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Supporting parents as their child’s first teacher: Aboriginal parents’ perceptions of kindilink
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In: Research outputs 2014 to 2021 (2021)
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Shared Language Erosion: Rethinking Immigrant Family Communication and Impacts on Youth Development
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In: Human Development and Family Studies Publications (2021)
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An Exploration of Black Church Leaders' Intentions to Develop Critical Consciousness among African-American Students
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In: Dissertations (2021)
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UNBOXING THE JAPANESE SOJOURNING MOM’S PEDIATRIC-GOING EXPERIENCE: A PHENOMENLOGICAL STUDY OF CULTURALLY AND LINGUISTICALLY APPROPRIATE HEALTH SERVICES
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In: Theses and Dissertations--Education Sciences (2021)
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Using photovoice to understand and amplify youth voices to prevent sexual and relationship violence
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In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2021)
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Validation of the short version of the dimensional inventory for child development assessment
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In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2021)
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Targeted Physical Therapy Combined with Spasticity Management Changes Motor Development Trajectory for a 2- Year-Old with Cerebral Palsy
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In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2021)
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Doing Assessment: A Multicase Study of Preschool Teachers’ Language and Literacy Data Practices
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In: Faculty Publications, Department of Child, Youth, and Family Studies (2021)
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FAMILY DIMENSIONS OF UNEQUAL COLLEGE EXPERIENCES: STUDENTS’ TALK OF SELF AND COLLEGE IN RELATION TO FAMILY RESOURCES AND RELATIONSHIPS
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In: Doctoral Dissertations (2021)
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The Acquisition of Advanced Level Chinese Heritage Language (CHL) Learners:A Comparative Analysis Concerning The Aspect Marker “LE了”
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In: Masters Theses (2021)
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An examination of circumstances related to forced marriage among culturally and linguistically diverse women in Australia
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In: Research outputs 2014 to 2021 (2020)
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Greying Mutuality: Race and Joking Relations in a South African Nursing Home
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In: Faculty Publications (2020)
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Fathers’ perceived co-parenting and children’s academic readiness among Chinese preschoolers: Longitudinal pathways through parenting and behavioral regulation
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In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2020)
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Statewide Policies to Improve Early Intervention Services: Promising Practices and Preliminary Results
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In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2020)
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A Longitudinal Examination of Peer Victimization on Depressive Symptoms Among Asian American School‑Aged Youth
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In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2020)
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Preventing Teen Relationship Abuse and Sexual Assault through Bystander Training: Intervention Outcomes for School Personnel
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In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2020)
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The Distal Role of Adolescents’ Awareness of and Perceived Discrimination on Young Adults’ Socioeconomic Attainment among Mexican-Origin Immigrant Families
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In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2020)
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Culture Moderates the Relationship between Family Obligation Values and the Outcomes of Korean and European American College Students
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In: Faculty Publications from Nebraska Center for Research on Children, Youth, Families, and Schools (2020)
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Chapter 13 Bifurcating Worlds? A Systematic Review of How Visual and Language Data Are Combined to Study Teachers and Their Teaching
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In: Faculty Publications, Department of Child, Youth, and Family Studies (2020)
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Abstract:
Connecting teachers’ perspectives with their practice is an enduring challenge shaping what and how we understand teaching. Researchers tend to bifurcate teachers’ work between their private and their public lives. These “worlds” bring particular meanings that are rendered through the analyses of visual documentations of teaching and teachers’ language-based accounts of their teaching. Combining these two forms of data is a basic research challenge both operationally and conceptually. Operationally, the researcher determines how the forms are connected and which decisions reflect (and are anchored in) conceptual warrants. This review identified 52 studies that combine visual and language data to study teachers and teaching to examine how data were collected and analyzed in the studies and what types of the theoretical frameworks were used to warrant the interpretations resulting from the connections. The review found only seven studies that balanced both worlds by explicitly warranting how the two forms of data were interconnected. Otherwise, most studies foregrounded one form of data and drew on the other to support or explain the first. Whereas most of the authors rationalized the connection between the forms of data in their studies, few took the more complex step of theorizing how the two worlds were connected. We argue that such incomplete connections risk inaccurately representing the work of teaching. We propose some design questions and research procedures that researchers may use to avoid bifurcating teachers’ worlds.
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Keyword:
and Society; Developmental Psychology; Family; Life Course; Other Psychology; Other Sociology; Social and Behavioral Sciences
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URL: https://digitalcommons.unl.edu/famconfacpub/292 https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1302&context=famconfacpub
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An Investigation into the Curricula (Type and Quality) Used by Early Childhood Educators
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In: Faculty Publications, Department of Child, Youth, and Family Studies (2020)
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