Relevant bibliographies by topics / Qualitative-quantitative Research

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Qualitative-quantitative Research'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Qualitative-quantitative Research"

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Bassett, Chris, Jane Bassett, and Judith Tanner. "Quantitative and Qualitative Research." British Journal of Perioperative Nursing (United Kingdom) 13, no. 3 (March 2003): 116–17. http://dx.doi.org/10.1177/175045890301300303.

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The two previous parts of this research series looked at the reasons for creating a research basis for nursing and considered the benefits that may be achieved for the patient by using research to support nursing practice. This article discusses the next thing that helps the nurse understand research application better - an appreciation of the differences between quantitative and qualitative research. These similar sounding terms describe the two overarching approaches to research, designed to explore two very different aspects of healthcare.
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Ramer, Leah. "Quantitative Versus Qualitative Research?" Journal of Obstetric, Gynecologic & Neonatal Nursing 18, no. 1 (January 1989): 7–8. http://dx.doi.org/10.1111/j.1552-6909.1989.tb01609.x.

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Caelli, Kate. "Quantitative and Qualitative Research." Journal of Wound, Ostomy and Continence Nursing 29, no. 2 (March 2002): 74–75. http://dx.doi.org/10.1097/00152192-200203000-00006.

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Ranscombe, Peter. "Valuing qualitative alongside quantitative research." Lancet Neurology 19, no. 4 (April 2020): 295–96. http://dx.doi.org/10.1016/s1474-4422(19)30085-7.

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Maddux, Cleborne D. "The Qualitative/Quantitative Research Debate:." Computers in the Schools 7, no. 3 (November 21, 1990): 35–46. http://dx.doi.org/10.1300/j025v07n03_04.

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Walle, Alf H. "Quantitative versus qualitative tourism research." Annals of Tourism Research 24, no. 3 (January 1997): 524–36. http://dx.doi.org/10.1016/s0160-7383(96)00055-2.

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Bockmon, Deborah Flournoy, and Doris Johnston Riemen. "Qualitative versus quantitative nursing research." Holistic Nursing Practice 2, no. 1 (November 1987): 71–76. http://dx.doi.org/10.1097/00004650-198711000-00011.

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Barczak, Gloria. "Publishing Qualitative versus Quantitative Research." Journal of Product Innovation Management 32, no. 5 (July 26, 2015): 658. http://dx.doi.org/10.1111/jpim.12277.

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Lakshman, M., Leena Sinha, Moumita Biswas, Maryann Charles, and N. K. Arora. "Quantitative Vs qualitative research methods." Indian Journal of Pediatrics 67, no. 5 (May 2000): 369–77. http://dx.doi.org/10.1007/bf02820690.

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Olmsted, A. D., Robert P. Gephart, Jaber Gubrium, George W. Noblit, and R. Dwight Hare. "Ethnostatistics: Qualitative Foundations for Quantitative Research." Contemporary Sociology 18, no. 6 (November 1989): 962. http://dx.doi.org/10.2307/2074243.

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Dissertations / Theses on the topic "Qualitative-quantitative Research"

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Marek, Greta I., P. Neal, A. Roache, and B. Crouch. "Panel participation on 2015 Quantitative and Qualitative Research." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/8405.

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Denenholz, Laura. "Qualitative and Quantitative Method Comparison in Animal-Assisted Therapy Research." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/232.

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While there have been many presentations and anecdotal evidence in support of AAT, quantitative empirically validated studies are very limited. Without quantitative empirical studies to support the effectiveness of AAT, it remains an unproven complement to traditional physical and psychotherapeutic practices (Kruger & Serpell,2010). The value and importance of non-empirical literature on AAT,including therapists’ observations, various author’s personal experiences, and unstructured interviews with patients, will be explored in the next section. Empirical literature on AAT, including scientific experiment and controlled research studies, will also be addressed. Finally, a conclusion providing ideas for future directions in research in this discipline will be presented.
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Smith, Kerry, and Ross Harvey. "Is there a role for professional associations in fostering research?" School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105862.

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Throughout the world professional associations in librarianship place considerable emphasis on the professional credentialing of their members. This normally means that educational and training courses of study offering a first professional qualification take up much of this activity. Since this first professional qualification does not normally require emphasis on the research process, but rather in obtaining the required skills and knowledge in order to practice librarianship, it is little wonder that the role of research in the pro-fession has not always been openly encouraged by its associations. Nevertheless, there is evidence that some associations are realizing that research and the research process needs to be better recognized, particularly as library professionals are increasingly undertaking higher level qualifications which include a research com-ponent. Yet if a research qualification is not always necessary for recognition as a professional librarian, the question needs to be asked: why should librarians bother to undertake the rigours of study to achieve it? The paper will discuss the importance or otherwise of research and its processes in the profession of librarianship and consider the role of the professional association in recognizing, enabling and promoting a research cul-ture amongst qualified professionals. The paper will particularly address the Australian context.
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Baranowska-Rataj, Anna, Anna Matysiak, and Monika Mynarska. "Does Lone Motherhood Decrease Women's Happiness? Evidence from Qualitative and Quantitative Research." Springer Nature, 2014. http://dx.doi.org/10.1007/s10902-013-9486-z.

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This paper contributes to the discussion on the effects of single motherhood on happiness. We use a mixed-method approach. First, based on indepth interviews with mothers who gave birth while single, we explore mechanisms through which children may influence mothers' happiness. In a second step, we analyze panel survey data to quantify this influence. Our results leave no doubt that, while raising a child outside of marriage poses many challenges, parenthood has some positive influence on a lone mother's life. Our qualitative evidence shows that children are a central point in an unmarried woman's life, and that many life decisions are taken with consideration of the child's welfare, including escaping from pathological relationships. Our quantitative evidence shows that, although the general level of happiness among unmarried women is lower than among their married counterparts, raising a child does not have a negative impact on their happiness.
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Schulze, S., and G. Kamper. "The use of mixed methods as reflected in two eminent South African educational research journals." Journal for New Generation Sciences, Vol 10, Issue 1: Central University of Technology, Free State, Bloemfontein, 2012. http://hdl.handle.net/11462/603.

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The epistemological and ontological orientations relevant for this research are positivism, interpretivism and pragmatism. These paradigms of inquiry are associated with quantitatively oriented research traditions, qualitatively oriented research traditions and mixed methods research respectively. Researchers who use mixed methods build on the strengths of quantitative and qualitative methods and minimize their weaknesses. Since educational research is primarily evidence-based, the aim of the study was to explore the extent to which mixed methods research was reflected in two eminent South African educational research journals during the 11 year period, 2000 to 2010. To this end 1392 articles were analysed. Of the research articles published in the two journals, 17.8% and 15.1% respectively reported on the use of mixed methods. Quantitative methods dominated between 2000 and 2002, followed by a paradigm war in 2003 to 2007, and mainly qualitative methods from 2008 onwards. Mixed methods research was mostly used in the educational domains of didactics (inclusive of curriculum studies), management and social studies. The most dominant themes investigated in these fields were related to curricula and the NQF/OBE, transformation, staff diversity, e-learning and other teaching methods. The need to develop mixed methods research in all branches of social research in South Africa is indicated.
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Conradie, Aletta. "Barriers to clinical research in Africa, a quantitative and qualitative survey of 27 African countries." Master's thesis, Faculty of Health Sciences, 2019. http://hdl.handle.net/11427/31490.

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Background There is a need for high quality research to improve perioperative patient care in Africa. The aim of this study was to understand the particular barriers to clinical research in this environment. Methods Electronic survey of African Surgical Outcomes Study (ASOS) investigators, including 29 quantitative Likert scale questions and eight qualitative questions with subsequent thematic analysis. Protocol compliant and non-compliant countries were compared according to the WHO statistics for research and development, health workforce data and world internet statistics. Results Responses were received from 134/418 invited researchers in 24/25 (96%) participating countries, and three non-participating countries. Barriers included the lack of a dedicated research team (47.7%), reliable internet access (32.6%), staff skilled in research (31.8%) and team commitment (23.8%). Protocol compliant countries had significantly more physicians per 1000 population (4 vs 0.9 p<0.01), internet penetration (38% vs 28% p=0.01) and published clinical trials (1461 vs 208 p<0.01) compared to non-compliant countries. Facilitators of research included establishing a research culture (86.9%), simple data collection tools (80%) and ASOS team interaction (77.9%). Most participants are interested in future research (93.8%). Qualitative data reiterated human resource, financial resource, and regulatory barriers. However, the desire to contribute to an African collaboration producing relevant data to improve patient outcomes, was expressed strongly by the ASOS investigators. Conclusions: Barriers to successful participation in ASOS related to resource limitations and not the motivation of clinician investigators. Practical solutions to individual barriers may increase the success of multi-centre perioperative research in Africa.
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Barnett, Inka. "Physical activity and the transition to retirement : combining quantitative and qualitative research methods." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648141.

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James, Elizabeth Ann. "A QUALITATIVE AND QUANTITATIVE STUDY OF REQUIRED INTERNSHIPS: THE STUDENTS’ PERSPECTIVE." UKnowledge, 2018. https://uknowledge.uky.edu/epe_etds/60.

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Internships are increasingly popular in higher education (Coco, 2000; Divine et al., 2007). One reason for the increase is the benefits, both perceived and documented, associated with them (Divine et al., 2007). In addition to offering internships as electives, some programs have even begun requiring them of all students (Klein & Weiss, 2011). The policy change from elective to required internships has been evaluated very little, if at all, even though mandatory internships result in a substantial increase in cost and commitment for the departments that implement them (Divine et al., 2007). This study analyzed survey and interview data from students (past and present) who participated in a required internship through an Equine Science and Management degree program at a major land grant institution that adopted a mandatory internship requirement in 2007. The intent of the study was to deepen the understanding of the effects of a mandatory internship policy in higher education from the students’ perspective. Specifically of interest were the benefits students gain from participating in mandatory internships, their perception of the mandatory internship policy, and whether the primary reason students participated in an internship influenced the experience. A mixed-methods approach was used to identify statistically significant results and provide an in-depth understanding of the results. This study revealed that the vast majority of students who participated in a mandatory internship recognized a variety of benefits from it, viewed the experience as beneficial, and supported the policy of requiring internships. It was demonstrated that mandatory internships can empower students and aid in their professionalization. Participants also credited their internship more than their overall undergraduate experience for better preparing them at several important career skills including problem solving, job interviewing, networking, resume writing, oral presentation, interpersonal communication, and written communication. Furthermore, this study identified several statistically significant relationships between the primary reason students participated in an internship and how beneficially they view it, how much they believe it contributed to their current job, and how well it prepared them at specific career skills. The results of this study provide insight into the benefits of a mandatory internship policy from the students’ perspective.
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Wong, Kit Pui. "The implementation of ICT in primary schools in Hong Kong : perspectives from school heads and teachers." Thesis, University of Leicester, 2005. http://hdl.handle.net/2381/7672.

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In recent years, the use of Information and Communications Technology (ICT) in education has become a widely discussed issue. This paper starts with a brief examination of the relationship of political changes to the rapid educational reforms in recent years, including the school-level implementation of ICT. Specifically, the implementation of ICT in Hong Kong primary schools is investigated. Primary data are collected from school heads and teachers while secondary data are collected from the scholarly literature. In addition, supplementary data were collected for comparison from several areas in the UK. A number of research questions are proposed for the study, including the potential benefits and shortcomings of ICT in education, the difficulties of ICT implementation, and the relative cost effectiveness of ICT. Quantitative and qualitative methods emerged from the different research paradigms of positivism and interpretivism. Both are discussed in the research design chapter. A mixed-method approach was selected for the entire research project. Under this approach, quantitative data were collected through survey techniques and qualitative data were collected through in-depth interviewing. These two data collection processes were undertaken independently. The design and application of data collection for both categories of data are discussed at length. Eventually, 681 questionnaires and 17 interviews were analysed. The findings were consolidated and triangulated when possible, and are discussed in the concluding chapter. Throughout the study, responses to several important issues, including workload, time, professional development and school organisation, have been elicited from the participants. Finally, some recommendations are made that attempt to optimise the use of ICT in education. Further research areas are also proposed. In sum, the research suggests that ICT is a 2-sided tool. On one hand, ICT can provide numerous benefits to teaching and learning. On the other hand, stakeholders must be aware of its potential negative side effects. Moreover, ICT should be treated as only one of many instructional media, and it should be used carefully. Over-reliance on ICT should be avoided.
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Cookman, Craig Alan. "Attachment structures of older adults: Theory development using a mixed qualitative-quantitative research design." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185906.

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This study used a mixed qualitative-quantitative design to describe attachment in a sample of one-hundred fifty-four healthy community-living older adults. Life-span development and attachment theory combined to define the philosophical and theoretical orientation that guided the investigation. The idea of an "attachment structure" was conceptualized by the investigator to frame attachment--an approach that allowed attachment to involve multiple attachment objects from any or all of six different attachment object types (things, ideas, people, groups of people, animals, or places). The purpose of this study was to explore and describe the attachment structure as it presented in, and developed in later life. In phase one of the study, 154 older adults were administered a questionnaire designed to elicit descriptive information about the newly conceptualized "attachment structure". This information was used to guide theoretical sampling in the qualitative, second phase. In phase two, a grounded theory methodology was used to explore the developmental changes that occurred in attachment structures in later life. Sixteen subjects from phase one were selected, based on their responses to the quantitative phase, as those subjects most likely to advance the theory developing focus of this study. Analysis supported the attachment structure as a meaningful representation of socio-emotional development in later life. The existence of multiple attachment objects of multiple object types was supported by both quantitative and qualitative data. Significantly, in addition to close family and friends, subjects reported attachments to ideas like independence and freedom. A grounded process called "reconfiguring" was identified from qualitative analysis that described how older people make changes in their attachment structures to maintain a sense of security in the face of diminishing contact with attachment objects. Two pathways, the structural stimulation pathway and the reconfiguring pathway, describe the dynamics of the attachment structure. The reconfiguring pathway was identified as a developmental resource of aging--a process available to older people to address developmental challenges in aging that affect one's quality and quantity of interaction with attachment objects.
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Books on the topic "Qualitative-quantitative Research"

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Research design: Qualitative & quantitative approaches. Thousand Oaks, Calif: Sage Publications, 1994.

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Research decisions: Quantitative and qualitative perspectives. 4th ed. Toronto: Thomson Nelson, 2008.

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Palys, T. S. Research decisions: Quantitative and qualitative perspectives. 2nd ed. Toronto: Harcourt Brace & Company Canada, 1997.

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Ethnostatistics: Qualitative foundations for quantitative research. Newbury Park: Sage Publications, 1988.

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Palys, T. S. Research decisions: Quantitative and qualitative perspectives. Toronto: Harcourt Brace Jovanovich Canada, 1992.

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Research decisions: Quantitative and qualitative perspectives. 3rd ed. Scarborough, Ont: Thomson Nelson, 2003.

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Scott, Young J., and Daniels M. Harry, eds. Counseling research: Quantitative, qualitative, and mixed methods. Upper Saddle River, N.J: Pearson/Merrill, 2010.

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Social research method: Qualitative and quantitative methods. 2nd ed. Thousand Oaks, Calif: SAGE Publications, 2013.

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1941-, Christensen Larry B., ed. Educational research: Quantitative, qualitative, and mixed approaches. 2nd ed. Boston: Allyn and Bacon, 2004.

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Neuman, William Lawrence. Social research methods: Qualitative and quantitative approaches. 3rd ed. Boston: allyn and Bacon, 1997.

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Book chapters on the topic "Qualitative-quantitative Research"

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Silver, Michelle Pannor, and Laura Upenieks. "Qualitative Research/Quantitative Research." In Encyclopedia of Gerontology and Population Aging, 1–9. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69892-2_580-1.

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Parahoo, Kader. "Quantitative and qualitative research." In Nursing Research, 50–70. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-14559-1_4.

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Greetham, Bryan. "Qualitative and Quantitative Research." In How to Write Your Undergraduate Dissertation, 191–98. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-38977-0_21.

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Patten, Mildred L., and Michelle Newhart. "Quantitative and Qualitative Research Decisions." In Understanding Research Methods, 25–28. Tenth edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315213033-9.

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Baker, William. "Qualitative and Quantitative Analysis." In The Creative Enterprise of Mathematics Teaching Research, 171–78. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-549-4_15.

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Patten, Mildred L., and Michelle Newhart. "Quantitative and Qualitative Research: Key Differences." In Understanding Research Methods, 22–24. Tenth edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315213033-8.

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Pomberger, Gustav, and Hubert Rumerstorfer. "Quantitative und qualitative Aspekte prototypingorientierter Systementwicklung." In Operations Research Proceedings 1991, 712. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-46773-8_175.

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Menon, Goutham M., and Goutham M. Menon. "Integrating Qualitative and Quantitative Research Methods." In The Handbook of Social Work Research Methods, 609–18. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications, Inc., 2010. http://dx.doi.org/10.4135/9781544364902.n35.

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Lee, Tat Leang, and Zhen Zheng. "Acupuncture Pain Research: Quantitative and Qualitative." In Acupuncture for Pain Management, 117–37. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-5275-1_7.

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Bidigare, R. R., J. L. Iriarte, S. H. Kang, D. Karentz, M. E. Ondrusek, and G. A. Fryxell. "Phytoplankton: Quantitative and qualitative assessments." In Foundations for Ecological Research West of the Antarctic Peninsula, 173–98. Washington, D. C.: American Geophysical Union, 1996. http://dx.doi.org/10.1029/ar070p0173.

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Conference papers on the topic "Qualitative-quantitative Research"

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Hanna, Awad S., and Karim A. Iskandar. "Factors Affecting Construction Labor Productivity: Qualitative and Quantitative Assessment." In Construction Research Congress 2018. Reston, VA: American Society of Civil Engineers, 2018. http://dx.doi.org/10.1061/9780784481271.058.

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Demaree, Dedra, Saalih Allie, Michael Low, Julian Taylor, Charles Henderson, Mel Sabella, and Leon Hsu. "Quantitative and qualitative analysis of student textbook summary writing." In 2008 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2008. http://dx.doi.org/10.1063/1.3021228.

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Hiç BİROL, Özlen. "An Extended Study Of The Effects Of The 2008 Global Economic Crisis On Turkish Economy And Her International Relations." In Annual International Conference on Qualitative and Quantitative Economics Research. Global Science and Technology Forum (GSTF), 2011. http://dx.doi.org/10.5176/978-981-08-8957-9_qqe-005.

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M.A.T.K, Munasinghe, and Rathnasiri U.A.H.A. "Undergraduates Perception on Quality in Higher Education." In Annual International Conference on Qualitative and Quantitative Economics Research. Global Science and Technology Forum (GSTF), 2011. http://dx.doi.org/10.5176/978-981-08-8957-9_qqe-009.

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Bakó, Barna. "Exclusive contracts in bilaterally duopolistic industries." In Annual International Conference on Qualitative and Quantitative Economics Research. Global Science and Technology Forum (GSTF), 2011. http://dx.doi.org/10.5176/978-981-08-8957-9_qqe-010.

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Bang Vu, Tam. "Vocational Schools and Regional Development in China." In Annual International Conference on Qualitative and Quantitative Economics Research. Global Science and Technology Forum (GSTF), 2011. http://dx.doi.org/10.5176/978-981-08-8957-9_qqe-013.

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Matthews, Kent. "Risk Management and Managerial Efficiency in Chinese Banks: A Network DEA Framework." In Annual International Conference on Qualitative and Quantitative Economics Research. Global Science and Technology Forum (GSTF), 2011. http://dx.doi.org/10.5176/978-981-08-8957-9_qqe-021.

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Al_Banawi, Nisreen, and Nadia Yusuf. "Impact of the Demand of Women Higher Education: A New Dimension." In Annual International Conference on Qualitative and Quantitative Economics Research. Global Science and Technology Forum (GSTF), 2011. http://dx.doi.org/10.5176/978-981-08-8957-9_qqe-031.

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Kraipornsak, Paitoon. "Short and Medium Runs Effects of Government Expenditure and the Thai Macro economy." In Annual International Conference on Qualitative and Quantitative Economics Research. Global Science and Technology Forum (GSTF), 2011. http://dx.doi.org/10.5176/978-981-08-8957-9_qqe-032.

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Sarkar Bose, Arundhati. "Profit-Making Educational Organisations and Choice of Educational Expenditure and Quality." In Annual International Conference on Qualitative and Quantitative Economics Research. Global Science and Technology Forum (GSTF), 2011. http://dx.doi.org/10.5176/978-981-08-8957-9_qqe-036.

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Reports on the topic "Qualitative-quantitative Research"

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Sánchez García, José, Carles Feixa Pàmpols, and Sofia Laine. Contemporary Youth Research in Arab Mediterranean Countries: Mixing Qualitative and Quantitative Research. SAHWA Project, November 2016. http://dx.doi.org/10.24241/swcp.2014.cp.

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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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Rycroft, Taylor, Kerry Hamilton, Charles Haas, and Igor Linkov. A quantitative risk assessment method for synthetic biology products in the environment. Engineer Research and Development Center (U.S.), July 2021. http://dx.doi.org/10.21079/11681/41331.

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The need to prevent possible adverse environmental health impacts resulting from synthetic biology (SynBio) products is widely acknowledged in both the SynBio risk literature and the global regulatory community. However, discussions of potential risks of SynBio products have been largely speculative, and the attempts to characterize the risks of SynBio products have been non-uniform and entirely qualitative. As the discipline continues to accelerate, a standardized risk assessment framework will become critical for ensuring that the environmental risks of these products are characterized in a consistent, reliable, and objective manner that incorporates all SynBio-unique risk factors. Current established risk assessment frameworks fall short of the features required of this standard framework. To address this, we propose the Quantitative Risk Assessment Method for Synthetic Biology Products (QRASynBio) – an incremental build on established risk assessment methodologies that supplements traditional paradigms with the SynBio risk factors that are currently absent and necessitates quantitative analysis for more transparent and objective risk characterizations. The proposed framework facilitates defensible quantification of the environmental risks of SynBio products in both foreseeable and hypothetical use scenarios. Additionally, we show how the proposed method can promote increased experimental investigation into the likelihood of hazard and exposure parameters and highlight the parameters where uncertainty should be reduced, leading to more targeted risk research and more precise characterizations of risk.
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Hornby, Amanda, and Emilie Vrbancic. Library Impact Practice Brief: Library Outreach Assessment. Association of Research Libraries, September 2021. http://dx.doi.org/10.29242/brief.uwashington2021.

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As part of ARL’s Research Library Impact Framework initiative, the University of Washington (UW) Odegaard Library’s Undergraduate Student Success Team designed an assessment framework for outreach to undergraduates. This practice brief describes the UW team’s outreach and assessment planning processes, the qualitative and quantitative assessment methods employed, the results of their assessment program, the lessons learned, and the best practices that emerged over several years and several iterations of conducting library outreach assessment. The brief presents both long-term reflections and most recent applications between 2016–2021.
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Majchrowska, Justyna. TESTIMONIAL IN (NEW) MEDIA. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11109.

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The linguistic research of (the new) media so far has mainly focused on the analysis of content from broadcasters – people publishing on the Internet in order to convince the potential recipients to enter the website, read articles, explore the website as well as return after leaving it – in exchange for the material or financial benefit. Several years of observation of a variety of text types existing in the media shows that not only texts from broadcasters make it possible to notice and maintain this attention of recipients. Nowadays, similarly as in marketing and advertising, in the media (but not only there) the essential and productive content comes from the recipient. The subject of this quantitative and qualitative linguistic analysis is the title testimonial as a rapidly growing persuasive (promotional) trend in (new) media and a response to the challenges of the modern society.
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DeJaeghere, Joan, Bich-Hang Duong, and Vu Dao. Teaching Practices That Support and Promote Learning: Qualitative Evidence from High and Low Performing Classes in Vietnam. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/024.

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This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.
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Alpaydın, Yusuf. EDUCATION IN THE TURKEY OF THE FUTURE. İLKE İlim Kültür Eğitim Vakfı, December 2020. http://dx.doi.org/10.26414/gt008.

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The first report prepared under the Turkey of the Future project is on education, where our country has long been in a search for stability and methodology. The report aims to realistically study in 2018 what needs to be accomplished when looking forward to 2030 using quantitative and qualitative data. In this context, the study begins by explaining the state of education in the new millennium and the problems experienced from this perspective. The context necessary in resolving the issues and bettering current circumstances has been also emphasized in the purview of the report. Along with these improvements, students’ national and international examination performances are also analyzed. Finally, the developed policies, solution recommendations, and improvements have been presented in 12 points on the vision of the future. In preparing the report, the primary framework has been shaped by the relevant scientific literature, the framework and principal values established by the İLKE Foundation for Science, Culture and Education within the scope of the Turkey of the Future Project, and the educational perspectives of the research team. Besides multidisciplinarity and systems approach, locality and originality have been the two principal values when preparing this report.
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Hogan, Michael, and Michael Gallaher. Quantitative Indicators for Country-Level Innovation Ecosystems. RTI Press, May 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0051.1805.

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Innovation has been shown to be a key factor in determining a country’s competitiveness and economic growth potential. Through investments in education and research and development, many developing countries have tried to avoid the “middle income trap” of stagnation by working to create high-value employment opportunities. To better understand country-level readiness to innovate, we have compiled a set of publicly available data indicators and created a data tool to illustrate innovation capabilities and infrastructure by country. Our approach builds on and advances existing national innovation metrics by constructing transparent, publicly sourced indicators that emphasize changes over time and interrelationships between different indicators, as opposed to creating simple indices across groups of indicators. This occasional paper is targeted to an applied audience, explaining the methods used to assemble the data, an overview of the indicators, practical applications of the data, summary statistics, and data limitations. The data are not intended to be a tool for providing answers about innovation, but rather a starting point for future work including market landscaping, country-level diagnostics, and qualitative protocols for research.
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Piper, Benjamin, Yasmin Sitabkhan, Jessica Mejia, and Kellie Betts. Effectiveness of Teachers’ Guides in the Global South: Scripting, Learning Outcomes, and Classroom Utilization. RTI Press, May 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0053.1805.

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This report presents the results of RTI International Education’s study on teachers' guides across 13 countries and 19 projects. Using quantitative and qualitative methods, we examine how teachers’ guides across the projects differ and find substantial variation in the design and structure of the documents. We develop a scripting index so that the scripting levels of the guides can be compared across projects. The impact results of the programs that use teachers’ guides show significant impacts on learning outcomes, associated with approximately an additional half year of learning, showing that structured teachers’ guides contribute to improved learning outcomes. During observations, we find that teachers make a variety of changes in their classroom instruction from how the guides are written, showing that the utilization of structured teachers’ guides do not create robotic teachers unable to use their own professional skills to teach children. Unfortunately, many changes that teachers make reduce the amount of group work and interactivity that was described in the guides, suggesting that programs should encourage teachers to more heavily utilize the instructional routines designed in the guide. The report includes a set of research-based guidelines that material developers can use to develop teachers’ guides that will support effective instructional practices and help improve learning outcomes. The key takeaway from the report is that structured teachers' guides improve learning outcomes, but that overly scripted teachers' guides are somewhat less effective than simplified teachers' guides that give specific guidance to the teacher but are not written word for word for each lesson in the guide.
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Dy, Sydney M., Julie M. Waldfogel, Danetta H. Sloan, Valerie Cotter, Susan Hannum, JaAlah-Ai Heughan, Linda Chyr, et al. Integrating Palliative Care in Ambulatory Care of Noncancer Serious Chronic Illness: A Systematic Review. Agency for Healthcare Research and Quality (AHRQ), February 2020. http://dx.doi.org/10.23970/ahrqepccer237.

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Objectives. To evaluate availability, effectiveness, and implementation of interventions for integrating palliative care into ambulatory care for U.S.-based adults with serious life-threatening chronic illness or conditions other than cancer and their caregivers We evaluated interventions addressing identification of patients, patient and caregiver education, shared decision-making tools, clinician education, and models of care. Data sources. We searched key U.S. national websites (March 2020) and PubMed®, CINAHL®, and the Cochrane Central Register of Controlled Trials (through May 2020). We also engaged Key Informants. Review methods. We completed a mixed-methods review; we sought, synthesized, and integrated Web resources; quantitative, qualitative and mixed-methods studies; and input from patient/caregiver and clinician/stakeholder Key Informants. Two reviewers screened websites and search results, abstracted data, assessed risk of bias or study quality, and graded strength of evidence (SOE) for key outcomes: health-related quality of life, patient overall symptom burden, patient depressive symptom scores, patient and caregiver satisfaction, and advance directive documentation. We performed meta-analyses when appropriate. Results. We included 46 Web resources, 20 quantitative effectiveness studies, and 16 qualitative implementation studies across primary care and specialty populations. Various prediction models, tools, and triggers to identify patients are available, but none were evaluated for effectiveness or implementation. Numerous patient and caregiver education tools are available, but none were evaluated for effectiveness or implementation. All of the shared decision-making tools addressed advance care planning; these tools may increase patient satisfaction and advance directive documentation compared with usual care (SOE: low). Patients and caregivers prefer advance care planning discussions grounded in patient and caregiver experiences with individualized timing. Although numerous education and training resources for nonpalliative care clinicians are available, we were unable to draw conclusions about implementation, and none have been evaluated for effectiveness. The models evaluated for integrating palliative care were not more effective than usual care for improving health-related quality of life or patient depressive symptom scores (SOE: moderate) and may have little to no effect on increasing patient satisfaction or decreasing overall symptom burden (SOE: low), but models for integrating palliative care were effective for increasing advance directive documentation (SOE: moderate). Multimodal interventions may have little to no effect on increasing advance directive documentation (SOE: low) and other graded outcomes were not assessed. For utilization, models for integrating palliative care were not found to be more effective than usual care for decreasing hospitalizations; we were unable to draw conclusions about most other aspects of utilization or cost and resource use. We were unable to draw conclusions about caregiver satisfaction or specific characteristics of models for integrating palliative care. Patient preferences for appropriate timing of palliative care varied; costs, additional visits, and travel were seen as barriers to implementation. Conclusions. For integrating palliative care into ambulatory care for serious illness and conditions other than cancer, advance care planning shared decision-making tools and palliative care models were the most widely evaluated interventions and may be effective for improving only a few outcomes. More research is needed, particularly on identification of patients for these interventions; education for patients, caregivers, and clinicians; shared decision-making tools beyond advance care planning and advance directive completion; and specific components, characteristics, and implementation factors in models for integrating palliative care into ambulatory care.
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