Relevant bibliographies by topics / Qualitative research interviews

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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 research interviews'

Author: Grafiati
Published: 4 June 2021
Last updated: 12 February 2022

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Journal articles on the topic "Qualitative research interviews"

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Łątkowski, Mikołaj. "Remote qualitative interviews." Journal of Education Culture and Society 12, no. 1 (June 17, 2021): 202–11. http://dx.doi.org/10.15503/jecs2021.1.202.211.

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Aim. The aim of this article is to contribute towards a wider analysis of remote qualitative interviews taking into consideration the context of qualitative research as a social practice, which is often overlooked in the body of literature. Methods. The study is based on twelve in-depth interviews with qualitative researchers conducted by the author. The data is analysed with the focus on social aspects of qualitative interviews which engage the interviewee and the interviewer alike. Results and conclusion. The analysis shows that, from the perspective of the researcher, the social aspects of qualitative interviews constitute an important part of the research method. The interview is a meeting that combines methodological features with the attitude of involved people. Researchers are accustomed to in-person interviews and from that perspective, they evaluate possible losses caused by remote research. However, as they self-reflect, this is not always an inherent feature of the new media but rather a question of how they are used and by whom. The interview is a meeting that utilises communication habits and experiences from both sides of the conversation – the interviewer and the interviewee. It is important to take this fact into consideration while analysing the potential of remote interviews, especially when social isolation caused by the COVID-19 pandemic is changing our communication habits. Cognitive value. The remote qualitative interviews are often described from the perspective of usability and effectiveness. This article describes researchers as a part of the research process who have their own attitudes and experiences in conducting research. From the perspective of social practices, these are almost as important as the knowledge and attitude of interviewees and they also affect the results of the research process.
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Chahal, Aksh. "Interviews in qualitative health care research." Revista Pesquisa em Fisioterapia 11, no. 1 (January 29, 2021): 218–21. http://dx.doi.org/10.17267/2238-2704rpf.v11i1.3450.

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INTRODUCTION: Interview is a conversation to procure information where an interviewer performs the action of questioning and an interviewee responds to the asked questions. The widely used modes are ‘Face-to-Face Interview’, ‘Telephonic Interview’, and ‘Interview via Electronic/Multimedia’ approach. Information acquisitions via interviews have proved their practicality under a wide range of considerations and aspects in domains of healthcare, social sciences, management, etc. Proper selection of the method right from planning, and establishment deliver the required information to the interviewer in the best expressible, and documented form to deliver results bringing the best after a whole planned workout of an interview. OBJECTIVE: In the present article, the author would be focused on the interview categorization in qualitative health care research. MATERIALS AND METHODS: Only PubMed and SCOPUS Databases were searched from inception to September 2020 for this narrative review. Only English language articles were searched with keywords, “Interview”, “Face-to-Face”, “Qualitative research” and “Category of Interview” and linked with Boolean words such as, “AND”, “OR” and “NOT”. Conference abstracts and proceedings articles were excluded. This narrative review did not followed PRISMA statement. RESULTS: The selection of interviews to be used in qualitative health care research should be based on time allocation, gender, prioritization of privacy, and requirement of the content of information. The interviewer should ask one question at a time, present with normalcy in facial and body expression following response even after noting the answers to be unpredictable and encourage the response rate to the highest for optimizing the results obtained. CONCLUSION: Various important aspects of interview in qualitative health care research has been discussed in this narrative review.
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Rossetto, Kelly R. "Qualitative research interviews." Journal of Social and Personal Relationships 31, no. 4 (February 17, 2014): 482–89. http://dx.doi.org/10.1177/0265407514522892.

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Knox, Sarah, and Alan W. Burkard. "Qualitative research interviews." Psychotherapy Research 19, no. 4-5 (July 2009): 566–75. http://dx.doi.org/10.1080/10503300802702105.

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Britten, N. "Qualitative Research: Qualitative interviews in medical research." BMJ 311, no. 6999 (July 22, 1995): 251–53. http://dx.doi.org/10.1136/bmj.311.6999.251.

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Peters, Kath, and Elizabeth Halcomb. "Interviews in qualitative research." Nurse Researcher 22, no. 4 (March 18, 2015): 6–7. http://dx.doi.org/10.7748/nr.22.4.6.s2.

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Harskamp, Anna, and Noble House. "Interviews in qualitative research." Educational Psychology in Practice 35, no. 4 (June 24, 2019): 440–41. http://dx.doi.org/10.1080/02667363.2019.1625240.

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Silver, Michelle. "Qualitative Interview Analysis: Unpacking Packed Interviews." Innovation in Aging 4, Supplement_1 (December 1, 2020): 42. http://dx.doi.org/10.1093/geroni/igaa057.136.

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Abstract Retirement is an ever-evolving, dynamic, and complex social construct we associate with the end of one’s career. Exploring what retirement means to different people can contribute to a better understanding of the implications of this important transition at the individual and societal level. However, sifting through participants stories is not always a straightforward endeavor, particularly in the case when participants have something to hide. This paper examines the value of qualitative research methods in unpacking complex personal narratives. As the landscape surrounding mature workers’ experiences continues to change, this paper extends policy debates about retirement, as well as scholarly conversations about the richness and complexity of qualitative research.
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Phillips, Robyn, and Ruth Davies. "Using interviews in qualitative research." British Journal of Midwifery 3, no. 12 (December 2, 1995): 647–52. http://dx.doi.org/10.12968/bjom.1995.3.12.647.

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Aarsand, Liselott, and Pål Aarsand. "Framing and switches at the outset of qualitative research interviews." Qualitative Research 19, no. 6 (December 29, 2018): 635–52. http://dx.doi.org/10.1177/1468794118816623.

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The article focuses on the opening sequences in qualitative research interviews and in particular examines the interactive work of achieving ‘topic talk’. Using the concepts of activity types, activity frames and contextualization cues, a close-up analysis of eight focus-group interviews and 12 semi-structured interviews was conducted. The findings show that the interviewees display familiarity with the interview as an activity type and how it is to be socially organized. However, to create a joint focus of attention, thereby getting off to an adequate start, the participants also need to agree upon an activity frame and a distribution of positions to achieve a frame switch, which here emerges through the interactional work of announcing, customizing and approving. Accordingly, by highlighting the communicative and practical circumstances of qualitative research interviewing, the opening sequences are considered to be a delicate interactive affair, however, where the interviewer has to take the main responsibility.
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Dissertations / Theses on the topic "Qualitative research interviews"

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Diaz, Castro J. (Juan). "When ‘no one’ does answer:a qualitative research critically examining autism through interviews with adult autists." Master's thesis, University of Oulu, 2015. http://urn.fi/URN:NBN:fi:oulu-201503131161.

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Autism is often presented as a seriously disabling neurodevelopmental brain disease, and those who suffer from it are seen as individuals trapped in themselves, confused, and unable to communicate. Current research within the Clinical Model of Disability looks into the causes and seeks a possible cure for autism. However, some communities of Autists are articulating a discourse which challenges the assumption that autism is a disorder that needs to be treated or cured. Such discourse claims that autism is merely a natural variation of the configuration of the human mind, with its unique ways of socializing, communicating and sensing, all of which need to be recognized, respected and valued. Their main argument is that by excluding the neurodiverse from the discussion of what normalcy constitutes, they are being subjected to a certain epistemological violence, which deprives them of voice and agency to contest these discourses. As a reaction to this, and to the notorious absence of an Autist perspective in special needs education courses, this thesis explores how Autists themselves see and experience their autism. The goal of the thesis is to broaden the perspective from which we look at normalcy and neurodiversity. For the purpose of this thesis, 6 participants on the autism spectrum from Finland and the UK agreed to participate in private two-way exchanges to express their own views on autism. The data was collected through semi-structured interviews, email and other electronic exchanges. Using the principles of Qualitative Content Analysis, the data was processed into descriptive themes which showcase the different ways in which the participants see and experience their autism. Grounded on a subjectivist and poststructuralist epistemological stance, the theoretical framework of the thesis is defined within the Social Model of Disability, and the analysis and discussion of the data were carried out borrowing conceptual tools from Critical Disability Studies. The findings suggest that it is possible to experience autism in a variety of ways, including autism as an identity, as a normal human variation, as a disability because of others, as an impairment, or as a reason to feel proud. These findings suggest that the experience of autism is open to many variations, hinting at the complexity and intersectionality of the issue. The variability in the stories of the participants suggests also that the experience of autism does not happen in isolation, but in a constant and interdependent interplay of many other factors such as cultural background, current context, socioeconomic background, gender, age, employment status, support structures or a lack of them. Although there were some common elements in the experiences that the participants shared, it can be said that the most defining feature of the data, as a whole, is the significant differences found in the way autism was experienced and described by the participants. Autism can be experienced in a great variety of ways, depending on the specific circumstances of the individual, and the preconceptions and expectations that are present in a given sociocultural context. While Autists can be described in many different ways, in the end, being Autist is just an arbitrary label. Everyone has impairments. Everyone has cognitive capacities that enable them to do certain things, and not others. A diagnosis can offer a label for an individual, which may provide help and support for that individual. Labels tell us nothing about a person. The idea of treating autism should always be positive, if it facilitates in any way the reciprocal encounter between two people. Perhaps acknowledging the cultural aspects of the experience of disability, treatments addressing cultural preconceptions should be promoted. The best possible way to treat autism, in any circumstance, is to treat it with dignity and respect. Treating real people with dignity is always about seeing the person, and forgetting the labels. Genuinely understanding other human beings involves talking and listening to them, on their own terms, and finding out what makes them an individual, and not what makes them part of a group. This is something which speaks not about the specificities of Autists, but more about our own capacity and limitations for genuine empathy and meaningful communication.
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Srirangarajan, Bhooma. "Visualizing Primary Design Research: Analyzing Interviews in Primary Design Research using Qualitative Research and Ethnographic Principles and Graphic Design to Communicate the Results." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1406880596.

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Kuhn, Lauren Allison. "The Perspectives of Advanced Practice Dietitians in Foodservice Director Roles: An Exploratory Investigation." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397576791.

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Kuang, Fuyang. "Elderly and Internet: An Exploratory Research." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17537.

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The purpose of this study was to explore how elderly people in Gävle cope with their life by using of Internet and what are their perceived benefits and barriers of the use of Internet. Qualitative methods were used with face-to-face interviews and email correspondence to gather the data. Six elderly people participated in this study. Coping theory was used to analyse the results. The results were divided into three parts. They were describing the use of Internet, benefits and barriers of using the Internet and reasons behind using the Internet and coping. Benefits include connectedness, gratification, usefulness, and active learning experience. Barriers include limitation, distrust and frustration. This paper used the coping theory to try to describe how these persons adjust the way of thinking and the way of behaving and how they use these strategies to cope with the daily life. It was found that Internet for elderly people is becoming more important nowadays and also it is significant to know how they think about the Internet.
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Garfield, M. Robert III. "Controlling the Inputs of Hand Tool Development through Design Research." University of Cincinnati / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1428048311.

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Michailidou, Kyriaki. "“How useful and applicable is the program The Underwear Rule for Greek parents? Parents' perspectives on the advantages and problems with the program: an interview study”." Thesis, Linköpings universitet, Institutionen för tema, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-119523.

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Child sexual abuse is a burning issue raising concern because of the statistics which indicate that one in five children are victims of some kind of abuse. The protective program, the “Underwear Rule” was launched by the European Council in order to inform and equip parents, caregivers and children towards this sensitive issue. The program is addressed to all European countries in the exact same form and content, with only differentiation the language. This study tries to examine theoretically and empirically the applicability of the “Underwear Rule” to Greek parents, in the sense that each country has its own cultural background and cast of mind, which differentiate the acceptance and the applicability of the Rule. This relates mainly to prior research of Kirana exploring Greek parents’ perspective towards sexual education, as well to Babatsiko’s research about developing national protective programs corresponding to local and cultural demands. An interview study has been carried out, focusing on parents’ point of view about the Underwear Rule. The analysis is based on the subjective experiences and thoughts of seven parents whose children are in the age-target group covered by the Underwear Rule. The parents’ interviews have been analyzed thematically. Overall this study argues that The Underwear Rule is a good protective program, but parents would like improvements and enrichment in order the burning topic of child sexual abuse to be covered more effectively
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Pettersson, Rebecca, and Andrea Schmelter. "Källkritisk medvetenhet : En kvalitativ studie om källkritiska kunskaper hos elva mediestudenter på Linnéuniversitetet." Thesis, Linnéuniversitetet, Institutionen för medier och journalistik (MJ), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53421.

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This qualitative study aims to look at how the knowledge and awareness regarding source criticism is seen amongst media students attending their first year at Linnaeus University. Our theoretical base includes to explain what source criticism is, about media literacy, the power media has in the Swedish society, the effects that media can create, and the effects of internet. This study consists of eleven interviews where knowledge and awareness regarding source criticism are in focus. Our interviewees have contributed with diverse reasoning and thoughts, which will be presented closer in this study. A central part of this study also contains questions about the reasoning of the eleven media students regarding source criticism in relation to their career choice and position in society.Our result shows that the knowledge and awareness regarding source criticism amongst the eleven students are high, however they also express that this might not be the case amongst the population in general. All interviewees testify that source criticism is a subject that affects and that it is a high possibility it does not get the attention it deserves.
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Wicht, Alina. "An investigation into the influence of targeted-Facebook advertising through mobile devices on South African consumers' advertisement perceptions." Master's thesis, Faculty of Commerce, 2021. http://hdl.handle.net/11427/33977.

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Digital advertising has become a multi-billion-dollar industry; and it is growing tremendously each year. In times of strong market dynamics, marketers are particularly aware of Facebook advertising as a powerful advertising form. The dynamic market situation also magnifies the need for marketers to monitor and analyse consumers' perceptions. The purpose of this study was, thus, to assist marketers in understanding the influence of targeted Facebook advertising through mobile devices on South African consumers' advertisement perceptions. The form of advertising investigated was in-stream advertisements. The aim of this study was to explore the role of South African consumers' emotions in relation to these consumers' attention to the targeted in-stream advertising on Facebook delivered via mobile phones. South African consumers view videos on their mobile phone through the Facebook platform, which can be interrupted by targeted Facebook advertising. This study investigated the role that the interruption of video watching bears in relation to the interpretation and perception of the advertisement by these consumers. Another objective was to explore the role of South African consumers' attitudes towards brands in relation to what these consumers remember from the advertisements delivered through mobile targeted in-stream Facebook advertising. The sample consisted of 13 South African consumers and was acquired using purposive sampling. This study was based on a perception-formation model, which is a composition formed from the perception models of different authors. The model was investigated using qualitative interviewing and the data gathered was analysed through qualitative content analysis. The results of the study provide support for the theoretical framework and suggest that consumers' perception of in-stream advertising on Facebook is influenced by various factors such as the nature of Facebook usage, emotions, the disruption caused by the advertising, the attitude towards the brand and the Facebook video viewed. Marketers may be able to influence consumers' perception of in-stream advertisements through more precise targeting, a better fit between the in-stream advertisements and the video and by limiting the advertisement occurrence. By shedding light on South African consumers' perceptions of targeted in-stream advertising on Facebook, this thesis could serve as a basis for marketers' decisions, and also lay the foundations for future academic research in this field.
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Yeaman, Adetoun Oludara. "Understanding Empathy in the Experiences of Undergraduate Engineering Students in Service-Learning Programs." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99038.

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In an increasingly globalized world and with rapid advancement in technology, there is a need to grapple more intently with social implications of engineering and technology. In the engineering community, these trends direct us to more critically consider how engineering and technology affect humanity and to interact effectively in diverse populations. Empathy, an ability that is central to the process of understanding and considering others, has been recognized as a valuable competency in the education of engineers. In engineering education specifically, several studies have pursued definition of empathy in the engineering context and its importance in engineering curriculum. Studies suggest that service learning is a useful pedagogical approach for supporting students in the development of social competencies, including empathy. However, it is not clear how this development happens. In this dissertation, I sought to understand engineering students' experiences in a service-learning context to learn the ways in which empathy emerged in their descriptions and the elements of participants' experiences that shaped their empathy development. My participants were fourteen engineering students from two institutions, a small private university and a large public university, with both groups involved in at least one-semester of a service-learning course. I describe my phenomenological approach to this investigation and share my findings. Notably, I found eight main themes in my investigation of the role of empathy within the service-learning experiences described namely: changing perspective about others, having a sense of responsibility to others, keeping an open mind, inquiring of stakeholders, seeing others' points of view, understanding others' situations, being able to adjust goals and compromise and recognizing and/or welcoming difference. Additionally, I found both elements of participants' experiences designed into the course and those that were unprecedented relevant in shaping their empathy development. I also discuss the implications of these findings for engineering education and practice.
Doctor of Philosophy
In an increasingly globalized world and with rapid advancement in technology, there is a need to think more intentionally about social implications of engineering and technology. These trends make is necessary for the engineering education to incorporate critical consideration of how engineering and technology affect humanity and how to interact effectively in diverse populations. Empathy, an ability that is central to the process of understanding and considering others, has been recognized as a valuable competency in the education of engineers. Studies suggest that service learning is a useful pedagogical approach for supporting students in the development of social competencies like empathy. My aim in this dissertation was to understand engineering students' experiences in a service-learning context to learn the ways in which their descriptions reveal empathy and the elements within their context that shaped empathy development. My participants are fourteen engineering students from two institutions, a small private university and a large public university, with both groups involved in at least one-semester of a service-learning course. Having explored students' experiences, I discuss key findings about how and within which contexts empathy came to play in these experiences. There are many different ways that empathy can play a role within students' experiences in a service-learning context and many facets of an experience help draw out more empathic practices. In this dissertation, I discuss implications of these findings for engineering education and practice.
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Bullock, Steven David. "Integrating Quantitative and Qualitative Research Methods to Inform Management of the Cadillac Mountain Summit, Acadia National Park." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/34144.

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Included in this thesis are two papers describing companion studies which employed complementary methodologies to study the issue of how Acadia National Park might balance resource protection efforts and maintain quality visitor experiences on the summit of Cadillac Mountain. In the first study, stated choice analysis was used to assess visitors' preferences for alternative combinations of public access, resource protection, visitor regulation, and site hardening to manage the Cadillac Mountain summit. Results suggest that visitors consider resource protection to be a priority and are willing to accept regulation of their behavior onsite, reinforced with the use of moderately to highly intensive management structures, but generally don't support limiting public access to the summit to achieve resource protection objectives. In the second study, qualitative interviews were conducted to provide an in-depth understanding of visitor experiences on the summit of Cadillac Mountain and how site management actions designed to achieve resource protection objectives might affect visitors' experiences. Respondents indicated that the summit of Cadillac Mountain is a centerpiece of Acadia National Park, and their experiences of the mountain summit are centered around the aesthetics and naturalness of Cadillac Mountain. Several factors emerged as influencing whether site management actions are deemed appropriate by visitors and perceived to affect visitors' experiences. In particular, site management structures that were perceived to blend in with the surroundings, be constructed of natural materials and protect vegetation were considered appropriate and of little consequence to visitors' experiences. Some study participants also suggested that site management structures that provide visitors with the opportunity to freely demonstrate their choice to help protect vegetation and soils can enhance visitors' experiences. In contrast, site management structures and actions perceived as being regulatory, confining, or limiting opportunities for visitors to choose to help protect vegetation resources were considered less appropriate and more likely to negatively affect visitors' experiences.
Master of Science
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Books on the topic "Qualitative research interviews"

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Roulston, Kathryn, ed. Interactional Studies of Qualitative Research Interviews. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/z.220.

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Interviews: An introduction to qualitative research interviewing. Thousand Oaks, Calif: Sage Publications, 1996.

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author, Brinkmann Svend, ed. InterViews: Learning the craft of qualitative research interviewing. Los Angeles: Sage Publications, 2015.

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Svend, Brinkmann, ed. InterViews: Learning the craft of qualitative research interviewing. 2nd ed. Thousand Oaks: Sage Publications, 2009.

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Discovering qualitative methods: Field research, interviews, and analysis. 2nd ed. New York: Oxford University Press, 2009.

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

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

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Irene, Rubin, ed. Qualitative interviewing: The art of hearing data. Thousand Oaks: Sage Publications, 1995.

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Irene, Rubin, ed. Qualitative interviewing: The art of hearing data. 2nd ed. Thousand Oaks, Calif: Sage Publications, 2005.

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Nursing research using life history: Qualitative designs and methods in nursing. New York: Springer Publishing Company, LLC, 2014.

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Book chapters on the topic "Qualitative research interviews"

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Amsbary, Jonathan Howard, and Larry Powell. "Qualitative Research Interviews." In Interviewing in a Changing World, 123–38. Second edition. | New York : Routledge / Taylor & Francis Group, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781315113135-9.

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Mann, Steve. "Qualitative Interviews Overview." In The Research Interview, 30–57. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137353368_2.

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Richards, Keith. "Interviews." In Qualitative Research in Applied Linguistics, 182–99. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230239517_9.

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Patten, Mildred L., and Michelle Newhart. "Interviews in Qualitative Research." In Understanding Research Methods, 161–63. Tenth edition. | New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315213033-52.

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Abell, Jackie, and Greg Myers. "Analyzing Research Interviews." In Qualitative Discourse Analysis in the Social Sciences, 145–61. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-1-137-04798-4_7.

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Tjora, Aksel. "Forms of qualitative interviews." In Qualitative Research as Stepwise-Deductive Induction, 93–111. Abingdon, Oxon; New York, NY : Routledge, 2018. | Series: Routledge advances in research methods ; 26: Routledge, 2018. http://dx.doi.org/10.4324/9780203730072-5.

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Gomm, Roger. "Analysing the Results of Qualitative Interviews." In Social Research Methodology, 239–67. London: Macmillan Education UK, 2008. http://dx.doi.org/10.1007/978-0-230-22911-2_11.

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Pope, Elizabeth M. "Chapter 10. Continuers in research interviews." In Interactional Studies of Qualitative Research Interviews, 219–38. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/z.220.10pop.

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Kraska, Peter B., John J. Brent, and W. Lawrence Neuman. "Ethnographic Field Research and Qualitative Interviews." In Criminal Justice and Criminology Research Methods, 363–410. 3rd Edition. | New York: Routledge, 2021. | Revised edition of the authors’ Criminal justice and criminology research methods, c2012.: Routledge, 2020. http://dx.doi.org/10.4324/9780429026256-12.

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Roulston, Kathryn. "Chapter 3. Research interviewers as ‘knowers’ and ‘unknowers’." In Interactional Studies of Qualitative Research Interviews, 59–78. Amsterdam: John Benjamins Publishing Company, 2019. http://dx.doi.org/10.1075/z.220.03rou.

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Conference papers on the topic "Qualitative research interviews"

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Pretto, Albertina. "Asking is not enough. A research study on teaching qualitative interviews in Italy." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7431.

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In the area of social research, it is not uncommon to come across qualitative interviews (transcribed or recorded) that present conduction strategies which seem to be in contrast to that is recommended by the literature on this subject. In order to understand the reason why this occurs, I present the results of a research carried out among Italian sociologists who use qualitative interviews for their research; I try to establish a connection between the conduction strategies used by researchers and their training. I found three different conducting styles, and divided my interviewees into three categories. But, only one of these categories presents a real positive attitude towards qualitative interviews. The problem is that all these researchers also teach qualitative methods at University or train new interviewers for their research and they pass down their same attitude to their students, for better or worse.
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Căpraru, Mădălina. "THE RESEARCH OF THE EVOLUTION OF TRADITIONAL ARTS USING GROUNDED THEORY DURING COVID-19." In NORDSCI International Conference. SAIMA Consult Ltd, 2020. http://dx.doi.org/10.32008/nordsci2020/b2/v3/07.

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Studying the evolution of traditional arts in the XXI century brings with it the need to take into account a series of other concepts that are somewhat new in the study of traditional cultures, namely: pseudo-traditions and traditional kitsch, and also of already existing concepts such as the process of traditionalization and the adapting process of traditional arts. To better define these new concepts and to understand the reason behind the change in the traditional arts, I have chosen to use a grounded theory approach to the research to highlight and point out the reason and process behind the adaption and evolution of traditional arts. The method I intend to use to collected data is in-depth interviewing combined with the observation of the interviewee in his environment or surrounded by his creations. But the Covid-19 pandemic has overthrown the data collection plans. In this article I want to emphasize the impact of the Covid-19 pandemic has on data collection and analysis, impacting the result of the research overall. The Covid-19 pandemic has forced me to reassess the data collection method approach. The in-depth interviews have transformed into semi-structured or even structured interviews, with the interviewee being able to easily avoid sensitive or disliked questions. It also takes the possibility of the researcher to analyze the behavior or reactions of the interviewee, limiting the data analyzed. The difference between the quality of data collected from face-to-face interviews compared to telephone or on-line interviewing is emphasized by the degree of the interviewee’s openness when discussing sensitive subjects, the predominance of non-opinion answers or evasive ones. In this article I want to emphasize the effect of the pandemic on the research of traditional arts using a qualitative methodology. Although on-line video interviews offer a closer to face-to-face interview experience, the interviewee is more prone to avoiding sensitive subjects or ending the interview altogether.
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Nishizono, Teiko, and Yoko Minoura. "FUNDAMENTAL COMPETENCIES FOR PROFESSIONAL NURSES: QUALITATIVE ANALYSIS OF INTERVIEWS WITH NURSING DIRECTORS." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1661.

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Savona, Annamaria. "ANALYSING LESSON-BASED INTERVIEWS USING THE LESSON ACTIVITIES MAP (LAMAP) AS A VISUAL TOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end100.

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During training as generalists, some teachers find it complex and challenging to teach songs and lead class singing. The Song Leading research project longitudinally examines case studies of 16 trainees to explore how they acquire and develop the knowledge and skills to conduct a class singing lesson. The data corpus consists of video-recorded lessons, audio-recorded lesson-based interviews and personalised open-ended questionnaires. In this paper some phases of the interview analysis are presented. As each interview is conducted while watching the video-recorded lesson, its analysis should not be separated from the lesson content. The central question guiding this analysis is: How can the analysis of a lesson-based interview be combined with the video analysis of the lesson itself? We present a visual system to combine the analysis of interviews and videos. This system involves the use of the Lesson Activities Map (LAMap) – the transcript of the class singing lesson – based on the methodology developed in the Song Leading project. During the thematic analysis of the interviews, the LAMap is a visual tool that allows the researchers to systematically describe the lesson moments that were the starting points of the teachers' reflections. In addition, LAMap is a visual tool for collecting initial codes and identifying relationships between potential interview themes. The implications of the use of a visualisation system for lesson-based interview analysis are an added value for the coherence of case study interpretation. The paper contributes to research in education by providing concrete examples of how to make a qualitative analysis process explicit.
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Vernon, Tanya M. "The Stories Statistics Don’t Tell: Using Qualitative Data to Enhance Findings About Student Learning." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-40195.

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In this paper, the author illustrates several techniques for deriving findings from qualitative data. Data collected in this way can be used to enhance, but not necessarily take the place of, quantitative data which are routinely collected metrics of student performance. In this paper, the author suggests how to utilize naturalistic methods such as observation, interviews and blogs to represent “student stories” (or case studies). The paper has the following outcomes: 1) recognizing and using elements of good interviews, 2) knowing how to relate qualitative methods and findings to quantitative information and 3) understanding appropriate analysis for qualitative data. For this paper, the author draws upon her PhD research undertaken 2003–2007.
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Abdulrhim, Sara Hamdi, Mohamed Izham Mohamed Ibrahim, Sowndramalingam Sankaralingam, Mohammed Issam Diab, Mohamed Abdelazim Mohamed Hussain, Hend Al Raey, Mohammed Thahir Ismai, and Ahmed Awaisu. "The Perspectives of Healthcare Professionals and Patients on the Value of Collaborative Care Model for Diabetes in Primary Healthcare settings in Qatar." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0178.

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Background: Diabetes mellitus (DM) is one of the top health priorities in Qatar due to its high prevalence of 15.5%, which is projected to increase to 29.7% by 2035. DM management is still challenging despite healthcare advancement, warranting the need for a comprehensive Collaborative Care Model (CCM). Therefore, we aim to evaluate the value of CCM in DM care at a primary healthcare (PHC) setting in Qatar. Methodology: This study was a qualitative exploration of healthcare professionals’ (HCPs’) and patients’ perspectives on the value of CCM provided at the center. Twelve patients and twelve HCPs participated in semi-structured one-toone interviews. Qualitative data were analyzed and interpreted using a deductive coding thematic analysis process. Results: The interviews resulted in 14 different themes under the predefined domains: components of CCM (five themes), the impact of CCM (three themes), facilitators of CCM provision (three themes), and barriers of CCM provision (three themes). The majority of the participants indicated easy access to and communication with HCPs at QPDC. Participants appreciated the extra time spent with HCPs, frequent follow-up visits, and health education, which empowered them to self-manage DM. Generally, participants identified barriers and facilitators related to patients, HCPs, and healthcare system. Conclusion: The providers and users of CCM had an overall positive perception and appreciation of this model in PHC settings. Barriers to CCM such as unpleasant attitude and undesirable attributes of HCPs and patients, unsupportive hospital system, and high workload must be addressed before implementing the model in other PHC settings.
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Zeleeva, Vera. "Pedagogical Effects of Qualitative Research Methods (Focus Group and Phenomenological Interviews) in Pedagogical Training for Graduate and Postgraduate Students." In IFTE 2019 - V International Forum on Teacher Education. Pensoft Publishers, 2019. http://dx.doi.org/10.3897/ap.1.e0778.

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Finger, Vítor, Valesca Reichelt, and João Capelli. "Big Data and Data Driven Marketing in Brazil." In CARMA 2018 - 2nd International Conference on Advanced Research Methods and Analytics. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/carma2018.2018.8314.

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The main purpose of this article is the understanding of which marketing strategies related to big data are being implemented by Brazilian companies in different sectors, in addition to assessing these actions within an already established construct. To reach the proposed objectives, an exploratory, qualitative research was conducted using the multiple case study method. Thus, data were collected through bibliographical, documentary and semi-structured interviews, with the intent of formulating the construct by which the companies are studied. The study unit interviewed consisted of market professionals and big data specialists. As the main result, it was widely noticed the application of strategies related to big data by the companies surveyed. The classification of these actions within an already established construct, however, was not possible, since it was understood the existence of distinct stages of adoption for this technology, and it was not possible to label these companies as users of big data.
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Smékalová, Lucie, Jiřina Sněhotová, and Barbora Jordánová. "Identification of Transferable Competencies and their Impact on the Paradigm Change in Higher Education in the 21st Century." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.034.

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The article presents the results of a qualitative research of an Erasmus+ KA201 project “CATCH 21st Skills – Changing the Approach to Teaching in Higher Education”. The main method used in the research was a semi-structured interview led with six human resources (HR) managers of six Czech private companies. The aim of the qualitative research was to find answers to the question: Which transferable competencies are the most important for the graduate's successfulness in the labour market? After completing the interviews, the research team was able to link the concrete 21st century skills with four competence areas (sub-themes), to identify the two most important clusters of competencies (communication and collaboration) which are the most important for the employers. Secondly, the research team members found out what changes in educational paradigm would bring benefits for actual demands of job market. The conclusion of the paper offers ways and tools for development competencies among university students and it brings the description of the thesis for transforming the educational paradigm.
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Chaw, Ei Phyu, and Erika Kopp. "Student-teachers' Experiences During Practicum in Pre-service Teacher Education in Myanmar." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/08.

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Teacher education program differs internationally in accordance with the admission, assessment, teaching practice period, induction program, professional learning, initial teacher learning, continuous professional development, and performance appraisal systems for recognizing accredited teaching. Experts in teacher education recommends that the practicum is the focus and an integral part of initial teacher education program. In most countries, teacher education programs face difficulties in finding the proper role and form of practice. Referring to National Education Strategic Plan (2016-21) of Myanmar, practicum in teacher preparation program is dull and it has limited guidance and supervision. Moreover, very few publications are available in Myanmar that label the perceptions of teacher candidate on their practicum experience. This study explores student-teachers' experience during practicum in their pre-service teacher education program. The doctoral research will focus on the role of practicum in pre-service teacher education in Myanmar. This document describes the results of the pilot study conducted in 2019, July. The researcher employed convergent mixed-method design to collect data for the pilot study. Data collection methods include semi-structured focus group interviews and questionnaires. The final year student-teachers (N=23) who were enrolled in 2014 academic year at the Yangon University of Education are the subject of the study. The questionnaire consists of 27 closed items. Fourteen final-year student-teachers discussed their practicum experiences in two focus group interviews. Student-teachers' responses to the questionnaire are mostly positive. In the focus group interview, they mentioned their critical point of views such as their university program could prepare them to some extent for their practicum. There were some differences in responses to the questionnaire and focus group interviews. From the results of the quantitative and qualitative part, the researcher could learn some potential problem areas that can affect the whole doctoral research.
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Reports on the topic "Qualitative research interviews"

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DiBenedetti, Dana B., T. Michelle Brown, Carla Romano, Claire Ervin, Sandy Lewis, and Sheri Fehnel. Conducting Patient Interviews Within a Clinical Trial Setting. RTI Press, August 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0054.1808.

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Qualitative data centered on patients’ experiences and perspectives typically go uncollected in clinical trial settings. Yet patients’ treatment experiences offer complementary insights and context on topics such as disease management, treatment gaps, and previous treatments outside of those gathered in traditional patient-reported outcome questionnaires. Qualitative interviews can capture patients’ perceptions of treatment needs, more fully explore meaningful changes experienced as a result of treatment, and reveal outcomes that are most important to patients. Asking patients detailed questions can provide insight into the “why” of a patient’s expressed thought or feeling. The inclusion of patient interviews within clinical trials is a relatively new and evolving field of research. This article delineates the types of data that may be collected during interviews with clinical trial participants and outlines two approaches to conducting qualitative research in the clinical trial setting, with a focus on maximizing the value of the resulting data.
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Lazdane, Gunta, Dace Rezeberga, Ieva Briedite, Elizabete Pumpure, Ieva Pitkevica, Darja Mihailova, and Marta Laura Gravina. Sexual and reproductive health in the time of COVID-19 in Latvia, qualitative research interviews and focus group discussions, 2020 (in Latvian). Rīga Stradiņš University, February 2021. http://dx.doi.org/10.25143/fk2/lxku5a.

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Qualitative research is focused on the influence of COVID-19 pandemic and restriction measures on sexual and reproductive health in Latvia. Results of the anonymous online survey (I-SHARE) of 1173 people living in Latvia age 18 and over were used as a background in finalization the interview and the focus group discussion protocols ensuring better understanding of the influencing factors. Protocols included 9 parts (0.Introduction. 1. COVID-19 general influence, 2. SRH, 3. Communication with health professionals, 4.Access to SRH services, 5.Communication with population incl. three target groups 5.1. Pregnant women, 5.2. People with suspected STIs, 5.3.Women, who require abortion, 6. HIV/COVID-19, 7. External support, 8. Conclusions and recommendations. Data include audiorecords in Latvian of: 1) 11 semi-structures interviews with policy makers including representatives from governmental and non-governmental organizations involved in sexual and reproductive health, information and health service provision. 2) 12 focus group discussions with pregnant women (1), women in postpartum period (3) and their partners (3), people living with HIV (1), health care providers involved in maternal health care and emergency health care for women (4) (2021-02-18) Subject: Medicine, Health and Life Sciences Keywords: Sexual and reproductive health, COVID-19, access to services, Latvia
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Thompson, Stephen, Shadrach Chuba-Uzo, Brigitte Rohwerder, Jackie Shaw, and Mary Wickenden. “This Pandemic Brought a Lot of Sadness”: People with Disabilities’ Experiences of the COVID-19 Pandemic in Nigeria. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/if.2021.008.

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This qualitative study was undertaken as part of the work of the Foreign, Commonwealth and Development Office (FCDO) funded Inclusion Works programme which aims to improve inclusive employment for people with disabilities in four countries: Uganda, Kenya, Nigeria, Bangladesh. When the COVID-19 pandemic emerged early in 2020 the work of this consortium programme was adapted to focus on pandemic relief and research activities, while some other planned work was not possible. The Institute of Development Studies (IDS) led a piece of qualitative research to explore the experiences and perceptions of the pandemic and related lockdowns in each country, using a narrative interview approach, which asks people to tell their stories, following up with some further questions once they have identified their priorities to talk about. 10 people with disabilities who were involved in Inclusion Works in each country were purposively selected to take part, each being invited to have two interviews with an interval of one or two months in between, in order to capture changes in their situation over time. The 10 interviewees had a range of impairments, were gender balanced and were various ages, as well as having differing living and working situations.
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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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Shaw, Dierdre, and Katherine Duffy. Save Your Wardrobe: Digitalising Sustainable Clothing Consumption. University of Glasgow, June 2019. http://dx.doi.org/10.36399/gla.pubs.188107.

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This preliminary research examines the role of digitalisation in changing how consumers respond to, manage and maintain more sustainable approaches to clothing. It brings together the mission and vision of Save Your Wardrobe, with expert consumer researchers from University of Glasgow. Using a qualitative approach (in-depth consumer interviews and wardrobe audits) we explore existing clothing behaviours and how the Save Your Wardrobe (SYW) application (app) could be used as a digital wardrobe management solution.
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Baek, Carolyn, and Naomi Rutenberg. Addressing the family planning needs of HIV-positive PMTCT clients: Baseline findings from an operations research study. Population Council, 2005. http://dx.doi.org/10.31899/hiv14.1000.

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Preventing unintended pregnancy among HIV-positive women is an effective approach to reducing pediatric HIV infection and vital to meeting HIV-positive women’s sexual and reproductive health needs. Although contraceptive services for HIV-positive women is one of the cornerstones of a comprehensive program for prevention of mother-to-child transmission of HIV (PMTCT), a review of PMTCT programs found that implementers have not prioritized family planning (FP). While there is increasing awareness about the importance of FP and HIV integration, data about FP from PMTCT clients are lacking. The Horizons Program is conducting an operations research study testing several community-based strategies to reduce mother-to-child transmission of HIV in a densely settled urban slum in Nairobi, Kenya. Strategies being piloted include moving PMTCT services closer to the population via a mobile clinic and increasing psychosocial support for HIV-positive women. This research update presents key findings about FP at PMTCT sites, including the interaction between providers and clients as well as HIV-positive women’s fertility desires and demand for contraceptives, from the baseline cross-sectional survey and qualitative interviews with postpartum women.
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Means, Barbara, Vanessa Peters, Julie Neisler, Korah Wiley, and Rebecca Griffiths. Lessons From Remote Learning During COVID-19. Digital Promise, March 2021. http://dx.doi.org/10.51388/20.500.12265/116.

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The abrupt transition to remote instruction in response to COVID-19 posed significant challenges for both students and instructors. This report provides data on the prevalence of the different kinds of challenges college students faced during the shift to remote instruction and the nature of spring 2020 courses from the perspectives of both students and instructors. These descriptions are complemented by survey data on the prevalence of online instructional practices that are generally recommended in the online learning literature and analyses of the relationship of these practices to student satisfaction with their course. This report describes findings from two research activities conducted concurrently: a survey of a nationally representative sample of over 1,000 undergraduates who were taking online courses that included in-person meetings when they began and had to switch to entirely remote instruction; and qualitative descriptions of 29 courses offered by 10 institutions, based on interviews and focus groups with students and instructors.
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Iyer, Ananth V., Steven R. Dunlop, Olga Senicheva, Dutt J. Thakkar, Ruier Yan, Karthikeyan Subramanian, Suraj Vasu, Gokul Siddharthan, Juily Vasandani, and Srijan Saurabh. Improve and Gain Efficiency in Winter Operations. Purdue University, 2021. http://dx.doi.org/10.5703/1288284317312.

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This report analyzes the current service level of winter operations in Indiana and explores opportunities to optimize performance. We analyze data regarding winter operations managed by INDOT and provide specific quantified estimates of opportunities to improve efficiency while also managing costs. For our exploration, we use data provided by INDOT sources, qualitative insights from interviews with INDOT personnel, literature survey data and benchmarking information, salt and supplier data analysis, and simulation. As part of our research, we developed a simulation model to visually represent the impact of alternate management of trucks for snow removal and a dashboard to understand the impact. Our analysis suggests the following: (1) opportunities exist to coordinate salt delivery by suppliers and combine local city salt purchases with INDOT’s purchases to save costs, (2) adjusting routes will reduce deadhead, (3) understanding truck maintenance and truck locations improves performance, and (4) incorporating critical locations into snow route planning will meet service thresholds. These insights provide implementable recommendation initiatives to improve winter operations performance. The simulation tool developed in this project simulates various weather events to draw insights and determine appropriate resource allocations and opportunities for improving operational efficiency. The report thus provides a quantifiable approach to winter operations that can improve the overall service level and efficiency of the process.
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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.
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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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