Research Article
Louis Akpan
AM J QUALITATIVE RES, Volume 2, Issue 1, pp. 1-21
ABSTRACT
This study examines the dynamics that necessitated the conceptualisation and development of nomadic education programme by the military government of Nigeria in 1986. Because of the nature of the paper which has some political connotations, governmentality theory by Foucault was adopted. In this paper, however, two methods of data gathering (oral interview and archival materials) were used. From the findings, it was discovered that the 1979 Nigerian Constitution, various International Conventions and Treaties, National Policy on Education and Miyetti Allah Cattle Breeders Association significantly influenced the conceptualisation of nomadic education programme in Nigeria. Furthermore, it was also revealed that the implementation of newly introduced nomadic education in Nigeria was made possible by the promulgations of some decrees.
Keywords: Nomads, nomadic education, military government of Nigeria, governmentality, decrees
Research Article
Diane Kratt
AM J QUALITATIVE RES, Volume 2, Issue 1, pp. 22-40
ABSTRACT
Given the prevalence of children’s mental health disorders, teachers’ roles have expanded to include identifying students with mental health needs and delivering mental health interventions. However, teachers rarely receive mental health training. This study’s purpose was to explore teachers’ perspectives on an educator mental health competency framework proposed by a group of researchers using the following questions: (a) how the competencies could guide and inform their practice; (b) how the teachers would react if the competencies were adopted; and (c) what suggestions they had for improving the competencies. The participants’ responses indicated that they needed more knowledge on mental health and larger systems of support to increase their classroom effectiveness. Overall, the teachers supported the adoption of the competencies but had reservations regarding the necessary training and implementation process. Although the participants did not provide direct suggestions on revisions to the competencies, they did imply suggestions. Findings support the use of the mental health curriculum framework in the development of teacher mental health training. Several implications for practice are proposed including the addition of mental health curriculum in teacher preparation programs and the necessity for school administrators to create a school culture and infrastructure to effectively support school mental health.
Keywords: school mental health, educator competencies, teacher preparation, professional development, social emotional development
Research Article
Gwyneth James
AM J QUALITATIVE RES, Volume 2, Issue 1, pp. 41-56
ABSTRACT
To research the transition experiences of a group of international postgraduate students, this study focused on the use of a methodology which, although gaining much popularity in recent years, is still under used in UK Higher Education Institution (HEI) contexts. Narrative inquiry is arguably the most suitable way of uncovering and understanding more deeply the complex and multi-layered experiences of individuals, focusing as it does on the study of ‘lived experience – that is, lives and how they are lived’. Here, the focus was five Latin American postgraduate students. Little research to date has focused on this group of students in terms of transition and learning experiences using this refreshingly different methodology, whose use and aim is to ‘paint a complex picture of the issue in focus. In this particular study this issue was to both understand how these five students coped with challenges inherent in their transition to the UK and their studies here as well as use such understanding to inform teaching practice.
Keywords: Narrative inquiry, student experience, transition, postgraduate, international students
Research Article
Jennifer O'Connor Duffy, Leah Wickersham-Fish, Linnea Rademaker, Elizabeth Wetzler
AM J QUALITATIVE RES, Volume 2, Issue 1, pp. 57-76
ABSTRACT
We used collaborative autoethnography (CAE) to investigate how we, in our prior work as doctoral mentors at an online institution that assigned students to dissertation chairs, navigated the challenges associated with relationship deterioration with some of our student protégés. We explored how the process of reflection and interrogation might shape our future responses to conflict so that we might improve our strategies for successful and satisfying mentoring outcomes. We applied Rusbult, Zembrodt, and Gunn’s (1982) framework, with constructs Exit, Voice, Loyalty, and Neglect (EVLN), to examine specific cases from our work as dissertation mentors. Originally created to help explain responses to romantic relationship deterioration, we applied this framework to the dissertation mentor-protégé relationship in order to reflect on ways to improve student progress. Two themes from our analysis of each case emerged from the data. Each theme tied to the student’s behavior and the impact that behavior had on our collective perception. Implications are provided for mentoring students in online doctoral programs.
Keywords: Collaborative autoethnography, online doctoral mentoring, mentor-protégé relationships
Research Article
Michael Houdyshell, Patti Kirk
AM J QUALITATIVE RES, Volume 2, Issue 1, pp. 77-96
ABSTRACT
As academic advising took hold in higher education as a regular part of the student experience, the profession struggled to support professional development for academic advisors. In the last 20 years, research has shown how academic advising can positively impact student retention, satisfaction, and success in higher education. A need has arisen for the academic advising profession to create foundational experiences for new or emerging academic advisors through professional development such as training, coursework, and graduate programs. This qualitative case study examined attitudes and beliefs of eight graduate students enrolled in a course on academic advising. Data from this study is expected to contribute to the understanding of how advisors feel about becoming academic advisors, how they view academic advisors are created, and assist the profession in preparing individuals who want to become new academic advisors. The results of this study indicated a need to build foundational knowledge and practice for new and emerging advisors so they may serve as resources and guides for students while positively impacting student success in higher education.
Keywords: academic advising, student success, retention, academic advisor professional development, academic advising course, qualitative research
Research Article
Jennifer M. Ortiz
AM J QUALITATIVE RES, Volume 2, Issue 1, pp. 97-117
ABSTRACT
One misconception in gang research is the assumption that prison gangs and street gangs are organizationally and ideologically synonymous. Although in the minority, some researchers suggest that prison gangs are qualitatively and quantitatively different from other gangs (Fleisher & Decker, 2001). Utilizing 30 in-depth semi-structured interviews with formerly incarcerated gang members in the New England area, this article assesses the effect of environment on the organizational structure, ideologies, and practices of prison and street gangs. The analysis presents a comparative model of prison and street gangs that highlights differences across major aspects of each type of organization, including membership, leadership, organizational operations, and relationships with authority figures. These findings suggest a need for researchers to explore prison and street gangs as distinct entities each affected by their respective environments. Policy suggestions and directions for future research are discussed.
Keywords: prison gangs, street gangs, gangs, subculture, environment
Research Article
Clara Peña, Lisa Jones, Amy Orange, Felix Simieou, Judith Márquez
AM J QUALITATIVE RES, Volume 2, Issue 1, pp. 161-181
ABSTRACT
The purpose of this study was to identify resiliency factors that led to the academic success of three unaccompanied immigrant students in a Texas high school. We used case study methodology to examine the real life context of a phenomenon with data collected from three student participants in their natural settings using interviews, participant observations at school, and photo-elicitation. The findings indicated that internal and external protective factors attributed to the resiliency and school success of the three students who were unaccompanied immigrant children. This study is essential in understanding how resiliency factors impact the academic success of students who are dealing with the challenges of being unaccompanied immigrant children with limited immediate family support and who are English Language Learners (ELLs).
Keywords: unaccompanied children, immigrant children, academic success, life story, resiliency factors