Academic literature on the topic 'In education in-depth interviews'

This thesis is called “Citation needed – the perceived credibility of Wikipedia among higheducation students”. The purpose of this thesis is to discover the opinions about the credibilityof Wikipedia among high education students. The assumption is that students are aware ofbeing source criticizing and do not directly cite Wikipedia in academic works. The main research question is: what are the views of the perceived credibility of theinformation on Wikipedia among high education students? The theoretical framework is made out of previous research specific related to Wikipediabut also theories around memory creation, assessment of sources and credibility. The method used is qualitative, with semi-structured interviews. The material consists ofinterviews with nine participants. Their answers are transcribed and presented in themes andthen analyzed. The main results are that the perceived credibility of the information on Wikipedia amongthe students is that it is fairly credible and their views of the encyclopedia are that it is fastupdated and neutral. They also believe that Wikipedia isn’t for academic usage so in allaspects the students do not make a thoroughly assessment of the encyclopedia’s credibility. Further implications are that Wikipedia would be ruined if anyone tried to make itacademic. Wikipedia fulfills an educational tool for the public even though it is not alwayscorrect. It is important to be reminded that Wikipedia contains errors but no other source iscompletely flawless either. In that sense it would be smarter to start a new encyclopedia, ifthere is such a need, perhaps open for professors only and would in the end only containvetted information, however mostly/only in academic fields. The length of the thesis is 56 pages in total and approximately 21 000 words. Keywords: Wikipedia, encyclopedias, source criticism, credibility, Nationalencyclopedin,students, in-depth interviews.

Masters of Science - Msc (Physiotherapy)<br>The roles of doctors and nurses in clinical supervision and clinical education are well defined in literature. However, the role of the physiotherapist in clinical education has not been clearly defined. This could be because the understanding of a clinical supervisor varies from discipline to discipline.

Cancer patients worldwide receive care from multidisciplinary teams, and patients sometimes have little or no knowledge about the different treatment options available, making communication with their care providers an important influence in how they perceive their care. Patient satisfaction with care is an important factor in determining survivorship. The increasing prevalence of cancer worldwide has become a huge public health issue. The World Health Organization has warned that the potential gains from combatting infectious diseases in Nigeria might be lost because of the increasing prevalence of cancer. The purpose of this grounded theory study was to obtain the perceptions of 30 cancer survivors in Nigeria about their care in federally funded hospitals to improve cancer care in the country. Through a constructivist grounded theory (CGT) approach, data from 30 in-depth interviews with the cancer survivors were analyzed. Data analysis included open coding, selective coding, theoretical coding, and memo writing. Three themes emerged from the data analysis: positive perception of care (P), service improvement (S), and good care experience (G), all of which were cyclically related to form the PSG substantive theory, which indicates that better health care to cancer patients will improve preventative and curative cancer care services in Nigeria. This theory was validated by relating it to 3 theories in the literature as recommended in CGT research. The implication for positive social change is that the results might provide information that can help health care professionals to improve how they communicate with, relate to, and care for cancer patients and their families in Nigeria and other countries.

Over the years the field of evaluation has developed many models for evaluating curricula. These models suggest that teachers ought to be concerned about testing and measurement, technical quality, objectives, equity, and the views of stakeholders (Guba & Lincoln, 1989). The curriculum and teacher change literatures (Doyle & Ponder, 1977; Fullan, 1982; Hawthorne, 1992), on the other hand, have suggested that teachers are guided by a different set of concerns: student learning and classroom management, the amount of work involved, the pressure and support provided, the fit of the new curriculum with the teacher's system of beliefs, its clarity and explicitness, and so forth. Those studies, however, were based on curriculum innovations which were developed outside the school and implemented from the top-down. The purpose of the present study was to investigate the evaluative framework teachers used when they evaluated a curriculum developed within their own department. Focused interviews were conducted with six high school mathematics teachers. The teachers had been involved to varying degrees in the development of their own Pre-algebra course in which they replaced the textbook with an activity-based curriculum. The study found that the teachers, in general, considered those criteria suggested by the change literature to be of greater importance for evaluation than those suggested by the evaluation literature. The study also found that the teachers' views of the importance of the individual evaluation criteria was not uniform, but that the teachers' views were mediated by the degree to which they had participated in the development of the curriculum. A model of the teachers' evaluative framework was developed, but further research is needed to illuminate the role of the teacher participation. This study is of particular interest to those concerned with curriculum development, implementation, and evaluation.

Industrial Design in China seldom addresses the issue of sustainability in mass production. Failure to incorporate sustainable design as a core principle will result in long term environmental and economic loss for both business and society. This research studies the current Industrial Design educational system in Mainland China and proposes a new educational framework to engage sustainability as a design objective. This study adopts the philosophical perspectives of constructivism, sustainable design theory, critical pedagogy, and systems thinking. Literature related to sustainability is collected and organized and overlaid with educational constraints identified through the interviews with educators, students, and practitioners of Industrial Design in four major cities of Mainland China. Using the grounded theory approach, from these two sources a new educational framework is proposed. The educational framework categorizes courses in a four year undergraduate Industrial Design educational program into four domains: ecological literacy, artistic, technological, and professional. Suggestions for the appropriate timeline, content, and pedagogical approaches for curriculum are also provided. The proposed framework was then critically reviewed Chinese educators that served as feedback for the final proposition.<br>Ph. D.

Education in conflict settings is a new field of inquiry and there is a paucity of research about this topic as regards the education of children with disabilities. This qualitative study set out to gain insight into how children with disabilities are educated in the conflict setting of Uganda and how it could be improved. This study used a critical, constructivist and grounded research style to generate data. It was critical because its aims and questions focused on addressing the injustices experienced by children with disabilities. It was constructivist as both the participants and myself co-constructed knowledge. It also had some grounded theory features such as emergence and iteration in its methods and tools. For instance, it had three distinct but interrelated stages. The first stage involved an exploratory study which used online methods to gather data from 27 participants who had lived or worked in Uganda. The second stage was an experiential study in two sites in Uganda which used observation and interview methods to collect data from 35 participants. The third and final stage synthesised significant codes and memos constructed from the exploratory and experiential stages into a theory of education. There were four main findings in this study. First, it revealed the nature and extent of the challenges faced by all children living in conflict settings: forced displacement, dehumanisation, rampant poverty and weakened leadership. Second, it discovered that disabled people experienced rejection in their communities and invisibility in the provision of services such as education. Whilst these practices prevailed in non-conflict situations, they were intensified in conflict settings and were counter to the African beliefs on what it meant to be human and live in a community. Third, education in Uganda was likened to disabled people and considered 'creeping' or 'crippled' because of demotivated teachers, disengaged parents, ailing infrastructure and decreasing quality. Fourth and last, participants had visions of educational change which involved modifying it and transforming it into an education that develops conscience in children, reinforces hope and widens opportunities. This research made the following original contributions: generating original data, conceptualising Africanised interviews, and constructing a theory of Africanising education. According to my knowledge I could claim originality to this study in that by 2012, no other study had generated original data on the interfaces between education, disability and conflict in Northern Uganda using a critical, constructivist, and grounded research style. In addition, this research style led to the emergence of Africanised interviews: interviews embedded in the customs and practices of the African people. Importantly, this study led to the construction of a theory which contained critical knowledge on how Africanisation could be thought of and brought about in the setting. Africanisation was understood as the process of using African philosophies such as 'ubuntu' and communalism to transform the 'creeping' education system, reform the colonial curriculum, renew teacher professionalism, mend communities, and re-humanise the relationships between disabled and non-disabled people. Africanisation also entailed decolonising scholarship and this involved quoting African scholars and exposing their philosophies which had been marginalised by Western scholars.

Bibliography: pages 146-160.<br>This study examines haw teachers at two former white Model C schools construct educational changes rhetorically. The discourse analytic approach of Wetherell and Potter (1992) is employed to interpret interview texts in which teachers talk about desegregation, school governance and finance. Specific constructions of 'race ', culture and language and their function as signifiers of sameness, difference and otherness are critically discussed. Two interpretative repertoires are identified. Good Educational Practice contains the concepts of standards, values and naturalness. It is demonstrated how these are used as argumentative strategies to contain and restrict changes taking place at the schools. Managerialism draws on financial and business principles such as entrepreneurship and efficiency to propose a particular view of how educational change should be managed. Connections are made between the effects of these discursive constructions and social practices at the school.