Thank you for sharing your post. It was quite informative. I appreciated the information. I agree with your statement of the study being tired and not large enough in scope. I do think that the concept of the study was sound. I do think that using the grounded theory method was appropriate for this type of study. The theory did emerge from the data. The students’ identities were protected during the course of the study. The range of the study group was a small and controlled group. That was a hindrance of the population, especially since they were all studying at the same university. But, since they were from different countries and backgrounds and selected the university for different reasons, I think the sample population was still valid (McLachlan & Justice, 2009).
I do wonder that if the same study was conducted using a few other universities if the results would be similar? That would be one way to validate the results and the use of a grounded theory study. As stated in your response, students, whether or not they are international, share many new experiences as they enter university life. It would also be interesting to have a parallel study that would compare and contrast domestic students within the same study parameters to see if the differences of international students and international students are different or actually quite similar.
It does make me ponder about what type of theories I would use for my own study to be less likely to be questioned as to whether or not I made the right choice when my studies are read by others.
Reference:
McLachlan, D. A., & Justice, J. (2009) A grounded theory of international student well-being. The Journal of Theory Construction & Testing, 13(1), 27-32.
Shalonda,
Service-learning projects are such an important part of the educational process, which is why I chose your post in particular as one to which to respond. I particularly liked that you selected a diverse study that included teachers of a wide range of years of service and that served in all types of settings. It helps to validated that these projects can be successfully in non-urban areas and that relatively new teachers can be successful in incorporating them into their curriculum with careful planning, which is essential (Krebs, 2008).
Almost all school districts in the United States are experiencing difficulties with financial constraints. As a result, many districts have reduced or eliminated field trips for their students in order to reduce operating costs. Ask a 25 year-old something that they remember about the third grade and chances are that a field trip would be one of those things. The experiences gained from non-regular experiences are often some of the best remembered lessons that students gain from their educational experiences. By using service-learning experiences, students can gain experiences that are academic but can also be ones that can be positive in changing the courses of their lives.
The use of a phenomenological qualitative study was the right choice for this study. This type of study in theory was not as clear to me before reading this example, but now the concept is quite clear and I would feel comfortable conducting one given the right topic and sufficient type of resources and time.
Reference:
Krebs, M. (2008). Service-learning: What motivates K-12 teachers to initiate service-learning projects? Curriculum & Teaching Dialogue, 10(1/2), 135-149.
