research and, therefore, whether the use of the PCL-R is warranted in high-stakes decisions. We examined scoring correspondence of the PCL-R in 58 offenders where scoring by trained clinicians was compared with that by a very experienced researcher whose scoring was of known predictive validity (or with a student supervised by this experienced researcher). Research and clinical scorers showed good agreement (Spearman’s rank order correlation = .85; intraclass correlation coefficient = .79, absolute agreement for single measures), especially on those parts of the PCL-R that are most consistently and robustly associated with violence. We conclude that trained clinicians can achieve acceptable reliability and validity when scoring the PCL-R, especially for risk assessment.
Haydon, T., Mancil, G. R., & Van Loan, C. (2009). Using opportunities to respond in a general education classroom: A case study. Education and Treatment of Children, 32(2), 267–278.
Hedayat, A. S., Stufken, J., & Yang, M. (2006). Optimal and efficient crossover designs when subject effects are random. Journal of the American Statistical Association, 101, 1031–1038.
Helmer, O. (1967). Analysis of the future: The Delphi method (No. RAND-P-3558). Santa Monica, CA: The RAND Corporation.
Hine, C. (2015). Ethnography for the internet: Embedded, embodied and everyday. New York, NY: Bloomsbury Academic.
Hinkelman, K. (2012). Design and analysis of experiments (Volume 3): Special designs and applications. Hoboken, NJ: Wiley.
Hinnant, J. B., O’Brien, M., & Ghazarian, S. R. (2009). The longitudinal relations of teacher expectations to achievement in early school years. Journal of Educational Psychology, 101(3), 662–670.
Hirakata, P. (2009). Narratives of dissociation: Insights into the treatment of dissociation in individuals who were sexually abused as children. Journal of Trauma & Dissociation, 10(1), 297–314.
Hlavinkova, L., Mentel, A., Kollarova, J., & Kristufkova, Z. (2014). Effectiveness of a prevention campaign on HIVAIDS knowledge among adolescents in Eastern Slovakia. International Journal of Public Health, 59(6), 905-911.
Hofer, M., Burkhard, L., & Allemand, M. (2015). Age differences in emotion regulation during a distressing film scene. Journal of Media Psychology: Theories, Methods, and Applications, 27(2), 47-52.
Imbens, G. W., & Lemieux, T. (2008). Regression discontinuity designs: A guide to practice. Journal of Econometrics, 142, 615-–635.
Imbens, G. W., & Rubin, D. B. (2015). Causal Inference for Statistics, Social, and Biomedical Sciences: An Introduction. Cambridge, UK: Cambridge University Press.
Jaccard, J., & Jacoby, J. (2010). Theory construction and model-building skills: A practical guide for social scientists. New York, NY: Guilford Press.
Jones, M. A., Stratten, G., Reilly, T., & Unnithan, V. B. (2004). A school-based survey of recurrent non-specific low-back pain prevalence and consequences in children. Health Education Research, 19(3), 284–289.
Jones, S. R., & Hill, K. E. (2003). Understanding patterns of commitment: Student motivation for community service involvement. Journal of Higher Education, 74(5), 516–539.
Kaldjian, L. C., Jones, E. W., Rosenthal, G. E., Tripp-Reimer, T., & Hillis, S. L. (2006). An empirically derived taxonomy of factors affecting physicians’ willingness to disclose medical errors. Journal of General Internal Medicine, 21, 942–948.
Kameoka, S., Yagi, J., Arai, Y., Nosaka, S., Saito, A., Miyake, W.,… Asukai, N. (2015). Feasibility of trauma-focused cognitive behavioral therapy for traumatized children in japan: A pilot study. International Journal of Mental Health Systems, 9.
Kartalova-O’Doherty, Y., & Doherty, D. T. (2008). Coping strategies and styles of family carers of persons with enduring mental illness: A mixed methods analysis. Scandinavian Journal of Caring Sciences, 22(1), 19–28.
Kazdin, A. E., Esveldt-Dawson, K., French, N. H., & Unis, A. S. (1987). Problem-solving skills training and relationship therapy in the treatment of antisocial child behavior. Journal of Counseling and Clinical Psychology, 55(1), 76–85.
Keeney, S., McKenna, H., & Hasson, F. (2011). The Delphi technique in nursing and health research. Hoboken: Wiley.
Keith, T. Z. (2014). Multiple regression and beyond (2nd ed.). Boston, MA: Pearson.
Kemp, A., Quintana, D. S., Quinn, C., Hopkinson, P., & Harris, A. (2014). Major depressive disorder with melancholia displays robust alterations in resting state heart rate and variability: Implications for future morbidity and mortality. Frontiers in Psychology, 5(1387).
Kennedy, T. D., Burnett, K. F., & Edmonds, W. A. (2011). Intellectual, behavioral, and personality correlates of violent vs. non-violent juvenile offenders. Aggressive Behavior, 37(4), 315-325.
Kline, R. B. (2010). Principles and practice of structural equation modeling (3rd ed.). New York, NY. Guilford Press.
Knapp, T. R., & Schafer, W. D. (2009). From gain score t to ANOVA F (and vice versa). Practical Assessment, Research & Evaluation, 14(6), 1-7.
Kraemer, H. C., & Blasey, C. (2015). How many subjects?: Statistical power analysis in research (2nd ed.). Thousand Oaks, CA: Sage.
Kramarski, B., & Mevarech, Z. R. (2003). Enhancing mathematical reasoning in the classroom: The effects of cooperative learning and metacognitive training. American Educational Research Journal, 40(1), 281–310.
The purpose of this study was to investigate the effects of four instructional methods on students’ mathematical reasoning and metacognitive knowledge. The participants were 384 eighth-grade students. The instructional methods were cooperative learning combined with metacognitive training (COOP+META), individualized learning combined with metacognitive training (IND+META), cooperative learning without metacognitive training (COOP), and individualized learning without metacognitive training (IND). Results showed that the COOP+META group significantly outperformed the IND +META group, which in turn significantly outperformed the COOP and IND groups on graph interpretation and various aspects of mathematical explanations. Furthermore, the metacognitive groups (COOP+META and IND +META) outperformed their counterparts (COOP and IND) on graph construction (transfer tasks) and metacognitive knowledge. This article presents theoretical and practical implications of the findings.
Lachin, J. M., Matts, J. P., & Wei, L. J. (1988). Randomization in clinical trials: Conclusions and recommendations. Controlled Clinical Trials, 9, 365–374.
Lapadat, J. C. (2004). Autobiographical memories of early language and literacy development. Narrative Inquiry, 14(1), 113–140.
Lavrakas, P. J. (Ed.). (2009). Encyclopedia of survey research methods. Thousand Oaks, CA: Sage.
Leake, M., & Lesik, S. A. (2007). Do remedial English programs impact first-year success in college? An illustration of the regression-discontinuity design. International Journal of Research & Method in Education, 30(1), 89–99.
Lee, K. S., Osborne, R. E., Hayes, K. A., & Simoes, R. A. (2008). The effects of pacing on the academic testing performance of college students with ADHD: A mixed methods study. Journal of Educational Computing Research, 39(2), 123–141.
Minimal research has been conducted contrasting the effectiveness of various testing accommodations for college students diagnosed with ADHD. The current assumption is that these students are best served by extending the time they have to take a test. It is the supposition of these investigators that paced item presentation may be a more beneficial accommodation than extended time. To test the effects of paced item presentation, the investigators designed a mixed methods sequential explanatory study to explore the relationship between computer-paced and student-paced item presentation on the academic test performance in college students diagnosed with ADHD. The participants were randomly assigned to 1 of 2 testing conditions. Half of the participants were provided a computer-paced testing condition, and half were provided a student-paced testing condition within a computer-based environment. Interviews were conducted after the test administration to discern the students' perceptions of the value of the various components of the testing environment. No significant differences were found in performance scores between the students tested under the two conditions; however, the interview data illuminated the quantitative findings in that the students reported that the computer-based testing environment itself, as well as other environmental variables, provided a beneficial structure and format conducive to their overall successful performance under both accommodations. The practicability of university disability offices offering a computerized format for students diagnosed with ADHD is also discussed.
Lee, S., Paek, J., Han, S., & Ryu, H. (in press). The utility of a Korean version of the rem sleep behavior disorder screening questionnaire in patients with obstructive sleep apnea. Journal of the Neurological Sciences.
Lee, Y., Park, S., Kim, M., Son, C., & Lee, M. (2005). The effects of visual illustrations on learners’ achievement and interest in PDA- (personal digital assistant) based learning. Journal of Educational Computing Research, 33(2), 173–187.
Lee, J. J., & Rubin, D. B. (2015). Valid randomization-based p-values for partially post hoc subgroup analyses. Statistics in Medicine. DOI: 10.1002/sim.6531
Leech, N. L., Barrett, K. C., & Morgan, G. A. (2014). SPSS for introductory and intermediate statistics: Use and interpretation (7th ed.). London, England: Routledge.
Lesik, S. A. (2006). Applying the regression-discontinuity design to infer causality with non-random assignment. The Review of Higher Education, 30(1), 1–19.
Lesik, S. A. (2008). Studying the effectiveness of programs and initiatives in higher education using the regression-discontinuity design. Handbook of Theory and Research, 23, 277–297.
Levy, P. S., & Lemeshow, S. (2009). Sampling of populations: Methods and applications (4th ed.). New York, NY: Wiley.
Lieblich, A., Tuval-Mashiach, R., & Zilber, T. (1998). Narrative research: Reading, analysis, and interpretation. Thousand Oaks, CA: Sage..
Lincoln, Y. S., & Guba, E. G. (2013). The constructivist credo. Walnut Creek, CA: Left Coast Press.
Lincoln, Y. S., Linham, S. A., & Guba, E. G. (2011). Paradigmatic controversies, contradictions, and emerging influences., revisted. In N. K. Denzin & Y. S. Lincoln (Eds.), The sage handbook of qualitative research (4th ed.), pp. 191–215. Thousand Oaks, CA: Sage.
Linden, A., Trochim, W. M. K., & Adams, J. L. (2006). Evaluating program effectiveness using the regression point displacement design. Evaluation & the Health Professions, 29(4), 407–423.
Loh, J. (2013). Inquiry into issues of trustworthiness and quality in narrative studies: A perspective. The Qualitative Report, 18(65), 1 - 15.
Lopez, E. N., Drobes, D. J., Thompson, K. J., & Brandon, T. H. (2008). Effects of body image challenge on smoking motivation among college females. Health Psychology, 27(3), 243–251.
Luytena, H., Tymms, P., & Jones, P. (2009). Assessing school effects without controlling for prior achievement? School Effectiveness and School Improvement, 20(2), 145–165.
Lyon, A. R., Gershenson, R. A., Farahmand, F. K., Thaxter, P. J., Behling, S., & Budd, K. S. (2009). Effectiveness of teacher-child interaction training (TCIT) in a preschool setting. Behavior Modification, 33(6), 855–884.
Madison, D. S. (2011). Critical ethnography: Methods, ethics, and performance (2nd ed.). Thousand Oaks, CA: Sage.
Maguire, P. (1987). Doing participatory research: A feminist approach. Amherst, MA: Center for International Education.
Makagon, D., & Neumann, M. (2008). Recording culture. Thousand Oaks, CA: Sage.
Malcolm, T. (2010). The curious case of case study: A viewpoint. International Journal of Social Research Methodology: Theory and Practice, 13(4), 329–339.
Mancil, G. R., Haydon, T., & Whitby, P. (2009). Differential effects of paper and computer-assisted Social Stories™ on inappropriate behavior in children with autism. Focus on Autism and Other Developmental Disabilities, 24(4), 205–215.
Manley, R. A., & Zinser, R. (2012). A Delphi study to update CTE teacher competencies. Education & Training, 54(6), 488-503.
Manolov, R., Solanas, A., Bulté, I., & Onghena, P. (2010). Data-division-specific robustness and power of randomization tests for ABAB designs. Journal of Experimental Education, 78, 191–214.
May, H., & Supovitz, J. A. (2006). Capturing the cumulative effects of school reform: An 11-year study of the impacts of America’s choice on student achievement. Educational Evaluation and Policy Analysis, 28(3), 231–257.
This article presents the results of an 11-year longitudinal study of the impact of America’s Choice comprehensive school reform (CSR) design on student learning gains in Rochester, New York. A quasi-experimental interrupted time-series approach using Bayesian hierarchical growth curve analysis with crossed random effects is used to compare the annual gains in test performance of students attending America’s Choice schools to those of students attending other Rochester schools and to those of students attending America’s Choice schools before they adopted this CSR model. Findings reveal significant annual effects, which accumulate over time, in elementary and middle grades reading and mathematics.
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Increasingly, faculty members are incorporating service-learning projects into their courses, resulting in enhanced student learning and development. However, does service learning encourage subsequent student involvement in the community? This study investigates the effect faculty professionals can have through service learning on their students’intentions to participate in community service. A modified version of the Solomon four-group design analysis as well as a hierarchical regression were used to assess the change in student intentions after exposure to three service-learning treatments. Findings indicate that service learning has a significant impact on students’intentions to participate in community service. In particular, by adding a lecture to the standard service-learning format, faculty members can increase student intentions to participate in community service.
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Several approaches exist for organizing and analyzing data in a phenomenological qualitative study. Transcendental phenomenology, based on principles identified byHusserl (1931) and translated into a qualitative method by Moustakas (1994), holds promise as a viable procedure for phenomenological research. However, to best understand the approach to transcendental phenomenology, the procedures need to be illustrated by a qualitative study that employs this approach. This article first discusses the procedures for organizing and analyzing data according to Moustakas (1994). Then it illustrates each step in the data analysis procedure of transcendental phenomenology using a study of reinvestment or the “ripple effect” for nine individuals who have participated in a youth leadership mentoring program from the 1970s to the present. Transcendental phenomenology works well for this study as this methodology provides logical, systematic, and coherent design elements that lead to an essential description of the experience.
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In this article, the author demonstrates how a phenomenological approach may be used to describe the changes of women's bodies at menopause. In Korea, the middle age of Korean women has been referred as the golden age and autumn season, and which means Korean thing highly of internal mature rather than external facts. When Korean women experience menopausal, they feel they are in the middle of storm, and just have passed by in the time. They can expert andfeel tomorrow's weather by the changes of their body. While the experience menopausal, they canextremely perceive changes of their body, and at the same time, incidence rate of breast cancer is no the increase. Mastectomy has serious effects on both women's body and spirit.Phenomenological analysis on the changes of body shows that the middle age women of Korea feel "Evidently visible scratches of years", "My body is a live weather forecaster", "Khi is getting weaker", "Being fearful suddenly but too late", "The more aged, the more precious life becomes","Being comfortable is better than being beautiful", "Wish to go back to their past", "Intense desire for re- challenging life", "Better friends than husband". In conclusion, there of no way to fully understand someone without knowing one's lived experience within the cultural context. To understand artificial changes by surgery as well as natural ones, and even to do holistic nursing, qualitative research is essentially required.
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