Judith Preissle

Standards of Evidence in Qualitative Research: An Incitement to Discourse

In a climate of increased accountability, standardization, federal control, and politicization of education research and scholarship, this article briefly reviews various positions outlined by qualitative researchers about quality in qualitative inquiry, showing how these are implicated in the acquisition, conceptualization, and use of qualitative evidence. It concludes by identifying issues in and challenges to setting standards of evidence for qualitative researchers in education.

The Continuing Decline in Asian American Teachers

The disparity between proportions of Asian American teachers and Asian American students in U.S. elementary and secondary schools has increased, Asian student enrollment having doubled every decade since 1970. As a case example in the composition of the U.S. teaching force, this study focuses on the differing patterns and causes of shortages of minority teachers across varying groups; understanding these differences may contribute to more effective but varied educational policies for recruiting and retaining Asian American and other minority teachers. Using social-demographic data from the U.S. Bureau of the Census and information from the U.S. Department of Education and existing research literature, this study compared the decennial census data of 1990 with 1970 and 1980 data to analyze shortages by U.S. geographic location, Asian nationality, gender, grade level, and immigration status. Causes of shortages are linked to traditional patterns of recruitment in proposing policy recommendations for increasing the number of Asian Americans in teaching.

Envisioning qualitative inquiry: a view across four decades

Who are qualitative inquirers, what do they do that makes them a community of practice and how do they assess their work? Qualitative inquiry is a confederacy in the model practiced by the Iroquois of autonomous and independent groups, sharing common terrain, who gather in certain venues for dialogue about similar concerns and disputed controversies. The community of qualitative researchers is also becoming one of an emerging number of interdisciplinarities in academe, scholarly domains characterized by cross‐disciplinary and multidisciplinary activity addressing the complexity of human experience and by endeavors transcending disciplinary boundaries that synthesize and integrate as well as analyze and separate. Having developed from positivist, interpretivist and postpositivist orientations, having contributed to the twentieth century’s critical scholarship in areas such as feminist study and postcolonialism, and having been challenged by the thinking of postmodernists and poststructuralists, qualitative inquiry is now characterized by an emergent postinterpretivism.

Recruiting patients into the CDC's Colorectal Cancer Screening Demonstration Program: strategies and challenges across 5 sites.

In 2005, the Centers for Disease Control and Prevention (CDC) funded 5 sites as part of the Colorectal Cancer Screening Demonstration Program (CRCSDP) to provide colorectal cancer screening to low‐income, uninsured, and underinsured individuals. Funded sites experienced unexpected challenges in recruiting patients for services.

Implementing the CDC's Colorectal Cancer Screening Demonstration Program: Wisdom from the field

Colorectal cancer, as the second leading cause of cancer‐related deaths among men and women in the United States, represents an important area for public health intervention. Although colorectal cancer screening can prevent cancer and detect disease early when treatment is most effective, few organized public health screening programs have been implemented and evaluated. From 2005 to 2009, the Centers for Disease Control and Prevention funded 5 sites to participate in the Colorectal Cancer Screening Demonstration Program (CRCSDP), which was designed to reach medically underserved populations.

Developmental milestones across the programmatic life cycle: implementing the CDC's Colorectal Cancer Screening Demonstration Program.

In 2005 through 2009, the Centers for Disease Control and Prevention (CDC) funded 5 sites to implement a colorectal cancer screening program for uninsured, low‐income populations. These 5 sites composed a demonstration project intended to explore the feasibility of establishing a national colorectal cancer screening program through various service delivery models.

Pedagogical ethical dilemmas in a responsive evaluation of a leadership program for youth

How do responsive evaluators provide input to program planners when competing ethical principles point to different choices of effective feedback? A team of three evaluators used participant observation, individual and focus group interviews, and analysis of documents to provide input on the development and outcome of a summer program for high school youth. The goal of the program was to prepare diverse young people for the democratic promotion of religious liberty in the local communities where they resided in the USA. The program planners all sought to prepare community youth leaders to foster the freedom of religion, but they varied in how they believed this ought to be achieved. Some of their disagreements centered on pedagogy and what curriculum and instructional practices would best accomplish their goals. The ethical dilemmas these disagreements created for the evaluators are explored, using a set of moral theories from the western philosophical tradition.

Bibliography of Egon Guba’s publications and presentations 1

Taylor and Francis QSE_A_349069.sgm 10.1080/09518390802489014 International Journal of Qualitative Studies in Education 0951398 (pri t)/1366-5898 (online) Original Article 2 08 & Francis 0002 08 JudithPreiss e j e@uga.edu 1950s Guba, E.G. 1952. Role conflict in the teaching situation. Chicago, IL: Department of Education, University of Chicago. Chase, F.S., and E.G. Guba. 1955. Administrative roles and behavior. Review of Educational Research 25, no. 4: 281–98. Guba, E.G. 1955. Methods of research: Educational, psychological, sociological. Elementary School Journal 55, no. 8: 483–5. Getzels, J.W., and E.G. Guba. 1957. Social behavior and the administrative process. School Review 65, no. 12: 423–41. Guba, E.G., and C.E. Bidwell. 1957. Administrative relationships – Teacher effectiveness, teacher satisfaction, and administrative behavior: A study of the school as a social institution. Chicago, IL: Midwest Administration Center, University of Chicago. Guba, E.G., and P.W. Jackson. 1957. The need structure of in-service teachers: An occupational analysis. School Review 65: 176–92. Guba, E.G. 1958. Morale and satisfaction: A study in past-future time perspective. Administrative Science Quarterly 3, no. 2: 196–209. Guba, E.G. 1959a. Statistical analysis. Educational Research 38, no. 4: 105–6. Guba, E.G. 1959b. Measurement and evaluation in education: An introduction to its theory and practice at both the elementary and secondary school levels. Educational Research 38, no. 7: 195–6. Guba, E.G., P.W. Jackson, and C.E. Bedwell. 1959. Occupational choice and the teaching career. Educational Research Bulletin 38: 1–27.