Academic literature on the topic 'Education. Research. Interviewing'
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Journal articles on the topic "Education. Research. Interviewing"
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Bischoping, Katherine, and Tom Wengraf. "Qualitative Research Interviewing." Teaching Sociology 30, no. 3 (2002): 376. http://dx.doi.org/10.2307/3211485.
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Liu, Xu. "Interviewing Elites." International Journal of Qualitative Methods 17, no. 1 (2018): 160940691877032. http://dx.doi.org/10.1177/1609406918770323.
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This article explores issues that arise when a relatively inexperienced researcher interviews people who have an elite position or status. These issues include making preparation, gaining access, establishing trust, and facing interpersonal challenges during interviews. Additionally, there remains the need as with any qualitative research of ensuring authenticity and reliability of the views being expressed and recorded. This article is based upon extensive experience of interviewing senior managers operating within private higher education institutions in China. The article makes a contribution to research which rest upon gaining access to and identifying the views of elites who exercise authority and power within institutions.
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Zazkis, Rina, and Orit Hazzan. "Interviewing in mathematics education research: Choosing the questions." Journal of Mathematical Behavior 17, no. 4 (1998): 429–39. http://dx.doi.org/10.1016/s0732-3123(99)00006-1.
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Nardon, Luciara, Amrita Hari, and Katlin Aarma. "Reflective Interviewing—Increasing Social Impact through Research." International Journal of Qualitative Methods 20 (January 2021): 160940692110652. http://dx.doi.org/10.1177/16094069211065233.
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Scholars are increasingly calling for research that “makes a difference” through theoretical, practical, societal, and educational impacts. Recognizing that academic research lags behind practitioners’ issues and that most academic writing is inaccessible to those who need the knowledge, some scholars are calling for embedding social impact in the research process itself. We argue that participant reflection can increase social impact by changing the way individuals think, behave, and perform. Research interviews can be interventionist with the potential to facilitate participant reflection; however, the current literature on the topic is fragmented. We combine this fragmented literature with discussions of social impact and interview techniques to propose interview principles to facilitate participant reflection toward social impact. We hope to stimulate researchers across a broad range of disciplines to think more intentionally about the impactful role of a common qualitative methodological tool, interviews, to support research participants and engage in socially meaningful research.
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Velardo, Stefania, and Sam Elliott. "Co-Interviewing in Qualitative Social Research: Prospects, Merits and Considerations." International Journal of Qualitative Methods 20 (January 2021): 160940692110549. http://dx.doi.org/10.1177/16094069211054920.
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In this paper, we seek to open a dialogue about the approach of co-interviewing, which, to our surprise, has not received much attention in the realm of qualitative social research. The co-interviewing approach stands apart from ‘multiple’ interviewing, in which two or more researchers are tasked with conducting interviews in a single research study. Instead, this approach involves two researchers actively taking part in the same interview. In a qualitative grounded theory study that sought to explore doctoral students’ emotional well-being, we adopted the approach of co-interviewing each of our participants. This process involved us sharing the responsibilities of asking questions, probing, note taking and making observations. Our experience has led us to critically examine this unique approach to interviewing, and here, in this paper, we offer insights about its potential to enhance the generation of data and the research process. In doing so, we draw on literature, whilst reflecting on key concepts including power, reflexivity and well-being, by considering the positions of participants and researchers alike.
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Mazzei, Lisa A. "A voice without organs: interviewing in posthumanist research." International Journal of Qualitative Studies in Education 26, no. 6 (2013): 732–40. http://dx.doi.org/10.1080/09518398.2013.788761.
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Dahlin, Emma. "Email Interviews: A Guide to Research Design and Implementation." International Journal of Qualitative Methods 20 (January 1, 2021): 160940692110254. http://dx.doi.org/10.1177/16094069211025453.
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As scholars in social sciences and humanities explore new methods for studying increasingly digitized societies, electronic research methods—such as email interviews—have moved from marginal complementary activities to, depending on the purpose of the study, potentially becoming primary methods. However, while there is no lack of discussion on the advantages and disadvantages of such methods, there is little guidance in the literature in terms of how electronic methods can be used effectively and productively in qualitative research. This article adds to the existing body of literature by outlining a strategy for email interviews. The argument of the article is that email interviewing can be fruitfully combined with explorative interviewing, offering the researcher a way to strategically work with the extended time frame that asynchronous interviewing brings with it. This gives the researcher an opportunity to work with open-ended introductory questions, follow-up questions, and cross-fertilization of multiple interviews carried out simultaneously. The article brings forward the argument that a methodological strategy that combines email interviews and explorative interviewing can help the researcher draw the moment of surprise closer together with the moment of analysis and thereby challenge existing theories and knowledge of the study object. The argument is illustrated through examples from an ethnographic study with no in-person elements. Additionally, the article acknowledges that email interviewing is necessary for some significant research tasks and in some cases even a more suitable option than traditional in-person methods due to the study’s objective and the nature of its participants.
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Adams, Catherine A., and Terrie Lynn Thompson. "Interviewing objects: including educational technologies as qualitative research participants." International Journal of Qualitative Studies in Education 24, no. 6 (2011): 733–50. http://dx.doi.org/10.1080/09518398.2010.529849.
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Klimas, Anna. "Using E-Interviews in Research on Second Language Teacher Education." Anglica Wratislaviensia 54 (November 15, 2016): 99–108. http://dx.doi.org/10.19195/0301-7966.54.7.
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Interviewing is a well-known method of qualitative data collection in applied linguistics research. It is widely used in diverse contexts and for a variety of purposes. Recently, the potential of e-mail interviewing, or e-interviews, has been discovered e.g. James 2007, Bamptom, Cowton and Downs 2013. Consequently, it may be considered as an alternative to traditional face-to-face interviews. The purpose of the paper is to discuss some characteristics of the e-interview as a research tool in the realm of second language teacher education. For this purpose, the article draws on a study conducted among novice EFL teachers which integrated two important aspects of L2 teacher education, namely teacher beliefs and teacher reflection. The primary goal of the research was to encourage a group of teachers to reflect on and investigate their beliefs and experiences concerning autonomy in language teaching. Exploration and analysis of one’s personal theories, in turn, are seen as indispensable elements of teachers’ professional development. The study results are used to point out some benefits as well as limitations of e-mail interviewing in terms of gathering qualitative data. Most importantly, it was observed that using e-mail to carry out the interviews provided a considerable opportunity to draw on and develop teachers’ reflective thinking skills.
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Janak, E. "Interviewing for Education and Social Science Research: The Gateway Approach." Oral History Review 37, no. 1 (2010): 109–12. http://dx.doi.org/10.1093/ohr/ohq006.
Full textDissertations / Theses on the topic "Education. Research. Interviewing"
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WoodBrooks, Catherine M. "The construction of identity through the presentation of self : black women candidates interviewing for administrative positions at a research university." Connect to resource, 1991. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1220038761.
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Dykes, Michelle. "APPALACHIAN BRIDGES TO THE BACCALAUREATE: MATTERING PERCEPTIONS AND TRANSFER PERSISTENCE OF LOW-INCOME, FIRST-GENERATION COMMUNITY COLLEGE STUDENTS." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_diss/844.
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Too few community college students who intend to transfer and earn a baccalaureate degree actually do. Further, low-income and first-generation college students are overrepresented at community colleges. Education is considered a means of social and economic mobility for low-income, first-generation students; therefore, retaining this population through baccalaureate attainment is a critical issue. Because of the multitude of obstacles these students must conquer, it is crucial to implement effective strategies for improving transfer rates.
This dissertation has three components: (1) companion research study, (2) individual research study, and (3) reflective essay examining pretesting and telephone-administered survey methods. The companion study was conducted by a research team comprised of four members. A quantitative analysis was conducted to describe characteristics of the institutions and student population, which included 338 Spring/Summer 2009 Associate in Arts (AA) and/or Associate in Science (AS) graduates from four community colleges in Appalachia Kentucky. This study found that differences in institutional transfer rates were not explained by student characteristics. Two institutions were identified as high-impact institutions promoting transfer success, with their graduates at least two times more likely to transfer than students attending the two low-impact institutions.
The individual research study addressed how mattering perceptions of low-income, first-generation students influence transfer persistence. The Mattering Scale Questionnaire for College Students (MSQCS) was administered to 80 graduates of the three community colleges in the study. There were two research questions: (1) Was mattering perception statistically significant among the three community colleges? and (2) Did mattering perception influence transfer persistence when student characteristics were controlled? Analysis of variance found no significant differences between the three community colleges on any MSQCS subscale. Logistic multiple regression found MSQCS Faculty Subscale, MSQCS Multiple Roles Subscale, and first-generation status to be predictors of transfer persistence. Community colleges can use the results to increase social and academic integration and mattering perceptions of students on their campuses.
The reflective essay discussed the benefits and pitfalls of utilizing both cognitive interviewing pretesting and telephone-administered survey methods utilized in the individual research component. Implications of cognitive interviewing in higher education were discussed.
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Kegley, Michele Dawn. "Socio-Economic Stability and Independence of Appalachian Women." Antioch University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1327600618.
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Andrade, Elaine Cristina de. "Proposta de um método de sensibilização de empresários para o tema inovação." Universidade Tecnológica Federal do Paraná, 2016. http://repositorio.utfpr.edu.br/jspui/handle/1/2767.
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A inovação tem se tornado cada dia mais importante para mudar a realidade do posicionamento de mercado tanto de uma empresa, quanto de um país. Desse modo, gestores que estão à frente de organizações, independente do segmento ou porte, precisam manter o ritmo de competitividade da empresa, praticando e vivenciando a inovação como parte de sua rotina. Questões sobre metodologias de capacitação com empresários tem se tornado mais discutidas nas instituições que trabalham com esse público. Promover novos resultados e fazer com que mais pessoas estejam sensibilizadas para colocar a inovação em prática, é a intenção desta pesquisa. Com o objetivo de propor um método com elementos para sensibilização de empresários no tema Inovação, foi realizado o estudo de um referencial teórico para identificar os métodos e as técnicas diferenciadas de sensibilização. Foram examinadas formas inovadoras e conteúdos de cursos de capacitação em inovação para identificar os aspectos relevantes, com o intuito de compor um encontro presencial com empresários no tema inovação. Assim, utilizando a técnica de Grupo Focal, foi realizado um encontro presencial com empresários para vivenciar ações que levam ao tema inovação. Para chegar aos resultados da pesquisa foram utilizados dois instrumentos de coleta de dados, um instrumento para observação durante o encontro e outro que foi encaminhado via on-line. Após as respostas serem colhidas e trabalhadas, foi possível refletir e comparar com o referencial proposto. A pesquisa qualitativa apresentou e analisou os resultados destas informações. Com base nos resultados atingidos, chegou-se a uma proposta de método com elementos para sensibilização no tema inovação com empresários.<br>Innovation has become increasingly important to change the reality of the market positioning of both a company, as a country. Thus, managers who are ahead of organizations, regardless of size or sector, need to keep pace with the company's competitiveness, practicing and experiencing innovation as part of their routine. Questions about training methodologies with business has become more discussed in the institutions that work with the public. In an attempt to promote new results and make more people are sensitized to put innovation into practice, it is the intention of this research. For this reason, the study of a theoretical framework was conducted to identify methods and different awareness techniques. Innovative forms and content of training courses in innovation were examined to identify the relevant aspects, in order to make an in-person meeting with entrepreneurs in the innovation theme. Thus, using the technique of focus group was held a face to face meeting with businessmen to experience actions that lead to innovation theme. To get the results of the research were used two data collection instruments, an instrument for observation during the meeting and another that was sent on-line. After the responses are collected and worked, it was possible to reflect and compare the proposed framework. Qualitative research presented and analyzed the results of this information. Based on the results achieved, we reached a proposed method with elements of awareness on the subject innovation with businessmen.
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Khamisani, Anjum. "Assessing demand for health informatics education in Karachi, Pakistan." Thesis, 2012. http://hdl.handle.net/1828/4191.
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The need for health informatics education is recognized by many countries which are now engaged in introducing technology to healthcare. Universities have been slow to respond to the need for health informatics professional education. Governments are also involved in initiatives to fund the development of curricula and programs in this area. Entry level and generic courses in health informatics are being developed in order to start education programs. There are now a number of such programs being initiated in some of the developing countries.
To meet this demand there is need for individuals who are educated in health informatics. These individuals should be able to perform health informatics related tasks and activities in order to serve the healthcare community better. The focus of their work should be on producing effective leaders in health informatics through formal educational programs and professional education. The purpose of this research is to answer the following research questions:
1) Is there a perceived demand for health informatics professionals in the healthcare institutions of Karachi as expressed by administrators of healthcare institutions?
2) Is there a perceived need for post-secondary Health Informatics education in Karachi as expressed by directors of academic institutions?
3) What types of skills and competencies will health informatics professionals need to acquire through educational programs in Karachi?
Setting:
This research was conducted in Karachi, Pakistan in 2010 to determine the demand for health informatics education by interviewing representatives from academic and healthcare institutions in Karachi.
Participants:
A snowball sampling methodology was used. Participants from different types of healthcare centers were interviewed including public and private healthcare centers, nongovernmental organizations, primary healthcare centers of Karachi, and academic institutions that include private and government institutes which are representative of the entire city.
Method:
Approval was elicited from Human Research Ethics Board of University of Victoria to conduct the study in Karachi, Pakistan. The study described in this thesis used a qualitative design. Thirty participants including fifteen directors of academic institutions and fifteen head of administration of healthcare institutions participated in the study. The sampling methodology used was snowball sampling, which is a non-probability type of sampling. This is the type of sampling where samples are gathered in a process that does not give all the individuals in the population equal chances of being selected [92]. The researcher identified an expert who provided the contacts of academic directors who were invited to participate in the study. The researcher conducted face-to-face interviews with them.
Findings:
There are many educational gaps and there is also a lack of resources needed to fulfill the demand for health informatics education in healthcare institutions. Ways to improve education in health informatics were discussed and competencies required for health informaticians were established. By obtaining understanding about health informatics, the need for health informatics education to meet the demand of healthcare institutions of Karachi was identified. After reviewing details and results from the research, institutions can make an independent decision regarding choosing an appropriate approach to health informatics education that blends in with the culture of the target population.
The most important themes that were derived from the responses of directors of academic institutions fall under a number of different categories. Understanding of health informatics was expressed by participants as representing an integration of computer science and healthcare. It was also clear that subjects felt that capacity building was required for the development of skill sets related to data and system management. The status of HI education in Karachi was noted as being in its infancy, which was a constant theme in all the responses of the participants. Additionally, limited resources available along with a lack of financial assistance, lack of knowledge, manpower, educators and awareness were also a few prominent themes.
The administrators had hands-on experience in managing healthcare institutions and they expressed important themes with regard to understanding health informatics as being the management of data and the maintenance of patient records through computer science. The collection of encounters and compilation of clinical documentation was seen as the key concept behind medical records. Themes related to job market requirements included critical thinking, computer knowledge, understanding of medical terminology and specific expertise related to the HI field. Limited resources and scarcity of funds were seen as themes reflecting barriers for health informaticians in the healthcare organizations. Administrators expressed the need for developing academic programs to address manpower training for prospective employees.
Conclusion:
This paper presents results that could be a major contribution towards enhancing the approach of training professionals in the field of health informatics in Pakistan. This research will hopefully help educators adopt health informatics in their curricula and will encourage educators in the field to impart their knowledge to local people.<br>Graduate
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Henkin, Katherine. "Understanding interprofessional education : a multiple-case study of students, faculty, and administrators." Thesis, 2014. http://hdl.handle.net/1805/4032.
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Indiana University-Purdue University Indianapolis (IUPUI)<br>Although interprofessional education (IPE) opportunities can help prepare students for future practice and patient-centered care, many health professions students in the country are not educated in an environment with opportunities to learn with, from, or about students from other health professions. With upcoming curricular changes at the Indiana University School of Medicine (IUSM) and the Indiana University School of Nursing (IUSN), IPE remains at the forefront of these changes in both schools. To date, few studies have explored student, faculty, and administrators’ conceptualizations of IPE prior to formal implementation. Additionally, previous studies have not compared IPE conceptualizations across these groups. This multiple-case study explores and compares how groups of stakeholders from the IUSM (Indianapolis) and the IUSN (Indianapolis) conceptualize IPE. Data collection included the examination of discipline-specific public documents and one-on-one interviews (N=25) with pre-licensure students, clinical faculty, and administrators from each school. Coding and extraction of themes transpired through within-case and cross-case analysis and data supported the following findings: the ‘business of medicine’ may prevent IPE from becoming a priority in education; stakeholders’ conceptualizations of IPE are shaped through powerful experiences in education and practice; students desire more IPE opportunities at the institution; stakeholders at the IUSN have a long-standing investment in IPE; and the institution requires a ‘culture shift’ in order to sustain IPE efforts. The findings suggest that IPE belongs in all education sectors and IPE efforts deserve reward and reimbursement. The findings also insinuate that leadership, roles, and team training education belong in IPE and IPE culture requires all individuals’ (e.g., student, faculty, administrators, patients) commitment. Importantly, the institution must continue IPE development, research, and dissemination. These findings can help shape curricula as time progresses, increase the likelihood of developing a successful new curriculum, and prompt ongoing reflection about IPE. This information can influence how institutions approach IPE and may lead to a more successful and informed IPE curriculum in the first years of implementation. And, hopefully what is learned through IPE will be translated into healthcare practice environments.
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Ross, Elma. "Facilitating phenemenological interviews by means of reflexology: implications for the educational researcher." Thesis, 2003. http://hdl.handle.net/10500/2251.
Full textBooks on the topic "Education. Research. Interviewing"
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Mears, Carolyn Lunsford. Interviewing for Education and Social Science Research. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230623774.
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Interviewing for education and social science research: The gateway approach. Palgrave Macmillan, 2009.
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Scottish Council for Research in Education., ed. Using semi-structured interviews in small-scale research: A teacher's guide. SCRE Centre, University of Glasgow, 2003.
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1947-, Schumm Jeanne Shay, and Sinagub Jane M, eds. Focus group interviews in education and psychology. Sage Publications, 1996.
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Seidman, I. E. Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers College Press, 1991.
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Seidman, Irving. Chilchŏk yŏnkupang pŏm ŭrosŏui: Pyoyok hakkwa sahoekkwahak punhyaŭi yŏnku chatŭlŭl wihan annaesŏ = Interviewing as qualitative research : a guide for researchers in education and the social sciences. 3rd ed. Hakchiha, 2009.
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Latess, Joseph D. Focus-group research for school improvement: What are they thinking? Rowman & Littlefield Education, 2008.
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Interviewing as qualitative research: A guide for researchers in education and the social sciences. Teachers College Press, 1991.
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Interviewing as qualitative research: A guide for researchers in education and the social sciences. 3rd ed. Teachers College Press, 2005.
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Interviewing as qualitative research: A guide for researchers in education and the social sciences. 2nd ed. Teachers College Press, 1998.
Find full textBook chapters on the topic "Education. Research. Interviewing"
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Alwazzan, Lulu. "Interviewing medical education leaders." In Culturally Sensitive Research Methods for Educational Administration and Leadership. Routledge, 2023. http://dx.doi.org/10.4324/9781003130666-11.
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Guilfoyle, Liam. "Multicomponent and cognitive interviewing." In Perspectives in Contemporary STEM Education Research. Routledge, 2022. http://dx.doi.org/10.4324/9781003108122-13.
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Mears, Carolyn Lunsford. "Preparing for the Research." In Interviewing for Education and Social Science Research. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230623774_5.
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Mears, Carolyn Lunsford. "The Nature of Interview Research." In Interviewing for Education and Social Science Research. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230623774_2.
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Mears, Carolyn Lunsford. "Ethical Research Practice—Doing What’s Right." In Interviewing for Education and Social Science Research. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230623774_3.
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Mears, Carolyn Lunsford. "Origins of the Approach." In Interviewing for Education and Social Science Research. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230623774_1.
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Mears, Carolyn Lunsford. "Foundations for a Gateway." In Interviewing for Education and Social Science Research. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230623774_4.
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Mears, Carolyn Lunsford. "Conducting the Interview." In Interviewing for Education and Social Science Research. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230623774_6.
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Mears, Carolyn Lunsford. "Learning from the Data." In Interviewing for Education and Social Science Research. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230623774_7.
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Mears, Carolyn Lunsford. "Through the Gateway." In Interviewing for Education and Social Science Research. Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230623774_8.
Full textConference papers on the topic "Education. Research. Interviewing"
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Tkachenok, Karina, and Stanislav Tumskiy. "INCORPORATING INTERVIEWING INSTRUCTION INTO JOURNALISM CURRICULA IN RUSSIA: THE EXPERIENCE OF HOLDING AN INTERVIEWING CONTEST FOR FUTURE JOURNALISTS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.1907.
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Haydar, Hanna. "ENHANCING ACCESS TO MATHEMATICS: ELEMENTARY TEACHERS INTERVIEWING ENGLISH LANGUAGE LEARNERS." In 11th annual International Conference of Education, Research and Innovation. IATED, 2018. http://dx.doi.org/10.21125/iceri.2018.0959.
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Koshetsyan, Lusine. "Research Issues of Exploring the Link Between Turnover Intention and Turnover Behavior with Organization’s Motivation Profile." In Contemporary Issues in Business, Management and Education. VGTU Technika, 2015. http://dx.doi.org/10.3846/cibme.2015.10.
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Employee turnover has always been a problem for both employees and employers. Replacing employees may be costly, both in recruiting and training employees to obtain satisfactory levels of performance over time. The main theme discussed in the paper is turnover intention and it’s connection with organization’s motivation profile. High levels of employee turnover may decrease the quality and stability of services that organizations provide and as a result, that will increase client dissatisfaction with the services provided by the organization. That’s why it is very important for organizations to control their turnover percentage. The purpose of the study is to analyze the turnover intention based on key variables and connect them with organization’s motivation profile. The main principal objectives in the research are: to differentiate factors that influence employee turnover; to reduce turnover by changing organization’s motivation profile.In the research as main methods content analysis, interviewing and case studies will be used. A survey will be conducted, questioners to collect information from respondents will be made. And as mentioned, for data collection case studies, interviewing will be used.
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Fardal, Harald. "ICT Strategy in an ICT User Perspective: Exploring Alignment between ICT Users and Managers." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3149.
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This study adds to the body of knowledge in research of ICTs in organizations by exploring the relevance of alignment between ICT users and managers responsible for the ICT strategy and ICT project processes. Alignment research is usually conducted at an organizational analytical level, but this study explores alignment between individuals by addressing ICT managers and ICT users, considering both the organizational and individual perspectives. Data was collected by interviewing ICT users and the CIO in a Norwegian entrepreneur corporation. Using a grounded theory analytical approach, the findings provide support for an emerging User Management Alignment Model (UMAM) where the outcome is better ICT strategy and project processes.
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Repečkienė, Aušra, Daiva Vareikaitė, and Renata Žvirelienė. "Benefits of Vocational Teachers’ Participation in Projects under Erasmus+ Programme: The Case of Lithuania." In 15th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2022. http://dx.doi.org/10.22616/reep.2022.15.027.
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Embracing the financing opportunities offered by the European Union, vocational schools draw up applications for various projects, mostly for implementation of international partnerships, dissemination of best practices, and exchange programmes, involving the general education and vocational teachers as well as students, student assistance specialists, and school principals. Vocational training institutions generally engage in projects under the Erasmus+ strategic partnership programme aimed at long-term mobility of vocational teachers and other participants of vocational training. When assessing the importance of Erasmus+ projects in the context of vocational training quality in Lithuania, the authors of the paper aimed at identifying the benefits of vocational teachers’ participations in projects under the Erasmus+ programme. Seeking for the research objective, a qualitative research approach was selected applying the triangulation principle. Document analysis method was invoked to examine the project activities documents of 26 Lithuanian vocational training institutions. Benefits experienced by vocational teachers experienced in project activities were analysed applying a semi-structured interview for the interviewing of 9vocational teachers and vocational teachers who served as international project coordinators in more than two national and international projects in 2015–2019. The study revealed that in Lithuania, projects implemented in vocational training institutions having the largest experience of international projectactivities were associated with vocational teachers’ qualification improvement, introduction of innovations, and renovation and expansion of infrastructure. Benefits of involvement in project activities are diverse, starting with improvement of the learning process, relationships with the learners, and vocational teachers become open to changes. The major benefit of project activities gained by vocational teachers is oriented to experiential learning, when learning occurs through personal experience.
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"Agile Requirements Engineering: An Empirical Analysis and Evidence from a Tertiary Education Context." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4287.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The study describes empirical research into agile Requirements Engineering (RE) practices based on an analysis of data collected in a large higher education organization. Background: Requirements Engineering (RE) in agile development contexts is considerably different than in traditional software development. The field of agile RE is still nascent where there is a need to evaluate its impact in real-world settings. Methodology: Using a case study methodology, the study involved interviewing nine experienced software practitioners who reflected on the use and implementation of various agile RE practices in two software development projects of a student management system. Contribution: The primary contribution of the paper is the evaluation of agile RE practices in a large tertiary educational organization. Based on the analysis of the data, it provides valuable insights into the practice of agile RE in a specific context (i.e., education), but just as importantly, the ones that were omitted or replaced with others and why. Findings: While the evolutionary and iterative approach to defining requirements was followed in general, not all agile practices could be fully adhered to in the case organization. Although face-to-face communication with the customers has been recognized as one the most important agile RE practices, it was one of the most difficult practices to achieve with a large and diverse customer base. Addressing people issues (e.g., resistance to change, thinking, and mindset) was found to be a key driver to following the iterative RE process effectively. Contrary to the value-based approach advocated in the literature, the value-based approach was not strictly adhered to in requirements prioritization. Continuous integration was perceived to be a more beneficial practice than prototyping, as it allows frequent integration of code and facilitates delivering working software when necessary. Recommendations for Practitioners: Our study has important implications for practitioners. Based on our empirical analysis, we provide specific recommendations for effective implementation of agile RE practices. For example, our findings suggest that practitioners could address the challenges associated with limited face-to-face communication challenges by producing flexible, accessible, and electronic documentation to enable communication. Recommendations for Researchers: Researchers can use the identified agile RE practices and their variants to per-form in-depth investigations into agile requirements engineering in other educational contexts. Impact on Society: There are a number of new technologies that offer exciting new opportunities that can be explored to maximize the benefits of agile and other requirements techniques. Future Research: Future research could conduct case studies in different contexts and thus con-tribute to developing bundles or collections of practices to improve software development processes in specific contexts.
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"Women’s perceptions on Household Air Pollution." In International Conference on Public Health and Humanitarian Action. International Federation of Medical Students' Associations - Jordan, 2022. http://dx.doi.org/10.56950/hayg3232.
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Household air pollution (HAP) is linked to 4 million deaths worldwide, with 85% occurring in Low-middle income countries. HAP predominantly affects women as they tend to do the household daily chores. It is therefore important to understand women’s perceptions and wants for this topic. This was a joint project with 15 qualitative semi structured interviews conducted by each researcher. The research took place during May and June 2016 in Kavresthali, a village in Kathmandu district, interviewing married women over the age of 25. Data was analysed using thematic analysis. Burning wood on a traditional cook stove was identified as the most common cause of HAP. The effects of HAP most commonly affected women, with eye and respiratory problems the most commonly associated symptom. Cost, habit and taste were barriers identified preventing the switch to cleaner fuel types and stoves. Lack of information and cheaper gas were key improvements participants wanted to see. The findings in this study were similar to those identified in the literature based in other LMIC. Despite numerous common themes, unique challenges were identified in Nepal. Geographical and political issues were exclusive to Nepal. Four SMART recommendations are made which are specific to the study area: • Subsidised cleaner fuel • Education and advice to empower local women • Promotion of Improved cook stoves • Further research focusing on housing structure and ventilation Key Words Household Air pollution, Nepal
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Toure, Marija, and Helena Gabrijelčič Tomc. "Didactic methods for achieving improved creativity in teaching graphic design in secondary school formal education." In 11th International Symposium on Graphic Engineering and Design. University of Novi Sad, Faculty of technical sciences, Department of graphic engineering and design, 2022. http://dx.doi.org/10.24867/grid-2022-p64.
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In teaching and learning graphic design in a secondary vocational school, we mainly use digital tools for both teaching and learning. According to the curriculum, students in the 2nd and 4th years learn to design various printed and animated content. The work is very creative and students need to be able to visualize their ideas in an appropriate way and with appropriate tools, which is a challenging and complex process. For the teachers, it is a challenge to give instructions for a specific task and to evaluate it, and for the students, it is a challenge how to solve it in the most successful way. With the rapid development of technology and the unstoppable updating of programs, problems arise because students must constantly familiarize themselves with new programs and the variety of new digital tools and techniques, while thinking about how to conceptualize and visualize a particular idea in accordance with the task at hand. As a result, they are unable to focus on their own creativity as they have to constantly learn how to use digital tools that enable them to create a design product. The goal of the research is to create measurable and verifiable data that will help apply an appropriate didactic method to achieve optimal results when teaching graphic design. When teaching the subject matter in the practical classes of graphic design, teachers mainly use 3 didactic methods: Demonstration methods, text methods and video methods (Figure 1). In the research, we determined which didactic method is the most effective in achieving a certain learning goal according to the set task. The methodology included experimental work and interviewing students. In the experimental part, students solved tasks using the method of all three didactic methods and then completed a questionnaire. The survey was completed by 56 students (2nd and 4th year students). Students rated each didactic method on a 5-point Likert scale. The results obtained were statistically analysed using IBM SPSS Statistics. The results of the analysis provide an interesting insight into the creative process of the students in relation to the learning methods. The results of the study show that the choice of an appropriate didactic method or a combination of didactic methods is important both for a student's successful and creative implementation of a design task and for the effective teaching of graphic design.
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Panok, Vitalii, and Iryna Tkachuk. "Social-Psychological problems of pedagogues in conditions pandemic of COVID-19." In National Events on WMHD in Ukraine. N-DSA-N, 2021. http://dx.doi.org/10.32437/nmhdup2021.4.
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Introduction. The COVID-19 pandemic may have hit the education industry the hardest, but the socio-psychological effects of quarantine are still poorly understood. A group of scientists from the Ukrainian SMC of practical psychology and social work of the NAES of Ukraine has conducted a study of the socio-psychological problems that have arisen for teaching staff of general secondary education establishments in the context of the pandemic. Purpose. The research was carried out during the implementation of the scientific topic «Overcoming the consequences of the COVID-19 pandemic in the activities of the psychological service of the educational system» on the order of the National Research Fund of Ukraine. Design\approach\methodology. The study was conducted by interviewing educators through Google forms. Most of the questions contained a 10-step scale. In processing the data, all respondents’ answers were grouped into 5 categories: "yes", "more likely to", "more likely not", "no", "don’t know/it’s hard to say". The survey was attended by 3,209 teaching staff from general secondary education institutions from all regions of Ukraine, 45% from urban areas, 55% from rural areas; among which 92% were women and 8% were men. Results. Among the results, researchers highlighted the difficulties and fears of educators caused by the pandemic. The fears and complexities of the profession were distributed as follows. 1. The fear of getting infected (infecting family members) is common to 78.2% of the surveyed. 40.9% of the interviewed felt this fear to the greatest extent. However, 9.3% found those fears irrelevant. 2. Problems associated with the use of ICT in educational activities (lack of competence) — 53.2%. Among those, 22.2% have major difficulties and 31% have minor difficulties. Only 15.7% consider themselves fully competent. 3. 73% of educators noted difficulties in involving children in distance learning. This was the main problem for 12.8% of respondents. 4. «It is difficult to adhere to all anti-epidemic requirements in an educational institution to protect students» — 69.5% stated that this is one of the most significant problems of professional activity. 5. Emotional exhaustion, loss of emotional balance, excessive fatigue. 58.7% said that the problem was significant, of which almost 18% said it was very significant. 6. 51.1% of respondents indicated that they were unable to communicate with students' parents regarding monitoring the quality of their students' knowledge. Of these, 8.7% rated it with the highest score. 7. Health related difficulties (consequential of COVID-19). 31.2% of educators consider this problem to be relevant, while 8.9% rated it as very relevant. 30.4% of those interviewed denied the existence of such a problem. Conclusions Taking into account the results of the study, the most relevant areas in the work of the psychologists in the educational system are the following: ● prevention among educators and students of the COVID-bullying; ● working with negative emotional states of participants in the educational process and increasing their stress tolerance; ● providing socio-educational assistance to children and families in difficult life situations, and forming positive life prospects. Keywords. COVID-19 pandemic; pedagogues; social-psychological problems; fear of getting infected; emotional exhaustion
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Tomko, Megan, Amanda Schwartz, Wendy Newstetter, Melissa Alemán, Robert Nagel, and Julie Linsey. "“A Makerspace Is More Than Just a Room Full of Tools”: What Learning Looks Like for Female Students in Makerspaces." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-86276.
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Postulating that the act of making stimulates learning, a widespread effort prompted the integration of makerspaces on college campuses. From community colleges to research-based higher education institutions, large investments were and still are being made to advance the making spirit and encourage non-traditional learning in academic settings. While optimistic that students are taking advantage of the makerspace resources and are in fact learning from their experiences, there needs to be a more direct effort to understand the learning, if any, that is occurring in the makerspace. The makerspace is labeled as an open, learning environment where students are able to design, create, innovate, and collaborate [1, 2]. In response, we investigate the claims of this statement through the research question: how is learning experienced by female students in an academic makerspace? Female students in STEM, especially those engaged in makerspaces, have unique and uncharacteristic experiences that can lend way to various learning and pedagogical implications. The purpose of this paper is to highlight our methodological process for incorporating in-depth phenomenologically based interviewing and for utilizing open and axial coding methods to establish grounded theory. We interview five female students through purposeful maximum variation sampling and snowball sampling. Through a rigorous and iterative data analysis process of the ten-percent of the overall, we created a preliminary coding scheme that articulates how learning is occurring, what design skills are being learned, and what life skills are being learned. These preliminary findings show that not only are these female students learning by doing and learning how to problem solve in design, but they are also overcoming fears, developing patience, and communicating ideas in these design-oriented makerspaces.
Reports on the topic "Education. Research. Interviewing"
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Braun, Lindsay, Jesus Barajas, Bumsoo Lee, et al. Construction of Pedestrian Infrastructure along Transit Corridors. Illinois Center for Transportation, 2021. http://dx.doi.org/10.36501/0197-9191/21-004.
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The availability and quality of pedestrian infrastructure play key roles in enabling access to transit. Many transit operators face challenges in facilitating this access, however, because they lack land use authority and encounter other institutional and programmatic impediments to effecting changes in the pedestrian environment. This report identifies the barriers to pedestrian access to transit in suburban communities located in the Pace Suburban Bus service area in northeastern Illinois and suggests potential solutions to overcome these barriers. The research team led several activities to collect data, including: conducting an academic literature review; reviewing pedestrian plans, policies, and programs in the region; surveying and interviewing key stakeholders; reviewing pedestrian funding sources; surveying and conducting case studies of peer transit agencies; conducting physical audits of pedestrian infrastructure; and interviewing residents of six municipalities about their transit access experiences. Lack of adequate funding, difficulties planning across jurisdictional boundaries, and conflicts in transportation priorities are major impediments to building pedestrian infrastructure. While planners and decision-makers tend to value pedestrian planning, challenges such as funding constraints and the need to retrofit suburban infrastructure are key barriers to implementation. Peer transit agencies face similar barriers to Pace and use strategies such as plan and policy development, diverse funding opportunities, and collaborative partnerships with stakeholder agencies and advocacy groups to overcome these barriers. Transit riders generally reported positive experiences with pedestrian access to transit in their communities. Many locations had robust infrastructure, but common deficiencies included poor sidewalk connectivity, incomplete crossings, lack of lighting and transit shelters, and deficiencies in Americans with Disabilities Act (ADA) infrastructure. A suite of policy recommendations for Pace and other partners that focus on planning, policy, funding, interagency coordination, education and training, infrastructure prioritization, and transit amenities address the full range of physical and institutional barriers identified in the research.
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.
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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Kharkivska, Alla A., Liudmyla V. Shtefan, Muntasir Alsadoon, and Aleksandr D. Uchitel. Technology of forming future journalists' social information competence in Iraq based on the use of a dynamic pedagogical site. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3853.
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The article reveals scientific approaches to substantiating and developing technology to form social information competence of future Iraqi journalists based on using a dynamic pedagogical site. After pre-interviewing students of the Journalism Faculty at Al-Imam Al-Kadhim University College for Islamic Sciences in Baghdad, the authors came to the conclusion there are issues on defining the essence of social information competences. It is established that the majority of respondents do not feel satisfied with the conditions for forming these competences in the education institutions. At the same time, there were also positive trends as most future journalists recognized the importance of these professional competences for their professional development and had a desire to attend additional courses, including distance learning ones. Subsequently, the authors focused on social information competence of future journalists, which is a key issue according to European requirements. The authors describe the essence of this competence as an integrative quality of personality, which characterizes an ability to select, transform information and allows to organize effective professional communication on the basis of the use of modern communicative technologies in the process of individual or team work. Based on the analysis of literary sources, its components are determined: motivational, cognitive, operational and personal. The researchers came to the conclusion that it is necessary to develop a technology for forming social information competence of future journalists based on the use of modern information technologies. The necessity of technology implementation through the preparatory, motivational, operational and diagnostic correction stages was substantiated and its model was developed. The authors found that the main means of technology implementation should be a dynamic pedagogical site, which, unlike static, allows to expand technical possibilities by using such applications as photo galleries, RSS modules, forums, etc. Technically, it can be created using Site builder. Further research will be aimed at improving the structure of the dynamic pedagogical site of the developed technology.