SAGE Journal Articles

(16.1) Lee, I., & Koro-Ljungberg, M. (2007). A phenomenological study of Korean students' acculturation in middle schools in the USA. Journal of Research in International Education, 6 (1), 95-117.

Abstract
The purpose of this phenomenological interview study was to describe how visiting Korean students experience social adjustment and acculturation when attending US middle schools. As a result of phenomenological analysis, the essences of Korean students' social adjustment included: (1) descriptions of power struggles; (2) misconceptions of cultural differences; (3) coping behaviors; and (4) academic achievement. In conclusion, the authors argue that families and educators should strive to create an alternative form of nationalism that calls forth mutual understandings and cooperation that respects cultural dualism and negotiation.

(16.2) Heather Schacht Reisinger. Counting Apples as Oranges: Epidemiology and Ethnography in Adolescent Substance Abuse Treatment. Qualitative Health Research, Feb 2004; vol. 14: pp. 241-258.

Abstract
In spite of a history of collaboration between epidemiology and qualitative research, the mix of these two perspectives is not well developed in the substance use field. Part of the reason for the difficult match is that qualitative research often adds issues of context and meaning that complicate the epidemiological data of interest. In the substance use field, epidemiological indicators tend to focus on a single drug, but the context typically involves persons who use multiple illicit and licit substances in a variety of ways that change over time. In this article, the author describes four adolescents in an outpatient substance abuse treatment center to provide context and insight into the lives behind the epidemiological indicators. Studying a site of epidemiological data collection ethnographically is yet another way to build collaboration between epidemiology and qualitative research.

(16.3) Cranton, P., & Carusetta, E. (2004). Perspectives on authenticity in teaching. Adult Education Quarterly, 55 (1), 5-22.

Abstract
The authors work with 22 educators from a variety of disciplines during a 3-year time span to understand what authentic teaching means and to explore how authenticity is manifested in practice. Using a grounded theory approach, the authors interview participants twice per year, observe their classes, and hold focus groups at the end of the project. Data interpretation reveals five dimensions of authenticity: self-awareness, awareness of others, relationships with learners, awareness of context, and a critically reflective approach to practice. Following grounded theory guidelines, the authors develop a model that incorporates the categories generated from the data and generate tentative hypotheses about practice.

(16.4) Coghlan, D., & Holian, R. (2007). Editorial: insider action research. Action Research , 5,  5-10.

No Abstract.