The Development of a Mental Health Program for Unaccompanied Minors in the United States     

Alto  Michelle E.  Bantelman  Emily  Manly  Jody Todd  Hathaway  Alisa  Knight  Stevie  Frounfelker  Rochelle L.  Petrenko  Christie 《International journal for the advancement of counseling》2022,44(1):164-196

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International educators’ perspectives on the purpose of science education and the relationship between school science and creativity     

Lindsay Hetherington  Kerry Chappell  Hermione Ruck Keene  Heather Wren  Mutlu Cukurova  Charlotte Hathaway 《Research in Science & Technological Education》2020,38(1):19-41

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The Impact of a Study Abroad Experience on Preservice Teachers' Dispositions and Plans for Teaching English Language Learners     

Paola Pilonieta  Adriana L. Medina  Jennifer I. Hathaway 《The Teacher Educator》2017,52(1):22-38

This study explored how a study abroad experience affected preservice teachers' (PSTs') dispositions towards and plans for teaching English Language Learners (ELLs). This qualitative study involved 16 elementary education initial licensure PSTs who participated in a 2-month study abroad trip to Germany. Data in the form of surveys, interviews, and reflections were collected. The PSTs' experiences left them feeling like outsiders, fostering greater empathy for ELLs. As the PSTs faced the challenges of studying abroad, they developed ways of coping, which influenced their dispositions toward ELLs and the accommodations they wanted to make when teaching ELLs in their future classrooms. A model of the PSTs' learning progression within the study abroad experience is offered as a lens to consider their transformations. Findings suggest it would be beneficial for educators traveling abroad with PSTs to find ways to make explicit the connections between personal encounters and future teaching experiences.  相似文献   

Assumptions underlying quantitative and qualitative research: Implications for institutional research   总被引：1，自引：0，他引：1  

Russel S. Hathaway 《Research in higher education》1995,36(5):535-562

For institutional researchers, the choice to use a quantitative or qualitative approach to research is dictated by time, money, resources, and staff. Frequently, the choice to use one or the other approach is made at the method level. Choices made at this level generally have rigor, but ignore the underlying philosophical assumptions structuring beliefs about methodology, knowledge, and reality. When choosing a method, institutional researchers also choose what they believe to be knowledge, reality, and the correct method to measure both. The purpose of this paper is to clarify and explore the assumptions underlying quantitative and qualitative research. The reason for highlighting the assumptions is to increase the general level of understanding and appreciation of epistemological issues in institutional research. Articulation of these assumptions should foster greater awareness of the appropriateness of different kinds of knowledge for different purposes.  相似文献