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In the online archives of the Indiana University, Kerri Golden's 2010 dissertation presents an interesting qualitative study entitled "The Development of Cultural Adaptability Including Relevant Experiences and Perceptions of Traditional College Students: A Perspective from a Small, Private Liberal Arts University."

HyperRESEARCH provided its qualitative analytical capabilities for Chrysan Gallucci, Michelle DeVoogt Van Lare, Irene H. Yoon, and Beth Boatright of the University of Washington to conduct the research for their article on "Instructional Coaching: Building Theory About the Role and Organizational Support for Professional Learning".

From the Abstract: "Instructional coach initiatives aimed at teachers’ professional development are expanding in reforming school districts across the United States. This study addresses the lack of research regarding the professional development of instructional coaches. Drawing on sociocultural learning theory, specifically a model called the Vygotsky Space, the authors use a case approach to examine the learning experiences of a single secondary literacy coach. Hypotheses suggest that (a) coaches are not unproblematic conduits of reform ideas but are also learners of new content and pedagogy; (b) as coaches’ conceptual development about instruction grows, their ability to coach also matures; and (c) professional development that supports coaches is best aligned around a workplace pedagogy that addresses the learning needs of multiple system actors."

The article appears under the OnlineFirst (Forthcoming articles published ahead of print) service of the American Educational Research Journal. The full article can be found here.

In his paper "Slogging and Stumbling Toward Social Justice in a Private Elementary School: The Complicated Case of St. Malachy" appearing in Education and Urban Society, Vol. 42, No. 5, pp 572-598 (July 2010), author Martin Scanlan of Marquette University used HyperRESEARCH to reveal the myrad of factors affecting one school's efforts at inclusivity as one component towards a broader effort of social justice.

From the Abstract: "This case study examines St. Malachy, an urban Catholic elementary school primarily serving children traditionally marginalized by race, class, linguistic heritage, and disability. As a private school, St. Malachy serves the public good by recruiting and retaining such traditionally marginalized students. As empirical studies involving Catholic schools frequently juxtapose them with public schools, the author presents this examination from a different tack. Neither vilifying nor glorifying Catholic schooling, this study critically examines the pursuit of social justice in this school context. Data gathered through a 1-year study show that formal and informal leaders in St. Malachy adapted their governance, aggressively sought community resources, and focused their professional development to build the capacity to serve their increasingly pluralistic student population. The analysis confirms the deepening realization that striving toward social justice is a messy, contradictory, and complicated pursuit, and that schools in both public and private sectors are allies in this pursuit."

The full text of the paper is accessible here.

Rosalie Rolón-Dow of the University of Delaware has published "Critical Care: A Color(full) Analysis of Care Narratives in the Schooling Experiences of Puerto Rican Girls" in the American Educational Research Journal, Vol. 42, No. 1, pp 77-111 (2005). From the Abstract: "In this article, the author explores the intersection between race/ethnicity and caring in the educational experiences of middle school Puerto Rican girls. Critical race theory and Latino/Latina critical theory are used as data analysis frameworks because of their emphasis on the roles of race/ethnicity and racism in shaping the circumstances of individuals and institutions. The author calls for a color(full) critical care praxis that is grounded in a historical understanding of students’ lives; translates race-conscious ideological and political orientations into pedagogical approaches that benefit Latino/a students; uses caring counternarratives to provide more intimate, caring connections between teachers and the Latino communities where they work; and pays attention to caring at both the individual and institutional levels."

The author also notes in this paper that "... Hyperresearch, was helpful in coding the data, generating reports for each data code/theme, and revealing patterns of connectedness between data codes.". The article can be accessed online here.