Background Qualitative longitudinal research (QLR) has a long history in the social sciences, where its theoretical basis is well established. Qualitative longitudinal (QL) methods are gaining popularity in health care research for exploring the dynamic experience of illness. However, methodological development of QLR is limited within the health literature, and there are very few studies examining the experience of people with colorectal cancer (CRC). Moreover, such studies describe the experiences of those surviving CRC and the voices of those with advanced disease who are approaching the end of their lives remain largely unheard. Aim and objective This study explores the potential of QL interviewing to examine the experiences of those with advanced, metastatic, CRC. I investigate how QL interviews can be best utilised to explore the participants’ accounts of their experiences. I specifically examine the added value and costs of a flexible approach with regard to the frequency and timing of longitudinal interviews. Analytical approaches to QL data are examined to determine their overall value. Methods Sixteen patients with metastatic CRC and eight of their family carers participated in narrative interviews at three time points over the course of a year. The study was designed to include two groups of participants. The first, a routine interval group where interviews were carried out at regular intervals of six months; the second, a flexible interval group where there was an interview at baseline followed by monthly phone calls to track changes in the participants’ circumstances, with a view to conducting the interview as change was occurring. The data were analysed at each time point, and longitudinally using narrative and thematic techniques. Findings The QL design enabled a trusting relationship to evolve, such that private accounts of experience were disclosed. Thus, a nuanced and contextualised understanding of the experience of metastatic CRC materialised. Overall the accounts of CRC were characterised by uncertainty, yet at the same time death was a certainty. Over time, this dual narrative led to participants feeling themselves to be in an ambiguous and liminal state. Some participants described a loss of sense of self, yet others maintained their identity. The work that participants carried out to manage their sense of self changed, as they moved from a collective to an individual identity. In the flexible interval group, monthly telephone calls produced an even more profound research relationship and further enriched the accounts. However, early interviews were only conducted on two occasions and more ethical issues arose as a result of the increased contact. Conclusions By exploring the potential of QL methods, this study has developed the methodology for researching the experiences of those with serious illness. QL interviewing elicits a deep understanding of metastatic CRC that appreciates notions of temporality, process and change. Regular contact with participants between interviews can further enrich the accounts, and is a useful strategy for tracking changes given the unpredictable nature of advanced disease. This thesis showcases the cross-sectional and longitudinal opportunities that QL analysis presents; yet also highlights how longitudinal narrative analysis allows a story to unfold over time which reflects the beginning, the middle and for some the end of the illness experience. Although QL analysis is time consuming, and more contact can amplify ethical issues, the benefits outweigh the constraints.

Homelessness is an important social problem in Canada, and the needs and experiences of women may differ from those of other homeless people. Little research has looked beyond rehousing to examine community integration following homelessness. Predictive models of three distinct facets of community integration for women who have experienced homelessness are presented and tested in this thesis. The first model examines physical integration, which is defined in terms of attaining and retaining stable housing. The second model predicts economic integration, defined in terms of participation in work or education. The third model predicts psychological integration, defined as psychological sense of community in one’s neighbourhood. Data for this research comes from a two-year longitudinal study conducted in Ottawa. Participants were women aged 20 and over (N =101) who were homeless at the study’s outset. Family status was an important predictor of community integration. Women who were accompanied by dependent children were more likely than those unaccompanied by children to be physically, economically and psychologically integrated in their communities. Having access to subsidized housing predicted becoming rehoused and living in one’s current housing for longer. Greater perceived social support predicted living in one’s current housing for longer. Past work history and mental health functioning predicted economic integration. Lower levels of education predicted returns to full-time studies. Living in higher quality housing and having more positive contact with neighbours predicted psychological integration, while living in one’s current housing for longer predicted lower levels of psychological integration. Overall, participants achieved a moderate level of community integration. The majority had been housed for at least 90 days at follow-up. However, only a minority were participating in the workforce or education at follow-up. Participants achieved only a moderate level of psychological integration. Results are discussed in terms of implications for policy and service provision. Improvements in the availability and quality of affordable housing, as well as employment support are recommended. Special attention needs to be paid to providing adequate and effective services for women who are unaccompanied by dependent children. / Fonds québécois de la recherche sur la societé et la culture

Homelessness is an important social problem in Canada, and the needs and experiences of women may differ from those of other homeless people. Little research has looked beyond rehousing to examine community integration following homelessness. Predictive models of three distinct facets of community integration for women who have experienced homelessness are presented and tested in this thesis. The first model examines physical integration, which is defined in terms of attaining and retaining stable housing. The second model predicts economic integration, defined in terms of participation in work or education. The third model predicts psychological integration, defined as psychological sense of community in one’s neighbourhood. Data for this research comes from a two-year longitudinal study conducted in Ottawa. Participants were women aged 20 and over (N =101) who were homeless at the study’s outset. Family status was an important predictor of community integration. Women who were accompanied by dependent children were more likely than those unaccompanied by children to be physically, economically and psychologically integrated in their communities. Having access to subsidized housing predicted becoming rehoused and living in one’s current housing for longer. Greater perceived social support predicted living in one’s current housing for longer. Past work history and mental health functioning predicted economic integration. Lower levels of education predicted returns to full-time studies. Living in higher quality housing and having more positive contact with neighbours predicted psychological integration, while living in one’s current housing for longer predicted lower levels of psychological integration. Overall, participants achieved a moderate level of community integration. The majority had been housed for at least 90 days at follow-up. However, only a minority were participating in the workforce or education at follow-up. Participants achieved only a moderate level of psychological integration. Results are discussed in terms of implications for policy and service provision. Improvements in the availability and quality of affordable housing, as well as employment support are recommended. Special attention needs to be paid to providing adequate and effective services for women who are unaccompanied by dependent children. / Fonds québécois de la recherche sur la societé et la culture

Homelessness is an important social problem in Canada, and the needs and experiences of women may differ from those of other homeless people. Little research has looked beyond rehousing to examine community integration following homelessness. Predictive models of three distinct facets of community integration for women who have experienced homelessness are presented and tested in this thesis. The first model examines physical integration, which is defined in terms of attaining and retaining stable housing. The second model predicts economic integration, defined in terms of participation in work or education. The third model predicts psychological integration, defined as psychological sense of community in one’s neighbourhood. Data for this research comes from a two-year longitudinal study conducted in Ottawa. Participants were women aged 20 and over (N =101) who were homeless at the study’s outset. Family status was an important predictor of community integration. Women who were accompanied by dependent children were more likely than those unaccompanied by children to be physically, economically and psychologically integrated in their communities. Having access to subsidized housing predicted becoming rehoused and living in one’s current housing for longer. Greater perceived social support predicted living in one’s current housing for longer. Past work history and mental health functioning predicted economic integration. Lower levels of education predicted returns to full-time studies. Living in higher quality housing and having more positive contact with neighbours predicted psychological integration, while living in one’s current housing for longer predicted lower levels of psychological integration. Overall, participants achieved a moderate level of community integration. The majority had been housed for at least 90 days at follow-up. However, only a minority were participating in the workforce or education at follow-up. Participants achieved only a moderate level of psychological integration. Results are discussed in terms of implications for policy and service provision. Improvements in the availability and quality of affordable housing, as well as employment support are recommended. Special attention needs to be paid to providing adequate and effective services for women who are unaccompanied by dependent children. / Fonds québécois de la recherche sur la societé et la culture

Homelessness is an important social problem in Canada, and the needs and experiences of women may differ from those of other homeless people. Little research has looked beyond rehousing to examine community integration following homelessness. Predictive models of three distinct facets of community integration for women who have experienced homelessness are presented and tested in this thesis. The first model examines physical integration, which is defined in terms of attaining and retaining stable housing. The second model predicts economic integration, defined in terms of participation in work or education. The third model predicts psychological integration, defined as psychological sense of community in one’s neighbourhood. Data for this research comes from a two-year longitudinal study conducted in Ottawa. Participants were women aged 20 and over (N =101) who were homeless at the study’s outset. Family status was an important predictor of community integration. Women who were accompanied by dependent children were more likely than those unaccompanied by children to be physically, economically and psychologically integrated in their communities. Having access to subsidized housing predicted becoming rehoused and living in one’s current housing for longer. Greater perceived social support predicted living in one’s current housing for longer. Past work history and mental health functioning predicted economic integration. Lower levels of education predicted returns to full-time studies. Living in higher quality housing and having more positive contact with neighbours predicted psychological integration, while living in one’s current housing for longer predicted lower levels of psychological integration. Overall, participants achieved a moderate level of community integration. The majority had been housed for at least 90 days at follow-up. However, only a minority were participating in the workforce or education at follow-up. Participants achieved only a moderate level of psychological integration. Results are discussed in terms of implications for policy and service provision. Improvements in the availability and quality of affordable housing, as well as employment support are recommended. Special attention needs to be paid to providing adequate and effective services for women who are unaccompanied by dependent children. / Fonds québécois de la recherche sur la societé et la culture

Thesis advisor: Larry H. Ludlow / Teacher preparation programs face an urgent call to prepare high-quality and "highly qualified" teachers who teach all students in an increasingly culturally, racially, ethnically, and linguistically diverse student population, and who work toward closing the achievement gap that separates students along these demographic lines. In response, and as part of the current accountability context, there has been greater focus on outcomes in teacher education. Along different lines, also in response to these challenges, there has been an increase in social justice-oriented teacher preparation programs. This dissertation operates within both of these contexts. Specifically, this dissertation examines one of the many outcomes of teacher education for social justice: teacher candidates' changing beliefs about teaching for social justice and the factors that may or may not be related to their change. Using primarily Rasch rating scale and multiple regression analyses, this dissertation examines longitudinal survey data from two cohorts of undergraduate teacher candidates (N=134) who completed the same social justice-oriented teacher education program. By investigating two cohorts of teacher candidates at the time of entry into the teacher education program and again when they graduated four years later, this study investigated individuals in the aggregate, variability within and across cohorts, and change across time. In addition, this research sought to untangle and identify whether reported experiences and perceptions before and during formal teacher education are related to beliefs about and commitment to teaching for social justice. Findings suggest that from the time of entry to graduation, candidates' beliefs about teaching for social justice were significantly more aligned with the concepts and principles endorsed by the teacher preparation program. Additionally, at particular points in time and across time, there were identifiable perceptions and experiences related to their beliefs about teaching for social justice. In particular, the location of the student teaching experience and candidates' perceptions of their teacher education faculty were significant predictors of their beliefs about teaching for social justice. / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement, and Evaluation.

Thesis advisor: Larry H. Ludlow / Higher education has renewed its focus on civic engagement due to a growing recognition of the distinctive opportunities for students to internalize civic values during college. This unique role has become increasingly important in context of the shifting trend in American youth away from traditional political participation towards increasing involvement in civic life. Past research in higher education and youth civic engagement has suggested connections between participation in and attitudes supportive of civic engagement across both civic and political realms. To further investigate this relationship, this dissertation looked at how students' civic engagement involvement and attitudes develop over time, tracking how participation levels in civic, political, and expressive activities impact the acquisition of a comprehensive set of civic attitudes during students' undergraduate tenure. The specific attitudes of interest in this study were students' self-efficacy through community service, politics, and civic involvement, commitment to civic accountability, and tolerance of diversity. This dissertation utilized data from two cohorts (N=137) of a multi-year study at a single institution as its main data source, with data from a nationally-representative sample of college students used for scale development and anchoring. A mixed-method three-factor within subjects design was used to explore the development within and between students' civic engagement involvement and attitudes across their four years at college by gender and minority status. Through the Rasch rating scale model, repeated measures analyses of variance, and repeated measures analyses of covariance, students' longitudinal commitment to civic engagement was shown to be much more complex than expected. Canonical correlation analysis was then used to address the connection between students' involvement and attitudes within their freshman, sophomore, junior, and senior years. While the results of this study were typically non-significant with regard to students' development of civic engagement involvement and attitudes, these findings provided valuable insights into the relationship between participation in specific types of activities at certain stages of students' college experiences and the acquisition of particular civic engagement attitudes. / Thesis (PhD) — Boston College, 2010. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement, and Evaluation.

This quantitative longitudinal study sought to highlight the difference between the proportion of men and women who planned to pursue a STEM major in the fields of mathematics, natural sciences, engineering, and computer and information sciences as freshmen, as well as to determine the proportion of men and women who changed their major choice by their senior year. In addition, the researcher sought to identify women students’ unique background characteristics and college experiences that have taken place over the course of their undergraduate college career that may have predicted their declared major choice (STEM versus non-STEM) as seniors. A review of the literature, along with Astin’s Involvement Theory, encouraged the hypothesis that college experiences influence women’s college major choice: STEM versus non-STEM. Secondary data obtained from the Cooperative Institutional Research Program at the higher Education Research Institute was used. The sample was delimitated to include only full-time undergraduate students who were graduating in 2012 or 2013. Five research questions were addressed in this study. Astin’s (1993) Input-Environment-Outcome Model was used as a conceptual framework. Descriptive (frequencies and percentages) and inferential (chi-square test and discriminant analysis) statistics were used to analyze the data. The results found a statistically significant difference between the proportion of men and women who planned to pursue a STEM major as freshmen as well as the proportion of men and women who changed their major choice from STEM to non-STEM. Discriminant analysis was used to predict group membership of STEM versus non-STEM major choice among women. It was found that many variables had an impact on predicting STEM group membership among women: satisfaction with college math and science courses, high school GPA, SAT score, high self-ratings of problem-solving skills and mathematical ability, and participating in undergraduate research. There were also variables that had a greater ability of predicting non-STEM group membership. The findings from this study will hopefully inform policy and practice. Implications for policy, practice, and future research are included. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

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No / This paper discusses the aspect of student support that emerged as a key component of a longitudinal study into the experiences of nurses studying through open learning in the UK. Students engaged in this study were mature learners who were practicing nurses and predominantly, but not exclusively, women. Participants perceived entering higher education as a considerable challenge.