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Books on the topic 'Focus group interviews'

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Published: 4 June 2021
Last updated: 25 January 2023

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1

J, Hayes Thomas, and Tatham Carol B, eds. Focus group interviews: A reader. 2nd ed. Chicago, Ill: American Marketing Association, 1989.

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2

1947-, Schumm Jeanne Shay, and Sinagub Jane M, eds. Focus group interviews in education and psychology. Thousand Oaks: Sage Publications, 1996.

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3

Siri, Lynn, Potts Deborah, and Fraley Gregg, eds. Moderating to the max: A full-tilt guide to creative, insightful focus groups and depth interviews. Ithaca, NY: Paramount Market Pub., 2003.

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4

Gill, Julian. The other side of the coin: An unauthorized & unsanctioned collection of Kiss related interviews, articles, and focus additions. San Francisco, CA: KISSFAQ.com, 2007.

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5

Gill, Julian. The other side of the coin: An unauthorized & unsanctioned collection of Kiss related interviews, articles, and focus additions. San Francisco, CA: KISSFAQ.com, 2007.

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6

Gill, Julian. The other side of the coin: An unauthorized & unsanctioned collection of Kiss related interviews, articles, and focus additions. San Francisco, CA: KISSFAQ.com, 2007.

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7

Thein, Win. Online Focus Group Interviews: Understanding the Impact of the COVID-19 Pandemic on Final-Year Medical Students. 1 Oliver’s Yard, 55 City Road, London EC1Y 1SP United Kingdom: SAGE Publications, Ltd., 2022. http://dx.doi.org/10.4135/9781529603521.

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8

Hagen, Jan L. Another perspective on welfare reform: Conversations with mothers on welfare. Albany, N.Y: Nelson A. Rockefeller Institute of Government, State University of New York, 1994.

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9

Aubel, Judi. Guidelines for studies using the group interview technique. Geneva: International Labour Office, 1994.

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10

Harrell, Margaret C. Data collection methods: Semi-structured interviews and focus groups. Santa Monica, CA: RAND, 2009.

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11

1965-, Bradley Melissa, ed. Data collection methods: Semi-structured interviews and focus groups. Santa Monica, CA: RAND, 2009.

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12

Katz-Buonincontro, Jen. How to interview and conduct focus groups. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000299-000.

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13

The focus group: A strategic guide to organizing, conducting and analyzing the focus group interview. Chicago, IL: Probus Pub., Company, 1994.

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14

Ford, Reuben. Residential strategies in later life: Focus group and interview study results. London: King's College, 1993.

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15

Ford, Reuben. Residential strategies in later life: Focus group and interview study results. London: King's College, London, Department of Geography, 1993.

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16

Merton, Robert King. The focused interview: A manual of problems and procedures. 2nd ed. New York: Free Pree, 1990.

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17

Finn, Tania. A preliminary evaluation of a centre-based training programme for individuals who experience Asperger's Syndrome: Use of a focus group interview. (s.l: The Author), 1999.

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18

Catherine, Pope, and Mays Nicholas, eds. Qualitative research in health care. 2nd ed. London: BMJ books, 1999.

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19

Nicholas, Mays, and Pope Catherine, eds. Qualitative research in health care. London: BMJ, 1996.

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20

Hayes, Thomas J. Focus Group Interviews: A Reader. 2nd ed. Amer Marketing Assn, 1990.

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21

Sinagub, Jane M., Jeanne Shay Schumm, and Sharon Vaughn. Focus Group Interviews in Education and Psychology. SAGE Publications, Incorporated, 1996.

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22

Sinagub, Jane M., Sharon R. Vaughn, and Jeanne Shay Schumm. Focus Group Interviews in Education and Psychology. SAGE Publications, Incorporated, 2012.

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23

Robinson, Judith L. Individual versus group interviews: Is there a "group difference" in focus group research? 1991.

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24

Citizenship, Ontario Ministry of, ed. How to plan and organize a focus group for seniors: A guide for staff and volunteers working with older adults. Toronto: Queen's Printer, 1995.

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25

Mary, Maddox, and Educational Resources Information Center (U.S.), eds. Using focus group interviews as a continuous and cumulative measure of the effects of school restructing and reform. Seattle, WA: Washington Research Institute, 1997.

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26

Halperin, Sandra, and Oliver Heath. 12. Interviewing and Focus Groups. Oxford University Press, 2017. http://dx.doi.org/10.1093/hepl/9780198702740.003.0012.

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This chapter considers different types and forms of interviewing, including focus groups, and how they should be conducted. Interviews are a popular method of data collection in political research. They share similarities with surveys, but these similarities relate mostly to structured interviews. The chapter focuses on semi-structured interviews, including focus groups, the emphasis of which is to get the interviewee to open up and discuss something of relevance to the research question. After describing the different types and forms of interview, the chapter explains how interview data can be used to confirm or disconfirm a hypothesis or argument. It also shows how to plan and carry out an interview and how the type and wording of questions, as well as the order in which they are asked, affect the responses you get. Finally, it examines the interviewing skills that will ensure a more successful outcome to an interview.
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27

Wagner, Mary M. A Focus Group Interview Manual. Office of Library Personnel, 1994.

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28

Kamberelis, George, and Greg Dimitriadis. Focus Groups: From Structured Interviews to Collective Conversations. Taylor & Francis Group, 2013.

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29

Kamberelis, George, and Greg Dimitriadis. Focus Groups: From Structured Interviews to Collective Conversations. Taylor & Francis Group, 2013.

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30

Focus Groups: From Structured Interviews to Collective Conversations. Taylor & Francis Group, 2013.

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31

Kamberelis, George, and Greg Dimitriadis. Focus Groups: From Structured Interviews to Collective Conversations. Taylor & Francis Group, 2013.

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32

Kamberelis, George, and Greg Dimitriadis. Focus Groups: From Structured Interviews to Collective Conversations. Taylor & Francis Group, 2013.

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33

Opinions and attitudes toward the James C. Hormel Gay & Lesbian Center of the San Francisco Public Library: Results from focus group interviews with donors and gay men/lesbians. San Francisco, Calif: The Henne Group, 1995.

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34

Katz-Buonincontro, Jen, and Arthur M. Nezu. How to Interview and Conduct Focus Groups. American Psychological Association, 2022.

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35

Templeton, Jane Farley. The Focus Group: A Strategic Guide to Organizing, Conducting and Analyzing the Focus Group Interview. McGraw-Hill, 1996.

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36

Dewar, Jacqueline M. Evidence: From Interviews, Focus Groups, and Think-Alouds. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198821212.003.0007.

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Chapter 6 gives detailed instructions for gathering evidence through focus groups, interviews, and think-alouds. When seeking to answer questions about science, technology, engineering, or mathematics (STEM) student thinking, motivation, attitudes, or underlying reasons for certain behaviors, a scholarship of teaching and learning (SoTL) investigator should consider using one or more of these methods even though they may be unfamiliar. Numerous examples are given of studies of student learning in science, engineering, and mathematics that employed these methods. The investigator is advised to select a method that is appropriate for the type of research question—What works? What is? What could be? The chapter closes with a discussion of the key role that student voices play in SoTL, including the positive outcomes resulting from several projects that engaged students as co-investigators or provided undergraduate research experience in pedagogical research.
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37

Ball, David. How to Do Your Own Focus Groups: A Guide for Trial Attorneys. Natl Inst for Trial Advocacy, 2000.

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38

Grudzinskas, Gary. The show must go on: A focus group interview on television production anxiety. 1993.

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39

E, Hange Jane, and Educational Resources Information Center (U.S.), eds. Concerns about and effective strategies for inclusion: Focus group interview findings from Kentucky teachers. [Washington, D.C.?]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1997.

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40

E, Hange Jane, and Educational Resources Information Center (U.S.), eds. Concerns about and effective strategies for inclusion: Focus group interview findings from Tennessee teachers. [Washington, D.C.?]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.

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41

Glen, Allen, Hange Jane E, and Educational Resources Information Center (U.S.), eds. Teacher perceptions of and strategies for inclusion: A regional summary of focus group interview findings. Charleston, W. Va: Appalachia Educational Laboratory, 1996.

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42

Gallagher, Sally K. Growing. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190239671.003.0005.

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Chapter 5 explores how new members and regular attenders think about the process of spiritual growth. Based on both focus group interviews with current members and regular attenders, as well as personal interviews with those who are considering or recently joined, we assess how women and men define, envision, and experience the process of growth differently across congregations. Across congregations, spiritual growth involves both increasing understanding of the language and story of one’s faith, as well as increasing facility in the practices in which believers engage. Our observations and conversations within these congregations point to the additional salience of the body and embodied practice in ordinary, lived and corporate expressions of faith.
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43

Tran, Thanh V., Tam Nguyen, and Keith Chan. Adopting or Adapting Existing Instruments. Oxford University Press, 2018. http://dx.doi.org/10.1093/acprof:oso/9780190496470.003.0003.

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Cross-cultural translation is one of the major tasks in cross-cultural research. The task of translation becomes more challenging when an instrument is translated into two or more target languages simultaneously, especially with the translation of special constructs. This chapter (1) reviews existing cross-cultural translation approaches and offers the reader with practical guidelines; (2) presents a multilevel translation process encompassing back translation, expert evaluation, cognitive interviews, focus group evaluation, and field evaluation; and (3) offers a guide for best practices in selecting translators to perform cross-cultural translation.
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44

Mvula, Peter, and Wapulumuka Mulwafu. Intensification, Crop Diversification, and Gender Relations in Malawi. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198799283.003.0007.

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In this chapter a variety of methods were used to collect data to study smallholders in Malawi. The surveys were complemented by a set of qualitative interviews to establish gender dynamics in agriculture and for livelihoods. Key informant interviews were conducted with agricultural personnel in the sampled districts and focus group discussions were held with some farmers. For a bigger picture of the agricultural policies and practices, the study relied on a review of key documents and publications by government and other agencies implementing agricultural programmes in the country. Descriptive statistics demonstrate that a shift from maize and tobacco to Irish potatoes, groundnuts, and soya beans in the areas under study has provided an opportunity for smallholder farmers to diversify and increase production and thus improve their livelihoods. Another noticeable change has been the increased participation of women in the production and marketing of crops.
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45

Ahlgren, Angela K. Taiko Scenarios. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199374014.003.0003.

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The Minneapolis-based taiko group Mu Daiko challenges notions of Minnesota as uniformly white and ideas about Asian America as a coastal phenomenon. The chapter uses ethnographic interviews, participant observation, and performance analysis to argue that taiko outreach (low-tech engagements, often with an educational aim) creates familiar scenarios that reveal pervasive racial attitudes toward Asian Americans. Building on Diana Taylor’s “scenarios of discovery,” the chapter demonstrates the ways taiko outreach sometimes reinforces the idea that Asians are perpetual foreigners, while at other times they create opportunities for meaningful connections between performers and audiences. A focus on the group’s Korean American adoptee members prompts a challenges easy definitions of Asian America and the Midwest and highlights Minnesota as a key site for Asian American cultural production.
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46

Hisama, Ellie M. Improvisation in Freestyle Rap. Edited by Benjamin Piekut and George E. Lewis. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199892921.013.24.

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This chapter explores the process of improvisation by emcees in freestyle, or improvised, rap. Drawing on interviews with and writings by freestyle practitioners as well as on recent scholarship in linguistic anthropology, social psychology, and sociology, it argues that freestyle is an everyday activity and a fundamentally social act. The chapter examines a recent study that uses functional magnetic resonance imaging (fMRI) to measure cognitive activity of improvising emcees, and it suggests that the study’s physical constraints on the emcees, its focus on emcees in isolation rather than on those improvising in a cipher (a group of people who take turns improvising rhymes), and its lack of attention to the effects of gender, race, ethnicity, and other identifications on freestyle performance limit the force of its conclusions.
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47

Harrod, Molly, Sanjay Saint, and Robert W. Stock. Teaching Inpatient Medicine. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190671495.001.0001.

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Each year, roughly 18,000 medical students graduate from 170 plus medical schools in the United States. Nearly all of these graduates will continue their medical education at one of the more than 1,000 teaching hospitals across the country. Because of the reduction in the resident work week and the more recent intern shift cap, medical education on the wards must be high yield. This educational responsibility falls on the shoulders of attending physicians, few of whom have had formal education in teaching. This book utilized an in-depth exploratory, qualitative approach to uncover how a group of attendings, identified as experts in the field of medical teaching, construct learning environments that promote team-based learning while delivering high-quality patient-centered care. We observed attendings with their teams on rounds and conducted interviews and focus groups with the attendings and current and former learners in order to obtain multiple perspectives on what makes an attending a great teacher and clinician. Using real examples derived from the inpatient teaching environment, this book will provide readers with strategies they can modify and incorporate into their own teaching repertoire, including how to utilize the expertise of other allied health professionals and involve the patient in the teaching process.
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48

Adsul, Prajakta, and Purnima Madhivanan. Assessing the Community Context When Implementing Cervical Cancer Screening Programs. Edited by David A. Chambers, Wynne E. Norton, and Cynthia A. Vinson. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190647421.003.0032.

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This case study demonstrates the use of qualitative, community-based, participatory research to understand the context in which cervical cancer screening programs are implemented in rural India, thereby enabling not just successful implementation but also future sustainability of the program in the community. A series of studies were undertaken to understand the cervical cancer screening program in its current state and provide information for the implementation of future programs. These studies included (1) qualitative interviews with physicians delivering cervical cancer care in the private and public sector, (2) focus group discussions with health workers in primary health care clinics, and (3) photovoice study with women residing in the communities. Study findings helped identify elements of the social and cultural context of rural communities, thereby providing a rich understanding of factors influencing of cervical cancer screening that can be integrated into pre-intervention capacity development in the future.
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49

Baron, Alan, John Hassard, Fiona Cheetham, and Sudi Sharifi. Inside the Compassionate Organization. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198813958.001.0001.

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The literature on management and organization studies suggests the time is right for a focus on ‘care and compassion’. The aim of this book is to answer this call by examining the cultural changes found within a particular ‘compassionate organization’—an English hospice—from its altruistic beginnings to the more professionalized culture of today. The study seeks to understand how its members identify or fail to identify with an organization where issues of life and death take centre stage and explores some of the problems the Hospice faces regarding its representation in society. These strands are then drawn together to consider the interrelationships between culture, identity, and image in the organization. An ethnographic approach—including participant observation, extended interviews, and group meetings—was used to study this organization over a period of almost two years. This enabled the production of a nuanced, sensitive, and holistic interpretation of the case study Hospice as inferred from the views of both insiders and outsiders. The findings shed new light on the literature in management studies by proposing a view of culture as a sense-making context that facilitates group socialization underpinning a sense of personal and organizational identity. The study suggests a link between culture and group identification, making discussions about culture almost inseparable from those around identity. With regard to identity and image, however, the study suggests a dynamic and iterative relationship with a continuous flow between interpretation and reinterpretation influenced by the all-pervading cultural context.
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50

Olejnik, Iwona, ed. Qualitative and quantitative methods in sustainable development. Wydawnictwo Uniwersytetu Ekonomicznego w Poznaniu, 2021. http://dx.doi.org/10.18559/978-83-8211-072-2.

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Systematic research and comprehensive analyses allow to monitor the implementation of the sustainable development goals. Obviously, when you are interested in the selected issue of sustainable development, it is worth using data from the secondary sources in the first place. This e-book presents a few selected methods that will allow you to answer the questions: how to gather data and how to analyse them? Among the data collection methods presented in this book, we have chosen both: qualitative, in particular focus group interview, and quantitative—based on a questionnaire. In terms of data analysis methods, we present three methods: factor analysis, structural equation modelling and data envelopment analysis. The examples presented in this book relate to sustainable development, for example: sustainable consumption, ecological culture, better nutrition, agricultural development and many more. The book consists of five chapters. Chapter 1 “Qualitative methods” presents the issues concerning the methodology of qualitative research, designing a focus group interview, conducting a focus group interview and analysis of qualitative data using the CAQDAS programs. The main goal of Chapter 2 titled “Quantitative methods” is to exhibit the basics of survey research that can be used in analyses of sustainable development. In particular, this part presents the measurement levels, questionnaire design, population and sample, and the ways of presenting the results of quantitative research. Chapter 3 “Factor analysis in sustainable development research” describes the basic theoretical aspects of factor analysis. The second part of this chapter presents an example of the use of this method in research on sustainable consumption. The last part of this chapter presents case study of the use of factor analysis in research on managers’ ethics in retail industry. Chapter 4 titled “Structural equation modelling in sustainable development research” is dedicated to the structural equation modeling methods applied to solve sustainable development research problems. A structural equation model is an abstraction of reality, and the researcher's job is to build a model that approximates that reality as closely as possible. And the aim of Chapter 5 “Data envelopment analysis methods in sustainable agricultural development research” is to determine the relative technical efficiency of representative agricultural farms from the individual European Union countries.
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