RESEARCH ARTICLE SYNTHESIS

Name SHELLA GRACE MUTYA Grade & Section: 12-HE

Parts of the Articles Summary of the Article

(3-5 sentences)
Title of the Research Article A Case Study: The Impact of An Immersion
Experience on the Vocation of Lay Teacher-Leaders
in American Jesuit High Schools
Author/s © 2012 Martin Joseph Schreiber
William Stafford’s poem opens a window into the calling of a teacher. The
constant image throughout the poem is that of a thread, which is appropriated to represent
Rationale the deeper meanings of an educator’s life. The poem “The Way It Is” describes vocation
and how a sense of meaning is consistent through one’s life just as a thread runs
consistently through fabric. The poem only partially explains the lay teacher-leaders
calling. Through this study, I look to explore the effect of an immersion experience on a
lay teacher-leader’s calling in a Jesuit High School.
A calling takes time to study because of its complexity and the evolution of a
teacher’s call in affording a sense of meaning and purpose in life. This research utilizes
case study as its method to explore the impact of an immersion experience in a least
developed country on lay teacher-leaders senses of vocation as educators.
The conceptual framework for this study employs Edward Hahnenberg’s (2011)
recent work on vocation, Awakening Vocation, in which he reviews the historical use of
Major Theory/Related Literature the term vocation and the consequent limits these ideas cause for the future of a Church
of the laity. He proposes the Church’s understanding of vocation from Vatican II found in
the document Lumen Gentium (1965) as – “the universal call to holiness.” Hahnenberg’s
(2010) conceptual framework on vocation presumes that an authentic calling requires a
sense of solidarity with those that are suffering. This understanding of vocation causes
the person to recognize the call from God that comes from within, which leads to action
for others. This sense of solidarity inevitably leads to action on behalf of others.
Hahnenberg writes, “Solidarity means letting oneself be affected by the suffering of other
human beings, sharing their pain and tragedy” (p. 214).
In order to answer the research questions the following three tables were created to place
quotes and data for the purpose of the research: Table 7: What impact does an immersion
Theoretical/Conceptual trip to East Africa have on a lay teacher-leader’s vocation? Table 8: How does a lay
Framework teacher-leader in a Jesuit High School articulate his or her vocation before and after an
immersion experience? Table 9: How does a four-stage immersion process impact a lay
teacher-leader’s self-understanding of vocation? These questions will be addressed in the
following chapter that reports the significant findings.
1. What impact does an immersion trip to East Africa have on a lay teacherleader’s
vocation?
Statement of the Problem/ 2. How does a lay teacher-leader in a Jesuit High School articulate his or her
Research Objectives/Questions vocation before and after an immersion experience?
3. How does a four stage immersion process impact a lay teacher-leader’s self -
understanding of vocation?

The researcher will measure the impact of the immersion experience on the
development of vocation over four phases. This study conceptualizes the process of
Hypothesis immersion on leadership and vocation through phases. The first phase is pre-immersion.
This occurs in the months prior to the immersion and will serve as pre-test data for the
study. Plante’s (2008) standardized form on compassion and Dreher’s (2007)
standardized form on vocational identity will be administered at this phase. The second
phase is the immersion experience itself. Interviews with each respondent will be
conducted during the immersion. The third phase re-visits the immersion in the weeks
immediately following the return from East Africa.

Research Design Instrumental Case Study

The method employed is qualitative case study methodology. The specific case study
method is instrumental case study. Instrumental case study is a type of qualitative study
Sampling Technique and in which the researcher studies a particular issue and finds one or more cases that
Sampling Size illuminate the issue. In this study the issue focused on the lay teacher leaders vocation
with the case of an immersion experience over a four-phase process to a least developed
country.
Instrumental Case Study – A type of qualitative case study in which the
researcher studies a particular issue and finds one or more cases that
Research instrument illuminate the issue (Creswell, 2008, p. 641).

The nine lay teacher leaders were selected through a careful process that began in
November of 2010. The researcher contacted the mission director at each of the eight
Statistical Treatment Jesuit High Schools in the Midwest. The immersion was described through a letter and
the mission directors made the initial contact with the lay teacher leader. This allowed for
a distance with the participants and increased the validity.
The impact of the immersion experience on the lay teacher-leaders articulation on
vocation will be recorded over each of the four phases of the study. The study employs
triangulation by using multiple data sources (Merriam, 2002). Triangulation is the
process of corroborating evidence from different individuals, types of data (field log and
 interview transcripts) or methods of data collection (survey and observations) in
Data Analysis/Findings descriptions and themes.(Creswell, 2008). Initial interviews and observations with the
eight respondents, informal conversations with the participants and journals from the nine
lay teacher-leaders provide triangulation. Multiple sources of data or multiple methods to
confirm emerging findings are supported by various authors (Denzin, 1970; Merriman,
60
2002). The use of triangulation helps to ask the question of internal validity – which is
how congruent are one’s findings with reality?
The primary data collection will be through interviews. Patton (2002) outlines a
framework for conducting ethical qualitative research. His checklist of ten ethical issues
includes: 1) explaining the purpose, 2) promises and reciprocity, 3) risk assessment, 4)
confidentiality, 5) informed consent, 6) data access and ownership, 7) interviewer mental
health, 8) advice, 9) data collection boundaries, and 10) ethical versus legal “disciplinary
or professional code of ethical conduct” (p. 408, exhibit 7.6).
The purpose of this study explored a case study on the impact of an immersion to
a least developed country on a lay teacher leaders’ vocation. The four-stage process
produced an insight towards how a lay teacher leader expresses her or his vocation. The
Conclusions impact of the immersion on the vocation expressed itself through detailed interview
responses to notable authors in the field of calling such as William Wadsworth, Edward
Hahnenberger and Parker Palmer. These nine lay teacher leaders articulated a desire to
continue relationships with people of Tanzania in which produced beneficial mechanisms
for relationships to develop between schools and institutions. The researcher allowed the
voice of the nine lay teacher leaders to speak a story that reverenced solitude, prayer and
reflection during the immersion process. The value of these practices invited lay teacher
leaders in Jesuit High School a window into their meaning making. A calling expresses
itself from within and will continue to unfold for these nine lay teacher leaders in Jesuit
High Schools.
Several possible future studies arose from this case study. A researcher might
follow up with the nine lay teacher leaders in the next ten years. An educational
researcher might develop a way to conduct a study measuring how these lay teacher
Recommendations leaders were impacted by their time in East Africa after ten years. Haworth, McCruden
and Roy (2001) developed a 3-year longitudinal study on vocation. This group created a
program at Loyola University Chicago: “On Call.” “On Call” was an institutional
initiative to explore students’ knowledge of a response to vocation. Can the “On Call”
program become a template for these nine lay teacher leaders for a future study?
A researcher may study the pedagogical impact of an immersion. How does a lay
teacher leader develop a different or more informed pedagogy after an immersion
program? Finally, significant discussion around the question of mission is taking place at
Jesuit Universities as the declining number of Jesuits continues to be a reality. A
researcher in line with this need may study what impact does a lay teacher leader
immersion trip have on an institution’s mission.
In this dissertation, one major limitation exists in the study: the researcher is a member
of the Society of Jesus and is known as such by all of the participants. In order to control
Limitations for this limitation the researcher will use throughout the study a reflexive journal to
articulate biases. The researcher recognizes a bias due to being a member of the Society
of Jesus. In order to acknowledge the researchers bias and provide control during the
research, the researcher will keep a reflexive journal of new information, questions,
assumptions, contradictions and other personal reflections. The researcher will also keep
a reflexive journal throughout the study in order to “bracket, or suspend any
preconceptions or learned feelings that could limit the findings” (Johnson, 2004, p. 364).
 RESEARCH ARTICLE SYNTHESIS
Name: SHELLA GRACE MUTYA Grade & Section: 12-HE

Parts of the Articles Summary of the Article

(3-5 sentences)
Title of the Research Article THE LIVED EXPERIENCES OF SEVEN SENIOR HlGH SCHOOL
STUDENTS IN A FRENCH IMMERSION PROGRAM

Author/s Teresina Lombardo Tassone

My reasons for conducting research in the area of French Immersion were primarily
inspired by my personal experiences and interests. As a teacher in the secondary French
Rationale Immersion prograrn, I had asked myself rnany questions pertaining to the level of
motivation of the students, their degree of cornmitment to their French lmmersion
studies, their perceptions of their writing, reading, comprehension, and speaking
capabilities in French, their reasons for continuing in the program, and common
personality traits possessed by French Immersion students. I asked myself, What makes
this experience a positive, numiring, and successful one?" In order to gain a deeper
understanding of the nature and meaning of the everyday experience of being a French
Immersion student, I adopted a phenomenological approach. To understand the events in
the daily lives of French lmmersion students, I pursued the "universe of immersion as it
is perceived by a few of those who have seen it as first hand, and, more importantly, who
have lived it" (Sloan, 1991, p. 38). There are, according to Safty (1 989), 'lived
experiences that researchers and evaluators, in their preoccupation with the cognitive
aspects of the prograrn, have simply fp' overlooked" (p. 9). Tardif and Weber (1987)
indicated the need for qualitative research in French lmmersion in order to address
second language acquisition processes in the French Immersion classroorn context. They
attested to the "dearth of good descriptive and qualitative material to provide the
necessary background for a more rigorous and useful interpretation of the bulk of
quantitative, product-oriented studies" (p. 67). Tardif and Weber illustrated the issues that
have not been adequately addressed in French Immersion education: "The Role of the
Language Leaming Environment", 'Language Leaming Strateg iesf ïactics used by C
hildrenn, "C haracte ristics of Classroom Communicationu, 'Language for Learning", and
'Effective Teaching Strategies" (pp. 72-73).
The review of literature presented in this chapter is divided into four areas. The first
section provides a brief overview of the French lmmersion program in Canada.
Major Theory/Related Literature French lmmersion enrollment is addressed in the second section. The third part
summarizes the few qualitative studies based on French lmmersion students'
experiences and perceptions of the program. Finally, research that has centered on
reasons for attrition and retention in French Immersion programs comprises the last
section. Brief Overview of the Nature of the French lmmersion Prwrarn Although
Stem (1 984) described French lmmersion as a uquiet language revolutionn (p. 506),
this alternative to traditional unilingual education proves to be one of the most
researched programs in the history of Canadian education. An overview of studies
conducted over the last decade provides an understanding of some of the current
issues conceming the present state of the 'most successful language teaching
program in the annals of Foreign language teachingn (Safty, 1990, p. 12).
For the purposes of this study, it is necessary to define the terrns lived experience,
phenomenology, senior high school student, French Immersion, successf ul, and
Theoretical/Conceptual integrative and instrumental motivation. In this study,
Framework

1. What is your lived experience as a senior high school French lmmersion student?
2. What do you value from this experience? 3. Why have you decided to remain in
Statement of the Problem/ this program? 4. Describe some of your out of school French lmmersion
Research Objectives/Questions experiences.

Hypothesis

This is a qualitative study based on interviews with seven senior high school
students in a French Immersion program. A phenomenological approach to the
Research Design interviews was taken in order to gain insight into the lived experiences of the
participants. Phenornenology always asks about "the nature or meaning of
somethingn and "offers accounts of experienced space, time, body, and human
relation as we live themn (van Manen, 1990, p. 184). It was an ideal approach since
my intention was to "encourage a certain attentive awareness to the details and
seemingly trivial dimensionsn of the everyday Iives of seven high school French
Immersion students (p. 8). The semi-structured intewiew, an effective means to
understand lived experience from the participants own frarne of reference, was
chosen as a means of collecting accounts of seven immersion students' personal
experiences.
Sampling Technique and
Sampling Size

The integrative-instrumental approach to measuring motivation to leam a second

language was proposed by Gardner and Lambert (1 959). The integrative motive is
Research instrument based on the individual's desire to learn a language "mainly because he or she
appreciates the other culture and wishes to know and communicate with its
rnernbers" (Van der Keilen, 1995, p. 289) while the instrumental motive reflects the
detenination to study and master a second 10 language in order to achieve
socioeconomic goals, such as obtaining a good job or gaining social recognition
(Ramage, 1990).
, The lived experience of postpartum depression: A phenornenological study,
described postpartum depression as it is experienced in everyday life and offers
Statistical Treatment insight into understanding the world of women who experience postpartum
depression. Fundamentally, phenomenology attempts to 'borrow other people's
experiences and their 11 reflectionsn in order to understand the 'significance of an
aspect of human experience, in the context of the whole of human experiencen (van
Manen, 1 986, p. 55).
Initial data anaiysis for this study was concurrent with data collection. By making a
summary of the topics discussed in each interview, i was able to analyze the content
for words and phrases which represented regularities and patterns. My goal was to
Data Analysis/Findings highlight patterns which were suggested by the data themselves. More precisely, the
data for this study were analyzed inductively. 39 Bogdan and BikJen (1 992) hold
that meory developed this way emerges from the bottom up (rather than from the top
dom), from many disparate pieces of collected evidence that are interconnected" (p.
31). After taking long, undisturbed periods of time to examine each transcript several
times for recurring topics, I developed a preliminary list of themes and sub-themes.
Of course, this initial list of themes had been modified several times and new themes
were added with subsequent interviews. Eventually, recurring themes and sub-
themes for which I had most substantiation were recovered as a result of analyzing
the meaning of each lived experience. Although lived experience cannot simply be
represented in conceptual frameworks, it is still necessary to try "to determine what
the themes are, the experiential subjects that make up that experience" (p. 79).
The review of the literature demonstrates that researchers are examining and
describing aspects of students' experiences in French Immersion. Most 29 students
derive pride and satisfaction from their education in immersion, adding that their
Conclusions lives have been enriched by the program. Perhaps the nature of this experience could
be characterized by the invitation to "enter and 'feel' the creative energies . . . which
collectively are enabling a group of people to rnake sense of, to give meanings to,
and point to new directions in their cornmon existencen (Safty, 1990, p. 11). Since
there is little research that examines the nature of king a student in a French
Immersion program, the purpose of this study was to contribute to the studies that
have already begun the process of "insightful invention, discovery, or disclosure"
(van Manen, p. 79) of the existential meaning of the French Immersion experience.
The next chapter focuses on research design, descriptions of the seven participants,
data collection, the interview process, data analyses, and a summary of themes and
su b-the mes re presenting the participants' lived experïences.
The findings of the Canadian Education Association study demonstrate that French
lmmersion enrollments have stabilized in a majority of school boards (Canadian
Education Association, 1992, p. 7). The 1995 Annual Report by the Commissioner of
Recommendations Official Languages validates that "French l mmersion enrollments appear to be
stable across the country at a little over 300,000 students nationally" (1 996, p. 91).
There are plausible reasons that justify this recent balance after three decades of
dramatic increases. For example, during the 1980's, French Immersion flourished
since the lead class moved through the system thus adding a new class each year. By
the early 1990's, many of these pioneering classes reached graduation, therefore
stabilizing the distribution of classes. in a 1995 lecture at the National Conference of
Canadian Parents for French, the Commissioner of Official Languages discussed the
equilibrium of French Immersion programs and the fact that immersion programs
have become an integral part of education in this country:
This phenomenological study does not represent the lNed experiences of al1 senior
secondary students enrdled in French Immersion programs. However, sorne
Limitations qualitative researchers assume rhat human behaviour is not random or idiosyncratic"
(Bogdan and Biklen, p. 45). Their focus is 'not with the question of whether their
findings are generalizable, but rather with the question of which other settings and
subjects they are generalizablen (p. 45). This study was an attempt to describe
through language the meaning embodied in the actions, reflections, and experiences
of seven students in one French lmmersion program. The goal in this study was to
'construct a possible interpretation of the nature of a certain human experiencen (van
Manen, p. 41). Phenomenologists 12 conceive that "the nature and number of
possible human experiences are as varied and infinite as human life itself" (van
Manen, p. 40). My goal was not to assume or judge but to describe and explore what
it means to live the particular life of a senior secondary school student in French
 RESEARCH ARTICLE SYNTHESIS
Name: ______________________________________________ Grade & Section: _________________

Parts of the Articles Summary of the Article

(3-5 sentences)
Title of the Research Article
Author/s

Rationale

Major Theory/Related Literature

Theoretical/Conceptual
Framework

Statement of the Problem/

Research Objectives/Questions

Hypothesis

Research Design

Sampling Technique and

Sampling Size

Research instrument

Statistical Treatment

Data Analysis/Findings

Conclusions

Recommendations

Limitations
 RESEARCH ARTICLE SYNTHESIS
Name: ______________________________________________ Grade & Section: _________________

Parts of the Articles Summary of the Article

(3-5 sentences)
Title of the Research Article
Author/s

Rationale

Major Theory/Related Literature

Theoretical/Conceptual
Framework

Statement of the Problem/

Research Objectives/Questions

Hypothesis

Research Design

Sampling Technique and

Sampling Size

Research instrument

Statistical Treatment

Data Analysis/Findings

Conclusions

Recommendations

Limitations
 RESEARCH ARTICLE SYNTHESIS
Name: ______________________________________________ Grade & Section: _________________

Parts of the Articles Summary of the Article

(3-5 sentences)
Title of the Research Article
Author/s

Rationale

Major Theory/Related Literature

Theoretical/Conceptual
Framework

Statement of the Problem/

Research Objectives/Questions

Hypothesis

Research Design

Sampling Technique and

Sampling Size

Research instrument

Statistical Treatment

Data Analysis/Findings

Conclusions

Recommendations

Limitations