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Interpretative Analysis of Adult Learners’ Lived Experiences in a Uniquely Designed Higher Education Program
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In: Dissertations & Theses (2018)
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| 2 |
A Phenomenological Exploration of Secondary Teachers' Perceptions of the Flipped Classroom Model
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In: Doctoral Dissertations and Projects (2018)
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| 3 |
Student Perceptions and Student Achievement in a Higher Education Partially Flipped Classroom
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In: Doctoral Dissertations and Projects (2018)
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| 4 |
The Effect of Two-Way Immersion on Students' Attitudes Toward Education, Other Cultures, and Self-Esteem
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In: Doctoral Dissertations and Projects (2018)
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| 5 |
Undocumented Hispanic Students in Higher Education: A Phenomenology of Students Struggling to Obtain Educational and Career Goals
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In: Doctoral Dissertations and Projects (2018)
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| 6 |
A Phenomenological Study Examining the Journey of Identity Development for Internationally Adopted Adolescents in the United States
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In: Doctoral Dissertations and Projects (2018)
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| 7 |
Breaking the Cycle: An Ethnographic Study on Hispanic Mothers in Family Drug Court
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In: Doctoral Dissertations and Projects (2018)
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Abstract:
The purpose of this critical ethnographic study was to understand the phenomena of generational substance abuse of Hispanic mothers. By participating in family drug court (FDC), a therapeutic judicial program, rather than incarceration, mothers have a greater opportunity to address their substance abuse issues (Brown, 2010). Motivated to restore their domestic structures, FDC often allows them to address their substance abuse issues and regain custody of their children, who are usually in family or state’s care (Choi, 2012). In this study, generational substance abuse will be generally defined as those women who are FDC participants and have lost custody of their children, predisposing their children to become substance abusers. The theories guiding this study are Vygotsky’s (1934) Social Development Theory due to his work with the interdependence of individual and social processes; Bandura’s Social Cognitive Theory (1986) on human motivation and action; and the cultural work of Boas and Mead (1928). A FDC counselor, (gatekeeper of this study), provides access to clients in FDC and to graduates for up to one year. By using several artifacts the study was a purposeful sample clearly depicting the culture of the group. Data were gathered through fieldwork (Wolcott, 2008) in the form of observations, surveys, interviews, and a100-Item Parent Behavior Checklist (Fox, 1994a) recognizing client sensitivity. Interpretation of the data provided an essence of the phenomenon, producing a cultural portrait, integrating both emic and etic views. Fetterman’s (2010) approach of triangulating the data helped in identifying that this group of women need intervention strategies to improve their: education; employment, housing, parenting skills, decisions, cultural appreciation, and goal setting abilities.
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Keyword:
and Multicultural Education; and Research; Bilingual; Education; Educational Assessment; Educational Psychology; Evaluation; Family Drug Court; Hispanic Mothers in Family Drug Court; IntervenHtion Strategies; Multilingual; Other Education; Recovering Hispanic Mothers; Substance Abuse; Therapeutic Jurisprudence
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URL: https://digitalcommons.liberty.edu/doctoral/1730
https://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=2789&context=doctoral
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| 8 |
The Relationship between English Language Proficiency and Academic Achievement for English Language Learners
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In: Doctoral Dissertations and Projects (2018)
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| 9 |
"I Refuse to Die": Exploring the Relationship Between Spirituality and Persistence Among African American PH.D. Students and Graduates
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In: Doctoral Dissertations and Projects (2018)
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| 10 |
A Phenomenological Study of the Lived Experiences of Hispanic Females in Advanced Placement Courses in Southern California High Schools
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In: Doctoral Dissertations and Projects (2018)
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| 11 |
A Transcendental Phenomenological Study of Novice Teachers Administrative Support Experiences in High-Poverty High-Minority Rural South Carolina Schools
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In: Doctoral Dissertations and Projects (2018)
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| 12 |
¿Esto Funciona?: Studying the Influences of Peer Tutoring on Student Performance in the Spanish Language-learning Process
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In: Doctoral Dissertations and Projects (2018)
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| 13 |
The Impact of Teacher Motivation in Promoting Academic Achievement among African American Male Students
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In: Doctoral Dissertations and Projects (2018)
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| 14 |
Formative and Summative Assessment of Library Instruction (LI): Encouraging and supporting "reflective teaching" practices through peer observation
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In: Georgia International Conference on Information Literacy (2018)
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| 15 |
An Investigation of the Effects of Taking Remedial Math in College on Degree Attainment and College GPA Using Multiple Imputation and Propensity Score Matching
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In: FIU Electronic Theses and Dissertations (2018)
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| 16 |
Cognitive Assessment of Culturally and Linguistically Diverse Students:Evidence for Current Practices
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In: Thinking Matters Symposium Archive (2018)
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| 17 |
Breaking the Language Barrier: Equitable Assessment in General Chemistry
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In: UNLV Theses, Dissertations, Professional Papers, and Capstones (2018)
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| 18 |
From the Ground Up: Providing Support to Emergent Bilinguals to Distinguish Language Difference From Disability
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In: Faculty Publications (2018)
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| 19 |
Ethnography of Language Planning and Policy
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In: GSE Faculty Research (2018)
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| 20 |
Khan & Austin 2018 Collaborating across National Boundaries for Narrative Teaching (1).pdf
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In: Theresa Y. Austin (2018)
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