Georgia College & State University

About: Georgia College & State University is a education organization based out in Milledgeville, Georgia, United States. It is known for research contribution in the topics: Population & Higher education. The organization has 950 authors who have published 1591 publications receiving 37027 citations.

Does sample size matter in qualitative research?: A review of qualitative interviews in IS research

Abstract: This study examines 83 IS qualitative studies in leading IS journals for the following purposes: (a) identifying the extent to which IS qualitative studies employ best practices of justifying sample size; (b) identifying optimal ranges of interviews for various types of qualitative research; and (c) identifying the extent to which cultural factors (such as journal of publication, number of authors, world region) impact sample size of interviews. Little or no rigor for justifying sample size was shown for virtually all of the IS studies in this dataset. Furthermore, the number of interviews conducted for qualitative studies is correlated with cultural factors, implying the subjective nature of sample size in qualitative IS studies. Recommendations are provided for minimally acceptable practices of justifying sample size of interviews in qualitative IS studies.

The revised classification of eukaryotes

Abstract: This revision of the classification of eukaryotes, which updates that of Adl et al. [J. Eukaryot. Microbiol. 52 (2005) 399], retains an emphasis on the protists and incorporates changes since 2005 that have resolved nodes and branches in phylogenetic trees. Whereas the previous revision was successful in re-introducing name stability to the classification, this revision provides a classification for lineages that were then still unresolved. The supergroups have withstood phylogenetic hypothesis testing with some modifications, but despite some progress, problematic nodes at the base of the eukaryotic tree still remain to be statistically resolved. Looking forward, subsequent transformations to our understanding of the diversity of life will be from the discovery of novel lineages in previously under-sampled areas and from environmental genomic information.

Generalized eta and omega squared statistics: measures of effect size for some common research designs.

Abstract: The editorial policies of several prominent educational and psychological journals require that researchers report some measure of effect size along with tests for statistical significance. In analysis of variance contexts, this requirement might be met by using eta squared or omega squared statistics. Current procedures for computing these measures of effect often do not consider the effect that design features of the study have on the size of these statistics. Because research-design features can have a large effect on the estimated proportion of explained variance, the use of partial eta or omega squared can be misleading. The present article provides formulas for computing generalized eta and omega squared statistics, which provide estimates of effect size that are comparable across a variet yo f research designs. It is often argued that researchers can enhance the presentation of their research findings by including an effect-size measure along with a test of statistical significance. An effect-size measure is a standardized index and estimates a parameter that is independent of sample size and quantifies the magnitude of the difference between populations or the relationship between explanatory and response variables. Two broad

Guidelines for the Management of Rheumatoid Arthritis 2002 Update

Abstract: Rheumatoid arthritis (RA) is a progressive polyarthritis that is responsible for over nine million office visits annually. It is likely that most nurse practitioners will care for one or more patients with RA because approximately 1% of the adult population is affected by this disabling disorder. The guideline reviewed in this month's column describes the recommended care of patients who have been previously diagnosed with RA.

Teacher-Student Interaction in Urban At-Risk Classrooms: Differential Behavior, Relationship Quality, and Student Satisfaction with School.

Abstract: In this study I examined teacher-student interactions and relationship quality among poor, urban, African-American children expressing differential school satisfaction. Multiple methods of data collection, including classroom observation, interviews, and self-report questionnaires, were used with 61 third through fifth graders. Results suggested that perceptions of a caring, supportive relationship with a teacher and a positive classroom environment were related to school satisfaction by as early as third grade. A different pattern of behavioral interactions with teachers was noted between students expressing high and low satisfaction with school, although this was not an important contributor to students' satisfaction with school. Results are discussed in light of theory that posits children's relationships with others as an important variable in learning and in light of contemporary movements within education that stress the importance of relationships in schooling.