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Child-, Family-, and Community-Level Facilitators for Promoting Oral Health Practices among Indigenous Children
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In: International Journal of Environmental Research and Public Health; Volume 19; Issue 3; Pages: 1150 (2022)
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Child-, Family-, and Community-Level Facilitators for Promoting Oral Health Practices among Indigenous Children
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In: Test Series for Scopus Harvesting 2021 (2022)
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Cognitive and Emotional Appraisal of Motivational Interviewing Statements: An Event-Related Potential Study
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An analysis of the quality of investigative interviews with children in France: age of the witness does matter
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In: ISSN: 1561-4263 ; Police Practice and Research ; https://hal.archives-ouvertes.fr/hal-03400163 ; Police Practice and Research, Taylor & Francis (Routledge), 2021, 22 (2), pp.1130-1154. ⟨10.1080/15614263.2019.1658581⟩ (2021)
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Mechanisms of Behavioral Change in a Culturally-Adapted MI with Latino Heavy Drinkers AIM ONE, R01, AA025485, NIAAA ...
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Multi-mode question pretesting: Using traditional cognitive interviews and online testing as complementary methods
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In: Survey Methods: Insights from the Field ; 1-14 ; Advancements in Online and Mobile Survey Methods (2021)
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Comparing the Language of Computer-Mediated versus Face-To-Face Motivational-Type Interviews
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In: Open Access Theses & Dissertations (2020)
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A Psycholinguistic Analysis of Ergonyms of Pereiaslav-Khmelnytskyi Town ...
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A Psycholinguistic Analysis of Ergonyms of Pereiaslav-Khmelnytskyi Town ...
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| 11 |
A Quality Improvement Project to Improve Medical Assistants’ Confidence Level in Providing Health Coaching and Education on Hypertension to Clients in A Safety Net Clinic
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The Language Content of Computer-Mediated versus Face-To-Face Motivational-Type Interviews
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In: Open Access Theses & Dissertations (2019)
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Enabling Institutional Messaging: TV Journalists’ Work with Interviewee Responses
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A meta-analysis of motivational interviewing process: Technical, relational, and conditional process models of change.
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In: Journal of consulting and clinical psychology, vol 86, iss 2 (2018)
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Enabling Institutional Messaging: TV Journalists’ Work with Interviewee Responses ...
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Newcomer Voice: Experiences of Korean Young Adults in Middle and High Schools in the Southeastern United States
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In: Electronic Theses and Dissertations (2018)
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Abstract:
ABSTRACT This dissertation explores newcomer experiences of Korean young adults in middle and high schools in the Southeastern United States. Theoretically, the dissertation builds upon a wide array of literature on phenomenology, immigrant student experience, Korean student voice, and culturally responsive practice. Using intensive interviewing and grounded theory as methodologies, I explore the newcomer experiences of six Korean young adults who attended middle and high schools in Georgia and Tennessee with the intent to find out how their experience develops a culturally responsive practice for all newcomers. Korean student voice is obscured when research homogenizes Asian populations (Abelman, 2009; Lee, 2009; Lew, 2006). Newcomer voice is vital for educators, administrators, and policymakers to understand experiences of diverse populations (Carger, 1996, 2009; He, 2003; Igoa, 1995; Lee, 2009; Lew, 2006; Valdes, 1996, 2001; Valenzuela, 1999). The intention is to share and document participants’ reflections. A cycle of three interviews were conducted. In interview one, participants described experiences as students in Korea. In interview two, they described experiences as newcomers in the United States. In interview three they reflected on their experiences of studying in Korea and the United States. Interviews are coded, reviewed, and analyzed by using grounded theory methodology to identify the concurrent themes in relation to advice for newcomers. The findings are presented in these categories of advice for initial isolation of families and newcomers, the first days of school, and community supports. To address family issues of initial isolation, participants recommend newcomers share purpose and circumstances for migration and status of the family unit. This advice informs the practice of educators, administrators, and policymakers who have an obligation to know the students served in public education (Carger, 1996, 2009; Igoa, 1995; Lee, 2009; Lew, 2006; Li, 2006, 2008; Nieto, 2002; Park, Goodwin, & Lee, 2001, 2003; Shin, 2005; Valdes, 1996, 2001; Valenzuela, 1999). For the first days of schools, participants’ guidance suggests newcomers share experiences of school in Korea to assist educators in understanding the experience of studying abroad and to ease transition during the first days of school (Bae, 2009; Carger, 1996, 2009; Igoa, 1995; Malacher, 2009; Nieto, 1994; Valdes, 1996). Participants also offer guidance for newcomers by exploring opportunities for support within local and virtual communities. Participant voice reveals the varied, layered reality of newcomers in the “concrete world” (Aoki, 1992) of home, school, and community. The participant reflections on newcomer experiences offer educators, administrators, and policymakers insights into providing more culturally responsive classroom and support services for international newcomers in U. S. schools. INDEX WORDS: Phenomenology, Immigrant student experience, International newcomers, Korean student voice, Culturally responsive practice, In-depth interviewing, Grounded theory
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Keyword:
and Multicultural Education; Bilingual; Culturally responsive pedagogy; Grounded theory; In-depth interviewing; International newcomers; Korean newcomers; Language and Literacy Education; Multilingual; Secondary Education; Student voice
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URL: https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=2888&context=etd
https://digitalcommons.georgiasouthern.edu/etd/1776
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Questioning Transcription: The Case for the Systematic and Reflexive Interviewing and Reporting (SRIR) Method
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In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 18 ; 2 ; 22 (2018)
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| 18 |
When Do Misunderstandings Matter? Evidence From Survey Interviews About Smoking
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Enabling Institutional Messaging: TV Journalists’ Work with Interviewee Responses
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In: Working Papers in Applied Linguistics and TESOL, Vol 18, Iss 1, Pp 36-43 (2018) (2018)
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Probing for sensitivity in translated survey questions: Differences in respondent feedback across cognitive probe types
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In: Translation and Interpreting : the International Journal of Translation and Interpreting Research, Vol 10, Iss 2, Pp 73-88 (2018) (2018)
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