Krueger, R. A. & Casey, M. A. (2000). Focus groups: A practical guide for applied research(3rd ed). Sage Publications.

Krueger, R. A. & Casey, M. A. (2000). Focus groups: A practical guide for applied research(3rd ed). Sage Publications.

I read this book, which is excellent by the way, due to the fact I was most interested in focus group work for my study.

Overview .This chapter discusses groups as a whole and the commanlities we share in planning and decision making and often the purpose is not clearly defined. For example, in committies there may be an officer or elected individuals each with a role, but most importantly a leader. The author states the purpose of the book is to serve as a guide to learn about the process of focus groups and how these groups are used in research.

Characteristics of Focus Groups:

•Involve People
•Certain characteristics of people
•Provide qualitative data
•Are focused on a certain top of discussion
•Aid in the decision making process
•Grew out of business or commercial interests
•Aid in goal setting
•Needs assessment-discovering needs of a group/community
•Understanding concerns
•Focus groups are a research procedure
•Focus groups can be a primary or secondary research tool

Planning the focus group .Planning is a process like putting thoughts on paper. Planning is cruicial to the success of the focus group and making certain the fundamental questions are asked and answered. As new questions arise from brainstorming more information may be needed and may need clarification. To begin in a focus group there must be a person who is requesting the study and key questions must be considered.
•What is the study we are going to address?
•What led us to do the focus group?
•What is the purpose of the study?
•What kinds of information do we need to know?
•What information is the most important?
•Who needs the information and how will it be used in the course of research?
•Is focus interviewing the right method and how do you determine this?

When to Use Focus Groups .Use focus groups when:

•When you are looking for a range of ideas or feelings a certain group of people have.
•You are trying to understand differences in perspectives between groups or people.
•When you are trying to uncover facts or influences, opinions, behaviors or motivation.
•You want ideas to emerge.
•You need information to design a large scale study or need insight into a smaller one.
•You (the researcher) places high value on capturing the discourse of the target audience.

When Not to use Focus Groups .Focus groups should not be used when:
•You want the group the reach an agreement.
•You want to education the group.
•You are asking for sensitive information.
•You need statistics for a projection or prediction.
•The environment is hostile or overly critical.
•The researcher has lost control over the study.
•Do not use a focus group if another method will work better.
•You (the researcher) cannot maintain confidentiality of sensitive material or information.

Identifying the Participants. This section discusses what type of participants do you (the researcher) need for your focus group.

Who is the target audience and what characteristics do they possess relating to your research. Careful consideration should be given to exactly who is needed for participation in the focus group. The author calls this the, "information rich." In order words, "who has the greatest amount of information and potential to deliver this during a focus interview group.

Combining two groups of individuals with vastly different perspectives may sometimes work when organizing a focus group and may offer differing opinions and potential solutions.

Determining how many Groups .The authors states the researcher must plan on a minimum of 3-4 focus groups with any one type of participant. Next the researcher must determine if they have reached saturation (this is the point when the researcher feels the ideas have all been laid out on the table and no new information is forthcoming. This is one of the most important parts of conducing a focus group in my opinion and that is determining what the research question or hypothesis is and how does this relate to the type of focus group you have? If your question entails men and women, or only adults, or adults and children how do you categorize these and compare and contrast the groups for inclusion in the research? The atmosphere of the environment is critical for success and must be one of comfort. So how the researcher leads the group is crucial..

Designs of Focus Groups .As the author previously stated the researcher must conduct enough focus groups to reach saturation and the research question will determine what type of design you will use.

Designs:

•Single category design-your target group is teaches-you might conduct 3-4 sessions.
•Multiple-category design-several audiences-Group #1 children, Group #2 Teachers Group #3 Parents Group #4 Staff or community members.
•Double -Layer Design- Main Focus Teachers, then sub groups of participants.

Quality of Focus Groups .Questions needing answers:

•Are focus groups scientific research?
•What about subjective opinions?
•How do you determine validity?
•How can this be generalized to the population?
•Why not just use random sampling?
•How big should the sample be?
The author stated scientific research takes many forms, the intent is to discover, find relationships, to predict (in science research). In the social sciences researchers use many of the same approached but adapt these to human experiences. The answer is yes, focus groups are research, but not the type of scientific research we normally think of with control groups, but rather with coming to an understanding and insight into a specific problem of study.

Summary of Focus Groups .Focus groups can be repeated with the same participants or new ones when continuous feedback is needed. In this way the researcher or group conducing the study can continually monitor and seek to understanding the underlying perceptions and actions to rethink their hypothesis. Focus groups can be modified to two moderators or also conducted by telephone and additionally internet focus groups may be used. The text reminds us focus groups are used to collect information, to listen, and to learn. They are not intended to teach, to inform, or to have others sanction a certain postion or make a statement. Focus groups can be used successfully in a variety of situations and conducted with the same people over a period of time.

What is the Truth?

The poem of the blind men and the elephant are reminiscent of the theories of Kuhn, Popper and Pepper and the philosophy of science. Kuhn says “Verified”, Popper says, “Falsified”, and Pepper says “corroborated”. This fervor of controversy or “crisis” brings about what might be described as a revolution (not evolution Kuhn says) and a shifting of a world view laying the foundations for future research and the formation of new theories. Once a particular theory has uprooted all other theories the paradigm (Kuhn’s controversial term) is embraced by the scientific community. Where is the truth?

 John Godfrey Saxe’s (1816-1887) Blind Men and the Elephant:

It was six men of Indostan,

To learning much inclined,

Who went to see the Elephant

(Though all of them were blind),

That each by observation

Might satisfy his mind.

The First approach'd the Elephant,

And happening to fall

Against his broad and sturdy side,

At once began to bawl:

"God bless me! but the Elephant

Is very like a wall!"


The Second, feeling of the tusk,

Cried, -"Ho! what have we here

So very round and smooth and sharp?

To me 'tis mighty clear,

This wonder of an Elephant

Is very like a spear!"



The Third approach'd the animal,

And happening to take

The squirming trunk within his hands,

Thus boldly up and spake:

"I see," -quoth he- "the Elephant

Is very like a snake!"



The Fourth reached out an eager hand,

And felt about the knee:

"What most this wondrous beast is like

Is mighty plain," -quoth he,-

"'Tis clear enough the Elephant

Is very like a tree!"



The Fifth, who chanced to touch the ear,

Said- "E'en the blindest man

Can tell what this resembles most;

Deny the fact who can,

This marvel of an Elephant

Is very like a fan!"



The Sixth no sooner had begun

About the beast to grope,

Then, seizing on the swinging tail

That fell within his scope,

"I see," -quoth he,- "the Elephant

Is very like a rope!"

And so these men of Indostan

Disputed loud and long,

Each in his own opinion

Exceeding stiff and strong,

Though each was partly in the right,

And all were in the wrong!

What am I reading Today?

Benton, S. (2012). Crossing the Digital Divide. Tribal College Journal, 23(3), 15-17.

The article discusses how the people of the Menominee Native
American tribe are using technology to preserve and teach their language.
Instructors at the College of Menominee Nation in Keshena, Wisconsin are using
technology such as online courses, iPod media players, and movies to engage
students in the language and archive previous recordings. The also article
covers the importance. more to come.................

Responsible Conduct in Research (RCR) Training policy.

 Beginning in Spring 2013, all graduate students engaged in research-based projects (e.g., professional papers, theses, and dissertations) and their project mentors must demonstrate they have received appropriate training in RCR by completing online RCR modules, as specified below for specific types of research, at the Collaborative Institutional Training Initiative (CITI) online site (www.citiprogram.org).  At the time a student submits to the Graduate School her/his prospectus for the thesis or dissertation research project, the student must document completion of RCR training on the Prospectus Cover Sheet and attach the Completion Report for each required module.

The dialectics of indigenous knowledge

Andrae-Marobela, K., Okatch, H., Masizana-Katongo, A., Ngwenya, B. N., & Monyatsi, K. N. (2012). The dialectics of indigenous knowledge.AlterNative: An International Journalof IndigenousScholarship, 8(2), 148-162.

This is a qualitative, explorative case study. Dialetical Method used to Investigate, Primary Focus is to explore a phenomenon.Little attention has been paid to how communities themselves particularly conceptualize Indigenous Knowledge

General agreement of what is "IK” INDIGENOUS KNOWLEDGE

IK is the knowledge of a community accumulating and evolving over time, for example, “how to tap the maple tree for syrup” is an indigenous knowledge passed from the elder to the young and is often lost over time.IK encompasses all forms of knowledge, including technologies, know how skills, and beliefs. IK enables a community to be independent and maintain the culture and mother tongue.

Indigenous knowledge is individual and collective, abstract and practical

The Role of Social Networks in Endangered Language Maintenance and Revitalization:

Sallabank, J. (2010). The Role of Social Networks in Endangered Language Maintenance and Revitalization: The Case of Guernesiais in the Channel Islands. Anthropological Linguistics, 52(2), 184-205.

Statement of the Problem
“Admittedly the processes of language revitalization remain poorly documented, but such a gap raises questions about outcomes” (197)

Methods
Baseline data were collected using a questionnaire and semistructured interviews; ethnographic methods then shed light on ideologies, attitudes, and the processes of language shift. data drawn on in this article come from interviews and questionnaires carried out in 2001—2006, and subsequent research that is still ongoing.

Implications
Fostering social networks, using measures such as those suggested would enable more native speakers to maintain fluency and to pass the language on to others while fluent native speakers are still alive.

Zombie Linguists

Perley, B. C. (2012). Zombie linguistics: Experts, endangered languages and the curse of undead voices. Anthropological Forum, 22(2), 133-149.

WHAT AM I READING TODAY?

This article has great appeal, first it is attention grabbing!  Zombie Linguists!! Who are they, what are they, what does it mean? Here's a quick summary. Since beginning my study and research of endangered languages and technology, I've been reading quite a bit of research and this is by far the most creative and with such a fresh look at the revitilization and maintenance efforts taking place today worldwide. The goal of the "expert linguists" is to keep the languages from dying, becoming moribund; Once the last speaker of a language dies what happens? It usually follows there is someone there to record with video or audio the language. The language is saved, hooray!! However, with that being said, Perley (2012) tells us those voices are voices of the undead, nothing more than recordings, zombies if you will. Here are my thoughts, languages are "living"; a language may grow and evolve over time. For example, look at English, and how it has changed in just the past ten or so years. Computer talk, slang, etc. words we never knew existed are now in the dictionary and have found their way into our every day vernacular. You can't take a language to a taxadermists and stuff it to preserve it. As research tells us a language must be saved and kept alive by the community shareholders who have a vested interrest in maintaining it. Once the dominant language has taken over and there is no longer any need to use the language in school, or local governments, the culture and identity go as well. Technology is seen as a hopeful promise to preserve, revitalize, and maintain American Indian languages, although the technology is slow in coming to many tribes, not only here in Oklahoma, but also Hawaii (but they are doing a wonderful job there in the past few years.), but also Mongolia, Canada, New Zealand, and Australia.

References thus far

REFERENCE LIST:

2008 (9)

Baek, Y., Jung, J., & Kim, B. (2008). What makes teachers use technology in the classroom? Exploring the factors affecting facilitation of technology with a Korean sample. Computers & Education, 50(1), 224-234.

Groff, J., & Mouza, C. (2008). A framework for addressing challenges to classroom technology use. AACE Journal, 16(1), 21-46.

Himmelmann, N., P. (2008). Reproduction and preservation of linguistic knowledge: Linguistics' response to language endangerment. Annual Review of Anthropology, 37, 337-350.

Keengwe, J., Onchwari, G., & Wachira, P. (2008). The Use of Computer Tools to Support Meaningful Learning. AACE Journal, 16(1), 77-92.

McCarty, T. (2008). Native american languages as heritage mother tongues. Language, Culture & Curriculum, , 21(3), 201-225.

Neuman, L. K. (2008). Indian play: students, wordplay, and ideologies of indianness at a school for native americans. American Indian Quarterly, 32(2), 178-203.

Ngai, P. B. (2008). An emerging native language education framework for reservation public schools with mixed populations. Journal of American Indian Education, 47(2), 22-50.

Toren, Z., Maiselman, D., & Inbar, S. (2008). Curriculum integration: Art, literature and technology in pre-service kindergarten teacher training. Early Childhood Education Journal, 35(4), 327-333.

Yamamoto, A., Brenzinger, M., & Villalón, M. E. (2008). A place for all languages: On language vitality and revitalization. Museum International, 60(3), 60-70.



2009 (3)



Clark, B. (2009). Indian tribes of Oklahoma: A guide: University of Oklahoma Press.

Keengwe, J., & Onchwari, G. (2009). Technology and student learning: Toward a learner-centered teaching model. AACE Journal, 17(1), 11-22.

Peter, L., & Hirata-Edds, T. (2009). Learning to Read and Write Cherokee: Toward a Theory of Literacy Revitalization. Bilingual Research Journal, 32(2), 207-227.



2010 (6)



Dana-Sacco, G. (2010). The Indigenous Researcher as Individual and Collective: Building a Research Practice Ethic within the Context of Indigenous Languages. American Indian Quarterly, 34(1), 61-82.

Fernando, C., Valijärvi, R.-L., & Goldstein, R. A. (2010). A model of the mechanisms of language extinction and revitalization strategies to save endangered languages. Human Biology, 82(1), 47-75.

Kenneally, C. (2010). You are what you speak. New Scientist, 206(2762), 32-35.

Obiero, O. J. (2010). A case of mother tongue and another mother tongue in school: Efforts at revitalization of olusuba language of Kenya

Journal of Third World Studies, 27(2), 267-291.

Sallabank, J. (2010). The role of social networks in endangered language maintenance and revitalization: The case of guernesiais in the channel islands. Anthropological Linguistics, 52(2), 184-205.

Tung-Chiou, H. (2010). The application of translingualism to language revitalisation in taiwan. Asian Social Science, 6(2), 44-59.



2011 (10)



Anderson, G. D. S. (2011). Language Hotspots: what (applied) linguistics and education should do about language endangerment in the twenty-first century. Language & Education: An International Journal, 25(4), 273-289.

Baloy, N. J. K. (2011). "We Can't Feel Our Language". American Indian Quarterly, 35(4), 515-548.

Cope, L., & Penfield, S. D. (2011). 'Applied linguist needed': cross-disciplinary networking for revitalization and education in endangered language contexts. Language & Education: An International Journal, 25(4), 267-271.

Hinton, L. (2011). Language revitalization and language pedagogy: new teaching and learning strategies. Language & Education: An International Journal, 25(4), 307-318.

Jang, E.-Y. R. T. (2011). A Sociocultural perspective on second language learner strategies: Focus on the impact of social context. Theory Into Practice, 50(2), 141-148.

Leonard, S. P. (2011). Ethnolinguistic identities and language revitalisation in a small society:The case of the faroe islands. Journal of Northern Studies(1), 57-74.

Majzub, R. M., & Rais, M. M. (2011). Perceptions of students and lecturers on the preservation of endangered languages. Procedia - Social and Behavioral Sciences, 15(0), 1677-1683.

Sanchez, I. (2011). New technology helps preserve old ways. News from Native California, 25(1), 19-19.

Schreier, J. T. (2011). Indian or freedman?: Enrollment, race, and identity in the Choctaw Nation, 1896-1907. The Western Historical Quarterly

42(4), 458-479.

Turin, M. (2011). Born archival: The ebb and flow of digital documents from the field. History & Anthropology, 22(4), 445-460.



2012 (12)



Andrae-Marobela, K., Okatch, H., Masizana-Katongo, A., Ngwenya, B. N., & Monyatsi, K. N. (2012). The dialectics of indigenous knowledge. AlterNative: An International Journal of Indigenous Scholarship, 8(2), 148-162.

Baines, L. (2012). A Future of Fewer Words? Futurist, 46(2), 42-46.

Benton, S. (2012). Crossing the Digital Divide. Tribal College Journal, 23(3), 15-17.

Edwards, J. (2012). Dying words: Endangered languages and what they have to tell us. Language in Society, 4(12), 273-274.

Geographic, N. (2012). World languages. Diverse: Issues in Higher Education, 29(3), 5-5.

Hermes, M., Bang, M., & Marin, A. (2012). Designing Indigenous Language Revitalization. Harvard Educational Review, 82(3), 381-402.

Hunkin, G. A. (2012). To let die. AlterNative: An International Journal of Indigenous Scholarship, 8(2), 203-214.

Klein, K. (2012). Podcast: Saving Endangered Languages. Science Now, 1-1.

Muehlmann, S. (2012). Von Humboldt’s parrot and the countdown of last speakers in the Colorado Delta. Language & Communication, 32(2), 160-168.

Perley, B. C. (2012). Zombie linguistics: Experts, endangered languages and the curse of undead voices. Anthropological Forum, 22(2), 133-149.

Skophammer, R. (2012). Culture, technology, and environment. Children's Technology & Engineering, 16(4), 4-6.

Whalen, D. H., & Simons, G. F. (2012). Endangered language families. Language, 88(1), 155-173.

OUTLINE

CHAPTER 1
INTRODUCTION TO THE STUDY


CHAPTER 2
REVIEW OF RELATED LITERATURE


CHAPTER 3
RESEARCH DESIGN AND METHODOLOGY

CHAPTER 4
ANALYSIS OF DATA


CHAPTER 5
FINDINGS, CONCLUSIONS, AND IMPLICATIONS

Suggested Outline for Dissertation Mixed Methods

CHAPTER 1
INTRODUCTION TO THE STUDY

Background

Conceptual Underpinnings for the Study

Statement of the Problem

Purpose of the Study

Research Questions

Hypotheses

Limitations, Assumptions, and Design Controls

Definition of Key Terms

Summary



CHAPTER 2

REVIEW OF RELATED LITERATURE

Introduction

Topics

Summary



CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

Introduction

Problem and Purpose Overview

Research Questions

Research Hypotheses

Population and Sample

Human Subjects Protection

Data Collection and Instrumentation

subheading - Data Sources (quantitative and qualitative)

subheading - Instruments

subheading - Timeline for Data Collection

Data Analysis

Summary



CHAPTER 4

ANALYSIS OF DATA

Introduction

Organization of Data Analysis

Theoretical Lens

Presentation of Descriptive Characteristics of Respondents

Research Questions and Associated Hypotheses

Analysis of Data

Summary



CHAPTER 5

FINDINGS, CONCLUSIONS, AND IMPLICATIONS

Introduction

Summary of the Study

Findings

Conclusions

Implications

Future Research

Summary..

My interest: Indigenous Languages and Technology

I've been studying for comprehensive exams and one of our assisgnments is to write a "mini proposal" since my interest lies in indigenous languages and the use of technology to revitalize and maintain them; I am practicing writing each day on my blog as a precursor to the real event in February.

Comprehensive Exam Structure

Theory:


- Comprehensive knowledge of theories important to family sciences/Developmental theories and Theories of the Family.

- Synthesis and integration of various theories

- Application of theories to research



Research Methods:

- Comprehensive knowledge of research design

- Ability to design a research project from beginning to end

- Knowledge of APA style

- Understanding ethics in research



Statistics:

- Comprehensive knowledge of basic and advanced level statistics

- Ability to identify appropriate analysis strategies

- Understanding the connection between research design and statistical analysis



Content Specialty:

- Comprehensive knowledge of child development content, including:

• Development from infancy through childhood

• Context of development

• Application to practice based work, such as child care, early education, family or agency

- Integrating content knowledge, theory, and research

The Journey

Where to begin? Studying for the comprehensive exam is much like trying to find your way with a map, you have the destination and the coordinates to get there, but it is the journey itself often leading us to those off roads. The journey should be an adventure because you know you must believe you can arrive safely although slightly bruised and battered.

Digital Natives:Exploring Technology Use in the Oklahoma Choctaw Nation Head Start Indigenous Language Progam

Technologies have exceedingly been the topic of discussion in areas of preserving tribal language, history, and culture. In many native communities a majority of fluent speakers are elders and few child speakers are learning the language in home or school. The motivation in preserving native languages by combining developmental appropriate technology and sound pedagogy within an early childhood setting warrants a closer look. Through the initiative of the Chahta Anumpa Aiikhvna School of Choctaw Language 14 Head Start centers receive native language instruction via interactive educational television. Children are actively engaged with peers and the instructor to collaborate, build on prior learning, and apply the language in a variety of situations. Teacher authored curriculum is supplemented with multiple forms of technology such as the ELMO document camera, digital print and storybooks, images, and audio. The 21st century has ushered in new funds of knowledge enmeshed with traditional cultural values of family and community. It is clear technology has become a predominant feature in the lives of all children. Native teachers should acknowledge this presence and the influences it has as children bring their knowledge of modern technology into the classroom. Considering the sociocultural context of children’s learning and development, it is important to remember the words of James Hymes, “Yet listen carefully. Look back at where the child has come from. See the path his feet have always chosen.” American Indians embrace the beliefs and values of tradition while incorporating new technologies to maintain and preserve them. Early childhood educators, researchers, and advocates have much to learn about the union of technology and language preservation. Examining the types of technology tools used in the early childhood classrooms of American Indian communities may provide the means to design more effective programs and curriculum to preserve the language within the cultural context of the family and community.

Philosophy of ECE

Philosophy
Humans unlike other species have the ability to learn, use language, and grow with unlimited potential through the interactions with others. "…People come to know about the world through experience, through authority, through reason, through intuition, and by active construction” (Morrison, p. 350). It is through the active exploration of environments and other familiars’ children come to know the world and through this lens acquire meanings and create new pathways of discovering, and learning, how to live, work and play, make choices and mistakes. Humans are first driven by the motivations of basic needs as described by Maslowe (1943). The need for food, clothing and shelter, security, love, and self-esteem and the drive to be the all child can be. The goals of education are to free society and assist students in developing their full potential (Bruner, 1983).
The new philosophy of early childhood education challenges educators to think beyond traditional discourse to include “a new epistemology, and a new psychology” (Dahlberg & Moss, p.178). A philosophy beyond children, “as primarily a commodity to be provided in the marketplace, or as a kind of factory to produce human capital” (Moss, 2007); woven with ethics of care, respect, and obligations. The new philosophy of early childhood education finds the child as the captain of his own ship first exploring then discovering the multitude of routes and byways distinctively different from those traveling before him. Past experiences build to form new knowledge facilitated by the “.More Knowledgeable Other” (Vygotsky, 1978). The teacher must learn from the student that knowledge can be constructed in meaningful ways so teachers become the learners and the learners become teachers (Freire, 1987).

Peer Review #8

Chapter 19 Recent Influences from Overseas
PartIV Professional Organizations and Conclusions

Professional organizations carry a great deal of weight and influence public policy. Consider, NAEYC. Discuss NAEYC's influence in public policy and education for young children. Has it made a difference?

Peer Review #7

Chapter 17 Hispanic Americans
Chapter 18 Bilingualism

Lascarides and Hinitz write the Mexican-American population is one of the largest cultural groups in our country and among the poorest economically, and least well educated. It appears as though cheap labor not only by Mexican-Americans but also Blacks, Asisans and others has been a driving force behind policy makers allowing immigration. If you were a policy maker would you allow immigration? Under what circumstances?

Peer Review #6

Chapter 15 Black Americans
Chapter 16 Asian Americans

Throughout the last few chapters of our readings we have seen an insensitivity to the culture and values of Native American, Blacks, and Asian populations. Discuss what socio-cultural and economic forces came into play during this time to create this atmosphere. Where are we today with regards to recognizing and embracing cultural diversity in the classroom and home?

My answer is comment one.

Peer Review #5

Chapter 12- Federal Government Involvement (1900-1950)
Chapter 13-Federal Government Involvement in the 1960s and Beyond
Chapter 14- Native Americans

The Federal government has taken a proactive role in attempting to eradicate poverty and it's negative effects on children's development. What was the rationale behind the formation of programs for disadvantaged children? What positive function does poverty play in society and how can it be eradicated? Or can it?

My answer is in the comment box.

Peer Review #4

Chapters 9-11
The Kindergarten Movement
The Nursery School Movement
Day Nursereis to Day Care to Child Care to Quality 2000

In chapter 10, Lillian Katz suggested early childhood teachers pass through certain developmental stages (Survival Stage ...) Later (1988) Vander Ven suggested a model composed of 5 stages
Discuss either Katz or Vander Ver's stages and how they relate to personal and educational growth.
As an early childhood educator which stage of development would you be in?
Answer is comment #1