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data-props="{}" data-trace="false" data-dom-id="ProfileCheckPaperUpdate-react-component-e8c4e504-af10-42ab-9de8-84ad692435cc"></div> <div id="ProfileCheckPaperUpdate-react-component-e8c4e504-af10-42ab-9de8-84ad692435cc"></div> <div class="DesignSystem"><div class="onsite-ping" id="onsite-ping"></div></div><div class="profile-user-info DesignSystem"><div class="social-profile-container"><div class="left-panel-container"><div class="user-info-component-wrapper"><div class="user-summary-cta-container"><div class="user-summary-container"><div class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" alt="Diane Montgomery" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/93443/25895/23882/s200_diane.montgomery.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Diane Montgomery</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://okstate.academia.edu/">Oklahoma State University</a>, <a class="u-tcGrayDarker" href="https://okstate.academia.edu/Departments/School_of_Applied_Health_and_Educational_Psychology/Documents">School of Applied Health and Educational Psychology</a>, <span class="u-tcGrayDarker">Faculty Member</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" data-broccoli-component="user-info.follow-button" data-click-track="profile-user-info-follow-button" data-follow-user-fname="Diane" data-follow-user-id="93443" data-follow-user-source="profile_button" data-has-google="false"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">add</span>Follow</button><button class="ds2-5-button hidden profile-cta-button grow js-profile-unfollow-button" data-broccoli-component="user-info.unfollow-button" data-click-track="profile-user-info-unfollow-button" data-unfollow-user-id="93443"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">done</span>Following</button></div></div><div class="user-stats-container"><a><div class="stat-container js-profile-followers"><p class="label">Followers</p><p class="data">49</p></div></a><a><div class="stat-container js-profile-followees" data-broccoli-component="user-info.followees-count" data-click-track="profile-expand-user-info-following"><p class="label">Following</p><p class="data">15</p></div></a><a><div class="stat-container js-profile-coauthors" data-broccoli-component="user-info.coauthors-count" data-click-track="profile-expand-user-info-coauthors"><p class="label">Co-authors</p><p class="data">5</p></div></a><div class="js-mentions-count-container" style="display: none;"><a href="/DianeMontgomery/mentions"><div class="stat-container"><p class="label">Mentions</p><p class="data"></p></div></a></div><span><div class="stat-container"><p class="label"><span class="js-profile-total-view-text">Public Views</span></p><p class="data"><span class="js-profile-view-count"></span></p></div></span></div><div class="suggested-academics-container"><div class="suggested-academics--header"><p class="ds2-5-body-md-bold">Related Authors</p></div><ul class="suggested-user-card-list"><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://ucsb.academia.edu/JudithGreen"><img class="profile-avatar u-positionAbsolute" alt="Judith L Green" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/10819/3653/21016275/s200_judith.green.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://ucsb.academia.edu/JudithGreen">Judith L Green</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">University of California, Santa Barbara</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://harvard.academia.edu/StevenPinker"><img class="profile-avatar u-positionAbsolute" alt="Steven Pinker" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/12758/4264/18675036/s200_steven.pinker.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://harvard.academia.edu/StevenPinker">Steven Pinker</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Harvard University</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://ubc.academia.edu/EWayneRoss"><img class="profile-avatar u-positionAbsolute" alt="E. 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Wayne Ross</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">University of British Columbia</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://ukma.academia.edu/AndreasUmland"><img class="profile-avatar u-positionAbsolute" alt="Andreas Umland" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/25359/8207/35842203/s200_andreas.umland.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://ukma.academia.edu/AndreasUmland">Andreas Umland</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">National University of "Kyiv-Mohyla Academy"</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://ceu.academia.edu/AndreaPeto"><img class="profile-avatar u-positionAbsolute" alt="Andrea Peto" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/63653/17921/38481360/s200_andrea.peto.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://ceu.academia.edu/AndreaPeto">Andrea Peto</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Central European University</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://gc-cuny.academia.edu/ClaireBishop"><img class="profile-avatar u-positionAbsolute" alt="Claire Bishop" border="0" onerror="if (this.src != 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src="https://0.academia-photos.com/121122/32485/29852/s200_john.johnson.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://pennstate.academia.edu/JohnJohnson">John Johnson</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Pennsylvania State University</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://ntnu-no.academia.edu/EgilBakka"><img class="profile-avatar u-positionAbsolute" alt="Egil Bakka" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/132166/35197/56353/s200_egil.bakka.132166" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://ntnu-no.academia.edu/EgilBakka">Egil Bakka</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Norwegian University of Science and Technology</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://cria.academia.edu/ArmandoMarquesGuedes"><img class="profile-avatar u-positionAbsolute" alt="Armando Marques-Guedes" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/134181/3401094/148494125/s200_armando.marques-guedes.png" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://cria.academia.edu/ArmandoMarquesGuedes">Armando Marques-Guedes</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">UNL - New University of Lisbon</p></div></div><div class="suggested-user-card"><div class="suggested-user-card__avatar social-profile-avatar-container"><a href="https://unibo.academia.edu/EnricoCirelli"><img class="profile-avatar u-positionAbsolute" alt="Enrico Cirelli" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/148236/39181/34953084/s200_enrico.cirelli.jpg" /></a></div><div class="suggested-user-card__user-info"><a class="suggested-user-card__user-info__header ds2-5-body-sm-bold ds2-5-body-link" href="https://unibo.academia.edu/EnricoCirelli">Enrico Cirelli</a><p class="suggested-user-card__user-info__subheader ds2-5-body-xs">Università di Bologna</p></div></div></ul></div><div class="ri-section"><div class="ri-section-header"><span>Interests</span><a class="ri-more-link js-profile-ri-list-card" data-click-track="profile-user-info-primary-research-interest" data-has-card-for-ri-list="93443">View All (6)</a></div><div class="ri-tags-container"><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="93443" href="https://www.academia.edu/Documents/in/Psychology"><div id="js-react-on-rails-context" style="display:none" data-rails-context="{"inMailer":false,"i18nLocale":"en","i18nDefaultLocale":"en","href":"https://okstate.academia.edu/DianeMontgomery","location":"/DianeMontgomery","scheme":"https","host":"okstate.academia.edu","port":null,"pathname":"/DianeMontgomery","search":null,"httpAcceptLanguage":null,"serverSide":false}"></div> <div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Psychology"]}" data-trace="false" data-dom-id="Pill-react-component-675afc89-fedd-4cc5-b6ea-b7a6fd1638af"></div> <div id="Pill-react-component-675afc89-fedd-4cc5-b6ea-b7a6fd1638af"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="93443" href="https://www.academia.edu/Documents/in/Education"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Education"]}" data-trace="false" data-dom-id="Pill-react-component-5f267aab-b837-4aac-8cea-fa230aadd1d8"></div> <div id="Pill-react-component-5f267aab-b837-4aac-8cea-fa230aadd1d8"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="93443" href="https://www.academia.edu/Documents/in/Research_Methodology"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Research Methodology"]}" data-trace="false" data-dom-id="Pill-react-component-d33f8a07-363a-4b61-acc1-47435f6825ee"></div> <div id="Pill-react-component-d33f8a07-363a-4b61-acc1-47435f6825ee"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="93443" href="https://www.academia.edu/Documents/in/Gender"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Gender"]}" data-trace="false" data-dom-id="Pill-react-component-f525ee66-5ea9-4906-9771-ad4ab4101593"></div> <div id="Pill-react-component-f525ee66-5ea9-4906-9771-ad4ab4101593"></div> </a><a data-click-track="profile-user-info-expand-research-interests" data-has-card-for-ri-list="93443" href="https://www.academia.edu/Documents/in/Womens_Studies"><div class="js-react-on-rails-component" style="display:none" data-component-name="Pill" data-props="{"color":"gray","children":["Women's Studies"]}" data-trace="false" data-dom-id="Pill-react-component-654e7d77-ce18-47a4-8002-62fb8c2dd02c"></div> <div id="Pill-react-component-654e7d77-ce18-47a4-8002-62fb8c2dd02c"></div> </a></div></div></div></div><div class="right-panel-container"><div class="user-content-wrapper"><div class="uploads-container" id="social-redesign-work-container"><div class="upload-header"><h2 class="ds2-5-heading-sans-serif-xs">Uploads</h2></div><div class="documents-container backbone-social-profile-documents" style="width: 100%;"><div class="u-taCenter"></div><div class="profile--tab_content_container js-tab-pane tab-pane active" id="all"><div class="profile--tab_heading_container js-section-heading" data-section="Papers" id="Papers"><h3 class="profile--tab_heading_container">Papers by Diane Montgomery</h3></div><div class="js-work-strip profile--work_container" data-work-id="120378382"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/120378382/American_Indian_Enculturation_Scale"><img 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dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="120378380"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/120378380/Determining_Optimal_Professional_Development_Formats_A_Q_Methodology_Study_of_Science_Teachers_Preferences"><img alt="Research paper thumbnail of Determining Optimal Professional Development Formats: A Q-Methodology Study of Science Teachers’ Preferences" class="work-thumbnail" src="https://attachments.academia-assets.com/115548546/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/120378380/Determining_Optimal_Professional_Development_Formats_A_Q_Methodology_Study_of_Science_Teachers_Preferences">Determining Optimal Professional Development Formats: A Q-Methodology Study of Science Teachers’ Preferences</a></div><div class="wp-workCard_item"><span>Operant Subjectivity</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The necessity for meeting the professional renewal needs for science teachers in the US has gener...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The necessity for meeting the professional renewal needs for science teachers in the US has generated abundant research on effective professional development (PD). Yet efforts in the state of Nebraska continue to demonstrate low enrollments in science teacher PD programs. Therefore, an innovation in research was needed to discover the beliefs and expectations about science teacher PD. A combination of Q methodology and focus group discussions with 29 science teachers in six geographical areas of the state identified three PD-seeking factors: the Scientists, the Veterans and the Entrepreneurs. The Scientists yearn to increase their own science knowledge and enable authentic science learning for students. Veterans seek new ideas and resources to improve science student learning and especially prefer stipend-supported PD options. Entrepreneurs desire opportunities to enhance teaching practices and exchange teaching ideas with scientists and other science teachers. Those who design PD for science teachers will benefit from understanding these three factors and the resulting research-informed suggestions for organizing appropriate PD models to satisfy the needs of each teacher factor.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d972634ccd1313937036fe906d549bf3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":115548546,"asset_id":120378380,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/115548546/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="120378380"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="120378380"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 120378380; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=120378380]").text(description); $(".js-view-count[data-work-id=120378380]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 120378380; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='120378380']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d972634ccd1313937036fe906d549bf3" } } $('.js-work-strip[data-work-id=120378380]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":120378380,"title":"Determining Optimal Professional Development Formats: A Q-Methodology Study of Science Teachers’ Preferences","internal_url":"https://www.academia.edu/120378380/Determining_Optimal_Professional_Development_Formats_A_Q_Methodology_Study_of_Science_Teachers_Preferences","owner_id":93443,"coauthors_can_edit":true,"owner":{"id":93443,"first_name":"Diane","middle_initials":"","last_name":"Montgomery","page_name":"DianeMontgomery","domain_name":"okstate","created_at":"2009-12-01T22:32:48.778-08:00","display_name":"Diane Montgomery","url":"https://okstate.academia.edu/DianeMontgomery"},"attachments":[{"id":115548546,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/115548546/thumbnails/1.jpg","file_name":"OS-40-1-DeVore-Wedding-et-al.doc-Final.pdf","download_url":"https://www.academia.edu/attachments/115548546/download_file","bulk_download_file_name":"Determining_Optimal_Professional_Develop.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/115548546/OS-40-1-DeVore-Wedding-et-al.doc-Final-libre.pdf?1717269334=\u0026response-content-disposition=attachment%3B+filename%3DDetermining_Optimal_Professional_Develop.pdf\u0026Expires=1739840029\u0026Signature=O2R8OLvXu24QMS2lw1pWqqzxupBn~VkZQMSuahWUozr0ZUSFvfZxZnqJ9wMcoNrZaCnUAFlAUHhUtZds1I2xfy81iB39VQKZGdnE~O5VJDBWMw9OE0gPVI1L8LNdSsn6tsh6Uk-owg47dViA5oCYDLE2odulzq3zMoxJGQC-5WlH37n3n9OYxbg95AEbybjbZ-RPLa3GwZlZVWYvniSMLMl~0m83WKmgdYOxddADw4pBvBMEMHEVTyju2fRaSMYHH8DsDZkRlGrS6sKh5DXsypgf4S7VevP7t5uPWAPZ1y3E7E5ULIn~eSt04YzJ0qPMiA7OfuIkMbilzy9Xl88WEA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="120378379"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/120378379/Women_s_Perceptions_of_Food_Production_Labeling_A_Q_Methodology_Study"><img alt="Research paper thumbnail of Women’s Perceptions of Food Production Labeling: A Q Methodology Study" class="work-thumbnail" src="https://attachments.academia-assets.com/115548545/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/120378379/Women_s_Perceptions_of_Food_Production_Labeling_A_Q_Methodology_Study">Women’s Perceptions of Food Production Labeling: A Q Methodology Study</a></div><div class="wp-workCard_item"><span>Journal of Agricultural Education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Consumers' perceptions of the terminology used on food production labels may lead to a perceived ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Consumers' perceptions of the terminology used on food production labels may lead to a perceived risk, which influences their grocery shopping decisions. Risk perception is the consumers' belief that he or she may be exposed to something that is harmful or uncertain. Women are more aware of food labels due to their perceived risk associated with health and the environment. This study used Q methodology to describe a variety of viewpoints related to women's grocery shopping decisions. Using a Q set of 36 statements, 18 women sorted based on the condition of instruction, "How do you make food decisions?" Factor scores, field notes, and post-sort interviews were used to interpret the arrays as the Frugal Shopper, the Price Conscious Shopper, and the Engaged Shopper. The Frugal Shopper was interpreted to be an economical shopper with little concern for food production methods. The Price Conscious Shopper is concerned for the effect on various production methods, but price is the main priority. The Engaged Shopper is willing to pay higher prices to have more choices when grocery shopping. Improved communication and a deeper understanding of consumers' perceptions of food labels may help decrease the perceived risk associated with various food production methods.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4adb90e0ba82a12eb4d869845570184b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":115548545,"asset_id":120378379,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/115548545/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="120378379"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="120378379"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 120378379; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=120378379]").text(description); $(".js-view-count[data-work-id=120378379]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 120378379; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='120378379']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "4adb90e0ba82a12eb4d869845570184b" } } $('.js-work-strip[data-work-id=120378379]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":120378379,"title":"Women’s Perceptions of Food Production Labeling: A Q Methodology Study","internal_url":"https://www.academia.edu/120378379/Women_s_Perceptions_of_Food_Production_Labeling_A_Q_Methodology_Study","owner_id":93443,"coauthors_can_edit":true,"owner":{"id":93443,"first_name":"Diane","middle_initials":"","last_name":"Montgomery","page_name":"DianeMontgomery","domain_name":"okstate","created_at":"2009-12-01T22:32:48.778-08:00","display_name":"Diane Montgomery","url":"https://okstate.academia.edu/DianeMontgomery"},"attachments":[{"id":115548545,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/115548545/thumbnails/1.jpg","file_name":"61-1-2.pdf","download_url":"https://www.academia.edu/attachments/115548545/download_file","bulk_download_file_name":"Women_s_Perceptions_of_Food_Production_L.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/115548545/61-1-2-libre.pdf?1717269328=\u0026response-content-disposition=attachment%3B+filename%3DWomen_s_Perceptions_of_Food_Production_L.pdf\u0026Expires=1739840029\u0026Signature=NLyn9kLG7-AzjD80wEJJEK33NoKl-JIU4k3HFM-qibdBIXua46NKKqWVuq-q0YD9~8w7Z1P5KUjd996JfBs9yp8fTLEK5Zb0lRhU~KHndigWtekgxzUgleOk8eB4dKqEgAsA-4dvJpFiVh6OsnJrBoyc~ayaiTlvU58~k-cEMercI291Hm4jjK79oFMmWtPWhCqoDparhI0UyX2HKMgn7DPQYQ5VaWkIvcSgVbTY3dJNuo51VRUdksntOkycDwgF6jvkBZHIGQETNqhbTXrKrDUI1aIZr5WXm5k~cezInac8ZFuB0~ckYmMrTznOPBlSI1aGH9moEEIY4JEOmkosAw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="120378378"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/120378378/Perceptionsof_CollegeFacultyConcerningthe_Purposeof_Assessment_inHigherEducation"><img alt="Research paper thumbnail of Perceptionsof CollegeFacultyConcerningthe Purposeof Assessment inHigherEducation" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/120378378/Perceptionsof_CollegeFacultyConcerningthe_Purposeof_Assessment_inHigherEducation">Perceptionsof CollegeFacultyConcerningthe Purposeof Assessment inHigherEducation</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Assessment practitioners commonly assert that faculty involvement in the assessment process is cr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Assessment practitioners commonly assert that faculty involvement in the assessment process is critical to its success, though obtaining such involvement is not an easy task. Faculty members have numerous demands of their time, and anecdotal evidence indicates that faculty members often prioritize assessment activities below other activities, if at all. As individual perceptions are often the best predictors of behavior, and beliefs influence perceptions, judgments, and practices, the purpose of this study was to describe the perceptions of faculty at two large, public research universities concerning the ways that institutions of higher education should utilize assessment of student learning outcomes. Participants completed a Q sort with 36 items representing the perceived accountability vs. improvement dichotomy at the course, program, and institutional levels. Additional statements represented negative views toward assessment. Two distinct factors resulted. It’s Not Personal posi...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="120378378"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="120378378"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 120378378; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=120378378]").text(description); $(".js-view-count[data-work-id=120378378]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 120378378; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='120378378']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=120378378]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":120378378,"title":"Perceptionsof CollegeFacultyConcerningthe Purposeof Assessment inHigherEducation","internal_url":"https://www.academia.edu/120378378/Perceptionsof_CollegeFacultyConcerningthe_Purposeof_Assessment_inHigherEducation","owner_id":93443,"coauthors_can_edit":true,"owner":{"id":93443,"first_name":"Diane","middle_initials":"","last_name":"Montgomery","page_name":"DianeMontgomery","domain_name":"okstate","created_at":"2009-12-01T22:32:48.778-08:00","display_name":"Diane Montgomery","url":"https://okstate.academia.edu/DianeMontgomery"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="120378375"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/120378375/American_Indian_college_students_An_exploration_into_resiliency_factors_revealed_through_personal_stories"><img alt="Research paper thumbnail of American Indian college students: An exploration into resiliency factors revealed through personal stories" class="work-thumbnail" src="https://attachments.academia-assets.com/115548548/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/120378375/American_Indian_college_students_An_exploration_into_resiliency_factors_revealed_through_personal_stories">American Indian college students: An exploration into resiliency factors revealed through personal stories</a></div><div class="wp-workCard_item"><span>Cultural Diversity and Ethnic Minority Psychology</span><span>, 2000</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resilient factors affecting the retention and completion of American Indian people in higher educ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resilient factors affecting the retention and completion of American Indian people in higher education were explored using qualitative methods. Interviews were conducted with 14 American Indian students or graduates regarding personal, familial, and tribal experiences that influenced their interest, persistence, and adjustment in higher education. Interviews were audiotaped, transcribed, and analyzed for common themes. Results indicate the importance of Indian traditions in the areas of internalized resiliency characteristics, ways of learning, developing an academic identity, and perceptions of social support systems. A description for Indian tradition in each of these factors is portrayed with the words of the students and graduates. Implications regarding the need for personal and institutional responses that are perceived as authentic by American Indian students are discussed. * resiliency • American Indian university students * culture The cultural setting of most colleges and close ties to their traditional communities universities is very different from the back-(Garrod & Larimore, 1997). College stuground of American Indian students with dents are encouraged to develop profes</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6ef40c6df68920a88ba389cf5033b8d1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":115548548,"asset_id":120378375,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/115548548/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="120378375"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="120378375"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 120378375; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=120378375]").text(description); $(".js-view-count[data-work-id=120378375]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 120378375; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='120378375']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "6ef40c6df68920a88ba389cf5033b8d1" } } $('.js-work-strip[data-work-id=120378375]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":120378375,"title":"American Indian college students: An exploration into resiliency factors revealed through personal stories","internal_url":"https://www.academia.edu/120378375/American_Indian_college_students_An_exploration_into_resiliency_factors_revealed_through_personal_stories","owner_id":93443,"coauthors_can_edit":true,"owner":{"id":93443,"first_name":"Diane","middle_initials":"","last_name":"Montgomery","page_name":"DianeMontgomery","domain_name":"okstate","created_at":"2009-12-01T22:32:48.778-08:00","display_name":"Diane Montgomery","url":"https://okstate.academia.edu/DianeMontgomery"},"attachments":[{"id":115548548,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/115548548/thumbnails/1.jpg","file_name":"1099-9809.6.4.38720240601-1-rs0pjz.pdf","download_url":"https://www.academia.edu/attachments/115548548/download_file","bulk_download_file_name":"American_Indian_college_students_An_expl.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/115548548/1099-9809.6.4.38720240601-1-rs0pjz-libre.pdf?1717269323=\u0026response-content-disposition=attachment%3B+filename%3DAmerican_Indian_college_students_An_expl.pdf\u0026Expires=1739840029\u0026Signature=cqqIHT9NT18jWui-tRusyeNLom44jAVjDbiXyVX~fZcgYyoRXk4~qhSGuDUhOtYjVg~p-fRBkDPxB54KxkBlgyYTG9Ate-piD2F0tfvLND-zNBUQg99aPE09ChLRi~sj7VpyFnmk7m4AjrUVUnihvyDmGBXPd~I1tjoyTPU4kN5cvTOe9y-JBqJaH96ogY3boIzz6zjg8va1kSw1bw1XmVH4Phv7fkh3PO5DvcP4tX72Ow5pcKPw4v2ZtnFRAiYO2gIt4GRIX6dyy2Nf-eZ-KMU9xJNMFMgJPUTXlmpxPYU1IveEAe9fWzbfCscwSuac7pCn1dIC5mwr~CJU4~IlBw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="120378374"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/120378374/A_Rural_Community_Pauses_to_Gauge_Attitudes_on_the_Road_to_an_Alternative_Economic_Strategy"><img alt="Research paper thumbnail of A Rural Community Pauses to Gauge Attitudes on the Road to an Alternative Economic Strategy" class="work-thumbnail" src="https://attachments.academia-assets.com/115548542/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/120378374/A_Rural_Community_Pauses_to_Gauge_Attitudes_on_the_Road_to_an_Alternative_Economic_Strategy">A Rural Community Pauses to Gauge Attitudes on the Road to an Alternative Economic Strategy</a></div><div class="wp-workCard_item"><span>Online Journal of Rural Research &amp; Policy</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This community-based research uses Q methodology to examine perceptions of tourism and downtown d...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This community-based research uses Q methodology to examine perceptions of tourism and downtown development in a lower Midwest town that has experienced continual economic downturn and decreasing population. With memories of the thriving ranching and oil heyday, some community members are approaching tourism as the new black gold. At the same time, there is a perception of a fractious community characterized by a heritage of racism, cultural tension, and an aging, burned-out volunteer base. One of the goals of this study was to help community planners make sense out of what they perceived as a jumble of viewpoints. The results of a Q study can help planners determine in a systematic way the significant, persistent attitudes surrounding the issue of tourism development from a broad community perspective. The Chamber of Commerce board members, community leaders, and volunteers used this study as a building block for their strategic plan in tourism.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c7940a32ae2b97a3f1a3778f0b2c0d02" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":115548542,"asset_id":120378374,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/115548542/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="120378374"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="120378374"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 120378374; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=120378374]").text(description); $(".js-view-count[data-work-id=120378374]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 120378374; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='120378374']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "c7940a32ae2b97a3f1a3778f0b2c0d02" } } $('.js-work-strip[data-work-id=120378374]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":120378374,"title":"A Rural Community Pauses to Gauge Attitudes on the Road to an Alternative Economic Strategy","internal_url":"https://www.academia.edu/120378374/A_Rural_Community_Pauses_to_Gauge_Attitudes_on_the_Road_to_an_Alternative_Economic_Strategy","owner_id":93443,"coauthors_can_edit":true,"owner":{"id":93443,"first_name":"Diane","middle_initials":"","last_name":"Montgomery","page_name":"DianeMontgomery","domain_name":"okstate","created_at":"2009-12-01T22:32:48.778-08:00","display_name":"Diane Montgomery","url":"https://okstate.academia.edu/DianeMontgomery"},"attachments":[{"id":115548542,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/115548542/thumbnails/1.jpg","file_name":"5b09752c654af126c787985894a1619657e9.pdf","download_url":"https://www.academia.edu/attachments/115548542/download_file","bulk_download_file_name":"A_Rural_Community_Pauses_to_Gauge_Attitu.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/115548542/5b09752c654af126c787985894a1619657e9-libre.pdf?1717269329=\u0026response-content-disposition=attachment%3B+filename%3DA_Rural_Community_Pauses_to_Gauge_Attitu.pdf\u0026Expires=1739840029\u0026Signature=PTutvS~3YzM-yiQMMwIVkj7Ppgn97JUjAax4cztxIFU9gtOEofhoLWRZcwYuT6huRwYsRma-gc8X6EhFeecLHhsh~5vC9e1gKGg75RHhxcFLPqETDTTiId1VB1iHofA4wR3FnvmK5melHX28w7jmHbJaZJEVKFNzeTbbSg6VSJQ3fCV4YdsK~P4MBivSN48YfqXWazM7OqEydH6utQlSX2QO0fvDjkoaWO9JG9SA7eE9Ltw45l1GTYC~JSizdE2z1n3ZGX~a9PsfIrsFizgzZ7ywWGpqXSxOzFAHGSoj5s126YSY-uD4LPu1yJ7zz~fr1NiiQZbTQmhdQ1q9xiVSdQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="120378308"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/120378308/Screening_for_Giftedness_among_American_Indian_Students"><img alt="Research paper thumbnail of Screening for Giftedness among American Indian Students" class="work-thumbnail" src="https://attachments.academia-assets.com/115548497/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/120378308/Screening_for_Giftedness_among_American_Indian_Students">Screening for Giftedness among American Indian Students</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">ED321918 - Screening for Giftedness among American Indian Students.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="3f4bbc7161b9d0004fc868eb0c570e4f" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":115548497,"asset_id":120378308,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/115548497/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="120378308"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="120378308"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 120378308; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="110073317"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/110073317/Agricultural_Communications_Students_Describe_a_Short_term_Field_Experience"><img alt="Research paper thumbnail of Agricultural Communications Students Describe a Short-term Field Experience" class="work-thumbnail" src="https://attachments.academia-assets.com/108004083/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/110073317/Agricultural_Communications_Students_Describe_a_Short_term_Field_Experience">Agricultural Communications Students Describe a Short-term Field Experience</a></div><div class="wp-workCard_item"><span>Journal of Applied Communications</span><span>, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="05c5b3dddb5a57850371a91282146fdd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108004083,"asset_id":110073317,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108004083/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110073317"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110073317"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110073317; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=110073317]").text(description); $(".js-view-count[data-work-id=110073317]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 110073317; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='110073317']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="93988347"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/93988347/Lessons_Learned_Some_Guidelines_to_Factor_Interpretation"><img alt="Research paper thumbnail of Lessons Learned: Some Guidelines to Factor Interpretation" class="work-thumbnail" src="https://attachments.academia-assets.com/96572708/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/93988347/Lessons_Learned_Some_Guidelines_to_Factor_Interpretation">Lessons Learned: Some Guidelines to Factor Interpretation</a></div><div class="wp-workCard_item"><span>Operant Subjectivity</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Data Interpretation is an essential process in understanding the results of a Q-methodological st...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Data Interpretation is an essential process in understanding the results of a Q-methodological study. Employing a team approach to provide further practice of the interpretation process, we used an earlier study of values preferred in adolescent friendship to highlight the lessons discovered in our interpretative work. The uniqueness of this research was the iterative team interpretation of a staged process and the faculty mentor relationship in the teamwork. Lessons learned included the time it takes to develop understanding, the importance of mentorship and the use of abduction, intuition, and holistic interpretation. Further lessons focused on the development of an ability to take the role of the hypothetical person, learning strategies to overcome novice researcher status, how to use the PQMethod report and the use of all the reported data in the analysis and interpretation.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d23b48c3d8acf58451f9f1c9f1c07bde" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":96572708,"asset_id":93988347,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/96572708/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="93988347"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="93988347"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 93988347; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d23b48c3d8acf58451f9f1c9f1c07bde" } } $('.js-work-strip[data-work-id=93988347]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":93988347,"title":"Lessons Learned: Some Guidelines to Factor Interpretation","internal_url":"https://www.academia.edu/93988347/Lessons_Learned_Some_Guidelines_to_Factor_Interpretation","owner_id":93443,"coauthors_can_edit":true,"owner":{"id":93443,"first_name":"Diane","middle_initials":"","last_name":"Montgomery","page_name":"DianeMontgomery","domain_name":"okstate","created_at":"2009-12-01T22:32:48.778-08:00","display_name":"Diane Montgomery","url":"https://okstate.academia.edu/DianeMontgomery"},"attachments":[{"id":96572708,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/96572708/thumbnails/1.jpg","file_name":"OS-41-Albright-et-al-Final.pdf","download_url":"https://www.academia.edu/attachments/96572708/download_file","bulk_download_file_name":"Lessons_Learned_Some_Guidelines_to_Facto.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/96572708/OS-41-Albright-et-al-Final-libre.pdf?1672405035=\u0026response-content-disposition=attachment%3B+filename%3DLessons_Learned_Some_Guidelines_to_Facto.pdf\u0026Expires=1739840029\u0026Signature=Jx3h60PqTO1O4ro3B5k0R-zy76a3LQ5Muzx87NgEBOt9PBCeNzT0dFkAgiM~Wnbf0i~hOaJ0THB8auzMBEiw4LOITg6xWK3s2oXMPjHKZZ9A8IrVlCckgMi49JbElMf2DgOt67D7vMsK0x2KrHWNbvDJlVbFLqC-qRPkKZ-Z7ZwG-IVTZ4iTgGpAY7i-aZ~1-3i6FbTQUva5tienCsISDY3W576hUaRo0wXyViR5~J3Qzq92q1JwknqlZ5tVLFaPfHzzqGcjKcKNBhQHmQQ1DQq0US~-SN84iNww8xQ-vnUDAMp9WpgumgmCWOm2LMOee2FPOe1vY8Bf29mwa36l1Q__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"},{"id":96572707,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/96572707/thumbnails/1.jpg","file_name":"OS-41-Albright-et-al-Final.pdf","download_url":"https://www.academia.edu/attachments/96572707/download_file","bulk_download_file_name":"Lessons_Learned_Some_Guidelines_to_Facto.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/96572707/OS-41-Albright-et-al-Final-libre.pdf?1672405040=\u0026response-content-disposition=attachment%3B+filename%3DLessons_Learned_Some_Guidelines_to_Facto.pdf\u0026Expires=1739840029\u0026Signature=PXtmvycuDo9I9Re19jUBBi0L8fh8rNP9bRslbrtAcrGRxn3fSGrOSjXMwu-AmUAfCdcSKavYdZY2Ag3Vz8IwNqtqYN4a6IaKmeBO-RbWu3lClvePR-Wj0jSyOZn~fLJcJZl4xuxFJ6XtajU-D6OJ0XD7Pjt5dTkk1a~4SqYkQNtSeyI7r1I7hvIBbxZfHqs2qXVmjM1uI1Z1l-vbY4DhauaxXjtyh3PeCM90DT4jg6CTtUUd62XeRt05Vg0KXZCdpjWrR30SkcXaOJyvDnajmgbVh6s2WuYJpwdvZIARzKp1G66dMLk3HoBpAx4EVi93-SEZXJI~LehdKQ-fqNFoGw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83039083"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83039083/Disaster_Response_Leadership_Perceptions_of_American_Red_Cross_Workers"><img alt="Research paper thumbnail of Disaster Response Leadership: Perceptions of American Red Cross Workers" class="work-thumbnail" src="https://attachments.academia-assets.com/88530762/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83039083/Disaster_Response_Leadership_Perceptions_of_American_Red_Cross_Workers">Disaster Response Leadership: Perceptions of American Red Cross Workers</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this exploratory study was to describe the perceptions and implicit theories of Re...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of this exploratory study was to describe the perceptions and implicit theories of Red Cross workers toward their leaders in the context of disaster emergency response. This study utilized Qmethodology to examine the perceptions of Red Cross workers from multiple locations in the United States through the theoretical frame of charismatic and transformational leadership. The method considered the ways in which views of leadership vary among Red Cross workers, resulting in four distinct leader prototypes among the Red Cross workers: Show Me the Way; See Me, Then Tell Me; Stand Beside Me; and Please Understand Me. In recent years, large-and small-scale disasters across the world have garnered a great deal of media attention, particularly in relationship to response efforts. As leaders have been criticized for their response to such crises, questions have been asked about what effective leadership looks like in disaster response. Unfortunately, the literature in the leadership field provides little direction. A recent article in the Leadership Quarterly finds this same problem, and states that there is a great need for leadership research in such "extreme contexts" (Hannah, Uhl-Bien, Avolio, & Cavarretta, 2009). After an extensive review of the literature related to crisis leadership, Hannah et al. (2009) draw the conclusion that "any theory of leadership for extreme contexts cannot be loosely generalized, but that different dynamics influence leadership through Wheeler, Weeks, & Montgomery / INTERNATIONAL JOURNAL OF LEADERSHIP STUDIES</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1d90693457cbf07c7b8a45c84cb4aa2a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88530762,"asset_id":83039083,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88530762/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83039083"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83039083"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83039083; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83039083]").text(description); $(".js-view-count[data-work-id=83039083]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 83039083; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='83039083']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83039082"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83039082/Second_Order_Structure_of_Academic_and_Religious_Personal_Epistemologies"><img alt="Research paper thumbnail of Second-Order Structure of Academic and Religious Personal Epistemologies" class="work-thumbnail" src="https://attachments.academia-assets.com/88530758/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83039082/Second_Order_Structure_of_Academic_and_Religious_Personal_Epistemologies">Second-Order Structure of Academic and Religious Personal Epistemologies</a></div><div class="wp-workCard_item"><span>Operant Subjectivity</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">It was the aim of this research to examine how subjective viewpoints toward the source, certainty...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">It was the aim of this research to examine how subjective viewpoints toward the source, certainty, and justification of knowledge, known as a personal epistemology (PE), combine across learning in school and knowing about religion. Q methodology was used as a means to examine the higher-order structure of the results of two PE studies conducted with the same Q set, one in academic learning and another in religious personal epistemologies. Results indicate that not only are academic and religious personal epistemologies interrelated, but these viewpoints may be described by three higher-order perspectives, named Doubtful Knower, Truth Seeker, and Personal Truth. The Doubtful Knower is suspicious about the existence of an accessible truth and sees no criterion by which conflicting opinions may be evaluated. The Truth Seeker sees the process of knowing as uncertain, and it is this element of uncertainty that compels them to search for the truth. Personal Truth believes that truth is id...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="449947288f18f92d36610ce6ace72aac" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88530758,"asset_id":83039082,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88530758/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83039082"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83039082"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83039082; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83039082]").text(description); $(".js-view-count[data-work-id=83039082]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 83039082; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='83039082']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "449947288f18f92d36610ce6ace72aac" } } $('.js-work-strip[data-work-id=83039082]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":83039082,"title":"Second-Order Structure of Academic and Religious Personal Epistemologies","internal_url":"https://www.academia.edu/83039082/Second_Order_Structure_of_Academic_and_Religious_Personal_Epistemologies","owner_id":93443,"coauthors_can_edit":true,"owner":{"id":93443,"first_name":"Diane","middle_initials":"","last_name":"Montgomery","page_name":"DianeMontgomery","domain_name":"okstate","created_at":"2009-12-01T22:32:48.778-08:00","display_name":"Diane Montgomery","url":"https://okstate.academia.edu/DianeMontgomery"},"attachments":[{"id":88530758,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/88530758/thumbnails/1.jpg","file_name":"OS-33-1_2-Hathcoat.pdf","download_url":"https://www.academia.edu/attachments/88530758/download_file","bulk_download_file_name":"Second_Order_Structure_of_Academic_and_R.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/88530758/OS-33-1_2-Hathcoat-libre.pdf?1657676343=\u0026response-content-disposition=attachment%3B+filename%3DSecond_Order_Structure_of_Academic_and_R.pdf\u0026Expires=1739840029\u0026Signature=ShPG1u6qCbDHfXCgPg8aFaqAszwgcrnqfREtb1MfvWu1X6XLFBDWJs-m3zdfPM0LbyclzaIhN4EmLaJaUvwccWkDQPBq6D55IEiAYHmnP9ewDJi0yvQ3EPd2Z-MqwgAWIBLAFwssHVTib4yMr1OkJRdT-vOOHU3ERBFPA5ODefaqAqM4RchNJRf9FmRgODhsH3OCszLrMPbj0Ayn-T5SLhRBa9Ppk9S11nHVEFrBenwt2GvYJqVLfricNWCiU8tIeN8T46SWWD1ZNTS9iLX2s1MIYSHU-9SviTt8pMuz1Mz4mcII1su9BImKq~nd0lDLj9tKYvihaGvCG98nz7J2LQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83039081"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83039081/15_2_Front_End_indd"><img alt="Research paper thumbnail of 15(2) Front End.indd" class="work-thumbnail" src="https://attachments.academia-assets.com/88530757/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83039081/15_2_Front_End_indd">15(2) Front End.indd</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Understanding the extent of commitment to and identifi cation with traditional cultural experienc...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Understanding the extent of commitment to and identifi cation with traditional cultural experiences is essential for working with American Indian people (Whitbeck, 2006). The purpose of this study was to determine the usefulness of a practical measure of enculturation for AI people by examining its reliability and validity within the context of three previous studies. Enculturation is an important construct in understanding the traditional cultural experiences of American Indian/Alaska Native (AI/ AN) people. Whereas acculturation has been defi ned as “the degree to which the individual ... accepts and adheres to both majority (White/ Euro-American) and tribal cultural values” (Choney, Berryhill-Paapke, & Robbins, 1995, p. 76), enculturation is the process by which an individual learns about and identifi es with his or her own cultural roots (Little Soldier, 1985; Whitbeck, Chen, Hoyt, & Adams, 2004; Zimmerman, Ramirez, Washienko, Walter, & Dyer, 1994). Traditionality (Solomon, Arug...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="48f4f078566a83c542fc96acd8d4ce93" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88530757,"asset_id":83039081,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88530757/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83039081"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83039081"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83039081; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83039081]").text(description); $(".js-view-count[data-work-id=83039081]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 83039081; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='83039081']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "48f4f078566a83c542fc96acd8d4ce93" } } $('.js-work-strip[data-work-id=83039081]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":83039081,"title":"15(2) Front End.indd","internal_url":"https://www.academia.edu/83039081/15_2_Front_End_indd","owner_id":93443,"coauthors_can_edit":true,"owner":{"id":93443,"first_name":"Diane","middle_initials":"","last_name":"Montgomery","page_name":"DianeMontgomery","domain_name":"okstate","created_at":"2009-12-01T22:32:48.778-08:00","display_name":"Diane Montgomery","url":"https://okstate.academia.edu/DianeMontgomery"},"attachments":[{"id":88530757,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/88530757/thumbnails/1.jpg","file_name":"EJ827563.pdf","download_url":"https://www.academia.edu/attachments/88530757/download_file","bulk_download_file_name":"15_2_Front_End_indd.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/88530757/EJ827563-libre.pdf?1657676299=\u0026response-content-disposition=attachment%3B+filename%3D15_2_Front_End_indd.pdf\u0026Expires=1739840029\u0026Signature=X9c9-ah04UBxIx5urATEP3IXaWbNBHDtvpNbWHKrTU0YZOVBVkLsuO7V5RSx-JpTnXycc-C8L3GbxH~pqDKECRZoKBmNub8OK2YPRkIrYB~fPn30yxHXzGC-VkYZPmQHZ6aqgjUp~pInbY8rFcOc6IlvKhx0R~8LHwP7q6izF2UKnKHC9htNpxqePXbyoylBkLO2Euza2lKw5IE6vISucAVoqk2TGYmroMizKtzJRsuMllHefGRpFgVlKNTgO1WE~tdo5rb4kO-DUsM9V0aJd45Rut8xGisaVqD4P4XjOXtw534~WXWXgJQx4XeMlLYv6uXCBnUJDbC-2CBC8Nzybg__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83039080"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83039080/Jungian_typology_as_a_holistic_teaching_strategy_in_higher_education"><img alt="Research paper thumbnail of Jungian typology as a holistic teaching strategy in higher education" class="work-thumbnail" src="https://attachments.academia-assets.com/88530775/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83039080/Jungian_typology_as_a_holistic_teaching_strategy_in_higher_education">Jungian typology as a holistic teaching strategy in higher education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">With an eye to the application of principles of holistic education and integrated development to ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">With an eye to the application of principles of holistic education and integrated development to higher education, this discussion has as its aim to describe the work of a reflective teaching team in educational psychology. Using developmental issues within the Jungian psychological functions of sensing (physical), intuition (creative, spiritual), thinking (cognitive), and feeling (social and emotional), our team designed activities and discussions related to the holistic growth of college students. Results indicate a theoretical model that can offer practical applications to teaching and learning of college students</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9954aac3c25c0a42e12033e25ff780b5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88530775,"asset_id":83039080,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88530775/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83039080"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83039080"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83039080; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83039079"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83039079/The_Balancing_Act_Arts_Integration_and_High_Stakes_Testing"><img alt="Research paper thumbnail of The Balancing Act: Arts Integration and High-Stakes Testing" class="work-thumbnail" src="https://attachments.academia-assets.com/88530763/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83039079/The_Balancing_Act_Arts_Integration_and_High_Stakes_Testing">The Balancing Act: Arts Integration and High-Stakes Testing</a></div><div class="wp-workCard_item"><span>Journal for Learning through the Arts</span><span>, 2008</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">and in ways that directly connect and transfer to a child's lived experience (Luftig, 2000). Furt...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">and in ways that directly connect and transfer to a child's lived experience (Luftig, 2000). Furthermore, arts integration is foundational to sound pedagogical practice "because it: (a) is congruent with…how we think and learn; (b) highlights and promotes…learning for understanding and transfer; and (c) catalyzes creativity" (Marshall, 2005, p. 227). Arts integration promotes transfer of knowledge across contexts, enabling learners to take ideas from one discipline and creatively apply them to other disciplines (Brown, 2001; Conti, Amabile, & Pollak, 1995; Martindale, 1995) utilizing "motivation, interest, effort, and opportunity" (Jalongo, 2003, p. 218). The major objectives of arts integration programs are to provide equity of opportunity to students, while positively affecting academic performance. Several arts integration programs have demonstrated student academic achievement through the arts (</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="befe8b11e0dc37f6aaa6a2a99ea27d41" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88530763,"asset_id":83039079,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88530763/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83039079"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83039079"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83039079; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83039078"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/83039078/Using_Q_Method_to_Explore_Perspectives_of_Food_Insecurity_Among_People_Living_With_HIV_AIDS"><img alt="Research paper thumbnail of Using Q Method to Explore Perspectives of Food Insecurity Among People Living With HIV/AIDS" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/83039078/Using_Q_Method_to_Explore_Perspectives_of_Food_Insecurity_Among_People_Living_With_HIV_AIDS">Using Q Method to Explore Perspectives of Food Insecurity Among People Living With HIV/AIDS</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Abstract Although qualitative studies can illustrate individuals’ trials and struggles to obtain ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstract Although qualitative studies can illustrate individuals’ trials and struggles to obtain a daily meal or develop a stable and safe food supply and quantitative studies may be able to deduce specific macro- or micro-nutrient deficiencies or count the number of meals skipped, neither are able to capture the subjectivity of the concourse of food insecurity as seen by those experiencing it. In 2016, after spending most of the past decade providing food assistance to low-income people living with HIV, I had the opportunity to conduct a study to examine, for the first time, how they viewed their food situation, from an analytical perspective. This case illustrates researcher perspectives of employing Q methodology. This method is used as a means of merging the respective strengths of qualitative and quantitative data through abducting systematic findings of food insecurity among people living with HIV. A purposive sampling approach was used to identify participants representing differing opinions or viewpoints. The sampling and methodology taken together allowed for construction and interpretation of stable factors of subjective behaviors and opinions. From these factor arrays, distinguishing viewpoints and statements of consensus provide unique interpretation of the data, providing by-person findings of holistic viewpoints. Q methodology is active research of subjectivity or a person’s current position in relation to the research topic of interest—subject to both context and time. This case will explore my experience of conducting a Q study and its value in psychological, educational, and repeated-measures studies where varying opinions exist or vary due to external influence.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83039078"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83039078"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83039078; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83039078]").text(description); $(".js-view-count[data-work-id=83039078]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 83039078; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='83039078']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=83039078]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":83039078,"title":"Using Q Method to Explore Perspectives of Food Insecurity Among People Living With HIV/AIDS","internal_url":"https://www.academia.edu/83039078/Using_Q_Method_to_Explore_Perspectives_of_Food_Insecurity_Among_People_Living_With_HIV_AIDS","owner_id":93443,"coauthors_can_edit":true,"owner":{"id":93443,"first_name":"Diane","middle_initials":"","last_name":"Montgomery","page_name":"DianeMontgomery","domain_name":"okstate","created_at":"2009-12-01T22:32:48.778-08:00","display_name":"Diane Montgomery","url":"https://okstate.academia.edu/DianeMontgomery"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83039077"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83039077/The_Influence_of_Social_Roles_on_Programmatic_Outcome"><img alt="Research paper thumbnail of The Influence of Social Roles on Programmatic Outcome" class="work-thumbnail" src="https://attachments.academia-assets.com/88530760/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83039077/The_Influence_of_Social_Roles_on_Programmatic_Outcome">The Influence of Social Roles on Programmatic Outcome</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A cooperative project between a university and local school district can be understood using a th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A cooperative project between a university and local school district can be understood using a theoretical framework defining social roles in terms of the "natural" (or individual) person and the "corporate" actor. The project sent a university team to train counselors and teachers in a rural, predominantly Native American school district, where school staffs were predominantly Euro-American. The team's task was to develop and present a Contemporary Education course to teachers who, preferring a traditional educational approach, rejected attempts to foster collaboration. According to the theoretical model, power remains in the hands of the corporate actor, which might explain the project's failure. Change from "natural persons" to corporate actors and certification requirements result in asymmetrical relations. By the end of the course, assignments and grades were established, placing the professors in a "corporate" role and mitigating natural-person interaction. Similarly, the state, as corporate actor, gains importance at the expense of community schools, populated with natural persons. Asymmetry also becomes important when social power inequality is linked to geographic place. The corporate role can be diminished if the place (or "turf") where the two actors come together is considered. (TES)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8cbcbc57eee27e9ed096b629852c7064" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88530760,"asset_id":83039077,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88530760/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83039077"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83039077"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83039077; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83039076"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83039076/Play_Based_Programming_Advantages_for_Rural_Early_Childhood_Special_Education"><img alt="Research paper thumbnail of Play-Based Programming: Advantages for Rural Early Childhood Special Education" class="work-thumbnail" src="https://attachments.academia-assets.com/88530752/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83039076/Play_Based_Programming_Advantages_for_Rural_Early_Childhood_Special_Education">Play-Based Programming: Advantages for Rural Early Childhood Special Education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper explores the research literature surrounding beliefs about children's play and the rat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper explores the research literature surrounding beliefs about children's play and the rationale for using play-based programming as part of early childhood special education practices. Discussions of recommended practices for educating or serving the needs of children typically refer to developmentally appropriate practice (DAP). DAP is defined, along with a discussion of its components. Two examples of play-based programming models are Linder's Transdisciplinary Play-Based Assessment/Intervention (TPBA/I) and McCord's Storybook Journey Curriculum (SJC). The TPBA/I model has six categories or levels of play. Identifying the primary category of a child's spontaneous play is important to determining the child's strengths and provides vital clues to use in planning interventions. Parent participation is systematically built in to the assessment and intervention process. SJC provides a structure for using children's literature to design play activities relative to the child's intervention and developmental needs. Twelve developmental implications of SJC are briefly explained. A particular advantage to play-based curricula is its use of existing materials within rural communities and homes. Adults who engage with a child in play demonstrate interactions with the child that can provide professionals with understandings about family expectations, beliefs, skills, and needs. Contains 24 references. (CDS) *</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="332d3ff6ce97968b12822d80b71f89ce" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88530752,"asset_id":83039076,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88530752/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83039076"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83039076"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83039076; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83039075"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83039075/Personality_Preferences_of_Outdoor_Participants"><img alt="Research paper thumbnail of Personality Preferences of Outdoor Participants" class="work-thumbnail" src="https://attachments.academia-assets.com/88530751/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83039075/Personality_Preferences_of_Outdoor_Participants">Personality Preferences of Outdoor Participants</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A study investigated the personality type preferences of people who voluntarily chose to particip...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A study investigated the personality type preferences of people who voluntarily chose to participate in a structured, field-based, outdoor education program. The Myers-Briggs Type Indicator (MBTI) was administered to 87 participants prior to beginning a 10-day Wilderness Education Association outdoor leadership trip. Participants were 18-46 years old, had completed at least 1 year of college, and had a wide range of outdoor experience. The MBTI generates 16 possible personality types based on four bipolar dimensions: extroversion-introversion (preference for interpersonal interaction versus solitude and reflection); sensing-intuiting (as preferred means of taking in information); thinking-feeling (as the preferred basis for decision making); and judgment-perception (preference for closure and structure versus flexibility and spontaneity). Compared to the general population, the outdoor participants contained significantly higher proportions of introverted types and intuitive types but did not differ significantly on the other two dimensions. Implications of various personality types are discussed with regard to the appeal of outdoor experiences, the facilitation of group cooperation, and the effectiveness of outdoor teachers or leaders. Contains 26 references. (SV)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="56b73544d182c82f4773cf46b3207899" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88530751,"asset_id":83039075,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88530751/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83039075"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83039075"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83039075; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "56b73544d182c82f4773cf46b3207899" } } $('.js-work-strip[data-work-id=83039075]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":83039075,"title":"Personality Preferences of Outdoor Participants","internal_url":"https://www.academia.edu/83039075/Personality_Preferences_of_Outdoor_Participants","owner_id":93443,"coauthors_can_edit":true,"owner":{"id":93443,"first_name":"Diane","middle_initials":"","last_name":"Montgomery","page_name":"DianeMontgomery","domain_name":"okstate","created_at":"2009-12-01T22:32:48.778-08:00","display_name":"Diane Montgomery","url":"https://okstate.academia.edu/DianeMontgomery"},"attachments":[{"id":88530751,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/88530751/thumbnails/1.jpg","file_name":"ED413133.pdf","download_url":"https://www.academia.edu/attachments/88530751/download_file","bulk_download_file_name":"Personality_Preferences_of_Outdoor_Parti.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/88530751/ED413133-libre.pdf?1657676307=\u0026response-content-disposition=attachment%3B+filename%3DPersonality_Preferences_of_Outdoor_Parti.pdf\u0026Expires=1739840029\u0026Signature=NYojsJsOf-QEgegAtjFEUNczaMQhPQG6kOLULUFY-K8pYGDcBvgmYMp-0Q3WEP0IHjM4WsjfhcDOSDXPNo4sPEiyrP6A1hE77alu75WQf3O~Jof-bqe~ahDLwoCxUNj3Wiy0gA58QyQ7VnIgs7WuvSbNpuRKz4n68NSuqESdD3PizigSKfjoJH7IAfM~jTyeY1IgwMQTAtoVxSdd0SA0~d6vb-SeTweZIqNtZ8~xhEzrQDUXW1FT-Lj5GoHcCBMA-4nGNYILMxvEozch83DZSpkrzT9O7tr5hhLRIFFV01ucY~RXFOU9TAfrzAT8PXbvcdGmP6dS6KhpW62gkjTclA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83039074"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83039074/Frame_of_Reference_Theory_of_Self_Concept_Formation_with_Academically_Able_Students"><img alt="Research paper thumbnail of Frame of Reference Theory of Self-Concept Formation with Academically-Able Students" class="work-thumbnail" src="https://attachments.academia-assets.com/88530759/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83039074/Frame_of_Reference_Theory_of_Self_Concept_Formation_with_Academically_Able_Students">Frame of Reference Theory of Self-Concept Formation with Academically-Able Students</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Frame of reference theory (Marsh, 1990) proclaims that students make both internal ability compar...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Frame of reference theory (Marsh, 1990) proclaims that students make both internal ability comparisons across academic domains and external ability comparisons relative to peers in determining academic self-concept. The validation of this theory with academically able students seems crucial to their appropriate placement in specialized program options. Verbal and mathematics self-concept and achievement measures were administered to 103 academically able high school students. Path analyses verified the dual influence of both internal and external processes on overall student self-concepts. Gender difference analyses indicated that whereas males may tend toward making external comparisons, the internal comparison process may be stronger for females. (Contains 24 references, 1 table and 3 figures.) (Author)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d677efedb413e728a860127ab6f51014" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88530759,"asset_id":83039074,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88530759/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83039074"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83039074"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83039074; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="2134695" id="papers"><div class="js-work-strip profile--work_container" data-work-id="120378382"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/120378382/American_Indian_Enculturation_Scale"><img alt="Research paper thumbnail of American Indian Enculturation Scale" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/120378382/American_Indian_Enculturation_Scale">American Indian Enculturation Scale</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="120378382"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="120378382"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 120378382; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=120378382]").text(description); $(".js-view-count[data-work-id=120378382]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 120378382; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='120378382']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=120378382]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":120378382,"title":"American Indian Enculturation Scale","internal_url":"https://www.academia.edu/120378382/American_Indian_Enculturation_Scale","owner_id":93443,"coauthors_can_edit":true,"owner":{"id":93443,"first_name":"Diane","middle_initials":"","last_name":"Montgomery","page_name":"DianeMontgomery","domain_name":"okstate","created_at":"2009-12-01T22:32:48.778-08:00","display_name":"Diane Montgomery","url":"https://okstate.academia.edu/DianeMontgomery"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="120378381"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/120378381/Q_Applied_to_Educational_Issues"><img alt="Research paper thumbnail of Q Applied to Educational Issues" class="work-thumbnail" src="https://attachments.academia-assets.com/115548537/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/120378381/Q_Applied_to_Educational_Issues">Q Applied to Educational Issues</a></div><div class="wp-workCard_item"><span>Operant Subjectivity</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1140e2bdddc89bbdb4c0059c98fff565" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":115548537,"asset_id":120378381,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/115548537/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="120378381"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="120378381"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 120378381; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=120378381]").text(description); $(".js-view-count[data-work-id=120378381]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 120378381; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='120378381']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "1140e2bdddc89bbdb4c0059c98fff565" } } $('.js-work-strip[data-work-id=120378381]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":120378381,"title":"Q Applied to Educational Issues","internal_url":"https://www.academia.edu/120378381/Q_Applied_to_Educational_Issues","owner_id":93443,"coauthors_can_edit":true,"owner":{"id":93443,"first_name":"Diane","middle_initials":"","last_name":"Montgomery","page_name":"DianeMontgomery","domain_name":"okstate","created_at":"2009-12-01T22:32:48.778-08:00","display_name":"Diane Montgomery","url":"https://okstate.academia.edu/DianeMontgomery"},"attachments":[{"id":115548537,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/115548537/thumbnails/1.jpg","file_name":"OS-33-1_2-Montgomery.pdf","download_url":"https://www.academia.edu/attachments/115548537/download_file","bulk_download_file_name":"Q_Applied_to_Educational_Issues.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/115548537/OS-33-1_2-Montgomery-libre.pdf?1717269321=\u0026response-content-disposition=attachment%3B+filename%3DQ_Applied_to_Educational_Issues.pdf\u0026Expires=1739840029\u0026Signature=OjtX~VrjWpXvDhRJtbR5CvtvoQST0wIgAbp7H~L7p1dLUrbxcEMSYatB-2G2hpq~s6UdzcVbihffHZf2htQ7e3Zhkuovu1bPB-hVbCpvQfNIn4bjjJ4Ko4orY6Pw0dlfyt3soy3b~MdoA7MBahrWZiGPUo5txrRP~e47vajtq8rbCfqQqTWHS1fHvLJEhOn30dLJImSrPUXLqdBo5dW-wWYVH4k1RMrJZvQaWOLj939HPU4y1AbFROPY6vRbQeoHa~vtPVx2UyzFtTWlwKXWe3dM-RsiXMcba2mkvep8LJWfxD4ttq~GlC-3-okxf-zZJNARkLZOs4kkvuc-jP6BVQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="120378380"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/120378380/Determining_Optimal_Professional_Development_Formats_A_Q_Methodology_Study_of_Science_Teachers_Preferences"><img alt="Research paper thumbnail of Determining Optimal Professional Development Formats: A Q-Methodology Study of Science Teachers’ Preferences" class="work-thumbnail" src="https://attachments.academia-assets.com/115548546/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/120378380/Determining_Optimal_Professional_Development_Formats_A_Q_Methodology_Study_of_Science_Teachers_Preferences">Determining Optimal Professional Development Formats: A Q-Methodology Study of Science Teachers’ Preferences</a></div><div class="wp-workCard_item"><span>Operant Subjectivity</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The necessity for meeting the professional renewal needs for science teachers in the US has gener...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The necessity for meeting the professional renewal needs for science teachers in the US has generated abundant research on effective professional development (PD). Yet efforts in the state of Nebraska continue to demonstrate low enrollments in science teacher PD programs. Therefore, an innovation in research was needed to discover the beliefs and expectations about science teacher PD. A combination of Q methodology and focus group discussions with 29 science teachers in six geographical areas of the state identified three PD-seeking factors: the Scientists, the Veterans and the Entrepreneurs. The Scientists yearn to increase their own science knowledge and enable authentic science learning for students. Veterans seek new ideas and resources to improve science student learning and especially prefer stipend-supported PD options. Entrepreneurs desire opportunities to enhance teaching practices and exchange teaching ideas with scientists and other science teachers. Those who design PD for science teachers will benefit from understanding these three factors and the resulting research-informed suggestions for organizing appropriate PD models to satisfy the needs of each teacher factor.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d972634ccd1313937036fe906d549bf3" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":115548546,"asset_id":120378380,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/115548546/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="120378380"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="120378380"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 120378380; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=120378380]").text(description); $(".js-view-count[data-work-id=120378380]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 120378380; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='120378380']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d972634ccd1313937036fe906d549bf3" } } $('.js-work-strip[data-work-id=120378380]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":120378380,"title":"Determining Optimal Professional Development Formats: A Q-Methodology Study of Science Teachers’ Preferences","internal_url":"https://www.academia.edu/120378380/Determining_Optimal_Professional_Development_Formats_A_Q_Methodology_Study_of_Science_Teachers_Preferences","owner_id":93443,"coauthors_can_edit":true,"owner":{"id":93443,"first_name":"Diane","middle_initials":"","last_name":"Montgomery","page_name":"DianeMontgomery","domain_name":"okstate","created_at":"2009-12-01T22:32:48.778-08:00","display_name":"Diane Montgomery","url":"https://okstate.academia.edu/DianeMontgomery"},"attachments":[{"id":115548546,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/115548546/thumbnails/1.jpg","file_name":"OS-40-1-DeVore-Wedding-et-al.doc-Final.pdf","download_url":"https://www.academia.edu/attachments/115548546/download_file","bulk_download_file_name":"Determining_Optimal_Professional_Develop.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/115548546/OS-40-1-DeVore-Wedding-et-al.doc-Final-libre.pdf?1717269334=\u0026response-content-disposition=attachment%3B+filename%3DDetermining_Optimal_Professional_Develop.pdf\u0026Expires=1739840029\u0026Signature=O2R8OLvXu24QMS2lw1pWqqzxupBn~VkZQMSuahWUozr0ZUSFvfZxZnqJ9wMcoNrZaCnUAFlAUHhUtZds1I2xfy81iB39VQKZGdnE~O5VJDBWMw9OE0gPVI1L8LNdSsn6tsh6Uk-owg47dViA5oCYDLE2odulzq3zMoxJGQC-5WlH37n3n9OYxbg95AEbybjbZ-RPLa3GwZlZVWYvniSMLMl~0m83WKmgdYOxddADw4pBvBMEMHEVTyju2fRaSMYHH8DsDZkRlGrS6sKh5DXsypgf4S7VevP7t5uPWAPZ1y3E7E5ULIn~eSt04YzJ0qPMiA7OfuIkMbilzy9Xl88WEA__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="120378379"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/120378379/Women_s_Perceptions_of_Food_Production_Labeling_A_Q_Methodology_Study"><img alt="Research paper thumbnail of Women’s Perceptions of Food Production Labeling: A Q Methodology Study" class="work-thumbnail" src="https://attachments.academia-assets.com/115548545/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/120378379/Women_s_Perceptions_of_Food_Production_Labeling_A_Q_Methodology_Study">Women’s Perceptions of Food Production Labeling: A Q Methodology Study</a></div><div class="wp-workCard_item"><span>Journal of Agricultural Education</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Consumers' perceptions of the terminology used on food production labels may lead to a perceived ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Consumers' perceptions of the terminology used on food production labels may lead to a perceived risk, which influences their grocery shopping decisions. Risk perception is the consumers' belief that he or she may be exposed to something that is harmful or uncertain. Women are more aware of food labels due to their perceived risk associated with health and the environment. This study used Q methodology to describe a variety of viewpoints related to women's grocery shopping decisions. Using a Q set of 36 statements, 18 women sorted based on the condition of instruction, "How do you make food decisions?" Factor scores, field notes, and post-sort interviews were used to interpret the arrays as the Frugal Shopper, the Price Conscious Shopper, and the Engaged Shopper. The Frugal Shopper was interpreted to be an economical shopper with little concern for food production methods. The Price Conscious Shopper is concerned for the effect on various production methods, but price is the main priority. The Engaged Shopper is willing to pay higher prices to have more choices when grocery shopping. Improved communication and a deeper understanding of consumers' perceptions of food labels may help decrease the perceived risk associated with various food production methods.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="4adb90e0ba82a12eb4d869845570184b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":115548545,"asset_id":120378379,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/115548545/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="120378379"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="120378379"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 120378379; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="120378378"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/120378378/Perceptionsof_CollegeFacultyConcerningthe_Purposeof_Assessment_inHigherEducation"><img alt="Research paper thumbnail of Perceptionsof CollegeFacultyConcerningthe Purposeof Assessment inHigherEducation" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/120378378/Perceptionsof_CollegeFacultyConcerningthe_Purposeof_Assessment_inHigherEducation">Perceptionsof CollegeFacultyConcerningthe Purposeof Assessment inHigherEducation</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Assessment practitioners commonly assert that faculty involvement in the assessment process is cr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Assessment practitioners commonly assert that faculty involvement in the assessment process is critical to its success, though obtaining such involvement is not an easy task. Faculty members have numerous demands of their time, and anecdotal evidence indicates that faculty members often prioritize assessment activities below other activities, if at all. As individual perceptions are often the best predictors of behavior, and beliefs influence perceptions, judgments, and practices, the purpose of this study was to describe the perceptions of faculty at two large, public research universities concerning the ways that institutions of higher education should utilize assessment of student learning outcomes. Participants completed a Q sort with 36 items representing the perceived accountability vs. improvement dichotomy at the course, program, and institutional levels. Additional statements represented negative views toward assessment. Two distinct factors resulted. It’s Not Personal posi...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="120378378"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="120378378"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 120378378; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=120378378]").text(description); $(".js-view-count[data-work-id=120378378]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 120378378; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='120378378']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=120378378]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":120378378,"title":"Perceptionsof CollegeFacultyConcerningthe Purposeof Assessment inHigherEducation","internal_url":"https://www.academia.edu/120378378/Perceptionsof_CollegeFacultyConcerningthe_Purposeof_Assessment_inHigherEducation","owner_id":93443,"coauthors_can_edit":true,"owner":{"id":93443,"first_name":"Diane","middle_initials":"","last_name":"Montgomery","page_name":"DianeMontgomery","domain_name":"okstate","created_at":"2009-12-01T22:32:48.778-08:00","display_name":"Diane Montgomery","url":"https://okstate.academia.edu/DianeMontgomery"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="120378375"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/120378375/American_Indian_college_students_An_exploration_into_resiliency_factors_revealed_through_personal_stories"><img alt="Research paper thumbnail of American Indian college students: An exploration into resiliency factors revealed through personal stories" class="work-thumbnail" src="https://attachments.academia-assets.com/115548548/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/120378375/American_Indian_college_students_An_exploration_into_resiliency_factors_revealed_through_personal_stories">American Indian college students: An exploration into resiliency factors revealed through personal stories</a></div><div class="wp-workCard_item"><span>Cultural Diversity and Ethnic Minority Psychology</span><span>, 2000</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resilient factors affecting the retention and completion of American Indian people in higher educ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resilient factors affecting the retention and completion of American Indian people in higher education were explored using qualitative methods. Interviews were conducted with 14 American Indian students or graduates regarding personal, familial, and tribal experiences that influenced their interest, persistence, and adjustment in higher education. Interviews were audiotaped, transcribed, and analyzed for common themes. Results indicate the importance of Indian traditions in the areas of internalized resiliency characteristics, ways of learning, developing an academic identity, and perceptions of social support systems. A description for Indian tradition in each of these factors is portrayed with the words of the students and graduates. Implications regarding the need for personal and institutional responses that are perceived as authentic by American Indian students are discussed. * resiliency • American Indian university students * culture The cultural setting of most colleges and close ties to their traditional communities universities is very different from the back-(Garrod & Larimore, 1997). College stuground of American Indian students with dents are encouraged to develop profes</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="6ef40c6df68920a88ba389cf5033b8d1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":115548548,"asset_id":120378375,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/115548548/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="120378375"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="120378375"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 120378375; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=120378375]").text(description); $(".js-view-count[data-work-id=120378375]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 120378375; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='120378375']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="120378374"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/120378374/A_Rural_Community_Pauses_to_Gauge_Attitudes_on_the_Road_to_an_Alternative_Economic_Strategy"><img alt="Research paper thumbnail of A Rural Community Pauses to Gauge Attitudes on the Road to an Alternative Economic Strategy" class="work-thumbnail" src="https://attachments.academia-assets.com/115548542/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/120378374/A_Rural_Community_Pauses_to_Gauge_Attitudes_on_the_Road_to_an_Alternative_Economic_Strategy">A Rural Community Pauses to Gauge Attitudes on the Road to an Alternative Economic Strategy</a></div><div class="wp-workCard_item"><span>Online Journal of Rural Research &amp; Policy</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This community-based research uses Q methodology to examine perceptions of tourism and downtown d...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This community-based research uses Q methodology to examine perceptions of tourism and downtown development in a lower Midwest town that has experienced continual economic downturn and decreasing population. With memories of the thriving ranching and oil heyday, some community members are approaching tourism as the new black gold. At the same time, there is a perception of a fractious community characterized by a heritage of racism, cultural tension, and an aging, burned-out volunteer base. One of the goals of this study was to help community planners make sense out of what they perceived as a jumble of viewpoints. The results of a Q study can help planners determine in a systematic way the significant, persistent attitudes surrounding the issue of tourism development from a broad community perspective. The Chamber of Commerce board members, community leaders, and volunteers used this study as a building block for their strategic plan in tourism.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="c7940a32ae2b97a3f1a3778f0b2c0d02" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":115548542,"asset_id":120378374,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/115548542/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="120378374"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="120378374"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 120378374; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="110073317"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/110073317/Agricultural_Communications_Students_Describe_a_Short_term_Field_Experience"><img alt="Research paper thumbnail of Agricultural Communications Students Describe a Short-term Field Experience" class="work-thumbnail" src="https://attachments.academia-assets.com/108004083/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/110073317/Agricultural_Communications_Students_Describe_a_Short_term_Field_Experience">Agricultural Communications Students Describe a Short-term Field Experience</a></div><div class="wp-workCard_item"><span>Journal of Applied Communications</span><span>, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="05c5b3dddb5a57850371a91282146fdd" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":108004083,"asset_id":110073317,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/108004083/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="110073317"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="110073317"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 110073317; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="93988347"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/93988347/Lessons_Learned_Some_Guidelines_to_Factor_Interpretation"><img alt="Research paper thumbnail of Lessons Learned: Some Guidelines to Factor Interpretation" class="work-thumbnail" src="https://attachments.academia-assets.com/96572708/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/93988347/Lessons_Learned_Some_Guidelines_to_Factor_Interpretation">Lessons Learned: Some Guidelines to Factor Interpretation</a></div><div class="wp-workCard_item"><span>Operant Subjectivity</span><span>, 2020</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Data Interpretation is an essential process in understanding the results of a Q-methodological st...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Data Interpretation is an essential process in understanding the results of a Q-methodological study. Employing a team approach to provide further practice of the interpretation process, we used an earlier study of values preferred in adolescent friendship to highlight the lessons discovered in our interpretative work. The uniqueness of this research was the iterative team interpretation of a staged process and the faculty mentor relationship in the teamwork. Lessons learned included the time it takes to develop understanding, the importance of mentorship and the use of abduction, intuition, and holistic interpretation. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83039083"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83039083/Disaster_Response_Leadership_Perceptions_of_American_Red_Cross_Workers"><img alt="Research paper thumbnail of Disaster Response Leadership: Perceptions of American Red Cross Workers" class="work-thumbnail" src="https://attachments.academia-assets.com/88530762/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83039083/Disaster_Response_Leadership_Perceptions_of_American_Red_Cross_Workers">Disaster Response Leadership: Perceptions of American Red Cross Workers</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">The purpose of this exploratory study was to describe the perceptions and implicit theories of Re...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">The purpose of this exploratory study was to describe the perceptions and implicit theories of Red Cross workers toward their leaders in the context of disaster emergency response. This study utilized Qmethodology to examine the perceptions of Red Cross workers from multiple locations in the United States through the theoretical frame of charismatic and transformational leadership. The method considered the ways in which views of leadership vary among Red Cross workers, resulting in four distinct leader prototypes among the Red Cross workers: Show Me the Way; See Me, Then Tell Me; Stand Beside Me; and Please Understand Me. In recent years, large-and small-scale disasters across the world have garnered a great deal of media attention, particularly in relationship to response efforts. As leaders have been criticized for their response to such crises, questions have been asked about what effective leadership looks like in disaster response. Unfortunately, the literature in the leadership field provides little direction. A recent article in the Leadership Quarterly finds this same problem, and states that there is a great need for leadership research in such "extreme contexts" (Hannah, Uhl-Bien, Avolio, & Cavarretta, 2009). After an extensive review of the literature related to crisis leadership, Hannah et al. (2009) draw the conclusion that "any theory of leadership for extreme contexts cannot be loosely generalized, but that different dynamics influence leadership through Wheeler, Weeks, & Montgomery / INTERNATIONAL JOURNAL OF LEADERSHIP STUDIES</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="1d90693457cbf07c7b8a45c84cb4aa2a" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88530762,"asset_id":83039083,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88530762/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83039083"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83039083"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83039083; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83039083]").text(description); $(".js-view-count[data-work-id=83039083]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 83039083; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='83039083']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83039082"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83039082/Second_Order_Structure_of_Academic_and_Religious_Personal_Epistemologies"><img alt="Research paper thumbnail of Second-Order Structure of Academic and Religious Personal Epistemologies" class="work-thumbnail" src="https://attachments.academia-assets.com/88530758/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83039082/Second_Order_Structure_of_Academic_and_Religious_Personal_Epistemologies">Second-Order Structure of Academic and Religious Personal Epistemologies</a></div><div class="wp-workCard_item"><span>Operant Subjectivity</span><span>, 2010</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">It was the aim of this research to examine how subjective viewpoints toward the source, certainty...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">It was the aim of this research to examine how subjective viewpoints toward the source, certainty, and justification of knowledge, known as a personal epistemology (PE), combine across learning in school and knowing about religion. Q methodology was used as a means to examine the higher-order structure of the results of two PE studies conducted with the same Q set, one in academic learning and another in religious personal epistemologies. Results indicate that not only are academic and religious personal epistemologies interrelated, but these viewpoints may be described by three higher-order perspectives, named Doubtful Knower, Truth Seeker, and Personal Truth. The Doubtful Knower is suspicious about the existence of an accessible truth and sees no criterion by which conflicting opinions may be evaluated. The Truth Seeker sees the process of knowing as uncertain, and it is this element of uncertainty that compels them to search for the truth. Personal Truth believes that truth is id...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="449947288f18f92d36610ce6ace72aac" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88530758,"asset_id":83039082,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88530758/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83039082"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83039082"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83039082; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83039082]").text(description); $(".js-view-count[data-work-id=83039082]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 83039082; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='83039082']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "449947288f18f92d36610ce6ace72aac" } } $('.js-work-strip[data-work-id=83039082]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":83039082,"title":"Second-Order Structure of Academic and Religious Personal Epistemologies","internal_url":"https://www.academia.edu/83039082/Second_Order_Structure_of_Academic_and_Religious_Personal_Epistemologies","owner_id":93443,"coauthors_can_edit":true,"owner":{"id":93443,"first_name":"Diane","middle_initials":"","last_name":"Montgomery","page_name":"DianeMontgomery","domain_name":"okstate","created_at":"2009-12-01T22:32:48.778-08:00","display_name":"Diane Montgomery","url":"https://okstate.academia.edu/DianeMontgomery"},"attachments":[{"id":88530758,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/88530758/thumbnails/1.jpg","file_name":"OS-33-1_2-Hathcoat.pdf","download_url":"https://www.academia.edu/attachments/88530758/download_file","bulk_download_file_name":"Second_Order_Structure_of_Academic_and_R.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/88530758/OS-33-1_2-Hathcoat-libre.pdf?1657676343=\u0026response-content-disposition=attachment%3B+filename%3DSecond_Order_Structure_of_Academic_and_R.pdf\u0026Expires=1739840029\u0026Signature=ShPG1u6qCbDHfXCgPg8aFaqAszwgcrnqfREtb1MfvWu1X6XLFBDWJs-m3zdfPM0LbyclzaIhN4EmLaJaUvwccWkDQPBq6D55IEiAYHmnP9ewDJi0yvQ3EPd2Z-MqwgAWIBLAFwssHVTib4yMr1OkJRdT-vOOHU3ERBFPA5ODefaqAqM4RchNJRf9FmRgODhsH3OCszLrMPbj0Ayn-T5SLhRBa9Ppk9S11nHVEFrBenwt2GvYJqVLfricNWCiU8tIeN8T46SWWD1ZNTS9iLX2s1MIYSHU-9SviTt8pMuz1Mz4mcII1su9BImKq~nd0lDLj9tKYvihaGvCG98nz7J2LQ__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83039081"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83039081/15_2_Front_End_indd"><img alt="Research paper thumbnail of 15(2) Front End.indd" class="work-thumbnail" src="https://attachments.academia-assets.com/88530757/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83039081/15_2_Front_End_indd">15(2) Front End.indd</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Understanding the extent of commitment to and identifi cation with traditional cultural experienc...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Understanding the extent of commitment to and identifi cation with traditional cultural experiences is essential for working with American Indian people (Whitbeck, 2006). The purpose of this study was to determine the usefulness of a practical measure of enculturation for AI people by examining its reliability and validity within the context of three previous studies. Enculturation is an important construct in understanding the traditional cultural experiences of American Indian/Alaska Native (AI/ AN) people. Whereas acculturation has been defi ned as “the degree to which the individual ... accepts and adheres to both majority (White/ Euro-American) and tribal cultural values” (Choney, Berryhill-Paapke, & Robbins, 1995, p. 76), enculturation is the process by which an individual learns about and identifi es with his or her own cultural roots (Little Soldier, 1985; Whitbeck, Chen, Hoyt, & Adams, 2004; Zimmerman, Ramirez, Washienko, Walter, & Dyer, 1994). Traditionality (Solomon, Arug...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="48f4f078566a83c542fc96acd8d4ce93" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88530757,"asset_id":83039081,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88530757/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83039081"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83039081"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83039081; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83039080"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83039080/Jungian_typology_as_a_holistic_teaching_strategy_in_higher_education"><img alt="Research paper thumbnail of Jungian typology as a holistic teaching strategy in higher education" class="work-thumbnail" src="https://attachments.academia-assets.com/88530775/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83039080/Jungian_typology_as_a_holistic_teaching_strategy_in_higher_education">Jungian typology as a holistic teaching strategy in higher education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">With an eye to the application of principles of holistic education and integrated development to ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">With an eye to the application of principles of holistic education and integrated development to higher education, this discussion has as its aim to describe the work of a reflective teaching team in educational psychology. Using developmental issues within the Jungian psychological functions of sensing (physical), intuition (creative, spiritual), thinking (cognitive), and feeling (social and emotional), our team designed activities and discussions related to the holistic growth of college students. Results indicate a theoretical model that can offer practical applications to teaching and learning of college students</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="9954aac3c25c0a42e12033e25ff780b5" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88530775,"asset_id":83039080,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88530775/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83039080"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83039080"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83039080; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83039079"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83039079/The_Balancing_Act_Arts_Integration_and_High_Stakes_Testing"><img alt="Research paper thumbnail of The Balancing Act: Arts Integration and High-Stakes Testing" class="work-thumbnail" src="https://attachments.academia-assets.com/88530763/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83039079/The_Balancing_Act_Arts_Integration_and_High_Stakes_Testing">The Balancing Act: Arts Integration and High-Stakes Testing</a></div><div class="wp-workCard_item"><span>Journal for Learning through the Arts</span><span>, 2008</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">and in ways that directly connect and transfer to a child's lived experience (Luftig, 2000). Furt...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">and in ways that directly connect and transfer to a child's lived experience (Luftig, 2000). Furthermore, arts integration is foundational to sound pedagogical practice "because it: (a) is congruent with…how we think and learn; (b) highlights and promotes…learning for understanding and transfer; and (c) catalyzes creativity" (Marshall, 2005, p. 227). Arts integration promotes transfer of knowledge across contexts, enabling learners to take ideas from one discipline and creatively apply them to other disciplines (Brown, 2001; Conti, Amabile, & Pollak, 1995; Martindale, 1995) utilizing "motivation, interest, effort, and opportunity" (Jalongo, 2003, p. 218). The major objectives of arts integration programs are to provide equity of opportunity to students, while positively affecting academic performance. Several arts integration programs have demonstrated student academic achievement through the arts (</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="befe8b11e0dc37f6aaa6a2a99ea27d41" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88530763,"asset_id":83039079,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88530763/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83039079"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83039079"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83039079; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83039078"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" rel="nofollow" href="https://www.academia.edu/83039078/Using_Q_Method_to_Explore_Perspectives_of_Food_Insecurity_Among_People_Living_With_HIV_AIDS"><img alt="Research paper thumbnail of Using Q Method to Explore Perspectives of Food Insecurity Among People Living With HIV/AIDS" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" rel="nofollow" href="https://www.academia.edu/83039078/Using_Q_Method_to_Explore_Perspectives_of_Food_Insecurity_Among_People_Living_With_HIV_AIDS">Using Q Method to Explore Perspectives of Food Insecurity Among People Living With HIV/AIDS</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Abstract Although qualitative studies can illustrate individuals’ trials and struggles to obtain ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Abstract Although qualitative studies can illustrate individuals’ trials and struggles to obtain a daily meal or develop a stable and safe food supply and quantitative studies may be able to deduce specific macro- or micro-nutrient deficiencies or count the number of meals skipped, neither are able to capture the subjectivity of the concourse of food insecurity as seen by those experiencing it. In 2016, after spending most of the past decade providing food assistance to low-income people living with HIV, I had the opportunity to conduct a study to examine, for the first time, how they viewed their food situation, from an analytical perspective. This case illustrates researcher perspectives of employing Q methodology. This method is used as a means of merging the respective strengths of qualitative and quantitative data through abducting systematic findings of food insecurity among people living with HIV. A purposive sampling approach was used to identify participants representing differing opinions or viewpoints. The sampling and methodology taken together allowed for construction and interpretation of stable factors of subjective behaviors and opinions. From these factor arrays, distinguishing viewpoints and statements of consensus provide unique interpretation of the data, providing by-person findings of holistic viewpoints. Q methodology is active research of subjectivity or a person’s current position in relation to the research topic of interest—subject to both context and time. This case will explore my experience of conducting a Q study and its value in psychological, educational, and repeated-measures studies where varying opinions exist or vary due to external influence.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83039078"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83039078"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83039078; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83039078]").text(description); $(".js-view-count[data-work-id=83039078]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 83039078; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='83039078']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=83039078]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":83039078,"title":"Using Q Method to Explore Perspectives of Food Insecurity Among People Living With HIV/AIDS","internal_url":"https://www.academia.edu/83039078/Using_Q_Method_to_Explore_Perspectives_of_Food_Insecurity_Among_People_Living_With_HIV_AIDS","owner_id":93443,"coauthors_can_edit":true,"owner":{"id":93443,"first_name":"Diane","middle_initials":"","last_name":"Montgomery","page_name":"DianeMontgomery","domain_name":"okstate","created_at":"2009-12-01T22:32:48.778-08:00","display_name":"Diane Montgomery","url":"https://okstate.academia.edu/DianeMontgomery"},"attachments":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83039077"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83039077/The_Influence_of_Social_Roles_on_Programmatic_Outcome"><img alt="Research paper thumbnail of The Influence of Social Roles on Programmatic Outcome" class="work-thumbnail" src="https://attachments.academia-assets.com/88530760/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83039077/The_Influence_of_Social_Roles_on_Programmatic_Outcome">The Influence of Social Roles on Programmatic Outcome</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A cooperative project between a university and local school district can be understood using a th...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A cooperative project between a university and local school district can be understood using a theoretical framework defining social roles in terms of the "natural" (or individual) person and the "corporate" actor. The project sent a university team to train counselors and teachers in a rural, predominantly Native American school district, where school staffs were predominantly Euro-American. The team's task was to develop and present a Contemporary Education course to teachers who, preferring a traditional educational approach, rejected attempts to foster collaboration. According to the theoretical model, power remains in the hands of the corporate actor, which might explain the project's failure. Change from "natural persons" to corporate actors and certification requirements result in asymmetrical relations. By the end of the course, assignments and grades were established, placing the professors in a "corporate" role and mitigating natural-person interaction. Similarly, the state, as corporate actor, gains importance at the expense of community schools, populated with natural persons. Asymmetry also becomes important when social power inequality is linked to geographic place. The corporate role can be diminished if the place (or "turf") where the two actors come together is considered. (TES)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="8cbcbc57eee27e9ed096b629852c7064" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88530760,"asset_id":83039077,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88530760/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83039077"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83039077"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83039077; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=83039077]").text(description); $(".js-view-count[data-work-id=83039077]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 83039077; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='83039077']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-a9bf3a2bc8c89fa2a77156577594264ee8a0f214d74241bc0fcd3f69f8d107ac.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83039076"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83039076/Play_Based_Programming_Advantages_for_Rural_Early_Childhood_Special_Education"><img alt="Research paper thumbnail of Play-Based Programming: Advantages for Rural Early Childhood Special Education" class="work-thumbnail" src="https://attachments.academia-assets.com/88530752/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83039076/Play_Based_Programming_Advantages_for_Rural_Early_Childhood_Special_Education">Play-Based Programming: Advantages for Rural Early Childhood Special Education</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">This paper explores the research literature surrounding beliefs about children's play and the rat...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">This paper explores the research literature surrounding beliefs about children's play and the rationale for using play-based programming as part of early childhood special education practices. Discussions of recommended practices for educating or serving the needs of children typically refer to developmentally appropriate practice (DAP). DAP is defined, along with a discussion of its components. Two examples of play-based programming models are Linder's Transdisciplinary Play-Based Assessment/Intervention (TPBA/I) and McCord's Storybook Journey Curriculum (SJC). The TPBA/I model has six categories or levels of play. Identifying the primary category of a child's spontaneous play is important to determining the child's strengths and provides vital clues to use in planning interventions. Parent participation is systematically built in to the assessment and intervention process. SJC provides a structure for using children's literature to design play activities relative to the child's intervention and developmental needs. Twelve developmental implications of SJC are briefly explained. A particular advantage to play-based curricula is its use of existing materials within rural communities and homes. Adults who engage with a child in play demonstrate interactions with the child that can provide professionals with understandings about family expectations, beliefs, skills, and needs. Contains 24 references. (CDS) *</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="332d3ff6ce97968b12822d80b71f89ce" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88530752,"asset_id":83039076,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88530752/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83039076"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83039076"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83039076; 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dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "332d3ff6ce97968b12822d80b71f89ce" } } $('.js-work-strip[data-work-id=83039076]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":83039076,"title":"Play-Based Programming: Advantages for Rural Early Childhood Special Education","internal_url":"https://www.academia.edu/83039076/Play_Based_Programming_Advantages_for_Rural_Early_Childhood_Special_Education","owner_id":93443,"coauthors_can_edit":true,"owner":{"id":93443,"first_name":"Diane","middle_initials":"","last_name":"Montgomery","page_name":"DianeMontgomery","domain_name":"okstate","created_at":"2009-12-01T22:32:48.778-08:00","display_name":"Diane Montgomery","url":"https://okstate.academia.edu/DianeMontgomery"},"attachments":[{"id":88530752,"title":"","file_type":"pdf","scribd_thumbnail_url":"https://attachments.academia-assets.com/88530752/thumbnails/1.jpg","file_name":"ED429748.pdf","download_url":"https://www.academia.edu/attachments/88530752/download_file","bulk_download_file_name":"Play_Based_Programming_Advantages_for_Ru.pdf","bulk_download_url":"https://d1wqtxts1xzle7.cloudfront.net/88530752/ED429748-libre.pdf?1657676307=\u0026response-content-disposition=attachment%3B+filename%3DPlay_Based_Programming_Advantages_for_Ru.pdf\u0026Expires=1739840029\u0026Signature=XuMdhl4~n3CX7tgaspoMKEax43JqS59nYWQxGHeU6jsPPtCv1TeFbtnpeFI7Ddet6ICY-f4aflGpmpKfHnWFlqlV7OmEdn4ZZ9zQT5p7XRnAm6beA-QCThWCwZgeJshWWC7Sr4iJIDAn~F1Re~u9~4I0dWLu1Od12NPgQIf4vbBOTCYB36vQiKJzjj17Hx~w0DuWVdrfhJuzVHXJcZiRMqyeafrY0rBRQ8lp2AUrPTrm7ijpw9mq7zvVKhY4424JqBplpTUjZ7fZCYvlQ0QUXHJreRpdYP-H~qMsciuizrnKVrmCIhHYek8lQhSMZOJmb7jDgNKZPSBjtqbRlnEXtw__\u0026Key-Pair-Id=APKAJLOHF5GGSLRBV4ZA"}]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83039075"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83039075/Personality_Preferences_of_Outdoor_Participants"><img alt="Research paper thumbnail of Personality Preferences of Outdoor Participants" class="work-thumbnail" src="https://attachments.academia-assets.com/88530751/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83039075/Personality_Preferences_of_Outdoor_Participants">Personality Preferences of Outdoor Participants</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">A study investigated the personality type preferences of people who voluntarily chose to particip...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">A study investigated the personality type preferences of people who voluntarily chose to participate in a structured, field-based, outdoor education program. The Myers-Briggs Type Indicator (MBTI) was administered to 87 participants prior to beginning a 10-day Wilderness Education Association outdoor leadership trip. Participants were 18-46 years old, had completed at least 1 year of college, and had a wide range of outdoor experience. The MBTI generates 16 possible personality types based on four bipolar dimensions: extroversion-introversion (preference for interpersonal interaction versus solitude and reflection); sensing-intuiting (as preferred means of taking in information); thinking-feeling (as the preferred basis for decision making); and judgment-perception (preference for closure and structure versus flexibility and spontaneity). Compared to the general population, the outdoor participants contained significantly higher proportions of introverted types and intuitive types but did not differ significantly on the other two dimensions. Implications of various personality types are discussed with regard to the appeal of outdoor experiences, the facilitation of group cooperation, and the effectiveness of outdoor teachers or leaders. Contains 26 references. (SV)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="56b73544d182c82f4773cf46b3207899" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88530751,"asset_id":83039075,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88530751/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83039075"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83039075"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83039075; 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="83039074"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/83039074/Frame_of_Reference_Theory_of_Self_Concept_Formation_with_Academically_Able_Students"><img alt="Research paper thumbnail of Frame of Reference Theory of Self-Concept Formation with Academically-Able Students" class="work-thumbnail" src="https://attachments.academia-assets.com/88530759/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/83039074/Frame_of_Reference_Theory_of_Self_Concept_Formation_with_Academically_Able_Students">Frame of Reference Theory of Self-Concept Formation with Academically-Able Students</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Frame of reference theory (Marsh, 1990) proclaims that students make both internal ability compar...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Frame of reference theory (Marsh, 1990) proclaims that students make both internal ability comparisons across academic domains and external ability comparisons relative to peers in determining academic self-concept. The validation of this theory with academically able students seems crucial to their appropriate placement in specialized program options. Verbal and mathematics self-concept and achievement measures were administered to 103 academically able high school students. Path analyses verified the dual influence of both internal and external processes on overall student self-concepts. Gender difference analyses indicated that whereas males may tend toward making external comparisons, the internal comparison process may be stronger for females. (Contains 24 references, 1 table and 3 figures.) (Author)</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d677efedb413e728a860127ab6f51014" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":88530759,"asset_id":83039074,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/88530759/download_file?s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="83039074"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="83039074"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 83039074; 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