Explore the vast range of titles available.

I utilized a life history methodology in this study through which written and oral narratives were obtained from six postsecondary students who self-identified as Lesbian, Gay, Bisexual, and/or Queer (LGBQ). Through this narrative process, I endeavored to understand how past events and behaviors shaped the participants' identities and their sense of resiliency. During the data analysis process, I experienced tension between etic and emic categories and themes. Consequently, I struggled to maintain an inductive position throughout the coding process. This article provides an overview of this process and seeks to add to the discussion regarding etic and emic perspectives in qualitative research. URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs140268

Background Humanitarian crises bring unique, and potentially growing challenges to people with type 1 diabetes (T1D). We aimed to determine, in youth with T1D (mean age (± 1SD) 0–17.9 years) within and coming from humanitarian crises settings (HCS), the reported prevalence that meet international consensus targets for glycaemic, blood pressure and lipid management, and incidence of severe hypoglycaemia or diabetic ketoacidosis. Methods A narrative review of quantitative data was conducted, using a systematic process. MEDLINE (Ovid), Global Health, Web of Science, Scopus, Embase, CINAHL, APA PsycINFO, Cochrane trials, and the reference lists of eligible records were searched (January 2014-February 2024); ten records covering ten separate studies were retrieved. Results Glycaemic management was consistently suboptimal in HCS. However, among individuals coming from HCS, glycaemia varied. Across both groups, data relating to blood pressure, lipids, severe hypoglycaemia or diabetic ketoacidosis were either unavailable or limited. Conclusion Findings expose the dearth of data relating to defined youth with T1D within and coming from HCS, leaving the status of this population largely uncharacterised. With limited data indicating suboptimal T1D management, there is a pressing need for the development of a consensus guideline on, and core indicators relating to such youth within and coming from HCS, plus monitoring systems and outcome data.

While the demands of teaching continue to escalate, teacher development has changed relatively little over time, leaving many of today’s teachers feeling underprepared, overwhelmed, or demoralized with few opportunities to make real change. Teacher leadership holds promise for both addressing challenges within schools and empowering teachers. Wesley L.C. Henry, Bryan A. VanGronigen, Meredith L. Wronowski, and James L. Olive highlight how a large urban school district in the United States created, resourced, and implemented a program to develop a corps of teacher leaders who used what they were learning to analyze and critique local school improvement plans. They then presented their ideas to administrators and collaborated with their colleagues to implement more responsive improvement efforts.

This qualitative study explores the past experiences of six post-secondary students who self-identified as Lesbian, Gay, Bisexual, and/or Queer (LGBQ) and held leadership roles in student organizations at one large public institution. The purpose of this exploration was to better understand the impact of friendship on the development of a leadership identity. Utilizing Komives et al.’s (2005) Leadership Identity Development (LID) model as a framework, data were obtained from a series of three in-depth interviews with each participant and analyzed through a grounded theory approach. The significance of friendship was noted across all stages of the LID model. Based upon my findings and the suggestions put forth by the participants, a number of recommendations are made for higher education research and practice.

The impact of a longitudinal action research (LAR) project on the retention and success of students enrolled in a leadership studies doctoral program was the focus of this study. The purpose was to understand how the experiences obtained through an action research project, conducted over 12-15 months, affected students’ development while they completed the first two years of their doctoral coursework. Ten doctoral students, who were at various stages in their educational journey, were interviewed and asked to reflect upon their experiences while completing their LAR project. Findings indicated that the LAR project provided an opportunity to apply theoretical concepts and methodological tools obtained in their classes to real-world issues and concerns within their respective organizations. Additionally, students indicated that the experiences obtained through LAR projects increased appreciation for their doctoral education which, in turn, impacted their retention and success.

The purpose of this work is to advance understanding of intersectional theory and its application to research in education. The scholars whose work appear in this volume utilize intersectional theory and research methods to work in fields and disciplines such as Education, Sociology, Women's Studies, Africana Studies, Human Development, Higher Education Administration, Leadership Studies, and Justice Studies. The book illustrates how intersectional theory can be used in both quantitative and qualitative education research on college student access and success, faculty satisfaction and professional development, and K-12 educational issues such as high school dropouts and bullying. This book is unique, as no other book ties intersectionality to the research process.Key Features: Readers will learn the basic tenets of intersectionality and how it can be useful in education research. Readers will learn how intersectionality can be used to analyze both quantitative (large scale survey) and qualitative (interview, participant observation, and ethnographic) data. Lastly, readers will learn how intersectionality can be particularly useful in examining the experiences of diverse groups of students attending elementary schools, high schools, colleges and universities, and faculty working at post-secondary institutions.Intersectionality is increasingly being used in research and education. This theory holds great promise in exploring students' experiences in terms of access, success, and outcomes for marginalized groups. In essence, application of the theory promotes critical complex thinking regarding the intersectionality of race, class, and gender and their outcomes.

I utilized a life history methodology in this study through which written and oral narratives were obtained from six postsecondary students who self-identified as Lesbian, Gay, Bisexual, and/or Queer (LGBQ). Through this narrative process, I endeavored to understand how past events and behaviors shaped the participants' identities and their sense of resiliency. During the data analysis process, I experienced tension between etic and emic categories and themes. Consequently, I struggled to maintain an inductive position throughout the coding process. This article provides an overview of this process and seeks to add to the discussion regarding etic and emic perspectives in qualitative research.

As can be seen from the other chapters in this book, intersectionality provides a framework that facilitates analyses across multiple identity structures. Another strength of intersectionality is its complementary nature and the ease with which it can be used in conjunction with other theoretical approaches. In this chapter, I discuss one such union in which the lens of intersectionality is used with that of queer theory. I begin with a brief history of intersectionality, which leads to a discussion of two paradigms that have emerged since its introduction via Crenshaw's (1989) seminal piece regarding the challenges women of color face. The next section is a historical account of queer theory and an explanation of its underpinnings. Following the overviews of these theoretical frameworks, I present a conceptual model to demonstrate the ways in which queer theory and intersectionality can be used in tandem. Using this model and portions from an earlier ethnographic study, I conclude the chapter with a guided analysis of one participant's experiences.

The purpose of this study was three-fold. First, the study determined the effects of mathematics teaching strategies on the performance of elementary students on a state-standardized test. More specifically, this study was concerned with the influence of the Everyday Math teaching strategies versus the Sharon Wells' teaching strategies on the mathematics performance of elementary students on a state-wide standardized examination. Furthermore, this study ascertained the effects of gender, ethnicity, and socioeconomic status on the math performance of elementary students. A causal-comparative or ex post facto design was used in this study. The researcher attempted to determine the cause or reason for existing differences in some variables and to identify the factors that led to those differences. The population for this study consisted of 271 campuses, with 12,612 teachers and more than 199,500 students. The cluster random sampling procedure was used to select the mathematics classes scheduled at the targeted schools. A randomly selected number of classes were obtained and allowed each mathematics class an equal opportunity to have been selected to participate in the study. Thus the sample consisted of 437 students. The 2008 (TAKS) data for these classes were analyzed. The investigative instrument utilized in this investigation was the (TAKS). The researcher found that: the TAKS mathematics scores of elementary students were significantly affected by the type of mathematics instructional strategies, specifically, it appeared that elementary students who were exposed to the Everyday Math instructional strategies had significantly higher mathematics scores than their counterparts who were exposed to the Sharon Wells mathematics instructional strategies. The variables gender and ethnicity were not found to be significant, but socioeconomic status influenced the mathematics score. In conclusion, it appeared that non-economically disadvantaged students had significantly higher scores than economically disadvantaged students and mathematics programs were significant predictors of influencing TAKS mathematics scores.

School improvement plans (SIPs) have become a central feature of schooling. Educational leaders experience tension between balancing compliance with accountability demands and continuous improvement, and neither of these lenses is centered in the social justice necessary for closing opportunity gaps. We propose a new rubric for assessing the extent to which SIPs focus on policy compliance, students, organizations, or community. Assessing SIPs from four U.S. states reveals that schools view families and community stakeholders as external to the improvement planning process and that this issue is exacerbated for schools serving higher percentages of African American/Black students and higher percentages of economically disadvantaged students.