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Dietary, Behavioral, and Psychosocial Factors Related to Cardiovascular Disease Risk among South Asian Americans: A Scoping Review
No full textPurpose: South Asian Americans disproportionately represent the world’s prevalence of cardiovascular disease. This scoping review assessed the dietary and psychosocial factors associated with cardiovascular disease risk that South Asian Americans encounter and concluded with considerations for health professionals who encounter this population in practice. Method: Inclusion criteria included studies with the primary population as South Asian Americans and investigated diet or psychosocial factors as variables and cardiovascular disease as an outcome variable. Results: Thirteen studies were included. Analysis of nutritional factors showed that South Asian Americans have high dietary quality yet eating non-vegetarian diets and high alcohol consumption is associated with greater cardiovascular disease risk. Analysis of psychosocial factors showed the role of acculturation on cardiovascular disease risk as complex, but generally a negative association between acculturation and cardiovascular disease risk. Conclusions and Recommendations: Future research must investigate disparities within South Asian American subgroups, and create interventions tailored to their cardiovascular health. These data are especially important for health professionals who work with this population to understand and be able to address unique risk factors
Anticipating the Unexpected: Preservice teachers learn through an unbalanced scale task
No full textThis article examines how an unbalance scale task prompted seven preservice teachers (PSTs) to confront and revise their assumptions about student thinking. Tasked with predicting how early elementary students (K-2) might make an unbalanced scale equal, teacher candidates largely anticipated additive or subtractive solutions and less frequently redistributive solutions. However, several students proposed creative strategies including one who removed all the cubes creating an equal 0 = 0 scenario. This moment sparked deep reflection and a broader reconsideration of what it means to anticipate diverse students reasoning. We discuss implications for teacher preparation and curriculum design that supports flexible relational understandings of equality
EFL Programs for People with Special Needs in the in Different National Settings
No full textThe present work attracted our attention motivated by the need of seeking ways of helping people learning EFL, with certain disabilities than undertaking a research project by itself. The needs for implementing those special program in our country is out of the question, since to the extent that our society and country has been developing in economic, social and political terms, to that extent we have realized the need to become a more inclusive society, more open to sectors with special needs, not only in terms of urban planning, but also in the design of their own educational policies towards those sectors of the population. The educational system in the Dominican Republic, mostly the public education system has been suffering and undergoing a series of change since the proclamation and implementation of the so-called Decennial Plan of Education decades ago, so our national curricula has been affected by a series of changes, where the EFL teaching was not the exception. So from that historical momentum; English was fully covered nationwide, but where it fell short was in considering expanding these programs for people with special needs, something that was already planned and advanced in the private sector, and mostly in and for private schools, and private foundations, like those of the ONG’s Type. The scope of this study is to generally examine the state-of-the-art of the institutions which offer a program of EFL for those students diagnosed with certain disabilities, specifically the Bilingual Programs for students with hearing impairment or deaf in four different countries
Acknowledging Progress and Sustaining Rigor in Qualitative Scholarship
No full textWorld Conference on Qualitative Research (WCQR) is an annual gathering that brings scholars from around the world. The conference continues to uphold the highest standards of freedom, ethical integrity, and transparency in the unwavering commitment to improve the quality in qualitative scholarship across national borders. The articles that comprise this issue navigate methodological challenges in qualitative research and seek to bring clarity when exploring and explaining truths of social phenomena. The proposed approaches to data collection and analysis demonstrate excellence in creative synthesis of techniques to decern questions of methodology, contributing to enhancements in trustworthiness of qualitative studies
Bridging Language Barriers in Data Analysis for Constructivist Grounded Theory Research: A Case Study in Chinese Context
No full textQualitative studies across diverse linguistic and cultural contexts are rising in global social settings. However, literature addressing the potential methodology challenges of conducting such research using constructivist grounded theory (CGT) remains limited. This paper, therefore, highlights potential challenges in the data analysis phase of cross-cultural research using CGT and suggests a three-phase language conversion strategy to minimize data loss while avoiding superficial analysis based on my Ph.D. research experience, where interviews are conducted in Chinese while the target language is English. Additionally, this paper reflects on the role of bilingual researchers in CGT cross-cultural studies, exploring how the bilingual research identity can enhance research depth and validity. If the interview language is the researcher\u27s native language, keeping the transcript in the original language and performing initial coding in the interview language will minimize data loss of implicit cultural meaning and achieve better conceptualization results. A more optimal strategy is to deploy a bilingual model in the focused coding stage and a written analysis draft in the target language, balancing analytical depth with linguistic accuracy. For bilingual researchers, the identity of a cultural insider offers numerous research benefits. Nonetheless, enhancing collaboration with target-language researchers and remaining vigilant against cultural biases is advisable. This paper will contribute to CGT methodology to some extent and serve as a valuable reference for cross-language research
Inspiring Internationalization for Students Across Asia with AAPI-OT
No full textThis capstone project aimed toprovide opportunities for internationalization between occupational therapy (OT) students across Asia, specifically in Japan and South Korea, with the assistance of the Asian-American and Pacific-Islander (AAPI-OT) and student organizations at my capstone site. I developed educational material and provided opportunities for discourse on the benefits of internationalization and collaboration through the student platform for occupational therapy (SPOT) Europe and Americas
Mixed-Methods & AI for Methodological Literature Reviews
No full textIn the Generative AI (GenAI) era, social researchers have explored different tools for different phases of research projects. Despite AI and GenAI being highly relevant topics in current literature, few researchers have addressed the question of how to explore GenAI tools based on human-AI collaboration to improve the quality of methodological literature reviews. Based on a real project as a sample, “a competence framework for social researchers integrating GenAI”, we propose a detailed analytical model that triangulates evidence from both quantitative and qualitative data analyses. A mixed-methods approach is looked at, with a focus on the qualitative dimension (quant-QUAL). The bibliometric analysis is added to the framework analysis. The steps we follow are: (1) bibliometric analysis of Scopus publications (434 with the primary string; 84 with the secondary string from 2021-2024); (2) qualitative analysis of 32 publications using inclusion/exclusion criteria to develop initial categories via Chain-of-Thought prompting with Gemini and ChatGPT; (3) indexing using webQDA; (4) pattern interpretation and categorisation using ChatGPT and webQDA; and (5) mapping and interpretation to identify patterns and connections. These results came from social researchers working together with AI, which helped figure out the pros and cons of using GenAI in different stages of the methodological literature review. During the construction of the model, the researchers identified as a limitation the fact that they did not collect data from all meetings so that their analysis could improve the framework presented
Professional Development and Response to Intervention Skills for Middle School Teachers
No full textAccording to Benedict et al. (2020), response to intervention (RTI) skills were necessary for the enhancement of teaching and the effectiveness of educators in the RTI process. The purpose of this study was to investigate how well middle school special education teachers applied the skills they acquired through RTI professional development. The exploratory grounded theory design guided data collection from eight purposefully selected teachers. The eight teachers participated in semi-structured interviews of about 30 minutes in duration. Data analysis entailed using thematic analysis to identify themes and patterns for the themes (Braun & Clarke, 2006; Dalglish et al., 2021).
Findings (themes) for Research Question 1 provided strategies, from the professional development, that teachers found helpful to overcome barriers to successfully implementing RTI techniques in teaching practices. Strategies were use of online personalized learning software like i-ready, IXL, Class Dojo, and easyCBM. Additional strategies were hands-on training with teachers and real classroom students and targeted interventions in small groups of students using students’ academic and test performance data.
Themes for Research Question 2 conveyed how teachers perceived the effectiveness of the professional development on preparing teachers to implement RTI strategies in their classrooms. Professional development was effective when the emphasis was on realistic and hands-on training involving teacher colleagues and their students with disabilities. Teachers were better prepared when the training emphasized the brain processing skills like executive functioning. Teachers preferred realistic training tailored to actual daily learning issues in the classrooms.
Themes for Research Question 3 revealed challenges teachers faced when trying to implement RTI skills in their classrooms. Challenges were the subpar communication and minimum positive collaborations between the regular education and special education teachers. Additional challenges were not enough time in the school day to accomplish all that needed to be accomplished as well as insufficient expertise by some middle school teachers to effectively use student academic data to “drive” for RTI implementation decision-making
Necesidades de Desarrollo Continúo de Competencias en La Gestión de Líderes Académicos-Administrativos de Universidades Puertorriqueñas
No full textEsta disertación analizó las necesidades de desarrollo en competencias de gestión de docentes universitarios con roles de liderazgo académico-administrativo en universidades de Puerto Rico. El estudio incluyó una contextualización del concepto de liderazgo académico, la descripción de los puestos relacionados en el sistema universitario local y una revisión exhaustiva de la literatura sobre desarrollo profesional, incluyendo teorías, enfoques y hallazgos empíricos que fundamentan el problema investigado. El objetivo de esta investigación consistió en determinar las competencias que los líderes consideran relevantes para desempeñar sus funciones, así como aquellas en las que identifican una necesidad de desarrollo constante. La premisa fundamental es que muchos docentes asumen puestos de liderazgo sin contar con la preparación formal requerida en competencias gerenciales, lo que limita su desempeño y dificulta el cumplimiento de los estándares exigidos por organismos licenciadores y acreditadores.
Se utilizó una metodología cuantitativa con diseño no experimental, exploratorio, descriptivo y correlacional. La recolección de datos se realizó mediante un cuestionario validado por expertos y adaptado del instrumento de Rivera-Serrano (2011), aplicado a líderes académico-administrativos en universidades públicas y privadas del país. El análisis estadístico incluyó medidas descriptivas, evaluación de consistencia interna (alfa de Cronbach) y contraste con literatura especializada.
Los hallazgos revelaron una alta coincidencia entre las competencias percibidas como dominadas y aquellas que requieren desarrollo, con énfasis en liderazgo ético, manejo de información, supervisión instruccional, relaciones interpersonales, atención al estudiante y uso de tecnología. Este estudio aporta evidencia relevante para diseñar programas de formación continua adaptados al contexto puertorriqueño y fortalecer el liderazgo académico institucional
El Desempeño del Personal Docente en Una Escuela de Puerto Rico: Su Efectividad Sobre la Prevención del Maltrato a Menores
No full textEsta investigación de diseño no experimental, cuantitativa, descriptiva tuvo como propósito describir el conocimiento y el desempeño de los docentes de una escuela multinivel, de cuarto a duodécimo grado al norte de Puerto Rico acerca de conceptos, normas y leyes referentes al maltrato a menores, caracterizar sus estrategias de prevención y mejorar la atención en el manejo de casos.
La muestra la conformaron los 55 maestros que integran la facultad de una escuela en la zona norte de Puerto Rico. Para recopilar los datos, se elaboró un cuestionario dirigido a obtener información para identificar lo que saben, lo que desconocen y lo que conocen de manera incorrecta.
Los resultados evidenciaron vacíos críticos en los docentes sobre el conocimiento de aspectos legales y normativos de la política pública y en la aplicación de protocolos de maltrato a menores. También, se demostró que estos poseen un dominio excelente para reconocer las manifestaciones y consecuencias del maltrato infantil, pero presentan una comprensión limitada y fragmentada de sus causas. Existe una brecha crítica al comparar su intención de actuar con el conocimiento concreto para prevenir y mejorar la atención de casos de maltrato. Además, hay una influencia limitada del conocimiento en el desempeño efectivo de los docentes. Por último, existe una alta prevalencia percibida del maltrato infantil en el contexto escolar