‘Tension’ and ‘care’ as cornerstones of criteria for poetic-visual inquiry as arts-based educational research

This article aims to address a number of interrelated issues concerning criteria for arts-based research. We start by responding to current discussions and debates over criteria, with a tacit goal of redefining the nature and goal of emerging visions of doing qualitative-oriented research. After reviewing some emerging frameworks for judging qualitative-oriented research and arts-based studies, we explore the prospect of integrating poetic elements into visual inquiry. This feeds into our suggestion of poetic-visual inquiry as a form of arts-based research, which we elaborate through three existing studies. In relation to this, we raise tension and care as two keys for thinking through researchers’ consciousness when carrying out arts-based research.This is the author accepted manuscript. The final version is available from Intellect via http://dx.doi.org/10.1386/vi.4.3.205_

Villanova University School of Law Commencement Program - Class of 1988

The Program for the Commencement Exercises of the 33th graduating class of the Villanova University School of Law in 198

Bulletin of Information 1985-1986

Annual bulletin with academic calendar, school objectives & course of studies, faculty, administration, degrees conferred, course descriptions, fees & tuition, financial assistance, admission requirements, affirmative action policy, academic regulations, examinations & grades, student organizations, Alumni Associationhttps://ir.lawnet.fordham.edu/bulletins/1079/thumbnail.jp

The Cowl - v.27 - n.17 - Apr 07, 1965

The Cowl - student newspaper of Providence College. Vol 27, Number 17 - April 07, 1965. 10 pages

Guidelines for Interpretive Interview Fidelity in Mixed Methods Research within the Context of a Randomized Controlled Trial

Interviews fascinate and capture individuals’ attention. Researchers value the data they glean from interviews, while participants enjoy being asked to share their voices and opinions. Some of the most complex, stringent research designs are now being revised to include interviews, such as randomized controlled trials. But, how do we know that the interviews that are conducted are valid? We need to know more about how interviews are developed and delivered within the context of intervention research. Therefore, the aim of this methodological dissertation is to create a set of recommendations for interpretive interviews in a mixed methods randomized controlled trial. This dissertation research is part of a larger NIH-funded longitudinal research project on exercise adherence. Through qualitative analysis, dialectical pluralism of research paradigms, and literature on treatment fidelity and validity, the interview fidelity process emerged. Findings indicated five interview fidelity ideals: (1) research contributions, (2) interviewer-participant association, (3) participant accommodation, (4) process and procedures, and (5) data management dimensions. Implications for various research audiences are discussed. Outcomes will assist researchers in processing interviews to encourage and increase validity within the context of intervention trial mixed methods studies and the broader base of all mixed methods studies utilizing interviews. Co-Advisors: Susan M. Swearer & Wayne A. Babchu

Developmental trajectories of pitch-related music skills in children with Williams syndrome

The study of music cognition in Williams syndrome (WS) has resulted in theoretical debates regarding cognitive modularity and development. However, no research has previously investigated the development of music skills in this population. In this study, we used the cross-sectional developmental trajectories approach to assess the development of pitch-related music skills in children with WS compared with typically developing (TD) peers. Thus, we evaluated the role of change over time on pitch-related music skills and the developmental relationships between music skills and different cognitive areas. In the TD children, the pitch-related music skills improved with chronological age and cognitive development. In the children with WS, developmental relationships were only found between several pitch-related music skills and specific cognitive processes. We also found non-systematic relationships between chronological age and the pitch-related music skills, stabilization in the level reached in music when cognitive development was considered, and uneven associations between cognitive and music skills. In addition, the TD and WS groups differed in their patterns of pitch-related music skill development. These results suggest that the development of pitch-related music skills in children with WS is atypical. Our findings stand in contrast with the views that claim innate modularity for music in WS; rather, they are consistent with neuroconstructivist accountsThis study was supported by Project Grant 2012V/PUNED/0008 from the Universidad Nacional de Educación a Distancia (UNED), Spai

Undergraduate Commencement Exercises Program, May 21, 2005

Commencement Exercises Program, May 21, 2005

Families and Employment of People with Intellectual and Developmental Disabilities: Results from a Scoping Study

Purpose: Recent policy changes expanding community employment for people with intellectual/developmental disabilities (IDD) and awareness of the important role of family members as facilitators of these opportunities motivated this scoping review of the literature on family engagement with the IDD service system. Methods: Researchers used Arksey and O’Malley’s six-stage scoping review methodology (2005) to map a wide range of literature to discover the resources and strategies available to families supporting people with IDD to find employment; the resources and strategies to support people with IDD and families to develop a vision of employment; and the resources and strategies to support people with IDD and family members to move from the employment vision to an employment outcome. Findings: Most of the literature was exploratory, and supported the positive effect of family engagement with the service system on the future employment of people with IDD. Factors leading to successful employment outcomes included involvement of family members, early expectations and role modeling, and advanced knowledge of the process of transition to employment and capacity to engage in partnership with the service system. Individual and family demographics also affected employment decisions and patterns. There is little evaluation of the literature presenting resources and strategies for individuals and families. Conclusion: Findings suggest the need for earlier and more frequent engagement with families and people with IDD around employment. Future research should evaluate existing resources and strategies and emphasize intervention studies involving families and people with IDD