Jim Vander Putten

Action Research in Education: Addressing Gaps in Ethical Principles and Practices:

Action research in education has gained increasing attention in the past 20 years. It is viewed as a practical yet systematic research method that enables teachers to investigate their own teaching and their students’ learning. However, the ethical issues unique to this form of insider research have received less attention. Drawing on several professional associations’ principles for research practice, the authors identify a series of potential ethical issues inherent in action research in K–12 schools and the corresponding difficulties that action researchers encounter with the policies and procedures of institutional review boards. The authors conclude with recommendations for future practice addressed to three groups: institutional review boards, K–12 school professionals and teacher educators, and national professional and representative organizations.

Comparing Results from Constant Comparative and Computer Software Methods: A Reflection About Qualitative Data Analysis

This study compared qualitative research results obtained by manual constant comparative analysis with results obtained by computer software analysis of the same data. An investigated about issues of trustworthiness and accuracy ensued. Results indicated that the inductive constant comparative data analysis generated 51 codes and two coding levels of increasing specificity, and the deductive Tropes computer software analysis generated 728 codes and six coding levels of increasing specificity. The constant comparative data analysis results confirmed previous research, but were restricted in scope by human cognitive limits and dataset size. The computer software enabled data analysis and presentation in much more depth, but required much more knowledge about the phenomenon being investigated to facilitate accurate interpretation of results.

Women’s Path into Science and Engineering Majors: A Structural Equation Model

The intent of this study was to investigate the adequacy of Weidmans (1985, 1989) theoretical undergraduate socialization model as an empirical-based causal model pertaining to womens career path choice into a science or engineering (SE) major via structural equation modeling. Data were obtained from the Beginning Postsecondary Students Longitudinal Study (1996–2001) from the U.S. Department of Education. Results indicate that Weidmans model was somewhat supported. Results from the evaluation of the causal model suggest that womens path into an SE major was influenced by both collegiate and non-collegiate factors, with 1st-year college grades and high school math grades being the dominant indirect influences.

Undergraduate Student Motivation in a Self-Paced Developmental Mathematics Course

This study used the Motivated Strategies for Learning Questionnaire in a self-paced developmental mathematics course (N=86), and linear multiple regression was completed to investigate five categories of student motivation that predicted academic success and course completion. The Task Value motivation category was significant in predicting student progress in the course.

Book Review: Wulff, D., & Austin, a. (2004) - Paths to the Professoriate: Strategies for Enriching the Preparation of Future Faculty

I was intrigued by the opportunity to review Donald Wulff and Ann Austin’s (2004) edited volume Paths to the Professoriate: Strategies for Enriching the Preparation of Future Faculty, and it caused me to reflect on my own path to the professoriate. I began my process of applying to doctoral programs in the early 1990s, timing my return to coincide with predicted faculty shortages that never materialized.

Book Review: Bess, James. (Ed.). (1996) - Teaching Well and Liking it: Motivating Faculty to Teach Effectively

One measure of a good book is its ability to stand the test of time. Although published in 1997, James Bess’ edited volume ‘Teaching Well and Liking It’ continues to maintain its relevance for students, faculty, and academic leaders who are interested in the motivational aspects of high-quality instruction in higher and postsecondary education.

Book Review: Dorfman, L. (1997) - The Sun Still Shone: Professors Talk About Retirement

First there was Snow on the Roof, Fire in the Furnace (Blanid & Bergquist, 1997) and now there is Lorrainie Dorfmans The Sun Still Shone: Professors Talk About Retirement. In this context, the latter title refers to one faculty interviewees comment about the transition to retirement and the observation that, after retirement, the sun still comes up each day. The author is a professor of social work specializing in aging studies, and she brings this perspective to the book by addressing some of the basic issues that faculty confront as they adapt to retirement.