Sheldon L. Stick

Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice

This article discusses some procedural issues related to the mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data in two consecutive phases within one study. Such issues include deciding on the priority or weight given to the quantitative and qualitative data collection and analysis in the study, the sequence of the data collection and analysis, and the stage/stages in the research process at which the quantitative and qualitative data are connected and the results are integrated. The article provides a methodological overview of priority, implementation, and mixing in the sequential explanatory design and offers some practical guidance in addressing those issues. It also outlines the steps for graphically representing the procedures in a mixed-methods study. A mixed-methods sequential explanatory study of doctoral students’ persistence in a distance-learning program in educational leadership is used to illustrate the methodological discussion.

Comprehension and production of comparatives and superlatives.

Ten objects were used to assess comprehension, production, and imitation of comparative and superlative suffixes in 100 children ranging in age from 2; 6 to 4; 6. The results indicated that comprehension of both suffix forms was similar at each of five age levels studied; although incrementally better comprehension scores occurred with succeeding ages. Virtually all subjects were successful in imitating forms missed during the comprehension task. Analysis revealed that the - er suffix was produced more often than the - est suffix, at the youngest age (2; 6): at succeeding age levels this difference was reversed. Big was the primary lexical unit selected by the subjects for positive and negative polar forms connoting size; little was the second most frequently used adjective form.

Catholic and Jesuit Identity in Higher Education

This study incorporated an instrumental embedded case study design to explore how 15 faculty members and an administrator at one Catholic institution of higher education describe their responsibility to promote the academic mission of Ignatian spirituality. Interviews included Jesuit, Catholic, and non-Catholic faculty, and the president of Holy University. It was determined that participants’ ability to foster Ignatian spirituality was dependent upon their religious beliefs and a willingness to promote values common to Catholic and Jesuit faith traditions, despite facing multiple challenges to fulfilling the academic mission. A conceptual model developed that demonstrated relationships among academic administrators, faculty, and students, and how the interactions influence the ability to foster Ignatian spirituality and preserve a faith-based identity at Holy University. Additional perspectives from members at Holy University and other Jesuit institutions of higher learning need to be explored to develop a greater understanding of the academic mission of Ignatian spirituality.

ADMISSIONS SELECTIVITY AND SHIFTING ENROLLMENTS AT MISSOURI COLLEGES AND UNIVERSITIES

In 1991, the Missouri Business and Education Partnership presented the states Department of Higher Education with a plan of “differentiated institutional missions,” with the goal of improving public four-year colleges and universities in terms of student success, institutional effectiveness, and system wide efficiency. The objective was to have each institution identify its unique areas of expertise and determine the appropriate degree of admissions selectivity necessary to execute its mission. From the time the initiative was adopted, questions about access and enrollment shifting plagued the effort. Millions of dollars in special mission enhancement funding were appropriated during the past decade, but most Missouri institutions of higher education continue to remain out of compliance with their own self-selected admission standards. This paper discusses the effects of this tiered system of selective admissions on enrollment patterns at public four-year colleges and universities, public community colleges, and independent institutions in Missouri. Data available were interpreted to mean an enrollment shift had been underway among Missouri four-year colleges and universities, but the shift did not seem to be between public four-year institutions (selective to open enrollment, etc.). Rather, a dramatic shift in enrollment away from public four-year institutions, and toward community colleges and four-year independent institutions occurred during the past several years. During the past two decades enrollment at public four-year institutions declined from 57% to 45% of total student FTE in the state. Conversely, combined enrollment at public community colleges and independent four-year institutions increased from slightly less than 43% to approximately 55% of total student FTE.

Specific Syndromes and Associated Communication Disorders: A Review.

The purpose of this review is to provide speech-language pathologists and special educators with an awareness of genetics and specific syndromes that involve a speech, language, or hearing component. Both genetic and environmental etiologies are discussed. A description is provided for some of the physical anomalies associated with selected syndromes that also include speech and language deficits. These are presented to provide a rationale for the speech-language pathologist as well as special educators to become more active team members in the identification of syndromes, promote early remedial intervention, and increase interaction with other disciplines in dealing with the multihandicapped child.

Perceptual Feature Sorting of Brain-Injured Patients: Left versus Right Hemisphere Preferences.

A 20-item Piagetian-type sorting task was presented to 12 medically verified unilaterally brain-injured patients, whose performances were compared to 12 non-brain-injured controls. Cerebrovascular involvement accounted for the brain injuries. Speech and language status was determined by use of the short form of the Minnesota Test for Differential Diagnosis of Aphasia (Schuell, 1965). Five subjects had right hemisphere involvement. Of the seven subjects with left hemisphere involvement, four were fluent, two were nonfluent, and one had no appreciable speech or language difficulties. The left hemisphere brain-injured subjects and the controls showed preferences for the features of shape and texture. In contrast, the right hemisphere brain-injured subjects preferred the feature of size.

Use of mean morphological units to assess language development

The intent of this study was to determine what size language sample was needed in order to obtain a reliable index of mean morphological units. Shriner (1967) suggested that 50 sentences were necessary for obtaining a mean length of response and a length complexity index. Brown (1973) recommended using 100 sentences when determining mean morphological units. However, other investigators (Schneiderman, 1955; Griffith and Miner, 1969) said that as few as 15 sentences could serve to provide enough data for reliable estimates of mean length of response and a length complexity index. For a practitioner, knowing that the first 15 sentences produced would be a reliable estimate of overall language ability would be of substantial benefit. Obtaining, transcribing, and analyzing 15 sentences takes about 20 min. The results of this study show that as few as 15 sentences are adequate for determining a reliable index of mean morphological units.

Auditory Perceptual Disorders: "He Won't Outgrow Them"

with learning-but none of these excessively so. A common suggestion is, &dquo;Leave him alone, because he probably will outgrow it.&dquo; With this child, the school speech clinician probably is working on sound discrimination and a defective /r/. She has identified some other articulation and language errors and has concluded that though his overall language development seems to be slightly delayed there is nothing to be alarmed

The Role of African Graduates of Theological Doctoral Programs

Abstract This study juxtaposes the graduate profile of Africans holding a theological doctorate against faculty traits desired by institutional leaders and the actual work done by faculty members in African theological colleges. Data were collected through semistructured interviews with nine participants currently working in African theological colleges and 15 leaders of African theological colleges and seminaries. Grounded theory analysis identified three important types of faculty traits: (1) academic, (2) character, and (3) skills. The traits were at variance with the doctoral training students received.

PRELIMINARY CONSIDERATIONS ON THEOLOGICAL DOCTORAL PROGRAM DESIGN IN AN AFRICAN CONTEXT

Within the milieu of theological education in Africa there is a great demand for highly educated nationals to staff an ever-growing number of postsecondary schools of theology. At present there are no programs at independent institutions on the African continent for students desiring to pursue doctoral studies in evangelical theology. To help meet this need the Nairobi Evangelical School of Theology (NEGST) has been encouraged by Kenya s Council for Higher Education, as well as by numerous theological educators, to begin offering doctoral programs. NEGST has published plans to launch doctoral level programs in evangelical training. The objective is to support those interested in either the academic or professional fields of ministry. To these ends, a three-track system is being pursued: a purely academic doctorate (Ph.D.), a professional doctorate, and a combination of the two (NEGST Prospectus, 2000-2002). The makeup of this third doctorate (the combination) is puzzling because of unknown market demand. As an increasing number of graduate schools of theology in non-Western settings begin offering doctoral programs, institutional leaders must make important decisions concerning program design. The trend has been to design programs after the pattern of one found in Europe or North America. The adoption of Western models raises questions of contextual fit. What should a doctoral program in theology built from scratch for Africans in the African context look like? What is the program s targeted graduate profile? Which model(s) should inform program design (e.g., American, British, continental European)? What should be the content and orientation of the program? What should the degree be called? What design elements will ensure quality?