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whitenoise
Full text linkwhitenoise is a creative memoir that explores themes of abuse, mental illness, self-harm, and recovery. Through a selection of poetry and prose, the author documents her life from early childhood to adulthood, dissecting and spreading apart relationships and recurring dreams to find the bones that connect. This memoir illuminates the aftermath of abuse and trauma and the never-ending recovery process. The author utilizes poetry and prose alike to unearth buried memories in order to continue the path to healing
Factors Influencing Hmong College Students’ Persistence and Retention in Laos: A Case Study
No full textStudent persistence and retention in higher education is a phenomenon that has been studied for years, yielding many theories and frameworks. The purpose of this study was to explore the factors influencing the persistence and retention of Hmong college students in Laos. This study adopted a qualitative method with a single-case study design to explore the experiences of 10 Hmong students who were attending a university in the Lao’s People Democratic Republic (LPDR). Data for the study were collected via individual interviews and reflection journals. The findings of the study showed that there were seven emergent themes that influenced Hmong college students in Laos to persist. The themes were: (a) it was difficult being a Hmong college student, (b) family was a factor that motivated, (c) goal was a motivator to persistence, (d) Hmong students were confident in their abilities, (e) there was a sense of belonging, (f) the curriculum was the top in Laos but a nonfactor, and (g) the professor was their supporter. Based on the results of the study, it was recommended that institutions of higher learning in Laos adopt student support services such as counseling, student mentoring, and goal workshops to support the persistence of Hmong students
Lived Experiences with Inauthenticity of the Physician Assistant Program Admission Essay: A Phenomenological Study
Full text linkInauthenticity occurs in the physician assistant program admission process when students plagiarize content of the admission essay. This qualitative research study focused on the experiences of physician assistant admission committee members with the admission process, including the experiences of physician assistant admission committee members with the authenticity of the admission process. The experience with the components of the admission process were discussed through eight interviews with physician assistant admission committee members from accredited physician assistant programs in the United States. Phenomenology was the research method used to evaluate the experience the admission committee members have had with the components of the admission process, as well as their experience with the authenticity of the admission process. I identified four themes when I analyzed the data. The first theme demonstrated that admission committee members place importance on noncognitive components of the admission process. The second theme recognized that the admission process of physician assistant programs is an evolving process that is consistently reviewed and revised. The third theme identified that some physician assistant programs have made changes to the admission process due to concerns of inauthenticity of admission materials. The fourth theme presented implementation of an on-campus writing sample in order to compare the quality of the writing of the on-campus writing sample to that of the admission essay
Teachers’ Perceptions of Professional Development and Technology Integration in Classrooms in Rural Texas
No full textPublic schools are attempting to meet the demands for 21st century technological skills. This qualitative research study sought to discover how rural Texas teachers perceive technology professional development and the integration of technology in the classroom. Twelve rural Texas teachers from East Texas, Coastal Bend Texas, and South Texas participated in this case study. These teachers were recruited by snowball sampling and participated in a survey, interviews, and a focus group via Qualtrics, phone, and WebEx. After manual and software coding, the data were analyzed according to themes of professional development and technology use and patterned according to confidence levels. In-vivo coding was used in order to gain an understanding of these confidence levels through the teachers’ words. The rural teachers perceived themselves in the early/developing stage of classroom technology use due to the lack of appropriate professional development. The implications of these findings are that more relevant professional development needs to be developed to assist rural teachers in classroom technology integration success