Researchware Blog
HyperRESEARCH explores the College Knowledge of High School Students
A study of 596 participants, analyzed using HyperRESEARCH was the basis for the paper entitled "College Knowledge of 9th and 11th Grade Students: Variation by School and State Context" by Angela D. Bell, Heather T. Rowan-Kenyon, and Laura W. Perna.
Read more: HyperRESEARCH explores the College Knowledge of High School Students
Qualitative Examination of Heterosexual Consciousness Among College Students Empowered by HyperRESEARCH
Some 300 codes in HyperRESEARCH supported the study for "A Qualitative Examination of Heterosexual Consciousness Among College Students", an article by John A. Mueller and Jennifer C. Cole, appearing in the Journal of College Student Development, Volume 50, Number 3, May/June 2009, pp. 320-336.
Parental Involvement in the College-Going Activities of High School Students explored with HyperRESEARCH
HyperRESEARCH aided in the coding and analysis for Heather T. Rowan-Kenyon, Angela D. Bell, and Laura W. Perna's paper on "Contextual Influences on Parental Involvement in College Going: Variations by Socioeconomic Class".
HyperRESEARCH used to show that Electronic Patient Records (EPRs) and Clinical Departmental Systems (CDS) are complimentary
In a paper published online in Volume 9 of the BMC Medical Informatics and Decision Making journal entitled "Beyond the EPR: Complementary roles of the hospital-wide electronic health record and clinical departmental systems", authors Eivind Vedvik, Aksel H Tjora, and Arild Faxvaag used HyperRESEARCH to show that Electronic Patient Records (EPRs) and Clinical Departmental Systems (CDS) are complimentary in nature instead of EPRs replacing departmental systems.
HyperRESEARCH's Multimedia Capabilities Supports Study of Language Learning in Urban Schools
Group and individual interview transcripts as well as 8 hours of video footage served as the source materials, analyzed using HyperRESEARCH's rich multimedia capabilities, for Beth A. Wassell, Maria Fernández Hawrylak and Sarah-Kate LaVan's article "Examining the Structures That Impact English Language Learners' Agency in Urban High Schools: Resources and Roadblocks in the Classroom."
Appearing in the July 2010 issue of Education and Urban Society (vol. 42, no. 5, pp 599-619), the qualitative study supporting this paper "focused on the classroom experiences of 14 English Language Learners (ELL) students in urban high schools. The authors argue that specific structures within classrooms and schools affect ELL students’ agency, or their ability to access and appropriate resources to meet their learning and social needs. Using a narrative inquiry methodological framework, the authors found that these structures included resources, such as space, and time, and a schema of caring, which were created by teachers’ practices. They also included roadblocks, such as poor instructional practices, a lack of empathy of students’ experiences, and diminished access to the curriculum."
The paper can be viewed online here.