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Community-based participant-observation purposefully combines participant-observation and community-based participatory research. While participant-observation is the core method of ethnography and foundational to cultural anthropology, community-based participatory research initially emerged from health and related applied sciences to align researchers' and communities' agendas through focused collaboration. Participant-observation and community-based participatory research have different scholarly origins and norms but are united in centering communities' understandings on their terms. Combining the strengths of both, we provide a step-by-step explanation of community-based participant-observation, with examples from a study of water insecurity in colonias north of the U.S.-Mexico border. Using community-based participant-observation, researchers can facilitate the co-production of knowledge and community benefit by analyzing high-quality data that inform theory building and basic research. [The authors acknowledge the co-authorship of the Action for Water Equity Consortium.]

The aim of this article is to analyze the moral dimensions of teachers' experiences of working with unaccompanied refugee students in language introduction in Swedish upper secondary school. Theoretically, the analysis uses Bauman's postmodern ethics, focusing on the tension between the social and the moral space in teachers' encounters with unaccompanied students. The empirical material is derived from interviews with three teachers, and a reflexive interview approach was used. The outcome of the analysis shows that balancing professional and moral responsibilities is a challenge, and also that while teachers strive to see their students as Other in a moral sense, the demands of the profession might get in the way. This aporia of proximity -- the insoluble conflict between the social and the moral space -- is faced by the teacher as a moral subject, adding complex moral dimensions to teachers' work with unaccompanied students.

This article will investigate the place of language learning in the new Curriculum for Wales and the value of a multilingual approach and ethos. The article will begin by setting out the historical context for modern foreign language teaching in the United Kingdom. It will then discuss the context for language learning in Wales, focusing on the Welsh Government's "Global Futures" five-year strategy for modern foreign languages (2015-2020). It will evaluate the success of this languages' strategy in addressing the attrition rates for modern foreign languages in Welsh schools. The article will then proceed to analyse the assumptions underpinning language learning in the Draft Curriculum for Wales 2022, as demonstrated in the Languages, Literacy and Communication Area of Learning and Experience (AoLE) which brings together Welsh, English and international languages. This article will argue that this reconfiguration offers a unique position from which to create a sustained partnership, working between historically separate language teaching and learning communities. Finally, this article will focus on a modern foreign language mentoring project as an example of a multilingual approach to language learning. Ultimately, this article will advocate for an ambitious rethinking of how we conceive, teach and value language learning for twenty-first century Wales.

This qualitative study extends the research on postsecondary delay by examining the college experiences of six male nontraditional students from the North Texas area who purposefully postponed college education for 3 years after high school graduation to fulfill religious commitments. Unlike the majority of delayers, the participants successfully attained bachelor degrees within 4 years from their initial college enrollment. Using Bronfenbrenner and Morris's bioecological model of human development as a conceptual framework, four main themes emerged, which students credited for their college success: (a) reestablishing academic momentum, (b) overcoming financial challenges, (c) receiving institutional support, and (d) relying on personal development from delay activities.

The aim of this study was to provide guidance to improve the completeness and clarity of meta-ethnography reporting. Evidence-based policy and practice require robust evidence syntheses which can further understanding of people's experiences and associated social processes. Meta-ethnography is a rigorous seven-phase qualitative evidence synthesis methodology, developed by Noblit and Hare. Meta-ethnography is used widely in health research, but reporting is often poor quality and this discourages trust in and use of its findings. Meta-ethnography reporting guidance is needed to improve reporting quality. The eMERGe study used a rigorous mixed-methods design and evidence-based methods to develop the novel reporting guidance and explanatory notes. The study, conducted from 2015 to 2017, comprised of: (1) a methodological systematic review of guidance for meta-ethnography conduct and reporting; (2) a review and audit of published meta-ethnographies to identify good practice principles; (3) international, multidisciplinary consensus-building processes to agree guidance content; (4) innovative development of the guidance and explanatory notes. Recommendations and good practice for all seven phases of meta-ethnography conduct and reporting were newly identified leading to 19 reporting criteria and accompanying detailed guidance. The bespoke eMERGe Reporting Guidance, which incorporates new methodological developments and advances the methodology, can help researchers to report the important aspects of meta-ethnography. Use of the guidance should raise reporting quality. Better reporting could make assessments of confidence in the findings more robust and increase use of meta-ethnography outputs to improve practice, policy and service user outcomes in health and other fields. This is the first tailored reporting guideline for meta-ethnography.

The American Sociological Association has produced a wide range of reports and materials addressing curricular best practices. Collectively, those materials are an invaluable resource for guiding revisions of the sociology major, but they do not address processes for implementing such revisions. In this conversation piece, we describe the steps by which our department implemented a thorough curricular redesign--a process nearing completion after five years of formal discussions, and with roots reaching back even farther. We organize our discussion around three areas of effort that comprised our process: charting a course, bringing colleagues along, and institutionalizing outcomes. We highlight important milestones, challenges, and successes that we encountered along the way and provide recommendations based on our experiences for colleagues in other departments interested in undertaking their own redesign.

Since 2011, Oregon State University has conducted integrated pest management (IPM) training specific to public schools. School personnel receive onsite training on key IPM practices as well as associated materials. To determine which practices and materials school employees are using as a result of the program, we administered a survey to 2016 training attendees. We found that all returning attendees had been implementing practices and using materials as a result of the training. The most common practice was sealing holes to keep pests out. Additionally, the majority of respondents reported a reduction in pesticide use. Our approach may serve as a reference for Extension specialists in developing school IPM programs in other states.

Objective: A Bingo club was selected for the design and delivery of a health intervention (Well!Bingo) in order to engage with older women living in areas of socio-economic disadvantage. In the light of our experience, we discuss the significance of the setting in relation to a typology of health promotion settings. Design and Setting: The Well!Bingo physical activity intervention was piloted in a Bingo club in Scotland. Methods: In a pilot feasibility study, women were recruited face-to-face at a Bingo club over 2 weeks. The 12-week intervention consisted of three different structured exercise sessions per week, followed by refreshments, with trained instructors delivering a schedule of simple pre-defined health messages. Participants completed a baseline questionnaire, and in-depth qualitative interviews were carried out with participants and instructors post-intervention. For this paper, using the framework method, we retrieved and analysed the data coded as relating to the setting. Results: Eighteen women (55-92 years) took part in intervention sessions. Half lived in areas of socio-economic deprivation. Practical and social familiarity with the setting (a sense of belonging and being with people like themselves) encouraged them to take part, and implicit features of the setting may have enhanced recruitment and effectiveness. Discussion: In settings-based health promotion, a Bingo club could be seen as a 'passive' setting, simply facilitating access to a target population. It cannot be an 'active setting', because health promotion will never be a core activity and features cannot be drawn upon to influence change. However, calling it a passive setting overlooks the importance of characteristics that may enhance recruitment and effectiveness. This highlights the need to extend current concepts of 'passive' health promotion settings.

This study describes the experiences of a researcher negotiating consent with people with learning disabilities to become participants in a research study. The study was about how the Mental Capacity Act (MCA) was applied to everyday decision-making in social care settings. However, before data collection could begin, the researcher had to follow the principles of the MCA and the requirements of ethical research practice. The study reports on the important role of gatekeepers in allowing (or preventing) access to potential participants. However, gatekeepers did not always act in a manner in keeping with the first principle of the MCA. Additionally, the dilemmas for a researcher in assessing participants' capacity to consent to the study are described, as are three approaches followed which supported people to decide for themselves.

Purpose: This paper examines the benefits of using an outcome-based education (OBE) method within agricultural extension outreach programmes for professional and farmer audiences. Design/Methodology/Approach: The method is elaborated through two practical examples, which show that focused, short-duration programmes can produce meaningful skill development and impacts at the farm level. Both examples addressed pressing problems that were evolving during the education programme, and we sought a method that would respond adaptively to local circumstances and unanticipated changes. Key aspects of the method include strategic planning to properly focus education programmes, and the integration of data-driven decision support tool development to reduce uncertainty associated with the use of high-risk pest management inputs. Findings: Professionals and farmers increased their knowledge and skills related to pesticide management, and follow-up evaluation documented high levels of adoption of risk reduction and mitigation practices by farmers. Practical Implications: We recommend OBE for several reasons: (1) it uses a group process to elicit an accurate view of the system that learners operate within, (2) it provides cohesive and active learning with the potential for continuation, and (3) it enables feedback between all stages of programme development and implementation. Originality/Value: The most novel aspect of our adaptation of the OBE approach is the integration of, and feedback between, participatory programme design and tool development throughout the process, which maximises the value of each, and their ability to deliver outcomes. The OBE method integrates science, technology and social learning, and connects these with authentic problem-solving tasks to perpetuate learning beyond the classroom to where outcomes are attained.

This article describes the experiences of frequently-traveling parents Balick and Jepson, and their 2-year daughter Coco. As owners of two businesses (an event-planning business and a Montessori aterials company) the travel between 7 days and 3 months at a time--for trade shows, conferences, school visits, and working events. How does one manage this with a toddler? The Montessori philosophy teaches them much about what to expect from each of the sensitive periods and they incorporate this knowledge into their travel schedule. Balick and Jepson offer tips on Improvisation, Humor, Naps, Eating out, Flying, and Community. Another big tip that has helped them is Trust--their businesses dictate that they spend a lot of time at events where Coco socializes with and is held by many people. Balick and Jepson note that the "more that we trust the people around us, the more they give back. Simply put, we could not travel without trusting our community to help raise Coco."

This article examines how the concept of active citizenship has been given a neo-liberal character by examining practice in three different educational contexts in Sweden. The concept of active citizenship has become influential in educational policy and practice throughout the European Union. The aim of this article is to highlight concerns at how this concept has come to be re-shaped by neo-liberal principles in Swedish education. The analysis highlights three themes, based on voice, ethical awareness and complexity and mutuality of lived experience, and argues that they provide the basis for a shift away from the present neo-liberal colouring of the concept. (Contains 1 note.)

Despite a burgeoning literature on, and widespread interest in, knowledge translation and exchange in public health, few articles provide an account of the actual experiences of knowledge brokerage organisations. The Scottish Collaboration for Public Health Research and Policy (SCPHRP) was formed in 2008 to: identify public health interventions that equitably address major health priorities; foster collaboration between public health stakeholders; and build capacity for collaborative intervention research. We describe the model used by SCPHRP and lessons learnt over three years. Intermediate evaluation of the SCPHRP model provides early indications of success in terms of achieving the organisation's aims.

Hyperbaric oxygen therapy (HBOT) has been used to treat individuals with autism. However, few studies of its effectiveness have been completed. The current study examined the effects of 40 HBOT sessions at 24% oxygen at 1.3 ATA on 11 topographies of directly observed behavior. Five replications of multiple baselines were completed across a total of 16 participants with autism spectrum disorders. No consistent effects were observed across any group or within any individual participant, demonstrating that HBOT was not an effective treatment for the participants in this study. This study represents the first relatively large-scale controlled study evaluating the effects of HBOT at the level of the individual participant, on a wide array of behaviors.

William Bevis has argued that, whereas the classic American novel tells a story of "leaving," in which characters find growth and fulfillment away from the homes they grew up in, the typical Native American novel is based around "homing." In homing stories, the characters do not "find themselves" through independence but rather discover value and meaning by returning to their homes, pasts, and people. Although Bevis's notion provides insight into many Native American works, one novel calling for a somewhat different approach is Louise Erdrich's "Tracks." Although notions of "leaving" and "homing" are central to "Tracks," they operate in ways far more complex than Bevis's view suggests. In this article, the author explores the complex interactions between homing and displacement in "Tracks," focusing on the tensions that arise between those opposing forces as the characters navigate tricky routes toward and away from homes. He argues that the tension between home and homing, on the one hand, and marginality and displacement, on the other hand, is revealed along three dimensions: (1) community; (2) landscape; and (3) the body. These dimensions of homing and displacement emerge in the overarching story of the Anishinaabe told in "Tracks," as well as the depictions of the three main characters. Those characters--Nanapush, Pauline Puyat, and Fleur Pillager--differ in the ways they define home, the strategies they use for keeping and creating home, and the ways homing and displacement forces play out in their lives. (Contains 33 notes.)

Workplace stress and its impact upon retention levels are becoming an increasing concern within the teaching profession (Brown, Davis, & Johnson, 2002; Jarvis, 2002). Research has largely focused upon the effects of environmental factors, whilst noting that it is the interplay between the individual and the environment which may hold the key to understanding this problem (Cox, 1978; Parkes, 1994). Identifying individual contributory factors is essential in understanding why, under the same environmental conditions, some people suffer much greater levels of stress than others. This study examined the influence of Type A behaviour, personal achievement strivings, occupational commitment, gender and nature/experience of teaching on perceived workplace stress within the teaching profession (N = 95). It was predicted that perceived stress would be strongest amongst those reporting higher levels of these factors. A multiple regression analysis indicated that there was a positive relationship between Type A behaviour, personal achievement strivings, and perceived stress. The relationship between perceived stress and occupational commitment, however, was found to be negative. The possible explanations for these findings, and potential implications, are discussed. Future research plans are outlined for exploring the relationships between these individual contributory factors and environmental stressors.

Despite the expanded use of the Internet for language learning and practice, little attention if any has been given to the quality of interaction among English L2 speakers in conversational text or voice chat rooms. This study explored the patterns of repair moves in synchronous non-native speaker (NNS) text chat rooms in comparison to voice chat rooms on the Internet. The following questions were posed: (a) Which types of repair moves occur in text and voice chats; and (b) what are the differences, if any, between the repair moves in text chats and voice chats when time is held constant? Repair moves made by anonymous NNSs in 10, 5-minute, synchronous chat room sessions (5 text-chat sessions, 5 voice-chat sessions) were counted and analyzed using chi-square with alpha set at 0.05. Significant differences were found between the higher number of total repair moves made in voice chats and the smaller number in text chats. Qualitative data analysis showed that repair work in voice chats was often pronunciation-related. The study includes discussion that may affect teachers' and learners' considerations of the value of NNS chat room interaction for second language development. (Contains 7 tables and 4 notes.)

People frequently mispredict the long-term emotional impact of circumstances. The authors examine 2 causes of such mispredictions--a focusing illusion and underappreciation of adaptation. In Experiment 1, the authors found, in 852 adults, that quality of life estimates (for living with disability) were not increased by reducing focusing illusions. In Experiment 2, the authors found, in 698 adults, that people's disability estimates were increased by asking them to reflect on adaptation. In Experiment 3, the authors found, across 312 Midwestern college students, that both approaches reduced the participants' predictions of the life satisfaction of their peers living in southern California. In the case of living in a better climate, the results suggest that attention to either cause influences people's predictions, whereas in the case of chronic disability, the results suggest that it is easier to get people to appreciate adaptation than it is to reduce focusing illusions.

This study examined the effectiveness of the Montana Early Literacy Project (MELP) curriculum on literacy and language skills of preschool-age children in Head Start. The MELP model utilizes everyday events and existing routines of classroom and home environments to build literacy and language directly into children's daily experiences. Using a control group design, the researchers analyzed skill development in preschool children participating in a classroom, using the MELP model as a supplement to the traditional Head Start curriculum (n=14). Results were compared to children who participated in the traditional Head Start curriculum (n=15). Assessments used were the Emerging Literacy Screening from Building Early Literacy and Language Skills (Paulson, Noble, Jepson, & van den Pol, 2001) and language sampling. Analyses indicated an important difference in the literacy and language shills gained by children in the MELP classroom, particularly in the areas of narrative discourse, vocabulary, phonological awareness, and print development. Due to the limited sample size, generalization of the data should be interpreted with caution. Nevertheless, findings support the use of the Montana Early Literacy Project curriculum in developing the early literacy and language skills in children who may be at risk of experiencing challenges in learning to read and write. (Contains 4 tables.)

Describes the mental-health and medical services provided at a high-school-based service center. Five years after the center's inception mental health visits had quadrupled. One third of students utilizing the center reported substance abuse within their family. Other reasons for center use included pregnancy, suicidal ideation, obesity, depression, and sexual issues. (Author/MKA)

Comparison of Indian rural and urban sign languages of the deaf found that the urban form transmitted information primarily by means of appeal to a shared linguistic code, and the rural form mainly by appeal to communal nonlinguistic knowledge. Both languages employed effective and appropriate means given their environments. (23 references) (Author/CB)

Based on narratives by deaf Indians and their family members, it is suggested that deaf Indians come to view their deafness as "natural." The notion of "naturalness" is complex and multifaceted. Several components of this notion and the role it plays in the lives of deaf people and their families are explored here. (JL)

Exploration of two sign languages independently employed by two isolated deaf signers in a single northern India village found that both languages included such negative structure elements as context-dependence, multichannels, and nondiscrete, ambiguous signs. One signer, strongly embedded in close relationships that formed a tiny speech community, exhibited rudiments of more positive structuring. (two references) (Author/CB)

The Self-Perception Inventory (SPI) was administered to a group of students in junior high and later when they were in senior high. SPI scores seem to be rather unstable, reflect little change, and have limited usefulness for evaluation purposes. (Author)