Faculty Publication Roundup October, 2024
The research papers and publications listed below are a sampling of recent contributions by faculty representing Arizona State University’s Mary Lou Fulton Teachers College. Please see links below for full authorship credits.
Conducting Qualitative Research on and with College Students, Practical Considerations and Examples
Antonio Duran, associate professor
As the demographics of college students in the United States continue to shift, researchers increasingly design studies that offer insight into students enrolled in higher and postsecondary education institutions. This book, co-authored with Zak Foste, an assistant professor of higher education administration at the University of Kansas, addresses the challenges in appropriately engaging college students in research and how to develop scholarship featuring college student populations. Featuring tangible examples and strategies, this text breaks down the central tensions and opportunities that exist when designing qualitative studies that center college students and their development, experiences, and success. Chapters cover topics such as the philosophical underpinnings of qualitative research, study design, methodological approaches, data methods, issues of positionality, data analysis, trustworthiness, and writing up students’ stories. Discussing both traditional as well as more contemporary and critical approaches to qualitative research, this book helps students, faculty, and researchers grapple with key considerations of doing research with and on college students in the contemporary context, as well as with tangible ideas of how to better reach the college students that are enrolling in their institutions.
Youth Detention and Correctional Facilities in the US
Chapter 23 of The Routledge Handbook on the Influence of Built Environments on Diverse Childhoods
Routledge
Sarup Mathur, Dean’s Fellow and Professor; Ryan C. Harris Professor in Special Education
Most countries have a wide array of facilities for putting children behind bars for breaking the law. UNICEF estimates that more than 1 million children globally are incarcerated, often deprived of meaningful opportunities for learning or rehabilitation. The U.S. leads the world in the number of children in juvenile justice facilities. In this chapter, the authors focus on various types of JJ facilities in the U.S. and describe their physical, educational and social conditions. In addition, they highlight characteristics and needs of children and youth who are served in these settings. The chapter, which was co-authored with Heather Griller Clark, research specialist principal and Kassandra Spurlock, graduate service assistant, concludes with recent reforms and recommendations for the future.
Journal of Technology and Teacher Education
Natalie Gruber. ’23 EdD and academic associate, is the lead author of this paper with Danah Henriksen, associate professor, that explores relational mindfulness as a set of wellbing practices for educators to bring into their learning spaces. Increasing levels of social isolation and concerns for mental health require that meeting many students’ learning needs must also address their minds and hearts, particularly in online learning environments. Relational mindfulness — awareness of oneself in connection with others — can be a conduit for students to better understand themselves and each other, and has the potential to enhance learning. Drawing on data from the UCLA Mindful Awareness Research Center and interviews with experts, Gruber and Henriksen conceptualize practical exercises online educators can employ to incorporate relational mindfulness into their courses.
Sustainability Requires Many Faces of Support
Research Quarterly for Exercise and Sport
Pamela Kulinna, professor
This study investigated which portions of a five-year, schoolwide health behavior intervention were still in practice in rural schools in the southwestern U.S. after funding was removed, and why they were maintained. Shannon Mulhearn, assistant professor at the University of Nebraska at Kearney, and Kulinna established individual, semi-structured interviews during which teachers shared which aspects of the intervention were retained, and reflected on facilitators and barriers to the sustainability of these practices. The researchers concluded that teachers’ personal beliefs and self-efficacy in physical literacy held the highest importance in sustaining classroom healthy behavior practices, and that administrator support was key to whole-school integration and sustainability.
The summaries listed here are reprinted from paper and publisher abstracts. They are a sampling of the many published projects by MLFTC faculty.