Researchware Blog
Person Centered Planning for Disabled People studied with HyperRESEARCH
Audrey A. Trainor, of the University of Wisconsin, utilized HyperRESEARCH for her qualitative study of "Person-Centered Planning in Two Culturally Distinct Communities - Responding to Divergent Needs and Preferences" which appeared in the August 2007 issue of Career Development for Exceptional Individuals (vol. 30, no. 2, pp 92-103).
From the article abstract: "Person-centered planning (PCP) is a recommended practice in developing and implementing individualized futures plans of and by youth and adults with disabilities. Yet, little is known about the cultural responsiveness of PCP, a salient issue because values and beliefs about transition differ across and within groups. Community connectors, facilitators of futures planning in two culturally distinct areas (a Spanish-speaking, socioeconomically depressed urban area and a suburb of English-speaking people from middle- and uppersocioeconomic backgrounds), were interviewed regarding their implementation of Planning Alternative Tomorrows with Hope and their responses to the preferences, strengths, and needs of families. Person-centered planning was effective in addressing transition-related concerns and obstacles to collaboration identified by community connectors, who adapted this model to address perceived community needs."
The article can be found online here.
HyperRESEARCH used in Ph.D. Dissertation on a Heideggerian hermeneutical analysis of the lived experience of HIV/AIDS
Michelle Renee Reillo's 2008 dissertation at the College of Notre Dame of Maryland utilized both HyperTRANSCRIBE and HyperRESEARCH in her qualitative study on "The lived experience of HIV/AIDS: A Heideggerian hermeneutical analysis."
HyperRESEARCH used in Ph.D. Dissertation on the Development of Cultural Adaptability of Traditional College Students
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 used to study Teachers' Professional Development through Instructional Coaching
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.
The Importance of Inclusivity in Pursuing Social Justice revealed through HyperRESEARCH
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.