SAGE Journal Articles

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Journal Article 1: Savvides, N. (2006). Investigating education for European identity at three ‘European schools’: A research proposalResearch in Comparative and International Education1, 174–186.

Abstract: Encouraging pupils to develop a sense of European identity is one of the implicit aims of the ‘European Schools’. This article describes a proposed research study, funded by the Economic and Social Research Council, which will investigate how this aim is being pursued at three European Schools. The proposal builds on two years (2003–2005) of preparation including research methods training, preliminary research and pilot work conducted at one of the three European Schools to be studied. The introduction to this article presents the contextual background and rationale to the proposed study, before moving on to a brief review of the empirical literature and the conceptual framework. Following this is a discussion of the general purpose of the research, outlining the research questions and the methods that will be used for gathering the data to answer them. The purpose in presenting the preliminary details of this project is to seek constructive criticism and suggestions from educational researchers, particularly from amongst comparativists and those working on European, international and intercultural dimensions. This proposal is designed to guide the project rather than to serve as a fixed framework. It may therefore be modified in light of the feedback received and as unforeseen avenues and new opportunities present themselves.

Journal Article 2: Sandelowski, M., & Barroso, J. (2003). Writing the proposal for a qualitative research methodology projectQualitative Health Research13, 781–820.

Abstract: Writing the proposal for a qualitative research methodology study is a double challenge because of the emergent nature of qualitative research design and because a methodology study entails describing a process to produce a process. How the authors addressed this challenge is shown in the annotated text of the grant proposal—“Analytic Techniques for Qualitative Metasynthesis”—funded by the National Institute of Nursing Research. Appealing qualitative research proposals adhere to principles that engage writers and readers in an informative and mutually respectful interaction.

Journal Article 3: Phakiti, A., & Li, L. (2011). General academic difficulties and reading and writing difficulties among Asian ESL postgraduate students in TESOL at an Australian universityRELC Journal42, 227–264.

Abstract: This article reports on an empirical study that examines general academic difficulties, and academic reading and writing difficulties among Asian ESL (English as a Second Language) international postgraduate students who are completing a Master’s Degree in TESOL (Teaching English to Speakers of Other Languages) at an Australian university. The data were collected through the use of a Likert-scale questionnaire from 51 students and a follow-up, semi-structured interview technique with 11 participants who took part in the questionnaire survey. It was found that: (1) students reported different types of academic difficulties including reading and writing such as synthesizing information and academic writing; (2) there were strong associations among general academic difficulties, academic reading and writing difficulties; and (3) factors such as academic English proficiency, self-regulation, motivation, self-efficacy, former learning experience and academic adjustment had an impact on their academic difficulties. This article will articulate the implications for second language teacher education research and future research.

Journal Article 4: Cumming, T. M., Strnadovan empirical study that exaiPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research projectAction Research12, 151–176.

Abstract: This study details an action research project completed by an Information and Communications Technology Integration Coordinator and a team of five teachers, supported by the university partners as consultants. The project focused on the process and outcomes of the introduction of iPad technology to support students with developmental disabilities at a private high school in Sydney. The data were analyzed using the inductive content analysis approach. This paper describes the experience, including teacher and student perceptions of iPad implementation. Recommendations for implementation and further study are also discussed.