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Relevant bibliographies by topics / Qualitative evaluation research

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Academic literature on the topic 'Qualitative evaluation research'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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Journal articles on the topic "Qualitative evaluation research"

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Horsburgh, Dorothy. "Evaluation of qualitative research." Journal of Clinical Nursing 12, no. 2 (May 9, 2003): 307–12. http://dx.doi.org/10.1046/j.1365-2702.2003.00683.x.

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Guenther, John, and Ian H. Falk. "Generalising from qualitative evaluation." Evaluation Journal of Australasia 21, no. 1 (March 2021): 7–23. http://dx.doi.org/10.1177/1035719x21993938.

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Evaluations are often focused on assessing merit, value, outcome or some other feature of a programme, project, policy or some other object. Evaluation research is then more concerned with the particular rather than the general – even more so, when qualitative methods are used. But does this mean that evaluations should not be used to generalise? If it is possible to generalise from evaluations, under what circumstances can this be legitimately achieved? The authors of this article have previously argued for generalising from qualitative research (GQR), and in this article, they extrapolate the discussion to the field of evaluation. First, the article begins with a discussion of the definitions of generalisability in research, recapping briefly on our arguments for GQR. Second, the differentiation between research and evaluation is explored with consideration of what literature there is to justify generalisation from qualitative evaluation (GQE). Third, a typology derived from the literature is developed, to sort 54 evaluation projects. Fourth, material from a suite of evaluation projects is drawn from to demonstrate how the typology of generalisation applies in the context of evaluations conducted in several fields of study. Finally, we suggest a model for GQE.

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Johnson, Phil. "Evaluating qualitative research: past, present and future." Qualitative Research in Organizations and Management: An International Journal 10, no. 4 (December 7, 2015): 320–24. http://dx.doi.org/10.1108/qrom-07-2015-1303.

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Purpose – The purpose of this paper is to outline certain currents in the assessment of qualitative research management and organizational research and briefly position this journal in relation to these developments. Design/methodology/approach – The argument draws upon contemporary debates about criteriology and its relation to underlying knowledge-constituting philosophical commitments that may be sometimes unnoticed. Findings – The need for a more permissive, pluralistic and reflexive approach to research evaluation that accepts difference and heterogeneity in qualitative research. Practical implications – The need for greater reflexivity on the part of research anyone evaluating research. Originality/value – The paper is of value to those who are engaged in various aspects of qualitative research evaluation either in terms of being evaluated or in terms of undertaking the evaluations.

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Machado-da-Silva, Clóvis L. "Qualitative research & evaluation methods." Revista de Administração Contemporânea 7, no. 2 (June 2003): 219. http://dx.doi.org/10.1590/s1415-65552003000200018.

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Welch, Jill K., and Michael Quinn Patton. "Qualitative Evaluation and Research Methods." Modern Language Journal 76, no. 4 (1992): 543. http://dx.doi.org/10.2307/330063.

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Correa, Fernando Peñaranda. "The Evaluation of Qualitative Research." Qualitative Inquiry 19, no. 3 (February 6, 2013): 209–18. http://dx.doi.org/10.1177/1077800412466225.

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Keen, J., and T. Packwood. "Qualitative Research: Case study evaluation." BMJ 311, no. 7002 (August 12, 1995): 444–46. http://dx.doi.org/10.1136/bmj.311.7002.444.

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Russell, C. K. "Evaluation of qualitative research studies." Evidence-Based Nursing 6, no. 2 (April 1, 2003): 36–40. http://dx.doi.org/10.1136/ebn.6.2.36.

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Boman, Jeanette, and Ronna Jevne. "Ethical Evaluation in Qualitative Research." Qualitative Health Research 10, no. 4 (July 2000): 547–54. http://dx.doi.org/10.1177/104973200129118633.

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Rupp, William T. "Qualitative Evaluation and Research Methods." Journal of Business Research 30, no. 2 (June 1994): 197–99. http://dx.doi.org/10.1016/0148-2963(94)90038-8.

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Dissertations / Theses on the topic "Qualitative evaluation research"

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Bailey, Christopher Donald. "A sentimental education : rediscovering strong evaluation in qualitative nursing research." Thesis, King's College London (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414389.

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Nyberg, Dan. "An investigation of qualitative research methodology for perceptual audio evaluation." Licentiate thesis, Luleå tekniska universitet, Medier ljudteknik och upplevelseproduktion och teater, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-17438.

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This thesis investigates whether a qualitative research method, using phenomenological interviews and analysis, can be successfully applied to perceptual audio research, a field heretofore that has mainly used quantitative methods. The method is investigated by studying the types of information elicited by the method and the information’s usefulness and relevance to the conducted study. The qualitative method is applied in three different conditions: a non-experimental condition, an experimental condition, and an experimental condition using mixed-methods. The thesis also identifies implications associated with using a qualitative method in a quantitative field of research, implications that researchers should acknowledge and consider. All scientific criteria in which the quantitative research is judged cannot directly be applied to a qualitative method. A qualitative method has to be judged on its own framework, departure points, and scientific criteria. The information elicited from the qualitative method contains information that supports known knowledge and adds new knowledge. It supplements the accessibility to the subjects’ perceptions and used methods when conducting a perceptual evaluation task. In conclusion, a qualitative research method that consists of phenomenological interviews and analyses can be successfully applied in all the tested conditions.

Godkänd; 2012; 20121119 (dannyb); LICENTIATSEMINARIUM Ämne: Ljudteknik Examinator: Biträdande professor Jan Berg, Luleå tekniska universitet Diskutant: PhD, Senior Lecturer Natanya Ford, Bucks New University, United Kingdom Tid: Fredag den 18 januari 2013 kl 13.00 Plats: L165, Musikhögskolan Piteå, Luleå tekniska universitet

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Meeks, Walter Meeks. "A Qualitative Case Study Evaluation of a Government Workforce Training and Qualification Program." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3460.

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In response to a 1993 oversight board recommendation, the U.S. Department of Energy (DOE) created a technical training and qualification program to address concerns about a shrinking workforce at defense nuclear facilities. The DOE Technical Qualification Program (TQP) applies to federal employees tasked with oversight, direction, and assistance to contractors at defense nuclear facilities. The purpose of this study was to determine the effectiveness of the TQP by ascertaining program effectiveness, program applicability, program impact on behavior and performance, and program impact on safety, from the participant perspective. Guided by Kirkpatrick's 4-level training evaluation model as the conceptual framework, this study used a goal-free evaluation approach. This program evaluation used a qualitative case study research design centered on a purposeful sample of 8 TQP participant interviews. Data were analyzed through coding and thematic analysis. Overall, TQP participants felt that the program was ineffective in preparing them for their jobs and that the applicability of the qualification requirements was low. Participants reported that the program did not improve job performance but had a positive impact on safety. Several recommendations were made to improve the program's effectiveness, including a comprehensive program evaluation and updates to training. Implications for social change include positive impacts on facility safety that may result in safer operations at DOE facilities that lead to fewer injuries to workers and the general public, and a reduced probability of release of hazardous materials to the environment. The results of this study may help site training officials improve program effectiveness and worker performance.

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Knapke, Jacqueline M., Erin N. Haynes, and Lisa M. Vaughn. "Using Qualitative Methods to Improve Physician Research Training: Understanding the Student Perspective." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/ijhse/vol4/iss1/3.

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For several decades now, physician-scientists have been referred to as an “endangered species.” Many factors have contributed to the dearth of clinical investigators, and training programs in clinical research are just one tool in a multi-pronged strategy to increase the number of successful physician-scientists working in health research. A qualitative approach that analyzes students’ educational goals and experiences can help fill the gaps in our knowledge about how best to train aspiring physician-scientists. This study was an interpretive phenomenology that evaluated the Master of Science program in Clinical and Translational Research (MSCTR) at the University of Cincinnati. The purpose of the study was to allow students to articulate their expectations, needs, and experiences in the MSCTR. The study included a group level assessment (GLA) and document review. Findings suggest several reasons students enrolled in the MSCTR, as well as some areas for improvement in the program: more physician-centered classes, a more directed curriculum, and a more cohesive course plan overall. Conclusions from these recommendations are that student perspectives can inform decisions around curricula and instructional methods in powerful ways, particularly when combined with a qualitative methodological approach. This study revealed several insights into how faculty and administrators can more effectively train physicians in research methodology. Training should be as applied and relevant as possible to make it directly applicable to clinical practice. This goal could be enhanced if classes – particularly statistics classes – were more physician-oriented. The curriculum of a clinical research training program for clinicians should be clear and directed, but with some flexibility and space within the curriculum for classes within areas of specialization. Collaboration should be integrated throughout, and courses should follow a logical, interconnected sequence.

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Liao, Hongjing. "Reporting Credibility in Educational Evaluation Studies that Use Qualitative Methods: A Mixed Methods Research Synthesis." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426115203.

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Christopher, Justin. "Testimony in narrative educational research: a qualitative interview, narrative analysis and epistemological evaluation." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5730.

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The purpose of this study is to assess issues that arise in the context of epistemological claims in narrative educational research by means of narrative analysis and epistemological evaluation. The research questions which guided the study were: 1) To what extent is epistemology considered by narrative educational researchers?; 2) What issues do narrative educational researchers perceive when capturing participant testimony?; 3) What procedures do narrative educational researchers carry out which assure of methodological rigor?; and 4) What additional procedures, either before, during or after a study, can narrative educational researchers carry forth to assure that the research is the most meaningful for the researcher, the participant and anyone else who reads the research study? I applied multiple methods to address these questions, narrative thematic analysis and epistemological evaluation. Research participants included four narrative educational researchers. First, based on interviews, and after two rounds of open coding, narrative thematic analysis provided several themes which emerged based on the testimony provided by the research participants. Following the creation of themes, I completed the narrative thematic analysis by discussing how participant responses fit within the themes. Second, I epistemologically evaluated the quality of narrative educational research by relying on epistemological theory and concepts found in philosophical literature. The theoretical foundation for this work arose from developments that largely build and extend from classical reductionist and nonreductionist positions on the epistemology and social epistemology of testimony. Results from the evaluation provided a mix of strengths and weaknesses epistemologically, and therefore methodologically, in narrative educational research. Positively, I found strength in the methodological approach of building a close relationship between researcher and participant, and strength is found in a level of triangulation to address validity concerns. For weaknesses, I found that too much trust is offered by the researcher to the participant, both in themselves as well as in their testimony. Relatedly, accuracy in recall from memory and the dearth of concern about truth also presented issues. I recommended that in working to assure that trust is offered and justified by both the speaker and hearer, with greater concern to accuracy and truth, testimonial beliefs are more likely to be warranted. Future studies can focus on the inclusion of teachers, students and principals to provide additional insight, and a combining of a rich conceptual framework with a rigorous analytic approach to maintain the strengths of narrative research in education while addressing the weaknesses.

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Nazari, Ahmad. "The EFL curriculum in an Iranian high school : a qualitative evaluation research approach." Thesis, King's College London (University of London), 2003. https://kclpure.kcl.ac.uk/portal/en/theses/the-efl-curriculum-in-an-iranian-high-school--a-qualitative-evaluation-research-approach(ea7f480b-10e3-41e0-ad5c-432734704564).html.

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This research is a qualitative case study of the EFL curriculum in an Iranian high school. My aim has been to understand and interpret that curriculum, and in this way, to explore some of the likely reasons for the pupils' underachievement in their communicative ability. This target is approached through the implementation of ethnographic techniques of class observation, interview, and document analysis. To delineate the areas of the research and to take account of the research context of situation, I have devised and applied an EFL curriculum evaluation frame appropriate for the study of EFL curriculum in the Iranian high school. Through this study, I have made certain 'analytical inductions' about the EFL curriculum in that high school. I have argued that we seem to need a lens, different from that of the quantitative experimental approach, so as to enable us to explore and look at the issues concerning EFL curriculum and underachievement more widely and clearly. I have also discussed that merely borrowing the concept of communicative competence is not enough to improve the pupils' ability to communicate. Certain principles and prerequisites need to be met to enhance this ability. For instance, social construction of knowledge, collaboration of the pupils on the teaching and learning processes, and their involvement in language activities can contribute to the enhancement of the pupils' communicative competence. I have also hypothesised that loosening institutional constraints and making teachers conscious of the distinction between broader and narrower concepts of communicative competence might help to operationalise broader concepts of communicative competence in the high school EFL classes. The above arguments are made through evaluation research of the EFL curriculum in a high school by demonstrating that there is rather loose congruence between the curriculum components and that relatively recent approaches to learning and teaching are not reflected appropriately in that curriculum.

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Treese, Donn. "Cross-cultural program evaluation of Nepali architecture course through qualitative research of alumni." Muncie, Ind. : Ball State University, 2009. http://cardinalscholar.bsu.edu/785.

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Ling, Zhang, Cong Wang, and Austin McCarthy. "Knowing our users and responding to their needs-The impact of research on services in two university libraries." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106105.

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In an earlier paper the authors discussed reference services in two university libraries and suggested changes to the services based on a user survey. They also quoted research into staff and student use of information resources. Although libraries have no difficulty in compiling quantitative data, the use of such qualitative research to delve beyond the statistics, in order to better understand user needs, perceptions and behaviours, is a recent development at Harbin Engineering University Library, China. However, at the Library of the University of Northumbria in England there is a long history of using research to evaluate services. This paper gives a very brief introduction to the value of qualitative re-search in evaluating services and providing a sound basis for management decisions about staffing and service delivery. Some of the methods used at the two universities are outlined. Finally, two case studies of research projects, one from each university, will be described and the extent to which they have resulted in changes to policies or practices will be examined.

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Siladi, Biserka, and n/a. "The role of non-executive directors in corporate governance : an evaluation." Swinburne University of Technology, 2006. http://adt.lib.swin.edu.au./public/adt-VSWT20060907.120343.

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Corporate governance has become an increasingly topical issue in recent years. This has been fuelled by such corporate collapses as Enron, Worldcom, Parmalat, One.Tel and HIH. The role and responsibility of the board and directors has emerged as an important issue in examining the cause of these collapses. This has created much debate on what the role of the directors is in 'directing', 'monitoring' or 'advising' a company. Research indicates that investors are prepared to a pay a premium for good governance. This raises a number of questions. What is governance? How do we determine what is good governance? What role do directors have in this? Does the company's performance improve by adopting good governance practices? There are numerous approaches to examining what makes a good board. Quantitative techniques have included the use of such measurable concepts as the number of executive and non-executive directors, directors' skill base (for example, accountancy, marketing etc) and frequency of meetings attended. Researchers have also attempted to measure board performance and effectiveness by using indicators such as share values and shareholder returns. There is a lack of qualitative research in board behaviour and effectiveness. This exploratory study adopts a qualitative approach in order to provide richer data. It uses interviews to evaluate directors' views on some aspects of corporate governance, specifically in relation to the executive and non-executive director debate. The interviews were conducted with 11 directors from a variety of organizations in the forprofit and not-for-profit sectors. Two major themes have emerged from the analysis of the interviews. Firstly, directors are traditionally considered to be responsible for maximising shareholder wealth. However, directors are now expected to broaden their responsibilities to include other stakeholders and to consider social and environmental issues in making their decisions. The findings indicate that it is now more demanding to be a director due to increased workloads arising from the regulatory and legal requirements. This has also impacted on director and board evaluations, multiple directorships and directors remuneration levels. The second major theme that emerged from this study is that directors' personal experiences did not necessarily concur with governance principles and guidelines. For example, the widely recommended method of achieving 'best practice' by having a majority of non-executive directors on a board is considered too simplistic. Further studies are required on the behavioural and personality traits, technical skills of the directors, board structure, composition and type of organization which make the best contribution to achieving boardroom effectiveness.

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Books on the topic "Qualitative evaluation research"

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Qualitative evaluation. London: Sage Publications, 1999.

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Qualitative research & evaluation methods. 3rd ed. Thousand Oaks, Calif: Sage, 2002.

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Patton, Michael Quinn. Qualitative research and evaluation methods. 3rd ed. Thousand Oaks, Calif: Sage Publications, 2002.

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Quinn, Patton Michael, ed. Qualitative evaluation and research methods. 2nd ed. Newbury Park, Calif: Sage Publications, 1990.

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Monica, Lopez, ed. Preparing literature reviews: Qualitative and quantitative approaches. 3rd ed. Glendale, CA: Pyrczak Pub., 2008.

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Grinnell, Richard M. Social work research & evaluation: Quantitative and qualitative approaches. 5th ed. Itasca, Ill: F.E. Peacock Publishers, 1997.

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How to use qualitative methods in evaluation. Newbury Park, Calif: Sage Publications, 1987.

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M, Grinnell Richard, ed. Social work research and evaluation: Quantitative and qualitative approaches. 6th ed. Itasca, Ill: F.E. Peacock Publishers, 2001.

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Kahwati, Leila C., and Heather L. Kane. Qualitative Comparative Analysis in Mixed Methods Research and Evaluation. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications, Inc., 2020. http://dx.doi.org/10.4135/9781506390239.

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Judith, Preissle, and Tesch Renata, eds. Ethnography and qualitative design in educational research. 2nd ed. San Diego: Academic Press, 1993.

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Book chapters on the topic "Qualitative evaluation research"

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Robins, Cynthia. "Qualitative Research." In Health Services Evaluation, 733–51. New York, NY: Springer US, 2019. http://dx.doi.org/10.1007/978-1-4939-8715-3_29.

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Lawless, Harry T., and Hildegarde Heymann. "Qualitative Consumer Research Methods." In Sensory Evaluation of Food, 519–47. Boston, MA: Springer US, 1999. http://dx.doi.org/10.1007/978-1-4615-7843-7_15.

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Blocks, D., C. Binding, D. Cunliffe, and D. Tudhope. "Qualitative Evaluation of Thesaurus-Based Retrieval." In Research and Advanced Technology for Digital Libraries, 346–61. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45747-x_26.

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Moed, Henk F. "Research Assessment as an Evaluation Science." In Qualitative and Quantitative Analysis of Scientific and Scholarly Communication, 89–102. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60522-7_6.

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Yardley, Lucy, Katherine Bradbury, and Leanne Morrison. "Using qualitative research for intervention development and evaluation." In Qualitative research in psychology: Expanding perspectives in methodology and design (2nd ed.)., 263–82. Washington: American Psychological Association, 2021. http://dx.doi.org/10.1037/0000252-013.

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Briedenhann, Jennifer, and Eugenia Wickens. "6. Combining qualitative and quantitative methods in evaluation-related rural tourism development research." In Methods in Development Research, 85–92. Rugby, Warwickshire, United Kingdom: Practical Action Publishing, 2005. http://dx.doi.org/10.3362/9781780440286.006.

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Sánchez-Gómez, M. C., M. V. Martín-Cilleros, and G. Sánchez Sánchez. "Evaluation of Computer Assisted Qualitative Data Analysis Software (CAQDAS) Applied to Research." In Communications in Computer and Information Science, 474–85. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20798-4_41.

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Murphy, Tara, Aileen O’Carroll, Suzanne Guerin, and Jane Gray. "Overcoming the ethical and practical challenges associated with archiving qualitative and quantitative data." In Research and Evaluation in Community, Health and Social Care Settings, 155–70. Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Routledge advances in health and social policy: Routledge, 2017. http://dx.doi.org/10.4324/9781315142920-11.

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Rivero Jiménez, Borja, David Conde Caballero, J. Jesús-Azabal, Jerónimo Luengo-Polo, Jara Bonilla-Bermejo, and Lorenzo Mariano Juárez. "Qualitative Research in Evaluation. An Usability Evaluation Protocol for the Assistant on Care and Health Offline (ACHO)." In Lecture Notes in Bioengineering, 43–53. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72567-9_5.

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Yates, Brian T. "Program evaluation: Outcomes and costs of putting psychology to work." In APA handbook of research methods in psychology, Vol 2: Research designs: Quantitative, qualitative, neuropsychological, and biological., 569–86. Washington: American Psychological Association, 2012. http://dx.doi.org/10.1037/13620-030.

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Conference papers on the topic "Qualitative evaluation research"

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Lalande, Frederic, and Craig A. Rogers. "Qualitative nondestructive evaluation research at CIMSS." In 3rd International Conference on Intelligent Materials, edited by Pierre F. Gobin and Jacques Tatibouet. SPIE, 1996. http://dx.doi.org/10.1117/12.237089.

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Shafiabady, Aida, and Shahidan M. Abdullah. "Qualitative Evaluation on Software Maintainability Prediction Models." In 2018 IEEE Student Conference on Research and Development (SCOReD). IEEE, 2018. http://dx.doi.org/10.1109/scored.2018.8711151.

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Jiao, Shuyuan, Ling Shen, and Xiuyin Chen. "Research of qualitative evaluation method of the reliability." In 2011 9th International Conference on Reliability, Maintainability and Safety (ICRMS 2011). IEEE, 2011. http://dx.doi.org/10.1109/icrms.2011.5979274.

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Sow, Diadie, Pierre Couturier, Abdelhak Imoussaten, and Jacky Montmain. "A qualitative evaluation of mechatronic concepts." In 2016 11th France-Japan & 9th Europe-Asia Congress on Mechatronics (MECATRONICS) /17th Internationall Conference on Research and Education in Mechatronics (REM). IEEE, 2016. http://dx.doi.org/10.1109/mecatronics.2016.7547139.

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Santos-Pereira, Catia, Ricardo Cruz-Correia, Antonio Carvalho Brito, Alexandre B. Augusto, Manuel E. Correia, Maria Jose Bento, and Luis Antunes. "A qualitative research evaluation of a Portuguese computerized cancer registry." In 2017 12th Iberian Conference on Information Systems and Technologies (CISTI). IEEE, 2017. http://dx.doi.org/10.23919/cisti.2017.7975827.

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Rebai, Sonia, Mohamed Naceur Azaiez, and Dhafer Saidane. "Sustainable Performance Evaluation of Banks Using a Multi-Attribute Utility Model: an Application to French Banks." In Annual International Conference on Qualitative and Quantitative Economics Research. Global Science and Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-2012_qqe58.

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Pierrejean, Benedicte, and Ludovic Tanguy. "Towards Qualitative Word Embeddings Evaluation: Measuring Neighbors Variation." In Proceedings of the 2018 Conference of the North American Chapter of the Association for Computational Linguistics: Student Research Workshop. Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/n18-4005.

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Hug, Charlotte, Nadine Mandran, Agnes Front, and Dominique Rieu. "Qualitative evaluation of a method for information systems engineering processes." In 2010 Fourth International Conference on Research Challenges in Information Science (RCIS). IEEE, 2010. http://dx.doi.org/10.1109/rcis.2010.5507385.

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Dubey, Sanjay Kumar, and Amit Mishra. "Fuzzy qualitative evaluation of reliability of object oriented software system." In 2014 International Conference on Advances in Engineering and Technology Research (ICAETR). IEEE, 2014. http://dx.doi.org/10.1109/icaetr.2014.7012813.

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Lian-Yun, Mu, and Wei Yong. "Optimizing research on credit in supportability qualitative indexes evaluation of equipment." In 2017 IEEE 2nd International Conference on Big Data Analysis (ICBDA). IEEE, 2017. http://dx.doi.org/10.1109/icbda.2017.8078758.

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Reports on the topic "Qualitative evaluation research"

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Dempsey, Terri L. Handling the Qualitative Side of Mixed Methods Research: A Multisite, Team-Based High School Education Evaluation Study. RTI Press, September 2018. http://dx.doi.org/10.3768/rtipress.2018.mr.0039.1809.

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Attention to mixed methods studies research has increased in recent years, particularly among funding agencies that increasingly require a mixed methods approach for program evaluation. At the same time, researchers operating within large-scale, rapid-turnaround research projects are faced with the reality that collection and analysis of large amounts of qualitative data typically require an intense amount of project resources and time. However, practical examples of efficiently collecting and handling high-quality qualitative data within these studies are limited. More examples are also needed of procedures for integrating the qualitative and quantitative strands of a study from design to interpretation in ways that can facilitate efficiencies. This paper provides a detailed description of the strategies used to collect and analyze qualitative data in what the research team believed to be an efficient, high-quality way within a team-based mixed methods evaluation study of science, technology, engineering, and math (STEM) high-school education. The research team employed an iterative approach to qualitative data analysis that combined matrix analyses with Microsoft Excel and the qualitative data analysis software program ATLAS.ti. This approach yielded a number of practical benefits. Selected preliminary results illustrate how this approach can simplify analysis and facilitate data integration.

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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.

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Tucker-Blackmon, Angelicque. Engagement in Engineering Pathways “E-PATH” An Initiative to Retain Non-Traditional Students in Engineering Year Three Summative External Evaluation Report. Innovative Learning Center, LLC, July 2020. http://dx.doi.org/10.52012/tyob9090.

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The summative external evaluation report described the program's impact on faculty and students participating in recitation sessions and active teaching professional development sessions over two years. Student persistence and retention in engineering courses continue to be a challenge in undergraduate education, especially for students underrepresented in engineering disciplines. The program's goal was to use peer-facilitated instruction in core engineering courses known to have high attrition rates to retain underrepresented students, especially women, in engineering to diversify and broaden engineering participation. Knowledge generated around using peer-facilitated instruction at two-year colleges can improve underrepresented students' success and participation in engineering across a broad range of institutions. Students in the program participated in peer-facilitated recitation sessions linked to fundamental engineering courses, such as engineering analysis, statics, and dynamics. These courses have the highest failure rate among women and underrepresented minority students. As a mixed-methods evaluation study, student engagement was measured as students' comfort with asking questions, collaboration with peers, and applying mathematics concepts. SPSS was used to analyze pre-and post-surveys for statistical significance. Qualitative data were collected through classroom observations and focus group sessions with recitation leaders. Semi-structured interviews were conducted with faculty members and students to understand their experiences in the program. Findings revealed that women students had marginalization and intimidation perceptions primarily from courses with significantly more men than women. However, they shared numerous strategies that could support them towards success through the engineering pathway. Women and underrepresented students perceived that they did not have a network of peers and faculty as role models to identify within engineering disciplines. The recitation sessions had a positive social impact on Hispanic women. As opportunities to collaborate increased, Hispanic womens' social engagement was expected to increase. This social engagement level has already been predicted to increase women students' persistence and retention in engineering and result in them not leaving the engineering pathway. An analysis of quantitative survey data from students in the three engineering courses revealed a significant effect of race and ethnicity for comfort in asking questions in class, collaborating with peers outside the classroom, and applying mathematical concepts. Further examination of this effect for comfort with asking questions in class revealed that comfort asking questions was driven by one or two extreme post-test scores of Asian students. A follow-up ANOVA for this item revealed that Asian women reported feeling excluded in the classroom. However, it was difficult to determine whether these differences are stable given the small sample size for students identifying as Asian. Furthermore, gender differences were significant for comfort in communicating with professors and peers. Overall, women reported less comfort communicating with their professors than men. Results from student metrics will inform faculty professional development efforts to increase faculty support and maximize student engagement, persistence, and retention in engineering courses at community colleges. Summative results from this project could inform the national STEM community about recitation support to further improve undergraduate engineering learning and educational research.

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